The lecture draft of junior middle school Chinese "Spring"
Before teaching activities, teachers usually need to use the lecture draft to assist teaching, with which teaching activities can be better organized. How to write a lecture draft can better play its role? The following is the lecture draft of junior middle school Chinese "Spring" I compiled for reference only, hoping to help you.
the lecture draft of junior middle school Chinese "Spring" 1
Ladies and gentlemen, today, the topic of my lecture is "Spring". Next, I will explain the design of this lesson from five aspects: teaching materials, teaching methods, learning methods, teaching procedures and blackboard writing.
First, talk about teaching materials
1. The position and function of the text
Spring is the first text in Unit 4 of the first volume of the seventh grade of Chinese published by Jiangsu Education Press. It embodies the teaching goal of this unit, which is of great benefit to learning other texts in this unit and even learning to write lyric prose in the future.
2. Teaching objectives
According to the three-dimensional teaching concept of paying equal attention to knowledge and ability, process and method, emotional attitude and values required by Chinese curriculum standards, and the genre characteristics of this essay as a lyric prose for scenery writing, the teaching objectives of this essay are determined as follows:
(1) Grasp the sound, form and meaning of important words
(2) Experience the feelings of loving nature and spring scenery contained in spring scenery. The spirit of making progress
(3) Appreciate the beautiful and vivid language describing spring
(4) Understand how to grasp the characteristics of scenery and organize and arrange materials
Second, speak and teach
1. Mainly adopt problem-oriented and heuristic methods. This is because the seventh-grade students still lack certain ideas for appreciating American literature, and they need to complete the appreciation under the guidance of teachers.
2. Use multimedia and other audio-visual means to expand the teaching capacity. The adoption of this method can not only attract students' attention and stimulate their enthusiasm, but also make students have a direct visual effect on the beautiful spring scenery and enhance their appeal.
third, the method of speaking and learning
the method of reading aloud and discussing. The curriculum standard puts forward: "We should have rich accumulation, form a good sense of language, pay attention to emotional experience, and cultivate the spirit of cooperative inquiry". As lyric prose for scenery writing, some implications are unspeakable, so these two methods are feasible, which can make students in active thinking and emotional activities and help deepen their understanding.
Fourth, say steps
1. Check the preview and supplement the relevant knowledge. For junior students, we should lay a solid foundation of words and strengthen the detection of words, especially some polyphonic and polysemous words. Ask students about the authors collected after class and cultivate students' habit of finding information after class. Teachers can supplement it.
2. Students are free to read or silently read the full text, and think about the following questions:
(1) What scenery in spring is depicted by the author, which picture do you like best
(2) What kind of feelings do you feel in the text?
These two questions are conducive to students' understanding of the full text, and it is easier to discuss and supplement it through students' independent activities. Teachers should give students the right to speak.
3. On the basis of asking and answering the above questions, ask students to choose their favorite paragraphs, point out the reasons for their favorite, and read aloud with emotion. This topic is closely related to the appreciation of beautiful and vivid language in the key points of the text, and at the same time fully cherishes the students' unique feelings, experiences and understanding. While students express their feelings, teachers can guide students to experience expressive language. Such as: the use of words such as "drilling" and "catching the children", parallelism, metaphor and other rhetorical devices. Through several students' opinions on different segments, students have a thorough understanding of the expressive language of this article. For the paragraphs that can stimulate students to sing, organize students to read them together to increase their sense of language.
4. Guide students to understand how this article closely follows the organizational materials of "Spring". Take (4) and (5) as an example, so that students can understand how they organize materials in a clear way, which can highlight key points, improve classroom efficiency, focus on cultivating students' analytical ability and avoid covering all aspects.
5. Students read the text with emotion and reflect on it at the same time: What are the methods that make this article so vivid and infectious? This paves the way for the next stage of writing. With the above analysis, students can easily realize through simple communication that this is mainly due to the use of modifiers, reduplications and rhetorical devices.
6. Ask students to imitate the text and write a beautiful and vivid scene segment. Choose your own theme and topic, focus on cultivating students' expressive ability, and then exchange and evaluate with each other. Teachers give different degrees of affirmation, giving priority to encouragement, so that students can promote writing by reading, so that students can end their study in self-expression satisfaction.
7. Homework arrangement: Take the sixth section as an example, closely follow the key points of this article. Do it with little but fine, enlightening and appropriate difficulty.
fifth, blackboard writing design: (omitted) lecture draft of junior middle school Chinese "Spring" 2
First, teaching materials
1. The position and function of teaching materials
This lesson is the ninth lesson of Unit 3, Grade 7 (I) of junior middle school Chinese textbook in Chinese version. This unit is a landscape prose unit after the narrative of the first two units and the narrative of the writer.
