What is the relationship between wanting and doing? The following is the lesson plan about "thinking and doing" in the third grade Chinese I collected for you. Let's have a look!

Teaching objectives:

1. Learn the general method of argumentative reading. Understand how the author raises topics from life, and then put forward arguments and prove them.

2. Cultivate the awareness and ability to ask questions from the text, and experience creative reading with life.

Teaching emphases and difficulties:

1. The focus of learning: clarify the structure of the text, understand how the author puts forward arguments from life and demonstrate them with facts.

2. Learning difficulties: learn to put forward your own views and ideas on the text, and start a dialogue with the editor and author of the text from life experience.

Teaching methods:

This course intends to adopt the teaching method of "multi-dimensional interaction and independent inquiry" under the guidance of the concept of "advanced teaching"

Instructional design:

First of all, learn a little first

"Advanced teaching" advocates that teachers are learners first. In order to obtain the qualification and right to participate in learning, organize learning and guide learning in class, teachers should first read the text independently and consult it.

1. The author of this paper can find problems from life, put forward arguments and prove them with facts, and the reasoning context is clear and the structure is rigorous; Paragraphs 5, 6 (first sentence), 7 and 9 play the role of binding, sewing, leading and closing, and the examples cited are also very convincing.

The full text revolves around the relationship between thought and action, and the central argument is that "thought and action are inseparable and must be related". The idea of reasoning is: first discuss why we must combine thinking with action, and then discuss how to combine thinking with action.

The first five paragraphs discuss why we must combine thinking with doing. The thread of reasoning is: putting facts-analyzing-demonstrating. At first, there were two manifestations: "daydreaming without doing anything" and "doing without thinking". The third paragraph gives an overall evaluation of the two performances, emphasizing that the second performance is not worthy of praise. In-depth analysis in the fourth paragraph: First, cattle and horses are compared, and the performance of "burying one's head and refusing to think about what one has done" is pitiful and pathetic. Re-analysis: It is precisely because human beings can do and think at the same time that culture can make continuous progress. At this point, the relationship between thinking and doing has been clearly expounded. The fifth paragraph naturally summarizes the central argument of this article.

"How can you relate what you want to what you do?" It marks the deepening of the discussion. The reasoning idea of this part is: first, focus on how to avoid "fantasy", and then focus on how to avoid "death".

How to avoid "fantasy"? That is "proceeding from reality". The author gave an example of learning to swim. Analyze while giving examples: analyze from the front, observe actions, and jump into the water to practice; On the other hand, if you just stare and dream for a while, even if you come up with a lot of "truths", you can't learn to swim. The conclusion is: "the real truth is to gain experience in action and then come up with it according to experience." Whether the truth is right or wrong depends on actions. "This is called" proceeding from reality "to avoid" fantasy ".

"When doing this, I think. Doing it depends on guidance; Think about it, you have to prove it with your actions. Thinking and doing are connected. " This passage is both the summary of the above discussion and the opening of the next discussion.

How can we avoid "stuttering"? The author discussed it with comparative examples. Some students learn Chinese by "studying hard" and learn mathematics by "memorizing formulas". The result of this "dead knock" can only get half the result with half the effort, or even in vain. Some students "can think of" labor-saving ways to learn skillfully, of course, get twice the result with half the effort. Through the comparative analysis of examples, it is proved that the way to avoid "doing death" is "doing, relying on the guidance of thinking"

The last paragraph is a summary of the whole paper. The author did not simply summarize the above contents, but emphasized the importance of "taking time to think no matter how busy you are".

Although this article is a demonstration of a concept, the author does not use his power evenly. In his argument, he emphatically analyzed the harmfulness of the phenomenon of "doing without thinking". The reasons for this treatment are as follows: ① In our traditional cultural concept, we advocate "doing without thinking". "Hard work" is often a portrayal of a model figure, so its hidden dangers are even greater. ② Compared with "daydreaming", teenagers are more likely to make the mistake of "doing without thinking", so it is of great significance to strengthen the consciousness of "thinking more". "Doing without thinking" has a greater negative effect on scientific inventions and human progress.

3. The language in the text is basically accurate and rigorous, and some words are vivid. For example, in the questioning part, the phrase "only draw the dead" is a metaphor of popular images such as "painting a gourd ladle" and "pulling a horse to walk"

4. Some points worth discussing:

(1) Regarding paragraph 7. If you want to summarize how "thinking" and "doing" are related, paragraph 7 should be placed at the end of the article; If you want to summarize the last paragraph and open the next paragraph, you should write the original text "while doing". Doing it depends on guidance; Think about it, you have to prove it with your actions. Thinking and action are closely linked. "is amended as:" while thinking, while doing, thinking and doing are closely linked. Think and prove it with action; To do this, we must rely on guidance. "Because the first paragraph is about how to" think "and the second paragraph is about how to" do ".

(2) Regarding paragraph 9. Almost all the materials think that paragraph 9 is a summary of the full text, and it is also considered as "deepening the central argument". But the teachers think that this paragraph is only a summary of the part of "doing without thinking". If you want to summarize the full text, you need to pay attention to the phenomenon of "just want to do it".

