Analysis of Teaching Design of Beautiful Path 1 Textbook;
This article tells a fairy tale about environmental sanitation. The story is interesting, the environment is beautiful and the language is vivid. Therefore, while mastering new words, we should improve students' interest and love in Chinese learning through emotional reading training. At the same time, we should let students know the importance of protecting environmental sanitation and cultivate students' values of protecting environmental sanitation from an early age.
Design concept:
Pupils in lower grades are active and curious. Therefore, we should make use of multimedia teaching in time, grasp students' curiosity and grasp classroom teaching. Curriculum standards point out that reading is students' personalized behavior. Therefore, the reading process should be student-oriented, and it is very important to read the text with emotion.
Teaching objectives
Knowledge and skills: can identify new words such as "urgency, slowness" 14.
Can write six new words such as "first, Ming"
Read the text with emotion
Process and method: You can read new words with the help of Pinyin.
Can understand the reasons for the change of "beautiful path"
Can read the text by "dividing roles"
Emotional attitude and values: aware of the importance of protecting environmental sanitation.
Teaching emphasis: know the new words that can be written and read the text with emotion.
Difficulties in teaching: Understanding Teacher Duck's words "It's all my fault! I must get the beautiful path back. "
Preparation of teaching AIDS: new word cards and multimedia courseware. Read aloud.
Learning methods of inquiry, cooperation and communication.
Teaching hours: one class hour ("quality class" class hour design)
Teaching process:
First of all, talk about new lessons.
"Students, come to school in the morning, take the road or the path? Please tell me what you saw on your way to school. What a beautiful path! Mr. Duck has the same path. Let's go and have a look! (Show courseware, blackboard writing topic)
Second, read the text for the first time and learn new words.
(1) Read the text silently and find out the new words you don't know.
1, let the students who can read teach the students who can't read.
2. Teacher's camera calibration and guidance.
(B) various forms, clever memorization of new words
1, show the new word card and raise your hand to read the new words.
Read the new words to your deskmate and see who can read them well.
3. Take the new words apart and remember them by "finding friends".
Third, observe the model essay and guide the writing.
1, let the students observe the position of new words in Tian Zige.
Choose the new words you like and talk about how to write them.
In Tian Zige, the teacher writes on the blackboard.
4. Practice writing new words.
Fourth, guide reading aloud.
1. Play the tape. Students listen and think while watching.
2. Students can read freely and feel the tone of Bunny.
3. Read the text in different roles
Five, the combination of graphics and text, reading comprehension
1, show the courseware, students watch it, teachers read it, and make students think: What happened to the path?
2. Talk about the change, lead to Mr. Duck's words, and understand why the path has changed like this.
Step 3 connect with reality
(1) Our cleaning area was still clean in the morning, why was it dirty at noon?
(2) So, what should we do?
Sixth, expand the text and assign homework.
1. Read the text to your family with emotion.
On the way home, if there is garbage to pick up, you should also take the initiative to pick up the garbage on campus.
3. Write new words and form words.
Seven, blackboard design
beautiful the path
Protect the environment and sanitation, starting from your own side.
Beautiful Path Teaching Design Chapter 2 Teaching Difficulties
The eighth paragraph of the text.
Preparation before class
1, a simple animation courseware.
2, headdress: duck, rabbit, deer.
Teaching objectives
1, know 14 new words such as "Xian" and "Lu", and can write 6 words such as "Xian" and "Gan".
2. Read the text correctly, fluently and emotionally. Reading by role can read the tone of each role well.
3. Have the desire and action to care for environmental sanitation.
teaching process
First, the introduction of new courses.
Children, in the magical animal kingdom, our dear friend Mr. Duck built a new hut. There is a beautiful path in front of the house. How beautiful is this path?
Second, learn the paragraph 1, 2, 3.
1, please take out the text, read paragraphs 1, 2 and 3 freely, take a walk on the path and have a look.
