Lecture notes on thunderstorm in second grade
Thunderstorm Lecture Notes for Grade Two 1 I said that the content of this lesson is thunderstorm, so I will talk about it around two small topics.
Small topic:
1. How to solve the inefficient or ineffective behavior in classroom lead-in?
2. How to solve the inefficient or ineffective behavior in teacher-student interaction?
First of all, talk about textbooks.
"Thunderstorm" is the standard experimental textbook of compulsory education curriculum, the second volume of Chinese (People's Education Edition), lesson 18. In this paper, different natural scenes before thunderstorm, during thunderstorm and after thunderstorm are described in concise, natural and plain language. The text is divided into three parts according to three different time periods. Although the length is relatively short, the content of the article is vivid and the text is beautifully illustrated, which is more suitable for students in the lower stage, so that students can learn to observe and increase the fun of life by learning this article. In unit training, it is suggested to study this group of texts, which can guide students to understand the content and taste beauty in repeated reading.
Second, talk about learning.
Although students are young, thunderstorms are a common natural phenomenon in summer. Careful students will tell some characteristics of thunderstorms. In order to make students feel the whole text and enjoy the fun of multimedia courseware, vivid pictures of text situations and natural scenery changes before, during and after the thunderstorm can be displayed. The rumble of thunder and the sound of rain make students feel immersive and feel the changes of natural scenery before and during the thunderstorm.
Thirdly, talk about teaching objectives, teaching emphases and difficulties.
According to the concept of "new curriculum standard" and the actual situation of students, I have drawn up the learning objectives of this lesson:
1, cognitive goal: can recognize 4 new words and write 12 new words.
2. Skill goal: read the text correctly, fluently and emotionally. Show different scenes before and after thunderstorm through sound.
3, emotional goals: interested in observing the weather, can write an observation diary.
The teaching focus of this lesson is:
1, read and write.
2. Read the text aloud and imagine different scenes before, during and after the thunderstorm.
The teaching difficulties of this course are:
1, read the text with emotion and imagine the thunderstorm scene at different times.
2. Accumulate and expand, and keep an observation diary.
Fourth, talk about teaching methods:
According to the above teaching objectives, combined with two small topics, I mainly adopted three teaching methods:
1, creating situational teaching;
In the classroom, creating certain situations can cultivate students' interest in learning Chinese, concentrate their attention, inspire students to think and solve problems from a multi-dimensional perspective, expand students' thinking space, enrich students' thinking methods, and let students participate in the whole process of classroom teaching, thus satisfying students' desire to explore and express. The determination of this teaching method can not only solve the inefficient behavior in classroom introduction, but also solve the inefficient behavior in teacher-student interaction and implement small topics.
2. Read your imagination aloud;
According to the age and thinking characteristics of students, with the help of their life experience, I read the text independently with students as the main body. Through reading, students have face-to-face contact with the text, taste the original language of the text and cultivate students' sense of language; Through reading, the standard language of the text is stored in the students' minds. Students learn, read and feel the language as if they were in a thunderstorm. Students unconsciously understand language, feel language and accumulate language.
3. Cooperative learning between teachers and students.
Grade two students need teachers' help in their studies. In teaching, I use the method of teacher-student cooperation to guide students, and on the basis of guidance, cultivate students' autonomous learning and perception ability. It can also solve the inefficient behavior in teacher-student interaction.
V. Expressing the teaching process and design intention
(1) Import:
1. Last class, we met the most powerful member of the rain family: thunderstorm (the courseware showed the animated scene of thunderstorm).
This class gives us a deeper understanding of thunderstorms. (blackboard writing topic)
2. Courseware plays text and reads animation. Listen and recall the order in which the text describes the thunderstorm.
Blackboard writing: before thunderstorm (1-3), during thunderstorm (4-6) and after thunderstorm (7-8)
Intention:
1, this link is imported by using animation scenes to attract students' interest in learning.
2. Review the introduction of new lessons, so that students can quickly enter the learning state and solve the inefficiency in the introduction of new lessons.
(b) Show the courseware of this course.
(1) Know and write the new words in this lesson.
