This micro-lesson has a strong interactive experience with real people, and the teaching process is original and natural. Teacher Zhang has beautiful language, sweet image, strong expressive force, affinity and appeal. There are many places worth learning. Below I have some lessons to share with you.
First, let's do this text analysis.
This picture book "Dad for Sale" is a typical emotional picture book, which points to the parent-child relationship under the background of human and self-theme. What he mainly talked about was that the little boy was dissatisfied with his father's not allowing him to do something, wanted to sell his father, and finally realized that he had the best father in the world.
From the linguistic point of view, the author uses repeated sentences and bold words, which constitute the main plot conflict and emotional elements of the picture book.
From the details of the picture, the expressions of the boy and his father in the picture book are vivid, and the characters are vivid, which adds a lot of information other than words.
Judging from the value of the text, through the boy's description of what his father is not allowed to do and the memories of all kinds of fun when he gets along with his father, the boy gradually discovers his father's dedication and responsibility, and guides his children to understand and cherish his father's love. The teaching of this class fully embodies the teacher's full understanding and accurate grasp of the text.
All right, let's talk about some highlights.
First, grasp multiple contrasts and structure the text.
Teacher Zhang emphasizes the structure of word processing, not just the details. The teacher grasps three contrasts in teaching, which helps students grasp the main line of the story and understand the text structurally.
The first is to compare the characters and understand the behavioral motives. The contrast between the little boy's restriction at home and Rosie's willful freedom at home can help students understand the boy's motivation to betray his father.
The second is the contrast between the beginning and the end, which strengthens the story conflict. Through the comparison between the beginning and the end of the story of the little boy clamoring to sell his father and finally buy his father, we can strengthen the story conflict, attract readers' attention and reading expectation, and take this as the whole main line of our story teaching.
The third is image contrast, highlighting emotional changes. From the contrast between the monster image of the father in the eyes of the little boy at the beginning and the angel image at the end, it can be seen that the child gradually realizes the father's love, understands and cherishes the father's love in the memory of getting along with his father. At the same time, it can also arouse readers' empathy and better enter the text to experience emotions.
Highlight 2: Advance the question chain in an orderly way and deeply understand the text.
High-quality questioning can effectively promote the development of students' understanding ability and thinking quality. Teacher Zhang's question in that class is not the piling up of fragmentation problems, but the orderly advancement of hierarchical and logical serialization problems. First of all, in the pre-reading session, the teacher grasped the introduction of picture books for sale and helped students understand the meaning of for seal in the context of life with pictures of goods sold in stores. Will you sell your father by asking? Guide students to produce this kind of information gap and suspense, and stimulate their curiosity and reading expectation. The teacher then guides students to ask questions independently according to the topic, activates students' memory of the elements of the story text, and constructs a preliminary story context. While-reading guides students to wander around the pictures with the question of who, and listens to the text as a whole to form a preliminary understanding of the text. So why do boys want to sell their father from a monster to an angel? What is change? These two questions guide students to read carefully, gradually understand the text, understand the main plot conflict of the story and form the overall context of the story, and fully understand the feelings of the characters. Is this the role of a good father in reading? Open questions, let students show their expected parent-child relationship and extend their thinking on the theme.
Throughout the class, Mr. Zhang promoted the class through the gradient question chain, guiding students to extract the surface information from the text to the deep connotation field of the text; From reading texts and pictures to understanding the educational value of texts, this process is also a good process to improve students' thinking quality.
Highlight 3: Fully contact with the text and learn the text vividly.
Picture book reading should give students full access to the text, and teachers' explanations should not occupy students' reading time, and teachers' explanations should not replace students' understanding, comprehension and appreciation after independent reading. At the same time, teachers should make full use of the vivid characteristics of picture books to guide students to listen to pictures and read pictures instead of staying in words, so as to stimulate students' interest in learning picture books, enhance students' reading experience, and help students fully understand words and experience emotions.
In this lesson, students have the opportunity to listen to and read the text twice as a whole and can fully observe the pictures. If we don't ignore such a subtle detail as the mother's photo on the wall, it will help students understand the difficulty of a single father and also arouse their feelings. You can adapt to children's cognitive characteristics through this role substitution, imitation reading, music and painting poetry. You can participate in activities with multiple senses, guide students into the heart of the role, and create * * * sounds with the role. Students can finally combine their rich life experience and emotional experience to present a rich and profound understanding.
