Instructional design is a process of systematically designing and achieving learning goals. Does it follow the principle of optimal learning effect? ??It is the key to the quality of courseware development. The following is the teaching design of the high-quality class "Swallow" that I compiled. I hope it will be helpful to everyone. High-quality course "Swallow" teaching design part 1
1. Teaching objectives
(1) Be able to write 9 Category 1 new words and recognize 14 Category 2 new words; understand and apply them 14 words including "swallows, going to the market, gathering"; observe and appreciate the colorful pictures of swallows in the spring scene.
(2) Learn the author’s method of carefully observing and grasping the characteristics to describe things.
(3) Feel the liveliness and loveliness of swallows and the vibrant scene of spring, and cultivate thoughts and feelings that love nature.
2. Important and difficult points in teaching
(1) Key points. Let students experience the vibrant spring scene of "gathering together like going to the market", understand the appearance characteristics of swallows, and stimulate students' yearning and love for spring; learn the author's careful observation, rich imagination and some expression methods.
(2) Difficulties. Understand the two key sentences in the text - "It adds a lot of vitality to the spring scenery" and "There are a few thin lines connected between the poles, how like a staff. The parked swallows become notes."
3. Teaching methods
Guidance method, tour guidance method, reading comprehension method
4. Teaching preparation
PPT courseware
5. Teaching process
(1) Introducing excitement and initial perception
(1) (Swallow pictures are displayed on the large screen) Question: What is this? What are its characteristics? What season Can you see them? Introducing the topic "Swallows".
(2) Introduction: When spring returns to the earth and everything revives, there is a lively and cute bird, the swallow, which will fly freely in the fields and beside the river. Spring adds sparkle. This article describes these cute little swallows.
(3) Read the text as a model and let students talk about their initial perceptions.
(4) Students read the text to themselves and mark the places they do not understand.
Use brightly colored pictures at the beginning of the text to attract students' attention, stimulate students' interest, and lay a good emotional foundation for the whole lesson.
Model reading and self-study enable students to have a preliminary understanding of the content they have learned.
(2) Animation clipping to understand the appearance
(1) The little swallow is flying in the air, sometimes flying to the east, sometimes flying to the west, we can’t see clearly the appearance of the swallow. Now ask the children to take a look at the structure of a swallow.
(The courseware shows an exploded view of a swallow’s wings, tail, and feathers. After flashing, the animation demonstrates the formation of a swallow).
(2) Students answer and talk about the order of observation.
(3) Read the first paragraph on the basis of understanding, combine it with the animation, understand "make it together", and perceive the beauty of the little swallow's appearance by combining "smooth and beautiful", "handsome" and "scissors-like" .
(4) Guide students to read emotionally and deepen their understanding. (The courseware shows the flying movements of little swallows.) The animation demonstration of the courseware can enable students to enrich their perceptual understanding of the swallow's appearance, understand key words simply and easily, and more intuitively understand and feel the beauty of the swallow's appearance.
Emotional reading is an important way to train students’ sense of language and deepen their appreciation of the beauty and emotional connotations of language.
(3) Appear layer by layer, feel spring
(1) Such lively and cute little swallows flew back from the south in spring, what did they see? (Screen by From far to near, and from top to bottom, a combination of animated pictures of blue sky, straw, creek, weeping willow, green grass, and small flowers appear, allowing students to feel the "dazzling" of spring).
This text is about studying pictures. The courseware is used to display pictures layer by layer, which is helpful for students to master observation methods and grasp the characteristics of things.
(2)(Show the combination diagram again). Now, we are little swallows. We have flown back from the south. We have to appreciate such beautiful scenery! Talk about: What did you see? Practice (language training): "Spring is here and we have flown back from the south. , ________. "Here students are allowed to take on roles and brought into the situations described in the text. In this way, students' observations are accompanied by emotions and they develop a sense of intimacy with the teaching material. Language training was also conducted.
(3) How does the text describe these scenery? Read the text and think about the characteristics of these scenery in spring. In groups of four, students independently explore and find answers.
(4) (A pair of flying little swallows are added to the combination picture). Students observe, express their opinions, and understand that "the little swallows come from the south and add a lot of vitality to the spring scenery."