(2) Have feelings to read the text, and can imagine different scenes of thunderstorms at different times.
(3) Expand practice and write an observation diary.
Intention:
This section shows the learning objectives so that students can understand what they have learned in this lesson and enter the learning state more quickly.
(3) Read aloud:
1. Read the text silently and draw the scenery before the thunderstorm.
The courseware shows the pictures before the thunderstorm:
(1) The sky is full of dark clouds.
Guide the students to read aloud, feel the wonderful use of pressure, feel the heavy pressure of dark clouds. )
(2) The leaves on the tree don't move, and the cicada doesn't make any noise.
Suddenly, a strong wind blew the branches in a mess. A spider hung on the net and ran away.
Guide the students to read aloud, experience the sudden wonderful use and feel the urgency of the wind before the rain; Experience the wonderful use of hanging and feel the fear of spiders. )
(4) The lightning is getting brighter and the thunder is getting louder and louder.
Use the sound button to indicate the change of sound.
Guide students to experience the wonderful use of yue … yue … sentence pattern in reading aloud and feel the changes of lightning and thunder. )
When students communicate, the courseware displays in time:
Dark clouds-strong winds-lightning-thunder
Please read the paragraph in Thunderstorm.
What are the highlights of student communication?
Student exchange
The courseware shows pictures and the sound of thunderstorms to help students imagine and understand.
Instruct students to read aloud with emotion.
Please look at the paragraph after Thunderstorm to see what scenes are described.
(1) It's dawn. Open the window and fresh air will come to your face.
The rain stopped. The sun came out. Rainbow hangs in the sky. The cicada cried. Spiders are sitting on the internet again. The pond was full of water and the frog cried.
Guide the students to experience the wonderful use of hanging in reading aloud, and feel the rainbow hanging in the air like a ribbon, which is very beautiful; Experience the wonderful use of sitting and feel the leisure and happiness of spiders. )
Students communicate and write on the blackboard;
Sun, rainbow, cicada, spider, frog
The courseware shows pictures of the scene after a thunderstorm to help students feel the beautiful scenery after the rain.
What's your mood in the face of such beautiful scenery? Now show it with your reading aloud!
Intention:
1. The design of this link uses the characteristics of multimedia to show students the scenes of thunderstorms in different periods, which is conducive to students' understanding of the text.
2. Let students communicate, which reflects students' autonomous learning ability. The timely guidance of teachers reflects the interaction and cooperation between teachers and students.
3. Teachers guide students to feel the use of keywords and phrases in reading aloud, so as to promote understanding through reading, implement learning objectives and solve the inefficient problem in student-student interaction.
(4) Read aloud and imagine:
1, what a magical thunderstorm! Please imagine that you are a child in the picture. What's your mood in the face of thunderstorm? Show it by reading aloud!
The courseware shows pictures of thunderstorms in different periods.
Figure 1: The sky is overcast with lightning and thunder; The wind is whistling in the air, the rain is rushing, and the branches are scattered all over the floor; The children closed the window and enjoyed the rain.
Figure 2: Blue sky and white clouds, rainbow hanging high, fresh air, tree-lined, children are ecstatic.
2. What part of the text do you like? Read your experience by reading aloud.
3. Let the students show and read aloud.
The teacher read aloud.
Teacher-student evaluation, teachers guide students to make a reasonable evaluation of others' reading.
Intention:
1. Let students imagine reading aloud on the basis of the previous link, which will help students better understand the text and cultivate their reading ability.
2. Teachers and students choose their favorite parts to show and read aloud, and then discuss with each other to enliven the classroom atmosphere and solve the problem of inefficient student-student interaction.
(5) Writing instructions:
1, courseware display 12 new words guide students to read.
2. The teacher writes "Color, Leap and Fall", prompting the writing essentials.
The three strokes on the right of "color" are arranged up and down, the starting point should be on a vertical line, and the second stroke should be on the horizontal center line;
"Yue" semi-closed structure, long when walking, do not write on the upper part; "Vertical" is wide in the middle and narrow at the upper and lower ends. The first stroke should be short and flat, and the following four horizontal lengths are different.
