Lecture notes of a willow tree in Qinghai Plateau 1 1. Teaching materials
A Willow on Qinghai Plateau is an essay by Chen, a famous writer in China. With beautiful brushwork, bold speculation and imagination, the text describes a magical willow tree on the Qinghai Plateau, which survived the snowstorm and lightning, but stood tenaciously on the Qinghai Plateau, enthusiastically praising the unyielding vitality and tenacious spirit of the willow tree. The full-text language is beautiful and fluent, with a blend of scenes and scenes, and has rich cultural connotations. It is a good carrier to guide students to read aloud and obtain cultural and spiritual nutrition.
Second, talk about teaching objectives
According to the characteristics of the text and the students' reality, combined with my research on the small topic of "reading guidance strategy", the teaching objectives set in this paper are:
1, feel the magic of willow modeling and the hardships of growth, so as to realize the tenacious vitality and tenacious struggle spirit of willow.
2. Express your feelings by reading aloud.
3. Guide students from the article to the author, and understand the spirit of the willow and the author from a higher level, so as to realize the emotional infection and the sublimation of thoughts.
Third, oral teaching methods
Reading aloud is the most important way for students to understand the text content, express emotional experience, cultivate aesthetic taste, increase language accumulation and train language sense. So in this class, I focus on guiding students to read aloud, to read instead of speaking, to promote learning by reading, and to closely follow the "magic." By reading the image and growth process of Liu, we can feel the "magic" of Liu in reading. By reading the language, we can touch the author's shocking heart, and then experience the philosophy of life in adversity, and fight with tenacious perseverance and tenacity, so as to realize the dialogue between teachers and students and the text and the author's heart. Therefore, the second classroom teaching in this paper revolves around the exploration and practice of "reading guidance strategy research".
Fourth, talk about the teaching process
(1) After reading the topic, I initially felt the magic of willow.
Show the courseware and let the students read the topic. Emphasize the words "a willow" and "Qinghai Plateau". This shows the particularity of this willow and its growing environment, and leads to this "magic" willow, which makes students feel the magic of willow initially and lays the foundation for later study.
(2) Read aloud and feel the image of willow.
First, let the students read the fifth section aloud and ask for reading: What words in the text caught your attention and what did you learn from it? Then let the students say the words and feelings after reading, and at the same time focus on guiding the students to read their own feelings. In this process, we should focus on guiding teachers' reading methods, such as:
(1) When students read the sentence "The leaves are so green, so green and so deep", if they don't read it well, the teacher can comment with a camera: I don't think this willow tree is green enough, just listen to the teacher: The leaves are so green, so green and so deep, and stress "lush" and "deep" when reading.
(2) When students read the sentence "It stands on the plateau, giving people a strong life appeal", they can evaluate it like this: I think what you read can only be called "towering", and there is still a little distance from it. Then read this sentence (model essay reading), highlighting the word "majestic" when reading, and let the students read it again. After the students read it, the teacher summed it up with a camera: in such a harsh environment, this willow tree grows so luxuriantly and shows great vitality. It is really a magical willow tree! In the process of guiding reading, students not only understand the words such as "arms folded thick", "more than 100 square meters" and "magnificent", but also feel the image of willow in reading. )
(3) Read aloud and feel the willow spirit.
Ask the students to read the sixth and seventh parts aloud. Multimedia exhibition reading requirements: what hardships did willow suffer during its growth? Write the comments in the deepest feelings. Communication and feedback. Students read the relevant sentences and tell their feelings. Let them read their feelings. In this link, it also focuses on guiding teachers' reading methods:
Take the seventh section as an example: First of all, the teacher read: How many times has a willow tree grown so thick, how many times has it experienced a life-killing plateau snowstorm, and how many times has it been frozen to death and recovered? How many times has it experienced overwhelming thunder and electric shock, branches have been cut off and new branches have been pulled out; Then ask the students: Do you know why the teacher reads like this? Through students' understanding of Fandu, they can better understand the horror of plateau environment and feel the hardship of this willow tree. Then let the students practice reading aloud. When reading the roll call, the teacher can comment with the camera: I think the snowstorm on the plateau is not cruel enough, and the process of finding this willow tree is not hard enough. Read it again while commenting. Teachers and students can read it again in different roles. Finally, the teacher read this passage with music, so that students can further understand the reading method and experience the indomitable vitality and tenacious fighting spirit of willow. After reading the final summary: in such a harsh environment, this willow tree grows so luxuriantly and shows great vitality. It is really a magical willow tree! After learning these two links, I am here to guide students to understand the author's writing method, write the image of Liu so full with one solid and one virtual, and learn to use this writing method in Chinese teaching.
