original text
Autumn rain is a key. It is cool and gentle, gently, gently, and opens the door of autumn when you are not paying attention.
Autumn rain, there is a box of colorful pigments. Look, it gives the ginkgo tree yellow. Yellow leaves are like handfuls of small fans, which one to fan and which one to fan to drive away the summer heat. It gives red to maple, and the red maple leaves float like stamps, bringing coolness in autumn. Gold is the color of the field. Look, the field is like a golden ocean. Orange and red represent fruit trees. You are squeezing and touching oranges and persimmons, vying for people to pick them! Chrysanthemum fairy gets more colors, such as purple, yellow, white ... beautiful chrysanthemums nod frequently in the autumn rain.
Autumn rain hides a good smell. Pears are fragrant, pineapples are sweet, and apples and oranges, with many sweet smells, are hidden in small raindrops! Children's feet are often attracted by the fragrance.
Autumn rain blew the golden trumpet, telling everyone that winter is coming. The little magpie brought branches to build a house, the little squirrel brought pinecones as food, and the little frog was digging a hole to get a comfortable sleep. Pine and cypress put on heavy shiny clothes, and willow leaves floated to the foot of the tree. They are all preparing for winter.
Autumn rain brings a harvest song to the earth and a happy song to the children.
Complete solution
First, appreciate autumn colors, educate and guide students, and give children a classroom full of autumn.
The article Autumn Rain uses a variety of rhetorical devices to personalize autumn rain and put it in the same position as children. At the beginning of teaching, I used students' own works to create scenes and give children a classroom full of autumn.
1. Teacher's Quotations: Teacher, here are some paintings by our Class 3 (2) painters. Do you want to enjoy them? ("China Garden II" Practice Requirements: Draw an autumn picture and write it down in a certain order)
2. In the soothing music, the teacher showed a picture about the autumn scenery that the students drew in the previous unit exercise.
3. Arouse emotion: Can you tell me what season they painted? Do you like autumn? Can you talk about your feelings after reading it with the words you usually accumulate? Can you express your mood at this time with a poem describing autumn that you have learned or memorized?
Because it is a student's own work, it itself narrows the distance between students and the text, and then plays soothing music with the media, so that students can feel the autumn feelings directly. I start with arousing students' existing life feelings and emotional needs, so that students can get close to the text easily, be willing to get close to the text, accept the infection of beauty, and lay a beautiful tone for the whole class. Students talk about autumn poems and ancient poems in combination with their usual accumulated language. Then we turn to the initial understanding of the text. Today, we bathed in the continuous autumn rain and walked into the beautiful autumn. We played an animated reading of the text, which further brought the students into the autumn of autumn rain. The whole classroom is full of autumn.
Second, read aloud repeatedly, spiral upward, and start the strings of students' feelings from multiple angles.
In the usual teaching, I found that some students read the text, which seems to be very devoted and affectionate. In fact, most of the time is pretending, and students' understanding of the text is not in place, and they can't reach the point where they get the message. How to stimulate students' feelings, let students understand the ideas of the text themselves, and read the text in their own way with their own understanding? Some words that look easy to read, students just can't find the feeling. In the reading training of this article, I made the following adjustments: skillfully grasping key words and expressions, feeling, promoting reading with enlightenment, and promoting enlightenment with reading. Taking autumn as the key can open the door of autumn: grasping color, grasping fragrance and grasping sound teaching. The teacher focuses on guiding the second natural paragraph: the color of autumn rain. Read for the first time and let the students find out what colors are in autumn. Read it again, appreciate the beauty of color, and grasp two key sentences in reading: yellow leaves are like handfuls of small fans, fanning and fanning away the summer heat. ; The fiery red maple leaves are like stamps, floating around and crisp in autumn. I found that some children have special feelings when reading The Fluttering Fan, so I grabbed these two dynamic words and guided them before reading them, so that students could read the charm. At the same time, with the help of multimedia courseware, the beautiful scenery in the text is reproduced, and reading is assisted by emotion in wonderful music. After repeated reading in various forms and levels, students naturally realized the meaning of the word "colorful eyes" in this paragraph, the beauty of colorful and vivid language, the beauty of autumn and the pleasure of enjoying beautiful scenery. In the dialogue with the text, students unconsciously produce * * * sounds with the author's thoughts and feelings, and then express them in a beautiful reading form, so that students can naturally understand the colorful meanings while feeling the beauty of autumn colors. Finally, let the students read the second paragraph in chorus with a happy mood and feel the beauty of colors brought by autumn again.
