As a faculty member, you usually need to prepare an instructional design, with the help of which you can better organize teaching activities. How should instructional design be written? The following is the teaching design of the Chinese language "Mountain Climbing" that I collected and compiled. Welcome to read and collect. Chinese Language "Mountain Climbing" Teaching Design 1
Teaching Objectives
1. Knowledge and skills:
①Learn the new words in this lesson and understand the meaning of the new words in context.
②Learn how to revise compositions from Mr. Ye Shengtao's revision of "A Portrait".
③Read the text emotionally.
④Learn to understand the meaning of profound sentences based on the above.
⑤ Understand the ideas of describing the story in the article, and learn simple methods of narration, description and discussion.
2. Emotions, attitudes, values:
① Be inspired by the incident of Mr. Ye Shengtao revising an article, and cultivate the habit of meticulously revising yourself.
②Feel and understand Mr. Ye Shengtao’s approachable, sincere and generous personality.
Teaching process
First lesson
1. Reconnect with old lessons, inspire conversations, and introduce new lessons.
①Recall the text "Ivy's Feet". Introduce the author and main content of the text.
② Write the topic on the blackboard, read together, and introduce the author.
③Explain the relationship between this article and Mr. Ye Shengtao and the writing background.
2. Students read the text themselves in the way they like.
① Discuss your gains after reading.
② Guide students to summarize the main content of the article. (Write on the blackboard: Modify the article, invite me to be a guest, and give me an impression)
③Clear the ideas for writing the text and guide the division of paragraphs.
3. Read the text silently. Requirements:
① Underline the Chinese character Xinxin.
② Mark next to the areas you don’t understand.
4． Learn new words.
①Multimedia courseware provides new words and spells freely.
②Students explain how to memorize new words.
③Contact the context and understand the meaning of the words.
④The teacher summarizes several common methods for understanding words.
⑤Read new words aloud as a group.
⑥Study group communication: What do you not understand after reading the text?
6. Each study group reports, and the teacher summarizes the most important issues.
7. Read the text aloud.
Second Lesson
1. Briefly review the teaching content of the first lesson.
2. Guide students to read and study the texts independently.
① Features of writing introduction articles: mainly narrative, mixed with narrative and discussion.
②Read the text softly, underline the sentences that the writer discusses and feels, and mark them.
③The report summarizes five places where the writer feels.
④The group studies the sentences about the author’s feelings in the text, and understands under what circumstances the author felt? How do you understand its meaning?
3. Students report on the reasons for their feelings, their meanings, and their actual life and study experiences.
4． While students report, multimedia courseware is provided, and reading and speaking training is carried out through various forms of reading and dialogue.
5. Read aloud the sentence describing the ivy in the text, appreciate its function, and understand the meaning of the text title.
6. Character evaluation:
①Who is the character who impressed you the most in this article?
② Speaking practice: Mr. Ye Shengtao is a _______________ person. (Combined with the text, tell the reasons for the words filled in)
7. Language activities:
Classmate Xiao Fuxing’s essay won the prize in the Beijing Children’s Essay Contest. Later, the article was published by Beijing Children’s Publishing House. If you are a reporter from a juvenile radio station and you interview classmate Xiao Fuxing, What questions will you ask him? (Questions can be designed from aspects such as the process before and after the award and the reasons.)
①Students design questions independently, and then divide into study groups to communicate.
② Group mock interview activity.
③Let students go to the podium to conduct mock interviews.
8. Homework assignment:
① Imitate what Xiao Fuxing said in the text, "Without hard work and meticulousness, it is difficult to achieve success." This sentence is an inspirational sentence, signed: Future ** home.
②Write a letter to Mr. Ye Shengtao in the name of classmate Xiao Fuxing, thanking him for helping me revise my composition and inviting myself to his home.
③Read the text emotionally.
