Teaching plan design of "Zhou Nan June Litchi Festival" ⅰ. Teaching objectives
1, knowledge target:
● Master the basic characteristics of the object to be explained and its related knowledge.
● Master the explanation methods based on quoting ancient poems.
● Grasp the interpretation order of the article as a whole.
2, ability goal:
● Screening information and grasping basic features.
Choose to use the appropriate interpretation method.
● Taste vivid and accurate language.
3, emotional attitudes and values:
● Learn the scientific spirit that the author dares to question and explore constantly.
● Cultivate students' observation and expression.
● Form a rigorous and realistic academic spirit.
Second, the focus of learning.
1, the skill of grasping the characteristics of things to explain.
2. The function of quoting ancient poems.
3. Reasonable and rigorous interpretation order.
Third, teaching methods.
Guide, guide and induce
Fourth, study the guidance of law.
Grasp the characteristics and sort out the context.
Screening information, questioning and exploring.
Self-study and cooperative discussion.
An analysis of learners' characteristics of verbs (abbreviation of verb)
Students know little about litchi, and lack intuitive and perceptual knowledge, let alone in-depth understanding. This is the fundamental way to solve the problem.
Sixth, the teaching process.
(A) the introduction of new courses
Lead: Su Dongpo, a famous poet in the Northern Song Dynasty, was demoted to Lingnan. The poet suffered a cruel political blow, but he was able to enjoy the litchi, a special product of Lingnan. In this regard, the poet was overjoyed and wrote a poem to express his feelings: "There are 300 lychees a day, and I will not hesitate to be a Lingnan person." Why can litchi make poets happy? Let's learn Jia Zuzhang's Litchi Dan in June in Zhou Nan.
Blackboard Writing: Litchi Eggs in Zhou Nan in June
Jia zuzhang
(2), show the goal
1, master the shape and internal characteristics of litchi.
2. Analyze the function of quoting ancient poems.
3. Grasp the order of the articles.
4. Taste meticulous and accurate language.
Projection shows the above goals, and students read the goals together.
(3) Demonstrate learning methods
Screening information and grasping characteristics;
Independent reading and cooperative inquiry;
Exchange and display, expand and improve.
(4) Research objectives
First, solve the first problem.
Projection display target: from what aspects does this paper introduce the basic characteristics of litchi?
Requirements: Students scan the text quickly and outline the words related to the characteristics of litchi. Discussion, group presentation:
1, external: shell (rough); Color (crimson or purple); Shape (heart-shaped, oval or round); Size (three to four centimeters in diameter); Weight (more than 10 grams to more than 20 grams)
2. Inside: membrane (white, light, thin and bright); Meat (white and translucent, sweet and slightly sour); Nucleus (rectangular, smooth, brown, seedless)
3. Growth: flowering (early February to early April); Origin (China); Ancient records; Habit (such as warmth)
Summary: It is concrete, vivid and accurate to introduce litchi from outside to inside, and then to the growth situation.
Second, solve the second problem.
Projection display target:
1. What method is used to explain this article?
2. What is the most prominent and typical explanation method? Analyze its function.
Looking back on old knowledge: How many ways of explanation did you learn in junior high school?
Clarity: examples, figures, metaphors, charts, categories, quotations, definitions, explanations, etc.
Requirements: Browse the text and discuss the first small question. The group exchanged views and formed its conclusions:
Show:
For example, a survey in Guangdong in the 1960s found plums in the shape of goose eggs and cloves, weighing 40 to 50 grams. According to records, Wei Tuo, the king of South Vietnam, paid tribute to the Emperor Gaozu.
Figures: The flowering period is from early February to early April. Litchi is generally three to four centimeters in diameter. It weighs more than ten grams to more than twenty grams.
For example: heart-shaped, with finger-like slender "dragon teeth" and pearl-like tiny "pearls".
Next, discuss the second small question:
Sweep the text, study independently and think. Find out in the most common or common way.
Clarity: quoting ancient poetry
Requirements: Students sketch the ancient poems quoted in the text, and the group recommends representatives to read aloud with emotion.
Group discussion: What's the use of quoting these ancient poems?
Show:
"The shell is red, the film is purple, the meat is as white as snow, and the slurry is as sweet and sour as fermented cheese"-the appearance and internal structure characteristics of litchi.
"Flames flying all over the sky" and "Red clouds are heavy"-the scenery of litchi forest.
"Zhou Nan June Litchi Eggs" —— Origin, maturity and color of Litchi.
"The lotus petals fall before the wind, and the peach blossoms are beautiful after the rain"-the film is light, thin and bright.
"The world of mortals laughs when riding a princess, and no one knows that litchi is coming"-it is not resistant to storage and transportation.
……
Requirements: Reread the text and analyze the function of quoting ancient poems in the structure.
Reminder: Pay attention to the title, beginning, middle and end.
Intra-group disputes, inter-group communication.
Show:
Summarize the basic content of the article with poetry as the topic to stimulate reading interest.
At the beginning, Bai Juyi's article was quoted to introduce the general impression of litchi in the past, which caused doubts.
The poems quoted in the middle part vividly illustrate several characteristics of litchi (shell, color, film, storage resistance and habit).
Finally, the development prospect of litchi is pointed out by quoting Su Dongpo's poem.
Teacher's summary: Quote ancient poems to enrich the language of the article. The article is very literary and interesting. Reflect the literary characteristics of scientific sketches. At the same time, the introduction of ancient poetry in the article also makes the structural context of the article extremely clear: total-total.
Third, solve the third problem.
Projection shows the target: in what order does the author explain it?
