1, teaching material analysis
"Precious Silence" is the text of Unit 5, Book 6 of the experimental textbook for six-year primary schools, which is an intensive reading text. The text takes the classroom teaching process as the clue, the dialogue between teachers and students as the main form, and the emotional changes of children as the main content: from excitement, happiness to silence, and from silence to excitement.
The purpose of learning this text is to be educated, care for parents and repay their love, learn to care for others, accumulate beautiful words and phrases in the text, cultivate a sense of language, and lay the foundation for the development of comprehensive practical activities.
2. Teaching objectives
(1) can recognize 9 new words, write 14 new words, and read and write the words in this lesson correctly.
(2) Read the text correctly, fluently and emotionally.
(3) Experience the method of vividly describing people's demeanor and movements, and copy their favorite words.
3. Teaching emphases and difficulties:
Teaching focus: understand the emotional changes of children and know how to care for others.
Teaching difficulty: Understand why this silence is valuable.
Second, talk about teaching methods and learning methods.
It is an important idea of the new curriculum standard to cultivate students' good humanistic quality, Chinese quality and cooperative exploration and innovation spirit. In order to achieve this goal, it is necessary to embody the unity of knowledge and ability, emotion and attitude, process and method in the new curriculum standard, fully mobilize students' enthusiasm and initiative, and build an open and dynamic Chinese classroom. In teaching, I take the guidance method, taking the topic of the text as the starting point, guiding students to ask questions, then organizing students to explore and experience, and finally expanding and extending according to the actual situation, thus reflecting the leading role of teachers and the main position of students, and embodying the characteristics of the openness of Chinese classes and the combination of Chinese classes with society and life.
Third, talk about the teaching process
My classroom structure is: check preview (words)-question orientation-exploration experience-learning sublimation-expansion and extension.
Check the preview, understand the students' mastery of new words and phrases in this lesson, and lay the foundation for learning the text.
Einstein said, "Asking questions is often more important than answering them." Because the topic of the article is thought-provoking, at the beginning of the class, I will guide students to ask questions from the topic and ask: What do you want to know after reading the topic? At this time, students will ask, "Why is silence precious? Who is silent? Under what circumstances will you be silent? What kind of scene is there after silence? " My questions to students can be summarized into three aspects:
Lively-silent-lively
After determining the basic framework of the article, students make spontaneous inquiry, pave the way for understanding and inquiry, and determine the direction of inquiry.
Then enter the second stage of teaching-inquiry experience.
After exploring and positioning, I use the language of trust and encouragement to guide students to read the text repeatedly, and it is inevitable that students are somewhat one-sided in the process of finding answers. At this time, I will let students explore cooperatively, and students will change from independent inquiry to cooperative inquiry.
After reading and exploring independently, students understand that the excitement before silence is that their parents give them a birthday, and they feel their parents' love. In silence, children know their mistakes, and in silence, children are thinking. In silence, the children tried to make up for it. The excitement after the silence is that children not only know how to feel their parents' love, but more importantly, return their parents' love.
Breaking through the teaching difficulties in cooperative inquiry: in silence, children feel the love of their parents; Children reflect on themselves in silence, only knowing that they are loved and do not expect anything in return; In silence, think about how to return the love of parents; In silence, children learn to accept love and return it.
After students' independent inquiry and cooperative inquiry, the problem is basically clear. I report on the blackboard according to the students' learning situation and show the following key sentences in time:
(1) I want to find the extremely precious truth hidden in their hearts that they haven't realized yet.
(2) Their cuteness lies in the way they make mistakes all over their faces.
(3) Like being pardoned, those evasive eyes slowly came back from all directions.
(4) The class is alive again, but it is different from the excitement before the silence.
(5) How much enjoyment this silence has given me!
The new curriculum reform requires Chinese teaching to strengthen students' reading training, not only starting with reading skills, but also guiding students to do as the Romans do and express their thoughts and feelings. Therefore, in the process of students' inquiry, I guide students to read aloud in time. For example, read the paragraphs in which children are excited to feel their parents' love in a cheerful, happy and proud tone; Read the passage in which the child is lost in thought in a slightly slow and heavy tone; Read the natural paragraphs in which children return their parents' love in a slightly faster and more exciting tone.
When students explore the experience, I guide them to read the last paragraph of nature, and combine their own statements to let the teaching enter the third stage. When teaching, I guide them from two aspects:
1, how much enjoyment this silence has given me!
Who does "I" mean and what enjoyment does the teacher get?
2. What does Teacher Wang like in this class today?
After summing up the full text, enter the fourth part of the teaching link-expansion and extension.
The new curriculum reform requires middle-grade students to write down their experiences or feelings in an informal way and guide them to observe society and life. In order to reflect this guiding ideology, highlight the purpose of combining reading and writing in Chinese teaching, and at the same time strengthen students' understanding of returning their parents' love and having a grateful heart for those who care about them, I made a courseware, Dear Mom and Dad, I want to tell you.