The design idea of a bear living in a cave 1
Take students as the main body and attach importance to the cultivation of students' emotions, attitudes and values. According to students' needs and hobbies, we should give students an intuitive image feeling as much as possible, bring students into the fairy tale world, feel the beauty of nature, and let students learn languages in a specific language environment.
design feature
Focus on learning Chinese characters and training language and writing ability, and use interesting teaching method and jumping teaching method to improve students' awareness of independent reading.
teaching process
first kind
First, guide the situation.
Show me the word forest. )
Do you know these two words? Look at their glyphs carefully. What did you find? (Two Woods, Three Museums)
Demonstration courseware, from the word forest to three trees, then to five trees, and then to a vast forest) You see, whose home is this vast forest? (Flowers, trees and animals) In this beautiful forest, such a touching story happened.
Pictograph is introduced into the picture, which brings students into the forest through words, pictures, music and teachers' infectious language, shortens the distance from nature and makes students eager to learn the text.
The teacher read the text with music. Synchronize the picture on the screen like a movie. )
Second, reading a story for the first time
1. Read freely. Circle the words you don't know first, and then look them up in the glossary (1). Then, mark pinyin on the new words: if you have any new words you don't know, you can ask your classmates and teachers.
Read it again and mark the natural paragraphs.
3. Read in groups; Read alone; Select the contestants.
4, players read aloud, other students comment, pronunciation.
Guide students to read in a specific language environment, teach students literacy methods through various reading methods and common faces of new words, and cultivate students' awareness of independent literacy. Let the students circle the marks to cultivate the habit of not writing or reading.
Third, recognize and read new words.
1, show the illustrated new word cards, and students can read the words freely.
Words should always be taught and studied together with things. These illustrated cards are intuitive, so that students can easily understand the meaning of Chinese characters while reading a lot.
2. Read each other at the same table.
3. Read by name.
4. Remove pinyin reading.
5. study by train.
6. Feel free to read.
7. Fruit picking game:
Show courseware:
In a dense tree, there are red fruits with numbers on them, and there are new words on the back of each fruit. Let the students click one to read one. )
8. Find friends to play games.
Make a card for each new word. The students came to the blackboard and announced that they could form friends with words. )
Fourth, class requires rest.
Clap your hands and sing children's songs:
The forest is beautiful and the four seasons are famous. Green leaves are thick in spring and flowers are blooming in summer.
Fruits are plentiful in autumn and birds are busy in winter. The bear lives in a cave. He doesn't cut down trees or build houses.
Verb (abbreviation of verb) extended application
Choose a word you like from the new word card and say a sentence or a few words. You can also choose any two or more words to say a paragraph.
(The bottom should be guaranteed, but the top should not be capped. According to students' abilities, interests and needs, different levels of language training are conducted for students at different levels. )
The Bear Living in the Cave Lesson 2 teaching material analysis
The Bear Living in the Cave is the first volume of Chinese in primary schools. This is a touching fairy tale, which aims to show the harmony between man and nature. The words bring us into the beautiful forest with smooth and concise strokes, and express the human consciousness of environmental protection through the behavior that the Xiong family is always unwilling to cut down trees to build houses. Finally, the animals presented flowers to praise the beauty of the bear family's behavior. The language of the text is beautiful, and it appears in the form of cartoons that children love, which is easy to stimulate children's interest in reading and learning.
Student analysis
First-year students are lively and active, like to express their ideas and are full of curiosity about many things. After a semester's reading practice, students have mastered the method of memorizing new words, and most students can read in a convenient way, so most students in the classroom can understand new words and read the text by themselves with pictures or other means.
design concept
Chinese Curriculum Standard points out that students are the masters of Chinese learning. Chinese teaching should create a good autonomous learning environment for students, stimulate their interest in learning, and pay attention to cultivating their awareness and habits of autonomous learning. According to the age characteristics and cognitive rules of first-year students, the design embodies the following points:
1, I make full use of cards, pictures, multimedia and other means to create situations, bringing students into an eye-catching fairy tale world, and letting students feel the beauty of nature and the beauty of bear family's environmental protection behavior.
Students have mastered the literacy method, so students are encouraged to use the method that is convenient for them.
3. Cultivate students' sense of language in reading aloud.
Teaching objectives
1, know 10 new words, write three new words, and know a radical "stone".
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text, and realize from the study that we should protect nature and realize that the behavior of the Xiong family is a virtue.
Teaching focus
Read, write and read the text.
