Appreciation of excerpts from primary school Chinese language "The Little Painter in the Snow"

Background knowledge

"The Little Painter in the Snow" is a children's poem that combines children's interests and popular science knowledge.

Children's poems generally have the following characteristics:

1. They have a strong children's interest. The strong children's interest is the most significant artistic feature that distinguishes children's poems from adult poems. The author of this poem, Cheng Hongming, is an adult, but he still describes life from the perspective of a child.

2. It has a distinct image. In order to adapt to children's thinking method which mainly focuses on image thinking, this poem uses personification techniques, uses metaphors of images, and introduces the shape characteristics of the footprints of several small animals based on their footprints on the snow. Therefore, this poem The text is very consistent with the fourth teaching material compilation recommendation of the "New Chinese Curriculum Standards": the text selection should be closely related to the students' world of experience and imagination, which can help stimulate students' interest in learning and innovative spirit.

3. Have beautiful language and smooth rhythm. This is determined by two requirements; first, the expression needs of the language of children's poetry, that is, it must be the language of poetry; second, children's poetry also bears the task of language training, that is, it must be standardized and appropriate. "The Little Painter in the Snow" has beautiful text, moderate difficulty, and is suitable for students to learn.

Academic analysis

1. This is a catchy rhyme full of children's interest. The author uses lively children's language to tell the story of a group of young painters painting on the snow. Students generally prefer reading stories about pictures.

2. Literacy teaching is the focus of teaching in lower grades. Most of the new words in this text are high-frequency words, such as la, yong, ji, wei, jia, etc. Students may have come into contact with them in their lives and have little difficulty in reading and reading. Therefore, we must use them in teaching. To prevent the zero-China phenomenon in literacy teaching, which assumes in advance that all students do not know these words, all students are required to go through the literacy steps designed by the teacher.

3. In terms of content, because lower grade students mainly think in images, although students are familiar with natural objects such as bamboo leaves, plum blossoms, maple leaves, and crescent moons, the connection between them and animal footprints seems to have some thought. distance, so teachers should skillfully design teaching links to inspire and guide.

Teaching philosophy

1. Realize the shift of focus from academic knowledge to experiential knowledge: The new curriculum emphasizes that in Chinese reading teaching, teachers’ analysis should not replace students’ teaching. In practice, the teaching of this course is to emphasize increasing the frequency of students' experience and deepening the depth of students' experience through various forms such as pictures, performances, imagination, and reading aloud. Particular emphasis should be placed on allowing students to deepen their understanding and experience through the Chinese form of reading aloud, so that students can gain insights and thinking, be emotionally influenced, and enjoy aesthetic pleasure during reading aloud and direct contact with the text.

2. Realize the shift of focus from content knowledge to method knowledge: The new curriculum clearly enhances the status of process and method. The teaching aim of this lesson is to allow students to experience the joy of little painters in the snow while reading aloud; to understand through observation and other methods why a painting can be made in just a few steps without using paint or pens; to understand the hibernation of animals through information review and discussion And more features in winter. The subsequent results are of course important, but the methods and processes for obtaining results such as reading aloud, observing, discussing, and reviewing materials are even more prominent in our teaching vision.

3. Realize the shift of focus from subject knowledge to comprehensive knowledge: The new curriculum standards advocate comprehensive learning, which is reflected in the overall development of listening, speaking, reading and writing skills, Chinese courses and other courses. Close integration of communication, book learning and practical activities. The teaching of this course encourages students to ask real questions, collect information purposefully with questions, observe and discuss in nature.

Teaching objectives

1. Knowledge and skills: Recognize 11 new words and the two radicals of insect and eye, be able to write the three words "ji", "yong" and "fish", and understand the text content. Know the different shapes of the claws (hooves) of the four animals, chicks, ducks, puppies, and ponies, as well as the characteristics of frog hibernation.

2. Process and method: Experience the joy of the little painter in the snow while reading aloud; understand through observation and other methods why a painting can be made in just a few steps without using paint or pen; by consulting information, Discuss understanding of animal hibernation and additional features of winter.

