Three sample essays on "Hurry" lecture notes

As a teacher, you often need to prepare lecture notes. By talking about lesson notes, you can well correct the shortcomings of your lectures. What formats should be paid attention to when writing lecture manuscripts? Below are the "Hurry" lecture manuscripts I have collected for everyone. You are welcome to learn from and refer to them. I hope it will be helpful to everyone.

"Hurry" Lesson Note 1

1. Textbook Analysis

"Hurry" is the second lesson in the twelfth volume of Primary School Chinese published by the People's Education Press. The theme of this unit is to guide students to grasp key paragraphs, connect them with real life, and obtain life enlightenment from the text. The task of this lesson is to guide students to feel the beauty of the language of the article, so as to understand the emotions expressed by the author, that is, the helplessness and regret for the passage of time, and to arouse the awareness of cherishing time.

2. Analysis of Academic Situation

Sixth grade students have already accumulated certain knowledge, emotions and independent learning abilities, and have relatively strong reading and comprehension abilities.

3. Talking about the teaching objectives

This course requires two hours to complete the teaching tasks. Here I focus on the teaching of the second hour.

According to the requirements in the new curriculum standards that Chinese language teaching should strive to reflect the practicality and comprehensiveness of Chinese language, combined with academic conditions, I have set the teaching objectives of this lesson from the following three dimensions. Certainly.

Knowledge and ability: Understand the main content of the text, through various forms of reading, connect with students' real life, feel the beauty of the language of the article, and learn from the author's expression methods.

Process and method: Actively guide students to participate in reading, participate in discussions and exchanges, focus on guiding students to connect reading and thinking, reading and life, learn from the author's expression methods, and focus on the development of students' good study habits .

Emotional attitudes and values: Pay attention to understanding the author’s helplessness and regret for the passage of time while reading, and establish a sense of cherishing time.

IV. Teaching philosophy:

The teaching of this course is based on the understanding, accumulation and application of language and characters, and strives to embody "students as the main body" and highlight the use of language. ?’s teaching philosophy.

5. Teaching method and learning method

Teaching method:

As the saying goes: There is no fixed method for teaching. Teaching methods should be determined according to the teaching content and the characteristics of the teaching objects. "Hurry" is a prose of both quality and beauty. The author has deep experience, beautiful language and strong emotions. In view of this, I adopt the reading method, the contact life experience method, the perception method, etc. in teaching.

Study method:

Based on the characteristics of the text and the situation of the students, focus on guiding students to adopt various forms of reading, experience it in connection with real life, and combine reading with perception.

6. Emphasis and difficulty

The focus of this lesson is to appreciate the beauty of language and accumulate language while reading aloud with emotion; the difficulty is to grasp the key words and sentences and understand the author Emotions and understanding of the preciousness of time.

7. Teaching process

The teaching structure of this lesson can be roughly divided into several modules: introduction to model reading, savory reading, accumulation and application, stimulating reflection, and extended reading. Below I will give a detailed explanation of the specific implementation process:

(1) Passionate reading to establish the emotional tone

At the beginning of the class, introduce the author to the students and tell the students that Mr. Zhu Ziqing The prose works are simple, beautiful, and thought-provoking. Then, the students' interest in reading is stimulated by the evocative and emotional model reading, and the emotional tone of the reading is established for the students.

Although the author’s expression in the article is somewhat sad, the overall tone is still positive. Therefore, when reading aloud, one must not be sad, but should have a thoughtful mood. Teachers before class should Use your own reading to give the full text an emotional position.

(2) Savor reading and feel the charm of language

[Overall perception]

1. Students read the text freely and grasp the main content of the text. After initially perceiving the general content of the text, students are required to summarize the theme of the article while reading silently. You can refine the central words of the text (such as: in a hurry, gone forever, etc.), or you can use famous aphorisms that you have learned to express them.

[Reading and Research]

2. Re-read the full text around the central question, and circle the sentence about how time flies in the text. You can write your own reflections and cultivate students to develop a good habit of not writing or reading. In this step, students need to be given enough time to walk through the text.

3. Students report and communicate, focus on reading a few sentences and paragraphs, taste the meaning of the sentences, and appreciate the expression effect of the sentences. For example: Paragraph 1: Counting silently, more than eight thousand days have slipped by my hands; just like drops of water on a needle tip dripping into the ocean, my days have been dripping into the flow of time, without sound and shadow. ?

(1) In this sentence, "more than eight thousand days" may seem like a lot, but the word "slip" actually expresses the passage of time quickly and silently.

?What is the state of water on the tip of a needle? It allows students to connect with the reality of life and understand that it cannot be hung on or grasped, so as to truly feel the author's regretful and anxious mood.

