People teach the fourth grade courseware "Touch Spring" in the new curriculum standard primary school [three pieces]

1. To make students have a reading experience, they must immerse themselves in the rich emotional world of the text, read and recite it repeatedly, and taste the charm of language and the humanistic meaning of the text.

2. Personalized reading highlights the publicity of students' personality, the release of vitality, and emphasizes the play of students' subjectivity. Personalized reading in reading teaching depends on the guidance and promotion of teachers.

3. Pay attention to the close combination inside and outside the class, broaden the channels of learning Chinese and cultivate students' ability to accept information.

Brief analysis of teaching materials;

Touching the Spring is a text in the second volume of the fourth grade experimental textbook. This short lyric prose truly describes the story of a blind child feeling the beautiful spring with his hands and heart among the flowers, and expresses the blind child's strong pursuit of loving and cherishing life. The article is exquisitely written with rich and beautiful words.

The theme of this group is "Love Life". There are four texts about life, the purpose of which is to let students experience the beauty of life, think about how to treat life and love life.

Teaching objectives:

1, learn the new words in this lesson. Read the text correctly, fluently and emotionally and recite the last three paragraphs. Extract and accumulate good words and sentences.

2. Understand profound sentences and try to figure out the profound meaning contained in them.

3. Experience blind children's love for life, feel the author's care for life, and know how to cherish and love life.

Teaching focus:

Deeply understand the meaning of some key sentences.

Teaching difficulties:

Understand the profound truth revealed by the author.

Teaching focus:

Guide students to understand while reading, and understand the text content by understanding key words and connecting with real life.

Teaching process:

First of all, the introduction of passion

1, class, what season is it? Spring is a beautiful season. What is spring like in your eyes? (classmates chat. )

2. Spring is colorful and full of vitality, with blue sky and clear water and fragrant flowers. But what will all this be like for a blind person? In this lesson, we are going to touch spring quietly with the protagonist in the text. (Blackboard: 17, Touch Spring. )

Second, the preview

1, in order to learn the text better, first of all, let's take a look at the new words in this lesson: (Show: the path is smooth, the arc flies instantly, the right side is colorful, stumbling quietly and lingering fragrance) Who will read it?

Is there anything that needs reminding?

Teacher's key instruction: the initial consonant of "long and instant" is the tongue, the vowel of "long, precise and fragrant" is the nasal sound, and "stumble, instant, strength and object" are all nasal sounds. Also be careful not to pronounce "diameter" as "jιng" and "curl" as "mi m 4 o". Instant stroke order. Like the word solitary and arc. )

The students seem to have a good grasp of new words.

2. Let the students read the text aloud, read the correct pronunciation and sentences, and think: What is written in the text? In the spring season, the blind child quietly closed a butterfly. Then she opened her finger and let the butterfly go. )

Third, study the text.

Who can tell you what impression the little girl in the article left on you? (Love spring, love life, love life) Let's have a look. Which sentences in the text are written about loving spring, life and life? Underline the key sentences and write your experience.

(1) Paragraphs 2 and 3

1, "Quietly shuttle among the flowers. She walked smoothly without any embarrassment. "

Guide students to grasp "fluency" and "stumbling" and let them feel the love of blind children for spring and life. )

We know how blind people usually walk. Stumbling, stumbling and being silent, why can it go so smoothly?

Contact the above: "This little girl lingers among flowers all day."

From the key word "all day, lingering", we can feel our silent love and love for spring.

So these two sentences are related, one is cause and the other is effect. Look at these two sentences, because: "this little girl lingers among flowers all day." So: "Quietly shuttle through the flowers. She walked smoothly without any embarrassment. "

"Quiet stop in front of a Chinese rose. She slowly stretched out her hands and, under the guidance of the fragrance of flowers, reached out to a rose with dew. "(students talk)

Comparative sentence

She reached out her hands and, guided by the fragrance of flowers, reached out to a rose with dew.

She slowly reached out her hands, and under the guidance of the fragrance of flowers, she reached out to a rose stained with dew very accurately. Read and feel the difference between these two sentences. Which is better and why? Reach out your hand quietly and slowly, because she is afraid of hurting Rose. Chinese rose is a kind of plant, and it is also alive. I can gradually realize that Wenjing is a girl who loves life. From the word extremely accurate to quiet, I know this place very well. It can be seen that she likes spring very much and likes its beautiful scenery. Who can read this passage with love for spring? (soundtrack)

Next, what other places make you feel quiet, love spring and love life?

