The text "Four Seasons" is the second lesson of the first grade of primary school Chinese in the experimental textbook of curriculum reform. It's a nursery rhyme about the richest man. This paper describes the grass buds in spring, lotus leaves in summer, wheat ears in autumn and snowman in winter to show the characteristics of the four seasons. Children's songs adopt personification and parallelism. The language is cordial and vivid, and they can be read fluently, which can arouse students' understanding of life. At the same time, the four illustrations are vivid and convenient for students to observe and imagine. After learning this article, students can fully feel the beauty of nature, let environmental awareness sprout quietly in their hearts, let them form the habit of starting from small things around them, and encourage them to actively participate in environmental protection practice activities.
Second, the teaching objectives (courseware)
1. Read and recite the text correctly, fluently and emotionally.
2. Know 1 1 new words while being familiar with the text.
3. Understand the content of the text, know that there are four seasons in a year, feel the beauty of each season, and stimulate the love for nature.
Third, the focus and difficulty of teaching (courseware demonstration)
1, teaching focus: reading and practicing reading aloud.
2. Difficulties in teaching: Perceive the different characteristics of the four seasons, stimulate the love for nature, and establish a preliminary awareness of environmental protection.
Fourth, the teaching concept (courseware display)
1, the teaching method of listening and reading literacy (introducing situations, knowing new words in the process of repeated practice and teacher's guidance) can effectively solve the problem of singing and reading for junior students.
2. Actively advocate independent and cooperative learning methods (break the tradition of learning texts in sequence from beginning to end, let students choose their favorite seasons to read, and turn me into I want to read, I want to read and I love to read).
3. Fully carry out inquiry activities (try to broaden students' thinking and imagination, let students feel the beauty of nature and life, and establish a preliminary awareness of environmental protection in a subtle way).
Five, the teaching process design
(A) create a situation to stimulate interest
A good beginning is half the battle. Creating a good teaching situation can stimulate students' interest in learning and make them think and speak actively. So, at the beginning of the class, I let the students enjoy the beautiful scenery and ask: What seasons have you seen while watching? The creation of this situation can make students feel the beauty of the four seasons intuitively, thus stimulating their exploration and curiosity about the four seasons.
(B) reading the text, reading literacy.
The new curriculum reform advocates the use of listening, speaking, reading and writing literacy in teaching, that is, to let students know and master new words as soon as possible in the process of listening, speaking and reading. Therefore, I let the students practice reading the text by themselves and use the four-step reading method to guide them:
(1) First reading: accurate pronunciation, perceptual content: that is, read slowly and read aloud.
2 Repetition: overall perception, deepening impression: that is, reading at a slightly faster speed.
③ Reading for the third time: Circle and memorize new words: that is, underline the new words that are required to be memorized in this lesson.
④ Four readings: Try to read the text and consolidate the new words: in other words, you can read the text more fluently.
Through the above methods, students have a certain understanding of the text and a preliminary impression of new words. However, juniors learn quickly and forget quickly. In order to help them further deepen their impression, I designed an interesting literacy game of "choosing fruit to recognize new words" for students: that is, a fruit corresponds to a new word that this class requires to know, choose the fruit that you like and read the new words quickly. Teacher: Students, there are secrets behind these fruits! What kind of fruit do you like? Will you tell everyone about The Secret Behind? If you are wrong, what should you do? During the whole game, students are given enough time and opportunities to know new words repeatedly, so that they can read in a happy atmosphere, thus achieving the goal of consolidating literacy.
(C) to guide reading and understand the meaning
Through the previous self-practice reading process, students are already familiar with the text. However, it is common for first-year students to sing and read. How to overcome it? Here, I use the methods of named reading, teacher's demonstration reading, performance reading and self-evaluation and mutual evaluation to train students to master reading skills. For example, during reading training, the teacher asked: Students, what do you think is the better way to read "Sharp Grass Bud"? Let the students discuss and exchange views, so that they can feel that the grass buds are light and tender, so that they will know to read quietly. Another example: the snowman has a big belly. What do you think we should do and read? Let the students go on stage to do their own actions and show the naughty appearance of the snowman. After so many channels and multi-level guidance, students can read vividly, and the problem of singing and reading will be solved.
(4) Choose independently and broaden your thinking.
After memorizing, practicing reading and experiencing, students have become familiar with the text. How can we make them more impressed by the text? So I broke the methodical and unchangeable teaching tradition from beginning to end, and let students choose their favorite seasonal reading (courseware giving). Students are very active and willing to choose, which makes me want to read, I want to read, and I love reading, which improves the reading quality. & ltBR & gt While making my own choices, I also arranged to broaden my thinking training. For example, when students choose autumn, the teacher asks: Students, what else can you know that autumn is coming? Students speak what they think and see, which broadens their thinking and breaks the limitations of textbooks. Then, on the basis of familiar reading, guide the students to have a recitation contest, or let them choose their favorite season to recite, and see who can recite quickly and well. This not only achieves the teaching goal, but also increases the knowledge, and students enjoy it.
(E) Interesting homework, extracurricular expansion
At the end of this class, I led the students to think: students, it is so beautiful all year round, how can we keep them around? Students' answers must be varied, so my camera makes students understand that natural beauty and life beauty are everywhere. If you want to stay beautiful, you can only start from the little things around you and be a little guardian of environmental protection. At the same time, let the students draw their favorite seasons and draw whatever they want. Students are very interested. In this way, the knowledge in class is extended to the outside class, which not only consolidates the knowledge in class, but also opens students' minds, so that students can further feel the existence of beauty, thus unconsciously developing environmental awareness.
In the whole teaching process of this course, I fully adopted the independent, cooperative and inquiry learning method to teach, so that students really became the masters of learning, improved their enthusiasm for learning, and turned learning into learning, learning and loving learning. In the future teaching process, how to make the methods and means of education and teaching better serve students is a problem that I have been exploring, and it is also the direction of my efforts, and I will persevere in this direction.