1, knowing Wu, crow and other nine words. Can write six words, such as Ke and Shi.
2. Read the text correctly and fluently. Recite the text. Through reading aloud, I realized that crows are eager to find water-they can't drink water-they try to drink water-and drink water. Can speak sentences gradually.
3. Understand the truth of observing carefully and thinking seriously when encountering difficulties.
Teaching emphasis: read the text aloud and understand the content of the text.
Teaching difficulties: read the text aloud and feel the content of the text.
Teaching preparation: slides, bottles, pebbles.
Teaching time: 2 hours.
first kind
Teaching objectives:
1, knowing Wu, crow and other nine words. Can write, stone and do two words.
2. Read the text correctly and fluently. Through reading aloud, I realized that crows are eager to find water-they can't drink water-they try to drink water-and drink water.
Teaching emphasis: literacy and preliminary reading of texts.
Teaching difficulty: Reading aloud made me realize that crows are in a hurry to find water-they can't drink water-they try to drink water-drink water.
Teaching process:
First of all, an exciting introduction.
1, show the crow diagram. Dialogue introduction: The teacher once told the students a story about crows. Do you remember?
Crow is not only a filial boy, but also very smart and lovely. Today we will learn another story about crows.
3. Show the topic, learn from the black crow and drink three new words. Students can remember these three words in the way they like.
Second, read the text for the first time and learn new words.
1, clear learning methods: use emotional reading to understand the text content.
2. Teachers demonstrate reading.
3. Students answer: What did the text say about crows?
4. Evaluate the teacher's reading aloud to prepare for self-study since enlightenment.
5. Students read independently and read the text correctly, thoroughly and fluently. Teach yourself new words in the text.
6. The group leader checks the students' reading of new words and texts, and then reports.
Third, read the text again and feel the content.
1, students practice reading the text, think about how to read it and why to read it like this.
2. Read by name, students evaluate, and tell yourself why you read like this.
3. What did you understand from the reading just now, and what questions did you not understand?
Students ask questions and ask difficult questions, and teachers and students answer them together to further understand the text. )
4. Find a way: If there are no pebbles beside the crow, how can you drink water?
Fourth, guide to write stones, be able to do it.
1. Pay attention to the spelling of two words.
2. A horizontal line should be long, and the starting point of the vertical hook should not be written on the far right side of the horizontal line.
Second lesson
Teaching objectives:
1, can write, find and do three words.
2. Read the text correctly and fluently, and be able to recite it. Can speak sentences gradually.
3. Understand the truth of observing carefully and thinking seriously when encountering difficulties.
Teaching emphasis and difficulty: practical exploration
Teaching process:
Review and consolidate new words.
Second, practical activities.
1, inquiry activity.
Complete the small experiment of crows drinking water in groups.
2. Discussion: What did you find?
Gradually understand the meaning of this word.
3. Compare and see who thinks the road is better than the crow. At the same time, you can also demonstrate with students.
Third, literacy and writing.
1. Students find the words that they are asked to identify and write in the text, tick the conjunctions and read them again.
2. Guide the difference between drinking water and thirst.
What are their similarities and differences? How to remember? Drink water with your mouth, use water for thirst, and thirst is beside the three-point water. )
3. Summary: We remember new words by comparing similar characters. Find out which new words are similar to the glyphs we have learned before. Can you learn other new words in this way?
4. Student report.
Fourth, guide writing.
1, review the rules of stroke order: from left to right, from top to bottom, first in the middle and then on both sides.
2. Find out which words are written from left to right.
(law, search, promise)
3. What are the similarities in the structures of these words?
4. Students write exercises.
blackboard-writing design
19, crows drink water
There's not much water and a small mouth-you can't drink it.
Put stones.-drink them.