(D) Comparison of willow, and then experience the "magic."
The courseware shows the willows in my hometown Bahe. Students can enjoy themselves and read freely. Thinking: The image of this willow is so full, why should the author describe the willow in Bahe, his hometown? It is not difficult to draw a conclusion through the comparison of students, so that students can feel the "magic" of this willow tree in Qinghai Plateau again through comparison. No wonder the author lamented: this is a magical willow tree!
(five) into the author, realize the sublimation of thought.
Chinese teaching needs a broader vision. Connecting with the author's life, we find that the works are integrated into the author's own life feelings. It can be said that the tenacious spirit of the plateau willow is the indomitable spirit of the author after suffering. The author poured his feelings and thoughts into the article, reflecting his values and life pursuit. In this sense, guiding students from this article to the author can not only deepen their understanding of the text, but also effectively expand their learning space. Therefore, at the end of the teaching, I arranged the link of "walking into Chen". First of all, I introduced Chen and showed his personal data: Chen, a famous contemporary writer, 1942, was born in a poor peasant family in rural Shaanxi. Love literature since childhood, although the reality of poverty broke his dream of college, it did not break his dream of literature. After graduating from high school, he farmed during the day and insisted on reading and writing under the dim oil lamp at night. After 18 years' efforts, I finally created the famous novel "White Deer Plain", which caused a sensation in the literary world after its publication, and won the highest prize in China literature-contradiction in 1994. Chen has opened up a magnificent world for himself with his own hardships and tenacity! Ask the students to think after reading: Does this text only talk about willows? Let the students feel the indomitable spirit of the plateau willow is the embodiment of the author's indomitable spirit after suffering, and then ask the students: Do you still see those people of the plateau willow? Read the last part after the students answer. After reading: Students, on the road of life, life and destiny can't be absolutely fair, but as long as our hearts are full of hope and we work hard with our unimaginable perseverance and tenacity, life will certainly create miracles, just like this willow tree in Qinghai Plateau, showing the glory of our own lives!
Lecture Notes of A Willow on Qinghai Plateau 2. Textbooks
"A Willow on Qinghai Plateau" is a text in Unit 5, Book 1 of the sixth grade experimental textbook of compulsory education curriculum standard. This is a warm introduction to a stout willow tree growing on the Qinghai Plateau. Although this willow is an extremely ordinary willow, it is also a formidable willow with tenacious spirit and magical power, telling people not to complain about their fate when facing the hardships of life, but to live with tenacious perseverance and tenacity.
Second, talk about learning.
Although the sixth-grade students' imagination and logical thinking ability have been greatly developed, their understanding and analysis ability have been obviously improved, they are familiar with willow trees, and they have also learned articles about chanting things and expressing vitality, but they have not been exposed to articles that emphasize chanting things and expressing life philosophy through environmental description and multi-angle comparison.
In view of the above analysis, the teaching objectives of this paper are defined as:
1. Learn the seven four-character and five two-character words in the text, focusing on the words of forgery, murder and destruction 10.
2. By studying language and reasonable imagination, we can understand the magic of a willow tree in Qinghai Plateau, and then understand the philosophy of life that struggles with fate with tenacious perseverance and tenacity.
3. Use language materials to stimulate students' feelings of loving life, not complaining about fate and daring to fight against difficult environment.
