Brief introduction to the picture-speaking course

How to have a good drawing and writing class

Hello, when we turn to the first lesson and the second lesson of the primary school Chinese textbook, we can see that we are all reading special pictures and studying literature.

In the past, when we were teaching pictures to learn literature, the teaching requirements put forward in the teaching reference were mainly to understand the text with pictures, to teach students to master observation methods, to learn to observe pictures in a certain order, and to understand the author's writing methods.

I think different grades should have different requirements for drawing pictures:

Senior one and senior two should pay attention to cultivating students' ability to speak with pictures, and pay attention to guiding students to practice speaking with pictures in teaching. First, guide the students to look at the pictures from the whole to the part, and then give suggestive questions, such as: Who is the picture? Where is it? Why? How did you do it? Then let the students answer one question after another, and finally connect several questions to answer. Learn the text on the basis of looking at the pictures and speaking, so that it is not only easy to understand the text, but also to understand how the author writes according to the pictures.

Grade three students have begun to learn to write, so we should focus on guiding students to master the methods of writing in the order of observation, such as observing the whole first, then observing the part; We should also combine observation with imagination. And compare it with the text to understand how the author writes the text in the order of observation. In this way, we can apply the observation methods and writing methods we have learned to the composition.

Senior students can learn to look at pictures according to their own observation methods, and then read the text to understand how the author writes with pictures and learn the author's writing methods to practice.

Interesting class. Look at the picture and speak.

Today we went to class, and the teacher asked us to make an origami plane. I was both happy and surprised. I don't know why I am flying in class. Alas! Who cares? I can play with my classmates again anyway.

I first take a piece of paper, fold it in half, then flatten it, and then open it, so that there is a clear center line in the middle. I folded the left and right corners in half twice along the center line, and finally turned the reverse side up and out, and my paper plane was finished. I also painted it with colorful patterns.

So, I took my paper plane and prepared for the test flight. I gently let the plane fly forward. It flew in a semicircle in the air and then landed. So, I named this plane "Feijiao". Suddenly, I heard the teacher shout again: "Students, take your own paper planes to participate in the paper plane competition." As soon as the teacher's voice dropped, we stood at the starting line. I thought to myself: My plane will fly in a semicircle pattern in the air! When the teacher called for preparation, I breathed a sigh of relief and secretly cheered for the paper plane. When the teacher called for flying, I gently flew the paper plane forward. As a result, my paper plane was hit by another paper plane My paper plane is heavy in the back and light in the front, and another plane just hit the tail. My paper plane was hit, and I was fourth for the first time. After I took it to refit, we stood at the starting line again. I was relieved when the teacher called for preparation. When I called for flight, I moved the plane forward a little. This time, my flying horn seems to have exploded. Instead of flying in a semicircle, it flies straight ahead. The second time I was the third.

I'm really happy for this "paper airplane competition"!

How to Teach the Course of "Looking at Pictures and Speaking"

In order to have a good class of looking at pictures and speaking, we must first cultivate students' ability to observe things carefully. Secondly, we should cultivate students' thinking and imagination, and have the ability to think of other things. Third, we should cultivate students' oral expression ability and speak out what they see and think in an orderly way. It is the basis of learning composition and an important course to cultivate practical ability.

Look at the picture and say how to write it.

