Teaching material analysis, Beijing Normal University, read "More haste, less speed" for the fourth time1;
This article is the theme text of Unit 11, Volume 8 of Primary Chinese by Beijing Normal University Press. This is the translation of ancient Chinese. Although the article is short, it contains profound truth, which can be summarized by the title: haste makes waste. Just too impatient to achieve the goal. Through the teaching of this article, students should realize this truth.
Teaching objectives:
1. Confirm seven new words in the reading class and understand the meanings of "haste makes waste", "danger" and "worry" in the context.
2. Read the text correctly, fluently and emotionally.
3. Understand the truth that "haste makes waste".
4. Be able to contact the text and read the relevant classical Chinese quickly.
Teaching emphases and difficulties:
1, I realized Qi Jinggong's anxiety, and further realized the deep affection between Qi Jinggong and Yan Ying.
2. Understand the truth that "haste makes waste".
Teaching strategies:
Grasp the key words and experience the thoughts and feelings of the text.
Teaching aid preparation:
1, new word card.
2. Multimedia courseware about the content of the text.
Teaching process:
First, introduce the new course:
1 Students, before learning the new lesson, the teacher has a question for you: What were the seven vassal states in the Warring States Period? Today we are going to learn a short story that happened in Qi State. (Title on the blackboard: Haste makes waste)
Read the title by name and tell me what it means.
Second, read the text for the first time and feel the whole.
1, read the text freely and read the difficult words and sentences several times.
2. Check and read the text and correct the pronunciation.
3. Check the mastery of new words and phrases.
4, overall perception, quickly browse the text, and summarize it in concise language. What short story does this text mainly tell?
Revelation: Why is Qi Jinggong in such a hurry to look back at the capital? Please read the text silently and underline the relevant sentences.
Third, read the text intensively to understand Qi Jinggong's anxiety, and then feel the deep affection of Qi Jinggong and Yan Ying.
(1) Learn the first two paragraphs of the text.
1. Read the text silently and underline the relevant sentences.
2, through student exchanges, multimedia display of one or two natural paragraphs in the text.
3. Read by name.
4. Communication: What is the reason why Qi Jinggong is in a hurry to come back?
(Understanding and writing on the blackboard: in jeopardy)
5. Discussion: Where else did you write the reason why Qi Jinggong was in a hurry to go back?
(Another courier arrived by Pegasus, and understood "Here comes Pegasus")
6. Summarize and guide reading: It can be seen that the situation is extremely urgent, and the dying Prime Minister Yan Ying may die at any time. Can you read this feeling?
(1, read by name; 2. Read by name again; 3. Read together. )
7. Summary: Yan Ying is seriously ill. Qi Jinggong is in such a hurry. There are so many ministers in Qi. If they were ill, would Qi Jinggong be in such a hurry? (Student A) Do you know Yan Ying? (speaking)
Yes, Yan Ying's brilliant talent has made great contributions to the development of Qi, making Qi once the most powerful country among the seven vassal states. As the prime minister of the Three Dynasties, Yan Ying was very important to Qi. Without Yan Ying, Qi could be annexed by other countries at any time; His departure will be an inestimable loss to Qi. Therefore, Qi Jinggong has deep feelings for Yingying. Since Ying is in danger, how can Qi Jinggong not worry? ! How did he do it? When reading, please underline the anxious sentences of Qi Jinggong and Qi Jinggong in the text.
(2) Learning 345 natural paragraphs
1. Draw while reading: What sentences do you see that Qi Jinggong is in a hurry?
2. Communicate and show multimedia courseware about the content of the text.
3. Experience: What do you feel after reading these sentences? How did you experience it?
(Write it on the blackboard, understand: worry. Understand "fire", "loud", "let Li Shu drive my horse", "take it away" and "personally". )
4. Guide reading aloud, with the feeling of experiencing reading anxiety.
5. Further understanding: Read these four paragraphs together to see how Qi Jinggong's mood has changed. What are the characteristics of his actions? What's the purpose?
(Gong Jing is getting more and more anxious. The way is to change one by one, just to look back at the capital quickly. )
6. Instruct reading: Read Qi Jinggong's anxiety through this experience.
(1, lifelong post-reading evaluation; 2, and then refers to a lifetime of reading; 3. Read together)
Verb (abbreviation of verb) expansion and extension:
1. Thinking: Can Qi Jinggong return to the capital soon by doing this now? Why?
2. Summary: Qi Jinggong lost patience and reason. It seems that the more impatient you are, the worse you can do it. This is really "haste makes waste"! (Draw an arrow on the blackboard)
3. What can Qi Jinggong do to return to the capital quickly? (speaking)
Conclusion: Yes, no matter how urgent the matter is, we should first keep a cool head and then take reasonable measures, so that we can achieve our goal quickly.
