Lecture Notes of Lily 1 1. Talking about Teaching Materials
1, brief analysis of teaching materials:
The content of the class I'm talking about is lesson 12, Unit 3, Volume 11, Chinese, Hebei Education Edition. The cultural theme of this unit is "I want to fly in my youth". Children are the golden age of creativity and dreams, but they have not yet formed a correct outlook on life and values, and their flight needs healthy and correct guidance. Based on a group of philosophical articles, this unit enables students to enrich their knowledge, master skills, move from textbooks to life, adjust their mentality and have a positive attitude towards life.
Lily is an allegorical essay. Throughout it, it uses anthropomorphic methods to set off layers, and creates a spiritual lily image with fresh and simple language: the lily on the cliff in the mountains. With her persistence and perseverance, she always adhered to her inner pure faith and eventually blossomed everywhere, realizing her own value. In this beautiful and moving story, lily became a symbol of faith, and the image of lily inspired children to establish firm beliefs and realize the value of life through unremitting efforts.
2. Learning objectives:
Based on the understanding of the teaching materials, according to the age characteristics and learning needs of sixth-grade students, I set the three-dimensional learning objectives of this lesson:
Knowledge and ability objectives:
(1) Learn new words from the text, understand the meaning of words in the context, and taste the feelings of words by reading aloud.
(2) Grasp the main content of the article and read aloud with emotion according to your own experience.
Process and method objectives:
Instruct students to dare to express their opinions and express them reasonably when reading, discussing and communicating.
Emotional attitude and value goal;
Understand the image of lily, the spirit of lily, the meaning of life and the value of faith to life.
Step 3 focus on your studies
Of course, writing and reading are opposite processes. Mr. Lin Qingxuan should have a belief of "flowers as evidence" first, and then he found the image of "lily" in his hard search; Reading, on the other hand, is to explore the emotional core of the author along the verbal form of the text. Goethe once said that the highest achievement of art is style. Therefore, learning this article, savoring the fresh language of Lin Qingxuan style, exploring the image of Lily and understanding the philosophy contained in the article have become the focus of students' study.
Second, talk about teaching methods and learning methods.
An efficient and energetic Chinese classroom is composed of teachers and students. In teaching, I adopt the inquiry teaching of "reading and discussing problems", make full use of modern multimedia teaching, let students learn in reading and discussing problems, guide students to ask questions with central topics, organize students to explore independently to form individual experiences, let students feel in reading, communicate in feeling, improve after reading in communication, and form an emotion step by step. Thus, it embodies the dominant position of teachers and students, constructs a new classroom, and embodies the characteristics of combining Chinese class with society and life.
Third, talk about the teaching process
In the process of teaching and learning, I set the following five links:
(A) attracting flowers by people
The new curriculum standard puts forward that reading is an important way to collect and process information. Therefore, the study of Chinese course must not be limited to Chinese course itself and Chinese classroom teaching, so I encourage students to consult the information about the author Lin Qingxuan through various channels before class. At the beginning of the class, we will exchange information on the topic of "Lin Qingxuan as you know it". At the same time, teachers will share their collected stories with students as participants: (A few years ago, a criminal asked to see someone before execution. This man is not his relative, but an unknown writer. Later, when I met the writer, he said, "I read almost all your works during my imprisonment." If someone can tell me in advance that reading is such a good thing and will make people so moved when they grow up, I won't become a criminal. "The author is Lin Qingxuan. Through such a short story, students are prompted to think: Is his work really that attractive? So as to stimulate students' interest in reading and lay a good foundation for students to better enter the text. (blackboard writing: lilies in full bloom)
(2) Looking at flowers for the first time
Accompanied by the piano piece "The Seal of Rain", I put forward two reading requirements to guide students to finish the initial reading of the article.
1, with the help of reference books or deskmates, read and understand the full text.
2. Use what you think is appropriate: What kind of lilies have you admired?
The effectiveness of classroom teaching should be the effectiveness of students' learning and the effectiveness of students' learning under the guidance of teachers. The design of these two questions not only allows students to complete the overall perception of the text in the process of mutual assistance between teachers and students, but also highlights the image of Lily. In students' independent and diverse feelings, even their most superficial findings, I will write them on the blackboard, because the classroom needs to set sail from the students' hearts.
