Lesson Draft of Piggy Painting 1 1. My Interpretation of the Text
The article "Piggy Painting" is a fairy tale full of childlike interest. The article tells the story of a little pig who loves painting. Because he has no opinion, he believes the words of the little squirrel, the little goat and the little white goose, and draws a lovely kitten into a big monster. The text uses dialogue to unfold the story, and the vivid story contains truth, clear roles and lively language, which is suitable for reading teaching. So my teaching design is reading-oriented, reading literacy, reading emotion and reading comprehension.
Second, the establishment of teaching objectives
(1) Knowledge goal: Know 14 new words such as "wings, bladder, pig". I can write seven new words, such as "Jiao, yes".
(2) Ability goal: enable students to read the text correctly, fluently and emotionally through various reading methods; And read the text in different roles.
(3) Emotional goal: Let children like reading and fairy tales from the heart. Know how to use your head, have your own opinions, and don't just listen to others.
The teaching focus of this lesson is:
1, literacy
Step 2 read aloud
The difficulty in teaching is to understand the content of the text.
Third, the teaching process plan
1, passionate and interesting
My idea is to create a good teaching situation with the help of language expression and multimedia pictures to stimulate students' desire for learning. This is how I introduce the new lesson:
First of all, show multimedia pictures, bring children into the created situation, talk with them and stimulate their interest in learning.
Then, the topic is revealed through multimedia pictures (19 piggy drawing).
This interesting introduction will build a bridge of spiritual communication between teachers and students and make them emotionally blend.
2, reading literacy, reading love.
(1) first reading comprehension, independent literacy
Step 1: Let students read the text freely in the way they like.
Step 2: Due to the poor abstract thinking of junior students, it is difficult to make a deep impression on a word only by the teacher's narrative or the students' imagination. Following the intuitive principle of teaching, I designed two game links in literacy teaching: "picking apples" and "driving a train". Stimulate students' interest in literacy and experience the fun of literacy, so as to be willing to read and then take the initiative to read.
Effective literacy in such a relaxed and lively atmosphere can really let children play in schools and middle schools, thus achieving the goal of independent literacy.
Step 3: Ask questions and feel.
Children, what did the pig who loves painting draw at first? Oh, it's a lovely kitten.
(2) But what did the lovely kitten finally become? It turned out to be a big monster.
(2) Role reading, reading and understanding
This link is the focus of this class, and my teaching steps are as follows:
Step 1: Read aloud according to the role.
Step 2: Evaluate the reading materials. Through students' mutual evaluation, we can understand the emotional tone and expression skills of reading and internalize them into our own methods.
The third step: reading edification.
After students evaluate each other, I use visual CAI courseware to guide students to observe, and on the basis of observation, let students read key sentences by themselves, and give emotional reading guidance from the actions, manners and tone of different roles.
A, first show the first picture and guide the students to observe who is in the picture. What are they doing? This picture contains two key sentences. Show the sentences and guide the students to observe the posture and movements of the little squirrel and pig again. Then read it by yourself and feel the tone of different roles.
For example, say, "Look, my tail is big and beautiful. I should draw the cat's tail bigger. " (Show sentences)
I guide the students to act and read the smug tone of the little squirrel showing off its big tail.
Show the sentence: "The pig listened and immediately drew the cat's tail thick and big." This sentence guides students to concentrate on reading, understand the meanings of the words "immediately" and "big and thick" with actions, and let children realize that piggy painted the cat's tail "thick and big" only because he heard what others said, without thinking, and made a joke.
B, courseware shows sentences:
"You see, the horn on my head is so powerful. Hurry and add them! "
Hearing this, the pig quickly drew a diagonal line on the cat's head.
"Look, how beautiful my wings are, and how beautiful it would be to add a pair of wings to the cat!"
Hearing this, the pig immediately put its wings on the sides of the cat's body.
Use the above method to guide students to observe the second picture. I take the form of student-student interaction, that is, students read independently, read at the same table, and read in groups. So that they can feel the language independently; Finally, on the basis of the interaction between students and teachers, in the interesting role reading, we realized that: the little goat thinks he has horns and feels very proud; The little white goose is proud of its beautiful wings, and the pig doesn't think about what they say. He paints his own characteristics on the kitten and makes a joke.
Step 4: Reading Competition
The new curriculum standard advocates the way of group cooperative learning. I will let the students read aloud in groups, then put on their hoods and have a reading contest in groups. In this way, the textbook language has become its own language after the students' own re-creation, which is conducive to cultivating students' creative thinking.
(3) overall grasp, perception and sentiment
This link is the teaching difficulty of this course.
Fourth, teaching strategies to break through teaching difficulties
"Chinese New Curriculum Standard" points out: "It is necessary to cultivate students' curiosity about things, so that they have a strong interest in inquiry, have a sense of problems and are willing to explore. "To this end, when I broke through the teaching difficulties, I adopted such a teaching strategy:
Clever questions, * * * with exploration.
In teaching, I set the following questions:
(1) Little squirrel, little goat, little white goose. Are their words reasonable?
This question is based on the child's ability to distinguish right from wrong, to test whether he really understands the article and understands the truth contained in it.
(2) Do you like pigs?
This question only encourages students to talk about their own unique views on reading.
