[Teaching Case] ??
Textbook Analysis:
"Dandelion" is a fairy tale. The whole text uses anthropomorphic techniques to describe the relationship between dandelion seeds and the father-in-law of the sun. They have different ideas and practices, and as a result, their fates are different. This warns people not to be fooled by appearances when doing things, to seek truth from facts, and not to have unrealistic fantasies.
The full text*** has 4 natural paragraphs. The first natural paragraph talks about the mature dandelion seeds, floating in the wind under the blue sky and white clouds; the second and third natural paragraphs talk about the different ideas and practices of dandelion seeds’ instructions to Father Sun; the fourth natural paragraph talks about falling Different fates of dandelion seeds in different places. The text embodies the philosophy of life in interesting stories, uses personification, contrast and other rhetorical techniques to highlight the character's personality, express different value orientations, and strengthen the expression effect, which helps students to subtly form a correct outlook on life and values.
Teaching objectives:
1. Be able to read and retell the text correctly, fluently and emotionally.
2. Learn the 9 new words in this lesson, only recognize but not write the 5 new words within the two green lines, and recognize 1 polyphonic word. Understand words composed of new words and be able to use "instruction" to make sentences.
3. By studying and understanding the text, you will know that you must seek truth from facts and be down-to-earth in everything you do, and do not be fooled by superficial phenomena or have unrealistic illusions.
Teaching focus:
1. Learn the new words in this lesson and understand the words composed of the new words.
2. Be able to make sentences using "instruction".
Teaching difficulties:
Understand the moral: Don’t be fooled by appearances, you should seek truth from facts and be down-to-earth.
Teaching preparation:
Pictures, headdress (dandelion, Mr. Sun), new word cards
Teaching time arrangement:
Three Lesson
Second lesson
Teaching objectives:
Read the text emotionally and understand the moral of the story.
Teaching process:
1. Review and situation introduction
1. Show the new words and read them: Do you still know these new words friends? Come on. Call them.
2. In the last class, we made friends with the dandelions that bloomed in the fields and hillsides, and learned some knowledge about them. The autumn wind blows, and the dandelion seeds are about to fly into the vast world. How excited and happy they are! Let us experience it again. Read the first natural paragraph together.
3. Look, the little dandelion seeds left their mother’s arms and set off! Classmates, are you willing to take a trip with them? Then let’s fly with these little parachutes! (Music (Start, teachers and students perform simple rhythms)
Children, where do you want to fly? Students express themselves freely. (Teacher’s camera comments)
Reprinted in this article
2. Intensive reading of the text
(1) The second natural paragraph
1. Little paratrooper Hey guys, don't be in a hurry to fly, Father Sun still has a few words to tell you. (Show the second natural paragraph of the text) Have your parents told you? Think about the scene at that time, and try to read these sentences as if you were Father-in-law Sun.
2. Students read the second natural paragraph freely.
3. Practice reading aloud with emotion and understand Father Sun’s words while reading.
(1) Students wear headgear and read out the words of Father Sun. Camera question: Father Sun, you are really caring about dandelion seeds when you tell them like this! Can you remind them again, where they can go and where they cannot go? (Write on the blackboard: Desert lake soil)
(2) Who wants to instruct dandelion seeds like Father Sun?
(3) Then read by name, and the teacher will encourage reading with comments.
(2) The third natural paragraph
1. Regarding Father-in-law Sun, what do the little parachutes think and do? Please go to them and find out!
2. Students can freely read the third natural paragraph.
3. Guide independent communication and cooperative learning
Share with your deskmates what they understand and present it in the way you like. Teachers patrol and listen.
4. Collective communication and evaluation.
(1) Most of the seeds listened to Father Sun (Practice reading? The little parachute answered loudly? Go to the soil to grow!?)
(2) However, there are two The little seed didn't think so.
Show: What's the meaning of this black mud! Look, there must be countless treasures in that shining golden place. I'll definitely become a millionaire when I get there. ?
(The teacher is having a conversation with the students, what do you think is interesting? (Desert) Instruction to read two or three sentences with a positive tone and excitement.)
Another Where does a seed want to go? A dialogue between teachers and students.
Show: This sparkling lake will definitely bring me joy!
Read it by name and use "Wordless Dictionary" to say "sparkling". Instructions are read in a proud tone.
5. Further introduction to empathy
(1) Father-in-law Sun is so anxious when he sees that these two seeds will be in danger! At this time, how will he advise those people? What about the two little seeds that want to fall into the desert or the lake? (Students persuade them in the tone of Father-in-law Sun.)
(2) Can those two seeds listen to everyone’s advice? Students Read the words of the two seeds again.
6. Teachers and students work together to read the third paragraph emotionally.
(3) The fourth natural paragraph
1. Time flies so fast. What happened in the spring of the second year? Read the fourth natural paragraph and then communicate.
2. Guide to compare and read the different feelings of pity and misery and happiness. (Read together)
3. Let us think about it, what do the seeds that fall into the desert and lakes think about when they are dying? (Students talk freely) Question: It seems that you regret it very much , realize your mistake? You should not be fooled by superficial phenomena. If you were given another chance to choose, what would you do? Let’s be a thriving dandelion together!
3. Summary of the full text
1. Read the text together
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2. What do you think when you see such a result? (Students discuss freely)
Teacher’s summary: Yes, most of the seeds followed the correct guidance of the elders and grew strong and healthy. Growing up happily; but the two seeds paid the price of their lives for their wrong choices, and learned a lesson: not to be fooled by the beautiful appearance of things, not everything that shines on the surface is gold, to fully understand Things, find what really suits you.
