High-quality teaching design and reflection of "the words of nature"

This is a popular science essay, which vividly introduces the characters in nature and the significance of knowing these characters, thus guiding students to learn about nature from an early age. Cultivate the emotion of loving nature and interest in exploring the mysteries of nature.

Analysis of learning situation:

The idea of the text is clear and fluent, and the language is simple and popular. Ilya, a writer of the former Soviet Union, popularized profound scientific knowledge with vivid metaphors of various natural phenomena in nature, which was suitable for students' reading comprehension and stimulated their reading interest.

Teaching objectives:

1, read the text correctly, fluently and emotionally, and understand the text content.

2. Understand the nature's personality and the benefits each personality brings to human beings.

3. Stimulate students' interest in observing, understanding, exploring and applying nature by learning the text.

Teaching focus:

Can read the text correctly, fluently and emotionally, and understand the content of the text. Know the method and meaning of knowing each word.

Teaching difficulties:

Understand the profound meaning of the last sentence of the article, stimulate students' thoughts and feelings of loving nature, and cultivate students' interest in observing, exploring and applying nature.

Teaching preparation:

Teaching courseware and consulting other natural phenomena in nature to understand their functions.

Teaching process:

First of all, stimulate interest and introduce new lessons.

1, Teacher: Students know that writing is a writing symbol. Ilya, a former Soviet writer, also called strange natural phenomena in Nature Writing. The teacher brought you one today. Please look: (The teacher shows the picture) Q: Who knows what it tells us after reading this picture? (Name)

2. Teacher's summary: A natural phenomenon, like a word, can tell us a lot. In this lesson, let's go into nature together and understand its characteristics.

Second, the first reading perception.

1. Teacher: The teacher plays the courseware. After the students appreciated it, the teacher asked: What did you see when you came to nature? (Name)

2. Teacher: The students observed carefully and saw various phenomena in nature. So what does this article introduce to us? Please open your textbook and read the text freely with this question.

3. After reading the text, students say its name.

4. Teacher: There are many characters in nature, which can only be found by people with heart. Now, please read the first paragraph carefully and tell me what you read. (Name)

5. Teacher's summary: Nature's words are everywhere, so which kind of words are you most interested in? Please find out what interests you most, read it carefully and tell me what you know.

6. Graduate student: Please tell me in the group first: What kind of words do you like best? What do you know after reading it?

7. Students exchange reports.

Teachers guide students to understand the characteristics and important functions of each character and write them on the blackboard (Polaris-to identify the direction, anvil cloud-to predict the weather, limestone-to understand the terrain, granite-to understand the geology) and then understand the key words, such as? Made it? , guide reading aloud.

Focus on the sixth paragraph: (show this paragraph)

(1) Teacher: There is a kind of granite in the forest. Why are you here? Please read the sixth paragraph freely and draw the relevant sentences. (Name)

(2) Students can freely read and draw sentences and name them. (The teacher shows underlined sentences)

(3) The teacher asked: Please read these sentences freely and tell me what you know. (Name)

(4) Teacher: Granite came here with the help of ice. Some action words are used here. Who can find out? (Name) Teacher: Which one do you use? Climb? Words, with quotation marks, why? (Name)

(5) Teacher: Who can read these words well in vivid and interesting language? (Read by name, then read together)

8. Teacher: Nature is like a book. Where are the Polaris and the anvil cloud? Where are the limestone and granite? (Student Qi answers) So, how do we know nature and read this book well? (Name)

10, the teacher shows the last paragraph: everyone answers together. (All students read together)

Third, discuss and explore.

1, Teacher: As long as students go into nature, observe carefully, study hard and ask questions, they will certainly gain more knowledge in nature, but at the end of the article, people who always sit at home will never understand the words of nature. ? How to understand this sentence? (name, teacher's guidance and understanding:? Always sitting at home? The meaning of)

2. Teacher's summary: It seems that students are willing to go out of their homes and get close to nature. Now let's all become nature practitioners, exchange all kinds of strange natural phenomena you have collected and tell us what they have told us. See who can make new discoveries in communication.

3. Students communicate in groups and report by name.

4. Teacher: The students know too much, and the teacher can't wait. Please read them all (the teacher shows the collected materials)

Fourth, role play.

