Teaching Design and Reflection on Eating Duck Eggs in 8th grade Chinese Dragon Boat Festival

As teaching staff, we usually need to use instructional design to assist teaching. With the help of instructional design, we can promote our rapid growth and make teaching more scientific. How to write instructional design? The following is my teaching design and reflection on "Eating Duck Eggs on Dragon Boat Festival" in 8th grade, hoping to help you.

Teaching objectives

Knowledge goal: to understand the customs of Dragon Boat Festival and feel the cultural significance and folk customs contained in duck eggs.

Ability goal:

1. Learn to collect information, tell simple stories and express opinions in an orderly manner.

2. Learn to read a language full of life interest.

Emotional goal: advocate cherishing traditional culture and stimulate national pride.

Emphasis and difficulty in teaching

Teaching emphasis: Feel the interest contained in traditional customs by tasting plain and natural language.

Teaching difficulties: guide students to mobilize their own experience and feel endless fun in daily life.

Teaching methods and learning methods

Interest is the best teacher. Some interesting childhood stories and holiday customs in this paper are easy to arouse students' interest. Teachers take the word "fun" as the breakthrough point, appreciate and taste the language through reading aloud, and guide students to gradually rise from superficial perception, analysis and understanding, reflection and induction to the ideological level of preliminary understanding of China traditional culture.

With the teaching process, the teaching method can be carried out according to the steps of introduction-reading-expansion, and the learning method can be carried out according to the steps of induction and repetition-search and integration-reading taste-cooperative perception-exploration and reflection. Through the perception of the text, the teaching purpose can be realized and the breakthrough of teaching difficulties and key points can be achieved.

Class schedule: one class.

course content

1. stimulate interest and introduce topics.

First, show the students pictures of food and ask them to guess which traditional festivals these foods are related to. Ask the students to talk about some traditional holiday snacks in their hometown.

Intention: This link stimulates students' interest, guides them to review Chinese traditional festivals in the game, creates an environment for text learning, and cultivates students' ability to summarize and retell knowledge.

2. Browse the text and feel the whole.

Question: (1) Students browse the text and think: What are the customs of the Dragon Boat Festival in the author's hometown?

Intention: To cultivate students' ability to independently search for key information in articles.

Intention: Question 1 Let students learn about the customs and habits of the Dragon Boat Festival extensively, share the information found before class, summarize and learn the knowledge, and let students have a further understanding of the traditional festival culture in China. This link cultivates students' ability to search and integrate information, requires a complete and accurate description of the author's hometown custom, and can supplement this custom through their own knowledge, which fully embodies the student-centered teaching concept and stimulates students' initiative and enterprising spirit.

3. Read the text carefully and understand the content.

Question:

(1) The theme of the article is to write duck eggs in my hometown during the Dragon Boat Festival. Why did you write about the Dragon Boat Festival in my hometown in such a big space at the beginning?

(2) What is the structural order of the text?

(3) At the end of the article, why did you quote Xue Ying's story? Is it too far from the point?

Intention: Question 1 By introducing the Dragon Boat Festival custom in the author's hometown, help students understand the author's strong rural customs, pave the way for the appearance of duck eggs, and analyze and integrate the collected contents.

Question 2: Let the students summarize themselves and master the framework of "Dragon Boat Festival custom → hometown duck eggs → Dragon Boat Festival duck eggs", focusing on guiding students to analyze the total score structure of the first paragraph, so as to accumulate for understanding and mastering the text. Teachers should not tell students the conclusion directly. The conclusion is not complicated, and students can finish it by themselves.

Question 3 can guide students to feel the writing style of the article and make clear their understanding of the theme of the article. This question allows students to have different understandings and views, but the discussion of the theme can be guided and should be implemented in the pursuit of traditional culture and ethnic customs and the yearning for the local customs of their hometown.

4. Read the text intensively and feel interesting.

Q: Wang Zengqi is a writer who pays great attention to the art of language. He once talked about his pursuit of language: plain and tasteful, expressing the local characteristics of his works with appropriate dialects, with a touch of humor.

Ask the students to find out the sentences that reflect Wang Zengqi's language style in the text and read the taste again and again.

For example:

(1) "I don't like to praise Gaoyou duck eggs to strangers, as if we were laying duck eggs in poor places! But Gaoyou's salted duck eggs are really good. I have been to many places and eaten a lot of duck eggs, but they are not as good as those in my hometown! In the past, it was difficult for the sea to be water. I really despised salted duck eggs in other places. "

(2) "Generally speaking, it is ok to eat with a broken mouth."

