" careless boat borrows an arrow " it is the ministry makes up edition Chinese the text of a con that 5 grade leave the 2nd unit, it is a basis our country is famous and classic novel " historical novel of the Three Kingdoms " the 46th in answering, concern " careless boat borrows an arrow " the clue adapts. The education key of this text is: Hold figure figure characteristic, repeat reason victim wants content, arouse a student to read the interest of origianl work. In education, I have the following way:
《草船借箭》是部编版语文五年级下册第二单元的一篇精读课文，是根据我国著名古典小说《三国演义》第四十六回中有关“草船借箭”的情节改写的。这篇课文的教学重点是：把握人物形象特点，复述故事主要内容，激发学生阅读原著的兴趣。在教学中，我有以下几点做法：
1. Buckle closely " borrow " the word writes a composition, comb story content.
1。紧扣“借”字，梳理故事内容。
Story with " borrow " for masterstroke, told about Zhu Geliang to be held to Cao with coup " borrow " the course of the arrow, highlighted Zhu Geliang's resourceful. In education, I guide a student to collect a task above all " careless boat borrows an arrow " medium keyword " borrow " the word has doubt, the student raised all sorts of questions. Arrange the student's issue again for 3 main problems: Why should borrow an arrow? How to borrow an arrow? Borrow the result of the arrow? Namely the origin of the story, course, result. The student finds relevant content in the text according to the order of origin, course, result, differentiate the article 3 parts. Collect crucial information from which again, rise repeatedly say, preliminary the main content that held a text.
故事以“借”为主线，讲述了诸葛亮用妙计向曹操“借”箭的经过，突出了诸葛亮的足智多谋。教学中，我首先引导学生聚集课题“草船借箭”中的关键词“借”字进行质疑，学生提出了各种问题。再将学生的问题整理为三个主要问题：为何要借箭？如何借箭？借箭的结果？即故事的起因、经过、结果。学生按照起因、经过、结果的顺序在课文中找到相关内容，将文章划分成三个部分。再从中提取关键信息，连起来说一说，便初步把握了课文的主要内容。
2. Picture sketch map, assist repeat course.
2。画示意图，辅助复述经过。
The course that borrows an arrow is story key, also be the difficulty of repeat, to break through this one difficulty, I guide a student to will borrow the specific course of the arrow to appear with the means of sketch map, can divide to plan stage, set out borrow arrow, first time to get an arrow, get an arrow the 2nd times, borrow an arrow to return. The student manages clear the crucial information of every link, can have held to borrow the specific course of the arrow. If lend the staff that preparation needs before the arrow (every boat matchs more than 30 sergeant) with material (curtain of 20 flier, black cloth child, careless handle) ; Set out Lu Su invites when borrowing an arrow, with the rope shore of north of join boat, day leaves; Get the bow way when the arrow twice, enemy number; When borrowing an arrow to return shout express one's thanks to. The clew of sketch map, reduced the difficulty of repeat, undertake receiving dragon repeat between student group, interest is very high, most student can hold a key, pay close attention to detail, paper of the reoccupy when repeat folds a boat to undertake demonstrating, relatively complete, wonderful.
借箭的经过是故事重点，也是复述的难点，为了突破这一难点，我引导学生将借箭的具体经过以示意图的方式呈现，可分为准备阶段、出发借箭、第一次受箭、第二次受箭、借箭返回。学生理清每个环节的关键信息，便能把握好借箭的具体经过。如借箭前需准备的人员（每条船配三十多名军士）和材料（二十条快船、青布幔子、草把子）；出发借箭时邀请鲁肃、用绳索连接船、朝北岸开；两次受箭时的船头方向，敌军人数；借箭返回时的高喊致谢。示意图的提示，降低了复述的难度，学生小组间进行接龙复述，兴致很高，大多数学生能抓住重点，关注细节，复述时再用纸折小船进行演示，较为完整、精彩。
3. Catch crucial expressions, experience figure figure.
3。抓关键词句，感受人物形象。
Experience figure figure, especially the figure of Zhu Geliang, Zhou Yu, it is a key of this class education. In education, I guide a student to be able to reflect the crucial expressions of character characteristic with lay off of different symbol mark, article read experience, generalize person owner to want a characteristic in form again. The student makes a speech eagerly, communicate actively. I respect a student adequately, affirm them read an experience. But bright to Zhuge wonderful foresight, what the student basically pays close attention to still is him to weather accurate forecast. After knowing 3 days, he can have big fog early, just establish next military orders record that 100 thousand arrows reach inside 3 days, and before two days do not have activity, till the 3rd day 4 more just set out go borrowing an arrow. Accordingly, I guide dug of student focal point to reflect Zhu Geliang to know popular feeling sentence paragraph. Be like " cannot let nevertheless superintend and director knows. If he knew, my plan was over. " explain Zhu Geliang is early the dangerous intention that understood thoroughly Zhou Yu, also also expect at the same time decided Lu Su humanness is honest and tolerant, abide by acceptance; Be like again " Zhu Geliang is laughing to say: ' mist is so big, cao Cao scarcely dare be sent arms come out. We drink simply make merry, mist came loose to go back. ' " it is thus clear that he calculates allowed Cao Cao natural disposition is suspicious, won't dispatch troops boldly, ability dare approach stockaded village of Cao army water, beat a drum rouses a loud cry, stimulate archery of the other side. The wonderful foresight that student exclaim shines at Zhuge, right now, I lead the relevant old practice in origianl work is being read below student class again, be like " presenting a bold front to conceal a weak defence " " 7 capture Meng Huo " " Chibi of baked wheaten cake " etc, understand what Zhuge shines to devise clever strategies further, resourceful.
