Appreciation of Chinese Fragment "The Little Painter in the Snow" in Primary School

The Little Painter in Snow is a children's poem that integrates childlike interest and popular science knowledge.

Children's poetry generally has the following characteristics:

1, with a strong childlike interest. Children's poetry is different from adult poetry, which is the most remarkable artistic feature. Cheng Hongming, the author of this poem, is an adult, but he still describes life from the perspective of children.

It has a unique image. In order to adapt to children's thinking method based on images, this poem uses anthropomorphic techniques and image metaphors to introduce the shape characteristics of several small animals' footprints in the snow. Therefore, this text conforms to the fourth teaching material compilation suggestion of the new Chinese curriculum standard: the choice of articles should be closely related to students' experience world and imagination world, which is helpful to stimulate students' interest in learning and innovative spirit.

3, with beautiful language and smooth rhythm. This is determined by two requirements; First, the language of children's poetry needs to be expressed, that is, it must be the language of poetry; Secondly, children's poetry also undertakes the task of language training, that is, it must be standardized and appropriate. The Little Painter in Snow has a beautiful literary accomplishment and moderate difficulty, which is suitable for students to learn.

Learning situation analysis

1, this is a catchy nursery rhyme full of childlike interest. The author tells the story of a group of young painters painting in the snow in a lively children's language that students generally like to read.

2. Literacy teaching is the focus of lower grade teaching. Most of the new words in this text are high-frequency words, such as "La", "Yong", "Ji", "Wei" and "Jia". Students may encounter these words in their daily life, and there is almost no obstacle in reading. Therefore, we must prevent the phenomenon of "zero China" in literacy teaching, which presupposes that all students don't know these words and requires all students to go through the literacy steps designed by teachers.

3. In terms of content, because junior students mainly think in images, although students are familiar with bamboo leaves, plum blossoms, maple leaves and crescent moons, there seems to be a distance between them and animal footprints, so teachers should skillfully design teaching links to inspire and guide them.

Teaching idea

1. Realize the shift of focus from knowledge knowledge to experience knowledge: The new curriculum emphasizes that in Chinese reading teaching, teachers' analysis should not replace students' teaching practice. The teaching of this course emphasizes increasing frequency and deepening students' experience depth through pictures, performances, imagination and reading aloud. It is especially emphasized that students can deepen their understanding and experience through reading aloud, so that students can feel and think in reading aloud and in direct contact with the text, be influenced by emotions and enjoy aesthetic pleasure.

2. Realize the shift of focus from content knowledge to method knowledge: The new curriculum standard has obviously improved the status of process and method. The teaching purpose of this lesson is to let students experience the happiness of small and medium-sized painters in the snow while reading aloud; Through observation and other methods, we can understand why a painting can be made in several steps without paint or pen. By consulting materials and discussing, we can understand the hibernation of animals and more characteristics of winter. The results of the latter are very important, but the methods and processes of reading aloud, observing, discussing and consulting materials are more prominent in our teaching field of vision.

3. Shift the focus of subject knowledge to comprehensive knowledge: the new curriculum standard advocates comprehensive learning, which is embodied in the all-round development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities. The teaching of this lesson encourages students to ask real questions, so that students can collect information purposefully with questions and observe and discuss them in nature.

Teaching objectives

1, knowledge and skills: know the new words 1 1 and the radicals of insect and eye, write the words "number", "use" and "fish", understand the text, and know the different shapes of claws (hooves) of chickens, ducklings, puppies and ponies and the characteristics of frog hibernation.

2. Process and method: experience the happiness of small and medium-sized painters in the snow in free reading; Through observation and other methods, we can understand why a painting can be made in several steps without paint or pen. By consulting materials and discussing, we can understand the hibernation of animals and more characteristics of winter.

3. Emotion, attitude and values: I sincerely like this catchy children's literature and am willing to recite it on my own initiative; Looking forward to winter, there is an urgent desire to discover more secrets in winter and to have fun in the snow in the snowy winter.

Teaching highlight design

First, the comparison of two paragraphs of literacy teaching

( 1)

Teacher: Please pay attention to the study group. There are 1 1 words here, and every student is proud to read in the group.

When you read the words you know, read them aloud several times so that other students in the group can hear them clearly.

(Students study in groups)

Teacher: Who will be the little teacher and lead us to read the words we know?

Student: (Go on stage and lead everyone to read aloud)

Teacher: You are a teacher, don't you check?

Health: (spot check)

Teacher: You are a teacher, and students can read well. Aren't you going to comment?

Health: (spot check and evaluation)

Teacher: Do you know all these words? We haven't studied it. How did you meet?

Health: I have seen this in klock.

Health: I have seen the word ginseng in the ginseng pills my father ate.

Health: I saw the word Mei when I was reciting ancient poems.

Teacher: Which poem?

Health: There are some plums in the corner. hanling opened them alone.

Teacher: Yes, we can read everywhere in our lives.

