The first volume of primary school Chinese is better than the last.
Chinese in the first grade of primary school 1. Let's talk about textbooks first.
This paper introduces the characteristics of six kinds of animal tails in the form of three questions and three answers, with six vivid illustrations. The language of the text is catchy, concise and easy to understand, and full of children's interest.
This paper consists of four parts, divided into two classes. According to the requirements of "Chinese New Curriculum Standard" for junior high school reading teaching, as well as the main intention of this group of text training and the reality of students, I have determined the teaching goal of the first class.
Knowledge goal: to know the new word 12 and understand the characteristics of animal tails.
Ability goal: be able to read correctly and fluently, and learn to read questions.
Emotional goal: to stimulate students' interest in learning Chinese characters and observing the tail characteristics of other animals.
Second, talk about the key points and difficulties in teaching.
The teaching focus of this lesson is to know the new word 12 and read the text correctly and fluently. The difficulty in teaching is to read the questions in the text well.
Three. Oral English teaching methods and learning methods
Students are naturally fond of small animals and feel magical and fresh about their tails. I mainly use situational teaching method, intuitive teaching method, hierarchical teaching method and reading instead of saying in teaching. Starting from students' interests, we should effectively use the principle of perception, respect and appreciate students, take emotion as the basis, take the training of "reading" as the main line, pay attention to guiding students' personalized reading, and cultivate students' innovative consciousness and ability. Guide students to actively participate in the whole process, and realize since the enlightenment's self-satisfaction in participation, thus activating classroom teaching and improving students' Chinese literacy.
In order to fully embody "student-centered", according to the requirements of the new curriculum standard, I mainly guide students to learn the text through the learning methods of watching, listening, comparing, reading and cooperating.
Under the guidance of the new curriculum standard "reading-oriented, promoting teaching by reading" and "advocating independent cooperation and inquiry learning", I designed the following teaching procedures.
Fourth, talk about the teaching process
Step one: stimulate interest and learn new words.
Interest is the power to stimulate and promote students' learning and the golden key to develop children's intelligence. In view of this, I designed this lead-in: children, let's play a game, shall we? Please observe the teacher's movements carefully, listen to the voice and guess which animal it is. See who can guess quickly and accurately. This stimulates students' multiple senses, arouses students' emotional resonance, and mobilizes students' learning enthusiasm.
At this time, the students were full of interest, so I immediately made a beautiful courseware for students to read some new words about animals. I will ask them: Can you still name these animals? Identify it in the group first. Then let individual students read, then read with pinyin and pictures, remove the pictures and drive the train to read, and finally remove pinyin. In this way, the teaching is carried out in layers, which reduces the difficulty. New words appear repeatedly in various forms, which strengthens the impression in students' minds.
Then I changed the subject: You know what? These cute little animals are going to hold an interesting competition today and invite us to be judges. Would you like to? Judges, what do you want to know most now? This introduction will inevitably arouse students' thinking, and then lead to the topic of "comparing the tail". Students read these three new words and check them out. According to students' psychological characteristics, create situations to introduce topics and stimulate students' thirst for knowledge. Guiding students to read in a specific language environment has enhanced students' interest and confidence in literacy.
Step 2: Read the text with interest and get familiar with it.
The new curriculum standard points out: "Reading teaching is a dialogue process among students, teachers and texts". Only when students enter the text and have a strong interest in what they have learned, and change passive learning into active learning, can they have their own unique feelings and experiences. Therefore, I let the students be judges and integrate into the text situation: judges, please observe the animal's tail carefully, and the teacher will test you! Then ask the students to comment on the animal's tail. This design not only mobilizes their enthusiasm, but also cultivates students' ability to observe things.
With the above observation and practice, it is not difficult for students to read the text well. Next, I arranged an interesting reading: please choose a partner freely and read the text after asking me. Let them do actions while reading, then read rhythmically in pairs, draw some new words for students to read in a competition, and then put them in sentences to check their reading. Let students participate in the evaluation in the process of reading. Correct, fair and encouraging evaluation and suggestions among students can arouse students' learning enthusiasm. Different reading forms make all students receive reading training. Students should read, enjoy reading, and feel and understand in reading. The new curriculum standard points out the humanity of Chinese subject, which requires us to cherish students' personal experience in classroom teaching and actively advocate equal dialogue between teachers and students. The courseware shows "I can read well", and students can choose to read by themselves, focusing on guiding problem reading and ignoring the word "tail". Teachers can demonstrate reading and compete with students. The process of teacher-student interaction is the main way to carry out Chinese classroom teaching and improve the effectiveness of classroom teaching. Teachers' active participation in students' learning can bring great encouragement to students. At the same time, it also shows the dialogue process among students, teachers and texts, so that students can acquire the ability of autonomous learning unconsciously and learn to learn.
