Cao Chong called elephant kindergarten teaching plan one.
Activity objectives:
1. Can reasonably imagine, analyze the plot of the story and further understand the content of the story.
2. Feel the historical story of China, and guide children to know how to use their brains when something happens.
3. Understand the story through reading.
4. Develop the ability of coherent expression through audio-visual, audio-visual and oral interaction.
Activity preparation:
Story video, etc.
Activity flow:
First, import
Draw an elephant to draw out the content of this activity. Draw a big circle for the body, a small circle for the head, two thick trunks for the thighs, a long trunk for the nose, two leaves for the ears, two sharp branches for the teeth, and finally draw a tail. )
Second, the teacher tells the story in segments, and the children listen and guess, and discuss the methods of Cao Chong elephants.
1, tell a story, from the beginning to "I have an idea."
Question: "What does Cao Chong think of being an elephant?"
The teacher continued telling the story until "draw a mark on the surface of the ship's side."
Q: "Why did Cao Chong draw a mark where the boatside was flush with the water? What will Cao Chong do next? "
3. The teacher continued to tell the story until "Cao Chong saw that the' sign' on the boatside was covered with water, so he asked people to pick up the stones one by one. "
Q: "Why did Cao Chong throw stones at the boat?"
The teacher finished the story.
(1) Discussion: "Why is Cao Chong a clever boy?"
(2) Give the story a title.
Third, fully appreciate the story and further understand the content of the story.
Extended activities:
This is a story of history and wisdom. There are pictures of this story on the stairs of our kindergarten. In fact, there are many folk stories in the kindergarten. Children can also let your parents tell you. You can also let your parents tell their own clever stories, ok?
Reflection after class:
In order to better carry out the research on the subject, we posted comic books of folk stories drawn by teachers on the corridors and stairs to deepen children's understanding of folk stories. "The Elephant in Cao Chong" is an intellectual story, and there are many puzzles when designing it, because the problem is difficult to extract, and how to express the method of elephant weighing in a language that children can understand. But when I was in class, the children already knew the story. When a question was thrown down, the children answered immediately, so there was no chance to guess. The whole class is very short, so I only use videos. It is best to use PPT when you understand the story in sections, and use video when you fully appreciate it at last. Although the classroom effect is not as good as expected, it is also a new attempt for myself, and I have gained valuable experience in material selection-design-trial teaching.
Cao Chong Chengxiang Kindergarten Teaching Plan Part II
Teaching content:
The statue of Cao Chong is a folk historical story. By introducing Cao Chong's concrete methods and steps, and comparing them with the methods of ministers, this paper shows Cao Chong's qualities of loving brains, being good at observation and being good at association. The story twists and turns are vivid and fascinating, and the language is easy to understand. In teaching, we should avoid analysis, but combine the psychological characteristics of primary school students to inspire thinking, encourage students to innovate and train their thinking and expression skills. Pupils in lower grades like listening to stories, doing things and being curious. In teaching, teachers fully guide students to fully discuss and communicate on the basis of mastering vocabulary and being familiar with texts, so as to expand students' thinking space.
Teaching objectives:
1. Students know 1 1 new words such as "Wei, Xiang", write eight words such as "Zai, Xiang" and speak with "Dang ……".
2. Teachers guide students to read the text correctly and fluently, and can read the meaning expressed in the dialogue well.
3. Teachers guide students to like Cao Chong, a child who loves thinking and thinking, so that they can be inspired by his stories and come up with other ingenious ways to weigh the image.
4. Cultivate students' innovative thinking and expressive ability, and be willing to tell fragrant stories to their families.
Teaching focus:
Read and write, and read the text correctly and fluently.
Teaching difficulties:
1. Through reading, thinking, describing, discussing, demonstrating, observing and other learning activities, I realized the brilliance of Cao Chong's imagery method. Teachers guide students to love Cao Chong. This clever boy can be inspired by his story of calling an elephant and come up with other clever ways to call an elephant.
2. Cultivate students' innovative thinking and expressive ability.
Teaching methods:
Teaching, demonstration, practice and reading guidance
Teaching preparation:
1, multimedia courseware
2. Props to simulate elephant weighing: such as glass jar filled with water, plastic soap box cover, toy elephant (with a certain weight), small stone head, etc. Experience the process of elephant weighing.
