How to practice children's review and master the key points and difficulties of the text by themselves

For your reference, I hope it will help you: Teaching objectives: Through review, let students use several common methods flexibly, master the main contents of the text, understand their thoughts and feelings from the contents, improve their reading level, and achieve the effect of "reviewing the old and learning the new". Teaching preparation: 1, students have 1 essay materials (outline); 2. Multimedia courseware. Emphasis and difficulty of teaching: guide students to understand and summarize the methods of grasping the ideological content of the text as a whole by reading the text, and learn to use it flexibly to organically combine in-class and out-of-class activities. Teaching process: The first lesson begins with the concept and reveals the topic. What are the requirements for grasping the ideological content of the article as a whole? (1) Grasp the main contents; The second is to experience creativity from the content; The third is to understand the thoughts and feelings expressed in the article. Second, review independently and organize methods. (1) Review the methods of mastering the main contents. 1. Review the text, review the articles about writing people, taking notes and writing landscapes, summarize the main contents of the text, and think about how to summarize. 2. Discuss and summarize, so that students can clearly grasp the basic methods of connecting the main contents of the text. (For example, ask questions and think about answers ...) (2) Review the ways to understand ideas from the content 1. Review the text and make students think: how to understand ideas from the content? Understanding the idea of the text from the key words and phrase "litchi" wrote several things about "me" and my mother around litchi. "A Night's Work" said that the author witnessed Premier Zhou's overnight work while accompanying him to review a manuscript. 2. Discuss and summarize the ways to understand ideas from the content. Ask why while reading (catch the main words and phrases) 3. Comprehensive application, expansion and extension .0000000000000005 We reviewed the methods of grasping the main content and understanding ideas from the content. Next, the teacher should check whether the students have mastered these methods. 2. Distribute the outline and show the essay "Borrowing a Mirror". Teachers and students comment and communicate with each other. 4. The teacher summed up and encouraged: Look! Everyone has been able to flexibly apply the reading methods learned from the text to extracurricular reading. How clever! Fourth, assign homework to consolidate and improve. Go back and let the students choose an article they like from the extracurricular reading materials, summarize the main content of the article with the methods we have learned, and understand the ideas from the content. Lesson 2 (3) Review the methods of understanding the thoughts and feelings of the article 1 Review the text (or take the above text as an example) and think about what thoughts and feelings these texts express. How did you achieve it? 2. Discuss and summarize the ways to experience the thoughts and feelings of the article. 3. Reading short articles after class requires using the method of grasping the ideological content of the text as a whole, highlighting the review characteristics and giving full play to the main role-the design of the reading review course of "grasping the ideological content of the article as a whole" shows that it is an important way to promote students' in-depth understanding of the text, cultivate their learning ability and improve their reading level. "Chinese Curriculum Standard" clearly puts forward that "Chinese curriculum should be devoted to cultivating students' Chinese literacy. The teaching goal is to make students use several common methods flexibly, master the main contents of the text, understand their thoughts and feelings from the contents, improve their reading level, and achieve the effect of "reviewing the old and learning the new"; In order to guide students to understand and summarize the method of grasping the ideological content of the text as a whole by reading the text, and learn to use it flexibly, so as to organically combine in-class and out-of-class teaching, and creatively design teaching with the guiding ideology of giving full play to students' main role and inspiring students' autonomous learning, the following are expounded: First, create a harmonious environment and stimulate autonomous learning. Curriculum standards point out that Chinese teaching should stimulate students' interest in learning. Pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences, and encourage students to choose their own learning methods. To this end, we strive to do: 1 In teaching, let students choose the texts they are interested in to review the selected texts in Chinese textbooks, which are rich in content, including writing people, narrating stories and writing scenes. , different styles. There are narratives, explanations and discussions ... students' hobbies are also different. In order to make every student really engage in the review, we recommend typical texts by combining teacher's recommendation with students' choice, such as founding ceremony, Litchi, A Night's Work and Bird's Paradise1/volume. Allow students to choose their own texts to review according to their own interests, thus stimulating students' interest in autonomous learning. 