Teaching design and thinking of carambola painting

First, problems, the introduction of new courses

1. Write it on the blackboard and all the students will read it. Students, do you know what kind of fruit this is? Briefly introduce carambola by name, and the courseware shows related words: "carambola", scientific name "five lotus seeds", also known as "carambola" and "carambola". )

2. The teacher introduced carambola.

What do you want to know when you see this topic? Let the students ask questions around the theme. The teacher refined and sorted out the main problems.

Default value:

(1) Who painted the carambola?

(2) How to draw carambola? What does it look like?

(3) What happened in the process of drawing carambola?

(4) What is the reason for drawing carambola?

4. Transition: Painting carambola also contains profound philosophy of life. Do you want to know what is going on? Let's walk into the text together!

Design intention: The best way to cultivate thinking ability is to question boldly. The design here pays attention to the cultivation of students' questioning ability, and the teacher leads to sort out several main problems related to the text, which not only arouses students' interest in learning, but also sets goals for the study of the new curriculum.

Second, read the text for the first time and learn the words.

1. Please practice reading the text freely, read it correctly and fluently, and pay attention to accurately reading the words containing the new words in this lesson.

2. Students exchange literacy experiences with each other in small groups, and give hints on typos that are easy to appear.

3. Report the communication results:

(1) "Room, trial, sight and morning" is an amazing sound. "Su" is a flat tongue sound.

② Read "Dao" in this lesson, and the other pronunciation is Do.

Expand the words appropriately in connection with life. When reading the Tao, you can combine pouring water and handstand.

Reverse the car; When reading d γ o, you can form the words "inverted, tumbler".

(3) Using various methods to memorize new words.

(1) Use pictophonetic words to remember.

"Depend" on the voice of the table, the meaning of the table below; "trial" means above, and the sound is below; "Ha, noon, grab, hip-hop, music education" means on the left and sounds on the right; "Sight" is sound on the left and meaning on the right.

(2) Memorize by literacy.

Ben: knowing the word, from Jue to Dao means dividing jade with a knife. The original intention is to divide the jade.

Page number: hieroglyphics. Oracle Bone Inscriptions is like a man exaggerating his head to show his head. The original meaning is human head. Borrow articles and sheets.

And: hieroglyphics. Like a beard. Pretend to be a function word

③ Expand words and memorize words.

New words and familiar words are combined into common words for memory.

Reliance: Close to reliable reliance.

Sue: Quiet and serious.

4. Put the new words back into the text and guide the students to read the text.

5. Read the text again and feel it as a whole.

(1) Read the text silently and think about it: What is the main content of the text?

(2) Group cooperation and exchange of preset questions.

Design intention: This link focuses on guiding students to concentrate on literacy, and then let the new words palindrome, so that students can consolidate the new words in the context, which will neither interfere with literacy learning nor destroy the reading situation, so that literacy can promote reading, and reading can consolidate literacy.

Third, consolidate new words and guide writing.

1. Courseware shows the new words that can be written in this course: figure, seat, room, intersection and page.

2. Guide students to observe the structural characteristics of new words.

Figure: Fully enclosed structure.

Seat: semi-closed structure.

Room: upper and lower structure, no loss at all.

Cross: upper and lower structures.

Page: single character. Writing in the middle of Tian Zige, the last stroke is a dot, not a slap.

3. Guide students to observe the position and stroke characteristics of Tian Zige's new words.

4. The teacher writes keywords while instructing.

Figure: The last horizontal stroke.

Cross: In the middle position of Tian Zige, the first stroke starts from the vertical center line, and the last two strokes should be lengthened.

Start writing horizontally in the middle of Tian Zige's case. The length and angle of the second pen should be appropriate. The last stroke is a dot, don't write it as si.

Students draw red first, and then write these new words.

6. Presentation report, teachers and students * * * and comments.

Design intention: When instructing students to write, pay attention to guiding students to observe and analyze glyphs first, which is not only the premise of correctly writing new words, but also the focus of literacy teaching.

Fourth, review and summarize and consolidate the exercises.

1. Tell me what is the biggest gain of this class?

2. Copy new words and phrases.

3. Read the text correctly and fluently, and pay attention to the tone of the characters.

Design intention: it is intended to cultivate students' sense of induction and summary and consolidate what they have learned in class.

Second lesson

First, check the content and question the import.

1. In this lesson, we will continue to learn to draw carambola. Last class, we read the text for the first time and learned the main contents of the text. Please open your books and browse the text quickly. While reading, I thought: What is the main content of the text? Who is the character mentioned in the article? ("I", classmate, teacher. )

2. What unsolved problems did we leave last class? What's the point of drawing carambola? )

Do you have any questions?

Design intention: Transitional dialogue naturally and skillfully leads to the key questions in students' questions, reveals the learning focus of this lesson, and makes students clear their learning goals and actively participate in the learning process. At the same time, students will have different questions every time they read the text. The design here not only pays attention to the integrity of the two classes, but also pays attention to the cultivation of students' questioning ability.

Second, study the text and read the text.

1. Read the text carefully and think: How did I draw the carambola?

Courseware shows sentences: I read carefully, draw honestly, and find it very accurate.

(1) Read by roll and tell me what you have learned.

Guide the students to imagine how I observed and painted at that time. (Teacher's camera blackboard: serious and honest)

(2) How do you understand "honesty"? (Group communication)

(3) Report the communication results (guide students to answer supplementary questions):

If it is round, it is _ _ _ _, if it is square, it is _ _ _ _. Don't draw a circle as _ _ _ _, and don't draw a square as _ _ _ _, otherwise it will be _ _.