(3) Historical materials focus on how to "write" argumentative papers, such as letting students master the reasoning method of "putting facts and reasoning" and giving oral training to the discussion of "opposing concepts". Teachers believe that since reading is a course, we should study how to teach students to read argumentative papers, make them alive and enjoy them.

5. To teach students to "live" and "enjoy reading" with the method of association, "seniors" must first "live" and enter the classroom "prepared". To this end, the teacher made the following associations in reading:

(1) From "empty talk" to the case of Wang Ming and Li in the history of our party and the case of the Great Leap Forward, the people's commune entered the case of * * * production system ahead of schedule, with an yield of 10,000 kilograms per mu. They can recite computer instructions endlessly, but they can't type a few words on the computer (Note: Utopia can't be understood as "making promises" or "expressing determination", because these "guarantees and determination" can't be realized because of non-intellectual factors such as perseverance and perseverance, and they don't belong to the category of "theory" and "practice" discussed in this paper. )

The concept of "doing things without thinking" is related to the concept of "ability-based" teachers (preparing and speaking one by one, but not knowing how to reflect and review teaching behavior, lacking research consciousness) and the outlook on life (herding sheep-getting married-having children-herding sheep).

③ Related to "thinking while doing": Lu Ban and chainsaw; Cai Lun and paper; Bi Sheng and Printing: Watt and the Steam Engine; Edison and electricity; Bill Gates and Microsoft, etc.

④ Thinking about "doing without thinking" in Chinese learning: learning a novel one by one, memorizing a large number of characters' conclusions, but finally being unable to interpret the characters in a novel independently; I have done a lot of papers, but I still can't read and write independently.

Second, plan ahead.

1. Create problem situations

"Advanced teaching" holds that teaching and learning behavior should and must take place in a certain social background, so teachers must carefully create an environment conducive to learning this lesson, make the situation harmonious, interesting, helpful and inspiring, and thus play the role of inducing problem consciousness by the situation. Teachers can create situations by introducing background information into a question, inducing a suspense, showing life experiences and reflecting on self-misunderstanding. This lesson plans to use "show life experience" to construct problem situations.

Teacher: I want to talk to you about two interesting things. First, a classmate in Jiangxia District told me that she had done a lot of papers, but for some reason she still couldn't do the reading questions. Besides, I'm a teacher, so it's okay to read the instructions. How come I have memorized the computer instructions, but I can't get on the computer?

What problems do you find from these two things? What measures will you take to help us? (Students talk about "problems") Hu Sheng, a great philosopher, found these problems and wrote an article (naturally introducing new lessons).

Ask some questions

(1) After reading the text freely, mobilize students to ask questions that they want to explore in this class, and the teacher will listen patiently, sincerely and enthusiastically. (Time: 5 minutes)

(2) Inquiry class should inspire students to ask questions, but not necessarily teachers. Teachers must cultivate the quality of creative questions, such as "sensitivity …' uniqueness'", "divergence" and "innovation"; Strengthen the problem design consciousness of "seeking innovation and change, causing creativity" Therefore, teachers should be fully prepared to ask questions while mobilizing students to ask questions. This course will ask the following questions:

① First cooperative inquiry: See which group can read the text short?

[Hint: Find meaningful sentences quickly and filter them by silently adding "I think". Understand the structure and function of these reasoning sentences in the article, and distinguish which sentence is the central argument, that is, "the shortest choice"]

(2) in addition to these sentences and paragraphs, what role does the rest of the text play?

Obviously, these sentences play the role of enumerating and analyzing social phenomena and putting forward arguments; Connecting with real life, explain the argument and prove the function of the argument, and pay attention to the natural realization of words when analyzing. ]

(3) Since we criticize two social phenomena, why not use more pen and ink?

[Clarify the pertinence and focus of this article. ]

(4) Which words do you find in the text have structural functions? What other words do you particularly appreciate in the article?

[Look for words, sentences and paragraphs with structural functions; Taste rigorous and vivid language and be a reading guide. ]

⑤ Second cooperative inquiry: See which group spends more time reading the text?

[Hint: Creative reading should link words with life. Which sentences you read in the article remind you of your own experience or what you have seen in your life? ]

⑥ Third cooperative inquiry: Do you want to edit the dialogue with the author? What do you think you particularly appreciate about this article? Where do you have any questions? If the editorial board of Hu Sheng Quanshu asks you for advice, how do you plan to revise the last paragraph to make this article show the spirit of 2 1 century?

3. Conduct cooperative investigation

After integrating teachers' and students' questions, feedback is given to students for cooperative inquiry, in the form of teachers' and students' inquiry, group inquiry and two-person discussion.

Teachers should not only participate in group discussions as ordinary members, but also carry out macro-control over the whole discussion. ]

4.Exchange solution

On the basis of group discussion, teachers (or students) can communicate in class on three major issues, the content of which can be "results" or just thinking about the direction and way; You can express one aspect of a problem.

