Teaching design of traditional sports details with different national common sense characteristics

1. A preliminary understanding is that in the long river of history, all ethnic groups have created a large number of outstanding literary and artistic works with their own ingenuity, which greatly enriched the cultural life of people of all ethnic groups. Know a wide range of literature and art, including legends, stories, poems, novels, plays, music, crafts and so on.

2. Understand that sports are an indispensable part of people's lives and are loved by all kinds of people. Traditional sports of ethnic minorities are colorful and have a long history. I know, some show the amorous feelings of the southern water town, some exude the heroism of the northern grassland, and some contain beautiful legends. These sports are combined with ethnic festivals, songs and dances and other recreational activities, forming a colorful and lingering ethnic grand view garden.

Understand that the Han nationality is the most populous nation in China, and there are many traditional festivals, such as Spring Festival, Lantern Festival, Tomb-Sweeping Day, Dragon Boat Festival, Mid-Autumn Festival and Double Ninth Festival. Ethnic minorities also have many traditional festivals with different styles, many of which are originated from beautiful legends. Let the students know about the hometown and festivals of ethnic brothers and sisters.

4. Let the students know that people of all ethnic groups have opened up the territory of the motherland, developed the economy and culture of the motherland with their diligence, courage and wisdom, and realized the necessity of forming "promoting national unity, safeguarding national unity and opposing national division".

Class arrangement

Lesson 7 splendid literature and art 2 class hours

Lesson 8 Traditional Physical Education with Different Characteristics 2 Class Hours

Lesson 9 Colorful National Festivals 2 Class Hours

Lesson 10 Hard-working and brave people of all ethnic groups 2 class hours

Lesson 11 Minority celebrities 4 class hours

Lesson 12 Maintaining the great unity of all ethnic groups 2 class hours

Review for 6 class hours.

Lesson 65438

Teaching content: Understand Cao Xueqin and A Dream of Red Mansions.

Teaching objective: 1. We should know that in the long river of history, brothers and sisters of all ethnic groups have created a large number of outstanding literary and artistic works with their intelligence, which greatly enriched the cultural life of people of all ethnic groups.

2. Stimulate students to love the splendid literature and art of ethnic minorities.

Emphasis and difficulty in teaching: a preliminary understanding of minority literature and art.

Teaching process:

First, introduce the conversation:

In the long river of historical development, brothers and sisters of all ethnic groups have created a large number of outstanding literary and artistic works with their intelligence, which greatly enriched the cultural life of people of all ethnic groups. Literature and art cover a wide range, including legends, poems, novels, plays, music, dances, handicrafts and so on. Students, how much do you know about the rich and colorful culture and art of the Chinese nation? Let's feel the charm of literature and art of all ethnic groups together and be proud of the splendid culture of our motherland and the wisdom of our compatriots of all ethnic groups!

Second, cooperative exploration:

Understand Cao Xueqin and A Dream of Red Mansions.

(1) Let the students who have read A Dream of Red Mansions or watched the TV series of A Dream of Red Mansions tell stories and tell who the author is.

(2) Let students read the textbook on page 44-Cao Xueqin and A Dream of Red Mansions.

(3) The group exchanged their feelings about reading Cao Xueqin and A Dream of Red Mansions.

(4) Question: What kind of book is A Dream of Red Mansions? A Dream of Red Mansions is a great novel in ancient China, which is regarded as one of the four classical novels in China.

Who is the author of A Dream of Red Mansions? (Cao Xueqin)

The teacher briefly introduced the author Cao Xueqin: Manchu, born in a noble family. Cao's family was implicated in the internal disputes of the royal family, and his family declined, which made ten-year-old Cao Xueqin fall from the luxurious upper class to the bottom of society, and his understanding of feudal society was deeper, which prompted him to write this masterpiece.

Third, extracurricular expansion:

Watch Dream of Red Mansions, one of the four classical novels, or watch the TV series Dream of Red Mansions.

Fourth, class summary: tell me what you have gained from this class? Reflection after class:

In this class, the students explored Cao Xueqin and A Dream of Red Mansions, learned that A Dream of Red Mansions is one of the four classical literary masterpieces in China, and understood the theme of A Dream of Red Mansions. Inspired students' love for splendid minority literature and art.

second kind

Teaching content: splendid literature and art.

