Lecture Notes of Lotus Leaf Yuanyuan 1 Let's talk about teaching material analysis first.
"Lotus Leaf Circle" is the text of Unit 4, Book 2, Grade 1. This lively prose poem uses metaphor and personification to vividly make us feel the summer full of childlike interest, let us touch the vibrant lotus leaf, and let us appreciate the love and happy mood of the lotus leaf through small drops of water, dragonflies, frogs and fish. The language of the text is fresh and elegant, full of childlike interest, which is conducive to enlightening students' wisdom, enriching their inner experience and stimulating their imagination.
Second, talk about teaching objectives
According to the characteristics of this course and the position arranged in the teaching materials, combined with the actual situation of students, the teaching objectives of this course are formulated:
1. Learn new words such as 12 "Lotus and Pearl" by combining the words and phrases in the text.
2. Read the text correctly, fluently and emotionally, and be able to recite the text.
3. Understand the content of the text, feel the beauty of summer and stimulate the love for nature.
Among them, literacy and reading aloud are the key points of learning, so it is difficult to realize the beauty of summer from reading, and then establish the consciousness of protecting nature.
Third, talk about teaching philosophy.
1, adopt the listening and reading literacy method for teaching, closely combine literacy with reading, combine knowledge with reading, improve knowledge through reading, make full use of children's life experience, and pay attention to teaching literacy methods.
2. Actively advocate independent, cooperative and inquiry learning methods. Whether reading or studying, I always adopt personalized teaching based on students' original knowledge and experience. By creating situations, I can stimulate students' interest in learning, guide them to read independently and read since the enlightenment by themselves, help them learn to learn, accumulate and feel the language, enhance their language expression ability and improve their humanistic quality. The design fully respects students' unique feelings, experiences and understandings, allows students' independent thinking to replace unified answers, allows students' own understanding of text content to replace teachers' explanation and analysis, and allows students' own perceptual experience to replace unified understanding and guidance. The whole process is to publicize students' personality, stimulate students' spiritual service, and reflect students' autonomy and inquiry in learning.
3. Attention should be paid to arouse students' emotions when designing, and the way of playing middle school literature and entertaining is adopted, which not only conforms to the physical and mental characteristics of first-grade children, but also enables them to master knowledge, comprehend content and develop their abilities unconsciously.
Fourthly, talk about the design of teaching process.
(A) create a situation to stimulate interest
Interest is the intrinsic motivation for children to acquire knowledge. When students have interest, learning is not a burden for them, but a kind of enjoyment and fun. Creating a good teaching situation can stimulate students' interest in learning and make them think and speak actively. So, at the beginning of the class, I first let the students enjoy the beautiful pictures of lotus leaves (play pictures), and at the same time let the students describe what they see in their own words. The teacher asked questions at will. The creation of this situation can make students feel the beauty of lotus leaves intuitively, thus unconsciously bringing children into the summer full of childlike interest and laying a good foundation for further study of literature.
(B) reading the text, reading literacy.
The new curriculum advocates memorizing new words in reading, that is, let students know and master new words as soon as possible in the process of listening, reading and speaking. Therefore, I use the "three-step method" to guide students to familiarize themselves with the text and memorize new words:
1, first reading: overall perception, circle, that is, read the full text slowly and loudly, and underline the new words that are required to be memorized in this lesson.
2. Repetition: Show reading aloud and read independently.
3. Memorize new words in various forms. In this link, literacy teaching is the key. I strengthen the sound and shape of new words by reading with pinyin, reading without pinyin, reading men and women, and reading surnames. At the same time, I use courseware to let students know the meaning of the new word "apron" and guide students to make sentences with a cradle, so that students can feel the fun of Chinese learning.
Through the above methods, students have a preliminary impression of new words. Students in lower grades learn quickly and forget quickly. In order to help them further deepen their impression, I designed a literacy game of "picking lotus leaves". If students know the new words after the "Lotus Leaf" card on the courseware and can express their memory skills in various ways, they will take the Lotus Leaf down and give it away. In this way, students' interest in literacy is greatly improved, and literacy is consolidated in a happy atmosphere. Train reading and surfing competitions will be held again, and the Chinese characters in the play will be pushed to a climax again.
