Primary school Chinese teaching should be based on promoting the development of students and laying the foundation for their lifelong learning, life and work. As a Chinese teacher who has been teaching lower grades in primary schools for many years, I believe that in the lower grades, the most important thing in the Chinese class is to cultivate students' interest in Chinese and solid language training. The following is the first-grade Chinese language I bring to you: Create a situation to feel the beauty? A case analysis of "Little Boat" for your reference!
1. Relevant background
《 "Little Boat" is a landscape poem full of children's interest and fantasy. The author describes the beautiful scenery of the autumn night sky in the form of poetry. This poem has a harmonious rhythm and is very musical. The author uses vivid metaphors to describe the brightly colored natural scenery. The first two lines of the text describe the beauty of the moon, which arouses children's rich imagination. They compare the crescent moon to a tip. The last two lines write "I" sitting in the boat and enjoying the beautiful blue sky and the stars. The poem contains scenery, emotion and rhyme, which makes children feel happy when reading it. It is catchy and easy to cultivate children's beautiful sentiments while reading. In teaching, how to start from the psychological characteristics of first-grade primary school students, connect them with the actual life of children, reflect the intuitiveness and image of form and content, and create situations to mobilize students' multiple senses to participate in learning activities. Here are some teaching excerpts.
2. Implementation (classroom teaching excerpts)
(1) Exciting questions and feeling the beauty
Teacher: What ships do you know?
Health: Ship.
Student: Cargo ship.
Student: Warship.
Student: Submarine.
Student: Sailing boat.
Teacher: Where do these ships sail?
Student: All ships sail in the sea.
Teacher: Today we are going to get to know an interesting boat. Where is it?
Student: Teacher, I know that this interesting boat is called " Moon Ship", it's in the sky. Show the picture <1>
Teacher: Where is it in the picture? Who is sitting there and what is she doing?
Student: There is a little girl in the picture, she is sitting on the moon boat Look at the stars.
Student: This little girl saw many stars and blue sky while sitting in the moon boat.
Student: The little girl sat in the moon boat and saw countless twinkling stars and the blue sky.
Teacher: Let’s relax first. Please close your eyes and listen. What is sung in the song?
Student: There are twinkling and shining crystals all over the sky. little stars.
Student: Hanging in the sky and shining brightly, it’s like many small-eyed teachers are full of emotions and say to the students: Yes, on a clear night, the sky is full of small stars. How beautiful it is. Do you want to go up to the sky to see it too? Look? OK, the teacher will take you and the little girl to travel to heaven together.
(2) Overall perception, reappearing beauty
Read the text with music.
Teacher: Ask the children to listen, watch and think: What did the little girl see on the small boat?
Student: On the small boat, the little girl saw the sparkling Stars and blue sky.
Student: I saw many stars blinking at me.
Through this vivid narration, students are brought into a specific situation and initially experience the beauty of the moon and sky.
Through this part of teaching, they have cultivated the habit of listening carefully and being able to think while listening, so that students can perceive the content of the text as a whole and pave the way for the next step of understanding the text.
Teacher: Ask the children to read the nursery rhyme gently in the group. It is required to do
1. Pronounce the new words correctly. 〈Read it〉
2. Count how many sentences there are and number them.
3. Discuss: What does a small boat mean?
(Student discussion, teacher inspection, guidance)
Teacher: Through the study just now , we already know that the little boat in the children's song is the moon. The little girl saw the stars and the blue sky while riding on the moon. Now ask the leader of each group to lead the children to read the children's songs again, then complete the fill-in-the-blank table and fill in the correct answers to see which group is faster and better. (Fill in Pinyin)
Each group studied on their own and filled in the blanks. (Teacher inspects and guides)
____’s moon, ____’s boat,
____’s boat_______
I am in_________ Sitting in the boat,
_____see____stars_____sky.
Teacher: Now, let’s play the game of “you ask me and answer”:
Teacher: What kind of moon and what kind of boat? Student: The crescent moon is small and small Boat.
