Teaching and learning design scheme. Doc and its electronic lecture notes in class. ppt

The first snow, the eleventh volume of Six-year Primary School Chinese published by People's Education Publishing House, is a short essay, which describes harmony and conciseness. In a few words, the whole process of "snow, snow appreciation and snow praise" and the charm and feelings contained in it are vivid. It can be said that every word is thoughtful and affectionate. How to guide students to absorb and internalize this classic text can be guided by the following ideas on the basis of arranging students to explore in advance (collecting pictures, essays and audio-visual materials about snow).

First, talk about snow.

The snow scenes, feelings and interests obtained by students through exchange of memories or other means pave the way for learning the text.

Teacher: Students, do you like snow?

Health: Yes. Most students will show great interest.

Teacher: Why do you like it? Tell me why, will you?

Health: You can make a snowman, watch the snow scene and enjoy the snow. Some students even want to tell stories that happened in the snow, and teachers can let students tell them according to the actual situation.

Teacher: Please take out your own information about "snow" and communicate with each other. Students can tell stories in "materials", and teachers of audio-visual materials can provide media for students to play.

"Talking about snow" is to stimulate students' interest, open their minds and let students learn the "first snow" in the atmosphere of "snow".

Second, read snow.

"Reading snow" is to let students read the text, understand in reading and feel in reading. In the process of reading, the teacher's classic explanations are used to urge students to really understand the text.

1, feel the snow rhyme.

(1) fluent, listen to the model first and then read it yourself.

Teacher: Students, let's feel the "first snow" quietly. Look, it's already started (the teacher plays the tape and the students enjoy it quietly).

Teacher: Is it beautiful? Shall we read it ourselves? Students can read the text by themselves. They can look up words they don't know in the dictionary, or ask their classmates or teachers.

Here the teacher asks as few questions as possible (not necessarily "reading with questions").

Let students open their hearts to reading.

(2) Reading, on the basis of reading, ask students to underline the most interesting or appropriate sentences and paragraphs when reading, and write down their feelings next to the text (the blank space of the text).

(3) Read well and read the paragraphs or sentences you are interested in several times.

2. Feel the snow.

(1) It's snowing-a concise description of the mood.

The natural paragraph of the text 1-3 is mainly about snow, and the biggest feature of this part is that it contains the rustling winter snow in concise sentences.

Teacher: Students, you have just read the text. Tell me, where did you feel the refinement of the author's language? (Students think and answer)

Health: "The day before yesterday ...; Yesterday ... ""The other day ... Yesterday morning ... at noon ... ""It started ... soon ... ".

The teacher specially named the students to read these sentences or paragraphs completely and understand them in reading.

Teacher: Yes, the author uses these highly generalized sentences to string together the rustling cold wind and the white snow, which is easy to understand. Shall we read these places again?

(Students read the text separately)

(2) Listen to the snow-understand the author's mood

Teacher: Students, the first snow is such a surprise, and the author is so looking forward to it. Even at night, he is still enjoying it quietly with his ears! Let's also listen to it.

Teachers guide students to "listen to the snow", that is, read relevant paragraphs, the rustling sound of falling snow, the sound of dead branches being crushed by snow and so on. Here not only embodies the snow, but also reflects the author's love for "the first snow", so there is a pleasure of "enjoying the snow" later. Therefore, for this part of the content, we should guide students to read more, understand and absorb in reading, and avoid the teacher's blunt teaching and guidance. )

(2) Appreciating snow-experiencing the blending of literature and emotion.

Teacher: Students, in the face of the first snow, do you want to go in and have a look? What will you see? Think of what? (Students tidy up while watching, and then answer)

On the basis of students' extensive independent reading and discussion, communicate with the whole class.

Health A: The author first described the whole snow scene he saw (overall description). "Everything has become a world of powder and jade ..."

Health B: Then, the author walked into the snow and made a detailed description: the scenery on the bare branches of willow, pine and cypress. ...

Sheng C: The snow scene in the author's eyes is dynamic and static, such as "a gust of wind blows, branches shake gently, snow strips and snowballs fall one after another ..." There are also "creaking" sounds and children's "shouts of joy", which perfectly describe the joy brought by the "first snow" and the harmony and unity between people and the scene.

Teacher: Yes! The author showed us a panoramic dynamic snow scene and was in a happy mood.

On the basis of appreciation, teachers can encourage students to describe (imagine) the aftertaste, such as: Is the snow scene you saw like this? Through proper guidance, cultivate students' imagination and expression ability. In the way of expanding imagination training, it can be carried out in groups or in classes.

(3) Ode to Snow-to realize the harmony of nature.

Ode to Snow realizes the author's rich imagination and appreciates the beauty of the article by introducing the benefits of snow to crops.

