teaching material analysis:
As night falls, small dewdrops appear on grass leaves, flowers and seedlings. The dewdrop crawled and rolled, getting bigger and brighter. By dawn, it was as big as a soybean. Have you ever observed those lovely little dewdrops?
this is a beautiful fairy tale. Through the introduction of the emergence, experience and disappearance of the natural phenomenon of small dew, the students are shown the lively and lovely characteristics of small dew, and the author's love is revealed between the lines. The love of small animals and plants for small dew shows that the small dew is beautiful in appearance and soul. It beautifies and nourishes everything while evaporating and sacrificing itself. Praised the selfless dedication of Shandewu and the noble quality of no regrets. This fairy tale is rich in imagination and beautiful language, which combines scientific knowledge and ideological enlightenment. It can not only guide students to observe things around them, but also stimulate students' interest in exploring natural phenomena around them, thus sprouting their thoughts and feelings of loving nature in their young hearts.
the full text ***7 natural paragraphs can be divided into four paragraphs.
The first paragraph (the first natural paragraph) points out the time and process of dewdrop formation. "Night" points out the time when small dew forms; "Little dewdrops climb and roll, getting bigger and brighter. By dawn, it was as big as a soybean. " This sentence tells the process of the formation of small dew. The application of the anthropomorphic technique of "crawling and rolling" It not only shows the vitality of the small dew, but also reflects the cuteness of the small dew.
In the second paragraph (paragraphs 2-5), it is written that the small dewdrop is beautiful, and small animals like it very much. The text describes the beauty of the small dewdrop with the praise of "the little frog jumping on the big lotus leaf", the little cricket climbing on the straw "and" the little butterfly falling on the flower ".
In the third paragraph (the sixth natural paragraph), it is written that small dewdrops beautify and moisten plants. "All plants have become extraordinarily energetic, and even those flowers, trees and plants that are longing for old age have emerged. "It is also because of the existence of small dew that plants are so" handsome ".
in the fourth paragraph (the seventh natural paragraph), I wrote a little dew to say goodbye to everyone. The little dew turned into steam and flew away, and everyone was reluctant to part.
Analysis of academic situation:
My teaching object is grade two students. Students know a little about the dewdrop, but the reasons for its formation and disappearance are not clear. They are young and impatient, but they have strong imitation and curiosity. For this glittering little dew, when the sun comes out, the little dew shines with seven colors, like wearing a beautiful diamond necklace. The students are very excited, and some say that I seem to see the green poplars become more vibrant and energetic! Purple morning glory appeared in my mind, and I was covered with transparent dewdrops. The sun shone brightly, and I was still playing a moving song. Students express their opinions, and the vivid words are amazing.
Theoretical basis of teaching objectives:
According to Chinese Curriculum Standards, reading is a dialogue process among students, teachers and texts. As a way of communication, dialogue means equality and harmony, openness of reality and dynamic generation. Effective in the classroom? Dialogue? It can promote the communication and interaction among teachers, students and texts, and guide students to correctly grasp the role of texts and experience the shift.
Zuo Changlun, a special teacher, said: The intimate experience of students in reading teaching is inseparable from the full and effective reading of the text. If you don't read the text carefully and effectively, the students' intimate experience will become a wood without roots and a cook without rice. If you don't fully read the text, it will be difficult for students to have a close experience. ? Therefore, in reading teaching, I insist on reading-oriented, and guide them to look at the text, express their voices, understand their feelings and understand their reasons during reading, so that students can gain cognition, form emotions and generate feelings from their own experience, and experience the thoughts, feelings and implied beauty of the text through repeated reading.
professor ye Wei said: Only by fully activating the original solidified language and characters can our Chinese teaching become a surge of life and a publicity of human nature. ? In classroom practice, I guide students to ponder and explore the language, facial expression changes or psychological activities of characters in a specific environment, transform abstract and solidified language into the movement of images' expressions and postures, and combine speaking and acting, so that students can learn from reading and acting, and in the process of independent participation, they can easily and happily inject their own inner experience, which stimulates their initiative and enthusiasm in learning Chinese.