The new curriculum standard advocates the learning method of "autonomy, cooperation, and inquiry" and emphasizes respecting students' unique experiences in the learning process. Therefore, the above links are mainly given to groups of four for self-study, and then the learning results are reported. The teacher fully affirms the students' answers and makes predictions in the design, as long as they are reasonable, and the answers are not required to be unique. Teachers provide appropriate guidance for knowledge transfer.
This process, combined with pictures and texts, deepens students’ understanding; the dynamic display of swallows flying is compared with the static pictures, which is vivid and makes it easier for students to understand the key sentences.
(6)Imagine the situation and guide reading.
(4) Video import, observation of flight
(1) Import a video of the swallow’s flight posture, guide the observation, and remind students to pay attention to the observation sequence (up and down).
(2) Students discuss its flight characteristics (fast, beautiful).
① Which words express how fast it flies?
② Which sentence expresses the beauty of the swallow’s flight? Play back the video and guide students to understand it carefully.
(3) Think: What kind of beauty is this? (Guidance - Dynamic Beauty) (4) Read this text emotionally and combine it with the video to deepen your feelings.
The flight of swallows is not common among children in the city. Presenting the scene of swallows flying through audio-visual media and guiding students to observe carefully can deepen their understanding of the text and give them an intuitive and clear understanding of the speed of swallows' flight and the beauty of their postures.
Having students imitate the cries and movements of swallows reflects the integration of man and nature.
(5) Combining pictures and text to break through difficulties
(1) The screen freezes the picture of the swallow when it is resting.
(2) Students read the text based on the pictures. Thinking: What does the swallow standing on the wire look like?
(3) The courseware shows a similar five-line spectrum diagram. Compare the two pictures, combine the pictures and text, and understand: "a few marks of thin lines": why use "marks" " instead of "root"? "Stave": What's so good about this metaphor? What kind of association does "being played" make you have? "Note": Comparative observation, do swallows look like musical notes?
(4) Discussion: How does this picture and the description of the text make you feel? (Students will say it feels beautiful, guide - static beauty) Due to the limitations of time and space, many teaching contents involve some things and phenomena Students cannot see it directly, or they often see it but do not observe it carefully enough. Therefore, the text content is difficult to understand and becomes a difficulty in teaching. By using audio-visual teaching methods, situation reproduction, and analogies to enhance comparison, the key points and difficulties in teaching will become intuitive, concrete, and simple, and then be solved smoothly.
(5) Read this text emotionally.
(6) Panoramic presentation, reading and writing lyrically
(1) Presenting the panoramic view.
(The picture has a green tone, with distant mountains, lakes, rice fields, soft willow trees in the air, peach blossoms in bloom, rapeseed flowers everywhere, and flowers of various colors blooming. Swallows are flying on the lake. The ripples on the water are clearly visible. Some swallows fly to the willow trees. Among the branches, some rest on the wires in the distance. The whole picture is beautiful and full of vitality)
(2) Discussion: Why is the music composed a hymn of spring?
(3) Write down your feelings when you see the scene in front of you.
(4) Read the full text emotionally with brisk music.
Present a panoramic view, capture the keyword "hymn of spring", and then write down your feelings or emotions and read the full text aloud. This design is to enable students to perceive the text as a whole and further sublimate their emotions.
(7) Traveling online, looking for spring
Extracurricular expansion: Online guidance, looking for spring information on the Internet.
Stimulate students’ desire for knowledge, guide inquiry reading, and promote students’ developmental learning.
6. Teaching Reflection
The "Chinese Curriculum Standards" point out: "Students are the masters of Chinese learning, and reading teaching is a student's personalized behavior and should not be replaced by teacher's analysis Students’ reading practice should allow students to deepen their understanding and experience, gain insights and reflections, be emotionally influenced, gain ideological enlightenment, and enjoy aesthetic pleasure in active thinking and emotional activities.” Therefore, teachers should fully engage in teaching. Give full play to students' imagination and aesthetic taste, guide students to learn literal words, conduct language training, and improve Chinese literacy. And highlight the key points to let students learn from the clips of the swallow's appearance and flying movements in the text. With the help of audio-visual teaching methods, they can express its characteristics intuitively and vividly, break through the difficulties, and understand the beauty of the text's language, the beauty of the spring scenery, the beauty of the swallow's shape, and the flight dynamics. Beautiful and static, it highlights the reading and reciting of swallows' love and affection, and has achieved good teaching results.
