Excellent lecture notes on primary school Chinese language "Cat"

Excellent lecture notes for primary school Chinese language "Cat"

As an outstanding teacher, you usually need to prepare a lecture script. Writing lecture notes is an effective way to improve professional quality. So the question is, how should we write the course manuscript? The following is a collection of excellent primary school Chinese "Cat" lecture notes for your reference. I hope it can help friends in need.

Excellent Storytelling Textbook of Primary School Chinese "Cat" 1

Storytelling Textbook

"Cat" is a lyrical prose written by Mr. Lao She. The article has a rigorous structure and clear organization, and expresses the cat's temperament in humorous, friendly, and clear language. The author's love for cats is revealed between the lines.

Two key points should be grasped when teaching this article: first, to deeply understand the author’s description of all aspects of the cat’s temperament, and to learn the author’s language skills; second, to carefully appreciate the obvious contents contained in the article Emotions expressed without any trace.

When teaching this article, I strive to highlight the humanistic spirit contained in the text - the author's love for small animals. Research-based reading highlights the dominant position of students and emphasizes that students enjoy personalized and free development space, making the classroom full of life and vitality; at the same time, it does not neglect the training of basic Chinese knowledge and basic abilities, and strives for the harmonious unity of the two.

Now I will share with the teachers my design intentions for this class.

Key points

(1) Enrich language accumulation.

The "New Curriculum Standards" include "accumulation of rich language" into the teaching purpose. This is not only a need for learning Chinese and improving Chinese ability, but also has strong pertinence. Children are language poor, and their process of learning language is also a process of continuous accumulation of language. With more language materials in your mind, your language level will naturally improve. This is necessary for social communication, as well as for raising awareness and developing intelligence. When speaking, "the witty words are flowing, and the words are spoken in a coherent manner", and when practicing, "the literary thoughts spring up, and the wonderful pen is full of flowers", all of which are due to a person's profound language accumulation. Accumulation is a long-term process. Today I will combine the content of the text to let students accumulate relevant idioms. If our Chinese teachers can spend two or three minutes doing such a thing before every Chinese class, I believe students will benefit from it throughout their lives.

(2) Solve doubts in conflicts and activate students’ thinking.

Setting up doubts where there are no doubts and dealing with doubts when there are contradictions can often effectively activate students' thinking, thereby cultivating their positive and proactive learning attitude.

"How many big cats did the article introduce to you?" was undoubtedly the point; and "Mr. Lao She must have had a headache when faced with such a weird big cat?" This is another contradiction in the article. focus. One stone stirred up a thousand waves, and students were very busy finding reasons and presenting facts in the article. The teacher's seemingly casual but actually intentional words created the possibility of positive thinking for students.

(3) Pay attention to reading aloud and overall comprehensive perception.

In the past, cumbersome content analysis and stereotyped teaching procedures have long existed in reading teaching. The interest in Chinese teaching has become indifferent, the image is broken, the beauty is weakened, and the unique charm is lost... The "New Curriculum Standards" emphasize that students should read fully, have an overall perception while reading, and gain insights while reading, Cultivate a sense of language while reading, and be influenced by emotions while reading.

So today I asked students to choose to read and write sentences about cats with weird personalities, and talk about why they read it that way? As for the understanding of the word "Ceng" in this article, it is far from enough to just pursue a literal explanation. Since students have fully read aloud, obtained perceptual impressions, and collided with and connected with existing perceptual experiences, they have enlightenment and suddenly become enlightened. Because language and writing are highly metaphorical, many words can be understood but cannot be expressed in words, and can be experienced but cannot be expressed. Some words are exhaustive but their meanings are endless, and some are "all in words". It is precisely because of the fuzziness of language that the beauty and expressiveness of language are enhanced. The symbolic words are re-infused with the flesh and blood of life, and the abstract concepts are given the perceptual power of life again.

