The lecture draft of "Pony Crossing the River" in kindergarten middle class (5 selected articles)
As a people's teacher, it is essential to write a lecture draft, which helps to improve teachers' language expression ability. How to write a lecture draft can better play its role? The following is the lecture draft of "Pony Crossing the River" collected by me in kindergarten middle class (5 selected articles). Welcome to learn from and refer to it. I hope it will help you.
lesson draft 1 of "Little Horse Crossing the River" in kindergarten middle class
I. Teaching materials
"Little Horse Crossing the River" is a text in the third textbook and a fairy tale. It is described that a little help mother carried wheat to the mill, and she had to cross a river on the way. The old cow said that the water was shallow and could pass, and the squirrel said that the water was deep, and his partner had just drowned. The pony had no idea, so he had to run back and ask his mother, who asked him to try it himself. The pony returned to the river and crossed the river by himself. It turns out that the river is neither as shallow as the old cow said, nor as deep as the squirrel said. Explain that you should use your own brains to find ways to overcome difficulties and find answers. The article is long, involves many things and has profound philosophy. We can use the beauty of the text itself to arouse students' interest in learning, create situations, and carry out language training in a down-to-earth manner in lively teaching.
Teaching objectives:
1. Read the text correctly, fluently and emotionally, and read the performance text in different roles.
2. Through the fairy tale of "Little Horse Crossing the River", students can understand that they should not just listen to others, but use their brains and try it in person, and practice comes first.
3. Read the text and know the 14 new words in this lesson.
Emphasis and difficulty in teaching:
1. Understand what the old horse said to the pony in the text.
2. Guide students to read the text correctly, fluently and emotionally.
second, speaking teaching methods and learning methods
in this class, I pay attention to students' learning methods, so as to guide students to carry out independent, cooperative and inquiry learning. First, let students read independently, and then communicate and share their feelings with teachers and classmates.
Under the guidance of this design concept, I adopt the following teaching methods:
(1) Multimedia intuitive method. With the main part of the text, I made different pieces of multimedia courseware, and created a variety of situations through modern teaching methods, which fully aroused students' thinking in images, so that students were completely immersed in the scenes described in the text, full of interest in a relaxed and pleasant atmosphere, and actively studied, so that they could better, faster, more accurately and deeply grasp the key points and difficulties in teaching, thus deeply understanding the content of the text. Students' senses of "eyes, ears, mouth, hands and brain" can be used, and under the infection of "words, actions and feelings", they can gain true knowledge and achieve twice the result with half the effort.
(2) Autonomy, cooperation and inquiry. Chinese curriculum standard puts forward: "Students are the main body of Chinese learning and development". According to the training requirements of this group of texts, I take students as the main body and adopt the teaching method of "autonomy, cooperation and inquiry" to guide students to find, ask, explore and solve problems.
(3) reading to promote enlightenment. Read aloud and let the students have their own questions and solve them. Comprehend the connotation of the text in different forms of reading aloud.
Students mainly adopt the following learning methods: self-questioning method, cooperative solution method and self-reading since the enlightenment method.
third, talk about the teaching process.
1, the story is introduced to stimulate interest.
Clever opening can attract students' interest. The text of this lesson is long. I use paragraphs 1, 2 and 3 to introduce the text. Reveal that the text to be studied today is "Pony Crossing the River".
2. Check the pre-job.
3. Read the text carefully and read out the feelings
Through reading the text for the first time, students have understood why Pony crossed the river and came to the river several times. Then I teach in sections according to the order of the text. First of all, learn the natural paragraphs of article 4-6. There are many dialogues in the natural paragraphs 4-6. I pay attention to guiding students to read the words of different "characters" in different tones. The main "characters" in this story are pony, old horse, old cow uncle and squirrel. The tone of these "characters" and the emotional color of the language are different. The old horse is a "mother" and should speak in a kind tone. Uncle Niu is the older generation. When reading aloud, he should have a thick voice and a steady tone. When the little squirrel jumps from the tree, he should speak in an urgent tone. Pony is naive and polite, and should be expressed in an appropriate tone when reading. At the same time, use courseware to show, read aloud while showing, and guide students into the situation. This kind of reading training can make students feel the beauty contained in the story in a pleasant atmosphere. Then learn the seventh natural paragraph. The seventh natural paragraph is mainly the dialogue between the pony and the old horse. Pay attention to the different feelings of different roles. Finally, learn the eighth paragraph and understand the pony's feelings by reading the eighth paragraph together.