3. Emotions, attitudes, and values: I like this kind of catchy children’s literature from the bottom of my heart and am willing to take the initiative to recite it; yearn for winter and have an urgent desire to discover more secrets of winter, and long for heavy snow In the turbulent winter, go to the snow to play and have fun.

Design of teaching highlights

1. Comparison of two literacy teaching clips

(1)

Teacher: Please pay attention to the study group , there are 11 words here, each student should read them proudly in the group

Once you read the words you know, you should read them several times and read them loudly so that other students in the group can read them. Listen clearly.

(Students study in groups)

Teacher: Who will be the teacher to lead everyone to read the words they know.

Student: (come up to the stage to lead everyone to read)

Teacher: (Student is eager) You are a teacher, don’t you do a spot check?

Student: (Spot check) )

Teacher: You are a teacher. Don’t you evaluate the students after they have read?

Student: (Spot check and evaluate)

Teacher: So many Do you all know the word? We haven’t learned it before. How do you know each other?

Student: I saw this in KLOK.

Sheng: I saw the word ginseng in the ginseng pills my father ate.

Sheng: I saw the word plum when I was reciting ancient poems.

Teacher: Which poem?

Student: There are several plum trees in the corner, and Ling Han blooms alone

Teacher: Yes, we can always and everywhere in life Literacy.

Teacher: Are there any other students who don’t know some of the words? Please stand up.

(A few students stood up)

Student: I found that in all the study groups, there are students who all know these words, so please ask the students in the study groups to help each other to learn the words. .

Student: (Study in a group)

(2)

Teacher: Students, "The Little Painter in the Snow" is a very interesting song Do you want the teacher to teach you to read the children's poem line by line? Or do you want to read it yourself?

Student: Read it yourself.

Teacher: Teacher appreciates your choice very much. Please try to read it yourself.

Student: (read by yourself)

Teacher: During the reading process, the students must have encountered the baby with new words. Who comes to the blackboard and draws the baby with new words?

Student: (Go to the blackboard to draw)

Teacher: Everyone has their own new words, what should we do?

Student: You can read the pinyin.

Teacher: It is a good way to use Pinyin to learn Chinese characters. Are there any other ways?

Student: You can ask your deskmate.

Student: You can ask the teacher.

Teacher: Teachers should emphasize that when you really have no solution, you can ask others for help in time. But the teacher didn't like it. He didn't work hard at all and immediately went to trouble others.

Teacher: Next, students will use their own methods to recognize these new characters!

Students: (Recognize the characters in the way you like)

Teacher : Many students just underlined the new words they didn’t recognize. If they recognize them now, please come up and erase the lines.

Teacher: Now that we all know each other, I will ask a classmate to read this children’s poem.

(Read by name)

Teacher: I still don’t believe that you all can read (exaggerated expression), because it is easy to read the whole text, and you can read the words that you cannot read.

Teacher: Who can read these words? (The teacher erased some words in the poem, leaving some words and short sentences: It’s snowing, the plum blossoms took a few steps, why did the frog fall asleep)

(Read by name)

Teacher: If anyone can recognize these individual characters, that’s really a skill. (The teacher erased some words in the words, leaving only a single word: Lamei and several frogs participated in sleeping)

(Read by name)

Teacher: I have to admire you. You have made so many friends in such a short period of time. But who of you can find friends for these words?

(The teacher and the students played a word flowering game, for example, asking the students to make up words for the word "participation": "participate, staff, etc." The students each When forming a word, the teacher adds a petal.

Comments

Students in China are different when learning new words. They are also learning the text "The Little Painter in the Snow". , Student A may be faced with 11 new words listed in the new word list, Student B may be faced with only 5 new words, because he has already known the rest in the process of extracurricular reading, and Student C may be faced with 15 new words. Although he has learned some words, he has forgotten them. The first literacy teaching segment acknowledges the existence of this difference, and even cleverly uses this difference to let students help each other in literacy, and the classroom literacy efficiency is relatively high. As for the teacher asking students why they already know these words without having been taught to them? The aim is to guide students to learn words through various methods and channels, such as reading signs, reading newspapers, etc.

