Lectures and reflections on the first volume of the second-grade Chinese textbook "The Little Tadpole Finds Its Mother" edited by the Ministry of Education

Talking and Reflection 1 of the second-grade Chinese language textbook "Tadpole Looking for Mom" ??edited by the Ministry of Education 1

Talking content:

I talk about the lesson The content is Lesson 1 of the third volume of the primary school Chinese textbook compiled by the People's Education Publishing House, "Tadpole Looking for Mom."

Talking materials:

This picture-based study article vividly describes the story of a tadpole looking for its mother in simple words, and also describes to the students how the tadpole turned into a frog. of. This text is the starting lesson for reading the pictures and reading the text in this volume. It is an intensive training based on the students' certain observation ability and reading ability. It also plays a decisive role in improving the students' listening, speaking, reading and writing abilities in the future. effect.

Judging from the layout of the teaching material, there are many characters in the text, and the language is vivid and interesting. It is a typical teaching material for reading training: from the structure of the teaching material, the second, third and fourth natural paragraphs of the text are similar, and they are also used for learning. Examples of legal guidance. At the same time, the curriculum standards also clearly point out that reading aloud is the most common and important training in reading teaching. In particular, lower grades should pay more attention to reading aloud and give full play to the role of reading aloud in understanding text content, developing language, and cultivating emotions.

This lesson is completed in three lessons. Below I will focus on the teaching ideas of the first lesson. According to the arrangement system of the teaching materials and the actual learning of students, the teaching objectives are determined as follows: (1) Read 9 words accurately. Learn the pronunciation of new words and understand the meaning along with the text. (2) Understand the physical changes in frogs during their growth and cultivate students’ observation abilities. (3) Learn to read texts by role. The teaching focus is: on the basis of understanding the content of the text, learn how to read dialogues by role. The difficulty in teaching is to understand the character's mood and accurately read the corresponding tone.

Preaching method:

The reading teaching process is a process in which each student reads carefully to gain personal experience and unique feelings. It is the teacher who guides students to continuously realize self-construction and learn to learn through reading practice. Reading promotes the process of expression. Therefore, I gave full play to the demonstration role of the teaching materials and constructed a "guided reading and training" teaching model. I adhered to the method of reading as the basis and combining reading and training, focusing on cultivating students' ability to read dialogues in different roles.

Talking about the teaching process:

I divided this lesson into five links:

1. Create an introduction skillfully to stimulate interest.

A good start is half the battle. In order to maximize the potential of students' internal motivation and eliminate the obstacles that most urban children face due to regional differences and lack of life experience, I first played the video. This colorful video quickly attracted the students' unintentional attention to the lively and cute little children. Attracted by tadpoles. At this time, the teacher lost no time and cleverly introduced a new lesson: the mother frog left after giving birth to the tadpoles, so it did not know who its mother was, so they went everywhere to find their mother. This is the new lesson we are going to learn, "Tadpole Search" "Mom" (written on the blackboard), this carefully designed introduction mobilizes students' visual and auditory cross-participation activities, effectively stimulates their desire to explore, and enables students to actively and passionately participate in learning activities.

2. Overall perception, understanding the general idea.

3. In this link, I insist on starting from the whole and combining pictures and text.

1. Projection demonstration. Guide students to observe the pictures in a certain order and think: What is each picture about? Then connect these four pictures and observe and think: What is the main thing about them? This makes the observation more complete and systematic, and intuitively enables students to have a clear perceptual understanding of the growth process of tadpoles.

2. From pictures to text. According to the characteristics of lower grade children who love to watch cartoons, I asked students to watch the animation video while listening to the recording of the sample reading of the text. On the one hand, it allows students to intuitively initially perceive the content of the text, and at the same time, it is also conducive to cultivating students' standardized pronunciation, intonation, etc. in reading aloud. Skill. After reading, let the students read the text by themselves and read the correct pronunciation with the help of pinyin. The teacher focuses on checking the pronunciation of the following new words.

4. Intensive reading and taste, understanding and study.

As the saying goes, there is no fixed method of teaching but getting the method is the most important. According to the structure of the teaching materials and the age characteristics of the students, I carefully penetrated the study method guidance and focused on cultivating students' reading ability.

