Lecture notes of the eighth grade Chinese "The Return of the Wild Goose"

As a people's teacher, preparing lessons is inevitable, which can improve the teaching quality and achieve good teaching results. So what problems should we pay attention to when writing a speech? The following is the speech of the eighth grade Chinese "The Return of the Wild Goose" I collected for your reference, hoping to help friends in need.

Lecture manuscript of the eighth grade Chinese "The Return of the Wild Goose" 1 Dear judges and colleagues: Hello everyone! I taught the geese to return, and the second volume of the eighth grade Chinese published by People's Education Publishing House is a literary and scientific observation note. I will explain this lesson from four aspects: teaching objectives, teaching difficulties, teaching rules and teaching process.

First of all, the goal

The goals I set for this class are:

1. Read the text silently, filter the main information, summarize the content of the text describing the goose, and understand the personality characteristics of the goose written by the author.

2. Read the text, try to figure out the sentences that express the author's feelings, and feel the rich lyrical color of the work.

3. Understand the meaning of the last paragraph of the text, feel the author's love for birds and inspire students to cherish the feelings of wild animals.

Determining the above goals is based on three aspects.

1. Based on the requirements of the curriculum standard, the new curriculum standard clearly points out that to appreciate literary works, one should have one's own emotional experience, initially understand the connotation of the works, and get beneficial enlightenment from it to nature, society and life. When reading an expository article, we should grasp the basic ideas of the article, screen the main information and understand what the article expounds.

2. From teaching material analysis, the units in "Returning to the Wild Goose" are all explanatory texts that explain things. The purpose of arranging this unit is to embody the scientific spirit of seeking truth and rigor. These natural phenomena can be understood through the return of geese.

3. On the basis of understanding the learning situation, the eighth-grade students have acquired a certain learning ability, and can summarize the main content of the article by silently reading and screening information, talk about their feelings by reading specific sentences, and solve some difficult problems by cooperative inquiry learning methods. During this period, students have mastered the learning methods of the previous texts, which laid the foundation for the study of this class. Based on the above three points, I have determined the above three teaching objectives.

Second, oral teaching methods

Based on the teaching principle of "taking teachers as the main body and students as the center", aiming at the teaching objectives of this course and the actual situation of students, I adopt the method of creating situations, carefully design classroom lead-in and guide students to enter the text. Let the students have a dialogue with the text through the question guidance method, and then I will guide the students to form their own reading experience in reading with the instruction method, thus completing the teaching goal of this lesson.

Third, theoretical study.

The ancients said, "Give people fish for a meal, and give them fish for a lifetime." . I designed students to use silent reading to filter the main information. The article reading method allows students to understand the lyrical brushwork of the author, thus breaking through the difficulties of this lesson.

Fourth, talk about the teaching process

I will use six teaching links to implement this lesson. In the process of teaching, I try to follow the principle of teaching students in accordance with their aptitude, step by step, and in-depth at different levels, and strive to change teaching into guidance.

The first part is an exciting introduction. In this session, let the students talk about their favorite animals and the reasons why they like them, so as to introduce that geese are teachers' favorite animals and introduce the topic. The purpose of this design is to stimulate students' interest in learning, establish an equal learning relationship with students through equal dialogue, and narrow the distance with students.

The second link: read the text silently and screen the main information. Silent reading can improve reading speed. In silent reading, guide students to grasp the meaning of the text with the method of screening information they have learned before. The goal of this unit requires screening the main information. The purpose of this link is to cultivate students' ability to filter information, understand what the article expounds, and lay the foundation for the following reading link.

The third link: read the text and feel the rich lyrical color. Through the previous silent reading, students have an understanding of the main idea of the text. This link is mainly for students to read lyrical sentences, try to figure out the author's feelings and understand the rich lyrical color, so as to feel the author's love for geese and concern for their fate, and lay the foundation for students to learn the main idea of this article.

