? Interpreting text is the basic skill of Chinese teachers, teachers' understanding and cognition of textbooks, and teachers' exploration and choice of the teaching value of texts. Therefore, interpreting text determines how teachers build a bridge between textbooks and students, how teachers make good use of this example to teach Chinese, and how teachers use 40 minutes to construct their own Chinese ideas. Therefore, interpreting textbooks is the first step for teachers to complete classroom teaching.

? When teaching "Traveling in the Cow's Belly", on the basis of studying the textbook repeatedly, I focused on three teaching objectives after class:

1. Read the text in different roles, feel the mood when Qingtou and Hongtou talk, and read the corresponding tone.

2. Where can you see that Qingtou and Hongtou are "very good friends"? Read the full text silently and find at least three places to explain.

The trip of Red Head is really breathtaking. Draw the travel route of the red head in the cow's belly, and then tell the story to others.

Teaching plan. Having determined this teaching goal, my interpretation of the text will start with several fragments of the article that reflect "friendship":

(A) 8- 12 paragraph of the text

? This part is the experience that the red head was caught in the mouth by a cow. Start the plot with the anxiety and worry of Qingtou and the dialogue between Qingtou and Hongtou. I read aloud sentence by sentence to experience the friendship between the red head and the green head. Every time I produce a sentence, I contact the prompt and create a situation to bring the students into the tense situation at that time and let them read the tone of the speaker at that time. Such as reading "Help! Help! " In a word, the situation is created: "The red head is hiding intently, and suddenly the cow is caught in his mouth with the grass, and he is scared and shouts instinctively", "The teeth of the cow's Sen will be ground at any time, and he will be so scared that he will yell", "If he doesn't ask for help, he may be swallowed, and he will shout even more loudly", which will awaken the students' emotions and bring them into the situation at that time. Another example is "Where are you?" A word. First throw out the question "Qingtou, did you hear the shouts of Hongtou?" What is the mood at this time? " Then show Qingtou's words, "Where are you?" Then create a situation "you are playing hide and seek, and suddenly you hear the red head calling for help. How anxious and worried you are!" In this way, students' emotions become more and more involved in reading again and again. They walk into the text and the hearts of the characters. Their emotions are abundant and they have a certain sense of role. Then show the sentences of the dialogue and read them by name and role, and push the emotion to a new height again.

(B) the text 13- 15 natural paragraph

? After the students communicated, the teacher asked, "What's the danger of jumping on the cow's back? Scared? Why do you still do this? " Through a series of questioning, the story is pushed to a climax, and the students' emotions are also pushed to a climax. Then show the dialogue between two crickets, and let the students read in different roles. Read, comment and guide. Let the students realize that the red head is afraid to be sad and desperate in reading, while the green head has been encouraging, comforting and helping.

(C) 16-20 paragraph of the text

Here, we focus on understanding "Ceng" and expanding the words of "Thank you ……" in this sentence, so that students can have a deeper understanding of the friendship between Qingtou and Hongtou.

(4) Read the dialogues in the 8-20 paragraphs in different roles.

Finally, read the dialogue at the same table and explore: what kind of trip is this? From the adventure of travel to the power of friendship and love, so as to put the teaching objectives into practice.

? In fact, this interpretation takes reading as a foothold, so that students can understand the mood of the characters and feel the theme of "friendship" through reading. In the actual classroom teaching, the expected effect has not been achieved. Secondly, in grasping the main line, there is a feeling of being released and confiscated, and students' understanding and cognition are not further advanced. For example, if the teacher can make a summary after reading the first clip, when a friend is in danger, Qingtou will try to help Hongtou regardless of his own danger. This is the true friendship, and the heartfelt worry is anxious. This is the true good friend, and the emotional line of the text will be more real and profound.

In the future, in teaching, we should think more and have more dialogue with the text, so that the focus will not be biased.