Teacher: Are there any other students who don't know some words? Please stand up.

Some students stand up. )

Student: I found that all the students in the study group know these words, so please help each other read in the study group.

Student: (group study)

(2)

Teacher: Students, The Little Painter in the Snow is a very interesting children's poem. Do you want the teacher to teach you to read sentence by sentence? Or see for yourself.

Health: Look for yourself.

Teacher: The teacher appreciates your choice very much. Try to read it yourself.

Health: (see for yourself)

Teacher: In the process of reading, students must greet their babies with new words. Who will draw the baby with new words in front of the blackboard?

Student: (Draw on the blackboard)

Teacher: Everyone has their own new baby. What should we do?

Student: You can read Pinyin.

Teacher: It's a good way to read in Pinyin. Is there any other way?

Health: You can ask your deskmate.

Student: You can ask the teacher.

Teacher: Teachers should emphasize that when they really have no choice, they can consult others in time. But the teacher didn't like it. He didn't work hard at all and immediately went to trouble others.

Teacher: Let's get to know these new babies in our own way!

Student: (Read the words in the way you like)

Teacher: Just now, many students drew a line under the newborn baby they didn't know. If you know him, please come up and erase this line.

Teacher: Now that we all know each other, I asked a classmate to read this children's poem.

(Read by name)

Teacher: I still don't believe that all of you can read it (exaggerated expression), because it's easy to read the whole text, and words that you don't understand can be read.

Teacher: Who can read these words? (The teacher erased some words from the poem, leaving some words and short sentences: It's snowing, the plum blossoms are blooming, why does the frog fall asleep? )

(Read by name)

Teacher: If anyone can recognize these words, it is really capable. The teacher erased some of the words and left a word: Mela frog went to bed.

(Read by name)

Teacher: I have to admire you. You have made so many friends in such a short time. But which of you can find friends for these words?

The teacher and the students played a word blooming game, for example, let the students give the words to the flower heart group: participation, employee consultation, etc. Each student has a word, and the teacher adds a petal.

Comment and analysis

China is different when students learn new words. They also study the text The Little Painter in the Snow. A student may face 1 1 new words listed in the vocabulary list, while B student may only face 5 new words because he already knows the rest in the extracurricular reading process, while C student may face 15 new words because some words have been learned. The first paragraph of literacy teaching recognizes the existence of this difference, and even skillfully uses this difference to help students read each other, so that the efficiency of classroom literacy is relatively high. As for the teacher asking the students why they know these words without teaching you? The purpose is to guide students to read through various methods and channels, such as reading signs and newspaper clippings.

However, the first link of literacy teaching has an obvious deficiency, that is, it attaches importance to the results of literacy, but downplays the process of literacy and the guidance of literacy methods. Students' literacy is mainly achieved through listening and reading. The second part of literacy teaching pays more attention to the guidance of literacy methods. That kind of teaching program makes students realize that they can learn about babies by reading pinyin, asking their deskmates, asking their trusted friends, listening, looking up the vocabulary, looking up the vocabulary, guessing and so on. Moreover, the second part of literacy teaching is also relatively practical in testing the realization of literacy goals, that is, let students read a single word, because the real understanding of words should be divorced from the specific language situation.

In short, there are many methods of literacy teaching. The first two examples are centralized literacy, and some teachers can of course adopt decentralized literacy. The level of literacy should also be determined according to the specific teaching objectives, and the specific situation should be treated specifically.

Second, reading teaching clips and their variants

Teacher: Students, after reading this poem, do you have any questions to ask?

Health:

Student: Teacher, why can chickens, ducks, dogs and ponies draw pictures?

Teacher: Well, this is a question, but the teacher didn't answer it. I want to see the animal footprints collected after class first. A few days ago, the teacher assigned an interesting assignment, drawing the feet of small animals with ink and printing their footprints on white paper. )

Health: Teacher, this is my collection of chicken footprints.

Teacher: Who can look at this footprint and say a beautiful word?

Health: The footprints left by chickens are interesting.

Health: The footprints of chickens are lovely.

Teacher: Who can add an image to this sentence?

Health: The footprints of chickens are like bamboo leaves.

Student: Teacher, this is the footprint of the puppy I collected.

Teacher: Who will continue to describe the picture in one sentence?

Health: Puppy's footprints are like plum blossoms.

Health: The puppy stepped on a plum blossom on white paper.

(Continue to describe the footprints of other animals in words)

Teacher: I heard that some students printed handprints and footprints on paper. Let's have a look, shall we?

Student demonstration (student laughs)

Teacher: Are you happy when you draw with your hands and feet? Students, don't laugh. Some painters have painting hands. It's called finger painting.

Teacher: By the way, what question did you ask just now? (For the students who just asked questions)

Health: Why do chickens, ducklings, puppies and ponies draw pictures?

Teacher: Do you understand this question now?

Health: I see.

Teacher: Now that we understand, let's read how they paint.

Health: (reading) It's snowing, it's snowing.