Postscript on the Teaching of "Crow Drinking Water"
The new curriculum emphasizes that students are the main body of inquiry learning and development. Chinese curriculum must pay attention to students' different inquiry needs, cherish students' curiosity and thirst for knowledge in inquiry activities, and fully stimulate students' initiative and enterprising spirit. So, while understanding the text, I asked if there were no pebbles around, could you help the crow think of something else? Let students stimulate their innovative consciousness through reasonable imagination, express their independent opinions and promote two-way interaction. Teachers become promoters in inquiry activities, always giving students a sense of progress and infatuation, and giving students the motivation to explore and pursue true knowledge. Judging from the students' personalized answers, I helped him tilt the bottle so that he could drink water. I invited him to our house for tea. I helped the crow get a cup and asked it to pour water into it. I'll just drill a hole with an electric drill. It can be seen that a harmonious atmosphere of inquiry is being formed, which will certainly promote students to form a good learning mood in the process of inquiry. Therefore, it is helpful to exercise, cultivate and improve the ability of self-inquiry.
Reflection on the Teaching of "Crow Drinking Water" in Senior One (Part II) The content of "Crow Drinking Water" is easy to understand and suitable for reading. In the study of "The Crow Drinks Water", there is a passage "The crow puts pebbles into the bottle one by one, and the water in the bottle rises gradually." This sentence seems simple, but it is not easy for students to understand the truth. At the same time, educate students to understand that when encountering difficulties, they should observe carefully and think seriously.
In the study of students' autonomy, cooperation and inquiry, let the students go back to the text and see how the crow tries to drink water. In order to let the students try to explore new experiences and gain new experiences, do experiments in groups to study the process of crows drinking water. In teaching, I am not in a hurry to let children develop their ideas and ask questions like "Tell me what other good ideas you will come up with?" "What would you do if you were this crow?" This kind of problem. But with my classmates, while learning the text, I feel the wonderful behavior of this crow. The enthusiasm of students is mobilized, and students learn Chinese with great interest in the process of reading texts, doing experiments and telling experiments, and truly become the masters of learning.
It is the only teaching goal of this course to let students actively find ways to overcome difficulties when they encounter them. In class, I said, "What will the crow do if there are no pebbles beside the bottle?" This kind of question is the discussion point, which runs through the teaching goal. Taking this as the research object, the experiment of putting stones in a bottle provides students with a scene to study problems, so that students can observe, think and communicate in many ways in the experiment, and give full play to their initiative while solving problems. Students are developed in the process of active inquiry. Unconsciously, students' thinking is constantly developing.
Teachers are not only the implementers, organizers and leaders of classroom teaching, but also the guides of students' learning and one of the main participants in Chinese learning. Classroom provides students with a big stage to show themselves, so that students can learn Chinese with great interest in practice and truly become the masters of learning.
Reflections on the Teaching of "The Crow Drinks Water" (Part III) in Senior One; This week, three texts, The Little Painter in the Snow, The Crow Drinks Water and The Little Snail, have been taught successively. In literacy teaching, the classroom generation of "Little Painter in Snow" and "Little Snail" is not much different from my teaching design, especially in the lesson of "Little Painter in Snow", the classroom effect is beyond my preset, and all the teaching tasks are completed in one lesson, and the students master it well. However, the lesson of "crow drinking water" is stuck in the literacy link.
It is a short story that crows drink water. The two types of words to be recited in this lesson are scattered in the text, which are not easy to classify in word formation. I designed this method to remember two types of characters:
1. Import pictures of crows, and let the students observe the appearance characteristics of crows to understand that "black" means "black". "Crow" is a bird, so "crow" is the edge of the bird. Write on the blackboard, remember the shape of "crow" and understand the meaning of words.
2. Read the text and get familiar with the new words again. Show me the first sentence of the text: a crow is thirsty and looks for water everywhere. Imagine where crows have been looking for water, understand the meaning of "everywhere" and memorize the word "place". By asking "why is it", we can understand the meaning of "find", remember the shape of "find" and make sentences with "find" words.
3. Show the words "law, prescription, abundance, freedom and cultivation", and test the memorization effect after learning by reading, exchanging literacy methods and self-study. Half of the underachievers can't read the words "put in, a lot, methods" skillfully. After naming individual students and sharing their literacy methods, I focused on summing up and explaining, and these children barely approved.
4. Show all the two kinds of words to be memorized, read them in pinyin first, and then take the pinyin test. Individual students with learning difficulties are stuck in the words "release, progress, treatment, treatment and law" again.