The fourth link: cooperative inquiry, understanding the main idea. Read the last paragraph of the text together and explore the meaning and function of the last sentence of the text in cooperation. The new curriculum standard points out that to create an environment conducive to students' autonomy, cooperation and inquiry learning, this link focuses on cultivating students' cooperative inquiry ability. Through the understanding of the theme of the text, let students realize that it is necessary to protect animals and care for the environment, so as to cultivate students' correct, positive and healthy attitude towards life and realize the cultivation of emotions, attitudes and values.

The fifth link: classroom extension: please draw up a propaganda slogan to protect animals. Chinese curriculum standards are devoted to cultivating students' ability to use language and improving their comprehensive quality. In this link, students can understand and master the ability to use Chinese by writing propaganda slogans. End the whole class by showing what students have written, so that students can establish environmental awareness.

The sixth link: assign homework to observe a small animal you like, at the same time introduce its habits and express your feelings in vivid language. Extending Chinese learning from in-class to out-of-class, students can cultivate their scientific spirit of seeking truth and rigor, stimulate their interest in inquiry, and improve their Chinese literacy in an all-round way through observation.

After the lecture, please guide the judges and teachers!

Eighth grade Chinese "The Return of the Wild Goose" lecture draft II I. Speaking of teaching material analysis

The Return of the Wild Goose is an independent reading text in Unit 3, Volume 2, Grade 8. This is a beautiful essay. The author describes the geese flying from the south, geese returning in winter, geese chirping in spring during foraging, geese chirping alone, geese chirping in groups at night in April, and the idea of combining geese. These contents not only introduce the life habits and characteristics of geese, but also express the author's love for birds. Understand the author's description of geese, know that the author found those lost things from them, and know that the author is a bird lover. Many sentences are rich in meaning, so students should be guided to understand them well. Between the lines, the author conveys a message to us: animals are friends of human beings, and the world is full of vitality and interest because of their existence. We should live in harmony with them, which is the most suitable place for human beings in this world. We should not just regard them as our delicacies, but love and protect them. The author intends to let us know the characteristics of wild geese and cultivate the quality of protecting wild animals. Finally, we will form a good habit of protecting wild animals and protecting the environment. At the same time, the writing is also very distinctive, combining image, knowledge and lyricism perfectly. Teachers should combine the sentences in the article to guide students to understand the feelings contained in the sentences and learn the writing characteristics of this article.

Secondly, talk about the purpose of teaching.

Knowledge and ability objectives: ① pronunciation and interpretation; (2) Understand the writer's works; ③ Understand the content of the text; 4 Taste the language.

Process and method objectives:

① Before class, students are required to collect information about the author and Shaxiang Yearbook, so that students can know the author's writing style and achievements in advance, which not only cultivates students' ability to collect and sort out information, but also helps to understand the text content and feel the author's feelings.

(2) Teachers guide students to learn and create a learning atmosphere through the operation of multimedia technology. Teachers grasp the training of these key links, such as listening to the recording, students reading the text, four-person group discussion, classroom communication and displaying the collected poems and songs, and realize the communication between students and textbooks, students and students, and students and teachers, which fully embodies the principles of student-centered, teacher-led and * * * interaction. Improve students' reading, expression, understanding, analysis and generalization ability. Encourage students to express their views.

Emotional Attitude and Values Goal: Stimulate students' enthusiasm for learning Chinese, let them feel the author's love for birds, and enhance their awareness of protecting wild animals. You should know that you should live in equality and harmony with all animals.

Third, talk about the difficulties in teaching.

Teaching emphasis: ① Understand the author's description of the wild goose, and know what the author has retrieved from the wild goose. ② Experience the vividly described characters and the author's love for birds.

Teaching difficulties: taste language features, learn from them and learn to write.

Fourth, the teaching method of speaking.

According to the requirements of the new curriculum standard, students are the main body and teachers are the leading ones, so that students can fully cooperate and explore knowledge. I will adopt the methods of teacher's guidance, students' autonomous learning, students' cooperation and teachers' cooperation to achieve the teaching objectives of this class. Specific practices:

(1) Multimedia display screen, playing music to let students gradually enter the scene created by the teacher when they enter the classroom, and then the teacher uses beautiful language to stimulate interest and introduce new lessons.

