explain
Because this unit has staged "activity exercises" in the process of text learning, and because it is my first time to teach, it is necessary to sort out the comprehensive learning of this unit.
Textbook analysis
The theme of this comprehensive study is "knocking on the door of poetry", which revolves around the content of modern poetry. On the basis of collecting and creating poems, students are required to cooperate in compiling small collections of poems, hold poetry recitations and show the achievements of comprehensive learning in different ways.
This comprehensive learning runs through the whole unit teaching. "Activity Tips" after "Three Short Poems" arranges students to collect and extract their favorite modern poems, aiming at stimulating students' interest in reading and collecting modern poems and understanding some basic requirements for extraction. The "activity tips" after the "white birch" class assigned two tasks. One is to organize students to communicate with the collected modern poems in stages, which is the continuation and promotion of the previous stage, aiming at opening their eyes through communication and further enriching the collection methods and types of modern poems; The second is to let students try to write modern poems. On the one hand, it paves the way for follow-up activities and enriches the material of "small poems". On the other hand, there is no exercise in this unit. Students trying to write a poem means that they have completed an "exercise", so each student should be required to write one. On the basis of these two stages of activities, we will enter the third stage of comprehensive learning, that is, show the results of exchange learning.
The results of this comprehensive study are presented in written and oral form. The first way of expression is "cooperation"
First, the textbook helps students to clearly arrange the contents, including "poetry collection", "poems written by themselves" and "stories or materials related to poems", which fully embodies the connection with the previous two "activity tips". In addition to suggestions on content, the textbook also suggests the form of arrangement, such as the form of classification and the form of design. Finally, students are asked to name the poems and make a simple binding. The second mode of the exhibition is "holding a poetry recital", which can be regarded as a continuation of "co-editing a small collection of poems". The textbook clearly shows the task and process of preparation, and also suggests two points for attention in reciting modern poetry in the form of tips. On the one hand, these two points for attention in recitation help students understand the general requirements of modern poetry recitation, on the other hand, they are another form of oral communication, which needs attention in the implementation of activities.
The two items of "communication platform" and "application of words" in this unit "China Garden" reflect the review and extended application of this comprehensive study, which is helpful for students to further understand the characteristics of modern poetry and feel the uniqueness of its expression.
moving target
1. Be able to organize your own collected poems.
2. Be able to communicate the small poems collected or created by yourself with classmates and jointly create a small collection of poems.
3. Be able to work with classmates and hold a class poetry reading meeting. When reading aloud, the tone is appropriate and the expression and posture are natural.
Generous.
Activity suggestion
First, the overall grasp
The "activity tips" and "achievement display" of this comprehensive study are interspersed in the text study of this unit. In the implementation, we should pay attention to the overall grasp and linkage inside and outside the class, and run through the whole process of unit learning.
The study of the first "activity prompt" is the initial stage of this comprehensive study, which can be arranged in the second class of the first intensive reading text and then studied after learning three poems. After in-class instruction, students are required to complete a certain amount of excerpts after class every day and implement them through homework. The second "activity prompt" learning is the promotion stage of this comprehensive learning. These two tasks can be arranged after studying the third intensive reading text and after skimming the text, and each task needs-class hours. After class, students should be required to adjust and improve according to the problems found in the stage communication, and continue to complete a certain amount of excerpts every day.
In this stage of comprehensive learning achievement display, it is suggested to arrange three or three and a half class hours for in-class learning activities.
The first lesson is to guide students to sort out the collected modern poems and discuss the arrangement content, form and task division of small poetry collections in cooperation.
Although the achievement display stage is arranged after the text study of this unit, in order to reflect the progress of the activity, the class hours can be arranged in the reading teaching process in advance, and it is suggested that it be arranged after the first activity of the 1 1 class, and in the subsequent learning process, students are prompted to use their extracurricular time to promote the writing of short poems according to the division of labor.
In the second class, organize students to show and exchange the compiled poems. If the students' activities are slow, they can also arrange a small poem to be displayed in class after learning China Gardens in this unit.
In the third class, a "class poetry recital" was held to show and summarize. After the exchange of short poems, students should be arranged to make all kinds of preparations for the "poetry recital". This task can be arranged in class and completed in half a class hour, or students can discuss it by themselves in their spare time. In order to ensure the sufficiency of the activities, the presentation of "poetry recitation" in class can be postponed appropriately, inserted into the learning process of the next unit, or integrated with class activities.
Second, timely guidance.
1.
