Lecture Notes of Underwater World 1 I. Textbooks
"Underwater World" is an intensive reading text in Unit 4, Book 5 of the Chinese textbook for six-year primary schools. This is a beautiful article about popular science and knowledge. The text shows us a magical and beautiful underwater world with vivid, interesting, accurate and vivid language. Although the article has no flowery rhetoric or traces of carving, it is based on natural and fluent language, giving people a cordial and enthusiastic feeling. Through these words, we can easily understand the author's love for life and the whole nature.
The full text has seven natural paragraphs. The first paragraph closely follows the topic and asks the question: "Do you know what the depths of the sea are like?" Stimulate students' interest in reading. The second to sixth paragraphs are the key parts of the article. In view of the above problems, they gave a concrete, vivid and orderly description of the light, sound, animals, landforms, plants and mineral deposits on the seabed, showing a mysterious, interesting, colorful, vivid and changeable map of the underwater world. The last paragraph is naturally a summary of the full text, pointing out that "the seabed is really a world with strange scenery and rich products", which left a deep impression on the students as a whole.
Second, talk about teaching objectives
Through the teaching of this lesson, guide students to understand that the seabed is a world with strange scenery and rich products. Through diversified expression, students' language expression ability and comprehensive practical ability of collecting and processing information are cultivated. Through the intensive reading taste of the text, students' interest in loving nature and exploring the mysteries of nature is stimulated. Therefore, the focus of teaching is to understand the unique scenery and rich products of the underwater world. The difficulty in teaching is to learn how the author writes about the species of underwater animals and the specific methods of interesting activities.
Third, talk about the teaching object.
After more than two years of school life, junior three students have initially formed the consciousness and habit of active literacy, and gradually formed a good habit of reading after class, and can actively collect and sort out relevant words and pictures on issues of interest to them. At the same time, the students in Grade Three have been in contact with computers for some time. They are no longer satisfied with these static materials, but are eager to explore by themselves. Therefore, I will respect students' curiosity and thirst for knowledge about the surrounding world, and design "Underwater World Exhibition", "Underwater World Press Conference" and other links, so that students can conduct independent inquiry learning, give them a successful experience, and help them establish a sense of practice and innovation.
Fourth, the teaching method of speaking.
1, situation creation method
Teachers should stimulate students' desire for knowledge by creating situations, give full play to students' subjectivity, enthusiasm and creativity, and make students learn actively.
The curriculum standard points out: "Reading teaching is a dialogue process among students, teachers and texts." In other words, the reading class is formed by the interaction of the three. In the teaching of Underwater World, the teacher is a guide, who can stimulate students' thinking by creating pre-class situations-guiding students to find their own inquiry content to explore; In the process of students' research and discussion on "how strange the underwater scenery is and how rich the products are", the teacher is a listener who can appreciate the students' opinions and a participant who can actively participate in group inquiry; When students present the results of inquiry, teachers are also discriminators to judge whether students know right or wrong. This is essentially a dynamic process of teacher-student interaction and mutual learning.
The lesson "Underwater World" focuses on the unique scenery and rich products of the underwater world. Although the textbook is illustrated, it is still pale and powerless, which can not stimulate students' interest in learning well. So I will use a set of exquisite animation courseware to create an image, intuitive and harmonious learning situation for students. Blue sea water, beautiful corals, colorful plants ... how charming the mysterious and beautiful underwater world is! When these wonderful and magical things are displayed in front of students intuitively, they will certainly arouse their emotions and psychology. This not only deepens students' understanding of the underwater world, but also stimulates students' interest in learning texts and accumulating languages. In such a specific environment, students strongly feel the magical beauty of the underwater world, which will certainly deepen their experience and understanding of the specific situation and make their cognition and emotion develop more harmoniously. Therefore, the scene creation method will run through the whole teaching process.
2. Independent inquiry learning methods
In Chinese teaching, we should also create an autonomous learning environment for students. Let students learn independently, actively integrate into the reading situation, liberate students' brains, limbs and facial features, and build a rainbow between classroom and life. Let them "go out" of the classroom, "jump out" of the text content, happily enter self-study and enrich their feelings, so as to consciously use and accumulate language. Therefore, I designed free grouping, group discussion, inter-group competition and other learning methods to guide students to learn independently, cooperatively and exploringly. This is not only conducive to students' imagination, but also meets the needs of students to express their inner feelings and meet the needs of spiritual communication between students. Not only learning is combined with students' life experience, but also students' continuous transcendence of real life is realized. Therefore, autonomous inquiry learning is another main teaching method of this course.