(2) I arranged two four-person group discussions, classroom communication, multimedia presentation of my views, timely guidance, so that students and teachers and students can fully cooperate, and finally break through the key and difficult points. Let the students know the author's description of the goose and what the author has retrieved from the goose. Taste the author's language characteristics, experience the love of birds that permeates between the lines, and gain a feeling.

③ Arrange students to show their collected poems and songs about geese. Helping students to accumulate famous sentences is conducive to broadening their horizons, stimulating their enthusiasm for learning knowledge and inspiring their love for birds. In particular, the song "Flying Wild Goose in the South" is even more heartbreaking. Can't we arouse our love for geese? Singing a song to the goose can inspire students' love for the goose.

Verb (abbreviation of verb) and learning methods

1, to guide students to learn independently. Students can have a general impression of the author and his works by displaying the materials they have collected, and teachers can display the author's photos and the main contents of his works through multimedia, which not only cultivates students' ability to collect information, but also deepens their understanding of the author and his works, laying a solid foundation for learning the text content.

2. Use multimedia to learn basic knowledge. Teachers arrange to listen to demonstration reading tapes, which not only makes students concentrate their thoughts, but also helps to improve their reading level, help students master reading skills and learn new words. Arranging students to take notes on the blackboard and read new words together not only pays attention to the education and help of students with learning difficulties, but also lays a solid foundation for the basic knowledge teaching of all students.

3. Guide students to learn the text independently. Arrange the students to read the text by themselves and tick the sentences describing the goose. Discuss and communicate with the whole class in groups of four, and realize what the author found from the goose and get a feeling at the same time. Let students use their hands, mouth and brain to learn together and share resources. Then, teachers use multimedia examples to illustrate their views, point out students' shortcomings, and let students learn to refine the key contents of the text and give full play to their personal views. The second four-person group discussion is to let students know more about the author's writing style and the author's love for birds, to fully show their personality, and to make students really become masters of learning knowledge, rather than slaves of learning knowledge.

4. Instructing students to show their collected poems and songs can not only adjust the classroom learning atmosphere, but also broaden students' horizons, so that students can learn more about foreign countries, China, ancient times and today. Writers, singers and composers all like geese and are full of feelings for them. Further deepen the theme: protecting wild animals.

Sixth, preaching.

(1) import

1. Teachers use multimedia to play pictures and music about goose activities before class, so that students can naturally enter the state. As soon as the bell rang, the teacher naturally introduced the new lesson with language and introduced the students' thinking into the text "The Return of the Wild Goose".

2. By guiding the students to uncover the topic, let the students initially feel what kind of animal the wild goose is and what kind of emotion the author has for the wild goose. In this way, teachers naturally guide students to understand the author's works, guide students to show their collected information about the author and works, and use multimedia to supplement this part, so that students can improve the collected information.

(2) Check the preview.

1. Students listen to the model essay and read the tape. The teacher asks them to pay attention to pronunciation, pause, stress and tick new words. After listening to the tape, choose three students to write down new words on the blackboard, and the rest of the students check each other. Use multimedia to correct the phonetic notation collectively, and finally read aloud for three times collectively, and draw students to talk about their understanding of the meaning of words. Using multimedia to help students with learning difficulties improve their phonetic notation and word interpretation ability.

(C) reading the text, the overall perception.

Arrange students to read the text freely. Think about the author's description of the goose, tick the relevant sentences and think about what the author found from the goose. This is to let students give full play to their personal role, and then arrange a group of four to have a class discussion, aiming at cooperative exploration and further understanding of what they have learned. Finally, teachers use multimedia to show the reference content, so that students can further master the knowledge they have learned completely. Through self-study, group study and teacher's demonstration, students with learning difficulties can easily master what they have learned, while gifted students can master what they have learned more firmly. In this way, students have a better understanding of the characteristics of the goose, understand what the author has retrieved from the goose, and get a feeling from it.