But, first. The first literacy teaching segment has an obvious shortcoming, that is, it focuses on the results of literacy, but downplays the process of literacy and the guidance of literacy methods. Students' literacy is mainly achieved through listening and reading. The second literacy teaching segment. We pay more attention to the guidance of literacy methods. That kind of teaching process makes students realize that they can learn pinyin, ask classmates, ask trusted friends, listen and read, look up new word lists, look up word recognition lists, guess, etc. In addition, the second literacy teaching segment is also more practical in testing the achievement of literacy goals, that is, allowing students to read individual characters, because the true understanding of characters should be separated from the specific language context.

In short, there are many methods of literacy teaching. The first two examples are concentrated literacy. Some teachers may want to use decentralized literacy. Of course, the degree of literacy should also be determined according to the specific teaching goals. It cannot be Generally speaking, specific situations should be treated on a case-by-case basis.

2. A reading teaching segment and variations

Teacher: Students, after reading this poem, do you have any questions?

Student:

Student: Teacher, why can chickens, ducks, puppies, and ponies draw?

Teacher: Hey, that’s true. There is a question, but the teacher doesn’t answer. I want to take a look at the animal footprints that everyone collected outside class. (The teacher assigned an interesting assignment a few days ago, painting the feet of small animals with ink and printing their footprints. On white paper.)

Student: Teacher, these are the footprints of the chickens I collected.

Teacher: Who can say something beautiful about these footprints?

Student: The footprints made by the chicken are very interesting.

Student: The footprints made by the chicken are very cute.

Teacher: Who can add another one to this sentence. Like words.

Student: The chicken’s footprints are like bamboo leaves.

Student: Teacher, these are the puppy footprints I collected.

Teacher: Who can describe this painting in one sentence?

Student: The puppy’s footprints are like plum blossoms.

Student: The puppy stepped on a plum blossom on the white paper.

(Continue to use words to describe the footprints of other animals)

Teacher: I heard that some students also printed their own handprints and footprints on paper. Let us take a look, okay?

Student display (students laugh)

Teacher: Are you happy when you draw with your hands and feet? (Students answer happily, laugh) Students, don’t laugh, there are real painters who can draw with their hands As for painting, it's called finger painting.

Teacher: By the way, what question did you ask just now? (For the students who just asked the question)

Student: Why can chickens, ducks, puppies, and ponies be drawn? What about paintings?

Teacher: Do you understand this question now?

Student: I understand.

Teacher: Now that we understand, let’s read how the teachers paint.

Student: (reading) It’s snowing, it’s snowing.

A group of little painters came to the snow.

The chicken draws bamboo leaves, and the puppy draws plum blossoms.

The duck draws maple leaves, and the pony draws the crescent moon.

No need for paint or pen,

A painting can be made in just a few steps.

Analysis and Variations

Why can they draw in the snow? How do they draw?──These questions that do not seem to be a problem in our opinion are for the lack of relevant For children with life experience, it is a type of question that requires exploration to get the answer. When students ask such questions, it is recommended that teachers use simple drawings to draw the footprints of a chick, a puppy, a duck and a pony, and then draw patterns of bamboo leaves, plum blossoms, maple leaves and crescent moons, and ask students to observe and understand the relationship between the footprints and the crescent moon. The similarities of the patterns, connecting the lines to understand why the small animals are called little painters, ultimately help students understand the text. Of course, you can also let students draw by themselves. The teacher in the above classroom record had predicted that students would ask such a question when preparing the lesson. Therefore, the process of guiding students to solve this problem appeared to be ingenious and artistic. During the whole process, the teacher did not give a positive explanatory answer, but asked the students to intuitively describe the footprints of small animals that they collected, and naturally understood the answers to the questions through language practice.

Of course, once students are allowed to ask questions on their own, the questions will be all kinds of, but when students’ questions come up, we must pay attention to them and not prevaricate. Therefore, the teaching process will change if students ask different questions. The following are teaching suggestions for various questions, for reference only:

Who are the little painters in the snow? What did they draw? Painting?──Children in first grade often ask what kind of questions the answers can be found directly in the article. When a student asks such a question, it is best for the teacher to gently ask him to read and think about it again and let him ask and answer his own questions.

