Peanut 1 Excellent Lecture Notes I. Textbooks
1, teaching material analysis
This lesson is the experimental teaching material of compulsory education course of People's Education Publishing House, and the ninth volume of Chinese is lesson 15. This lesson is a narrative written by Mr. Xu Dishan at the beginning of his writing in order to recall his father's teachings. There is a change when the text is selected. This lesson arranges an illustration according to the order of things, including 15 paragraph, 1 new words, and 7 words that need to be written. The text describes from planting peanuts to harvesting peanuts, to tasting peanuts, and then to discussing peanuts. This part focuses on "Peanut", which is narrated by way of conversation. This article is a narrative with metaphor. Let students be inspired and educated in reading. The author influenced the students' personality subtly through the personality education he received.
2. Teaching requirements
(1) cognitive requirements
A. Correct pronunciation: má pavilion, zhà oil love mü.
B, identify: (Look at the blackboard to identify spoken words)
C find out the new words and understand the meaning in context.
D, reading the article can understand the content described in the article.
(2) Skills requirements
A, can use learning tools and contact the text content to learn words from students.
B, can find out the details of the article in writing order.
C, can read the text correctly and fluently, and realize the truth of being a man from it.
(3) Emotional requirements: to cultivate students to be a person with peanut personality.
3. Emphasis and difficulty in teaching
Key points: clear up the thinking of writing the article, understand the content of the article, understand the words in 10, and understand "so you have to be like a peanut … very useful".
Difficulties: Learn meticulous and appropriate writing techniques, and train students to be a peanut man, understand his father's words and realize the truth of being a man.
Second, the teaching method of speaking: (In order to achieve the teaching goal and complete the teaching task, starting from the students' reality, the teaching method of "reading is the main thing, reading instead of speaking" is adopted. Grade five students have mastered many learning methods: therefore, I ask students to adopt the methods of self-learning new words and words, eliminating reading obstacles, reading in groups, immediately role-playing and cooperative inquiry to construct the teaching process. Use the examples around you to guide students to be useful people, not decent people who are not good to others, and arrange a small practice pen when doing homework.
Third, theoretical study.
1, students can learn words by themselves.
2. Students understand the meaning of words through the context.
3. Students read in groups, stimulate their interest in reading, and read in different roles to deepen their understanding of the article.
4. In the cooperative exploration between teachers and students, understand the truth that the text gives life to students, clarify the ideas of the article, learn the author's writing skills in narrative, and improve students' writing ability.
According to the teaching arrangement of the textbook, this course needs 2 hours. Here, I finished my first class.
Fourth, talk about the teaching process:
(1) Speak and guess, stimulate interest in learning and introduce new lessons.
Guess "electric lantern riddle" first, and then guess "peanut riddle". Write on the blackboard and discuss the topic. Teachers and students know the name of groundnut and introduce the author.
(2) Read the text for the first time, feel the general content and learn the words from the students.
The senior paragraph requires students to read the text quickly and silently. I finished it in three steps. The first step is to circle new words silently and contact the context since enlightenment. The second step is to cooperate with the text, analyze the font and understand the meaning of the word. The third step is to cooperate with teachers and students to understand what this article is mainly about (when peanuts are harvested, the whole family is talking about peanuts).
(3) Read the text in groups, clarify the ideas of the article, find out the key parts, mark them well, and talk about the narrative of this lesson in the order of things. In the three parts of the narrative, focus on the peanut part, so that students can understand that the key parts should be written in detail. Clarify the author's writing techniques and quote them into his own works.
(4) Read the parts of different roles about peanuts, find out what the father said, and finish through dialogue. After reading it, the students will know how his father discussed peanuts, and the teacher will write it on the blackboard. From the comparison of the blackboard, they will know the value of peanuts, and the students will talk about their own views and what kind of people they want to be. (Peanut, peach, pomegranate, apple) has its own merits. However, the more valuable quality of peanuts is that they are useful but unknown, or that they do not show off themselves, that is, they do not seek glory. Cultivate students to be a peanut character and cultivate students' sentiment.
(5) Transfer
In order to consolidate the teaching results, arrange several after-class exercises after the class summary.