Teaching preparation
Multimedia courseware, animal headdress.
teaching process
First, import
Students, the teacher will take you to a beautiful place (there are pictures of the forest in the courseware). You see, this is the beautiful big forest. The pine trees here are like a big green umbrella, covering the sky and the sun. Under the pine shade, all kinds of small flowers are competing to open, attracting small butterflies, green grass, chirping birds and lively and lovely deer. They all live here. Today, the teacher greeted Bear's home in advance and wanted to take his classmates to his home as guests. Would you like to? Please open your Chinese book and read 20 lessons freely. If you come across any unknown calligraphy and painting, mark the natural paragraphs.
Intention: Bring students into the situation, close the distance with nature and animals, and prepare for the beginning of communication with the Xiong family. Let the students circle the pictures and guide them to develop good reading habits.
Second, independent literacy, read through the text
1. Read the text by yourself, remember the new words with your favorite literacy method, read the text again, and guide the students to learn to use illustrations to help them read.
2. Listen to the text and read it aloud:
(1) Read by name, and encourage students to read guesses and read through the text in the evaluation.
Read the new words together.
⑶ Read in groups to consolidate new words.
(4) Remember the new words, and all the new words will appear again. Ask students to read as teachers, and then exchange literacy methods with each other.
Intention: By changing the roles of teachers and students, we can stimulate students' interest in learning, cultivate students' self-confidence and make Chinese teaching a process of equal dialogue between teachers and students.
Third, reading comprehension.
If you go to bear's house, what questions do you want to ask him? What questions do you not understand in the text?
Intention: Questioning is the spark of thinking, and questioning should be cultivated from the first grade.
Fourth, learn the text 1 ~ 2 paragraphs.
1, read segment 1 ~ 2:
What's it like to live in a cave?
2. Look at the picture, talk about the bear's mood and imagine what the bear is saying.
Intention: Only by understanding the environment of the bear family can we realize the longing of the bear family for the wooden house and prepare for the later study.
V. Learn paragraphs 3 ~ 6.
1. Look, students, there are still four photos in Little Bear's home. Show pictures of the four seasons in the text with courseware. )
2. Look at the pictures and say what they mean, and choose your favorite picture.
3. Illustrated reading text:
Point: read the beauty of the environment in the forest, read the word "reluctant" after reading the love of the bear family, and read it softly.
4. Read by name and in groups.
5. Cooperate with the music board.
Intention: Let students feel the beauty of forest scenery and the behavior of the bear family in reading.
Learn paragraphs 7 ~ 8.
1, read the seventh and eighth paragraphs by name, focusing on guiding the reading of long and difficult sentences.
2. Imagine:
What do animals say when they send flowers to the bear family? Choose a small animal you like to talk about? Put on the headdress and perform.
Intention: Reading, understanding and speaking are helpful to express our admiration for the bear family's behavior.
Seven. practical activity
1, arrange a textbook play, think about what Father Bear and Little Bear will say in the forest, and put their words, animal gratitude and actions into the play.
2. Performance of cooperation.
Objective: To cultivate students' innovative ability and improve their comprehensive quality.
Three-material Analysis of the Teaching Plan of Bear Living in a Cave
It is a fairy tale that a bear lives in a cave. The text tells that the bear family who lives in a cave wants to build a wooden house, but they are reluctant to cut down trees when they enter the forest. Many years have passed and they have been living in a cave. The full-text language is beautiful, with pictures and texts combined, which is suitable for children to read.
The new words in the text have no phonetic symbols, so students can learn independently and encourage them to learn new words in various ways.
Teaching idea
Reading teaching should allow students to read, think and ask questions fully. Make students "accumulate words" in reading, "get the initial emotional experience and feel the beauty of language" in imagination, and "care about nature and life, put forward their own feelings and opinions about people and things of interest, and be willing to communicate with others" in questioning.
Teaching objectives
1, know the new word 10, write three words "year, left and right", and know the radical "stone" with words.
2. It is a virtue to read the text correctly and fluently and understand the behavior of the bear family in reading.
3. Cultivate students' self-study ability and be able to cooperate, communicate and express their inner feelings with their peers.
Preparation before class
1, the headdresses of various small animals in this paper.
2. Light music tapes
teaching process
First, ask questions.
Children, the teacher tells you a story: in a dense forest, there are many small animals, among which the bear family lives in a cave. One day, Father Bear and Little Bear went to cut down trees to build a wooden house. Do you want to know how their house was built? (The teacher tells stories while playing music and writing on the blackboard)
The lead design starts with stories that children love to hear, sets suspense and stimulates children's interest and desire to learn the text.