Highlight 4: Pay equal attention to language training and strategy training to promote the overall ability.
Picture book reading should not only pay attention to what students read, but also consciously guide students how to read. We should also be good at using this picture book situation to help students learn new knowledge and apply what they have learned in the new situation.
In the teaching process, teachers use various reading methods for guidance. For example, using pictures to travel around helps students understand the main idea of the story. Based on these questions, the positioning information is retrieved and key sentences are found to summarize the information. For example, we have a lot of fun, and then infer information by reading pictures and exercise students' ability to read pictures. Finally, review the whole, give advice and evaluation information to dad, and so on.
In addition, according to the level of students in grade three and the characteristics of picture books, the cultivation of students' natural spelling ability has been infiltrated. For example, the teaching and reading of selling core words is also a reading guidance strategy, and how to use one's own emotions to highlight the understanding of the text. At the same time, based on the basis and expectation of students' language learning, we should organically extract what students know, have learned and can learn in picture books, and use the picture book situation to train language knowledge such as pronunciation and sentence patterns to realize language expression and meaning understanding, consolidate students' learning achievements and promote students' academic quality.
Generally speaking, this is a lesson worth learning, and there are many bright spots to analyze.
Finally, a little suggestion can make our class by going up one flight of stairs.
In the last link, can teachers grasp the educational value of the text more accurately, from understanding parents to reflecting on themselves? Because in this class, in the end, I just put forward how to be a good father. The question is whether to let students do one-way evaluation or let parents do something. For example, you should do ... you should ... I think there may be some deviation in understanding parents' emotions. Because the audience of this picture book is students, the learning value may point more to whether students can reflect from their own point of view, or at least from parents and children, rather than just asking parents. Therefore, it is suggested that teachers can play the role of father and throw questions to students. Like if you were that boy, what would you say to me? Then let's see if students can understand the educational value of picture books after learning. I can reflect on my behavior from the standpoint of a boy. At the same time, students can also talk about how to establish a better parent-child relationship and realize two-way reflection from the standpoint of themselves and their parents. Then in this case, I think it can better reflect the educational value of picture books.
Deng Shaomei, a primary school English teacher, is a researcher at Huizhou Academy of Educational Sciences.
This is the content of the picture book. If we use what, why and how to sort out the story, we can divide the text into three parts. What is the first part? The little boy suddenly told his father that he didn't love him anymore and kicked him out of the house. The second paragraph is why. The little boy listed his father's three major crimes with what you don't want me to do, and expressed his strong dissatisfaction with his father's various constraints and restrictions. So in the third part, he proposed a solution to the problem and sent his father to the store to sell it.
After listening to teacher Zhang's class, I briefly listed the whole classroom teaching process.
It can be seen that teacher Zhang's design structure is clear and the goal is clear, from three parts: before reading, during reading,
Make arrangements and settings after reading. Listening, reading and reading activities are arranged in each teaching link, and each activity has a scientific and clear teaching design intention. In the teaching process, Mr. Zhang also pays attention to the teaching method of small step rolling and multiple thinking. First of all, stories are based on text perception and understanding. In listening activities, listen to stories without texts first, and then listen to stories with texts. It follows the teaching concept of picture book teaching in primary schools, cultivates students' observation ability and understanding ability, provides guidance for students' learning strategies, and has key fragments and full texts. In this process, vocabulary spelling, sentence patterns and reading skills run through. Then go deep into the text and design practical activities. By reading the text carefully, students' experience ability has been improved. Finally, we should go beyond picture books and design innovative activities. Let the children discuss what is a good father. , dig deep into the theme and experience a * * * and * * *.