(3) The pig painted the cat as a monster, and everyone burst into laughter. what do you think? Want to say something to him?
Connect the pig thing with their real life, so that children can really know how to be a smart and independent child.
In this teaching session, I will create a relaxed and happy learning atmosphere. Fully respect students' personalized interpretation and diversified interpretation, let children spread their imagination wings, and hit the light of thought through interactive communication and mutual discussion.
The purpose of Chinese classroom teaching is to comprehensively improve students' Chinese literacy and promote their development. Therefore, I want to create an open and dynamic teaching atmosphere in this class. Let students study happily and grow happily.
Lecture notes of "Piggy Drawing" 21. Speaking of textbooks:
"Piggy Drawing" is a standard experimental textbook for compulsory education courses, with Chinese version S, the second volume of grade one, 19 lesson. This lesson is an interesting fairy tale. The article is about a little pig who loves painting, but he has no opinion. Under everyone's guidance, he painted the lovely Xiaohua Mall into a monster. The full text is lively, interesting and readable.
Second, state the goal:
1, cognitive goal: understand and use the words "immediately, quickly and immediately".
2. Ability goal: read the text correctly, fluently and emotionally. Recite the text.
3, emotional goals: understand that you should seriously think about other people's opinions, do not blindly listen to others.
Third, say that students:
First-year students have the psychological characteristics of curiosity, exploration and susceptibility to infection, and are easily attracted by new and moving things. In the teaching of this class, students have been able to say a relatively complete sentence, and can experience and feel in the situation created by the teacher, so as to achieve emotional soundness, and at the same time, they have accumulated a lot of life materials related to this class. This is also a favorable factor for learning this lesson, while the unfavorable factor is that students may sing and read aloud when reading the text.
Four, the teaching emphasis and difficulty:
1, key point: read the text correctly, fluently and emotionally.
2. Difficulties: Understand that you should seriously consider other people's opinions and don't blindly listen to others' opinions.
Preparation of teaching AIDS for verbs (abbreviation of verb);
Multimedia courseware, little squirrel, little goat, little white goose headdress
Six, the teaching process theory:
The teaching time of this course is arranged in two classes, the first class is mainly to teach new words.
Let's talk about the teaching procedure of the second class. According to the above objectives, combined with the accumulation of students' existing language knowledge and learning experience, I will focus on reading and understanding the article.
1, wonderful import:
The most important thing in learning is interest. The teacher sang "Careless Little Painter" to make students enter a class easily and happily, which stimulated their interest in learning. By checking the mastery of new words, we can review old words and learn new words.
2, review the text, the overall perception:
Listen to the tape and read the model essay, and sort out the article preliminarily.
3, reading comprehension:
In this meeting, I put forward three main points:
(1) Pay attention to reading training;
The new curriculum standard clearly points out that reading texts correctly, fluently and emotionally is an important task of reading teaching. Accordingly, I strengthened the reading training of this class and designed three links: reading smoothly, reading well and reading well. By doing actions to guide students to feel and experience themselves as characters in the text, reading through old teachers, reading with actions, reading with performances and reading with performances can reproduce the scene of the text, thus enhancing the understanding of the text, deepening the impression and being infected. It is an interesting and vivid reading method. Through the understanding of text symbols, students can establish a clear image relationship in their brains with the help of the intuition of teaching materials, and realize the externalization of images, that is, express the images in their minds with explicit body movements and intonation timbre. Evaluation reading, demonstration reading, headdress reading with music and other forms guide students to read in places with feelings, cultivate a sense of language and strengthen the influence of emotion and beauty.
(2) Pay attention to individual feelings.
In Chinese class, some students will definitely show similar thinking collision or emotional * * * sound, such as being suddenly enlightened, pounding and imagining. In view of this article, in order to achieve such a state, I think students' ideological understanding must be improved to a certain level. Let students try to get in touch with their own ideas in a relaxed and free learning atmosphere.
(3) Pay attention to language accumulation.
In this course, I pay more attention to students' language accumulation For example, for words with similar meanings to "You", students can understand the meaning and beauty of the motherland's language and writing through reading aloud and speaking, so as to love the motherland's language and culture more. At the end of teaching, a part of giving away famous sayings is designed to closely follow the theme of the text, which is not only conducive to deepening the understanding of the text, but also conducive to improving students' literary literacy.
4. Writing exercises:
It is very important for junior students to cultivate good writing habits, learn to discover and observe, and get new discoveries, so as to write Chinese characters better.
5, expand and extend, flying personality:
I took the last paragraph as the focus of this article, and the teacher adapted the careless little painter according to the content of the text. After singing, I created a scene to make everyone laugh. What did the animals say after laughing, and what did You Zhu think? Let children expand their imagination and then encourage them to stimulate. This breaks through the key and difficult points of this course, develops students' thinking and sublimates students' emotions. At the end of teaching, designing a part of giving away famous sayings, closely following the theme of the text, is not only conducive to deepening the understanding of the text, but also conducive to improving students' literary literacy, which has the function of making the finishing point.
In this diversified teaching process, students can better understand the thoughts and feelings of the text, thus causing * * *. In this way, students will not focus on the dilemma of "knowing without saying anything", but also meet the requirements of comprehensive and harmonious development of knowledge, emotion, will and action.