Design concept:
"Chinese Curriculum Standards" advocates cultivating students' extensive reading interest, expanding reading scope and increasing reading volume, advocating reading more, reading well and reading through the whole book, and encouraging students to choose materials independently. As one of the four classical novels, The Journey to the West is not only a brilliant treasure in the cultural history of our country, but also a model for learning the language of the motherland, and a good book that students like and are willing to read. In teaching, care about students' curiosity and thirst for knowledge, fully stimulate students' awareness of active reading, guide students to learn and accumulate beautiful language of texts, and stimulate students' interest in reading classical literature.
Teaching objectives:
1. Know 8 new words. Read and remember the words "well-informed, bursting, summer vacation, regular script, nature, stubbornness, hearty, heaven is perfect, stretching one's head and shrinking one's brain, scratching one's head" and so on.
2. Read the text correctly, fluently and emotionally.
3. Understand the birth process of the stone monkey and experience its brave and naughty character.
4. Feel the linguistic features of classical literature and stimulate students' interest in reading famous works. Sense of language in classical novels. Teaching focus:
Understand the experience of the stone monkey from birth and feel its image; Read the language to stimulate interest in classical literature.
Teaching difficulties:
The text is ancient vernacular, and some words are different from modern languages. So it is difficult to understand the meaning of these words, read the relevant sentences and then understand the text.
Teaching preparation:
1. Multimedia Courseware and Novel The Journey to the West.
2. Students' preparation: look up the dictionary and materials to learn the text by yourself, understand the difficult words and make notes, and mark the words that you really don't understand.
Teaching process:
First, talk and reveal the topic.
Everyone is familiar with Journey to the West, so who do you like best in Journey to the West? Can you say something about the Monkey King in your mind in a few simple words?
2. This is the Monkey King who knows everything. What was he like at first? Today we are going to learn a text "The Birth of the Monkey King".
Second, communication methods, reading texts.
1, the text is ancient vernacular, and some words are different from modern languages, so some sentences will be difficult to understand. Read the text freely and draw sentences that are fluent and difficult to understand.
2. Exchange information about self-study and tell me how you know it. Or is there anything you don't understand now? The teacher guides the students to understand the meaning of words and sentences.
(1) name, stone, wheel, and Wolf worm company.
Arch without violating, scratching your ears and cheeks, exhausted, scheduling along the teeth,
People without faith don't know what they can do.
(2) Self-protection/development, every time/from/naive/beautiful, fine/moonlight, affection/long, hence/having/being well informed. (Read and understand)
Third, learn independently and feel the interest of monkeys.
1, read the reading tips, what are the requirements for us?
2. Read the text silently with questions, draw relevant sentences and communicate with your deskmate in your own language.
4. Organize communication:
(1) Do you know where the stone monkey came from? First find out the sentences in the text, read out the feelings, and then say them in your own words. On the blackboard, the lens reads: Fairy Stone Burst.
(2) How did this happy stone monkey become the Monkey King?
Read the sentences about the content from the text, and then tell in your own words how the Monkey King became the "Monkey King". Writing on the blackboard: seeking the source is king.
Fourth, learn the language and appreciate American works.
1, students, the stone monkey was born and became king. This process is wonderful, and many sentences in the text are beautiful. Please find out your favorite sentence and think about why you like it.
2. Organize communication and guide people to understand the language.
(1) That monkey is in the mountains, but he can walk and jump, eat vegetation, drink spring water, pick mountain flowers and find trees and fruits. Keep company with wolves and insects, tigers and leopards as a group, roe as a friend and apes as relatives; Spend the night under the cliff, in the cave at the top of the mountain.
Monkeys are in the mountains, but they can walk and jump, eat vegetation, drink streams and springs, pick mountain flowers and find trees and fruits; Keep company with wolves and insects, tigers and leopards as a group, roe as a friend and apes as relatives; Spend the night under the cliff, in the cave at the top of the mountain.