Then let's take a look at Mr. Zhang's handling of the text for the sake of emotional interaction. Let's put together the screenshots of teacher Zhang's words, and let's reproduce the whole story. When the teacher took the children to the first round of reading pictures, the boy complained that it was unfair. Such comments aroused the feelings of * * * and the voice of * *, and shaped the image of dad's monster. Look at the pictures carefully in the second round. Children can observe the expressions and feelings of these animals and guide students to judge and think spontaneously. She said, are they good things? No, that's why the boy can't do it. Such a truth. Then, through this boy, when he imagined selling his father, some good memories were aroused: they had a lot of fun. The word fun is highlighted, which shows the deep love between father and son. Therefore, we can see that the theme of "The Story of Selling Dad" can be a family film from the perspective of father-son relationship; From dad's point of view, it is a parenting article; From a boy's point of view, it can be a growth article. The boy was full of complaints and showed some good memories from dissatisfaction to enrichment. I went through different stages of understanding my father. In fact, we say that every child's heart is full of demons and angels, and they have been fighting. The two images of the father are actually the reflection of the child's heart. This psychological course of the child has promoted the twists and turns of the whole story. He went from selling his father to selling himself and then buying himself. In this process, he also learned to manage his emotions and gained a happy growth. The teacher and I were very successful with the children, and we entered this picture book story. This process is very enjoyable. After reading it, I also have some immature ideas. As a suggestion to optimize our teaching design, I would like to communicate with you.
The first point is about the interpretation of the cover.
The character on the cover is not the protagonist of the story, but the boy. He thinks Rosie has a good father in her heart. Behind Rosie are her parents, who are sheltering her from the wind and rain with umbrellas. Inside the title page is our protagonist. His father's image is actually the same as that of all the fathers and Rosie's parents in Dad's shop. What's the moral of this? Why does its cover have to be arranged like this? And the mother's head, not a family photo, hangs at home. What is the moral of this? Of course, for the third grade students in primary school, we don't need to dig too many texts. But teacher Zhang also cleverly pointed out that this father is both a father and a mother.
The second point is the interpretation of the first picture.
In the first picture, which is the first page of the picture book. We will see such words. Then what we see is a scene of doing housework. It can be seen from the boy's eyes and gestures that he is flatly refusing his father's request. So did he make up a comparison, and Rossi did whatever he wanted, but was limited? Are you venting your dissatisfaction? If we interpret the cause of the story, maybe our introduction can have different ideas.
For example, there is a picture of a toy store in the picture book. Can you use this picture to introduce the words of buying and selling to discuss? Will there be another way of thinking to deal with things that you no longer like and need? Then teachers are expected to further explore this introduction method.
The third point is about the setting and activity form of the problem chain.
Teacher Zhang has skillfully reorganized and classified these pictures, which is helpful to sort out and deepen the theme meaning. But I think the problem of this setting needs to be optimized. For example, this group of pictures on the right helps children to form a correct view of right and wrong with the help of very exaggerated and distorted anthropomorphic pictures, and also carries out an education on healthy living habits, which is a question of life education and emotional education. Which photo do you like best? This kind of picture should be different, right?
Fourth, there are pictures in paintings, words in paintings, and the fusion of feelings and thoughts.
In fact, in our picture book teaching, we will find that we often see such a scene. Dad and the boy often hold books in their hands, and the books never leave their hands. Then the words here actually imply a kind of character cultivation. Dad's good habit of reading impressed his son deeply, and he can also see the concept of sowing reading and harvesting literacy conveyed by this picture book. Then we will often see it in other picture books, such as this little carpenter, or dad's glasses, books and other items, ornaments and so on. Setting off the characteristics of a character can also be to guide students to do some detailed observation and exploration, so that they can evaluate the character and so on.
We have profound educational value for this illustrated picture book, and we can also take it as an example.
For example, in this text, we can learn from these words. Although it comes from the mouth of a boy, in fact, we can see his father, his educational philosophy. He said a lot of rules, some family rules. Then he presents us with an image of a good father who stresses principles and has clear boundaries in doing things for people. And our picture also shows an example effect. With this set of pictures, we can more clearly outline the complete three-dimensional image of a good father. For example, housewives, fathers, educated people, reading with glasses, angels and so on. We can cultivate children's cultural awareness in this process. Know the education of some of our families or our family style. Second, it can also cultivate observation and enhance children's sense of experience.
Fifth, the theme is sublimated.
