1. Be able to read the text fluently and emotionally, and try to recite four paragraphs of the text.

2. By reading the key words, we can understand the length of flowering period and the interest of flower shadow of oleander, so as to deeply feel the reason why the author likes oleander.

3. Have a preliminary understanding of the effect of article contrast and contrast techniques on the expression of oleander spirit, the expression techniques of expressing feelings through things, and the characteristics of prose scattered in form but not in spirit.

4. Experience the function of double negation in expressing emotion.

Teaching process:

First, check the import.

1. Last class, we first read lesson 19. Oleander, from what aspects did the author introduce oleander? (blackboard writing: color, flowering period, flower shadow) These two pots of oleander, one red and one white, are in harmony. What does Ji Lao think of this color? It's amazing. (blackboard writing: wonderful)

2. Transition: Ji Lao likes flowers very much. He wrote a eulogy for Xifu Haitang and was cut down in front of the office building. He planted all the lotus flowers in the Weiming Lake of Peking University. What will the yard of such a flower lover look like?

Second, valuable toughness.

(1) Enjoy flowers in the courtyard.

1. Open the book P96, read the third paragraph freely and enjoy the colorful courtyard.

read

(1) Flowers: Teacher's introduction: Ji Lao's family has always liked flowers. Although there is nothing expensive, what are the common flowers? Everything is available. It costs so much, why don't you sign up

(2) Flower beauty: Ji Lao used many wonderful four-word words to express the beauty of flowers. What do you see?

3. beautiful reading: the small courtyard in spring, summer and autumn has its own beauty, so read it by name.

4. Question: How do such flower lovers evaluate oleander? (Show the first section) Watch it together.

After reading this sentence, I think back to the third paragraph I just enjoyed. Do you have any questions?

(2) oleander

1. Transition: Yes, there are so many flowers. Why does Ji Lao think oleander is the most memorable one? With this question, please read the fourth paragraph silently. What words or sentences attract your attention? You can draw them and make a short comment.

2. Communication:

First sentence

? Quietly, silently? : oleander's unknown and unassuming character is simple, low-key and does not compete with flowers.

Two? Again? Oleander blooms one after another, full of vitality.

The second sentence

Teacher: Yes, oleander always blooms invincible regardless of the season and climate change. (Courseware shows: warm spring breeze, heavy rain in summer and cold in late autumn) Can you understand climate change?

Introduction: In the warm spring breeze, oleander? In the midsummer rainstorm? In the cold of late autumn?

3 imagine the picture: which of these three pictures can impress you the most? Let's talk about it.

Teacher: Does this rainstorm picture make you feel oleander? Perseverance? (Perseverance, tenacity, persistence and consistency) You are the bosom friends of oleander and Ji Lao. Perseverance, perseverance, perseverance is what Ji Lao said? Toughness? (blackboard writing)

No matter what the environment, oleander tenaciously opens and blooms in the wind every day? . You don't throw up in the wind every day, do you? Not a day goes by without spitting, does it? Spit in the wind every day This sentence uses two negative words in succession? Nothing? And then what? No? Is there another place in the text that is used together? Nothing? And then what? No? Reading together? Anyway, right? Every flower has company.

Sentence 3

① Transition: Are there any other links in the text? Nothing? And then what? No? Reading together?

(2) Who are all companies? Every flower has company. Teacher: oleander can bloom from April to 65438+February, which is the longest flower in the flower family. From spring to summer to autumn, it blooms consistently and continuously, doesn't it?

3. Read the poem aloud: Teacher: Chatting, any thoughts on this question (referring to the blackboard)? Why does Ji Lao think oleander is the most memorable and memorable word? (Health: long flowering period, valuable toughness)

4. Disambiguation: On the third paragraph

Teacher: The fourth natural paragraph shows the valuable tenacity of oleander by describing the flowering period of oleander, while the third natural paragraph says nothing about oleander. Why? What do the students who just asked this question think now? (In order to set off the toughness of oleander, this is a contrast technique, which highlights the valuable toughness of oleander. )

Let's feel this contrast and the unique charm of oleander.

