Excellent teaching design and reflection of the first lesson of "If you get lost in the wild" 1 1. Talking about teaching materials
If you get lost in the wild, this lesson is selected from Lesson 20, Unit 5, Book 2, Grade 2. This is a children's poem with beautiful words and rich knowledge of nature. In the form of poetry, it introduces us to four natural compasses in a hypothetical tone:
The sun, Polaris, trees and snow are all lively and interesting for primary school students. This article is lively and interesting to read. It organically permeates natural science knowledge with vivid language and characters, which conforms to the age characteristics of second-grade primary school students. This is an interesting text, which teaches students popular science and cultivates their observation ability.
1. Teaching objectives:
(1) Learn the text, know what the natural compass in the text refers to, and master some ways to identify the direction; Accumulate language and imitate poetry.
(2) Cultivate students' ability to observe life and identify directions, and cultivate students' oral communication skills.
(3) By reading the text sensibly, feel the magic of nature and love it.
2. Teaching focus:
(1) read poetry with emotion, and experience the mystery and interest of nature.
② Use a variety of ways to let students master some ways to identify the direction.
3. Teaching difficulties:
Introduce the four natural compasses of the sun, the North Star, the tree and the snow to students, master some methods to identify the direction, master the knowledge spirit of nature, cultivate students to actively explore and actively advocate cooperation.
Second, teaching methods:
In the teaching method of this class, I strive to adopt the teaching method of students' autonomous learning and teacher's guidance as a supplement. With the help of multimedia, I create situations for students to understand and read aloud from multiple angles, guide students to grasp key words and knowledge points, accumulate language, cultivate oral communication ability and broaden their horizons.
3. Speaking and learning methods:
The new curriculum standard actively advocates the way of autonomous learning, so that students can truly become the main body of learning. Therefore, the learning method I designed is to learn from reading, taking reading aloud as a breakthrough, which embodies the requirements of the curriculum standard. Teach students to combine pictures and texts, combine learning Chinese with understanding things, and combine the training of language and writing with the training of logical thinking. Guide students to read the text in the form of reading guidance and questions, and guide students to read with affection and beauty in reading. While cultivating students' self-study ability, we should encourage students to question and explore boldly, create conditions for students to cooperate and solve problems in group activities, and cultivate students' initial questioning and exploration ability.
Four. Talking about the teaching process:
(1) Create a situation to stimulate interest introduction.
According to the characteristics of active and intuitive thinking of second-grade primary school students, I showed a wild landscape map with only a lonely child on it, and then asked the students, "What kind of face is this?" Guide students to learn and understand the word "panic" in a specific context. At the same time, through the story transition, write the "natural compass" on the blackboard in time, tell students that it is a "natural compass" to help boys get out of the forest, and cause students to ask "What does the natural compass mean?" This is a reflection on the leading questions that can summarize the full text, and then introduce the text.
(2) Understanding new words and overall perception.
The students have read the text many times, and some even recited it in advance. But considering the self-study ability of individual students, I still showed some new words for students to memorize skillfully. Then find out four natural compasses in the text: the sun, the North Star, the tree and the snow. After students have a preliminary impression of the text, they will have an overall impression of the general content of the text and cultivate students' ability of self-study and induction.
(3) Read the text carefully to deepen understanding.
Through the question "What compass do you think the boy in the text may have used to guide him out of the forest?" Looking for clues,
Lead students to learn "Sun" and "Big Tree". Students are the protagonists of learning, and teachers are just guides. Because the structure of the other two compasses is similar to that of the second section, I adopt the teaching method of helping first and then releasing. Read two paragraphs of perception aloud and guide students to communicate what they have read and what they don't understand with pictures. What does "faithful guide" mean? Why is the sun a faithful guide? And why do big trees grow thick in the south and thin in the north? This is a problem for some second-year students.
Considering the children's poor mastery of group learning method, I showed the help of group learning method, and asked students to cooperate in groups and discuss the other two sections. The main idea of learning is to read first, then communicate and understand, and then discuss problems. This kind of autonomous learning is to let students improve their autonomous learning ability and learn to cooperate and communicate with others.
