China's Lecture Notes on "Pangu Begins the Creation"

Before teachers start teaching activities, they should write a speech, which can help us improve the teaching effect. So have you ever understood the speech? The following is the speech of Pangu Tiankai, which I compiled for you in Chinese, for your reference, hoping to help friends in need.

Chinese "Pangu opens the world" lecture notes 1 textbook.

The myth and legend Pangu Begins the Creation tells the story of a giant named Pangu who started the creation of the world. The story is very imaginative and the narrative is concrete and vivid. The context of the text is very clear, divided into three parts, which clearly describes the process of Pangu creating a beautiful universe with his whole body. The article is full of magical imagination, portraying Pangu's majestic and tall image with vivid and accurate language, and praising his spirit of creating the world. The focus of teaching is to guide students to understand the content of Pangu's groundbreaking story, stimulate their interest in reading fairy tales and cultivate their imagination. You can tell this story in your own words after you learn it.

Say the goal

1. Perceive the text and know 10 new words "fierce and slow". Can write new words such as 14 "darkness, falling". Can read and write correctly "Universe, Darkness, Rise and Fall" and so on 13.

2. Be able to read the text correctly, fluently and emotionally, and grasp the creation and dedication of Pangu to feel the greatness of Pangu. Understand the rich imagination of fairy tales.

On teaching idea

First, fully take students as the main body, let students take the initiative to learn, design difficulties and give students a step.

Take students as the main body, let students fully participate and learn independently. In this class, I carefully considered the difficulty of each teaching link, so that every student can participate in the study. For example, study the second paragraph to understand the difficulty of Pangu's creation of the universe:

A, "only heard a loud noise, chaotic things gradually separated. Bright and clear things, slowly rising, became the sky; Heavy and turbid things slowly descend and become land. " What did you find after reading this passage? Ask the students to find words with opposite or similar meanings and circle them.

B, how do you feel after reading these words? Let the students experience the hardships of Pangu's creation. )

C, through reading aloud, further experience.

At this time, it is not ideal to invite two students to read. Their understanding only stays in the slow change of the world, and reading still lacks a magnificent momentum. At this time, I commented on the children who read aloud: When Pangu created the world, was it just reading in a slow tone? Then it was accompanied by explosive sound effects. The students were inspired, and reading together was huge and spectacular.

Second, let students expand their imagination and speak passionately.

When learning the fourth natural paragraph and experiencing the magical characteristics of fairy tales, the following links are designed:

A. Read and say which sentence do you like best? Why?

"The breath he exhaled became the wind and clouds of the four seasons; The sound he made turned into rumbling thunder. His eyes became the sun and the moon; His limbs became the east, west, south and north poles of the earth; His skin turned into a large piece of land; His blood has become a running river; His hair turned into lush flowers and trees; His sweat turned into rain and dew, nourishing everything ... "

B, read it again, what kind of picture do you seem to see? Read your feelings.

C, draw inferences from others:

What else did you think of? What will the rest of Pangu become?

His () became ();

His () became ();

His () became () ...

Every student should be the master of the classroom, and the teacher should let the children show themselves in the classroom and give them room for development.

Talking about teaching methods

First, use audio-visual media to intuitively feel and stimulate emotions and interests.

Pangu's creation is a fairy tale. In order to make students closer to the text and experience it personally, it is very necessary to make multimedia (making cartoons of chaotic world, giant sleeping, thunder and creating the world).

1 scene introduction: children, do you know where the sky is? Where is the land? (writing on the blackboard: heaven and earth) Yes, there is sky above and earth below. Heaven and earth are completely different scenes. But a long time ago, heaven and earth were one family, and the whole universe was dark. Fortunately, a giant Pangu (writing on the blackboard: Pangu) opened this dark world and found the light. (Written on the blackboard: Kai) Today, we are going to learn a fairy tale, Pangu opened the world.

② Situation: Want to see a giant? Come on!

Play Flash animation to perceive the content of the story.

How do you feel after watching this movie? (Let the students discuss it)

(4) Listen to the resounding and epoch-making voice.

The use of audio-visual media can undoubtedly stimulate students' passion, not only stimulate students' interest in learning, but also help students understand words.

Second, reading comprehension, in-depth discussion

It is the key and difficult point of the whole paper to let students study independently, grasp the key words and taste Pangu's groundbreaking words. To learn this part well, I want students to fully read and experience, mobilize students to evaluate and complement each other, and let each student improve on his own basis.

