Teaching design and reflection of "Lop Nur, the Lost Fairy Lake"
Teaching material analysis
The second lesson in the third unit of the second volume is a skimming text. The content of this reportage is true, the writing is beautiful, and it is full of emotions. The text expresses the author's deep regret by writing about Lop Nur's transformation from a fairy lake in the past to a desert today, and warns people in the world to establish environmental awareness and the concept of sustainable development.
This article is easy to understand, full of emotions, and suitable for students to read by themselves. Based on the teaching materials, curriculum standards and the actual situation of the students, I determined 3 teaching objectives.
1. Understand and accumulate words, be able to read, write and understand their meaning.
2. Understand the past and present of Lop Nur, and summarize and understand the reasons for the changes. (Key points)
3. Feel and understand the author’s strong sense of urgency, and cultivate students’ awareness of loving and protecting nature. (Difficulty)
The teaching links of my competition class are: pre-study introduction? Problem solving? Collaborative inquiry? Reading and writing training? Extracurricular extension? Classroom testing
Teaching process
Teacher: Before class, the teacher will check your preview status. Groups 1, 2, and 3 in the front will each send a representative to display their preview results on the blackboard. Groups 4, 5, and 6 in the back will be responsible for checking the blackboard display; at the same time, each group leader will check the completion of the tutorial plans of other group members. (This link gives full play to the function of the group leader)
Write words according to Pinyin
1. When he set foot on this imaginary desolate land, he found that Stunned by its beauty. ?
2. Under the h?
3. Such an important Populus euphratica forest died in large areas due to the gān h? ( ) in the lower reaches of the Tarim River.
4. Arrive at Kurukkum in the Robuzhuang area and the Taklimakan Desert, the second largest desert in the world, and frantically walk along the green corridor in the gap.
5. Standing on the edge of Lop Nur, you can clearly see the arrangement of the ribs and the traces of cānɡ hǎi sānɡ ti?n( ).
Teacher: The team responsible for inspection will go up and review the changes.
Teacher: It seems that the students have done a great job in previewing! Let’s read it together. (After the presentation, students will make corrections and read together again to deepen their impression)
Teacher: It is often said that the eyes are the window to a person’s soul. If you want to understand a person, you can start with the eyes; the same topic is from the text Eyes, if we want to understand the text, we start with the title. Let’s read the title twice first to see what information the title tells us. (In this link, we use the true-as-title method. The title of this lesson contains rich information. This information It happens to be the main content of the article. Questioning this way can lead students into the context of the article)
Student 1: Lop Nur is a lake!
Student 2: Lop Nur used to be beautiful. , is a fairyland.
Student 3: Lop Nur was a beautiful lake that finally disappeared.
Teacher: Yes, the beautiful Lop Nur has disappeared. The author deplores and regrets it.
Teacher: What questions do you want to raise regarding this topic?
Student 1: Why did Lop Nur disappear?
Student 2: What was Lop Nur like before?
Student 3: Where is Lop Nur?
Student 4: What is Lop Nur like now?
?
Teacher: You guys He is so wise. He thought of it together with our Dr. Wu Gang. Let us take these questions and read the text in the way we like to find the answers.
The teacher has three questions here. Groups 1 and 2 are responsible for the first question; groups 3 and 4 are responsible for the second question; and groups 5 and 6 are responsible for the third question. To find the answer, share it with each other in the group. The group leader collates the opinions of the group members and sends a representative from each group to present on the blackboard. (This link is group cooperation, which not only cultivates students' innovative spirit, but also allows each student to participate.)
1. Use key words in the article to summarize what Lop Nur was like in the past and what it is like now. ? (Underline relevant sentences first and then summarize)
2. Based on the content of the article, summarize what are the reasons for the disappearance of the beautiful fairy lake?
3. The deep-seated reasons for these tragedies What is it? Find sentences in the text that reveal the underlying reason.
Teacher: Let’s take a look at the presentations of each group. The first group did not pay attention to reviewing the questions, and the questions emphasized the need to use key words to summarize; in addition, the 4 groups of students confused the concepts, the reasons for the disappearance of Lop Nur; the reasons for the tragedy Deep reasons. One is the direct cause of disappearance, and the other is the underlying cause of disappearance, so students should pay attention to this. (After this part of the study, students can already have a preliminary understanding of the reasons for the changes and disappearance of Lop Nur in the past and the past, as well as the underlying causes of these tragedies.)
Teacher: Yes, human beings are not only the creators of a good ecological environment, but also the creators of a good ecological environment. Destroyer of good ecological environment. Teacher, I also brought a few pictures about Lop Nur changing from a fairy lake to a dry lake and finally disappearing. Please look at the pictures to speak.
Look, what did the teacher see? The water and sky are the same color, birds are flying freely in the sky, singing happy songs, and people are rowing boats and playing on the lake. What a harmonious and natural scene! ?The teacher also thought of the sentence in the article: "The water surface is like a mirror. Under the warm sunshine, I took a boat and walked like a god." Not far from the boat, several wild ducks were playing on the lake, and fish, gulls and other birds sang happily. Please look at these four pictures below, the first pictures of groups 1 and 2; the second pictures of groups 3 and 4; Groups 5 and 6 are responsible for the third picture; the whole class is responsible for the last picture. It can be a sentence in the article, or it can be expressed in descriptive, lyrical or argumentative sentences. Write it down first, and then discuss it with each other in the group. (This link uses group cooperation to train students' information collection, reading and writing skills. It can be said that the previous link is to extract text information, and this link allows students to visually experience the reasons for the changes and disappearance of Lop Nur in the past and present, as well as the underlying reasons for these tragedies. )
Student 1: In the distant past, there was indeed an oasis of life with herds of cattle and horses, surrounded by green forests and clear rivers. ?
