You all found the wind direction. Today, the teacher brought a very nice poem called "Where is the Wind". Please listen carefully. Who else found out where the wind is?
Second, poetry appreciation-where is the wind?
1. Who discovered the wind in the poem?
2. Where is the wind? Please listen carefully again and see how the trees, flowers and grass answer. Listen to children's songs for the second time and recite the first half with pictures.
(1) What does the tree say? What nice words did it use? Do you know what dancing is? Do (the teacher guides the children to speak and perform)
(2) What happens to flowers when the wind blows over them? (Nodding) So what did Hua say? Nodding often means nodding all the time. Who can talk while doing actions? (Boys and girls learn to spend time talking and acting)
(4) The wind blows across the grass. What about the grass's body? Please come and tell me what the grass answered. Let's do it together. The grass's body is trembling gently. Then who will learn grass? (Individual preschool education)
Now we are listening to music, and Mr. Gu will be the wind. Please answer me with trees, flowers and grass. Prose poems are beautiful. Would you please answer me in a soft voice? (The teacher said, "Where is the wind?" The child answers)
Trees, flowers and grass can feel the wind. It turns out that the wind is around us and everywhere. Listen, where else can we find the wind? (The teacher looks at the second half while looking at the picture)
5. What blows green in spring? What does summer bring? What about autumn? What does winter bring? (Children talk individually and then talk in groups)
6. It turns out that the wind is everywhere all year round and brings us such beautiful scenery, just like this poem. Now, let's look at the picture with a beautiful voice and read the poem completely! (Teachers and children * * * complete the recitation with the music)
Third, imitate poetry.
1. Who else will find the wind except the trees, flowers and grass in the poem? (Showing pictures) Look, who found the wind? How will it answer? Who can say it in a sentence as beautiful as prose? (Guide children to use the sentence in prose "Where is the wind? XX said: ... ")
2. The wind is really everywhere. Where else can I find it besides these places? We can find them later and make them into poems, ok?
Extension: Take children outdoors to find the wind and continue to imitate.
Lecture notes:
First of all, talk about textbooks.
This is an activity in the theme activity of "I play games with the air" in our middle class. In an outdoor activity, a child pointed to the leaves on the tree and said, "Look, teacher, the leaves on the tree are moving, so it's windy, right?" I affirmed his statement in time and showed the children where they could find the wind besides the movement of leaves. One by one, the children expressed their ideas. Through this outdoor observation and discussion, I decided to give my children such an activity to discuss where the seams are. Where is the Wind is a work full of children's interest. It is short and pithy, and depicts the existence of the wind with beautiful and vivid fairy tale language. Give full play to the imagination in the poem, and skillfully associate the situation with the wind, which is concrete and vivid. "Willow dancing, flowers nodding frequently, grass swaying gently" is closely related to children's life and imagination, which can enrich children's vocabulary.
Second, say the goal.
The Guiding Outline of Kindergarten Education points out that it is necessary to guide children to contact excellent children's literature works, let them feel the richness and beauty of the language, and help them deepen their experience and understanding of the works through various activities. The distinctive structural features and anthropomorphic language style of prose poems give children clear memory and imagination clues, which are convenient for children to understand and feel. According to the age characteristics of middle school students, I set my goal as: 1. Understand the content of poetry and appreciate the aesthetic feeling contained in poetry. Learn to recite poems with expressions and try to imitate them.
Third, stress the difficulties.
Teachers should cultivate children's ability to feel beauty, express beauty and create beauty, and perceive language beauty. So in the whole activity, I have been teaching around this goal, which is also the focus of this activity. On the other hand, I mainly create a positive language environment, use courseware to let children express their opinions boldly, imagine and discover boldly, and let children solve the difficulties of imitation in the process of activities.
Fourth, the teaching method of speaking.
In order to break through these difficulties, I adopt the following methods:
1. Audio-visual combination method.
This is mainly based on the characteristics of children's concrete image thinking and children's language development. See, through multimedia courseware, help children remember poems more vividly. Especially in the creative process, children are helped to create and edit through dynamic pictures. Listen, in order to let children fully experience the beauty of poetry in teaching, teachers should recite with beautiful background music when demonstrating recitation, and fully stimulate children's auditory senses.
2. Inspire questioning method:
After children appreciate the works, they ask questions to guide them to understand and learn new words. For example, the teacher asked, "What does the flower do when the wind blows?" ? What does it say? "Wait a minute. If the child still can't answer through pictures or listening, the teacher will also use action hints.
Verb (abbreviation of verb) and learning methods
According to the requirements of the syllabus for children to "want to speak and dare to speak", I give specific guidance and help from two aspects: First, before the demonstration recitation, I specially designed questions: "Listen carefully, who found out where the wind in the poem is, and how did they say it?" Let the children listen carefully and purposefully with questions. In the demonstration recitation, with the help of multimedia courseware and beautiful background music, children's senses are stimulated, which provides an example for children to learn to recite and stimulates their desire to say. Secondly, use a variety of teaching methods and games to provide children with opportunities for free expression, and encourage children to perform freely and boldly through language, so that children can dare to speak. For example, the action performance method: there are several new words in the activity, "dancing, nodding frequently and shaking gently". In order to prevent children from boring to understand new words, I guide them to deepen their memory and understanding through action performances. For example, when learning the word dance, please ask the children to express it with various beautiful dances.