Step 3 break through the key points
One of the key points of this course is to understand the singularity of the underwater world scenery, but this is abstract and far from the reality of students' life. It is difficult for students to understand the strange scenery of silence, light in darkness and sound in silence, and it is also very boring to learn. In order to facilitate students to fully understand the strange scenery of the underwater world, I created a harmonious and vivid teaching situation, that is, let students enjoy it personally through animated courseware.
(1) to compare the sea surface and seabed. Use animation courseware to demonstrate the turbulent waves on the sea surface and the silence on the seabed, and ask questions respectively: What words can describe this scene? In this way, students not only understand the meaning of "turbulent waves" and "tranquility", but also realize the silence strangeness in the sea.
(2) Feel the starlight in the dark sea. Imagine a little diver with animation courseware. With the increase of diving depth, the light gets darker and darker, and finally it is dark. Clicking on the light spot with the mouse will turn into a deep-water fish with luminous organs. In this way, students can see the experience of light in the darkness of the seabed at a glance. Abstract and boring scientific knowledge becomes intuitive and childlike, which also stimulates students' interest in further exploration.
(3) Listen to the whispers of underwater animals. Demonstrate an underwater listening device inserted into the seabed with animation courseware, which is equipped with various sounds. At the same time, ask: Do you seem to hear something? Who can imitate the sentences in the text and connect the sounds spoken by the students by parallelism? In this way, students not only listened to the beautiful sound of the seabed with their own ears, but also cultivated their imagination and creativity in the process of expression, and understood the benefits of metaphor and parallelism by imitating the text, which can be described as killing two birds with one stone. This kind of practical exercise makes students feel cordial and natural, well dilutes the training consciousness, eliminates the boundary between study and life, and stimulates students' enthusiasm for actively participating in practice.
Step 4 break through difficulties
The teaching difficulty of this lesson is to learn how the author writes about the species of underwater animals and the specific methods of interesting activities. I mainly use the method of combining situational creation with autonomous learning to break through this difficulty.
For primary school students, simple language training is boring. Therefore, according to the age characteristics of the third grade students, I designed a four-step teaching method of reading, watching, speaking and doing to break through the difficulties. It aims to enable students to actively acquire knowledge and cultivate their abilities in a relaxed atmosphere. First reading: this passage is easy to understand and does not need too much explanation and analysis. So I focus on mobilizing students' reading enthusiasm, making them familiar with reading and reciting, and understanding and accumulating language by reading back. Second, look: through the animation demonstration of various animal activities, I intuitively feel that there are many interesting activities, paving the way for the next step. Third, guide students to speak freely and communicate fully, and talk about their own experiences on the species and interesting activities of benthos, so as to realize that the text uses methods such as listing materials, comparing and comparing. Make the diversity and interesting activities of benthic animals concrete. Four performances: letting students perform on stage is an introduction to stimulate students' interest in reading, watching and speaking, and it is also a test of the effect of students' practice of reading, watching and speaking. These four steps are carried out step by step, so that language training is implemented.
V. Studying law
The method of "reading and finding" can effectively help students understand the content of the text, cultivate their practical ability and teach them to learn independently. Secondly, "emotional reading" can help students understand the strangeness of underwater scenery and cultivate their aesthetic consciousness; "Image performance or sound imitation is not only a concrete response to abstract words, but also an opportunity to cultivate students' other abilities (such as performance ability).
Sixth, the teaching process.
(A) play courseware, chat, stimulate interest, explore the strange.
By enjoying the underwater world and asking questions, what do you want to say after watching the movie? So as to uncover the topic and read the topic together.
(B), clear thinking, check the preview
Perceive the content of the article, guide students to find out the central sentence of the article, find out the main content of the article, straighten out the structure of the article, and sort out the ideas of the article.
(C) intensive reading of the text, understand the content
1, learning the second and third paragraphs: by making students draw a line, communicate, feel, imitate and guide emotional reading. Grasp the key sentence "The sea surface is rough and the seabed is still quiet", "The sunlight can't reach the seabed, the deeper the water, the darker the light, and it will be completely black below 500 meters. However, in this dark deep sea, there are many bright spots like twinkling stars. " Animals at the bottom of the sea often whisper to each other. "I understand that there is light in the darkness of the seabed, and there is sound in silence, which is strange and beautiful. And guide students to understand the meanings of the words "stillness" and "whispering" in different ways.