"How to tell the direction of snow" is the difficulty of the whole paper. In order to attract everyone's attention and thinking, I didn't directly lead students to demonstrate with folded books at first, but let students fill in the blanks on the big screen, so that when students have objections to the answers, they can really find out what the problems are, which will lead them to think and try to prove their views.
(4) Look at the full text and understand the structure.
Poetry writing is the obvious relationship between total score and total score. By reading the first and second sections respectively, students can find the writing characteristics of the two sections, and initially perceive this common writing structure, which is helpful for students to recite and lay a preliminary foundation for them to perceive their works and write in person in the future.
(5) Expand and stimulate inquiry.
There are many natural compasses. What other natural compasses do you know? Encourage students to pay attention to the things around them and use their brains to think about whether there are other ways to find a way out if you get lost in the wild.
Verb (short for verb) reflection
In the teaching process of "If you get lost in the wild", I asked my classmates to talk about how the snow in the ditch guides people in winter. At this time, a classmate stood up and said, "In winter, the snow in the ditches in the north melts slowly, while the snow in the south melts quickly." Most students agree, others seem to have different opinions, but they can't say it. They said together, "The north melts fast, while the south melts slowly!" " His words immediately aroused the discussion of the students, and the classroom immediately became lively, but no one could convince anyone.
At that time, I thought it was already written in the textbook. How come... I said, "The sun is in the south in winter. Look. " In order to make them understand, I simply drew a schematic diagram of a ditch on the blackboard. As soon as the schematic diagram was drawn, the students found the problem immediately. He said, "The sun in the south shines on the north of the ditch because it faces south!" " "At this moment, I quickly said," Look, that's right. The snow in the ditch melts quickly in the north and slowly in the south! Because the sun in the south shines on the north of the ditch, which side of the snow melts first? " At this time, my classmates suddenly realized and said with one voice, "North! "
Then I suddenly remembered the snow on the mountain and said, "What if this is not a ditch, but a mountain?" And drew a mountain on the blackboard, and then the students immediately replied: "The snow on the mountain melts fast in the south and slowly in the north!" " ""yes! "I affirmed it in time at this time, and I am very happy. I finally understand this problem. Before class, I thought this question was too simple, thinking that the children could understand it, but the result was not. In the future, students' activities should be more and more comprehensive, and children can grasp the classroom with teachers. This is what students really like!
Excellent teaching design and reflection "If you get lost in the wild" Lesson 2 Dear judges and teachers, the content of my lesson today is "If you get lost in the wild" Lesson 2. I will elaborate the design of this class from the aspects of teaching materials, teaching methods, learning methods, teaching process and blackboard writing design.
First of all, talk about textbooks.
"If you get lost in the wild" is one of the fifth group texts in the fourth volume of the curriculum standard experimental textbook published by People's Education Press. This group of texts revolves around natural phenomena and natural landscapes. Among them, If You Get Lost in the Wild is a children's poem with beautiful words and rich knowledge of nature. In the form of poetry, it introduces us to the four natural compasses of the sun, Polaris, tree and snow in a hypothetical tone, which is vivid and interesting for primary school students. This poem organically permeates natural science knowledge with vivid language and writing, which conforms to the age characteristics of the second grade students in primary school. This is an interesting text, which teaches students popular science and cultivates their observation ability. Therefore, I set the teaching objectives of this course as follows:
1. Teaching objectives:
Knowledge goal: learn the text, know what the natural compass in the text refers to, and master some methods to identify the direction.
Ability goal: to cultivate students' ability to observe life and distinguish direction, and to cultivate students' oral communication ability.
Emotional goal: to feel the magic of nature and love nature by reading the text emotionally.
2. Teaching emphases and difficulties:
Sophomore students have shallow life experience and weak sense of direction. Although they learned to tell the direction in math class, they are flat, which is very different from the stereoscopic perception of this kind of people in real life. According to the teaching requirements of this group of texts, I regard "using various ways to let students master some methods to identify the direction" as the teaching difficulty. The key point is "let children feel deeply in the emotional world: pay attention to things around them, discover scientific knowledge, and be a caring person in life."
