High-quality teaching case of monkey planting fruit trees

Monkey Planting Fruit Trees is a profound and thought-provoking fairy tale. It is about a monkey who has no patience, blindly listens to other people's opinions, constantly changes his planting plan, and finally does not plant fruit trees. The full text revolves around monkeys planting fruit trees. Write how monkeys grow fruit trees first, and then write the results of monkeys growing fruit trees. Educate students to be patient and independent, and don't rush for success. The plot of the text is tortuous and the language is vivid, which is very interesting for children. Suitable for children to read and perform, from which we can learn profound truth.

Design concept:

1, pay attention to reading and understanding

? Reading? It is an important means of Chinese learning. Different requirements and different reading forms run through the whole classroom teaching, which helps students fully understand the emotions contained in language and words, internalize and accumulate them, and thus form a good sense of language. In the process of reading training, teachers should not only give guidance on reading methods, but also pay attention to artistry in post-reading evaluation, which not only evaluates and guides students' reading activities, but also inspires students to strive for higher reading goals.

2. Help first, then release, cooperative learning.

Chinese Curriculum Standard points out that students are the main body of learning and development. Chinese teaching must be based on students' physical and mental development and Chinese learning characteristics, pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. Therefore, in paragraphs with similar teaching contents and similar narrative forms, it should be adopted? Help first, then release? First, the teacher focuses on the second and third paragraphs, then studies the fourth, fifth, sixth and seventh paragraphs in the form of group cooperation, and then the whole class exchanges comments. In this teaching process, it not only embodies the guiding role of teachers, but also embodies the subjective status of students. Students learn to cooperate, learn to explore and improve their evaluation ability.

Teaching objectives:

1, can read the text correctly, fluently and emotionally.

2. Learn the new words in this lesson and understand the words composed of new words.

3. Educate students to be patient and independent, and don't rush for success.

Teaching preparation:

Headdress: monkey, crow, magpie, cuckoo; A copybook and a small blackboard.

Teaching time:

Two class hours

Teaching process:

first kind

First, expose the problem

1, children, today we are going to learn a fairy tale "Monkeys Grow Fruit Trees".

Theme of blackboard writing

2. teach new words? Monkeys? ：

How do you remember? Monkeys? Words? Answer by name

3. Look at the topic together. Do you have any questions to ask after reading the topic?

This link is designed to cultivate students' problem consciousness. Question consciousness is an independent spirit, a skeptical mentality and a sense of exploration. Find problems around the topic, ask questions boldly, stimulate students' interest and curiosity in learning, and have the desire to learn and explore. Want me to read it? For what? I want to read a book? . )

Second, reading the text for the first time

1, transition: children are very clever and ask so many valuable questions. Let's go to the text to find the answer!

2. Students practice reading the text separately.

Requirements: (1), with the help of pinyin, read the correct pronunciation and understand the sentence.

(2) Mark the serial number of the natural paragraph.

3. Read the text in the natural paragraph by name.

According to the students' actual reading situation, the words that are difficult to read accurately on the blackboard are pronounced in the same way by teachers and students, pointing to guiding sentences.

4. Discuss in groups how to read the text in your favorite way, and strive to be correct and fluent.

Teachers randomly generate words according to the actual situation of students and teach new words in a targeted way, which not only saves time, but also enables students to consolidate words in the language environment. Let students choose their favorite reading methods in groups, cultivate students' sense of cooperation and feel the fun of collective cooperation. )

Third, overall perception.

1, kid, can you answer the question you started?

Student exchange

2. Guide students to fill in the blanks by induction.

Show me: the monkey planted the first _ _ _ _ _ _ tree, then he couldn't wait to plant the first _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Chinese curriculum standards point out that in teaching, special attention should be paid to cultivating a good sense of language and overall grasping ability, so that students can exchange answers to their own questions, which can effectively enable students to grasp the content of the text as a whole. At this time, the teacher will guide students to summarize the main idea of the text in concise and clear language, which is conducive to cultivating students' generalization ability. )

Fourth, independent literacy.

1, students think that after reading the text, new words and unfamiliar words should be read in pinyin several times.

