The teaching courseware "Life, Life" for the first grade of junior middle school I. teaching material analysis

The first unit of the sixth grade of the Chinese textbook of Shandong Education Publishing House arranged the article "Life, Life". This unit takes life as the theme, and the six texts are wonderful chapters to express life feelings. As Madame Curie said, "life is not easy for anyone", entering junior high school is a new starting point on the road of life, and it will also face all kinds of difficulties. The article in this unit tells us how to deal with the difficulties and misfortunes on the road of life, which freshmen need very much, and we can get useful enlightenment from it. The unit guide in the textbook clearly points out that the text of this unit was written by the author with his own vision, experience and thinking about life. Reading these articles can guide students to appreciate and care for life.

Life and life are trivial things: moths are struggling in danger, sweet melon seeds are sprouting in the cracks of bricks in the corner, "I" listen to my heartbeat and feel my life, expressing the author's tenacious optimistic and positive attitude towards life in adversity, which can guide students to think about big problems in life, establish a correct outlook on life and pursue a better life by reading the text and combining their own life experiences. This article is very concise. It tells you the true meaning of life, and students can learn something from the author's ingenuity in material arrangement.

This unit is the first unit in junior high school. On the one hand, we should pay attention to students' existing knowledge level and life experience, on the other hand, we should pay attention to the significance of initial stage positioning and setting, and confirm that students are the masters of learning, the subjects of learning and development, and teachers are the guides of learning activities. Strive to form a learning style in which teachers guide and organize students to be independent, cooperative and inquiry.

Second, the teaching objectives

1, teaching objectives

The new curriculum standard points out that Chinese teaching "should pay attention to the influence of Chinese and pay attention to teaching."

The value orientation of learning content should also respect students' unique experience in the learning process, "pay attention to cultivating students' Chinese practical ability" and "let students contact Chinese materials more directly and master the law of using Chinese in a large number of Chinese practices". According to the characteristics of this course, according to the three dimensions of knowledge and ability, process and method, emotional attitude and values, the teaching objectives are as follows:

(1) Guide students to read the text, grasp the content of the text as a whole, and understand the author's writing intention.

(2) Learn to select typical cases from ordinary trivial matters, and write small ones.

(3) Enlighten students to contact their own life experiences and related extracurricular materials, think deeply about the meaning of life and cultivate a positive attitude towards life.

2. Teaching emphases and difficulties

This text is not difficult to understand at first reading. In order to prevent superficial reading, we should not only guide students to accurately grasp the meaning of the text, but also study the text in depth to get more gains. Therefore, through the analysis and comparison of three cases, it is determined that the writing method of learning from childhood is the teaching focus. Through cooperative inquiry, guide students to complete this teaching focus.

Students in Grade One may think little or superficially about the heavy topic of life. How to guide students to think deeply about life problems with their own life experiences and really gain something is not only the focus of learning, but also the difficulty of learning. I mainly break through this difficulty by guiding students to read aloud repeatedly, mobilizing students' existing emotional experience in combination with the content of the text, and increasing the information capacity of the classroom.

Third, teaching methods.

"Reading teaching is a dialogue process among students, teachers and texts. Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice. " According to the new curriculum standards, I mainly adopt the following teaching methods in this class:

1. Guide students to read aloud: each article has its own unique meaning. Only by reading aloud repeatedly can we understand its profound and rich ideological connotation. This lesson guides students to read the text repeatedly, so as to achieve accurate pronunciation, appropriate pause and initial tone reading, and to understand the author's writing intention in the reading process, so as to make students' thoughts sound; In the process of reading, we can distinguish the author's choice of materials and experience the writing technique of seeing the big from the small.

2. Discussion method: guide students to study independently and explore cooperatively, deeply understand the content of the text and dare to express their opinions.

3. Enlightenment: Freshmen's study habits have yet to be developed, and they are not familiar with the new teaching methods. As the guide and organizer of teaching, teachers should inspire students, demonstrate learning methods, stimulate students' interest in learning and guide students to think deeply about the text when necessary.

Fourth, study law.

1, Reading aloud method: Students read the text repeatedly under the guidance of the teacher to understand the thoughts and feelings that the author wants to express.

2. Discussion method: guide students to actively participate in classroom discussion, cooperative inquiry and autonomous learning. Speak boldly and learn to express your ideas clearly around the center.