Teaching process:
First of all, interesting tutorials.
Students, have you ever seen someone weigh something? What are their names? (Showing a picture of a scaled object) So, have you ever seen anyone called an elephant? (Showing pictures of elephants) Yes, elephants are tall and big. How do you call it? Today, we are going to learn an old story, "Cao Chong is called an elephant". (The teacher shows the first slide with a topic)
Design intention: The content of this lesson is full of childlike interest, and the dialogue goes straight to the main idea of the text to attract students and stimulate their interest in learning. )
Second, read:
The teacher asked to guide the students to read the text for the first time, and then gave a warm reminder: read the text freely, draw new words and understand the content.
1, students read the text by themselves softly, asking to draw new words, read correctly and don't lose words.
2. Read the text by name. Emphasize the pronunciation of key words, such as "name, official, position, block, discussion, pole, scale edge" and so on. (The teacher shows slide 2-3 to guide students to read new words correctly, focusing on the writing of "name, official, block and edge")
3. Use the new words courseware (the teacher shows the fourth slide) to identify some new words between deskmates, practice word formation or speaking with new words appropriately, remember them with the same knowledge, and then annotate the new words in the book.
4. Work in groups to help students with poor literacy learn to use new words. (Guide students to fully study by themselves, give full play to the advantages of cooperative learning, fully respect students' dominant position, and cultivate students' self-study habits. )
Third, the overall perception:
1. Teacher's Quotations: "Why is Cao Chong called an elephant", "What method should Cao Chong use to weigh an elephant" and "How heavy is an elephant" are important issues for us to understand. Please read the text gently and emotionally, first mark how many natural paragraphs there are in the text, and then think about what happened in the text while reading. (The teacher shows the fifth slide to guide the students to learn)
(1) After reading it, the students all know one thing about this text: this text mainly tells the story that Cao Chong wanted to be an elephant when he was a child. The teacher asked to see the story behind the fifth slide. )
(2) The teacher shows the sixth slide to guide the students to think: How is this elephant described in the text? Draw the sentences in the text with "~ ~ ~", and draw an elephant according to the content described in the text.
2. Teacher's Quotations: Just now, you read it carefully and realized the story told in this article. Now, the teacher will take you step by step to read carefully, understand the meaning of each paragraph, and focus on the ingenious method of Cao Chong's image representation:
(1) Read the first paragraph by name.
(2) Learn the second paragraph and realize that elephants are "tall and big". The teacher shows the seventh slide to guide the students to understand the elephant. )
A. read the name out loud
B Students draw sentences about the height and size of elephants, communicate with each other, and then show the sentence "This elephant is tall and big, its body is like a wall, and its legs are like four pillars" to guide reading and realize that elephants are "tall and big".
C. The teacher leads the students to say, "What words do you see that elephants are tall and big?" ? Teachers stimulate students' imagination, develop thinking and language. Students say: An elephant's body is like a wall, and its legs are like four pillars. The teacher put on the eighth slide to guide the students to feel that the elephant's body is like a wall and its legs are like pillars. )
D. the teacher guides the students to read sentences and read the tone of surprise and doubt.
E. Teacher's instruction: "Like ... for example ..." These two figurative sentences vividly depict the height of the elephant. Please imitate this sentence and say: () like (), () like (). (The teacher shows the ninth slide for guidance)
F. The teacher (the teacher shows the slide 10 for guidance) guides the students to look at the pictures and talk, and inspires the students to think: the elephant is tall and big, with a body like a wall, legs like four pillars, ears like, nose like and tail like.
3. Teacher's Quotations: Listen to the teacher read the third paragraph, and think while listening: What methods do officials have to weigh elephants? (The teacher shows the slide 1 1 for guidance) Learn the third paragraph to understand the representation of officials:
(1) Practice reading in groups of four students, and then switch roles. (The teacher shows the second half of the slide of 1 1 to guide the students to read the sentences. ) Cao Cao asked, "Who can weigh this elephant?" Some said, "You have to build a large scale and cut down a big tree to make a scale." Some people say, "Large scale is not enough. Who has the strength to lift such a big scale? " Others said, "One way is to kill the elephant, cut it into pieces and weigh it." Cao Cao shook his head.