(2) Paragraph 4

"Quiet fingers quietly closed, actually gathering up the butterfly, it's a miracle! The butterfly with eyes open was caught by the magical spirituality of the blind girl. Butterflies fluttered between her fingers, and her quiet face was full of surprise. This is a brand-new experience. An Jing's mind came to a place she had never experienced before. The teacher shows the sentence, and the students first talk about their understanding of this sentence. )

Butterflies are open-eyed, and blind children can't see anything, but "the open-eyed butterfly was caught by the magical spirituality of this blind girl." What does "magical spirituality" mean here? Yes! It is not so much that the butterfly is trapped in silence, but rather that it is attracted by the magical spirituality of silence, loves spring and life, and willingly falls into her palm. How happy, excited and excited it is to capture the silence of the butterfly. Who will read-

Students, at this time, you are quiet. (Music) Butterflies are flying between your fingers. How do you feel? I feel butterflies flying in my hands. A life is in my hands, and it has a strong desire to survive and has been fluttering. ) Yes, they are all new feelings about silence. Who will read it again-

(3) Paragraph 6

Teacher: What a good book! What other places make you feel quiet, love spring and love life?

"In the depths of spring, I feel the spring quietly and carefully. For a long time, she opened her fingers, and the butterfly flapped its wings and flew away, quietly looking up. At this moment, the quiet heart must cross a beautiful arc. Butterfly has drawn an extremely beautiful curve in her eight-year-old life, telling the concept of flying. "

Quiet is so good for life. She released the butterfly. When the butterfly flew away, she looked up and looked around. For a blind child who can't see anything, why should she look around? The butterfly flew away. Where did it go? How to fly? She wanted to know, so she looked up. ) Yes, although I can't see with my eyes, I have to look at it with my heart and feel it with my heart.

Xiu: "For a long time, she opened her fingers and the butterfly flapped its wings and flew away. Looking up quietly, she seemed to see (). She seems to see a butterfly flying. She seems to see beautiful flowers and green grass. She seemed to see the blue sky and white clouds, and birds were jumping on the branches. ……)

At this moment, what is spring like in a quiet heart? Spring is full of vitality. Spring is beautiful. Spring is beautiful. ……)

Read the article aloud.

(iv) Paragraph 7

So, I didn't break the silence. Because in this fragrant morning, tranquility tells me this truth: (reading: everyone has the right to live, and anyone can create a colorful world of their own. How to understand this sentence? Quiet. He's a blind child. Although she can't see, she touches the spring with her heart and knows what is flying and what is spring. How much she loves life! )

(5) Summary

This is the special girl-quiet, this is the blind girl (pointing to the blackboard and saying: love spring, love life, love life)-quiet!

Fourth, reading development.

1. There is also a blind man who loves life very much.

(Multimedia presentation: Helen? Keller (1880— 1968) Helen? Keller 1880 was born in mbia, Tuscany, northern Alabama. When she was one and a half years old, a serious illness deprived her of her sight and hearing, and then she lost the ability to express herself in words. However, in this dark and lonely world, she actually learned to read and speak, and graduated with honors from Radcliffe College in the United States, becoming a knowledgeable writer and educator, mastering five languages: English, French, German, Latin and Greek. She traveled all over the United States and the world to raise money for schools for the blind and devoted her life to the welfare and education of the blind. She has won the praise of people all over the world and won many government awards. )

2. Open the book after class and read the link, excerpted from Helen? Keller's essay "If you give me three days of light". Ask the students to think while reading silently: What have you learned?

Health: Helen. Keller discovered the subtle symmetrical patterns of leaves, the smooth and delicate skin of birch and the rough and hard skin of pine. ...

There are many such people in life. Who will you think of at this time? I thought of Zhang Haidi, Xinglinzi, Hawking ... They lived tenaciously and created many miracles. We are healthy people, and we should love and cherish life. )

4. Teacher's summary (multimedia display of characters): Blind children quietly feel the beautiful spring with their own hearts. She told us: "Everyone has the right to live, and anyone can create a colorful world of their own." Helen. Keller, a person who lives in the world of blindness and deafness, graduated from Harvard University and was named one of the top ten heroes of the 20th century by Time magazine. She also told us: "Everyone has the right to live, and anyone can create a colorful world of their own." Zhang Haidi, Xinglinzi, Hawking, Sang Lan ... These people who dare to challenge bad luck also tell us this truth: "Everyone has the right to live, and anyone can create a colorful world of their own."

