What are the problems in primary school Chinese online class teaching?
There were the following problems in the online Chinese class in primary schools: 1. ** Student's interest shift **: Due to the increase in students 'contact with electronic devices due to online classes, some students' interest in learning turned to playing mobile phones when there was a lack of supervision. There was a phenomenon of people chatting and playing games after class. 2. ** The teaching system is not strong **: The content of the online teaching is very variable. Some teachers talk nonsense when teaching, and there is a lack of subject characteristics and systems. As a result, students enter the next knowledge point before they fully master a knowledge point, and there is a gap in knowledge mastery. 3. ** Ineffective classroom teaching **: There was a time limit for online language classes in primary schools. If students interacted frequently with each other, the students would not be able to provide timely feedback. The teacher would also waste a lot of time by taking attendance, resulting in the lack of content in the class. If they focused on explanations, they would fall into the "full house" mode, which would be uninteresting and difficult to capture the students 'hearts, reducing the efficiency of the class. 4. ** Poor classroom supervision **: Teachers are busy completing their teaching tasks and have no time to take care of the students 'movements. Students have weak self-control and low concentration. Chatting, sending emojis, drinking water, eating, and so on will occur in class. 5. ** Missing online teaching and research **: Under the situation of " suspension of classes and non-stop learning ", every teacher was busy with their own live broadcast, lectures, grading homework, and preparing the next day's teaching content. There was no online teaching and research, and they fought on their own. Read more exciting novels for free
Primary school Chinese online class teaching method
The following are some primary school language online teaching methods: 1. ** Pre-reading: Parents should do a good job of preparing their children's texts. This will help their children keep up with the pace of online classes. Teachers could carefully design students 'self-study task lists to avoid being the same. They could make innovation according to the teaching content and style-based characteristics. For example, when learning ancient poetry, one could design a task list for reading poetry and painting, so that students could present their understanding of poetry with simple strokes and explain the reasons for painting. When learning texts related to insects, students could imitate the memos of their favorite insects in "Insects" to enhance their interest in previewing. 2. ** In terms of classroom teaching **: - [Question Guidance and Interactions]: Teachers can let students send their questions and puzzlement during self-study to themselves through private chat, and then organize them into multiple-choice questions. During the live broadcast, they will first solve the common problems, and then interact with the children to complete these multiple-choice questions. Students who complete the questions will be given an electronic certificate after class, which can ensure the teaching effect. - ** Exquisite lecture and more practice **: In the limited classroom time, the teacher should be able to exquisitely lecture and practice more to improve the teaching efficiency. - ** Points System **: Use the classroom points system to stimulate students 'interest in learning. 3. ** After-class development **: We must pay attention to after-class development and extension. Because the reading volume of primary school students is relatively high, it is impossible to meet it only with teaching materials. Therefore, we must guide students to do a lot of extra-cursory reading. There were some ways to conduct reading classes without taking up teaching time, such as recommending good books as homework, holding an activity called " I'm a Reading Reviewer " at the class meeting, and letting parents and children write feedback together. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the aspects of teaching routines in primary school Chinese class?
The teaching routines of primary school Chinese class mainly had the following aspects: 1. ** Introduction Stage **: - ** Introduction of topics **: Start the class with a small topic related to the course, arouse the students 'interest and motivate them to answer actively. For example, introduce the course about animals by guessing riddles. After class, you can assign homework for students to find related animal riddles to share next time. - ** Multi-media import **: Although real multi-media equipment cannot be used during the trial lecture, the examiner can use imagination and description to bring the examiner into the scene. For example, by describing the scene drawn by the examiner, the content of the lesson can be introduced. After the lesson, the student can draw similar scenes and share them next time. - ** Scenery Introduction **: Use language descriptions to create an immersive feeling, such as imitating the buzzing of bees and depicting the scene of a botanical garden to introduce the lesson about bees. After class, students can talk about what they saw in the zoo. - ** Review Introduction **: Guide according to the content of the previous lesson. If you are not clear about the content of the previous lesson, you can make up relevant content to introduce the content of this lesson. After class, you can assign homework for students to describe the characteristics of the content of this lesson. 