Lecture Notes on Prevention of Diseases in Bian Que 1 1. Talking about textbooks.
The Treatment of Bian Que is the second fable in Two Fables, the first text of the eighth group in the fourth grade Chinese experimental textbook published by People's Education Press. Bian Que's therapy is based on the legendary story of Bian Que, a famous doctor during the Warring States Period. Write Bian Que's visit to Cai Huangong, pointing out where Cai Huangong's disease is several times, and urging him to treat it quickly. Cai Huangong firmly believed that he was not ill, so he never believed in Bian Que's attitude, from indifference to unhappiness, which delayed his illness, and minor lesions became a serious illness, which was incurable.
With such a tragic ending as Cai Huangong, the story warns people to beware of muddling along and be good at listening to the correct opinions of others, otherwise the consequences will be unimaginable. Choose this fable: first, let students understand the truth to be clarified in the story; The second is to encourage students to think positively, express their independent opinions and advocate personalized interpretation of the text.
Second, oral teaching methods
1. According to the characteristics of teaching materials and the actual situation of students, the teaching method of "self-inquiry and self-study by since the enlightenment" is adopted in the teaching of this course. Guide students to read by themselves and since the enlightenment, so that students can understand the truth to be clarified in the story during reading, reflecting students' dominant position; Train students' basic skills through "listening, speaking, reading, writing and watching". And gradually master reading methods in reading practice, develop good reading habits, improve reading ability, and combine reading with writing, thus improving the ability to understand and use language.
2. Create a happy and harmonious emotional atmosphere and scene, encourage students to think positively, give full play to students' subjective position and initiative, express their independent opinions, and advocate personalized interpretation of the text.
Third, theoretical study.
1. Students learn in a relaxed and democratic atmosphere of "reading, thinking, drawing, realizing, discussing and commenting", read key sentences, feel the characteristics of the characters, understand the thoughts in their hearts and feel the changes in their attitudes.
2. The Treatment of Bian Que is an allegorical story, with simple content and mainly dialogue. By reading and analyzing the dialogues of the characters, we can understand the emotional changes of the characters.
3, contact the reality of life, experience morality, and establish a correct outlook on life and life.
Fourthly, talk about teaching design.
1, the story introduction, Bian Que's life introduction, stimulated students' interest, and paved the way for learning the text and analyzing the character characteristics. This famous doctor, who has the skill of "bringing back the dead", is in sharp contrast with Cai Huangong's death ending.
2. The analysis of the text * * * is divided into four links: reading the text, overall perception-reading sentences, feeling the characters-the death of Huan Gong, tracing the reasons-traveling through time and space and appreciating the meaning. Among them, "reading sentences and feeling words" and "the death of Huan Gong and tracing the reasons" are the key and difficult points in teaching.
3. There are two main characters in the article "Bian Que Cures the Disease", Bian Que and Cai Huangong, with Cai Huangong as the protagonist. The article tells the process and reason of his death, which reflects Bian Que's superb medical skills. Take Cai Huangong's attitude towards Bian Que as a clue. The key to Cai Huangong's transformation from refusing treatment to sending someone to "invite" lies in Cai Huangong's doubt about whether Bian Que is a famous doctor. So, what do famous doctors need It should be good medical skills and noble medical ethics. Therefore, the teaching did not explain the text paragraph by paragraph as usual, but started with the word "famous doctor", and realized the medical skills of famous doctors from Bian Que's words and deeds, and then realized the noble medical ethics of famous doctors from Cai Huangong's attitude, firmly grasping the contradictions and conflicts implied in the text, intensifying the contradiction between Cai Huangong's understanding of famous doctors and students' understanding of famous doctors, resulting in a strong reading expectation, active learning and a spark of thinking in the classroom.
4. According to the background of the times, characters' identities and personal life experiences, read the sentences expressed by Bian Que and Cai Huangong respectively, experience the characters' personalities and qualities, and cultivate students' understanding and reading ability. Design free reading, silent reading, named reading, synchronous reading and other reading methods to let students understand and appreciate sentences, so as to express their feelings through reading. The process of understanding and experiencing sentences is also the process of guiding reading aloud.