Say the effect

After the whole class, it can be said that the students personally experienced the spectacular scene of Pangu's creation, felt Pangu's heroic dedication and became interested in mythology. Students are enthusiastic about learning, answering questions and participating in a wide range. But because this is the first class, the content density I arranged is relatively high and the time is relatively tight. So I haven't seen enough of the third part and the fourth paragraph of reading comprehension, and I can't do it by arranging a mutual narrative.

The learning objectives of the second lecture of Chinese "Pangu Tiankai";

1, knowledge: read the text carefully and understand the main contents of the text.

2. Skill: Imagine while reading and tell this fairy tale in your own words.

3. Emotion: Experience Pangu's persistence; Stimulate students' interest in reading fairy tales.

Teaching emphasis: guide students to understand the story of Pangu's creation, stimulate students' interest in reading fairy tales and cultivate students' imagination.

Difficulties in learning: read the text with emotion and feel the great image of Pangu.

Teaching methods:

Teaching preparation

Students' learning preparation: preview the text, use the mastered literacy methods, learn new words by yourself, and look up words that can't be understood in the dictionary.

Teachers' teaching preparation: ① Making multimedia courseware. ② In the pre-class communication, learn about the learning situation and communicate the feelings between teachers and students.

Course arrangement: two class hours

first kind

First of all, inspire dialogue, introduce new lessons and stimulate reading expectation.

(A) the Monkey King, Nezha, Huluwa animation breakthrough, the introduction of new courses.

(2) blackboard writing topic, reading topic.

Second, read the text for the first time, perceive, question and ask difficult questions as a whole.

(A) the first reading of the text, the overall perception.

1. Free reading of the text requires accurate pronunciation, clear sentences and thinking about the main content of the text.

2. Nominate to read new words and correct the pronunciation of the camera.

3. Guide students to understand and summarize the main contents of the text.

4. Guide students to find the central sentence in the text.

5. Understand the meaning of keyword creation in the central sentence and guide writing creation.

(2) Questioning and asking difficult questions to cultivate students' problem consciousness.

1. Questions about creation.

2. Teachers and students * * * comb and summarize the questions together.

Learning situation presupposition and teaching strategies: guide students to solve the problems that can be found directly in the text immediately through reading; Sort out the problems that are valuable for thinking and can help students understand the text deeply, write them on the blackboard, and guide students to solve them through their own reading; For questions that can't be solved in class, guide students to answer by consulting materials after class.

Third, follow the guidance, solve problems and read the text.

(1) Why did Pangu create the universe? problem

1. Nominate to read the first paragraph and think about the questions raised.

2. According to the students' answers, the camera understands the meaning of chaos.

Learning situation presupposition and teaching strategies: If students can't understand words correctly, teachers can guide students to look them up in the dictionary and choose the correct explanation according to the specific language environment.

(2) How did Pangu create the universe? problem

1. Guide students to find the corresponding paragraphs, read the text silently and think about related problems.

Learning situation presupposition and teaching strategy: according to students' psychological needs, the relevant paragraphs are taught in order of students' discovery.

2. Read Chinese words, analyze sentences and feel Pangu's spirit and delicate expression.

(1) Students report and communicate. The camera shows the following sentences to guide students to learn:

(1) understand the meaning of Aaron.

② Comparing the difference between carrying and swinging, I realized Pangu's strength and courage, and realized the accuracy of the words used in the text; 3 reading guide, feel the strength and courage of Pangu to split the world.

① Mobilize students' life accumulation and understand the difference between bright and clean.

② Guide students to read and find things.

(3) exchange students' findings and experience the methods of understanding words and the subtlety of language expression.

A. By clearly understanding the meaning of turbidity, I realized that using antonyms is also a good way to understand words.

B. in reading aloud, I feel that the process of the formation of heaven and earth is clearly written through several groups of antonyms.

C. Combining sentences is also a good way to further understand the meaning of chaos and understand the context.

(2) Guide students to summarize the meaning of paragraphs with idioms. (blackboard writing: creating the world)

(3) Guide students to summarize the meaning of the third paragraph with idioms on the basis of reading it. (blackboard writing: indomitable spirit)

3. Guide reading aloud, expand imagination and feel magic and beauty.

(1) Read by yourself, find the central sentence in the natural paragraph, and realize the function of the central sentence.

(2) Draw the changes that have taken place in Pangu while reading and feel the magic of the changes.

(3) Guide reading aloud, turn words into pictures in your mind, and feel the beauty of the universe.

Learning situation presupposition and teaching strategy: guide students to imagine the picture while reading, grasp the words such as floating clouds and running water to expand their imagination and feel the beauty.

(4) Expand imagination and enrich beauty.

Teacher: Are these the only changes in Pangu's body? Where did you know that?

