How to write a reading lesson plan for the teaching theory of Chinese subjects

Reading-oriented must ensure the subjectivity of students. In the classroom, it is necessary to fully arrange the time and space for students' independent learning, so that students can read books earnestly: perceive the whole in reading, feel something in reading, cultivate a sense of language in reading, and be emotionally edified and enjoy beauty in reading.

Students should take the initiative to read and consciously read books, read pictures when they should read pictures, read feelings when they should read feelings, read opinions when they should read opinions, and read methods when they should read methods.

Reading out feelings, tasting tastes, understanding effects, learning the law, activating thinking, and finally forming independent reading ability. Taking the text "Simon Leopard" as an example, the story portrays the image of an ancient magistrate who does good things and practical things for the common people, and praises Simon Leopard's quality of opposing superstition and respecting science. When teaching, the teacher should be student-centered, let the students read every sentence of Simon Leopard repeatedly, and experience the tone, expression and rhythm of Simon Leopard's speech, as well as the words he did not say.

For example, Simon Leopard's words to the witch are relatively slow, and the tone is neither refutable nor very polite. On the contrary, in order to protect the girl, he used the three "no" words "no, not beautiful, and not satisfied", which was sonorous and powerful. Later, he used a "trouble" to ask the witch to send a letter to Hebo, and his tone suddenly became much more polite.

In the teaching of texts, students need to read aloud with emotion, role-play, positive thinking, and savoring through repeated recitation, in order to appreciate the subtle differences and deep meanings, rather than the teacher directly instilling knowledge and learning knowledge.

Right

The course standard clearly points out that the whole book should be regarded as an important organic part of the teaching material, and the cultivation of the reading interest habit of the whole book should be used as the basis for allowing students to construct different types of reading experiences.

The selection of other learning task groups should also take into account the whole book. This is a literal generalization, more and less, primary and secondary, how to take into account? How does it work? Carefully study the specific requirements of the curriculum standards for each learning task group, which is the main premise.

Obviously, the reading objectives of the whole book should also meet the requirements of the school section, and when doing the teaching design of the whole book reading, the teaching objectives should be set from these aspects. The following are the requirements for the second period (only key words are crawled for the convenience of expression).

Next, there are three levels of learning task groups, which are divided into learning content and teaching prompts.

According to the characteristics of the academic reputation, the arrangement of the learning task group can be emphasized. Although the whole book learning task group belongs to the extended type, the scope of reading also includes literary reading, practical reading, and critical reading, and the learning content and teaching tips in the developmental learning task group are also applicable to the whole book reading, but the proportion is different, according to the set teaching objectives for association and reference, with the whole book reading learning task group objectives as the mainstay, at the same time, taking into account other learning task groups.