? The requirement of the new curriculum standard for reading in grade three is to accumulate beautiful words and wonderful sentences in the text, as well as language materials obtained in extracurricular reading and life. The language elements of this unit are reading fables and understanding the truth. The understanding of fables needs to be combined with the reality of life, so that Mr. Zhu's classroom design is interlocking and directed at the goal.
? 1, cleverly stimulate, do as the Romans do.
? This is a reading instruction class. Teacher Zhu chose China Ancient Fables to stimulate students' interest in reading other fables. In the wonderful display two minutes before class, she asked the children to share the fables they had read and let other children comment. This design not only stimulates children's reading and sharing fun, but also exercises children's oral expression and thinking ability, achieving multiple purposes. In the next class, she told three fables conveniently, and asked the children to guess which fable it was through their own reading experience. This link stimulates children's sense of competition, tests children's early reading effect and improves classroom efficiency. This introduction skillfully stimulates students' reading pleasure and thinking.
? 2, clever scaffolding, stimulate thinking.
? It is better to teach people to fish than to teach them to fish. This lesson is not simply to teach reading, but more importantly to teach students how to read. In fact, the method tips in the textbook have told children how to read, but how to make the method fall to the ground and become a sharp weapon in students' hands is a process worth pondering. In the article "Long Hao", Teacher Zhu skillfully used three questions to build a scaffolding for students, which stimulated children's reading and thinking ability. She asked the children to sum up the main content of the story into the truth told by fables, and then contact whether there are such people and such things in life, so that the children can learn to read by methods. It is much better to sum up reading methods by yourself than to cram them with reading methods. This is the charm of thinking class.
? 3. The class is interesting and vivid.
? This is also a lively reading class. The reading class in the impression is often dull and quiet reading or intense and enthusiastic sharing. I never thought it would be so lively and interesting. In class, in order to let the children deeply understand Ye Gong Long Hao's fable, she asked the children to play Ye Gong and the real dragon themselves, and made their own props for the children to wear during the performance, which made it easier to get into the role. After a short practice, the children lived up to expectations, and their performances filled the classroom with laughter. In the laughter, the children understood the story more deeply.
? Finally, she let the children learn to make their own reading plans, write down their accumulated beautiful words or feelings on the peach heart post-it notes, and stick them on the "peach tree" props she prepared in advance, so that the peach tree can bear the fruit of knowledge.
? This class is full of gains and thoughts. Such a class is worth learning from the seedlings and giving them back, so that they can thrive in thinking!