Student 2: Lop Nur is a beautiful place, with a clear sky, vast fields, and cattle and sheep appearing on windblown grass. ?
Student 3: The lower reaches of the Tarim River have abundant water and rippling blue waves. Poplars are thickly grown on the banks and the trees are strong. ?
Student 4: The poplar willow tree has sprouted green leaves again, and grass has grown out of the abandoned farmland, which has become a pasture. ?Looking around, the Populus euphratica forests on both sides of the Tarim River look like a green Great Wall. ?
Student 5: The Populus euphratica forest, which is said to have survived for thousands of years, finally turned into a withered 'mummy' after enduring thirst for more than 20 years. The strange-shaped dead branches and the body that refused to fall after death seemed to indicate the struggle and pain of Populus euphratica in the last moments of his life, and also seemed to extend a hand for help to someone!?
Health 6 :?The huge piece of yellow sand deeply hurt our hearts and made each of us feel heavy.
Student 7: Standing on the edge of Lop Nur, you will suddenly feel that the desert is the exposed chest of the earth. The earth has taken off its coat here, exposing its skin and ribs. Standing on the edge of Lop Nur, you can clearly see the arrangement of the ribs. When you see the traces of the vicissitudes of life, you will feel the deep pain and helplessness inside. ?
Student 8: There is no grass growing in Lop Nur and it has become a desert, which shows that the environment here is very harsh. ?
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Teacher: Teacher, like some of your classmates, we find the sentences corresponding to the pictures from the text, and we read them together.
Yes, it is so sad and regrettable that such a charming and beautiful fairy lake finally turned into a desert, lifeless, or even disappeared! So, is this tragedy only limited to Lop Nur? Our hometown and around us Are there any similar tragedies?
Student 1: There used to be a stream in my hometown where I could play in the water when I was a child. Now when I go back, the stream is gone and the water in the river is polluted. ?
Student 2: The factory discharges a lot of sewage into the river, causing river pollution and killing all the fish. ?
Teacher: The teacher also collected some pictures of pollution in Xuwen. Please take a look at: the first picture of dead fish outside the culvert of Sanyangqiao Reservoir in Xuwen County? 2013.4; the second picture outside in front of Luo Wanghai Tower Garbage at the wharf was washed away by the tide to the Xinliao wharf? 2014.4.24
; The third picture of stalls arranged randomly in the small square of Dengyun Tower in Xuwen County? 2014.5.17.
Faced with these pollution phenomena, what should we do? (Ask questions from pictures, extend from in class to extracurricular, pay attention to similar tragedies in our country and around us, strengthen environmental protection awareness, and cultivate students to care for nature and protect nature. Natural awareness. )
Student 1: Protect the environment and water resources?
Student 2: Don’t discharge sewage into the river?
Teacher: Then Let's come up with some ideas to address the pollution problem in our hometown and write an advertising slogan about "environmental protection". Each person writes it down first, discusses it in the group, and comes up with the best one. The group sends a representative to write it out. If the group member thinks it is not good, they can go up and write another one. (This link gives full play to students' group cooperation skills and exercises students' speaking and writing skills.)
Student presentation:
Teacher review
Teacher summary: Lop Nur's past and present Changes have brought profound lessons to mankind. Let us start from now and start from ourselves to maintain ecological balance, protect the environment, and protect our beautiful and lovely earth home.
Teaching reflection
In this class, I mainly focus on the three magic weapons of "Guisheng Classroom" (group cooperation, multimedia, and small blackboard), and follow the principles of giving students peace of mind, freedom, openness, and tolerance , designed for a respectful classroom atmosphere. Through group discussions, blackboard displays, group representative speeches, etc., let as many students as possible participate in the class, so that they can experience that the Chinese class is no longer a teacher's "lecture hall", but a student's "schoolroom", so that every student can participate in the class. Students participate, and everyone has the opportunity to show off and be the real master of the classroom.
It is said that Chinese language class is a regretful art. My personal problems in this competition are:
First, I have poor time control. The first link was too loose, but the later time was tight. The judges' seat reminder time was up, and the students were still showing on the blackboard. There was no time for the students to evaluate the slogans about "environmental protection" they showed, and the teacher's summary ended in a hurry.
Second, the atmosphere of the group discussion was not ideal. The discussion was not lively enough. When I assigned the questions, the instructions were not clear enough and many students did not understand them very well (in the second group discussion, some students confused the reasons for the disappearance of Lop Nur with the underlying causes of these tragedies. I was not able to do so in time. Provide guidance so that the answers to the two questions are the same when students present later).
Thirdly, personal language charm needs to be improved. Throughout the class, there were fewer encouraging words (such as a affirmative look, an encouraging word, a smile, etc.). My speaking speed and tone still need more practice. Personal emotions will change depending on the student's reaction. In the future, we need more experience and continuous avoidance.
This competition class allowed me to further understand the concept of "Guisheng Classroom" and make better use of the three magic weapons of "Guisheng Classroom". At the same time, I also realized some of my shortcomings. After realizing the problem, we have the goal of working hard in the future: slowly approach, enter, and have a good "Guisheng Classroom".