This lesson is the beginning of this unit. As the saying goes, "A year's plan lies in spring". With the beautiful opening of "Spring", there is a warm narrative of "Winter in Jinan", the beautiful and rich bamboo countryside, and the unique summer scenery of forests and grasslands. The scenery of the four seasons is varied and beautiful.
This course is designed for two classes. The first class is mainly cognitive reading, with the purpose of reading the correct pronunciation and dredging words. There is also perceptual reading, the purpose of which is to understand the content of the text and have an overall perception of the text. The following is my detailed explanation of the design of the second class.
2, teaching objectives
The goal of this unit is to be good at discovering beauty from beautiful things and expressing beauty in beautiful language. Spring is a masterpiece in lyrical prose about scenery. The author guides people to appreciate the moving scene of spring returns with fresh and beautiful language, and feel the vitality and infinite hope brought by spring. In the selection of materials, Spring is closely related to the characteristics of spring in its articles, and it is also fully reflected in its language skills. Accordingly, my teaching objectives are as follows.
1 Knowledge goal
A. Mastering the methods of writing scenery in the text: ① Grasping the characteristics of spring in the south of the Yangtze River to describe the scenery; (2) write a picture of spring scenery in different levels.
B, understand accurate and vivid words and sentences in the text, and initially master rhetorical methods such as metaphor and personification.
C, accurately grasp the author's emotional context, and after reading training, students should be able to read the author's feelings in the text.
2 Ability goal
Guide students to master the methods of learning landscape prose and apply them to writing.
3 emotional goals
Deeply understand the author's attitude of loving nature, loving life, pursuing the future and making great efforts to build a beautiful spring for mankind through meticulous and vivid description.
[Description] The determination of the above three goals is to embody the teaching concept of "paying equal attention to knowledge and ability, process and method, emotion and attitude" advocated by the New Curriculum Standard.
3. Key points and difficulties:
According to the analysis of students' learning situation, although they have already studied lyric prose, it is the first time for them to learn lyric prose with scenery. Therefore, students should be guided to understand the writing requirements of landscape prose. Therefore, it is difficult to focus on knowledge objectives 1 and 2 and guide students to cooperate independently to explore the language characteristics of the article. To solve the difficulties, first, we should guide students to read the text repeatedly, and second, teachers should focus on selecting examples to help students understand.
second, the teaching method of speaking and learning
1. To enjoy the pleasure of beauty and improve the aesthetic ability, we should read more and speak less, focusing on reading instead of speaking.
In the past, I don't know how many people have read Spring for how many years, but after reading it, some people can only vaguely remember a few words, while others have read it, and that piece of spring scenery can never be erased from their memories. Two different reading results mainly depend on the reading method.
If such a famous work as Spring is still told by teachers and listened to by students, then students will never appreciate the long-lasting beauty of Spring. Therefore, I pay attention to the creation of teaching situations, and use the thinking method of intuitive understanding and psychological experience to lead students into the artistic realm and read by themselves, so that the classroom can become a free space to perceive beauty, appreciate beauty, taste beauty, explore beauty, improve aesthetic ability, and then initially learn to express beauty and create beauty.
2. Guidance on learning methods:
This essay is lyric prose, which requires students to read, ask, think, read, write and look at the text and find problems from it. Q: Point out the problem; Thinking: Think and answer questions carefully set by teachers; Reading: read smoothly, read smoothly, and read out feelings; Write: Through the study of this article. Teachers encourage students to combine with real life and apply what they have learned to write fragments.
Third, talk about the teaching procedure
Generally, it can be summarized in one sentence: from the outside to the inside, step by step. Explore cooperation and build a new classroom.
(1) Lead design to stimulate beauty. (1 minute)
Let's play a group of spring scenery pictures first. In the beautiful melody, the teacher introduces passion: the sunny, easterly and green spring scenery will make you feel infinite vitality and strength. In this class, we will continue to walk into Zhu Ziqing's spring, and carefully appreciate where the author's wonderful brushwork is.
[Description] This design helps students to recall the beautiful feelings in spring and pave the way for text teaching. The introduction introduces students into the beautiful spring through music, pictures and poetic language, and stimulates their interest in learning beautiful, concise and lively prose. Transfer students' distracted attention before class to a concentrated and eager state of mind, and actively cooperate with teachers to learn. At the same time, it also explained the main points of learning.
