Who should be awarded the prize for the mushroom in the second volume of the first grade Chinese of Jiangsu Education Edition?

A brief analysis of the textbook "Who should the mushroom be awarded to" is the sixth lesson in the second volume of the first grade of the compulsory education curriculum standard experimental textbook Chinese (Jiangsu Education Edition). This is a fairy tale, telling the story of a little black rabbit and a little white rabbit taking part in a running race. It tells students to have courage and dare to compete with strong players, even if they are defeated. The full text is narrated in the form of dialogue, which is suitable for students of different roles to read. Students' analysis of "Who should be awarded mushrooms" is the first fairy tale that students come into contact with this semester. Students have learned the first volume of fairy tales, such as The North Wind and the Little Fish and Three Little Friends, and have a certain reading foundation. Because fairy tales are easy to understand and vivid, students especially like them from the real world of children. Before learning this text, the students have used it to read. Through the first class, most students can read the text fluently. Design concept 1. According to students' physical and mental characteristics and cognitive rules, starting with creating situations and stimulating interest can stimulate students' thirst for knowledge and arouse their enthusiasm for learning. 2. Chinese is a practical course, so we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice. In order to embody this guiding ideology, teachers should let students participate in Chinese practical activities independently and gradually improve their Chinese ability through various forms of practical activities (performance reading, role reading, discussion, etc.). ). Teaching objectives 1. Learn the second to tenth paragraphs of the text, and read the texts of different roles and different tones in the dialogue. 2. Learn the three new words "Wu, Jun and Dare" and know 1 radical. 3. Let the students know that only by daring to compete with the master can they show their true skills. Teaching process one, story introduction, stimulate interest. Show the picture of mother rabbit going out to pick mushrooms. The teacher introduced the story in beautiful language: In the morning, Mother Rabbit went out to pick mushrooms, and when she left, she told her two children to practice running. How time flies! In the evening, Mother Rabbit came back with a big basket of mushrooms. Who will she give the mushroom award to? Expose the topic and read. To make students have emotions, teachers must first have emotions. Teachers use perceptual language to bring students into the beautiful situation of the text, which plays an attractive and inspiring role. Second, learn the text and guide reading aloud. 1. Learn the second, third and fourth paragraphs. (1) Show the second paragraph and let the children read the mother rabbit's words first. (2) Read by name. (Student comment: How did he read it? Like mom? Students come into contact with their mothers in life to evaluate and know that their mothers should be smiling and amiable when they speak. (3) collective reading. (4) Show the third and fourth paragraphs and practice reading the words of the little black rabbit and the little white rabbit. (5) Read by name. Pay attention to the two key words "pride" and "embarrassment" when evaluating, and let the students say: What will we look like when we are proud and embarrassed? Add corresponding expressions and actions. ) (6) read the words of the little black rabbit and the little white rabbit with different roles at the same table. Language sense is the core component of Chinese ability. Here, the teacher grasps the key words, and students will be very happy and proud to contact their own life reality and recall their pride; When you are embarrassed, you will bow your head and be unhappy. In this way, students' understanding of the meaning of words will be more concrete and true, and guiding reading will be more effective. 2. Learn the fifth, sixth and seventh paragraphs. (1) How do children who are also mother rabbits run differently? Mother rabbit can't help asking. Read the fifth paragraph together. (2) Let's see how the little black rabbit and the little white rabbit practice running. (Look at the animation. What do you know after watching the animation? Using multimedia animation with beautiful music, students can feel the image of the picture with music easily and happily, and then tell the scenes in the animation, which not only activates students' thinking, but also trains students' oral expression ability. (4) If you read the little black rabbit and the little white rabbit by name, how about his reading? Experience the pride and pride of the little black rabbit and the embarrassment and sadness of the little white rabbit. (5) Reading aloud by different roles at the same table. In the design of this link, the teacher guides the students to think, allowing them to have a look, talk, read, evaluate and do, giving full play to the students' main role. 3. Learn the eighth, ninth and tenth paragraphs. Teacher: After listening to the little black rabbit and the little white rabbit, who will the mother rabbit give the mushroom award to? (Health: Little White Rabbit. ) by the way, mother rabbit is thinking the same thing as you. She gave the mushroom prize to the little white rabbit. (The courseware shows illustration 3. ) listen to what mother rabbit says? Listen to the old teacher reading the eighth paragraph. The little black rabbit won the championship, but the prize was given to the little white rabbit. If you were a little black rabbit, what would you think? Say its name. Who will be the little black rabbit? Ask mom unconvinced. (Read paragraph 9 by name. Children, if you are all mother rabbits, do you have any good reasons to convince the little black rabbit? (4 people, 1 group discussion. ) communication: health: little black rabbit, because I dare not compare with the master. Health: Little Black Rabbit, although you won the first prize, you will never make progress if you keep racing against the tortoise. Health: Although the little white rabbit is behind, he has been racing with the good horse and will surely run faster and faster. ..... Discuss in groups of four. Teachers give students the initiative in learning, and students can express their opinions freely. Everyone participates in learning and contributes their own thinking results. Teacher: Who will read mother rabbit's words? (Read the paragraph 10 by name. Summary: Ma Jun is a master runner. Who else can be called a master? Guide the students to talk about the experts in our class. Yes, the little white rabbit dares to compare with the master, who is already great, and the person who dares to compare with the master is even greater. We usually have to compete with these masters to learn the real skills. Teacher: What does the little black rabbit think and do after listening to his mother's words? Oral practice: After listening to the mother rabbit, the little black rabbit _ _ _ _ _ _ _. Say their names first, and then tell your deskmate, classmates and teachers. ) A seemingly simple but actually valuable question is designed here to stimulate students' desire to speak and distract students' thinking. Students express their opinions, which not only deepens their understanding of the text, but also trains their language expression ability and accumulates their sense of language; It not only enriches the content of the text, but also cultivates the broadness and innovative spirit of thinking. 4. Read the text in different roles. Teacher: Little friend, do you want to be a master, too? Let's read the text in roles and see who is the master reader. Name three people, namely the little black rabbit, the little white rabbit and the mother rabbit (wearing a headdress). In order to fully appreciate the text, at the end of the text, let the students read the text completely with different roles. According to their own unique experience, students creatively reproduce the text through their own expressive reading with corresponding expressions and actions, thus achieving the task of memory and accumulation. Third, learn new words. 1. Show me three new words "Ukraine, army and courage" and read their names. 2. Find friends for new words (word formation). Do you have any good ways to remember these words? Learn a new radical: bald cover. ) 4. Open the stroke order table and learn the stroke order by yourself. The teacher focuses on the order of "dare". Make use of students' existing knowledge and experience to improve their independent reading ability. ) 5. Students color it in red and write down "The Book of Chinese Characters". Comment on the main features of this instructional design: 1. Pay attention to the cultivation of students' autonomous learning ability. Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. It is not difficult to see that students' autonomous learning is the main theme of the classroom: autonomous reading and evaluation; Discuss the meaning of words you don't understand; Group discussion and communication, etc. Students have time to read, speak, think and write in class, and there is a lot of room for autonomous learning, which fully demonstrates students' learning personality and creativity. 2. Integrate "reading", "acting" and "commenting" to mobilize students' multiple senses to participate in learning, so that they can have a deeper understanding of the text and learn better. Students not only developed their own language in a happy classroom atmosphere, but also tasted the joy of success and really improved their overall quality.