The fourth grade primary school Chinese "I stand on the iron chain bridge" teaching plan one
Teaching objectives
1. Learn 6 words and recognize 1 words.
2. Read the text with emotion. Can recite the text accurately and smoothly.
3. Let students know the heroic fighting spirit and peace-loving feelings of the heroes and heroes in the revolutionary war years.
Emphasis and difficulty in teaching
1. Understand the meaning and content of key poems.
2. Experience the thoughts and feelings expressed in poetry.
Preparation before class
1. Collect relevant information of the Red Army's Long March.
2. Organize students to watch the movie "Flying the Luding Bridge".
Teaching arrangement
2 class hours.
teaching process
first kind
First, create a situation to stimulate interest.
1. Show pictures or CAI courseware to show the characteristics of railway bridges from different angles.
2. Ask the students to talk about their understanding of the iron cable bridge.
3. The teacher described the passion as follows: Dadu River has a wide valley and the river is mighty, trying to get rid of the shackles of mountains and rivers and wash them away with the momentum of devouring them. The iron cable bridge stands high on the Shuishen River, and the river under the bridge is swift. Walking across the iron chain bridge, even a glance makes people shudder. However, the Red Army is a hero. They braved the hail on the other side, climbed up the bridge fence and stepped on the iron rope. As they advanced, they laid the boards and rushed into the bridgehead on the other side of the fire. After two hours of fierce fighting, Luding city was finally occupied before the enemy reinforcements arrived. Chairman Mao's poem "The iron cable of Dadu Bridge is cold" gives people a thrilling feeling. What will the poet write when he stands on this bridge?
Second, read the text for the first time and recognize the new words.
1. Read freely and require accurate pronunciation.
2. Check the pronunciation of new words.
Main guide: Li Lou
3. Read the text together
Third, the overall perception of the text.
1. Read the text and think: How many bars does this poem have? What do you write in each section?
2. Students answer.
Fourth, study the first section.
1. Read by name
2. Thinking: What do people see on the iron cable bridge? Explain what? (high and dangerous)
3. Guide emotional reading
Five, learn to write new words
Key instruction: get out
Sixth, homework
1. Write new words.
2. Read the text with emotion.
Second lesson
First, review and introduce new lessons.
1. Know new words.
2. What did the poet see when he stood on the bridge? Explain what?
Second, read poems and experience emotions.
1. Browse the text and quickly find the text that reflects the author's mood at this time. (surge of emotion)
2. The author is standing on the iron bridge, full of emotion, thinking about the past and the future, finding out relevant poems and reading at the same table. You can read your favorite poems several times and mark the places in doubt.
3. Student report
(1) Pay attention to the second quarter.
Circle the words that best reflect the bravery of the Red Army soldiers.
B Supplement the relevant information in "Flying over Luding Bridge" to enrich students' understanding.
② Guide reading the second section.
4. Read aloud in various ways.
Third, homework
1. Read the following sentences and tell me what you have learned from the dotted words.
"Warriors, climb the chain, brave the dense hail and break through the enemy's barrage!"
I realized:
2. "In this heroic land, I will sing loudly!"
If you are a poet, standing on the iron chain bridge, seeing the spectacular scene and thinking of the heroic Red Army, you will sing loudly:
Blackboard design:
I stand on the iron cable bridge
Red flag firelight
The iron chain is brave and fearless.
crossfire
The fourth grade Chinese teaching plan "I stand on the iron chain bridge" II
Teaching objectives:
1, understand the meaning of key poems through self-reading, communication and discussion.
2. Understand the content of the poem and experience the feelings expressed by the poet.
3. Cultivate students' reading comprehension, cooperation, imagination and expression.
4. Read the text with emotion and recite the text accurately and smoothly.
Emphasis and difficulty in teaching: understanding poetry and feeling the feelings expressed by poets.
