I. Relevant background
The Boat is a landscape poem full of childlike interest and fantasy. The author described the beauty of the autumn night sky in the form of poetry. This poem has a harmonious rhythm and strong musicality. The author chose vivid metaphors to describe the colorful natural scenery. The first two lines of the text describe the beauty of the moon and arouse the children's rich imagination. Compare the curved moon to a sharp point, and the last two lines say "I" sitting in a boat, enjoying the beautiful blue sky and the stars all over the sky. There are scenes, feelings and rhymes in the poem, which make children feel happy and catchy when reading, and facilitate the cultivation of children's beautiful sentiments in reading. In teaching, how to start with the psychological characteristics of first-grade primary school students, connect with children's real life, reflect the intuition and vividness of form and content, and create situations to mobilize students' multiple senses to participate in learning activities. Here are some teaching clips.
Second, implementation (from classroom teaching)
(A) stimulate the topic, feel the beauty
Teacher: Do you know any boats?
Health: The boat.
Health: cargo ship.
Health: Warships.
Health: Submarines.
Health: Sailing boat.
Teacher: Where are these ships sailing?
Health: All the ships are sailing at sea.
Teacher: What we are going to learn today is an interesting ship. Where is it?
Student: I know, teacher. This interesting boat is called "Moon Boat". It is in the sky. Show picture < 1 >
Teacher: Where is the picture? Who is sitting there and what is she doing?
Health: There is a little girl in the picture. She is sitting on the moon boat and watching the stars.
Health: This little girl, sitting on the moon boat, saw many stars and blue sky.
Health: The little girl sat on the moon boat and saw countless shining stars and blue sky.
Teacher: Let's relax first. Please close your eyes and listen. What song is it?
Health: Twinkling stars, the sky is full of little stars.
Health: Hanging in the sky glows, as if many small-eyed teachers are very touched to say to their students: Yes, on a clear night, the sky is full of little stars. How beautiful! Do you want to visit them in heaven? Ok, the teacher will take you and the little girl to travel in the sky.
(B) the overall perception, the reproduction of beauty
Read the text with music.
Teacher: Listen, look and think: What does the little girl see in the boat?
Health: In the boat, the little girl saw the shining stars and the blue sky.
Health: I see many stars winking at me.
Through this vivid narration, the students are brought into a specific situation, and the beauty of the moonlit sky is initially realized.
Through this part of the teaching, they cultivate the habit of listening carefully, and they can think while listening, so that students can perceive the content of the text as a whole and pave the way for the next understanding of the text.
Teacher: Please read children's songs gently in the group and ask them to do them.
1, pronounce new words correctly. Read it.
2. Count a few words and number them.
3. Discussion: What does a boat mean?
(Students discuss, teachers patrol and guide)
Teacher: Through the study just now, we already know that the boat in children's songs is the moon. The little girl saw stars and blue sky on the moon. Now, please ask each group leader to lead the children to read the children's songs again, and then fill in the correct answers in the blanks of the form to see which group reads quickly and well. (Fill in in Pinyin)
Each group teaches itself and fills in the blanks. (Teachers patrol and guide)
The moon of _ _ _, the ship of _ _ _ _,
_ _ _ _ _ _ _ _
I'm sitting on a _ _ _ _ _ _ ship.
_ _ _ _ Look at _ _ stars in the sky.
Teacher: Now, let's play the game of "You ask me and I answer":
Teacher: What kind of moon, what kind of boat? Health: A bright moon, a boat.
Teacher: How about a boat? Health: The boat has two sharp points.
Teacher: I'm sitting in a boat. What kind of stars and what kind of sky do I see?
Health: I sat in a small boat and saw only shining stars and blue sky.
Teacher: Who will ask questions like a teacher, and ask the children to answer them? Ask and answer questions.
Students are full of enthusiasm, striving to be small teachers and judges, and their reading ability is also exercised here.
(c) Taste words and analyze sentences to appreciate beauty
Teacher: The teacher has a problem and wants to ask the children to help him solve it, ok? Why do you want to add a "only" here?
I sat in a boat and looked at the twinkling stars in the blue sky.
I sat in a boat and saw only the twinkling stars and the blue sky.
Let students understand the truth by comparison, which is a kind of teaching that "moistens things quietly", and students can experience it by themselves and finally really understand it.
What do you mean when you have "only"? (Four-person group discussion)
Health: One more "only" is easier to read and smoother to read.
Health: Using "only" means that the little girl can only see the shining stars in the blue sky.
Health: The little girl can't see anything except the stars and the blue sky. Teacher: Why?
Health: Because the sky is so beautiful, the little girl is attracted by the shining stars and the blue sky.
Health: The little girl is sitting on the moon boat, surrounded by twinkling stars. She felt that the sky was so beautiful that she was intoxicated.
Teacher: Yes, what a beautiful night sky! The twinkling stars in the dark blue sky winked at us. The little girl was intoxicated in such a beautiful night sky and only saw the twinkling stars in the blue sky. Now, I want to ask the children to dub the pictures, read the beauty of the sky and add actions.
Play the music of little stars.
Try to read other group comments in groups and imitate the whole class to read them together.
Teacher: The children read well, which made the teacher feel the beauty of the night sky. But the teacher still has a question to ask the children. What's the moon like in the blue sky except the boat? Health: The moon bends like a banana. Health: This baby is small and has two sharp heads.
Health: This moon is like a boat and a sickle.