(3) Reading comprehension and playing Chinese in middle school.
This is a text full of childlike interest. Therefore, in reading teaching, I insist on reading first, reading instead of speaking, paying attention to sentiment, downplaying understanding, and guiding students to stimulate their emotions and feel the content of the text through various forms of reading aloud.
First, I let students read the text freely and feel the content of the text as a whole. After reading it, I will talk about the friends I know from the text, and let the students find the corresponding word cards according to the content of the text and post them on the blackboard.
Then, let the students talk about what they regard lotus leaves as according to their reading gains. Finish the blackboard writing by yourself. So as to perceive the main content of the text. Finally, let the children feel the feelings of small animals in the teacher's creation, read the text in combination with the actions and feelings of small animals, and also perform reading aloud. The design of this link strives to create an open, democratic and harmonious classroom atmosphere and respect students' feelings, experiences and understanding. On the one hand, it can stimulate students' sense of accomplishment, arouse students' interest in learning and make them read the text better. On the other hand, this way of role answering stimulates the enthusiasm of children to ask questions and ask difficult questions. Students not only consolidated their knowledge unconsciously, but also enhanced their ability to improvise and enriched their language.
Various forms of reading are also necessary for students' language accumulation, and the necessary recitation has also been solved in class. In this session, students can enjoy the pictures, recite them and perform at will. After various forms of reading, such as individual reading, group reading, performance reading and teacher-student cooperation reading, students are already familiar with the text. I broke the traditional teaching method and let students choose their favorite natural paragraphs to show and read aloud in the class. Children are very active, willing to choose and show, and change "I want to read" into "I want to read" and "I love to read", which improves the reading quality. In this way, children really become the masters of learning, improve their enthusiasm for learning, enjoy reading texts, and the classroom atmosphere is extremely active.
"Lotus Leaf Circle" Lecture Notes 2 I. teaching material analysis
"Lotus Leaf Circle" is lesson 14 in the second volume of the first-grade experimental textbook of People's Education Press, and it is a newly selected prose poem. This poem describes a round green lotus leaf. Lotus leaf is the cradle of small drops of water; It's a dragonfly apron; It is the stage of little frog; This is an umbrella for a small fish ... The text is full of childlike innocence, which is conducive to enlightening students' wisdom and inspiring their imagination; It is helpful for teachers to creatively understand and use teaching materials, guide students to learn to learn in practice, and let students get a preliminary emotional experience and feel the beauty of nature in summer.
Second, the teaching objectives
According to the cognitive characteristics of first-year students and the characteristics of this text, this class should achieve the following teaching objectives:
1, knowledge and skills: know 12 new words, read the text correctly, fluently and emotionally, and recite the text. Experience the joy that lotus leaves bring to water droplets, dragonflies, frogs and small fish. Cultivate students' language expression ability, imagination ability and performance ability.
2. Process and methods: Through various forms of reading aloud, let students feel the loveliness of lotus leaves and the fun of summer, and learn the basic methods of literacy, understanding words and understanding the thoughts and feelings of the text.
3. Emotional attitudes and values: Let students experience the vitality of summer, inspire students to love and protect nature, and cultivate students' spirit of unity and cooperation.
Third, teaching methods.
Because the content of this text is easy to understand, there is no need for the teacher to guide the students to explain and analyze sentence by sentence, so in combination with the actual situation of the students in our class, I mainly adopt the teaching method of "independent reading, cooperative learning and self-perception" in this class. I participate in the learning process of students as a partner. Students accumulate language through various forms of reading, train language through speaking, and create a teaching situation that combines form, color and sound organically, so that all students can actively and effectively participate in the whole teaching process.
Fourth, the teaching process
Interest is the best teacher, and it is a great motivation to acquire knowledge and cultivate creative thinking. Students in my class like to enjoy beautiful pictures, so I respect students' hobbies, and introduce them into the classroom by letting students enjoy the scenery of the lotus pond in summer and listening to the teacher's enthusiastic introduction. Students feel beauty at first, and it is easy to have learning emotions.
