First of all, talk about the textbook. Into Nature is a children's poem. Illustrated, illustrated, vivid and understandable. It is the first text in Unit 7, Grade Four, a standard experimental textbook for compulsory education. The editor's arrangement of "going into nature" at the beginning of the textbook has its special meaning.
The whole poem "Into Nature" describes the rich experience we gained when we entered nature, and expresses our infinite love and praise for nature. Enlighten us to go deep into nature, let us gain rich experience from nature and understand colorful life. According to the new ideas of quality education and Chinese curriculum, we should fully consider the position of this course in teaching materials and the reality of students, and integrate the requirements of knowledge and ability, process and method, emotional attitude and values to teach.
[state the goal]
According to the content of this lesson, I set the following teaching objectives:
1, can read and recite poems correctly, fluently and emotionally.
2. Understand the content of poetry, feel the beauty of nature, and inspire students to love nature.
[Oral teaching method, learning method]
According to the nature of this class and the physiological and psychological characteristics of fourth-grade primary school students, combined with the teaching concept of the new curriculum standard, the following teaching methods and learning methods are specially designed: This class is based on emotion, and students can experience the beautiful scenery described by the author independently by creating scenes, reading aloud and imagining experiences. And with the advancement of the teaching process, let students be emotionally involved, empathetic and lyrical, and let students cultivate their emotions while appreciating beauty.
[Talking about the teaching process]
According to the characteristics of teaching materials and the actual situation of students, in teaching, I designed the following four links:
The first link is in the initial reading of poetry and stimulating motivation-falling in love. Let the students' emotional river ripple and stimulate their learning motivation. To this end, I introduce a new lesson like this: A friend asked me to bring you some gifts. Listen! Then play some recordings of natural sounds. Let the students talk about their feelings after listening. The new curriculum standard points out: combine Chinese learning, observe what nature is interested in, ask questions, express their own views, highlight the existing Chinese in life and broaden students' horizons. So before class, I arranged for students to collect information about nature extensively, and then I asked students to communicate with each other to stimulate their strong interest in learning this lesson.
The second link is to feel the situation described in the poem-emotion. In the process of learning Chinese, children's emotions are always associated with their understanding of textbooks. And the author's emotions are in the objects they describe. Therefore, it is very important for students to know and feel the emotional images contained in textbooks. I use pictures and music to describe the beauty of nature, so that students can see, hear and feel it intuitively and reproduce the beautiful scene of nature in front of students. There is a beautiful illustration in the textbook, which vividly depicts the birds singing in the branches of the dense forest; Butterflies dance and occasionally stay on colorful petals. Showing the beautiful nature. Based on this material, I made a vivid courseware to show it, and with infectious language to describe "chasing birds into the jungle, chasing streams into mountains, chasing butterflies, chasing wild flowers, we entered nature." "So, what do students want to do when they go into nature?" So as to introduce the research on the second verse of poetry.
The third link is the charm of empathy reading poetry. When children have feelings about the images of poetry, their emotions tend to rise. We should firmly grasp and push the teaching process from intensive reading to high-quality reading. Read the wonderful words of this poem and its charm. Poetry language not only carries the images of people, scenery and things, but more importantly, it entrusts the author's emotions through images. Therefore, when reading, students' emotions should be moved into the objects described in the article, so as to deepen the aroused emotions. I have designed the following links to lead students' emotions to a deeper level and produce empathy. The courseware shows the beautiful scene of nature in the form of poetry, and then I infect the students with vivid language: "Look, the students all want to blend in with nature to experience and feel its beauty. What good ways did the author introduce us to integrate into nature? " Guide students to understand the poem "Let the brush visit every petal"-as a young painter, how do you want to visit? Guide the students to imagine what they can draw. "Clean the beauty of each season"-How do you swim in the embrace of nature? Let the students feel the magnificence of the four seasons again through the pictures. Ask students to discuss in groups, say and comment on their feelings. This design not only exercises students' imagination, but also their expressive ability, deepens students' understanding of the beauty of nature, and makes students deeply realize the author's strong love for nature, which can be described as killing two birds with one stone.
The fourth link is expression reading and language training-lyricism. Expressive reading is a common form to express students' inner feelings. Although the expression reading is the author's language, it contains students' own subjective feelings. They often use appropriate tone, intonation and speed of speech to express, so that students can experience and feel with their hearts, so as to appreciate the mystery of nature and feel the wonderful life. Use poetry to express their feelings about nature. Repeatedly
After reading and appreciating, the beauty of nature comes to the fore. At this point, the students' mood reached * * *. In the subsequent poetry recitation, it not only deepened students' taste for the beauty of text language, but also promoted students' accumulation and internalization of beautiful words, thus better expressing students' feelings. Students have feelings, textbooks have feelings, and the emotional bridge between "students and textbooks" is teachers. Teachers convey emotions, so that students can become emotional, emotional, empathetic and lyrical with the advancement of teaching process. Students learn to love nature and pursue a better life in emotional classroom teaching.
Finally, let students know more about nature in the courseware, teach students to experience and walk into nature after class, and let students really feel that Chinese is around, so as to learn Chinese more willingly and learn it well.
My speech is over. Your valuable suggestions are welcome.