(4) Read sentences through names and comments. Pay attention to the two key words "earnest" and "honest", and read out the attitude of "I" seeking truth from facts and vivid. )

2. Transition: "I" look carefully and draw honestly. I thought that my painting was very accurate and I thought I could get praise from my teachers and classmates, but something unexpected happened. Do you know what happened?

(1) Find out the relevant sentences and read them:

"Is the carambola like this?"

"It is better to say that it is a five-pointed star!"

Read the accusatory tone of the first sentence. Read the irony of the last sentence.

(2) Read each other at the same table, read by name, read questions and exclamations.

3. When the students saw that the carambola turned into a five-pointed star, their reaction was to laugh, but what did the teacher do? (Camera blackboard: laughing)

(1) courseware shows related statements: The teacher looked at the picture, sat in my seat, looked at the carambola on the table, then returned to the lecture table, raised my page of drawing paper and asked everyone:

…………

Find out the words that describe the teacher's actions, read the sentences and understand the teacher's actions. (Look, reach, sit, check, return, lift, ask)

② Understand "examination" and why teachers should "take an examination". After group communication, choose one to fill in the blanks.

"Check" means to look carefully. The reason why the teacher wants to sit in my seat and examine the carambola on the lecture table is because _ _ _ _ _ _ _ _.

A. I'm a little surprised at the picture of "I" and want to see it.

B.i want to protect my self-esteem.

C. I am dissatisfied with the ridicule of my classmates and want to educate them after textual research.

D. He is a serious teacher. He doesn't want to take students for granted. He wants to judge them according to the facts.

(2) Show the dialogue between teachers and students. Read by name and read the tone of the dialogue.

(3) Teacher-student interaction, guiding reading and performing dialogues.

Transition: It is precisely because teachers look at problems from different angles than students that there is such a dialogue:

"This portrait?" -"no!" (Students speak loudly without thinking)

"What is it like?" -"Like a five-pointed star!" (Everyone answered with one voice)

"Now look at the carambola. Is it like the carambola you usually see? " -"No ... like it." That classmate found that the carambola he saw at this time was really like a five-pointed star, which was a bit incredible. )

"So, for example?" -"I like ... five ... five-pointed stars." (He said hesitantly)

4. Introduce the situation and imagine speaking.

The teacher asked the students to sit in my seat and watch the carambola, which was a clever way designed by the teacher to educate the students. Please imagine the scene at that time. What results did the students see?

(1) In this way, the students found that from the perspective of "I", carambola really looks like a five-pointed star.

(2) Thus, students know that it is wrong to laugh at "I". Their expressions have changed, they are all flushed and tongue-tied. (Students read aloud)

(3) Seeing this scene, the students were embarrassed and blushed. They begged my forgiveness. They said, "Sorry, we shouldn't laugh at you. How difficult it is for you to draw what you see realistically. Forgive us! "

(4) Students understand from this that they should not laugh at others for taking it for granted, but seek truth from facts, put themselves in others' shoes and respect their opinions.

(5) At this point, students understand "I". I didn't cry when they laughed at me, but at this time, my eyes filled with tears and my heart was warm because I got the understanding and respect of my classmates.

5. The courseware shows the teacher's words:

Did everyone find out? Carambola is different from different angles. When we see others painting carambola as a five-pointed star, don't be busy laughing, but look at the perspective of others. (Teacher's camera blackboard: Different perspectives make you look different. )

(1) Read the name out loud.

(2) Tell me how you understand the teacher's words.

Guide students to read aloud repeatedly and understand the meaning of each sentence. On this basis, let the students talk about the inspiration of this story.

6. Look at the last paragraph together and understand "teaching".

7. In life, what should I do if I see that what others say and do is different from what I think? (Use examples from life)

Design intention: Grasp the key words and guide students to read aloud, so that students can understand the content in reading and realize the truth revealed in the text in reading. In addition, the link of "situational introduction and imagination theory" is a highlight of this class. By imagining speaking, students' understanding of the text deepens and their feelings sublimate.

Third, consolidate new words and guide writing.

1. Courseware shows the new words that can be written in this course: class, swing, ha, grab, hi. (Reading new words and word formation)

2. Guide students to observe the characteristics of new words and their positions in Tian Zige. (Left-right structure, narrow left and wide right)

3. The teacher's courseware demonstrates writing animation.

4. Teachers demonstrate writing and students copy.

The third stroke of "pendulum" is to mention; Collect the pen on the horizontal center line next to the word "Xi"; The words "class, ha, grab" have left and right, but the left and right positions are different.

5. Teacher-student evaluation.

Design intention: Pay attention to classification guidance when guiding writing, so that students can expand from writing new words in a class to mastering the writing skills of words in a class. Pay attention to the writing guidance of difficult words and important radicals, strengthen the demonstration role of teachers, and constantly improve students' observation ability and writing ability through observation, copying and evaluation, so as to write words correctly.

Fourth, accumulate language and expand it.

1. Transition: Under the influence of the teacher, the author finally succeeded. After listening to what you just said, I believe you will make a difference in the future. Finally, I will send you a sentence from Cen Sang (the courseware shows: "You are the most important, believe in yourself, and everything starts from yourself, so that you can constantly design your own path." ), and I hope students will always remember it.

2. Students read together.

Design intention: It is intended to integrate Chinese learning with Chinese accumulation and cultivate students' Chinese literacy.

blackboard-writing design

Teaching reflection

This paper illustrates the truth by drawing carambola, and lets students understand the abstract truth through concrete examples. After the students have basically mastered the content of the text, the teacher firmly grasps the teacher's words in the text and begins to learn, and then takes the teacher's words as the end of this lesson, with a prominent focus. Not only that, the teacher also fed back the questions raised by several students at the beginning of the class, so that students could solve their own problems through learning. At the same time, through the "imaginary speaking" link, students can deepen their understanding of the text content, sublimate their feelings and cultivate their expressive ability.