5. Discussed the design problem of "Cai Huangong didn't believe in Bian Que at all, but why did Bian Que persuade Cai Huangong to treat the disease again and again", which realized Bian Que's noble medical ethics.
6. Through the analysis of Explanations of Bian Que's Escape and Sentences with Time, we can understand why Bian Que didn't even cure his minor skin disease, because Bian Que has been persuading Cai Huangong to cure the disease. It's not that Bian Que can't cure Cai Huangong's disease, but that Cai Huangong won't let Bian Que treat him at all, responding to the questions raised in the introduction and understanding the moral of the fable.
7. Design After Cai Huangong's death, I want to say something to Cai Huangong, Bian Que and myself, which leads to the allegorical implication.
8. Design a small exercise pen to read and write. Objective To enable students to combine speaking and writing and write down what they want to say with a pen.
9. It's not easy for students to understand the words "medical taboo" and "prevention of delay". Through Bian Que's superb medical skills, we should understand the preventive measures and the medical taboos in Cai Huangong's words and deeds, and show them in time and directly with the text.
10, the evaluation of students' grades and the transition between the two links are combined into one.
1 1. By watching the video, we can deepen our understanding of the text and further understand the profound philosophy contained in the fable in combination with real life.
12, create a situation, the choice of courseware pictures and templates is closely related to the text content, and the pictures and texts correspond, as close as possible to the classical atmosphere, so that students can enter the story situation as soon as possible. The situation in the picture, the gestures, costumes and colors of the characters are all helpful to understand the text. For example, the king's clothes are mainly yellow and red. At first, he adopted the profile of a king with his head held high. Teacher Gong Xiaolin suggested that the characters are deformed, and there is no obvious deformation after the face of the characters is stretched. As a result, he changed a front view of the king. The last two sentences of the scarlet letter were unclear and changed to yellow, just because the first two sentences were the language of the characters and the last two sentences were the expressions of the characters, which felt good. The treatment color of Cai Huangong's illness in four stages changed gradually from shallow to deep, which intuitively showed that Cai Huangong's illness changed from light to heavy.
13. By displaying the words "go, go again, go again" and "go, retreat, and come back quickly", Bian Que's brilliant medical skills and noble medical ethics were displayed, as well as the psychological changes of Bian Que and Cai Huangong. Cai Huangong became more and more angry and Bian Que became more and more worried. One is worried about Cai Huangong's illness, and the other is worried about his own safety. The change of Bian Que's attitude towards Cai Huangong is reflected by the word "run", and the change of Cai Huangong's attitude towards Bian Que is reflected by strengthening the tone of the word "please".
14, blackboard writing design, grasping the main content and character characteristics of the text, clearly showing the content and theme of the text.
The teaching design of "Treating Diseases in Bian Que" is the concrete embodiment of the understanding and experience of the new curriculum reform concept for more than ten years. It is an organic combination of the new curriculum reform concept and classroom teaching practice, and it is a test of how the new curriculum reform concept penetrates into classroom teaching.
Teaching Notes of "Treating Diseases in Bian Que" 2 Dear judges and teachers,
? Hello! The theme of my speech today is "Treating diseases in Bian Que". I will elaborate on this lesson from five aspects: teaching materials, learning situation, teaching methods and learning methods, teaching process and blackboard writing design.
First of all, talk about textbooks.
1, teaching material analysis
The Treatment of Bian Que is the second of two fables in the first text of Unit 8, Volume 2, Grade 4 of Primary School Chinese published by People's Education Publishing House. The theme of this unit is "Story Gallery". The Treatment of Bian Que tells the story of Cai Huangong's taboo on medical treatment. Finally, he died, telling people to beware of procrastination and be good at listening to others' correct opinions.
2. Teaching objectives
According to the requirements of the new curriculum and the teaching content of this course, combined with the age characteristics and cognitive rules of students, I have formulated the following three-dimensional goals:
Knowledge and skills: can recognize four new words such as "talent" and write nine new words such as "edge"; Correctly read and write words such as "visit"; Read the text correctly, fluently and emotionally.