(2) Instruct students to read this paragraph, read the author’s mood, and read their own feelings.

(3) Combining the local language environment and your own feelings, understand the words "head-beating" and "tears" in this paragraph, and try to use these two words in connection with real life.

Paragraph 2: The sun has feet, and it moves away gently and quietly; I also follow it in a daze. Thus, when I wash my hands, the days pass by in the basin; when I eat, the days pass by in the rice bowl; when I am silent, the days pass by before my day-dreaming eyes. I can feel his haste now, so I reach out my hands to hold him back, but he keeps flowing past my withholding hands. In the evening, as I lie in bed, he will stride over my body and fly past my feet in his agile way. Went. When I open my eyes and see the sun again, another day has slipped away. I hid my face and sighed. But the shadow of the new days began to flash through the sigh again.

(1) Grasp the word "at a loss" and let students find verbs from the text to feel how the author lives in a daze.

(2) List out a series of trivial actions such as washing hands, eating, being silent, covering up, lying on bed, and sighing, and also find the corresponding actions, such as past, past , past, passed, crossed, flew by, slipped away, flashed by?, and then compare the slowness of action with the speed of time to feel the rapid passage of time.

(3) Instruct students to read this paragraph and feel the author’s delicate writing style and emotions.

Sentence 3: The past days are like light smoke, blown away by the breeze, like mist, evaporated by the early sun. ?

(1) Let students figure out the function of this metaphor and understand how the author uses the emptiness of "light smoke" and "mist" to concretely visualize the "rush of time" and uses "blow" The subtle changes in dispersion, evaporation and melting express the silent passage of time, which makes people helpless and heartbroken.

(2) There are many sentences like these that use vivid rhetoric. Let students find a few more sentences from the text, study them independently, and experience the effect of expression.

Such teaching methods from support to release follow the students' cognitive rules, practice, understand, practice again, and guide students to participate in the learning process.

(3) For the above vivid sentences, arrange for students to copy one or two of them to accumulate language.

(3) Combination of reading and writing, implementation of accumulation and application

Cui Luan once said: There are two beautiful turns in Chinese teaching, one of which is from emphasizing understanding to emphasizing the combination of reading and writing. change?.

The new curriculum standard clearly states: One of the characteristics of Chinese reading teaching is that it is highly practical, and students should be allowed to master the rules of using Chinese in a large amount of Chinese practice. Combining reading and writing is also a practical activity that pays equal attention to language content and language form. ?

In the teaching of this text, there are many points that can be used for reading and writing training. Here, you can combine the after-school exercise 3 with the sentence pattern of xxx, day xxx, Let students imitate based on real life; they can imitate sentences by combining metaphors in the text; they can collect famous quotes about cherishing time. In this way, it not only deepens students' understanding of the text, but also organically combines reading and writing, and implements language training.

(4) Encourage reflection and promote emotional sublimation

Textbooks contain rich humanistic connotations and guide students to correctly understand and comprehend, which is an effective way to implement the "emotional attitudes and values" teaching objectives. important process.

At the end of this article, the author’s sentence: It’s unacceptable, why do we have to go through this life in vain? It asks us in our hearts, are we willing to go through this life in vain? At the end of the teaching, let the students talk about their own Learning gains, students should talk about not just knowledge. There will definitely be many students who will reflect on their own lives and gain the understanding of "cherishing time", thereby effectively achieving their emotional and value goals.

(5) Linked reading, expanding reading space

Another beautiful turn Comrade Cui Luan said is that reading teaching should shift from emphasizing reading in class to emphasizing both in-class and Focus on extracurricular changes?. In this class, I will combine the after-class "reading links" to expand students' reading space and guide students to learn more about the literati's perception of time, such as "Tomorrow's Song", "Ti Cheng Nanzhuang", etc.

8. Speaking homework design

Based on the implementation of language accumulation and application, the homework I designed is:

1. Recite the text; 2. Copy down your favorite sentences; 3. Connect with reality and talk about the preciousness of time.

9. Reflection on teaching and learning

Although the prose is beautiful, it is not interesting enough. For sixth grade students, they may not be very interested in learning, especially since many languages ????are relatively abstruse. , it is thought-provoking and requires careful consideration and understanding. Too much explanation will reduce the cultural taste of the language. If it does not guide the taste, you may not be able to appreciate it.

Therefore, how to stimulate students' interest in learning prose is a difficult problem to grasp in teaching this type of text. "Hurry" Lesson Note 2

Teaching objectives:

1. Read aloud with emotion and recite this natural paragraph.

2. Understand the main content of natural paragraphs, combine reading and writing, and use language.

3. Try to figure out the expression method used by the author in this natural paragraph, and realize the benefits of this expression.