Students can freely read the natural paragraphs of the text 1, 2 and 3 and communicate:
Where did you read The Path is Beautiful?
(1) colored pebbles, colored flowers:
Who will watch (referring to two students)?
Show the beautiful road map with light music. The teacher tells:
You see, this is a long path. There are colorful pebbles on the road and colorful flowers on the roadside, including red, white and purple. How beautiful! Come along.
(group reading)
How do you feel after seeing such a path? Like the children, when Miss Rabbit and Mr. Deer walked on the path, they couldn't help exclaiming.
Show me: Ah, what a beautiful path!
Instruct reading aloud.
Boys and girls take turns reading.
Do you like this beautiful path? What do you want to do on the road?
Third, learn paragraphs 4, 5, 6, 7 and 8.
1, learn the fourth paragraph:
(1) transition:
Yes, my friends like to walk and talk on beautiful roads, but after a while, beautiful roads have changed. What happened to him?
Please read the fourth paragraph of the text and imagine after reading it:
You seem to see something. Talk to your deskmate.
(Name)
Do you want to see such a road? (showing a dirty road map) Who can give him a name? If this road could talk, what would it say?
(3) The beautiful path turned into a dirty path. What's your mood at this moment? Read this sentence with the present mood.
(Show: But after a while, a lot of rubbish piled up on the path, flies buzzed around the path, and the beautiful path disappeared. )
2. Paragraphs 5, 6, 7 and 8:
(1) The beautiful path is gone. What will the small animals say and do when they walk on the path again?
Please read paragraphs 5, 6 and 7 of the text and choose your favorite animal to act out:
Name the performance.
Comment.
Perform it again.
(2) After reading this, the brain-loving child must have something to ask, right? What do you want to ask?
Who made the path dirty and where did the garbage come from?
(3) Discuss and communicate at the same table.
While the children were having a heated discussion, Mr. Duck understood.
Show me this sentence:
It looked at it and suddenly patted its head and said, "It's all my fault! I must get the beautiful path back! "
Fandu
Free reading.
Read by name.
Fourth, study paragraph 9 ~ 12.
1. How did Mr. Duck get the path back? Let's read the ninth paragraph of the text together.
With the joint efforts of Mr. Duck, Mr. Rabbit and Mr. Deer, a clean path appeared again. At this moment, their hearts are indescribably happy.
Miss Rabbit said ── (Introduction) The beautiful path smells good!
Mr. Lu said-(Introduction) The beautiful road is so bright!
Mr. Duck said to his friends-(Introduction) Let the beautiful path stay with us forever!
Children, what can we do to keep the beautiful path with us?
Beautiful Path Teaching Design Chapter III Teaching Objectives
1. Know new words such as 14 "Xian and Lu".
2. Read the text correctly, fluently and emotionally.
3. Have the desire and action to care for the environment.
Teaching preparation
Courseware, new word cards.
Teaching focus
Read the text aloud, know the new words and understand the content of the text.
Teaching difficulties
The eighth paragraph is the difficulty of learning.
Teaching assumption
This lesson is a fairy tale text, which is very suitable for children to read aloud and perform emotionally. Therefore, in teaching, children can be guided to read aloud with emotion after reading in various forms, and then on the basis of familiarity, they can perform a textbook drama in groups to stimulate children's emotions and let them develop good hygiene habits in their lives.
In terms of literacy, students can freely use the methods they have learned to remember and give full play to their initiative.
teaching process
first kind
First of all, an exciting introduction.
Show the courseware, please tell me what you see. An interesting thing happened on this beautiful path. Let's go and have a look.
(introducing new lessons)
Second, the creation of new knowledge of situational learning
1, listen to the teacher's story and the students look at the pictures:
Let the students talk about the text.
2. Students can read freely:
Let the students talk about how to pronounce correctly.
Read and think:
How many roles does this text have? Which one do you like best?