Teacher: Students, does the author just introduce snow to us in the text? What else did the author think of from the snow? )

Health: The author thinks of agriculture and thinks that the coming year should be a bumper year. ...

Teacher: Why does the author think of the Harvest Year here? (Let go of students' thinking, and on the basis of students' independent imagination, the teacher can lead to the reality that "a few years ago, the countryside suffered an unprecedented natural disaster and the grain production was reduced" and express the author's expectation. )

Teachers should guide students to carefully read and think about the author's association in the article, especially some simple proverbs with strong local flavor quoted in the article. Through careful reading, students will not only have a richer understanding of snow, but also feel how to express their feelings in their compositions. So here, on the one hand, we should guide students to read, think and discuss, on the other hand, we can also let students list some proverbs about snow while feeling the proverbs in the book (others are also possible), so as to expand the learning space and enrich students' understanding of snow.

Third, accumulate "snow"

1, dispel doubts

Teacher: The students have read and enjoyed this text. Do you have any special feelings to express? Of course, including your question (you don't understand). Ask the students to bring it up.

[Complement each other in communication and sublimate in communication. Help students absorb more nutrition in reading]

Step 2 accumulate

Teacher: Students, can you recite the text? How to recite?

Students exchange accumulated methods and try to recite them.

Students are required to "recite their favorite parts" after class, but we can encourage students to recite the whole text, which is very helpful for students to learn accurate description and expression in practice and strengthen their sense of language. Of course, we should pay attention to the guidance of reciting methods, because the process of reciting is still a process of understanding and sublimation.

3. Development

Arrange students to practice writing after class, which can not only write a natural phenomenon, but also describe a scene. We should really understand, reasonably imagine and express our true feelings.

The first snow is the second text in Unit 6 of the Chinese book 1 1. This is a lyric prose with beautiful language and sincere feelings. It is a good article that studies Chinese, cultivates emotions and has a strong aesthetic feeling. The author painted a picture of Xue Rui for us with rich language. Emotion is beyond words, which fully embodies the author's incomparable joy in predicting next year's grain harvest from this snow.

There are two examples of reading and writing in this book, Unit 2 "Understanding the thoughts and feelings of the article" and Unit 6 "Understanding the expression of the author". After learning Bird's Paradise, this class will initially have the conditions for students to understand how the author expresses his feelings.

Second, the teaching design

According to the reality of my class and my own experience, I am going to finish it in two classes and make the following arrangements:

In the first class, I mainly solved three problems:

(A) communication preview, in the preview homework, I assigned writing homework: for example, looking for similar phrases, homophones and polyphonic groups of new words in the text, sketching new words and words I think are good, and explaining words that are difficult to understand. Find the background information related to this article. The homework of reading is to pronounce the pronunciation correctly and see who can read it well. The reason for this arrangement is that I think the accumulation of students' basic knowledge of "double basics" depends on students developing good habits, starting with words and putting them into writing. Sketch the words that students think are good in the text, which is also to teach students to accumulate from the text. The preview communication not only gives each student an opportunity to exercise himself, but also gives students an opportunity to gain a sense of accomplishment through their careful preparation, and also provides students with a stage to recharge.

(2) What is the order of describing the first snow? (Before it snows-When it snows-After it snows-Lenovo)

(3) Ask the students to find out the words about the weather changes before it snows, and read the weather changes.

In the second class, I mainly solved the following problems:

Feel the beautiful scene when it snows and after it, experience the joy that heavy snow brings to people, and understand how the author writes the snow beautifully and expresses the joy. To solve this problem, I have arranged two steps:

In the first step, when it snows, I asked the first of two questions after class. How does the text say "heavy snow"? Encourage students to find out where it snows heavily from this part. Students read the report "Snowflakes are like goose feathers", "Falling continuously" and "creaking" beautifully. At this time, the teacher greatly encouraged the students to read books since the enlightenment, which provided them with a stimulating point.

The second step is to let students report boldly on the basis of full reading. It snowed all night, and after such a heavy snowfall, it was a world of make-up and make-up. Where do you think is the most beautiful? Why? What does the author associate with it and what does the author feel from it? In this part of teaching, I want to say two things that I deeply understand:

Tasting keywords is an important way to understand feelings.

The description of the scene after the snow is vivid and tangible, from the whole to the part, from the scenery to the characters, from the static to the dynamic. When teaching this paragraph, I closely focus on the words "Snow Beauty" to guide students to taste and appreciate.

According to students' cognitive rules, there must be some contents that students can understand since enlightenment, and some contents that students understand superficially or even have deviations, which require teachers to guide and enlighten them. After students have mastered the contents of key paragraphs, in order to make students understand the connotation of the article more deeply and thoroughly, teachers should make the finishing point and guide them.

Teacher: After reading this text, the students all seem to be in the beautiful scenery after the snow. "wow! What a heavy snow! "

How does this sentence reveal the author's mood?

