High quality teaching design of straw hat design

Quality Teaching Design of "Straw Hat Plan" I. teaching material analysis;

Straw hat plan is the text of an article in Unit 5 of Primary School Chinese published by Beijing Normal University. Unit 5 is based on? Smart? As a combined unit with a theme, this paper mainly tells the story that He Long used his intelligence to command troops, confuse the enemy, and let the enemy kill each other without firing a shot and win the battle. The text is written in the order of events, with vivid plots and clear context. A large number of idioms are used in this paper, which enhances the appeal and expressive effect of the language. Ask the students to explain the importance of wisdom by studying the text. We should not only let students know He Long's military talents, but also let them realize the role of wisdom from the way and attitude of handling things, and form the habit of careful observation and diligent thinking in their study and life from an early age, so as to enrich their knowledge, consciously use what they have learned to solve problems and give full play to their intelligence.

Second, the analysis of learning situation:

Students have developed good study habits. Can consciously preview before class, such as: consulting materials related to the text, getting familiar with the text, taking notes and writing notes; Willing to ask questions in class, dare to ask questions, be good at asking questions, be able to cooperate and exchange valuable questions, and have their own unique understanding of the article; After class, you can carefully revise, sort out and improve your class notes, make up for the deficiencies according to your own learning situation, and consolidate and improve.

Third, the design concept:

Reading teaching must go deep into the text, the language of the text and the depth of the text. Teaching should pay attention to the learning process, infiltrate learning methods, take root in language, and extract the most valuable information from keywords, so that students can expand their imagination, enter the text situation and get real feelings in reading. Through comparative reading, we can solve the key points of teaching and experience the clever calculation of characters.

Fourth, the teaching objectives:

1, in-depth study of the text 2? In the natural part, several necessary factors for the success of straw hat design are considered.

2. By comparing the scenes of the Red Army throwing straw hats and the White Army grabbing straw hats, and the thoughts of the Red Army before and after throwing straw hats, we can feel Comrade He Long's rich struggle experience and outstanding military talent.

3. Summarize the process of straw hat design with as few words as possible.

Five, the teaching focus:

Think about several necessary factors for the success of the straw hat plan, and feel He Long's military talent.

Six, teaching difficulties:

Summarize the process of straw hat design with as few words as possible.

Seven, students prepare:

Read the materials related to the text.

Eight, teacher preparation:

Read materials and courseware related to the text.

Nine, the teaching process:

(A) the introduction of incentive review

1, with a brief description? Golden cicada shell? Introduction to the short story: Do you like listening to stories, children? Today, Teacher Zhang specially prepared a short story for everyone. During the jubilee of Ningzong in the Southern Song Dynasty, Bi Zaiyu, a famous soldier, led troops to fight to the death with the nomadic people who invaded the Central Plains. Bi Zaiyu decided to withdraw from the position when it was difficult to win. In order to make Song Jun retreat safely, Bi Zaiyu ordered troops to leave flags on the ground, and ordered soldiers to tie dozens of sheep's hind legs to trees, so that the upside-down sheep could kick their front hooves hard, and then put dozens of drums on their hooves. When the sheep were in a hurry, they kicked around hard, and the drums kept beating, which led to the nomads from the army thinking that Song Jun was still stationed in the same place and did not dare to attack for several days. When the nomads from Song Jun discovered the real situation, he was safely transferred. This is one of the 36 famous schemes in history? Golden cicada shell? Meter, during the revolutionary war, our marshal He Long Ye Zeng skillfully used it? Golden cicada shell? This trick. Today we continue to study deeply?

2. Uncover the topic and read the topic: Reading the straw hat plan?

3. Teacher: Through the study in the last class, we have a certain understanding of the straw hat plan. Who can say it briefly? (Teacher's camera blackboard writing: design and implementation)

4. Teacher: What did you learn from the straw hat design?

(2) Intensive reading of the second paragraph of the text

1, Teacher: Please open your books quickly and walk into the part of the text describing straw hats. Which paragraphs are about straw hats?

2, health: 2-5 natural period

3. Teacher: Let the children read paragraphs 2-5 of the text by themselves and think about the places described in paragraphs 2-5. What about the Red Army? And then what? (the second paragraph) and sketch it out and make a simple note. (5 minutes)

4. Students report communication: Students answer the sketched sentences and then report their notes? I realized from this sentence.