Blackboard design:

17, touch spring

I linger and love spring.

Quiet (blind child), fluent and loving life.

Stick to it and love life.

look around

The second design concept:

Pay attention to guiding students to learn actively and experience with emotion, so that students can really read the text, read the text into their own hearts, read the charm, read the thoughts and read the unique feelings.

Teaching objectives:

1. Learn 9 new words after class, only know the words in the green line and don't write them. After class, experience the expressive function of the words with dots in Exercise 3 and accumulate them.

2. Be able to read the text correctly, fluently and emotionally, and recite relevant paragraphs of the text selectively.

3. Read the text, have your own unique understanding, and be able to express your views by reading aloud.

4. With the help of the language in the text, you can understand "respect life" and "love life".

Teaching focus:

Deeply understand the meaning of some key sentences.

Teaching difficulties:

Understand the profound truth revealed by the author.

Teaching process:

First reveal the topic step by step and question the touch of spring.

1. Students, what season is it? (Answer with the students and write on the blackboard: Spring) Before class, the teacher and everyone go to the campus to look for spring. Have you found spring? How did you find it? (Ask some students to talk about it)

The way of learning is to connect with the reality of life and take students to find spring before class, which not only accumulates language, but also mobilizes emotions, so that students can have something to say and express their feelings in class. Starting with what students know, students can quickly enter learning activities, shorten the distance between text and life, and make students learn naturally and easily.

Yes, we can see spring with our eyes, listen to it with our ears, smell it with our noses and describe it with our mouths. However, there is a girl who wants to touch spring with both hands. (blackboard writing: touching)

Today, the topic of the text we are going to learn is "Touch Spring". Please read the topic, you are sure to read many questions. (name exchange)

Second, walk into the touch of spring and grasp the full text as a whole.

1. Yes, you can see, listen, smell, say and touch in spring. Please scan the text quickly and express your preliminary understanding of the text according to this statement. (display)

2. After students browse the text, say their names.

Quiet (who) is stroking flowers and butterflies with hands (heart) (spring).

With the students' answers, the teacher wrote on the blackboard: Blind children be quiet.

Curriculum standards point out that students should be trained to browse and collect information according to their needs in reading teaching. This link is designed for this purpose.

Only knowing the main content of the text can't meet our requirements. If you want to understand the text more deeply, you must study hard and experience it with emotion. Please read the text again and read it correctly and smoothly with the help of pinyin.

4. Check the reading and the teacher comments on the camera.

Third, read "Touching the Spring" and read personal feelings.

1. Students, please select the part that you are most interested in and read silently, and ask at least one question.

2. Have you read it? Have you thought about this question? Who wants to talk?

Reading is a personalized behavior. We should fully respect students' unique feelings and experiences, so that students can deepen their understanding and experience, feel and think in positive thinking activities.

According to the students' answers, the camera shows the following key sentences to guide students to understand their feelings.

3. Show the third paragraph.

(1) What touched your heart and your feelings in this natural passage?

(2) Do you know "shuttle"? Can you come and perform? Let the students perform "Shuttle" in the aisle between tables.

(3) Quiet is a blind child. What is the world of the blind? Please close your eyes and feel it. Please close your eyes and "shuttle" to everyone. Students talk about their feelings.

In reading, only by studying hard and experiencing with emotion can we walk into the text, approach the author, approach the protagonist, resonate with them, think what they think and feel what they feel.

(4) What can we learn from the word "shuttle"?

(5) It is really touching that a blind child can shuttle through the flowers like this, loving the flowers that she can't see or see at all! Is there anything else that moves you in this natural passage?

(6) What can we see from this word? (name exchange)

(7) Guide reading.

4. Show the fourth paragraph.

(1) What touched your heart and your feelings in this natural passage?

(2) (Add some points to "unexpected" in combination with the students' answers) How well the word "unexpected" is used is unexpected to the author. He didn't think of anything.

