The topic of reform and opening up is very big, including too many historical backgrounds and policy measures. How to make students feel this change from simple examples around them is the difficulty of this lesson. In order to break through the difficulties, Mr. Xu arranged an investigation and interview before class, making full use of classroom teachers' resources and expanding the moral education classroom indefinitely. In the classroom, through discussion, communication and food presentation, students can feel that the motherland is entering an era of Vientiane renewal as much as possible. This class is still very successful.
Instruction design description
1. Reflections on the Third-line Target Positioning of Junior Students
Teaching objectives of reading line: ① Improve students' reading ability. (2) Consolidate the writing foundation: a) Standardize students' language. B, accumulate words. C, cultivate the ability to speak.
Lifeline teaching objectives: ① Connect with students' life, guide students into nature and society, and learn to observe and think. ② In real life situations, stimulate students' real emotions and let them have something to say. ③ Cultivate students' aesthetic ability, and then improve their writing ability.
The specific requirements of Chinese Curriculum Standard for junior writing are: ① Be interested in writing, write what you want to say, write what you imagine, and write your own understanding and feelings about the surrounding things. ② Willing to use words learned from reading and life in writing. ③ Learn to use commas, periods, question marks and exclamation marks according to the needs of expression.
2, the understanding of paste composition-(paste composition, leading students into the hall of writing. )
(1) creates a great imagination for students.
(2) Create an expressive atmosphere and provide imaginative themes.
③ Stimulate students' interest in writing. Junior students have strong thinking in images, like drawing and pictures, and the process of cutting pictures is precisely to let students realize happy writing in the "free will" of hands, mouth, brain and temptation.
3. Determine the idea of the theme exercise of "Stories of the Four Seasons".
① Take the situation line as the center, improve the teaching objectives of reading line and life line, and realize the integration of the three lines.
(2) Based on life (four seasons), create stories (imagination), and write imagination based on life, so as to meet the requirements of realistic and imaginary writing in curriculum standards.
(3) The general goal of happy composition, that is, wanting to write, being able to write and writing happily, is integrated into three lines. Based on the reading line and life line, the fun of writing is induced, and the fun of writing is enhanced with the situational line as the center.
In view of the above thinking, I decided on the teaching design of the theme exercise "The Story of the Four Seasons" this school year. The following is the teaching design of The Story of Spring.
The first step (reading line) → reading accumulation → reading spring → stimulating interest.
Want to write (induce the happiness of homework)
Step 2 (Lifeline) → Observing life → Appreciating spring → Guiding feelings ↓
↓ ↓ ↓
The third step (scene line) → write with stickers → represent spring → express → write happily (enhance the pleasure of homework).
The theme-based teaching of "Spring Story" is completed in three steps. The first step is to carry out the teaching content of reading line, that is, to select three articles describing spring for reading accumulation, to inspire students to imagine spring by reading beautiful articles, to bring students' thinking into the artistic conception of spring, to stimulate students' yearning for spring, and to pave the way for the next step to lead students into nature and experience the beauty of spring personally.
In the second step, students go into nature with longing for spring, looking for spring and observing it. Students enter the spring with a certain learning purpose, and experience the beauty of spring with their eyes, mouth, nose and heart. Students truly feel the beauty and colorful of spring through personal experience, and naturally love spring. "Emotional resignation" paves the way for the next step.
The third step, students' emotions are activated, and naturally there is a need for expression. At this time, collect the pictures, cut and paste them, and then write the story of spring with words.
The above three-step teaching follows the cognitive law of students, and its process can be summarized as "stimulating interest-guiding clarity-expressing". In any step of teaching, students do not passively accept knowledge and complete the tasks assigned by teachers, but use various senses to discover, experience and express in active participation, imagination and hands-on thinking, so as to truly realize the teaching purposes of "wanting to write" and "being willing to write".
(B), teaching design
Exercise goal: 1. Read three articles, acquire methods, stimulate imagination and accumulate vocabulary.
2. Walk into spring, observe spring, experience spring, and have the feelings of loving spring.
3. Collect pictures, cut and paste them into pictures, and create stories.
The first step "Reading Spring" teaching design (one lesson)
Teaching requirements: 1. Read three articles in the United States: Looking for Spring, This is how spring comes, and Spring has come. Read them carefully and expand your imagination.