Collecting your favorite modern poems is the basis of completing this comprehensive study. Under the guidance of the first "activity prompt", teachers can help students understand the collection methods of modern poetry by showing real objects, live demonstrations, etc., and initially feel the respective characteristics of books, newspapers and the Internet in collecting materials. Students should be reminded to pay attention to the accuracy of network information when collecting poems online, and it is best to check it. You can also learn more about how to use the Internet to collect modern poems in advance, so as to promote the follow-up activities. Because students' initial excerpts may be limited by their cognitive level and collection methods, they show certain convergence. Therefore, under the guidance of the second activity prompt, teachers should focus on enriching the types of excerpts and sorting them out. In addition to the examples of classified collection in students' communication, teachers can also use charts to help students sort out the recent poems collected in the early stage, so as to clarify the angle of classification, extraction and sorting in the later stage. In addition, in order to improve students' information literacy, teachers should constantly remind and strengthen students about other problems that may occur in the process of collecting modern poetry in the previous stage, such as not writing clearly the author and source.
2. Guidance in the stage of achievement presentation.
The first way to show the results of this comprehensive study is "co-editing poems", and attention should be paid to the guidance of division of labor in class and the promotion of extracurricular cooperation in teaching. In order to help students have a more intuitive understanding of cooperative tasks and specific requirements, teachers can show examples in the teaching process to guide students to clarify the content arrangement and presentation of small poetry collections. Examples can be official publications or poems compiled by teachers or students. It should be noted that the examples can reflect the classified presentation of the arrangement content, appropriate art design, and standardized and beautiful cover binding. After the example is displayed, students can read the introduction part of the activity and further clarify the relevant requirements for arranging small poems. Then, organize students to group, in addition to grouping by natural seats, students can also freely combine according to the theme of the proposed poetry collection. After grouping, students are prompted to discuss the framework of the selected poems to be arranged by the group from two aspects: the arrangement content and the arrangement form, and then discuss how to divide the work. Teachers can design a task division table, or students can discuss and record it, and make clear their subsequent specific tasks. After class, teachers should remind students of the assigned tasks in the form of homework to ensure that they are completed on time. Different from "co-editing poems", the second way to show the results is "holding a poetry recital", and the focus should be on the preparation after class. In the process of preparing lessons, in order to facilitate students to understand the optional recitation materials in class, teachers can first organize groups to recommend programs and display the recommended programs in the designated area of the class. After the students read the activity guide, the teacher can design a table to help students make clear what to discuss in the early stage of the activity from the aspects of activity time, host, program sequence and specific program arrangement. After understanding the alternative materials and defining the content to be discussed, the teacher will organize each group to discuss, fill in the reading schedule and submit it to the class Committee meeting. According to the suggestions of each group, the class committee plans and designs the pre-preparation schedule of the class "Poetry Reading Club", and organizes students to implement it step by step as planned.
Make a preview schedule for classroom reading.
Determine: the name, time, place and performance form of the recital.
Program arrangement, host (director), host writing, venue layout, props preparation, judges arrangement and other preparations. ...
Third, results sharing.
The results of this comprehensive study include a small book of poetry in written form and an oral recitation.
When organizing students to exchange written results, teachers should pay attention to the construction of display platform. You can use a class hour to organize students to display and exchange small poems written by groups, or you can display small poems written by groups in a fixed area of the class for students to browse in their spare time. In order to arouse the enthusiasm of students to participate in communication and improve the effectiveness of the results display, teachers can also set up several awards, such as "Best Arrangement Award", "Best Illustration Award", "Best Binding Award" and "Best Poetry Collection Name", and then organize all students to participate in the voting, so that the winning teams can share the relevant experience in the process of cooperation or compilation of small poetry collections. When presenting the results orally, we should pay attention to scientific evaluation according to the objectives of the activities. "Reading aloud with proper intonation and natural expression and posture" is the activity goal of this achievement display, so before poetry recitation, teachers should organize students to read the tips on the comprehensive study page and understand the evaluation criteria of poetry recitation. Teachers can select different types of poems from the collection of small poems written by students, and through the demonstration reading by teachers or some students, let all students understand how to "read the emotions expressed by poems in an appropriate tone". Students can be organized to watch famous reciting videos and establish a specific understanding of the requirements of "natural expressions and gestures".
After defining the evaluation standard, students should also be prompted to practice according to this standard before reciting. In poetry recitation, teachers can organize students to scientifically evaluate students' performance and select the most popular recitation programs according to the recitation standards suggested in the tips.
-I still feel that I have mastered detailed peripheral knowledge and can't solve the core problem, but I feel that I need to sort it out systematically and crawl in contradictions!