(3) in the author's words-this is really a miracle! (Add some dots on "miracle") How do you understand "miracle"?

(4) Students, if you are quiet, what kind of feelings will you have in your heart at this moment? Please close your eyes and listen to the teacher read slowly. The students closed their eyes, and the teacher read the butterfly passage softly to the music. )

(Ask students to share their feelings)

The teacher's reading aloud, with sound and emotion, can bring students into the situation, enhance their feelings about the theme and mobilize their emotional participation.

(5) Yes, this kind of experience, this kind of experience, has never happened before. How surprised and excited she is at this moment! Let's walk into the quiet heart with the music and touch the spring with her! (Students read paragraphs 3 and 4 aloud to the music)

5. Display the sixth paragraph.

(1) Please tell us about this move. (Read the sixth paragraph)

(2) What kind of spring scenery does "quietness" give people? (name exchange)

(3) (showing a picture of a butterfly flying) The teacher read aloud: For a long time, she opened her fingers, and the butterfly fluttered away and quietly looked up. Students, do you think you can see flying butterflies when you are quiet? Lead the students to discuss: invisible, because she is blind; Yes, because she has seen it in her heart)

In classroom teaching, consciously presupposing some conflicts can stimulate students' thinking sparks, guide students to think more deeply, and at the same time activate the classroom atmosphere, so that students' understanding in the debate can be sublimated.

(4) Students read the sixth paragraph together.

Fourth, read Touch Spring again and feel the beauty of life.

1. Students, this text can touch our hearts and touch our feelings in too many places. In fact, silence is reading spring attentively, and the author is also reading silence attentively. Do you all understand? Please read the text again and try to show your reading results in this language. (display)

2. Ask students to exchange views.

Yes, everyone has the right to live, and anyone can create a colorful world of their own.

Students must be familiar with these pictures. Do you remember what program it is? Standing in the front is Tai Lihua, one of the people who moved China in 2005. This is not only because the program table is wonderful, but also because the actors who perform this program are deaf and dumb. In the silent world, they created such a wonderful world, contributed hundreds of millions of ideas and touched hundreds of millions of viewers.

The expansion of this link will help students to further feel the theme of the article and let them truly understand that "everyone has the right to survive, and anyone can create a colorful world of their own".

Let's read this sentence again. (Students read: "Everyone has a colorful world." )

6. Students, touching the silence of spring is a blind child. All the actors who play avalokitesvara are deaf and dumb. Although their bodies are defective, they still love life like normal people and play beautiful and harmonious life music for themselves and society.

5. Get out of touch with spring and love eternal life.

1. Collect the information of "Love Life, Love Life" and run a tabloid.

You must have a lot of feelings after reading the article. Please write down your feelings.

3. Under the guidance of the teacher, a squadron theme meeting was held with the theme: Our life is so colorful.

(Select one of the above jobs to finish)

Personalized homework can take into account the individual differences of students, so that every student can improve on the original basis.

Article 3 Teaching objectives:

1, can read the text correctly and emotionally.

2. Through the understanding and reading of the text language, we can feel the blind children's love for life and stimulate students' thoughts and feelings of loving life and creating a better life.

3. Understand the meaning of "everyone has the right to live, and anyone can create their own colorful world".

Teaching focus:

Feel the beauty of the text by reading, understanding and reading its language.

Teaching difficulties:

Feel the blind children's love for life and understand the meaning of "everyone has the right to live, and anyone can create their own colorful world".

Teaching methods:

Using flexible and diverse teaching methods, through inspiration, find out the key words in the text, so that students can understand sentences in cooperation, communication and inquiry activities, contact the context and combine with real life.

Teaching process:

(1) Preparation before class.

In this spring season, I am very happy to come to class with you. Students, are you happy? Would you like to welcome Mr. Kang in your way? Everyone's applause is not only a welcome to the teacher, but also an encouragement to the teacher. To show our gratitude, the teacher gave everyone a song. Those who can sing can sing along.

(2) import.

1. How about singing? That teacher is so happy. Can we start the class? Children are looking for spring, because spring is beautiful. What is spring like in your eyes? Can you describe it in one word? (Students speak freely) (Blackboard Spring)

Spring is really beautiful in the eyes of students! How do students discover the beauty of spring? Yes, we can watch the beautiful spring scenery with bright eyes and feel the fragrance of flowers and plants with our noses, while the protagonist of our class 17 quietly touches the spring in his own unique way. (Touching on the blackboard)

Step 2 read the topic together

(3) overall perception, review the content of the text.

