Excellent teaching plan of "There is only one earth" in the first volume of sixth grade Chinese

This article is a popular exposition, but vivid and easy to read. The text begins with what astronauts see when they look at the earth from a distance in space, and leads to an introduction to the earth. Then, from the small size of the earth in the universe, the narrow range of human activities, the limited natural resources owned by the earth, and the uncontrolled exploitation or random destruction, it shows that the earth is facing the threat of resource depletion. Then it is proved by the research results of scientists that when the earth's resources are exhausted, there will be no second planet for human habitation; Finally, it is concluded that there is only one choice for human beings, and that is to protect the earth and its ecological environment carefully.

Second, the target preset:

1. Arrange students to preview before class, so that students can read the text, learn new words by themselves, and get a preliminary understanding of related words by combining the text and reference books.

2. On the basis that students can read the text fluently, guide students to ask questions and clarify the learning tasks of this lesson.

3. Read sentences by reading words, understand the content of the text, and understand that there is only one truth on the earth; By reading the text with emotion, students' emotions will be aroused and their awareness of protecting the environment will increase.

4. By consulting materials before class, expand Chinese activities after class, cultivate students' ability to collect and process information, and expand students' Chinese learning space.

Third, the design concept:

1. Raise the dialogue with the text to the dialogue with the author and mother. Guide students to touch the author's hot and anxious heart through reading, appreciate the selfless and sad feelings of mother earth, and arouse students' understanding of human nature.

2. Whether it is the setting of teaching objectives or the reading comprehension of the text, we strive to highlight the student-centered and teacher-led. In view of the fact that we are still in the running-in period with Class 6 (3) students, the interest-oriented teaching method is very important. If we use the method of "guessing what questions the teacher will ask", the purpose is to weaken the students' fear of asking questions.

3. In reading, pay attention to guide students to imagine the picture behind the words and understand the thoughts and souls carried by the words, so as to achieve the harmonious unity of Chinese instrumentality and humanity.

4. Pay attention to the accumulation of materials before class, the blending of materials in class and the infinite extension of materials after class, which embodies the teaching concept of Chinese.

Fourth, process display and teaching strategies:

(A) create a scene to reveal the topic (to stimulate interest)

1, tell the story of Time Magazine's selection of "Person of the Year".

2. Guide students to ask questions and lead to topics.

3, through reading questions, preliminary perception.

4. Check the preview and touch the learning situation.

(2) Read the text for the first time and feel the content (read the meaning)

1, then read the text carefully and guess what questions the teacher will ask.

2. Ask your own questions and the teacher will help you sort them out.

3, the default students may ask questions:

(1) Why is the earth the mother of mankind and the cradle of life?

(2) Why is the earth like a boat?

(3) Why is the earth small?

(4) Why do we use smallness to describe the range of human activities?

(5) It is said that the natural resources possessed by the earth are limited, and later it is said that these resources can contribute to mankind for a long time. Isn't this a contradiction?

(6) What kind of threat does ecological disaster bring to human beings?

(7) Is there a second planet suitable for human habitation 40 trillion kilometers away?

(8) Why is it a distant thing to build an immigrant base?

(9) Why is the earth lovely and fragile at the same time?

(3) Grasp the feeling of reading the text (reading form)

1. Tell me how you feel after reading the text again.

2. Where do these feelings come from in the text? Why do you feel this way?

Please reread the text with these feelings (focusing on the natural paragraphs of text 3-8).

4. What kind of picture emerges after reading? What does it remind you of? How do you feel?

5. What problems have not been solved?

(D) conjunctions into paragraphs, returning to the whole (reading taste)

1, according to the blackboard, string these words into a paragraph and read them out.

2. Read this passage in combination with the last paragraph of the text.

(5) Supplementing materials and sublimating emotions (reading feelings)

1. How do you feel about listening to the teacher read a set of numbers?

Please read the last paragraph of the text again with this feeling.

(6) Extracurricular extension, pour out feelings (reading the soul)

1, look at the following number (typed by multimedia), what do you feel?

With this feeling, please make an appeal to all mankind (read the last paragraph of the text with emotion).

3. What do you want to say to Mother Earth at this time? What do you want to say to all the people on earth? What do you want to say to people who are still destroying the surrounding environment? What else do you want to say to yourself? Please write it down.