2. ** Trial lecture segment **: - ** Clear teaching goals **: Including knowledge and skill goals (such as learning to recognize Chinese characters), process and method goals (such as using pictures to stimulate learning interest), emotional attitude and values goals (such as learning to love small animals, cherish food, etc.). - ** Decide on the key and difficult points of teaching **: Decide on the key points of teaching (such as learning the content of the article) and the difficult points of teaching (such as recognizing specific Chinese characters). - ** Choose teaching method **: For example, lecture method, question method, discussion method, activity method, etc. - ** Planning the teaching process **: It includes the introduction of new lessons, the teaching of new lessons, the practice of consolidating the lessons, the summary of the lessons, and the assignment of homework. 3. ** Summing-up segment **: Summing up and asking questions about what you have learned in this lesson, such as what you have learned about bees, what Chinese characters you have learned, etc. 4. ** Defense segment **: When answering the teacher's questions, you can use a certain routine, such as first expressing your own point of view, then explaining the specific method, and finally giving additional explanations. 5. Thank you segment: politely thank the teachers, turn around to wipe the blackboard, then slowly open the door, go out, and gently close the door. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary School Chinese Teaching Video
From the information given, he could only find an elementary school Chinese teaching video example of the first grade version of the Four Seasons. In the video, the teacher guided the students to learn the content of the text through questions. For example, when explaining each season, the students were asked to answer the representative things of the corresponding season, lead the students to read aloud, and let the students imitate the actions to read aloud. The teacher also explained to the students the rhetorical techniques such as personification, and finally guided the students to imitate the text. However, overall, there were very few video resources for primary school Chinese teaching, and they could not provide more primary school Chinese teaching videos of different types and contents. The novel " Flower in the Heart " is equally exciting. Everyone is welcome to click and read it!
What are the problems in the core of primary school mathematics teaching?
The core of primary school mathematics teaching included the following aspects: 1. ** Core content **: - The core content has three basic characteristics: the similarity of the nature of the subject, the commonality of the way of thinking (learning), and the similarity of the teaching design ideas. For example, in the calculation of numbers, the meaning of the operations such as integral division, decimals division, and fraction division were all related to factors. They were essentially number operations, and the relationship between numbers was similar. They could permeate each other in teaching. After knowing the core content, one had to be able to find the core concept. For example, in the big unit of understanding numbers, the unit of counting was the core concept. The understanding of different ranges of numbers revolved around the unit of counting, and the understanding of numbers within 10 was the basic seed class. 2. ** Core accomplishment **: - ** Mathematical Perception (Number Sense)**: For example, in the teaching of calculation, the ability to directly observe the data and explain the process of thinking is the embodiment of the cultivation of number sense. - Symbol Awareness: Cultivate the understanding and application of various mathematical symbols in mathematics learning. - [Spatial Concept: Cultivate the ability to understand the shape, size, and position of spatial objects.] - [** Geometric-oriented **: Use geometric figures to understand mathematical knowledge and other related qualities.] - ** Concept of data analysis **: Cultivate the ability to analyze data in the study of statistics and other content. - ** Calculation ability **: Through addition, multiplication, division and other calculation teaching, continuously improve the accuracy and speed of calculation. - [Reasoning ability: For example, deducing the answer from the existing calculation results or addition relationships when calculating the deduction. This is the cultivation of reasoning ability.] - ** Model Thinking **: For example, construct the knowledge of numbers into a model around the unit of counting. - ** Awareness **: - ** Pay attention to the use of information technology **: Use information technology for teaching, including the use of multi-media teaching in the classroom and the establishment of groups to share mathematics learning materials through the network platform outside the classroom, in order to improve students 'information awareness. This is also part of the application awareness. - ** Connecting teaching to the students 'real life **: Combining teaching content with real life. For example, in the division calculation teaching, the relationship between the Chinese teacher's age and the daughter's age is used to create questions, so that the students can apply their mathematical knowledge to the actual situation. - ** Awareness of innovation **: Guide students to use different ways of thinking to solve mathematical problems in teaching and cultivate their ability to be innovative. 3. ** Teaching Method Core **: - In teaching, knowledge should not be separated from each other. The mathematical knowledge fields (number and algebra, graph and geometry, statistics and probability, synthesis and practice) should be connected to form structured knowledge and then transformed into students 'cognitive structure. Moreover, the core content of the subject should be the main line, and the teaching should be guided by the cultivation of students 'core qualities. At the same time, the teacher must be able to grasp all the teaching contents of volumes 1 - 12 and coordinate the combination. - When cultivating students 'core qualities, they should create complex problem situations to guide students to think and solve complex life problems independently, so as to improve their ability to solve and discover problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary School Chinese Ancient Poetry Teaching Problems and Strategy Research Thesis Selection