Second, teaching methods:
1. The combination of support and release: The ancients said: "It is better to teach people to fish than to teach people to fish." Classroom teaching should attach great importance to the guidance of learning methods and cultivate students' self-study ability and good reading habits. According to the characteristics of this course, the method of "drawing inferences from others and combining support with release" is adopted. First, help students learn the second section. Teachers guide students to master the learning methods of grasping key words and knowledge points, and then let students learn the third, fourth and fifth sections in this way, aiming at teaching students to enjoy learning and learn.
2. "Reading instead of speaking" method: "Outline" points out: "Paying attention to cultivating students' reading ability is an important means to help students understand the text. "This is a children's poem with beautiful words and rich knowledge of nature. In teaching, students can accumulate language through various forms of reading, understand in reading and experience in reading.
3, "intuitive teaching" method: through the intuitive demonstration of slides and blackboard writing, stimulate students' interest in learning the text and break through the teaching difficulties.
Third, the methods of speaking and learning:
Educator Ye Shengtao once said: "Teaching is to not teach." Therefore, teachers should not only impart book knowledge to students, but also strengthen the guidance of learning methods. The new curriculum standard actively advocates autonomous learning, so that students can truly become the masters of learning. Therefore, the learning style I designed is autonomous learning and reading comprehension, which embodies the requirements of the new curriculum standard.
Fourth, talk about the teaching process:
(1) Create scenario and story import
Psychology believes that a pleasant teaching situation is conducive to intellectual activities, and creating a lively and pleasant teaching situation in teaching can make students feel comfortable, energetic and interested. At the beginning of teaching, I first created a situation and introduced the text with stories: obviously, he is a playful child, having an outing at school and he is very happy. On the way to the outing, he caught butterflies and dragonflies for a while and left the team and got lost unconsciously. At this time, he was tired and thirsty and couldn't find his way home. What shall we do? (Then I will show the "Mingming" lost map so that the students can feel heartfelt sympathy after reading it. After the discussion, I introduced the text: Let's study the text and see what we can do to help Mingming if we get lost in the wild.
(2) Read the text for the first time and feel it as a whole.
Let the students read the text freely, think about how to say the direction in the text and mark it with a pen. In the process of discussion and communication, let the students know what the "natural compass" refers to. Post pictures of the sun, Polaris, big trees and snow. Then practice speaking with the sentence "The natural compass introduced in this article has _ _ _ _ _ _ _ _". In this way, students have an overall impression of the general content of the text and cultivate their self-study ability.
(3) Self-study and break through difficulties
This teaching link is designed for the teaching difficulties of the text. Through reading the text for the first time, students have a preliminary impression on finding directions in four situations: day, night, rainy day and winter, but their understanding may not be in place.
Students are the protagonists of learning, and teachers are just guides. Because the structure of the third, fourth and fifth sections is similar to that of the second section, I adopt the teaching method of helping first and putting it later. I let the students read the second section first, and let them know that "the sun is a faithful guide" through reading aloud, courseware demonstration and teacher-student interaction. Next, I will let the students discuss three or four sections together, and then each group will send representatives to report the learning situation to the whole class. In the process of communication, combined with courseware, we focus on understanding how to use Polaris and big trees to identify the direction, and at the same time understand the meanings of keywords "coarse" and "fine". The fifth section of the study, I use students to complete independently, and then find students to explain the discussion and show the courseware. Because through the guidance of teachers, group cooperative learning, group report and discussion, students already have a certain learning method, so I let students finish it independently, which can cultivate students to apply what they have learned more flexibly. Because the snow in the ditch is difficult to tell the direction, it is difficult to understand without reading the text carefully and analyzing it in detail. In order to break through this difficulty, I thought of courseware to give students an intuitive image, so that students can easily understand the phenomenon that the snow melts quickly in the northern ditches and slowly in the south, and then further expand it. If it's snow on a hillside, which side melts quickly? At this time, I draw the sun on the blackboard, write down the west, north and south, and make a gesture of mountain peak for students to analyze themselves, so that students can understand that the snow on the hillside is just the opposite of the snow in the ditch. This kind of teaching can improve the ability of autonomous learning and learn to cooperate with others.