Teaching process:

1. First reading, read correctly and fluently, and understand the main content. < /p>

Teacher (evaluation): The students read flat tongue and post-nasal sounds very accurately.

Teacher: In our daily reading or life, which words with "hurried" do you find, compare and see who has accumulated more.

Teacher (evaluation): You accumulate from reading, you accumulate from life, be a thoughtful person in life, good.

Teacher: "Time flies by?", which is originally invisible. How does the author describe "time flies by?", please ask students to read the text silently at a faster speed and use the symbols they are used to. Make a mark.

Teacher (evaluation): I found that some students read silently while writing and marking, which is "reading with pen and ink"; some students exchanged views and discussed with their classmates after thinking, which is cooperation. Studying, there are three cobblers who are better than Zhuge Liang? Well, that’s good.

Teacher: Students found it very accurately. Read this paragraph freely and think about what is the main content of this paragraph?

Teacher (evaluation): You can summarize the sentence by grasping the question, and summarize the main content by grasping the key sentences of the natural paragraph. , is a good method; it is also a good method if you can grasp the key points and summarize them in your own words. Yes, this natural paragraph is to specifically describe how the days come and go in such a hurry. (Writing on the blackboard: ? Days are in a hurry?)

2. Read intensively, try to figure out the author's expression method, and further feel the author's mood? Bewildered? Sigh?.

Question: The author asked a question at the beginning? How was he in a hurry while he was coming and going? Did the author answer it? How did he answer it? Please find the sentence, read it and experience it. How did the author write "The days are in a hurry"? Let's discuss the benefits of writing this way.

Teacher (evaluation): You read so well. Can you tell me what kind of mood you express when you read it like this? Yes, "confused" and "sigh" are the portrayal of the author's complex mood. Students read it again and try to express this feeling in their own way. (Writing on the blackboard? Bewildered? Sigh?) ??

Question: How did the author specifically write "The days are in a hurry"?

Teacher (evaluation): Do you think the author seizes life? Please give examples to write down the details of "Days are in a hurry". (Written on the blackboard: Details of life) Thinking about problems must be rational and well-founded.

Teacher (evaluation): Do you think the author used a lot of rhetorical techniques to write "The Days Are Hurrying"? Please give an example. (Written on the blackboard: Various rhetorical figures) It’s great that you discovered the characteristics of the author’s language expression.

Explanation: The author uses a variety of rhetorical techniques, such as "The days pass in the water basin", "The days pass in the rice bowl". These sentences use parallelism. Students should read the momentum; time can "Span" can "fly". This is a personification technique. Students should read it more affectionately. The author also cleverly uses a large number of repeated words, such as "hurriedly", "silently", "gently quietly", etc., students. We should read the lively and light feeling, and taste the beauty of the language and the hint of sadness. After listening to the students reading aloud, the teacher couldn't help but want to read it. (Fan reading, let students feel it quietly.)

3. Practice, combine reading and writing, recite, try to use language, and enrich the accumulation of language.

Transitional language: My classmates, we are already in sixth grade in a blink of an eye, and we are about to say goodbye to elementary school. Life here is also "hurried". Do you feel it? Please contact your own life and imitate this. How to write, please write a few more sentences. If you don’t want to write, just copy out the sentences you like. (You can speak first, then write.)

Teacher (evaluation): You write in relation to your own life, good; you are good at absorbing good sentences from classmates, and can learn. Students carefully observe life, and are good at using them. It’s great to accumulate good words and sentences while reading. Now put what you wrote into the article and read it.

Teacher: Students try to memorize it, and the deskmates help and check each other.

4. Ask questions freely and expand.

Teacher: If there is anything you don’t understand or if you have any questions, please ask them.

Teacher (evaluation): You ask the question from the word aspect (such as? Ningran? What does it mean?), good; you ask the question from the sentence aspect (such as? In the middle of going and coming, how is it so hurried? ?Is this question the same as the previous question?) Okay; we can’t answer your questions for a while (such as why the author is so confused?, covering his face and sighing). Let’s take it back and look up some information about Mr. Zhu Ziqing. The information may be helpful to our thinking. Being good at discovering and asking questions is not only a good learning method, but also a strong learning ability. Students should continue.

After students go back, they can read Mr. Zhu Ziqing’s "Spring", "Moonlight over the Lotus Pond" and "Back View". Next time, let’s hold a recitation of Mr. Zhu Ziqing’s prose. "Hurry" lecture notes 3

Talking about learning methods

?Teaching is for the sake of not teaching?. The purpose of teaching is not only to let students learn, but also to guide students to learn. During the teaching process, I let the students fully perceive the language materials, read the texts themselves, and appreciate the readings and insights, which penetrated the learning methods of reading (texts), thinking (questions), drawing (key words and sentences), and understanding (feelings). Reading and writing transfer method: Reading is absorption, writing is expression. After students read aloud to understand how the author describes how the days come and go, let the students also write about how they live or the days around them. Learn to write from reading, promote reading through writing, and reading and writing promote each other. A learning method that starts from what you read.