Looking at pictures and writing words is the most basic link for primary school students to learn to express themselves. One of the characteristics of this link is to look at the picture before expressing it. Looking at the picture is the premise of expression, and it can only be expressed if you understand the picture. Therefore, this kind of homework should be divided into two steps, one is to look at the picture, and the other is to express it. What kind of content and association do you have after reading this picture? After you understand the meaning of the picture, before you start writing, you should think about the content of the picture and how to write it. What is the content expressed in the picture? If the content is rich, it is necessary to think clearly about what is important and grasp the main points to write, so as to be more concise. In addition, think about how the topic is required. Are you asked to write a sentence or a paragraph? If it is several sentences, what to write first, then what to write, and think clearly about the order of expression. Attention should be paid when writing: 1. Write according to the requirements of the topic; Second, we should pay attention to language norms, that is, the sentences written should be complete and the sentences in a paragraph should be coherent; Third, it is required to use words accurately, and be careful not to write typos. Writing by looking at pictures in the first and second grades of primary school is the initial training of composition, a bridge and a good way to cultivate children's transition to observing objective things, and a good way to cultivate children's cognitive ability, image thinking ability and expression ability. Although there is no special composition class in the course of senior one and senior two, the infiltration of composition teaching should start from making sentences with words and talking with pictures. Facing a single picture or multiple pictures, it is not easy to write a sentence or a paragraph. The surging river originates from this trickle, which can be said to be the basic skill of composition. Even middle and senior students should have regular training in this field. You can do this training often: 1. Format: "Whenever …+I will …" Example: Every time I hear this song, I will think of my cousin who is studying in Beijing. Exercise: ① Every time I see this photo, I will think of a touching story. Whenever there is a holiday, I will miss my relatives far away. 6. Format: "fact+imagination+further imagination." My mother is ill. I really want to be a doctor and cure my mother's illness at once. Exercise: ① Dad's bike was stolen. I really want to be a policeman and catch that hateful thief. It's really hot. If there is a swimming pool in front of me, I will go swimming at once. Finally, sort out what you said. A paragraph can be described in the form of total score to paragraph, from paragraph to paragraph, and total score. At the same time, pay attention to guide the children to describe the details.

Teaching Plan and Courseware for Chinese Reading Pictures and Speaking in the First Grade of Primary School

Download it for you free from the service education network, it is very easy to use, I hope it will help you!

Picture dialogue

Figure?

How to teach pictures, talk and write in the lower grades of primary school

One,

Speak and write according to the requirements of the topic.

Second, we should pay attention to language norms, that is to say, sentences should be complete, and several sentences or paragraphs should be coherent.

Third, both speaking and writing require accurate words, and be careful not to write typos when writing.

Looking at pictures and writing in the lower grades of primary school is the primary training of composition, and it is a bridge and a good method to train children to improve their cognitive ability, thinking ability in images and expression ability. Although there is no special composition class in the course of senior one and senior two, the infiltration of composition teaching should start with using words to make sentences and looking at pictures and talking.

Facing a picture or multiple pictures, it is not easy to write a few sentences or a paragraph. The surging river originates from this trickle, which can be said to be the basic skill of composition. Even middle and senior students should have regular training in this field. Then how to write a good-looking composition?

Observe the contents of the pictures first. If you group the pictures, you need to observe them comprehensively and grasp the dialogue, demeanor and movements of the characters. When writing an answer, first describe what you see objectively, then point out the theme of the picture and describe the demeanor and actions of the main characters in as much detail as possible.

Let's take a look at the Changchun version of the composition video to express the video of the open class "Look at the picture and talk", first lecture and then talk.