5. Assess the benefits and losses of effectiveness

Teachers and students, especially students themselves, evaluate the learning efficiency of this class, thus inducing students' sense of self-efficacy, prompting students to have a successful psychology and promoting the subject to complete a new round of meaning construction.

Teachers should make supplementary, formal, summative and abstract speeches.

Teacher's summary: Help students recall the course of this lesson and abstract the general methods of argumentative reading: grasping reasoning, analyzing facts, managing structure and connecting with experience.

6. Form an extended link

At the end of the class, teachers should guide students to think in different dimensions (variable dimensions) and variable conditions (variable conditions) by means of association, analogy and comparison, and put forward new research questions, or become an extended problem chain, or broaden their horizons for comparative reading.

This lesson plans to assign the following extended topics:

(1) Read the Declaration of Creation after class Ye Shengtao.

(2) Take "Study on the Effect of the Combination of Learning and Thinking of Middle School Students" as the subject, and continue the classroom discussion and research.

Third, deal with forecasting.

1. Integrated coping strategies of teacher-student problems in the implementation process: students and teachers ask the same questions mainly from students; Several students ask the same kind of questions and integrate them; Questions that students haven't raised are supplemented by teachers, and suggestions are made, or students' questions are raised after transformation; Problems that students have not realized (such as paragraph 7) can be omitted, and individual problems that deviate from the main points of this lesson can be solved individually after class.

2. Psychological adjustment prediction in the process of implementation

It is expected that students will be anxious when they ask questions, question the text and rewrite the text. In the example link of communicative life, teachers should grasp the "degree", guide in participation and inspire in guidance.

Fourth, the implementation effect.

The above teaching plan has been implemented in two classes in Wuhan junior high school, and the following plot is quite creative.

△ Lens 1, student question session:

Health 1: The article talks about the combination of thinking and doing. I think it is necessary to imagine boldly in the fields of science and art. Without imagination, there is no innovation, and there is no need to do it first and then think.

②: How did the idea of this article come into being?

③: The article emphasizes not to die, but in fact we are trying. How to understand this? Health 4: Do you want to get ahead or do you want to get ahead?

Health ⑤: The author thinks that "hard work is of course good", which means that he is in favor of hard work, but not "hard work", but I think we should be "willing to do it". Isn't Milu "willing to play"?

Health 6: Practice makes perfect. I think it means working hard.

⑦: Why did the author write this article?

Today, why should we study this article?

△ Lens 2, "Filter Inferential Sentences" link:

Health 1: (find the third paragraph); Health 2: (find the fifth paragraph); ③: (find paragraph 7); Health ④: (Find paragraph 9)

The class read aloud in condensed form. Teacher: If there is no specific word restriction-students should read the words immediately; Teacher: If there are word restrictions-students should delete words immediately and then continue reading; Teacher: If only one sentence is allowed to be condensed-almost the whole class reads "Thought and action are inseparable, there must be a connection." (that is, the central argument)

△ Lens 3, "Reading Length" link:

Health 1: "Thinking" can promote the development of human culture. I thought the Wright brothers saw the dragonfly fly, thought people could fly, and finally invented the plane.

Health (2): I remember that Madame Curie discovered radium.

Health (3): There is also the implementation of the Apollo moon landing program.

Health 4: After thinking, human beings also invented penicillin.

Health ⑤: My dad is just talking nonsense. He always talks nonsense about how to write his composition, but I still don't write as well as he says.

Health 6: I also thought of Microsoft, Internet and robots. ...

Health 7: I want to talk about my own, can I? (The teacher interrupts: Of course! Before, I listened attentively to the teacher's explanation of words and tried to recite them. Who knows the meaning of some words is always changing, but I still can't explain it independently. Later, I thought of a way to change this word into something I can understand. Of course, if the sentence makes sense, the meaning of this word will soon come out. (Teacher: Very good! You have come up with a good way to infer the contextual meaning of words. Let's call it "replacement method"! Everyone must have a lot of experience. Do you want to finish your research after class? )

△ shot 4, "Dialogue with editors and authors" link: (excerpt)

Health 1: Paragraph 9 is not comprehensive. Only summed up one aspect. Of course, it is not advisable to just want to do it.

②: I always feel that the word "proceeding from reality" is awkward.

I feel the same way. "Proceed from reality" now means not to set some goals too high regardless of the actual situation. I understand that what the author said here is "to practice" or "to practice and experience personally".

Health ④: In the ninth paragraph, the sentence "Think about what he has done, think about the experience he has gained from doing things" has entered another misunderstanding. Only by upgrading experience to theory can we guide practice.

Health ⑤: We should also encourage original and innovative thinking.

Health ⑥: If you want to modify it, you can add a sentence at the end: "In the new century, we should combine the spirit of innovation with practical ability, and innovation plus practice is what we should do in the new century."

⑦: I think the word order of the seventh sentence is wrong, because it is just the opposite of up and down. Teacher: How dare you! Learn from you! )