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Teaching plan and design instructions for primary school graduation review course

Teaching objectives:

Pass review , enable students to flexibly use several common methods to grasp the main content of the text, understand the thoughts from the content, and understand the thoughts and feelings of the article, improve their reading level, and achieve the effect of "reviewing the past and learning the new".

Teaching preparation:

1. Each student has 1 essay material (outline);

2. Multimedia courseware.

Teaching is important and difficult:

Guide students to read the text, understand and summarize the method of overall grasping the ideological content of the text, and learn to use it flexibly to achieve organic integration in and outside class. Combined.

Teaching process:

The first lesson

1. Start with the concept and reveal the topic.

What are the requirements for clearly grasping the ideological content of the article as a whole? (The first is to grasp the main content; the second is to understand the thoughts from the content; the third is to understand the thoughts and feelings expressed in the article.)

Second, review independently and sort out the methods.

(1) Review methods to capture the main content

1. Review the text

Review articles about people, events, and scenery, and summarize the text The main content, think about how to summarize it.

2. Discussion and summary, allowing students to clearly understand the basic methods of grasping the main content of the text.

(For example: connecting the meaning of each part, asking questions and thinking of answers...)

(2) Review the method of understanding the thoughts from the content

1. Review the text

Based on the content of the text and the thoughts gained from the content, students are asked to think: How to learn the thoughts from the content?

Text content, thoughts, understanding from key words and phrases

"Litchi" revolves around litchi and writes several things between "I" and my mother.

"A Night's Work" tells the story of the author who, while accompanying Premier Zhou to review a manuscript, witnessed the Prime Minister working all night.

2. Discuss and summarize ways to understand ideas from the content.

[That is: ask why while reading (grasp the main words and phrases)]

3. Comprehensive application, expansion and extension.

1. Just now, we have reviewed the methods of grasping the main content and understanding the ideas from the content. Next, the teacher wants to check whether the students have mastered these methods.

2. Distribute the outline and show the short article "Borrowing a Mirror", and students will complete the assignment independently.

3. Teachers and students will discuss and communicate together.

4. Teacher summary and encouragement: Look! Everyone has been able to flexibly apply the reading methods learned from the text to extracurricular reading. How smart!

4. Assign homework and consolidate and improve.

Go back and ask the students to choose an article they like from extracurricular readings, use the methods we have learned to summarize the main content of the article and understand the thoughts from the content.

Second Lesson

(3) Methods of reviewing and understanding the thoughts and feelings of the article

1. Review the text (still taking the above text as an example), think about these What thoughts and feelings does the text express? How did you experience it?

2. Discuss and summarize the thoughts and feelings of the article.

3. Reading extracurricular essays requires the use of methods to grasp the ideological content of the text as a whole.

Highlight the review characteristics and play the main role

——"Grasp the ideological content of the article as a whole" Reading Review Course Design Instructions

Anxi Shi Xiaolin Yibin

Understanding the ideological content of the article as a whole is an important way to promote students' in-depth understanding of the text, cultivate their learning ability, and improve their reading level. The "Chinese Curriculum Standards" clearly states that "Chinese courses should be committed to the formation and development of students' Chinese literacy."

According to the characteristics of the review class, we determined that through review, students can flexibly use several common methods to grasp the main content of the text, understand the thoughts from the content, and understand the thoughts and feelings of the article, improve their reading level, and achieve the goal of "reviewing the past and learning the new" "" effect is the teaching goal; to guide students to read the text, understand and summarize the method of overall grasping the ideological content of the text, and learn to use it flexibly to achieve an organic combination of in-class and extra-curricular activities as the key and difficult points of teaching, so as to give full play to the students' The main role of students is to guide students to learn independently and creatively design teaching. The description is as follows:

1. Create a harmonious environment to stimulate independent learning

The "Course Standards" point out : Chinese teaching should stimulate students’ interest in learning, focus on cultivating students’ awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students’ individual differences, and encourage students to choose a learning method that suits them. To this end, we strive to do the following in teaching:

1. Let students choose the texts they are interested in reviewing

The texts selected in the Chinese textbooks are rich in content, including writing about people, narratives, Writing about scenery..., the styles are different, including narrative, explanation, discussion... Students' interests and hobbies are also different. In order to enable every student to truly devote themselves to review, we combine teacher recommendation with student self-selection by recommending typical texts, such as the 11-volume "Founding Ceremony of the People's Republic of China", "Lychee", "Only One Earth" and "One Night". "Work", "Bird's Paradise", 12 volumes of texts such as "Memories from Sixteen Years Ago", "Zhan Tianyou", "Borrowing Arrows from a Straw Boat", "The Little Match Girl", etc. for students to choose; students are allowed to choose according to their own interests. Choose your own texts for review. Thereby stimulating students' interest in independent learning.