Every spring? However?

Summer? However?

Autumn? In the warm spring breeze?

Three seasons a year? Since spring? (read together)

Conclusion: No wonder the author sends out such feelings? Isn't this toughness valuable compared with those flowers in the yard?

(3) Pinren

1. Teacher: Ji Lao has a soft spot for oleander. What do he and oleander have in common? Please browse the information 1. What did you find?

2. Students browse information and exchange feelings.

3. Reciting Guide: Ji Lao and Nerium oleander have so many similarities. Listen?

(1) I'm ordinary, not a big deal. If I have an advantage, I only say diligence.

Teacher: Ji Lao is very quiet, just like that oleander?

(2) A person should have a little perseverance and perseverance in doing anything. Without this strength, I don't think I can do anything.

Teacher: In prosperity and adversity, Ji Lao's belief remains unchanged, just like that oleander?

(3) My requirement is to keep working. I have never stopped in my life. Not if you don't write. Just like you didn't eat. You need it first.

Teacher: Ji Lao has been writing for more than 70 years. Isn't it like an oleander?

Transition: What's your new feeling at this time? (of blackboard writing) flowers are character. In Ji Lao's mind, this resilient oleander is the most memorable flower.

Third, fantastic fantasy.

1. Teacher: But the beauty of oleander does not stop there. I especially like oleander in the moonlight? (Teacher Introduction: Fantasy)

2. Teacher: The fuzzy flower shadow of oleander causes many fantasies of the author. (blackboard writing: fantasy). Which of these fantasies do you think is the best? You can feel it's great. Let's talk to your deskmate first.

3. Communication: Appropriate comments

3. Teacher: The oleander in the moonlight is great! Is it a map, then seaweed, then mozhu in a trance? What kind of fantasy will you have if you come here? Is it rolling mountains, vast starry sky, scattered corals, or? Take out your homework paper and choose one sentence from it to complete the exercise. Pay attention to think before writing, write neatly and try not to alter it. (practicing writing)

exchange; communicate

5. Teacher: What a wonderful fantasy. There is a famous saying: the so-called genius originally refers to those who are very imaginative. Ji Xianlin is such a person. He loves fantasy and life.

When he sees the color marks on the leaves, he will think of the map. What will he think of? Watercolor painting is more mysterious when you think of the residual marks washed by rain on the wall, the universe and all kinds of fuzzy dreams.

When he looks at the thick leaves reflected on the window, will he have fantasies again? The window is full of thick leaves, and from time to time there is a green bug crawling slowly on it, which makes me fantasize about pedestrians in the deep mountains of osawa. The trace of snail crawling is like a winding path in the forest.

6. Transition: What Ji Xianlin remembers most is standing in the moonlight, looking at the fuzzy flower shadow of oleander and imagining. No wonder he fell in love with oleander. Read the first section together.

Fourth, summarize and extend.

1. In this lesson, we appreciate the unique charm of oleander, which has wonderful colors, long flowering period and toughness. Just like Ji Lao's character, blurred flower shadows can cause many fantasies. In Ji Lao's mind, oleander is the most memorable flower.

2. The article "Oleander" is selected from Ji Lao's prose collection "Langrun Collection". Simple and elegant, frank and wise, is the style of Ji Lao's prose. The teacher gave the book to the students. I believe you will gain more after reading it.

Blackboard writing:

19 oleander

Wonderful colors

Flowering toughness

Hua ying Huan Xiang

The most unforgettable and unforgettable

Wensihang

? Experience and harvest of "oleander" grinding class

There is always a feeling for the word oleander, and I look forward to enjoying such beautiful prose with the students. After I decided to teach this text at the national teacher's new curriculum standard training meeting, I read it again and again. Wonderful words and fantasies deeply attracted me. I downloaded a lot of text interpretations of this text from the Internet, and I was more and more moved by this article, this flower and Ji Lao. Buy some old books this season, watch a documentary about Ji Lao, walk into the master and feel the master. Pinhua? Arrive? Pinren? Teaching ideas gradually became clear.