(4) Emotional reading, highlighting key points
"Read it a hundred times, and you can see what you mean." Poetry teaching should emphasize reading more and talking less, so that students can feel and understand it in reading. This poem is about the knowledge of natural science. Although there is no strong emotion, the language is fresh, beautiful and full of interest, so I arranged various forms of reading: free reading, report reading, competition reading for boys and girls, reading aloud and reading together. Through repeated reading, students not only understand the text, but also accumulate language and cultivate a sense of language.
(5) Expand, extend and broaden your horizons.
The sixth section summarizes the text and shows the courseware: What other natural compasses do you know in nature? The design of this link is mainly to educate students to actively learn extracurricular scientific and cultural knowledge and be a conscientious person in life. Then I ask students to exchange information about other natural compasses found before class, and then show them with slides.
(6) overall review and game consolidation
After learning the text, students should have a general understanding of the text. At this time, let students do exercises related to the text, which is helpful for students to understand and digest the text. Then I will organize games in time to let students recite the text according to the given words by helping the lost giant salamander. This can not only focus students' attention on the content of textbooks, but also conform to the characteristics of primary school students' love of playing, so that they can learn and master knowledge in happiness.
Summary: Nature has not only many natural compasses, but also many mysteries waiting for us to discover. After class, read books such as "100,000 Why" and "Blue Cat Naughty 3,000 Questions" to understand the mysteries of nature. The design of homework is mainly to stimulate students' interest in exploring natural mysteries and enrich extracurricular knowledge.
The Integration of Instructional Design and Multimedia
Modern educational technology has opened up a broader space for our Chinese classroom teaching. Proper use of multimedia technology in Chinese classroom can not only increase the amount of teaching information, meet the needs of students' learning, but also enrich the expressive force of teaching. For example, I used a lot of multimedia resources in the teaching of this course. If we only rely on written descriptions, students will not realize the convenience that science brings to mankind. However, after using network resources, we will let students know about these interesting natural sciences. When students understand the text, they will introduce us to four natural compasses. As long as we observe carefully, there are many natural compasses around us that can guide us.
Clear direction. Modern educational technology not only enriches students' experience world, emotion world and imagination world, but also cultivates students' interest in learning science and innovative consciousness. It helps to optimize classroom teaching, make students take the initiative to seek knowledge and truly become the masters of learning.
Verb (short for verb) reflection
If You Get Lost in the Wild is a text that introduces knowledge of nature and broadens students' horizons. It introduces us to four natural compasses in the form of poems: the sun, the North Star, the tree and the snow. These four compasses are very interesting for primary school students. Rich knowledge and beautiful poems bring us into the wonderful realm of nature.
There are methods in teaching, but there is no fixed method. The key is to find the right method. I think students don't passively accept information, but actively accept information; The human brain does not passively learn and record the input information, but actively constructs the interpretation of the information. Therefore, this course adopts the teaching method of students' autonomous learning and teachers' guidance. With the help of multimedia, students can learn and read aloud from multiple angles, guide students to grasp key words and knowledge points, accumulate languages and broaden their horizons. The new curriculum standard advocates autonomous learning, so that students can truly become the main body of learning.
Therefore, the learning method I designed is to learn from reading, taking reading aloud as a breakthrough, which embodies the requirements of the new curriculum standard. The specific operation steps are: read the text for the first time and grasp it as a whole; Read the taste carefully and break through the difficulties; Read aloud with emotion and highlight the key points. At the same time, I use courseware to simplify and break through the important and difficult points of the text, so that students can intuitively and vividly understand the natural compass "Sun, Polaris, trees and snow" in nature, which is of great help to understand the content of the text.