Lecture notes on the language "Who has great skills" in kindergarten middle class.

(1) Teaching content: Lesson 6, Volume 4, Jiangsu Education Edition, Who has the greatest skill is a fairy tale, which tells that both the wind and the sun thought that they had the greatest skill at first, and after two comparisons, both sides realized the truth.

(2) teaching material analysis

The arrangement of teaching materials is interesting and difficult in selecting texts, which is suitable for students to learn and is also conducive to stimulating students' interest in reading. Students understand that each of us has our own strengths and skills, and we must correctly understand ourselves and treat others.

This fairy tale tells that both the wind and the sun think that they have the greatest ability. After two comparisons, both sides realize the truth. The full text has eight natural paragraphs, which can be divided into two sections. (the first paragraph, 1-3 natural paragraph; The second paragraph, 4-8 natural paragraph. )

(III) Teaching objectives: According to the content of the textbook, the age and psychological characteristics of students, and the development of students' knowledge, ability and learning, I have set the following teaching objectives:

1. Read the text correctly, fluently and emotionally.

2, role experience, contact real life to understand the content of the text, and understand how the wind and the sun compare skills.

3. Understand that everyone has his own strengths and skills, and know yourself correctly and treat others.

(4) Teaching emphasis:

Understand the new words and read the text in different roles.

(5) Teaching difficulties:

Understand the content of the text, understand that everyone has their own strengths and skills, correctly understand themselves and treat others.

Second, teaching methods:

Text Curriculum Standard points out that the focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate. Reading teaching at all stages should attach importance to reading aloud to help them love their mother tongue, use it correctly, accumulate experience and cultivate their sense of language.

When dealing with teaching materials, we should create situations for students, guide them to understand new knowledge from reading, deepen their experience from role performance, and strive to show that students are the masters of learning, and teachers are the organizers, guides and collaborators of students' learning, so that students can always participate in teaching activities.

In terms of teaching methods, I adopted the methods of promoting reading, questioning method and situational performance. Let students participate in learning in democratic and relaxed discussion activities, which fully embodies the concept of new curriculum reform.

Third, the guidance of speaking and learning:

The Chinese Curriculum Standard clearly points out that "students are the masters of Chinese learning", "students are the subjects of learning and development", "teachers are the guides and organizers of learning activities" and "reading is students' personalized behavior, and teachers' analysis should not replace the acquired reading practice". Personalized reading is an experiential reading. Therefore, in the teaching process, I give full play to students' subjectivity, consciously downplay teachers' analysis and strengthen students' feelings. Guide students to strengthen reading, reading personality, feel in reading, cultivate a sense of language, cultivate cooperation and exchange, and actively explore learning methods.

Fourth, talk about the teaching process:

(1) Story introduction: Listen to the teacher's story about "five senses make contributions" and set a suspense: Who has the greatest ability?

Design intention: through the introduction of stories, stimulate students' desire for learning.

(B) intensive reading of the text, perception and understanding.

1. Ask a question: Whose story is the text telling and whose story? Camera board painting. How many times have they compared technology? Camera blackboard writing. What are the natural paragraphs in the text?

Design intention: review old knowledge, clarify the level of the text, and stimulate students' interest in learning.

2. Display the form. Read the text in groups and complete the table.

Design intention: Let students cultivate the ability of independent and cooperative learning in active thinking, gain the joy of learning success and stimulate their interest in learning.

3. Check the completion: read the first paragraph (1-3 natural paragraph).

What was the first time? What did the wind and the sun do respectively? How to understand the wind? In this learning process, it is achieved through various forms of reading, such as: free reading, named reading, role-playing reading, teachers giving difficult names a demonstration reading and guiding reading, giving instructions where there are difficulties, and leaving more room for students to read and experience.

Design Intention: Through various forms of reading, students' reading ability and since the enlightenment reading ability will become more and more effective, laying a solid foundation for learning Chinese in the future.

4. Read the second paragraph (paragraphs 4-8)

What did they compare the second time? Guide to understand "pride", why is the sun proud?

Instruct reading aloud. Read the pride and arrogance of the sun.

Design intention: let students form the habit of thinking and learn to feel, experience, understand and ponder.

5. What will the wind say at this time? Look at the picture and imagine the answer.

Design intention: extend classroom knowledge and cultivate students' ability to make up stories.

6. Class summary: Who is the wind and who is the sun? What inspiration did it give you?

Design intention: let students systematically summarize what they have learned, cultivate students' ability of generalization and expression, and encourage students to question.

7. Expand your knowledge: talk about people with great skills around you in combination with real life. (study, height, three friends ...)

8, the small blackboard shows the motto, the teacher reads it, reads it together, and completes the accumulation.

9. Homework: If the wind and the sun meet again on the third day, what will they say? You know what else they can do?

Five, teaching reflection:

It is a valuable experience of traditional Chinese teaching to give priority to reading, so I use various forms of reading in class to make students read well, read well and understand. Through reading, students can understand the content of the text by themselves, cultivate a sense of language, feel the intuition and visualization of the text language, and help students accumulate language materials in the text.