I was full of confidence when I tried for the first time, but the teaching effect was completely different from what I expected. There seems to be something between the students and the text. The process of trying is painful. I keep asking myself: What's wrong with the design of teaching activities? How to choose, how to become better? Can students accept such a design? Keep thinking about ways to solve problems, try again, ask questions and improve?

Question 1: Love flowers? Love oleander?

The protagonist of this paper is oleander, and the author's love for oleander is self-evident. Oleander is not a precious flower, nor the most beautiful flower, but to me, it is the most memorable flower. ? These two? The most worthwhile? You can understand it deeply. So why did the author write so many other fourteen kinds of flowers in the third paragraph? Just to form a sharp contrast with oleander and highlight its toughness? Because you just stare? Contrast? It seems that Ji Lao only has oleander in his eyes, Ji Lao only loves oleander, and other flowers are just a foil. Does this violate Ji Lao's original intention?

Read the third paragraph again, and I reported fourteen kinds of flower names in one breath. What is revealed between the lines is not Ji Lao's love for flowers? By searching for information, I found that Ji Lao was originally a flower lover. He once secretly shed tears and wrote a eulogy for Xifu Begonia which was cut down in front of the office building. He planted all the lotus flowers in the Weiming Lake of Peking University. What's their name? Ji he? .

So I rearranged my thoughts. Ji Lao loves flowers. There are so many flowers in the yard. Ji Lao also uses the word Miao, but his favorite is oleander. With this idea, I read the design of the fourth natural section directly from the beginning of class, and adjusted it to feel the colorful courtyard and the love of flowers in the old season from the third natural section.

Reflecting on this adjustment, respecting the author's personal preferences and avoiding blind sameness can enrich the characters and avoid the silence at the beginning of the class. Of course, the most important thing is to arouse students' questions: What is the unique charm of oleander? It paved the way for the following questions.

Question 2: The teacher asked? The student asked?

At the beginning of teaching design, because I only had oleander in my eyes, I naturally went straight to the subject and went directly to the fourth natural section after class. How to guide students to sink into the text and understand their feelings? I have designed several ways to ask questions:

Mode 1: What is the unique charm of oleander? Read the fourth paragraph silently, underline the relevant words and make a brief comment.

Mode 2: What is resilience? Where do you feel the resilience of oleander? Read the fourth paragraph silently, underline the relevant words and make a brief comment.

Mode 3: What does oleander look like in Ji Lao's eyes? Read the fourth paragraph silently, underline the relevant words and make a brief comment.

No matter which way you ask questions, the teacher always asks for reading unilaterally, and the students read as required. Students lose their initiative and lack urgent reading expectations.

Later, due to the repositioning and interpretation of the text, students first read the colorful flowers in the third paragraph, and fully felt Ji Lao's love for flowers, and then designed the following teaching links:

Teacher: How does such a flower lover evaluate oleander? Read all the students.

Teacher: After reading this sentence, I think back to the third paragraph I just enjoyed. Is there any problem?

Questioning the combination of life and nature with the first and third paragraphs;

Why is it the most memorable and memorable?

What's the difference between oleander and other flowers in the yard?

Why did the author write so many flowers in the third paragraph, but didn't mention oleander at all?

Reflective learning is expensive and doubtful. Once students have doubts, they have the motivation to study. The design of the questioning session allows students to master the initiative, and students become explorers and discoverers, reading words with such feelings and looking for answers in their hearts.

Question 3: Do you want an imaginary picture?

There are many sentences about oleander's toughness in the fourth paragraph, the most prominent one is this one: in the warm spring breeze, in the heavy rain in midsummer, in the cold in late autumn, you can't see anything that is particularly lush, nor can you see anything that is particularly declining.

How to communicate on the basis of students' self-reading of since the enlightenment and form * * * knowledge? After the first attempt, we decided to join the practice of imagining pictures, and through the description of pictures, we felt the resilience of oleander in keeping open under different climatic conditions. This design is a bit bold, because it is difficult to imagine words as pictures in such a short time. What if students can't speak, won't speak, or can't speak well? So, I decided to start with reading seasonal changes, and then the teacher read:

In the warm spring breeze, oleander?