Chinese language "Mountain Climbing" teaching design 2
1. Teaching objectives
Knowledge and skills:
1. Recognize 7 new characters and be able to write 13 new characters. Able to read and write words such as "recommend, eyeball, delete, standard, hot, harmonious, dusk, living room", etc., and be able to understand the meaning of new words in context.
2. Able to read texts correctly, fluently and emotionally.
3. Learn how to revise compositions from Mr. Ye Shengtao's revision of "A Portrait".
Process and method:
1. By reading the text correctly, fluently and emotionally, creating situations and using various resources, we help students understand the profound sentences in the text.
2. By understanding the idea of ????narrating a story in an article, learn simple methods of narration and description.
Emotional attitudes and values:
1. Inspired by the incident of Mr. Ye Shengtao revising his article, he cultivated the habit of revising his essays meticulously and conscientiously.
2. Feel and understand Mr. Ye Shengtao's approachable, sincere and generous personality.
2. Important and difficult points in teaching
Teaching focus:
1. Learn how to revise compositions from Mr. Ye Shengtao's revision of "A Portrait".
2. By understanding the idea of ????narrating a story in an article, learn simple methods of narration and description.
Teaching difficulties:
Create situations and use various resources to help students understand the profound sentences in the text.
3. Teaching Strategies
This article is a memory article written by the writer Xiao Fuxing in 1992 in memory of Mr. Ye Shengtao. The article describes two incidents in which Mr. Ye revised the composition for "me" and invited me to be a guest. The text is long and the writing is peaceful, but in its peacefulness it shocks the reader's soul. The following strategies can be adopted when teaching:
1. Use the teaching concept of long texts and short lectures, firmly grasp the key sentences to understand the text, and break through learning difficulties. This text is relatively long. Although it focuses on narrative, there are many sentences with profound meanings. These sentences are precisely the literary skills that lead students into the world of "Mr. Ye" as a writer and a person. Use information introduction and various forms of reading to understand these sentences and deepen your understanding of the text.
2. Reflecting the organic unity of "humanity" and "instrumentality", teaching should not only guide students to understand the thoughts and feelings expressed in the text, but also guide students to learn the author's expression method, so that students can be both "satisfied" and "speakable" , supplementing extracurricular materials, learning Mr. Ye's method of revising exercises, etc. can effectively highlight the key points of teaching and break through teaching difficulties.
4. Teaching process
(1) Overall grasp and initial perception
1. Read the topic together.
2. What two stories did the author Xiao Fuxing write in this text? (Revise the composition and invite guests)
3. How do these two stories make you feel? Please read the text again and think about it.
4． Student exchange.
5. What makes you feel these ways? Let us follow the author back to 1963 and recreate the scene of that year.
The design intention is to allow students to have an overall grasp of the text by recalling the main events narrated in the text, and to better shorten the distance between students and the text. By sharing initial feelings after reading the article, we can understand students' original cognition and prepare for further learning.
(2) Understand the literary works and learn how to practice writing
1. How did Mr. Ye revise the composition for "me"? Please read paragraphs 1 to 5 of the text and draw the sentences that touch you the most.
2. Students read and circle sentences.
3. Student communication, random guidance based on student communication: It is preset that students speak the third natural paragraph.
What comes into view are the red modification symbols and the small words added after the modification. They are densely packed. There are red circles, hooks, straight lines, and curves everywhere on the several pages.
(1) If you were Xiao Fuxing, how would you feel? (Ye Lao corrected seriously) Which words moved you the most?
(2) Read this sentence again with feelings.
(3) Show illustrations: the original composition revised by Mr. Ye for Xiao Fuxing.
In this essay of more than 1,400 words, Mr. Ye revised more than 140 places for Xiao Fuxing. In these modifications, Mr. Ye paid attention to every punctuation point and every word. Modifications like this were densely packed on several pages of manuscript paper! What do you think after seeing this? (Mr. Ye treats his articles seriously, meticulously and meticulously)
(4) With this kind of reverence, who will read this sentence to us again.