② Stimulate imagination and practice speaking.

(Show sentence patterns)

Pangu's () became ().

Learning presupposition and teaching strategies: in the process of communication, perception and imagination should be reasonably rich.

(5) Read the text with emotion and feel the beauty of the universe created by Pangu.

Fourth, return to the whole and raise awareness.

(1) Around the blackboard, talk about how Pangu was created and clarify the meaning of creation.

(2) Read aloud and taste the central sentence.

(3) Teacher's summary.

1. Summarize the learning methods of this lesson.

2. Stimulate students' creative enthusiasm.

(4) assign homework.

Read the text carefully and tell this magical story to your family.

Second lesson

First, review and consolidate.

1, review new words.

2. Read the full text with feelings and talk about feelings.

Second, repeat the story.

1. Give clues about retelling and encourage students to add their own imagination when retelling.

2. Students can practice freely.

3. Nomination and collective assessment.

Third, write new words.

1. Guide students to observe the bookshelf structure of Chinese characters and think about how to write Chinese characters well. Teachers focus on guidance.

(1) guide is easy to write wrong words, such as drop.

(2) Guide the writing of left and right structural words, such as liquid words.

2. Practice writing.

3. Performance display, teacher-student evaluation.

4. Accumulate vocabulary and enrich language.

Accumulate favorite words in the text and copy them down.

(2) Guide students to pay attention to the words describing the characteristics of things in the fourth paragraph, such as rumbling thunder and floating clouds, which vividly show the beauty of the universe.

Fourth, homework

Stimulate students' interest in reading fairy tales and prepare to participate in the selection of the story king.

Blackboard design:

18 Pangu opens up heaven and earth

The Creation of Heaven and Earth ―― The Dawn of History

Create an indomitable spirit

Reflect everything

Summary after class:

Chinese "Pangu Begins the Creation" Lecture Notes 3 I. Textbooks

Pan-Gu Kai Heaven and Earth is an intensive reading text of Unit 4 in the first volume of the fourth grade of primary school Chinese. The theme of this unit is "Myths and Legends". The purpose of writing this text is to let students understand the literary form of myth, experience the dedication of Pangu, feel the rich imagination of myth, and inspire their feelings of loving the splendid traditional culture of the motherland. With rich imagination, clear context and vivid narration, Pangu tells the magical story of a giant named Pangu who created the world with an axe, pushed the earth with his body, and finally turned it into everything, creating a beautiful universe.

Second, tell the teaching objectives:

1, know 7 new words and write 13 new words. Correctly read and write the words "universe, darkness, rising, falling, breathing, limbs, skin, vastness, blood, endless flow, lush, moist and creative". Can read the text with the help of pinyin and understand the process of Pangu creating a beautiful universe with his whole body. Read the text with emotion.

2. Cultivate students' spatial imagination, stimulate students' interest in expression, and guide students to retell the text in their own words. Cultivate students' ability to read and feel texts and enrich language accumulation.

3. Experience Pangu's persistence. Understand the profoundness of China's traditional culture and inspire students' national pride.

Third, talk about the difficulties in teaching:

1, understand the story content of the text and cultivate imagination.

2. Retell the text in your own words.

Fourth, talk about teaching methods:

The new curriculum standard points out: "Reading aloud is one of the most important and basic means and methods in reading teaching. Chinese teaching in primary schools must train the language and characters in reading aloud, understand the text in reading aloud, develop thinking and cultivate sentiment in reading aloud. " Therefore, in this class, I mainly adopt the teaching method of "reading instead of speaking", supplemented by "nudging" and so on.

In order to embody student-oriented, autonomous learning and training, I adopt the teaching mode of "learning before teaching and training in class". On the basis of self-inquiry and self-study, guide students to learn the text in the way of "reading, remembering, thinking, speaking and writing".

Five, the teaching process theory:

(A) animation colorful, into the myth.

Playing animations (slides) before class, Pangu's epoch-making process, vivid pictures and beautiful music can fully mobilize students' attention and stimulate their interest. At this time, the fairy tale master Pangu, who is interested in students, introduced the topic for the topic, so that students were in a relaxed and active learning atmosphere from the beginning.

(B) the first reading perception, refining center

The "new curriculum standard" has repeatedly stressed: "Reading teaching is to let students fully read, feel the whole in reading, and feel things in reading." Based on this idea, when students input the text with strong interest, I first let the students read the text freely and circle the new words, and then the first page of multimedia shows the new words in Pinyin, and the teacher takes it with him. The second page shows how to read new words by train. On the third page, bring the new words into the words and read them again by train. Focus on explaining what the words on the moon plate are related to. Finally, master the words and enter the text. Ask the students to read the text silently and put forward the reading requirements (slides): ① Read the text freely, read the pronunciation correctly and read the sentences well. Look up words you don't understand in the dictionary or ask teachers and classmates. ③ Find out the central sentence of the full text.