2. Let students choose the way they like to review

Chinese learning activities emphasize providing students with sufficient learning freedom and various explicit conditions for independent participation in activities, allowing students to take the initiative Practice, experience personally, and promote individuality. In terms of learning methods, we strive to unify students' independent learning and cooperative learning. For independent learning, we encourage students to read and think in their own way, and review the main content of the text and the ideas expressed in the article. For cooperative learning, we encourage students to actively participate in exchanges and discussions in the study group and fully express their opinions on grasping the main content of the text and understanding the ideas of the article. In terms of learning methods, we actively encourage students to review texts in a way that suits them. They can study according to their usual habits or their most commonly used methods, thus mobilizing the active participation of every student. Enthusiasm for learning. For example, when reviewing texts, you can read silently, read softly, recite, etc. You can also draw while reading, think while reading, discuss while reading, etc.

2. Grasp the key points of review and inspire independent learning

The "Course Standards" point out that "reading is a student's personalized behavior, and teachers' analysis should not replace students' reading practice." In order to help students truly master the method of "grasping the ideological content of articles" and be able to flexibly apply it in reading practice activities, we focus on guiding from three aspects:

1. Guidance from independent review Perceptual method

Let students choose the text they are most interested in, read it, think about it, guide students to think carefully through reading, sort out the learning process, and perceive the method of overall grasping the content and ideas of the text.

2. Guide comprehension methods through independent communication

Through independent review, students have a preliminary understanding of the method of summarizing the main content and understanding the ideas of the article from the content. On this basis, we promptly guide students to carry out cooperative discussions and exchanges in groups and classes, enhance students' acquisition of information about the overall grasp of the ideological content of the text, and process effective information by guiding students to evaluate, summarize, and sort out, This helps students understand the basic methods of overall grasping the ideological content of the text. For example, to grasp the main content of the text, you can either connect the meaning of each part, or you can use basic methods such as asking questions and thinking of answers; a common method to understand the ideas of the article from the content is to ask why while reading, that is, to grasp the main point of the text. A way to experience it through phrases and phrases.

3. Guide application methods from independent practice

Chinese is a highly practical course. Students should be allowed to have more direct contact with Chinese materials and master them through a large amount of Chinese practice. Only by applying rules can we develop abilities. Therefore, it is not enough to only guide students to understand the method of overall grasping the ideological content of the text from the practice of learning. Students should also be guided to apply the methods they have learned in practice. For example, after we guide students to understand the methods, we seize the opportunity to combine the review materials and extracurricular homework to guide students to apply the learned methods in independent practice.

3. Optimize the review process to promote independent learning

Based on the spirit of the "Course Standards", we regard optimizing the review process and promoting students' independent learning as a way to strengthen the "instrumental and humanistic" nature of Chinese courses. It is an important means to integrate "unification", "knowledge and ability", "emotion and attitude", and "process and method", focusing on guiding students to understand and apply methods through autonomy, cooperation and inquiry.

1. Clarify the requirements for grasping concepts

At the beginning of the class, based on the training focus of the primary school stage, we started from the concept and clearly stated that the overall understanding of the ideological content of the article must be: (1) Grasp the main content (Reading and Writing Examples in Volume 7); (2) Understand the thoughts from the content (Reading and Writing Examples in Volume 8); (3) Understand the thoughts and feelings expressed in the article (Reading and Writing Examples in Volume 11 ), aims to guide students to connect the teaching material content from dots to lines, laying a solid foundation for promoting students' systematic learning and improving the efficiency of review in independent learning.

2. Contact the text, self-reading and self-enlightenment

Guiding students to contact the text, self-reading and self-enlightenment is an indispensable part of the review class to promote students to review the past and learn the new. Letting students learn to read is always the ultimate goal of Chinese reading teaching and an important means for students to enhance their unique feelings, experience and understanding. In teaching, we allocate sufficient time for students to review the texts independently, and encourage students to self-reflect on the learning process, self-discovery, and grasp the main content and content of the text during personalized learning activities such as thinking while reading and drawing while reading. A method to understand the thoughts and feelings of the article from the content.

3. Communication feedback summary method

On the basis of self-reading and self-realization, teachers promptly organize students to carry out group and class communication activities. First, it can broaden the scope of reviewing texts. It allows students to review as many texts as possible within a limited time; second, it activates students' thinking so that students can understand the same text using different methods. In addition, through the interaction between students and teachers and between teachers and students in the communication, it also helps students to rise from perceptual understanding of self-reading and self-enlightenment to rational understanding, thereby summarizing the basic methods of overall grasping the ideological content of the text. And provide possibilities for students to apply their knowledge and apply it flexibly.