(5) Do you know that at that time, Mr. Ye served as the Deputy Minister of Education, the President and Editor-in-Chief of the People’s Education Press, how busy his work must have been! But under such circumstances, he revised the composition for a 15-year-old junior high school student like "me" so seriously and meticulously. What did you feel at this time?
(6) Read the sentence again with your thoughts.
Design Intention In this link, through the introduction of extracurricular materials and illustrations of pictures and numbers, students can truly feel that Mr. Ye is serious, meticulous and meticulous in his work.
4． It is assumed that students will talk about the 4th natural content.
(1) Everyone, read the fourth natural paragraph silently and think about what methods you have learned from Mr. Ye’s correction on how to modify your composition?
(2) Student exchange.
Use words accurately; break long sentences into short sentences; delete redundant words to make the sentences clean and standardized; use words accurately...
(3) Show the illustrations again and find Mr. Ye's method of revising his composition.
(4) Teacher summary: At this moment, we think of the scene when Mr. Ye revised the composition for "me" in his busy schedule. How do you feel?
(5) These various feelings are turned into one sentence, who will read it?
Show courseware:
Although I have not seen Mr. Ye in person, I feel his seriousness, peace and warmth from his corrections, like the spring breeze blowing on my face.
(6) What does it feel like when the spring breeze blows on your face? (warm, comfortable) Read it again with your feelings.
Design intention: This link once again uses extracurricular materials for learning, so as to increase the utilization rate of extracurricular materials; at the same time, when learning Mr. Ye’s method of modifying the exercises, students not only gained the method, but also made them understand Ye’s work. The old meticulous work attitude aroused admiration.
5. It is assumed that when students talk about the fifth natural content, they will show Mr. Ye’s comments to “I”.
(1) What do you feel from this comment? (The writer’s affirmation of a middle school student helped “me” build confidence in writing)
(2) Read this passage again with your feelings.
6. Just now, we carefully read and understood the composition revised by Mr. Ye together with 15-year-old Xiao Fuxing. In the process, the author narrated the composition in the order of "why he revised it, how to revise it, and my feelings", and described Mr. Ye's composition The serious and meticulous attitude in doing things is clearly presented before our eyes. We really learned a lot.
The design intention is to allow students to clarify the order of the author's narrative and learn the expression of the text by summarizing the first five paragraphs of study.
(3) Understand the character and learn how to be a human being
1. Xiao Fuxing was lucky. His composition was revised by Mr. Ye. That summer, he was lucky enough to enter Mr. Ye's home, where he was deeply moved again. Please read paragraphs 6 to 10 of the text and draw sentences that move you.
2. Students read and circle sentences.
3. Reading and communication.
Default: Students talk about paragraph 9.
Provide courseware:
The seriousness contained in his kindness and the expectation contained in his simplicity melted my little heart, so that I didn't know the arrival of dusk.
(1) What do you feel from this passage? (Friendly, serious, simple)
(2) This article was deleted when selecting the textbook. There are still some descriptions like this in the original text. Read it yourself.
Show the courseware: (supplementary information)
It’s interesting to think that that afternoon, Mr. Ye didn’t talk about my award-winning essay, nor about writing. He did not teach me any secrets, elements, or guidelines for literary creation. On the contrary, he asked me several times how my academic performance was in various subjects. I said that I had won merit medals for several consecutive years, and my academic performance in liberal arts and sciences was pretty good. He said: "This is good! People who love literature should not only read books on liberal arts, but must read more books on various subjects." He also asked me to memorize Chinese historical dynasties. I did not memorize them all, and even recited some dynasties in reverse order. . He also said: "We Chinese must understand our own history, and it will be even worse if those who engage in literature do not understand our history." I know this is a criticism of me, and it is also an expectation for me...
(3) What did you gain after reading? (Approachable) This sentence describes the author's true feelings when meeting Mr. Ye. Let’s read it again together.
(4) Please continue reading the text. What did the author see? (A wall of creepers) Read this sentence.
