1. Dictate words. Requirement: Report two words each time, only once.

The first group of words: car cover, pan? Pick a classmate to write on the blackboard. Name them in front of the stage and use their hands to indicate what a car hood and a pan are, so that students can understand that the car hood is larger than the pan and the pan is small.

The second group of words: Cang Cang Liang Liang? Tan Tang? Write on the blackboard. The teacher asked, which word would you use to describe summer? What word describes autumn? Let students understand the meaning of these two words. It emphasizes that "soup" is hot water, which is related to the word - go through fire and water? It is impregnable.

2. Understand the text content.

1. The teacher drew a horizontal line between the two groups of words and asked: What did the students find?

The first group of words describes the shape of the sun, and the second group of words describes the temperature of the sun.

Teachers and students read together. The teacher said: A child observed the sun from the perspective of its shape, and he found... the corresponding sentence in the student's reading. Teacher: A child observed the sun from the perspective of temperature. He found that... students read the corresponding sentences in the book. (Read many times)

2. The teacher connected the car cover with Cangcang Liangliang, and the dish bowl with Tantang, and asked: What did the students discover?

The car cover and Cang Cang Liang Liang describe the sun at sunrise, while Pan Yu and Tan Tang describe the sun at noon. (Use the above method, teachers and students read together.)

This step allows students to understand that different observation angles lead to different observed phenomena.

3. The teacher erases the car cover and pan on the blackboard, asks students to write "far" or "near" on the erased position, and asks students to talk about why. Use the same method to wipe off Cang Cang Liang Liang and Tan Tang. Based on life experience, students understand that objects of the same temperature are cold when they are far away and hot when they are close.

This is the conclusion of two children. Students find the original sentences in the book and use the same method to read them to each other.

4. At this point in the class, students understand the two conversations between the two children in the article. Once is the conclusion, and once is the reason. The teacher changes the method and reads to the students repeatedly. (The teacher says the reasons, and the students say the conclusions, or the teacher says the conclusions, and the students say the reasons.)

5. Understand "debate"

Students initially understand the meaning of argument and debate. The teacher asked the classmates to read aloud in different roles and once again experience the meaning of debate. The students and the teacher performed a debate, allowing the students to have a deeper understanding that the two children were arguing not only with their mouths, but also with facts, reasons, and thinking.

6. Ask students: Do you like two children? Student answer: Good at observation, good at thinking, not afraid, stick to your own ideas... (Due to the previous step of teachers and students performing debates together, at this stage, students' ideological understanding is logical.)

7. Study the last paragraph

The teacher asked: What do you know about Confucius? Students speak.

The teacher and the two students recreated the debate process again. The teacher said: Faced with the problem of two children, Confucius could not make a decision. What would he say or think at this moment? Ask students to write and then talk about it. (In this writing session, students thought from different angles, further felt the charm of Confucius' personality, and restored some of Confucius's famous sayings - knowing something is knowing it, and not knowing it is not knowing. When three people walk together, there must be a teacher... This is Confucius' Great wisdom. At this point, the spirit of the text has been sublimated, and the class has come to an abrupt end, leaving students with more different aftertaste)

Reflection

1. This lesson has a strong sense of design. Every step of the design, from shallow to deep, is interlocking. If any step is missing, it will be difficult for students to understand the following links. The famous teacher's lesson preparation skills are really impressive. He can find key words and internal connections in the text, and use them as clues to string together the teaching of the entire lesson. For example, the two sets of words dictated at the beginning are the two sets of words that connect the main content of the text.

2. Read aloud repeatedly and understand the content of the classical Chinese text through reading. The teacher did not explain the meaning of this classical Chinese article and did not ask the students to translate it. Through various forms of teacher-student reading, students can understand the meaning of each sentence and also complete the task of reciting. This made me understand, does teaching classical Chinese really require students to translate? Maybe reading more is a good way to understand.

3. The students’ feelings towards the characters in the article come naturally and naturally without forceful indoctrination or force-feeding. This is because there is sufficient foreshadowing. This is also where I was deeply inspired and studied hard in the future.

4. The teacher uses humorous language and is good at selling things to attract students’ attention and curiosity. At the same time, the teacher’s classroom language is concise, speaking slowly, and articulating clearly. These basic skills need to be accumulated over time and continuously improved in the future.

Collect the wisdom of famous people and make yourself stupid. After learning, you will not know enough, so learning is always on the way.