Original text, teaching plan and teaching reflection of Qi Jiguang, a Chinese national hero in the third grade of primary school

# 3 # Introduction "National Hero Qi Jiguang" tells the story that Qi Jiguang, a general of Ming Dynasty in China, set up an army to bravely fight against the Japanese invaders in order to save the Japanese invaders on the southeast coast. The stories are concentrated, the content is simple, and there are no difficult words, which is in line with students' cognitive level and is conducive to the cultivation of students' Chinese practical ability. The following is the original text, teaching plan and related materials of teaching reflection of Qi Jiguang, a national hero in the third grade Chinese, hoping to help you.

Qi Jiguang, a national hero, in the original, Chinese in the third grade of primary school.

During the Jiajing period of the Ming Dynasty, the Japanese pirates (à o) often burned, killed and looted along the coast of Zhejiang and Fujian, and did many evils. People hate them very much and call them enemies (Wń kà u). At that time, a general named Qi Jiguang was very angry (k m: i) when he saw that the Japanese were rampant, the people were suffering and the court was corrupt (f incarnation). He is determined to recruit farmers and miners, organize troops and fight against the Japanese. As soon as the job advertisement was posted, many people came to sign up. Qi Jiguang's army soon grew to more than three thousand people. After strict training by Wei Jiguang, this army has strict discipline (lǜ n) and strong combat effectiveness, so it is called "Qijiajun".

When fighting, Qi Jiguang always takes the lead (zú) and takes the lead. When the soldiers saw that the Lord was so brave, their fighting spirit doubled (bèi) and they fought to the death to kill the enemy. Some Japanese pirates tried to stop the pursuit behind them by throwing away the stolen treasure while running away. However, the officers and men of the Qijiajun did not even look at the gold, silver and jewelry, and they were bent on killing the enemy. In this way, the military strength of the Qi army was greatly enhanced, which made the enemy feel fear.

Qi Jiguang is not only brave in fighting, but also resourceful (móu). Once, the Japanese invaders occupied an island in Fujian. There is a shoal between the island and the coast. At high tide, the shoal was flooded and the island was surrounded by Wang Yang. When the tide ebbs, the sea water comes out from the beach and is muddy. As soon as people step on it, they will sink into the mud. The enemy thinks it is absolutely safe to occupy such dangerous terrain. After carefully examining the terrain, Qi Jiguang ordered the soldiers to prepare a bundle of hay for each person, and arrived near the island by boat on a rainy night (pāng tuó). Taking advantage of the low tide, they threw the prepared hay into the mud, paved a road and bravely rushed to the island. In less than half a day, they wiped out all the enemy soldiers (jiān).

On another occasion, on the Mid-Autumn Festival, the main forces in the city were going out to fight, and the enemy took the opportunity to attack. Qi Jiguang let the whole city drag stones across the street with ropes. When the enemy heard the rumble of the city, he thought that thousands of troops were being deployed, so he turned around and ran.

Together with other anti-Japanese troops, after years of fighting, Qi Jiajun finally lifted the anti-Japanese invasion on the southeast coast of China (Juan).

Teaching plan of "National Hero Qi Jiguang" in Grade Two, Three and Three.

Teaching objectives 1. Know 9 new words and pay attention to accumulating words and phrases.

2. Grasp the key words to understand the content of the text, realize Qi Jiguang's bravery and resourcefulness, and stimulate students' patriotic feelings.

3. Collect and exchange stories about Qi Jiguang, and cultivate students' ability to collect and process information.

Important and difficult

Understand the content of the text and the reason why Qi Jiguang is called a national hero.

training/teaching aid

New word (word) cards, teaching wall charts (text illustrations) or multimedia courseware

Teaching time

1 class hour

Teaching design

First reveal the topic and check the preview effect.

1, talk about the stories I collected about Qi Jiguang, and tell me what kind of person Qi Jiguang is.

2. Identify new words (words) by name and exchange word recognition methods.

3. Read the text by name, and the teacher will give instructions in time, and try to do it as much as possible: no mistakes, no words, no missing words, no reciting, no sentence breaks.

4. What is the main content of this text?

Second, self-study and exchange learning.

1, thinking about silent reading:

(1) Why did Qi Jiguang form and train the "Qijiajun"? Where can we see Qi Jiguang's bravery and resourcefulness?

(2) Why is Qi Jiguang a national hero?

2. Organize exchanges and discussions to realize Qi Jiguang's patriotism, courage and wisdom;

(1) The process of establishing and cultivating "Qi Jiajun" from Qi Jiguang leads students to feel Qi Jiguang's national spirit of caring for the country and the people and the people's national well-being.

(2) Through Qi Jiguang's heroic fighting, Qi Jiguang's heroic spirit of taking the lead, charging ahead and risking his life was demonstrated.

(3) Ask students to retell two examples of Qi Jiguang's fighting and fighting, and understand that Qi Jiguang is an observant, thoughtful and courageous general.

3. Read the text quickly, draw a sentence that summarizes Qi Jiguang's "brave and resourceful", and see the relationship between this sentence and the context.

Third, emotional reading, emotional sublimation

Fourth, assign homework and expand homework.

1, continue to collect and exchange historical stories against the Japanese pirates, and further enhance students' patriotic enthusiasm.

2. Copy and accumulate good words in this lesson, such as: be afraid of the wind and take the lead.

Reflections on the third grade teaching of Qi Jiguang, a national hero.

This lesson is the Chinese version of Lesson 28 "National Hero Qi Jiguang", which is a skimming text. This article tells the story of Qi Jiguang, a general of Ming Dynasty, who built an army to fight against the Japanese invaders during Jiajing period. Praise Qi Jiguang for his courage and resourcefulness. I designed this class like this: At the beginning of the class, I will ask my classmates to tell me who the national hero you know is, and then introduce the protagonist of today's text-Qi Jiguang, the anti-Japanese general of the Ming Dynasty. In this class, I adopted the classroom teaching mode of "five links of happy learning".

The first link: autonomous learning. First of all, let students read the text with new words (at the same time, put forward reading requirements: no words, no words, correct reading, smooth reading). By looking up the dictionary, they will know the new words in this lesson and understand several key words in this lesson. After reading the text, communicate and report the new words in the group.

The second link: cooperative exploration. Teachers present their learning goals:

1. What does this text say?

2. Why did Qi Jiguang form and train Qi Jiajun?

3. Where do you see Qi Jiguang's bravery and resourcefulness? Students reread the text according to their learning objectives, find out the answers in the text while reading, and then exchange the results of self-study in groups.

The third link: group presentation. Choose a representative from the group to answer the questions.

The fourth link: consolidation and expansion. What other stories of national heroes do you know? Tell them in class.

This lesson is not enough:

1, I talked too much and the students talked too little, which didn't give full play to the students' subjective initiative.

2. In the problem design (teaching goal) link, the teacher will help him do it. After learning the text, students should talk about whether there are any problems they don't understand and explore solutions.

3. When the group shows the learning results, the students who speak are not generous enough and the language is not accurate enough. In addition, when other students ask supplementary questions, they don't respect the students who speak.

4. In the evaluation process, students have less evaluation and teachers have more evaluation.

5. The design of reading links is less, which does not reflect the ability of Chinese to cultivate students' reading ability.