Peanut 1 Draft Lecture Examiners,
Hello everyone! I am xxx.
Next, I will share with you my teaching ideas about the text Peanut.
First of all, talk about textbooks.
"Peanut" is the third text of Unit 4 in the first volume of the fifth grade of People's Education Press. The theme of this unit is enlightenment from life. The texts of this unit all contain profound philosophy on how to be a man, with strong plot, concise language and profound meaning.
Peanut is one of the two intensive reading texts. This text mainly tells the story of a family celebrating the peanut harvest festival. By talking about the benefits of peanuts, it reveals the silent dedication of peanuts, indicating that people should be useful, not just decent and not beneficial to others.
Second, talk about learning.
Students are the masters of Chinese learning, and their existing knowledge structure and cognitive level are the basis and starting point of teachers' teaching. The students I face are like this. Grade five students are active in thinking, eager for knowledge and willing to express and communicate. They are no longer primary school students in lower grades, their thoughts are becoming more and more unique, they have experienced and realized life, and their thoughts are gradually maturing. It is a critical period to guide them to reason, distinguish right from wrong, cultivate humanistic quality and improve their Chinese ability.
In learning, they also have certain learning ability and mastered certain Chinese learning methods, but as far as this text is concerned, teachers need to be more convincing, pay attention to students' personality experience, build a bridge between students' learning and life with the text, and let students learn to understand the philosophy contained in life while reading the text.
Third, talk about teaching objectives.
Therefore, according to the teaching materials and learning situation, starting from the basic concept of "improving students' Chinese literacy in an all-round way" in the curriculum standard, I have designed the following three-dimensional teaching objectives:
1, knowledge and ability: appreciate the key words in the text and master the art of refining words.
2. Process and method: By reading aloud, savoring the key words, grasping the images depicted in the words, and analyzing the emotional characteristics in the scene; Improve the ability of poetry appreciation.
3. Emotional attitude and values: understand the thoughts and feelings of this word and the lofty ambition of "taking the world as your own responsibility".
Based on the above analysis of teaching materials, learning situation and the establishment of teaching objectives, I realize the value of Peanut, the truth contained in the text is my teaching focus, and the detailed and clear articles and the writing characteristics of people are the teaching difficulties of this course.
Fourth, preach the law
In order to achieve teaching objectives, highlight key points and break through difficulties, I adopted reading, discussion and multimedia-assisted methods in teaching.
Then I will focus on my teaching process, which is also the core link of my lecture.
Fifth, talk about the teaching process.
(A) the creation of situations, the introduction of new courses
Yu Yi, a famous special-grade teacher, once said: "The first hammer in the class should knock on the students' hearts, arouse the sparks of their thinking, or attract the students as firmly as a magnet. "Based on this, my lead-in design is to show the riddle about peanuts, quickly attract students' attention, and ask: What is the function of peanuts? Arouse students' interest. Then play the video of peanut growth process to guide students to understand that the problem in the article is the reason of "falling peanuts" Then I made a question with the author's pen name, aiming to let students learn this text with questions.
(B) Reading training, initial perception
As the saying goes: "Read a book a hundred times, and you will know its meaning." Reading is an important method in Chinese teaching. Strengthening the cultivation of reading habits plays a vital role in understanding the author's feelings, tasting the language of the article and enhancing the language sense of the article. At the beginning of this class, I will guide students to perceive the text initially by guiding reading. First of all, I will demonstrate reading, and then guide students to read correctly, fluently and emotionally through independent reading, synchronous reading, named reading and competition reading.
Before students listen and read, I will set the following questions for students:
1. How much does this text say about peanuts? What is the difference?
2. Are the four things assigned the same pen and ink? Which paragraph are these four things in? Why does the author write like this? Listening and reading with questions not only improves students' listening and reading ability, but also paves the way for understanding the truth that the author wants to express.
(C) cooperative learning, key insights
In a sense, the process of teaching and learning is the process of facing, analyzing and solving problems. These problems may be unknown phenomena, cognitive contradictions, or dilemmas that need to be challenged. Good questions have a double meaning.
First, the process of problem solving is the process of students learning something, and it is a symbol of the realization of teaching objectives.
Second, the problem itself is a clue to teaching, a traction and an important force to promote teaching.