2. Learning the fourth, fifth and sixth paragraphs: Through the way of "reading, watching, speaking and doing", guide students to understand that there are many animals, plants and minerals on the seabed, so as to realize that the underwater world is rich in products. Instruct students to introduce their activities as animals, and use multimedia animation to help students perceive the image, so that students can understand the diverse activities of underwater animals and appreciate the strange scenery.
(4), appreciate the taste, in-depth understanding
Media demonstration: The video "Underwater World" gives students a deeper understanding of the seabed.
After learning the text and reading so much information, what do you want to say at this moment?
(e) Practice, expansion and extension
In this class, we followed the author to visit the magical underwater world. What is the underwater world in your mind? After class, we can collect more underwater knowledge from the media by surfing the Internet and consulting books and materials. Let's hold an exhibition of "Underwater World" together.
Seven, say blackboard writing
Writing on the blackboard is the embodiment of the teacher's teaching process, which is divided into two parts: what to write and how to write. The blackboard writing we designed is to grasp the main content, structure and writing order of the article.
The design items on this blackboard are arranged in an orderly way, with distinct content and simple and generous form. It not only summarizes the main points of this paper, but also embodies the article structure, writing order and teaching track of this class, showing the characteristics of the underwater world to students at a glance. It clearly embodies the author's writing ideas from scenery to objects, from total to division to total. In teaching, such blackboard writing can guide and control students' thinking, help students clarify the knowledge structure of teaching materials and help students form.
Lecture Notes of Underwater World 21. Speaking of teaching materials:
The underwater world is a colorful world full of novel creatures. It is also a mysterious country. Children are often attracted by this mystery and novelty. As today's appreciation of the works and handicrafts of famous teachers, what we are going to discuss today is children's observation and appreciation ability and hands-on ability. The age characteristics of young children determine that they are curious and full of curiosity, imagination and yearning for the unknown underwater world. Fish is one of children's favorite things. All kinds of fish and marine life grow in the deep blue water of the underwater world. The bottom of the sea is an underwater world full of mystery.
This activity "Underwater World" takes this as the content theme, and implements teaching activities in the form of cutting and pasting to guide children to understand the shape characteristics and color changes of fish, so as to understand the differences between symmetrical and asymmetrical shapes of underwater world and the differences of expression methods and means, so as to distinguish them in the process of learning and operation, and on this basis, to promote children's ability of thinking in images and creating imagination, so that children can express their understanding of Matisse's work "Underwater" through cutting and pasting learning activities.
Second, state the goal of the activity.
The objectives of this activity are:
1. Feel the simple and exaggerated plastic art style of Matisse's clip art works, and try to express the underwater world by generalized and exaggerated silhouette.
2. Experience the fun of creation and cutting.
Third, talk about activity preparation.
The first is material preparation:
Tools and materials are necessary for artistic creation. Proper choice of tools will improve children's interest in learning and encourage them to devote themselves more actively to creation. In this activity, I provided colored paper, scissors and glue.
Secondly, experience preparation, so that children can know all kinds of creatures in the sea before the activity.
Fourth, teaching methods:
In this activity, I used the following teaching methods.
1, guided discovery method: At the beginning of the activity, the teacher guides the children to appreciate the underwater world, and the method used is guided discovery method. As the organizer of activities and the leader of children, teachers should lead children to actively observe and discover.
2. Observation: During the activity, the teacher guides the children to observe the characteristics of the work.
3. Individual guidance method: When children create, teachers give individual guidance to some children with poor artistic foundation and encourage them to try boldly. For children with strong ability, they can be guided to use a variety of colors to achieve the purpose of layered teaching.
Five, said the learning method:
1, observation method
2. Trial method
Sixth, talk about the teaching process.
First, understand the artistic characteristics of silhouette, causing association
1, I first showed the silhouette, which aroused the interest of children. Understand the characteristics of silhouette through observation and discussion.
2. Through the cognition of silhouette, we can initially perceive the artistic form of silhouette.
By letting children observe a fragment of Matisse's works, we can understand that silhouette is represented by very simple graphics.
Second, appreciate Matisse's clip art "Underwater World", feel the style of the work and express your understanding.
1. Show the painter's photos and introduce the painter and the names of his works.
Children like to discuss in groups, and teachers will tour to guide them.
Children appreciate the underwater world they created and tell each other what they drew.