2. Let students choose their favorite way to review Chinese learning activities, and emphasize various explicit conditions to provide students with full freedom of learning and independent participation, so that students can actively practice, experience and develop their individuality. In terms of learning methods, efforts should be made to unify students' autonomous learning and cooperative learning. Autonomous learning, we encourage students to really read and think in the way they like, and review the main contents of the text and the ideas expressed in the article. Cooperative learning, we encourage students to actively participate in the exchange and discussion of study groups, and fully express their opinions on mastering the main contents of the text and understanding the ideas of the article. In terms of learning methods, students are actively encouraged to review the text in a way that suits them, so that they can study according to their usual habits. You can also study according to your usual methods, so as to mobilize the enthusiasm of each student to actively participate in learning. For example, when reviewing the text, you can read silently, softly and loudly. Or you can draw while reading, think while reading, discuss while reading and so on. Second, grasp the key points of review and stimulate autonomous learning. " Curriculum Standard points out that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". In order to promote students to truly master the method of "grasping the ideological content of the article" and use it flexibly in reading practice, we focus on guiding them from three aspects: 1, guiding students to choose the text they are most interested in from independent review, reading and thinking, and guiding students to seriously think and sort out the learning process. 2. Guide students to grasp the content and ideas of the text from independent communication. Through self-review, let students understand the methods of summarizing the main contents and understand the ideas of the article from the content. On this basis, timely guide students to carry out cooperative discussions and exchanges between groups and classes, enhance students' overall grasp of the ideological content of the text by obtaining information, and guide students to evaluate, summarize and sort out. Processing effective information can help students understand the basic methods of grasping the ideological content of the text as a whole, such as: grasping the main content of the text can be completed by connecting the meanings of various parts, or by asking questions and thinking about answers; The common way to understand the idea of an article from the content is to ask why while reading, that is, to grasp the main words and phrases of the article. 3. Guiding the use of Chinese from independent practice is a practical course, so it is necessary for students to get in touch with Chinese materials more directly and master the application rules in a large number of Chinese exercises in order to form their abilities. Therefore, it is not enough to guide students to understand the method of grasping the ideological content of the text as a whole only from the practice of learning. We should also guide students to apply the methods they have learned to practice. For example, after guiding students to understand methods, we should seize the opportunity, combine review materials and homework, and guide students to use the learned methods in autonomous practice. Third, optimize the review process and promote autonomous learning. According to the spirit of curriculum standards, we regard optimizing the review process and promoting students' autonomous learning as strengthening the unity of instrumentality and humanity in Chinese curriculum. Knowledge and ability ","emotion and attitude "and" process and method "are important integration means, focusing on guiding students to understand and apply methods in autonomy, cooperation and inquiry. 1, clear concept grasp requirements At the beginning of the class, we clearly pointed out that to grasp the ideological content of the article as a whole, we must: (1) grasp the main content (Volume VII, examples of reading and writing) (2) understand ideas from the content (Volume VIII, examples of reading and writing); (3) Experience the thoughts and feelings expressed in the article (1 1 volume reading and writing examples), aiming at guiding students to string together the contents of teaching materials from point to line, and laying a solid foundation for promoting students' systematic learning and improving the review efficiency in autonomous learning. It is also an important means for students to enhance their unique feelings, experiences and understanding. In teaching, we set aside enough time for students to review the text independently, and in personalized learning activities such as thinking while reading and drawing while reading, we encourage students to reflect on the learning process, find ways to grasp the main contents of the text, and experience their thoughts and feelings from the content. 