At the beginning of the class, I first showed a wall chart: a beautiful picture of green lotus leaves appeared. When the students enjoyed it, the teacher enthusiastically introduced the new lesson: the lotus leaf is round and green, which is a cool poem in summer and a green note dancing in the sun. Water drops are like lotus leaves, dragonflies are like lotus leaves, frogs are like lotus leaves, and fish are like lotus leaves. Let's feel the innocent summer, touch the vibrant lotus leaves and enjoy their happy mood!
After students' interest is aroused, I will let students read independently and appreciate the beautiful language of the article. For first-year students, Chinese teaching should cultivate their desire to like reading, dare to read and be willing to read. To achieve this goal, teachers must let students perceive the content of the text as a whole and read it, so I ask students to read aloud first, and then read the text independently with pinyin, and put forward reading requirements: pronounce the words correctly, circle the new words, read them several times, and then read the text freely and completely on this basis and feel the long sentences by themselves.
Reading is students' personalized behavior. From the beginning, we should consciously encourage students to choose their own reading content, and gradually cultivate their ability to feel, understand, appreciate and evaluate the text. Therefore, I will let students read their favorite paragraphs to their deskmates or good friends on the basis of reading the text twice completely and freely, and pay attention to the accurate pronunciation of the text and smooth reading. After reading, the teacher checks the preliminary reading situation, praises and encourages the students who read well and make progress, and enhances their self-confidence in reading.
After just training, students have a certain understanding of the text content and a preliminary impression of new words. In order to help them further deepen their impression of new words, I designed a literacy and memory game of "picking apples". An apple corresponds to a Chinese character or word. I asked the students: which apple do you want to pick? Then let him talk about how he remembered it. Students remember the word in communication, learn how to recognize the word, understand the meaning of the word in the game, and learn to speak with the word, thus putting the teaching of word recognition into practice.
In the second part, I arranged for students to read in cooperation, so that students could feel the beauty of the scene in the article. The content of this text is easy to understand. Students only need to read more books, understand the content of the text in reading, accumulate language and understand the situation in reading. So I organized students to read in cooperation and discuss: What do you think of the mood of water droplets, dragonflies, frogs and small fish? Where can we tell that they are in a happy mood? Students are familiar with the text, then read by name, and the initiative to learn is returned to the students. I really become the organizer and guide of teaching. If some students still don't understand, please ask good students to read it, and other students will listen attentively to how they read happy mood.
There are many dialogues in this text, which is convenient for different roles to read. I created a competitive atmosphere for students to see which group of students study well and cooperate well. Groups can use the form they like: they can read together; Can be read in roles; Can read; Some students can watch some students' performances and so on. After the inter-group competition, the students were evaluated. After reading more, they cultivate a sense of language, appreciate the beauty of words, revel in the beauty of nature, and cultivate the spirit of unity and cooperation among students.
Then I ask the students to practice speaking, grasp the key points and expand and extend. After students fully understand the content of the text, I inspire students to imagine: "Lotus leaves bring happiness to water droplets, dragonflies, frogs and small fish, and lotus leaves will certainly bring happiness to children." Think about what lotus leaves are to you. Let the children compare the topic "Lotus leaf is mine-"and see who says more. If you are interested, you can also draw a picture "The lotus leaf is mine-". This topic is conducive to mobilizing students' life accumulation, developing students' imagination and creativity, and at the same time communicating the relationship between Chinese and life, Chinese and other disciplines. Finally, I ask students to practice reciting by looking at color pictures.
I asked students to be small actors, perform creative performances in groups, show their achievements on the stage and comment on improvements. Through performance, students can not only help students consolidate the content of the text and cultivate the spirit of cooperation, but also give full play to their imagination and experience the beauty of thoughts and feelings expressed in the text, thus stimulating their desire to love and protect nature. My blackboard writing mainly uses "graphic" blackboard writing, with stickers and words. This kind of blackboard writing is illustrated with pictures and bright colors, which highlights the key points of the text, conforms to children's psychological characteristics and cognitive level, and clears up the train of thought for students who have difficulty in reciting.