Present the courseware:
The afterglow of the setting sun dyes the window lattice red, and the ivy on the wall in the courtyard is as green as a thick lake, reflected on the glass window of the living room , swaying constantly, making the tiger look alive.
(5) In the text, the author also wrote about a creeper. Please read these two paragraphs and think about how the creeper made you feel.
Show the courseware:
As soon as I entered the inner courtyard, a green wall of ivy came into view. The heat of summer seems to have subsided a lot all of a sudden, and the sunlight has turned green, jumping on it like a gentle elf, flashing blurry light spots.
…………
The afterglow of the setting sun dyes the window lattice red, and the ivy on the wall in the courtyard is as green as a thick lake, reflected in the glass window of the living room On the top, it kept swaying, making the tiger look alive.
(6) Students read and communicate. Guide students to read with their own feelings. (The ivy is beautiful and full of vitality)
(7) These are indeed beautiful pictures, and the author has painted us a beautiful artistic conception. But is this beautiful artistic conception only composed of the beauty of natural scenery and the green beauty of ivy? (No) This beautiful realm is the perfect fusion of beautiful scenery and beautiful character! You see, the author describes the scenery here to set off the character's character!
Design Intention: The ivy is the main line of the article. The ivy is described several times in the text. It has profound connotations, rich images and artistic conception, and guides students to read and think with their own understanding and feelings. After emotional accumulation and forming your own experience of reading the text, you can naturally understand the profound meaning of the sentences describing the ivy, slowly enter the world of "Mr. Ye" as a writer and a person, and deepen your understanding of Mr. Ye's character and develop respect for him. . Finally, through the connection between describing scenes and describing people, students can learn this practice method of expressing emotions through scenes.
4． The story of Mr. Ye and "I" has been told, and the author's feelings have deepened. Let's read the last paragraph together.
(1) Why does the author say "The summer when I was 15 years old was of great significance"? (Mr. Ye changed Xiao Fuxing's destiny and led him onto a glorious road of life)
(2) Let's take a look at Xiao Fuxing's literary path after that summer. I believe Everyone will have a better understanding of "extraordinary meaning". Present courseware: author information.
(3) It was precisely because of Mr. Ye’s help that Xiao Fuxing embarked on the road of literary creation and became a famous contemporary Chinese writer. Therefore, he said with emotion─
Providing the courseware:
I am very lucky that it was the first time I met a writer, and he turned out to be such an exemplary person and work. Great writer.
(4) This great writer, whose character and works are exemplary, not only cares about Xiao’s revival, he also cares passionately for many young literary people. Through letters, eloquent talks, and the publications he founded, he influenced, discovered, and cultivated a number of giants in modern Chinese literature such as Mao Dun, Ding Ling, and Ba Jin. Therefore, he is known as a "literary talent" and "a writer who moved China". Xiao Fuxing, who was only 15 years old at the time, recalled these two incidents 30 years later and still felt - let's read this sentence again.
(5) Therefore, Xiao Fuxing always feels this way every time he recalls the past.
Show the courseware:
In front of my eyes, the ivy is always so green.
The green ivy is always so green, green in his life. That feeling was condensed into a deep feeling of gratitude and a memory that can never be erased.
The design intention is to guide students to understand the meaning of "extraordinary" and "green". During the introduction, students can understand that the author's luck comes from the influence of Ye Lao. The ivy is always youthful and energetic. Just like Mr. Ye Weiwen's character as a person, he will always accompany and encourage us.
(4) Assign homework, expand and extend
1. Read the text emotionally, recite your favorite passages, and excerpt good words and sentences.
2. Practice revising your own work using the revision methods learned in this lesson.
The design intention is to accumulate language and learn how to write. Chinese Language "Mountain Climbing" Teaching Design 3
1. Teaching objectives
Knowledge and abilities:
1. Recognize 5 new characters and be able to write 11 new characters. Correctly read and write words such as "attractive, even, overlap, gap, petiole, tentacle, trace, gradually, never think".