Talking teaching procedures

1. Stimulate interest and encourage questioning

First, teachers and students talk, and students report the poems and famous sayings about time collected before class. Initial development of students' ability to collect and filter information. Then the teacher naturally introduces: Let us study an article describing time. The famous modern writer Zhu Zi's prose "Hurry". After writing the topic on the blackboard, students are encouraged to question: When you see the title, what do you want to know? How do you want to solve these problems? ?Based on the students’ answers, the teacher skillfully guides the students into a state of independent reading of the text.

2. Perception in the first reading, enlightenment in the reading

Suhomlinsky once said: Deep in the human soul, there is a deep-rooted need, which is hope. I am a discoverer, researcher, and explorer. In the spiritual world of children, this need is particularly strong. Therefore, in this link, I first asked students to read with their own questions, and then communicated with the whole class. What did you understand through reading? The teacher encouraged students to make personalized interpretations and conduct multi-angle and multi-level research. Exchange reading experiences.

3. Careful reading and exploration, taste and perception

The curriculum standards point out: Reading is a student’s personalized behavior, and teachers’ analysis should not replace students’ reading practice. Students should be allowed to deepen their understanding and experience through proactive thinking and emotional activities. Students’ unique feelings, experiences and understandings should be valued. Therefore, in this link, I guide students to read aloud independently, grasp key words and sentences to taste, explore the thoughts and feelings expressed in the article, feel the charm of language and words, and be influenced by emotions.

1. Read the text silently, find out the sentences in the text that specifically describe the coming and going of time, read them, and write your feelings next to them.

2. Exchange feelings: What did you understand? What thoughts and feelings of the author did you experience in the clause?

3. Teachers and students taste the key sentences? Count in silence, More than eight thousand days have slipped away from my hands. So, when I wash my hands? When I eat? I cover my face and sigh

4. Evaluation of teacher-student exchanges

Here, on the one hand, I encourage Students can choose teaching content independently, while giving full play to the leading role of teachers themselves. Students read aloud sentences that they like or feel deeply about, and have their own unique experiences, which truly reflects the autonomy of learning. Teachers and students study and discuss key paragraphs together, which is conducive to solving key and difficult points and also reflects interactivity.

5. Imitate sentences: How do you live your life, and how do the people around you live your life? Write a few sentences imitating the writing method of the text.

In teaching, we not only focus on reading guidance, but also on writing training. Here I introduce reading to writing, and let the students understand how the author specifically describes how the days come and go, and then guide the students to imitate the writing method of this paragraph and connect it with their own lives to practice imitation. Through imitation, they can further appreciate time. The transfer of knowledge was carried out in a hurry.

4. Emotional reading aloud, deepening emotions

The "Chinese Curriculum Standards" place special emphasis on reading aloud, and the three requirements of correctness, fluency, and emotion are applied to all learning stages. When teaching, I pay attention to students' reading guidance, especially the level of guidance in reading. At the beginning, the teacher does a model reading to stimulate students' interest in reading aloud; then, students are allowed to study independently and find their favorite sentences or read in their own way; and finally, students are allowed to read to music. The article uses various rhetorical techniques and a large number of overlapping words in many places. The language is beautiful, and it reads lightly and tactfully. When read aloud in beautiful and lyrical music, it arouses students' emotions. Students increase their accumulation while reading, develop their sense of language, deepen their experience and insights, and be influenced by their emotions again.

5. After-school extension, extended reading.

Seize the questions at the beginning and end to guide students to think beyond the content of the text. ?You are smart, tell me, why are our days gone forever? Did the author answer? What did you think of after reading this article? Encourage students to think about it from different angles and actively expand their thinking. And let students understand that in order to deepen their understanding of the ideological content of the text, they must think beyond the article they are reading and develop an associative reading method.

In addition, in order to organically integrate in-class and extra-curricular activities, appropriately expand learning resources, and broaden learning channels, I also assigned extracurricular reading assignments:

1. Read "Race against Time" ” and “Long Song Xing”.

2. Write a sentence about time as your motto.

3. Read Zhu Ziqing’s other famous prose such as “Night in the Lotus Pond” and “Spring” to learn and accumulate beautiful language. In this way, students can truly learn Chinese in life and use Chinese in life!

In the design of writing on the blackboard, I try to follow the principles of simplicity, beauty and practicality, and write key words on the blackboard so that students can better understand the text. Content and accumulation of beautiful sentences.

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