4. Access to relevant information: access to information related to the earth and the environment, and hold a theme class meeting or a Chinese activity class (the teaching plan will be determined separately); Recommended extracurricular book: "Wolf Totem" (Changjiang Literature and Art Publishing House Author: Jiang Rong)

Five, after-school reflection:

1, this class successfully mobilized students' enthusiasm for learning and grasped the word "emotion" throughout the whole text. Students' emotions begin with interest, rise with thinking, and finally reach a climax. But after class, this class seems to enhance humanity, and students' emotions have not really been implemented in the part of the text-the training of language and characters. In Chinese teaching, how to highlight humanism through instrumentality and truly achieve the harmony and unity of instrumentality and humanism? It is a question worthy of reflection and further discussion.

2. In order to arouse students' interest in learning and weaken their fear of asking questions, I designed the method of "Guess what kind of questions the teacher will ask" in this class. Although it ignited the students' interest and opened their minds, did it lead students to ponder the teacher's mind and ask questions, so that students did not ask questions they wanted to know, but asked questions that were not problems? This has yet to be tested.

3. In order to reflect the complete teaching process of a text, too many teaching links and contents are designed in this class, which makes the capacity of this class too large and leads to the phenomenon of "skimming water" in some teaching links. The whole class gives people a feeling of "catching up". How to teach your own lessons in a leisurely way, instead of rushing by, is a drawback that must be overcome next time.

Six, teaching and research group evaluation:

1. From this lesson, we can see the teacher's teaching wit and teaching art: from asking students to ask questions, helping students sort out problems, and guiding students to solve problems without showing traces, we can see the teacher's teaching wit, which is also the place that truly reflects the teacher's teaching level; From the designed teaching method of "Guess what questions the teacher will ask", we can see that the teacher attaches great importance to teaching strategies and art and has received good results. It is this strategy that arouses students' interest, and students ask many insightful and high-quality questions. Therefore, it does not affect the orientation of students' questions.

2. The question on the blackboard becomes the key word of the text after erasing the question mark. Let the students connect a paragraph according to these key words. This teaching link reflects the generative nature of the classroom. Because students' questions are unpredictable, it is a demonstration of classroom teaching wisdom to turn students' concerns into key words in group paragraphs.

This class is 7 minutes overtime. The reason for working overtime is that the teacher designs too many links. A 40-minute class can't cover everything. Greed inevitably leads to superficiality.

4. The enthusiasm of the students as a whole has not been fully mobilized, and the students' speech is narrow, with at least 10 students floating in the "marginal zone".

5. The understanding of the text has been improved, but the depth is not enough, and some problems have not been completely solved. For example, "The earth is lovely and fragile". "Lovely" and "broken" students are not fully aware of it.

Seven, expert guidance: two experts hired by the school teaching department to participate in the evaluation of lectures. The following is a summary of expert opinions and suggestions:

1, for the guidance of class evaluation, we must first run through the three goals of the new curriculum, and how to integrate the three goals in the classroom is the key. Of course, for different class types, the intensity of the three goals is different. Stylistically, "Only One Earth" is a popular science expository, but its writing is vivid and touching, and it doesn't have to show the characteristics of expository, but it should focus on emotional lines. Throughout the class, the teacher led the students to grasp the "feeling" and read the full text in the right direction. However, the teacher over-expressed his feelings in class, ignoring the profound understanding and comprehension of the key words in the article.

2. Although the new curriculum standard advocates the three-dimensional diversity of Chinese classroom, "one class and one style" should be mentioned. How to highlight a point in a class is a problem that teachers should pay attention to in the future. If a class has a bright spot and a climax, then we consider it a successful class.

3. Highlighting the student subject should be the subject under the guidance of the teacher. Students must be guided to ask questions, and students' thoughts should not be flying all over the sky. Students' questions should be classified to avoid being "fragmented" when solving problems. For example, in this class, the students asked more than a dozen questions. What are the knowledge questions? What are the emotional problems? What are the problems to be solved in class? What are the problems to be solved after class? It is necessary to classify them in order to be targeted.

4. In the three-dimensional goal, emotional attitude and values should be placed at the top of teachers' consciousness, but after students enter the emotional state, they should present their cognitive goals and implement their knowledge goals, so as to realize the real integration of the three-dimensional goals.