The following are some thesis topics about the problems and strategies of teaching ancient poetry in primary school: ** 1. Teaching Methods ** 1. " Research on the optimization strategy of reading methods in the teaching of ancient poetry in primary school Chinese." It could explore the problems of insufficient reading guidance, such as formalization and lack of emotional input. It could also study how to improve the reading methods, such as rhythm control and emotional substitution, to improve the teaching effect. 2. " Exploration of the application of the situation teaching method in the teaching of ancient poetry in primary school language ": In view of the lack of situation comprehension guidance, research on how to construct an effective situation, such as the use of multi-media, role-playing, etc., to help students deeply understand the artistic conception of ancient poetry. ** 2. Teaching subjects ** 1. " The Impact of Teachers 'Quality on the Teaching of Ancient Chinese Poetry in Primary Schools and the Strategy to Increase It ": From the perspective of the uneven quality of teachers, this paper analyzed the impact on the quality of teaching and discussed the strategy to improve the quality of teachers' ancient poetry. 2. " Research on the adjustment of the teaching strategy of ancient poetry in primary school language based on students 'cognitive ability ": Due to the limited cognitive ability of students, the research on how to adjust the teaching strategy according to the cognitive characteristics of students of different ages to make the teaching of ancient poetry more in line with the students' acceptance ability. ** 3. Teaching objectives ** 1. " From Examination-oriented to Accomplishment: A Study on the Change and Strategy of the Teaching Target of Ancient Chinese Poetry in Primary Schools ": In view of the current problems in the teaching of ancient poetry under the exam-oriented education, it explored how to change the teaching target from simple memorization to cultivating students 'literary accomplishment and aesthetic ability. 2. " Research on the Strategy of Cultivating Students 'Comprehensive Learning Ability in the Teaching of Ancient Chinese Poetry in Primary Schools ": Research on how to cultivate students' comprehensive learning ability in the teaching of ancient poetry, such as independent translation, artistic conception understanding, emotional experience, and so on. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Do we need to use class materials in primary school Chinese teaching?
Coursewares were a useful teaching tool in primary school language teaching, but they were not necessary. On the one hand, there were many advantages to the course. For example, it could integrate text, pictures, audio, video, and other elements to create a more vivid and intuitive learning situation for students. For example, when teaching a text describing natural scenery, you can show the relevant landscape pictures or videos through the class to help students better understand the content of the text. When teaching ancient poetry, with the audio of classical music, students can experience the artistic conception of poetry more deeply. At the same time, the coursewares could also organize and present the teaching content in an orderly manner, which would help teachers better plan the teaching process and improve teaching efficiency. On the other hand, traditional teaching methods could achieve good teaching results even without the use of coursewares. Teachers could use their own explanations, writing on the blackboard, guiding students to read textbooks, and organizing classroom discussions to help students master Chinese knowledge and skills. For example, through the teacher's vivid description and body language, the scenes and stories in the text could also be presented to the students. The well-designed blackboard writing could also sort out the key content and structure of the text. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Reflection on the Teaching Design of Chinese Reading Class in Sixth Grade Primary School
The following is an example of a sixth-grade primary school Chinese reading class teaching design: ** 1. Teaching objectives ** 1. ** Knowledge and Skill Target ** - Students can accurately read and write unfamiliar words in the text. - Read the text fluently and emotionally, able to summarize the main content of the article. - Master the specific expression techniques in the text, such as rhetorical techniques, description methods, etc. 2. ** Course, Method, and Target ** - Through independent reading and group discussion, the students 'ability to analyze the structure of the article and understand the content of the article will be improved. - Cultivate the students 'habit of making comments and concluding their reading experiences. 3. ** Emotions, attitudes, values, goals ** - Students should be guided to experience the feelings conveyed by the article, such as yearning for beautiful things, praise for certain qualities, etc., so that students can be emotionally influenced. ** 2. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - Understand the core content and theme of the article. - Master the reading, writing, and usage of key new words. - Guide the students to learn the expression skills in the text and be able to use them easily. 2. ** Teaching Difficulties ** - He wanted to understand the deeper meaning and emotions of the article, especially the implicit parts. - Cultivate the students 'independent inquiry and cooperative learning ability, so that students can actively participate in various activities in the reading class. ** 3. Teaching Method ** 1. Teaching method: used to explain new words, background knowledge, reading methods, and other basic knowledge. 