Preparation of teaching AIDS and learning tools: multimedia courseware, students' learning menu
Design concept:
Everything is for the development of students, everything is suitable for the development of students, and everything promotes the development of students. Return the classroom to the students, let the students fully experience the joy of learning, let the teachers really enjoy the joy of success, and make the classroom full of vitality. In the teaching design of this course, I embody the teaching concept of "learning first, guiding later and evaluating topics" in the effective teaching of the new curriculum. According to the curriculum objectives and requirements of "Chinese Curriculum Standards", I made an innovative design in combination with the reality of the students in our class. Through self-study, self-creation, self-exploration and self-reading, students can approach the text, find problems and make knowledge a problem. Let students have their own unique feelings, experiences and understandings in the process of reading the text. In the design process, the teaching emphases, difficulties and three-dimensional goals to meet students' differences and needs are established. In the process of independent reading and learning, students can be influenced by aesthetic taste step by step and imperceptibly. Then, strengthen the cultivation of Chinese reading ability, broaden various channels of Chinese learning, and truly make Chinese poetic, sentimental, emotional, socialized and diversified. Combine reading and thinking, reading and thinking (image), reading and drawing, reading and writing, reading and practicing. Let students highlight the subjectivity and autonomy of learning in experiential, participatory and autonomous teaching, build a classroom teaching that invigorates students and improve the effectiveness of classroom teaching.
Teaching process:
First, create a scene and introduce passion.
The courseware shows the "Luding Bridge" from different angles, plays songs, and the teacher voiceover: this is the famous Luding Bridge at home and abroad, and it is also the iron cable bridge written in the poem. 1In May, 935, the Red Army, which went northward to resist Japan, was stopped by Kuomintang troops at Luding Bridge. In order to gain time, they risked their lives to climb the bridge fence and step on the iron rope, and achieved a great victory of "flying over the Luding Bridge", completely smashing the Dadu River campaign carefully planned by Chiang Kai-shek and writing a magnificent chapter in the history of China, "Thirteen iron chains split the road of * * * and the country". Many years later, the poet Gu Gong came here after ups and downs, and wrote the poem "I am standing on the chain bridge" with excitement. In this lesson, let's walk into the text together and appreciate the poet's feelings.
Second, the problem of survival presupposition:
1, Teacher: Before class, the students preview the text carefully and get a preliminary understanding of the content of the text. Who can tell the teacher what you want to know most in this class? Now let's talk about it: what did the poet see and think when he stood on the iron chain bridge? What is the poet's mood?
Third, read poems and experience emotions.
(A) self-study poetry, complete the learning menu
1, Teacher: Now please read the text freely in your favorite way, think about these questions while reading, and use "?" Describe the sentences you see in the poem. Draw it; Underline the sentences in the poem with "~ ~ ~"; Underline the sentences that describe emotions in the poem. Then complete the learning menu (attached).
(2) Learning the first poem
1, Teacher: Just now the students had a heated discussion on the above issues. Now please report: What did the poet see when he stood on the iron cable bridge? (Erlang Mountain Cloud, White Wave on Dadu River)
2. Teacher: The courseware shows such a sentence: "There are clouds floating on Erlang Mountain overhead, and white waves at the foot of Dadu River." What can you learn from this poem? Who wants to read this sentence? Guide students to read the adventures of crossing the iron cable bridge. )
3. Teacher: The poet was standing on the iron cable bridge, and the bridge was shaking gently. He saw the clouds floating over Erlang Mountain and the white waves at the foot of Dadu River. Who wants to read the first section to everyone? (Introduction, teachers and students read together. )
(3) Learning the second quarter
1, Teacher: I saw the clouds floating overhead over Erlang Mountain and the white waves at the foot of Dadu River. What did the poet think of at this moment? I think of the heroic Red Army, which once crossed here. ) understand "strong crossing".
2. Teacher: What difficulties did our Red Army encounter when crossing the Luding Bridge? Please read the second part of the text with this question and underline the relevant sentences. Difficulties encountered: dense chains of iron bullets rained down on the enemy's barrage. What can you learn from these words?