3. Exchange Feedback Induction On the basis of self-study of since the enlightenment, teachers can organize students to conduct group and class exchange activities in time. First, it can broaden the scope. Second, it can activate students' thinking and let them learn the same text in different ways. In addition, through the interaction between students and the communication between teachers and students, it is also helpful for students to rise from perceptual knowledge since enlightenment to rational knowledge, thus summing up the basic methods to grasp the ideological content of the text as a whole. And students may apply what they have learned and use it flexibly. 4. Strengthening the transfer and application of intensive exercises reasonably is an important link to promote students' knowledge transfer and develop their learning ability in review class. In order to enhance the effect of exercises and enable students to use the method of grasping the ideological content of the article flexibly, we adopt the following two strengthening strategies: First, strengthen the review materials compiled by the county, and let students independently complete the two exercises behind the short article by reading the short article: 1. 2. What kind of child is Tom? Where did you see it in the article? Check whether students can use methods flexibly and accurately grasp the ideological content of the article. Second, combined with homework, let students choose an article they like from extracurricular reading materials, flexibly use the methods they have learned, and accurately grasp the ideological content of the essay. Reasonable reinforcement not only helps to stimulate learning interest, enhance knowledge internalization, but also helps to use it flexibly. Develop ability, review, integrate and improve in an all-round way-how to express inner feelings, integrate teaching plans and explanations, review, integrate and consolidate the methods of expressing inner feelings in Li Mingwei's teaching objectives, so that students can learn to express their inner feelings better on the basis of free expression. Improve students' writing level in an all-round way. Teaching focuses on integrating methods to express their inner feelings. Prepare teaching courseware, learn cards, and arrange students' usual writing hours. The first class in the teaching process. First of all, introduce and review the integration of stimulating interest. (1) Restrain first, then promote, stimulate interest, introduce 1, browse the short composition quickly, evaluate whether it is well written or not, and why. My "annoying" father and father are the closest people to me. "How is that possible? If you don't believe me, I'll tell you a few things about him. Let's start with food. Whether I want to eat or not, I always put food in my bowl. Do you think I will be happy? If he comes back from studying for a few days, it will be miserable! Just like you haven't seen me for years, kissing me mindlessly, and your beard hurts your face. I really hate to part with it. In fact, I miss my father very much, but his kiss is not strong enough for me. You will say, "You must not love your father." I want to say, "My favorite person is my hated father. Comment and appreciate the little author dare to say his father's. After going out for a few days, I came back. "Kissing me mindlessly and sticking my beard in my face is really a bit reluctant." His way of kissing is "not very strong for me". It's unusual to dare to tell the truth at an early age. As the saying goes, "children speak without restraint." Writing an article is to dare to tell the truth, tell the truth, tell the truth, like a young author. This is because these articles not only have real and concrete contents, but also have real feelings. To write such a vivid and touching article, on the one hand, we should be good at grasping the people, events, scenes and events that are most deeply felt in life, on the other hand, we should dare to truly express our inner feelings in the process of narration. 2. Read Comment and Appreciation silently. Tell me why such a plain little composition was chosen as a model composition. 3. Introduce and reveal the topic: This lesson will review the design intention of "How to express your inner feelings". "Nasty Dad" is very dull, but because the little author dares to tell the truth and truly express his inner feelings, it is included as a model composition. Introduce it first, so as to arouse students' interest. 2. What methods have you learned from the texts you have learned to express your inner feelings? (1) Discuss in groups and fill in the study card. Students have accumulated a lot of experience in reading teaching (including exercises) in the past. It is possible and necessary to make a rational generalization. In this link, through cooperative learning, review, sort out and summarize from a rational level, and sum up some basic expression methods that conform to the spirit of curriculum standards and students' understanding level, which is conducive to integrating exercises and reading experience on the basis of free expression and further learning to express better. This is an abstract knowledge process. The law of psychological transfer (Judd's general theory) points out that "only by summing up one's own experience can one complete the transfer from one situation to another". According to this theory, guiding students to abstract and summarize basic reading and writing methods on the basis of perceptual knowledge is conducive to the transfer of reading and writing methods. Second, consolidate the application, comprehensively improve (1) Revisit the text, deeply understand 1, and understand "wonderful" and "terrible". Draw a sentence with "-"to describe the author's inner feelings. Read and think: what is the author's inner feelings, how to express them, and what are the benefits of this expression? 