Theoretical basis of teaching methods:
Reading teaching should not only emphasize cognition, but also experience. Cognition can solve the problems of knowledge and ability, but it is difficult to enter the emotional field of students. Therefore, Chinese teaching should guide students to experience Chinese scenes and practical activities, so as to obtain corresponding emotional experience and improve students' language expressive force. The teaching design of this course revolves around? Guide students to experience? This main line carefully creates scenarios of Chinese practice activities:
1. Create scenarios with courseware to provide imagination space. By appreciating the courseware, students can feel, feel and create happily.
2. Read aloud at multiple levels, and realize in reading aloud. Lead students to realize the beauty and cuteness of the dewdrop from the text language, realize the exquisiteness of sentence expression, cultivate a sense of language in reading, get a feeling in reading and deepen the experience in reading.
3. Use situational dialogues and performances for many times. From the perspective of understanding, it is helpful for students to understand the specific meanings of words in a specific language environment intuitively and vividly; From the perspective of application, it is helpful for students to internalize the language they have learned into their own language, and at the same time, it can cultivate students' innovative thinking ability and really improve language expression.
Teaching plan
Teaching content:
The second class of Little Dew
Understand the characteristics of Little Dew, experience the love of animals and plants for Little Dew, feel the harmony and beauty of nature, and cultivate the thoughts and feelings of loving nature.
Teaching objective:
1. Are you sure to read sixteen new words and know the polyphonic words? Le? , can write eight new words. Understand? Night arrival, dawn, put it on? Can you use the meaning of words such as? Increasingly? Speak more and more.
2. Understand the content of the text, understand the characteristics of small dewdrops, experience the love of animals and plants for small dewdrops, feel the harmony and beauty of nature, and cultivate the thoughts and feelings of loving nature.
3. Practice expanding your imagination.
4. Read the text with emotion and recite it.
Teaching emphasis:
Be able to read the text correctly, fluently and emotionally.
Difficulties in teaching:
Through learning, we can understand and feel the love of animals and plants for dewdrops.
Teaching methods:
1. Enlightened setting of problem situations leads students to enter, contact and blend into nature through chatting and communication.
2, through various forms of reading, imagine the picture, and experience the author's love for nature.
Emotion, attitude and values:
Feel the harmony and beauty of nature and cultivate the thoughts and feelings of loving nature.
preparation before class:
multimedia courseware
teaching process:
first, review and consolidate, and introduce new lessons. (about 4 minutes)
1. Last class, we learned the lesson Little Dew, and we will continue to learn this lesson. Read the topic "Six Little Dewdrops" together.
2. First, review the words. (Read the words line by line by name and read them together)
(Use flexible and diverse forms to check the learning situation of new words and encourage students to develop the good habit of previewing before class and reviewing after class. )
second, read the text again and clarify the context.
(1) Intensive reading of the first paragraph. (about 6 minutes)
1. Read the first paragraph by name. Question: When does the dewdrop appear?
2. Learn the first sentence.
① who will read the first paragraph? Read by name. Question: When does the dewdrop appear? The students answered. (When night falls, the little dew appears) (Show the courseware: Night falls appears) Who will read this sentence? (read by name)
When is the night arrival? (When it is getting dark, in the evening, when the sun goes down) Who can read this word well? Read by name.
let's read it together? Night arrival? This word. (Read it all together) As night falls, little dew appears. Let's read this sentence.
② Understand the cause of dewdrop formation.
why do small dewdrops appear when night falls? Name it. It's cold at night.
Teacher tells us that small dewdrops usually appear at night. When the sun shines during the day, the water in the air becomes steam. At night, when the temperature drops, the water vapor condenses into small dewdrops.
3. Learn the second sentence.
Transition: As night falls, the temperature drops, and small dew slowly appears. The small dew climbs and rolls, getting bigger and brighter. By dawn, it is as big as a soybean.
① feel the appearance of small dew, understand? Dawn? .
Show me the picture. Is the dewdrop as big as a soybean at this time? (Show: soybean), who will read this word?
understand? Dawn? .
② guide reading aloud and experience two things? Increasingly? The usage of.
who can read this sentence well? Read by name. Evaluation. Read? Increasingly? Read more and more slowly. Why do you read like this? (Little dew is changing) Who wants to try it? Read by name, let's try it together.
it's really good reading. whose change is it that it gets bigger and brighter? (Little Dew) Let's pick up the book and read it together.
