The Drawing of the Winds Lecture Notes

Second, the teaching objectives:

The general objectives of the teaching of this lesson are:

1, can recognize 7 characters, can write 12 words.

2, read the text correctly, fluently and emotionally, and realize the creativity of the children in the text.

3, understand that there is a connection between things, when things are good at brainstorming ideas.

The objectives of the first lesson are:

1, the desire to take the initiative in literacy, can recognize seven words "Song, Tao, Chen, Dan, Zhao, art, show".

2, read the text correctly and fluently, and appreciate the creativity of the children in the text.

3. To clarify the ideas of the text.

Teaching focus: recognize 7 vocabulary, guide students to clarify the ideas of the article, read the text correctly and fluently.

Teaching Difficulties: clarify the ideas of the text, guide students to clarify the attitude of the characters in the text, views, practices, figure out which children are how to draw the wind, initially cultivate students' creative ability and the spirit of solidarity and cooperation.

Teaching aids preparation: vocabulary, vocabulary cards, paintings, small blackboard.

Third, the teaching method:

1, contextual teaching method: teaching attention to the creation of a situation focusing on student learning and real-life connections, so that teaching close to life.

2, "people-oriented", and actively advocate independent and cooperative learning methods, pay attention to the students in the independent participation and learning to deepen understanding and experience, by emotional inculcation.

3, "reading-oriented", to strengthen the practice of reading. The new standard points out that "reading teaching is a process of dialog between students, teachers and the text." This dialogue is first of all the practice of reading, so that students can fully read, read in the overall perception, read in the sense, read in the cultivation of language sense, read in the emotional inculcation.

4, cooperative learning method: the entire teaching process, where students can think independently, cooperative exploration and discovery, the teacher will never take over, students and students to share their thinking with each other, insights, so that the students more hands-on, more practice, independent exploration, cooperative learning.

Fourth, the teaching process:

(a) riddle unveiled to encourage the question

A new lesson, the design of the introduction is crucial. Interesting introduction, like between teachers and students set up a bridge to communicate the distance between the heart, through the bridge teachers and students of the heart closer. In this lesson, I used the riddle introduction to make students have a strong interest, interest is the cause of students actively seeking knowledge, the beginning of the class students are actively involved in the teaching process.

After revealing the subject, I put forward a question: What do you want to know after reading the subject? This link is designed to cultivate students' awareness of the problem. Discovering problems around the subject, boldly questioning, well aroused students' interest in learning and curiosity, the desire to read and explore, and promote the development of the main body.

(b) the first reading of the text, perceive the general idea.

This link I designed three steps. The first step: the first reading of the text before the prompt, fully respect the students' personality, let the students give themselves a first reading requirements. The second step: let the students use their favorite way to read aloud freely; the third step: in the group to help read, choose their favorite passages to read, other students in the process of helping, inadvertently evaluation. In the students help each other not only to achieve the goal of the first reading of the text, but also to cultivate the spirit of solidarity and cooperation.

Letting go of students to read aloud freely, mobilizing students' enthusiasm for reading. Let students independently choose their favorite passages, respect the student's subjective position, create a relaxed learning atmosphere, let students read and evaluate, so that students in the humanities classroom will learn how to read and experience the joy of success.

(C) create a situation, independent literacy.

According to the characteristics of the text, in this link first created a situation for students to make friends, so that students in the interesting "greetings, make friends" process will recognize "Song, Tao, Chen, Dan, Zhao, art" of the six words. Contact with the students' real life skillful literacy, not only stimulate the students' interest in learning, but also improve the quality of literacy.

(D) re-read the text, perceive the content

This link overcomes the tedious string of lectures, the students put forward the requirements of self-reading, so that the students read the text with the problem, solve the problem of self-reading, randomly appearing pictures, sentences, coupled with the teacher's appropriate encouraging questions, mobilized students to learn actively, stimulate the interest of the students, so that the students' comprehension, thinking and other abilities to get better, and better understanding of the content of the text. Better understand the content of the text.

Teachers try their best to create a teaching atmosphere that can inspire students to take the initiative to seek knowledge, to the second to the eighth natural paragraph of the text of the content as a carrier, so that students can try the success or failure of independent learning. I do not want to do any tedious analysis, but the right to learn to students, let students choose their own learning content, learning form and learning partners, this open and flexible form to give students more freedom to learn space, to give students full reading time. Fully stimulate students' sense of initiative and enterprising spirit. The language of motivation for students to read and learn independently injected a catalyst, students experience a sense of achievement, self-worth and pride in success, fully embodies the independent, cooperative, inquiry learning style.