1, Teacher: Not only do we know that nature has many personalities, but it can also bring us many benefits. If you came to nature, how would you use these words?

2. Name it.

Verb (abbreviation for verb) summarizes doubts

1, Teacher: There is still a lot of knowledge about nature waiting for us to discover and apply. After learning this text, you have gained a lot. Who can talk about it?

2. Name the harvest.

3. Teacher: Knowing so much, what else do you not know? Who can talk about it? (Questioning by name)

Six, homework design

After-school practical activities:

The research team collected the collected data and produced a tabloid with the theme of "the words of nature".

Attachment: blackboard design

Polaris? Determine the position

Anvil cloud? Forecast the weather

If it is nature, limestone? Understand geological changes

Granite? Understand the terrain changes

Teaching reflection

Language of Nature is a popular science essay. Because the vivid metaphor of the author popularizes profound scientific knowledge, it is suitable for students to read and understand, and students can understand simple content at a glance. But the focus of popular science articles should be to find out the relevant popular science knowledge. For the sixth grade students, it is not enough to master a few natural languages only through the text. Therefore, trying to figure out how the author explains relevant knowledge around the topic, understands their important role, and how human beings use various phenomena in nature should also be a point that cannot be ignored in the teaching of this course.

In the specific teaching of this course, I walked out of the traditional teaching methods, consciously infiltrated the new concept of the new curriculum standard into the classroom, changed the teaching materials into teaching materials, turned the silent text content into attractive and vivid teaching content conducive to students' learning, and endowed the style with flying vitality. With what? Know, walk into, learn and use nature? For the clues that are developed step by step, a seemingly simple and tasteless lesson will be selected.

First, create an open-minded environment.

The essence of teaching is not to impart skills, but to inspire, awaken and inspire students' thinking development. When teaching, make full use of students' existing knowledge and experience to create learning situations, so that students can immerse themselves in imaginary situations and enjoy the joy of success. For example, at the beginning of teaching, it brings students a picture covered with snow. After the students read it, the teacher immediately asked: After reading this picture, who knows what it tells us? Tell us that spring is coming. Tell us that this year must be a bumper harvest year. Tell us we can go skiing and have snowball fights outside! ? What wise and agile thinking and poetic answers, a natural phenomenon has inspired students so much. The teacher's timely disclosure of the topic makes students' love for nature come to life, which lays a good foundation for in-depth understanding and research of nature.

Second, independent cooperation, exploring feelings

After the students thoroughly studied the text, combined with the expansion of knowledge, and got a general grasp of the full text, I said to the students with deep affection: Nature is so mysterious and wonderful, we can certainly gain more knowledge in nature as long as we go in, observe carefully and ask questions diligently. People who always sit at home will never understand the words of nature? , why is this? Show the last sentence of the text randomly and let the students discuss. Do you really understand? Always sitting at home? Understand that you can't be a frog in the well. You should be diligent in observation and thinking, and keep learning and exploring, so that you can understand nature and be its master. It not only gives students a way to know nature, but also stimulates students' interest in exploring nature, thus achieving the teaching goal and breaking through the teaching difficulties.

Third, the role experience, deepen emotion.

From the reading point of view, Chinese class is different from general literature appreciation, it only needs to experience and develop emotions. The purpose of Chinese is not only to help students build a rich emotional world, but also to let them try to build a deep rational world. After learning the text, we can get some enlightenment and make people smarter and smarter. This kind of Chinese class satisfies students' psychological needs, their desire for knowledge and deeply touches their inner world. "Chinese Curriculum Standard" also emphasizes that students should deepen their understanding and experience, feel and think in positive thinking and emotional activities. ? Design in teaching? Role experience? It is to narrow the distance between students and the text, stimulate students' rich emotional world and let students move from the text to life.

After students know and understand natural phenomena, I think students can't just stay at the level of understanding, but more importantly, they can learn to use nature to solve practical problems around them. So I asked: If you come to nature, how would you use these words? Students expressed their opinions one after another, and they were able to solve problems in life by using natural phenomena around them in combination with existing knowledge and experience, so as to apply what they have learned.

Of course, in teaching, I feel that the grasp of teaching materials and the handling of some links are still not deep enough. Especially for some simple contents, how to grasp their blank points to design effective questions and guide the further development of students' thinking is worth discussing.