Regarding the understanding of the spirit of the "New Curriculum Standards", I am also in the stage of learning, and I can't say I have a deep understanding. Today's exchange with you is just a discussion. I hope that I can help by throwing some bricks. In order to attract more jade, please feel free to enlighten me! Thanks! Excellent lecture notes on the Chinese language "Cat" for primary school students 2

Hello everyone, the content of my lesson today is "Cat", the third text of the fourth unit of Chinese language on the fourth page of the People's Education Press edition. Next, I will teach the Chinese language in a simple and solid way. Let me talk about my understanding of this lesson based on the teaching theme of seeking development. I will talk about my ideas from the following aspects.

1. Design concept

I follow the following concepts in the design of this class:

1. Teaching based on "people-oriented, learning-based teaching" The concept is based on students' real foundation as the starting point of teaching, with the goal of promoting the improvement of students' Chinese literacy, and striving to create a pleasant, relaxed, independent and open learning space and Chinese practice environment for students.

2. Based on textual language, pay attention to Chinese practical activities, not only through the study of language and characters, let students learn language with the help of textual language, cultivate students' ability to feel language, understand language, accumulate language, and use language , so that students' thinking can be trained and emotions can be stimulated in the process, and the organic combination of instrumental and humanistic aspects of Chinese teaching can be truly realized. Realize the teaching principle of teaching Chinese in a simple way and seeking development.

2. Brief introduction to the teaching materials

(Transitional language - unit objectives - teaching material features including content analysis, key and difficult language features, writing intention - learning situation analysis - first lesson objectives Formulate (generally three points: knowledge goals, ability goals, and emotional goals) important and difficult points (state clearly how to achieve the goals)

With the support of the above teaching concepts, let me talk about my understanding of the teaching materials. The text "Cat" is the third text selected from the fourth Chinese unit of the People's Education Press. This unit focuses on the theme of "Animals in Writers" to allow students to understand animals and experience the author's love for animals. , at the same time, through the study of this unit, students' awareness of loving animals and learning the writer's language expression techniques are stimulated. The text "Cat" vividly shows us the image of a cute and lively cat. The author describes it to us in vivid language. The author specifically writes about the eccentric character of big cats and the naughty and cuteness of kittens from three aspects: they are honest and playful, they are playful and obedient, they are also conscientious, and when they are happy, they are both honest and playful. They behave differently when they are unhappy, and they are both timid and brave at the same time. When writing about kittens, the author just captures how naughty kittens are when they are full moon. According to the content characteristics of the textbook, teaching should focus on letting students understand cats through learning. In addition, the language of this article is vivid and the writing method is clever. Therefore, students should be consciously guided in teaching to understand how the writer expresses his love for animals. A certain level of Chinese learning ability, but in-depth understanding of the text also requires the guidance of the teacher. Therefore, based on the concept of the curriculum standard, unit objectives, characteristics of the teaching materials, and the actual life of the students, the teaching objectives for the first lesson of this course are formulated:

1. Learn the words in the text and be able to understand the meaning of words such as "dutiful, breathless" in context.

2. Through the study of language and characters (or how to understand through reading aloud - or how to understand through reading. Chinese language practice activities -) Let students feel the quirky character of cats and experience the author's language expression characteristics.

3. Preliminarily feel the author's love for cats. The above goals focus on reflecting knowledge and. Ability, emphasizing process and methods. At the same time, pay attention to the value orientation of this article, which can better reflect the basic characteristics of Chinese teaching. Teachers should effectively solve these difficulties through the study of language and characters in teaching. /p>

3. Teaching methods:

According to the characteristics of the text, I chose the above teaching methods:

1. Carry out solid Chinese practice activities, that is, through language and writing Learning allows students to get into the text, understand the text, learn the language, apply the language, and accumulate emotions in the process, so that the instrumental and humanistic aspects of Chinese teaching can be organically combined to achieve the ultimate goal of Chinese teaching.

2. Adopt independent and exploratory methods.

The curriculum standard points out: Reading teaching is a personalized learning behavior. Therefore, students should be guided to explore and experience independently, so as to have their own unique insights into the text, and in the process, students' Chinese learning abilities should be cultivated.

4. Teaching Process

Now let me focus on my teaching presuppositions. I will quickly talk about my ideas in 5 boards

(1) Connect with life and introduce the topic

The teacher can introduce it like this: Students, what impression does cats leave on you in life? Then in the students' answers, it is naturally introduced: Let's take a look at what the cat in the writer's works looks like, and then write the topic on the blackboard. (This kind of introduction starts from the students’ real starting point, stimulates students’ life accumulation, allows life experience to serve the text, and also shortens the distance between students and the text.)

