1. Speaking of teaching materials

The text takes "osmanthus rain" as the topic and "osmanthus fragrance" as the clue, and writes "Shake

Flower Music" in my childhood, expressing my attachment to my relatives in my hometown and a better life. Qi Jun, the author, looks at things from the perspective of childhood, reflecting pure childlike and simple feelings, which are concentrated in the scene of "waving flowers and music". The language of the article is fresh, emotional and sincere.

the text has six natural paragraphs. When I was a child, "I" liked sweet-scented osmanthus best, because "its fragrance is really charming". The second to fourth paragraphs describe the "flower-shaking music" of childhood. In the May 6th paragraph, I wrote that my mother loved Jingui in my hometown, and "I" loved the "osmanthus rain" in my childhood.

There is an illustration in the textbook, which shows a lovely little girl shaking osmanthus under a osmanthus tree. In teaching, students can understand the content of the learning text according to the illustrations and imagine the joy of shaking osmanthus, which can enhance the teaching effect.

second, the analysis of academic situation

The students in this class are highly motivated, diligent in thinking, have a solid grasp of basic knowledge, have the habit of daring to question and being willing to explain doubts, and have a strong desire and ability to learn independently. However, there are some shortcomings in innovation ability, generalization and thinking, such as the imagination will be unconsciously bound by the mindset, and the ideological connotation of the article can not be fully understood while reading aloud with emotion.

III. Teaching objectives and key points

The core of Chinese curriculum objectives is to improve students' Chinese literacy in an all-round way and lay the foundation for students' all-round development and lifelong development. According to the "curriculum goal" of "Chinese Curriculum Standard", it is designed from three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects are mutually infiltrated and integrated, focusing on the overall improvement of Chinese literacy. " Based on "Chinese Curriculum Standards", combined with the teaching requirements of this group of textbooks, the text content and the characteristics of the class, and the learning situation of this class, the teaching objectives of this class are formulated as follows:

1. Overall goal

1. Knowledge goal: to learn new words and phrases in the text; Understand the content of the text, and you can understand the feelings expressed by your mother when she said, "The sweet-scented osmanthus in other places is still not as good as the golden osmanthus in the yard of your old hometown."

2) Ability goal: be able to imagine the scene described in the text, understand the thoughts and feelings expressed by the author, and read the text with emotion.

3) emotional goal: to experience the author's pleasure in loving osmanthus fragrans and shaking osmanthus fragrans and his thoughts and feelings of loving his hometown.

Teaching objectives in the second class:

1) Read the article with emotion, use your imagination and describe the situation in the article.

2) Understand what my mother said, "The sweet-scented osmanthus from other places is still not as good as the golden osmanthus in the yard of my old home." The meaning of this sentence.

3), through the understanding of key words, we can understand the author's nostalgia for childhood and hometown. Key points and difficulties in teaching:

(1) Understand the content of the text and feel the thoughts and feelings expressed by the author.

(2) imagine the scene described in the text, and realize the feelings expressed by my mother that "the sweet-scented osmanthus in other places is still not as good as the golden osmanthus in the yard of my old home".

Fourth, the teaching method

Teaching method:

The new curriculum standard advocates that students are the main body of learning and development. Chinese teaching should pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, and fully stimulate students' initiative and enterprising spirit. Therefore, the teaching method is determined to promote students' autonomy, cooperation and inquiry learning.

1. Situational teaching method. Teachers use audio-visual education or pictures to create a variety of situations, use music to render situations, use illustrations to imagine the content of the text, and experience the hearts of characters. Make students completely immersed in the situation described in the text, study in a relaxed and pleasant atmosphere, fully stimulate students' interest in learning, mobilize students' enthusiasm and initiative, and make them deeply understand the content of the text.

2. Autonomy, cooperation and inquiry. Teachers basically adopt the way of "all-in-one" and participate in learning as a learning partner. With proper instruction, students can guide students to train their language, accumulate language and feel happy through oral speaking, hands-on performance and various forms of reading, from whole to part and then to whole.

