"Green" Teaching Design
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I. teaching material analysis
1. The selected article of this study is an essay that focuses on scenery, expresses emotion with scenery, develops association, and appropriately uses description, lyric and discussion. When describing the spring scenery of the West Lake in Hangzhou, the article captures a "green", which is novel and profound in conception, vivid in language and naturally loves home and educates people.
2. The full text is short and pithy, with only three paragraphs. In paragraph 1, the author's overall feelings about visiting the West Lake. The author summarized the characteristics of the West Lake scenery as a green word and highlighted it. This green word attracted me to the West Lake and made me linger. 2, 3. The text in the natural section revolves around the green of the West Lake, describing the green features of Lingyin Flower Harbor and fish watching. Write Lingyin Green, green is "green", green is black and green is blue; In Huagang, fish are green and bright. Only the vigorous leap of vitality, such a clear structure and such vivid lyricism are suitable for reading aloud, as well as for outlining and reciting texts.
Second, the teaching objectives
1. Make an outline and recite the text according to the outline.
2. Learn the green words in this lesson.
3. Have a preliminary understanding of how to grasp the characteristics of characters and write landscapes.
4. Feel the beauty of the West Lake and cultivate the thoughts and feelings of loving the great rivers and mountains of the motherland.
Third, the focus and difficulty of teaching
Teaching emphasis: outline and recite the text.
Teaching difficulties: according to the order of the text content and the transformation of the scanning points, grasp the words about the scenery characteristics and outline them, and understand the words describing green.
Fourth, teaching preparation.
Small black force, projection, word film.
Verb (abbreviation of verb) Teaching time: 1 class hour
Sixth, the teaching process.
1. This is a long-distance study article, excerpted from the prose "West Lake". There are changes in the excerpt. We should finish the study task in one class.
This paper has only one word "green". Do you know what this text is mainly about? Write a short essay on the blackboard.
2. Learn the text by yourself. Learn words while reading, read through the text and check by yourself;
(1) Read the text by name in the natural paragraph. Pay attention to whether words are added and whether the pronunciation is correct.
(2) Look up the new words: děng(dρng)Ting(tíng)Wan(wàn) correctly pronounce a front nasal sound and two rear nasal sounds. )
(3) According to the word search or contact literature, check whether you understand the word. The key points are: lingering, green, relaxed and happy, Tingting and wanzhuan. If there are any words that other students don't understand, they can also discuss them. Emphasize students' self-study.
3. Clear the context of the text and divide this article into two parts to study.
(1) Read the paragraph by name 1. Discussion: What does it mean? The beauty of the West Lake in spring makes me linger. So, which word can tell me that I am touching? From the sentence "understand things, then understand their meaning", we can understand that the author understands the green of the West Lake, understands the green of the West Lake, and then understands the meaning of green. Why should this article be titled green? (The biggest feature of Hangzhou West Lake is that it gives people green everywhere, attracting readers from Qian Qian who love the West Lake and the motherland. )
(2) Tell me exactly how the author understands this green word (students can read 2-3 natural paragraphs freely in a low voice. You can also play the tape and let the students read it before reading it. Think about it and answer the question.
According to the above discussion, can you divide the text into several sections? (Divided into two sections. The first paragraph (1 natural paragraph): The main writer visited the West Lake and got a green word. The second paragraph (natural paragraphs 2 and 3) wrote "green" in Lingyin and Huagang respectively.
Different characteristics of. Firstly, on the basis of summary, the writing characteristics of this paper are explained. )
5。 According to the training focus of the unit: outlining and reciting texts, we have learned to recite three texts as required. Similarly, we should recite the text through the outline and recite it better.
(1) Recite the first paragraph by saying the main words.
(2) Students recite the text of the third industry segment.
First, point out what the author saw in Lingyin and read the text silently.
(2) Then underline the words that describe the "green" scenery and read the text. Lingyin: everywhere is green, and both sides of the road are ... green, just like ... green; On Feilai Peak, some ... some ... paths under the peak ... are directly green ...; Under the cold spring pavilion ... above a piece of green ...)
(3) Remember the paragraphs written in green in the introduction to prepare for reciting.
(3) Learn to recite the third paragraph of the text.
① Self-study. According to the characteristics of this passage, what scenery did the author see when he visited Huagang? Point out where you write what you see and where you associate it. Look: green leaves, water droplets, thinking: bright vitality. )
② Read the third paragraph aloud through the introduction. Teachers read what they see and students read what they associate.
6. Guidelines outlining the text. The outline includes: location, scenery, and main words about the characteristics of scenery. Focus on 2-3 natural paragraphs.
7. Recite the text according to the outline. The process of reciting (mainly the second and third paragraphs) is: everyone recites as quietly as possible, and the classmates at the same table recite each other, name the comments and recite them together. )
Taste green and nourish your temperament.
Author: Gao Qiao Primary School Sun 2004/ 10/20.
There is an elective course in the tenth volume of Chinese in grade five-"Green". This article is selected from the famous writer Zong Pu's Notes on the West Lake. Female writers feel and taste the green of the West Lake with delicate thoughts. She shared these feelings with you in smart and fresh language.