In the midsummer rainstorm?

In the cold of late autumn?

In the process of reading, students have a preliminary impression, and then ask: which picture is in front of them, tell everyone. Such a sudden question, students' first reaction is dumbfounded, and then students with higher Chinese literacy can describe the picture in front of them in more detail.

It will take a long time to explain the three seasons and three pictures clearly in this link. After comparison, we found that the images in the summer rainstorm can best reflect the indomitable toughness of oleander. The question before us is, how to guide students to pay attention to this summer rainstorm picture? The teaching design has been adjusted again:

Teacher: Of these three paintings, which one moves you the most? Let's talk about it.

Reflecting on imaginary pictures is an important way to enter the role and read the text, and it is also an important Chinese learning ability. This kind of training is needed in class. However, imagination cannot be fantasy, reading is the premise, writing is the foundation, and communication and comments after imagination are also very important.

Question 4: Prose? Poetry?

The language of prose has the beauty of repeated rhythm, which is very close to poetry. Therefore, it is a whim to turn prose into lines of poetry, which can not only reflect the rhythmic beauty of prose, but also facilitate students to master the laws of language and help students recite. The first time I tried, the teacher felt that lines separated by punctuation were not like lines of poetry. Punctuation marks should be removed, which is more like poetry in form and more poetic in reading. Through the trial, we find that the carefully revised poem has the aesthetic feeling and charm of poetry, but such modification destroys the overall sense and internal connection of the sentence, can not help students remember, and deviates from the original intention of this design. Third try, worried? Poetry? Controversy, so give up and present it in the form of prose itself, which is too dull.

After several attempts, I finally decided to arrange the lines of the poem according to punctuation marks, and the lines of the poem appeared three times:

The first time: after the students read the characteristics of oleander step by step, the teacher guides the students to show them. Review the image of oleander as a whole and feel the characteristics of language.

The second time: after understanding the comparative role played by the third natural paragraph, cross-read three or four natural paragraphs to form an intertextual effect and feel the unique charm of oleander.

The third time: compare Ji Lao's famous words with oleander's sentences and recite the lines in the form of filling in the blanks.

The goal of reflective teaching should be the design of teaching activities, whether it is prose or poetry. The goal is to experience the unique language rhythm of prose and help students accumulate and use it better. After several attempts, the most obvious and beneficial to students' learning is the most suitable.

Question 5: What did the teacher give? The students found out?

The design of this class, from the beginning, I decided to start from. Pinhua? Arrive? Pinren? The difference between our teaching ideas and many teachers' designs is that most of our teaching designs entered the master only after learning the full text and understanding Ji Lao's life. In my opinion, the simplicity and tenacity of Ji Lao are connected with the tenacity of oleander. We should directly transition to the understanding of Ji Lao Ren's products after reading the flower nature of oleander in the fourth natural paragraph, so as to achieve the teaching effect of integrating flowers with people.

There are many similarities between Ji Lao and oleander, and there are also many materials to introduce Ji Lao. How to choose materials? The original plan was for the teacher to use multimedia courseware, the left half was the information of Ji Lao, and the right half was the description of oleander. By comparing and reading the names, I feel the similarities between flowers and people. This design completely guides students in the classroom, ignoring their own reading feelings, and more importantly, it reduces the openness of learning.

It is clearly put forward in the curriculum standard that the browsing ability of senior students should be cultivated, that is, the ability to browse materials quickly and collect relevant information from them according to certain goals. Why not let the students read the materials themselves and find out for themselves? I prepared the introduction of Ji Xianlin, and gave the students some time to browse the materials in class. Students will find that Ji Lao's simplicity is like an unobtrusive oleander, optimism in adversity is like a tenacious and open oleander in a rainstorm, and Ji Lao's persistence in writing is like a consistent oleander?

After the students exchanged their reading feelings, I designed a comparative reading session. Choose Ji Lao's famous aphorism, ask the male teacher to dub it, guide the students to recite the text through my string words, sublimate the * * * nature of people and flowers, and leave a deep impression on the students.

Teacher transition: Ji Lao and oleander have so many similarities, listen?