This text in the form of character dialog, about the three elementary school students together brainstorming ways to invisible wind vividly shown on the drawing paper story. The three children are together, you talk to each other, inspire each other, complement each other and encourage each other. There are many characters, many dialogues, and three people communicating with each other. This is the first time that such a text has been encountered, and it has become a teaching difficulty in this lesson to help students clarify the attitudes, opinions, and practices of the characters in the text. In order to break through this difficult point, fully mobilize the students' various senses, to various forms of reading (read aloud, silent reading, group reading, role reading, read together, etc.) based on the students to change the personal pronouns in the sentences, and randomly use the intuitive picture, the actual demonstration, students according to the content of the text to add to the picture, so that the students in an interesting link, break through the teaching difficulties, to achieve the expected results.

(E) Imagine expanding and accumulating language.

Let the students imagine talking, leaving the students a space where they can expand their imagination and develop their thinking. At the same time, exchanges between groups give students the opportunity to help each other and have access to innovative information from their peers, which promotes multi-directional interaction and develops the students' ability to learn cooperatively.

(F) Personalized homework, independent choice.

Students' personalities and abilities are different, homework should have the essence of "creative learning process", teachers should start from the main body of homework - students, the design of a variety of creative and interesting homework, so that students through homework activities to give full play to their potential. The activity gives full play to its potential.

Painting the Wind

Painting the Wind

Painting the Wind

This is a reading text from the seventh unit of the fourth book of the elementary school language textbook of the People's Education Publishing House. This reading text is mainly about Li Wei, Dandan, Xiaoyi painting children together encountered a **** the same problem, that is, "who can paint the wind". It was Xiaoyi who first used his brain to come up with a solution, and finally the three of them cooperated and depicted the wind with the changes of different scenes. This lesson through the study of the text, so that students know to be diligent in observing life, encounter problems to use their brains, good cooperation, dare to be creative.

(a) for the characteristics of the text, in the first lesson after teaching words, words and familiarize with the text, combined with the actual class, I put the text of the second lesson of the teaching objectives are determined as follows:

1, cognitive objectives

Through the text of the read aloud, so that the students know how the children in the text to draw the wind. And understand the meaning of the sentence by reading the text.

2. Ability Objectives

(1) To guide students to understand the characteristics, role and types of wind through life and find relevant information, and gradually improve students' observation and understanding.

(2) Cultivate students' sense of innovation and cooperation.

(3) By letting students draw the wind on their own, cultivate students' ability to use their hands and brains, and expand students' ability to think out of the box.

3, the language sense of the goal

Through emotional reading aloud, let the students appreciate the infinite charm of nature, and appreciate the story of the children's cleverness and resourcefulness.

4, moral penetration

Through the study of the content of the text, let the students know that love of life, love of nature, and students will be diligent in observing life, brainstorming, good cooperation, and dare to innovate spirit.

(b) to set the focus on: understanding the content of the text, cultivate the habit of careful observation and continuous innovation.

The difficulty is: to cultivate students' ability to use their brains to imagine, and to stimulate the love of nature and the interest in knowledge.

Second, the teaching method

We emphasize that a good language class should be fully embodied: the discussion, active learning, the sound of the book in four lines. Painting the wind" class, for the text of the words, sentences, understanding is relatively shallow, students can easily read aloud their own experience, the focus is only on letting students understand how the three children's brains to paint the wind, as well as to cultivate students to observe the habit of careful observation and the sense of continuous innovation. So I mainly use the teaching method of independent study and reading experience in this class.

By letting the students "first read to find their own doubt → then, the group questioned each other, cooperation to solve the problem → finally, the whole class report exchange" way to learn the text, as well as a variety of ways of reading the text to let the students experience; Finally, let the students think boldly: you can also how to draw the wind and let go of the students involved in their own way. This design fully mobilizes students' multiple senses to participate in learning, so that students understand the text more y and better. In the hands, mouth, brain in the development of students' language skills, oral communication skills, creative thinking training, to play the initiative of students to create favorable conditions for students to take the initiative to participate in the process of inquiry, to develop their sense of innovation.

Three, said the learning method

To teach students "learning method", so that students "understand" is the real purpose of my teaching this text. According to the textbook and my class students have the level of understanding, let the students with independent learning way to learn, to create active, interactive, cooperative and lively classroom learning atmosphere. In the whole teaching process, not only let students learn knowledge, more importantly, let students learn wisdom.