For such a character, if we use the original teaching mode, for example, let students find out which word the full text is written around, and what is the difference between the green in Lingyin and the green in Huagang, it is tantamount to seeking death (the blind touch the elephant? ). "In the deep place where language is bright and thorough, it reflects the whole history of a nation. It is the carrier of culture and the solidification of spirit. My Chinese teaching practice requires not only the practice of language and writing, but also the pursuit of emotional integration and spiritual understanding. "
How to let students follow the author's footsteps to appreciate the green and feel the artistic conception, so as to be cultivated by the beauty of nature in class; How to make students taste the vivid and fresh words, so as to feel the charm of the language ... this is the first consideration when I design the teaching plan.
The new curriculum standard pays more attention to the cultivation of students' ability. If we really want students to show their personality in sports and develop their quality and learn knowledge in sports, we must break away from convention and find a new way. Students' spirit of cooperative inquiry and uniqueness of thinking should be cultivated in class.
In the teaching of the first lesson in this paper, choose one or two teaching links and processes to explain.
First of all, open the topic and question intuition.
1. What do you want to know after reading the topic? (The teacher combs the students' questions and boils down to the key point: 1, how to write "green"? 2. What kind of "green" have you written? )
The purpose of this arrangement is to stimulate students' active learning consciousness and at the same time produce the consciousness of perceiving the whole text.
Let's go to the West Lake with our problems and enjoy a green world!
Multimedia pictures show the green scenery of the West Lake, accompanied by Jiangnan music. The teacher read the text with emotion and led the students into a green and poetic realm.
Then ask the students to talk about their feelings!
This feeling is unique. Encourage students to tell their true feelings.
Secondly, I just felt "green" through "listening" and "seeing". Let's deepen our feelings by reading. Please read the text in your favorite way. Students are free to read aloud and are also required to read aloud. )
Read aloud and let the students tell their new experiences.
Chinese teaching should cultivate students' reading comprehension and expression ability. The process of reading comprehension is the process of students internalizing and entering the text. Therefore, it is necessary to arrange a dialogue between students and the text in class.
Third, walk into the "Green of Lingyin".
1, self-study, group communication.
Teacher: In this class, let's walk into the green of Lingyin first. (Showing courseware: Walking into "Lingyin Green")
A, pursuing "green": seriously study the second natural section and pursue the traces of "green";
B, feel "green": choose your favorite words and feel the charm of "green";
C, sharing "green": group exchange learning experience and share their own unique experience.
2. Classroom communication: (Show the courseware "The second paragraph of the text")
Tell your own experience, "which one do you like?"
Read and say, look at the pictures at will to deepen your feelings, and then guide you to read aloud "Who can make us feel the charm of this green?"
"Can you show us the green plants?" "Are there different pronunciations?" (Competition reading)
Evaluation of reading: "Why do you study like this?" "How does he read?"
The combination of life evaluation and teacher evaluation: "You let us feel the depth of green (cool and rich)" and "green everywhere!" "I seem to hear the jingle of running water." "It's refreshing!"
3. Praise "Lingyinqing":
Let's listen to the music again and melt into this dazzling green. (Read the full text with music)
Lingyin green has filled our hearts. In the face of such a beautiful scenery, what words do you want to praise it?
Text is the language material perceived by the subject, and the perception of text language should be completed first by reading. Reading is the premise of understanding and feeling, and it is also the most basic and frequent training. A deep understanding is based on in-depth reading and positive thinking. The more you read and think about the text, the richer your natural feelings will be. In the personalized Chinese life, students have personalized experience, full of aesthetic pleasure, and interpret the text content from multiple angles. "Chinese teaching should be carried out in the process of equal dialogue between teachers and students." (Chinese curriculum standard) Only dialogue is the real guidance; Only dialogue can enter the mind; Only through dialogue can we accept each other; Only through dialogue can we create each other. In this class, I let students get close to the text and collide with it; Get close to the author and communicate with him, so that students can have a "zero distance" spiritual dialogue with the text and the author. Listen to your heart, reach empathy and form a unique reading experience. Let students' "personality" flow freely in Chinese class.
Fourth, look for "green around":
Teacher: Students, green is everywhere. For our eyes, it is not the lack of green, but the lack of discovery. Let's look at some pictures. Are you familiar with these green plants?
Courseware presentation: photo exhibition of "Green in My Hometown") Try to talk about where this is "green" while showing it? )
Teacher: After class, please look for a piece of green that moves you, from a leaf to a forest. Use your pen to collect, let us always enjoy the beauty of green. Courseware shows: find a green that moves you and collect it with a pen.
"Chinese Curriculum Standard" points out that Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice. In the final analysis, Chinese practice is to guide students to vividly perceive language, accumulate language and use language, organically combine article perception with life perception, and create new ideas, new problems and new values.
In class, students are allowed to "have different opinions, and wise people have different opinions". Strive to achieve "the collision of thoughts, the blending of emotions, and the acceptance of the soul." Only by letting students "understand" their own spirit and "practice" their own methods can students' personality and wisdom be fully displayed, and the classroom can truly become a world where teachers and students can fly and a stage where teachers and students can jointly create.
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