(2) research flowers
In the students' answers, I will circle "firm" and "persistent" (writing on the blackboard) or similar words, and then throw out the central topic of this lesson: study hard and savor. Why did this lily leave such a deep impression on you? What do you feel from the article? Draw related words and sentences, read them gently and savor them carefully. Guide students to learn with the guidance of standardizing specific learning objectives.
I designed three levels in Learning Flowers: personalized reading comprehension-release in group communication-promotion in class communication.
Lin Qingxuan's works are fresh and smooth, and have a touching power among the people. Reading this lily is not only learning, but also enjoying. At this time, the classroom needs to be quiet. In this link, I guide students to concentrate on reading independently, outline the key points, and mark feelings as a learning method, so that students can deepen their understanding and experience, feel and think, be influenced by emotions and get ideological enlightenment in personalized reading.
The new curriculum standard puts forward: "fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods." "Therefore, after personalized reading, students should cooperate in groups and put forward the requirements of cooperative learning: express in fluent language and listen patiently. The requirement of cooperation helps to improve the effectiveness of cooperative learning, so that every student has something to do. At the same time, teachers participate in the communication between students. In listening and speaking communication, the interaction between students not only deepens their own understanding, but also enriches information. In the interaction between teachers and students, teachers become learners and become "classmates" with students, thus realizing mutual teaching and learning.
In an efficient classroom, the teacher is no longer the protagonist in teaching, but after all, he is the "chief among equals". In classroom communication, teachers seize the teaching opportunity and guide students on the basis of listening, which leads to a new round of student-student interaction and teacher-student interaction. Students' thinking collides in communication and sparks wisdom. This article has vivid language and strong feelings. Therefore, I take "grasping the key words and savoring the feelings of words and phrases" as the main method, and use repeated chanting and other means to hammer, guide students to associate their hearts with weeds, bees, butterflies and lilies, read the ridicule of weeds, read the persuasion of bees, butterflies and lilies, and promote students to have a deep dialogue with the text. For example, grasp the "distant" and "cliff" to appreciate the harsh growth environment of lily. When students feel the harsh growth environment and tenacious vitality of lily from the word cliff, the teacher asks the camera, what is "cliff" and what kind of experience lily may face on the cliff? Make students have a deeper understanding of the tenacity of lily, and students can also understand the foil function of profile description; Grasp the words such as "disdain" and "ridicule" to mobilize students' life experience and ask in time "Have you ever been ridiculed by others? What's your mood? Can you read the sarcastic tone? What kind of mood is it to face smiling lily at this time? In a series of questions, the students walked into Lily's heart and realized the test that Lily suffered. Grasp the key sentences such as "hard" and "deep" to understand the image of lily;
I take the following three sentences as the reserve point of key appreciation:
I am a lily, not a weed. The only way to prove that I am a lily is to produce beautiful flowers.
2. I want to blossom because I know I have beautiful flowers; I want to blossom in order to complete my solemn life as a flower; I want to blossom, because I like to prove my existence with flowers. No matter whether anyone appreciates it or not, no matter what you think of me, I will blossom.
We should bloom silently and wholeheartedly, and prove our existence with flowers. )
Appreciating these sentences, we can master the related words: (Yes ... not the only one ... Yes, it doesn't matter ... whatever); You can grasp the key words: (beauty, life, heart and heart, silence, etc. ); You can deal with the stress and intonation of reading aloud; We can grasp the use of rhetorical devices, guide students to read aloud repeatedly, and read out their unique feelings-after searching for chapters and sentences, I believe the image of Lily in students' minds is firm, persistent, positive and optimistic.
(3) Reading and enjoying flowers
The new curriculum reform requires Chinese teaching to strengthen students' reading training, not only starting with reading skills, but also guiding students to do as the Romans do and express their thoughts and feelings. After learning the whole article, the students were full of emotions. I promptly guided the students to read aloud: "At this moment, every one of us has a lily in his heart, so choose the most touching sentence in the article and read it emotionally." When students do as the Romans do, their emotions and words have a strong * * * sound. Lily is firm and persistent, and her positive, optimistic and tenacious spirit is fixed in the hearts of children.