2. The method of communicating and memorizing glyphs in groups of four.

3. Communicate with the whole class. Tell everyone your good method. (of children) tracing the strokes of standard Chinese characters printed in red with black ink.

4. Students practice writing in Chinese character books, and teachers patrol for guidance.

(Grade two students have certain reading and writing skills. This link encourages students to read independently and avoids the high consumption and inefficiency of literacy teaching. Stilwell said: knowledge should not be passed on to students, but should guide students to discover knowledge and master it independently. ? Therefore, in literacy teaching, giving students the space for independent literacy and encouraging students to introduce their most creative literacy methods to other students can not only avoid using the same notation for every word, but also stimulate the generated innovative thinking, which is conducive to cultivating students' independent literacy ability. )

Second lesson

First, review and check.

Dictation words: water, fertilize, endure, survive, unplug, replant, can't wait, don't worry.

2. Self-examination and self-correction within one minute. Talk to your deskmate. Did you find the reason for the typo?

The purpose of dictation is not to punish students for copying and writing more, but to make students remember new words better and more effectively. After dictation, please turn over the books and correct them, and communicate with your deskmate, which reduces the burden of dictation and improves the efficiency of literacy. Over time, students will find reasons to correct every typo independently, instead of mechanically memorizing. )

Second, transition.

Last class, we learned that monkeys plant pear trees first, then apricot trees eagerly, peach trees and cherry trees eagerly. As a result, nothing was planted. What the hell is going on here? Let's continue to learn that monkeys grow fruit trees.

Blackboard: Pears? Apricots? Peach? Cherry? No trees have been planted.

This kind of interlanguage not only helps students to recall the content of the text, but also enables students to quickly enter the text situation and naturally introduce new lessons. )

Third, read the text intensively.

1, learning 1 natural paragraph.

(1), read and think separately: What does this paragraph say? (Answer by name)

(2) Teacher: It is unnecessary to water and fertilize pear seedlings every day, but why do monkeys do this? (Answer by name)

(3) Instruct reading aloud: How eager monkeys are to eat fruit! Can you read the monkey's mood? Try it separately. (Read alone, read by name, read by comment, read together)

Reading should not only read the literal meaning, but also read the characters' hearts through words. This session makes students think about why monkeys water and fertilize pear seedlings every day, and let students experience the inner world of monkeys. )

2, learn 2, 3 natural paragraphs.

(1), transition: What happened when the pear tree was alive?

(2) Show the contents of the second and third paragraphs and read them easily.

(3), named answer: combined with the students' answers to understand? Agricultural proverb? 、? Pear five apricot four? The meaning of.

Teacher? Agricultural proverb? .

What do students think when they see crows? Pear five apricot four? The meaning of.

Write on the blackboard: five or four?

(4) The teacher plays the crow and reads the crow's words.

Son, what does a crow mean?

(5) roll call to answer

You are a crow now. Please tell this passage to the monkey and read your meaning carefully.

Teacher-student evaluation

(6) What did the monkey think after listening to the crow? How did you do that?

Answer the blackboard by roll call: I can't wait.

Please read the impatience of monkeys. Teacher-student evaluation

(7) Read paragraphs 2 and 3 by role.

Practice reading at the same table and name a few tables wearing headdresses. The teacher's camera will give further instructions.

(8) Teacher's summary: The impatient monkey can't wait for five years, so its pear trees are not planted.

3. Study paragraphs 4 and 5.

(1) Please read paragraphs 4 and 5 by yourself. What did you find? (Similar to the structure of natural segments 2 and 3)

(2) Can you understand it?

Groups of four communicate with each other. What did you read?

(3) Classroom communication: talk about why monkeys don't plant apricot trees.

Blackboard: I can't wait.

(4) Practice reading the text. Practice reading in groups of four, name several groups for trial reading, and make comments by teachers and students. )

4. Study paragraphs 6 and 7.

(1), read alone.