Six, the overall perception of the text, review and consolidate.
1, read the text for free.
Teacher: Students, this text mainly shows Qi Jinggong's anxiety after hearing that Yan Ying was dying. Please read this article with emotion, and then understand Qi Jinggong's anxiety.
2. Learn ancient Chinese.
Teacher: The original text of the short story "Haste makes waste" is an ancient prose. Please read the text and underline the words you don't know.
3. Show ancient Chinese in Pinyin in multimedia courseware.
(1, teachers read; 2. Name students to read; 3. Students can read freely; 4. Read together)
Seven, homework:
Read this ancient prose well after class and find more ancient prose to read.
The second teaching goal of the top-quality teaching design of "haste makes waste" in Beijing Normal University;
1. Learn the new words and phrases in this lesson.
2, understand the main content of the article, with the help of information, through Qi Jinggong's actions and language, understand Qi Jinggong's deep affection for Yan Ying.
3. Ask difficult questions and analyze sentences. Through Qi Jinggong's words and deeds, he put himself in his psychological activities. Explore the profound truth contained in the story: don't believe in external conditions, just rely on yourself, think fast but can't reach your goal.
4. Read ancient prose, feel the conciseness of ancient prose, and read the charm of ancient prose.
Teaching process:
Pre-class activities: Play the animation "More haste, less speed". Confucius said: "haste makes waste;" When you see a small profit, you can't make a big deal. "There is a short story about" haste makes waste ". We will study together in this class.
First, import
1, students, the text we are going to study together today is Haste makes waste. Students talk about topics together.
2. The teacher writes on the blackboard.
3. What does the title mean? I want to hurry, but I can't reach my goal. )
4. What is the reason? Please open the text.
Second, the first reading problem
1, please read the text by yourself first, pay attention to the correct pronunciation and sentences when reading, and mark the places you don't understand.
The students read very carefully. Here are some new words that the teacher wants to remind everyone. Show me: post, son and horse. Read by name. What do you find from these words? (There is the word "Ma" beside "Tie", "Li" and "Yu") What's the meaning? Explain the meaning of these words by name. The comparison between "rein" and "stiffness" and "edge", the combination of words.
3. Is there anything you don't understand during reading the text? According to the students' questions, sort out the questions and write them on the blackboard: Why are you in a hurry? Can you come back? )
(1) Why is Qi Jinggong in such a hurry? (Because the Prime Minister Yan Ying is seriously ill and in danger) What do you mean, in danger? If students supplement information, evaluation: you not only find the basis from the text, but also find the basis with the help of the information.
(2) Qi Jinggong can't go back to see Yan Ying for the last time. Is there a basis? Evaluation: You made a judgment based on the facts. This is your guess. What about the facts? The teacher found the information. Let's have a look.
Third, pay attention to contradictions and ask questions.
1. When solving these two problems, do the students have any new questions? Why is Ying seriously ill and Qi Jinggong in such a hurry? )
Health supplementary information
The teacher also consulted some materials before class. Show me the photos of Yan Ying. Here! This is Yan Ying.
(Introduction to courseware: Yan Ying was the prime minister of Qi for three generations, and he assisted the government for forty years. He helped Qi Jinggong wholeheartedly and made Qi prosperous, but he lived a poor life. He is a famous saint in the history of China. Think about what we learned last semester-in the article "Yan Zi controls Chu", he is the Yan Zi who used his intelligence to fight back against Chu people and defend national dignity.
What can be seen from it? (Qi Jinggong has deep feelings for Yan Ying)
2. Where can I see it? Please read the text silently and draw the relevant sentences.
(1) "Gong Jing stood up in a hurry." You keep an eye on Qi Jinggong. How did "snapping up" stand up? (Suddenly, suddenly) Who will play Gong Jing and do this action? Why are you doing this? Can you express your feelings by reading aloud?
(2) the third natural paragraph
Get the horses and chariots ready, let Li Zhizi drive the horses for me, and get back as soon as possible!
Get your horses and chariots ready, get on your horses and hurry back.
What's the difference between these two sentences? (Literally, when expressing meaning) The use of two "kuai" can better show that Gong Jing is in a hurry. It can be seen that Qi Jinggong is fully prepared to rush back, which is the best choice. ) We can also realize Qi Jinggong's deep affection for Yan Ying from his loud cry and his language. Who will read this sentence? Qi Jinggong is the king of a country. What he said is as good as what he said. How should I read it?