4. Read the first paragraph together.
Summary: The first section of the text tells us that when night falls, small dewdrops appear, and by dawn they are as big as soybeans.
(2) create situations and read aloud in layers. (about 15 minutes)
Transition: Early in the morning, small animals who get up early meet small dewdrops. Do you know which small animals are? What did they say to Little Dew? Would you please open your textbooks and read Text 2? 5 in the natural paragraph, draw the answers you find with strokes.
Students are free to read the text and sketch sentences.
1. Teacher: What small animals did you meet just now? Answer by name.
(Little Frog, Little Cricket, Little Butterfly)
2. Teacher: How do they greet the little dew? Communication:
(1) Let's look at the little frog first:
(After showing the animation) Teacher: Let's also make a little frog to say hello to the little dew. Who will give it a try? (read by name)
Teacher: Oh! The teacher heard it. Are you praising the little dew statue? What kind of a small dewdrop appears in front of your eyes?
(camera blackboard: shiny) Can you read this word well? Shiny? How does it make you feel? (Shining) You have a good experience. Can you read the sparkle of the small dew? (Students read) The light is bright, but the light of the small dew is lovely. On the green lotus leaf, how light the shining small dew is! (Students read) Yes, it's so smart, cute and shiny. (Students read) Great! Come on!
(shows the card: so shiny) (student reads) What do you hear? (Brighter)
(Show the blackboard: as shiny as a diamond) (Instruct reading aloud) What did you learn from it? (not only bright, but also beautiful)
guide reading well? Small dewdrops as shiny as diamonds)
Teacher: Who will give me another compliment? Read by name (teacher evaluation language: ah! What a beautiful reading, how bright! I think this little dew is even brighter. )
teacher: let's praise the little dew together! (Read the sentences together)
(2) Cricket:
Teacher: How does the cricket greet the dewdrop? (Show the animation)
Read the sentence by name.
Teacher: Cricket praises dewdrops as transparent as crystal, and crystal clear as crystal. You can see from one end to the other. Point reading (word: transparent)
Teacher: Who will read this sentence well? (Instruct reading aloud)
(Camera blackboard: transparent)
Teacher: Let's make a cricket and boast a small dew. (Read the sentences together)
(3) Little Butterfly:
(Show the animation, and the teacher explains the picture with emotion) The lively and lovely little butterfly danced and flew over the green grass, colorful flowers and came to the little dew.
teacher: who will make a butterfly and greet the dewdrop? (Students read sentences)
Teacher: Here comes the little butterfly. Praise it as beautiful as a pearl. Have you ever seen a beautiful pearl? (Watch the courseware and enjoy it: beautiful pearls)
(Read by name, write on the camera blackboard: beautiful)
Teacher: Who will praise the small dew? (read the sentences by name, read the sentences together)
4. Teacher: (referring to the blackboard) Ah! What a shiny, transparent and beautiful little dew! (Show the courseware) Let's read these sentences beautifully.
read these three sentences together.
5. Teacher: Yes, you are as bright as a diamond, as transparent as a crystal, as round as a pearl, and what a beautiful little dew! No wonder small animals like it!
(3) guide the reading of the sixth paragraph. (about 7 minutes)
Transition: Little dew not only won the love of small animals, who else likes little dew? (flowers and trees)
1. Read the sixth paragraph by name. Other students listen carefully and be judges.
2. Read long sentences.
① show long sentences:? Golden sunflowers, green poplars, purplish red morning glory, and countless flowers and tender grass are all like pretty little girls, wearing sparkling jewels.
② guide reading aloud.
? With small dewdrops, flowers and young grass are like pretty girls wearing beautiful jewels. ?
1. Teacher: Why do plants like small dewdrops? How is it written in the text?
2. Teacher: (Show the sixth paragraph of the text) Who will read it? (read the sixth paragraph by name)
3. Teacher: What have you read?
Students' communication:
(1) Decorate with extra spirit.
teacher:? Spirit? This word has two pronunciations, so it should be read softly here.
teacher:? Spirit? What does it mean in the text? Please read the text again and understand it in combination with the content of the text? Spirit? Meaning of. (student's answer)
Teacher: (It is energetic, full of vitality, greener leaves, brighter flowers, fresh and watery) Your experience is correct. This is called (spirit), which can also be said as (brilliance) and (vitality).