Shuowen Jiezi is the first text of the first batch of Chinese volumes (editions). This text shows us … and so on. In order and around, praise the spirit. express
Feelings. (Like,,,,,,,). From this point of view, the events described in this paper are very old, and intuitive teaching methods such as multimedia courseware can be used to narrow the distance between students and the text.
This passage is also very distinctive in shaping the characters. Therefore, in the teaching process, we should pay attention to the active description of characters' movements, demeanor, language and environment, so as to make the image bigger and bigger with the sublimation of students' emotions. At the same time, the language of this text is sincere and touching, suitable for the training of emotional reading.
The second link-talk about teaching objectives
According to the requirements of the new curriculum of Chinese teaching in primary schools, the characteristics of teaching materials and the focus of unit training, combined with the actual situation of students, I have determined the teaching objectives of this class:
Knowledge goal: to be able to understand the meaning of words such as "…" in a specific language environment, imagine while reading and connect with the context.
Skill goal: By studying the first and second paragraphs of the text, cultivate students' ability to dare to question, solve problems, collect and process information, and initially learn inquiry learning methods.
Emotional goal: read the text with emotion, feel, cultivate and love.
In order to implement the teaching objectives of this class, I have identified the teaching difficulties of X class as: closely following the language of the text, grasping the key words and focusing on experience.
The second module-talk about teaching strategies
In order to break through the key points, solve the difficulties and achieve the teaching objectives smoothly, I combine the characteristics of teaching materials and the learning characteristics of grade students, such as active thinking, strong curiosity and willingness to express and communicate, and mainly adopt the following methods in this class:
1, Reading Comprehension Method: Combining with the language characteristics of this course, reading replaces speaking, reading promotes learning, since the enlightenment reads by himself, imagines while reading, and teachers and students evaluate reading. Let students "think", "comprehend" and "imagine" in reading, fully feel the beauty of language and artistic conception of the text and internalize it.
2. Imagination perception method: In the teaching of this course, I try my best to dig the blank of the textbook, open the floodgate of students' imagination, and experience the characters' hearts through empathy and _ _ _ _ questions in my study, so as to make the characters' images fuller and taller, truly stand on and surpass the text, and develop students' language and thinking at the same time.
3. Situational teaching method: Being affectionate and interesting is teaching. At the beginning of the class, I use songs (music) and colorful pictures (vivid [video] courseware) to hold the students' heartstrings with infectious language, lead them to find impressions in their memories, arouse their existing emotional experiences, and lay an emotional foundation for later study. When studying, I use modern teaching methods.
4. Evaluation and incentive methods: In the teaching of this course, I give students sufficient reading time and preliminary reading thinking space, cherish their unique reading experience, and give affirmation and encouragement as long as what they say is meaningful and reasonable, so that students can enjoy the happiness of "jumping up and picking peaches".
In addition to the above methods, in the teaching of this course, there are methods such as independent inquiry and cooperative learning. I strive for students to be influenced by emotion in reading, learn language in language practice, accumulate language in taste and master methods in content experience.
The third module-talking about the teaching process
1, (lead students to find impressions in memory, arouse students' existing emotional experience, and lay an emotional foundation for later study. Teachers guide students to bring their inner experience into the reading process and release their emotions freely.
2. This is a migratory language practice, which aims to let students know more about the colorful life of rural children by watching videos, and at the same time love language practice to further feel the beauty of language and rhythm of poetry, accumulate sentence patterns, enrich the language and internalize the written language into their own language.
(Reprinting and infecting language)
3. Rooting Chinese course in real life, encouraging students to walk into life, observing, discovering and innovating, so as to enhance students' awareness of learning and using Chinese in various occasions and truly "link" Chinese classroom with life.
4. This design brings students into the situation by showing pictures and rendering music, expanding students' imagination in limited classroom, reading their own experiences in infinite imagination and writing their own chapters in flying thoughts.
5. Through various forms of reading aloud, let students perceive and understand the content of the text in reading, and naturally experience the thoughts and feelings in the text. At the same time, when reading aloud, I make timely and reasonable evaluations to promote students' efforts towards higher reading goals.
6. Beautiful music and beautiful reading enable students to enter a beautiful realm, experience the hardships of teachers' work again, and further stimulate the emotion of respecting and loving teachers.
7. In the process of learning, guide students to put themselves in their own shoes and let them have a real emotional experience. (Put yourself in others' shoes)
8. Students walk into the classroom, not a blank sheet of paper. They have had some early life experiences. Recalling the scene of asking for directions in life can make students quickly enter the state, enhance their self-confidence in speaking, help ignite the spark of wisdom and let students enter the active learning state.
