1. The originality of the second-grade Chinese "Tree Planting Season"
Spring is the season for planting trees. A spring rain wetted the soil. The sun shines warmly, the hot air comes out of the soil, and the earth seems to start breathing.
We brought saplings and planted them in the suburbs. Pour cold water and cultivate wet soil. The wind blows our red scarf, like red flowers in full bloom on the tree.
Wipe the sweat on your head, shake the soil on your shoes, and let the warm spring breeze blow gently. At that time, my grandparents planted trees on the mountain, and now the mountain has been covered with a green coat. Later, my parents planted trees on the roadside, and now they hold up umbrellas for pedestrians on the road. Today, we plant trees here, and it will turn green in ten or twenty years.
Spring is the season for planting trees, so as soon as we hear the sound of spring rain, we think of planting trees.
2. The teaching plan of "Tree Planting Season" in the second grade of primary school.
Teaching objectives: 1, know 16 new words in reading class, and write 9 new words in a standardized way.
2. Read the text correctly, fluently and emotionally.
3, divergent thinking, began to tell.
teaching process
First, introduce new lessons.
1, Teacher: Children, spring is coming. What do you like to do in this beautiful season? Flying kites, going for a spring outing in the wild, etc. )
2. Teacher: What are these children doing? Show courseware: It's spring, and a group of students are going to plant trees in the suburbs under the guidance of their teachers.
Teacher: They are all planting trees. However, how can we make the video we just watched more specific and beautiful? Let's learn an article "The Season of Planting Trees" written by writer Liu Zhanqiu.
Second, read the text for the first time and feel it as a whole.
1, Teacher: Please read the text freely in the way you like. When you meet new words you don't understand, try to understand them. Read difficult sentences several times before you can read the text smoothly.
Read the text by name, students evaluate each other, and the camera corrects the wrong pronunciation. ) Teacher: I believe other students can read this text fluently. Let's read the text again with your deskmate.
Third, watch the video and feel the words.
1, Teacher: Who can find out which natural paragraphs of the text can be used to describe what you just saw in the video? (paras. 2 and 3)
2. How is the text written? Who will read it? (Read by name)
Do you think this text is well written? Why? Students read aloud and the teacher guides them. )
(1) (Courseware demonstration: one spring rain after another makes the soil moist. The sun shines warmly, and hot air comes out of the land, like the whole land, and begins to breathe. )
Teacher: The growth of trees needs the nourishment of rain, warm temperature and sunshine. The author used vivid language to describe why beautiful spring is the season of planting trees. No wonder the children started planting trees. How beautiful and warm the spring written by the author is!
Courseware shows that the wind blows our red scarf like a small tree with red flowers. )
Teacher: Do you know, children? The teacher likes this sentence very much. Guess, why? (Students talk about their own ideas)
Teacher: Yes, the author not only wrote beautifully and vividly, but also skillfully praised the young pioneers for planting trees. Let's read it again with praise.
Let's read the first three paragraphs of the text. (Play the video and read the text together)
Fourth, group cooperation and independent inquiry.
1, learn the passage 4-6.
Teacher: Children know why spring is the season for planting trees and how we plant trees. What else do you want to know? Ok, let's see what is written in paragraphs 4-6 of the text.
Teacher: Please study in groups and see the learning requirements.
(1) Each group chooses their favorite way to read the text, and puts forward questions that they don't understand and discusses with each other.
(2) Tell me what you have read.
(3) Discussion: What do you want to say to the young trees during the planting season?
Students study in groups and report in groups.
The first point of the report: read the text in groups, solve doubts and doubts, and understand the words "cool, logging, barrier and clothing".
The second point of the report: What have you read? (blackboard writing: cool, picking fruits, picking wood, refreshing air, etc. )
Report the third point: (Show courseware: After planting trees, the children celebrate, sing and dance hand in hand under the tree. What do you want to say to Xiao Shu at this moment? Guide students to express their gratitude and expectation for trees with newly learned words. )
2. The teacher summed it up. Refer to the blackboard and read paragraphs 4, 5 and 6 of the text.
Through cooperative learning, the children learned that "we" like planting trees because people on the roadside can … barren hills can … we know … we like planting trees because … when trees are everywhere in Shan Ye, there will be … sandstorms … air … soil … rivers … we know …
So ... so, spring is always the season for us to plant trees. (Blackboard: Spring is always the season for us to plant trees)
Fifth, expand and extend, sublimate emotions.
1, Teacher: After reading this, the teacher remembered a poem "Remember" on page 27 of the book (the courseware showed this poem and the teacher recited it with music).
2. Summary: Children, it's another spring. Looking at the thin spring rain and listening to the falling rain, what do you think of?
3. Thoughts on the "Tree Planting Season" Teaching of Chinese in Grade Two of Primary School
In the teaching of this paper, I insist on "reading" as the basis, and put various forms of reading through the process of students' understanding and perception. When there is a problem in reading, I read with the problem, and grasp the feeling of the text through repeated reading and comprehension, so as to achieve a beautiful reading effect. However, a big problem reflected in the teaching of this course is the lack of presupposition for students. Mainly in the breakthrough of difficulties. So it worked well when it was over. I am optimistic about this situation. I simply think that maybe photography exhibitions limit children's imagination and play, without considering that if children don't have enough knowledge in this field, it will inevitably lead to the final difficult breakthrough and emotional sublimation that can't achieve the preset effect. In addition, children's learning environment has changed to a certain extent, and they will be psychologically nervous and will not let go, which will directly affect their normal play. Because I overestimated my children and didn't fully consider and preset the design, my emotions didn't accumulate to a certain height in class, and the final understanding seemed far-fetched.
Another point is that in teaching, children's ability to solve difficult sentences is overestimated, which seems a bit difficult to deal with. There is a figurative sentence and an anthropomorphic sentence in this paper, which need to be mastered by students. I think the baby is fine, too. I think they can solve these two difficult sentences by themselves through the guidance of teachers' questions. However, in teaching, I found that children are still confused about the concepts of metaphor and personification, so they can't understand sentences accurately, and I was caught off guard when I didn't expect them. From this point of view, various presuppositions before class are particularly important. Only by carefully considering various situations before class can we be at ease in the face of various situations in class.