2. Read the text correctly, fluently and emotionally, and recite the full text.
3. Understand the characteristics of ivy and clarify the narrative sequence of the text.
Process and method:
Read and appreciate the key sentences in the text, and learn the author’s writing style.
Emotional attitudes and values:
Learn the author’s method of careful observation and cultivate the awareness of paying attention to the things around you.
2. Important and difficult points in teaching
Teaching focus:
Understand the characteristics of the ivy and clarify the narrative sequence of the text.
Teaching difficulties:
Learn the author’s careful observation method and cultivate the awareness of paying attention to the things around you.
3. Teaching Strategies
The article "The Feet of the Creeper" follows the observation order from the whole to the parts and then to the details, introducing the characteristics of the creeper, focusing on its "feet" ". It describes in detail the place where the ivy grows, the leaves of the ivy, the shape and characteristics of the ivy's feet, and how it climbs up step by step. After reading, we also have a desire to explore and arouse our strong interest in observing the things around us. Teaching not only requires students to understand the text, but also guides students to learn the author's observation methods, grasp the characteristics of things, and learn to write articles with specific content.
4. Teaching process
(1) Enter the text and guide questions
1. Today, we will study an article written by Grandpa Ye Shengtao and read the topic together.
Teacher: After reading this topic, what do you want to know?
Default: Why do plants have legs? What do a creeper's feet look like?
2. Let us enter the text with these questions. Invite students to watch the big screen. What did you see? Can you put these characteristics together in a sentence or two?
3. What do the leaves of the ivy described by Grandpa Ye Shengtao look like? Read the second natural paragraph freely.
(2) Go into the text and explore in depth
1. Read the text carefully to understand the characteristics of ivy leaves.
(1) What impression did the leaves of the ivy leave on you?
Default: Beautiful.
Reading: A gust of wind blew by, and the leaves on the wall rippled, which was very beautiful.
The teacher asked: Can you read the feeling of the wind gently blowing through the leaves, and the leaves are gently rippling like waves? This is a dynamic beauty. Which other sentence describes the static beauty of leaves?
Default:
Those leaves are so fresh and green, and they look very comfortable. The leaf tips are facing downwards, and they are spread evenly on the wall without overlapping. Leave no gaps.
The teacher asked: Why do you think such leaves give people a beautiful enjoyment? Then who can understand the beauty of green, dense and well-proportioned leaves?
(2) While observing the leaves, Grandpa Ye Shengtao also observed changes in the color of the leaves. How did the color of the leaves change?
Default:
The newly grown leaves are tender red, and after a few days they are tender green, and the grown leaves are very fresh green.
Teacher guidance: The color changes of the leaves are also very beautiful. Who can read this beauty for everyone?
(3) Teacher summary: What fresh leaves, what dense leaves, what beautiful leaves. The author presents us a beautiful picture by describing the appearance and color of the ivy leaves. If you don't pay attention, can you see clearly the feet under the leaves? These all show that the author is observing carefully.
The design intention is to guide students to pay attention to the text and feel the beauty of the scenery through the description of the shape and color of the ivy leaves. At the same time, let students feel that behind all these beautiful descriptions, careful observation is required as the basis.
2. Read the text carefully and explore the characteristics of the ivy's feet.
(1) Teacher guidance: What else has the author seen carefully? Read 3 to 5 paragraphs by yourself, and draw horizontal lines on the book with what the author carefully observed.
Default:
The ivy’s legs are on the stem.
Teacher guide: This is the position to write about the length of the ivy’s legs.
Default:
A creeper's feet resemble a snail's antennae.
Teacher guide: This is what footwriting looks like. It looks like a snail's tentacles. What rhetorical device is used here? (Metaphor - compare feet to antennae.)
Default:
The color is similar to the young leaves that have just grown out, and they are also bright red.
Teacher guide: This is the color of the ivy’s feet. Okay, let’s sum up what the author noticed. Do you know the feet of the ivy? Draw on paper what you recognize as a creeper's feet.