Courseware recording: I am ordinary, not a big deal. If I have an advantage, I only say diligence.

Teacher transition: Ji Lao is very quiet, just like that oleander?

Students recite: However, in the gate separated by a wall?

Courseware recording: One should have a little perseverance and perseverance in doing everything. Without this strength, I don't think I can do anything.

Teacher's transition: Ji Lao's belief remains the same in good times and bad, just like that oleander?

Students recite: in the warm spring breeze, in the midsummer rainstorm?

Courseware recording: My requirement is to keep working. I have never stopped in my life. Not if you don't write. Just like you didn't eat. You need it first.

Teacher paraphrased: Ji Lao insisted on writing for more than 70 years, isn't it like that oleander tree?

Students recite: from spring to autumn, from winter jasmine to?

Reflecting on what students can do will never be done for them. Trust students and give them space for independent exploration and discovery. The choice of materials is very important. Teachers should have the ability to select materials, which can not only take students out of books and learn more information, but also return to books to lay the foundation for in-depth study of texts.

Question 6: Fan Du? Cooperative reading?

If the interpretation of oleander's toughness in the fourth paragraph is a rational reading process, then the fantasy part of oleander's Peach Blossom Shadow in the Moonlight is as hazy as moonlight.

American literature needs good reading and a good atmosphere. The background music is carefully selected again and again, from the well-known "Kissing Raindrops" by Bandari to the quieter "Rain" by Joe Hisaishi. Specially collected the high-definition photos of oleander taken by photographers, and showed the beauty of oleander through image processing software and hazy effects.

The most important link to create a beautiful environment is the teacher's affectionate reading, which should catch the students' eyes and impress their hearts. Fifth, the natural teacher reads aloud. The question is how much does the teacher read? Reading the fifth paragraph completely is too long, and the teacher's performance is too heavy. The teacher reads the beginning, and some students read the fantasy behind, fearing that the students can't keep up with the music rhythm and destroy the overall aesthetic feeling?

I was inspired the first time I tried. The teacher read the beginning and then read along with the music. Because of the teacher's affectionate reading, students naturally read with such emotions. Because the teacher grasps the rhythm of background music phrases, students can also integrate into the melody of music. At this time, teachers and students are completely immersed in beautiful reading.

Reflective reading has always been the focus of Chinese classroom training. Teachers should devote themselves to creating a beautiful atmosphere and giving students a wonderful experience and enjoyment. This is not only the training of reading skills, but also an expression of text understanding.

Question 7: Write a good sentence? Good writing?

I have always advocated the combination of reading and writing. It is more important to learn the expression of words and absorb the methods expressed by the author. It is necessary to arrange small exercises after class in senior grades. The fantasy part of the text "Oleander" is imaginative, dynamic and static, full of interest, and worthy of students' imitation. But the difficulty is that students are not familiar with the flower shadow of oleander. How to cultivate a reasonable imagination? How to imitate and continue the language style of Ji Lao's prose?

After reading this passage beautifully, the teacher led: the oleander in the moonlight is really wonderful! Is it a map, then seaweed, then mozhu in a trance? What kind of fantasy will you have if you come here? Is it rolling mountains, vast starry sky, scattered corals, or? Take out your homework paper and choose one sentence from it to complete the exercise. ?

Perhaps it was inspired by Ji Lao's wonderful fantasy, or perhaps it was attracted by the vague flower shadow of oleander on the courseware. With the wonderful music, the students quietly wrote?

I imagined that it was a dense forest, but in fact it was a forest. This pile of shadows is tall and straight birch, that pile of shadows is pine and cypress, and the blank place in the middle is the narrow path in the forest. It happened that several bugs crawled over it. This is the shepherd boy who is herding sheep.

I imagined it was the sea, but it was the sea. The leaves are shaking. This is dancing seaweed. Spodoptera flies by, and the shadow reflected on the wall is the perched fish. When the breeze blows, the sea sets off white waves.

I imagined a few girls, and I really saw some beautiful girls. The breeze blew, the leaves fluttered, and the girls danced gracefully in the moonlight.