A. Read freely, read by name and read correctly.
B, this sentence is very distinctive. Did you find it? Please read it again.
(The language is concise and neat, and parallelism is adopted. )
C. practice reading aloud: read the charm.
(2) Those monkeys were bold and jumped in; Timid, stretching their heads and shrinking their necks, scratching their ears and cheeks, shouting and pestering for a while, they all went in.
A. read the sentences and circle the verbs. Combined with the understanding of "stretch your head and shrink your neck, scratch your ears and scratch your cheeks"
B, use comparative writing methods.
C. read the sentence aloud.
D. imitate writing.
(3) He squatted with his eyes closed, plunged vertically into the waterfall spring, and suddenly opened his eyes and looked up, only to see that there was no water and no waves, and there was a clear bridge.
A, how did the stone monkey jump into water curtain cave? Experience the lightness of the stone monkey entering the hole.
B, reading experience.
Fifth, summarize the characteristics of feelings.
1. We have learned about the process of the Monkey King's transformation from a stone monkey to a monkey king, and I believe everyone has a deeper understanding of the Monkey King. What kind of monkey do you think this is? Say it in four words.
(Lively and lovely, brave and fearless, volunteering, smart ...)
2. The text only narrates the birth of the Monkey King, which is the first time of the classical novel The Journey to the West. What other short stories do you know about Journey to the West?
3. Yes, the students told these stories on his way to help Tang Priest learn the scriptures. The Monkey King's ability to help Tang Priest learn Buddhist scriptures is inseparable from his characteristics. Read these words together again.
Sixth, expand and extend, stimulate the desire to accumulate.
1, Journey to the West is one of the four classical novels in ancient China, and his language is very beautiful. Please read the text again, draw famous sentences and think about the beauty.
2. Since19th century, The Journey to the West has been translated into dozens of languages, such as Japanese, English, French, German and Russian, which are popular all over the world and deeply loved by people. Interested students can watch the Journey to the West and prepare a story meeting to see who tells the best story.
Play the theme song of the Monkey King. Teacher: Let's end this lesson with a song!
Blackboard design:
2 1, the Monkey King was born.
Lively, lovely, brave and fearless
The fairy stone burst-I volunteered to be smart-seeking the source as king
Extraordinary skills ...
Teaching reflection:
How to improve the effectiveness of teaching is a topic that we have been paying attention to and discussing. The truly effective teaching is to promote the development of teachers and students. Today, Xiufang Studio held a class discussion activity, and observed, counted, analyzed and discussed the time allocation of each teaching link, the effectiveness of classroom questioning, the time for students to study collectively, and the situation of students' speeches. Using classroom observation, scientifically analyze and evaluate the effectiveness of the classroom.
The observation of this lesson is as follows:
1, the time allocation of each teaching link.
Import: 2 points; Check the preview: 10; Understanding of the content of the text: 17; Perception of image and language: 8 points; Summary extension: 3 points.
2. The effectiveness of classroom questioning.
Total number of questions: 31; Mechanical problems: 3; Eight-part essay:17; Open questions: 8; Main line problem: 3.
It's time for students to study.
Reading: 9 minutes and 23 seconds; Study: 28 minutes 15 seconds; Writing: 0 points.
Group participation: 1 1 min 48 seconds; Teacher-student communication: 23 minutes and 25 seconds; Deskmate communication: 2 times, the first time is 35 seconds, and the second time is 1 min 50 seconds.
4. Students speak.
Total number: 50; 32 speakers, accounting for 64% of the class; Number of speeches: 49 times, with an average of 1 time; Students with learning difficulties 12, 5 people spoke (***7 times); There are 12 top students and 1 1 speakers.
Looking at these data, we analyzed and discussed them.
1, from the perspective of teaching objectives.
"The goal is set on the steel plate." The teaching goal is the program of the class. To see whether a class is effective, we must first look at whether the set goals are effective.
