Borrowing arrows from straw boats is a famous bridge in Battle of Red Cliffs of the Three Kingdoms. Zhou Yu deliberately offered to borrow arrows (limited to 100 thousand arrows in ten days). The witty Zhuge Liang saw through it at a glance and said calmly that it only took three days. The following is about the teaching design of the famous teacher borrowing grass boats to release arrows. Welcome to learn from them!

1 Teaching design concept of famous teachers borrowing arrows from grass boats

Based on what? Research study? Theoretically? Study reading? The teaching mode focuses on cultivating students' comprehensive Chinese literacy of independent reading, independent perception, independent inquiry and independent development. The article "Arrow of Borrowing Grass Boat" is implemented from the aspects of text theme, characters, writing techniques and language style. Study reading? Excellent carrier of teaching mode.

design feature

Realize students' active development through research reading.

Teaching process and design intention

First, read through the text and grasp the research theme

On the basis of students' initial reading and overall perception of the text, guide students to find out which words in the text have the most research value. After research, it is generally considered to be? A clever plan? .

Second, intensive reading of the text, understanding of research strategies

The teacher introduced:? Please read freely? Borrow an arrow in the fog? In this part, draw the sentences that you think can best express Zhuge Liang's wisdom, and then try to understand where Zhuge Liang is and what is wonderful. ? With what? Zhuge Liang knows astronomy? For example, the teaching process is as follows:

1.？ Who can tell me which words you have learned from Zhuge Liang's clever calculation? ? (Name a bite: At this time, it is foggy all over the sky, and it is impossible to face each other on the river. )

? Both Zhuge Liang and Lu Su saw the fog. Please understand how Lu Su felt when he saw this fog. Lu Su will feel very scared. What if the ship enters the water village in Cao Jun by mistake in such a heavy fog? Lu Su will be surprised: It was fine two days ago. Why is it foggy now?

? If you are Lu Su, how to read this sentence (guide the students to read it in a tone of fear and surprise. )

? So, what kind of mood will Zhuge Liang feel when he sees this fog? (Zhuge Liang will be secretly happy. I expected this fog three days ago. )

? If you are Zhuge Liang, how to read this sentence (lead the students to read the tone of joy and pride))

2.？ However, can you see Zhuge Liang's ingenuity just by reading this sentence? Can't! Why? Because this fog may have happened by accident? So, you have to read it again and contact it. Who found a sentence that can be linked (the famous mouth replied: on the first day, I didn't see any movement of Zhuge Liang; The next day, Zhuge Liang still did not move; It was not until four o'clock on the third day that Zhuge Liang secretly invited Lu Su aboard. Guide the students to read this sentence again and again, and read Zhuge Liang's thoughtful and leisurely. I learned from reading that Zhuge Liang calculated the fog three days ago. )

? However, I think this sentence is too wordy! I thought nothing happened that day. Nothing happened. What's there to write about? It can be written as follows: On the third day, at four o'clock, Zhuge Liang secretly invited Lu Su aboard. How nice it is to write clearly and concisely like this! Change or not? Why (organize students to discuss. )

3.？ Only by writing in this way can we truly understand Zhuge Liang's grasp. Look, everyone, this is Zhuge Liang. He has a clever plan! ? Guide students to read Zhou Yu's sigh repeatedly: Zhuge Liang has a clever plan. I'm really inferior to him! ? )

Third, read back the text and classify the research experience.

After reading Zhou Yu's exclamation, the teacher summed up the learning strategy: Just now, we really realized Zhuge Liang's clever plan by grasping the connection between the preceding and the following sentences. Students, it is an important reading ability to study problems with contact methods. Please study again in this way? Borrow an arrow in the fog? In this part, let's see what other sentences can be used for reference. ? Students study and teachers patrol. Organize communication after reading.

1. With what? Know someone? Take Zhuge Liang as an example to realize his clever calculation.

(l)？ Who can tell me, from which two sentences did you understand Zhuge Liang's ingenious calculation (famous mouth answer: ① Zhuge Liang said with a smile:? With such a heavy fog, Cao Cao will definitely not dare to send troops. We just drink for fun and go back at dawn. ? Cao Cao heard the drums shouting in the camp and ordered: The fog on the river was so thick that the enemy suddenly attacked. We can't see the truth clearly, so don't go out easily. Just ask the crossbowman to shoot an arrow at them and keep them away. ? )