To this end, in this session, I will use the big screen to show students these step-by-step and interlocking questions, and students will discuss and explore in groups, striving to highlight key points and break through difficulties:
1. Students read the text in different roles and report by name: What do brothers and sisters think about the benefits of peanuts? (and show my sister, brother and "I" talking about peanuts on the big screen)
2. What does father think is the most precious thing about peanuts? Speaking of peanuts, why should we talk about peaches, pomegranates and apples?
These two questions can train students' ability to summarize information and pave the way for later life experience. )
Next, I will naturally transition and say: Students, after reading this text, did my father say peanuts? Which sentence clearly tells us? Tell me how you understand it.
Through the setting of this question, guide students to experience being a peanut-like person and understand the truth of being a man.
In order to solve the outstanding problems when the rebate was introduced, I will continue to ask my classmates: Did the teenager Xu Dishan understand what his father said? Which sentence can be reflected? At this time, did the students understand why Xu Dishan had such a pseudonym? Through the study of a class, students can understand why Xu Dishan got the pseudonym "groundnut".
After reading the whole article, I found the writing technique of using things to describe people, and completed the difficult part of this lesson.
(4) Summarize the homework and consolidate and improve it.
Class summary is the consolidation of the knowledge learned in this class. I will ask the students what they have gained in this class and find out how well they have mastered what they have learned in this class.
Homework after class is the intersection of teaching and learning, and it is a dialogue with classroom learning content. It is hoped that through the assignment of homework, students' understanding of this article will be strengthened and knowledge will be transmitted.
Based on this, I designed an open-ended homework: try to explain a truth with something around you. Achieve the goal of "although the class is over, the taste is still there and the interest is still strong".
Lecture Notes of Peanut 2 I. Talking about Teaching Materials
The intensive reading text Peanut is a narrative prose, which truly records the author's family activities and education when he was a child. This text focuses on the peanut harvest festival of this family. By talking about the benefits of peanuts, the main purpose of learning peanuts, which is not worthy of the name and silently dedicated, is revealed. It shows that people should be useful, not just decent and useless to others, and expresses the author's life ideals and values that are not for fame and fortune but for the benefit of society.
Second, talk about teaching objectives
According to the key points of this unit (grasp the main content of the text and understand what inspiration the author gets from life; Grasp the key words and understand their meanings and expressive effects. ) and the actual situation of students to establish the following teaching objectives:
1, master the seven new words in this lesson, copy the natural paragraph of 10 correctly, and make sentences with "actually".
2. Understand the profound sentences in the text, learn from Peanut's silent dedication without seeking a false name, and understand the truth that "people should be useful people, not people who only pay attention to decency but are not good to others"
3. Be able to read the text in different colors and recite the key sentences of the text. In my own words, I can write in detail and slightly, and have a preliminary understanding of the benefits of this writing.
4. Have a preliminary understanding of the writing method of borrowing things, learn the writing method of the author's understanding of life from Peanut, and try to choose one thing to write.
Third, talk about the importance and difficulty of teaching.
Key points: understand the profound sentences in the text and learn peanut's character of not seeking a false name and silently contributing.
Difficulties: Understand profound sentences and the truth that "people should be useful, not just decent, but not beneficial to others"
Determine the key points and difficulties according to the content of the text and the knowledge structure of the students.
Fourth, the teaching method of speaking.
"Chinese Curriculum Standards" points out: "Students are the masters of Chinese learning, and giving full play to students' subjectivity and autonomy is the core of Chinese learning and an important symbol to measure the effect of Chinese activities. "So, in teaching, I also focus on students, guide students to read fully, learn independently, find problems in cooperation, explore problems and solve problems.
Verb (abbreviation of verb) and learning methods
The way is to open the golden key to the treasure house of knowledge. In order to teach students "touch the gold" and teach people to fish, I focus on guiding students to read, discuss and communicate since since the enlightenment, and use the learning methods of reading, thinking, speaking, discussing and understanding.
Sixth, talk about teaching preparation.
If a class wants to achieve the expected effect, teachers and students must be fully prepared. So before class, I asked the students to preview the new words and consult the information about Xu Dishan. Teachers also elaborate multimedia courseware to help complete the teaching.
Seven, the arrangement of oral class
According to the capacity of this text, I arranged two classes to complete the teaching. I designed the teaching of the first class. The following mainly talks about the teaching process of the first class.
Eight, the teaching process theory
1) stimulate the introduction of interest and set doubts into the text.
Interest is the best teacher. At the beginning of the class, I played the song "Grass" with multimedia, and asked the students to talk about the image and character of grass in their hearts, and then think about what kind of plant, like grass, naturally introduced peanuts. After knowing the author, I asked: Why is Xu Dishan called Luo Huasheng? Setting questions stimulates students' desire to learn.