Step 3: Play the game of "finding the tail".
Psychological research shows that junior students have very limited time to concentrate in class. At this time, I arranged a game of "finding the tail". When I opened the courseware, I pretended to be surprised and said, "Look, these playful little animals lost their tails, and now they can't find their tails. Can you help them find their tails, smart? " A picture of an animal with a messy tail appeared on the screen, which attracted the attention of the students. The new curriculum standard requires that Chinese courses must make full use of children's life experience and the characteristics of Chinese learning. Students work in groups to exchange the characteristics of these animal tails and make the right choice according to their own experience. Then look at the blackboard and speak in the sentence pattern of "xx's tail xxx". Through the presentation of visual courseware and students' hands-on operation, students' interest is high and they can master knowledge actively, actively, easily and effectively in practice.
The fourth step: knowledge expansion.
Follow the idea that Chinese teaching should be open, expand appropriately in the classroom, cultivate students' interest in observing things and science, and realize the integration of Chinese with other disciplines. I asked the students: Who knows what their tails are for? It not only expands the knowledge, but also exercises the students' oral ability, which can be described as killing two birds with one stone.
Step 5: Assign homework.
In terms of homework assignment, in order to meet the requirements of students at different levels and reflect their individual differences, I have designed two exercises, which students can choose according to their preferences and abilities:
1, tell mom and dad what animal tails are like.
2. What other animals' tails do you know? Tell them to see who talks too much.
Five, say blackboard writing design
Good blackboard writing is the epitome of bilateral activities between teachers and students in classroom teaching. My blackboard writing is closely related to the theme and combined with pictures and texts. The blackboard is in the center, surrounded by colorful pictures of six kinds of animal tails, and each picture is painted with a question mark. This not only shows the content of the text, but also helps students practice oral English.
The first volume of primary school Chinese is better than the last. 2 I. Oral teaching materials
(A) the nature of teaching materials
"The end of the pen" is a text in the first volume of the primary school Chinese textbook. Animals are their closest friends in the eyes of children. The children's song "Comparing Tails" captures the characteristics of the tails of various small animals, and takes the form of comparison as the main line, fully mobilizing the enthusiasm of children for learning and exploration. The text introduces the characteristics of six kinds of animal tails in the form of three questions and three answers, and is accompanied by six vivid illustrations. The catchy, concise and interesting language of the text can not only arouse children's desire to read aloud, but also arouse their interest in observing small animals. The full text consists of four nursery rhymes, the first section corresponds to the second section and the third section corresponds to the fourth section. The two groups of children's songs have the same structure and are composed of simple question-and-answer forms. The basic form is: ask and answer. According to the psychological characteristics of first-year students, combined with the new curriculum concept and the characteristics of teaching materials, I set the teaching objectives for the first class:
(B) Teaching objectives
Knowledge and ability:
1, know the new word 12, write the words "cloud" and "male", know the apostrophe of strokes, and know the two radicals of "eight" and "bird".
2. Understand the characteristics of animal tails.
3. Be able to read the text correctly and fluently, and learn how to read questions.
Process and method:
1, encourage students to use their existing literacy experience, follow the text and adopt various means to consolidate new words.
2. Create a teaching situation so that students can master the content of this lesson and stimulate their love for animals.
Emotional attitude and values: stimulate students' feelings of loving animals and cultivate their interest in inquiry.
(C) Teaching focus and difficulties
Teaching emphasis: literacy, writing and reading aloud.
Teaching difficulty: read the questions in the text well.
Teaching preparation
Six kinds of animal pictures, new word cards and animal name cards.
Second, oral teaching methods
Chinese learning is a perceptual learning process. According to the curiosity, fun and active nature of first-year students and the teaching objectives of textbooks, I mainly adopt the following teaching methods:
1, create situational method. The first-year students' classroom routine is very poor. They are fidgeting, fidgeting and inattentive. How to attract students' attention is the key to classroom teaching. I introduced it in the form of games that children like, which led to the topic of "comparing tails". From the beginning, I took advantage of primary school students' closeness to animals and curiosity about the tail contest in fairy tales, and adopted the role of the lion king in the forest kingdom to let them enter the situation quickly, thus stimulating students' desire to learn new lessons, making them willing to accept the invitation of the lion king and be a small referee to help small animals compete with tails. At this time, it is emphasized that the students themselves are the masters, so that they can find out the small animals participating in the competition in the first reading text.