(C) intensive reading of the text, taste the language features

Teachers guide students to read some beautiful sentences and taste the language from the aspects of content, rhetoric and interpretation methods. Use multimedia to show examples to impress students, then arrange students to find out the sentences they think are well written in the text to taste, then discuss and communicate in groups of four, and finally communicate with the whole class to let students enjoy the resources. In the activities, I encourage students to fully express their views and give timely guidance to break through the difficulties in teaching.

(4) Expansion and extension

1, let the students show their collected poems and songs about geese to the whole class. Students like to recite their collected poems and sing their collected songs, and then teachers also use multimedia to display their collected materials to help students with learning difficulties improve their own materials and broaden their horizons.

2. Arrange students to imitate their favorite sentences in the text, or write a slogan to protect animals. This is to let students play their strengths, write sentences if they want, and write slogans if they want, which is very flexible.

3. In order to deepen students' impression of geese and further deepen the theme, all students are arranged to learn to sing "The Return of Geese", which is very sad and further stimulates our love for geese.

(5) Summary

Let the students further feel the author's love for birds. The whole class ended the lesson by singing a song for the geese. It's a cheerful song, and the love for geese is revealed between the lines. Let students learn happily in singing and feel deeply in happiness.

Seven, blackboard writing design (blackboard writing)

Eight, the media resources theory

1. Source: Central Audio-visual Education Center resources, Intel network resources.

2. Description of resource utilization: Make full use of rural distance education equipment, resources of Central Audio-visual Education Center and Intel network design teaching plan.

When preparing lessons, use the lesson preparation materials in the rural distance education resources of the Central Audio-visual Education Center to enrich their lesson plans and make them scientific and suitable for students' reality.

Make full use of the author's pictures, works related materials, geese's pictures and the song "Geese Want to Fly South" in the resource library of the Central Audio-visual Education Center, and learn from some multimedia. Make your own works conform to the reality of students, and integrate science, knowledge, interest and vividness.

In order to make it more perfect and more suitable for rural students, I also found the songs of "Wild Goose Flying South" and "Sing a Song for Wild Goose", the video clips of wild geese's activities, and the reading recording of Intel's text model essay. Develop teaching plans with their own characteristics, which are suitable for rural teachers and rural students.

Nine, say after-class reflection

1. Cultivate the backbone of students and give guidance to students with learning difficulties. After this class, I learned from the discussion and exchange between the four-person group and the whole class that the backbone of students is cultivated all the time, and the backbone of learning drives other students to learn. I asked several students with learning difficulties after class. They all said that they learned knowledge once through group discussion, once through classroom communication and once through the teacher's multimedia presentation. A lot of unknown knowledge is understood, and with the presentation of multimedia, their notes are more perfect. Using multimedia to display reference content for many times not only broadens the horizons of all students, but also helps students with learning difficulties. They feel the knowledge points they should learn and master from the content, and even help them take notes. Usually, the teacher just dials blindly, and a small amount of blackboard writing makes it difficult for students with learning difficulties to take notes. Multimedia completely solves this difficulty, saves a lot of teaching time, and is conducive to increasing classroom capacity, allowing gifted students to have a full meal and students with learning difficulties to learn well!

2, illustrated, sound perfect combination, vivid and interesting. Multimedia is used many times in teaching to show the key and difficult contents in teaching. The content is very rich, and the pictures, words and sounds are perfectly combined. Students will not feel bored when attending classes, thus reducing the difficulty of learning knowledge. Especially for students who are inattentive in class, multimedia teaching has played an inestimable role. They want to see, sing and listen, so they can still be distracted! In this class, I carefully observed the students. They are very interested in pictures, poems, songs and videos related to the content of the text displayed by multimedia, and they always sigh. It can be seen that students with learning difficulties are still willing to learn knowledge as long as the classroom is vivid, vivid and interesting. This is something that traditional classrooms simply can't do. Multimedia teaching is really interesting and effective!

3. In the future teaching, we should make full use of rural distance education resources, and try our best to integrate science, knowledge, aesthetics and entertainment while integrating multimedia. Effectively stimulate students' interest in learning, improve students' speed of mastering knowledge, let all students study happily, let students with learning difficulties enjoy learning, and make gifted students better!