2. Learn to observe in reading, and lay the foundation for going into nature to observe spring.
3. Expand your imagination and enter the unique artistic conception of spring.
4. Accumulate your favorite words.
Teaching process:
First, the introduction of passion.
1. Spring is a beautiful season. Do you remember the words that we learned to describe spring in grade one?
Health: bloom is warm in spring.
Health: Liu Hong
Health: The ice and snow melt.
……
Summary: Yes, spring is a colorful season. Many writers write spring as beautiful poems and catchy articles. Let's walk into the writer's language and appreciate the beauty of spring.
Second, read the article and expand your imagination.
(1), read three articles freely, and have a preliminary understanding of the beauty of language, scenery and artistic conception.
(2) Exchange feelings, inspire imagination and train thinking.
1, exchange "Looking for Spring" (I have completed the task of reading teaching in reading teaching, and now I only guide students how to observe spring);
Teacher: How do the children in the text find spring?
Health: Look with your eyes.
Health: Listen with your ears.
Health: Smell it with your nose.
Health: Touch it with your hand.
Teacher's summary: Children touch spring by seeing, listening, smelling and touching. They think spring is beautiful and full of happiness. [Enable students to acquire observation methods]
2. Exchange "This is how spring comes":
Teacher: Zhang heard the sound of spring and wrote the poem "This is how spring comes". Read it quickly and see how beautiful the author's imagination is!
Students read aloud.
Communication: What sound does the author hear? What does he think that sound is?
Health: The author heard the sound of the stream, and he thought it was the song of spring.
Health: The author heard the sound of the wind blowing wicker. He thought it was like dancing in spring.
Health: The writer heard the sound of bamboo shoots jointing in spring, and he thought it was firecrackers in spring.
Teacher's summary: The writer not only described the spring with beautiful language, but also wrote his own rich imagination to make the spring more beautiful! Let the students understand that developing rich imagination in observation will make the scenery more beautiful. ]
3. Communicate "Spring is coming"
Teacher: According to Tolstoy, a great Russian writer, spring is full of vitality. In the beautiful nature, various small animals are playing games happily! The spring of reading will come soon.
Students can read freely.
Communication: What small animals are playing games in spring? Do their movements while reading and experience their happiness.
Students read. This link infects students' happiness with the happiness of animals, and encourages students to go into nature and experience the fun of spring. )
Teacher's summary: Spring is the season when everything recovers, spring is a beautiful season, spring is a season full of vitality, and spring is an extremely happy season. With the yearning for spring, with the love of spring, into nature, into spring!
The second step is the teaching design of "enjoying spring" (weekend independent activities)
Teaching requirements: 1. Choose the place you want to observe, see, listen, smell, touch, walk into nature, live, observe and experience the beauty of spring with your hands.
2. Take out your accumulated words and experience them in nature.
First, design problem situations to stimulate students' yearning for spring.
1. Last class, we read three beautiful articles, and we understood the beauty of spring in language. Where do you want to find spring?
Health: Park.
Health: Orchard
Health: field
2. After choosing the place you want to go, how will you observe spring?
Health: Look, listen and smell.
Conclusion: Yes, we can walk into parks and orchards, see with our eyes, hear with our ears, smell with our noses, touch with our hands and feel the beauty of spring with our hearts! The teacher believes in you and will definitely make friends with Spring.
Third, safety tips
1, parents must accompany you on weekend activities.
2. Be a civilized pupil and take care of everything in nature.
3. Take out your accumulated words and experience them in nature. Learn to observe through reading, and make the experience more targeted and effective. )
[In this link, the teacher describes it in infectious language, arouses students' yearning for nature, and guides students to observe and experience the beauty of spring with various senses, paving the way for the next step. ]
Step 3: Teaching Design of "Xiuchun" (1 class)
Teaching requirements: 1. Instruct students to cut out pictures and paste them according to certain themes. Instruct students to use the accumulated words, imagine and create stories in the process of mapping.
2. Cultivate students' ability to collect pictures independently.