Process and method: master the method of summarizing the main content of the text, grasp the relevant sentences and try to figure out the mood of the characters.
Emotion, attitude and values: understand the moral of fable-prevent slight delay and listen to the correct opinions of others.
In order to implement the teaching objectives of this course, I have determined the teaching difficulties of this course as follows:
Key points: master the method of summarizing the main content of the text, grasp the relevant sentences and try to figure out the mood of the characters.
Difficulty: Understand the moral of fable-prevent minor delay, and be good at listening to the correct opinions of others.
3. Teaching time
According to the arrangement of the text, I decided to finish this lesson in one class.
4. Preparation before class
Teacher: Multimedia Courseware
Student: Medical records.
Second, talk about learning.
Students in Grade Four have acquired certain listening, speaking, reading and writing abilities and mastered various learning methods. But at this stage, students' concrete perceptual thinking is changing to abstract logical thinking, and students still have some difficulties in understanding the key words in the text. Therefore, in terms of teaching strategies, it is mainly for students to read by themselves, since the enlightenment, to feel in reading and to taste in reading.
Three. Oral English teaching methods and learning methods
Chinese curriculum standard points out: "Students are the main body of learning and development." In order to let students fully understand the process of Cai Huangong's illness from mild to severe, and then understand the meaning of "anti-procrastination", combined with the actual situation of fourth-grade students' reading, in teaching, I mainly adopt teaching methods such as reading comprehension, imaginative understanding, situational teaching method, evaluation and encouragement method, and cooperate with modern teaching methods to let students actively participate in learning activities.
In the study of law, the new curriculum standard advocates autonomy, cooperation and inquiry. Therefore, I will give students the initiative to learn, and encourage students to put forward their own questions and opinions through independent reading, discussion and exchange, cooperative exploration and other learning methods, so as to truly turn the classroom of Chinese teaching into a school for student development.
Fourth, talk about the teaching process
Focusing on the above teaching objectives, teaching emphases and difficulties, and according to the principle of "teacher's guidance-students' main body-training main line", I designed the following links:
The first link: query the picture and introduce the topic.
Yu Yi, a special Chinese teacher, once said: "In classroom teaching, to stimulate and cultivate students' interest, we must first grasp the link of importing texts, so that students can be firmly attracted from the beginning. "Therefore, at the beginning of the class, I first showed the pictures of' stethoscope' and' pulse-taking' through multimedia, and then drew out the relevant information of Bian Que, so that students could get their initial words, which narrowed the distance between students and the text and laid the foundation for later study.
The second link: read the sentiment first and learn new words.
The new curriculum standard points out: "Reading is students' personalized behavior, and students should fully read and feel the whole in reading." Therefore, after the introduction of the new curriculum, I let students read the text freely, read the correct pronunciation, read the sentences and think about what the text said. When reporting communication, I first break away from the routine and present new words and phrases in categories to help students remember flexibly. Then, I guide students to start with the topic, summarize the main content of the text, and sum up the "topic expansion method"
The third link: group inquiry and cooperative learning.
Group cooperative learning is to return the classroom to students, so that students can fully display their thinking and communicate with each other in the study group on the basis of independent exploration, so that students can become the masters of learning, actively learn knowledge and turn passive into active.
So, I ask questions first, guide the students to read the text by themselves, and then fill in and discuss Cai Huangong's medical records in the group. Then it comes to the conclusion that "Cai Huangong's condition is constantly developing, getting worse every time". Then, I asked the students to browse the text quickly, find out the language that Bian Que persuaded Cai Huangong to cure the disease, and guide the students to feel the character, experience the character's quality and cultivate their reading ability and understanding ability through reading and interpretation in various ways. Finally, I designed an interview with Cai Huangong: Do you have anything to warn your people before you die? The purpose is to deepen students' understanding of the text and improve their oral expression ability.
The fourth link: summary of the text, revealing the meaning.
