The first volume of the experimental textbook of the People's Education Edition, the Chinese textbook for the second grade of primary school, also expands the reading goal of the fifth lesson "A new house among hens";
1, stimulate students' interest in reading fairy tales, exchange reading feelings and cultivate students' habit of reading after class.
2. By guiding the fairy tale "Mother Hen's New House", the learning method of extracurricular reading is obtained.
3. Let students understand the reading style, feel the beauty of language and accumulate language, so as to achieve the purpose of teaching extension.
Reading focus:
Methods of guiding extracurricular reading.
Preparation before class:
Multimedia courseware, nursery rhymes, students' reading notes.
Preview before class:
Watch the fairy tale Mother Hen's New House before class.
Teaching process:
First, create a situation to stimulate interest.
Play the song "The Eagle Catches the Chicken". Students who can sing clap their hands and sing along.
The teacher asked: What animal is this song about? (The eagle catches the chicken)
It's good for you. This lesson lets us walk into fairy tales and read articles about hens.
Second, learn the fairy tale "Hen's New House"
1, dialogue import:
In this lesson, the teacher takes everyone into the fairy tale castle: Show the topic: Walking into the fairy tale.
Write on the blackboard. Students read the questions together.
2. Introduction and content.
Show the story book and open the preface. Teacher's explanation: you can know the general content of the book from the previous words. Look at the catalogue. Below the table of contents is the title of the story. There are several pages of stories in the catalogue, and you can tell at a glance.
3. Recommend a fairy tale: The New House in Mother Hen.
In this class, the teacher took the students into the blackboard writing project of the fairy tale "Mother Hen's New House".
The students read the title of the story together.
4, projection reading requirements:
A, read fairy tales, find good words and sentences, and extract them in your reading notes.
I know what this story is about.
C.who is my favorite character?
D, what I want to say is _ _ _ _ _ _ _.
E. The extracurricular book I want to recommend is-. The teacher reads the reading requirements and explains them.
Third, read the fairy tale "The New House in Mother Hen" by yourself.
Lead to the topic: Teacher: Your reading is wonderful. Do you know what this fairy tale tells? The roll call students answered, and the teacher wrote on the blackboard:
1. Is the new house built by mother hen good?
2. Why is the hen unhappy after listening to Brother Goose? What did Brother Goose say?
When summer comes, the hen's new house is stuffy and hot. She regretted not listening to Brother Goose. What did she do later?
4. What did the fox say to the hen?
What did the hen do after the fox ate the chicken?
Students read independently according to the questions, and think while reading. Ask the students to answer and write on the blackboard: mother hen's new house. Other students added.
Debate: If you were a hen, would you listen to the fox?
Extended data
In the junior reading class, the fragmented teaching method of "one question and one answer" still accounts for a large proportion. Students follow the trend in the teacher's fine division of labor, and the time and space for learning are tight and narrow. This kind of teaching is not only conducive to the mastery of students' knowledge and skills, but also conducive to the development of students' thinking, emotion and aesthetics. By adopting problem-based teaching, the responsibility and task of "learning" are given to students, so that "learning" really takes place in the classroom.
Problem-based teaching refers to a series of well-designed effective teaching problems (teaching problem sets) with rich types and excellent quality that run through the teaching process, cultivate learners' cognitive ability to solve problems, develop advanced thinking skills, and realize their lasting and in-depth understanding of the course content.
In the primary reading class, there will be more knowledge points involved in literacy, writing, fluent reading, understanding accumulation and language use. Therefore, the problem-based teaching of reading in lower grades can be positioned to guide students to have a real dialogue with texts, teachers and editors around two or three main issues. The design of these two or three themes must be of high quality and condescending momentum, so that the teaching link is concise and full of tension.