Theme Analysis of "Beijing Spring Festival" in Class 6, Grade 6

About the 6th "Beijing Spring Festival" teaching material analysis (2009-09-20 23: 19:03) Label: Classification of Teaching Miscellaneous Categories: A Window for Research and Training.

First, the introduction of teaching materials:

Spring Festival in Beijing is an essay by Mr. Lao She. The article introduces the customs and habits of New Year in old Beijing in chronological order.

This lesson is the first text of Unit 7. The theme of this unit is "traditional culture". China traditional customs and culture festival "Spring Festival", which has spread for thousands of years, simply and vividly expresses the warmth and beauty of people's New Year between the lines of Mr. Lao She, and is a very useful material to help students understand traditional customs and expand their knowledge.

Second, the analysis of learning objectives of textbooks:

Next, I will analyze the teaching objectives and teaching difficulties one by one.

1, know 9 new words and 2 polyphonic words, write 8 new words and accumulate words.

The new words to be emphasized in this lesson are: garlic, porridge and vinegar. Among them, "garlic" and "porridge" can be memorized in many ways. For example, according to the structural characteristics, literacy methods can be adopted; According to the characteristics of glyphs, students can make up rhymes, stories and other methods. The word "vinegar" is also easy to misspell. You can remember with the new word "La" in this class, or with the old words, such as "awake", "cool" and "wine".

The polyphonic characters include "Geng" and "Chuan", so students should be instructed to make sentences by combining the meaning and pronunciation of the words, so that their memory of polyphonic characters can not only stay on the surface, but also deepen their impression.

There are some unfamiliar words in this class, such as "La Qibala", "Freezing to death in western Western jackdaw", "Constitution Book", "Offering honey", "Maltose", "Shounian" and "Running the lantern". These words are far from the age of students' life, and the usage rate of students' life is very small. Therefore, teachers can use notes to make students understand, and teachers who have difficulty in understanding can use more detailed notes or pictures and videos to help students understand these words.

There are some words related to the Chinese New Year, and I think students should accumulate vocabulary, such as "completely different", "Vientiane renewal" and "Temple of Remnant Light". Teachers should not only ask students to understand these words, but also pay attention to the cultivation of students' accumulation and application ability. Small expansion exercises can be carried out appropriately, such as speaking, writing or choosing the right words according to the specific context.

2. Read the text correctly, fluently and emotionally.

In order to achieve this teaching goal, teachers should combine the teaching concept of "reading first" and adopt the teaching method of "three readings" to strengthen it. The specific implementation steps are as follows:

(1), read the text for the first time, feel the Spring Festival atmosphere in old Beijing as a whole, understand the words, and ask questions if you don't understand. You can take turns reading, self-study and reverse reading.

(2) Read the text again and understand it. In this session, students need to know what Spring Festival customs Mr. Lao She introduced. Teachers mainly use self-reading and silent reading.

(3) Read the text. This link is the most important part of the "third reading" link, so teachers should adopt various forms to reflect students' reading, such as reading silently, quietly and loudly with emotion, or reading at the same table, reading together with men and women, extensive reading by teachers and practicing reading by students, so that students can read key sentences repeatedly and read out their true feelings.

3. Understand the customs and habits of the Spring Festival in old Beijing, feel the lively atmosphere of the festival, and experience the author's love for Beijing and life.

This teaching goal is also the key teaching goal of this course.

Teachers should give full play to students' ability to collect and sort out information before class. Ask students to collect information about relevant customs, and make a big comparison between ancient and modern Spring Festival customs when learning the text. Find the differences from the comparison, understand the reasons, and have a deeper understanding of China's traditional culture and customs.

The language of this article is simple, but it vividly expresses the excitement and celebration of the Spring Festival. This is mainly due to the author's detailed description of the wonderful part. Students can also find through reading that some scenes in this article are very vivid. Because these scenes are children's activities. For these scenes, teachers should give full play to their language training functions. Through a lot of full-text reading, let students talk about their feelings, write down their feelings and find words and sentences that they feel deeply.

For example, "Every household is rushing to cook New Year's dishes", "There are delicious food, wine and meat everywhere", "You must come back unless you have to", "Dress up, stick it all up" and "stay up all night, lights up day and night", all of which reflect the joy of reunion on New Year's Eve.

Another example is: "New Year's Eve is lively, but there is no moonlight; What about the Lantern Festival? It happens to be the bright moon in the sky. Decent New Year's Day. Bright red Spring Festival couplets are posted in front of every household, and people are wearing new clothes, but they are not beautiful enough. Lantern Festival is decorated everywhere, and the whole street is just like a happy event, brightly lit and beautiful.

Teachers should read the sentences around this passage, and realize that New Year's Eve, New Year's Day and Lantern Festival are all lively, but each has its own characteristics, so as to further feel that these three days can bring people a wonderful life experience.

Combined with the lively scene here, teachers can carry out language training and design a small writing exercise: write about their most impressive activities during the Spring Festival or their favorite things to do during the Spring Festival Lantern Festival, reflecting the festive and lively festivals.

4. Understand the expression order of the article, and experience the meticulous and appropriate features of the article.

This goal is not only the teaching difficulty of this paper.

In teaching, teachers can ask students to combine since the enlightenment's self-reading with group discussion, so that students can find out the writing characteristics of this article. Teachers use lectures to guide understanding. For example, some articles only write a point and a sentence; Others wrote a scene, an activity. For another example, many activities are described in the "Laba" section, but what are the benefits of the author only writing "Laba porridge" and "Laba garlic"? Can you give another example of this writing method from the text? If you were asked to write about the Spring Festival, what would you write?

A series of guiding questions help students summarize their writing methods: grasping the characteristics, highlighting the key points and describing the scene in detail.

Thirdly, the migration and expansion of teaching materials.

Combined with the teaching theme of this unit, we can design the following expansion activities:

1, Spring Festival custom exhibitions around the country. 2. Children's songs, proverbs, couplets or idioms collected during the Spring Festival.

Around the writing characteristics of this lesson, we can design the following expansion exercises:

1. Write your happiest Spring Festival. 2. Write down your happiest day.