3. Going into textbooks and surpassing textbooks, the extension of Chinese is equal to the extension of life.
Chinese Curriculum Standard points out that Chinese teachers should attach great importance to the development and utilization of curriculum resources. The new curriculum reform repeatedly emphasizes that teachers use textbooks, not teach them. A clever teacher lies in being able to skillfully connect with students' real life through examples in textbooks, so that students can learn in a broad life. In life, students use and learn Chinese all the time. Connecting the classroom with life, and handling teaching with the concept of connection, teaching will inevitably move from unit to pluralism, from closed to open, from shallow to heavy. For example, in the fourth paragraph, let the students communicate by themselves. Think about it: what are the small animals and plants in the forest doing when the golden horn blows? The teacher is Qiuyu. You choose your favorite animal and act it for the teacher. Students talk to the teacher according to the text, and then play different roles among the students, so that students can know more accurately that autumn is coming and animals and plants are ready for winter. Students walk into the teaching materials, walk out of the teaching materials and surpass the teaching materials, so that the classroom is full of strong innovative atmosphere and colorful and beautiful life situations. From the students' performances, we can see the shadow of what they have learned, and their creative sparks shine frequently. Ye Lao said: Teaching materials are nothing more than examples. Teachers should make full use of the characteristics of openness, selectivity and adaptability of textbooks, use their own intelligence and wisdom, and analyze, understand and grasp textbooks with their own cultural accumulation. According to students' experience, we should creatively use teaching materials, establish the concept of big language, big classroom and new teaching materials, put Chinese teaching in the background of social life, don't cut off the connection between life and place of Chinese teaching, let Chinese return to life, and let Chinese teaching materials become living teaching materials in our hearts. This is my thinking on implementing Chinese curriculum standards, correctly handling teaching materials and developing and utilizing Chinese curriculum resources.
Fourth, pay attention to language accumulation and build a platform for students to show.
In the basic concept part, the Chinese standard emphasizes enriching the accumulation of language and cultivating the sense of language. In the overall goal, it also requires focusing on enriching the accumulation in reading and forming a good sense of language. Sinology is difficult to accomplish overnight, and it is a long-term accumulation process. Only accumulation can make it thinner. Without accumulation, it is impossible to cultivate a good sense of language and to have real listening, speaking, reading and writing skills. Of course, you can't learn Chinese well Curriculum standards require the accumulation of words, favorite words and aphorisms, beautiful words and wonderful sentences in the text, and language materials obtained in life and extracurricular reading. The accumulation of language materials is actually the overall storage of perceptual language modules. These materials are stored in the brain and will become lifelong nutrition for students. Once they are activated, they will have a comprehensive effect, which is very conducive to the improvement of Chinese literacy.
When introducing the new lesson, I first put a few beautiful pictures of Qiu Jingtu introducing the new lesson, accompanied by soothing music. Q: Can you tell me what season they painted? Can you talk about your feelings after reading it with the words you usually accumulate? Can you express your feelings with poems about autumn that you have learned or memorized? Students talk about autumn poems and ancient poems in combination with their usual accumulated language. When I understand the meaning of the word colorful, I first guide students to experience it by feeling the text, and then introduce it into life. Besides the colors mentioned in the article, what colors do you see autumn rain bring us in our life? So many beautiful colors, can we use an idiom we have learned? The students spoke vividly, vividly and vividly, which not only checked the students' usual accumulation, but also linked the accumulation with the classroom, which also stimulated the students' interest in accumulating language and built a platform for the students to show.
Five, icing on the cake, presupposition and generation
With the popularization and application of CAI courseware, a teaching scene with pictures and pictures and a combination of static and dynamic is created for students, which greatly stimulates students' interest in learning and enlivens the classroom atmosphere, thus reaching the realm of students' interest at the beginning of class and making teaching icing on the cake.
In the process of introducing new lessons, I was going to use Cai to show a set of scenarios created to introduce new lessons. Before class, I accidentally saw the autumn picture drawn by the students in the last exercise on the podium, and it lit up at the moment: this is the students' own work, which is the income of their own observation of life. Isn't it more practical for students to use it to introduce? The materials provided by the teacher must be based on the students' existing experience and experience in order to impress the students. In teaching, students should be guided to experience from ordinary daily details. (People's Education Edition 2005+05438+0) So, in the soothing music, I showed the pictures of autumn scenery created by the students in the last unit exercise. The students enjoyed their works and entered the scene described in the article. The students were very interested and the effect was beyond their imagination.