Health: The moon is sometimes like thin eyebrows.
Teacher: Why does the little girl think the moon is like a boat instead of bananas and sickles?
Student: I see, teacher. Bananas can only be eaten, not sat. Health: The boat can sit on it.
Health: Because the moon is curved and both ends are pointed, so is the ship.
Health: And the sky is blue, so is the sea.
Student: Teacher, I have something to add. Because the sea is big and wide, and the sky is big and wide.
Health: It is said that the moon is like a boat because it is too far away from us.
Teacher: That's good. Vividly describe to the students: The little girl saw this crescent moon in the night sky, with two sharp ones, much like a beautiful boat. She thought, if only I could sit on the boat-like moon and see the beautiful night sky! Thinking about it, she seemed to see the vast blue sky turned into the sea, the moon turned into a boat, and she sat on the boat and looked at the beautiful night sky scenery.
Then play the song "Boat"
Teacher: Students, if you sit on the rooftop at night and look up at the blue sky, the stars and the moon in the blue sky, what do you think the moon looks like? Please squint at the piano. How do you feel? (Just like flying in the blue sky and sitting on the curved moon, everyone can see it) [Let students spread their wings of imagination, open the door of thinking and paint a colorful night sky.
Three. discuss
1. How to create situations in classroom teaching to make students feel beautiful?
2. Teaching needs beauty, which is the magnet of education. The role and power of beauty in teaching can not be ignored, and the teaching process can not be promoted simply by "speaking". What effective forms did this case take?
Fourth, a brief analysis
I feel full of energy when I walk into the classroom every day. In front of me are lively students who are full of wisdom and emotion. They have plasticity and a strong thirst for knowledge that adults rarely have. They are more emotional, energetic and active than adults. Teaching needs beauty, which is the magnet of education. This magnet sparkles next to our teacher's lesson preparation notes. Whether you pick it up or put it down, the teaching effect will be very different. Teaching often ignores the function and power of beauty, and simply promotes the teaching process by telling. Our division of labor between "teachers" and "students" is that "teachers tell students what they know" and "students remember what teachers say". This kind of teaching just throws away that precious magnet-beauty. Teaching without aesthetic feeling becomes a simple symbolic activity without color, vitality and interest. That must be boring. Students' innate aesthetic needs are not met, which leads to pleasant emotions and "motivation" to actively participate in the teaching process. Without the "motivation" to actively participate in the teaching process, how can the subjectivity of teaching be reflected? The use of teaching means is mainly determined by teachers' pursuit of teaching realm. Only by pursuing beauty can we strive to reproduce the beauty of teaching materials. Teaching means is actually a medium, through which the teaching content can be reproduced, strengthened and transmitted, and the teaching goal can be achieved. In order to make teaching methods give students a beautiful feeling, students must be able to see, hear and touch, thus generating a sense of stealing. Because beauty is always felt through human vision, hearing and touch. Without the excitement of students' perception, there is no feeling of beauty.
In order to arouse children's interest in learning poetry, we must first push the artistic conception described in poetry to children's eyes, and then let them walk in, which requires the use of situational teaching. Because poetry pays attention to the expression of emotion, it expresses the poet's love, hate and sigh for people, scenes and things in life. Scenes described in poems are often interlinked or related to children's life experiences. In teaching, we should find ways to communicate the artistic conception of poetry with children's life experience. What children have experienced in life makes them feel particularly cordial. Teaching starts from here, using children's accumulation to arouse their intimacy, and they will enter the poetic realm with hazy lyrical artistic conception. Piaget said in Educational Psychology and Child Psychology: "All mental work depends on interest."
Therefore, the aesthetic induction of the initial class can make students have good aesthetic expectations, thus stimulating students' strong thirst for knowledge, which can be transformed into students' independent learning and positive thinking. Exploring the aesthetic intrinsic motivation of knowledge. Situational teaching is a very effective means in junior middle school Chinese teaching, which conforms to children's thinking characteristics and is used well as if students were there. This can stimulate interest and activate thinking. In the above teaching example, because children like singing and dancing, especially the songs they have learned are relatively novel in Chinese class. So let the children close their eyes, listen to music and feel the little stars all over the sky. How beautiful! Through this artistic means, children appear in the classroom, particularly cordial, and feel that the beautiful meniscus is in front of them. This lead-in, the content of the poem, the scenery in the poem-the moon, the person in the poem-the child "I" who looks at the moon, together with the person who wrote the poem, all knead into a wonderful realm, and the child does not know when, but also enters this poetic realm. Finally, let the students match the pictures with the sounds. The purpose is to understand the relaxed and happy mood of the little girl in the picture and the look of being intoxicated by the beautiful starry sky, arouse students to sing, and let them imagine how free and happy they are sitting on the moon boat and being invited to swim in the twinkling starry sky. Students feel this way, and then the teacher gives guidance to let the artistic conception of the composition be revealed through emotional reading. The characteristics of junior students are instability, short concentration time, poor persistence and limited attention range. Game teaching can effectively mobilize students' unintentional attention and intentional attention, stimulate students to participate, and everyone wants to show their learning initiative and enthusiasm, making classroom teaching more lively, interesting, relaxed and fast. In the game of "You ask me and answer me", the "little teacher" must read the questions well by relying on his own life experience and understanding of the poetry content. Here, students are given the opportunity to show themselves, let them fully show themselves, evaluate themselves and improve themselves.