Second, independent literacy, perception of the text
1, students read the text for the first time and draw new words while reading. After reading, students are encouraged to find ways to learn new words because they can't pronounce them. If they really can't, let them stay.
Draw while reading, let students use their eyes and hands, and participate in self-study with multiple senses.
2. Read the text again
(1) Read the text by name and chapter. If you can't learn new words, others can help. The grateful teacher in the eighth paragraph can inspire students to guess and read according to the text. No, the teacher can tell.
(2) Read each other at the same table and check the learning situation of new words. Let the students consolidate the new words in reading the text.
Step 3 memorize new words
(1) communicate in groups and tell each other how to remember new words.
(2) Report to the whole class, help each student to be a "little teacher", and go to the front to tell the whole class how to recite words. The teacher emphasizes the pronunciation of "year, beauty, restraint, abandonment and creation". When reporting the word "chop", students may say it is next to the word "stone" Teachers should give affirmation and tell students that the earliest tools for chopping things were made of stone.
(3) Consolidate the game of Chinese characters-add a radical to the following words to form new words, and combine the words "Gao, Ji, Qian and Yun".
4. Read the text and accumulate words.
(1) children, please read the text again and think about it: how did the bear family build their wooden house? Students read the text many times, and this question may pop up casually. As long as the students' language is accurate, they should be affirmed.
(2) Who can say your favorite word or sentence? "Reluctance, gratitude, flowers, bunches ..." Students only need to show their true feelings, without asking why they like it.
The study of Chinese characters and words runs through reading, so that students can feel the sense of accomplishment of autonomous learning in reading. Let students learn independently, teachers guide students how to learn, and give full play to students' "subjectivity" in class.
Third, understand the text and feel the beauty of language and emotion.
1. Guide the students to look at the pictures and say which one do you like? And read the text corresponding to the picture. (Let the students choose for themselves)
2. Class report
(1) The first picture corresponds to the first natural section and the second natural section. During the presentation, students should be inspired to look at the pictures and realize how much Bear wants to build a wooden house. The description of bear's mood should lead students to say that bear is excited, happy and excited. ...
(2) The second to fifth pictures show the process of bears cutting down trees to build houses in spring, summer, autumn and winter. Here, it is reported that teachers properly guide students to read the beauty of scenery in each season. Read the last two words of "reluctant" softly, and read the love for the bear. Let students read more in various forms: roll call, two or three people, group reading, etc.
(3) The sixth picture corresponds to the seventh and eighth natural paragraphs, which is the embodiment of the emotional beauty of the text.
A. When students read the seventh and eighth paragraphs, guide them to highlight "year after year, all the time", reflecting that the Xiong family still lives in the cave, and also guide them to read long sentences and complete after-school exercises-reading and speaking, so that students can read more first to enhance their sense of language, and then guide them to compare whether the meanings of "beam" and "beam" are the same. Ask the students to complete the following dialogue on the basis of their perception in a specific language environment.
B, students look at the sixth picture to inspire students to ask questions. Imagine what a small animal would say if it sent flowers to the bear family. Help students play small animals with various animal headdresses, and add their own actions in front.
Let the students experience it personally and deepen their understanding of the text. Through students' independent actions, the diversity of Chinese teaching is reflected.
C match the music bandu on the basis that students are familiar with paragraphs 7 and 8. In the light and beautiful music, feel the beauty of the environment in the big forest and the behavior of the bear family, so that students can get emotional experience and ideological edification.
In the teaching of understanding texts, it is more effective for students to understand texts through reading than for teachers to explain them since enlightenment. Paying attention to strengthening reading teaching is also the need to understand the text. At the same time, the students' performances make them feel immersive.
Fourth, consolidate new words and learn to write new words (omitted)
Verb (abbreviation of verb) summarizes the text with the help of blackboard writing.
Children, please tell us what you have learned in this class.
It is a good way for students to summarize themselves and communicate with their partners. It cultivates students' ability to express their thoughts and embodies students' consciousness of "leading role" in classroom teaching.
Little Bear Living in a Cave Lesson Four 1. Teaching Objectives:
1. Feel the words initially, feel the beauty of the forest all year round, and know how to care for trees. Stimulate students' love for the bear family.
2. Know the new word 10. Students can read independently.
Second, the teaching focus:
Know new words, know how to care for trees, protect the environment, and initially experience the fun of reading.
Third, the teaching difficulties:
Distinguish between flat and warped sounds and master some literacy methods.
Fourth, teaching tools:
Self-made courseware, blackboard drawing, new word card.
Verb (abbreviation of verb) teaching process;
(A) the introduction of courseware to reveal the topic.