3. Teacher: Why do Red Army soldiers have to overcome so many difficulties? Let's go and see the situation at that time! (Introduce the background diagram of courseware playing. )
4. Teacher: Students, in the face of the enemy's encirclement and interception, and the enemy's advanced weapons, our Red Army must forcibly cross the Luding Bridge in order to successfully go north to resist Japan. How did we Red Army soldiers survive? Climbing, adventure, breakthrough, etc. What have you learned from these words? Teacher: What a dangerous situation! Brave Red Army soldiers are fearless and not afraid of sacrifice. Please practice reading this sentence with this experience. Read by name.
5. Teacher: A brave Red Army soldier, who bravely crossed the bridge without fear of sacrifice. Do they want to witness the fierce battle scene when they cross the Luding Bridge? (Watch the video), after watching the short video, I believe everyone will admire our hero Red Army soldiers even more. Who wants to read this poem again? Read by name, boys and girls in different roles, and read the second section together.
(4) study the third quarter
1, Teacher: In this strong crossing, the Red Army soldiers were not afraid of sacrifice, risked their lives to climb the bridge fence and step on the iron rope, and won the great victory of "flying over Luding Bridge". This campaign can really be described as "the iron cable of Dadu Bridge is cold", and the iron cable bridge is awesome. Standing on the iron cable bridge, the poet not only thought of the fierce battle when the Red Army flew to Luding Bridge, but also thought of what?
Teacher: Please read the third part of the text freely. What can you learn from it? Name this sentence and read it together.
3. Teacher: Besides what is written in the poem, what beautiful scenes will the poet think of in real life? Let's read this sentence with respect and gratitude.
4. Teacher: The head of a warrior? Sprinkling blood has brought peace and harmony to the motherland; Brave people fought bloody battles for the prosperity of the motherland. The brave men exchanged their lives for the happy life of the people, and the people will not forget them, nor will the motherland forget them. How did everyone do it? People hold beautiful flowers and gently scatter them on the hero's land. ) Read this sentence by roll call. The camera asked, why do you read so lightly? The whole class read this sentence in awe. The heroic Red Army exchanged its life for the peace and prosperity of the motherland and our happy life. Now, let's read this poem again with respect, gratitude and nostalgia. Read the third part in groups.
(5) Learning the fourth quarter
1, Teacher: Standing on the railway bridge, the poet saw the clouds floating over Erlang Mountain and the white waves at the foot of Dadu River. How does the poet feel when he thinks of the heroic battle scenes of the Red Army here in those days and the happy life of the people here now? Who can answer with a sentence in the book? (Surge) What does "Surge" mean? In this land of heroes, the warriors fought bloody battles in those days. Recalling these, the poet was in a restless mood. Think about the people who live and work here now, and think about the peace and prosperity of the motherland! The poet's mood is more turbulent! Let me read two or three poems with a turbulent mood. Read by name, in groups, in cooperation between teachers and students, and in chorus.
2. Teacher: Standing on the iron chain bridge, recalling the past, the poet's emotions are surging, and seeing the peaceful and beautiful life now, the poet's emotions are even more surging! At this time, look at the Erlang Mountain in front of you and the Dadu River at your feet. What changes have you seen? Boys and girls read these two sentences in groups of roles, and once again feel the poet's turbulent mood.
3. Teacher: At this moment, the poet's heart is surging! He can't help singing loudly. Read the last two sentences of the text together. What should a poet sing loudly? Let's sing loudly with the poet with passion! Read Part 4 together.
(6) Reciting instructions
1, Teacher: In this heroic land, the brave people exchanged their lives and blood for people's happy lives, and people here cherish it even more. These scenes make the poet's mood unstable for a long time. Let's recite this poem with respect and nostalgia. First try to recite each other in the group, then recite by name, and finally the students who can recite stand up and recite together.
Fourth, expand:
1, Teacher: After the victory of the Long March, many writers and poets wrote magnificent Long March poems. Do you know which ones? Comrade Mao Zedong also wrote a poem "The Long March", praising the brave men who fought bravely in the Long March. Do you want to read this poem? Please look at the big screen. Let's read this poem with praise and admiration for the Red Army soldiers.
2. Teacher: What do you want to say to the martyrs after learning this article? Please write down your thoughts.
Blackboard design:
10, I am standing on the chain bridge.