Six, said the activity preparation
In the process of theme activities, children have a lot of wind experience, and PPT courseware is made, which runs through the whole activity.
Seven, said the activity process
First, talk lead-in: feel the existence of the wind
1. Children, do you know where the wind is? How do you feel when you use a small fan?
It was cold, so the wind came. Today, the teacher brought a beautiful poem called "Where is the Wind". Please listen carefully. Who else found out where the wind is?
Basis: Introduce poetry with relaxed conversation and feeling the wind.
Second, poetry appreciation-where is the wind?
1. Let the children take the question "What do the trees, flowers and grass say?" Listen to this poem, and then the children talk about it.
In the process of learning poetry, the first half is very important. In the process of children's talking, teachers can use action hints to make children talk about poetry while doing actions. At the same time, it is necessary to organize different forms, such as collective heart-to-heart, heart-to-heart talk between men and women, learning poetry and performing roles.
Basis: This link experiences the beauty of poetry through courseware, language, movements ... various interesting forms of change. Children say their favorite sentences according to their own understanding, actions and other forms, which changes the teacher's practice of determining the scope of word learning, allows children to learn according to their own experience and needs, and cultivates their initiative. At the same time, this is also the key link of this activity, mainly to achieve the goal: to understand the content of poetry and appreciate the aesthetic feeling contained in poetry. In order to achieve my goal, I adopted the method of audio-visual combination: through multimedia courseware, watching and helping children remember poems more vividly; Listen, in order to let children fully experience the beauty of poetry in teaching, teachers should recite with beautiful background music when demonstrating recitation, and fully stimulate children's auditory senses. Another way is to inspire questioning method: after children appreciate the works, ask questions to guide them to understand and learn new words. For example, the teacher asked, "What does the flower do when the wind blows?" ? What does it say? "Wait a minute. If the child still can't answer through pictures or listening, the teacher will also use action hints.
The second half of the four seasons is more difficult for the children in the middle class, so I took it, and the children fully enjoyed the second half and asked questions.
"What turns green in spring? What does summer bring? What about autumn? What does winter bring? " Children speak individually and then collectively.
Third, imitate poetry.
Considering that it is a little difficult for middle school students to get in touch with life imitation directly, I provide some dynamic pictures for tips to solve the difficulty of imitating poetry.
Basis: imitation is the difficulty of the activity. In order to solve the difficulties, I use dynamic pictures to help children imitate. This link is also an extension of the activity. In the process of imitation, children's ability to perceive beauty, express beauty and create beauty is cultivated, their language is enriched, the sentence patterns of poetry are consolidated, the atmosphere and opportunities for individuals to participate in language teaching are adjusted, the activities are vivid and effective, and children become the masters of real activities.
Eight. Reflections on oral activities
In teaching activities, I will master macro-control, regulate the teaching rhythm and allocate time reasonably. When asking questions, pay attention to choosing children with different abilities and levels to answer according to the difficulty of the questions. Of course, in the actual teaching activities, the teaching methods and teaching processes designed by teachers are not static, and they should be adjusted in time according to children's actual reaction and acceptance ability, which requires teachers to have good adaptability and flexible educational mechanisms and strive to embody the educational concept of "children's development-oriented".
My main problem may be that my reaction to children is relatively simple and I can't inspire them well. Therefore, before the activity, I have to preset the children's various answers and design different answers. The summary and undertaking of the activity should also be designed comprehensively before the activity. The focus of the activity is the first half of children's songs. The three short paragraphs here should be presented in different ways and different learning forms, so as to avoid children losing interest in learning and reducing the efficiency of the activity. The hard part should not be too much of a problem through dynamic pictures.
The above is my understanding, analysis and practice of this teaching activity. If there is anything wrong, please ask the teacher to criticize and correct me. Thank you!
Reflection: I have participated in this activity many times, but there are problems every time. As far as material selection is concerned, this poem is very good and beautiful, but I can't explain the beauty of this poem. Although I try my best to express it, the effect is always unsatisfactory. It may be that my skill is not hard enough, and I need to practice more in reciting poems.
Secondly, I still have problems in grasping the key points. In the first teaching, I paid too much attention to the teaching of a few words and ignored poetry. The second time, too much emphasis on action, lost poetry. The third time, I finally put poetry in the main position, but I lost my child. Activities have become my height control. Several times ended in failure. After the activity, I was quiet for a long time, carefully picked up this poem again, reanalyzed it, found out the key points of the activity, and then sorted out my teaching ideas. Last teaching activity, I felt that I finally got something.