Focus on guiding students to experience the hot weather and the dangerous situation: there are enemy planes on the plane, pursuers behind them, in a flat Yamanoue? )

Teacher: Let's read these sentences together.

6. Teacher: Yes, in such hot weather, it is very difficult for the Red Army not only to avoid enemy planes in the sky, but also to find ways to get rid of the pursuers stuck on the ground. So He Long ordered all the officers and men to throw straw hats to the side of the road.

7. Teacher: How did the officers and men react to this order? How do they feel and how do they talk about it? Let the children draw the relevant sentences with wavy lines.

8. Communication between teachers and students:

Health: I realize from this sentence that I don't understand He Long's practice, which is puzzling?

9. Teacher: Yes, this order is so hot that everyone doesn't know how to do it well, so (quoted by the teacher) some people say? Someone said? Someone said? Someone said?

10, although the commanders and fighters didn't know what to do, they all lost their straw hats in the end. This is the style of the Red Army. Do whatever you want. That's why our Long March will win!

(3) Learn the third and fourth paragraphs of the text

1, Teacher: In this way, He Long led the team to evacuate from the mountain field, and the White Army also caught up from behind. Faced with straw hats all over the floor, did they fall for it? Please read paragraphs 3 and 4 of the text together.

2. Students read together

3. Did you get caught? (Bingo) Why?

4. Feedback and communication: ① Too hot and exhausted.

2 Happiness falls from the sky: Teacher: What was it like when the White Army grabbed the straw hat? What can be seen from the white army grabbing straw hats? Although we Red Army soldiers didn't understand He Long's idea, we finally left the straw hat on the side of the road, but the White Army scrambled for it, which formed a contrast. )

(3) Wear a straw hat (smile, get carried away)

5. Teacher: Can you show the ugliness of the White Army by reading aloud? Try to read it yourself first.

6. Ask a student to report and read.

7. What else led to the White Army's plan?

8. Feedback communication: ① The white army on the ground didn't care when they saw the plane.

(2) on the white ground? Red five stars? Straw hat walking in Shan Ye.

(3) The White Army on the plane spent too long looking for the Red Army, and did not carefully distinguish between the enemy and the puppet.

9. Summary: It seems that this kind of fatigue and suffering has finally been alleviated, so that the White Army on the plane did not carefully distinguish between the enemy and me.

Learn the fifth paragraph

1. When the news that the White Army was killing each other reached the Red Army, how did our Red Army soldiers react?

2. Read the fifth paragraph together

The Red Army will definitely have a lot to say to He Long after hearing the good news. What will it say?

(Born free. Camera blackboard writing? A clever plan? )

(5) Refine the image of He Long.

1, Teacher: Where can you get his experience from the context? A clever plan? Really?

2. Find and report

(Camera blackboard: Know the sky and the earth, know yourself and know yourself)

3. Teacher: It is from these places that we realize his resourcefulness and resourcefulness. He is so calm when he is in danger. After observation and careful consideration, he came up with a plan. Can you use this sentence to express his intelligence?

(ppt shows:? He Long saw _ _ _ _ _ and thought _ _ _ _ _. ? )

Teacher: What did he see? Guess what he's thinking?

4, summary: He Long skillfully used? Golden cicada shell? This strategy enabled the Red Army to win the battle and continue their 25,000-mile long March?

(6) Expanding exercises

Teacher: What other scheming stories do you know from extracurricular reading?

The second teaching goal of high-quality teaching design of straw hat plan

1. Learn the text, understand the text, realize He Long's cleverness from the method he came up with, and think about several important factors for the success of the straw hat plan.

By understanding idioms, we can understand the carelessness and ugly stupidity of the enemy.

3. Learn to summarize the straw hat plan in as few words as possible.

4. Know 9 new words and read the text correctly, fluently and emotionally.

Teaching preparation

Arrange students to collect relevant information, understand He Long, understand the background of the story, and understand the strategic stories in history.

teaching process

first kind

First, import

1. blackboard writing? Plan? Words. Teacher:? Plan? What do you mean? Can you use it? Plan? Word combination? Do you know what is particularly good at using in the history of our country? Plan? People? (Students speak freely. There are no restrictions and requirements on how much to say. )

2. blackboard writing: straw hat. Teacher: Today we are going to learn the straw hat scheme. What do you want to know when you see the topic? What are the students' questions? Who came up with the straw hat plan? What is the straw hat plan? What was the result? Where is the straw hat plan? Wait a minute. )

Second, learn new words by yourself.