3. Reading instead of speaking: "Reading" is an effective means to understand the text and appreciate the author's thoughts and feelings. Chinese Curriculum Standard attaches great importance to reading aloud. The language of the article is fresh, and the emotion is rich and sincere. In teaching, I put the instruction reading throughout the whole teaching process, so that students can understand, feel, imagine and accumulate in reading.

Speaking of learning

Quality education should emphasize the implementation of students' dominant position in learning. The function of teachers is not to teach students to study, but to guide students to explore actively. Therefore, in teaching, I focus on training students in the following learning methods.

1. Questioning inquiry method. Learning begins with thinking, and thinking begins with doubt. Therefore, students can focus on "What is the more important reason why the author likes osmanthus?" Ask questions, and then grasp the key words "Shake Flower Music and Sweet Flower Rain" to question. This not only allows students to explore actively, but also cultivates students' thinking ability and innovative consciousness.

2 Learn the text by reading, thinking, discussing, thinking and practicing. According to the characteristics of teaching materials, I guide students to understand the content of the text by means of "self-reading, since the enlightenment, cooperative discussion, imagination and communication", so that students can choose the part they have read to focus on reading and exploring according to their own knowledge level and hobbies, pay attention to reading-oriented, communicate with teachers and students, fully respect individual differences, and let every student participate in learning activities to achieve * * * improvement.

V. Teaching process design and its theoretical basis

(1) Review and introduction, and overall perception.

1. The courseware shows pictures of osmanthus: What is this?

2. Do you know what the text says?

3. The first sentence of this text says: "When I was a child, I liked osmanthus best." Yesterday, we tasted that one of the reasons why the author likes osmanthus is because he is modest and not proud. Because its fragrance is charming and intoxicating. What is the more important reason for liking osmanthus?

created a specific environment

stimulated students' interest. The whole introduction improves students' ability to grasp the text as a whole and has a whole impression on the text. This design uses old knowledge to introduce new knowledge, which is more in line with students' cognitive law and easy to have an organic connection with the new knowledge in this class.

(2), intensive reading comprehension text 2-6 natural paragraph

Step 1: Questioning difficult questions and going straight to the key points.

1) The courseware says, "Every now and then, I will think of my childhood" Flower Shake Music "and the intermittent osmanthus rain".

2) Students grasp "Shake Flower Music" and "Sweet Flower Rain" to question, and teachers sort out the questions raised by students, and write down the questions that have thinking value and affect the whole body. (how to shake it? How does it feel to shake osmanthus? Where is the joy of shaking osmanthus? What kind of osmanthus rain is it? Why is it called osmanthus rain?

"Thinking begins with doubt and surprise." Query is the fuse of thinking, the internal driving force of students' autonomous learning and the source of independent inquiry. "Students are the main body of learning". This design goes straight to the key points of the text, which stimulates students' interest in inquiry and embodies the concept of teaching by learning.

Step 2: Intensive reading and independent exploration

1. Students learn paragraphs 2, 3 and 4 in their favorite way. Eye to eye, heart to hand to hand.

The courseware shows reading tips: 1) Learn paragraphs 2, 3 and 4 by yourself and think about what you have read.

2) Draw the relevant words and read what you feel.

2. Students learn by themselves and communicate in groups. Actively advocate independent, cooperative and inquiry learning methods. Because students have individual differences and different learning needs, teaching should encourage students to choose their own learning methods. In class, I inspire students to walk into the text again with questions, and encourage students to choose their own learning methods to explore effectively. Teaching students is not to teach, and pays attention to the cultivation of study habits.

3 group communication. Explore flexibly with the students' communication. When the students talk about that question, the teacher will guide everyone to learn this place. Based on students' feelings, teachers should give appropriate instructions, and read instead of speaking, so as to train students' rich imagination and cultivate innovative thinking. The main points of communication:

1) Why do you shake osmanthus? Read by name.

"When osmanthus flowers bloom most luxuriantly, there are at least a dozen neighbors who are not immersed in the fragrance of osmanthus flowers, not to mention that the fragrance floats ten miles." Understand "immersion", what do you feel from this sentence? Instruct reading aloud. Read the fragrance of osmanthus fragrans.