3, students write new words, teachers patrol, prompt writing posture.
Intention:
Writing in the second grade is the focus of teaching. The design of this link combines teachers' demonstration guidance with students' practice, so that writing teaching can be implemented, teaching objectives can be realized, and the spirit of curriculum standards can be implemented. Prompt writing posture and cultivate good writing habits. It solves the problem of inefficiency in teacher-student interaction.
(6) class summary:
1, the teacher thinks that through the study of this class, the students have an understanding of thunderstorm. In fact, nature is a colorful picture with many magical scenes. Please be a conscientious person and appreciate her!
Let's learn from the author and write a weather diary.
Intention:
The design of this link summarizes the knowledge learned in this lesson with refined language, and at the same time arranges tasks to give students room to expand and help students improve their Chinese learning ability. Achieved the teaching goal.
Sixth, talk about blackboard design.
18 thunderstorm
Before the thunderstorm (1-3), dark clouds, strong winds, lightning and thunder
Thunderstorm (level 4-6) Rain and thunder-from big to small
After the thunderstorm (magnitude 7-8), the sun, rainbow, spider, cicada and frog.
Writing on the blackboard can intuitively reflect the key knowledge learned in this lesson and help students deepen their understanding.
Thunderstorm, the second grade thunderstorm lecture draft, is an article describing natural scenery. This lesson is to learn pictures and describe the changes of natural scenery before, during and after thunderstorm with concise words. Students are familiar with the scenes before, during and after a thunderstorm. The text is illustrated and illustrated, and students are willing to accept it. Students in Grade Two have acquired the ability of self-study, reading and expression. On the basis of fully excavating students' life experience in teaching, I use multimedia combined with classroom teaching environment to create vivid, vivid and infectious text scenes, read articles in various forms, and feel the different characteristics before, during and after a thunderstorm.
The design concept of this course is: "Chinese Curriculum Standard" points out: "Chinese is a mother tongue course, and learning resources and practical opportunities are everywhere." Sophomore students have rich perceptual knowledge of thunderstorms in their lives. Therefore, in the presupposition of this lesson, by creating vivid situations, we can awaken students' life experience, organically combine text learning with students' life, and guide students to actively feel the language, experience emotions and develop their personality.
This class is the first class, and my goal is:
1. Learn four new words in this lesson and write "vertical".
2. Read the text with emotion, think while reading, and feel the different characteristics before, during and after the thunderstorm.
3. Guide students into nature and experience the different feelings brought by the whole process of thunderstorm.
The learning process is divided into three steps:
The first step is to "create a situation to stimulate interest."
The students have experienced thunderstorm season and all kinds of weather in nature. These pictures, these artistic conception, all sleep in my heart. As long as we activate and use it, it can become a spiritual assimilation point for understanding and accepting text language. At the beginning of the lead-in, I first take out the word "rain" for students to read, then combine the words to lead to "thunderstorm", then play a voice related to rain, let students say what they heard, and add a suitable topic to reveal the topic. It not only arouses students' interest, but also awakens students' memory of past perception, awakens students' inner sleeping life, thus entering the specific situation before the thunderstorm in the text, making rich perception the basis for students to experience the text.
The second step is to "create situations and read independently."
The thinking of junior high school students is mainly concrete. Creating situations and turning abstract language into intuitive pictures is the best way to cultivate students' thinking ability. Encourage students to cooperate with each other and adopt various methods to achieve autonomous literacy, such as:
1, learn by pinyin.
2. The little teacher reads.
3. Reading at the same table, 4-word analysis and word formation ...
Combine literacy with language accumulation and thinking development to improve literacy efficiency and cultivate literacy ability. Students learn new words in a relaxed and happy atmosphere and experience the joy of success.
The third step is to "create situations, explore cooperatively and develop thinking."
When studying the text, I compiled a table according to the content of the text, so that students can find out the scenery, characteristics and good words before, during and after the thunderstorm. And create a situation to guide students to summarize their learning methods after learning the first part, so that students can study the second and third parts in groups of four during and after the thunderstorm, and then I will ask students to report what you have learned. Then train the words according to the answers. This kind of treatment can save the teacher's complicated words, sentences and paragraphs to analyze and tell, and can really be returned to students in class.