When students experience the color of autumn rain, I think that students' life experience is not rich enough and their observation of things is not comprehensive enough. While students are experiencing the text, I play CAI, changing abstraction into intuition and static into dynamic, and showing students pictures to help them understand. But will this restrict students' thinking and create a mindset for them? With this question, I walked into the classroom. In teaching, I found that children's imagination is actually infinite and unpredictable. By guiding students to read and feel the text in various forms, students can disperse their thinking in autonomous learning, let their association and imagination run freely and feel the magic and beauty of autumn rain in various ways. In this way, students' thinking is active, and the imaginary picture far exceeds the CAI picture prepared by the teacher. So, I adjusted my thinking. Students don't feel the text by Cai themselves, but take Cai as an appreciation, thus subliming students' emotions and laying the foundation for emotional reading. Students feel the text since enlightenment in reading, appreciate the text in Cai Zhong and sublimate the text in affectionate reading. Students are not only active in thinking, full of interest, but also solid in learning. The unexpected performance of the students made me deeply feel at that time: classroom teaching must be open and I believe that students can do it, so that the classroom is alive. No matter how good the teaching methods are, they all serve teaching, teaching and learning. We should take students' learning as the main body, teach students in accordance with their aptitude and pay attention to the generation of teaching. We shouldn't let icing on the cake turn into gilding the lily.
Invisible verbs are alert to the bright spots in teaching wit.
After the literature class, I designed a creative exercise: when the key of autumn rain opened the door of autumn, I saw colorful colors, smelled all kinds of smells, saw the busy figure of animals before winter came, and felt the beauty of colors, tastes and sounds in autumn. Ask the students to praise autumn with a song of autumn rain. Didn't think deeply before class. I take it for granted that students can certainly cooperate well with teachers. As a result, the students' reaction is not all passionate literature and art as I imagined. But at that time, I didn't guide this detail, so I let it go easily and handled it rashly, making the highlight of this book inadvertently become a point. It's like a fishbone stuck in my throat, which affects the smooth flow of the whole digestive tract. So I think in the future teaching process, we should not pay too much attention to the teacher's own design links, but should pay more attention to the students' learning status, especially the students' answers. The student's answer is not to fill the teacher's question, but the spark of students' thinking blooms in the classroom after being inspired by the teacher's question, which should attract their own attention. If the teacher spends a second or two thinking about the students' answers, then this second or two may create the highlights of the whole class. The class is beautiful because of the students.
Classroom needs reflection. Reflect in regret. In regret and reflection, with new gains, let us walk into the classroom again.
Teaching design of autumn rain
[Teaching objectives]
1. Can recognize 8 new words and write 12 new words; Correctly read and write the words "cool, attention, fascination, heat, poke, cool, persimmon, fairy, pineapple, fragrant, sweet, grain, stepping up, bright oil, poplar and bumper harvest".
2. Be able to read the text correctly, fluently and emotionally, express your love and praise for autumn in reading, and recite your favorite parts.
3. Read the text and feel the beauty of autumn.
4. Accumulate good words and sentences in the text.
[Teaching Focus]
Understand the content of the text; Read the love and praise for autumn.
[Teaching method]
Guide students to read the text carefully: give priority to reading, experience feelings through reading, promote understanding through reading, and since the enlightenment is complacent.
[Teaching preparation]
Teachers prepare multimedia courseware; Guide students to observe the changes of things around them before class.
[Curriculum]
It is completed in two classes.
first kind
[Teaching content]
First reading the text, overall perception; Know the new words in the text; Understand the content of the text and practice reading the text with emotion.
[Teaching process]
First of all, stimulate interest through conversation and introduce new lessons.
Children, have you noticed any changes around you since the beginning of school? What are the reasons for these changes?
Guide the students to recall the changes of the surrounding scenery and characters' clothes. And get a preliminary understanding of the characteristics of autumn, introduce new lessons with familiar things, and stimulate interest in learning. )
Second, read the text for the first time, perceive the meaning of the text, know the new words and phrases, and read the text correctly and fluently.
