First of all, read the new words correctly and read the text thoroughly.
(1) How much do you know about dandelion in combination with real life?
(B) clear teaching objectives:
1. Pronunciation can be read correctly with the help of Pinyin. Students can read new words accurately by reading freely, reading with teachers, reading by name and reading the list of new words together. )
2. Practice reading the text, read the pronunciation correctly, read the sentences fluently, and think about what the text mainly writes. Draw the words you don't understand with a pencil and ruler and mark them with "?" . (Students read the text in chapters and tick "?" They don't understand the words next to them. )
Second, perceive the content of the text as a whole and guide writing.
(1) Let students read the text freely, think about who they are, where they are and what they have done in the text, and let students feel the main content of the text initially.
(two) focus on guiding the writing of the word "inform". (Students paint red and write, and the teacher is guided by the camera)
(3) Summarize the text and finish class.
Teacher discussion
The first lesson in text teaching is the first step to guide students into the text and stimulate their interest in learning the whole text. However, in Dandelion's first class, teachers spent a lot of time teaching new words. Grade three students have certain preview ability. Teachers should guide students to preview the text before class, and let students understand the text further by reading the text aloud and asking questions in class. Teachers should encourage students to answer, affirm students' findings and implement teaching.
1. preview before class, get twice the result with half the effort.
The text of grade three is slightly longer than that of grade one and grade two. In the first class, the teacher focuses on guiding students to learn new words well, and then guiding students to read the text well, so the teaching task may not be completed. Therefore, teachers should combine teaching objectives with pre-school guidance to guide students to preview before class. So, what kind of preview mode is suitable for junior three students? After discussion, the teachers of the grinding group decided to make a preview list, put the texts of word recognition, word reading and initial reading before class, and conduct infiltration inspection and comments on students' preview homework in classroom teaching, so that teachers can have more time for students to read the texts in class.
2. Learn key words and communicate perception.
Writing teaching has been diluted and hollowed out in the classroom. Many Chinese teachers focus on cultivating students' ability to understand and express language, ignoring the training of students' writing ability, or putting writing teaching at the end of class or after class. In the discussion of grinding class, some teachers suggested that guiding students' writing should be the focus of teaching. Teachers should check students' mastery of new words before class, so that students can read, and then focus on guiding students to learn the new words "tuo" and "fu", so that students can carefully observe and compare the glyphs of these two words and find out the rules. Students can discuss how to write beautiful words. Only in this way can writing teaching be implemented. This view has been unanimously recognized by Mr. Mo.
3. Effective initial text reading contributes to overall perception.
As the saying goes: "Read a book a hundred times, and you will know its meaning." Students learn Chinese mainly by their sense of language, and reading aloud is the best strategy to cultivate their sense of language. Only through reading can students have a direct overall understanding of language, understand the meaning of language, truly realize indirect dialogue with the author, and realize spiritual communication and emotional harmony with the author. When reading the text for the first time, the teacher should give guidance on the basis of students' full reading, so that students can feel something in reading.
Teaching fragment of the second teaching of dandelion
In the second teaching, the teacher strengthened the guidance of writing and reading. The classroom is mainly divided into three links: understanding the theme, looking up words, guiding writing, guiding students to read the text well and perceiving the content of the text as a whole.
First, check the words and guide the writing.
1. The teacher shows the words and refers to the students' reading to understand the preview effect.
2. Teacher: "What words do students find difficult to remember in the process of preview?" On the basis of students' feedback, the teacher focuses on guiding students to write "instructions" and "instructions". Teacher: "First of all, observe and compare carefully. What are the structural similarities between these two words? What should I pay attention to when writing? "
3. Students write, the teacher shows the students the homework, analyzes the well-written places, and then the teacher writes with examples, and then asks the students to write after the teacher. When students write, the teacher corrects their writing posture.
Comment on the teaching of this link highlights two major contents: first, cleverly set up preview and implement it in time to improve the effectiveness of preview before the first class. Preview before class is the initial stage of reading teaching, and the process of preview is the process of reading since since the enlightenment. The depth and effect of preview directly affect the efficiency of learning the text. So in the teaching of the first class, teachers should pay special attention to this link and really implement it. Teachers should put forward different preview requirements according to the characteristics of grade segments and check them in class. Second, the method is ingenious, solid and effective, which improves the effectiveness of writing teaching in the first class. The new curriculum standard clearly points out that the third-grade students have preliminary independent literacy ability, can use word order and radical index to look up dictionaries and dictionaries, and can skillfully use hard pen to write block letters, so as to be standardized, correct and neat, with correct writing posture and good writing habits. However, the current classroom teaching pays attention to reading aloud, and the teaching of writing seems to have faded out in reading teaching. It is precisely because teachers do not pay enough attention to writing teaching and lack writing guidance and writing on the blackboard that students hold pens incorrectly, write slowly and write incorrectly. Therefore, teachers should attach importance to the teaching of new words in the first class and infiltrate the teaching of new words into the whole classroom.
Second, guide reading and perceive the text
When students read the text for the first time, the teacher asked them to read aloud: read the text aloud, practice reading the text correctly and read fluently. When reading the text for the second time, the teacher should ask the students to read the text aloud, and repeat the sentences or paragraphs that they think are the most difficult to read for several times. Teaching takes various forms to guide students to read the text, and allows students to put forward opinions in time, telling students whether reading is good or not, where it is good and where it needs to be improved. Students speak freely, which improves the enthusiasm of reading.
It seems simple to comment on this link, but teachers should first let students read the text fully in the first class, and should not let students explore the connotation of the article, taste the language and learn to choose words and make sentences without reading the text once or twice. If students can't read correctly and fluently, they can't go deep into the text, understand the text, let alone judge the text and feel the emotion of the article. The first class includes the teaching tasks of the second class. Only by guiding students to read the text of the first class can teachers effectively learn the text of the second class. Before students begin to read the text, teachers should give clear reading requirements and let students read around this requirement. Teachers should consciously guide students to read in the first class, so as to achieve the teaching goal of reading the text accurately, smoothly and well, reflect the guiding role of teachers, pay attention to independent reading, give students enough reading time and make clear the reading goal.
Third, demonstration reading text, overall perception
The teacher reads the text aloud and guides the students to think: Who is written in the text? What did you write about them, and what was the result? Teachers stimulate students' interest in learning through colorful demonstration reading. Students can feel dandelion's freedom and carefree when listening to the teacher's model essay reading aloud, which makes students feel emotional and interested in the text content.
Comment Ye Shengtao said: "Put yourself in others' shoes, enthusiasm is enthusiasm, euphemism is euphemism ... give full play to the author's feelings at that time and read it beautifully. We must not only understand what the author said at that time, but also have contact with the author. " Teachers ask students to listen, read and think, so as to leave an overall impression on the text and lay a foundation for understanding the text.
To teach Chinese well, teachers should understand the relationship between teachers and students, let students learn to listen, connect students' ideas on the basis of listening, let students listen, think and speak, and give full play to their initiative. In addition, the teaching of this course also fully embodies the principle of "learning as teaching", and there is no fixed teaching method. Only when teachers carefully understand students' learning situation before classroom teaching can they lay the foundation for effective classroom teaching.