3. Qi Jinggong made full preparations for rushing back. Let's compare the results. Is there any problem at this time?
Read the fourth and fifth paragraphs by name. There are two words "doubt" in these two sentences. What do you mean by "doubt"? What was the first time? What was the second time? Students, do you have any questions at this time? Why do you think Gigi Lai drives slowly and the horse doesn't work hard? Because Qi Jinggong was worried. What do you mean "worried"? Let's contact the above to see what caused his anxiety. Gong Jing was very anxious, but could he feel that Gigi Lai and Ma were in the same mood as him? So he didn't trust Xunzi and the horse, and finally abandoned the car and fled on foot. What did he give up? (correct method)
Have you ever been in such a hurry in your life? What was the result? What is the reason?
Just now, the students explained the topic, haste makes waste, that is, thinking fast, but not reaching the goal. After learning the text, who will talk about the understanding of this topic? (Qi Jinggong was worried because of his deep affection for Yan Ying, didn't trust the external conditions, and didn't choose the right method, which led to the opposite result and finally failed to achieve his goal. )
Fourth, summarize and expand.
1. What did you learn from the text? There is a profound truth in this little story.
We learned this story just now, and the story is vivid and the characters are lifelike. Do you want to see the original?
3. Show the original text and see for yourself. How do you feel after reading the ancient prose? Will the teacher watch? Music.
Just now, we learned translation first, and then read ancient Chinese. This is a way to learn ancient Chinese. There are other ways. Let's have a look. (Showing the courseware) Who will watch it? Read by yourself according to the golden key.
5. Read by name.
6. This ancient prose only uses 74 words, expressing the content of our modern prose 180 words. This is the conciseness of ancient Chinese language, the charm of reading aloud and the charm of ancient Chinese. There are many ancient texts in our primary school textbooks and extracurricular reading materials. I hope students can read more and recite more!
7. Expand:
What is the significance of the old story "Haste makes waste" to our real life today? Please look for such a small example in your life after class and talk about it together next class.
Four high-quality teaching design articles of "Haste makes waste" in Beijing Normal University 3 I. Teaching objectives:
Knowledge goal: Learn the new words and phrases in this lesson and understand the meanings of words such as "Sticking, Death, Worrying ……".
Ability goal: be familiar with ancient prose and translation, and understand the content of ancient prose through comparison.
Through since the enlightenment, discussion, exchange, etc. I realized the profound meaning contained in the article.
Emotional goal: let students understand the profound truth that they are too impatient to achieve their goals.
Second, the difficulties in teaching:
Understand ancient Chinese prose and appreciate its profound meaning-haste makes waste.
Third, the production of teaching courseware:
Module 1: Introduction to Yan Ying
Module 2: A set of words
Module 3: The sentence in the text "Get ready quickly …"
Module 4: Follow up the story material
Module 5: Fill in the blanks.
Module 6: Ancient Stories of China
Fourth, the teaching process:
(A) talk about the characters and introduce the text
1. Talk about people and bring students closer to the text.
Students, do you still remember Yan Zi in the text "Yan Zi Zhi Chu"? Yan Zi is also called Yan Ying. (Blackboard: Yan Ying) Who will tell you what impression Yanzi in the story left on you?
B, play the courseware module 1.
Design Intention Through reading the materials, students deeply realized the unusual relationship between Yan Ying and Gong Jing, which laid an emotional foundation for later students to study Gong Jing hastily and lose their judgment.
Yan Zhenqing was smart, brave and resourceful, and became Gong Jing's right-hand man. Today, in this class, we will learn a short story between Yan Zi and Gong Jing, which is called "Haste makes waste" (blackboard writing: haste makes waste).
2. Solve problems, ask questions and stimulate students' interest.
A. what does the name "speed" mean? What does "Da" mean?
B, the speed should have arrived earlier, but why the result of "speed" is "not reached"? We will understand after learning the text.
(2) Exchange preview information
Play Courseware Module 2: Train Reading Words
Read the text and understand the meaning of the story.
1. Read the text by name and perceive the content of the text as a whole.
2. Question: What kind of person do you think Gong Jing is after reading the text? (Blackboard: Gong Jing)
Why is Gong Jing in such a hurry? (Random blackboard writing: urgent)
A. Read the text freely, find out the relevant sentences, read, draw and write.
B, appositive, students exchange reading feelings with each other before and after.
C, name
D, grasp the words "galloping" and "life hanging by a thread" and understand that the situation is extremely critical (blackboard writing: life hanging by a thread)
Four times of "haste makes waste" high-quality teaching design in Beijing Normal University Article 4 Teaching objectives:
1, learn the words after, success, baby, burn, rein and control. Encourage students to use reference books or contact the context to understand.