Four, the specific use of classroom teaching behavioral strategies

Elementary school students as a spring seedling, the need for spring breeze and rain in order to pull out of the race. The classroom should be full of spring, can not be frost like sword. To eliminate the suppression of children's lively, active development of the solid, depressed atmosphere, back to the garden full of spring color. In teaching, students are the main body of learning, I as a teacher is the guide of student learning, to respect their individuality, enthusiasm and creativity, their potential to pull out very skillfully, to create a lively learning situation and atmosphere, so that students can move to learn. As long as the students can read and understand do not go to speak; as long as the students can comprehend on their own do not go to analyze, do not analyze how to do? Change the teacher's analysis for students to carry out a solid, vivid, effective language practice, ability to reflect and thinking of the effective diffusion, so as to run through the entire teaching process. Accordingly, in the teaching process of the second lesson of Painting the Wind, I fully embodied the learning mode of independent learning. In the teaching process, enhance the main consciousness, pedagogical awareness, training consciousness, focusing on the cultivation of innovation and practical ability, solid and orderly to improve students' self-learning ability and innovation ability.

(a) Teaching structure

The teaching structure of the second lesson of "Drawing the Wind" is divided into four main parts:

(1) Guessing riddles to introduce the new lesson. By guessing riddles to stimulate interest and thus naturally introduce the subject.

(2) the first reading of the text, the overall perception. The purpose of this design is to enable students to perceive the content of the whole text as a whole. According to the spirit of the revised version of the syllabus, the main difference between the new classroom teaching mode and the traditional is based on students' independent learning, the second half of the second grade semester has mastered some of the methods of self-study, the number of readings should be more, the requirements of the step by step to improve the mobilization of the students to read the enthusiasm, and cultivate the ability to read independently.

⑶ independent study, reading experience. By letting the students "first read to find doubt → then, the group questioned each other, cooperation to solve the problem → finally, the class report exchange" way to learn the text, this design in the self-study link students have been able to do correctly, fluent. The students questioned the group, solve the problem, from the text to find the relevant statements of the way, students can solve their own text, understanding to Li Wei, Dandan in the small arts inspired by the wind from not drawing to draw the wind through, and then through a variety of forms of reading (role reading, the teacher quoted reading) to appreciate the text, so as to the last link (i.e., to expand) to lay a solid foundation.

⑷ expansion. Let the students say how else they can draw the wind, and let them draw the wind, and finally go to the podium to put their . Drawing to show to everyone and describe what is in it to everyone. This design reflects the spirit of the revised version of the syllabus, mobilizing students to participate in the learning of a variety of senses, so that the students in the joyful atmosphere of saying and drawing to be educated, the training of creative thinking, tasted the joy of success.

I. Analysis of teaching materials:

1, the status and role of the teaching materials:

This book of language books *** arranged in eight groups, of which the fourth group of the topic is to train students to think with their hearts, the courage to create. Drawing the Wind is the third text in the fourth group. This lesson is a richly imaginative text about Chen Dan, Zhao Xiaoyi and Song Tao who depict the wind with different scenery. It is a good textbook for creative education. It serves to stimulate students to develop the role of observing life, brainstorming, cooperation and innovation.

To this end, based on the content of the textbook and the age characteristics of second-grade students, I determine such teaching objectives:

2, Teaching Objectives:

(1) can recognize 7 vocabulary words, can write 4 vocabulary words.

(2) Read the text correctly, fluently and emotionally, and realize the creativity of the children in the text.

(3) Understand that there is a connection between things, and that you should be good at using your brain to think of ways to deal with things.

Difficulties: can recognize seven words, can write four words, read the text aloud with feeling.

Second, student analysis

After two years of study, second-grade students have formed a certain level of cognition, will be the initial formation of the problem, and the use of the dictionary and communication and discussion to solve the problem. But some objective things can not see and touch, but also really exist - for this abstract concept, they can not be clear, rational understanding and acceptance. Therefore, I make full use of the students' existing perceptual experience in teaching, by reading the text many times, so that they perceive the characteristics of the wind, so as to understand the wind and be able to use a variety of methods to show the wind.

