Reflections on the teaching of golden cicada shelling 1 "Golden Cicada shelling" Let children witness the whole process of golden cicada shelling. With vivid and interesting stories, lead children into the animal world and listen to the songs of animals, so that students can feel the wonder and interest of the animal world and become interested in natural science research.
After reading the topic, I asked them to observe some illustrations in the text, and then asked them to tell me if you found the golden cicada. Some children call cicada shells golden cicadas, while others call cicadas outside their shells golden cicadas. Let's express our opinions and have fun. At this time, I asked the children to combine the description of the golden cicada in the third paragraph: "Fat, covered with golden light", and then judge whether it is right. Everyone shook their heads. At this critical moment, I showed a picture of the golden cicada, and the students couldn't help but be surprised: "Oh, this is the golden cicada!" " "At this time, the children's interest was aroused. I asked them if they would like to watch the process of cicada shelling with me, and everyone agreed. We climbed the tree with the author and witnessed the process of shelling.
In the fourth and fifth paragraphs, let the students read aloud repeatedly, feel the strange and moving scenes, circle the relevant words, exchange their reading feelings with their classmates, and imagine the process of the golden cicada shelling while reading. Especially in the scene of cicada's tail molting, the students found out verbs such as "shaking", "reaching", "leaning", "flapping", "grasping" and "pulling", and tried to imitate these actions of cicada, so that the classroom atmosphere reached a climax. Although the scene of the golden cicada shedding its shell is described in detail, it is far from the actual life of students, and no students have witnessed the magical scene with their own eyes, which is more abstract. Therefore, in teaching, my camera played a picture of a golden cicada shedding its shell, which stimulated students' interest and inspired their thinking. Because the picture is not animated, the process is not vivid enough.
On this basis, I ask: Why can the author find and show the scene of "golden cicada shelling" with delicate brushwork? After reading the whole article, it is not difficult for students to find out-it is observation that makes me uncover the secret of golden cicada; It was observation that made me capture the strange and moving scene of the golden cicada shedding its shell. It can be said that observation reveals secrets and finds beautiful keys. How can we find beauty easily? The text introduces us to three observation methods: first, there is order, second, there is emphasis, and third, there is emotion. Students not only appreciate the magic, fun, strangeness and moving of the golden cicada, but also learn the method of observation. The study of the whole class should be said to be satisfactory.
Reflections on the teaching of golden cicada shelling 2. The article "The Golden Cicada Peels the Shell" describes a magical and interesting phenomenon in nature, which is difficult for people who are not good at observing life at ordinary times to see. The same is true for students, few of whom have seen it. According to the learning focus of the article-understand the process of golden cicada shelling and feel its strangeness and magic. I think words alone are not enough for students to really understand. So, before class, I look for information and surf the Internet to find suitable courseware and animation, so that students can better understand.
In the teaching of the first natural lesson, I instructed students to grasp the sentence "When night falls, insects and cicadas emerge from the soil, secretly climb the trunk, take off old clothes and put on gorgeous new clothes." Because this sentence not only briefly summarizes the process of golden cicada shelling, but also vividly describes the essence of golden cicada shelling.
The third natural paragraph of the article tells us about the time (evening), the environment (the trees are full of lush branches and leaves) and the appearance of cicadas about to shell (fat and golden), and describes in detail the scene before cicadas shell.
The fourth and fifth paragraphs are the most important. I will let the students teach themselves first, imagine the cicada shedding its shell while reading, and circle the key words. Students are enthusiastic and interested in learning. While patrolling, I asked my classmates about their study. Many students didn't quite understand the description of "cicada slough" in the article. (The cicada leans back in the air, sticks its upper body out of the shell, rushes forward quickly, and then grabs the cicada shell with its front foot and pulls it hard, and the white and tender cicada tail comes out. At this time, I began to play the courseware I found before (unfortunately, it was not an animation). Because students have a certain writing foundation, they bring their previous thinking and confusion, and have a clear understanding of the shelling process shown in the courseware.
The deficiency in teaching is that when guiding students to learn the process of cicada hulling, they still talk too much, which does not make students feel well.
It is also an article about animals. Combined with the composition training in this unit, this text should be a good example. Therefore, learning writing methods and mastering how to write a vivid composition should be the focus of this teaching. In teaching, teachers should guide students to sort out the narrative order, understand the process of how the author writes cicadas, let students feel the writing skills in reading, and internalize the written language into their own language. After understanding the expression of the article, students can observe a favorite animal, focus on the action, imitate the writing of this lesson, and write an observation diary to pave the way for the writing of exercise 2.