The theme of this unit is "Discovery in Spring". In the second volume of Grade One, the students also learned a set of texts with the theme of spring. Although the two sets of textbooks are based on the theme of spring, we will find that this set of textbooks is different from the first set of textbooks in the second volume of Senior One in terms of introduction and text. This set of teaching materials not only guides students to feel the spring, but also encourages them to enter the spring, discover its characteristics and explore its mysteries. Let's compare these two leads and find out their differences: the lead of unit 1 is written like this: Spring is coming! Let's walk into the beautiful spring together! The key point is to let students feel the spring. The introduction of this unit says: I find that the spring breeze is mild and warm, and the spring rain is fine. When we enter the spring, pay attention and we will find more. It should be said that the fourth book "The Discovery of Spring" is based on the unit study of the second book "Spring" in Senior One. In teaching, it is necessary to guide students to combine their knowledge and learning experience for in-depth study, so that students can discover, observe, imagine and even paint, sing, talk and write about spring on the basis of their existing feelings about spring.
Second, the unit content:
The contents of this set of textbooks include introduction, four texts, Looking for Spring, Two Ancient Poems, Bud and Bud, Rose of Deer and China Gardens 1. Know 47 new words (38 texts and 9 gardens in China) and write 39 Chinese characters.
Third, teaching suggestions:
1, overall grasp, reasonable combination. This set of teaching materials not only focuses on a special topic, but also takes care of each other. Some teaching requires layout in front, bedding in the middle and display and communication in the back, so as to truly become an interconnected organic whole. In this whole learning process, the influence on students' spiritual world will be more intense and lasting. For example, after looking for spring, the study partner said, "Let's suggest that the teacher organize a spring outing!" " After shooting the bud, the study partner said, "I found a sentence describing beautiful spring scenery from the text and copied it down." The arrangement of these contents is actually preparing for the learning activities in "China Garden One". "Oral communication" requires you to introduce your findings in spring outing activities, "Writing" requires students to write down their findings in spring on the basis of spring outing activities and "oral communication", and "exhibition platform" requires you to show your collected sentences describing spring. Therefore, in teaching, we should attach importance to this integration, reflect this integration, and give full play to the overall effect of integrating teaching materials. When teaching the corresponding text, students should be arranged to do the preliminary work in time to prepare for the later study.
2. When reading, do as the Romans do, and have feelings when reading. Li Yunlong, a teacher from the Research and Development Center of Chinese Curriculum Textbooks for Primary Schools of the Institute of Curriculum Textbooks, stressed in the article "Notes on Chinese Textbooks for Grade Two of Compulsory Education Curriculum Standards": "Reading teaching should first pay attention to the guidance of reading aloud. Through collective reading, group reading, guided reading, boys and girls reading, music reading, role reading and other forms, students can read the text correctly and fluently in reading practice, guide them to feel, experience and think as characters in the text, understand the feelings conveyed by the author, and then express them through their own reading. Simple demonstration imitation and reading skills training are essential in the process of understanding and conveying this feeling, but a deeper understanding requires students to be complacent in full reading practice when entering the country. " Several poems in this unit are beautiful. For example, in the article "Looking for Spring", the author personifies the children's findings in spring with four parallel sentences. "The grass poked its head out of the ground. Are those spring eyebrows? There are two kinds of wild flowers that bloom early. Are those the eyes of spring? Trees spit out small buds. Is that a spring note? Thawing streams tinkle in winter. Is that the sound of spring? " There are also many beautiful sentences describing spring rain, spring thunder and spring scenery in Bamboo Shoots and Buds (such as the first paragraph on page P8; P 10 body page 6; In teaching, students should be guided to read more, read at different levels and read with emotion. In repeated emotional reading, reading and feeling are blended. As far as feeling is concerned, we can't expect too much from the second grade children. We only ask children to feel something in reading, and how much they can feel in reading. Each student's cognitive level is high or low, and the degree of feeling is also deep. We should acknowledge the differences between students and the existence of such differences. We should also combine reading with thinking and attach importance to accumulation and practice. The first lesson of the text puts forward the requirement of reciting after class, and the third lesson puts forward the specific requirement of accumulating sentences. In addition, teachers should also pay attention to the guidance of extracurricular reading, help students choose excellent reading materials with both literary and aesthetic literacy, and provide students with opportunities to exchange their feelings and achievements in extracurricular reading.
Fresh air, enjoying the breeze of spring breeze, seeing the colors of spring, listening to the melody of spring in detail, and learning the text of "Discovery of Spring" in this nature will make students have more experiences and deeper feelings.
Fourth, teaching examples:
Under the guidance of theme integration, we can recombine this group and four texts of China Garden:
1, overall impression. Using the media to broadcast the beautiful scenery of spring leads to the lead: I find the spring breeze gentle and warm, and the spring rain thin. When we enter the spring, pay attention and we will find more. Then in the dialogue, I will talk about my existing understanding of spring and recall the words, poems and articles I have learned to describe spring. Then I said, "What do you want to do and learn this spring?" The problem throws the determination of learning goals to the students themselves. After heated discussion, the students came to the conclusion: "Come on a spring outing, learn some literary works about spring, draw a picture of spring, sing a spring song and hold a spring poetry recital." Wait for the content. On the basis of students' discussion, I timely guide students to read through the four texts of this group and the first language garden.