4. Reasonable reinforcement and transfer application

Reinforcement practice is an important part of the review class to promote students to realize knowledge transfer and develop learning ability. In order to enhance the effect of practice and enable students to flexibly use methods to grasp the ideological content of the article, we adopt the following two strengthening strategies: First, combine the review materials provided by the county editor for reinforcement. Let students read the short article "Borrowing a Mirror" and independently complete the two exercises at the end of the short article: 1. Summarize the main content of the short article; 2. What kind of child is Tom? Where can you tell from the passage? To check whether students can use the method flexibly and accurately grasp the ideological content of the essay. The second is to combine extracurricular homework reinforcement. Let students choose an article they like from extracurricular readings, flexibly use the methods they have learned, and accurately grasp the ideological content of the article. Reasonable reinforcement not only helps to stimulate learning interest and enhance knowledge internalization, but also helps to flexibly use and develop abilities.

Review of Integrated Comprehensive Improvement

——"How to Express Inner Feelings" Exercise Integration Lesson Lesson Plans and Instructions

Anxi Third Primary School Chen Minyun Wang Xiaoxia Li Mingwei

Teaching Objectives

Review, integrate, and consolidate methods of expressing inner feelings, so that students can learn to express themselves better based on free expression, and comprehensively improve students' writing skills.

Teaching focuses on integrating methods of expressing inner feelings.

Teaching preparation, teaching courseware, study cards, and students’ daily homework

Class arrangement for the second lesson

Teaching process

First lesson

1. Review and integration of exciting introduction

(1) First suppress and then increase, exciting introduction

1. Quickly browse the short composition and comment on whether it is well written. ,Why.

The “annoying” dad

My dad is the person closest to me, how could he be “annoying”? If you don’t believe me, let me tell you a few things about him.

Let’s talk about eating first. No matter whether I want to eat or not, whether I like it or not, I always put vegetables into my bowl. Do you think I can be happy?

It would be terrible if he came back from studying for a few days! It's like he hasn't seen me for several years. He kisses me mindlessly and his beard pricks my face. I'm really reluctant. In fact, I miss my father quite a bit, but his pro-faith approach doesn't appeal to me very much.

You will say: "You must not love your dad." I want to say: "The person I love most is my 'hating' dad."

Comments and Appreciation

The young author dares to say "bad things" about his father. Look, "No matter whether I want to eat or not, whether I like it or not, he always puts vegetables into my bowl. Do you think I can be happy with it?" ?” After returning from a few days away, he “kissed me carelessly, and my beard hurt my face. I was really reluctant.” This kind of kissing “didn’t sit well with me.” It is indeed extraordinary to dare to tell the truth at such a young age. As the saying goes, "Children's words have no restraint". Writing articles means being like a young author who dares to tell the truth, write whatever he thinks, tell the truth, express his true feelings, and truly express his inner feelings. A good article has a touching power, because these articles not only have real and specific content, but also have real feelings. If you want to write such vivid and touching articles, you must be good at capturing the people, events, scenes, and objects that you feel most deeply in life, and you must dare to truly express your inner feelings during the narrative process. [Note: Selected from "Excellent Gallery of Famous Teachers' Comments on Chinese Primary School Students' Model Compositions"]

2. Read "Comments and Appreciation" silently, and talk about why such a simple composition was selected as a model composition in the composition selection.

3. Introduction, revealing the topic: This lesson will review "How to express inner feelings"

The design intention of "The "Annoying" Dad" is very plain, but it is regarded as " "Model Composition" is included in the composition selection because the young author dares to tell the truth and truly express his inner feelings. Introducing through the method of suppressing first and then promoting can not only arouse students' interest, but also pave the way for review and integration.

(2) Cooperative learning and review of writing methods.

Solve the following two questions:

1. What are inner feelings?

2. What methods of expressing inner feelings have you experienced from the texts you have studied?

(1) Group discussion and fill in study cards.

Topic: Expression method of inner feelings

(2) Class report and communication.

(3) Sort out and summarize the most basic expression methods.

How to express inner feelings

The design intention is that since it is a review class, students have to learn about what inner feelings are and how to express inner feelings in past reading teaching (including homework exercises). , has accumulated a lot of experience, and it is possible and necessary to make more rational generalizations. Through cooperative learning, this link reviews, sorts out, and summarizes from a more rational level, and summarizes some of the most basic expression methods that are in line with the spirit of the curriculum standards and the students' cognitive level, which is conducive to the integration of homework and reading experience, and free On the basis of expression, further learn to express better. This is the abstract process of knowledge. The law of psychological transfer (Judd's generalization theory) points out that "a person can complete the transfer from one situation to another only if he generalizes his experience." According to this theory, students are guided to abstractly summarize basic reading and writing methods based on perceptual knowledge, which is conducive to the transfer of reading and writing methods.