3. Contact and comparison: through comparative analysis, strengthen the understanding of the text content, learn to obtain effective information through various forms, improve the ability to collect and process information, and broaden the thinking of Chinese learning.

Verb (abbreviation for verb) teaching process (one hour)

1, creating a situation-introducing a new lesson (4 minutes)

We are playing Beethoven's symphony of destiny. Beethoven was a great musician. His life was accompanied by illness and loneliness, but he created many excellent music works. Beethoven famously said: Hold the fate by the throat. The musician expressed his indomitable spirit of fighting against cruel fate with music. Gorky said that suffering is a university. Yes, suffering can make people suffer misfortune, and suffering can also make people think more deeply about life. Xing Linzi, a writer in Taiwan Province Province, suffers from illness. (Students read the notes to learn about Xing Linzi. ) We study the text to see how the author thinks about life. (blackboard writing topic)

Beethoven's symphony of destiny began to be played in class. Ask the students if they have consulted Beethoven's examples in the preview. If there is no student to answer, if there is no teacher to briefly introduce Beethoven's deeds. The main purpose of lead-in is to stimulate students' interest in learning the content of the text. Beethoven's deeds and music can stimulate students' interest and inspire their spirit. Beethoven's experience is similar to that of the author of this lesson.

Arrange students to preview in advance, consult relevant materials, and understand how a celebrity they admire overcame difficulties and achieved success. Behind every successful person, there is a history of struggle soaked with blood and sweat. This information should be easy to find, and it can also inspire students to understand that a better life requires struggle.

2. Read the text aloud-overall feeling (8 minutes)

(1) roll call and ask students to read the following words accurately. Harassing siesta, thriving, destroying mediocrity, and living up to it with awe.

Arrange students to preview the text in advance, use after-class notes and dictionaries to solve new words, and gradually develop the habit of self-learning words.

(2) Reading the text by roll call requires accurate pronunciation and proper pause. Pay attention to thinking: What examples are written in the article? Moths are desperate to survive, melon seeds are in trouble, listen to the heartbeat. Correct students' possible pronunciation mistakes and inappropriate pauses in time. Write on the blackboard to encourage students to speak, and don't stick to what is on the blackboard. )

(3) Practice reading the text alone, reading fluently and emotionally. Focus on the last three paragraphs and see the author's view on life from three examples.

The first thing to think about is that you must be responsible for your own life and live a meaningful life. The second point is how to look at the shortness of life, how to look at birth, aging, illness and death, that is, to make limited life play an infinite value. The third point is to cherish life and make unremitting efforts for it. (Write it on the blackboard. Inspire students to answer in the original text and underline the key words in the text. )

3, cooperative discussion-in-depth exploration (20 minutes)

This article is all trivial matters, but the author has learned profound truth from it, which is both cordial and thought-provoking. Are these three examples written by the author randomly selected? Can you change the order? Have you ever met a similar little thing in your life? What enlightenment can I get from studying this text in my future composition? Let's study the text carefully and try to get more gains.

After reading the text twice and grasping the main content of the text as a whole, students will think that they have understood the text. At this time, asking questions in time can stimulate students' interest in further exploring the content of the text, and "let students jump up and pick peaches" is in line with the cognitive law of students' recent development areas.

Discussion mode: four people cooperate and the whole class communicates.

(1) Find the example you like, draw keywords or keywords, and read in groups. What are the differences in the meanings and emphases of these three examples?

Instruct students to read aloud, reread the key words, read out their feelings, especially the discussion part, and read aloud with affectionate and praise tone.

Keywords desire for life, hope for vitality, life (or struggle)

The theme of the first example is the desire to survive, emphasizing that all life has a strong desire to survive, and no matter how dangerous it is, it will not give up its efforts to survive. In other words, life loves itself. The second example talks about the strength of vitality from the perspective of the birth of life. The third example is listening to your own heartbeat. At this time, it is easiest to feel your own life, which naturally causes the author to think about his own life. This topic can cultivate students' discriminating ability, and will not eat the text alive. To answer this question on the basis of the previous question, students should have ideas and make sense.

(2) Why are the three cases arranged in this way? Why are the first two examples worms and melons?