(D) educating people with flowers
Obviously, Lily is a personified image. Talking about the enlightenment of Lily and arousing students' reflection should be the end result of this class. However, this still needs to be paved, otherwise it often becomes superficial. The first layer of bedding: Lily in life, what will you associate with Lily's struggle experience? If students' brains are wide open, they can think of Beethoven, Hawking and so on. This design guides students from understanding the quality of lilies to understanding people like living lilies. Step 2: Ask the students' hearts gently: What is your greatest gain? In the process of students telling their own harvest, Lily spirit extends to children, and readers, authors and texts reach harmony and unity at this moment. Finally, the teacher's summary: Lily is in full bloom in each of our hearts. Let's remember her teaching: (read aloud by the class) We should bloom silently wholeheartedly and prove our existence with flowers. I think this voice can't help echoing in the classroom, and more importantly, in everyone's heart.
The class stops and thinking continues. After the child confides in his heart, he also needs a quiet precipitation process. The textbook is just a model, and after class should be the beginning of a new learning cycle. In order to respect students' differences, this paper puts forward three after-class exercises for students to complete independently: one is to recommend reading Lin Qingxuan's Redwood, and the other is to collect inspirational quotes. Third, students choose their favorite way to write down their feelings. Its purpose is to let students enter the vast world, feel strong, persistent and the true meaning of life.
In the teaching of this class, I focus on "reading" and "enlightenment", and skillfully use various ways to guide students to read independently, taste and enjoy reading, read the lily image layer by layer, realize the philosophy of life, and build an independent, cooperative and exploratory classroom, so that students' Chinese literacy and mind can develop harmoniously in Chinese learning.
"Lily" Lecture Notes 2 I. Talking about Teaching Materials
Lily is selected from the third unit of the first volume of the sixth grade of primary school Chinese in Hebei Education Press. The theme of this unit is "In my youth, I want to fly". It is important to cultivate students to face the hardships and joys in life optimistically and lay the foundation for setting up lofty ideals. Lily is undoubtedly the best model, which tells us a beautiful and moving story.
Throughout, personification is used to create a wild lily image full of spirituality and great wisdom. A small lily, growing on several cliffs thousands of feet high, is located in a remote valley. What a harsh natural environment! "A person at dusk, windy and rainy." Lily has to face the contempt and ridicule of weeds, bees, butterflies and birds. This social environment is a more severe test for Lily. However, it always has a firm belief in its heart: I want to blossom! Pursue in persistence, work hard in persistence, and finally lily blooms beautiful flowers, making Lily Valley a success. In the face of admiration, lily is indifferent and calm. It teaches everyone to "bloom silently and wholeheartedly". It inspires people to "prove their existence with flowers". This "beauty of spirit and soul" is a frequent theme in Lin Qingxuan's works.
Lily's experience tells us that the value of flowers is reflected by flowering; People's social value should be proved by achievements. In today's society, although there are persistent strugglers, there are also many people who are willing to be wild, those who complain about others, those who look ahead and look back, and those who give up halfway. We should learn from Lily the power of forging ahead and the enlightenment of life. And how to make the image of this lily go deep into the hearts of students has become the focus of this class.
Second, oral teaching methods
I was shocked to read this article carefully. I want to use the "four-ring guidance" mode of our school to teach such an article with both literary talent and aesthetic feeling, and adopt the methods of "reading" and "reading". Reading is meditation; Reading aloud, that is, reading aloud, allows students to learn in the sound of meditation and silent reading.
Third, talk about teaching objectives.
This class, I intend to divide it into two classes, and set the following three-dimensional teaching objectives:
1, I am making sure to read 6 new words I can know and master 9 new words I can write.
2. Read the text with emotion and recite the eighth to tenth paragraphs of the text.
3. Understanding the profound sentences in the text in the context, understanding the harsh environment and the hardships of the world are all inevitable experiences in life.
4. Guide students to analyze the language around keywords and understand the author's writing characteristics.
5. Through multiple interpretations of the textbook, I realized Lily's persistent and tenacious spirit, and its valuable qualities of unyielding in adversity and unobtrusive in prosperity.
Fourth, talk about the teaching process:
Throughout the class, I arranged four teaching links with "beauty" as the main line.
(A) to induce thinking, revealing the topic:
(two) * * * research works, reading the text.
(3) Show communication and experience emotion.
(d) Consolidate knowledge and review gains.