2. Consolidate application and comprehensively improve

(1) Review the text and experience it deeply

1. Read ""Excellent" and "Awful" """ (Volume 11 of the Six-year System) is a relevant text fragment. Use "——" to draw sentences about the author's inner feelings. Read and think about it: What is the author's inner feeling and how is it expressed? How useful is this expression? What are the benefits?

2. Communicate with each other at the same table.

3. Collective communication and feedback.

(2) Try to revise and understand deeply

1. Show a student's work and think about it: does it express your inner feelings and how should you modify it?

2. Communicate with each other at the same table.

3. Collective communication and feedback.

(3) Exchange experiences and gain in-depth understanding

1. Group communication. Freely take out your own homework, compare the methods of expressing inner feelings, and communicate with classmates: first, you can talk about what you did better and how you did it; second, you can talk about what you did not do well and what you should do. Third, they can comment on each other's good work or put forward suggestions for modification. It is required to compare methods, exchange comments, and modify independently. During group exchanges, teachers circulate to participate in exchanges and guidance.

2. Collective feedback.

Research in the psychology of design intent shows that if only one example is used to explain the principle itself, students are likely to think that only this example applies to the principle, and as a result there will be little transfer effect. Therefore, when teaching, attention should be paid to guiding students to contact the texts they have learned or other articles, as well as their own exercises to verify the generalized reading and writing methods, so that the generalized reading and writing methods can be returned to the concrete, in order to deepen and broaden Awareness of various things lays the foundation for migration. Therefore, this link arranges three levels of “examples” to make knowledge concrete and create conditions for migration. The first level is to review the relevant passages of the reading text and further understand the method of expressing inner feelings, which is a positive example; the second level is to try to revise an exercise, which is a negative example; the third level is to compare methods and re- Review daily work, exchange experiences, comment on each other, and modify yourself in order to try to apply and comprehensively improve. The process of exemplifying knowledge is the road to concreteness of knowledge and the only way to transfer knowledge.

3. Brief summary, expansion and extension

1. Brief summary. After comparing the writing on the blackboard, guide students to talk about their learning experience in this lesson, and propose that in future writing, they should pay attention to expressing their inner feelings and write good and touching articles.

2. Expand and extend.

①Revision exercises: After class, continue to revise your own exercises.

②Composition exercises: After class, please recall a certain scene that you felt most deeply, and write out your feelings in your favorite way (poetry, diary, letter, etc.).

After the knowledge is concreted, the design intention is comprehensively summarized and expanded again. This is the process of transferring knowledge. The improvement of understanding is a repeated process. Only by following the rules of understanding and repeatedly practicing, understanding, practicing, and understanding again can students improve their understanding through practice, transfer knowledge, apply knowledge, turn knowledge into abilities, and comprehensively improve students' writing skills. .

Second lesson

Evaluation of exercises, deepening integration, comprehensive improvement (omitted)

Design intention

"Chinese Curriculum Standards" proposed The overall goal of composition is to "be able to express one's own meaning in a clear and concise manner. To be able to write using common expressions according to the needs of daily life." In the stage goals, teaching suggestions, etc., it is emphasized that "write what you want to say" words", "write down one's understanding and feelings about the things around you", "tell the truth, the truth and what is in the heart", "express true feelings". These statements require students to "express their true feelings and communicate with others in order to express themselves and communicate with others." On the one hand, they must be good at capturing the people, events, scenes, and objects that they feel most deeply in life, and on the other hand, they must dare to write about them. During the narration process, truly express your inner feelings.

Based on the spirit of the curriculum standards, this lesson focuses on integrating daily reading insights and writing experience, so that students can further learn to express better and creatively on the basis of free expression. In the usual reading teaching, we have focused on guiding students to "preliminarily understand the basic expression methods of articles"; moreover, in the daily homework guidance and review process, we have also focused on guiding students to understand and accumulate certain writing experience, and on "how to express inner feelings". ", students have already accumulated a certain amount of experience. The key to this lesson is to guide students to review integration. To this end, this lesson first allows students to summarize the most basic expression methods from a more rational level through review, sorting, and induction, so as to abstract knowledge; then, students are guided to contact relevant texts and daily exercises to learn from the front , negatives and your own exercises to provide examples to make the knowledge concrete; finally, expand the practice, consolidate and improve. The lesson structure designed in this way reflects the cognitive laws and psychological principles, which is conducive to students reviewing and integrating their homework experience and comprehensively improving their homework level.