The Return of the Wild Goose is selected from the Yearbook of Shaxiang written by Leopold, a famous American environmentalist. This article is not only a scientific prose, but also a lyric prose. In writing, the perfect combination of knowledge, image and lyricism is a major feature of this paper.

Its knowledge is reflected in the fact that the author has gained a lot of knowledge about the habits and characteristics of geese after years of research, and he wants to tell readers these achievements through his own pen. When he introduced it, there was no clear structure, detailed analysis and item-by-item introduction, but the style of prose was adopted, and the records and experiences of observing geese flowed between the lines of the article.

Its vividness is reflected in the delicate description of geese, the graceful posture of geese flying and gliding, and the rich voice of geese singing, which vividly reappears the image of geese in front of readers and makes people see and hear their voices.

As for lyricism, between the lines of the article reveals the author's love for the goose, which is rich and delicate, with the joy of the goose's return, the respect for the goose's unyielding migration, and the sadness of the goose's unfortunate innocent hunting. Even though many sentences are not straightforward, the pen and ink are full of feelings.

Teacher Yu Yingchao said? Chinese teachers have a very important but often overlooked problem to be solved, that is, to read the textbooks well, deeply, carefully, beautifully and accurately, so as to make full and favorable preparations for teaching design. ? (See "Fifty Lectures on Reading Teaching in Yu Yingchao") This is to warn us that Chinese teachers must do enough to understand the text before entering the classroom. Only by memorizing the textbook can students be better guided into the text.

After you have your own thinking and understanding, you should also try to effectively turn the content of the textbook into the ability training point for students. The teaching goal I set is: 1. Perceive the meaning of the text as a whole and understand the life habits of geese; 2. Read the text, appreciate the sentences and try to figure out the author's love for geese; 3. Understand the book "Shaxiang Yearbook" and understand the main idea of the article.

Perceive the text as a whole, let the students find the sentences about the life habits of geese scattered around the article, so as to cultivate the students' ability to collect text information. On this basis, let students organically integrate the information they have found, and try to summarize the text information from various angles to understand the characteristics of geese.

When introducing these characteristics, the author spends the most time in? The voice of a goose? Description, focusing on the application of anthropomorphic skills. I use it as intensive reading material to cultivate students' ability to read and appreciate sentences, and try to figure out the author's love for geese through reading guidance. This process is the focus of my teaching, which is the starting point for students to deeply understand the author's feelings permeated in the full text.

In addition to personification, the author also used comparative writing many times. The use of people also needs attention. There are many places called geese in this class? Our? Think of geese as family members. The author also lists detailed data, which reflects the concentration and seriousness of goose research, and can also see a heart that loves geese very much from this attitude of seeking truth from science. These aspects can be an effective supplement to intensive reading. The voice of a goose? After the article, let students try to find and analyze the sentences that reflect the author's favorite feelings from other parts of the article, so that students can have a more comprehensive understanding of the feelings expressed in the article.

At the end of the class, show the introduction of the author and works, and guide the students to think deeply about the main idea of the text, that is? Why does the author like geese so much? With the help of background knowledge, students can understand the article quickly? Protect and cherish wild animals? The main idea of.

Teaching process:

First, import. Today, let's walk into the scientific literary prose "The Return of the Wild Goose".

Second, check the preview of words.

Third, read the text for the first time and feel it as a whole.

1. Read the text quickly and tell me what the geese in the author's pen are like. Please try using? The goose I saw? Sentence patterns, attributive to geese in concise language. Show the teacher's answer and see if the information found by the students and the teacher is the same. )

2. On this basis, can we talk about the characteristics of geese?

Fourth, skip the text and read intensively, understand? The voice of a goose? The characteristics of.

1. Now let's find out the sentences that the author describes the voice of geese and make them into short articles. Note: find out the sentences that describe the voice of March goose.

2. Please try to read aloud by yourself, and talk about which words to stress, what tone and intonation to use, and why. Guide students to find personified words and analyze their functions.