(2) First reading Text, overall perception

1. Students read the text freely and think about what the cat described by the author is like.

2. Communication: a. Vocabulary teaching, focusing on understanding words such as dutiful, breathless and concentrated b. Communicate the questions in the first reading, help students understand the content of the text based on their answers, clarify the ideas, guide them to find the central sentence of the text, and focus on key words: weird and cute. (In the first reading session, ensure that students have sufficient first reading time to lay the foundation for learning the text, and at the same time guide students to perceive the content of the text and cultivate students' overall understanding

(3) Study the text and understand the weirdness

In this part of the teaching, I focus on the central sentence: The cat’s character is really weird and guide the students to explore independently. The specific method is as follows: First paragraph of teaching: 1. Read the text silently and look for where to look in the text. The character of Chu Mao is really a bit weird. Write your own experience. 2. Communication: Guide according to the students’ answers: the first point is to write about the cat’s honesty and carefree catching to understand, the second point is to write the sentence about the cat’s playful catching. : Do whatever you want, and guide you to imagine and practice speaking. The third point is to understand the cat's duty of holding its breath and concentrating. Imagine how the cat holds its breath and concentrate, so as to understand the word and understand the author's language characteristics. After fully comprehending, guide students to read aloud emotionally, and then play relevant courseware to feel the cuteness and fun of cats, and then read the first paragraph as a whole. 3. On this basis, guide students to discover the author’s language characteristics, which can be introduced like this: How is the author? Connect these characteristics of the cat to guide the discovery sentence: Call it playful, it is also, but - discovery: The author uses this vivid language to express the characteristics of the cat vividly. This writing makes us feel the author Love for cats

Teaching paragraphs 2 and 3 are relatively simple. The teacher can use the students’ self-reading method to learn about cats when they are happy and unhappy. When expressing, you can focus on the language and words: rub, small plum blossom, rich and rich, silent, etc., focus on guiding the author why he uses rub instead of scratch, why he did not say stepping on footprints but printed a few plum blossoms. It is found that the author writes more like this It highlights the cuteness of cats and also expresses the author’s love for cats. When understanding the characteristics of cats that are both timid and brave, students only need to talk about their understanding and then read it. Just read. (In this link, I follow the principle of independent inquiry, guide students to read and understand on their own, fully grasp the language and text to guide students to understand the content of the text, understand the cat’s personality characteristics, and let the students read aloud after full understanding. Understand the characteristics of the writer's language, thereby effectively solving the key and difficult points of teaching)

(4) Consolidate words and sublimate understanding

Reproduce words: playful, conscientious, honest, resigned, etc. words, let students choose a few words to write about their impressions of cats (with the help of text language, build a platform for language practice, focus on the practice points of text language, let students accumulate language, use language, improve Chinese learning ability, and at the same time deepen Understanding of the text)

(5) Class summary, arousing reading expectations

The author writes about the characteristics of big cats so interestingly, so how does the author of kittens write it? We will study again in the next class. Excellent Storytelling Lesson 3 for Primary School Chinese Language "Cat"

1. Storytelling Materials

The text "Cat" describes the weirdness and humor of cats in detail and vividly. It is naughty and cute when it is full moon, and the love for cats is revealed in the whole text. The language of this article is beautiful and easy to understand.

The text first specifically expresses the cat’s eccentric character from three aspects: talking about how it is both honest and playful, playful and conscientious; talking about its completely different behavior when it is happy and when it is unhappy; talking about its completely different behavior when it is happy and unhappy; Afraid of everything, yet very brave. The performances in these three aspects may seem contradictory, but they are all facts, so the cat’s character is really weird. Besides, it was very naughty when it was a child. The following are the symptoms: First, he loves to play when he is just over a month old and his legs are still unsteady; second, he becomes more courageous and more naughty as he gets older.