The fourth step is extracurricular expansion.
Let the students talk about the weather he has observed these days. Let the students talk. Then write down what you said.
Lectures on Thunderstorm in Grade 2, Draft 3, said that the textbook: Thunderstorm is an article describing natural scenery. In this lesson, we describe the changes of natural scenery before, during and after a thunderstorm in concise language. Students are familiar with the scenes before, during and after a thunderstorm. The text is illustrated and illustrated, and students are willing to accept it. Students in Grade Two have acquired the ability of self-study, reading and expression. On the basis of students' natural life experience, I use the classroom teaching environment based on group inquiry and activity learning to create intuitive text teaching scenarios and read texts in multiple situations, so that students can feel the different characteristics before, during and after a thunderstorm through free reading.
On the purpose of teaching:
1, can recognize four new words and write 12 words.
2. Read the text silently and imagine while reading. Read the text emotionally and feel the different scenes before, during and after the thunderstorm.
3. Be interested in observing the weather and be able to keep a diary.
On the importance and difficulty of teaching;
Read, write and read the text.
Speaking of teaching preparation:
Before class, arrange students to observe the natural phenomenon of thunderstorm.
Presentation: In the teaching of this course, I use the method of combining pictures and reading articles to inspire students' imagination and guide them to feel the characteristics of thunderstorms. Strive to embody the teaching methods under the new curriculum concept, pay attention to the cultivation of autonomous learning ability, let students explore literacy independently, review at the same table, and read aloud in multiple situations, so as to gain gains and experience the speed of learning.
In the teaching process (the learning process is divided into three steps);
The first step is to "talk and communicate to stimulate interest." At the beginning of stimulating interest, I asked my classmates to talk about the characteristics of the rain they saw. The children are very enthusiastic and speak very well because they know the rain very well. This not only arouses students' interest, but also awakens students' memory of past perception and their inner sleeping life, thus entering the specific situation before the thunderstorm in the text, making rich perception the basis for students to experience the text. In this step of teaching, the reason why this retrospective lead-in is adopted is because we are dealing with children of seven or eight years old, who are curious and easy to distract attention. I hope that through this relaxed and short dialogue, students' interest can be stimulated and the content of the text can be intuitively felt. Then let the children read the text freely in the way they like. At this time, children are not restricted by the traditional teaching mode. Some of them stand on the podium, some stand by the window, and some find friends to read together ... This fully reflects the children's personality. Inspired their desire for Chinese.
The second step is "teamwork, independent literacy." Encourage students to cooperate with each other and adopt various methods to achieve autonomous literacy, such as combining literacy with language accumulation and thinking development by means of pinyin, font analysis and word formation, so as to improve literacy efficiency and cultivate literacy ability. Students learn new words in a relaxed and happy atmosphere and experience the joy of success. In the process of independent communication, they fully demonstrated their individuality, and the bold children led the timid children to interact in the group by "listening, commenting and speaking". In this way, every child has the opportunity to fully display himself, providing them with an equal, friendly and mutual learning and exchange stage.
The third step is to "contact life and develop thinking." The thinking of junior high school students is mainly concrete. Turning abstract language into perceptual pictures is the best way to cultivate students' thinking ability. To this end, I use lively reading to make children listen, imagine, look again and say, "What does the author write first, then what does he write, and finally what does he write?" "What places in the text describe the scenes before, during and after the thunderstorm?" Read the text again and again, and then understand what the dark clouds, leaves, cicadas, strong winds, spiders, lightning and thunder look like before the thunderstorm. After reading the text after perception, students can wander in the natural beauty and listen to the storm with the help of the language of the work. Finally, fully understand the text.
Say blackboard writing:
The blackboard design of this lesson is divided into three aspects: before thunderstorm, during thunderstorm and after thunderstorm. Then when reading the text intensively, correct and write on the blackboard respectively. There are dark clouds, strong winds, lightning and thunder before the thunderstorm; During a thunderstorm, the rainfall changes from small to large and from large to small. All the blackboard books are concise and clear, and the organization is clear.