The mood of seeing and thinking
The clouds of Erlang Mountain
Whitewater Crossing the Dadu River: Climbing and Riding the Wind and Waves to Break through the Turbulence
Buildings and classrooms in fierce fighting
Damn pear blossoms
Lecture Notes of Grade Four Chinese "I Stand on the Iron Cable Bridge"
Today, the topic of my speech is "Feeling Passion in Reading", and the content of my speech is "I'm Standing on the Chain Bridge" in the second volume of the fourth grade of Hubei Education Press. I'm going to talk about it from the following aspects:
textbook
First of all, let me talk about my own understanding of the textbook. "The iron chain bridge is great, and the warriors will stay in the British name for generations." "I am standing on the iron chain bridge" is a text in Unit 4, Volume 2, Grade Four, Primary School Chinese, Hubei Education Press. This unit arranges three articles with different genres around the theme of "Ode to a Hero". This passage is a modern poem, describing the poet standing on the iron cable bridge, full of thoughts, recalling the scene of fierce fighting when the Red Army flew to Luding Bridge, showing the peaceful and beautiful life now, and praising the land of heroes and the people of heroes! The whole poem consists of four sections, with strong feelings, lyrical scenery, distinct rhythm and catchy words.
Talk about learning.
Fourth-grade students can understand the meaning of keywords with the help of context, word dictionary and life accumulation, and can read the text correctly and fluently. In teaching, I focus on guiding them to summarize and understand words and phrases, and guiding them to read aloud with emotion.
According to the new curriculum standard and the focus of this textbook, as well as the learning focus of the unit where this textbook is located, combined with the actual situation of students, the following teaching objectives and difficulties can be formulated in the second class.
Say the goal
1, understand the meaning of key poems through self-reading, communication and discussion.
2. Understand the content of the poem and experience the feelings expressed by the poet.
3. Cultivate students' reading comprehension, cooperation, imagination and expression.
4. Read the text with emotion and recite the text accurately and smoothly.
Understanding poetry and feeling the feelings expressed by poets are the key and difficult points of this course.
The process of reading teaching is also the integration process of three-dimensional goals. Teachers should strive to realize the unity of "instrumentality" and "humanity" in Chinese teaching, so as to truly implement Chinese teaching.
On teaching characteristics
"Chinese Curriculum Standards" points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice? Chinese learning has the characteristics of attaching importance to feelings, experiences and feelings. " .
Therefore, in the design of this class, I adopted the teaching mode of "since since the enlightenment, focusing on reading, self-reading and self-exploring", which runs through all reading forms between teachers and students, aiming to emphasize that all activities in the classroom, such as perception, inquiry and sentiment, should be based on reading, that is, we should perceive, explore, comprehend and gain in reading.
Oral English teaching methods and learning methods
Next, I will talk about the teaching methods and learning methods used in designing this course.
In teaching, I adopt self-enlightening teacher-guided self-reading and self-inquiry teaching methods, supplemented by teaching methods such as lecturing, heuristic dialogue, demonstration, discussion and practice, and combined with various teaching methods.
Students can master knowledge, develop their abilities and raise their awareness through the organic combination of independent reading, cooperative inquiry, classroom communication and discussion.
Based on the above theoretical guidance, I designed such a teaching process in teaching:
On the Teaching Process
First of all, stimulate interest and introduce new lessons.
"As the saying goes: See things and think about people. Yes, whenever we see the bright five-star red flag, we can't help but think of countless revolutionary martyrs who shed their blood to make future generations live a better life? The scene of spilling blood. Students, remember a modern poem we learned last class? " The teacher introduced this narrative to stimulate students' interest in learning the text. After writing it on the blackboard, the whole class read it together.
Second, read poems and experience emotions.
The whole poem has four sections, and it is sung repeatedly from beginning to end. A beautiful artistic conception was created at the beginning, and the swaying bridges, floating clouds and white waves on the Dadu River triggered the author's infinite reverie. At the end of the same scene, I can feel the author's strong feelings. The contents of these two poems are almost the same, so I broke the way of teaching in sequence and instructed students to learn 1 and the fourth poem first.