2. Self-learning method: Arrange for students to read the text independently and make preliminary understanding and annotations. 3. Group cooperation method: organize students to discuss the key issues in the article, such as the theme, character image, etc., to promote the exchange of ideas between students. 4. Situation Teaching Method: Create corresponding situations according to the content of the text to help students better understand the emotions and artistic conception in the text. ** 4. Teaching process ** 1. ** import (5 minutes)** - Use questions, stories, or pictures related to the topic of the text to arouse the students 'interest and lead them into the new lesson. For example, if the text is about describing nature, you can first show some beautiful natural scenery pictures, ask the students how they feel, and then lead to the text. 2. ** First Reading of the Text (10 minutes)** - The students were required to read the text aloud and understand the pronunciation and sentences. - The teacher checked the reading of the new words and explained and corrected the words that were easy to make mistakes. 3. ** intensive reading (20 minutes)** - The teacher asked some leading questions, such as "What is the main thing about the article?" "What are the characteristics of the protagonist in the novel?" Wait, let the students read the text again with the questions and make comments. - The students were organized to have a group discussion. Each group expressed their views on the problem, and then the group representative reported to the class. - On the basis of the students 'discussion, the teacher explained the structure, expression techniques, and theme of the article in depth to guide the students to understand the text in depth. 4. ** Extension (10 minutes)** - Let the students talk about their understanding and feelings about the content of the text in their own lives. For example, if the text was about friendship, students could share their friendship stories. - To recommend relevant reading materials, such as other works of the same author or articles with similar topics, to broaden the students 'reading horizons. 5. ** Summing up and homework assignment (5 minutes)** - The teacher summarized the content of the lesson, emphasizing the key knowledge and learning methods. - For example, the written homework could be for students to write a post-reading review, and the oral homework could be for students to go home and read the text to their parents and share their reading gains. ** Teaching Reflection ** 1. ** Success ** - The variety of teaching methods helps to stimulate students 'interest in learning. For example, the group cooperation method allowed the students to inspire each other in the discussion, improving their thinking ability and expression ability. - In the teaching process, we pay attention to guiding the students to study independently. For example, when reading the text, we let the students solve the new words and understand the content of the article independently, which cultivates the students 'independent inquiry ability. 2. ** Inadequacies ** - There might be some problems with time control. For example, during the group discussion session, sometimes the students would overdo it because of the heated discussion, resulting in a rush for the subsequent expansion and extension sessions. - They did not pay enough attention to the students with learning difficulties, and their participation in group discussions might not be high. In the future, they needed to strengthen the guidance and guidance for these students. - There was still room for improvement in the depth of the teaching content. Some deep-seated emotions and thoughts might not guide the students to fully understand them. In the future teaching design, the design of teaching questions needed to be further optimized to better guide the students to explore the content of the article. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Teaching Method of Chinese Fables in Primary School
The following are some of the teaching methods for primary school Chinese fables: 1. ** In terms of scenario creation ** - ** Interesting import **: Use music, animation, and other media means to introduce interesting designs to stimulate students 'interest in learning. For example, when teaching " Waiting for Hare by a Tree ", he could play videos of excellent textbook dramas to attract the students 'attention. - ** Humorous Reading **: The teacher will choose a humorous, humorous, or exaggerated tone to read according to the character's personality and language characteristics. For example, when teaching "Wolf and Sheep", he used a strange tone to read the wolf's words and exaggerated the lamb's words to let the students quickly enter the text situation. - ** Mock performance **: After the students have familiarized themselves with the text, the teacher will create a situation for the text and let the students freely combine the characters to perform. For example, when teaching "Fox Borrowing Tiger's Might", let the students imagine the actions, expressions, and language of the fox and tiger and perform them. In the performance, they would understand the meaning of the text. 2. ** In terms of understanding the meaning ** - [Question Perception]: Some fable questions are a high-level summary of the content. If you understand the meaning of the question, you will be able to roughly perceive the meaning. For example, when teaching 'Self-contradiction', he could start from the topic to guide the students to understand the meaning. - ** Grasp the beginning and end **: Some fables will hint at the beginning or have argumentative sentences at the end. The teacher will guide the students to find these key sentences and read them aloud. For example, the discussion at the end of the poem could be used to help students understand the meaning. - ** Connecting Reality **: Comparing the characters or events in the fable with the people and events in reality. For example, when teaching "Self-contradiction", students were asked to exchange self-contradictory examples in their lives and discuss how to avoid them, so as to understand the meaning. 