Intention: Let students learn to taste the interest of the article. Let them read aloud repeatedly first, and grasp the key sentences for appreciation. For example, "I ate too many duck eggs" and "It was difficult for the sea to water", or interspersed with distinctive ancient Chinese in plain vernacular, or used big words and small sentences to add a lot of humor to the article. Here students can imitate the intonation of the ancients and read aloud.

Another example is "generally speaking, it is ok to eat with a broken mouth." "It's really good." "I really despise it." Jiangsu and Zhejiang dialects are obviously used in several places, which are very vivid and cordial. Teachers can stimulate students' interest and then shoot a passage from Hutong culture, "Beijingers are easy to satisfy." They don't have high material requirements for life, so they are satisfied with steamed bread. Big pickled radish, not bad, little pickled radish, what else to say. Stinky tofu drops a few drops of sesame oil, and you can stay with your aunt. Shrimp skin cabbage, hey! " This is a language full of Beijing flavor, especially the word "hey", which vividly describes the appearance of Beijingers who are calm and complacent. Let students really appreciate the beauty of using dialects in Wang Zengqi's articles.

The best way to feel the emotion of the article is to read aloud. Designing such a teaching link is not only conducive to mobilizing the enthusiasm of students' independent activities, but also conducive to cultivating students' reading ability.

Return to life and share experiences.

Question: Through the analysis and study of the text, students can feel the interest in ordinary life from the language and writing, and understand some national cultures and local complexes infiltrated by traditional customs. Now jump out of the textbook and talk about interesting things like this in traditional festivals.

Intention: Return to life, find the neglected details of life around you, find the imprint of traditional culture in memory taste, relive the baptism of national culture in discussion and exchange, and deepen the understanding of life. This link allows students to give full play to their subjective initiative, express their opinions, share experiences, feel life and feel that folk culture is around us in the process of cooperation and interaction.

6. Create a situation and reflect deeply.

Thinking: Many traditional festivals and customs in China are gradually fading under the impact of modern economic tide, but Christmas and Valentine's Day in the west are becoming more and more important in the minds of China people. "gangneung danoje festival" is a traditional ritual activity in which people * * * participate in the Korean farming society to pray for a bumper harvest. During the Dragon Boat Festival, there will be masquerade, pot throwing, wrestling, swinging, kneeling competition, taekwondo competition, college football competition and other activities, all of which have Korean local characteristics. South Korea attaches great importance to gangneung danoje festival, which is listed as the national key intangible cultural heritage 1967 13, and plans to declare "World Intangible Heritage" to UNESCO in 20xx. What do you think of this phenomenon after studying this article?

Intention: This session allows students to pay attention to society, focus on hot spots, and make their own evaluation of life phenomena in combination with cultural background and knowledge. Make them have a rational understanding of the traditional customs and culture of China. Realize the importance of attaching importance to and cherishing traditional culture, and avoid the erosion of some blind foreign worship ideas, so as to achieve the dual educational purposes of moral education and aesthetic education.

7. Course summary

8. Homework

Understand the local folk customs, write an article and practice writing.

Teaching reflection

April is a month when everything is full of vitality and the weather is changeable, just like my mood in teaching: sometimes full of joy; But more often, it is depression in the chest, unspeakable helplessness and disappointment. The following is a typical teaching clip in my teaching:

In the article "Eating Duck Eggs on Dragon Boat Festival", the second and third paragraphs are about the reputation and characteristics of duck eggs in hometown. In the second paragraph, there is a passage written by Yuan Mei, a poet in the Qing Dynasty, and in the third paragraph, there is a Beijing salted duck egg. In class, I asked the students if Gaoyou duck eggs were famous. When the students said they were famous, I asked them to find the sentence in the article-Gaoyou salted duck eggs were famous. Then, I asked the author what to write to illustrate the famous Gaoyou salted duck egg. The question fascinated the students, who looked blank as if they didn't understand what I was saying. I further guide, write Yuan Mei's words in the article, write the salted duck eggs in Beijing, what is the role. The students still answered at sixes and sevens, and the article digressed. At this point, my mood is extremely depressed.

A simple question, why can't students? After class, I thought for a long time. Think about it carefully, I think there are several reasons: 1) students are not familiar with the text, and they can't reach the level of jumping out of the text to read the text; 2) Students' thinking is still inflexible, rigid and rigid; 3) Students don't know the common writing methods they have memorized, what writing methods refer to and what writing methods they have. Therefore, when I asked that question, the students' minds were blank and they could not give the correct answer. In view of this situation, in the future, I decided to do this: 1) Organize students to review and test what they have learned regularly; 2) Supervise and inspect students' reading; 3) Exercises students' ability of understanding and summarizing by speaking news before class.

The physical disability of deaf-mute students doomed them to stumble on the road of learning. As a teacher, I have the responsibility to help them walk better and more steadily. To this end, I need more patience and resilience.