Oral communication is a new course, which aims to train students' oral expression ability, cultivate students' communication consciousness and habits, and improve their communication ability. In Chinese teaching in primary schools, teachers try their best to give students something to say and effectively train their oral English. The new syllabus of Chinese teaching in compulsory primary schools clearly points out that "Chinese is the most important communication tool." [1] In people's daily life, the exchange of experience, the expression of thoughts and feelings, the arrangement of work tasks, the dissemination of news and current affairs, and the small talk between relatives and friends are all inseparable from the expression of opening your mouth. The instrumentality of social communication is the most remarkable feature of Chinese subject, and oral communication ability is the basis of learning Chinese well and the quality that modern people must have. Generally speaking, in the process of learning Chinese, the development of students' listening and speaking ability often precedes the development of reading and writing ability. In order to develop students' quality in an all-round way, we must pay special attention to the cultivation of oral communication ability. The new syllabus points out: "We should make use of all aspects of Chinese teaching, consciously cultivate students' listening and speaking ability, and create a variety of communication situations in and out of class. "[1] In Chinese teaching, according to the cognitive characteristics of primary school students, we should make full use of teaching materials, create situations, design questions and cultivate students' oral communication ability. Therefore, improving oral communication ability is one of the main tasks of our current Chinese teaching. So how to cultivate students' oral communicative competence? First, stimulate interest and be a good guide for students to get started. "Stimulating students' desire and enthusiasm" (Comenius language) is the key to improve teaching quality. First, let students realize the importance of oral communication to their future society. Are many college students given the cold shoulder because they are not good at selling themselves at job fairs? Others finally passed the "initial test", but because they were not sociable during the interview, they passed by the job they had long admired. Teachers should make students understand through appropriate examples that oral communication teaching focuses on the actual needs of people's communication in the open modern social life and lays the foundation for their lifelong development. Secondly, in specific teaching, we should pay attention to choosing topics that students are interested in and design elaborate processes. Actively use your brains, boldly choose topics close to students' lives, and organize teaching in a flexible form. In specific teaching, we can create more situations for students by setting up simulation, suspense, hypothesis and other forms, and try our best to bring students into a certain atmosphere; Students can also be simulated to play various roles, so that students can think and act while talking, and some incentive measures can be taken to unite students, let them compete fairly, and make their thinking active and courageous. As the saying goes, "A fist never leaves his hand, and a song never leaves his mouth. "The same is true of speech training. In order to provide students with more opportunities for oral training, I started telling stories three minutes before class. " Children think with images, colors and sounds. "(Suhomlinski) Junior students often show great interest in children's literature works with interesting contents, vivid plots and vivid characters, such as fables and fairy tales. If students are allowed to play the leading role in stories and create story situations, their creativity can be better stimulated. For example, look at the picture and say "the duckling is saved". I have designed the following questions: Where is the duckling? What happened to it? What are you embarrassed about? What should I do when I am in trouble? Who heard the duckling's cry for help at this moment? How did they do it? Have they figured out a way to save the duckling? In teaching, let the students wear headdresses, and use a bear carrying a bucket, a monkey carrying a bamboo pole and an elephant with a long nose to perform the rescue of ducklings. In this way, the students raised their hands to speak, and the students scrambled to express their high interest and the atmosphere was very strong. However, I ask students to be generous, articulate, concise and fluent, change their tone and try to tell stories vividly. At the same time, other students are required to listen carefully and talk about their own insights or opinions impromptu. Teachers should use some inspiring words, such as: "You are great! Come on ""very well, you said it well, and you will do it better next time! " "You made progress again! Come on! " And so on, encourage and praise students who are timid or have poor language skills, create a relaxed and happy speaking atmosphere, enhance students' interest in speaking and fully mobilize their enthusiasm. Practice has proved that the activities in the first three minutes of class stimulate students' interest in telling stories and listening to stories, thus creating situations, attracting people step by step, grasping students' curiosity, making students immersive, and fully developing their observation, thinking, imagination and expression. Second, let reading teaching become a fertile ground for cultivating students' oral communication ability. The essence of reading teaching process is the interaction among teachers, texts and students, and it is also the most frequent, extensive and concrete training process to cultivate students' oral communication ability. As an integral part of reading teaching, oral