Explain that any humble life in the world has tenacious vitality, let alone people. When students don't understand, the teacher can guide them: the examples of animals and plants cited by the author are all humble little lives. Why not mention lions, elephants and other behemoths, but only small moths? Don't say towering trees, just say a small melon seedling. What does this sort mean? What did you learn from it?

(3) The author writes ordinary trivial matters, but it leads to profound philosophy. Have you ever met a little thing with profound truth in your life? What have you gained in writing after learning this text?

Inspire students to contact their past life and composition experience and talk about their own gains. Students' thinking may be limited by the content of the text. For example, choose examples similar to the content of the text to inspire students to say it from different angles. Ye Shengtao said that the textbook is nothing more than an example, and the purpose of the second question is to take the textbook as an example to inspire students to observe life, learn to tap the meaning of ordinary things in life, and realize the benefits of writing methods that see big from small. This aspect of learning should be extended after class, combined with students' extracurricular practice, to guide students to learn to choose materials and solve the problem of "cooking without rice" in writing weekly diaries.

(4) How about changing the title of this article to life? Why?

The title of this article highlights the love and call for life with repeated rhetorical methods, revealing a strong sense of life. If you change it, it won't have such an effect. Can guide students to talk about different views. Contact the author's special experience, inspire students to further understand the content of the text, guide students to read the title of the text with affectionate and infectious tone, and guide students to grasp the emotional tone of the article and read the full text.

Summarize the discussion.

4. Contact materials-expansion and improvement (12min)

Design 1: Xiao Yi (a pseudonym), a 3-year-old boy who is addicted to the virtual world of online games, chooses a special shape to bid farewell to the real world: standing on a 24-story building on the Bund of Haihe River in Tanggu District, Tianjin, his arms stretched horizontally, his feet crossed into a flying posture, and he jumped up and flew to the southeast sea to pursue those heroic friends in online games: Dadian, Tyrande, Vengeance and Shoushou. A teenage boy ended his life like this. Please say a paragraph with "Yi, I want to tell you" as the central content, combined with the gains from studying the text. Xing Linzi's life is unfortunate, because she has been suffering from diseases since 12 years old. Xing Linzi's life is wonderful, because she works hard and struggles bravely, which makes her life glow. According to the author's thinking about life, can you give one or two more examples from life?

Students can analyze materials from different angles, and the key point is to guide students to talk from the perspective of cherishing life. Inspire students to talk about their emotional experience in real life. Let the students talk about their thoughts and gains in the form of dialogue. With a preset audience, students' thinking will be more active.

The second question is related to students' preparation before class and accumulation in peacetime. Both positive and negative examples can be cited, aiming at broadening students' horizons and promoting students to think more deeply about how to treat life. There are fresh Chinese learning materials everywhere in life, so the purpose of this design is to strengthen students' grasp of the theme of the article on the one hand, and to guide students to pay attention to life and learn to collect and process information on the other.

It is impossible for teachers to help students establish a correct life through the teaching of a Chinese class.

It seems that if students can have a little rational thinking about life by studying the text and contacting relevant materials, even if they start thinking, the emotional value goal of this Chinese class will be well reflected.

Design 2: Comparative reading: Compare this text with the same article in the appendix after class, which one do you prefer? Why?

Contrastive reading of this topic can cultivate appreciation ability and further strengthen students' understanding of the theme of the text. Watson's article is exactly the same as the first example cited in the article. In this paper, three examples lead to three thoughts, while Watson's article describes in detail how the injured bees struggle. To guide students to read the text silently, students should respect their different hobbies, which article they like. The key is to inspire students to answer "why" and ask some reasons, so as to cultivate students' appreciation and independent thinking ability.

Conclusion Life is a profound and complicated proposition, and different people write their own answers with different lives. "Put your limited life into serving the people indefinitely" is the answer of soldier Lei Feng. "Life is precious, love is more expensive. If you are free, you can throw both ",this is the answer of revolutionary petofi; "My life and all my energy have been dedicated to the most magnificent cause in the world-the struggle for human liberation", which is ostrovsky's answer; "Only when people devote themselves to society can they find the meaning of a short and risky life", which is the answer of scientist Einstein ... What kind of life answer do students want to write with their own lives? Let's think seriously from now on!

5. Allocation (1 min)

(1) Sort out the collected materials into reading notes.