1. Require self-study: read the pronunciation correctly, read the text thoroughly, and try to solve unfamiliar words by yourself. Think about what words and questions you don't understand, and be prepared to question them. Check the self-study situation.

2. Read the text by name.

3. Display text: Chiang Kai-shek in Xiangxi and Guizhou buzzed around Hulu Mountain to spy on bandit troops and abandoned their armor.

(Read by name? Watch it together Read the train in the competition? Reading)

4. Instruct writing: How do you remember these new words? (key guidance? Status? 、? Bandits? The order of strokes. )

5. Looking on the map? Xiangxi? ,? Guizhou? . What do you know about the 25,000-mile long March?

Third, clear hierarchy.

1. Read the text silently and tell me the content. In what order are they written?

2. Guide the students to divide the text into several sections.

Fourth, consolidate practice.

1. Copy words, look them up in the dictionary and understand the meaning of idioms in the text.

2. Read the text aloud.

Second lesson

First, import

1. (blackboard writing topic) Yesterday, everyone raised many questions about the topic. Today, we continue to study the text to solve these problems. (Look at the topic together)

2. First of all, what do you think through study? Straw hat rice? Who came up with it?

Second, intensive reading of the text

1. Understand the origin of the story.

(1) Read paragraphs 1 and 2 of the text and think: Under what circumstances did He Long set up a straw hat? Find out the related statements and use them. ________? Pull it out.

(2) student communication and teacher guidance:

Which sentences reflect the hot weather at that time? (Read by name? Read together)

(2) Which sentences reflect the emergency at that time? Why did you choose to throw the straw hat on the flat ground?

(3) What did He Long think when he saw these situations? Use? He Long saw _ _ _ _ _ _ _ and thought _ _ _ _ _ _ _ _. ? Let's talk about sentence patterns.

Summary: Facing the hot weather and the enemy's pursuit, He Long not only didn't panic, but devised a straw hat plan by using the terrain characteristics and the enemy's psychology.

2. Focus on learning the process of implementing the straw hat plan. (1) Read paragraphs 3 and 4 silently and communicate in groups:

(1) Why did the army fall for it? What does this mean?

(2) What was the final outcome of the White Army? Which idioms satirize the ugliness of the White Army?

(2) Teachers' guidance:

First, the bandit got sunburned, and then he got carried away. So what should I pay attention to when reading aloud? (Read by name? Comments? Read together)

② Why was the White Army bombed by its own plane? (Boys read paragraph 4 of the text)

Can you sum up the straw hat plan in as few words as possible?

How to treat He Long's straw hat plan? God? Where is it? What did you learn from it?

(5) Read the fifth paragraph of the text together. Red Army soldiers must have a lot to say to He Long after hearing that the White Army is killing each other. What would they say?

Conclusion: He Long's calm and timely wisdom is really worth learning when there are enemy planes and pursuers on the ground.

Third, expand and extend.

1. Do you know that the rice used in He Long belongs to history? Thirty-six plans? One of the plans?

2. Talk about history? The golden cicada shelling plan? .

3. Read "Thirty-six Strategies".

comment

The new curriculum reform requires teachers to change from the traditional role of imparting knowledge to the role of organizer and guide of student activities. In this class, the teachers have done this, which is embodied in the following aspects:

First, encourage students to question.

At the beginning of teaching, teachers do not let students learn passively, but let students ask questions according to topics, encourage students to ask questions boldly, and fully mobilize students' initiative and enthusiasm. Then in the second class, the teacher guides the students to read and communicate with their own problems, so as to solve the problems. In the process of questioning and solving doubts, students are always in the main position, and teachers are only organizers.

Second, inspire in time to expand students' thinking.

Teachers are not only organizers of students' learning activities, but also guides. Timely guidance can not only stimulate students' enthusiasm for learning, but also guide students to actively participate and think. After the students learned about our army, the teacher guided the students to ponder He Long's thinking at that time, and it was like this. What does He Long think when he sees these situations? Use? He Long saw _ _ _ _ _ _ _ and thought _ _ _ _. ? Let's talk about sentence patterns. ? And after the students finish learning the text, the teacher will guide the students to think? When the Red Army soldiers heard the news that the White Army was killing each other, they certainly had a lot to say to He Long. What would they say? Teaching in these places not only expands students' thinking, but also cultivates students' good thinking quality. ?