(2) Thinking and discussion: What methods have the authorities proposed? Are their methods good? Why?
official
Make a big scale and weigh the elephant (teacher shows 12 slides to guide)
Slaughter an elephant and call it an elephant (teacher shows 13 slide to guide)
Cao Cao is not satisfied (the teacher shows 14 slides to guide)
4. Teacher's Quotation: What should Cao Cao do if he is not satisfied with the way officials call elephants? Let's learn the fourth natural paragraph together, and experience the originality of Cao Chong's image representation method: (Teacher shows 15 slide to guide the group to learn cooperatively): A, the students in the group tell each other how Cao Chong is regarded as an image? Draw it with a horizontal line. B. Discuss with each other: How many grades does Cao Chong call elephants? What can you say?
(1) Free reading requires familiarity: Cao Chong, son of Cao Cao, is only 7 years old. He stood up and said, "I have an idea. First, drive the elephant to a big ship and see how much the hull has sunk. Just draw a line beside the boat along the water. Then the elephant was driven ashore, and the stone was loaded on the boat until the boat sank to the place where the line was drawn. Then, weigh the stones on the boat. How heavy the stone is, you will know how heavy the elephant is. " (Teacher's presentation 16 slide to guide group cooperative learning)
(2) (The teacher shows the slide 17- 19 to guide the group to study cooperatively) Show the sentences on the slide according to the words, such as "first".
(3) The experimental demonstration named students to the podium, saying that while demonstrating Cao Chong's image method through props experiments, the teacher reminded the whole class to observe carefully. (The teacher shows the 20th slide to guide the students to talk about the steps of Cao Chong's image. )
(4) (Teacher shows slide 2 1) Guide students to compare and say which of the three methods is better. Three methods:
A, build a big scale, cut a big tree to make a scale.
B, kill the elephant, cut it into pieces and weigh it.
C. Drive the elephant to the boat and weigh it with the boat.
D. Thinking and discussion: Is Cao Chong's method of weighing image good? Why?
(Through discussion, students know that the ship is used instead of the scale, which solves the problem of lifting; Replacing elephants with stones solves the problem that elephants can't be cut and weighed, thus realizing that Cao Chong is smart, good at observing things and likes thinking. )
5. (The teacher shows the 22nd slide) Inspire the students to tell other better ways to weigh the image: Cao Chong is only 7 years old, so smart, and you are about his age. In today's technological progress, do you have any other better ways to weigh the image? Talk to each other at the same table to see who has the simplest method and the least harm to elephants!
The teacher inspired the students to say that there are other better ways to weigh the image and make the students' thinking more innovative in today's technological progress. )
Fourth, class assignments:
(Teacher shows slide 23) Guide the students to consolidate the text and fill in the appropriate words in brackets:
An elephant and a wall.
A () column and a () balance.
A big boat and a stone.
Verb (abbreviation of verb) expansion and extension:
(The teacher shows the 24th slide) Guide the students to go home and do the expansion homework;
A, combined with the current conditions, do you have any good ways to weigh an elephant, please write it down?
B, tell stories to mom and dad.
Six, blackboard design:
Cao Chong called elephants.
An elephant's body is like a wall, and its legs are like four pillars.
There are three ways to weigh images:
1, jianda scale is called elephant (officially)
2. Slaughter the elephant and cut the meat before calling it an elephant (officials say)
3. Grab the elephant on the boat and weigh it (Cao Chong said)
Cao Chong said the third way is good: Cao Chong is smart, good at observing things and loves to use his head.
Cao Chong Elephant Kindergarten Teaching Plan Chapter III
Teaching material analysis:
"Xiangxiang" is a folk historical story. By introducing the concrete methods and steps of Cao Chong's elephant-weighing, and comparing with the methods of senior officials, the activity showed Cao Chong's qualities of being fond of brains, observant and full of associations. The story is vivid and fascinating, and the language is easy to understand, so that children can understand the story soon. This story is mainly to let children know that ancient people are good at using their brains and how to weigh elephants, and at the same time, to cultivate children's good qualities of using their brains and being diligent in observation through stories. To solve this problem, it must be based on children's understanding of the conservation principle of quantity, so that children can know that we can replace quantity through the conservation principle of quantity. This story is too abstract and relatively difficult for large class children, so I divide the story into two classes. The first lesson is mainly to let children know the principle of conservation of quantity. In the second class, on the basis of children's initial understanding of the conservation principle of quantity, let children retell stories with expressions and vividly, and improve their oral expression ability.