2. Be familiar with the translated works and ancient prose, and understand the meaning of ancient prose by studying the translated works. Only know the meaning of ancient Chinese, do not do one-on-one literal translation, and focus on learning modern Chinese content. )
3. Through since the enlightenment, discussions, exchanges, etc. I realized the profound meaning contained in the article.
Teaching time: 2 hours.
Teaching process:
First, organize debates, lead to topics and solve problems.
Teacher: Students, now let's discuss a topic, which is better, fast or slow? For example, you can also express your views in combination with Mountain Pickers and Race against Time. (Divide students into two groups)
Health 1: Being quick and good can save time, and you can do more if you are quick.
Health 2: Slow is good, so that things can be done well. As the saying goes, slow work makes fine work.
Health 3: I think it will be all right soon. An inch of time is worth an inch of gold, but an inch of gold can't buy an inch of time, so we should hurry.
Students' answers may be varied, and students are encouraged to express their views freely. )
Teacher: The students speak very well. In fact, whether it is fast or slow, we should look at it from a dialectical point of view, decide how to do things according to the specific situation, and arrange our time reasonably.
The teacher showed: haste makes waste; When you see a small profit, you can't make a big deal. -The Analects of Confucius
Teacher: This is a sentence from The Analects of Confucius. Can you explain what this means?
Students can explain it a little and then understand it deeply when studying the text. )
Teacher: There is also a short story about haste makes waste. Do you want to know?
Health: (Qi) Right.
Teacher: Please look at the topic. What do you know from the title? Do you want to ask any questions?
Guide students to solve problems, focusing on desire, principle and achievement. )
Read the text for the first time and understand the words.
1, model reading (the age and characters in the text are far away from now, according to this situation, so the teacher reads the model first. Listen and read, and check the problems in the preview. For example, in preview, pronunciation is not accurate and sentences are not fluent. )
2. (For the unresolved words in the preview process, students can communicate first, and the teacher will identify or supplement them appropriately, so that students can continue learning with unresolved words. )
Third, read the text intensively and guide reading aloud.
1. Read the text by name in a short paragraph.
Teacher: Students, after reading the text, can you briefly describe the main content of the text?
2. Teacher: Do you want to comment on Gong Jing's practice?
Imagine 1: Students may directly say that Gong Jing is a little too impatient. At this time, students can be guided to find sentences that can show Gong Jing's impatience in the text, and then further deepen their understanding.
Teacher: Please read the text silently and draw the words that reflect Gong Jing's impatience.
Student: Read the text silently and draw while reading. (For example: snap, very anxious, worried)
Teachers guide students to appreciate, read and realize in a specific context, focusing on the sound and expression of reading. )
Scenario 2: It is also possible that some students can explain Gong Jing's impatience, even out of line, from the perspective that Shi Fu cares about the Prime Minister. In view of this situation, teachers can encourage students to find corresponding sentences from the text to prove their views. Then teachers and students communicate with each other and come to the conclusion that we should think calmly and choose the best scheme.
Fourth, read the text again and explore the truth.
1, roll call to see the full text.
Teacher: Do you have any questions to ask after studying? Students can ask questions from the perspective of words, sentences and articles.
2. Teachers classify the problems:
(1) Valuable problems that can be solved in class are completed through communication and discussion.
(2) Encourage students to look up information and find problems that don't need to be solved and settled.
(3) The reserved homework that students can finish independently.
3. Teacher's inductive question: Gong Jing, a student, is too impatient, so by learning this short story, can you find out the relevant sentences in your own words or from the book and say what the article wants to explain?
Talk about your understanding of more haste, less speed, and illustrate your point with examples in life.
5. Supplementary exercise: Do you agree with the following practices? Why?
Reason for event viewing:
Mountain sweepers take the route of folding scale up the mountain.
I usually play more, and the exam is coming soon. Sleep late and get up early!
In order to make me a useful person as soon as possible, my parents let me skip grades, from grade one to grade three, and then to grade five.
I want to race against time.
Fourth, compare ancient prose with translation to understand the meaning of ancient prose.
Teacher: This is the translation of this ancient prose. Want to know how the ancient prose recorded this short story?
1, Fandu ancient prose. Students experience the intonation and charm of ancient Chinese.
2. Read the golden key and learn some ways to learn ancient Chinese.
3. Practice reading ancient prose freely, and try to talk about the meaning of ancient prose by comparing translations.
Fifth, expand the extension and cultivate the ability.