1. Show me the word "forest". Know these two words? What's interesting about glyphs?
(The teacher demonstrates the courseware while talking: first show three trees, and then expand them into blocks. )
2. Whose home is the forest? (animals, plants)
Transition: There is a beautiful story circulating in this beautiful forest.
3. Uncover the topic: Little Bear lives in a cave.
(2) Preliminary perception
Courseware demonstration (picture+music+reading aloud), students' initial perception, listening, watching and thinking;
Know what? What have you learned?
(3) Literacy teaching
1. Ask students to read the text by themselves and pronounce it correctly. What should they do when they encounter unfamiliar words? How to guide students to understand literacy) find a way to solve it.
2. Students read the text by themselves and discuss the methods of literacy at the same table.
3. Feedback: ① Read the text in sections and correct the sound in time. (focus on guiding the flat tone and warping in the text. )
② Read and write feedback.
Tell me how you remember these words.
The courseware shows all the new words in this lesson. Students can freely say how to read and learn to remember new words in their favorite way. 〉
The whole class exchanges literacy methods.
consolidate
① Reading new words cards by train.
(2) through the children's song "In the Rain" to consolidate.
Heavy rain, heavy rain, heavy rain,
The wind blows, leaves move,
Bird, bird rushed home.
Heavy rain, heavy rain, heavy rain,
The grass is full of beautiful flowers. Pick a bunch and give it to your mother.
Gua Tian has a chubby melon. Pick one for dad.
Heavy rain, heavy rain, stop, stop,
The river was full and washed away the bridge.
This year, trees will be cut down to build bridges.
Reluctant, reluctant!
(D) A preliminary understanding of the content of the text
1. Students follow the music (spring, summer, autumn and winter, songs written in paragraphs),
Students are free to sing and perform.
2. The teacher asks the children why they do this through their expressions and actions, so as to understand the text.
3. Read aloud with music (students can freely choose to read passages in spring, summer, autumn and winter).
You can feel the beauty of the forest all year round.
Watch the film, feel the beauty of the forest, read the full text with perceptual music, and freely match the actions.
The fifth lesson of Curriculum Standard for full-time compulsory education puts forward in the basic concept of the curriculum that students are the main body of learning and development. We should pay attention to students' individual differences and different learning requirements, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. For primary school students, especially first-year students, we only need to study under what circumstances students learn Chinese best. Past experience tells us that students learn best when they are interested, when their body and mind are at their best, and when the teaching content can be presented in various forms. In short, when their learning activities bring him happiness, their learning effect is the best. Based on this understanding, the guiding ideology of designing the lesson "Bear Living in a Cave" is to learn Chinese happily. In order to achieve this goal, we have made efforts in the following aspects.
First of all, introduce the topic and arouse interest. The introduction of the topic begins with the background forest of the fairy tale "A bear lives in a cave", which leads students' vision to the forest, and then the teacher reads the text in the form of storytelling, so that students can initially perceive the content of the text.
Read through the text to stimulate interest. It is one of the key points of this class to let students read the text smoothly and get a preliminary understanding of the text content, so this is the highlight. In order to stimulate students' interest in reading texts, we use competitions to urge students to devote themselves to reading with great interest. Its process is embodied in: free reading, competition reading and evaluation reading. In this link, we also noticed the participation of all the staff, not only the contestants, but also the judges who did not participate.
Three independent literacy, feel fun. Memorizing new words by students is another key point in this class. In order to keep students' interest, we adopt the practice of letting students memorize glyphs independently, so that students can freely choose the words they consciously want to remember and choose different methods to memorize glyphs independently. Here, the role of teachers is reflected in timely and appropriate guidance.
Fourth, sing and have fun. In order to enable students to devote themselves to their studies in a full mental state within 40 minutes, especially when students begin to feel tired in the last 20 minutes of class, we play songs (texts) to make students sing and move. This not only familiarized the students with the text again, but also gave them beautiful melodies. This melody also runs through the whole class and plays an important role in creating a relaxed classroom atmosphere.
Five courseware demonstrations to cultivate interest. In order to stimulate the emotions of students, teachers and authors, we use courseware to show the beautiful scenery of the forest all year round, so that students can have a look, think and talk about it, and sincerely feel the beauty of the forest and the attachment of animals and plants to it. Therefore, it is inevitable that the bear family will be respected by everyone. I can't help offering flowers with the small animals. At this time, the tune of the text sounded again at the right time, which shocked the students' hearts. Let them further understand the text in the second and third classes and imagine what the animals would say when they offered flowers to the bear. Lay a thick foundation.