Students, if you walk on this beautiful path and see colorful pebbles and colorful flowers, what do you want to say? (Showing courseware) On this beautiful path, Miss Rabbit and Mr. Deer come. What would they say?
Please read the second and third paragraphs freely.
4. Group report: Please read out the roles you like, and then read them again by practicing reading different roles. (Pay attention to guiding children to read the tone of praise)
5. Evaluate students' reading aloud.
This path is really beautiful. But before long, what about the path? Let the students say, if you walk on this road, what do you want to say most?
6. Students read the fourth paragraph silently:
See what happened to the path.
Students read the sentences in the book. (Show courseware) On this dirty path, Miss Rabbit, Mr. Deer and Mr. Duck come. What would they say?
Please read paragraphs 5 to 8 in groups:
You can choose the reading style that the group likes. You can also read and play different roles. Report in groups.
7. After watching everyone's performance, how did the duckling say "it's all my fault"?
Let's talk about the pre-class investigation before the students answer. Then let the students say. Please read The Duckling.
8. The teacher has a question for you:
The beautiful path became dirty. How can I get it back?
Guide the students to read the ninth paragraph.
How to find a beautiful path? Students can use their own words or read directly from books.
9. Students, what do you want to say in the face of finding the way?
Please read paragraphs 10, 1 1 and 12 of the text.
10, group cooperation:
Read the text in different roles.
1 1, collective communication:
Read aloud in groups. Let the students talk about who reads best and what are the benefits.
Third, literacy teaching.
The students read the text well! I believe you can know new words, too. It's good.
1, literacy:
Teamwork accomplishment. See which group remembers the words fastest.
Tell me what new words you know and how do you know them?
2, the group sent representatives to report the situation of cooperative learning.
3. Consolidate literacy:
(1) Fast reading 14 new words, which can be timed.
(2) Use words to form and expand words.
And encourage students to say a word in their own words.
⑶ Read the text aloud.
Fourth, summary, homework
Rehearse the textbook drama freely after class.
[Blackboard Design]
1 1, beautiful path
Beautiful path-full of rubbish-beautiful path
Teaching postscript
When reading the text, students have strong reading ability and can spontaneously read the tones of various small animals. In terms of literacy, this method is helpful for good students to read quickly and effectively, but it is a bit difficult for underachievers.
Second lesson
First, review the text.
1, read the text together and read it aloud with emotion.
2. perform in groups.
3. Collective communication:
Find a classmate to perform the textbook drama "Beautiful Path".
Second, show the courseware
The group leader is responsible for checking the reading situation of the students in the group.
Third, learn new words.
1, courseware shows new words need to write:
Let's do it first and catch up with Mingming.
Tell me which words you are sure to write.
2. Write down on the blackboard:
The word "tidy up, tidy up".
3. Talk to each other at the same table:
How can I write the words well?
4. After class, the teacher will patrol to know the content of "writing and writing".
5. Mutual evaluation within the group.
Fourth, practical activities.
I am a campus beautician;
Slide show form. Investigate and record according to table 1.
Verb (abbreviation for verb) summary and homework
According to the students' investigation, we can summarize it appropriately.
Ask students to practice writing six new words they have learned twice after class.
blackboard-writing design
1 1, beautiful path
Do it first.
Qi Mingjing
Teaching postscript
Students have a strong sense of environmental protection and are particularly interested in garbage investigation activities.
Beautiful Path Teaching Design Chapter IV Teaching Objectives:
First, knowledge and ability:
1, know 14 new words such as "Xian and Lu", and can write 6 words such as "Xian and Gan".
2. Remember new words and read the text with emotion.
Second, the process method:
1, grasp the sentences describing the loss and return of Beautiful Path, and understand the tone of each character.
2. Practice reading the text correctly, fluently and emotionally.
Third, emotions, attitudes and values:
Have the desire and action to care for environmental sanitation.
