1. Textbook analysis:

"Peanuts" is a text in the fourth unit of the fifth grade volume of the People's Education Press. This intensive reading text focuses on a family's peanut harvest. Through the discussion of the benefits of peanuts, the story reveals peanuts' character of not seeking fame and being silently dedicated, explaining that people should be useful people and not just people who are decent but not good to others. It also expresses that the author is not interested in fame and fortune. , only seeking life ideals that are beneficial to society. This is a narrative prose, which is quite ingenious in its expression. Therefore, although the article is short, it gives people a clear and clear impression, allowing people to realize intriguing truths from ordinary things.

2. Teaching objectives:

1. Understand the profound sentences in the text, learn Peanut’s character of silent dedication without seeking fame, and understand that “people should be useful people, not Be a person who only cares about decency but does no good to others."

2. Have a preliminary understanding of the writing technique of using objects to describe people.

3. Important and difficult points in teaching:

Understand the value of peanuts from the outside to the inside, understand the profound meaning of father’s words praising peanuts, and experience the principles of life.

IV. Preliminary homework:

1. Read the text thoroughly, read the pronunciation of the characters correctly, read the sentences thoroughly, and do not fill in any words or miss any words.

2. Learn new words and characters in this lesson by yourself, and use the text or dictionary to understand the meaning of the words.

3. Write down any questions you don’t understand or have objections to.

4. Find relevant information by yourself according to the preview.

Teaching process:

1. Introduction of riddles to reveal the topic.

Show pictures of the growth process of peanuts to let students understand why they are called "groundnuts".

2. Check and preview:

1. Check the mastery of new words and correct the pronunciation when appropriate.

2. Check and read the text section by section, and summarize the method of summarizing the text.

3. Group cooperation and questioning.

1. Work in groups to solve problems encountered during preview.

2. Teachers sort out valuable issues based on students’ situations.

4. Read the key passages:

Based on the valuable problems identified by the students, teachers and students discuss and solve them together.

(1) Why does the text say "peaches, pomegranates, apples", and what is their relationship with "peanuts"?

A. Teachers and students discussed and concluded: The author wrote "peaches, pomegranates, apples" to compare with "peanuts".

B. Find the similarities between them:

Student: The similarity is that they are both delicious and good for us.

C. Read the text again and discuss their differences in groups:

The group leader speaks on behalf of the group, and the students add that their differences are:

D , Read out their differences by reading aloud. (Study reading and normal reading emphasize reading methods and re-reading aloud)

E. Through their differences, appreciate the value of peanuts.

Students: unknown, unpretentious, not showing off, not ostentatious, willing to be mediocre, humble

(2) Understand what my father said, "So you must be like a peanut. Although it does not look good, But it’s very useful.”

A. Teacher: It is precisely because peanuts have these valuable qualities that my father hopes that “we” will be such people.

B. Talk about what your father meant when he said this.

C. Discuss "My father is praising peanuts, does he want to belittle peaches, pomegranates, and apples?"

D. Understand the benefits of this contrasting writing method.

(3) Understand the author’s words: “People should be useful people, not people who only care about dignity but do no good to others.

A. Understand what "decent" means? (In a broad sense)

B. Should we be "respectable" in modern society?

C. Can we “just be decent”?

5. Summarize, deepen and sublimate the theme:

Connect with life and talk about who are the people around us who are good and useful to us?

6. Extracurricular extension, learn the writing method of "borrowing objects to metaphor people":

Teacher: The title is peanuts, but it is actually writing about people. We call this writing technique borrowing objects to metaphor people ( Blackboard writing), in order to help students better understand this writing method, the teacher recommends reading "Peanuts" by Lao She, "Praise to the Poplar" by Mao Dun, "The Style of Pine Trees" by Tao Zhu, and "The Theory of Love and Lotus" by Zhou Dunyi.

Teaching reflection:

"Peanuts" is a philosophical text that uses objects to describe people. Its characteristics are: connecting objects to people, borrowing objects to reason, and prioritizing. Clear, detailed and focused, etc. The full text is written around "planting peanuts - harvesting peanuts - eating peanuts - discussing peanuts - learning peanuts", with the emphasis on the "discussing peanuts" part.

When designing this class, first of all, I boldly made a bold choice of teaching materials, taking these few sentences my father said as a breakthrough for learning the text, and deeply understanding the meaning of my father's words, so as to grasp the text. Key paragraphs, in-depth understanding of the text content, and appreciation of the thoughts and feelings of the full text. Secondly, in order to break through the teaching difficulties of this course, I asked students to boldly question and think and solve problems from multiple angles and aspects, in order to cultivate students' opposite-sex thinking. Finally, I guided the students to connect what they saw, heard, and felt in life, to connect Peanut’s character with the principles of life, and to understand the author’s writing intention.

1. Give students the right to learn freely:

When teaching the lesson "Peanuts", I guided the students to preview the text in advance and collect relevant information. When giving feedback in class, I found that through my own method, students found a lot of information. While increasing their knowledge, they also mobilized their enthusiasm and initiative for learning.

2. Collaborative inquiry, giving students a stage to show themselves:

Chinese teaching should not replace students’ reading practice with teacher’s analysis, but should always adhere to “people-oriented” education. View, be good at stimulating students' interest in learning, create a free, pleasant and harmonious practical atmosphere, give students a stage to fully display themselves, encourage students to practice boldly, read more, move more, think more, speak more, listen more, and stretch their lives to the fullest vitality.

In teaching the lesson "Peanuts", I guided the students to read the text by themselves from the first reading to understand the main content, to the intensive reading of the text, understanding what the father said, and feeling the "emotion" expressed in the text. Work in groups and participate in learning and practical activities in the form of communication and reporting. Especially when it comes to guiding students to understand the two passages spoken by their father, although their father's words are simple and unpretentious, they contain a profound principle of life. When teaching, I don't explain too much about analysis. Instead, I let students communicate in groups first, and then conduct collective communication in groups. Practice has proved that students can find out the different characteristics of peanuts and three fruits according to learning requirements in cooperative learning, and realize that peanuts are unknown, contribute silently, and do not show off their beautiful character.

3. Boldly question and provide students with an environment for inquiry and learning

In teaching, teachers must always have "students in mind and subjects in mind", respect students, especially "respect students A unique experience in the learning process.” Only by allowing students to express themselves and encouraging students to express themselves can we liberate students' personalities and allow students to learn independently.

In the teaching of "Peanuts", any questions raised by students are solved by themselves. During the process of solving the problem, the students expressed their opinions. Although their opinions were different, no matter which opinions were expressed, they were expressed from the heart. This kind of classroom discussion highlights the dominant position of students. Students dare to explore and speak out, their thinking is extremely active, and their personalities can develop harmoniously.

IV. Method extension:

The "Chinese Curriculum Standards" point out that "the rich humanistic connotation of Chinese courses has a profound impact on students' spiritual fields" and "the influence of Chinese should be paid attention to." effect". Therefore, after the teaching, I arranged for the students to read several articles that use objects as metaphors to understand this method of explanation again.

In short, through the study of this class, I truly realized what Suhomlinsky said: "Only when the emotional blood flows happily in the living body of knowledge, knowledge can Touching people's spiritual world." That is to say, only by generating the inner emotional factor of "wanting to learn" in students' minds can the enthusiasm for learning be stimulated. Therefore, our Chinese language classroom should be open and dynamic, and full of emotions. However, during the teaching process, due to insufficient grasp of the teaching materials, tension and other reasons, some problems have arisen, such as: the teacher's language is not expressive, and the students are not guided enough to read, etc. I hope all leaders and teachers can provide valuable opinions.