4. What will you do if you encounter difficulties in your future life?
Let students not only understand the dialectical viewpoint of concrete analysis of specific problems, but also receive the training of thinking methods such as analysis, comparison and synthesis, and connect with students' reality, tap the internal ideological factors of the textbook, and carry out ideological and moral education in a targeted manner.
5. Extend the text.
The pony finally sent the wheat to the mill. Students, think about it. What will the pony say to the old cow, squirrel and mother when she comes back from crossing the river? The lesson draft of "Pony Crossing the River" in kindergarten middle class 2
1. Speaking materials
Today, I said that the content of the lesson is the 12th lesson "Pony Crossing the River", the first volume of the second grade of Chinese in science and education edition. This is a well-known story. The text tells such a story: On the way to help his mother carry wheat to the mill, Pony met a small river, and I don't know whether the river is deep or shallow. Finally, cross the river safely under the instructions and guidance of my mother. Taking "crossing the river" as a clue, this paper adopts concise and vivid language to make students understand that they should not only listen to others, but also use their brains and practice in person.
second, teaching objectives
according to the requirements of the new curriculum standards for Chinese teaching in the lower grades of primary schools, as well as the characteristics of teaching materials, and in combination with the actual situation of students, I have determined the teaching objectives of this course as follows:
1. Knowledge objectives: to recognize new words, understand related words, accumulate new words, and use them in specific language environments to make them practical.
2. Skill goal: By studying the text, cultivate students to read the text correctly, fluently and emotionally, and train students' ability to use the language.
3. Emotion, attitude and values: guide students to know that they should not only think, but also dare to try and find answers in practice.
3. Emphasis and difficulties in teaching
According to the above teaching objectives, I have decided the key points of this lesson
1. Learn to create new words; Can understand the text, and can read the text accurately, fluently and emotionally;
2. Why do Uncle Niu and Little Squirrel have different views on the same river?
3. How to understand what the old horse said to the little horse in the text, and let the students understand the truth
4. Say teaching strategies
1. Scene introduction method
2. Read aloud and feel
3. Question introduction method
4. Situational teaching method: Affection and fun are the beginning of the teaching class, with the help of colorful pictures and colors for the young students.
5. Evaluation and encouragement method
6. Essay-based literacy method
5. Teaching process
1. Introduction
(1) This is to introduce topics by using scenario introduction method and questioning method, fully arousing students' interest and enabling them to get into the topic quickly.
(2) After leading out the topic, show the questions with courseware, and let the students read the text freely with the questions (Why did the pony cross the river? What happened on the way across the river? )
2. Analyze the text
Through the initial reading, students have a general understanding of the text, and on this basis, explain the paragraphs of the text and solve the important and difficult points in the text. At the same time, use courseware to show the corresponding questions of each module, and use questions to lead out the content of the text, so that students can understand the content of the text and grasp the main content of the text.
3. Review the new words and read the text with emotion
First check and review the new words. Let students read aloud in the form of word relay, and let students bring new words into the text and read the text, which further deepens students' understanding and memory of new words.
Secondly, create situations to guide reading. The main characters in this story are: old horse, pony, squirrel, old cow uncle. The old horse is the mother, and the tone should be kind and cordial; Uncle Niu is an elder, with a thick voice and a steady tone; When the little squirrel jumps down from the tree, his tone should be urgent; Pony, on the other hand, is naive and polite, and her voice is slow and gentle. In some places, she must show shyness and embarrassment, for example, when she is "embarrassed". Show the dialogue of animals with courseware, read aloud while showing the dialogue of animals, and guide the students into the situation. At the same time, the teacher should model reading, and let the students read aloud in different roles, and put on the prepared animal headdress, so that the students can feel the beauty contained in the story in a pleasant atmosphere. Lesson draft 3 of "Pony Crossing the River" in kindergarten middle class
1. Talking about teaching materials
Today, I said that the content of the lesson is Lesson 14 "Pony Crossing the River", an experimental textbook published by People's Education Press, which is a well-known fairy tale. It tells the story that pony met a small river on the way to help his mother carry wheat to the mill. I don't know whether it was deep or shallow, and finally crossed the river safely under the guidance of his mother. Taking "crossing the river" as a clue, this paper uses concise and vivid language to make students understand that they should not just listen to others, but think about it and try it themselves.
Second, talk about learning situation
The reading ability of the second-year students is not very mature, and their attention can't always be focused on the classroom, so I use pictures and texts to attract students, so that students fall in love with learning and Chinese.