7. Review and summary, experience success
What have you gained from studying this lesson? High-quality course "Swallow" teaching design part 2
Learning Goals
1. Understand the content of the text, grasp the sentences describing swallows and spring, feel the liveliness and loveliness of swallows and the vibrant scene of spring, and cultivate the thoughts and feelings of loving spring in nature.
2. Learn the author's method of carefully observing and grasping the main characteristics of things, learn to write from reading, and practice writing.
Teaching process:
1. Review introduction
1. Review the two pronunciation combinations of the words "Buddha and halo".
2. Teacher: In the last class, we read "Swallow" written by Zheng Zhenduo for the first time. From what aspects was it written? Do you still have any impressions? Review the content of the text and write on the blackboard: Appearance adds vitality to spring scenery, flight pauses
3. In the last class, we *** learned the first natural paragraph describing the appearance of a swallow. How does this natural passage describe the characteristics of swallows? (Grasping the unique appearance characteristics of the swallow, from part to whole)
2. Read the second natural paragraph and understand the writing method
1. Teacher: "Swallow" is a beautiful poem Article, do you know the reason why it has been so popular among readers for a long time? (Grasp the characteristics and describe accurately) Let us enter the second section and feel the characteristics of the author's writing style.
2. Go to section 2 and exchange descriptions of "grasping the characteristics of things".
Communication: "It has just been drizzling for a few times. The breeze is blowing thousands of willow silks that have just unfolded their yellow leaves. Green grass, green leaves, and bright flowers of various colors, They all gathered together like a market, forming a dazzling spring.
Teacher: Read it and see where the author found spring? (Camera blackboard writing: rain, wind, willow, grass, leaves, flowers)
3. Teacher: What kind of rain is rain? What is the wind? What kind of willow is willow? What is grass? What kind of leaf is it? What kind of flower is it? Enhance the feeling of the characteristics of the scenery.
4. Teacher: Read this sentence again, what do you seem to see? What do you hear? What do you feel? ("Going to the market" originally refers to farmers rushing to a market with agricultural products from all directions to sell). The flowers, grass, and leaves described in this natural passage "all gather together like going to a market." What kind of scene is this? Describe the picture in your mind.
Guide the overall perception and understand the effect expressed by the anthropomorphic description of "gathering together like a market".
What kind of mood do you write about flowers, grass, and leaves? (Scramble, can’t wait to dress up for spring)
5. Guided reading
6. Transition: The author grasps the characteristics of things to write, making spring extraordinarily beautiful. How will the little swallow admire such a scenery? The little swallow () said: "This is really a () spring!"
7. Spring has been decorated with colorful flowers and trees, and the little swallow came happily and made preparations for the spring. What's going on? (It adds a lot of vitality)
Teacher: Can you read this vibrant beauty?
3. Learn the third and fourth natural sections, and appreciate the characteristics of swallows in flight and rest.
1. Teacher transition: Just from the study of the second section, we once again experienced The author, Mr. Zheng Zhenduo, grasped the characteristics of things everywhere when describing them. Next, please study the third and fourth paragraphs of the text by yourself. What characteristics does Mr. Zheng write about the characteristics of swallows when they are flying and resting? Pick up a pen and make notes.
2. Allow three minutes for self-study, and then share feedback.
Default:
1. Beautiful flight dynamics:
(1) Fast speed.
(Show the sentence) Swallows slanted across the sky, chirping, and some flew from the rice fields here to the willow trees over there in a blink of an eye;
Tips: "Passing by and in the twinkling of an eye" all make us feel that swallows fly very fast.
"Leaning sideways" describes the graceful flying posture of the swallow and its brisk and flexible flight.
"Chirp" and feel the joyful mood of the swallows as they fly.
