Teaching Cases and Comments on the Fifth Grade Chinese Language "Golden Fishhook"

Content summary

"The Golden Fishhook" is the fifteenth lesson in the second volume of the fifth grade Chinese language for primary school students. The text narrates the story of a cook squad leader who accepted the task assigned by the party organization during the Long March of the Red Army and took care of three sick young soldiers crossing the grassland at the expense of himself. It shows the noble qualities of the Red Army soldiers who are loyal to the revolution and sacrifice themselves to save others. Teaching is based on the characteristics of the text, grasping the description of the character's appearance, actions, language, psychology, etc., and using methods such as reading, communication, perception, and extension to enable students to understand the text while reading and achieve the setting of teaching goals.

Keywords:

Focus on experience, understanding, emotion, sublimation, and combination of teaching and evaluation

Teaching objectives

Cognitive objectives: Understand "overjoyed" With key words such as "dying", you can see how the old squad leader took care of the three little soldiers crossing the grass.

Emotional goals: Understand the content of the text, be able to describe the touching scenes in the text in your own words, and reflect the thoughts and emotions of the characters.

Ability goal: Cultivate students' ability to grasp the clues of the text, and through repeated reading, self-perception, experience, and understanding of the key and difficult points of the text.

Teaching focus

Understand the sentences describing the appearance of the old squad leader, and understand his activities in completing the tasks assigned by the party organization, as well as the inner thoughts of the character.

Teaching Difficulties

Understand the last sentence of the text: "On this fishhook covered with red rust, there is a brilliant golden light!"

Teaching preparation:

Slide presentation of key words, key paragraphs, and text illustrations. Let students collect information about the Long March.

Teaching process;

1. Information exchange and stimulation of interest.

1. Ask students to talk about the texts they have learned about the Long March.

2. Let students report on the collection of information about the Long March.

3. Division: The slide shows the route map of the Red Army’s Long March; the background of the times. Supplement: The Long March was a great miracle created by the Chinese Workers’ and Peasants’ Red Army. This miracle contains many heroic stories of Red Army soldiers. Let’s join the Long March across the grassland today to experience the heroic achievements.

Comments: Let students stimulate their desire to learn and their eagerness for knowledge through the exchange of information and materials, as well as their understanding of the Long March route map and the history of the times. The initial impact of the Red Army's Long March emerged in the minds of students.

2. Overall perception and clarifying clues.

1. Let students read the text freely and clarify the context of the text.

Tips: Grasp the characteristics of the text and focus on the story of "The squad leader saves the sick, and the sick saves the squad leader".

2. Pay attention to your feelings and mood changes while reading.

3. Students communicate after reading.

4. Writing on the blackboard:

The squad leader takes care of the sick. The squad leader saves the sick. The sick saves the squad leader. I miss the squad leader (fishhook).

Comments: Let students clarify the context of the story through free reading, so that students have learning goals. Writing on the blackboard paved the way for understanding the important and difficult points of the text.

3. Study in depth and break through key points.

Teacher: The text describes the appearance of the old monitor many times. What does the different appearance descriptions of the old squad leader reveal about the old squad leader?

(Study in groups, underline sentences describing the appearance of the old squad leader, and then communicate)

Student: "The cooking squad leader is almost forty years old. He is quite tall and carries a little weight on his back. "He has a square face, high cheekbones, wrinkles on his face, and gray hair on his temples." It shows that the old squad leader worked hard for his comrades during the Long March and suffered a lot.

Sheng: It also shows that the Red Army soldiers faced many difficulties and experienced hardships during the Long March.

Student: “He couldn’t close his eyes all night long.

"It shows that the old squad leader is worried about the food problem of the three patients. They can't just eat grass roots and bark. They have to think of other ways to solve the food problem and let them get out of the grass.

Health : “He ran back overjoyed. "It shows that the old squad leader worked day and night, and was very excited because he found a way on the grass to allow the soldiers to eat better.

Student: "He raised his head and looked at the night-filled sky. "Grassland," it took a long time before he said in a low voice, "..." It means that the old squad leader saw that the grassland was endless, the road was bumpy, and the time was still long, and the little soldiers couldn't eat. How could he complete the task and take them out of the grassland? He Very worried, worried.

Student: "When the old monitor saw this situation, he stopped smiling and frowned. ""When the old squad leader saw us eating, the wrinkles on his face relaxed and a smile appeared on his lips." This shows the old squad leader's concern and anxiety for the three little soldiers. Seeing that the little soldiers refused to drink fish soup, They were afraid that they would be starved. But when they saw the little soldier drinking the fish soup, he only felt the soldier in his heart, but not himself.

The old squad leader was so skinny. His eyes were sunken deeply, and he kept encouraging us with full emotions. "It shows that the old squad leader went through many hardships in order to take care of the three little soldiers crossing the grass, completed the task, but he could not support himself and faced the threat of death. He is truly a great hero!