Let's talk about the first class first. The first lesson is mainly to let children know the quantity. Substitution of quantity in conservation principle. So I think the focus and difficulty of this activity is to let children know how Cao Chong is known. In order to solve this problem, we have set the following goals:
1, a good understanding of Cao Chong's image in the story, a preliminary understanding of the conservation principle of quantity.
2. Cultivate children's good qualities of using their brains and being diligent in observation.
Link analysis:
1, dialogue import.
Let the children talk about their life experiences. If you want to know the weight of something, what will you do? This link can not only lead to the story of the next link, but also pave the way for solving difficulties.
2. Enjoy the story completely.
This link is mainly to let children have a general understanding of the story. At the same time, I know that it was so difficult for ancient people to weigh an elephant, so how did they weigh it? Is this method ok? Why not? Let children compare the methods of senior officials and Cao Chong, which can develop their comparative thinking.
3. Appreciate this passage by Cao Chong, and focus on understanding the replacement principle of Cao Chong's dosage.
This link is to break through the difficulties. Children's thinking is more intuitive and vivid. It is difficult for children to really understand the story, let alone the abstract conservation principle. Courseware is more intuitive, so that children can know the steps of Cao Chong's image. After enjoying the courseware, the child knows the steps of the image, but is replacement equally important? It is still hazy, so we need to demonstrate the operation by experiments to verify this principle. Let children further understand the principle of conservation. In fact, this link is also the link to implement these two goals.
4. Enjoy the story completely again.
Appreciate the story on the basis of children's initial understanding of Cao Chong's iconography, so as to truly understand the story.
5, combined with the actual situation, divergent thinking of children.
Inspire children to combine their own life experiences and think from the two aspects of the situation at that time and modern society. Encourage children to take the initiative to participate, boldly imagine, encourage innovative thinking and cultivate innovative spirit; At the same time, let children know more about Cao Chong's wisdom, and stimulate children's good habit of using their brains actively.
Cao Chong elephant kindergarten teaching plan 4
Teaching objectives:
1. Know 14 new words such as "Cao and Shi", and can write 9 words such as "Zhu and Di". You can use "while".
2. Read the text correctly and fluently. Can read the meaning expressed in the dialogue well.
3. I love Cao Chong, a child who loves thinking and thinking, and I can get inspiration from his stories.
4. Cultivate students' innovative thinking and expressive ability, and be willing to tell their families the story of "calling an elephant".
Teaching focus:
Read the text and understand the meaning of the sentences in the text.
Preparation before class:
Word cards, or experimental materials to demonstrate Cao Chong imaging process.
Teaching time: two hours.
Teaching process:
first kind
First of all, an exciting introduction.
1, enlightening dialogue: Students, have you ever seen others weigh things? Have you ever seen an elephant weighed? Today, we are going to learn a story called the ancient elephant. Know the new word "name and image" in time.
2. Problems on the blackboard: Write on the blackboard, read the topic and know the new word "name and image". What questions do you want to ask? Who is the elephant? Why are they called elephants? How do you call it? )
Second, learn new lessons.
First reading (free reading, drawing new words, understanding the content. )
1. Students read the text by themselves quietly, asking them to draw the words of birth, read the pronunciation correctly, and don't lose the words.
2. Read the text by name. Emphasize the pronunciation of key words, such as "weigh, make, weigh, get, pour" and so on.
3. Identify new words with new word cards between deskmates, practice word formation or oral English with new words appropriately, and remember them together.
4. Work in groups to help students with poor literacy learn to use new words.
Discuss (exchange reading experience and perceive the text as a whole. )
1. Thinking: What did you understand by reading the text yourself? What other questions are there?
2. Group cooperation, discussion and communication.
Read aloud (understand and read the text in understanding, improve students' reading level. )
1. On the basis of understanding the content of the text, read the text by sections, organize students to evaluate the reading and promote each other so that teachers can guide them in time.
2. Master the sentence "When ..."
Read your favorite paragraph to the students in the group.