The teacher read the whole poem with the music, which led to the study of the new lesson and asked the question: "What did the poet see when he stood on the bridge?" Students first have an overall impression of the whole poem, and then introduce questions into the study of the poem 1. Students are free to read this part. What do they seem to see? What do you feel? At this time, the courseware shows the pictures of the iron cable bridge in the textbook. Students combine the pictures to expand their imagination and express their opinions, and have their initial emotional experience of the scenery seen by the poet standing on the iron cable bridge. A still picture is re-imagined, re-processed and re-created in students' minds, becoming a vivid and dynamic scene. This reflects the cultivation of students' understanding ability, imagination ability, listening ability and expression ability
"At this moment, our poet is standing on the bridge. What is his mood? " Such questions lead students to learn the fourth quarter. Please scan the whole poem quickly and find out the words that reflect the author's mood.
Students understand the meaning of "surge of emotion" according to their own life experience and text content, and then read the fourth section freely. By guiding reading, observation and comparison, students can find that the contents described in these two sections are similar, but the feelings expressed in the fourth section are stronger than those in the 1 section.
In the study of these two poems, I take various forms to guide students to read aloud, such as reading aloud by name, reading aloud in groups, reading aloud in cooperation between teachers and students, reading aloud with music and so on. In all styles, there is musicality in poetry, which pays attention to rhythm and rhythm. Therefore, reading aloud naturally becomes an important means to fully feel the beauty of poetry language and artistic conception.
The focus of Chinese reading teaching in grade four is to appreciate the most important part or key paragraph of the article and experience the feelings expressed. This kind of teaching focuses on the second and third sections of poetry, and the most important is the second section. "What does the poet remember when he stands on the bridge?" Ask questions to guide students to learn the second section. The author recalls that the Red Army flew to Luding Bridge and fought fiercely with the enemy, which was too far away from the real life of students to understand. After students' initial perception, imagine the fierce scene at that time, and then reproduce the fierce scene of Red Army soldiers flying over Luding Bridge by watching multimedia courseware, so that students can enter the specific situation described in the poem. Come back and savor this poem carefully, and discuss with the group of students the words that best reflect the bravery of the Red Army soldiers in the second poem (Warriors, climbing chains and braving dense hail, breaking through the enemy's warfare! ), with courseware display, in-depth understanding. The three verbs of "climbing, breaking through and breaking through" directly reflect the heroic and tenacious dedication of the Red Army soldiers. In the process of learning a language, students' thoughts and feelings are also subtly influenced, which well combines the instrumentality and humanity of Chinese.
The content of the third section is to let students study in groups and cooperate with friends. The content described in this part is not far from the actual life of students, so it is not difficult to understand. I mainly give reading guidance.
Students read freely with questions and read by name; Read after imagining the picture; Read after watching the movie clip; Read after understanding the key words; Finally, read with your own understanding and feelings. The reading level is rising step by step, and students' emotional experience is gradually deepening. In the whole learning process, students feel in reading aloud and read aloud in feeling.
At this time, after the students experienced the emotional experience of perception, feeling and feeling, the teacher guided them to read the whole poem, and the strong feelings they accumulated in their study were naturally released. The whole process of teaching also embodies the teaching idea from whole to part and then back to whole.
Third, expand accumulation and sublimate emotions.
1, recite the text accurately and smoothly.
2. After reading this article, what do you want to say to countless martyrs?
3. Enjoy after class. (The singing of this poem, Mao Zedong's poem "Long March", Xiao Hua's poem "Flying the Dadu River")
Reading teaching in the fourth grade requires paying attention to the teaching of words and the accumulation of words. Accumulate language by reciting, extracting and other forms, and encourage students to accumulate through extracurricular reading and life.
Write on the blackboard.
The teaching of this lesson grasps the understanding of key paragraphs, and realizes the emotion that the poet wants to express through the three key words of "climbing, adventure and breakthrough": the land of heroes! Heroes!
10 I am standing on the chain bridge.
Climbing and breakthrough
Land of heroes! Heroes!