Teaching methods:
first kind
First, the story is introduced. (Please see the courseware)
1, tell a story. The teacher told the story of "beautiful path" with great excitement. Do you like this story? Why? Students speak freely.
2. Demonstration courseware. Today, the teacher took the students on an outing. (Showing courseware) What do you think of this place? An interesting story happened on the beautiful path.
Second, self-study (first read the sentiment and enhance the reading purpose)
1. Students read the text in pinyin, underline the new words and mark the natural paragraphs.
2. It is really difficult to ask the teacher for help when reading at the same table, checking each other's pronunciation and communicating bad sentences.
Third, literacy (hierarchical teaching for all is conducive to cultivating students' independent literacy ability) (please see the courseware)
1, the teacher shows the new word cards and names them for reading, and sorts the new words that can and cannot be read.
2. Read the text again and remind each other when you meet words you don't understand. Students practice reading.
3. Word recognition competition: Students choose their favorite words and say their own reading methods.
Students' literacy is unbalanced because of extracurricular reading. Teaching students in accordance with their aptitude: children with a large amount of literacy act as small teachers, and they no longer find literacy boring. Children with less literacy have enough time to read and will not lose confidence. Therefore, this design is conducive to cultivating the ability of all students to read independently. )
Fourth, reading aloud (various forms of emotional reading deepen the understanding of the language, so that students' emotions resonate with the author's emotions. Please look at the courseware. )
1, students choose their favorite content to read to everyone, comment on each other and learn from each other.
2. The teacher used the sentence in "I can read" as a model. Students compare different moods expressed in sentences with question marks, periods and exclamation points, and then practice reading.
3. Read the text in different roles.
(1) Personal experience reading. Choose your favorite character and read it. Pay attention to narrative language and the tone of role dialogue.
(2) reading at the same table. After reading it, compare which role reads better and who reads better in the same role.
(3) Group reading with headdress and class review.
5. Discussion (combined with real life to guide students to think deeply, emotional edification can be sublimated. )
Read the eighth paragraph of Mr. Duck's words and discuss and think; What does this sentence mean? Who do you think is responsible for this dirty path? Students discuss in groups of four, and the teacher guides them with a camera.
Practice (Imagining speaking focuses on inspiring students' thinking and cultivating students' imagination and language expression ability. )
Imaginative dialogue (showing a wall chart) is about two children walking along a beautiful path to stimulate their imagination-what do the two children say as they walk? You can imitate the sentences in the text and encourage students to say different sentences from the text and others.
Seven, write (please see the courseware)
1. Students observe the position of "Do it first, catch up and get up" in Tian Zige: What do you find?
2. Students practice writing and find their own study partners or teachers to evaluate. If you are not satisfied with the first evaluation, you can write a few more until you are satisfied.
Second lesson
First, lead-in (look up reading, review old knowledge, and pave the way for later study)
1, check the reading of 1-8 natural paragraph, and focus on whether you have read the tone of doubt and exclamation.
2. Teacher: Did you find that beautiful path? Let's continue to learn the paragraph 9- 12.
Second, read aloud (grasp the key words and phrases to read the text, cultivate students' understanding and appreciation ability) (please see the courseware)
1. Read paragraph 9- 12 by name and review the new words that appear.
2. Students read the text carefully and think with illustrations: How did the beautiful path come back? Teachers focus on guiding students to understand the words that describe actions, such as "push, take, wipe and lift".
3. Experience the feelings of small animals after finding a beautiful path, and practice reading aloud in different roles.
Third, performance (let students innovate in the actual performance and cultivate students' imagination and creativity. )
1, teachers guide students to rehearse textbooks and plays, and students can expand their imagination in some places.
2. Students voluntarily combine and choose roles to perform.
Fourth, evaluation (targeted evaluation is easier to improve students' evaluation ability)
1, evaluation focus: whether the tone and mood of the characters are appropriate; Whether the imagination is reasonable, and whether the added actions and expressions can reflect the psychology of small animals.