communication runs through the whole process of reading teaching. It is a necessary means and way to exchange information, express emotions, explore problems, reveal laws and develop thinking in reading class. At the same time, through the guidance and training of students' language norms, listening and speaking attitudes and speaking habits, and through the cultivation of students' thinking ability and innovation ability, students' oral communication ability can be effectively improved and developed. [2] So, how to cultivate students' oral communication ability in reading teaching? (A), mining teaching materials, cultivate oral expression ability. The Chinese curriculum standard points out in the Teaching Suggestion that one of the main ways to improve students' oral communication ability is to insist on training in the teaching process. [3] Therefore, the cultivation of oral communication ability must run through all teaching links, not only to make good use of the oral communication content designed in the teaching materials, but also to study the text in depth, dig out the factors conducive to cultivating oral communication in the text, and organize teaching flexibly so that students can "have the ability of oral communication". "1. Use illustrations to cultivate oral communicative competence. Illustrations are often easily ignored by teachers and students, and are rarely integrated with the content of the article. In fact, the artistic appeal of the article lies in "emotion". We can guide students to watch illustrations and understand the artistic appeal of illustrations, so that they can directly be in the situation at that time and appreciate the situation described in the article through hearing and hearing. For example, the article "Grassland" requires students to understand "Yes! Why can't Mongolians and China people love each other? The world is greener and the sun is setting! "Literally, it is difficult for primary school students to understand. I ask students to look at the illustrations first, and then practice speaking according to the questions: Look at the enthusiastic prairie people in the pictures. If you are one of the tourists, how do you feel? What do you want to say to the prairie people? The students spoke enthusiastically, and some said, "At this moment, I really can't bear to leave the beautiful prairie and hospitable people. Time! Stop it! Let me stay a little longer! Let me have a look at this beautiful grassland and the hospitable grassland people. " Some people say, "Today, you have worked hard! Go home quickly! You have sent a long way, even if you don't send a step, we will always remember you. Welcome to my hometown when you are free. The scenery in my hometown is beautiful! "This kind of oral training not only helps students understand the meaning of sentences, but also cultivates their oral ability. 2. Use blank text to cultivate oral communication ability. In the process of conception, narrative always selects and edits related content. Therefore, the text sometimes omits and jumps some plots, and teachers can guide students to develop reasonable and rich imagination in these "blank" places and make necessary supplements to the text content. For example, in the lesson "The Poor", Sang Na told her husband who had just returned from fishing at sea about his neighbor Simon's trip, and he was "silent" before he finished what Sang Na said. Why did Sang Na hesitate? What is she thinking? This text omits the inner activities of the characters. This is a space for students to imagine. Teachers can use situations to inspire students to expand their imagination, try to figure out the psychological activities of characters and conduct oral training. 3. Cultivate students' oral communicative competence by asking questions and solving doubts. Questioning and solving doubts is an important link for students to find, ask and solve problems in the learning process. This link can not only cultivate students' ability to find, analyze and solve problems, but also cultivate students' ability to express and discuss with others. For example, in the first volume of the second grade, "Three White Cranes", I guided the students to look at the pictures and let them imagine that they are one of the three white cranes, put forward their own problems and try to solve them. Then discuss at the same table and see if the other person's method is ok and which is better. Because students' reading ability is different, the depth of questions is also different. If it is simple, I will ask students who have already understood to answer questions; If it is difficult, I will organize my classmates to discuss it together and then summarize it. In this way, through mutual questioning and discussion, we can gain knowledge in full communication and improve our oral communication ability. 4. Cultivate students' oral communication ability in the extension of the text. Although the endings of some texts are meaningful, they are memorable and can guide students to make reasonable imagination according to the ideas of the texts. In reading teaching, teachers can grasp a certain detail in the text, let students expand their imagination on the basis of understanding and express it flexibly in language. For example, at the end of the class, it was written that he took off his shirt, put thorns on his back and went to Lin Xiangru's door to confess his sins. Let the students imagine the scene of Lian Po offering a humble apology: What is a humble apology? What would they say? What expressions and actions are there in the process of speaking? And let the students at different levels of poor, medium, good and good talk about it. Although it is the same meaning, the words expressed are different, and the poor students' language is verbose and faulty; The language of top students is concise and beautiful. Through communication, students find faults in their own sentences through comparison, and at the same time learn the beautiful language of others. This kind of training is beneficial to cultivate students' oral expression ability. 