Read by name and read out the joy and flexibility of the swallow.
(2), lightweight.
Show the sentence:
Some swept across the lake, occasionally touching the water with the tip of their tails, and saw ripples rippling around in circles.
In order to help students understand, the teacher used his hands to make a swallow open its wings, used the podium to make a lake surface, and gave a demonstration to understand the meaning of "sweeping and dipping".
Look, the swallow is flying happily in the sky, on the rice fields, under the willow trees, and on the lake. Where can it fly and how can it fly?
Talking to each other at the same table - communication
Reading aloud. Let’s see who can read it and make people feel that the swallows fly briskly and gracefully.
2. Stop static beauty
Show: The blue sky, with a few thin lines connected between the poles, how like a staff! The parked swallows have become notes, composing a spring hymn waiting to be played.
What do the staffs and notes here refer to? Why use the staff analogy? (Show the staff) Combine pictures and text to break through the difficulties and ask students to talk about the similarities?
There is a word used very specifically in this sentence. Why is it said "a few thin lines" instead of just a few? (This is from a distance, it looks faint and vague)
What will these swallows sing in the spring hymn composed by them?
IV. Pay attention to writing and transfer application
1. Teacher: In this class, we not only understood the text, but also experienced Mr. Zheng Zhenduo’s concise, vivid and accurate language. Seize the characteristics and describe the swallow. Therefore, grasping the characteristics of animals is a good way for us to write good articles about small animals!
2. Migration and application. Writing practice list: With the help of text illustrations, grasp the characteristics of things and describe spring more beautifully. Give it a try! Teaching design of the high-quality course "Swallow" Part 3
Teaching requirements
1. Learn the relevant new words in this lesson and understand the words composed of the new words.
2. Through reading, observation, and imagination, feel the cuteness of swallows and the beauty of spring, and inspire a love for nature.
3. Be able to use "occasionally, lively" to make sentences, understand the content of the text, and summarize the meaning of each natural paragraph.
Teaching time
Two class hours.
Teaching process
First lesson
1. Revealing the topic
1. Appreciating the song "Little Swallow":
Tell me how you feel when listening to this song.
2. Multimedia shows pictures of swallows:
Ask students to observe the appearance of swallows and talk about swallows while grasping its characteristics.
3. How does the text we want to learn describe swallows? Let's learn "Swallow" together today:
Teach students the character "Yan". "Yan" is a pictographic character, "Twenty" is the head of a swallow, "口" is the body of a swallow, and "北" is a swallow. The wings, four points at the bottom are the tail of the stall. When writing "Yan", all parts should be compact. The student draws red on the book with a pen.
2. Check the preview situation
1. Check the pronunciation of the words:
⑴ Read the new word cards, correct the mispronounced syllables, and remind students to pay attention to:
Luan and plunder are side sounds.
Jun and Hao are front nasal sounds.
Horizontal is the back nasal sound.
⑵Students read together.
2. Master the writing of new words:
Ask students to be primary teachers and tell them what should be paid attention to when writing these words? Students communicate and draw red lines one by one on the book.
3. Read the text aloud by name and in sections. Requirements:
No words added, no words omitted, good reading, no broken words or sentences.
⑴Students read the text.
⑵Students evaluate according to the requirements.
4. Communication:
What aspects of swallows are mainly covered in the text?
3. Study the first paragraph of the text
1. Multimedia shows the picture of a swallow:
Use your own words to describe the appearance of a swallow.
2. Free reading of the text:
Think about what you learned from this paragraph?
3. Student exchanges.
4. What characteristics does the author focus on to describe?
Combined with the communication blackboard:
The feathers are black and shiny
The wings are handsome and brisk
The tail is like scissors
5. Guide reading:
⑴ Stimulate emotions:
Watch multimedia: Faced with such a smart swallow, such a cute swallow, are you willing to praise it as much as you want? Let us read in a tone of praise.
⑵ Read aloud freely.
⑶Try reading by name and read together.
6. Guide recitation.
⑴How should students memorize it?
⑵Practice recitation by reading on the blackboard.