After class, I was lost in thought. Students have recently developed a good habit of previewing. In many new lectures, students with learning difficulties answered confidently after preview, which made the whole class applaud them more than once. When students get stuck after preview, as teachers, we should think about how to make them learn knowledge in class, master learning methods, improve their interest in learning, and make them study more efficiently after class. On Wednesday, during online teaching and research, Mr. Fang Yuanshan mentioned the development of educational resources and told us that teachers should straighten out the relationship between "teaching textbooks" and "teaching with textbooks", which inspired me a lot.
When preparing for the lesson "Crow Drinking Water", all the new words I produced came from the text. When students have difficulty remembering the words "side", "put in" and "a lot", I should explore resources outside the textbook appropriately. Now think about it, if we can combine students' life experience in class, inspire students to think about which words besides these new words in the text also contain these new words in life, and guide students to say common words in life, such as "radical, school, holiday, put down", and write them on the blackboard, leaving students with empty books, then students will feel that these words are very kind and increase the literacy efficiency. In addition, if I can make up a few puzzles or stories in the communication of literacy methods, I believe it will increase students' interest in literacy and improve literacy efficiency. For example, you can remember "doing" through the jingle "Work hard and you will find a way", and "doing" through the crossword puzzle "Go to the water", "Speak at noon" and "Xu".
Of course, "teaching with textbooks" and "teaching textbooks" are not antagonistic, and textbooks are still the main carrier of teachers' teaching and students' learning. For example, students can easily understand the meanings and glyphs of "black" and "crow" through the pictures of "crow" in this lesson. By reading the sentences, students can understand the meaning of "everywhere". By reading the text, students can consolidate their glyphs and understand the meaning of words.
Students' learning textbooks is the most basic teaching goal. In the process of teaching students to learn textbooks, our teachers should not be limited to textbooks, but should combine textbooks to develop more suitable teaching resources to help students learn textbooks.
Reflection on the teaching of "crow drinking water" in senior one (Part IV) "crow drinking water" is a classic and interesting fairy tale, which is easy to understand. Taking "drinking water" as a clue, it depicts the intelligent image of crows in concise and vivid language, indicating that anything can be overcome as long as you use your brain to find a way. The written language is concise, the structure is rigorous, and the illustrations in the paper are vivid. Reflections on crow drinking water teaching in senior one Chinese.
This paper consists of three parts, divided into two categories. I had my first class. According to the requirements of the new Chinese curriculum standards for junior high school reading teaching, the teaching objectives of the first class are:
1. Knowledge and ability: Know 9 new words such as "black crow". Can write "do, law" two words.
2. Process and method: Through correct and fluent reading, inquiry learning and understanding of the text.
3. Emotion, attitude and values: use your head when things happen and use existing conditions to solve problems. Personally, I think there are three things I have done better in practice:
1, the steps are clear. Correct pronunciation-memorize fonts-combine the text-understand the meaning-learn to write.
2. Infiltrate literacy methods in the classroom (doing actions, adding one, subtracting one, adding and subtracting, mixing, etc.) to solve new words. )。
3. Pay attention to the desire and ability of active reading, and use the existing methods to read. How to recite words, combine words and say sentences by yourself.
In the process of reading the correct pronunciation of new words, I first ask the students to circle the new words, then read the new words you think are good at reading to your deskmate, and then drive a small train to recognize them. In this way, through autonomous learning-group cooperation-classroom communication, the subjectivity of students' learning is fully reflected.
However, there are many problems and shortcomings in teaching:
First, it takes too little time to consolidate the form of new words, so that the mastery of new words is not solid; But friends who find new words spend too much time, wasting time, resulting in the final expansion is not completed.
Second, there are not many students reading aloud, and there are too few forms.
Third, it is not strict enough to guide students to paint red and learn Chinese characters, because the teaching of writing in lower grades must be strictly controlled, pay attention to the shelf structure of Chinese characters, and write correctly and neatly. Fourth, you can still let go appropriately. For example, when guiding students to understand "everywhere", I think it is better to let children talk about what they know from the sentence "looking for water to drink everywhere". From "one by one" to "step by step" understanding, the teacher's leading role is too strong, and children's ability to learn actively should be given more play.
