Song of the Tree, the first volume of the second grade of the Ministry, is a classified literacy nursery rhyme that introduces the characteristics of trees. This paper describes poplar, banyan, phoenix, pine, cypress, kapok, birch, ginkgo, Metasequoia, osmanthus, etc. 1 1 species, showing the richness of natural tree species.
In the teaching of this class, I have made the following teaching points: reading and reciting nursery rhymes, mastering eight new words beside wood characters by using the characteristics of pictophonetic characters, and getting a preliminary understanding of the characteristics of trees. In teaching, after guiding students to read nursery rhymes, I circle the names of the trees in nursery rhymes and then correspond to the illustrations one by one. New words such as "Wu, Tung, Feng, Song, Bai, Hua, Shan and Gui" are derived from these words representing tree names, and Chinese characters with the same radicals are classified and literate by using the word-formation rules of pictophonetic characters.
This children's song is short and pithy, and it is catchy to read. And full of strong interest. The selected trees are representative and close to children's lives. After learning the text, I started to list some common trees in life, and asked the children to talk about the characteristics of these trees and consciously imitate their songs. For example, "poplars are straight, banyan trees are luxuriant, and willow leaves are curved like eyebrows." "The elm tree is tall and the locust tree is strong, and the buttonwood leaves are like palms." "Pomegranate flowers are like fire, and osmanthus trees are like thyme." Stimulated students' enthusiasm for speaking. So I took the opportunity to instruct students to write a poem in class, and arranged a day's diary to copy Song of the Tree. The following is the imitation diary of the classmates.
Part II: Reflections on the teaching of Song of Trees. This lesson is a classified literacy nursery rhyme that introduces the characteristics of trees. Poplar, banyan, sycamore, maple, pine, cypress, kapok, birch, ginkgo, Metasequoia glyptostroboides, osmanthus fragrans, etc. 1 1 species are described, which shows the richness of natural trees. The observation angle of each sentence in the text is different. Children's songs are short and catchy.
In the teaching of this lesson, on the basis of familiarizing students with the text, let them find out the 1 1 tree planting and its characteristics described in the text. Starting from stimulating students' interest in learning, courseware shows various trees for everyone to understand more clearly. Show pictures of all kinds of big trees, arouse students' enthusiasm and let them know about trees and their characteristics.
Overall, the course links are complete, the classroom is active, and students are highly motivated and actively involved. When writing, students tend to write the word "scholar" in Zhuang as "earth" and the word "horizontal hook" in "feng" as "horizontal hook". These error-prone words should be properly deepened in normal teaching so that students can remember them firmly.
The children's song "Song of the Tree", the first volume of the second grade, lets us know about 1 1 species of trees and their characteristics, thus subtly arousing students' interest in understanding and observing nature.
Advantages:
When teaching, I am based on the characteristics of children's poetry. The teaching design of this course strives to create situations, stimulate students' interest in learning, give full play to students' main role, let students read and read independently, expand their imagination and cultivate children's imagination. Pay attention to the training of reading aloud, so that students can be influenced by emotions in reading since enlightenment. Let students participate in the whole process of learning through reading, evaluation, speech, discussion and other forms.
Disadvantages:
Song of the Tree is a short poem with simple theme, simple content and emphasis on literacy. The Chinese Curriculum Standard emphasizes that the first stage of literacy and writing teaching should make students like learning Chinese characters and have the desire to read and write actively. My teaching design for this course focuses on the guidance of literacy methods and the stimulation of literacy interest ... but the effect is not good.
Improvement measures:
The cultivation of literacy habits depends on the situation, based on context and diversified literacy. In class, I have to do what I set before class. In this way, students have a strong interest in literacy and greatly improve the efficiency of literacy. The courseware presents the characteristics of poplar, banyan and other 1 1 trees in the form of nursery rhymes, and is accompanied by exquisite illustrations to let students have a certain understanding of trees. In the process of teaching, let students talk freely about their familiar trees, so as to introduce and stimulate students' interest. This lesson is a nursery rhyme, so understanding the characteristics of nursery rhymes and learning to read nursery rhymes must also be reflected in the teaching process. Therefore, reading nursery rhymes should run through the whole teaching process, so that students can learn new words and understand the laws of Chinese characters on the basis of reading nursery rhymes.