7. Tell me about the meaning of this paragraph.
4. Guidance on writing
5. Homework
1. Copy the words three times.
2. Read the text aloud.
3. Fill in the blanks according to the text content.
A swallow has ( ) feathers, a pair ( ) wings, and a ( ) tail.
Second Lesson
1. Review
1. Read the first paragraph of the text.
2. What do you know from the first paragraph?
3. Communicate and fill in the blanks.
2. Study the second paragraph of the text
1. Freely read the second paragraph of the text:
Draw the words that represent things and circle the specific descriptions words.
2. Student exchange:
Combined understanding of "going to the market" and "gathering together like going to the market"?
3. Key tastes (and combined with questions raised by students):
⑴Spring is a lively and colorful season.
Ask students to talk about where they experienced it?
(Use horizontal lines to draw the written scenery on the book, and use curved lines to draw the characteristics of the scenery)
Students communicate with their deskmates and the whole class.
⑵ Multimedia presents the beautiful scenery of spring. Do you understand why people gather together like going to a market?
⑶Show the fill-in-the-blank question:
In February and March, the breeze blew gently ( ) and drizzle ( ) fell from the sky. Thousands of soft willows () have goose-yellow leaves. Green grass, green buds, and brightly colored flowers all gather together like ( ), forming the spring of ( ).
Students fill in the blanks. Once again, multimedia presents the beautiful scenery of spring and appreciates the correctness of the author's word choice. Read the paragraph above.
⑷What else do you know from this paragraph?
(Swallows add vitality to spring) Read the last sentence.
5. Read the second paragraph with emotion:
⑴ Students read freely:
Think about what tone to use when reading.
⑵Read and comment by name.
⑶ Watch this multimedia show the beautiful scenery of spring and read the second paragraph together.
6. Guide recitation:
⑴ Ask students to talk about how to recite.
⑵Students try to memorize it.
⑶Back level.
3. Study the third paragraph of the text
1. What did the students learn from this paragraph when they read the text to themselves?
2. Communication.
3. Read the text again. What impression does the swallow’s flight leave on you? What did you experience from those places?
4. Student exchanges.
5. Tell me where you experienced the speed of flying? Why can you feel it?
(The word "Xian" not only expresses the brisk flight of the swallow, but also expresses the graceful flight movement.
)
("Chirp" is a cry, flying from here to there with just a short sound, so fast.)
Watch the multimedia swallow flight to deepen your impression.
6. Read the relevant sentences aloud.
7. Where do you experience the lightness of flying? Why can you feel it?
(Occasionally, Zhan, Xiaoyuanhao) Understanding: Xiaoyuanhao
Why does the author say it is Xiaoyuanhao?
The camera understands "occasionally" and uses "occasionally" to make sentences.
Watch multimedia swallows flying to deepen your impression.
8. Read the relevant sentences aloud.
9. Read the third paragraph of the text emotionally.
10. Guide recitation.
IV. Study the fourth paragraph of the text
1. Read the fourth paragraph by name.
2. Students questioned.
3. Understand words and phrases:
"Staves" and "notes".
4. Understand the sentences.
5. Take a break from watching multimedia swallows.
6. Emotional reading.
7. Guide recitation.
5. Summarize the text
1. Read the text emotionally.
2. What’s so cute about swallows? Teaching design of high-quality course "Swallow" Part 4
1. Teaching objectives
1. Observe the pictures carefully, teach students how to observe things in a certain order and grasp the characteristics of things, cultivate students' ability to observe carefully and think with images; feel the liveliness and loveliness of swallows and the dazzling spring scenery, and cultivate students' love for nature. Thoughts and feelings.
2. Read the text carefully, master new words, understand the content of the text, and understand how the text describes swallows step by step.
3． Read the text emotionally and recite the text.
2. Key points of teaching
Grasp the key words and sentences so that students can further understand the characteristics of spring and the characteristics of swallows:
⑴Observe the pictures in a certain order : Observe mountains, lakes, and rice fields in order from far to near; observe swallows in order from near to far. By looking at the picture, I know that the painting is a spring scene, and I understand the relationship between swallows and spring.
⑵ Focus on observing the swallow’s appearance, flight and resting conditions.