The first link: create a situation and introduce dialogue.
At the beginning of the class, I first introduced the author's experience into this class to stimulate students' curiosity and interest in learning. I introduced it like this: "In this world, there is a beautiful flower-lily, which is white and flawless. Lily is quietly open, emitting a faint fragrance. Lily blooms in valleys, grasslands and plains ... So, it is the most beautiful place in the world-Lily Valley. " Students, do you want to visit this place? In this class, let's walk into the Lily Valley and enjoy the lilies there.
Intention: Language creates situations, and students' hearts are infected by this beauty! This is the premise for students to deeply understand the article.
The second link: * * research works and read texts.
First, the teacher reads the text aloud, and then the students read the text freely, so as to get the initial impression of Lily, and at the same time, consolidate the teaching of words and clear the obstacles of words.
The third link: show communication and experience emotion.
Teacher: "Please read the full text again. What kind of lilies appear in your mind after reading it." What kind of development process has it experienced? Sum it up with the right words. "
Students may say some words. My speech to the students is summarized as follows: This is a strong lily, this is a persistent lily, this is a lily that pursues beauty, and this is a lily that loves life. ...
Intention: In this way, guide students to start with the article, focus on the full text, get a complete impression and cultivate their generalization ability. Focus on reading important sentences Students can communicate in groups after self-study. I went deep into the students and listened to their speeches.
When the whole class communicates, I will talk about where the students have talked about. Respect students' reading experience and give them a chance to speak.
I will focus on the following three sentences.
With this in mind, Lily tried to absorb water and sunshine, took root deeply and straightened her chest.
For this sentence, I guide students to learn through multiple interpretations.
If the student understands "hold your head high", let him read Lily's confidence and tenacity.
If the student understands "deep-rooted", let him read Lily's firmness and persistence.
If the student understands "trying to absorb water and sunshine", let him read lily without fear of hardship.
2. I want to blossom because I know I have beautiful flowers; I want to blossom, in order to complete the solemn mission as a flower; I want to blossom, because I like to prove my existence with flowers. No matter whether anyone appreciates it or not, no matter what you think of me, I will blossom! "
This passage expresses Lily's firm belief. I instruct students to find that this article uses rhetorical devices of parallelism, so that students can understand the tone of parallelism.
Intention: At this time, reading only stays in the skills and external forms of language expression.
Students read the words about weeds, buzzes, flies and birds in the text in different roles.
Through the reading of different roles, let students know the disdain of weeds, bees and butterflies for lily, and highlight the difficulty of lily's survival in adversity.
After that, it introduces Lin Qingxuan's relevant experience materials.
Teacher: "Lin Qingxuan is a famous writer. Before he became famous, he was repeatedly suspected, satirized and attacked by others, but he said, "I know my inner potential, and I know that I will eventually become a person who lives by words." No matter what others think of me, I am willing to use my words to express my pursuit of beauty and love for life until I die. "
At this time, the students will realize that Lin Qingxuan is using lilies to show his mind.
Teacher: "In fact, isn't everyone like this lily?"
Lily is in full bloom, and there are crystal drops on the flowers every day. Weeds think this is the dew of last night. Only the lily knows that it is a tear of deep joy. Its spirit is white and graceful, making it the most beautiful scenery on the cliff.
For this passage, I guide students to explore the subtleties of the text language, and buckle the two language points of "incomparable deep joy" and "tears in eyes" to trigger a deep dialogue between students and the text.
Teacher: let's all remember the teaching of the first lily: students read together:
We should blossom silently wholeheartedly and prove our existence with flowers.
First of all, students will talk about Lin Qingxuan from Lily, and then they will definitely say: Helen Keller, Beethoven, Zhang Haidi, Shi Tiesheng. ...
Finally, teachers talk about their own experiences and encourage students to open their hearts.
Intention: In this way, this persistent, tenacious, elegant and noble lily image is rooted in the hearts of students!
The fourth link: consolidate knowledge and review the gains.
Lily valley is charming, but how bitter and tortuous lilies are; Success is tempting, but how many difficulties and obstacles are needed to win. Yes, how can I see a rainbow without experiencing wind and rain? No one can succeed casually. When we see lilies all over the mountains, we should remember how hard we have worked for this beautiful result. If it's a flower, try to open it. If it is a bird, try to fly. If you have a dream in your heart, go for it. Let us all "bloom silently and wholeheartedly", and let each of us have lilies in our hearts!