1. Briefly explain the first natural paragraph to let students understand what a tadpole looks like.

2. Lecture the second natural section intensively, go deep into each level and learn the method thoroughly.

3. First, project the demonstration to let students understand that the tadpole has grown two hind legs at this time.

Then learn from the picture and text, focusing on the word "to welcome up" to understand the mood of the tadpole. The understanding of this word is somewhat difficult for children in lower grades. In order to turn silence into movement and difficulty into ease, I used activity slides to provide intuitive inspiration and guide students to see with their eyes, think with their minds, speak with their mouths, and actively participate with multiple senses. In this way, it is not difficult for students to understand: "to meet up" means that the tadpole swims across from the carp aunt. At the same time, when "understanding the mood of the characters", due to the limitations of students' life experience, rational thinking is still in its infancy, so I made full use of the transfer rules of knowledge to compare and understand ("swim over" and "to meet up" transposition comparison), and added The emotional experience in the daily life of high school students closely revolves around the word "welcome up" and asks in time: Why did the little tadpole swim across from the carp aunt? Contact your daily life to experience its mood at this time? This in-depth approach step by step will undoubtedly reduce the difficulty level of teaching and make the reading guidance for lower grade students have rules and regulations to follow.

4. Teacher’s summary and review of the study method:

(1) Grasp the “rush up” to understand the eagerness of the tadpole.

(2) Distinguish the characteristics of the voice and speed of the tadpole and carp aunt.

Such a summary enables students to have a certain perceptual understanding of the method of reading a dialogue aloud, and subconsciously comprehend some skills of reading aloud (only for comprehension, not for memorization)

5. Self-study and guidance, and use it flexibly.

With the foundation of the previous study method guidance, I let go appropriately at this time and gave timely guidance to guide students to use the study method and gradually develop their abilities.

1. Compare pictures and texts to let students understand that the tadpole has grown two more front legs. The mother turtle told the tadpoles that their mother had two big eyes and was dressed in green clothes.

2. Organize students’ self-study discussions, teachers provide guidance, and project reflection questions.

(1) Which words can be used to understand the mood of the tadpole? How do you experience it?

(2) Compared with tadpoles, what are the characteristics of the voice and speed of turtles’ speech?

During self-study, students adopt various forms such as thinking on their own, talking to classmates, communicating within groups, and communicating with the whole class. Teachers will inspect and provide timely guidance. If students have difficulty understanding their emotions, teachers can ask the tadpoles why they rush to catch up? This reduces the slope of teaching difficulties and uses various forms of reading after distinguishing the characters.

In addition, when reading back the first three natural passages, I also gave full play to the students' acting talents and asked them to wear headdresses to perform readings with music, which fully enhanced the effect of role-based readings.

6. Consolidate practice and strengthen training.

Chinese language teaching must insist on not reading or writing, so while training listening, speaking, reading and writing skills, I also strengthened writing training, and designed two thinking questions for this purpose.

1. Fill in the blanks

There are () tadpoles in (), big (), () bodies, () long tails, swimming happily around.

This question is designed to deepen students’ understanding of the text content, and also incorporates some imitation methods.

2. Follow the above writing method to imitate the appearance of the two small animals.

What do you do with the number of places?

(1) () there is (), elephant () ()

(2) () () () ( )

The design of this question reflects two levels, aiming to expand students’ thinking and strengthen language training from the shallower to the deeper.

In short, in this class, I give full play to the demonstration role of the teaching materials, always adhere to reading as the basis, combine reading with training, gradually cultivate students' reading ability, and effectively improve the quality of Chinese teaching.

Lectures and reflections on the second-grade Chinese language textbook "Tadpole Looking for Mom" ??2 edited by the Ministry of Education

1. Talking about the teaching material according to the curriculum standards

The text "Tadpole Looking for Mom" ??is from People's Education Lesson 1 of the first unit of the first volume of the second grade Chinese language compiled by the Ministry of Education is an interesting fairy tale. It vividly describes the story of a little tadpole looking for its mother in simple words, and also describes to the students the story of the little tadpole turning into a frog. process. It contains the path to live independently since childhood and take the initiative to explore when encountering difficulties. Combining the characteristics of this unit and this lesson, the teaching objectives are formulated as follows:

(1) Knowledge and skills: be able to read the text correctly, fluently and emotionally, and understand the mood and tone of the characters.

(2). Process and method: By repeatedly reading the text and observing the courseware, students can master the process of turning a tadpole into a frog, and cultivate students' observation and imagination abilities.

(3) Emotional values: Feel the tadpole’s eagerness to find its mother and enjoy the warmth of the family.