Blackboard design:
8 dandelions
Desert lake soil
Golden silver flowers with dark flowers
Dry Die, Drown and Thrive [Teaching Reflection]
Most students have seen dandelions in their lives and know that dandelions will float in the wind and make their home everywhere. The anthropomorphic description of the text can arouse students' interest in reading aloud. Through reading aloud, students can also understand why dandelion seeds in deserts and lakes die, while those in the soil survive. But the meaning may not be fully understood. The new curriculum standards propose that attention should be paid to reading aloud, and students should be allowed to read fully, have an overall perception while reading, gain insights while reading, develop a sense of language while reading, and be emotionally influenced while reading. In addition, the curriculum standards also point out that while developing students' language skills, they should also develop their thinking skills and stimulate their imagination and creative potential. Therefore, in the teaching process of the second lesson of this text, I comprehensively used a variety of reading guidance methods to allow students to actively participate in the reading of the text, and guided students to change roles and speak imaginatively, so that students can understand the story Meaning.
1. Create situations and enter the text
The "Chinese Curriculum Standards" point out that reading teaching is a process of dialogue between students, teachers, and texts. Because primary school students are limited by their knowledge level and life experience, there are certain psychological and emotional differences with the characters in the textbooks and the text. If they participate in thinking based on the fixed model of "student role", they are likely to stand outside the text. ?And indifferent. Therefore, at the beginning of the class, I created a situation of traveling with Dandelion, allowing students to regard themselves as a member of the "little paratroopers" and fly wherever they want in their imagination. The students were very excited, imagining the place they longed for, and feeling the joy of being a dandelion. Then, I asked the students to wear headgear and be the father-in-law of the sun, and kindly give instructions to the dandelion seeds (that is, read the second natural paragraph of the text), and imagine how to advise the two little dandelion seeds that went astray; and then as the dying little dandelion seeds, Tell me what you were thinking at the time. In this way, the transformation of students' identities is realized in the classroom, catering to the lively and expressive psychology of primary school students, drawing students from outside the text into the text, allowing students to be more exposed to the language and characters in the text, and realizing the connection between students and Conversations between texts. In the process of multiple role changes and imagination practice, students have unknowingly revealed the meaning of the article in their own language.
2. Teachers’ model reading leads to feelings
Teachers’ model reading with emotion can accurately convey feelings and ideas, shock students’ hearts, make them generate positive emotions, and trigger emotional excitement. ***Ming. Teachers' affectionate reading can also stimulate students' interest in learning, mobilize students' enthusiasm for learning Chinese, and cultivate their correct understanding of language and characters and their rich and sensitive sensitivity to language and characters. Due to the age gap, when the students pretended to be Father-in-the-Sun and gave instructions to the dandelion seeds, their tone of voice was as if they were communicating with their peers, so it could not be said to be instructions. So, I immediately participated: "Teacher, I also want to be the father-in-law of the sun, okay?" Then I read the words of the father-in-law in the article with enthusiasm, so that the students could feel the tone they should have as an elder. The last paragraph of the text tells about the different fates of seeds produced by different methods, which is highly contrasting. When students were not able to read it clearly, I also demonstrated reading it aloud. Most primary school students are quick to respond and have strong imitation skills. They will feel it with all their heart and try hard to imitate the teacher's few examples in class. Read the text well and feel the emotions of the characters in the text.
3. Various forms, read without getting tired
In teaching, if after realizing the importance of reading aloud, but one-sidedly pursue "read more", let students read more times in class, If the text is read aloud repeatedly without necessary guidance, and the form is simple, then students' reading will only become a formality. It seems that the classroom is full of reading, but in fact, students do not really participate in the teaching, let alone receive language training. On the contrary, it dampens the enthusiasm of students to read the text, and even develops a "drawn" reading word for word. ?Bad reading habits such as singing and pointing. Therefore, in the process of letting students understand the meaning of the article through multiple readings, I paid attention to the diversity of reading forms, including individual reading, free reading, reading with deskmates, reading by role, etc. In addition, before asking the students to read the words about two seeds that fell into the desert and the lake again, I interspersed this process:
Teacher: Father-in-law Sun sees that these two seeds will be in danger. How anxious! At this time, how will it advise the two little seeds that want to fall into the desert or the lake?
(The student advised them in the tone of Father-in-law Sun.)
< p> Teacher: Can those two seeds listen to everyone’s advice?Student: Can’t.
Teacher: Let’s read their words again.
Further guide students to experience the desperate struggle of two small seeds and read the dialogue well. By practicing reading in this way, students will have new feelings and will not feel bored and unable to read.
The new curriculum standards clearly point out: students are the masters of learning, classroom teaching advocates "autonomy, cooperation, and inquiry" learning methods, and teachers are the organizers and guides of students' learning. In this class, I guide students to read the text emotionally and understand the meaning of the article. I always appear as a guide, steering the students to the other side, expanding the students' thinking layer by layer, and guiding the students to dig deeper into the meaning, so that Through independent exploration, students unknowingly understand a truth, that is, the meaning of the text. Therefore, this class also highlights the subject status of students.
Naturally, there are many shortcomings in this class. For example, the final scene of the dandelions growing vigorously was not shown to the students due to their incompetence in computer operation, resulting in students missing an intuitive experience. Another example: The design of the writing on the blackboard is concise and clear, which lays the foundation for students to retell the text. However, due to immature consideration, the corresponding picture was only shown and failed to play its role. I think this class would be more effective if they could be posted on the blackboard together.