Requirements: browse the text, review the first big question and discuss.
Clear: Let's talk about the fruit first, and then talk about the flowering period, origin, ancient records and habits. This is the first priority. As far as fruit is concerned, it is from the outside to the inside and from the outside to the inside.
Teacher's summary: Grasp the basic characteristics of litchi, from the main to the secondary whole. Specific to fruits, from outside to inside, from outside to inside. Although there are many materials, they are clear, detailed and appropriate, and the context is clear.
Fourth, solve the fourth problem.
Projection display target: taste accurate language.
Students browse the text and find out the exact words to explain.
Show:
Most of them are crimson or purple ... some are reddish, some are yellowish, reddish and reddish.
Litchi is generally three to four centimeters in diameter.
The flowering period of litchi is from early February to early April.
……
Teacher's summary: The accuracy of language reflects the scientificity and preciseness of scientific sketch. The basic characteristics of litchi were introduced accurately.
(5) Independent interaction
Read the text again, ask questions you don't understand, and communicate and solve them independently.
Question group: What other ways are there to explain this article? Give examples.
Interactive display: explain and quote historical materials.
(6), exploration and expansion
Projection display: Please write a paragraph about litchi and connect the ancient poems quoted in the article. Compare and see who writes fast and well!
(7), class summary
Projection display: The basic characteristics of litchi are introduced accurately and vividly by using various explanation methods, especially the ancient poems are quoted, in the order of primary and secondary, from the outside to the inside, and from the outside to the inside. It embodies the stylistic characteristics of the combination of science and literature. Let us know the scientific knowledge of litchi from many angles and all directions, and benefit a lot!
(8), homework
Projection display: introduce a kind of your favorite fruit and highlight the cited explanation method.
Attachment: blackboard design
Zhou Nan June litchi egg
Jia zuzhang
Fruit (external and internal) owners
Shengchangji
Summarizing and sorting out teaching records, observing classroom records and teaching plans, we find that there are actually many differences between them. In the past, I liked teaching according to the teaching plan, and students often had differences, but I desperately wanted to pull it back to my inherent thinking, so the first half of the class was often brilliant (because of the background supplement and introduction), and the second half was boring. However, the unexpected situation of this class made me clearly realize that it is not enough for a teacher to prepare lessons, but also to have teaching wit! For example, in my initial idea, the attractive pictures of litchi arouse students' interest and lead to my question, that is, whether students have tasted litchi, let students introduce and compare it, and then lead to the text to be studied, so that students can spontaneously find the author and related article characteristics. Students can gradually understand the ideas of the article and the author's emotions. Combine cognitive learning with experiential learning. But the students' answers are the opposite. They were joking, and the whole class said, "I haven't eaten yet!" " "Fortunately, when I was preparing dried litchi in my hand, I used my quick wits. So as to reverse the situation. But when I wanted to introduce the article, Tong Jie raised his hand to express his opinion. Impatient and quick-talking, he raised his hand and at the same time, people stood up. So, by evaluating Ding Mingming's description, the whole class went directly to the group discussion of explanation and quotation. Skipped the introduction of the author and the pronunciation of the words directly. At the same time, because students' thinking is more active, group discussions are added to replace the original teacher slides.
At the same time, the use of dried litchi props also enlivened the classroom atmosphere. Although it was different from the original expectation, it finally made the best use of it.
It should be said that this classroom teaching is very different from the teaching plan I prepared. However, through teaching reflection, I found that there is a feeling of being right on target. Although in my teaching philosophy, I hope to take students as the main body, let students experience with their own hearts, judge with their own views, innovate with their own thinking, and express in their own language. However, in the actual teaching plan writing process, it is still limited to rules and regulations and fixed models. Such as introduction, author introduction, word pronunciation. In fact, it seems that now that students are ready, there is no reason to speak in class. Judging from this lesson, students' self-view and familiarity with the form of expository writing show that they have spent energy and time previewing. So it is worth trying to check students' preview, including words, by observing their understanding of the text, which is also one of my lessons.
Indeed, classroom teaching is dynamically generated, and the preset teaching process can only be referenced, not adhered to, and should be handled tactfully according to the classroom situation.
Unfortunately, due to the time problem, the students' final conclusion could not be reached. When assigning homework, students are not required to write a feeling, which will be more intuitive. At least I can understand how the students feel about this course. I feel very sorry. But the students' serious completion of abbreviations at least makes me feel that their generalization ability is ok. In the future, you can let students practice freely, or try to let them evaluate themselves. But judging from Ding Mingming's oral expression, it is necessary to focus on training. He belongs to the middle class in China. It should reflect the level of some students. I tried to give a speech before class, but later I stopped because of the students' cold reaction. Now it seems that this is still necessary. You can make a survey in two classes and choose a kind of oral training that students like better.
It is very good for everyone to prepare a blank piece of paper as a backup, which is conducive to writing to promote thinking, refine and deepen students' reading. I think we can try it in the future, especially in some emotional texts. This can also stimulate students' written expression. The relevant supplementary notes in this teaching record actually benefit from the students' paper records. But I also found that some students are not very serious when writing, and the draft paper is like graffiti. Need guidance.
Is it easy for students to understand articles such as emotional expositions? It's hard to say. I need to do a survey when I have time.
Xiaoji used to reflect after a class, but she always talked in general terms, which was difficult to consider and record in detail. So after teaching for half a year, there is always no progress. Recording my classroom language for the first time, I feel so boring. There is quite a feeling of awakening. "People who can catch up without warning the past." It's not too late to start, is it?