Are the chickens, puppies, ducks, and ponies happy when they draw in the snow?──When students ask such questions, teachers must not simplify it, but should Guide students to recall their happy life on a snowy day, thereby entering the emotional world of the little painter.

Why does the frog fall asleep in the hole? Which animals come to the snow to draw pictures like chickens and puppies? (What other small animal footprints have you seen? What do they look like? Why does the frog fall asleep in the hole? Do you know which animals hibernate?)──This is a type of question that requires students to search for information or observe it personally in life to get the answer. Teachers should promptly affirm the value of these questions, use these questions to lead students to understand more things in nature, and combine understanding things with understanding the text.

3. Reading and recitation teaching suggestions

This is a poem full of children’s interest. When reading aloud, students’ interest in reading should be stimulated. Reading the first two sentences can inspire students to recall, "It's snowing heavily, what did you do?" From this, we can imagine that the little painters ran to the snow as excitedly as we did, cheering as they walked, and they should express their feelings when reading aloud. The four clauses of the third sentence can be read at a slightly faster speed, with the intonation rising and falling, to show a lively painting scene. The fourth sentence should show the pride of the young painters, and the word should be highlighted in a few steps. In the last sentence, I am asleep should be read easily and slowly to highlight that the frog is hibernating.

Of course, various forms can be used to make reading interesting for students, such as leading reading, taking turns reading, appreciating while reading, reading with cheerful children's dance music, etc.

Guidance on recitation should be based on familiarity, and teachers can adopt different forms according to different situations. You can let students recite by looking at the courseware or illustrations in the text; you can use quotations to help students recite, such as: It's snowing, (). The chicken draws bamboo leaves, ( ), and the duck draws maple leaves, ( ). No paint ( ) is used. Why didn't the frog participate? ( ); You can also give the students a sequence: a group of little painters are coming - the little painters are painting - where are the frogs.

Examples of important exercises

1. Read in a row

A group of ducks, a group of cute little ducks, a group of cute little ducks, a group of cute little ducks, a group of cute little ducks, a group of cute little ducks, a group of cute little ducks Beautiful pictures

Puppies, ducks, maple leaves, etc., the teacher should give special praise.

Chicken, Duck, Puppy and Pony encourage students to read creatively and individually after connecting them. For example, the chicken draws bamboo leaves on the snow, maple leaves, bamboo leaves, crescent moon and plum blossoms. The chicken's footprints are like bamboo leaves, etc.

2. Read it, continue to say words, and see who says more.

Chicks, puppies, ducks, ponies (animals: lambs, white rabbits, squirrels, etc.)

Bamboos, plum blossoms, maples (plants: cabbage, Peach blossoms, camphor trees, etc.)

Basketball, table tennis (sports equipment: football, rugby, etc.)

Red, green (colors: yellow, purple, blue, etc.)

3. Can you rearrange the following words and say a sentence? I believe you can do it!

⑴ The chicken’s footprints are like bamboo leaves (The chicken’s footprints are like bamboo leaves.)

　⑵ The footprints of a puppy are very like plum blossoms (The footprints of a puppy are very like plum blossoms.)

　⑶ The footprints of maple leaves are like red ducks (The footprints of a duck are very like red maple leaves) . )

⑷ The crescent moon leaves a pony’s footprints in the snow (the pony’s footprints in the snow look like a crescent moon.)

4. Do it (before class)

Does it snow in your hometown? If it snows, go have a snowball fight, build a snowman, and roll snowballs with your friends!

Does it snow in your hometown? If it doesn’t snow, Just go collect pictures of snow scenes with your friends!

Don’t forget, after reading them, talk about your feelings!

5. Have fun

Children, have you heard of finger painting? It is to draw with your own fingers. If you are interested, you can give it a try. By the way, before you paint with your fingers, you can ask your school’s art teacher, and she will definitely give you a lot of advice. After you finish painting, you might as well tell your friends what you painted. (If necessary, you can insert one or two pieces of finger painting)