2. Reorganize teaching materials. After the overall perception, you can rearrange the learning content of this unit with the students according to your own learning content, design the learning process of the unit "Discovery of Spring": (1) study the text 1 and 3, and organize students to "find" spring, "say" spring and "write" spring. "Looking for spring" includes looking for traces of spring in nature (spring outing) and looking for spring flowers online as required in "broadband network". "Say" spring is the oral communication content in China Garden One. Let the students tell you what they found in spring after learning the text and taking part in the spring outing. "Writing" in spring is the first formal writing exercise arranged in this textbook. Writing in lower grades focuses on stimulating students' interest in writing. From speaking to writing, there should be a transitional process, so that students can discuss how to write first and sort out the order of writing. After writing, there must be a process of communication. It would be better if students can gradually cultivate the consciousness and habit of self-correction in communication. The final composition can be displayed on the display platform, and the reading object can be expanded from teachers and students to parents. (2) Learn ancient poems and hold poetry recitation. Before learning ancient poems, arrange students to collect ancient poems, children's songs, essays, etc. Describe spring. After learning ancient poems, students can recite them or sing Haruka. (3) Learn Text 4, participate in tree planting activities, and show the harvest. Learn the text "Rose of Deer", plant flowers and trees in combination with Arbor Day, decorate the campus and the residential area where you live, and show the students the spring you wrote, the spring you described, and the spring words, sentences and articles you extracted through the "display platform". (d) Learning "My Discovery" and "Accumulate Over Time" in "Chinese Garden One".
3. Some experiences. Here, I will talk about the teaching expectation in the lesson "Deer Rose".
This is a fairy tale that can make students think and feel. On the surface of the story, after the deer planted the rose, it changed from longing to disappointment, from regret to happiness, and showed interest in coincidence. There is a humanistic thought that "I can bring happiness to others, and I am also happy" in the depths of the story, just like a sentence behind China Garden II: "Give someone a rose, and your hand has a lingering fragrance". In teaching, this sentence can appear at the right time, so that students can read it attentively.
The writing contains a strong humanistic atmosphere, but it is still difficult for senior two students to understand and feel that happiness is also happiness in the process of creating a happy life for others. It's a bit difficult, but it can be done through hard work. Here, "emotional experience" plays a good role as a bridge.
In teaching, we should first guide students to read the text smoothly and correctly. "Flowers and bones are blossoming" is a difficult point in word understanding. It is best to let students intuitively perceive with the help of physical objects-blooming roses and flowers-bone roses. "limping" is the difficulty of pronunciation, so we should pay attention to correct pronunciation.
On the basis of reading the text fluently and correctly, let the students find out two sentences that Brother Lu said. After reading it, students naturally have doubts: Why did Brother Lu say that roses are white at first, and then said that there is no white? "With questions, there will be a desire to read the text further. Here, understanding the meaning of "planting in vain" is a key point. After understanding the content of the text, students can further deepen their understanding with life experience. For example, newly washed clothes fall to the ground again, which is called "white washing". Students can say many things like: write for nothing, run for nothing … At this time, students can realize: Whenever you do something for nothing, what do you think in your heart? With this migration, students can naturally understand the deer's regret. They worked so hard to grow roses themselves and didn't see them. With such experience, it is natural to read what Lu Ge said.
With the deepening of understanding, the experience also deepens. Even let students integrate into the role. When reading orioles' ci, ask students to be orioles, explain why they want to sing when they see roses, and experience and convey orioles' happiness through reading aloud; When reading the words of the breeze, let the students imagine who the breeze will meet along the way, and then create a dialogue scene to experience and convey the happiness of the breeze through reading aloud. On the basis of this experience, imagine: Who else has seen roses and what will they say? After building a platform for students, students' thinking will spread its wings freely. They will say: a little bee flew by, and he said, deer, I picked the honey from the rose, which is so sweet. I almost passed out while drinking. Through in-depth experience, students feel the happiness that roses bring to others, and naturally understand the truth that "roses are not white". So as to understand the true meaning of "giving someone a rose, leaving a lingering fragrance in your hand".
There is a requirement of "acting" after class, so it is natural to perform the role on the basis of full experience.
There are as many new words to be written in this class as 12, which can be read at random in text teaching to avoid monotony and long time in writing. For example, after reading the whole text, students can guide the writing of the three words "brother, brother and bone" in time after understanding the characters in the story. Another example is that after students understand the dialogue between oriole, breeze and deer, they can randomly guide the writing of the three left, middle and right structures of "gradual, grateful and slight". The writing of six or so words in the structure of "pumping, turning, filling, ending, quietness and lying" can be concentrated after the literature after class, which is convenient for students to master the writing rules.
4. Overall perception. After learning this set of textbooks, organize students to review and communicate as a whole, review their learning gains and losses through mutual evaluation between teachers and students or self-evaluation by students, and organize extracurricular expansion. The teaching plan "People's Education Edition, the first volume of the second grade primary school Chinese collective lesson preparation teaching plan" comes from the network! /Jiao An/Yu Wenjia 2/8522 1.html