9. The teacher's passionate performance and vivid description bring students into the text, making them become the characters in the text, thinking what the characters think, saying what the characters say ... The class is alive! Students have the deepest understanding that language is no longer boring, and learning has become a pleasure for students.
10, students' reactions to Chinese textbooks are often varied. As the saying goes, different people have different opinions, so we must respect students' unique experience, strive to create the best learning situation for them, create sparks of thinking and exchanges of emotions and knowledge in communication and inquiry, and brainstorm to "deepen" or broaden learning.
1 1. Teachers are reading-oriented, allowing students to appreciate the language of the text and feel the hearts of the characters through various forms of reading. At the same time, they can use or design the wings of imagination to help students understand and taste language, appreciate the charm of language, cultivate students' ability to feel language, exercise students' ability to speak and write, gain emotional experience and improve aesthetic taste.
12, with the introduction of "How does Dong Cunrui approach The Dark Castle", master the words describing Dong Cunrui's manners, movements and language, and gradually feel the inner activities of the characters through various forms of reading, thus realizing that Dong Cunrui has better broken through the key and difficult points of teaching for revolutionary heroism.
13. Give full play to students' imagination and association, disperse students' thinking, let students really feel the ferocity of the flood and the embarrassment of ordinary people, and the understanding of the idiom "homeless" will come naturally, and the language will be truly internalized.
Good reading can convey many meanings outside the language and can resonate with the listener. When students are full of hatred for the flood, teachers seize the opportunity to let students complain through reading aloud and grasp the good opportunity for students to express their feelings.
14. Music has a strong influence. Let students walk into the text in the context of song rendering, which can not only arouse students' interest in reading the text, but also lay the foundation for students' emotions. At the same time, through _ _, the distance between students and protagonists is narrowed.
15, teachers guide students out of the limitations of books and into a vast world of Chinese, make full use of the resources of Chinese courses around them, and build a bridge between study and life (mobilize students' past experience).
16. Children living in water towns in the south of the Yangtze River are very familiar with "water". When the "lens" breaks into the students' experience world, it will naturally awaken the impression of "water" stored in the mind. Students will definitely "speak with emotion". At this time, let students talk about what they see and feel, grasp the "temperature", seize the opportunity, cater to students' psychological extravagance, and leave it to students for public revision.
17, through the presentation of pictures (videos) and music, create a concrete and sensible vivid situation associated with the text, so that students can be really infected in the scene, get their true feelings, and enjoy the beauty and charm of the language with their own senses. (Feel, experience and appreciate)
Intuitive feelings-transformed into emotional experiences-deepened into inner feelings.
18, through talking about experience in connection with life, let every student actively participate in Chinese learning activities, ignite the sparks of students' thinking and open the floodgates of students' emotions. In this way, the understanding of the word _ _ will be profound and vivid.
19. The communication between groups enables students to help each other, get innovative information from their peers, promote multi-directional interaction, and cultivate students' cooperative learning ability.
20. Situational performance is the basic way for children to think and reproduce their lives. Organizing students to try cooperative performances can skillfully make them enter specific situations, make students form "role consciousness", thus breaking through difficulties and helping students speak and write.
2 1. The teacher is good at starting from the children's interest and letting the students be "little guides" to introduce Bird Island. In the process of introduction, they not only cultivate students' generalization ability, but also provide students with opportunities for language practice. Students naturally turn the language in the text into their own things and use it, and the key point of reciting the full text is solved.
22. The situational picture of the text is fresh and beautiful, which can be described as "poetry in painting", providing students with a preliminary visual image; "Nature in Summer" evokes students' feelings and experiences of psychedelic summer life, which can be described as "taking the lead"; The teacher's infectious language aroused the students' desire to blend in with and get close to nature. Beautiful pictures, beautiful music and beautiful language make students feel a kind of beautiful interest from the beginning and enter a beautiful realm. The cultivation of children's minds by this poem has quietly penetrated into students' hearts like spring rain.
Section 4: Speaking on the teaching blackboard.
A good blackboard writing is a pocket version of an article, which embodies the essence of the article. In this class, I designed this word-based blackboard writing according to the content of the text, trying to highlight the key points, be concise and summarize, so that students can get a more vivid impression and related knowledge.
The fifth part: Talking about teaching evaluation.
According to the above teaching instructions, I make a brief evaluation of this class: in this class, I take reading as the main line, developing imagination as the distribution point, taking emotion as the core and cultivating ability as the purpose, leaving time for students, so that students can learn to use it when they reach the reading club in this class.
The lecture is over, thank you!