1. The teaching plan of "Birds and Petunias" in the second grade of primary school.
Brief analysis of the textbook: This fairy tale tells the story of sick birds getting help from morning glory, which not only introduces some growth characteristics of impatiens, grass and morning glory, but also shows the feelings of mutual concern among friends.
Design concept:
Based on reading, guide students to understand the content of the text in reading, experience the thoughts and feelings of the article in reading, understand the truth contained in the article in reading, and strive to achieve the unity of instrumentality and humanity.
Teaching objectives:
1. Through the stories of birds and their friends, learn the growth characteristics of grass, impatiens and morning glory, and learn the spirit of helping others and caring for others such as morning glory.
2. Read the text correctly, fluently and emotionally.
3, literacy and text, to implement the requirements of this class to know and write words.
Teaching emphases and difficulties:
1, understand why morning glory can accompany sick birds.
2. Experience the spirit of helping others and caring for others with morning glory, grass and impatiens. Teaching preparation: multimedia courseware, new word cards.
Teaching process:
First, stimulate the introduction of interest and create a situation.
Students, today the teacher brought you two good friends. Look, who are they? (Bird, morning glory) An interesting thing happened between the bird and the morning glory. Do you want to know? Today we will learn lesson 10 "Birds and Petunias". Please reach out and write the topic, write the topic on the blackboard, and read the topic with the teacher. Guide students to enter the context of the text, set questions and stimulate reading interest. )
Second, read the text for the first time and feel it as a whole.
1. Please turn to page 64 of the book and read the text freely with the help of pinyin. Read the correct pronunciation and sentences.
From the students' expressions, the teacher can see that you already like this text. Now please work together at the same table and read the text alternately according to the natural paragraphs. If you read correctly and fluently, praise him. If you can't read fluently, you must help him
3. Who helped others? From your smiling faces, the teacher can see that when you are helping others, you have also gained happiness. Who will show you your reading results? Ok, let's read the text in turn according to the natural paragraphs. Other students listen carefully to see if they read correctly and fluently. See who is the most obedient.
Presupposition (1): "Manar" students may not read accurately, so guide them to read.
Presupposition (2): "Meng Meng" students may have some difficulties in reading, so focus on guidance. Through reading, students seem to have been able to read the text correctly. Then who can say what happened between the bird and the morning glory?
Various forms of reading exercises can enable students to read correct pronunciation and sentences. Solidly implement the requirement of "let students enjoy reading and feel the pleasure of reading" in the Chinese curriculum standard. Only by reading the text can we have "feeling" and "enlightenment")
Third, read the text intensively and experience the sentiment.
Morning glory helped the sick bird. Does this bird have any friends?
1, learn the 1 paragraph of the text.
Who wants to read paragraph 1 of the text? What other friends are there? What sentence do you see? Think about what they will play. Can you bring the happiness of birds to everyone through your reading? Who will read it?
2. Guide the reading of sick birds.
But one day, the bird got sick. Son, how do you feel when you are sick? Yes, it's really hard. Birds have similar thoughts with you when they are sick. Take out your pen, look for it, draw a sentence that makes birds feel uncomfortable, then read it again and tell me how you feel it, ok?
Sentence (1) One day, the bird was sick and lay in its nest, unable to move. The bird is very ill. Who can read it?
Sentence (2) He thinks it would be great if he could sing with Xiaohua and dance with the grass! Because he has established deep feelings with his friends, how much he wants to fly down to play, but ...
But he is ill and has no strength at all. How can he fly down from the tree? Who can emphasize "no strength at all" by reading? Let's read these sentences together. Read by name.
3. Guide the reading of the third paragraph.
The sick bird was really lonely in its nest, so it took a lot of effort to say to Impatiens under the elm tree (show the sentence): "Sister Impatiens, I am sick, would you please come up and talk with me?"
What does the bird ask for impatiens for? Read by name.
Judging from the bird's words, what kind of bird do you think this is? Read this sentence by yourself.
Default (1): Students may say that birds can help people. Timely guide what to see from the word "please".
Premise (2): If a student can say that he is polite, ask him to read it. In our study and life, we also want to get help from others in many things. Can you say something like this?
Presupposition: If students find it difficult to imitate, the teacher will say a sentence as an example.
If it is easy for students to imitate speaking, it is for several students to practice speaking.
Life knowledge is linked with textbook knowledge, so as to achieve the purpose of "teaching is for not teaching". At the same time, speaking according to sentence patterns can realize the unity of instrumentality and humanity in Chinese subject. )
But impatiens blushed at the bird's words and said ...