? There is 1 1 where Zhuge Liang speaks in the article "Arrow of Borrowing Grass Boat", but only this place is written about Zhuge Liang's smile. You say, who is Zhuge Liang laughing at (contact Lu Su's surprise and point out that he is laughing at Lu Su's honesty and ignorance, which is a generous and humorous smile; Contact Cao Cao must not dare to send troops, pointing out that he is laughing at Cao Cao's suspicious nature and gullible. This is an ironic smile, but also a contemptuous smile; Contact? Why don't we have a drink and go back at dawn? Pointed out that he was laughing at Zhou Yu's overreaching and conspiracy failure. This is a natural and unrestrained smile, a smile of victory. )

(2)? The teacher felt that Zhuge Liang's words were not finished. ? In such a heavy fog, Cao Cao certainly dare not send troops. This means that there is something behind the words. Can you write what Zhuge Liang didn't say? Students practice writing and organize class communication after writing. )

Examples of student communication:

With such a heavy fog, Cao Cao wouldn't dare to send troops, and he would definitely let the crossbowman shoot arrows at us.

Cao Cao is afraid to send troops in such a heavy fog. He will let the crossbowman shoot arrows at us, and the arrows will rain down.

With such a heavy fog, Cao Cao wouldn't dare to send troops, and he would definitely let the crossbowman shoot arrows at us. I will borrow 654.38 million arrows.

? You are really Zhuge Liang's bosom friends! In that case, why write these words in the article? Guide students to understand the meaning of language and leave room for aftertaste. )

2. with what? Know the right place? Take Zhuge Liang as an example to realize his clever calculation.

(Guide the students to find out: (1) Zhuge Liang ordered the boat to capsize again, with the bow facing east and the stern facing west, still beating drums and shouting, approaching the water village in Cao Jun to get an arrow. (2) Cao Cao knew that he had been cheated, but the boat on this side was very smooth and had been put back for more than twenty miles. It was too late to catch up. ) Discussion: How Zhuge Liang calculated the geographical position of borrowing arrows.

Comment on the biggest feature of this case design is to integrate students' active inquiry into reading activities. On the basis of the initial reading, go straight to the learning theme:? A clever plan? The most research value, so as to highlight the key points and focus? Research? The theme, and radiate the full text, with the effect of one when ten, removed? Redundant plot analysis, tedious problem design, rigid composition explanation? The traditional mode has cultivated students' scientific research practice ability and innovative spirit. In the process of carrying out the research, it fully embodies? Repeated reading, emotional edification, feeling free? The personality of Chinese subject is fundamentally different from the research methods of other subjects, and it is full of humanistic feelings.

2 "Arrow of Borrowing Grass Boat" Teaching Case Analysis The teacher's teaching design began like this: Teacher: Students, two days ago, there was a problem that had been bothering Mr. Wang. Mr. Wang thought about it. In order to solve this problem, I read the text of Borrowing Arrows from Grass Boat for 25 times. Do you want to know what the problem is? (The student answers loudly: Yes! I won't tell you for a while. Please read the text carefully first and guess what problems will bother Mr. Wang. Let's see who has the level. Guess right.

First, the wonderful, ingenious and challenging introduction opened a wonderful page for the whole class.

1, correctly guide and guide, and sincerely warn students with their own actions that the text should be read repeatedly. Read a book a hundred times to see what it means. ? I have watched the text "Arrow of Borrowing Grass Boat" for 25 times. Let the students believe that it is really a good habit to read repeatedly in the dialogue!

2. use it as soon as it comes up? Confused? The teacher himself was arranged under the stage, and the students became the protagonists on the classroom stage. Fully affirm students' dominant position and become the masters of learning.

3. (Guess what will be the problem that stumbles Mr. Wang, and let's see who has the level and can guess correctly. ) one? Guess what? Word left a suspense for the later study, which aroused the students' desire to find out. With interest, the enthusiasm for learning naturally rose. ? See who has the level? Fully affirmed their strength, mobilized their sense of competition, scrambling, and naturally active thinking.

Second, in the teaching process, Mr. Wang's clever interlanguage is that the classroom links are in-depth at different levels, team cooperation, exchange and discussion, one person returns, and the rest of the students supplement, fully spreading the platform for students to display their learning achievements, constantly savoring the happiness of learning success, and timely praise will make students interested, and the classroom atmosphere is warm and harmonious.

Third, a writing session was designed at the end of the class. (Where is Zhou Yu inferior to Zhuge Liang? Please write down your thoughts), this design not only extends the text, enhances the understanding of the text, but also organically combines reading and writing to achieve the ultimate goal of Chinese learning and improving Chinese literacy.

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