In order to deepen students' understanding of "preventing micro-duration", I skillfully adopted the following methods:
1. Explain the meaning according to the content of the text: Cai Huangong's skin disease can be ignored at first (writing on the blackboard: mild), and he died because he did not listen to advice. (blackboard writing: gradual) If we can actively prevent minor illnesses (blackboard writing: prevention), we can prevent minor illnesses from developing gradually (blackboard writing: Du) and causing big mistakes, which is (minor illness prevention). This is the truth in the fable "Bian Que cured the disease".
2. Clever couplets: The first part is "I regret not listening to Bian Que's doctor Jin Yuyan's words", the second part is "sighing that Huan Gong died in front of me", and the horizontal criticism is "preventing embarrassment".
3. Expand related proverbs and maxims.
The fifth link: the combination of life, transfer and use.
Students connect with the reality of life, think of bad behaviors and habits in life from Cai Huangong, carry out expanding exercises, transfer knowledge and sublimate meaning.
The sixth link: assign homework and recommend reading.
The end of a class does not mean the end of learning activities, but should be a new starting point to stimulate students' enthusiasm. So, I designed an assignment for the students: Students, do you know that the original name of the fable "The Treatment of Bian Que" is "Bian Que Meets Cai Huangong", which is selected from China's ancient masterpiece "Han Feizi". There are many wonderful fables in the book, and the teacher recommends you to read them after class.
Five, say blackboard writing design
On the blackboard of this lesson, I summed up the characters' own personality characteristics and qualities, and aroused students' thinking, thus drawing a conclusion: to prevent muddling through, we should be good at listening to the correct opinions of others.
In short, through reading, discussion, communication and cooperation, multimedia presentation and other activities, I imagine that the teaching objectives of this class can be achieved, so that most students can participate in teaching activities, know new words, understand new words, exchange discussions, so that students at different levels can gain something, and at the same time strive to let students find problems, ask questions and solve problems.
The first lecture in the third lesson of "Bian Que cures diseases". Grasp the characteristics and realize the teaching material.
"The Treatment of Bian Que" is one of the fables in Unit 8, Volume 2, Grade Four, the standard experimental textbook of compulsory education curriculum published by People's Education Press. This fable is selected from Everything is Wrong. It's about Bian Que treating Cai Huangong. Cai Huangong repeatedly said that he was not ill, and finally he got terminally ill, and there was no medicine to cure him. Tell us to beware of procrastination and be good at listening to the correct opinions of others, otherwise the consequences will be unimaginable.
The theme of this unit is "Story Gallery". The purpose of writing this article is: first, let students understand the truth of the story in reading; The second is to encourage students to think positively, express their independent opinions and advocate personalized interpretation of the text.
According to the intention of compiling teaching materials, combined with the needs of students' thinking and emotion, cognitive development and actual teaching situation, I have determined the teaching objectives of this lesson as follows:
1. Read the text correctly, fluently and emotionally.
2, contact the relevant text, understand Bian Que's medical skills and noble medical ethics, know what to do, and be good at listening to other people's opinions.
In view of its genre characteristics, according to the actual situation of students, I will focus on grasping the content of the text as a whole and understanding the significance of fables. The difficulty is to combine key sentences, understand the characters' psychology, understand the characters' images and express their opinions.
Second, according to the curriculum standards, highlight the concept
1. Build a reading system in and out of class.
The new Curriculum Standard clearly stipulates the total amount of extracurricular reading in each period, which highlights the important role of extracurricular reading. In this class, I adopted two ways, namely "paving the way" and "extending the way", and constructed a teaching institution that runs through both inside and outside the class. At the beginning of the class, we use the fables we have learned before to arrange the link of guessing stories by looking at pictures, which leads to the literary genre of "fable", and then let students recall the characteristics of fables, thus leading to "Bian Que's treatment of diseases", which not only reviews the previous knowledge, but also tests the learning situation, stimulates students' interest in reading and enters the text from the accumulation of knowledge in class. When assigning homework after class, the second assignment I designed was to recommend reading four fables and understand their meanings. Throughout the class, we can review fables before class, learn fables during class and accumulate fables after class.