Part IV: Reflections on the teaching of Song of Trees, the first volume of Grade Two. This is a poem that expresses love for nature and life through the mouth of poplars. This poem has a beautiful artistic conception and a strong sense of rhythm. It is catchy to read and suitable for students to read aloud. In the design of this course, I pay attention to reading and students' personalized perception.
First, to read instead of say, to stimulate imagination.
First of all, I let students read poems freely and exchange preview results with each other in groups. Then let the students talk about their initial understanding of this poem and what they have learned from it. In the dialogue between teachers and students and the text, the children learned about the appearance characteristics of Populus macrophylla and fell in love with its lovely character.
When teaching the second poem, the children easily understood the thinking question after class: "What did it sing in the song?" I further inspired the students: "Who is Dayang still singing to?" The children rushed to answer: "Sing to the white clouds in the sky and dance with them", "Sing to busy parents to relieve their fatigue of the day" and "Sing to the children who plant trees and thank them" ... I made an inspiring evaluation at the right time, which made them more happy. In the collision between language rendering and thinking, children's imagination flies freely. I introduce students into the artistic conception in time and turn my feelings into emotional reading, thus cultivating a sense of language and influencing my feelings subtly.
Second, expand the classroom, the text into the artistic conception
In order to deepen the understanding of poetic artistic conception, I organize students to know their favorite trees before class. Let the students listen to poplar singing in class and observe the appearance of Populus macrophylla. Understand their role in people's lives. Then ask the students to read it again, which naturally leads to the center of the poem: in fact, there are many people in life who contribute silently like Dayang, and they are also living happily while bringing happiness to others! Let the children read poetry with their praise once again.
Song of Poplar is a poem with beautiful artistic conception and strong sense of rhythm, which is suitable for and needs to be recited. After learning, some students can recite poems immediately after class on the basis of familiar reading, and they can also read the charm of poems in the process of reciting; Most students can recite poems fluently and emotionally in the morning reading the next day; But a few students can only recite a sentence and a half, or stutter for a long time before they finish. The difference is so big, what should we do? I praise those students who master quickly, but should I blame those students who fail to recite? Can you recite the accusations against them? No, I believe that all people are eager to be understood and respected by others. Maybe they tried their best, but they were given too little memory time. So, I told them: When you read this poem aloud, you were very emotional. As long as you read it a few times with your heart, you will be able to recite it. The teacher believes you can do it. When do you recite it? Will you come to the teacher to recite it yourself? In the next few days, several students came to me to recite, and some students even exceeded my expectations.
Therefore, it is advisable to design different levels of requirements according to students' differences, so that they can touch their respective fruits of victory by jumping and reaching out. The same is true of literacy teaching. Some students can write the words that need knowledge at one time, so there is no need for them to copy them many times. Some students can't write two or three times, so let them write more times until they master it.
Every student has a "dress" that suits him. Teachers should be "tailors", "tailor-made" for them, treat each student objectively, teach students in accordance with their aptitude and promote the progress and healthy growth of each student.
The core content of this teaching is literacy teaching. There are many new words in this class, and most of them are words with wooden characters. In the process of literacy, I guide students to know pictophonetic characters. Use the characteristics of pictophonetic characters to help students remember new words and find out what these words with wooden characters are related to. It is much easier to learn new words by classification.
Let the students know the appearance and characteristics of various trees with pictures. And guide students to connect with real life and tell them which trees you know. What are these trees like? What are the characteristics? Say it according to the text. I think this class not only exercises students' language expression ability, but also stimulates students' awareness of loving nature, protecting trees and protecting the environment.
The sixth part is thinking about the teaching of Song of the Tree, the first volume of Grade Two. Today's class is more interesting. (I thought so when preparing lessons ...) The whole class went smoothly, and the teaching ideas were all in the courseware. When preparing lessons, I modified the lead-in method to guess the lead-in, and reviewed the lead-in with the familiar poem "Singing Willow" to lead out the object of singing willow. Let's talk about the topic again: a children's song brought to you today also introduces various trees. Please read the title: Song of the Tree. Let's get down to business.