My lecture is over, thank you!
I said that the topic of the class is Lily. It is a text in Unit 3, Book 2, Grade 6, a new textbook. Below I will talk about my teaching ideas from the aspects of teaching materials, teaching objectives, teaching methods, teaching design, blackboard writing and so on.
Let's talk about textbooks first.
Lily and If Give Me Three Days of Light, The Tragedy of Normandy and Poverty constitute the unit of "Cheering for Life". Therefore, it is obvious that these four texts should convey the same spiritual beauty worthy of applause to students of different lives.
Mr. Lin Qingxuan described the wild lily with pure faith in the article Lily Blossoms. With determination and hard work, she made a barren valley full of beautiful lilies, which "proved" her significance as a blooming lily. Symbolizes life.
Second, the teaching objectives.
According to the curriculum standards, the first thing to pay attention to in reading objectives is positive and healthy emotions, attitudes and correct value orientation in reading. "Read shallow fairy tales, fables and stories, yearn for beautiful situations, care about nature and life", and "have your own feelings and ideas about people and things you are interested in". On the basis of reading through the text, you should clear your mind, understand the main content, appreciate and weigh the meaning and function of important words in the language environment. The goal was put forward in the first issue. According to the characteristics of this course, I have set the following teaching objectives:
1, moral education goal:
Grasp the image of lily and feel the importance of purity and persistence in faith.
2. Knowledge objectives:
(1) Experience the function and expression effect of parallelism.
(2) Read aloud with emotion and taste the key words.
(3) Circle and read aloud.
Key and difficult points: taste key words and grasp the image of lily.
Third, analysis of learning situation.
Students in grade six, with a certain amount of reading, can basically understand the author's general meaning after reading this article once, but they can't understand the author's deep meaning and how the author expresses his writing intention, so they often skim through it when reading the article. For rhetorical devices, students only stay in the exam and do not have a good understanding of beauty. These two points are common problems among the students I teach.
Fourth, the teaching process.
The first step is to read the full text silently and feel the whole.
Preview the full text before class.
Introduction: There is a book that says "one flower and one world". Today, let's take a look at the world presented by this lily in Lin Qingxuan's Lily Blooms.
The second step is to exchange the feelings of the first reading.
Everyone has read the text before class. Who can tell me what story this article is about?
Step 3: Read the article again and circle the key words.
Do you like this lily? Why?
Step 4: Read the key paragraphs of the article aloud.
What makes Lily confident, persistent and hardworking?
The third and ninth paragraphs of the article are the key points of appreciation: grasping the treatment of reading stress and tone; And master the rhetorical device of parallelism and its expression effect, so that students can better understand the image of lily.
Why do lilies keep blooming?
Step five, the teacher summarizes.
Step six, homework.
Copy the parallelism sentence in the ninth paragraph and practice writing it according to this sentence. Interested students can also look at other articles by Mr. Lin Qingxuan.
Blackboard writing:
persevering
A lily blooms in the valley, and a lily is confident and pure.
Prove one's persistence
Comment on class: "Chinese teaching should be carried out in the process of equal dialogue between teachers and students." "Reading teaching is a dialogue process among students, teachers and texts." The "dialogue" realm of reading teaching is created by teachers. The first is the guidance of "topic". For example, after students feel that lilies are in full bloom, countless people like children and lovers come to enjoy them. The teacher asked, "We know and appreciate the blooming of lilies, so what should we use to appreciate them attentively?" This is the spiritual level leading to the turning point of students' thinking. Students' perception is sometimes hazy and scattered, which needs the guidance of teachers to make it bright, clear and complete. This kind of guidance can be seen everywhere in the teaching of this course. Teachers are equal participants in learning activities. When the students read "We should blossom silently and wholeheartedly, and prove our existence with flowers", the teacher said, "Who knows what I appreciate? ..... I appreciate that it is not publicity. " ..... This kind of active participation in teaching can't be achieved by condescending indoctrination. The dialogue between teachers and students is an exquisite dialogue full of wisdom and affection, which leads students to read better and better. This shows that the art of dialogue in reading teaching is actually the art of teachers' guidance, guidance and participation.