Teaching Interpretation of the Picture Book Story Every Time in Middle School

The following is an article about the teaching interpretation of the story "Every Time" in the picture book of the middle class, I hope you can enjoy it! For more children's story resources, please search the children's story channel to share with you!

Every time I tell the children the story of Every Picture Book, I am deeply moved, not only by the children, but also by myself who once took this story to different places and told it to different children. Different children are equally moved. A few times, a teacher I don't know suddenly asked me, are you Mr. Chen? I have watched your activities "every time", which is so touching ... I can't help but wonder what touched everyone. As I share this beautiful story with my children again and again, my feelings are getting deeper and deeper. This is not only a teaching activity, but also an emotional journey full of love and warmth. As a kindergarten teacher, how to get a kind of spiritual feeling and gallop in the process of teaching and learning? From the teaching of this story, I have a deep understanding.

Every Time, a picture book story, was translated by Richard Edwards and Susan Winter. The story describes a little bear and his mother playing their favorite hide-and-seek game every day, from spring to autumn. One day, the bear ran away quietly alone, and no matter how he shouted, he couldn't hear his mother's answer Just when it was most lonely, scared, scared, helpless and even desperate, it heard the familiar voice of its mother. The whole picture book is illustrated and illustrated, conveying the deep attachment between mother and child, and expressing the firm aspiration that no matter where the bear hides, every time the mother can find the bear.

activity goal

1. Understand the main plot of the story, be able to boldly tell what you are interested in, and perceive the connotation of "every time" in the story.

2. I'm moved by the loving affection between Little Bear and his mother, and I'm willing to share the touching scenes between myself and my mother with my companions.

activity preparation

PPT of the story, with music excerpts from Ode to Love, Midnight Light and Ode to Our Lady.

Activity process

(1) Introducing stories

Teachers ask questions: children watch PPT and listen to teachers tell stories: children answer teachers' questions.

(2) Children fully appreciate the story "Every Time" in the picture book with music

1. Teacher: How do you feel after listening to this story?

2. Teacher: What happened in the story?

(3) Focus on appreciation

1. Appreciate the picture of the bear playing hide-and-seek with his mother.

2. discussion: why does mother always take her time and find the bear at once?

3. Children appreciate the picture of the bear after it is lost and tell it.

4. discussion: in the story, the bear wanted to say "every time" several times, but how many times did he say it later? Why?

(4) Following the play of PPT pictures, children recall and try to tell stories

Teacher: This story is really touching. Some places make people feel very happy, some places make people feel a little worried and a little scared, and others make people feel very moved and happy. Let's enjoy the story again, or we can look at the picture and tell the story ourselves.

V. Exchange, sharing and summary:

1. Teacher: Tell me about the things that you and your mother love each other, are touching and happy like little bear and mother bear.

2. Summary: No matter where the bear goes, his mother can find him every time, because the bear is his mother's treasure. Each of our children is also a mother's baby, so no matter where we go, mother can always find us!

1. The design of story introduction depends on the in-depth interpretation and feeling of the works

A good teaching activity is inseparable from the in-depth consideration of teaching materials, especially literary works. Only by carefully analyzing and deeply feeling the works can teachers fully dig out the most important aesthetic value in the works, grasp the moving parts of the works, and think about how to effectively pass the works on to children. At this point, the idea of instructional design came into being. The words and pictures in the story picture book "Every Time" make us deeply feel the warmth all the time: the cave covered with leaves, the sunshine in summer, the blue river, and every picture is bright in color. Bear and his mother are playing happily in such a bright and warm world, just like us and our children. From this, I immediately linked to teaching. I designed the introduction of the story to let children enjoy the picture of little bear and his mother playing hide-and-seek, and guide children to pay attention to what the two bears are doing on the picture and the relationship between the two bears. This kind of introduction can make children pay attention to the main characters of the story at once, guess the relationship between the two bears (mother and son, father and son, size), and notice the hide-and-seek game that runs through the story, so that children can enter the story with their own guesses and appreciate the story with questions. Therefore, my initial question is designed as follows:

1. Ask before appreciation: Look, who is on the screen? It feels as if they are doing something. Where do you see that they seem to be playing hide-and-seek games?

2. Who do you think Big Bear is to Little Bear? (The teacher introduces the name of Little Bear-Ke Pike)

3. Ask for listening to the story: Today, we will enjoy the story about Little Bear Ke Pike, named "Every time, Ke Pike". Listen, who are they? What happened in the story?

Second, grasping the character characteristics depends on carefully pondering and expressing the works.