(4) Important and difficult points in teaching: The new curriculum standards particularly emphasize that Chinese courses should strengthen the cultivation of students' reading ability. This lesson has many characters and vivid and interesting language. It is a typical teaching material for reading aloud training. Therefore, the teaching focus of this lesson is to master the growth process of frogs through reading aloud. Be natural and understand the character’s mood. Reading the corresponding tone accurately is the difficulty in teaching this lesson.

2. Teaching strategies.

In order to enable students to read the text better and complete the teaching objectives, I will use the following teaching strategies.

1. Scenario reproduction strategy.

Use courseware in class to mobilize students' multiple senses and lead students into the story

2. Cooperative learning strategy.

Students collaborate to perform specific plots in the text and read aloud by role to achieve in-depth experience.

3. Transfer training. Emotion is the driving force for students' learning, and the ability to transfer learning is an essential quality for quality education.

3. Combine learning situations with teaching methods.

The new curriculum standards require students in lower grades to develop an interest in reading and feel the joy of reading. This course is helpful for cultivating language sense and imagination in reading. Therefore, I highlight the learning methods of this course as "seeing, reading, and tasting". Look, it’s a comparison of pictures and texts to get an initial feel for the text. Reading is to experience emotions through reading aloud. Pin means analyzing words and sentences, accumulating and applying them.

4. Teaching process:

(1) Introduction of interest:

1. Show a picture of a tadpole and describe what it looks like. Learn the first natural paragraph directly. Listen to the animation and read aloud to understand what kind of tadpoles are these? (Happy) But they also have a problem. What should they do if they encounter trouble? (Resolve) This is not a missing person notice they posted.

This missing person notice will definitely arouse children's sympathy and introduce them to the study of the text.

(2) Bring out the appearance of the frog. Ask the children to tell what the frog looks like according to the missing person notice, and the children can describe it freely. Then let's follow the tadpole to find his mother. Writing topics on the blackboard.

(3) Overall perception of the text.

1. Understand the main idea of ??the text by watching the animation and listening to the text read aloud. And think: Who did the tadpoles ask? Did you finally find your mother?

2. Learn 2-6 natural paragraphs based on children’s reports

(4) Read the text intensively and learn 2-6 natural paragraphs

1. Learn 2 natural paragraphs part.

(1) Show the picture and look at what is drawn on the picture. Then find the corresponding natural paragraph and read the text freely. While reading, draw what the tadpole and the carp mother said.

(2) Look at the pictures and compare the changes in the tadpoles before and after?

(3) Think about how the tadpole remembers to find its mother?

(4) Understanding of the verb "to welcome up". You can watch animations or demonstrate with actual actions.

(5) Practice speaking. What will the tadpole think when he sees Aunt Carp telling the carp to hunt for food? This is close to the lives of children, I believe they will speak well of it.

(6) Focus on guiding reading.

There are many forms of reading, you can read by character, read by specifying

(7) Watch animations and dub them. and compare.

(8) Summarize the learning method: observe the picture and discover any changes in the tadpoles. Who did the tadpole meet again? Draw a picture of each other and read it emotionally. Dubbing animation.

2. Learn the third natural paragraph.

The learning method is basically the same as the previous paragraph. I use a half-holding and half-letting method to teach children how to learn. An educator once said: "It is better to teach a man how to fish than to teach him to fish." Teachers teach not to teach existing knowledge but to teach without teaching in the future. This shows how important it is to teach children how to learn.

3. Learn the fourth, fifth and sixth natural paragraphs.

(1) Cooperative learning: Show learning tips: observe the picture and discover any changes in the tadpoles. Who did the tadpole meet again? Draw the dialogue between them and read it emotionally. Read by role within the group. What did the little frog do next? Dubbing animation.

(2) Reporting and communication.

(3) The camera guides students to imagine speaking. What will the tadpoles say when they see their mother?

This is a process of going from being immersed to being half-absorbed and finally letting go. It plays a natural role in mastering children's learning methods and is also a process for children to move from theory to practice. Cooperative learning is a way to internalize the methods taught by teachers into learning abilities.

4. Summarize the full text.

The courseware demonstrates the whole process of frog growth.

Complete the exercise:

5. Expand your knowledge: A small frog can eliminate 15,000 pests in a year. Protect crops.

6. Assign homework. Optional homework:

(1) Continue the story of the little frog after he met his mother.