(2) Do you understand? Please read aloud and tell everyone what you have read. Evaluate sth through discussion

(3) Teacher's summary: It will take three years for the peach tree to bear fruit, but the monkey still can't wait, so he pulled out the peach tree and planted a cherry tree that bears fruit for two years. Blackboard: I still can't wait for two.

(In the second and third natural periods, we should focus on supporting and infiltrating the guidance of learning methods. The fourth and fifth natural paragraphs, the sixth and seventh natural paragraphs are similar in structure to the second and third natural paragraphs, and the content is simple and easy to understand. Therefore, in teaching, we should guide students to study in groups and cultivate the ability of cooperative inquiry and bold communication. )

5. Learn the eighth paragraph.

Introduction, the monkey doesn't know _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Blackboard writing: difficult to grow

6. Learn the ninth paragraph.

(1), Description: That's it, this monkey _ _ _ _ _ _ _.

(2) What words can be used to describe it?

Blackboard: Nothing.

Fourth, summarize the full text.

1, children, who can contact the full text now and tell me why this monkey doesn't plant trees?

2, send a word to the child: haste makes waste.

What do you want to say to the monkey after reading this story?

Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience in active thinking and emotional activities, and feel and think. During the discussion, there may be differences among students. Sound? Teachers should respect students, let them speak freely and express their feelings, as long as teachers give appropriate guidance. )

Verb (short for verb) homework

After reading the text carefully, act out the story with the students in the study group.

Sixth, blackboard design

22 monkeys grow fruit trees.

Pear-apricot-peach-cherry-nothing.

Five four three two

Can't wait, can't wait, or can't wait.

The blackboard design shows the main content of the text and implies the profound truth contained in the text.

Self-evaluation:

1, give it to fish, and let students become the masters of learning.

Teaching means not teaching. It is better to teach people to fish than to teach them to fish. Mastering good learning methods can enable students to actively acquire new knowledge, give full play to their initiative and creativity, and become the masters of learning. The second and third paragraphs of the text "Monkeys Planting Fruit Trees" are similar to the fourth, fifth, sixth and seventh paragraphs in content and structure. Therefore, in teaching, I take the study of the second and third paragraphs as an example to teach students the learning methods, then let the students study in groups and talk about why monkeys don't plant apricot trees. Finally, I will read the text emotionally in different roles, let the students comment on each other and let all the students become learning activities.

In the teaching of new words, I give students enough time to study by themselves, discuss and communicate in groups, so that students can give full play to their intelligence, remember pronunciation and glyphs in the best way they think, and tell other students their creative notation, so that they can learn easily and remember more deeply.

2. From the whole to the part and then back to the whole.

The Chinese Curriculum Standard points out that in teaching, special attention should be paid to cultivating a good sense of language and overall grasping ability. Is the title an article? The window? Like vivid eyes, asking questions about topics in teaching can often grasp the main line of the article and affect the whole body. So, at the beginning of the class, I asked students to ask questions around the topic, such as: Why do monkeys plant fruit trees? What kind of fruit tree does he grow? How was it planted? What was the result? To answer these questions, students must read the whole text and find out the answers, so as to grasp the main content of the text as a whole. Then, focus on the process of monkeys planting fruit trees, that is? How does he grow fruit trees? This problem leads students to read the text intensively, understand that monkeys blindly listen to other people's opinions, constantly change the wrong practices of planting schemes, and experience the impatience of monkeys in their eagerness to achieve success, and finally get nothing. Finally, let the students talk about why the monkeys don't plant any fruit trees, and then return to the whole and pass. What do you want to say to the monkey? This question leads to the theme.

3. Pay attention to reading and accumulation

Reading aloud is a basic skill for students, one of the basic tasks of reading teaching and an important means to understand the content and emotion of the text. Therefore, I read aloud throughout the whole process of teaching and read aloud at the beginning. At the beginning of the class, I asked the students to read the text, so that all the students could read the text fluently before speaking. In the teaching process, I guide students to feel the inner world of characters through language and characters, and then let students read the text with emotion. I also read aloud to test whether students have read the text, so that they can read instead of speak and even be familiar with the text. Over time, students will internalize the language in books into their own language, thus enriching their language accumulation.