Teaching objective: 1. A broad understanding of the literature and art of ethnic minorities, including legends, stories, poems, novels, dramas, music, dances, crafts, etc.

2. Stimulate students' enthusiasm for loving the motherland.

Emphasis and difficulty in teaching: to cultivate students' feelings of loving minority literature and art.

Teaching process:

First, introduce the conversation:

Last class, we discussed Cao Xueqin and A Dream of Red Mansions together. In this class, we continue to explore brilliant literature and art.

Second, cooperative exploration:

Let the students read the textbook "Brilliant Literature and Art" on page 45 and think about it.

What are the excellent poems and legends of Han nationality and ethnic minorities?

What are the operas of Han nationality and ethnic minorities respectively?

What are the songs and dances of Han and ethnic minorities?

What are the traditional crafts of Han nationality and ethnic minorities?

Students discuss and communicate in groups.

Send student representatives to talk and discuss in class.

Question: After reading the above, we know that people of all ethnic groups in China have created brilliant literature and art. What do you think?

Say its name.

Ask the students to relate the following poems, legends, stories, songs and dances according to what they read.

Kirgiz nationality in Lisao

Yi people in Gesar

Gadamer: Naxi nationality

Genesis Mongolians

Ashima Tibetan language

Manas Han nationality

Yi Hongshan mei Mongolian

Gaoshan people in birds' clothing

Sun Moon Lake Zhuang nationality

Bai people in Jianger

Korean Peking Opera

Pastoral Li nationality

Xianglige Wa nationality

Dai people in peacock dance

Zhuganwu Yao nationality

Muguwu Kazak nationality

Hasegawa Han nationality

Students are in a company, and they will revise collectively after finishing.

Say "flowers"

Let the students talk about their understanding of "flowers".

The popular folk song "Hua 'er" in my hometown of Qinghai is a favorite art form of Hui, Tu, Salar, Dongxiang, Baoan and other ethnic groups. There is a large-scale "Flower" concert in my hometown on June 6th every year.

Third, extracurricular expansion:

Understand and learn to sing minority songs. Hold a concert of minority songs in the class.

Fourth, class summary: tell me what you have gained from this class? Reflection after class:

In this class, the students explored splendid literature and art in cooperation and learned a wide range of minority literature and art, including legends, stories, poems, novels, plays, music, dances, handicrafts and so on. Cultivate students' feelings of loving minority literature and art.

The third category

Teaching content: colorful traditional sports of ethnic minorities.

Teaching objective: 1. Let students know that sports are an indispensable part of people's lives and are loved by people of all ethnic groups.

2. Understand the rich and colorful traditional sports of ethnic minorities with a long history. These sports are combined with ethnic festivals, songs and dances and other recreational activities, forming a colorful and unforgettable ethnic grand view garden.

3. Cultivate students' feelings of loving minority sports.

The emphasis and difficulty of teaching: understanding the traditional sports of ethnic minorities.

Teaching process:

First, introduce the conversation:

Sports are an indispensable part of people's lives and are loved by people of all ethnic groups. Traditional sports of ethnic minorities are colorful and have a long history. Some show the amorous feelings of the southern water town, some exude the heroic grassland of the northern country, and some contain beautiful legends. These sports are combined with ethnic festivals, songs and dances and other recreational activities, forming a colorful and unforgettable ethnic grand view garden.

Second, cooperative exploration:

Guide students to read and understand traditional sports of ethnic minorities.

1. Let the students talk about the traditional minority sports in the group.

2. Say its name in class.

3. Let the students read "Pearl Ball" on page 52 of the textbook.

After reading, let the students practice pearl balls in groups.

4. Ask students to read pages 53 and 54 of the textbook and think:

Wrestling is a traditional sports activity which nation likes? Wrestling is a favorite sport of Mongolian, Manchu, Yi, Dong, Hani and Kazak ethnic minorities. )

Which ethnic groups like martial arts activities? (In Hui, Manchu, Miao, Dai, Tu, She and other ethnic groups, martial arts activities are more common, so exercise and defend yourself. )

Which ethnic groups like to hold horse races? (Uygur, Kazak, Kirgiz, Tajik and other ethnic minorities like horse racing. )

Students communicate in the group first, and then send representatives to tell you.