2) Clever understanding of words and clear context.
Although I am a fifth-grade student, I don't think I can relax my study of words, but I should be slow and steady. So I arrange for students to preview before class and look up new words in class, so that students can use their intelligence to remember and understand new words. Then combine after-class thinking exercises 1 and multimedia courseware to sort out the context of the article.
3) Prioritize and learn to question.
"Learning is expensive and there is doubt, and doubt leads to progress". After I ask the students to find out the key paragraphs of the article, I will read the key paragraphs carefully and ask questions that I don't understand.
4) Grasp the key points and dispel doubts.
This link design is a bright spot. We often say that the key to guiding students to ask questions and solve problems lies in how to solve them.
I show the key paragraphs of the text to the students to read, accompanied by pictures of peaches, pomegranates, apples and peanuts, so that students can understand the characteristics of peanuts from the comparison. (Don't show off your benefits) and read aloud through emotions, and experience your father's appreciation of peanuts, and give examples of people who like peanuts in real life. So as to break the questions raised by students one by one. Let students really learn to ask their own questions, solve problems through research and discussion, and taste the happiness of autonomous learning.
5) simulate the debate and refine the summary.
In order to avoid the ambiguity of "peaches, pomegranates and apples are useless" and the incorrect understanding of "being a human being like peanuts", I designed a small debate to make people who want to be peanuts stand up, and those who want to be apples and pomegranates sit down and divide into two camps to start a small debate. Through the debate, let the students understand that in modern society, we need people who are as obscure and selfless as peanuts, and people who are as beautiful as peaches and apples and dare to show themselves. Only in this way can we respect students' personality, publicize students' personality and help students establish a correct outlook on life.
The lecture notes of Peanut III I. Talking about the contents of teaching materials
"Peanut" is the third text in Unit 4 of the first volume of the fifth grade of the primary school Chinese People's Education Edition. The learning theme of this unit is "Enlightenment from Life", and each text contains the philosophy of how to be a man. The language is concise and clear, with profound implications. Peanut is one of the two intensive reading texts. According to the order of development, the text has written four parts: planting peanuts, harvesting peanuts, eating peanuts and discussing peanuts. This paper focuses on the situation of a family's peanut harvest festival. The arrangement is meticulous and ingenious, which can better highlight the author's writing intention.
By talking about the benefits of peanuts, this paper reveals the main purpose of learning peanuts, which is not worthy of the name and silently dedicated, and shows that people should be useful, not just decent and not beneficial to others.
When I first came into contact with this text, I was deeply attracted by the profound truth contained in the plain language of the text. Although there are no flowery words, exaggerated metaphors, abstruse quotations and ups and downs of emotions in the article, the simple, natural and cordial writing has left a deep and clear impression on people, making people realize the intriguing truth from ordinary things, just as my father said in the article.
Second, analyze the situation of students.
The students in our class are active in thinking, eager for knowledge and willing to express and communicate. The fifth-grade students are no longer primary school students. Their ideas are more unique, they have some experience and understanding of life, and their thoughts are mature. This is a crucial period to guide them to reason, distinguish right from wrong, cultivate humanistic quality and improve their Chinese ability.
In learning, they also have a certain learning ability and mastered some learning methods, but this requires teachers to further guide, persuade and pay attention to each student's personality experience. Use words to build a bridge to life for students, so that students can live in their studies and study, study and live in their lives.
Third, talk about teaching objectives.
According to the content and characteristics of this lesson, students' situation, closely around the training focus of this unit, determine the following teaching objectives, focusing on learning difficulties.
1, teaching objectives
(1) Grasp the meaning of new words and keywords in this lesson through preview.
(2) Grasp the profound sentences in the text, learn from Peanut's character of silent dedication without seeking a false name, and understand the truth that "people should be useful people, not people who only pay attention to decency but are not good to others".
(3) Experience the meticulous and appropriate writing of words, and get a preliminary understanding of figurative writing techniques. The above objectives are taught in two classes.
2. Teaching focus
Understand the value of peanuts from the outside to the inside, understand the profound meaning of father's praise of peanuts, and understand the truth of being a man.
3. Teaching difficulties
The article is detailed and clear, and uses things to describe people's characteristics.
Fourth, the teaching method of speaking.
Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Students are the main body of learning and development. In the teaching of this course, I will try my best to pay attention to the characteristics of students' physical and mental development and Chinese learning, pay attention to each student's individual differences and different learning needs, care for students' curiosity and thirst for knowledge, create a harmonious, harmonious and pleasant humanistic atmosphere, and let students learn independently, show their personality, express their personality, cultivate their personality and shape their personality.
Verb (abbreviation of verb) and learning methods
Take the learning method of "reading first, feeling in reading", combine reading, thinking and discussion, read keywords repeatedly, feel the key content and break through the difficulties. Let students accumulate language, feel language, experience emotions, express feelings and exchange feelings by reading.
Sixth, talk about the teaching process.
I want to teach this lesson in two classes. In the first class, I check the preview and master the words. Summarize the main contents of the text and learn the first part of the text. In the second class, I deeply realized the profound meaning of my father's sentence, and realized how meticulous and decent the article is and how to describe people with things.
Let me talk about my teaching design and design intentions in different classes:
first kind
The first lesson is divided into the following four parts:
First, preview before class;
Second, the preview results of classroom communication;
Third, read as a whole and summarize the general idea;
Fourth, the first paragraph of autonomous learning.
(A pre-class layout preview
The ancients said: "everything is established in advance, and learning is no exception." Mr. Ye Shengtao once said: "The most important stage of practicing reading is preview." Good preview is conducive to cultivating and improving self-study ability, attending classes efficiently and consolidating what you have learned. It is lifelong benefit for students to develop good preview habits, especially for fifth-grade students. Their learning ability has been strengthened, and they have the ability to preview before class alone, so that they can not only master what they have learned well, but also enable students to learn on the basis of understanding, so that the knowledge they have learned will be more solid.
Based on the above understanding, before learning this lesson, I arranged the following preview tasks:
1, I can learn words. Ask students to learn the new words and phrases in this lesson independently and present them in the form of a small questionnaire. )
I can read the text.
3. I will collect it. Find out everything you want to know about the author of this lesson, peanuts and so on through various channels.
4. I want to ask. If there is any problem in preview, record it in time.
The design of the four questions goes from shallow to deep, so that students can preview their tasks and requirements clearly, with a clear aim, and they are not blind and formal.
(B) preview results of classroom communication
After class, students show homework, exchange preview results in groups, show the content of self-preview, share the joy of preview with classmates, and then show it to the whole class.
The reform of evaluation method is one of the important contents of this curriculum reform. In this session, I ask students to evaluate their preview in groups. The fifth-grade students are becoming more and more mature, and no longer believe and brag about "you are great!" " "Great!" Teachers' comments can no longer satisfy them, and they are more eager to be affirmed and recognized by their peers psychologically. Therefore, in the process of peer evaluation, students' competitive consciousness and enthusiasm are stimulated.
(C) the overall reading, summarizing the general idea
On the basis of students' full reading, I read the text with students, thinking while reading: What did the text say to peanuts? After reading it, I read it silently again and exchanged views with my peers. Finally, it is clear that the full text has written peanuts, peanuts, peanuts and peanuts in the order of development. (Teacher writes on the blackboard)
(4) The first paragraph of autonomous learning
Read the first paragraph in your favorite way. Say which word to catch in the first paragraph and read it well.
Instruct students to grasp the word "actually" and read the happy mood of a family when they harvest peanuts. Grasp the key words in the text to understand the whole paragraph. I think the understanding of words is not isolated, but related to the whole sentence, paragraph and article. Therefore, during the teaching period, we mainly follow the following steps:
Read the whole paragraph and catch the key words.
② Understand the meaning of "ran" by contacting the context and replacing synonyms.
(3) Then put "actually" in the whole paragraph to taste the joy.
(4) Finally, say a word with "incredibly".
The design of the four links, from the outside to the inside, from understanding to application, embodies the instrumentality of Chinese subject and conforms to the cognitive law of students.
Second lesson
The second class hour is the key to the teaching of this course, and it is the main position to highlight key points and break through difficulties. In this class, I will use a variety of reading methods, grasp key sentences for teaching, strive to create a harmonious classroom atmosphere, create a relaxed learning situation, and let learning learn and explore in a relaxed and happy atmosphere.
(A review of the lead, wonderful questioning
In this link, I designed the following methods:
Students, in the last class, we began to learn the lesson of peanuts. Please read the text silently and recall the content of the last class, and think about what you don't understand. Let's solve it together.
Students read silently, ask their own questions, and then let students enter the text with the expectation of finding answers in the text.