3. The teacher modeled this part and asked the students to read with emotion on the basis of analysis, especially to stress these words.

Read the text again and taste the feeling.

Does the author only like the sound of geese? Can you feel this affection in other sentences?

Students read the text and make comments, then communicate fully. The teacher summed it up. )

Sixth, contact the background and think deeply about the main idea of the text.

Introduce the author's background and works. Show two paragraphs in the preface of Leopold's book Sha Xiang Yearbook to help students understand the main idea of the text.

Intensive reading:

1. Now let's find out the sentences that the author describes the voice of the goose and make them into short articles. Note: find out the sentences that describe the voice of March goose. (4 o'clock prompt? Look for it in section 6, it's faster here, and students can easily find it)

2. Please try to read aloud by yourself, and talk about which words to stress, what tone and intonation to use, and why. (You can try to read a sentence first)

Guide students to think and define three tasks in the paragraph:? What are the characteristics of the goose's cry? How the author writes these characteristics; What thoughts and feelings have you infiltrated? And all these should be reflected through reading guidance.

①? They turned around along the winding river, crossed hunting spots and the mainland where there are no shotguns now, and whispered to every beach, as if whispering to a long-lost friend. ?

In this sentence? Whisper? It should be reread, because the author regards the slight cry of the returning geese as a low conversation with friends. Goose has human feelings. Every beach here is where they once lived. How happy they are to be able to cross the hunting point and come back here! So what? Whisper? This personified word should be emphasized. Besides,? No shotgun? This modified ingredient should also be reread, emphasizing that the mainland is safe for geese at this time.

②? They meander through swamps and meadows, saying hello to every newly melted puddle and pond. ?

? Just in a low and tortuous way? These important adverbs should be stressed. Say hello? Is the word anthropomorphic used to express that the returning geese see familiar habitats? Pools and ponds? When you are in a good mood, you should naturally reread it. This sentence should be read in a light tone.

③? As soon as we touched the water, the new guests would scream, as if the water they splashed could shake off the fragile cattails in winter. ?

? Call? This word should be stressed. After a long and arduous journey, these geese returned here. Call? This word reflects the great joy of geese when they touch water! The wings touch the water, bringing vitality and even shaking off the winter breath of cattail. What a vivid description of this gesture!

④? Once the first group of geese came here, they clamored to invite every group of migrating geese. ?

? Noisy This word should be stressed. The first goose found the feeling of going home, loudly and desperately calling on friends to come to these familiar places quickly, and finally they can play freely here.

⑤? From morning till night, they flew noisily to the harvested corn fields in groups. ?

? The word noisy echoes the above? Noisy A flock of geese, final gathering, are by the pond on the farm. When everyone happily goes to the cornfield to enjoy a big meal, how can they not be excited and noisy? So what? The word noisy "goose" describes the happy mood that geese can finally have a full meal after such a long flight.

⑥? There is a loud and interesting debate before each departure, and the debate before each return is even louder. ?

The author observed the voice of geese very carefully. Before leaving, it must not sound the same as coming back. In the noisy discussion of geese, the author recognized it? A loud and interesting debate? And then what? Parameters before returning? These anthropomorphic words full of emotion need to be reread to realize the author's love for geese.

⑦? The returning geese no longer hover tentatively over the swamp, but fall from the sky like withered maple leaves and extend their feet to the cheering birds below. ?

Some students will ignore this sentence, actually? Cheer? The word "wild goose" has well expressed the joy of wild geese, so you should reread it when reading it. The cheering birds seem to welcome the victorious hero.

⑧? The ensuing whispers are about the value of food. ?

? Whisper? I used it again, but whispered it twice. The content is different. Last time I whispered hello to puddles and ponds, this time I was discussing the value of food. In the author's eyes, what a clever bird the geese are! Here? Whisper? And then what? Discuss? Should be reread.

