Reflections on Listening to Lucky Nader in Picture Book Reading Class
We often tell the truth; Writing is like a man. In fact, so is the class. In my impression, Miss Hu Hongmei is a woman with a fragrant soul and a book fragrance. Today, I not only saw myself, but also had the honor to listen to her class. Her class, like others, is graceful and has a classical charm. A catchy nursery rhyme meets a story of ups and downs. Mr. Hu organically combined the two. A seemingly simple class is like flowing water, which makes the teacher feel clever, subtle and wonderful.
Integrating teaching materials and ingenious ideas
The picture book Lucky Ned constructs a ups and downs story with humorous and lively words. Ned always meets a lucky thing and an unfortunate thing on his way to a friend's party. A lucky thing, an unfortunate thing, luck, misfortune, luck and misfortune appear alternately, full of rhythm and sense of rhythm, like a nursery rhyme. Teacher Hu just discovered the origin of the teaching content in the textbook, rearranged the textbook, introduced nursery rhymes into the teaching, took the students to observe the picture, found the characteristics of story writing, guessed the story plot and thought about the story result. When nursery rhymes meet picture books, generate creates interesting sparks and writes different adventures.
Develop language and design exquisitely.
Learning Chinese is learning a language. Language is the bearing form of all articles' thoughts, interests and thinking, and it is the "coat" of articles. In this class, Mr. Hu focuses on observing language characteristics and cultivating language ability. Although the story of Lucky Nader is tortuous and fascinating, the language is extremely simple. The beginning is: "Wow, what luck! I am going to a party. Oh, what bad luck! Party away from home! Wow, what a coincidence ... "The story unfolded. Teacher Hu not only lets students read stories, but also guides them to observe the characteristics of language. Through comparative discussion, the students found that the number of words in each sentence is the same, and the pronunciation of the last word is a bit like "Wow, what a coincidence!" "Corresponding to" alas, what bad luck ". At this point, the students have spoken out the formal characteristics of nursery rhymes: antithesis and rhyme. At this time, the feeling of nursery rhymes was read aloud in the form of boys and girls, teachers and students, clapping their hands and standing up. Later, the teacher pursued the victory, showed pictures to guess the story, worked in groups to make up the story, and asked the students to write it in the form of the last article. From observation to reading to writing, students have a perceptual knowledge of children's songs, which is also in line with the learning characteristics of second-grade children, starting with perceptual knowledge.
The interest is expanded and the effect is wonderful.
To cultivate students' core literacy in Chinese, one of them is "the promotion and development of thinking". It is a process of improving and developing students' thinking to express themselves in the language they have learned. In this class, after the children happily read, guess and learn stories, Mr. Hu designed a creative competition: clever writers and talented writers, which immediately aroused the children's creative desire. Use "Wow, what a coincidence! Hey, what bad luck! " At the beginning, the children's works were wonderful and interesting. The most interesting is a nursery rhyme created by a group: "Wow, what a coincidence! Teacher Hu is coming to give us a Chinese lesson! Oh, what bad luck! Teacher Hu postponed giving us a Chinese lesson! Wow, what luck! Many teachers come to our Chinese class! Oh, what bad luck! In a short time, the Chinese class was over ... "The children's open thinking and lovely expressions pushed this class to a climax.
When nursery rhymes meet picture books, create adventures. Teacher Hu made us feel a clever, exquisite and wonderful Chinese class, which was wonderful! Throughout this lesson, it is actually back to the true colors of Chinese learning and application. It is the basic skill of every Chinese teacher to explore the effective value of teaching materials and develop students' language ability.