When the text describes the weird character of the cat when it grows up and the naughty nature of the cat when he was a child, his love for cats is everywhere revealed, some of which are expressed directly, and some of which are indirect expressions. The language of this article is easy to understand, beautiful and simple. These are two characteristics of the text's expression.

Through the study of language and characters, understanding the weird character of the tabby cat and its cuteness when it was a child, and learning the author’s true and specific expression methods are the focus of this lesson and the purpose of selecting this text.

2. Teaching objectives

Learn the 13 new words in this lesson and read and write correctly "carefree, letting go, holding your breath, scratching, manuscript paper, rich and colorful, falling over" Words such as ", fall, courage, pioneer, disaster, beating". The key points are "letting go, being rich, opening up, and holding one's breath". The most difficult thing is to understand "gazing with bated breath".

Understand the content of the text, understand the strange character of the tabby cat, how cute it is when it is young, and appreciate the author's love for the tabby cat. Read the text with emotion. Recite your favorite texts.

(1) Ability objectives

1. Continue to practice in "guessing" and learn to understand the text content in context.

2. Train innovative thinking methods while guessing.

3. Learn real and specific writing methods.

(2) Emotional goals

1. Cultivate students’ love for language and characters

2. Cultivate students’ love for and observation of small animals interest.

3. Teaching focus and difficulty

Focus: understanding the text content

Difficulty: experiencing real and specific writing methods

4. Teaching Methods and learning methods

(1) Guess - Guess and compare

Guess and read in context - development and innovation are our topics and the core of the new curriculum standards. They are also two major themes in Chinese teaching. With the help of the good atmosphere of the project research, I boldly try in my daily life.

My main method of teaching this text is one word, which is a "guess" word. "Guessing" is not only the teaching method of this lesson, but also the learning method of the students. Guessing is not as serious as Q&A. It requires strictness and correctness. Whether the question is raised by the teacher or the student, it seems that the correct answer is required. The psychological pressure is high. The student's thinking is restricted by a purpose and cannot let go. The personality cannot be expressed and the innovation of language understanding and language expression is difficult. Not getting good training is inconsistent with our theme of innovation.

Guessing is often used in various games and is also commonly used in literacy teaching. There are many benefits to applying it in reading teaching. There are many forms of guessing, the teacher talks and the students guess, the students talk and the teacher guesses, the students talk and the students guess (in small groups and in the whole class). The content of guessing is all-encompassing, guessing the understanding of words, guessing the understanding and summarization of sentence segments, guessing the grasp of thoughts and feelings, guessing the writing methods experienced, guessing ununderstood questions... No matter what kind of form, no matter what kind of content, students They all read and think in a relatively open and relaxed communication environment.

Guessing integrates the learning method of independent cooperative inquiry. When guessing, students are not as passive as "answering", but take the initiative to guess. The experience of the game has greatly mobilized the students' enthusiasm. Even students with mediocre grades dare to guess. There is no pressure, "guessing" is not "answering", guessing can naturally be incorrect, and you are not afraid of making mistakes. Guessing can reveal students' answers are diverse and their ideas are broad. This just provides teachers with solid evidence to analyze students' academic situation and facilitates teachers to guide students correctly. From students' guesses, teachers can accurately grasp students' existing knowledge level and understanding of language, and find appropriate ways to introduce the world of possible knowledge. Guessing can better develop students' personalities and cultivate students' creative thinking.

They compete with classmates to guess questions and the teacher's guesses, and can boldly express their opinions, especially their own unique insights. Sometimes you can express different opinions on the works of great writers, and the reasons are very good. This is the atmosphere that fosters innovation.

When the students’ opinions are quite different from those in the book, this is a good opportunity for the teacher to use the comparison method to train language sense. Students compare similar words and compare their guessed words with words in the book. Guess there are many learning methods that can be applied to it.

(2) Teaching preparation

Teaching courseware - any teaching method serves teaching. Because the language of this article is easy to understand, in order not to dilute students' rich imagination in language. Therefore, I use such courseware to image and supplement the classroom.

(3) Teaching links

1. Pre-guessing first reading method

Questions for self-study first-time readers - because this is the text of the eighth volume , the students did not have books in their hands, so I took this opportunity to incorporate the after-class fill-in-the-blank exercises into the text. Students read incomplete texts to themselves, find gaps, and raise questions.

