Comprehensive homework on the fourth page of the first volume of the fifth grade Chinese

Around the theme of "Wandering in the Kingdom of Chinese Characters", this set of teaching materials guides students to conduct comprehensive study, get a preliminary understanding of the characteristics and development history of Chinese characters, deepen students' feelings about Chinese characters and China traditional culture, and improve their consciousness of using Chinese characters correctly. At the same time, cultivate students' ability to plan and carry out activities and to discover and use materials.

Wandering in the Kingdom of Chinese Characters is divided into two sections: Interesting Chinese Characters and I Love You, Chinese Characters. The main body of each section is "activity suggestions". I hope that students can carry out activities independently according to these suggestions and local actual conditions. "Reading materials" are provided for students to read during activities, which is very helpful for understanding the necessary knowledge and inspiring ideas. Of course, the activity materials are not limited to this. Students can collect it by themselves, and teachers can supplement it. This is the first time for students to study comprehensively for a long time. In order to ensure the effect of the activity, we should make a good plan before the activity. After the activity, the results of the activity should be displayed and exchanged. There are some words to read after each set. There is 10 after the first set, and 13 after the second set. Let students learn to read by reading, or concentrate on reading after the activity.

The main activities that can be carried out in this comprehensive study are: (1) group discussion and activity planning. (2) Holding crossword puzzles; Collect allegorical sayings and jokes with homophonic characteristics of Chinese characters; Collect information about the origin of Chinese characters and understand the origin of Chinese characters. (3) Collect information about the font characteristics and changes of Chinese characters, and understand the history of Chinese characters; Conduct a survey of social Chinese characters and write a simple survey report; Collect calligraphy works and hold calligraphy exhibitions. (4) Show the results of comprehensive learning in various ways.

The teaching materials of this teaching group can be used for 12- 14 class hours, and generally one section is completed every week. At the beginning 1 class hour is used to make and communicate activity plans, and at the end 1-2 class hour is used to show and communicate learning gains. In order to facilitate activities, classes can be adjusted appropriately to connect several Chinese classes.

Second, the teaching objectives

1. Plan and carry out simple group activities and learn to write activity plans.

2. By understanding the characteristics of homophonic Chinese characters, we can realize the richness and interest of Chinese character culture. Understand the origin of Chinese characters and stimulate students' interest in Chinese characters.

3. Understand the evolution of Chinese characters, learn to appreciate China's calligraphy art, and cultivate students' pride in the language and writing of the motherland; Improve the understanding of the pure language of the motherland and form the habit of preventing and correcting typos.

4. Learn to write a simple investigation report.

5. Know 24 new words.

Three. Activity suggestion

(A) the basic idea

Comprehensive learning is a new way of learning, which is different from the teaching method of texts. In the comprehensive study of this group, the following ideas can be adopted: (1) Reading unit introduction to stimulate learning interest. (2) Read the "activity suggestions" in the two sections carefully and browse the "reading materials" to find out what activities can be carried out and what materials to refer to. (3) Make an activity plan. There are many activity suggestions listed in the textbook. You can choose one or two activities in each section according to local conditions. (4) Group activities. As far as a class is concerned, group activities can be "parallel" and "staged". "Parallel style" is the content selected by each group and different activities are carried out at the same time. For example, the second group collects allegorical sayings, the third group collects homophonic jokes, and the fourth group knows the source of Chinese characters. Because of the different group learning tasks, teachers can compile "activity suggestion cards" to remind the main points of activities with different contents and send them to relevant groups for reference when students make plans and activities. "Staging" means that according to the needs of most students in the class, two or three activities are concentrated and carried out item by item according to local conditions. The activities of each group are the same, but the specific materials and activities are independent. For example, crossword puzzles, crossword puzzles collected and guessed by each group will not be exactly the same, and the whole class will concentrate on activities on the basis of group activities. No matter which way is adopted, teachers should keep abreast of the progress of each group, give specific guidance and help, and guide students to make full use of "reading materials" for oral communication and practice in activities. (5) Choose tabloids, exhibitions and reports to show the learning results. * * * Read "I Love You, China's Chinese Characters" to enhance the feelings of Chinese characters, as a summary of this activity. Know the new words in the reading materials of the reading group.

In areas rich in Chinese education resources, classes with good foundation can adopt a "parallel" learning process. The general arrangement is as follows: ① Make and communicate the group activity plan (1 class); ② "Interesting Chinese Characters" group activities (2 class hours); (3) "Interesting Chinese Characters" communicate with the whole class, and read "Creating Characters in Cangjie" and "The Origin, Canon and Deletion of Books" (2 class hours); ④ Group activities of "I love you, Chinese characters", including social Chinese character survey and writing a simple survey report (3-4 class hours); ⑤ Classroom communication of "I love you, Chinese characters" (2 class hours); ⑥ Read "I Love You, China's Chinese Characters", identify the new words in the reading materials of the reading group, and show and evaluate this comprehensive study (2 class hours).

Classes with relatively scarce educational resources and poor foundation in China can adopt a "phased" learning process. The general arrangement is as follows: ① The whole class discusses and makes an activity plan (1 class hour); 2 "crossword puzzle", first group activities and then class activities (2 class hours); (3) Class activities "interesting homophonic" (1 class); ④ Reading the origin, canon and deletion of Cangjie's word-making and books (1-2 class hours); ⑤ The evolution of reading Chinese characters and the discovery of Oracle Bone Inscriptions (1-2 class hours); ⑥ Investigate the typos in classmates' homework (if possible, investigate street typos) and write a simple investigation report (3 class hours); ⑦ Appreciate China's calligraphy (1 class); ⑧ Read "I Love You, China's Chinese Characters", show and evaluate this comprehensive study (2 class hours).