The birth of the Monkey King was arranged at five times in Unit 5 "Classics". The text is long, the language is concise and rhythmic, but the whole article is ancient vernacular, and some words are different from modern languages. Therefore, with the help of notes and reference books, understanding the content of the text is the focus of teaching. The second goal is to use "reading skills" to understand the experience of stone monkeys from birth and feel their image. Thirdly, by reading and writing the sentences in Biography of the Stone Monkey, we can read the neat beauty of language, feel the linguistic charm of classical literature and stimulate students' interest in reading famous works.
The above three goals should be reasonable and effective, respect the characteristics of Chinese subject, embody the three-dimensional goals of knowledge and ability, process and method, emotional attitude and values, and combine the arrangement intention of the unit with the characteristics of the text, which not only respects the learning needs of students, but also is conducive to the development of students' Chinese literacy.
2. From the perspective of teaching strategies.
Effective teaching goal is only an important guarantee for effective classroom, and there is still a distance between goal and practice. The key to the efficiency of the classroom is to see how you implement it, whether the teaching strategies adopted conform to the characteristics and reality of students, promote students' subjective participation, and thus ensure the effectiveness of students' study of the subject.
(1) The reasonable time arrangement of each teaching link ensures the time for students to study and research, which is the basic condition for effective teaching. Chinese is a practical subject, and students can only understand and use language in various language practices. In the classroom, students' perception is improved in reading, thinking and discussion, but it takes 10 minutes to check the preview, which is inefficient. It is better to give students more reading time, which is also an important reason for the tight time.
(2) Questioning in class is an art, which should be aimed at students' characteristics, provide students with a space for thinking and keep them in a positive state. Judging from the students' answers and the statistical results of the questions, I still did better. However, the design of the third mainline problem is still a bit biased. "What kind of monkey do you think this is?" The design of this problem is biased and analyzed. If students understand the birth and the process of becoming a king of the stone monkey, they will say, "There are many beautiful sentences in the text. Reading and drawing. Think about beauty? " This question guides students to read the language and feel the charm of classical literature, thus stimulating students' reading interest. This kind of teaching, Chinese flavor is even stronger.
(3) A class lasts 40 minutes, and the students' collective study time is 33 minutes 18 seconds. Teachers don't have much time to talk. It can be seen that it has been noticed to stimulate students' subjective consciousness and let students actively participate in learning. But students are free to read, and the communication time is only 14 minutes 18 seconds. They spend more time on communication between teachers and students, and the form of learning is relatively simple, which greatly affects the classroom efficiency, especially the collective learning efficiency. In class, not only should students have enough time to read and feel independently, but more students should also participate in exchanges and discussions.
(4) The main task of Chinese teaching is to guide students to learn the language and expression in the text. However, from the perspective of time allocation in all aspects of classroom teaching, reading comprehension is more important than learning language. In other words, teachers still pay more attention to the analysis of the text, which makes the analysis content squeeze the time of reading and feeling. Unfortunately, there is no time for students to write and imitate the classic fragments in the text. This is a practical training of language use after students feel internalized, which can not be ignored.
(5) An efficient class is to cultivate excellent, average and poor students. According to the data observed in the classroom, teachers pay more attention to the learning situation of all kinds of students. Even in the last 30% of the students, 5 out of 12 spoke, ***7 times, and eugenics spoke more widely. In fact, ordinary students are the most easily overlooked in class, so don't let them become forgotten corners in class.
In class, students never know how to understand, from less to more, and never attend meetings; Emotionally, I have never liked it, never loved it, never been interested. This is a concrete manifestation of the effectiveness of classroom teaching. As long as we have students in mind and everything serves students' learning, then our students will certainly improve and progress in their studies through classroom teaching activities.
Through this classroom observation activity, I can analyze our classroom more scientifically and accurately, so as to clearly realize my own shortcomings and explore teaching countermeasures. I believe that through such observation, our teaching and research ability will be continuously improved and our teaching level will progress faster.