5. Cultivate students' oral communication ability in the performance of the textbook drama. For those drama texts, on the basis of studying the texts, students can write their own teaching materials and perform them in class. For example, after studying the next book of grade five, Yan Zi makes Chu, we can encourage students to arrange plays according to stories. Some students play Yan Zi, some play Chu Wang, some play receptionists, some play samurai and so on. Through performance, the language is vividly reproduced, and a democratic and equal communication atmosphere is created to stimulate students' desire for communication and achieve better communication results. This constant practice not only improves students' oral English, but also greatly improves the quality of teaching materials. 6. Cultivate students' oral communicative competence in retelling the text. Retelling the text is a good and important way to practice oral communication. The role of retelling is to help students understand and remember the text; It is helpful to develop students' thinking and cultivate their thinking ability and imagination ability; It is helpful to improve students' ability to use language, encourage students to absorb written language and develop students' ability to use written language. [4] In the process of learning the text, for those texts with strong stories, we might as well let students simply retell the story content and exercise their oral communication skills in retelling. Several points should be paid attention to in retelling the text: First, retelling is not reciting, so students should turn the content of the text into their own language to tell stories and avoid mechanically reciting the original sentence. Second, retelling is not a mechanical repetition. Students can play freely in the process of retelling and appropriately intersperse their own imagination. Third, retelling is not answering questions. Teachers should not use their own standards to ask students at will, but should encourage each student's retelling methods and let as many students as possible participate. Teachers should encourage students to retell the text creatively and take retelling as an important way of oral training. (2) Create situations and cultivate oral expression ability. Li Jilin once said: "The birthplace of speech is a specific situation, which produces language motivation and provides language materials in a specific situation, thus promoting the development of language." In specific classroom teaching, it is an important means to cultivate students' oral communication ability to create a lively and interesting communication environment and a democratic, harmonious and harmonious communication atmosphere, so that students have a strong desire to communicate, are willing to communicate and are good at communicating. Create situations and stimulate the desire to express. In Chinese teaching, pictures, projections, games, stories and other means can be introduced into the classroom to create oral communication situations and cultivate and improve students' interest in oral communication. 1, as a commentator. For some texts that introduce knowledge, teachers can try to let students be commentators or tour guides to exercise students' oral ability. For example, after learning "Century Baoding", let students be commentators and introduce this world-famous artistic treasure to the "audience". For another example, after learning the texts such as Guilin Landscape, Bird Paradise and Charming Zhangjiajie, let the students be tour guides and introduce the amazing natural scenery to the tourists, and the tourists will ask questions or questions to the tour guides. Only when students think independently can they have independent speech activities. This kind of situational teaching plays up the classroom atmosphere, enriches the teaching content and cultivates the oral communication ability. 2. Play a role. Pupils lack life experience and have low abstract thinking ability. Some things are hard to say clearly without personal experience. According to this characteristic of students, students should be consciously allowed to practice and play roles in reading teaching, so as to deepen their inner experience of roles and achieve smooth oral communication. Pupils are playful and active by nature, and their performance conforms to the age characteristics of students. Whether the students' Putonghua is standard or not and whether the language is fluent can be reflected in the performance process. Some articles are lively and interesting, and students are also very interesting to learn. Isn't it more interesting to create opportunities for students to become the "protagonists" in the text at this time? When teaching the article Whale, I inspired students to vividly introduce the appearance, evolution process, species and living habits of whales in their own language, and suggested that students freely imagine, expand appropriately, supplemented by actions and expressions, and only see the "whale" vividly. In this way, students' self-imagination ability, performance ability and expression ability are developed, and their oral language and body language are enriched. For another example, when I was studying General Meeting, I imagined a situation: if Lin Xiangru could not avoid meeting Lian Po at that time, Lian Po would mercilessly embarrass Lin Xiangru, resulting in a deadlock. If you are ministers passing by, can you persuade Lian Po? Then organize a discussion to guide students to comfort Lian Po from the reasons of Lin Xiangru's promotion, the necessity of unity of mind and Lian Po's position in the eyes of Zhao Wang. After students have thought about what they want to say, they will perform in different roles. In the process of mediating others' contradictions, children learn tolerance, humility, generosity and the ability of verbal communication. 