Like all children, Little Bear is naughty, curious and attached to his mother. He will hide himself in different places, say "You can't find me" to his mother, and then wait for her to come over unhurriedly and say lovingly, "Oh, I can find you!" This confirms that the warmth has always been around, and this feeling is so familiar. How can such emotions be passed on to children correctly and appropriately? The way of telling this story needs to be analyzed: spring, summer and autumn, the seasons are constantly changing, and the hiding place of the bear is also changing every time, but love has never changed. Therefore, when telling a story, we should ponder carefully, and the static description language of the environment and situation where the bear hides every time is suitable for telling in a relatively relaxed, slightly slow and straightforward narrative tone. Regarding the hiding action of the bear, he shouted to his mother, "You can't find me." Mother's look when looking for a bear, and her response to the bear: "Oh, I can find you!" " These dynamic description languages are suitable to be told in a relaxed and pleasant emotional tone, with the baby coquetry and dependence on the mother and the mother kindness and care for the baby. In addition, the teacher should have a certain contrast when telling the movements, expressions and language between the mother and the bear, so that the personality characteristics and emotional changes of these two roles can directly reach the hearts of children through appropriate tone, appropriate rhythm, appropriate pause and sincere feelings.

Third, the expression of the connotation of the story depends on the proper and ingenious teaching design.

The climax of the story begins when Little Bear quietly runs away while his mother is not paying attention. Bear can always find his own mentality to go to the outside world alone with his mother. He runs across the river, climbs over the hills and hides in a wonderful hiding place without hesitation. But this time, it shouted again and again, but never heard her mother's response. Little bear wandered alone in the forest at night, shivering and at a loss. At this time, someone is dragging a heavy and slow pace to approach the bear. The bear thinks of his mother's warmth in extreme fear and whispers, "You can't find me." Unexpectedly, my mother's firm and powerful voice came: "Oh, I can find you!" " This is the touching part of the story, which makes people cry. In order to let children deeply understand the connotation of the story, I think the place that touches them most must also be the most sensitive and emotional place for children. Therefore, I pay attention to the ingenious combination of subsection discussion and key appreciation when I organize the appreciation of children's stories in the teaching process. The process is as follows:

1. The teacher asks, "What makes you feel very happy in this story? How do mom and bear play hide and seek? " From this, children are guided to appreciate the happy picture of hide-and-seek between bear and mother, imitate and play the game between mother and bear at will, experience the natural expression of mother-child affection, and bear and mother love each other.

2. Discussion: "Why does mother always take her time and find the bear at once?" The discussion is designed to arouse children's heartfelt thinking, and realize through the phenomenon that no matter where the bear goes, the mother's eyes are always with the bear, which is the power of love and warmth.

3. The teacher asks, "What does the story say that makes you feel worried?" In this way, children can be guided to appreciate and tell the story after the bear ran away. By telling stories, children share with their peers the fear of being lost and the surprise and warmth of returning to their mother's arms again.

4. Discussion: "In the story, Little Bear wanted to say' every time' several times, but how many times did he say it later? Why? " Through the discussion of this issue, children can be guided to think and experience more deeply. When the bear returns to the harbor covered with bright yellow leaves and lies in the warm and generous arms of his mother, it is so reassuring, comfortable and happy.

Fourth, the effective generation of emotional singing depends on the blending of situation and music.

All kinds of art are interlinked, and effective integration can make the works more vivid, vivid and vivid, highlighting the overall aesthetic feeling of mutual blending and infiltration. According to the different emotional paragraphs in the story of Every Time, I chose three pieces of music as the background music, namely, Ode to Love, Midnight Light and Ode to Our Lady. Ode to Love is a typical serenade style. The violin plays a tender and moving melody full of affection, which is soft, sweet and warm, and full of sweet and happy flavor, which is very consistent with the scene in which Little Bear and his mother happily play hide-and-seek games from spring to autumn. The mysterious, quiet and slightly nervous mood in the music "Midnight Light" can well render the bear's lonely, helpless, flustered and helpless mood curled up behind a big tree in the middle of the night. In the music of "Ode to the Virgin", the feelings of father and daughter are full, and they are dissolved into the longing for happiness and the future after experiencing ups and downs, and their feelings are constantly sublimated. It is very similar to the mood of the bear who finally returned to his mother's arms after getting lost, cold, loneliness and fear. In the teaching of this story, I pay great attention to let children listen and feel, tell with their own deep affection and devotion, with harmonious music and beautiful pictures, let children unconsciously enter the emotions expressed in human literature, open their hearts with deep feelings, and trigger children to express their touching moments that have happened between themselves and their mothers, and naturally return to themselves from the role of bear, truly moved by their mothers and inspired by family.

A touching story aroused the wisdom of teachers in teaching, triggered the tenderest love in children's hearts, and made teachers and students experience a wonderful emotional journey together. I think this is the beauty of education!