Reflections on the design concept of the sixth lecture 1 of China Garden, the second volume of the second grade of People's Education Press.
Pay attention to the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities. Make students improve their Chinese literacy in an all-round way in independent activities that they are interested in, so as to cultivate primary school students' ability of active exploration, unity and cooperation and innovation.
Teaching objectives
1. Learn antonym reduplicated words. If you are willing to explore, you can find the structural rules of words.
2. Learn new words and review old words through comparison and discrimination. Be able to read independently, distinguish similar words, and read poems correctly, fluently and emotionally.
3. Read the modern poem Little Rock Girl.
4. Through oral communication, arouse the enthusiasm of students to participate in the discussion. Cultivate students' ability to analyze and solve problems. Cultivate interest in learning.
I can show you my extracurricular learning experience, I can show you the wall newspaper I have cooperated with my partners, and other contents about recording the "June 1" activities.
Preparation before class
Teacher preparation: projector, new word card, data collection.
Three classes are arranged during the class.
Teaching process and design intention
first kind
I. My findings
1. Read the words and find them yourself. Experience the rhythm of word reading.
2. If you lose weight, communicate and find out. The deskmates exchanged their findings with each other. Found new words after losing weight: size, depth, height, length, thickness (all antonyms)
3. Communicate with the whole class and summarize the findings. After classroom communication, it is concluded that these words not only overlap in the same form, but also consist of two words with opposite meanings.
4. Just say it.
Big and small (size) are almost ()
Deep and shallow () high and low ()
Long and short () thick and thin ()
5. Show new discoveries of wisdom and expand practice. What other antonyms have you found in your life? Say more words like this. (teacher's camera blackboard) such as: up and down, back and forth, left and right, in and out, inside and out, stop and go. ...
6. I read the words in the book and just accumulated them.
7. Choose five words to add to the book.
8. Take various games as antonyms.
[Design intent]
This is an exercise to guide students to discover the rules of word formation independently. The design focus of this link is to guide students to explore and discover two groups of words. Although there is a word difference, their parts of speech and meanings are quite different. Let students observe and discuss, encourage students to express their personal opinions in teaching, and let students experience the joy of discovery and feel the richness of Chinese.
Second, accumulate over time.
1. Read and identify
(1) Now, let's go to the Word Game Palace!
(2) Cooperate with each other in the group and talk about what you found and how you remembered these words.
(3) Group report
(1) Words for vegetables: radish, eggplant and mushroom (related to vegetables)
2 Words that mean cooking: stew, roast and roast (related to "fire") all mean "cooking". )
(3) Words indicating hands-on: pick, carry and pick (related to "scoop", all mean hands-on. )
(4) Words indicating movement: stamping, kicking, jumping (and "?" Related, all contain the meaning of moving feet. )
(4) think about it.
(1) Say a few more words about vegetables:-(related to vegetables)
(2) Say a few more words that mean "cooking": —————— (It is related to "fire". )
(3) Say a few more words to show hands-on: ——— (It's related to "spoon". )
(4) Say a few more words to show movement:-(and "?" Related. )
I will fill it out.
1 Review the questions. Tell me the meaning of the question.
2 talk about the differences between each group of words.
Talk to each other at the same table and in groups to find out the words that can be matched.
4 classroom communication. Inspire students to say what other words can be filled in and encourage them to express different opinions.
Choose your favorite phrase and say one or more words. Teachers encourage innovation.
⑥ Expand exercises and create situations to speak, such as
Huangshan Mountain with beautiful scenery; A steady stream of cars-
⑦ Finish your homework independently. You can check each other at the same table after you finish.
Buy () review () rest () pick up ()
If () Ping () Bo () gives ()
Carry () points () to continue () money ()
Ring () sentence () read () line ()
I can read.
(1) self-reading poems. Students read poems by themselves with the help of pinyin.
(2) Tell me what you have seen and don't understand.
(3) The whole class exchanged poems.
(4) Practice painting poetry: What do you think should be painted?
(5) Reading poems aloud. Further understand the artistic conception of poetry.
[Design intent]
This link focuses on guiding students to discover and practice life experience to think and apply new knowledge, and guiding primary school students to cooperate and communicate with each other, which is the concrete embodiment of the concept of "promoting students' development" in the new curriculum.
[Teaching reflection]
Teaching is to avoid teaching. Teaching is to guide students to learn independently. When students have sufficient space to show themselves, they will constantly surpass their original cognitive level and imagination, form a positive creative spirit, promote the development of their understanding, imagination and thinking ability, and make our Chinese teaching truly blend humanity and instrumentality.
After all, Chinese is called "language", the fundamental attribute of Chinese subject is instrumental, and the fundamental task of Chinese subject is to train language and writing. The image of knowledge in students' minds cannot be a copy of textbooks, but a personalized knowledge system full of individual thinking and wisdom, and a knowledge framework full of vitality and space creation. The first thing to consider in the development of activities is to bring cognitive happiness to students as much as possible, so that students can accumulate and store knowledge in listening, doing, rap, playing, reading, writing, audio-visual and other activities. Therefore, this design is intended to build an activity platform, where teachers and students jointly start the "knowledge express", and students first put their gains into the "small achievement bag" in teaching activities, and then selectively "buy tickets to get on the bus". This kind of activity seems disorderly, but there are many internal laws supporting the orderly operation, and students will become real masters of knowledge. This is especially true for the teaching design of China gardens.
Oral communication in the second classroom
First, reproduce the scene.
