All descendants of the Chinese people are descendants of the dragon, which is the most popular slogan in recent years, but what does the descendants of the dragon mean? In terms of structure and meaning, the descendants of dragons have two meanings: one is human-to-human, that is, China people believe in the dragon custom with dragon patterns. In a word, the dragon culture has been handed down, so the so-called descendants of dragons are descendants; Second, the descendants of the dragon, that is, people in China are dragons, their sons and grandchildren. This legend has been handed down from generation to generation.
I. teaching material analysis
1, general situation
The textbook in the second volume of grade five inherits the general characteristics of the first nine volumes of "cultivating interest, accumulating culture, learning to learn and promoting as a whole", and broadens and deepens the learning content from the aspects of selecting texts, designing activities and arranging exercises.
The second volume of Grade 5 *** 10 unit, the theme of the unit is: dragon, book, gift, sincerity, labor, desire, fire and light, angle, breaking superstition and traveling.
2. Main features
(1) is rich in culture.
For example, in the first unit "Dragon", three main texts "Descendants of the Dragon", "Adults Say So", "Ye Gong Long Hao" and a self-reading text "Leshan Dragon Boat Festival" were selected, covering China history, ancient China myths, national development, ancient fables and folk customs. The textbook also guides students to appreciate China's calligraphy and organizes activities to collect dragon handicrafts, specialties and place names. Although this unit in the textbook is only nine pages, students should gain something by learning to feel the roots of the nation and appreciate China culture.
With regard to the theme of "book", this textbook arranges separate study units in the second and third classes to guide students to understand the value of books and love reading. The theme of the second unit of the first volume of the fifth grade is still "book". Choosing famous books as texts and talking about books from the height of life significance, the ideological connotation is much higher than the original; The textbook also designed comprehensive learning, and summarized the reading plan, reading methods, reading choices and reading rules. This arrangement will play an important and positive role in guiding students to become lifelong friends with books.
(2) The teaching requirements are relatively high.
For example, in Unit 5 "The Golden Key", Ding Ding said: "We have learned many poems written by Li Bai. Through consulting the materials, I know that Li Bai is a great poet in the Tang Dynasty. Looking back at the works of Li Bai that I have studied, I have a deeper impression on him. " Tintin's words suggest three learning points:
① Learn about Li Bai by looking for information.
② Recall the works of Li Bai that I have studied.
③ Have a further understanding of Li Bai's historical position.
Dongdong on the right said, "There are other famous writers. We have also studied many of their works and read some ourselves. I want to go back and sort them out. " Winter Talk is an extension of learning: according to your own interests, choose one or two China writers to learn about their works vertically. Obviously, this golden key is very comprehensive.
(3) The unit style has changed.
The second volume of the fifth grade textbook continues the style of the first volume. Each unit is still composed of text and "Chinese world" to keep the coherence of the textbook.
1. "Chinese World" does not arrange "accumulate over time", but there is a column "accumulate over time" at the back of each text, with less content, which symbolically reminds students to pay attention to accumulating words and sentences in reading.
2. Textbooks are no longer written separately, but recognized and written as a whole.
3. Self-reading texts are no longer written in "Chinese World" (the reading volume should be ensured through good extracurricular reading habits). The main text (***25) of each unit is followed by one or two extended reading texts (*** 16).
4. The three-unit "Chinese World" appears in the form of comprehensive learning activities, aiming at strengthening the comprehensiveness of Chinese learning and forming a development gradient with sixth-grade learning.
5. At the end of the "Chinese World" of each unit, there is a "unit summary" (including "self-evaluation" and "others' evaluation").
Second, teaching suggestions
Literacy and writing
1. Literacy tasks are mainly accomplished by students' autonomous learning.
2. Literacy should be related to the reality of reading and writing.
3. Teachers should give proper guidance.
4. The typo rate should be less than 1%. This ratio should be the goal that every student asks himself to achieve this semester, and he must work hard to achieve it. Teachers should help students achieve this goal by stimulating interest, teaching methods and cultivating habits, and record their efforts as an important part of evaluation.
Requirements related to curriculum standards:
1. Strong independent literacy.
2. Hard pen writing regular script, neat lines, a certain speed.
3. You can write regular script with a brush and experience the beauty of Chinese characters in writing.
2. Reading
1, the principle of holistic teaching
(1) pays attention to accumulation, but many places "dig deep holes";
(2) Pay attention to students' reading experience and feelings, instead of pursuing standard answers by rote;
(3) Pay attention to learning reading methods and develop good reading habits, instead of focusing on the conclusion of reading.
2. My humble opinion on extensive reading text teaching.
(1) These texts need to be read by students, and the study of words and phrases can be left to students themselves without textbooks.
(2) The thinking questions at the back of the text mainly help students master the main content of the text. Teachers should organize students' discussion on the basis of students' independent reading, and they can also discuss questions of great value raised by students themselves.
(3) According to students' interest, level and teaching time, students can choose some articles as the main text to study if they want.
3. Implement the reading requirements in the "golden key" behind the text in teaching;
(1) Self-test reading quality.
Unit 1 puts forward the method of reading articles by self-test (page 2), and Unit 6 puts forward the method of reading a book by self-test (page 62). The ability of self-test can not be obtained by talking, but requires a lot of practice, each unit and each textbook, thus gradually forming the ability to track your reading situation and adjust learning content and learning methods in time.
(2) Write your own reading notes.