Writing (according to students' reality, stimulate their interest in writing. )
1. Show the words in "I can write", organize students to read and observe, and color the words they think are good before writing.
2. According to students' reality, pay attention to guiding typical words. Like "boat"
3. Students can practice writing freely and organize demonstrations and evaluations.
Second lesson
Introduce (retell the story and introduce the new lesson. )
1. What did you learn from last class?
2. Who can tell you this story briefly?
Second, discussion (read the discussion, compare the methods of image representation, and deepen the understanding of the story content. )
1. Guide students to read the paragraph 1-3. Thinking: Why did Cao Cao "shake his head" after listening to the way ministers praised the elephant?
2. Discuss in groups, exchange opinions and state reasons.
3. Read the text in different roles, and guide the students to add appropriate actions and expressions to experience the scene at that time.
3. Demonstration (Demonstrate the process of elephant weighing and experience Cao Chong's cleverness. )
1. Guide students to read paragraphs 4 and 5 and experience the process of creating Cao Chong's image.
2. Teachers and students cooperate with each other to demonstrate the whole process of Cao Chong's image while narrating, so as to realize Cao Chong's cleverness. You can compete in multiple groups and have a competition. Evaluate from the aspects of language expression and operation.
3. Guide the reading of the text, grasp the words that represent the order of images, and realize the accuracy of words.
Fourth, expand (stimulate thinking, expand thinking, and cultivate innovative spirit. )
1. Guide students to think about after-class questions: Is there a better way to say elephant? It can inspire them to think from the two aspects of the situation at that time and modern society. )
2. Organize students to discuss, express their opinions and evaluate each other.
Verb (abbreviation of verb) writing (strengthen writing guidance and cultivate writing habits. )
1. Show the words in "I can write" and observe the features.
2. Guide writing and emphasize matters needing attention.
3. Free writing, presentation and evaluation.
Tisso
first kind
Target navigation
1. Recognize 13 new words and learn to write 8 new words.
2. Understand Cao Chong's method of weighing elephants, and talk about it in your own words.
3. Cultivate students' confidence in doing things. Believe in your ability.
4. Good habit of thinking when things go wrong, and pay attention to adopting other people's reasonable opinions.
(A) to guide thinking and guide learning
1, creative guidance.
Students, have you ever seen an elephant? Who can tell what an elephant looks like? Have you ever seen an elephant? (written on the blackboard: weigh the elephant) What should I do if I ask you to weigh the elephant? However, as early as about 1800 years ago, one of our clever ancestors was only 7 years old, and he successfully completed the task of being an elephant. His name is Cao Chong. He was the son of Wang Wei Cao Cao during the Three Kingdoms period. Do you want to know how Cao Chong is called an elephant? Today we are going to learn the text "Weighing an elephant".
2. Test before learning
(1) What do you want to know most about this topic?
(2) Who can tell us how much you know about Cao Cao and Cao Chong?
(2) Perceptual research
1, independent reading:
(2) Read the text by roll call. Pay attention to the pronunciation of new words, show the cards of new words, read by name and read together.
(3) Read the text by name and pay attention to the pronunciation of new words. Find out the characters in the text. Teacher camera blackboard writing Cao Cao, officer person, Cao Chong.
2. Study in groups, read new words and remember their glyphs, and find friends for them.
3. The group reports and exchanges, and the teacher instructs them to read the pronunciation of "column, scale, sink and stop".
Show the new word cards, read by name and read together. )
4. Overall feeling:
What did you read from the text?
5. Clear the context: How many paragraphs are there in the text? Which paragraph do you think is the key paragraph of the full text? Why?
Second lesson
(3) Self-taught test
1. Learn the first paragraph of the text.
(1) Read by name. While listening, other students thought: Who is this article mainly about? What did you say about him? The teacher introduced Cao Cao and understood the word "official".
(2) Guide reading.
2. Learn the second paragraph
(1) Look at the picture and tell me about the elephant you see.
(2) Read by name and think: What does this elephant look like? Look for the sentences about elephants in the text and understand the meaning of "the body is like a wall and the legs are like four pillars". The combination of picture and text knows that elephants are tall.
(3) Guide to reread the sentences describing elephants and read the feeling that elephants are tall, big and heavy?