Tao Xingzhi, a famous educator, said: "Creation begins with problems". Problems are the starting point of thinking, and interest is the driving force of knowledge. By asking questions independently, students create a harmonious classroom atmosphere and stimulate their interest in learning. At the same time, they also recall the learning content of the last class to help students clear up their learning ideas and prepare for the later intensive reading.
(2) Grasp the key points and read the taste carefully.
In this link, I want to design it like this.
1, find the key. Read the part of the text about eating peanuts and talking about peanuts in cooperation with the study group. One student reads, and the other student draws the most impressive key sentences and reads them to the group, thus leading the students' content to the key points. Show key sentences in class communication. (Paragraphs 10, 12 and 13)
2. Look at the key points. Read key sentences repeatedly through teachers and students' reading, group reading, role reading and silent reading.
3. Product focus. Show your personality and read your favorite sentence in three paragraphs. Teachers are suitable for nudging. For example, students who like the paragraph 10 can read aloud and ask questions: Dad said "peanuts have many benefits". Where was it written in the text? Guide the students to read the obvious and well-known benefits of peanuts: delicious, oil-squeezed and cheap. Further ask: "What benefits does Dad say peanuts have?" How to show it? Let the students read aloud and realize that my father compared peanuts with peaches, pomegranates and apples, which showed the intrinsic value of peanuts. Here, I designed a little game called "Reading aloud represents my heart". Let the students read aloud by themselves first, and read out what their father said that they think best represents the quality of peanuts. Other students listen carefully and guess which word this student wants to highlight. Whoever guesses correctly has the right to look at his own experience. This little link looks simple. In fact, I want to teach students how to understand meaningful sentences and grasp key words. At the same time, it is also a good opportunity to train students to learn to listen and respect others. Whoever guesses correctly has the right to read, which greatly improves students' reading enthusiasm. Thinking hard about which word to read well, it is easy to understand that my father praises the hidden quality of peanuts here.
"So, what is the purpose of my father's special emphasis on peanuts?" Read 12 and 13 together, grasp the key words such as "ugly", "very useful" and "decent", deeply understand the purpose of father education, and guide students to read aloud in different roles after students fully communicate, so as to read the tone of father education.
4. Understand the key points. Read the key sentences in the class and talk about what you have gained in your study. What did your father tell you? Then guide the students to contact the reality of life and talk about whether there is such a thing or person as peanuts in life. What should we learn from these people? Through exchange and study again, understand the writing of borrowing things to describe people. Chinese learning is closely related to life. In teaching, we should strive to come from life and return to life, so here I will give students enough time to recall people or things like peanuts in life and exchange and summarize their excellent qualities. Finally, complete the following exercises:
I like peanuts because it _ _ _ _ _.
I love it too, because it is _ _ _ _ _.
(C) re-perception, distinguish the details
Clever arrangement of details is the characteristic of this article, and I want to guide students to experience it like this:
First, read the text in parts in the most intuitive way, and find four timekeepers to time the four parts respectively. Starting from the direct feeling of reading time, the text simply wrote about planting peanuts, harvesting peanuts and tasting peanuts, and wrote about peanuts in detail. Thirdly, through group discussion, we can understand the benefits of this arrangement from the aspects of writing intention, central idea and blackboard writing.
By using the timing method, the details of the text are presented intuitively and vividly, and then further understood, and the content that is difficult to understand is transformed into an intuitive, vivid and vivid form that students are willing to accept, which makes students easy to understand and accept, and breaks through the teaching difficulties of this article.
(D) class summary
When summarizing the text, first summarize the writing characteristics of the text. Students must be reminded that the material selection of the text should be careful and appropriate, and the interpretation method and expression method of metaphor should lay a good foundation for the following small exercises. Secondly, summarize according to the blackboard, let students know that it is useful to society and break through the difficulties of the text.
Seven, say blackboard writing
Blackboard writing is a very important teaching method and an indispensable organic part in classroom teaching. Successful blackboard writing design can highlight the key points and keys of knowledge, give students enlightenment and beautiful enjoyment, and find ways to grasp the key points and break through difficulties from blackboard writing.
The blackboard writing design of this lesson serves the implementation of teaching objectives. The main body of the blackboard writing consists of the main content of the text, and finally it turns into the word "learning", which deepens the theme. It not only represents the profound meaning in my father's words, but also shows the author's writing intention, and also places the teacher's ardent hope on his classmates: to be a useful person like peanuts.