1, summarizing the content of the article

Who can tell me what this text is mainly about? (Students say)

Quiet such a move, the author lamented: this is really a miracle! Why does the author say this is a miracle? Isn't this easy for us to do? (Students say)

What miracles did silence create?

2. Read the text, think while listening to the text, and draw sentences that you think are related to miracles.

(4) Read the text carefully and make an in-depth analysis.

1. What miracles did the blind girl quietly create? Read the sentences you drew to your classmates.

2. Naming (miracle content on the blackboard)

3. Tell each other how silence works these miracles. What did you learn from the miracle?

Preset (1) shuttled quietly among the flowers, and she walked smoothly without any stumbling.

1, read this sentence first.

2. How is silence achieved? How do students view blind people walking quietly but smoothly?

3. Think about silence. Why are you shuttling here? Feel the beauty of life, quiet and happy. )

Read the second paragraph with this feeling, (love for spring, quiet happiness)

Preset (2) stop quietly in front of a Chinese rose. She slowly stretched out her hands, and under the guidance of the fragrance of flowers, she reached out to a rose stained with dew very accurately.

How did she do it? What is she going to do?

Students, please be quiet. Under the guidance of the fragrance of flowers, you know the position of the rose so accurately. How did she reach out? What do you feel from this subtle movement?

Read the third paragraph with this beautiful feeling and pronounce the name.

Love flowers quietly, love spring and all the beautiful things in life. Let's read the third paragraph together and feel her love between the lines.

Presupposition (3) It's a miracle that the quiet fingers closed quietly and caught the butterfly! The butterfly with eyes open was caught by the magical spirituality of the blind girl.

How do you think silence catches butterflies?

How do you think the author feels? Walking around among flowers all day, she must have a strong fragrance of flowers. The butterfly thinks she is a flower. )

Where does "magical spirituality" come from? What does it feel like to be quiet? She loves flowers and spring so much that she reaches out her hands. )

Suppose the situation is that the students are very quiet now (the teacher played a demonstration reading with music). What do you think of a quiet heart?

How does the author "I" feel when he sees such a scene?

Read the fifth paragraph by name.

The author saw the quiet and colorful inner world, did you see it? So what is her inner world like? (Students say)

Presupposition (4) Feel the spring quietly and carefully in the depths of spring; How does silence treat this butterfly in your hand?

A long time, how long, what does it mean?

Fly the butterfly and look up quietly. What does "look" mean? What are you looking at quietly? (Quiet. Look around with her heart. )

Courseware 3. At the moment when the butterfly was released quietly, she looked up and looked around. She seemed to see it, she thought. (Desire for light, desire for flying)

With this desire, let's read the sixth paragraph and call the roll.

(5) Return to the whole and expand.

Quiet love for life, unique feelings about life, I feel deeply moved by the author, no wonder the author will make such a sigh.

Courseware: Everyone has the right to live, and anyone can create a colorful world of their own.

What does "who" mean in this sentence? Let's talk about the text and real life. We must love life, love life. )

Teacher, here is an example.

Text connection

Helen? Keller has been deaf and blind since 19 months, but she is still happy. She also created her own colorful world. Let's read it.

Can you name Helen in one word or one sentence? Keller left an impression on you. Let's take a look at the textbook link and get to know Helen. What is Keller's mood?

Life is beautiful, as long as you love her, she will give you the opportunity to create your own colorful world. But not everyone has the right to enjoy life. We will never forget the day last year when an earthquake measuring 8.0 on the Richter scale occurred in Sichuan Province, which claimed countless precious lives. A survivor once said that when I woke up in the morning, I saw the rising sun again, and I felt happy. Having said that, I believe you must have a deeper understanding of life, so pick up a pen and write down your feelings!

Foam language also tells us ... can we do it? Let's take action after class and run a wall newspaper about "Love Life". Students, where should we look for information? Ok, the teacher is waiting for your good news. Thank you for your cooperation. Goodbye!

Blackboard design:

17, touch spring

fluent

It is beautiful that miracles extend to life.

continue