The display mode of China ancient myth encyclopedia.

Myth is a story created by primitive ancestors in social practice and passed down from mouth to mouth, which has rich cultural connotation and strong nationality. The fourth unit of the first volume of the fourth grade of primary school Chinese is arranged by "myth". "Happy reading" recommends reading China myths and world classic myths. Among them, "Ancient Myths of China" has selected the classic fairy tales that are widely spread, far-reaching and representative in China, including pioneering myths that explain the origin of the universe and nature and various anecdotes about mysterious stories. These stories are easy to understand, vivid and interesting, and show the simple, sincere and beautiful imagination of the ancients about everything in the world.

Second, the value of reading.

The colorful myths in ancient China are the echoes of ancient history, recording the magnificent fantasy, tenacious struggle and faltering footprints of the Chinese nation in childhood. Reading the ancient myths of China, leading students into the vast mythological world, getting to know people with distinctive personalities, feeling the magical imagination with endless charm, understanding the unique interpretation and good wishes of ancestors in the process of exploring and transforming the world, and listening to the myths and legends left by ancestors can not only enrich students' imagination, but also help them understand the classical culture of China, feel the splendid and long-standing history and culture of the Chinese nation, and learn the spirit of being proactive and enterprising.

Third, the design concept.

Design the class type of "reading first", "reading analysis" and "feeling after reading" to connect the reading teaching process of the whole book. A variety of teaching methods are often used to stimulate students' interest in reading and guide them to further understand the characteristics of myths. Based on the reading methods introduced in the textbook, combined with the Chinese elements of this book, students are guided to read by reading strategies such as prediction, association and comparison.

Fourth, reading objectives.

1. Can generate interest in reading ancient myths in China, plan reading independently, and understand the story content.

2. Be able to imagine while reading and feel the magical imagination of myths and vivid characters.

I can feel the happiness of reading fairy tales, and I am willing to share the results of extracurricular reading with you.

Fifth, reading difficulties

1. Focus: generate interest in reading ancient myths in China, plan reading independently, and understand the content of the story.

2. Difficulties: Imagine while reading, and feel the magical imagination of myths and distinctive characters.

Sixth, reading planning.

Seven. Reading process

The first stage: read the preface-stimulate interest and discover "magic"

1. Import video pictures to stimulate reading interest.

(1) Play the video clip of the Goddess Chang'e flying to the moon and introduce the ancient myths of China into the dialogue.

(2) Transition: the Goddess Chang'e flying to the moon is one of the four fairy tales of China. Do you know the other three fairy tales?

(3) Show pictures such as "Goddess Mends Heaven", "Workers' Anger Can't Touch Zhoushan" and "Houyi Shooting Day" to help students understand.

Design Intention: China's four fairy tales are familiar stories for students, so that students can intuitively understand China's fairy tales through videos and pictures, narrow the distance with China's fairy tales, and stimulate students' interest in learning.

2. Feel the role and discover the "magic"

(1) Show illustrations of characters: Nu Wa, Gong, Shennong and Fu. Let the students guess what these characters are and what is special about this character.

Guide students to discover the "magic power" of characters. For example, gonggong looks fierce. Although his face is human, his body is like a snake and his hair is red. Shennong has a cow's head, and his whole body is transparent. ...

(2) Next to the figure picture above, the title of the catalogue was added: Nu Wa made man, * * * workers hit Tianzhu, Shennong tasted a hundred herbs, and Fuxi was born. These are the catalogues in the book. Tell me what you found.

The titles of these stories are all named after the protagonists, telling us the main contents of the stories.

(3) Guide students to make bold predictions according to the catalogue and guess the story content.

Design Intention: Use the illustrations and catalogues in the book to guide students to approach the characters in China's fairy tales, and further stimulate students' interest in learning through guessing and forecasting strategies. Let the students feel the unique descriptions of mythical characters by the ancients through imagination and discover the "magic" of mythical characters. In addition, guide students to pay attention to the catalogue and understand the main content of the story.

3. Re-examine reading methods with "articles" and "books"

Transition: Through the title of the story, we can predict the main content of the story. Next, let's read the story "Shennong Taste a Hundred Herbs" to see if it is as predicted by the students.

(1) Teachers and students * * * read the story of Shennong Taste a Hundred Herbs.