Peanut 2 excellent lecture notes 1, lecture materials:
"Peanut" is the third lesson of Unit 4 in the first volume of Grade Five. The learning theme of Unit 4 is enlightenment in life. Every text in this unit contains profound philosophy of how to be a man, with strong plot, concise language and profound meaning. "Peanut" is one of two intensive reading texts, focusing on the family peanut harvest festival. By talking about the benefits of peanuts and comparing people with things, this paper reveals the main purpose of learning peanut character, that is, people should be useful, not just decent, and not beneficial to others. When I first read this text, I was deeply attracted by the profound truth contained in the plain language of the text. Although there are no flowery words, exaggerated metaphors, abstruse sentences and ups and downs of emotions in the article, the simple, natural and friendly writing has left a deep and clear impression on people, making people realize the intriguing truth from ordinary things, just as my father said in his article, "Although it is not good-looking, it is very useful." It is a good article to further guide students into the text, feel emotions and understand the philosophy of life. According to the order of things, the text has written four parts: planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts. Proper and ingenious arrangement of details better highlights the author's writing intention.
2, student analysis:
The fifth grade children are active in thinking, eager for knowledge, willing to express and communicate. They are no longer primary school students, their ideas have become more unique, they have experienced and understood life, and their thoughts have begun to mature, which is the key period to guide them to reason, distinguish right from wrong, cultivate humanistic quality and improve their Chinese ability. In learning, they also have a certain learning ability and mastered some learning methods, but this requires teachers to further guide, persuade and pay attention to each student's personality experience. Use words to build a bridge to life for students, so that students can live in their studies and study, study and live in their lives.
3. According to the content and characteristics of this course and the students' situation, closely around the training focus of this unit, the following teaching objectives are determined to focus on solving learning difficulties.
Teaching objectives:
1), and master the meanings of the new words and keywords in this lesson through preview.
2) Grasp the profound sentences in the text, learn from Peanut's silent dedication without seeking a false name, and understand the truth that "people should be useful people, not people who only pay attention to decency but are not good to others".
3) Experience the meticulous and appropriate writing of words and get a preliminary understanding of the writing techniques of metaphors.
The above objectives are taught in two classes. The first lesson is to understand the words and the meaning of the text, mainly to understand the main content of the text. In the second class, grasp the key sentences, understand the profound meaning and experience the writing characteristics.
Teaching focus:
Understand the value of peanuts from the outside to the inside, understand the profound meaning of father's praise of peanuts, and understand the truth of being a man.
Teaching difficulties:
The article is detailed and clear, and uses things to describe people's characteristics.
4, said the teaching method:
Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Students are the main body of learning and development. In the teaching of this course, I will try my best to pay attention to the characteristics of students' physical and mental development and Chinese learning, pay attention to each student's individual differences and different learning needs, care for students' curiosity and thirst for knowledge, create a harmonious, harmonious and pleasant humanistic atmosphere, and let students learn independently, show their personality, express their personality, cultivate their personality and shape their personality in learning.
5, said the learning method:
Take the learning method of "reading first, feeling in reading", combine reading, thinking and discussion, read keywords repeatedly, feel the key content and break through the difficulties. Let students accumulate language, feel language, experience emotions, express feelings and exchange feelings by reading.
6, said the teaching process:
I want to teach this lesson in two classes. In the first class, I check the preview and master the words. Summarize the main contents of the text and learn the first part of the text. In the second class, I deeply realized the profound meaning of my father's sentence, and realized how meticulous and decent the article is and how to describe people with things.
Next, I will share with you my teaching ideas about the text peanuts.
First of all, talk about textbooks.
"Peanut" is the third text of Unit 4 in the first volume of the fifth grade of People's Education Press. The theme of this unit is enlightenment from life. The texts of this unit all contain profound philosophy on how to be a man, with strong plot, concise language and profound meaning. Peanut is one of the two intensive reading texts. This text mainly tells the story of a family celebrating the peanut harvest festival. By talking about the benefits of peanuts, it reveals the silent dedication of peanuts, indicating that people should be useful, not just decent and not beneficial to others.
Second, talk about learning.
Students are the masters of Chinese learning, and their existing knowledge structure and cognitive level are the basis and starting point of teachers' teaching. The students I face are like this. Grade five students are active in thinking, eager for knowledge and willing to express and communicate. They are no longer primary school students in lower grades, their thoughts are becoming more and more unique, they have experienced and realized life, and their thoughts are gradually maturing. It is a critical period to guide them to reason, distinguish right from wrong, cultivate humanistic quality and improve their Chinese ability.
In learning, they also have certain learning ability and mastered certain Chinese learning methods, but as far as this text is concerned, teachers need to be more convincing, pay attention to students' personality experience, build a bridge between students' learning and life with the text, and let students learn to understand the philosophy contained in life while reading the text.
Third, talk about teaching objectives.