3. Speaking of teaching objectives
Following the concept that the curriculum standard focuses on cultivating and improving students' humanistic quality, and according to the characteristics that second-year students love reading fairy tales and can initially understand them, I have determined that the teaching objectives of this lesson are:
1. Knowledge and skills: knowing new words such as Tuo and Mo, and understanding related words.
2. process and method: be able to read the text correctly, fluently and emotionally, and read the text in different roles.
3. Emotion, attitude and values: Guide students to know that they should not only use their brains to do things, but also have the courage to try, and initially understand the truth of "practice first".
IV. Talking about teaching emphases and difficulties
According to the above teaching objectives, I have determined that the focus of this lesson is to learn new words and understand the text, so how to understand what the old horse said to the pony in the text and understand the truth contained in it has become the difficulty of this lesson.
5. Speaking and learning methods
In order to highlight key points, skillfully break through difficulties and successfully achieve the above three-dimensional goals, I adopted the method of "reading to promote enlightenment" in teaching methods, so that students can generate and solve their own questions through reading aloud, and realize the connotation of the text in different forms of reading aloud. In order to better change students' learning style, I abandoned the traditional teaching "teaching-oriented" and adopted a new type of learning "students' independent inquiry and cooperative learning", supplemented by "teachers' timely guidance". The purpose is that in a pleasant atmosphere, students can easily master what they have learned and thus enjoy Chinese learning more.
VI. Talking about the teaching process
I divide the teaching process of this lesson into five parts:
The first part: stimulating interest and questioning
At the beginning of class, I first show a riddle and guide the children to type an animal name, so that the children can feel the joy of learning in the relaxed guessing activities and experience that the teacher is more like a * *. Close the distance between the child and the pony through the greeting just now, as if this story happened around us, that is, revealing the topic "Pony Crossing the River". Enlighten and question, do you have any questions to ask Pony after seeing this topic? Through the foreshadowing, the children feel that the pony is among us, and through the question "One stone stirs up a thousand waves", the children's interest is stimulated and the problem box is opened. At this time, the children's thoughts are naturally introduced into the active learning atmosphere.
the second link: reading the text for the first time, exploring literacy
For the second-grade pupils, they have learned dozens of short and interesting texts, so they have accumulated some experience and methods in literacy. Here I put forward self-study requirements for students:
In the feedback, I use three steps to recognize-take-find, and "recognize" and take out new word cards to learn with you. What good way do you remember these new words? A student's method becomes something everyone has, and knowledge is shared. "Find" the teacher to prepare crossword puzzles, such as a person with white hair turned out to be an old uncle (uncle), and so on, so that students can taste the joy of exploration and experience the joy of success in the game.
the third link: reading instead of speaking, analyzing sentences
in this link, reading is the main part, and I will guide students to read the text repeatedly in different forms, such as naming reading, silent reading and following reading.
"A book is read a hundred times, and its meaning is self-evident". Only in this way can students feel and understand in reading, and the purpose of simply teaching Chinese can be achieved. During this period, with the advancement of teaching, pictures and texts coexist, allowing students to enter the situation, perceive the situation, and then play different roles in the story and read the proper tone.
the fourth link: study the text to solve doubts.
The key of the fairy tale "Pony Crossing the River" lies in facing the same river. The old cow said it was shallow, but the squirrel said the river was deep and could drown people. The diametrically opposite views made the pony cross the river in a dilemma. So is the river deep or shallow? Why? Understanding this reason is an objective factor for students to feel this article correctly. Therefore, let the students determine the answer through discussion, and the teacher will act as the guide of the students, making the profound truth simple and vivid, so that the students can feel that the cow said it was shallow, the squirrel said it was deep, and the pony tried it himself, only to find that it was not as shallow as uncle Niu said, nor as deep as the squirrel said it, thus enabling the students to deeply understand the truth revealed in the text. The theoretical fulcrum is: from the text, to the text, to jump out.
the fifth link: summing up the full text, expanding and extending
This link is divided into two steps: first, students can read the text freely, with the aim of making students become familiar with it, which is an effective test of students' learning situation; second, combining speaking and writing, this paper puts forward such a question: What will Pony say to the old cow, squirrel and mother after coming back from the river? This problem not only cultivates students' imagination, but also improves students' speaking ability and writing ability. The organic combination of "reading, speaking and writing" is a favorable guarantee for students' Chinese ability.
that's what I am today.