In the fourth grade, students have learned to write excerpts and annotate notes. After entering the fifth grade, they have learned to write outline notes and experience notes. The second volume of the fifth grade requires students to choose the appropriate self-reading note style according to the text and their own habits. See "Golden Key" on page 82.
(3) Understand the works in the social background, and understand the society through reading.
People's understanding of society comes from both life practice and reading. The cultural content of the second volume of the fifth grade text has increased, and the works are not only related to students' own lives, but also to the whole society and history. The textbook guides students to know the society through reading in the 53-page "golden key" and to understand the social significance of the works in the historical background in the 99-page "golden key".
(4) Cultivate students' questioning ability.
The ability of questioning embodies the spirit of exploration and the ability of independent thinking.
The curriculum standard puts forward that "the focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate", "gradually cultivate students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, and use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality". Only by daring to question can we "evaluate" the works. Questioning is a prerequisite for "inquiry reading and creative reading" (for inquiry reading, the textbook gives a simple guide in the "Golden Key" on page 86).
To cultivate students' questioning ability, we must first guide them to read in a perceptual way. In-depth reading requires dialogue not only with the characters in the works, but also with the author and even the editor of the textbook. When talking with the author, we should not only think about the questions raised in this article, but also put this article into all the author's works to grasp the content and form of this article as a whole. The second volume of the fifth grade, 9 1 and 58 pages, guides students to do this initially through the "golden key".
Secondly, questioning cannot be simply understood as denying the textbook and the author. Students entering the fifth grade should be closer to the feelings and thoughts conveyed by the work itself, and it is best to have a * * * sound with the characters or authors in the work.
(5) read quickly.
The curriculum standard was put forward in the third issue: "Learn to browse on demand, expand knowledge and collect information." Collecting information and searching requires fast reading. The first volume of the fifth grade has given enough guidance in this respect, and the teaching materials should continue to strengthen the practice in this respect. For example, the 76-page "Golden Key" also puts forward the pronunciation of translated names-foreigners' names.
(6) reading ancient poems.
The concept that the whole set of textbooks always adheres to in the teaching of ancient poetry and prose is:
① Pay attention to accumulation.
② Pay attention to reading aloud, reciting and reciting, instead of imparting knowledge of literary history, or analyzing the ideological content and expression techniques of ancient poetry.
③ Pay attention to the overall feeling.
The sixth page of the second volume of the fifth grade talks about the evolution of ancient and modern word meanings, which only inspires students, and does not require students to master the specific contents and laws of the evolution of ancient and modern word meanings. The teacher can just arrive, there is no need to dig deeper.
In addition, teachers should take the initiative to put forward the minimum requirements for reading and reciting ancient poems or famous sayings through extracurricular reading. For example, recite at least 8 ancient poems in the whole semester, and recite at least 15 (paragraphs) in the whole semester. Students should be organized to check each other as an aspect of extracurricular reading performance.
(7) Learn the narrative order and expressions of several people.
The teaching of expression order should not be based on knowledge, but should be carried out as a step to perceive and understand the whole text and as an exercise to improve expression ability. The Chinese curriculum standard requires "trying to figure out the expression order of articles, understanding the author's thoughts and feelings, and initially understanding the basic expression methods of articles". (See "Golden Key" on page 40)
This textbook also arranges several preliminary studies on personal expression. (See page 38)
(8) Do a good job in reading activities.
The second unit designs a comprehensive study on reading, which gives all-round guidance to autonomous reading. Every small column on page 20 and page 2 1 contains many points. Teachers can organize students to hold reading meetings, set up reading groups, hold new book exhibitions, persist in primary school graduation, and guide students to become lifelong conscious readers.
(9) Continue to attach importance to language accumulation.
We should take accumulation as an important learning content and supervise, inspect, coach and evaluate students. The object of accumulation can be new words, good sentences, fragments and chapters, and information can also be accumulated.
We should practice the accumulated language repeatedly and pay attention to combining it with reading, writing, oral communication and comprehensive activities.
Requirements related to curriculum standards:
1. Can read the text correctly, fluently and emotionally in Mandarin.
2. Silent reading has a certain speed, and the silent reading of general books is not less than 300 words per minute.
3. Be able to read with the help of a dictionary, understand the proper meaning of words in the language environment, and distinguish the emotional color of words.
4. Contact the context and your own accumulation, infer the meaning of related words in the text, and experience their expression effect.
5. Try to figure out the expression order of the article in reading, understand the author's thoughts and feelings, and initially understand the basic expression methods of the article. In communication and discussion, I dare to put forward my own opinions and make my own judgments.
6. Reading explanatory articles can grasp the main points and understand the basic explanation methods of the articles.
7. Read the narrative works, understand the outline of the event, briefly describe the most impressive scenes, characters and details, and tell your feelings of likes, dislikes, reverence, yearning and sympathy. Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the poet's feelings. Influenced and inspired by excellent works, I yearn for and pursue beautiful ideals.
8. Learn to browse, expand your knowledge and collect information as needed.
9. In the process of understanding the text, experience the different usages of pause, comma, semicolon and period.
10. Read excellent poems and pay attention to appreciate the content and emotion of the works through the tone and rhythm of the poems. Recite 60 excellent poems (paragraphs).
1 1. Try to use information channels such as libraries and the Internet to carry out inquiry reading. Expand your reading range, and the total amount of extracurricular reading is not less than 6.5438+0 million words.