?

20 12 The newly revised curriculum standard attaches great importance to the teaching of writing, and clearly puts forward that in the first, second and third semesters, Chinese classes should be arranged for 10 minutes every day, and classroom exercises should be carried out under the guidance of teachers, so as to practice every day. It is necessary to enhance the awareness of practicing calligraphy in daily writing and pay attention to the effect of practicing calligraphy. ? Looking back on the previous classroom practice, we are all looking for students to write wonderful and beautiful words, and we have never paid attention to how students write. According to the requirements of curriculum standards, we have added requirements for writing in writing practice: pay attention to thinking before writing, write neatly and try not to alter. ? Although it is a very simple sentence, it is a value orientation. If the teacher has such requirements and reminders in every class, students will certainly develop good writing habits.

Reflecting on the small writing exercises in the classroom, we should persevere, make clear the key points of each training, satisfy students' desire to express their emotions, and improve their expression level at the same time. Teachers should pay attention to students' writing quality while writing wonderful words.

After seven experiments, in the final classroom demonstration, this class was a great success and was highly praised by experts. Looking back on the whole polishing process, the original lesson plan is like a rough piece of jade, which gradually shows her elegance after careful carving. Trying is research, a process of pursuing perfection step by step, and a process of entering students step by step and exploring the best path. If you don't avoid the problem, face the problem directly, and don't give up thinking about each problem, inspiration will often come unexpectedly.

Everything in Yangchun Budeze shines brilliantly.

? Evaluation of oleander

May 6th? Number 8? What are the new characteristics and trends of the newly revised curriculum standard classroom teaching? National curriculum reform primary school Chinese, mathematics teacher demonstration class, characteristic class high-level forum, on-site observation? The event was held at Xinghai Primary School in Suzhou Industrial Park.

The purpose of this activity is to carry out the main points of the 20 12 new curriculum reform of the Ministry of Education, deeply explore the new characteristics and trends of classroom teaching in primary schools in China under the new curriculum reform, further clarify the new ideas and models of primary school management under the new situation, effectively expand the vision of curriculum reform for primary school principals nationwide, comprehensively improve the teaching level of primary schools, and effectively guide primary school teachers to implement it? New curriculum standard? .

At the invitation of Jiangsu Academy of Educational Sciences, Changzhou Experimental Primary School sent Mao Cheng, the first prize winner of Jiangsu primary school Chinese excellent course evaluation, to present a wonderful Chinese class for everyone. When Mr. Mao Cheng received the task, the teachers of the Chinese Teaching and Research Group were studying the newly revised curriculum standards. Teachers seriously think about what the newly revised curriculum standards have retained, revised and supplemented, and examine Mr. Mao's trial teaching with the newly revised curriculum standards. Teacher Mao chose the article "oleander" in grade six, and used his profound knowledge to explain his understanding of the newly revised curriculum standard in the teaching design. During the seven teaching trials, he constantly absorbed the collective wisdom and finally successfully boarded the national performance stage.

Sun Chunfu, a famous Chinese teacher in China, spoke highly of Changzhou's innovation in teaching and scientific research. In Chinese teaching, Mao Cheng's classroom is full of exploration consciousness. Three-parameter teaching method, creative? This paper summarizes the distinctive and unique characteristics of the textbook oleander: first, the paragraphs complement each other and deepen the understanding of the relationship between paragraphs in the article; Secondly, the article and the author complement each other and find the similarities of Hua's personality; Thirdly, this paper supplements other works to further enhance the understanding of flowers and authors. Sun Te finally sent a message to the Chinese teacher that reading teaching should follow the most basic laws of the article, namely, the laws of coherence, contact and appropriateness; It is necessary to highlight three major language proficiency items according to the annual characteristics, namely words, paragraphs and chapters; We should correctly understand the connotation of dialogue and sentiment, and make Chinese teaching full of charm.

Spring fills the earth with hope, and everything presents a scene of prosperity. Changzhou Chinese teaching and research group will, as always, study the newly revised curriculum standards in depth and explore new changes in classroom teaching under the guidance of the standards.