(2) Check information on how small frogs can eliminate pests.

(3) Write a slogan to protect frogs.

Blackboard writing design:

Little Tadpole - Lesson and Reflection 3 of the second-grade Chinese language "Tadpole Looking for Mom" ??edited by Little Frog Department

1. Inspiration Students' interest in reading.

Based on the unique age characteristics of lower grade children and their love of thinking and willingness to explore new things. Before reading the text, I first give them an interesting question or let them read the question themselves to question. Let them look for answers to their questions while reading. For example, when teaching this lesson, present the topic to arouse students' curiosity, and ask students what they think after reading the topic. After the children rushed to express their feelings, I let it take its course and said, "Yes! Why do tadpoles look for their mother? How do they find their mother? Have they found their mother? Can the answers to the questions you asked be found in the text? Let's hurry up Let’s read the text!” The children’s interest was suddenly aroused. Taking interest as the premise, allowing students to actively read, preview, and find answers to questions, and then assist with specific requirements for reading, the results are very obvious. Children will be excited when they find the answer to a question through their own reading. The effectiveness of this kind of self-motivation is unlimited. While making successful discoveries, children often discover new problems, cultivating their spirit of exploration and innovation.

2. Understand emotions through reading.

Reading out feelings is a difficult point in reading aloud requirements, and to read out "emotion" one must first understand the emotion. The Chinese curriculum standards point out: "Reading is a student's individualized behavior and should not be based on the teacher's Explain instead. "In reading guidance, I do not use my own standards to ask students, but let students understand, comprehend, and experience reading on their own. For example, when studying the lesson "Tadpole Looking for Mom", there were many conversations, such as: When the tadpole mistakenly thought the turtle was its mother, the turtle smiled and said something like this: "I am not your mother. Your mother has four legs." , open your mouth, go look for it over there. "My child, when we are old and gone, who will you rely on?" You should also learn the skills of life and be a real lion! "There are different controversies among the children when reading. Some children think that the turtle should be read slower because he thinks that the turtle is a slow person and must speak very slowly. Some children think that the turtle is a gentle animal and speaks kindly. Some, the tone should be kinder, gentler and approachable.

Some children think that the turtle said it with a smile. He thinks it is a bit funny that the tadpoles actually think of themselves as their mothers. However, the turtle certainly does not mean to laugh at the tadpoles, because the turtle knows that the tadpoles' mothers are very busy at work. , there is no time to take care of the child, and the tadpole has never even seen its mother! It's normal not to know each other, so the turtle smiled and told the tadpoles about their mother. These experiences all reflect children’s different understandings of the text, and they are all valid. What is more valuable than a unique emotional experience?

3. Set up a stage for students to show off, so that students can proudly say "I can read".

1. Use motivating evaluations to set up a stage for students’ psychology.

The new curriculum standard proposes: "Reading evaluation should use motivating comments, try to be as positive as possible, respect the individual differences of students during evaluation, and promote the healthy development of each student." Reading evaluation The purpose is to promote the improvement of students' reading level. It is necessary to effectively address the situation of children's reading aloud, face up to the differences in children's levels, adopt the principle of more encouragement and less criticism, more appreciation and less harsh criticism. For example, when teaching the lesson "Tadpoles Looking for Their Mother", I used many different evaluation languages, "You read really well and made us feel that these tadpoles are really happy." "After listening to your reading, we really felt These little tadpoles are so anxious. "It's really good to read. It would be even better if it were a little louder." This kind of evaluation language is not a general praise, but a point out of the shortcomings in the praise. It is hoped that it will better stimulate students' enthusiasm for reading aloud, enable children to show their psychology, and help improve students' reading level.

2. Various forms of reading aloud, setting up a stage for students to read aloud and display.

In reading teaching, teachers should create opportunities for students to read aloud in various forms so that they can enjoy the joy of success. For example, when teaching the lesson "Tadpole Looking for Mom", students are asked to read individually and read aloud by role. They also ask students to perform. If you want to perform well, reading the text well is a prerequisite, and reading the text well must be based on understanding the content of the story. Completed above. In this way, children will be full of interest in reading and understanding, and in these vivid and lively forms.

In short, teachers can only lay a solid Chinese foundation for students by relying on the advantages of teaching materials and creative teaching under the guidance of new teaching concepts. I believe that as long as we guide carefully in reading teaching, children will definitely like reading and Chinese.