(1) Import the first paragraph in the reference book.
(2) Group discussion: What should he do? Why?
(3) Collective communication.
The teacher summed up the students' practice: ① Write down the name of Xiaolong. I don't remember.
Second, make suggestions.
(1) divided into two groups according to different opinions. Sit opposite each other. The two teams were named positive team and negative team respectively.
(2) Choose the presenter who states his own views. After the presenter explained his point of view, all parties debated and fully explained the reasons why his point of view was correct and the reasons why the other party was wrong.
Talk to each other at the same table and communicate with the whole class.
Third, a small debate.
(1) state opinions.
(2) Free debate.
(3) the teacher's principal and summary.
[Design intent]
The design of this link focuses on cultivating primary school students' oral expression ability and awareness of participation and cooperation, which is conducive to the optimization of classroom teaching. The teacher became the best among equals. The debate competition for primary school students not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to think and speak.
[Teaching reflection]
In this oral communication class, the teacher's role has changed, from a professor to a collaborator in learning. This discussion has quite positive significance and should be strongly advocated. Students have also changed from listeners to active participants in learning and masters of the classroom. Students change from passive acceptance of knowledge to personal experience. Teachers change from indoctrination to guidance, and students change from listening carefully to using their own brains. It pays attention to the application of autonomy, cooperation and inquiry teaching mode, which creates a broad space for giving full play to students' creativity. At the same time, this kind of classroom also fully embodies that students are the main body of the classroom and teachers are the dominant ones. In fact, the focus of the classroom has shifted: from emphasizing teachers' "teaching" to emphasizing students' "learning", from emphasizing results to emphasizing students' learning process in the past. It turns out that the teacher's rigid mode of "paying attention to listening" has been replaced by the teacher's timely teaching and guidance. This is the personal experience and practice of attaching importance to students' learning. The way of learning has also changed. But the requirements for teachers can be higher. The habit of oral communication cannot be formed overnight. Teachers should persevere in this kind of training for students. Only in this way can we develop a good listening and speaking attitude and language habits. It should be noted that in the teaching process, teachers should pay attention to guiding students to develop elegant manners and conversation, and cultivate students' self-confidence and good personality quality.
In the third lesson,
First, the exhibition table
1. Read your study partner's words and tell me what you know.
2. Feel the "basic requirements of citizens' moral cultivation".
You can practice the actual understanding of life, understand with examples, and tell stories to help children understand.
3. Tell me what you did well and what you didn't do enough.
4. What do you want to do for the group?
5. The teacher summed it up.
[Design intent]
Think in connection with life experience, feel in thinking, and feel the "basic requirements of civic moral cultivation" through communication and display.
Second, display the "June 1 tabloid".
1. Group communication.
Such as: the name and content of the tabloid, how to divide the work of the group, how to collect information and so on.
2. "Selling tabloids" competition.
If you are a salesman, how can you push your tabloid to the market or readers?
(1) Prepare freely first
(2) communicate within the group and select the best salesman.
(3) Communication with the whole class.
3. Teacher's summary.
Third, paste the students' tabloid works.
[Design intent]
Guide primary school students to exchange life experiences and organize primary school students to "sell tabloids" competition. This is a very interesting and meaningful practice in itself. In such practical activities, primary school students generate wisdom and feel that experience is success or happiness. This comprehensive study, which transcends and communicates listening, speaking, reading and writing, is conducive to stimulating students' interest in learning, improving their Chinese literacy in an all-round way in independent activities that they are interested in, and is an important way to cultivate students' initiative exploration, unity and cooperation, and courage to innovate.
Reflections on the sixth lecture of China Gardens, the second volume of the second grade of People's Education Press II. Writing teaching is a big problem in Chinese teaching. Every time students are most worried about writing a composition, they look sad in composition class and have no way to start. Especially for students in Grade Three, composition is only the beginning stage, and it will be difficult to express language or accumulate practice materials. This training opportunity, we get together to discuss the strategy of exercise teaching. I carefully designed this exercise class and reflected on it.
First, video broadens students' thinking.
At the beginning of the class, I showed a high-tech video to broaden students' thinking. This video played an excellent role. The students couldn't help exclaiming "Wow" when they looked at it. At the same time, they are also asked to watch carefully and ask students to talk about what new things they like best in the video. Students also know that the future food is very different from the present food.
Second, the effect of speaking.
When students are asked to talk about the characteristics of what they want to write, many students can use their imagination to say the characteristics and functions of what they have in mind. But some students didn't finish well enough. The reason may be that the concept of the future is still vague.
Third, the model essay guides students to write easily.
In teaching, I deliberately draw the magic pen and the "characteristics" of the future house with a red pen; The blue pen depicts "the convenience that the pen of the future will bring to our life." This allows students to re-understand the methods and paths of exercises.
Fourth, through the revision, the focus of this exercise is re-dialed.
I asked the students to do their homework for about 205 minutes, and none of them could finish it. This lesson mainly wants to communicate and modify the "characteristics" and "convenience" of future things. The purpose is to help students who still have difficulties in the exercise to clarify the key points of this exercise again, and also to let students know how to modify the exercise. Although this course has achieved my preset teaching goal, there are still many regrets. Students don't understand what the future is. I can ask students to make clear the requirements of the exercise, let them read silently first, then call the roll, and then let them make clear the requirements of this exercise, so that students can better understand the requirements of this exercise. I believe that through continuous exploration and communication, our exercise teaching will get better and better.