(4) What do you think when you see such an elephant? How did the officials behave? (Sentence training, use "one side?" While talking. )
(5) How many ways have officials come up with? Are all these methods ok? (Discussion) What is Cao Cao's attitude after listening to the comments of officials? (understand "shake your head straight")
(6) Read the second and third paragraphs aloud to guide the tone of questions and rhetorical questions.
Transition: Seven-year-old Cao Chong, after listening to the discussion of officials, had a brainwave and came up with a plan. He stood up and said? (Read what Cao Chong said in the fourth paragraph)
3. At the beginning of class, some students wanted to know how Cao Chong exaggerated the elephant. Now look at the fourth paragraph, read this paragraph again, and see how Cao Chong praised the elephant.
(1). Talk to your deskmate about how Cao Chong is regarded as an elephant.
(2) Show the courseware and see how Cao Chong called it.
(3). Use "first? Again? Then what? " These words, talk about how Cao Chong is called in the group, and recommend one for everyone.
(4) Design a weighing flow chart in groups according to Cao Chong's weighing method, and show and communicate in front of the stage after design. (Cultivate students' language expression and ability to communicate with peers)
4. Did you weigh the elephant according to Cao Chong's method? Learn the last paragraph.
(4) Expansion and extension:
1. How did Cao Chong come up with a good idea?
(5) After-class test
1. Homework exercises.
(1) Fill in the blanks according to the text.
First get the elephant () and see how much the ship sank, then follow the water on the hull (). Then put the elephant () on the boat () and wait until it sinks to the place where the line is drawn. Then remove the stone from the boat (). An elephant is as heavy as a * * *.
(2) Read and compare which sentence is better. What are the benefits?
(1) Cao Cao shook his head. (2) Cao Chong, the son of Cao Cao, was seven years old.
Cao Cao shook his head. Cao Chong, the son of Cao Cao, was only seven years old.
How much does an elephant weigh?
How much does an elephant weigh?
(6) Reflection promotes learning.
1. What have you gained from learning this short story?
If you were there, what good way would you weigh the elephant?
Chapter 5 of Cao Chong Elephant Kindergarten Teaching Plan
Activity objectives:
1. Can reasonably imagine, analyze the plot of the story and further understand the content of the story.
2. Feel the historical story of China, and guide children to know how to use their brains when something happens.
3. Understand the story through reading.
4. Develop the ability of coherent expression through audio-visual, audio-visual and oral interaction. Activity preparation: story video, etc.
Activity flow:
Draw an elephant first and draw the content of this activity. Draw a big circle for the body, a small circle for the head, two thick trunks for the thighs, a long trunk for the nose, two leaves for the ears, two sharp branches for the teeth, and finally draw a tail. )
Second, the teacher tells the story in sections, and the children listen and guess, and discuss the elephants in Cao Chong.
way
1, tell a story, I have an idea from the beginning to the end. Question: What does Cao Chong think of being an elephant?
The teacher continued telling the story until he drew a mark on the side of the boat. Q: Why did Cao Chong draw a mark where the boatside was flush with the water? What will Cao Chong do next?
The teacher continued to tell the story until Cao Chong saw the marks on the ship's side all over the water, and asked people to pick up the stones one by one. Q: Why did Cao Chong throw stones at the boat?
The teacher finished the story.
(1) Discussion: Why is Cao Chong a clever boy?
(2) Give the story a title.
Third, fully appreciate the story and further understand the content extension activities of the story: this is a historical story and a wisdom story. There are pictures of this story on the stairs of our kindergarten. In fact, there are many folk stories in the kindergarten. Children can also let your parents tell you. You can also let your parents tell their own clever stories, ok? After-class reflection: In order to better carry out the research on the subject, we posted comic books of folk stories drawn by teachers on the corridors and stairs to deepen children's understanding of folk stories. "The Elephant in Cao Chong" is an intellectual story, and there are many puzzles when designing it, because the problem is difficult to extract, and how to express the method of elephant weighing in a language that children can understand. But when I was in class, the children already knew the story. When a question was thrown down, the children answered immediately, so there was no chance to guess. The whole class is very short, so I only use videos. It is best to use PPT when you understand the story in sections, and use video when you fully appreciate it at last. Although the classroom effect is not as good as expected, it is also a new attempt for myself and has gained valuable experience in the trial teaching of material selection and design.