Reflections on the teaching of "crow drinking water" in senior one (5) How to combine low-level Chinese teaching with complicated literacy, listening, speaking and reading to improve the quality of Chinese teaching? I made a useful attempt in the teaching of "Crow Drinking Water".
First, stimulate interest in learning in pictures.
It is an important psychological factor to improve children's reading ability to let them study actively, think hard, think more and talk happily. At the beginning of class, I grasped the characteristics of children's transition from intuitive thinking to abstract thinking and their courage to speak. At first, I guided my children to look at pictures, trained them to summarize stories in the simplest language, and pointed out the topic of crows drinking water. Then use the question of how crows drink water to inspire children to learn the text with a curious and eager mind.
At the same time, I also grasp the characteristics of children's strong imitation and strong sense of competition, and replace boring explanations with competition reading and sentiment reading, thus guiding reading. Let the students read it, understand the different feelings of crows when they can't drink water and drink water, be relaxed and happy, and read out the emotional colors. At the same time, the reading form is constantly changing. In the whole teaching process, reading pictures, speaking, learning articles, teaching easily, learning actively, developing intelligence and cultivating ability run through.
Second, stimulate students' life emotions.
In the whole teaching process, I attach great importance to the cultivation of children's speaking ability. Every child has a rich life experience. Therefore, when making students understand the word "but", I choose life scenes that students like, such as: the pony crossed the river, but (). The kite flies slowly into the sky, but (). Students have something to say, and their understanding will be better. Later, when this phrase was gradually used, students naturally found material from their lives. At this point, the students' emotions are aroused and they have a deeper feeling of the text language.
Third, develop students' thinking in thinking.
This class has a teaching goal, so that students can actively find ways to overcome difficulties when they encounter them. After class, I thought crows could drink water in any other way. This kind of question is the discussion point, which runs through this teaching goal. The imagination of the students is almost beyond everyone's expectation. Some students use straws, some knock off half a bottle, and some students peck a small hole in the bottle. What a great idea! Unconsciously, students' thinking is constantly developing.
Reflections on the teaching of "crow drinking water" in senior one (ⅵ);
1. Read and recite the text correctly and fluently.
2. Know 9 new words and write 6 of them.
3. Understand the content of the text and know how to think in the face of difficulties.
Emphasis and difficulty in teaching: reading and writing, reading and reciting texts.
Course arrangement: 2 hours
Preparation before class:
Multimedia courseware, flask, pebbles, new word cards for experiments.
first kind
Introduction: The story of fox and crow.
Second, read the text for the first time.
1, self-reading, requirements: accurate pronunciation, reading sentences.
2. Read the text again, mark the number and draw the word of birth.
3. Check the self-study situation.
4. Guide students to read long sentences.
5. Read the text by name, and make comments by teachers and students.
Third, teach new words.
1, read the new word card and consolidate the pronunciation of new words.
2, self-study after-school stroke order table, and describe.
3. Guide students to write.
4. The teacher writes new words, draws red words and imitates them.
Postscript: Students are very interested in this text and can learn new words quickly.
Second lesson
Teaching process:
First, reveal the topic.
1, show the courseware and know crows.
2, blackboard writing topic, reading topic.
3. Is there any problem after reading the topic?
Second, the new grant:
1, self-study text: read the correct pronunciation and sentences.
2. Read and think about your own problems.
3. Read 9 new words.
4. Know new words.
Third, look at pictures, read articles and explore.
1, learning 1 natural paragraph.
(1) Show the first picture, guide the observation, and then let the students say it in their own words.
(2) Read the paragraph 1 by name.
(3) review.
(4) Transition: Did the crow think of a good way?
2. Learn the second paragraph.
(1) Show the second picture, guide the observation, and then ask the students to say it in their own words.
(2) How to write the text? Read the second paragraph freely.
(3) Comparing sentences, which statement is more appropriate.
3. Read the full text.
4. Think about what words to praise crows.
Fourth, recite the exercises.
1. Show two pictures for students to recite.
2. Recite freely.
Fifth, write new words.
Abstract of intransitive verbs
Postscript: Students actively think of more ways to drink water and praise crows in their own words.