Let students refine the center in reading aloud, which is the infiltration of reading methods, let students know how to read thick books thin, and at the same time grasp the outline of the story-Pangu, the ancestor of mankind, created a beautiful universe with his whole body.

(C) around the center, self-study since the enlightenment.

"A good way to study the text deeply is to read with questions." Students find out the central sentence. I ask students to ask questions around the central sentence, and then sort out the questions and write them on the blackboard: before creation, how to create, and after creation. Distribution discussion: What was the universe like before Pangu opened heaven and earth? Please read the first paragraph and focus on understanding the word "chaos". When students can't answer clearly, let them choose with the help of dictionary explanations, so that students can see at a glance. Blackboard: Chaos. After the first natural paragraph, I introduced a question: In this chaos, Pangu slept for 108,000 years. One day, he suddenly realized that how did Pangu create a beautiful universe with his whole body? Let the students read the second paragraph with this question, underline the relevant sentences and say their names. Focus on guiding the context of "picking" and "chopping", writing on the blackboard: picking and chopping. Let students read freely, individually, and experience reading, from words to content to feelings, step by step, closely linked, so that students can understand the difference between heaven and earth when the universe was formed, and appreciate Pangu's hardship and determination.

After that, I read it again: only heard a loud noise, and the chaotic things gradually separated. Expand multimedia, so that students can read the second half of "light and clear things, slowly rise and rise into the sky;" The heavy and turbid things slowly descend and become the ground. "This link is the focus of this paragraph, and I intend to go in three steps. The first step is to ask students to find synonyms and antonyms in sentences; The second step is to understand the difference between the two; The third step is to guide reading, which has many forms, such as cooperation between teachers and students, and cooperation between boys and girls to promote reading. Before heaven and earth were separated, light and bright, heavy and turbid things were chaos. Re-understand the word "chaos" There is another way to tell students that if they don't understand words in the future, they will understand them in context. Read this paragraph again after you finish it.

Finally, I will guide the new words, focusing on "creation". I will write on the blackboard, instruct individual strokes and leave five minutes for students to write.

(d) Read the taste carefully and feel the spirit.

This link is the focus of this lesson, and I intend to complete it in three steps.

Step 1: Experience the difficulty of "creating the world".

Yu Yongzheng, a special teacher, said: "The correct reading method is not blind reading, but hierarchical and purposeful reading." Following this guiding ideology, I have designed three levels of reading, grasping the words "chopping with one axe", "slowly" and "slowly", so that students can read freely, individually, and experience reading, from text reading to emotional reading, step by step, interlocking, so that students can understand the difference between heaven and earth when the universe was formed and experience Pangu's epoch-making difficulties and determination.

Step 2: Experience the tenacity of "indomitable spirit".

In this part of the teaching, I first combine text illustrations (slides) to let students understand the meaning of "indomitable spirit", then let students experience the role, transform into Pangu, do "indomitable spirit" while reading the text, and finally talk about feelings. After the students had the personal experience of "pushing the sky to the ground", I enthusiastically read "One hundred years have passed, 10,000 years have passed, 100,000 years have passed ..." The students answered again and again "Pangu holds the sky with his head held high, and his feet push the ground hard." In reading aloud again and again, Pangu's tenacious and firm image gradually became clear in students' minds. At this point, teachers and students have had a high degree of dialogue with the text, without too much analysis and explanation. Step 3: Experience the selflessness of "turning into everything".

"In Chinese class, the most beautiful sound is the sound of books." I will present a sentence (slide) according to the student's report. This passage is vivid, imaginative and catchy to read. I ask students to read aloud in various forms, including teachers and students, deskmates, boys and girls, etc. While reading a book, I will talk about my feelings and imagine the picture of reading a book. With the previous emotional foundation, and through reading and imagining this passage, Pangu's selfless dedication spirit has been fully reflected, and the characteristics of myth have also been highlighted.

(5) Comprehensive training, expansion and sublimation.

In order to make students develop in an all-round way, I designed three training programs in this class.

1, imaginative creation

Ye Shengtao once said: "Wen is just an example." "The purpose of Chinese learning is to enable students to acquire a language transfer ability through a certain number of example languages, so as to achieve the purpose of autonomous learning and independent composition." So, after learning this, I designed the writing practice of "I am a little mythologist" to make students imitate the sentence patterns of the text and imagine writing: Pangu's () became (). In this way, reading with writing, writing to promote thinking, through reading and writing, Pangu spirit will be internalized into the language of students.