6. Q&A: What kind of minority sports do you like best? Why?

Third, extracurricular expansion:

Collect many pictures of national minority games. Make cards of traditional sports activities of ethnic minorities that you know.

Fourth, the class summary:

The traditional sports of ethnic minorities have been concerned and supported by the motherland, and many ethnic minority sports have been organized by the state, which has greatly promoted the development of traditional sports activities of all ethnic groups.

Reflection after class:

In this class, the students explored the colorful traditional sports of ethnic minorities and let them know that sports are an indispensable part of people's lives and are loved by people of all ethnic groups.

I learned that the traditional sports of ethnic minorities are colorful and have a long history.

Category 4

Teaching content: exploration and experience.

Teaching objective: 1. Let students know more about sports through exploration and experience. Sports is an indispensable part of people's lives and is deeply loved by people of all ethnic groups.

2. Cultivate students' feelings of loving minority sports.

First, introduce the conversation:

Last class, we explored the colorful traditional sports of ethnic minorities. In this class, we learned more about the colorful traditional sports of ethnic minorities through practice.

Second, cooperative exploration:

1. One to one.

Introduce a traditional sports activity of ethnic minorities to students and see who introduces it most vividly.

Talk to a few classmates more.

2. Tell me about it.

Tell me, what traditional ethnic sports have been carried out in the school? Let's talk in the group first and see who says it best.

3. Jump in reading.

In extracurricular activities, let's jump, exercise and relax.

4. change it.

If we "transform" some minority sports into sports activities that we can participate in in our lives, you will become a small reformer.

Describe your activities and communicate with the group members.

Third, expand activities:

At home, invite mom and dad to kick shuttlecock together to make the family full of more laughter.

Fourth, the class summary:

What new gains have you gained from this lesson?

Reflection after class:

This lesson allows students to further understand that sports is an indispensable part of people's lives and is loved by people of all ethnic groups through exploration and experience. Use activities such as talking, jumping and changing to truly experience the richness of national sports activities.

The fifth category

Teaching content: colorful national festivals.

Teaching objective: 1. We should know that the Han nationality is the most populous nation in China, and there are many traditional festivals, such as Spring Festival, Lantern Festival, Tomb-Sweeping Day, Dragon Boat Festival, Mid-Autumn Festival and Double Ninth Festival.

2. Understanding ethnic minorities also has many traditional festivals with different styles, many of which are originated from beautiful legends.

Teaching process:

First, introduce the conversation:

Most of my class are Han people. We Han people have many traditional festivals. What are they? So what festivals do ethnic minorities have? What are the beautiful legends of these festivals? In this class, let's go into the hometown of ethnic brothers and sisters and celebrate these festivals with them!

Second, cooperative exploration:

Instruct students to read "The Origin of Torch Festival" on page 58 of the textbook.

After reading, students communicate in groups, and then assign group representatives to talk about the origin of the Yi Torch Festival.

Reading and thinking

Students are free to read and think on page 59 of the textbook Traditional Festivals with Different Styles.

What are the main traditional festivals of the Han nationality? Spring Festival, Lantern Festival, Tomb-Sweeping Day, Dragon Boat Festival, Mid-Autumn Festival, Double Ninth Festival, etc. )

What are the traditional festivals of ethnic minorities? When is it usually held? How do people celebrate Torch Festival?

What are the traditional festivals of ethnic minorities? When is it held every year? How do people celebrate the Songkran Festival?

What does the "Nadam" convention mean? Which ethnic minority is the traditional grand festival?

What are the traditional festivals of Eid al-Fitr and Eid al-Adha? What is the name of Eid al-Fitr? How do people celebrate Eid al-Adha?

After reading, the students communicate in the group first, and then assign the group representatives to talk to the class and ask for opinions.

Third, extracurricular expansion:

Ask students to collect information (pictures, words) about festivals, including how to celebrate festivals and their origins.

Fourth, the class summary:

What new gains have you gained from this lesson?

Reflection after class:

This class allows students to learn to listen to other people's opinions and understand other people's methods in mutual communication, which makes students' thinking space broader and is conducive to cultivating students' awareness of cooperation and communication. I learned that ethnic minorities also have many different styles of traditional festivals. Students not only learned knowledge, but also broadened their horizons and exercised their ability of unity and cooperation and hands-on ability.