"Peanuts" is a classic text, in the new class Under the background of the target, how to teach new ideas and content from old texts so that children can gain something? This article is related to the new curriculum standard, focusing on the following teaching links to start classroom teaching.
First, change the way of thinking, perceive the text as a whole, and pick out the word "Mu".
Curriculum standards, as the name suggests, are specific standards and requirements for the teaching and learning of a subject. Since the promulgation of the 2022 version of the Chinese curriculum standard, the core elements of Chinese and the group of Chinese learning tasks have become important keywords, but we must not ignore the most important part of the curriculum standard - the curriculum objective, which is the core part of the curriculum standard. Let's take a look at the specific requirements of the curriculum standard for the fifth and sixth grades:
Contact the context, infer the meaning of the key words in the text, identify the emotional color of the words, and experience the expression effect. This is the expression in the curriculum standard, so our task is to find out the key words in the text, how to find them? At the beginning of teaching, it is better to change to a "method of overall perception of the text". The conventional perception method is to sum up the main content of the text according to the narrative order of the text. Here we might as well change a method. Our family discusses the benefits of peanuts:
My sister said that peanuts are delicious, my brother said that peanuts can be squeezed into oil, I said that peanuts are cheap, and my father said that peanuts are of high quality. We sorted out the attitudes of the characters in our family towards Peanut one by one, and the content of the text came out. At the same time, through our family's evaluation of Peanut, we can draw a conclusion, using a word in the textbook—love.
Analyzing here, our understanding of the word "Mu" is in place. What my elder sister and brother admire is the outside of peanuts, but my father loves the inside of peanuts. It seems that the comments around different aspects of peanuts are actually different understandings of love.
2. In-depth interpretation of "Amour" and a real understanding of "Amour".
Let's look at the course objectives first:
The curriculum standard requires that one should be able to express one's love, dislike, admiration, and yearning, and be infected and motivated by excellent works. How to achieve this course goal? This requires us to implement it through specific language practice activities.
First, why? Why do my brothers and sisters and I admire the appearance of peanuts? There is no need to pursue the only answer here, whether it is attractive outside, or the observation is not careful enough, or the life experience is not enough, etc.
Again, why? Why does my father admire the inner quality of peanuts? My father observed carefully, my father's life experience, and my father wanted us to be like peanuts. Etc., everything is fine, and there is no need for a unified explanation.
Next, ask why? Do I know the true meaning of my father's words? What are useful people, who are really useful people, and whether the author has become a useful person. Here the teacher should preset Xu Dishan's life experience, connect with Xu Dishan's life experience, and help the children describe it in their own language. At the same time, students should be given enough time to think, and the above three questions can also be thrown to the children at the same time, allowing students to think carefully and organize the language well in enough time.
Third, talk about "amour" in connection with real life, and practice writing.
Through father's education, peanuts aroused the author's deep admiration, so what other things in our life can also make us deeply admirable?
Actually, whether it is groundnuts or plum, orchid, bamboo and chrysanthemum, we admire their inner qualities, in fact, we admire people who have good qualities like them. the most authentic meaning. When practicing small writing, we can remind students to talk about the inherent qualities of things first, and then contact people with the same qualities as these things. These can reduce the difficulty of writing and make the narrative more orderly.
In this class, we will focus on the theme of "Amour" to carry out classroom teaching. This is just a small attempt. How about the specific effect? Look at the actual teaching effect.
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