As a Chinese teacher, it is its basic requirement to be clear about relevant knowledge points and ability points. If every knowledge point is not grasped and understood, then Chinese can't be taught well.
The teacher's words are intriguing.
The second topic: the relationship between teacher-led and students' autonomy.
Why is there a sense of design?
Sense of teaching design: according to the characteristics of teaching materials and students' learning situation, through purposeful link design, help students better achieve teaching goals. (concept) (not to help teachers finish their own teaching)
How can I have a sense of design?
First, relying on the unit goal, we will deeply interpret the teaching materials and find the teaching points that can be carried out. (Select according to the unit target)
Second, according to the characteristics of the learning period, determine the students' learning methods, that is, listening, speaking, reading, writing, acting and doing. (Curriculum standards have the characteristics of each learning stage)
Third, according to the teaching characteristics of teachers, set up teaching plates and teaching links. (Similarly, different teachers can recite in different ways, and all roads lead to the same goal.)
How to avoid the classroom carefully designed by the teacher, so that students are not imprisoned in the teaching design?
Interlock, open and close.
It depends on the students' learning situation.
In this session, the teacher explained why there should be a sense of design, how to have a sense of design, and how not to be imprisoned in teaching design, so that we can understand how to make the classroom feel design. The teacher explained it clearly and told us that the secret of the eight-character design is "interlocking, opening wide and closing wide". To really understand the true meaning, only through more practice can we really master it. In addition, the teacher said in the lecture that teacher-oriented and student-centered need to be treated dialectically, not in a certain class and not rigidly applied. I still remember that in the past, our school organized us to learn the teaching method of "Yang Si" Middle School 15+20, so that the teacher could master the content in 15 minutes, and the time was also pinched with a watch, so that the teacher was not allowed to work overtime. Now, after listening to Mr. Zhu, I think this method is a bit inappropriate. No method can be completely copied. As the teacher said, any teaching method has a grand teaching background, curriculum requirements, textbook characteristics, class size, curriculum evaluation methods and so on. Therefore, different classes and different learning situations cannot all be the same. What to put and what to teach should be viewed from a macro perspective. When the teacher thinks clearly, everything can be solved.
An old house that will never collapse.
Instructor: Zhu Yu
The first level: vocabulary teaching
Show words:
Storm, get together and hatch chickens (read the words twice)
Speak quickly, don't delay;
The storm hatched the chickens.
Teacher: Find any word. Many strokes are easy to make mistakes. What should I pay attention to when writing?
Health: False water in a storm is prone to mistakes.
Health: Hatching in hatched chicks,
Health: "gathering" in the former gathering.
Teachers should show the typical words they can write before writing about violence, incubation and getting together.
Show me the word: Gigi? Meow meow {reduplication}
Life-long reading, please comment, where is the good one?
Health: Read carefully. Display onomatopoeic words
I get hungry occasionally.
Teacher: How to remember,
Student: Write in your own way.
Teacher: Teachers like to listen to different methods.
Health: The methods of pictophonetic characters are phonetics and semantics.
Teacher: Can you change it? There are on the prompt screen
Health: turn good luck into hunger
Talk about different ways to remember words.
Read together: read each word twice.
The word Gigi and Vivi are introduced into the study of the text.
Teacher: Whose voice is Gigi and whose voice is Meow?
Health: Ji Ji is the cry of a chicken, and hens and meows are the voices of kittens.
Teacher: What did the kitten ask the old house before the storm came?
Health: There is a storm tonight. My kitten and I can't find a place for them to spend the night.
Teacher: Summarize it in your own words and give him applause. The teacher's comments inspired the students.
Teacher: What did the hen say to the old house?
Health: Can I have another 2 1 day? It wants to hatch chickens.
Teacher: What do you mean by 2 1 day again? Think about it.
Health: I'm going to hatch chickens. Can I have another 2 1 day?
Teacher: I want to hatch chickens. Can I stay with you for another 2 1 day?
When students don't express a problem clearly, the teacher is not in a hurry to correct it, but asks the students for help. Students are the best teachers.
Teacher: Just now, the teacher reminded me. Now we can talk independently. What are the requirements? Has the old house agreed?
Ask another student to speak.
Teacher: May I use the third person?
Teacher: Can you remove it? The old hen said, the old house said, and completely changed to the third person.
Health theory
The above link is the content of the story. From telling stories again and again, we can easily find that students' language expression ability is gradually improving.
This text is a little different, please comment on it.
Show four side batches
Basis and content of prediction
Life experience (the kitten just left and the old mother came to ask for the old house again ...) and common sense of life (it may be annoying to be disturbed often)
Teacher: When did you get impatient?
Student: Students ask questions.
Health: I am always disturbed when I do my homework.
Teacher: This is the experience of daily life.
Review four prophecies, the third prophecy, and life experience.
The first life prediction,
Health: Reading.
Health: TV
Health: movies
Blackboard writing: the experience of reading
Teacher: What is the basis for making the second forecast?
Teacher: Read.
Student: According to the illustration, predict.
Teacher: The fourth prediction.
Health: contact context
Teacher's blackboard: contact the top.
Teacher: Four main predictions have been written on the blackboard.
1-4 the prediction teacher leads the students to make predictions first.
What are the fifth and sixth predictions? Discuss it with your deskmate.
What is the fifth prophecy?
Health: Contact the context and tell your own reasons, which are well-founded.
Teacher: Is there a different basis for forecasting?
Health: Life experience. People keep asking you questions. Asking too many questions will not help.
The teacher wrote it on the blackboard.
Teacher: The sixth forecast.
Student: My life experience is the same as my last classmate.
Teacher: I especially like listening to different opinions.
Health: I think it has something to do with it.
Teacher: Because everyone's learning experience is different, so are their perspectives and predictions. This is the difference that predictions bring us.
Teacher: For the seventh prediction, give reasons for agreeing or disagreeing.
Health: I don't agree, squeak, so I will fall.
Teacher: Find out the reason from the article.
Health: I agree with the author. Many animals will come to the back for help, so that they won't fall.
Health: Old houses are like old people, so they will fall down.
Health: I don't think he can fall. Someone can handle it, so he can't fall.
Teacher: Do you want to know how the author writes about the house?
Show the author's ending:
Many years have passed. ...
Teacher: He doesn't want to fall. Whether you guess right or not, the interesting thing about guessing right is that when he guesses right, he will be happy. I guessed wrong, and I am very happy. guess
Show me The Red Balloon.
As soon as Alinka saw that woman, she couldn't help but stop and guess what she wanted to do.
Health: This woman is her mother.
Let me see: how much she wants a balloon. Run home with a balloon and guess what happened?
Health: fly to the sky.
Show: The balloon is very strong. Let the students guess.
Health: Genese didn't take the balloon.
Performance: The balloon broke free from his hand. Guess as follows.
Health: They have been chasing balloons. He said the reason.
Show: Hold it up and watch the balloon fly higher and higher.
Waving at the balloon, it turned into a small black dot and disappeared. What happened next?
Health: Arlene asked Genese to pay for the balloon. Give reasons
Teacher: What was the result?
Health: Alinka
Teacher: What was the result?
Show me the story of Zhao Qingyao.
Zhu Yu's lesson theory
The pleasure of reading and guessing.
Word teaching, independent word recognition, to help children roughly dredge the main content of the text.
Use the prediction basis provided after class. Through hints and hints, the common laws are summarized, and the sixth article is used to predict what the laws are. Tell the students with article 7 that it doesn't matter whether the prediction is right or wrong.
Arrange a story in the book for students to predict.
Read, guess and tell the basis of the prediction.