3. Teaching Difficulties
Through the language of beauty, we can appreciate the beauty of swallows, the beauty of spring, and the happy mood and vigorous power that spring brings to people.
4. Preparation before class
1. Wall charts, slides.
2. New word cards.
3． Text audio tapes.
5. Teaching process
First lesson
1. Revealing the topic
1. Blackboard writing topic: Swallows (look at the pictures to learn the text)
2. Show an enlarged color picture of a swallow. Question: Who can tell us about swallows? (Swallows are migratory birds that fly to us from the south in spring. The characteristics of swallows: their wings are very long, their tails are like open scissors, the feathers on their back are black, and the feathers on their belly are white. They often carry mud under the eaves. Make a nest to live in and catch insects)
2. Guide to look at the pictures and understand the meaning of the pictures
1. Look carefully at this picture. What are the drawings on the picture? (Mountains, lakes, rice fields, peach blossoms, willow trees, swallows.)
2. Please describe the scenery in the picture in order from far to near. Then talk about the appearance of swallows and how they fly and rest in order from near to far.
Guide students to look at the picture and say:
⑴The picture depicts a spring scene.
There are distant mountains, small lakes, rice fields, pink peach blossoms, yellow willow silk, and various brightly colored flowers. ⑵The most eye-catching thing in the picture is the swallow. A nearby swallow swept across the lake, its tail clipped or its wingtips touched the water, causing ripples on the calm lake surface. Another pair of swallows was flying across the lake to the willows. A swallow has flown under the tall willow tree. There are a few pairs of swallows parked on the wires in the distance, and they look like a few small black spots from a distance. These lively and cute little swallows add vitality to the spring scenery and make spring more full of vigorous and upward vitality. With them, spring looks more beautiful and lovely.
3. Read the text for the first time and understand the content of the text
1. Self-study text.
⑴ Read the text aloud softly, read the pronunciation of the words accurately, and look up the words in a dictionary or understand the meaning of the words in context. (Check with new word cards)
⑵Think about how the text introduces swallows?
2. Read the text aloud in sections by name. It is required to read correctly and fluently, and think about the main content of each section. (The first paragraph mainly writes about the appearance characteristics of swallows; the second paragraph mainly writes about spring, and the swallows come from the south; the third paragraph mainly writes about the flying swallows; the fourth paragraph mainly writes about the resting swallows. Writing on the blackboard: appearance, coming, coming, Flying, stopping.)
4. Look at the pictures and compare them with the text, and talk about the order in which the author observed the swallows
(First observe the appearance of the swallows, and then observe the appearance of the swallows. The beautiful spring scenery, then observe the dynamics of the swallows when they are flying, and finally observe the static behavior of the swallows when they are resting)
5. Guide reading the full text.
6. Practice in class.
1. Copy new words.
2. Read the text thoroughly.
Second Lesson
1. Review and Check
1. Read the text by name.
2. Briefly describe the main content of each paragraph.
2. Study the text by looking at pictures
1. Look at the picture to learn the first paragraph.
⑴Look at the picture and describe the appearance characteristics of the swallow orally.
⑵ After reading the first paragraph, answer: In what aspects does the text describe the image of a swallow? In what order are they described? (The text focuses on outlining the image of a lively and cute little swallow through feathers, wings, and tail. It is described in the order from part to whole. Writing on the blackboard: feathers, wings, tail.)
⑶Expression in this paragraph What kind of feelings does the author have towards Xiao Yanzi? (Love) The beautiful sound of music enthusiastically joins the spring chorus. These words accurately describe the image of a swallow when it is tired of flying.
⑶ Guide reading this paragraph.
3. Summarize the full text and guide recitation.
(Listen to the audio tape reading with the soundtrack to further feel the loveliness of swallows and the beauty of spring; learn to read with emotion.)
1. This picture-reading article focuses on swallows. It writes from the appearance of the swallows to the scenery of spring, then to the situation of the swallows flying, and finally to the image of the swallows when they rest, thereby praising the beautiful scenery of spring and expressing the author's joyful mood. Feeling.
2. Read the full text with joy and pleasure.