1. Knowledge and ability
(1) Read the text with emotion.
(2) Understand the content of the text and the characteristics of the ancient city of Lhasa.
(3) Use courseware and other teaching resources to let students know more about the main attractions of the ancient city of Lhasa and the customs of Tibet.
2. Process and method
Self-reading, enlightening, expanding and understanding
3. Emotional attitudes and values
Through the study of the text, we can understand the diverse cultural characteristics of our country and deepen our understanding of the motherland, thus stimulating our love for the motherland.
Teaching focus:
Understand the content of the text, know the characteristics of the ancient city of Lhasa, and have the consciousness of loving the motherland and being close to ethnic minorities.
Information materials:
Teachers and students * * * collect information about major scenic spots and customs in Tibet and Lhasa.
Teaching design
First of all, the introduction of passion
1. Please listen to a song. (Play the song "Back to Lhasa") Listen to the songs in the song. Where did we introduce? Do you know Lhasa? When it comes to Lhasa, what do you think of? ("Lhasa" is on the blackboard) Today, we will go to Lhasa with the author, a mysterious place! (Board issues)
2. Students show their collected information about Lhasa, talk about their impressions and yearning for Lhasa, and introduce the text.
(The introduction of emotion is easy to arouse students' enthusiasm and stimulate students' enthusiasm for learning. )
Second, read the text and understand the main idea.
1. Please read the text in your favorite way.
Requirements:
(1) Read through the text and read the difficult sentences several times.
(2) Mark out what you don't understand and what you have doubts about.
Reading is students' personalized behavior. Teachers' analysis should not replace students' reading exercises. Only by having a direct dialogue with the text can students gain unique experiences and feelings and become masters of Chinese learning. )
2. Intra-group communication. If you don't understand communication, solve it in the group. Screen the questions raised and compare them to see who has the greatest value. After a while, report to the class.
3. Communicate with the whole class and enjoy the harvest. Teachers should be fully prepared, what kind of questions students will ask, and sum up two key questions that best reflect the center.
The key to class communication is cooperation, so that students can fully discuss, inspire and help each other, so that students' individual feelings can be supplemented or corrected in cooperation with other students, learn to communicate, listen and share with others in cooperation, and make learning flexible. )
Third, extracurricular expansion.
1. What else do you want to know besides Lhasa introduced in the above article?
The teacher designed a video, please read it carefully and enjoy it.
Guide students to browse the article with the fast reading method they have learned before. )
The content roughly includes the following aspects:
This paper briefly introduces the main scenic spots in Lhasa, the customs of Tibet and the folk customs mentioned in the article.
Increase students' reading time in class, increase reading volume, cultivate students' interest in learning Chinese, and stimulate students' feelings of loving the motherland's multiculturalism. )
Students talk about their feelings and try to design advertising language to recommend the ancient city of Lhasa to people all over the world.
Cultivate students' expressive ability and give them room to show. )
Extracurricular expansion (can be arranged flexibly according to the actual situation of the classroom)
1. Practice writing: Learn the expressions of the text and practice writing in places you are familiar with.
2. Collect information and introduce the customs of other ethnic minorities to friends.
Question:
1. How to solve the problem of students' learning methods is a key. How should teachers guide students to learn independently in the classroom and really play the leading role of teachers?
Because this text describes the customs of Tibetan people, the students only know a little about it in books or on TV. How to use multimedia courseware to solve the things mentioned in this paper that are far away from real life, such as prayer flags, fragrant birds, coastal city walls, Jokhang Temple, Barkhor Street and mulberry smoke?
The language of this text is beautiful. How to make students yearn for Tibet while appreciating the author's concise language?