Teacher: How about a small boat? Student: The small boat has pointed ends
Teacher: When I sit in a small boat, I only see what kind of stars. , what kind of weather?
Sheng: I sat in the small boat and saw only the twinkling stars and the blue sky.
Teacher: Who can ask the children like the teacher and ask the children to answer?
The students are in high spirits and are vying to be the little teacher and the little judge. Students' reading skills are also trained here. < /p>
Comparison: I sat in a small boat and saw the twinkling stars in the blue sky.
I sat in the small boat and saw only the twinkling stars and the blue sky.
Use the comparative method to let students understand the reasons. This is a kind of "moisturizing and silent" teaching. Students experience and comprehend by themselves, and finally understand.
(Boys read the first sentence, girls read the second sentence) After the word "only", what does it mean? (Group discussion of four people)
Student: There is one more " "Only" sounds better and is easier to read.
Student: With "only", it means that the little girl can only see the twinkling stars and the blue sky.
Student: The little girl could see nothing but the stars and the blue sky. Teacher: Why is this happening?
Student: Because the sky is so beautiful, the little girl was attracted by the blue sky with twinkling stars.
Student: The little girl was sitting on the moon boat, surrounded by twinkling stars. She felt that the sky was so beautiful, and she was intoxicated.
Teacher: Yes, the night sky is so beautiful! The twinkling stars in the dark blue sky blinked at us. The little girl was intoxicated by such a beautiful night sky and only saw the twinkling stars in the blue sky. Now, I want to ask the children to dub the picture, read out the beauty of the sky, and add movements.
Play the music of "Little Star"
Group try to read? Other groups evaluate? Name the model to read and imitate? Read the whole class together>
Teacher : The children all read well, and the teacher felt the beauty of the night sky. However, the teacher still has a question to ask the children. Besides looking like a boat, what does the moon in the blue sky look like? Student: The moon is curved. Like a banana. Student: This moon is small and pointed at both ends.
Sheng: This moon is like a boat and a sickle.
Sheng: Sometimes this moon looks like thin eyebrows.
Teacher: Why does the little girl think the moon looks like a boat instead of a banana and a sickle?
Student: Teacher, I understand. You can only eat bananas, but you can't sit on them. Student: You can get on the boat now.
Student: Because the moon is curved and pointed at both ends, and the boat is also curved and pointed at both ends.
Student: The sky is blue and the sea is also blue.
Student: Teacher, I have something to add. Because the sea is very big, very wide, very wide, and the sky is also very big, very wide, very wide.
Student: The moon is like a boat because it is too far away from us.
Teacher: That’s very well said. (Exhibition picture) vividly describe to the students: The little girl saw this crescent moon in the night sky, with two pointed ends, more like a beautiful boat. She thought: If I could sit in this boat-like moon and look at it, How wonderful it would be to see the beautiful night sky! As she thought about it, she seemed to see the vast blue sky turning into the sea, the moon turning into a boat, and she was sitting in the boat enjoying the beautiful night sky.
Then play the song "Little Boat"
Teacher: Students, if it is night now, you sit on the rooftop and look up at the blue sky, the stars in the blue sky, and There is a moon. What do you think the moon looks like? Ask students to squint their eyes and listen to the sound of the piano. How do they feel? (It feels like flying into the blue sky and sitting on the curved moon. Can you see it?) [Let students open their imaginations Wings open the door to thinking and depict the colorful night sky.
3. Discussion
1. In classroom teaching, how to create situations for students to feel beauty?
2. Teaching requires beauty, and beauty is the magnet of education. , Teaching cannot ignore the function of "beauty" and the intensity of "beauty", and the teaching process cannot be promoted by simply "telling". What effective forms were used in this case?