1. Read the text freely, think about what you know, and read the new words several times.
Continue the dialogue and tell me what you know from the text. (It is mainly to check students' overall perception of the content of the text and fully respect students' personality. As long as students can express their feelings, they may not be complete.)
3. Check the preview of new words. Show the following words and guide the students to read.
Keys use persimmon and pineapple speakers to bring colorful clothes.
4. Know polyphonic words and word formation.
(shān) Wind direction indication action of fan
(shàn)Fan- indicates the name.
Tell me how you remember these new words.
Consolidate literacy methods, reveal the laws of Chinese characters and help students know more Chinese characters.
6. Read each other's texts at the same table and check the reading situation.
(Tip: If your deskmate reads all the new words and phrases in the text correctly, praise him; If there is anything wrong, please help him. )
According to the cognitive rules of "guiding students to grasp the content of the text as a whole" and "returning to the whole from the whole to the part", this step aims to guide students to start from the whole and understand the main idea of the text; Understand new words and phrases, and clear the obstacles in learning the text; Finally, let the new words and phrases return to the text, consolidate reading, let students read the text correctly and fluently, and pave the way for further understanding of the text. )
Third, read the text carefully, taste the language, enter the situation and read aloud emotionally.
1. Read the text silently and think about how it says "autumn rain".
2. Follow the dialogue, and the camera guides the students to make it clear from four aspects that the text is written about "autumn rain". First, autumn rain is the key; Second, there is a box of pigments in the autumn rain; Third, the autumn rain hides the good smell; Fourth, autumn rain tells everyone that winter is coming.
3. Read the text freely, draw your favorite part and read it several times: think about why this part of the text will make you like it.
4. Communicate with each other (at the same table or before and after): read what you like to the other party and tell the reasons for liking; The audience should express their opinions.
5. The whole class exchanges reading feelings and guides students to understand the text. In the evaluation, students are constantly encouraged to practice reading the text with emotion and taste the relevant sentences for the camera. Can be presented in the order put forward by students)
Read the following two sets of sentences and tell me which one you like and why. How do you think this sentence can be read well?
Autumn rain is a key. It is cool and gentle, gently, gently, and opens the door of autumn when you are not paying attention.
Autumn rain, with coolness and gentleness, opens the door to autumn when you are not paying attention.
Yellow leaves are like handfuls of small fans. Whichever you fan, you will fan away the summer heat.
Yellow leaves dispelled the summer heat.
⑵ "Chrysanthemum fairy has more colors, such as purple, yellow and white ... beautiful chrysanthemums nod frequently in autumn." What do you find in this sentence? (Hint: ① What do you think of when you see the ellipsis in the sentence? Imagine what kind of scene this sentence describes, and use an idiom in this paragraph to summarize this scene. )
(3) Read the following sentences, do actions, and act them out while reading.
Autumn rain blew the golden trumpet, telling everyone that winter is coming.
(4) "Autumn rain brings a harvest song to the earth and a happy song to the children." Why do you say that autumn rain has brought "harvest" songs to the earth and "joy" songs to children?
6. Read the text with emotion and try to recite what you like.
Grasp the content of the text as a whole and know that the text describes autumn rain from four aspects; Read sentences, understand the text, cultivate a sense of language, accumulate language, appreciate the author's beautiful writing, and practice reading the text with emotion. These all follow the characteristics of Chinese teaching, emphasizing the training of language and characters, so that students can feel the instrumental side of Chinese, be infected by beauty and be influenced by emotions; At the same time, fully respect students' feelings, choose their favorite content, fully talk about feelings, read sentences randomly, and give full play to students' initiative in learning; According to the different characteristics of sentences, design different ways of taste, or contrast, or prompt, or performance, or start with punctuation, to help students understand, so that students can cultivate their sense of language in full interest, and then get the training and generation of Chinese knowledge. In addition, the incentive evaluation of teachers and classmates is also easy to keep students motivated to try, which is conducive to students' continuous progress)
Fourth, expand and extend.
1. Praise autumn rain in your heart in your favorite way (say a few words, recite a few poems, sing a few songs, draw a picture ...).
2. Show your praise.
Show students' personality characteristics, so that each student can give full play to his own specialties, connect with real life and exercise students' thinking. )
Verb (abbreviation for verb) sums up and merges
1. Tell me about your gains in this class.
2. Evaluate your performance in this class.
Sixth, China practice.
1. Read articles describing autumn after class and collect words describing autumn.
2. Copy your favorite sentences.