Link 1: Literacy Teaching
Read the text by yourself first, and think while reading: ① How many sentences are there in the children's song? (2) How many trees are mentioned in the nursery rhymes? Draw it with a horizontal line.
Then classify these words, with wooden characters next to them, and concentrate on literacy. Then classify and identify the remaining new words. Finally, the little game picks up the leaves to review and consolidate.
Step 2: Enter the text.
Show the pictures, identify the tree species with the pictures and read the sentences. Speaking of "buttonwood leaves are like palms", the camera introduced a rhetorical device of metaphor, and then practiced speaking with the sentence pattern of "what is like what". "Pines and cypresses wear green all the year round", and the lens introduction is anthropomorphic. Finally, read the text together and strengthen your memory.
Step 3: Read the text carefully.
1. From what aspects do children's songs write trees? Add some keywords and draw a conclusion, which is written from four aspects: appearance (mentioned in metaphor), color, habit, value or function (which is more difficult).
2. Famous sayings related to trees: Show them sentence by sentence and let the students explain themselves. Revise the answers after communication. Added: "The tree wants to be quiet and the wind will not stop, and the child wants to raise it but not close" (I added it at will. ) memorize famous sayings.
3. Finally, after class, "read and write down", think about the characteristics and make up children's songs. It's not good here I basically said it myself. )
Reflection: ① lack of emotional drive in class, sometimes a little facial paralysis. (2) There is no research unit goal, so far there is none in this category.
Reflections on the teaching of Song of the Tree, the first volume of the second grade of the Ministry 7. Teaching the first lesson of Song of Trees is mainly to read poems, teach literacy and show children the shapes of different trees. Trees can be seen everywhere in nature, close to children's real life. The children became interested in the texts when they were in Yuxi, and some students even asked me about the growth characteristics of these books. This also laid a good foundation for the teaching of the second class and understanding the characteristics of various trees.
In the teaching process of the second class, I basically give the class to the children, let them find out the characteristics of various trees by themselves, and let them communicate and discuss in groups, learn, speak and master the key words of the text together. In addition, after the first class, I strike while the iron is hot, guide the children to look for related trees in nature, collect some leaves of these trees, and bring them to class to share. The children completed this learning task very actively and collected many fallen leaves. Some children even make these fallen leaves into beautiful bookmarks. They glued the leaves to bamboo boards and sealed them with plastic, which was quite clever.
At this exchange meeting, what impressed me the most was a girl who collected some ginkgo leaves. During the exhibition, she found that Ginkgo biloba leaves were mainly green with yellow edges. She said: "I saw the change of seasons, from midsummer to early autumn." She has a keen eye, is good at discovering and dares to express. Such a small leaf, the children saw the changes of the four seasons, and other children were amazed at her introduction.
Finally, since it is a song, we should read it beautifully and master the beauty of rhythm on the basis of familiar reading. "Zhuang, Zhang, Zhuang, Fang, Jiang and Xiang" in the text are all vowels. Let the children read. In addition, pay attention to after-class exercises and understand the meaning of three sentences, such as "it takes ten years to plant trees, but it takes a hundred years to cultivate people". Let the students guess for themselves, and I will summarize, so that students can understand the growth law of trees and the relationship between "trees" and "people".
I am based on the characteristics of children's poetry. The teaching design of this course strives to create situations, stimulate students' interest in learning, give full play to students' main role, let students read and read independently, expand their imagination and cultivate children's imagination. Pay attention to the training of reading aloud, so that students can be influenced by emotions in reading since enlightenment. Let students participate in the whole process of learning through reading, evaluation, speech, discussion and other forms.
In the teaching of this class, I introduce a new class by combining pictures and texts to stimulate students' interest in literacy. The lesson of clapping songs is very interesting. In the teaching process, I instruct students to play and sing, and let them play in middle schools and schools, which not only achieves the effect of literacy, but also makes students have no learning burden and gains a lot.