2) and 4) What is the use of Osmanthus fragrans in the natural paragraphs? Learn by reading.

2) and 3 natural paragraphs are the key paragraphs of the full text.

what does a suggest reflects the author's eagerness? Then read by name, comment and read together.

B Teachers and students read the mother's dialogue in different roles and exchange roles.

C realizes the happiness of shaking osmanthus

First, read the relevant sentences by name. "I'm cola now ... what a sweet rain!" Comment, listen to happiness?

Then show the illustrations in the text and imagine feeling the joy of shaking osmanthus with the author. Students can imagine the pictures and say the action of shaking osmanthus while performing, and share the joy of childhood with the author.

Then stimulate students' imagination. What did you see when you were in the osmanthus tree? Have you read osmanthus rain? Is the osmanthus rain beautiful? Where is the beauty? At this time, it is not raindrops that fall on your hair, neck and body, but the tiny and fragrant osmanthus. What kind of feeling is that?

Finally, the students read "Ah! It's like rain! What a sweet rain! " Everybody shout together. Read and comment in groups.

D read 3 and 4 paragraphs aloud in beautiful music.

students are the main body of learning. After self-study, students have a general understanding of the text, and have some time to explore the kung fu, or a little understanding, or irrelevant, or confused. Once you enter the discussion stage, you will devote yourself to it. The process of reporting communication is not only the process of students talking about their opinions and viewpoints, but also the process of "reading reflection" between teachers and students. Express your opinions, listen to others' opinions, think about others' opinions, and refute wrong opinions. Attach importance to reading to promote understanding, and attach importance to various forms of reading, such as free reading, silent reading, model reading, and role-based reading, so that students can actively read and discover independently in various situations created by teachers. In full reading, we can realize the thoughts and feelings of the text, so that students can be influenced by emotions in the learning process of reading, understanding, speaking and thinking. Let students unconsciously get language training in the situation. Emotion promotes practice, and makes students feel happy in language training and enter the wonderful realm of language learning, which is to practice passion. Pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, follow the learning and guide them, fully stimulate students' initiative and enterprising spirit, and really promote the development of classroom dialogue. In the training design, teachers are the leading factor and students are the main body, so that "teaching law is legalized and learning law is pedagogic".

Step 3: Break through difficulties and sublimate feelings

Focus on understanding the feelings expressed by my mother that "the sweet-scented osmanthus in other places is still not as good as the golden osmanthus in the yard of my old home". First, students read paragraphs 5 and 6 of the text by themselves. After reading, ask questions. Can you read your mother's mind? Learn to discuss and communicate with your friends. Then do speaking exercises: Is the environment in other places good, or ()? Life in other places is good, or (). Then read 5 natural paragraphs to read out the mother's yearning for her hometown.

Students have deepened their understanding of the main contents of the text, deepened their feelings for the full text, strengthened their language training and exercised their ability to use language, which fully embodies the organic unity of humanity and instrumentality of Chinese.

(3) Return to the whole and summarize the full text:

1. Why did I write this article?

2. Read the full text in the beautiful music, and read out the author's love for "me" and his mother's hometown and osmanthus in his hometown. Returning to the text with the feeling and experience of the text is essentially the consolidation and deepening of what the students have learned, and it is also a review of the whole.

3. Expand the practice. Learn the expressions in the article, talk about people and things that you can't forget in your childhood, or talk about your favorite plants or hometown specialties.

The practice of combining reading and writing aims to start with the feelings after reading, and rely on the students' real life, so as to urge students to express their feelings, put pen to paper, and complete the transfer of combining reading and writing.

6. Talking about writing on the blackboard

Like osmanthus

Miss my hometown

11

Rain of osmanthus

Playing with flowers

Miss my childhood

A good writing on the blackboard can not only clearly show the content of the text, but also highlight the important and difficult points of the article. It also enables students to understand the center of the article and review what they have learned in class according to the blackboard writing, so some people say that blackboard writing is a miniature teaching plan. My blackboard writing, which can reflect the characteristics of teachers' teaching and students' learning, shows the important and difficult points of the article.