2. First, make a self-assessment in the group, then exchange opinions among the groups, and finally, the teachers make an overall evaluation and put forward constructive suggestions.
Verb (abbreviation of verb) practice (focusing on broadening learning channels, broadening horizons and improving students' comprehensive practical ability)
I am a campus beautician;
Is our campus beautiful? Where does the garbage on our campus come from? Where did all this rubbish go?
I made a beauty plan for the campus. What did I do for campus beauty?
Writing (combining writing with evaluation to stimulate students' interest in writing) (please see the courseware)
1, learn to write the word "bright and clean", students first observe the red description, and then the teacher focuses on guiding.
2. Class exchanges show the writing situation and select the "Skillful Hand" award.
Beautiful Path Teaching Design Chapter 5 teaching material analysis:
This article is selected from 1 1 lesson in the second volume of People's Education Publishing House. The text tells a story about environmental hygiene, telling us not to litter, to keep the environment clean, and everyone should develop good hygiene habits. Through the form of fairy tales, it vividly contains the truth of "caring for the environment"
Design concept:
"Chinese Curriculum Standard" emphasizes: "Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice; Reading teaching is a dialogue process among students, teachers and texts. " The teaching of this course strives to guide students to enter the dialogue between texts by means of contact with life, group cooperation, role-playing and emotional reading, so as to be infected and edified by the texts.
Teaching objectives:
1, read the text correctly, fluently and emotionally, and experience the happiness brought by the beautiful environment in the role reading!
2. In cooperation and communication, understand that ugly behavior will destroy the beautiful environment.
3. Cultivate students' desire and behavior of caring for environmental sanitation.
Emphasis and difficulty in teaching: practice perceptual reading text; Understand that good behavior will destroy the beautiful environment; Cultivate students' love for environmental sanitation.
Teaching aid preparation: courseware teaching headdress
Teaching process:
First, create a situation to stimulate interest introduction.
Through the study of last class, we know whose home this is. The duckling says that if he wants to go to his home, he must read these new words correctly. Do we have confidence?
Look, the duckling invited us to visit. Do you like duckling's home? Why? There is a beautiful path in front of the duckling's house. The story we are going to learn today is related to this beautiful path. The name of the story is beautiful path. Let's read it beautifully. )
Second, the first reading comprehension.
Do you want to hear this story? Please open your book and think about two questions while listening to the tape.
1 Which animal friends did you see on this path?
What wonderful changes have taken place in this beautiful path? (The beautiful path on the blackboard appears again.)
How did the beautiful path disappear and how did it appear? Please read the text freely.
Tell me where you are most anxious and happy to study.
Third, based on reading, self-study since the enlightenment.
1 (courseware display path) Which natural paragraph of the text was this beautiful picture written? Who can read it and bring happiness to everyone? Student (after reading the comments) This path is really beautiful. Let's read it together!
Children, please walk on this beautiful path now and look at such a beautiful scenery. What are you going to say?
3 (Courseware demonstrates Miss Rabbit and Mr Duck get up) Look, who is coming and listen to what they say? Please read the second and third paragraphs freely and underline what they say.
① Students answer: The courseware shows "Ah, what a beautiful path!" Guide reading.
Let's play Miss Rabbit and Mr Deer. Who will play bunny, who will play Mr. Lu. Student evaluation
After listening to their reading aloud, do you think this path is beautiful?
Who will come to the beauty contest again? Let the male students play the role of teacher Lu and the female students play the role of bunny.
Teacher 4: You read very well. This path is so beautiful. Animals in the animal kingdom like to come here for a walk, chat and enjoy the beautiful scenery. But after a while, what happened? Courseware demonstration: the path is full of garbage and flies are buzzing around. What about the beautiful path? The courseware shows that the beautiful path is missing. How to pronounce this sentence? If you go down this road now, what do you want to say most?
Rabbit girl and Mr. Lu came to this dirty path again. What did they say and do? Please read paragraphs 5-8 freely.