2. Communicate with each other at the same table. 3. Collective communication and feedback. (2) Try to revise it, deeply understand 1, show a student's exercise, and think about whether to express his inner feelings and how to revise it. 2. Communicate with each other at the same table. 3. Collective communication and feedback. (3) Exchange experiences and deeply understand 1. Communicate in groups. Take out your own exercises freely and communicate with your classmates by comparing the ways to express your inner feelings: first, you can talk about where you did better and how you did it; Second, we can talk about what is not done well and how to change it; Third, we can evaluate each other's good work or put forward suggestions for revision. Require comparison of methods, exchange of opinions and independent revision. In group communication, teachers participate in communication and guidance. 2. Collective feedback. Psychological research on design intention shows that if only one example is used to explain the principle itself, students may think that only this example is applicable to this principle, and the transfer effect is very small. Therefore, in teaching, we should pay attention to guiding students to prove the general reading and writing methods in connection with the texts or other articles they have learned and their own exercises, so as to make the general reading and writing methods return to concrete, deepen and broaden their understanding of various things and lay the foundation for migration. Therefore, this link has arranged three levels of "examples" to make knowledge concrete and create conditions for migration. The first level is to review the relevant fragments of the text and further understand the methods of expressing inner feelings. The second level is trying to modify an exercise, which is a negative example; The third level is the contrast method, which re-examines the usual exercises, exchanges experiences, evaluates each other and corrects themselves in order to comprehensively apply and improve them. The process of knowledge illustration is the road of knowledge concretization and the only way of knowledge transfer. Third, a brief summary, extended 1, a brief summary. After comparing the blackboard books, guide the students to talk about their learning experience in this class, and put forward to write a touching and good article in future writing. 2. Expansion and extension. ① Revise exercises: Continue to revise your exercises after class. ② Exercise: After class, please recall a scene that you feel most deeply, and write your feelings in your favorite way (poetry, diary, letters, etc.). ). The design intention is to concretize knowledge and then comprehensively summarize and expand it, which is the process of knowledge transfer. The improvement of understanding. Only by following the law of cognition, practicing repeatedly, recognizing again, practicing again and recognizing again can students improve their understanding, transfer knowledge, apply knowledge, turn knowledge into ability and improve their writing level in an all-round way. The second class, revise the writing, deepen the integration and improve the design intention (omitted). The overall goal of composition proposed by Chinese curriculum standard is to "express your meaning concretely and clearly." Write in common language. And in the stage goal, teaching suggestions and other places, it is emphasized to "write what you want to say", "write what you know and feel about things around you", "tell the truth, tell the truth" and "express your true feelings". These expressions require students to "express themselves and communicate with others". On the one hand, they should be good at grasping the most emotions in life. On the one hand, we should dare to truly express our inner feelings in the process of narration. According to the spirit of curriculum standards, this class pays attention to the integration of reading comprehension and usual practice experience, so that students can learn to express themselves better and creatively on the basis of learning to express themselves freely. In the usual reading teaching, we have paid attention to guiding students to "understand the basic expression of the article". Moreover, in the process of guidance and evaluation, we also pay attention to guiding students to feel and accumulate some exercise experience. Students have accumulated some knowledge about how to express their inner feelings. The focus of this lesson is to guide students to review and integrate. For this reason, this class first allows students to summarize the most basic expression methods from a more rational level and abstract their own knowledge. Then, immediately guide the students to contact the relevant texts and their usual exercises, and give examples from the front, back and their own exercises to make the knowledge concrete; Finally, expand the practice and consolidate the improvement. The classroom structure design of this practice integration course embodies the cognitive law and psychological principle, which is helpful for students to review the experience of integrated practice and improve their practice level in an all-round way.