Read impatiens together. Don't impatiens want to help the birds? Tell me your opinion. (Emphasize blushing, want to help, and can't do anything, sorry. )
Now the female classmate is Sister Impatiens, and the male classmate is Brother Xiaocao. If the teacher reads the narrative, we will read the text together. Combine reading with oral English, cultivate ability and experience the pleasure of reading. )
4. The fourth paragraph is self-study.
Without the help of impatiens, the bird went to the grass for help. What will happen?
Read the fourth paragraph of the text by yourself, and then report what you have read.
Report by name. The teacher also wants to know how you read this part of the text. Let's practice in groups of three and in different roles. Group presentation.
In the process of teachers changing from "helping" to "letting go", let students read their feelings and understand the key points of the article, help students develop good habits of reading, thinking and understanding, and let students change from "learning" to "learning". )
5. Focus on the sixth paragraph to understand the growth characteristics of morning glory and its care for friends.
Who will help the bird when everyone is worried and disappointed?
How does morning glory help birds?
Please read the sixth paragraph of the text in the way you like. Students speak freely.
In the process of guidance, I focus on the sentences such as "Climb hard, climb hard" and "He finally climbed the bird's nest at dawn" to express my feelings and understanding of the text.
Reading is students' personalized behavior, so let students read their own feelings and understanding of the text. Only when the students read aloud can the hardships and unremitting efforts of morning glory be vividly presented. )
Teacher's blackboard: "Company", read it together.
Why can morning glory accompany sick birds?
The teacher's courseware demonstration: morning glory vines and text illustrations, introducing the characteristics of morning glory crawling.
Teacher's narrator: Morning glory finally climbed the nest at dawn. It seems that it takes a lot of effort and effort to help others. Are you still willing to help others? Now, let's help the birds with morning glory! The teacher introduced the sixth paragraph.
Timely reading can not only make students realize the hard work and efforts of morning glory in helping birds, but also improve the sublimation of the theme of the text. )
The singing of morning glory brought happiness to the bird, and the bird's illness was much better. Morning glory is happier. Who wants to read the last paragraph of the text? Read more happily. Read it together.
Fourth, extend and stimulate emotions.
With the care of friends (writing on the blackboard), the bird's illness will soon be good! What will he say to his friends when he returns? The theory of birth freedom.
The design of this link helps students to further understand the virtue of caring for others and let them learn to be human. )
Fifth, read the whole article and return to the whole.
What an interesting fairy tale! Do you want to read it again? Read the roll call, and the other students read silently with expressions.
Holistic reading enables students to have a more comprehensive and profound understanding of the text, and the text is completely presented to children. )
Sixth, check literacy.
The students read the text correctly, fluently and emotionally. You must know the words you need to know in this class. Open page 67 of the book and get to know yourself first.
Show new word cards and read them in various forms.
The last word falls on the word "la". Read it first.
What's the name of morning glory? (morning glory)
Not only the song of morning glory reached our classroom, but also the behavior of morning glory touched us. We will continue to study next class.
2. Lecture notes on the Chinese "Birds and Petunias" in the second grade of primary school.
First, the textbook "Birds and Petunias" is selected from the first volume of the second grade of primary school Chinese published by People's Education Press. The content of the text is relatively simple, mainly about the sincere friendship between birds and their friends, which students can understand at a glance. At the beginning of school, I have guided the students to study by themselves. Most children are already familiar with this story, so when I learned that I was going to take this text, I was worried and scared. But later, according to the characteristics of the text and the actual situation of students' cognition, after careful consideration, I decided the following teaching objectives.
Second, say the goal.
1, through the reorganization of teaching materials, dig and create text blanks and cultivate students' imagination.
2. Combine speaking, reading and writing to cultivate students' speaking and writing ability.
3. Feel the sincere friendship between friends by reading aloud and imagining experiences.
Third, talk about teaching design and teaching understanding.
1, highlight the blank of the text and cultivate students' imagination.