Read the words of Miss Rabbit, Mr Deer and Mr Duck in turn. Students commented that we should read their feelings.
What other actions may Miss Rabbit, Mr. Deer and Mr. Duck have done during the conversation? Can you read aloud with action and emotion?
The reading is really good and the movements are great. Can you act out the content of the 1-8 paragraph? A small group of our friends can practice.
Who wants to try to perform in front (wearing headdress, doing actions, imitating the tone of small animals)? Students voluntarily combine and choose roles to perform. In some places, students can also expand their imagination, while other students read the narration.
Let students innovate in actual performances and cultivate their imagination and creativity. )
Fourth, open practice, cooperation and exchange.
Why did Mr. Duck 1 say, "It's all my fault!" Please don't worry about the answer. Let's talk about the pre-class survey first: Is there any garbage in our school? Where did it come from? Where should the garbage room be?
2 Students cooperate and communicate.
Now, can you tell me why Mr. Duck said that? The duckling and everyone throw confetti, but they don't pick it up or clean it up. )
Yes, now the duckling regrets it. He is determined to take back the path! I must find a beautiful way home. )
From which word can you see his determination? ("definitely". )
Did you find that beautiful path? How did you get it back?
1 graphic understanding: How did you get the beautiful path back? Teachers focus on guiding students to understand the words that describe actions, such as "push, take, wipe and lift".
The students on the left read aloud and the students on the right do actions. Exchange again.
Feel the action in reading aloud, and let the students know that only through concrete actions can the path be cleaned, so as to know how to care for the environment. )
Finally, they found the beautiful path with hard-working hands.
Look, how happy they are! (Teacher quotes10-12 natural paragraph)
What do you want to say to the small animals in order to keep the beautiful path around us forever?
Health 1: I want to say, don't make the path dirty again.
Health 2: Stop littering, or the path will be ugly again.
……
Teacher: Let's talk loudly with the small animals-let the beautiful path stay with us forever! (Play the courseware again: beautiful road map)
In fact, talking to small animals is also talking to children, talking to yourself, and educating students in a subtle way, which has the effect of moistening things quietly. )
Seven, expand understanding and summarize the text.
1 Children, our campus is beautiful, too. Please have a look-
How should we protect such a beautiful environment?
Show the sentences and read together: Let the beautiful campus stay with us forever! )
3 assign homework.
I do beauty for the campus.
I made a beauty plan for the campus, and what I did for the campus.
Pay attention to the following aspects in the teaching process:
First, get close to the text and walk into it.
The new curriculum emphasizes that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. Therefore, I have created many opportunities for students to talk with the text in teaching. For example, in the first conversation with the text, I combined the text illustrations, and let students feel the beauty of the path through free reading, finger reading and evaluation reading. When I come into contact with the text again, I let them contact with life, read and discuss, read in different roles and perform in groups, so that students can really finish reading the book in their hearts. In this way, through reading aloud and experiencing passion, the feelings between teachers and students and the text are mentioned in repeated collisions.
Second, get out of the text and experience life.
China originates from life, and there are China people everywhere in life. After making students fully aware of the text, we will let students come out of books to grow, expand and create. Think about it, where does the garbage in our life come from? Combine campus environmental protection with the creation of hometown health, so that students can combine study and life inside and outside class, get out of words and experience life. This will not only make students understand that the beautiful environment needs everyone's protection, but also make them have a strong sense of responsibility as primary school students and social citizens to care for the environment. Emotional attitudes and values permeate it, and students' emotions have also been surpassed and sublimated.
Third, deepen the content with blackboard writing.
The teaching of this lesson disappears around the beautiful path, and this wonderful change appears on the beautiful path, which makes the text clearly presented to the students and intuitively makes them understand that bad behavior can destroy and lose beauty; And good behavior can protect beauty, create beauty and let ideological education go deep into students' hearts.