Teacher Zhang used me to know that I am not a perfect father. I will try my best to make a class summary. Then this picture book was originally transferred from the child's perspective to the father. As a father's perspective, whose mental journey is more important? We're talking about the perfect dad and this perfect dad. What should children feel in their hearts? Is the boy's father perfect or Rosie's father? Will the children here make another detour? Originally, a combing in front of me has made children have a clearer understanding of a good father, but what is said here is revealed from the heart of the father's own activities. Isn't it a little abrupt before and after this? In the picture book, dad said, yes, we have a lot of fun. This fun actually played a very important role in the whole article, making the finishing point. Can we make some changes to this layered homework? For example, teacher Zhang proposed to write a letter to your father, which is a relatively extensive assignment. From what angle does the child cut in? Do you think it is appropriate if it can be changed into this form? For example, if you have any fun with your father, or with your mother, or with your parents, then in this way, we can pursue a deep, deep, deep, real deep.
I also want to make one last suggestion, that is, to implement the integration of teaching evaluation.
I think we can also make a final evaluation list from the "characteristics of a good father". Teachers can list some options for students to choose the standard of a good father and see the standard of children to their fathers. He looked at the picture book before and after whether there was any change, his choice intention and so on. Secondly, students can also be encouraged to sum up the characteristics and personalities of the characters and talk about the standards of a good father.
Xin Jian, an English teacher in primary school, is a researcher in Zhongshan Education and Teaching Research Office.
This course embodies the teaching concept of picture books with theme guidance, situation creation, meaning infiltration, emotional experience and thinking development, and realizes the unity of content, language and thinking. Before reading the picture book, the teacher leads to the topic of selling by setting the scene of supermarket shopping, which helps students to pave the way for language and understand the meaning of the keyword of selling. At the same time, pay attention to the pronunciation of the letter A in words and teach students how to spell words. In the reading of picture books, five activities of listening, reading and input are set up to guide students to learn the content of picture books, and at the same time, they also incorporate the sentence patterns they like to do. After reading, set up language output activities of reading sharing and thinking and speaking.
There are three highlights in this class.
The first highlight is to reflect the educational value under the guidance of the theme of picture books.
The theme of this picture book is to understand my father's hard work and greatness. The theme runs through all activities before, during and after reading. Our father is the best father in the world, which was refined and sublimated in the final language output activity. He did his best. And we should work hard with dad to achieve the educational goal.
The second highlight of this lesson is to strengthen the deep interaction between students and the text and stimulate emotional experience through the progressive question chain.
The teacher sets the characters in the story. Who wants to sell dad? Why did the boy sell his father? What should the boy say to his father? Why do boys change their views on dad? What fun do they have together? Questions such as these guide students to sort out the text layer by layer, substitute roles, experience the feelings of roles, and think rationally about the changes of roles, thus strengthening students' emotional and intellectual experience.
The highlight of this class is to pay attention to the cultivation of students' higher-order thinking ability.
Teachers skillfully set up doubts and cause cognitive conflicts. In the cover study, the teacher put forward "but there are special things to sell today" to guide students to enter the picture book study with questions and ideas. The image of the best father in the world presented by the teacher in reading conflicts with the idea of the little boy selling his father, which causes students to think, thus developing their logical thinking. After reading, the teacher guides students to pay attention to the photos of ladies on the wall, thus inferring that father is not father, making students realize that it is not easy for father to raise a little boy alone, and that father is great, helping students to deeply understand the content and theme of picture books.
In view of this lesson, I personally put forward some small suggestions, mainly three points.
First, you can pay more attention to the cover information of picture books. In addition to the important information such as the title, the cover of the picture book, the characters in the picture and the environmental factors, it can also be used as the basis for students to predict the content of the story. It is suggested that teachers should combine the explicit and implicit information provided by the cover to guide students to fully predict the story content in daily picture book teaching.
Secondly, it is suggested that we can use mind mapping and other tools to sort out and refine the story content, cultivate students' awareness of discourse structure, and try our best to guide students to retell the story according to the discourse framework.
Third, set up innovative activities for migration in connection with students' real life. For example, combined with picture books, students can try to share stories about conflicts with their parents in daily life and how to solve them.