(2) skip reading the text, clear your mind and summarize the outline of the text. (2 minutes)
[explanation] Mr. Ye Shengtao said: "The author thinks there is a road, and he knows the truth by following the road." Clear thinking is an important means to understand the text. In this link, students should be guided to outline and clarify their thoughts by grasping key sentences, and should be concise in teaching treatment. These two links are 3 minutes.
(3) students read by themselves, and experience the characteristics of the scenery and the beauty of spring. (1 minutes)
In the first stage of junior high school, students can only intuitively understand "beauty" but can't express it, so I am going to let students read the text by themselves, find out the scenery and its characteristics described in the text, and understand how "spring" is beautiful, how the author conceived it, and pay attention to levels.
At this time, the teacher makes demonstrations, such as: Mountain-Langrun, Water-Rising, Sun-Red, Grass-Drilling. Students are required to read softly, while reading, thinking, sketching with a pen, reading by themselves, since the enlightenment, being complacent and asking themselves. Then group interactive learning, analysis, sorting out the gains and questions, sending representatives to participate in blackboard writing, as far as possible so that every student has the opportunity to express. Depending on the actual situation of students, teachers can also set some questions, and show them with slides when the students discuss them almost, as a supplement to the students' lack of thinking.
At last, the teacher will summarize and make the students focus on the scattered scenery and features from point to point.
[Description] This step is designed to cultivate students' ability to read and think independently, and at the same time, they will turn from independence to cooperation and inquiry, and students and teachers and students will question each other and inspire each other, thus forming a multi-dimensional communication, narrowing the distance between teachers and students, which is conducive to the cultivation of students' creative thinking. Let students read attentively, appreciate attentively, read beauty and enhance their aesthetic ability, and everyone will gain something. Teachers' questions and classmates' questions have implemented the teaching focus and completed the knowledge goal 1.
(4) read the text carefully and taste the beauty of language. (1 minutes)
After clearing your mind, you should focus on the taste, understanding and appreciation of the works, and pay attention to the taste of language. The language in "Spring" is exquisite, accurate and vivid, simple and vivid, meaningful, and there are many places to taste, such as the use of verbs, the change of sentence patterns, and the interlude of spoken English. In this step, we should pay attention to highlight the key points and grasp the wonderful places to deeply understand.
The question I designed is: What beautiful and appropriate words, sentences and metaphors did the author use to describe different scenery? Which ones do you like best?
when the students' answers are almost the same, the teacher can choose the following questions to give instructions and hints according to the answers.
1. questioning method prompts
(1) Why use two "looking forward to"?
(2) "Grass sneaks out of the soil, tender and green" Why not say "Tender and green grass sneaks out of the soil"?
(3) "There are hundreds of bees buzzing under the flowers, and butterflies of all sizes are flying around". This sentence describes flowers before and after. Why is there a description of animals in the middle?
(4) "There is a thin layer of smoke on the roof". Why do you write Spring Rain like this?
(5) How to understand "there is plenty of time and hope"?
(6) at the end of the article, why do you use the metaphor of "spring" as "newly born doll", "little girl" and "robust youth"?
2. Use the method of "synonymous substitution" to guide students to taste and chew the language of the text.
① exchange words. For example, "grass sneaked out of the soil" was changed to "grass suddenly got out of the soil".
② add or delete words. For example, the sentence "relax your muscles and bones" was changed to "relax your muscles and bones, cheer up and do your own things".
③ change the word order. For example, the sentence "Wild flowers are everywhere" was changed to "All kinds of wild flowers with names and no names are scattered in the grass like eyes and stars".
④ use plain statement instead. For example, the sentence "not bad" is changed to "not bad, the spring breeze is very soft".
[Description] The design of this link has implemented the knowledge goal B and the ability goal. The basis of the design is advocated by the new curriculum: reading is the individual behavior of students, and teachers' analysis should not replace students' reading practice, and students' unique feelings, experiences and understanding should be cherished. Teachers should skillfully design, creatively expand and extend, guide students to accumulate knowledge, give full play to students' subjectivity, and create freedom of mind and action for students. Students can expand their association, and the wings of imagination invite them to swim in the ocean of knowledge.
(5) study carefully and realize the beauty of writing. (1 minutes)
lead the students to discuss: which of the four paragraphs, grass, flowers, wind and rain, do you think is the most difficult to write? (Scenery is difficult to write)
This link can guide students to analyze the "Spring Breeze" section:
For example, ① unique personality; 2 unique smell; (3) unique sound; ④ Nature's unique geniality.
The combination of reading, appreciating, analyzing and speaking is beneficial to arouse students' interest in learning and improve their aesthetic ability. It is beneficial to the participation of all students, and it can be said that it is a process from helping to letting go for students at different levels, which also falls.