1. Can Qi Jinggong return to the capital soon? Why?
2. If you are an attendant around Qi Jinggong, how will you persuade Qi Jinggong to return to the carriage when he sees that the horse is not running hard, but getting off and walking by himself? (The answer is multiple)
Six, homework arrangement
1, written: Write the contents of oral training in a diary.
2. Collection and processing: Collect short and pithy classical Chinese for trial reading. If you don't understand questions, you can ask teachers and parents or use some reference books to understand them.
Teaching reflection:
In this lesson, I focused on three links. One is the lead-in session, combining the theme of this unit and the two texts learned, to talk about the understanding and understanding of fast and slow. Students have different opinions, but they all have their own opinions and reasons. The classroom atmosphere was warm and unusual, and then the topic was naturally led out by the teacher's summary. Second, in the process of exploring the truth, in order to make students better understand that haste makes waste, I have added several tabular exercises in addition to letting them talk to reality, so that students can make rational use of time on the basis of understanding the truth and consolidate the teaching purpose to be completed by the unit. This is also a highlight of this class. The students not only expressed their views, but also fully expounded their reasons. Because I combined the first two texts when designing teaching, unit teaching is closely related. The third is to expand the extension and cultivate the ability link. The first training is that I give students enough time to communicate in class, so that students can express their opinions on Gong Jing's practice and explain the reasons. Through this kind of training, students not only have a deeper understanding of the subject, but also exercise their oral expression ability. The second training expanded the study space for the students, let them walk into the situation at that time to persuade Gong Jing to return to the carriage, and let the students give full play to their imagination and express their ideas in different ways. Some students said while performing that the classroom atmosphere was active and set off a climax.
The fourth high-quality teaching design of Beijing Normal University "Haste makes waste" Chapter 5 Teaching objectives:
1, be familiar with ancient prose and its translation, and understand the meaning of ancient prose through comparison.
2. Through since the enlightenment, discussion and communication, I realized the profound meaning of the article: haste makes waste.
Teaching difficulties:
1, be familiar with ancient prose and its translation, and understand the meaning of ancient prose through comparison.
2. Explore the profound truth related to time contained in the story, and talk about the understanding of "haste makes waste" in connection with real life.
Teaching process:
First, solve the problem.
1, the teacher writes on the blackboard. Students read the topic.
2. Let the students ask questions according to the topic and guess the meaning of the article. The teacher immediately sorted out the questions and showed them to the camera: haste makes waste; When you see a small profit, you can't make a big deal. -The Analects of Confucius
3. Students talk about their understanding of the topic.
Second, learn to lead the way.
1. Teacher's summary: More haste, less speed is a translation of ancient Chinese. Although the article is short, it contains profound truth, which can be summarized by the title: haste makes waste. Please recall the situation of studying the article "Frog by the Well" and think about how to quickly understand the meaning of ancient Chinese. (Students talk about their experiences. )
2. The teacher shows the contents of the "golden key".
Third, be familiar with the text.
1. Ask students to choose their own way to read ancient Chinese, and the translation is hasty and insufficient. Requirements: Be familiar with ancient prose and translation, and understand the meaning of ancient prose through comparison. The teacher patrolled to know the situation. )
2. Reading ancient Chinese by name and translating it, teachers and students have the same pronunciation.
3. Let students read sentences that they think are difficult to read. Reading ancient Chinese and translating at the same table.
4. Teachers and students cooperate in reading ancient Chinese and translating.
Students question the meaning of words that are difficult to learn by themselves, so do teachers and students.
6. Let the students tell the general idea of the article in their own words.
7. Teachers and students analyze Qi Jinggong's "hurry" performance together.
Fourth, explore and understand.
1. Students think and answer: Can Qi Jinggong return to the capital soon? Why?
2. The teacher creates a situation: "If you are Qi Jinggong's entourage, how are you going to persuade Qi Jinggong to go back to the carriage when you see that the horse is not running hard and you get off the bus yourself?"
3. Students communicate in groups of four and choose speakers. Help the speaker to supplement and improve the content of the speech.
4. After the spokespersons of each group report, teachers and students immediately evaluate.
5, teachers and students * * * with problems left over from solving problems.
6. Ask students to talk about their feelings about reading in one sentence in combination with the topic.
Verb (abbreviation of verb) expansion and extension
1, teacher writes on the blackboard: fast and slow. Ask the students to talk about understanding in combination with this lesson.
2. Let the students talk about their understanding of "haste makes waste" in life. Teachers can also add examples.
Distribution of intransitive verbs
1. Compare "more haste, less speed" and "efficiency expert dad" and sum up your own experience.
2. Continue to accumulate famous sayings and aphorisms related to time.