3. ** Other teaching methods ** - Word Comprehension: Students will be asked to understand the word by linking the context or looking up the dictionary. For example, the word " death " in " Better late ". Students will be guided to understand the difference between the meaning of the word in the text and the modern meaning, and then master the philosophy of the story. - ** Story telling and discussion **: Teachers can inspire students to tell stories in their own language, or they can start discussions about the stories. For example, when learning " Better late ", the students were asked to perform the dialogue by role, deepen the memory of the content and clarify the plot. They could also assume similar situations to let the students think about how to deal with it. - ** Guide the students to think from different angles **: Guide the students to think about fables from different angles and cultivate their ability to think critically. For example, for " The Fox Borrowing the Tiger's Might," he guided the students to reinterpret it from the standpoint of the fox, to discover novelty from the derogatory terms, such as " borrowing power," and to guide the students to think from the perspective of the tiger. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary School Chinese Teaching Plan for Grade 4
The following is an example of a fourth-grade primary school language teaching plan blog: ** Title: Primary School Chinese Teaching Plan for Grade 4: Helping Students to Cultivate Chinese ** The fourth grade was a critical period in primary school. There needed to be a systematic plan in language teaching to improve the comprehensive quality of students. ** 1. Academic Analysis ** The fourth-year students were active and had distinct personalities. Some students were interested in learning and had strong initiative. However, there were still some problems. Some students lacked discipline, were not good at listening to other people's opinions, had poor teamwork, and had a weak sense of teamwork. Moreover, the students 'language foundation was uneven. Some students had poor learning habits and their grades needed to be improved. This required attention to all students in the teaching process, especially to strengthen the guidance of students with poor learning foundation. ** 2. Analysis of Teaching Materials ** This volume of teaching materials is organized into units by topic. There are a total of 27 texts, divided into 8 units. These units covered natural landscape, thinking and questioning, observation and discovery, fairy tales, colorful life, childhood events, patriotic aspirations, historical stories, and other rich content. The unit integration of the teaching materials was relatively high. For example, the introduction of each unit pointed out the topic, the lesson examples included intensive reading and skimming texts, and there were connecting words to assist in learning. The Chinese Garden included a number of fixed columns to assist in language ability training, etc. At the same time, compared to the previous version, the new version of the textbook had a deep adjustment in terms of units and texts, and many new texts were selected. ** 3. Teaching objectives ** 1. In terms of reading and writing, - Students were required to recognize 200 words and develop the habit of actively reading. 2. reading ability - Able to use Mandarin to read the text correctly, fluently and emotionally. - To understand the key words and expressions of the text, to grasp the main content of the article, to understand the thoughts and feelings, and to retell the narrative text. 3. In terms of oral communication, - Listen carefully during the conversation, develop the habit of consulting and discussing with others, and grasp the main content of the conversation. ** IV. Teaching measures ** 1. To address the differences in students 'foundations - For students with a weak foundation in learning, more one-on-one tutoring was provided. Layered teaching tasks were designed in the classroom so that students of different levels could gain something. 2. Cultivation of reading ability - Guide the students to think deeply and analyze the key words and sentences when reading the text. Skimming the text allowed the students to use the methods they had learned from the intensive reading of the text to read on their own. Students were encouraged to do a lot of extra-cursory reading after class to broaden their knowledge. 3. oral communication and cooperation - Create more opportunities for communication and discussion in class, organize group activities, and enhance students 'teamwork and oral expression skills. ** 5. Teaching schedule ** Stage 1 (1 - 4 weeks) - Complete the first two units of text teaching, including teaching new words, text analysis, classroom discussion, etc. - Arrange a small oral communication exercise every week to let the students share their life experiences or insights into the content of the text. Stage 2 (5 - 8 weeks) - The content of units 3 - 4 focused on improving the students 'reading ability. For example, by analyzing the characters in mythological stories, the students could improve their understanding of the text. - Each unit would have an essay class where students would practice writing according to the theme of the unit, such as describing a scene in a mythical story. Stage 3 (weeks 9 - 12) - Teaching units 5 - 6, in the colorful life and childhood memories unit, guide the students to connect with their own experiences and strengthen their resonance with the text. - The students would be tested in stages to check their mastery of the knowledge they had learned in the past and review the weak points. Stage Four (weeks 13 - 16) - Carry out units 7 - 8 teaching, stimulate students 'patriotic feelings and interest in history and culture through patriotic aspirations and historical stories. - To organize comprehensive learning activities, such as textbook plays, to improve the students 'ability to apply Chinese knowledge. Stage Five (weeks 17 - 20) - A comprehensive review of the whole book, including new words, key texts, writing points, etc. - Arrange mock exercises for the final exam to help students familiarize themselves with the format and pace of the exam, and to check for gaps. Through the above teaching plan, I hope to lay a solid foundation for the students 'language learning in the key stage of the fourth grade, and improve their comprehensive quality of language. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The beautiful micro-class teaching plan for primary school Chinese that spans a hundred years