Step 2 practice retelling

Retelling ability is a comprehensive expression of reading ability, memory ability and oral ability. Therefore, retelling the text is listed as the training focus of middle school students. But it is still difficult for students who have just entered the third grade. How to break through this teaching difficulty? I designed it this way: after students understand the text, I lead them to look at the blackboard, sum up the level of this lesson together, and then put pictures (slides) for students to practice retelling under the guidance of pictures. Blackboards, pictures and teachers' timely guidance can play the role of building bridges, so that students can learn to retell the text smoothly.

3. Say with passion

In order to further sublimate students' emotions, I ask students to say what they want to say according to the courseware prompt "I want to say …" and give them a channel to pour out their feelings.

Sixth, talk about blackboard design.

Jin Jiayan said: "Writing on the blackboard is the artistic crystallization carefully conceived by teachers, and it is a condensed teaching concept. The design of blackboard writing lies in precision and accuracy. " According to this idea, I designed this blackboard writing:

The fourth lecture of Pan-Gu Kai Heaven and Earth is a teaching and research activity or exchange activity in which teachers comprehensively explain their ideas, teaching design, blackboard writing design, teaching material basis, teaching methods and teaching procedures to peers (classmates) or other audiences face to face.

First of all, talk about textbooks.

Pan Gukai's Heaven and Earth is a reading text in Unit 5, Book 5 of Nine-year Compulsory Education Primary School Chinese. This unit is arranged around the traditional cultural center. The lesson "Pangu Begins the Creation" is mainly written with profound traditional culture. The writing is full of magical imagination everywhere, which shapes Pangu's majestic and tall image with vivid and accurate language and praises his spirit of dedication to creating the world.

The teaching focus of this class is to guide students to understand the story of Pangu's epoch-making, accumulate good words, stimulate their interest in reading fairy tales and cultivate their imagination. The difficulty in teaching lies in guiding students to understand Pangu's selfless dedication.

Second, talk about teaching methods and learning methods.

(A) the design concept

The course Pan-Gu Kai Heaven and Earth has clear thinking and vivid language. According to the concept of Chinese curriculum standards, reading teaching is a dialogue process among students, teachers and texts, and reading teaching should cherish students' unique feelings, experiences and understanding. The design concept of my class is: read aloud with emotion, feel the situation, perceive "magic" in the dialogue between students and texts, grasp key phrases, understand the story content in the dialogue between teachers and students, read aloud with emotion, and express the generated feelings in the dialogue between teachers and students.

(2) the guidance of teaching methods and learning methods

According to the concept of Chinese curriculum standard: reading is students' personalized behavior, so we should actively let students have multiple dialogues in teaching methods, and cultivate students' ability of feeling, understanding, imagination, speaking and application. In law study, guide students to use collective strength and wisdom to learn new knowledge. Teachers only play a leading role in classroom teaching. Students are inspired when confused, guided when blocked, paved when climbing stairs, and encouraged when climbing.

Third, talk about the teaching process

(A) the introduction of topics to stimulate interest

The key to introducing new lessons is to stimulate students' emotions and make them have a strong desire to talk to the text. In this link, I use pictures and video stories of fairy tales to lead students into the magical atmosphere of traditional culture with the language charm of teachers, thus stimulating students' strong desire to read stories and guiding students to read.

(2) Feel the text through reading.

In the process of learning the text, I always focus on reading and feel the text through various forms of reading. I use free reading, silent reading, named reading, teacher-student reading, male-female reading and key sentence reading to guide students to read this book fluently, understand some difficult words and feel the content of the story and Pangu's selfless dedication.

(C) the creation of teaching situations

In the teaching of this course, in addition to various forms of reading, I also pay attention to situational teaching. In the lead-in before class, show pictures and create scenes with animated videos to stimulate students' interest in learning and desire to explore the text. When studying the epoch-making natural section of Pangu, students can experience the situation through performance, and it is easier for students to understand Pangu's hardships and greatness through action performance. In the natural period of studying Pangu's physical changes, teachers and students read aloud emotionally through music rendering, so that students can feel the beauty of everything in the world and realize Pangu's selfless dedication.

(4) From text to life.

The last link, I can't introduce and expand from the formation of heaven and earth, so let the students talk about how to protect the earth with practice. In reading teaching, it is the need of classroom teaching to guide students out of the text and into life. Let students apply what they have learned in class to their lives, and the real purpose of our teaching will be achieved.