Health: Show the author's surprise.

Health: It's a surprise.

Teacher: Just surprised, surprised? Read it again carefully, pay attention to the punctuation of this sentence and experience it. Students read this article carefully again and get information through full perception and repeated practice. )

Health: I'm surprised and happy.

Health: It is joy and admiration.

Teacher: I admire this. ...

Health: It is snowing heavily!

Health: The scenery after the snow is really beautiful!

Teacher: What else does the author admire?

Health: How happy children and adults are! Teacher: Yes, the word "wow" is full of the author's joy and admiration. He is happy for the snow, praises its beauty, and makes people sigh. How to express this emotion by reading aloud? (Students practice reading aloud)

Affective teaching is to let students fully read, feel the whole in reading, feel things in reading, improve their sense of language in reading and be edified in reading, so that students can express their unique and novel opinions through the guidance of teachers on the basis of reading and thinking, and gradually improve their reading ability since enlightenment.

Through a word "wow", you can taste the author's admiration for the heavy snow. After the evaluation, the students knew that this "wow" contained three praises: one praised the snow; Second, praise the beauty of snow; Three praises of people's happiness. It's really a vivid word, and the artistic conception has come out. Through careful taste, the effect of "one word should not be ignored, and the word understands its spirit" is achieved. Grasp the taste and ponder of key words in teaching, deeply understand the connotation of the article and realize the transition from emotion to reason.

In this way, students are guided to understand the content of the text through language and words, and on the basis of understanding the content of the text, students are inspired to form thoughts and feelings closer to the author, which leads to the emotional "* * *" with the author. This kind of teaching is not only conducive to students' understanding of language, but also to students' correct understanding, correct belief and correct moral formation.

(2) Experience feelings in combination with background.

For northerners, it is not surprising that it snows in winter, but the "first snow" here is unusual, especially the thoughts and feelings contained in the words of "first snow", which you can't understand and appreciate after watching several snows and reading several times. You must work hard. Pay special attention to the experience of "love".

It is difficult to achieve the effect of classroom teaching if the understanding of the text "The First Snow" only stays in the happy mood after seeing heavy snow and beautiful snow scenes, and only stays in the love of the natural environment and the appreciation and praise of snow. I think we should not only understand the author's happy mood, but also understand the deeper reasons for this happy mood, that is, the social background at that time (three years of natural disasters caused the country to encounter temporary economic difficulties) and the author's standpoint, such as caring about agricultural production, caring about people's lives, sharing the same fate with the country, and overcoming difficulties to get out of the predicament. Therefore, the first snow in Jiaodong Peninsula. To understand this depth is to be close to the author's thoughts and feelings, and educators should be educated first. There is no doubt that teachers should first understand the thoughts and feelings of the text. But if students don't understand and feel insensitive, then the teaching purpose will not be achieved. Therefore, it is not enough for teachers to receive education, but also for students to produce "* * *".

Through the teaching of the previous text, students have a vivid understanding of Xue Rui and are also infected with joy. At this point, the scene of "bumper harvest year" is described emphatically, so that students can have a picture of bumper harvest year in their minds. On this basis, why does the current "Xue Rui" herald a "bumper year" in the coming year? Combining the content of this part of the text with the background of the times, it is easy to produce "* * *".

At the end of the teaching, I designed a writing session. Teacher: Seeing such beautiful snow, what kind of photos would you take if you were a photographer? Write with your beautiful language and sincere feelings. This session can also be done after class.

First, the teaching requirements:

1, understand the meaning of "powder makeup is made of jade, furry, shiny, fluffy and heavy".

2. Read the text, experience the snow, beautiful scenery and people's happiness, understand the scientific truth of the auspicious year of Ruixue and feel the joy of the author.

3. Read and recite the text with emotion.

Second, the teaching emphasis and difficulty:

Read the text with emotion, experience the snow, beautiful scenery and people's happiness, understand the scientific truth of "Zhao Ruixue's bumper year" and feel the author's joy.

Teaching aid preparation: projection, picture, CD.

Fourth, the teaching process:

(a) review of imports:

1, today, we continue to learn lesson 19 (topics that students read together)

In what order does this article describe the snow? (roll call answer) blackboard writing: before the snow

In the snow.

After snow

2. Before it snowed, the author grasped that the time was short and the change was fast, which highlighted the sudden cold weather.

Writing on the blackboard: quenching

Let's read the second paragraph.

(Introduction: The time for teachers to study and the weather changes for students to study. )

3. Summary: The weather changes so quickly in one day, which means it is a heavy snow.

(2) Feel the snow scene, experience the beautiful scenery and make people feel happy;

1. What impression did this snow leave on you? (Name)

Blackboard: Snow.