Therefore, according to the teaching materials and learning situation, starting from the basic concept of "improving students' Chinese literacy in an all-round way" in the curriculum standard, I have designed the following three-dimensional teaching objectives:
1, knowledge and ability: appreciate the key words in the text and master the art of refining words.
2. Process and method: By reading aloud, savoring the key words, grasping the images depicted in the words, and analyzing the emotional characteristics in the scene; Improve the ability of poetry appreciation.
3. Emotional attitude and values: understand the thoughts and feelings of this word; Feel the feelings and lofty aspirations of "taking the world as your own responsibility".
Based on the above analysis of teaching materials, learning situation and the establishment of teaching objectives, I realize the value of Peanut, the truth contained in the text is my teaching focus, and the detailed and clear articles and the writing characteristics of people are the teaching difficulties of this course.
Fourth, preach the law
In order to achieve teaching objectives, highlight key points and break through difficulties, I adopted reading, discussion and multimedia-assisted methods in teaching.
Then I will focus on my teaching process, which is also the core link of my lecture.
Fifth, talk about the teaching process.
(A) the creation of situations, the introduction of new courses
Yu Yi, a famous special-grade teacher, once said: "The first hammer in the class should knock on the students' hearts, arouse the sparks of their thinking, or attract the students as firmly as a magnet. "Based on this, my lead-in design is to show the riddle about peanuts, quickly attract students' attention, and ask: What is the function of peanuts? Arouse students' interest. Then play the video of peanut growth process to guide students to understand that the problem in the article is the reason of "falling peanuts" Then I made a question with the author's pen name, aiming to let students learn this text with questions.
(B) Reading training, initial perception
As the saying goes: "Read a book a hundred times, and you will know its meaning." Reading is an important method in Chinese teaching. Strengthening the cultivation of reading habits plays a vital role in understanding the author's feelings, tasting the language of the article and enhancing the language sense of the article. At the beginning of this class, I will guide students to perceive the text initially by guiding reading. First of all, I will demonstrate reading, and then guide students to read correctly, fluently and emotionally through independent reading, synchronous reading, named reading and competition reading.
Before students listen and read, I will set the following questions for students:
1. How much does this text say about peanuts? What is the difference?
2. Are the four things assigned the same pen and ink? Which paragraph are these four things in? Why does the author write like this? Listening and reading with questions not only improves students' listening and reading ability, but also paves the way for understanding the truth that the author wants to express.
(Then the whole perception link understands that the focus of this article is on peanuts, so guide the students to focus on the paragraphs about peanuts. )
(C) cooperative learning, key insights
In a sense, the process of teaching and learning is the process of facing, analyzing and solving problems. These problems may be unknown phenomena, contradictions between cognition and cognition, or dilemmas that need to be challenged. Good questions have a double meaning. First, the process of problem solving is the process of students learning something, and it is a symbol of the realization of teaching objectives. Second, the problem itself is a clue to teaching, a traction and an important force to promote teaching.
To this end, in this session, I will use the big screen to show these progressive and interlocking questions to students, and students will discuss and explore in groups, striving to highlight key points and break through difficulties: 1 Students read the text in different roles and report by name: What do brothers and sisters think about the benefits of peanuts? (and show my sister, brother and "I" talking about peanuts on the big screen)
What does father think is the most precious peanut? Speaking of peanuts, why should we talk about peaches, pomegranates and apples?
These two questions can train students' ability to summarize information and pave the way for later life experience. )
Next, I will naturally transition and say: Students, after reading this text, did my father say peanuts? Which sentence clearly tells us? Tell me how you understand it.
Through the setting of this question, guide students to experience being a peanut-like person and understand the truth of being a man.
In order to solve the outstanding problems when the rebate was introduced, I will continue to ask my classmates: Did the teenager Xu Dishan understand what his father said? Which sentence can be reflected? At this time, did the students understand why Xu Dishan had such a pseudonym? Through the study of a class, students can understand why Xu Dishan got the pseudonym "groundnut".
After reading the whole article, I found the writing technique of using things to describe people, and completed the difficult part of this lesson.
(4) Summarize the homework and consolidate and improve it.
Class summary is the consolidation of the knowledge learned in this class. I will ask the students what they have gained in this class and find out how well they have mastered what they have learned in this class.
Homework after class is the intersection of teaching and learning, and it is a dialogue with classroom learning content. It is hoped that through the assignment of homework, students' understanding of this article will be strengthened and knowledge will be transmitted.
Based on this, I designed an open-ended homework: try to explain a truth with something around you. Achieve the goal of "although the class is over, the taste is still there and the interest is still strong".