IV. Brief analysis
When you walk into the classroom every day, you will feel full of vitality. In front of you are lively students. They are a group of living people who contain wisdom, overflowing with emotion. They have plasticity and a strong desire for knowledge that adults rarely have. They are more emotional, full of vitality and initiative than adults. Teaching requires beauty, and beauty is the magnet of education. This magnet is shining brightly next to our teacher's lesson preparation notes. Whether you pick it up or put it down, the teaching effect is very different. Teaching often ignores the function of "beauty" and the intensity of "beauty", and promotes the teaching process by simply "telling". The division of labor between our "teachers" and "students" is that "teachers tell students knowledge" and "students listen and remember the knowledge taught by teachers". This kind of teaching just throws away that precious magnet—beauty. Teaching that lacks aesthetics becomes a simple symbolic activity without color, vitality, or interest. That must be boring. Students' innate aesthetic needs are not satisfied, resulting in pleasant emotions and the "power" to actively invest in the teaching process.
Without the "power" to actively invest in the teaching process, how can the subjectivity of teaching be reflected? The use of teaching methods mainly depends on the teacher's pursuit of the teaching realm. Only by pursuing beauty can we strive to reproduce the beauty of teaching materials. Teaching means is actually a medium through which teaching content is reproduced, strengthened, and delivered to achieve teaching goals. In order for teaching methods to give students a beautiful feeling, they must be able to see, hear and touch them, thereby creating a sense of joy. Because beauty is always experienced concretely through human vision, hearing, and touch. Without the excitement perceived by students, there would be no beautiful feeling.
In order to arouse children's interest in learning poetry, it is necessary to push the artistic conception described in the poetry to the children's eyes first, and then let them enter it. In this process, situational teaching needs to be used. Because poetry pays attention to the expression of emotions, it expresses the poet's love, hate and exclamation about the characters, scenery and events in life. The scenes described in poems are often connected or related to children's life experiences. When teaching, we must find ways to communicate the artistic conception of poetry with children's life experiences. What children have experienced in their lives makes them feel particularly cordial. Teaching starts here, using the children's accumulation to arouse children's cordiality, and they will enter the poetic realm with a hazy and lyrical emotional state. Piaget said in "Educational Psychology and Child Psychology": "All intellectual work depends on interest."
Therefore, the aesthetic induction in the beginning class can enable students to develop good Aesthetic expectations are used to stimulate students' strong desire for knowledge, thereby transforming them into independent learning and positive thinking. Explore the aesthetic inner drive of knowledge. Situational teaching is a very effective method in lower-grade Chinese teaching. It is in line with children's thinking characteristics. If used well, students will feel like they are immersed in the situation. This can not only stimulate interest, but also activate thinking. In the above example, because the children like to sing and dance, especially the songs they have learned, they feel more novel when they appear in Chinese class. So I asked the children to close their eyes, listen to music, and feel the little stars in the sky. How beautiful! Using this artistic method in the classroom, the children were very kind and felt that the beautiful crescent moon was there. In front of you. This introduction combines the content of the poem, the scenery in the poem - the moon, the person in the poem - the child looking at the moon "I", and the person who wrote the poem into a wonderful realm, and the child does not know When will I enter this poetic realm? Finally, let the students add sounds to the pictures. The purpose is to understand the relaxed and happy mood of the little girl in the picture, as well as her intoxicated expression by the beautiful starry sky, to arouse the students' screams, and let them imagine that they are also sitting on the moon boat. How free and joyful it is to swim in the twinkling starry sky. Once the students have such feelings, and the teacher provides guidance, they can express the artistic conception of the essay through emotional reading. The characteristics of lower grade students are unstable, short concentration time, poor persistence, and limited attention span. Game teaching can effectively mobilize students' unintentional attention into intentional attention, stimulate students to want to participate, and everyone wants to show their learning initiative and enthusiasm, making classroom teaching more lively, interesting, easy and fast. In the "Question and Answer" game in the example above, when the "little teacher" asks a question, he must rely on his own life experience and understanding of the content of the poem to read the question well. This gives students the opportunity to express themselves, allowing students to fully display themselves, self-evaluate, and improve themselves.