Here? The voice of a goose? The description level is extremely delicate, from just arriving at the destination? Whisper? , to find a familiar puddle? Say hello? And then shout to friends, all geese? Noisy looking for food, a spark of wisdom? Debate? And then what? Quarrel? Come back until the last meal? Whisper? . These directly described words are anthropomorphic and show the human spirituality of geese, so they need to be re-read. Other words that play the role of emphasis and modification also need to be emphasized. Read the whole paragraph in a brisk tone and speak slowly to appreciate the author's love for geese in his understatement. In this intensive reading process, I not only learned the singing characteristics of geese who returned in March, but also learned the author's writing skills and even tasted the author's love for geese.

3. The teacher modeled this part and asked the students to read with emotion on the basis of analysis, especially to stress these words.

Teaching experience and gains:

Teacher Yu Yingchao said: Jing Duan? The best idea embodied in teaching design is: to achieve multiple goals at one stroke and pay attention to efficiency. That is, reading a paragraph is not only to understand the content of the paragraph or comment on the sentence, but to use this paragraph to train reading ability in many ways and angles. In other words, a teaching detail comes out, not just a single training, but to achieve the goal of double or multiple training in one training. ? Teacher Yu's Intensive Reading of Suzhou Gardens sets a good example for us.

My intensive reading design mainly trains students from three aspects: to deeply understand the characteristics of Goose Returning in March, to learn the author's anthropomorphic writing techniques by appreciating specific words, and to taste the author's love for geese by reading aloud.

My initial teaching design is: let students find out the sentences that the author describes the voice of the wild goose, and then put the selected sentences on a slide. Please read them together and reread the voice of the wild goose. I have marked the words that need to be stressed on the slide, but the students have no feelings when reading them. In the first class, I felt that the effect of reading aloud didn't come out at all, but in order to make the teaching progress timely, I quickly entered the next teaching link. Teacher Yu Yingchao said? What should be the first activity in reading teaching? Read aloud? . So-called? Teach thousands of reading methods? That is, reading aloud. ? However, reading teaching is by no means to let students read blindly, but to reflect the design and thinking of teachers in reading teaching.

Teacher Gu said after reading my teaching design. Why is it limited by time? Is it important to complete the teaching task in the open class or to really guide students into the text? The purpose of our school-based research is to cultivate students' Chinese literacy through careful reading of texts. This is also an improvement for our teachers themselves, rather than pursuing superficial stimulation. ?

After adjustment, the intensive reading part takes up about 25 minutes in a class. Students try hard in the trial reading activities, not only to find out what needs to be re-emphasized, but also to give reasons. They should demonstrate reading, interlocking, and fully let students carry out activities.

I have learned this text in almost every class in the whole grade, and I have achieved good results in parallel classes with weak Chinese achievements. The children's discussion of every sentence was beyond my expectation, not superficial. It is not enough to find words that embody anthropomorphic rhetoric. What is more important is to taste the thoughts and feelings contained in the author. Originally, I thought it was difficult for students to express clearly the analytical sentences I imagined. I didn't expect the students' answers to be completely beyond my imagination. For example:? Once the first group of geese came here, they clamored to invite every group of migrating geese. ? Not only did I understand the enthusiastic character of geese, but I also understood the friendship between geese; ? They meander through swamps and meadows, saying hello to every newly melted puddle and pond. In a low and tortuous way? Reflects the posture of geese when flying. Just now? This word indicates that spring has just come to us, and it is the goose that brings us the breath of spring. These answers are really comforting.

On the basis of careful reading, students not only have a deep understanding of anthropomorphic techniques, but also understand why the author writes geese with anthropomorphic techniques, so as to better endow geese with spirituality and express their love for them. The students' answers fully proved the important role of intensive reading in teaching. A text can't cover everything, so intensive reading is actually based on the thinking of the text, which plays a role in affecting the whole body.

After school-based research, we have a deeper understanding? You should take time to think about the text. We should put the eyes of understanding, analysis, evaluation and appreciation into the depths of the text, chew each text carefully, make in-depth research, and strive to discover its profound beauty, so as to make the teaching easy to understand, advance and retreat freely and with ease. ?