4. Be able to read the text correctly, fluently and emotionally.
Third, oral teaching methods
In this class, I will adopt the teaching method of promoting enlightenment through reading and guiding reading through enlightenment. Many famous sayings in ancient and modern times are all about the importance of reading, such as "Read a book a hundred times before you know its meaning". Now Yu Yongzheng, a famous national special-grade teacher, also thinks that "Chinese teaching is to take students' practice of reading the original text as the main line, that is, to understand the connotation of the text by contacting students' original knowledge and experience in various ways." This shows the importance of reading aloud. When learning this lesson, in order to let students taste and feel in repeated reading, they are not bored. I use a variety of reading methods, such as pattern reading, named reading, synchronous reading, free reading and so on.
Fourth, talk about the teaching process:
This text is taught in two classes. In the first class, it is divided into two sections. First of all, introduce the pictures and videos of Qinghai Plateau landform, so that students can intuitively perceive the climate and geographical characteristics of Qinghai Plateau. Second, read the text for four times with different purposes, different requirements and different forms, such as reading the text freely, checking the text by name and chapter, browsing the text quickly to understand the main idea, and reading the text silently, so as to clear the way for further intensive reading in the second class. In the second class, according to the characteristics of the text, teaching is closely related to "magic", which is a bright line, a clue to the author's emotional deepening and a dark line. By reading the language, the author's heart was shocked, and then he realized the life force of a willow tree in Qinghai Plateau, and realized the philosophy of life that he didn't complain about his fate and fought against the difficult environment with tenacious perseverance and tenacity, thus realizing the spiritual dialogue between teachers and students and the text and the author. To this end, the following four learning activities are preset: Link 1: Comparing images and texts to perceive willow trees in trouble.
1. Project a picture of vast expanse in Qinghai Plateau to create a learning situation. Students are free to read paragraphs 3-5 of the text. Think about it and say that this willow is an extremely ordinary willow. Why does it grow in Qinghai Plateau, which makes it magical.
2. In the process of communication, guide students to feel the magic of willow from the appearance;
With the interpretation of "magic", students' learning activities have a foothold, and according to the characteristics of the text, they can experience "magic" by using methods such as comparison, environmental rendering, picture creation and emotional setting, and at the same time skillfully grasp the last sentence of each section, so that students can feel the improvement of the author's emotion and infect themselves. Speaking, reading and understanding are integrated.
Link 2: Arouse imagination and sigh at the growing willow.
1, the named students have the feeling to read the sixth and seventh paragraphs of the text and realize what kind of "magic" the growth process of this willow tree has shown in the author's imagination.
2. In the communication, guide students to read the sentences in the sixth paragraph, and grasp the magic of willow from three aspects: lucky germination, saving lives and continuing to survive. Then, with the phrase "under what conditions", we can flexibly talk about the magic of willow in these three growth processes. Then, through reading aloud, we can experience Miracle and An Incredible Miracle, understand the author's emotion and improve the students' emotion.
3. On the basis of a preliminary understanding of the sentences about the growth process of willow, imagine the scene of willow encountering disasters such as snow disaster on the plateau, lightning and electric shock, and refrain from "how much" and "again and again" to enhance the experience with imaginative reading, so as to grasp "what a tenacious spirit" and further enhance the author's emotion through speaking and reading.
First, grasp the key words and arouse students' imagination together with the author. Then, on the basis of the author's imagination, describe the situation to arouse students' more specific imagination, which makes students' tenacious understanding of willow more intuitive and strong. At the same time, students' language literacy in oral expression and ideological understanding has room for display and improvement in the process of imagination.
Link 3: Looking back on the whole and deeply understanding the philosophy of life.
1, summarizing the above research, leads to "fate has given it almost 99 ways to die, but it has achieved shade in a glimmer of hope." Then guide the students to contact the above to experience the "ninety-nine ways to die"
2. Discuss what makes willow trees a shade, and then say, "Is this text only about willow trees?" What did you learn from it? "Guide students to reveal the philosophy of life in equal dialogue.
Understanding the philosophy of life is not simply preaching, but making full use of the finishing touch at the end of the article, from matter to reason, from phenomenon to essence, so that students can connect with the above and interpret the life force of a willow tree in Qinghai Plateau as a whole, and on this basis, they realize that life should not complain about fate and fight against the environment with tenacious perseverance and resilience.
According to the students' reality, I designed the following homework.
(1) Describe a tree in my hometown by means of comparative writing.
(2) Collect people with willow spirit.