Cognition is the reflection of students' understanding of things, and it is the concept, judgment or imagination of things. The Chinese elements in the textbooks permeate the cultivation of students' cognitive ability, pay attention to the construction of cognitive ability, and constantly improve students' Chinese ability in the construction.

Imagine: Unit 3 of the first volume of the third grade has arranged four texts: Last year's tree will definitely be better, traveling in a tripe and a piece of cheese. The first point of the language element in this unit directly points to "feeling the rich imagination of fairy tales". How to implement this element?

(1) unified authentication principle. Generally speaking, only the authentication center accepts the user's username and password information for verification, and the login entrance of other subsystems jumps to the unified authentication center, which grants indirect authorization. After the authentication center verifies the user information, it will create an authorization token and send it as a parameter to the subsystem. The subsystem obtains the token, checks it with the authentication center and authorizes the user. Central South University Library adopts a unified authentication system based on security assertion markup language. Based on this principle, the wireless authentication system can be used as a subsystem under the center, which is indirectly authorized by the center.

The first is to ask questions after class. Question 2: After last year's tree.

◇ "The bird opened its eyes and stared at the light for a while, thinking ..."

◇ "After singing, the bird stared at the light for a while and thought ..."

The two ellipses omit the psychological activities of birds. In teaching, students can be guided to contact the context, calm down and imagine the bird's nostalgia and reluctance to the tree, and then enter the bird's inner world.

1. Teacher: It's hard for birds to find their friends. They ask the roots, the doors, the little girls, and finally they see the trees turning lights. How do birds do it? Please draw relevant sentences while reading and imagine what the bird is thinking at the moment.

2. The teacher showed the sentence: ① "The bird stared at the light with wide eyes for a while and thought ..."

(2) "After singing the song, the bird stared at the light for a while and thought ..."

The shift of the center of gravity of land use types is the overall feature of the spatial change of regional land use. By comparing the distribution centers of various land use types at the beginning and the end, the shift direction and distance of the center of gravity are related to the natural conditions and social and cultural conditions of the transfer area, which can reflect the overall change trend and spatial pattern change law of land use to a certain extent, and provide support for the rational allocation of land resources, the driving force of land use change and the analysis of succession law.

3. Teacher: The word "gaze" is used in both sentences. What is the bird thinking?

4. Students exchange reports, focusing on the attachment of birds to trees, which are evaluated by teachers.

The above clip is entitled "Grasping Hands" to implement the language elements of this unit after class. Students can understand birds' sincere feelings for trees through imagination and speech with the help of existing understanding, thus improving their language perception.

The second is to use text illustrations. There are two illustrations in Journey in the Cow's Belly. The first picture shows Qingtou standing on the cow's back and instructing Hongtou how to escape from the cow's stomach. The second illustration shows the red head hugging the green head after successfully escaping from danger. Teachers should let students understand illustrations, imagine scenes and cultivate a sense of language. Might as well use such questions to guide.