Jingmei

2. How do you feel the beauty and beauty of snow from the words?

Please read paragraphs 3-5 carefully and imagine the picture while reading. Circle around what you think is important and write down your feelings in concise sentences at any time. The teacher thinks your feelings are the most accurate. (Students' Reading Experience)

3. Next, read the sentences you are most interested in to your deskmate and tell the other person how you feel after reading them. (Reading and talking at the same table)

4. Communication: Read the sentences first, and then talk about your feelings. Teachers and students discuss and read. (The following contents are arranged according to students' thinking. )

I. Paragraph 3

Catch "goose feather" and "the ground will turn white in an instant" (vision)

"Sasha Vujacic", "Constantly", "Squeaking" and "Breaking" (Hearing) Experience the heavy snow in the still night.

(Say, say and read aloud)

Look at him, reading gently and slowly, how quiet it is! Show us the artistic conception of "still snow at night" Let's learn from him and read it again to see if we can read this feeling. (Read the third paragraph together)

B. Paragraph 4

(1) "Exactly" (meaning it snows for a long time and heavily. )

Guide reading: speak slowly and emphasize a little.

2 "Wow! What a heavy snow! " Two exclamation marks highlight the author's surprise when he saw the heavy snow. )

Instruct reading aloud: highlight "greatness" and amazing tone.

(3) From the overall point of view of "cover", "thickness" and "powder makeup", I feel that the snow is heavy and the scenery is beautiful.

Read by name

Tell me about your understanding of "Yu Pei in powder makeup"?

Do you want to see the world of powder and jade with your own eyes? Close your eyes and visualize yourself.-Open your eyes. (Showing pictures: snow scenes of fields, Woods, roofs and parks)

Is the snow beautiful (Health: America) How do you feel? (Name)

Let's read this sentence beautifully. (Practice reading, name reading and simultaneous reading)

Well said and well read. The teacher sent you some words describing the snow scene.

(white, snowy, flawless, covered with snow and ice)

Can you say other words?

(4) Feel the beauty of snow from the static description and dynamic description of snow on trees.

(Read and name) Where are Xueda and Jingmei?

Look-(showing the picture of willow pine and snow) I feel "furry, shiny, fluffy, heavy" and "full"

Who can tell us about the snow you saw?

Look at the pictures and try to recite them: practice speaking, naming and commenting.

Abstract: Looking at this variety of Yushu Qiongzhi, we can't help but admire: "This is really like a strong wind in spring, which blows at night and blows open the petals of ten thousand pear trees!"

Introduction: kindness and affection

Sasha Vujacic, Jade Chips, Flying with the Wind and Colorful (The dynamic snow scene is also beautiful. )

Guide reading: cheerful and lively

Summarize; The author uses a combination of static and dynamic description methods. Static description gives people a quiet and beautiful feeling, while dynamic description gives people a lively and enthusiastic feeling. This kind of movement and quietness makes the scenery more distinctive and the picture more charming.

C, feel "happy"

What are the children doing after it snows? (Name)

How happy they are! Who can read the happy tone? (Read by name)

Can children's laughter shake the snow down? Why does the author write like this? (Name)

It says on the blackboard: People are happy.

Grasping the characteristics of heavy snow and beautiful scenery, the author described a fairy-tale world of ice and snow for us. Let's follow the author's description and go to the powder makeup jade world to enjoy it! (Music reading: practice by yourself and read by name)

After listening to the students' reading aloud, the beautiful scenery after the snow appeared in front of the teacher again.

(3) Experience association and deepen understanding:

1. What does the author associate with the first snow?

(Students read paragraphs 6 and 7 by themselves and discuss in groups of four.)

2. Communication:

(1) The meaning of "snow omen and abundant years". (Name)

What scientific truth does this sentence contain?

At this moment, the author is looking at the crystal clear world in front of him, listening to the children's laughter and thinking about next year's harvest. What's his mood? (happy, excited, excited)

4. Introduce the background:

A heavy snow made the author so excited and excited. There must be a reason. Do you want to know?

This article was written in 1962, when the country suffered from natural disasters year after year, and agriculture could not get a bumper harvest. This heavy snow indicates a bumper harvest in the coming year, and indicates that China will come out of three years of natural disasters. This first snow is the signal of the first harvest year. Can the author be unhappy? Look, the farmers are dancing yangko happily!

(showing pictures)

If you lived in that era and witnessed the snow with your own eyes, what would you think and say?

(Simulate an interview with a reporter, and the students tell their feelings)

Summary: The author not only wrote things: the first snow, but also wrote associations: snow will bring a good harvest, further expressing the author's joy, pointing out the reasons for joy, enriching the content of the article and deepening the theme of the text. Let's read the full text with joy. (soundtrack)

(4) Transfer:

1. Read and recite the text with emotion.

2. Collect information about snow and write a short essay.