Reflection on the teaching of "Crow Drinking Water" in Senior One (Chapter 7) The new curriculum emphasizes that "students are the main body of inquiry learning and development. Chinese curriculum must pay attention to students' different inquiry needs and cherish students' initiative and enterprising spirit. In teaching, by asking: Can you help crows think of something? Let students stimulate their innovative consciousness through reasonable imagination, express their independent opinions and promote two-way interaction. Teachers become promoters in inquiry activities, always giving students a sense of being ahead and fascinated, and giving students the motivation to explore and pursue true knowledge. Judging from the students' personalized answer, "I helped him tilt the bottle so that he could drink water;" I invited him to our house for tea and water. ""I helped the crow get a cup and asked it to pour water into it. " "I'll drill a hole with an electric drill." "There must be a lot of used straws in the trash can. If the crow finds a straw from the trash can, he can easily drink the water in the bottle. " "Or find a paper bowl, pour the water in the bottle into the bowl, or drink water. This is effective and easy, how nice! "This shows that a harmonious atmosphere of inquiry is taking shape, which will surely encourage students to form a good learning mood in the process of inquiry. Therefore, it is helpful to exercise, cultivate and improve the ability of self-inquiry.
In the study of students' autonomy, cooperation and inquiry, let the students go back to the text and see how the crow tries to drink water. Traditional teaching is usually a teacher's demonstration, so that students can understand the process of drinking water, and students are in a passive acceptance state. In order to let students try to explore and gain new knowledge, I designed to let students do experiments in groups on the basis of reading the text by themselves to study the process of crows drinking water. After finishing the experiment, the students couldn't help saying, Yo, the water has really gone up! The excitement is beyond words. Through cooperative experiments, students actively realized how crows drink water. Because the practical activities designed accord with the characteristics of the first-year students, and arouse their enthusiasm well, students become interested in learning Chinese in the process of reading, doing and speaking experiments, and truly become the masters of learning.
Reflection on the Teaching of "Crow Drinking Water" in Senior One (Chapter 8); The text "Crow Drinking Water" is easier to understand. I made a headdress for my children to play with crows. In the process of reading, I caught a sentence "Crows are thirsty, looking for water everywhere". Let the children wear headdresses and show what it means everywhere. By running around, children can understand the meaning of everywhere and the excitement of crows finding half a bottle of water. It is also through a narrow bottle, half a bottle of water, crow's mouth can not get in, only to realize the crow's helplessness at this time. At this time, we have the following teaching, let the children talk about why stones can help crows drink water, and ask them to show us. Through a series of changes in ways and means, children have a high interest in learning and a good learning effect. Let the children find a way out for crows. A child said, let the crow find a straw; Some children said that if you push the bottle, the water will flow out slowly. The students tried all kinds of methods, but it showed the children's wisdom, which showed that the children knew more about the cleverness of crows.
In this class, I boldly gave them the right and time to think. Children's thinking is very active, and they think of many ways. The classroom is enlivened by the children's whimsy. Not to be outdone, they are proud of the method they have thought of. Finally, I asked the students to imitate the crow's method to do the experiment. The students themselves proved that the crow method is really a good method. Such activities cultivate students' self-study ability. This kind of personal experience and inquiry learning activity is also an effective learning method that students like.
However, because our usual training is not in place, the children's performance rhythm is a bit fast, which needs to be better explored in future education and teaching to strive for greater progress.
Reflections on the Teaching of "Crow Drinking Water" in Grade One (Chapter 9) In classroom teaching, teachers can't replace students' reading experience with their own analysis and explanation in order to give full play to students' subjective initiative. Literacy is the way to achieve reading and the skill that students should master. Therefore, in the classroom, teachers should give students enough time to read independently, so that students can meet more new words in specific situations, find ways to know new words, read them several times, and realize their sense of accomplishment of reading independently, thus stimulating reading interest, improving reading ability and making reading a habit.
First, arouse the introduction.
The riddle is very exciting. Put forward a higher-level problem-the crow was thirsty, looked for water to drink, and finally got water. How did its mood change? Guide the children to read the text as soon as possible.
Second, literacy.