感受人物形象，特别是诸葛亮、周瑜的形象，是本课教学的一个重点。教学中，我引导学生用不同符号标划出能体现人物特点的关键词句，品读体会，再在表格中概括人物主要特点。学生踊跃发言，积极交流。我充分尊重学生，肯定他们的阅读体验。但对于诸葛亮的神机妙算，学生主要关注的还是他对于天气的准确预测。他早知道三天后会有大雾，才立下三天内交十万支箭的军令状，且前两天都没有动静，直到第三天四更才出发去借箭。因此，我便引导学生重点探究体现诸葛亮识人心的句段。如“不过不能让都督知道。他要是知道了，我的计划就完了。”说明诸葛亮早就洞悉了周瑜的险恶用心，同时也也料定了鲁肃为人忠厚，信守承诺；再如“诸葛亮笑着说：‘雾这么大，曹操一定不敢派兵出来。我们只管饮酒取乐，雾散了就回去。’”可见他算准了曹操生性多疑，不会冒然出兵，才敢逼近曹军水寨，擂鼓呐喊，激得对方射箭。学生惊叹于诸葛亮的神机妙算，此时，我再引导学生课下阅读原著中的相关故事，如“空城计”“七擒孟获”“火烧赤壁”等等，进一步了解诸葛亮的运筹帷幄，足智多谋。
Character: Zhu Geliang (-- )
人物：诸葛亮（——）
Disposition characteristic: Wonderful foresight, courage and insight is outstanding (know popular feeling of astronomy, knowledge)
性格特点：神机妙算、胆识过人（知天文、识人心）
Character: Zhou Yu ()
人物：周瑜（）
Disposition characteristic: Cherish envies, the intention is dangerous
性格特点：心怀妒忌、用心险恶
Character: Lu Su ()
人物：鲁肃（）
Disposition characteristic: Honest and tolerant simple minded, abide by acceptance
性格特点：忠厚老实、信守承诺
Character: Cao Cao (≈ ≈ )
人物：曹操（≈≈）
Disposition characteristic: Scrupulous, natural disposition is suspicious
性格特点：小心谨慎、生性多疑
4. Extend a data, arouse read origianl work interest.
4。拓展资料，激发阅读原著兴趣。
Education this class hour, I extended a large number of data. If drive class hour, why to meet to let a student understand Zhou Yu, Zhu Geliang collective and consultative military affairs, I am opposite " careless boat borrows an arrow " the setting that this one incident produces made simple introduction: Cao Cao, Sun Quan is lain between river confront each other, grandson, Liu Jue decides alliance, before so Liu Bei sends Zhu Geliang, toward Wu Jun camping ground assists beat back Cao Jun. When study lends an arrow the process, I broadcast careless boat to lend the video of the arrow part, let what the student shines to Zhuge devise clever strategies, have a well-thought-out plan had more intuitionistic knowledge. Guide what the student reads class hind to read a link, comparative origianl work and text are in the different point on expressive method, understanding is classic standard speech is more succinct. After learning a text, show origianl work the 46th times with big screen, chapter of brief introduction introduction answers the characteristic of body novel, before whole class is read jointly half, the student is read relatively smoothly, relaxed. Read " big mist hangs down Jiang Fu " when, suggest student, similar line is encountered when reading classic famous book, below the circumstance of the understanding that affecting story clue or figure figure, can jump over directly, aroused a student to read the confidence of origianl work greatly.
教学本课时，我拓展了大量资料。如开课时，为了让学生了解周瑜、诸葛亮为何会共同商议军事，我便对“草船借箭”这一事件发生的背景做了简单介绍：曹操、孙权隔江对峙，孙、刘决定联盟，所以刘备派诸葛亮前往吴军营地协助抗击曹军。学习借箭过程时，我播放草船借箭的视频片段，让学生对诸葛亮的运筹帷幄、胸有成竹有了更直观地认识。并引导学生阅读课后的阅读链接，对比原著与课文在表达方法上的不同之处，了解古典文学语言更为简练。学完课文后，用大屏出示原著第四十六回，简介介绍章回体小说的特点，全班共同阅读前半回，学生读得较为顺利、轻松。读到《大雾垂江赋》时，则建议学生，阅读古典名著时遇到类似的诗句，在不影响故事情节或人物形象的理解的情况下，可以直接跳过去，极大地激发了学生阅读原著的信心。
But the place that this class also has a lot of inadequacy, I tell class of full red-letter day morer still, let go insufficient, the student's communication is comprehended basically still is finished below pedagogic drawing; In addition, because additional data is more, bring about a student to read article time not quite sufficient, to a few keys expressions is tasted read insufficient development.
但这节课也有很多不足之处，整节课我讲得还是较多，放手不够，学生的交流感悟主要还是在教师的牵引下完成的；此外，由于补充资料较多，导致学生读文时间不够充分，对一些关键词句品读不够深入。