2. Realize the harmony and unity of instrumentality and humanity.
Instrumentality and humanism are the basic characteristics of Chinese curriculum. Instrumentality and humanism of Chinese are interdependent and inseparable unity, which complement each other and make Chinese classroom teaching full of permanent vitality and vitality. In view of this understanding, when designing the teaching of this course, I should follow the cognitive rules of students from the perspective of teachers and students using textbooks together. Classes follow the method of from easy to difficult, from shallow to deep, step by step. Initial pronunciation and overall perception are intended to cultivate students' generalization ability; Understanding the famous doctor is intended to cultivate students' reading ability; Huan Gong's death is intended to cultivate students' imagination and language expression ability; Understanding the moral and connecting with the reality of life are intended to train students to apply what they have learned; Finally, retelling the story in order is to let students know the writing characteristics of this lesson and tell them to speak and write in a certain order. Some of each link is instrumental, while others are humanistic. Realize the unified generation of knowledge ability, process method, emotional attitude and values.
3. Teachers should be helpers, guides and collaborators in students' learning, and strive to build a learning style of autonomy, cooperation and inquiry. To deal with any problems and links, we must first put students in the main position, let them solve them first, and give them some help and guidance if they can't solve them. For example, in the process of finding Bian Que's superb medical skills, we should cooperate at the same table, then report and ask students to tell the reason for finding this sentence; There is also a link to understand Bian Que's noble medical ethics, which is to let students talk about their own experiences through reading aloud, and then read sentences with experience, so as to deepen their understanding. In the aspect of evaluation, it also highlights the status of students. Trying to evaluate among students not only teaches them how to learn, but also allows them to evaluate objectively and correctly. At the same time, it cultivates their sense of independent cooperation and achieves the expected teaching effect.
Third, according to the concept, design ideas
1. Grab two main lines
There are two main lines in the fable "Bian Que Cures the Disease". One is based on the inner activities of the characters. Taking this as the main line, it is divided into two sections, that is, understanding the "famous doctor" and the death of Heng Gong. In the understanding of the "famous doctor" plate, we can feel Bian Que's superb medical skills mainly through the cooperation of the deskmate and the submission of reports, and realize the noble medical ethics through reading aloud. In The Picture of the Death of Huan Gong, we can feel Cai Huangong's taboo and obstinacy through imagination, and then highlight the characteristics of the characters. The second is the chronological writing order. By finding some words that indicate time, let students retell the story with these words, and let students know that writing or speaking should follow a certain order, so as to be clear and concise.
2. Implement three training points.
In this class, I will emphasize three training points: reading, thinking and speaking. The first training point: reading. Curriculum Standard points out that students should appreciate the emotional attitude of the author and his works by tasting the language in reading aloud, and learn to read aloud in an appropriate tone to express their understanding of the emotional attitude of the author and his works. Therefore, in this class, we should pay attention to the training of reading. Students in each link have different tasks, different requirements and different emotions. For example, reading freely for the first time requires reading correctly and smoothly. When Bian Que advised Cai Huangong to study for three times, he asked to read his mood and feelings, and then read them in male and female roles, giving full play to the students' subjective spirit.
The second training point: thinking. Curriculum standards point out that Chinese should develop thinking ability, stimulate imagination and create potential while developing language ability. Therefore, in this class, when I walked into Cai Huangong's heart, I asked the students to imagine it four times. This kind of imagination enables readers to fill in the "blank" of the work.
The third training point: say. Chinese focuses on cultivating students' listening, speaking, reading and writing abilities. How to make students express what they see, hear, feel and want in their own language is very important. This class gives students many opportunities to tell stories and requires them to tell the reasons in excellent medical skills. In Death of Huan Gong, they were asked to go into Huan Gong's heart and express their thoughts. Finally, they can tell stories in sequence, which cultivates students' ability to tell stories.