(2) Pay attention to observing life, think about the significance of ordinary little things in life, and prepare to write a weekly diary.

Sixth, blackboard design

Life, life

Xinglinzi

Mother's desperate desire for survival.

The plight of melon seeds breeds vitality.

Listen to your own heartbeat.

The learning goal of the first grade teaching courseware "Tongqu" in junior high school

(1) Accurately divide the phonetic pause and read and recite the text in a clear rhythm.

(2) Understanding Only when you are good at observation, association and imagination will you be interested in things other than things.

③ Learn to accumulate keywords.

Teaching focus

Read aloud repeatedly to understand the main idea of the article.

② Understand the similarities and differences between ancient Chinese and modern Chinese, and master the rules of learning ancient Chinese.

(3) through observation and imagination, know to enjoy life.

Preparation before class

Ask students to read aloud repeatedly, pause correctly and make clear the meaning of the text.

first kind

Introduce new courses:

Introduce by creating situations.

Quote the description of children in ancient poems, such as the poem in Li Bai's Gulangyue: "Young people don't know the moon, so they are called Bai Yupan. I also suspect that Yao Taijing is flying on the other side of Qingyun Mountain. " ) Arouse students' association.

This paper introduces the significance and methods of learning classical Chinese.

1, classical Chinese is an ancient written style characterized by simplicity and elegance. Classical Chinese comes from ancient spoken Chinese, and modern Chinese also comes from ancient spoken Chinese. They have the same origin and different currents, and there are similarities and differences. Similarity is primary and difference is secondary, so it is not difficult to learn. We should have the confidence to learn well.

2. Learning classical Chinese is to inherit the culture of the motherland and can help us understand many things in history; Modern Chinese still retains many words and expressions of classical Chinese. Learning classical Chinese can enrich our language warehouse.

3. The key to learning classical Chinese well is to cultivate a sense of language. There are "three essentials" to cultivate a sense of language: first, be familiar with reciting texts so as to be familiar with the expressions and language habits of classical Chinese; Second, we should use our own heart to understand, with the aim of integrating "speech" and "meaning", and knowing "meaning" by seeing "speech"; Third, we must actively accumulate vocabulary and vocabulary in order to master the expression tools of classical Chinese. These three articles are closely related and indispensable.

read aloud

Instruct students to read aloud. We can start by dividing the pause. Because students are used to reading word by word in primary school (which is helpful to recognize fonts and pronounce correctly), it is no harm to let students know that the reading method is different from before with individual examples first. For example:

Can look up/see the sun, strong/strong.

Make it/smoke/fly, make it/crane/watch.

(In the example, "/"means obvious pause and ""means extremely short pause.)

The purpose of dividing pauses is to clarify the level of sentence meaning, which makes the sentence meaning easy to understand.

The first time, the teacher looked at the model; The second time, the teacher leads the reading, the teacher reads one sentence, and the students read one sentence (in order to let the students grasp the pause correctly). The third time, the teacher read aloud and the students read in a low voice; The fourth time, the students read together. Pay attention to the pronunciation of the following dotted words:

The reserved advantage (mi o) means strong project (jiāng), crane (li), pleasant nature (Y), bulge (āo tū), gully (hè) and frog (lài).

Master the law

Monosyllabic words account for the majority in classical Chinese, while disyllabic words account for the majority in modern Chinese. As long as the context is linked, monosyllabic words can be turned into disyllabic words. Some words can be explained by synonyms, and the words that are not easy to change are the words you should remember in particular. The teacher tried to say a word or two according to the above method. Focus on explaining the method.

Students can read the text freely.

Understand the meaning of the text

Use the method taught by the teacher to clarify the meaning of the text according to the notes after class, and circle the places you don't understand. Students discuss and communicate in groups of four to solve their unsolved problems.

Discuss and communicate with the whole class to solve the problems that the group failed to solve.

Teachers inspire students, set up small steps, let students solve unresolved problems by themselves and understand the main idea of the text. Read the notes and understand the meaning. Pay attention to understand the meaning of the words added below.

(1) Xiang Qiang (neck, neck) (2) Fruit like a crane in a cloud (true)

(3) forest with grass; (4) vigorous.

⑤ Party trance (positive )⑤Driving out of the hospital (driving, expelling)

⑦ Clear eyes: Even tiny things can be seen clearly, showing excellent eyesight.

