Reflections on Chinese Teaching of "The Mystery of Sky Fire"

"The Mystery of Skyfire" (the first volume of the Chinese Suzhou Educational Edition for fifth grade) tells the story of the American scientist Franklin, who risked his life to conduct a "kite test" in thunder and lightning weather in order to uncover the secrets of thunderstorms. The story praises Franklin's scientific attitude of daring to explore and experiment, and illustrates that only through accurate and meticulous observation can the mysteries of nature be revealed. Although the text does not have a twists and turns plot or gorgeous rhetoric, Franklin's courageous exploration and self-sacrifice deeds are very attractive to primary school students who like novelty and adventure. The text's vivid narrative and accurate language are of great study value. Based on the characteristics of the text and starting from the three-dimensional goal of Chinese language training for senior students, I carefully prepared the lesson and actively organized classroom teaching. I now summarize the teaching ideas and shortcomings of this class as follows.

1. Skillful use of multimedia

The first natural paragraph of the text is written closely with "terrible", which is one of the methods of highlighting in this article. Use people's fear of thunderstorms in the past to highlight Franklin's fearless spirit in exploring the mysteries of nature. At the beginning of the second lesson, I used multimedia courseware to show a video of thunder and lightning, realistically recreating the literary and sports situation, and then asked the students: What kind of scene did you see and hear? How does it feel? With multimedia, the text in the first natural paragraph of the text has been turned into a concrete and tangible situation. During the process of observation and expression, students are unknowingly immersed in the scene, and they can experience the "terrible" of thunderstorms more easily and deeply.

2. Keywords for good practice

The second part of the "Chinese Curriculum Standards" "Course Objectives" requires that the third stage of schooling (grades 5 to 6) should "contact the context and Through my own accumulation, I can infer the meaning of relevant words and phrases in the text and experience their expression effect. "In the teaching process of this class, I pay attention to the elaboration of the students' key words.

After experiencing the horror of thunderstorms, I showed the second natural paragraph, "So, what exactly is a thunderstorm? This mystery was not solved until the 18th century by the American scientist Franklin." Let the students read this carefully What did you learn from the transition period? At first students cannot understand it on a deep level. I then used the courseware function to highlight the group of related words "until... until..." in red, and then let the students understand the key word "cai". Through guidance, the students can finally understand that it can be seen from it: 1. Thunderstorm Secondly, it is not easy to solve the mystery of thunderstorms, and thirdly, Franklin is amazing.

There is a word "cynicism" in the third natural paragraph. This is also the second way of highlighting in this article. It uses the ridicule of others to highlight Franklin's courage and determination to stick to his own point of view, making people feel that Franklin The final success was hard-won and precious. When teaching a natural, I also pay attention to the elaboration of this word. By reading relevant sentences, I realized that Franklin's speculation at that time was so bold that it made others very disgusted and repelled. Then he added the growth history of Fucheng Franklin: He only studied for two years and had no formal education. He was self-taught. So it is natural to read this sentence: "Not only do ordinary people not believe his reasoning, but even many people who claim to be knowledgeable also ridicule him." Let students imagine what these self-proclaimed knowledgeable people said to Franklin at that time ? Students' learning of the word "cynicism" is more solid through verbal training.

3. Study the key paragraphs carefully

The third and fourth natural paragraphs of the text are key paragraphs, and the fourth natural paragraph is the most important. In teaching these two natural paragraphs, I did the following:

1. Train students’ silent reading ability and penetrate learning methods

After understanding the connotation of the second natural paragraph, I "Why did Franklin solve the mystery of this terrible thunderstorm? Quickly read the third and fourth paragraphs silently and find the key words." The question form introduces this part of the study. Through guided exchanges, students found the three key words of "observation, speculation, and experiment" and firmly grasped the main content of the third and fourth natural paragraphs. Then read the relevant content carefully based on the student exchanges.

2. Pay attention to students’ emotional experience and be reading-oriented

When teaching the fourth natural paragraph, I first ask students to read the text carefully. What information can they get from it? Write some words where you have experience. Give students enough time to read and comprehend freely in class. Next, there is free communication:

A. When students have communicated to the point where they know the weather conditions, they will find and read the sentences about the experimental weather in three places in the article. Experience Franklin's fearless and selfless scientific dedication

B. When students exchange information about the experimental materials, they immediately ask other students to draw out relevant words in the book, and the teacher writes the corresponding words in the courseware mark. Let students read the relevant sentences again, think about the use of these materials and how to operate them, and experience Franklin's meticulousness.

C. What are the experimental results? Where can I see it? Read the last sentence. How was Franklin feeling at this time? Why is he so ecstatic? Read this sentence well. Feel Franklin's ecstasy.

3. Demonstrate the kite experiment process and guide the retelling.

This lesson has retelling requirements. When the students mentioned that they knew something about the kite materials, I asked the students to read the text again and discuss the uses of these materials. Then there is open communication in class. After students understand the use of these materials, students are then asked to carefully understand the actions of the characters in the article and understand the kite experiment process. Finally, I took the kite and some experimental materials prepared by the teacher and asked: Who would like to be a little Franklin and demonstrate and explain this experimental process to us? Through this part of the training, students unknowingly consolidated some key points of the kite experiment, which also provided a good opportunity for students to retell.

4. Adaptable knowledge

This lesson is a scientific story, which involves relatively broad and deep knowledge in electronics, physics and other aspects. Such as "electrostatic discharge phenomena, conductors, lightning rods", etc. During the teaching process, when I learned that Franklin had long observed that thunderstorms in the sky have many similarities with the phenomenon of electrostatic discharge, I guided the students to understand the phenomenon of electrostatic discharge from life experience: Students, when have you felt this in your life? To the existence of electrostatic discharge phenomenon? The teacher communicated with the students that in autumn and winter, the climate is dry, and sometimes there is a tingling feeling when touching the metal door handle. Sometimes when I touch my hands with my classmates, I feel like I'm being electrocuted. Also at night, if you turn off the lights and take off your sweater, blue sparks will appear with a "pop" sound. These are all static electricity phenomena. Such exchanges allow students to extend their knowledge and understand the similarities between the two, and appreciate Franklin's meticulous and comprehensive observations. When I learned that "Franklin discovered that the fibers on the hemp rope stood up like a roar," I added the characteristics of the fibers and understood the phenomenon of charging. When I got up in the dry season, I combed my hair with a comb in the morning. It will stand up, which is also live and has a signal. When I finally learned the principle of Franklin's fundamental discharge and invented the lightning rod, I guided the students to read after class to understand the relevant knowledge and get closer to Franklin. The study of the class has been extended deeper and wider. Finally, the teacher gave the students three related quotes, and Mian also extended the study of the text.

The classroom cannot be completely preset, and it requires too much flexibility! It was the first time I borrowed a class to take an open class. I didn’t read the students thoroughly enough and my expectations were too high. When students were unable to communicate and understand well in class, I was caught off guard and became annoyed, which caused the class to be inflexible, and the penetration of some of the above carefully designed knowledge points was not implemented as expected. As I walked off the stage, I felt a lingering sense of regret. Reflecting on this, I have a different understanding. This is not a rare experience.