Blackboard design: Blackboard design requires that the soul of words can be displayed concisely and clearly. So I designed two boards, the main board and the auxiliary board. In the motherboard technology, I designed two contents: first, the two protagonists of this lesson, Bian Que and Cai Huangong (Bian Que: superb medical skills and noble medical ethics; Cai Huangong: Afraid of medical treatment, stubborn); The second is the moral of this fable (listen to opinions and beware of procrastination). On the blackboard, I mainly presented the word "Cai" which is easy to write wrong in this lesson.
Expect criticism and guidance from leaders and teachers.
Teaching Notes of Bian Que's Prevention of Disease 4. Teaching Concept
"Chinese Curriculum Standard" emphasizes: "In order to improve students' Chinese literacy in an all-round way, in the teaching of basic education, we should not only pay attention to the study and training of students' double basics, but also pay attention to the edification of humanistic spirit, the improvement of cultural taste and the cultivation of aesthetic taste. To do these premises well, teachers should correctly grasp the characteristics of Chinese education, attach importance to the influence of Chinese courses, and make full use of the practicality of the classroom, so as to consciously and comprehensively provide students with opportunities for Chinese learning and speech practice in Chinese teaching and enable students to acquire abilities in practice.
Second, talk about teaching materials.
1, teaching material analysis
"Treating Diseases in Bian Que" is a text in Group 8, Grade 4, Chinese People's Education Edition for Nine-year Compulsory Education and Six-year Primary School. This is a legendary story about Bian Que, a famous doctor in the Warring States Period. It mainly wrote that Bian Que visited Cai Huangong many times and advised him to treat his illness in time. However, Cai Huangong firmly believed that he was not ill and refused to see a doctor, which led to his incurable disease. With such a tragic ending as Cai Huangong, the story warns people to beware of procrastination and be good at listening to the correct opinions of others, otherwise the consequences will be unimaginable.
The Treatment of Bian Que is the text of Unit 8, which is mainly about learning stories, feeling the charm of stories and understanding the truth. In this article, first, let students know the truth of the story in reading; Second, encourage students to think positively, express their unique opinions and advocate personalized interpretation of the text.
2. Teaching objectives
(1) Learn the new words in this lesson.
(2) Read the text correctly, fluently and emotionally. Contact related words and reflect the thoughts of the characters.
(3) Practice asking questions and discussing with you, and be brave in expressing your opinions.
3. Teaching focus
The teaching focus of this lesson is to grasp the main content of the text as a whole, contact the context, combine keywords, understand the psychology of characters, understand the meaning of fables, and encourage students to publish.
Bian Que's teaching draft 5 "Bian Que's Prevention of Disease" is one of the two fables in Lesson 29, Volume 8. The text is relatively simple. Through Bian Que's three visits to Cai Huangong for medical treatment and Cai Huangong's reaction, the truth of preventing delay was revealed.
I set the goal of this paper as to solve the new words in the text and understand the truth to be revealed in the text through reading. I arranged four readings. First, I read the text for the first time, so that students can read the text with their own questions, which is both purposeful and interesting. The second is to read the text deeply and clarify the development of the story. When analyzing the development of the text, we arranged two cooperative readings between teachers and students. The first time was what Bian Que said when he was treating Cai Huangong. The teacher reads the hints, and then the students read Bian Que's words, so that the students can understand the times of Bian Que's visit and the development of Cai Huangong's illness. The key is to let students have their own experience in reading. Then, when analyzing Cai Huangong's reaction, teachers read Bian Que's words and students read Cai Huangong's reaction, which forms a contrast. In sharp contrast, we can understand why Cai Huangong's illness is coming. Through these four readings, students can not only deepen their understanding of the content of the text, but also understand the truth that the text should convey to everyone.
In the in-depth reading of the text, I put forward what you read in Bian Que's attitude towards Cai Huangong and what you realized in Cai Huangong's reaction, so as to give students more room for thinking, let them speak freely and not control their thinking at a small point, which can also effectively promote students' oral ability. Retelling the text is arranged at the back of the text, so that students can understand the thoughts and feelings of the article more deeply. Teachers can test students' mastery of the article through their retelling.