The following is a lesson plan for "Beauty Across a Hundred Years": ##1. Teaching objectives 1. ** Knowledge and Skills ** - Students learned 12 new words such as "Ai, Lun" and correctly wrote words such as "smelting, dissolving, settling, analyzing, retiring, fatigue, honor, title, milestone, lively voice, and fruitful". - Able to read the text correctly, fluently, and emotionally, and recite the parts that you like. 2. ** Method and process ** - He felt the author's way of expression and the beauty of the language in the article. 3. ** Emotions, attitudes and values ** - Understanding the content of the text, experiencing the profound sentences in the text, feeling the outstanding quality of thinking reflected in Madame Curie's scientific research, and experiencing the deep meaning of "beauty". ##2. Difficulties in Teaching 1. ** Teaching Focus ** - Understanding the content of the text, experiencing the profound sentences in the text, feeling the outstanding quality of thinking reflected in Madame Curie's scientific research, and experiencing the deep meaning of "beauty". 2. ** Teaching Difficulties ** - He felt the author's way of expression and the beauty of the language in the article. ##3. Teaching Method The combination of reading and thinking. ##4. Teaching preparation 1. The teacher would prepare a textbook about Madame Curie's words, pictures, information, new words, new words, and key sentences. 2. Students were encouraged to access relevant information through various channels. ##5. Class schedule 2 lessons. ##6. Teaching process ###(I) First Class 1. ** Introduction to a new lesson, approaching Madame Curie ** - Play the multi-media class and watch the video of Madame Curie's speech. - Ask the students if they know who the lady in the picture is (Madame Curie). - Students were invited to share their impressions of Madame Curie after collecting information before class. 2. ** Writing an outline of an exercise, trying to write Madame Curie ** - Guide the students to think about what to write about Madame Curie and how to write it. Let the students quickly come up with ideas. ###(2) Second Class 1. ** Check the preparation status ** - Show 15 words (Pierre, Roentgen, Becquerel, Radium, Polinium, Acid, Alkaline, Radiation, etc.) for the students to read correctly. - Ask the students what these words have in common, and guide the students to use one or a few words of "solemnity, indifference, fortitude, tenacity, persistence, title, reputation, honor" to praise Madame Curie. 2. ** Feel the beauty of your appearance and the change in your face ** - A contrasting sentence was presented, such as "Mary Curie wore a long black dress, and her fair and dignified face showed a determined and indifferent expression... seeing through the future." "While her work was effective, the laser beams were silently eroding her body…She was weak." He guided the students to think about how Madame Curie's beauty could surpass a hundred years if the beauty of her face could not surpass a hundred years. 3. ** Read the inner beauty and understand the profound meaning of "beauty spanning a hundred years"** - Grasping the key words and reading the sentence,"In order to extract pure radium, the Curies got... a little burn marks", he felt the hardships of Madam Curie's work. - He guided the students to experience "beauty" from keywords such as "pot by pot, abandoned, dilapidated shed, all day long, smoky fire, little burn marks". For example, in the case of "one pot, one pot", he introduced that at that time, one pot could only smelt about 20 kilograms of slag, and it took tens of thousands of refinements to obtain radium. He asked the students to share their feelings or what they wanted to say to Madame Curie. - For the "abandoned""broken shed," the students were guided to imagine the difficulties that might be encountered in smelting under the conditions of cold wind howling, scorching sun, sudden rainstorm, and strong wind. - By explaining the meaning of the word "smoke"("Bo" represents fire, and the top represents the flame in the chimney."Qian" is the appearance of rising smoke), let the students imagine "what would happen if I smoke you a thousand times", and then create a situation. Let the students use the sentence "Although... Madame Curie still... refines radium" to describe the real scene at that time, and guide the students to read it with emotion. - Ask the students how long it took from the discovery of radium to the final extraction of radium to further deepen their understanding of Madame Curie's hard work. In the whole teaching process, micro-class information teaching methods could also be used. For example, in the introduction part, the micro-class could be used to display related documentaries or pictures of Madame Curie to enhance the students 'visual experience and stimulate their interest in learning. In the difficult part of the text, the micro-class could play relevant video materials or animation explanations to help students better understand abstract concepts or unimaginable scenes and improve classroom teaching efficiency. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>