3. the opposite argument. In the teaching process, teachers stimulate students' desire to express and discuss the content of the text by creating an active classroom teaching atmosphere, so that students not only understand the content of the text, but also are eager to express their understanding of the content. In teaching, students can often ask some valuable questions. I guide students to demonstrate from two opposing aspects. For example, in the teaching of "Enlightenment from Fishing", in order to make students really understand that "morality is only a simple problem of SARS, but it is very difficult to practice." Should I put the fish back? Let the students debate on the theme. Through "debate", students can further deepen their understanding of the text and greatly improve their language expression ability and ability to distinguish right from wrong. For example, after learning "wonderful" and "terrible", I deliberately threw out "Do you think Buddy's love from his mother or father plays an important role in his growth?" Such a topic makes students argue endlessly. In the debate, I should have sufficient reasons to guide students to speak and train them to speak in a standard and polite way. For example, I agree with my classmates, but I want to add one more point. I don't agree with XXX. I think ... make students learn to listen, express and communicate, and cultivate the spirit of cooperation and speaking ability. Oral training runs through the whole Chinese teaching. We should make full use of the environment and conditions of our mother tongue to cultivate and improve students' listening and speaking ability to meet the needs of the real society and the future society. Third, let the oral composition class become a vast grassland to cultivate students' oral communication ability. Strengthening oral composition training and combining composition, oral language and thinking training skillfully is another effective way to improve students' oral communication ability. The so-called "oral composition class" is to guide students to talk about their own lives, familiar things, what they have seen and heard, their own associations and imagination, and express their understanding and true feelings about things. [4] Real life is rich and colorful, and we can't turn a blind eye to it. Every moment of every day is touched more or less. It is with these feelings that we can capture the instant inspiration and write it down bit by bit. Therefore, Chinese teachers should guide students to pay more attention to life, observe life, feel life, tell what they see, hear and feel, and communicate with each other. For example, before writing "I am so happy", I ask students to recall the details that make them happy in their lives and describe them in words. As a result, many students chatted cheerfully. Then, I asked the people who spoke well in the group to speak on the stage as representatives. As a result, although each student tells different scenes, they all have their own wonderful scenes: some say that their mother's nagging rings in their ears every day, which makes them feel very happy; Some people say that living in such a harmonious class group makes them feel happy; Some people say that looking at the scarlet letter in the exercise book will make you feel happy ... every student can grasp the teacher's request and speak it in a more fluent language, and some can add their own comments appropriately. In a word, this practice of oral training with the help of composition not only cultivates students' oral ability, but also lays the foundation for written composition, so that students can write easily. It's killing two birds with one stone. In a word, quality education is being implemented in Chinese teaching, and oral communication training is a brand-new course. Cultivating students' language application ability is an important goal of education in the new period. Cultivating students' comprehensive ability of listening, speaking, reading and writing, especially cultivating students to dare to speak and be willing to express what they have seen, heard and thought perfectly, cannot be achieved overnight. This requires teaching students in accordance with their aptitude, stimulating interest and improving oral efficiency according to the actual situation of Chinese teaching. As long as we pay attention, there are places to cultivate students' oral communication ability everywhere, and there are always opportunities to improve students' oral communication ability. As long as we attach importance to it and grasp it, every child can become a talking person.

Teaching plan of nave's open class of drawing pictures and talking.

Activity goal: 1, can understand the meaning of the source film, and learn to tell stories while watching.

2, through the story, I know that before I do things in the future, I should use my brain and not save effort.

Activity preparation: big book

Activity flow:

First, the first picture of the book, children can tell freely, there are three rooms in the picture: a cabin, a log cabin and a small brick house. Which room do you think you know?

Second, the teacher told me that the three little pigs left their mother to build their own houses, and they all had their own ideas.

1. What does Big Pig think? Is this right or wrong?

2. What does Jules think? Is this right or wrong?

3. What does Zhu San think? Is this the right idea?

Third, keep reading. What happened after the house was built?

1, who is here? What about the big pig's house? So what?

2. What about Jules' house? What happened to them?

3. Whose house did they finally hide in? Is the house in Zhu San safe?

4. Why didn't the last three little pigs be eaten by the wolf?

Fourth, listen to the story completely. Give the story a name.

5. Children speak freely. Think about it. Which pig do you like? Why? What lessons should we learn from it before doing things in the future?