In this class, my idea is that students should start with the whole, then go to the part, and finally return to the whole to learn. The order from chapter to word, and then to chapter. To borrow the words of Zeng Lijun, a special-grade teacher, it is to "follow the laws of children's cognition and put literacy in a specific language environment so that students can grasp it as a whole." Teach students how to recognize reading and let them experience the reading process independently. Cooperate at the same table to ensure the quality of students' reading. "
Read by yourself, circle unfamiliar words, try to understand by yourself, read the text correctly, read at the same table, listen to each other and evaluate each other. It seems simple, but in fact, it is more difficult for first-year students to operate. After giving students detailed and clear regulations, they will be relaxed and willing to complete their learning tasks, and teachers can also better check whether students have completed their learning tasks as required. Students read the text by themselves, cooperate at the same table, read new words by train, and teachers and students step by step to ensure that every student has the opportunity to show his learning situation. In the process of examination, students' interest in learning is stimulated by the game of "pointing soldiers and pointing soldiers", and the camera guides and corrects students' pronunciation, such as spelling, by distinguishing the nasal sounds before and after. Pay attention to correct mispronounced words such as "stone" and "bottle". In this class, I want to promote understanding through reading, naturally release emotions in reading, let reading training really be implemented, and let students reflect their understanding of the text through multi-level reading. I hope that the link of "reading instead of speaking" can help students understand "crow is thirsty, looking for water to drink, and finally drinking water?" How does its mood change? "This question. At the same time, I consolidated the new words in the text, which I am very interested in and trying.
My confusion is:
1. How to guide students to convey the sounds and shapes of new words;
2. How to guide students to read correctly and smoothly, and expect students to read with emotion;
3. Pay attention to generative resources and make good use of them.
In the trial class, after the game of "pointing at soldiers and pointing at soldiers", I will guide students to distinguish between "thirst" and "drink". You need a mouth to drink water, and water to be thirsty. I asked a question, "Who has the brightest eyes? I found that two of the new words look very similar, just like two brothers. " Because in my own class, I often use this method to let students find similar characters. I think the question is very simple, and students can find the answer "thirsty, drink" at once. Who knows that the classroom is ever-changing, and the students this class tries to teach give me a completely different answer: "Wu" and "crow" look the same all their lives; The word "do" is similar to the word "do" in lesson 18. I immediately affirmed that the latter student was smart and had bright eyes, and stressed again that he was looking for new words he could know in this class. Finally, the third student found them. I'm relieved. I want to strengthen my teaching wit. After class, I immediately revised the courseware and put "Drink Poison to Quench Thirst" side by side for the students to see at a glance. I hope there will be no more cases of starting without sending, which will waste class time.
Third, cultivate students to develop the good habit of "writing is practicing calligraphy".
The goal of "correct writing posture and good writing habits" appears in every section of the new curriculum standard. We should attach great importance to writing teaching. We often see that when students practice calligraphy, it is one kind of writing, and ordinary writing is another. The reason is that students have not realized the transfer of knowledge and have not formed the habit of consciously writing. To this end, in the writing class, it is repeatedly emphasized that students should integrate writing practice into their daily writing and cultivate the consciousness that "it is time to practice writing when writing". It is necessary to have the consciousness that "raising a pen is the time to practice calligraphy". No matter what occasion and time, as long as you raise a pen to write, you must strictly abide by the correct writing posture. In particular, we should seize the best opportunity to practice writing in each class at ordinary times, cooperate with teachers in various subjects, and urge students to write in a posture to form a good habit of writing seriously.
My confusion is:
1. How to guide students to observe the stroke position of "Zuo" and "Fa" in Tian Zige? Students can express themselves in their own words.
2. Reasonable allocation of class time, to ensure that there are ten minutes of writing time.
3. My writing is not good, so I'm worried that my guidance to students' writing is not accurate enough.
Good habits are an energy saving. The cultivation of good writing habits is a long and arduous process, and it is also a process of honing students' will, character and quality. In this regard, we teachers should start from ourselves, from everything for the all-round development of students, be strict, practical and point-oriented, seize the best period of primary school students' stage, and let primary school students develop good writing habits.
Teaching is an art with inevitable regrets. Looking back on the whole class, there are still many shortcomings.