A group of little painters came in the snow.

Chickens draw bamboo leaves and puppies draw plum blossoms.

Ducklings draw maple leaves and ponies draw crescent moons.

No paint, no pen,

You can draw a picture in a few steps.

Notes and variations

Why can they draw in the snow? How do they draw? These are not problems in our opinion. For children who lack relevant life experience, what kind of problems need to be explored to get an answer. When students ask such questions, it is suggested that teachers draw the footprints of chickens, puppies, ducklings and ponies with stick figures, and then draw crescent-shaped patterns of bamboo leaves, plum blossoms and maple leaves. Ask students to observe, understand the similarities between footprints and patterns, and connect them to understand why small animals are called little painters, which will eventually help students understand the text. Of course, students can also draw a picture by themselves. The teacher in the above class record has predicted that students will ask such questions when preparing lessons, so the process of guiding students to solve this problem seems ingenious and artistic. In the whole process, the teacher did not give a positive explanatory answer, but asked the students to describe their collected footprints of small animals intuitively, and naturally feel the answers to the questions in the speech practice.

Of course, once students are allowed to ask questions independently, there will be various problems, but when students' questions come out, we must pay attention to them instead of prevaricating. Therefore, when students ask different questions, the teaching process will change. The following are teaching suggestions for various types of questions, for reference only:

Who is the little painter in the snow? What pictures did they draw? Children in grade one often ask what kind of questions can be found directly in the article. When students ask such questions, the teacher had better gently ask him to re-read and think, and let him ask himself and answer.

Are chickens, puppies, ducklings and ponies happy when drawing in the snow? When students ask such questions, teachers must not simplify them, but should guide students to recall their happy life in snowy days, thus entering the emotional world of the little painter.

Why did the frog fall asleep in the hole? What animals paint in the snow like chickens and puppies? What other small animal footprints have you seen? What are they like? Why did the frog fall asleep in the hole? Do you know which animals are hibernating? This is a question that students need to consult materials or observe in life to get the answer. Teachers should affirm the value of these questions in time, use these questions to arouse students to know more things in nature, and combine understanding things with understanding texts.

Third, read aloud and recite teaching suggestions.

This is a poem full of childlike interest. When reading aloud, stimulate students' interest in reading aloud. Reading the first two sentences can inspire students to remember that it is snowing heavily. What did you do? From this, I imagine the little painters running to the snow with the same excitement as us, cheering while walking, and expressing their feelings when reading aloud. The four clauses of the third sentence can be read faster, and the intonation falls together, showing a vivid painting scene. The fourth sentence should show the pride of the little painter and highlight a few steps to become the first word. The last sentence, you should read it easily and slowly, highlighting that frogs are hibernating.

Of course, many forms can be used to make students' reading interesting, such as reading in turn, enjoying while reading, reading with cheerful children's dance music and so on.

Instructional recitation should be based on familiar reading, and teachers can take different forms according to different situations. Students can recite by looking at the illustrations or texts of the courseware; You can help students recite by introducing reading, for example, it snows. Chickens draw bamboo leaves, (), ducks draw maple leaves, (). No paint (). Why didn't the frog take part? ( ); You can also give students an order: a group of little painters are coming-little painters are painting-where are the frogs?

Examples of important exercises

1, Lianliankan.

If students read a group of cute ducklings and a beautiful picture.

Puppy, duckling, maple leaf pictures, etc. Teachers should give special praise.

Chickens, ducks, puppies and ponies encourage students to do creative and personalized reading after connection. For example, chickens are in

Maple leaves, bamboo leaves, crescent moon and plum blossom draw bamboo leaves on the snow, and the footprints of chickens are like bamboo leaves.

2. Read and continue to say words to see who says more.

Chickens, puppies, ducklings, ponies (animals: lambs, white rabbits, squirrels, etc. )

Bamboo, plum blossom, maple (plants: cabbage, peach blossom, camphor tree, etc. )

Basketball, table tennis (sports equipment category: football, rugby, etc. )

Red, green (color category: yellow, purple, blue, etc. )

Can you rearrange the following words and say a sentence? I believe you can do it!

1. Footprints are like bamboo leaves. )

Very footprints The footprints of this dog are very like plum blossoms. )

Footprints Maple leaves are as red as ducklings. )

The crescent moon leaves footprints in the snow (the footprints left by the pony in the snow are like crescent moons. )

4. Do it (before class)

Does it snow in your hometown? If it snows, go have a snowball fight, make a snowman and have a snowball fight with your friends!

Does it snow in your hometown? If it doesn't snow, go and collect snow photos with your friends!

Don't forget to talk about your feelings after reading it!

Step 5 have some fun

Children, have you ever heard of finger painting? Is to draw with your own fingers. If you are interested, you can have a try. By the way, before you draw with your fingers, you can ask the art teacher in your school, and she will definitely give you a lot of advice. After painting, you might as well tell your friends what you drew. (If necessary, you can insert one or two finger paintings. )