8 Self-satisfaction: describes the appearance of comfort, happiness and satisfaction. Yiran: A comfortable and happy expression.

Pet-name ruby behemoth: describes an extremely large animal.

Attending the thunder of mosquitoes in summer: mosquitoes make thunderous calls.

Read the text again and solve the following problems.

(1) What does the article revolve around to recall three interesting things?

Try to sum up these three interesting things in concise language.

How did you get interested in three interesting things?

Students' independent discussion is clear:

A. The article recalls three interesting things around "the interest outside things".

B. The first thing is to treat mosquitoes in summer as a group of cranes, spray them with smoke, and let them fly against the smoke and feel happy. The second thing is to regard the convex and concave parts of the earth wall, flowers and bushes beside the flower bed as nature; Thirdly, the toad was regarded as a monster, and how to punish the toad was written, which showed the innocence of childhood.

C. fun can only be obtained through careful observation and rich imagination.

Complete the classroom exercises

Teacher's summary

"Interest outside things" is not owned by things themselves, but related to things. "Interest outside things" lies in being good at observing and imagining, so that interest is born from things.

Students can read quickly and freely after class, and then read quickly together.

Recite the text in a limited time

Second lesson

lead into/introduce

Read the text together, and boys and girls will recite the text in a competition. How can we get "fun outside things"?

Analysis of paragraph 1

"Observe clearly" and "observe carefully" are two key words, meaning keen and careful observation. Only in this way can we get the "interest outside things".

"Look at the sun with your eyes wide open, and be good at observing"-the skill of observation.

"When you see a small object, you must carefully check its texture"-the habit of observation.

Sometimes there are interests beyond things-the harvest of observation.

If we analyze paragraphs 2, 3 and 4, we just "observe" and "examine carefully". Is there any "fun outside things"?

Clarity-in addition to "observing clearly and carefully", you must have rich imagination to truly gain "interest outside things"

Student Thinking: Which of the following three interesting things do you like best? Recite and tell vividly in your own words.

Discussion answer: How does the author imagine it?

The discussion is clear:

The first interesting thing: first, let the summer mosquitoes "dance for a group of cranes privately" and enjoy it; Then leave the mosquito in the vegetarian account, "let it fly on the smoke", which is a pleasure.

The second interesting thing: take "shrubs as forests", "insects and ants as beasts", "convex people as hills" and "concave people as valleys" to feel at ease.

The third interesting thing: treat toad as a monster, "pull out the mountain and fall down the tree" and swallow two bugs, how to punish toad.

Can you switch places for three interesting things? Why?

It was clearly discussed-it won't. Because the writing order of three interesting things is from indoor to outdoor. Three interesting things gradually deepen in degree: from summer mosquitoes to cranes, to vegetation, insects and mosquitoes, and the convex and concave parts of the earth wall are "forests, beasts, hills and valleys", and then to the life-and-death struggle between toads and insects.

Experience reflection

Find out the sentences that describe the actions in the text.

Qing: Catch a toad and drive it away with dozens of whips.

[discussion]

Question L: Toad was caught in his hand and hit dozens of whips. Imagine what kind of whip this is. Why didn't the toad die?

[Clear] Whips may be grass or twigs. The author of Childhood doesn't really want to kill toads, which shows that he loves small animals at heart (students can make sense).

Question 2: What inspiration did you get after reading this article? How do you feel?

Students discuss clearly:

Love animals, love nature, be good at observing, be keen on observing, and add rich imagination to become an interesting person.

Question 3: Tell me something interesting about your childhood. You are good at discovering the beauty of things from association.

Recite the text collectively, imagine three pictures when reciting, and recite on the basis of understanding.

Complete the classroom exercises

Homework: Draw some slogans that love lawns and animals. For example:

The grass hurts, too Please don't step on it. The grass is growing, please don't disturb it; I advise you not to report the spring bird. My son is waiting for his mother to come back in his nest.

Attachment: blackboard design

Natural scenery thinking mode, new image and foreign interest

The association and imagination of summer mosquitoes becoming thunder; A group of cranes are dancing in the air, enjoying themselves.

Grass, insects, mosquitoes, gravel forests, wild animals and gullies are all happy.

Toads are huge and make people happy (whipping, driving away)