First of all, clear thinking-read the article.
Reading teaching should be based on cultivating children's interest in reading articles, guiding children to taste and accumulate language, so as to develop children's language and achieve the purpose of reading by themselves. Therefore, in teaching, teachers should always focus on language learning, experience and sentiment, pay attention to students' personal feelings, and give them different connotations in combination with the reality of their respective lives. The most important way to feel a language is reading. The ancients said, "You can read a book a hundred times before you know its meaning." "I am familiar with 300 Tang poems, and I can recite them if I can't recite them." This shows the important position of "reading" in reading teaching. Reading more books can train students' sense of language, change passive acceptance into active participation and enrich children's appearance. It can be said that it is twice the result with half the effort. Why not? But this so-called "reading" must be targeted reading by students under the purposeful guidance and ingenious design of teachers. This is the best way to understand the text and feel the language at a deeper level.
In the teaching design of "I want a gourd", I caught the key words in the text: "What are some bugs afraid of?" "Are the insects on the leaves still used for treatment?" "My little gourd, grow fast, grow fast! It is bigger than a pumpkin! " Through reading in different ways, such as reading, evaluation, individual reading, role reading, joint reading, selective reading and introductory reading, children are guided to understand the mentality of gourd growers from multiple angles, so as to understand the text and analyze the text. Let children think and comprehend in the process of reading, and finally reach the realm of "suddenly enlightened" and "bright future". In the accumulated training, let children develop the habit of understanding words in context and reading actively, thus improving their ability to solve problems.
Second, find the breakthrough point-guide the article with the topic
The teaching of each text has a starting point. What will it bring to our teaching to find the right starting point? In spring, I won the prize, but if I don't care, I can't care. It's like a smart fashion designer's most critical tailoring of materials. What I want is a gourd, starting with the topic? I want a gourd, which means I don't want leaves. Shunji inspired the students to speak with the sentence "I want it, don't want it". Because the entry point was chosen correctly, the children's thinking was very active, and they were all asking: Did that person take a gourd as a result? Why can't that man get the gourd? Some students even put forward a very profound question-"aphids eat leaves, but why do gourds fall?"
Third, clear thinking-to "change" to manage the text
Every literary work has a clue, either an emotional line or a narrative line. Teachers should be good at grasping this line and strive to make their teaching close to it. Only in this way can we not catch sesame seeds and throw watermelons in teaching. Although the article "I want a gourd" is not long, there are many knowledge points to be implemented. In teaching design, I always hold a line: "change". How did the leaves grow in the first place? How does the gourd look? What happened to the leaves a few days later? Why is there such a change? What does this change tell us about the close relationship between leaf gourd? With such a clear line, I adopted the method of dispersing and breaking through difficulties in the process of teaching implementation. When the students finish learning the first paragraph, they can draw the conclusion that the gourd is cute because the leaves grow well by looking at the pictures, learning the articles and reading the articles. So as to lay the foundation for the follow-up research. When the students finished learning the third and fourth paragraphs, I led the students to sum up: because the leaves had aphids, the gourds fell one by one. Finally, through this comparison, students can understand the close relationship between leaves and gourd, and the breakthrough of important and difficult points is like a bamboo.
Fourth, create a situation-use the environment to taste the text.
The perception of characters by junior students usually depends on the creation of situations. Clever creation of situations can activate children's thinking and make them actively participate in learning more effectively.
The gourd grower in What I Want is ridiculous, irritating and pitiful. It is ridiculous that he is ignorant, but it is exasperating that he doesn't listen to his neighbors' advice. Sadly, he loves gourd so much, but he gets nothing.
In order to let the children go into the hearts of the characters and deeply understand their thoughts and feelings, I use the situational creation method in many places in my teaching:
1, imagination creates situations
In teaching the first paragraph of the text, in order to let students understand the words "cute" and "hanging", I created such a situation: please close your eyes and listen to the teacher read aloud: after the flowers wither, several small gourds hang on the vines. What a lovely little gourd! That man goes to see it several times a day. "
Teacher: Students, what did you see just now?
Health: I saw the gourd grow very cute.
Health: I saw that man go to see his gourd every day.
Health: I saw some cute little gourds growing on the vines.
Teacher: Which word do you see says gourd is cute?
Health: From the word "hanging", we can see that the small gourd is very cute, because the word "hanging" makes me feel that the gourd seems to be shaking and jumping in the wind, which is very cute.
Through imagination, children are brought into the situation of the story, so that they have an immersive feeling, as if the gourd is in front of them and people are around.
2. Role experience creates situations.
To make the children understand, the man said to himself, "My little gourd, grow up quickly, grow up quickly!" " Grow bigger than a pumpkin! "This sentence, in teaching, I designed it like this:
Teacher: (takes out a gourd) What does that man think of his gourd?
Health: (motionless) Look at the gourd.
Teacher: Why do you think so?
Health: The book says that the man should stare at the gourd and look at it motionless. "Gaze" means to watch without moving.
Teacher: Yes, in class, the students are staring at the blackboard. What did the man say when staring at the gourd?
Health: (read together): My little gourd grows fast, grows fast, and looks better than pumpkin! "
Teacher: Teacher, here is a small gourd. Who will perform?
Health: (staring at the gourd) said ...
Teacher: How do you feel now?
Health: I'm in a hurry. I hope my little gourd will grow up soon.
Teacher: Then how do you pronounce this sentence? (Instruct reading aloud)
……
Teacher: This sentence is a kind of gourd. Who did people say that to?
Health: Say to the gourd.
Health: I said it myself.
Teacher: Where did you know that? ……
Teacher: This kind of soliloquy is called "soliloquy". The teacher once had such an experience: once, my pen disappeared, and I said to myself: I clearly put it on the table, how could it disappear in a short time? Students, have you ever had such an experience?
Student: (According to your own life experience, tell your own experience by "talking to yourself")
In this way, by skillfully creating situations, I make the classroom atmosphere active, students have a deeper understanding of things, children's language expression ability is also very strong, and the initiative of learning has also been the most prominent embodiment.
Five, cultivate several abilities-apply what you have learned
The key to the reform of Chinese classroom teaching lies in teachers' teaching ideas. Only by correcting educational thoughts first can we win a deep breakthrough in reform. In Chinese classroom practice, one link, one section and one stroke are seemingly simple, but in fact they are all ingenious scientific designs for cultivating scholars' ability. Therefore, the cultivation of students' ability is the focus and ultimate goal of our teaching. In the article "I want a gourd", I strive to cultivate students' following abilities: reading ability, independent thinking ability, innovation ability, aesthetic ability and verbal communication ability.