What is the main point of Little Photographer, the first volume of Chinese in Grade Three?

1, textbook content: The little photographer is a reading text. It's about Gorky's busy work, and he doesn't accept any reporters' visits, but he chartered a young pioneer to enter his office and take pictures for him, which shows the care and love of the revolutionary predecessors for the younger generation. It also shows the integrity, intelligence and courtesy of young pioneers represented by small photographers. The main feature of performance is to show the rich inner world of the characters through dialogue and detailed description. According to the characteristics of the text and the students' reality, I arranged two class hours to complete this course. The content of the class I want to talk about today is the second class.

2. Teaching objectives: According to the requirements of curriculum standards, the age characteristics of students and the training focus of this group of texts, I have determined the teaching objectives of this class as follows: reading the text with emotion and experiencing the psychological activities of the characters. Understand the content of the text, feel Gorky's care and love for children, and the little boy's reverence and love for Gorky.

3. Teaching Emphasis and Difficulties: According to the teaching requirements of this unit, I take Gorky's behavior of taking pictures of young pioneers as the focus of this course. The difficulty of this course is to understand the psychological activities of the characters through dialogue and detailed description.

Second, talk about learning? For children who have just entered the third grade, the article is long, and it is difficult to grasp the key points and understand the thoughts and feelings of the article.

Third, talk about teaching methods and learning methods. ? Based on this understanding of the textbook, I follow the basic idea of "promoting speaking by reading and promoting understanding by doing" in this class, and mainly adopt the methods of analyzing sentences, reading aloud, combining reading with writing and grasping as a whole.

Fourth, the teaching process

In the second class, I preset the following links: 1. Review and import; 2. Intensive reading of the text; 3. Sublimation of emotion. Fourth, expand and extend. First, review and introduce. Show me the pictures and tell me the content of the text. I use the review lead-in method to guide students to further understand and appreciate the content of the text on the basis of review. Second, reading comprehension. First of all, the word suddenly raises questions. How did the little boy ask Gorky for permission to take his picture? Students can easily answer that the little boy asked Gorky for permission to take pictures of him by throwing paper balls. Teacher's instruction: Why did the little boy ask to take pictures of Gorky in this way? (Guide the students to realize that Gorky is busy at work and doesn't accept interviews from reporters) Then ask the students: What is written on the paper ball? What did you realize? It is clever to guide students to experience the little boy through the contents of the paper ball. (2) How did the little boy take pictures of Gorky? With this question, students can find the relevant paragraphs smoothly, and let them learn how to read the characters' hearts by understanding the key words in the article, so as to deeply understand the characters' qualities. Guide students to understand the content of the text and understand the care and love of the older generation of revolutionaries for the younger generation. Then guide students to promote understanding through action to realize Gorky's care and love for children. . Fourth, expand and extend. Will the little boy come again? Why? Let students imagine and then write stories (design intention: continuing to write texts is a good way to cultivate students' thinking ability and innovation ability, which can stimulate students' writing desire. )

Reflection: The presupposition of learning situation is insufficient, and the expectations of students are too high, so that they can't meet the expectations. For example, students' impression of the little boy is not understood enough through the contents of the paper ball. The guidance of students' performance is inaccurate and lacks methods. The teacher's speech is not refined enough, the links are not compact enough, and the time control is not good. In short, the goals of the whole class have not met expectations.