The concept of teaching

1, teaching methods

The language curriculum standards clearly indicate that students are the main body of learning and development, and the teacher is the organizer and leader of student activities. Therefore, according to the "subject participation, active knowledge" classroom teaching mode, I used the scenario teaching method, reading method, self-study tutorial method, exchange and discussion of teaching methods, guiding students to independent inquiry, student-student interaction. Cultivate students' awareness and ability to learn independently, stimulate their creative thinking, so that the whole class presents a democratic and harmonious atmosphere.

2. Teaching tools:

I used multimedia, vocabulary cards, pictures.

Fourth, the teaching process:

I will talk about the specific teaching process from the following four aspects.

1, stimulate interest to start thinking about the introduction of the new lesson

The second grade students on the wind of this abstract concept, can not be clear, rational understanding and acceptance. Therefore, at the beginning of the class, I introduced by the riddle: invisible, can not be touched; trees see it bend, flowers see it nod. Random book riddle: wind. In order to let the students feel that the language and life has a close connection, I let the students say you know what kinds of wind, and then make full use of the students' existing knowledge and experience, let them sing songs about the wind, memorize poems about the wind, listen to the sound of the wind (classroom) in order to feel the characteristics of the wind. At this time, I will summarize: the wind can sing, memorize, listen, speak, the wind can draw? Randomly board book painting, so as to lead to the new lesson: painting the wind. This mobilizes students' life experience, stimulate interest in learning, and a good understanding of the wind as an abstract thing.

2, the first reading of the text to learn the words

After the introduction of the new lesson, in order to further mobilize the enthusiasm of students, I use the textbook to show the original three children illustrations, so that the students call out their names and make friends with them. By looking at the pinyin, remove the pinyin to recognize the six characters, which "Song, Zhao, Chen" can be combined with the students' names, continue to encourage students to literacy in life. The other characters encourage students to use their favorite methods to recognize and remember, and pay attention to the study of polyphonic characters "杆、". The consolidation of literacy is the difficulty of literacy teaching, so I created a variety of ways to strengthen the recognized Chinese characters to consolidate the reproduction, such as: in the words of the reproduction, in the text of the reproduction.

The word "art" in this lesson is a word that needs to be recognized and written. In line with the literacy teaching, the courseware show are up and down the structure of the "art, silk" two words, let the students observe and analyze the differences and similarities between the two words and write should pay attention to the problem. I pay attention to the guidance of writing teaching, in the board model writing "art, silk", focusing on the guidance of the "horizontal folding and bending structure" and "apostrophe folding and apostrophe folding" writing style. Afterwards, let the students learn the other two upper and lower structures of this lesson, namely "显、忽". When students are practicing writing, they should pay attention to the development of writing habits. For second-grade students, in a lesson in the writing should not be too much, pay attention to summarize the rules of writing, to write the word correctly, write beautiful, so this lesson is only arranged for students to practice writing the upper and lower structure of the word.

3, read the text to explore the depth of understanding

The standard clearly states that "reading is a personalized behavior of students, should not be replaced by the teacher's analysis of the students' reading practice." So after learning the words, this part of me closely around the "read" to start, in different forms of six readings layer by layer to promote, let the students gradually appreciate the text of the children's painting style of creativity.

(1) the first reading of the text, read the words accurately;

(2) read the text freely, read the text smooth, read fluent;

(3) named to read the text, feel the content of the whole text;

(4) with "how do they actually draw the wind," the problem of silent reading, experience the text of the three The children's creativity;

(5) the combination of pictures and text, read the three children's painting the wind of the passage;

(6) the role of the show reading the text. This link, first of all, the group practice reading, show reading, and finally the whole class show reading. In the practice of role reading, to guide the students to explore how to read the text of the children's painting style "smart", guiding the students in the group to figure out each other, to the development of cooperative learning. At this time, I also pay attention to the inspiring demonstration of reading aloud. By allowing students to read fully, so that they read in the overall perception, in the reading of some sense, in the reading to develop a sense of language, in the reading of the inculcation of emotions.

4, expand the application of the design of homework

In the full understanding of the text on the basis of my proposed "Do you like the three children in the text? Why?" Integrate the text and deepen the theme. After getting students' affirmative answers, I will ask "Do you have other better ways to draw the wind?" From the group to the whole class to share and discuss.

At this time, I will play a beautiful background music, to create a relaxed, associative learning space for students. When assigning homework, the design of the "use your favorite way to express the wind. You can draw, write, act," I did not set up a unified way to show the wind to meet the needs of students of different levels of language learning, the initiative back to the students, fully embodies the concept of classroom teaching to the students as the main body.