Teacher: When When the patient fished with a fishhook to make fish soup and delivered it to the old squad leader, “the old squad leader was already dying. "What does this description tell us?

Student: It means that the old squad leader used fish hooks to fish for the sick and saved three little soldiers, but he himself suffered from hunger for a long time and exhausted himself.

Student: There are now four patients, and the old squad leader has become a seriously ill patient.

Student: "Dying" shows that the old squad leader saved three patients. The result was that his life was in danger, but it was also the reason why the three little soldiers saved the old squad leader.

Comments: The description of the old squad leader’s appearance is the main line of the article. , understand, and establish the image of an outstanding Communist Party member in the hearts of students. Only the tasks assigned by others and party organizations are in their hearts, but they do not consider themselves. It enhances students' understanding of heroes and permeates the role of education. The purpose is to promote students' multiple analysis and help students understand the important and difficult points of the text.

4. Read aloud with affection and experience the hero.

1. With a feeling of admiration. , read aloud the sentences about Xiao Liang's inner description, and experience the heroic image of the old squad leader

2. Find out the sentences about the old squad leader's concern and concern for the young soldiers, and read aloud the old squad leader's words with a sad heart. Inner world.

3. After the group reading, the students will read and present to everyone.

Comments: Use the method of reading aloud to strengthen the understanding of the elderly. The deepening of the heroic character of the squad leader makes students more aware of the noble qualities of the old squad leader who sacrificed himself to save others. Through the guidance of reading, the students' understanding and understanding of the language were deepened and the dialogue of the text was promoted. The ability of self-realization.

5. Read true feelings and learn from heroes.

Teacher: In order to take care of the three young soldiers crossing the grass, the old squad leader exchanged his own life for the soldiers' lives. With his own practical actions, he selflessly and loyally completed the party's entrustment. He stayed on the grassland during the Long March forever, but all he left to his comrades was that fishing hook.

Reading: "On this fishhook covered with red rust, there is a brilliant golden light! ”

Teacher: Why is this fishhook covered with red rust shining with brilliant golden light?

Student: The fishhook represents the tallness of the old squad leader.

Health: The fishhook symbolizes the old squad leader’s noble qualities of loyalty to the revolution, loyalty to the party, and self-sacrifice. It represents the heroic image of the old squad leader who only has others in his heart.

Health: It also represents the heroic deeds of thousands of Red Army soldiers.

Health: The fishhook is the witness of the Long March. It is a testimony of Red Army soldiers crossing the grassland. Its shining brilliance is the evocative and noble quality of the old Red Army soldiers. The spirit of the old monitor will always be brilliant.

Comments: This link focuses on students’ understanding of the text content, and understands the meaning of “sparkling golden light”, and overcomes the difficulties in the text.

6. Expand and learn about heroes.

Teacher: Can you imagine how the three little patients walked out of the grassland with the spirit of the old squad leader?

Student: Inspired by the old squad leader’s spirit of sacrificing himself to save others, the three little soldiers helped and supported each other, walked out of the grassland with difficulty, and joined the large army.

Student: After the three of them rendezvoused with the Red Army troops, they told the army chief about how the old squad leader saved them and sacrificed themselves on the grass.

Student: The old squad leader will always live in our lives. In my heart,….

Teacher: The old squad leader exchanged his own life for the lives of his comrades. We were moved by the deeds of the old Red Army soldiers. If you have any ideas, please tell everyone?

Health: I feel that when a person is alive, he should not just think about himself, but should think about everyone else. Only when you have others in your heart can you think about them meaningfully.

Student: If all of us are dedicated to the collective, then our collective will be the best. From the old squad leader, I saw the quality of a Chinese. We should carry forward this quality of the old squad leader.

Student:...

Comments: On the basis of students’ understanding of the text, students are allowed to think, talk about their experiences and ideas, which not only deepens the ideological nature of the text, but also develops emotions. Education also helps people understand the values ????of living.

General comments: The "Chinese Curriculum Standards" point out: "Students should be allowed to deepen their understanding and experience, gain insights and thinking, be influenced by emotions, and gain ideological enlightenment through proactive thinking and emotional activities." ,The above cases reflect these characteristics. During teaching, teachers deepen the ideological nature of characters by guiding students to collect information, read texts, grasp the language environment such as the characters' appearance and action descriptions, and combine relevant sentences to conduct reading, communication, reading, imagination, and reporting. In this way, the dialogue between people and the text is realized, the key points of the text are understood, and the difficulties are overcome.

Pay special attention to the development of students' subjectivity in teaching, create a classroom learning atmosphere, and fully mobilize students' enthusiasm for learning. Students become the masters of the classroom, and students dare to express their own opinions and feelings about learning, cultivating Students' reading and expression skills improve students' independent learning abilities. At the same time, we also attach great importance to the edifying role of Chinese, pay attention to the value orientation of teaching content, and respect students' unique experiences. In order to understand the heroes, the teaching was expanded and students' emotions were deepened. The purpose of teaching is achieved.