Use questions to elicit guesses - the teacher asked: After reading today’s text, did you find anything wrong? Students will naturally answer the incompleteness of the text. Then I said: "Today, let's guess what the original text in the blank is like." This design allows students to spontaneously raise questions while reading, in order to grasp the main content of the full text, to stimulate students to think independently, and to make personalized comments on the text. Understanding lays the foundation. This is the beginning of language innovation training and thinking innovation training for students.

Introduce reading methods before guessing - let's talk about guessing. What method do you think of? (Think about reading in context) Guess it is a method of reading, and it also creates an atmosphere here. If students are to guess the original text on their own, they must rely on their existing reading experience. Let students tell each other how to read, remind each other, and choose their favorite way to think about reading.

2. Guess and communicate the meaning of the text

Guess and practice reading and filling in the blanks - students use various methods to read and guess what is in the blank space in the text. There are various forms of guessing. The teacher asks the students to guess, the students ask the students to guess, the students ask the teacher to guess, each other guesses in the group, and the whole class guesses together. Guess while commenting, think while commenting, read while thinking, the answer will be close in this interactive process. The language of this lesson is easy to understand. During the guessing process, the teacher asks students to read more and think more when they encounter difficulties. In reading and thinking, in exploration, and in comparison, students are always allowed to fly in the language situation and develop their language sense. . Incorrect student answers are a great opportunity for teachers to guide students. Teachers analyze students' academic situation based on their guesses, choose guidance methods, and skillfully lead students from the world of known knowledge to the world of unknown knowledge. It reflects the dominant position of students, and teachers are only participants in learning activities and helpers of students' learning.

3. Guess the correct ideas and be brave in innovation - Innovation is our theme, including innovation of language and innovation of thinking. The application of guessing in reading is an innovative demonstration. When students guess answers, such as in games, they are more interested in answering questions, have no psychological pressure, and have a more open mind. Students cannot guess right. This is when students create independently. Their expression is not limited by the original text. Although some answers are inconsistent with the original text, they are appropriate and full of personality. Students' language innovation ability has been developed. . Continuously reading and thinking, daring to guess the original text, is a kind of training in innovative thinking, and it is also a kind of stimulation in innovative spirit.

4. Guess, quote, evaluate and learn from each other - Cooperation is the basic quality for people to succeed in the future, and it is also an important learning method advocated by the new curriculum standards. During the mutual guessing and mutual evaluation in this class, students not only enter into communication in the language environment, but also enter into the communication in the soul, because what each other guesses is what is in their hearts.

5. Guessing questions and summarizing the full text - In the process of guessing and filling in the blanks, students discover the contradictions in several pairs of words, thereby understanding the cat's eccentric character. From the cat's eccentric character, they can understand the author's love for cats. love. Then let students guess the topic, feel the author's thoughts and feelings again in different topics, and have an overall understanding of the full text.

6. Guessing the right words to stimulate interest in the Chinese language - Whether it is guessing the blanks in the text or guessing the topic, students seem to be in a game mentality in the classroom.

In guessing, students feel the joy of success. They even dare to guess the works of great writers. Even if they make some modifications, they are still correct. The sense of success is natural and strong, and their interest in learning is naturally strong. Gradually, their interest in learning Chinese language is gradually increasing. Cultivate a love for language. Among them, teachers should give more recognition to students' success.

The above is the key point of completing this lesson, the main training link to understand the content of the text and grasp the author's thoughts and feelings. The difficulty of the text and the "real and concrete" writing method can be easily solved by reading and guessing step by step.

7. Guess after

Guess after guess is extended in writing - the teacher uses the courseware to show several small animals, demonstrates the personality characteristics of one kind, and gives a real and specific example for students to Let's guess what animal it is. Then ask students to tell the characteristics of the animals they like, and other students will guess what animals they are. You can also recite children's songs and ancient poems and ask students to guess what animal they are about.

(4) Blackboard writing design

Use courseware to display the words used to guess in the original text, and send each word card with a cat with a matching personality. The content written on the blackboard is the word guessed by the students. ;