Teacher guide: Which student will give you a complete and vivid introduction to the feet of the ivy?
The design intention is that through the study of this part of the content, students will feel that the observed content must be introduced in a certain order, and can be introduced from different aspects, and they can also use some expression methods and appropriate language to write it out , it will be more vivid.
(2) Teaching transition: Since the ivy uses its feet to climb up, has the author paid attention to how its feet climb? Please use a pen to circle the words that express actions in the text.
Default:
Seize action words: touch, change, pull, stick, crawl. A series of words clearly describe the process of the ivy climbing the wall.
Teacher guide: Communicate with your classmates and talk about how the ivy climbs up. Who's going to give you a demonstration? (Students demonstrate on the blackboard.
)
Teacher’s introduction: This is how a creeper grows a stem, then a leaf, then a foot, and then crawls──A student continued reading the text.
Transitional language: This is how the ivy climbs up one step at a time. When a stem grows, a leaf grows, and then a foot grows to climb up, so its leaves are even and not overlapping. This also reflects the ivy's intelligence. The uniform and non-overlapping leaves are conducive to fully absorbing sunlight.
Teacher guide: Students, look at these verbs again. Can their order be interchanged? What is the relationship between them? (The positions cannot be changed, they are written in order.)
Teacher’s summary: These words are in order and cannot be interchanged. There is also a causal relationship between them. For example, it is precisely the filament made of The straightness turns into bending, shortening the distance between the stem and the wall, and generating a pulling force, which makes it stick tightly to the wall. Now the students know why the filament changes from straight to curved and sticks to the wall. It is because tension is generated. Grandpa Ye Shengtao used these verbs to accurately describe the process of climbing an ivy. This accurate expression method is also what we should learn.
(3) What is the relationship between the ivy's "feet" and the wall?
Comparative learning: Did not touch the wall... withered, no trace.
What touches the wall... turns gray and is quite solid.
Teacher guide: What did you experience from what you just learned?
Presupposition: Know (1) how the ivy’s feet climb up;
(2) the author observes carefully;
(3) it is not an observation , but long-term observation.
Teacher summary: Observation must not only be attentive, but also careful and patient, in order to achieve good results. In our daily lives, we should also pay attention to everything like the author did.
Design Intention The design of this part strives to guide students to read in depth from multiple angles. The first is to let students pay attention to the author's grasp of verbs to describe specific things; the second is to realize that the author can only write such vivid and specific articles after long-term careful observation.
(3) Summarize the study method and assign homework
Teacher guide: Students, do you think the ivy written by Grandpa Ye Shengtao is beautiful? The teacher would like to ask everyone to tell you why Grandpa Ye Shengtao can write this ordinary ivy so charmingly?
Default: Observe carefully. I caught the characteristics of the ivy and observed it carefully for a long time.
Teacher guide: Yes, as long as you develop the good habit of careful observation, you will make many new discoveries. The teacher would like to invite students to participate in happy trying activities. Are you willing?
Ask students to open the gate of memory and use one or a few sentences to describe the things in the picture. You can also talk about your favorite plants or things you are interested in in life. Can you?
Default: I like the branches of the willow tree. When the breeze blows, she sways with the wind, like a beautiful girl dancing.
Default: I like cactus. Although its appearance is full of spikes, it can bloom bright and beautiful flowers.
Default: I like mimosa, it is an interesting plant, very shy, as long as you touch it lightly with your hand, its leaves will merge left and right, and then spread out again after a while.
Default: I like Sister Moon’s face. Her face is changeable. Sometimes it is round, sometimes it is semicircular, and sometimes only a small half of her face is exposed.
(4) Assigning homework
1. After returning home, introduce how the ivy grows to your family or friends.
2. After going home, carefully observe the plants around you. I believe each student will have their own surprise discovery. Then you can write an observation diary and share it in next week's Chinese writing class.
3. Copy down your favorite sentences from the text.