This is what I am most proud of in this class, because being able to handle textbooks independently is a reflection of a teacher's level. Although I have been studying for four years in a row, I didn't really notice the meaning of "the textbook is just a sample book" and "the textbook should be used by me" until recently, and I tried to excavate and deal with different forms of textbooks in order to better realize the teaching objectives. After studying the text repeatedly before teaching, I found that the text itself has 7 natural paragraphs and nearly 500 words. It is a great difficulty for students to read correctly and fluently. Obviously, I can't have any effective language training in a class without making a choice. Considering that it is better to make bold choices and select several key segments for solid language training than to grasp eyebrows and beards. So when I was designing, I chose the first, second, fifth, sixth and fourth paragraphs that meet my teaching objectives to focus on teaching. At the same time, in order to better achieve the teaching objectives, I have determined several effective blank points in the text through repeated comparison, which can promote students' imagination and exercise students' expression ability. For example, in the teaching of the first natural paragraph, I grasp the blank words and guide students to imagine what interesting games the bird will play with its good friends, so that students can feel the happy life of the bird and its partners before it gets sick in imagination, paving the way for better experiencing the loneliness of the bird and the deep friendship between the partners below. In the second part of the teaching, I also guide students to imagine in real life and talk about their feelings and thoughts when they are sick, so as to move the feelings of birds and lay an emotional foundation for guiding reading. The most successful imagination is that I dug out two natural paragraphs of the text and deliberately created them. First of all, start with the text: "The bird is so miserable. If you are one of its good friends, what good ways will you come up with to comfort it? " Let the students imagine themselves as a character in the story. On the basis of students' free conversation, learn the section "Morning Glory" in the text. On the basis of understanding morning glory's persistence and willingness to give everything for friends, guide students to read aloud and let children combine imagination with imitation. This is the highlight of this class.
2. Grasp key paragraphs and keywords to guide reading.
"Morning glory" is the key part of this paper, and understanding the spirit of morning glory is a very important teaching goal of this class. However, in the teaching process, students' understanding of morning glory spirit is always not in place, so I use my own model essay to read, so that students can feel it in my reading. This move is really effective, and students' thinking will catch up immediately, but I think it is not enough, so let students talk about "which words do you feel the persistence of morning glory", and let students imagine by guiding them to find keywords and learn to make morning glory. Let children perceive the spirit of morning glory in multiple dimensions, make their reading have real feelings, and make their imitation writing more flesh and blood.
Fourth, say regret.
After a class, there will always be all kinds of regrets, and my class is also unfavorable:
1, the class schedule is tight, and many children have finished their exercises before class. Putting them in the next class, from a coherent emotional point of view, can not but say that it is a kind of destruction!
3. Reflections on the teaching of "Birds and Petunias" in Grade Two Chinese.
"Birds and Petunias" is a fairy tale in the eighth lesson of the third volume of "Primary School Chinese" published by Education Press. The text is lively and interesting, close to students' life. Through teaching, students deepen their understanding of the text through repeated reading and different forms of reading aloud. The specific reflection is as follows: 1. Teaching advantages:
(1) It is feasible to guide students to read the text with questions.
Reading aloud can help students understand the text better. In teaching, I feel that when I read the text for the first time, some students didn't read enough and only read it once. This makes it difficult to understand this text. Therefore, I showed some questions for students to read, which improved the teaching efficiency. In addition, some students with poor reading foundation, after reading it once, still have many inaccurate pronunciations, let alone fluent reading. Therefore, in order to achieve the reading goal of the initial reading part, it is necessary to take care of the reading level of all students. In this regard, I think you should also join the reading ranks of your deskmate:
1, deskmate reading, that is, one-on-one reading, is a way to solve pronunciation problems by reading texts. Because the class time is limited and the teacher's energy is limited, there is no way to check them one by one. Reading at the same table can make up for this deficiency.
2. Students not only correct each other's mistakes in the process of reading, but also improve their reading level. Because only by listening carefully. Only in this way can we find out what others have read wrong, which is also a process of reading, literacy and thinking for the listener.
(2) Strengthen word training in reading.
There is a link in this class, which is also after-school training: read sentences and say a sentence after the sentence. The main purpose is to ask students to imitate the tone of sentences and understand how to use the request tone when speaking. Students boldly practice, replacing impatiens with various small animals or plants, and so on. I find that students are particularly interested in this kind of activity of free imagination. Through this exercise, students not only have a deeper understanding of the speaker's emotions, but more importantly, they have accumulated a sense of language through full practice. Language sense is empirical, and it needs to be practiced repeatedly from the lower grades in order to be proficient and self-competent. Therefore, in the future teaching, I will provide students with more opportunities to practice their sense of language and practice it frequently.
(3) Implementing emotional reading.
The teaching of this course gives me the feeling that students' emotional reading needs teachers' constant guidance, demonstration and practice. According to the actual situation of my classmates, I think we should strengthen the training of emotional reading in the future. Use the time outside Chinese classes, such as morning reading and self-study classes, to broaden the reading scope and reading volume, so that students can experience how to read aloud with emotion in full reading.
Second, the shortcomings and improvement measures:
There are also some shortcomings in the teaching process. Before class, students are not required to look up information to understand the growth characteristics of impatiens and morning glory. Now children in some towns have never seen these plants and don't understand their growth characteristics, so some students don't understand the text well when they start reading. Through the teacher's introduction, I have a certain understanding of the content of the text.
In the process of preparing lessons in the future, I will pay full attention to preparing not only the teaching content but also the students according to the actual situation.