2. Decentralized literacy. In view of the fact that most of the words required to know in this class appear in the names of animals, after stimulating students' interest in literacy, students are encouraged to read in their favorite way, and some new words can be read by articles. In this way, literacy in a specific context reduces the difficulty of literacy and makes the boring literacy teaching lively and interesting.
3. Reading comprehension method. The new curriculum standard emphasizes that reading should highlight students' feelings. The whole class interspersed with various forms of reading activities to guide students to break through difficulties and read the questions in the text well. By designing various forms of reading aloud, students' interest in reading can be stimulated, and children can unconsciously love small animals in various forms of reading.
Third, theoretical study.
In the process of learning, the learning methods used by students mainly include:
1, independent cooperative query mode. The new Chinese curriculum standard points out that students are the main body of learning and development, and Chinese teaching should stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. So, after teaching the first and second sections, I asked the children to teach themselves the third and fourth sections in groups. When reading aloud, I let the children cooperate with the teacher to read aloud, then let the children find their own good friends to read aloud, and finally read aloud to each other at the same table, and then let the children evaluate the reading of classmates and teachers, so that the children can gain experience in cooperation, find problems and promote each other.
2. Read, speak and write. When reading the text for the first time, students can read the correct pronunciation and understand the text with the help of pinyin. When understanding the text, we use various reading forms, such as: deskmate, you ask me to answer, boys and girls read, teachers and students ask and answer. Pay attention to reading guidance and read the tone of the questions in teaching. Tell me about the tails of other animals you have seen. Write two new words in this lesson.
Fourth, talk about the teaching process
This lesson is divided into six parts.
(1) Wonderful games to reveal the topic.
Before class, I played a warm-up game with the children. Let's see who is faster. Touch your face, touch your nose, touch your legs, touch your stomach, touch your tail. "Ha ha ha!" The children are making noise. Do you have a tail? (no! Do you know who has a tail? (small animals. ) Small animals are happy with tails! Today, they will compare their tails in the forest kingdom. I also invited the children in our class to be referees!
2. Write the title on the blackboard and read the title together.
(B) overall perception, learning new words
1, read the text by yourself, circle the names of the participating animals and read it several times.
2. Show pictures of animals and let children say hello to small animals.
3. Show the cards with animal names, and let the students remember the new words.
(3) Explore and break through difficulties in reading.
1, the difficulty of text teaching is to read the questions well. Sections 1, 2 and 3, 4 in this paper have the same structure. I will focus on guiding 1, paragraph 2, and complete it through the following steps.
The first step: the old teacher reads, guides the discovery of the characteristics of animal tails, and reads at random; Step 2: Guide the students to read the questions well, and then let them practice reading freely; Step 3: Read the text in various forms.
2, the use of methods, autonomous learning
Learn the third and fourth sections, and learn the third and fourth sections by learning 1 and 2. Read aloud first, then experience, which embodies the learning method of the attached middle school.
3, interesting reading, feeling and understanding
Look at the pictures and read the text. Ask and answer questions at the same table. Find a partner to read freely.
(4) Summarize the full text.
(E) Writing teaching
Focus on the writing of apostrophes.
(6) Practice homework and expand.
1. Tell me about the tails of other animals you have seen? Say it. Show some small animals and let the students imitate the text.
2. After class, ask the children to understand the role of animal tails.
The first volume of primary school Chinese is better than the last. 3 I. teaching material analysis:
"Required Reading" is the tenth lesson of the first volume of the compulsory education standard experimental textbook "Chinese". It is a children's song full of childlike interest. The text grasps the characteristics of the tails of various small animals, introduces the characteristics of monkeys, rabbits, squirrels, cocks, ducks and peacocks to children in the form of dialogue, and stimulates students' interest in learning.
Second, the teaching objectives:
According to the requirements of "New Chinese Curriculum Standard" for junior high school reading teaching, as well as the main intention of this group of text training and students' reality, I have determined the teaching goal of this class: 1, the knowledge goal: to know 12 new words and two radicals "eight birds". Learn to write "clouds" and learn new strokes "apostrophes". 2. Ability goal: read the text correctly and fluently, and learn to read the questions aloud. 3. Emotional goal: to understand the characteristics of some small animals' tails and stimulate the feelings of loving small animals.
Teaching emphasis: literacy, writing and reading texts correctly and fluently.
Teaching difficulty: read the questions well.
Third, the analysis of learning situation:
In the eyes of children, small animals are their closest friends. They are naturally fond of small animals, and they are even more novel and fresh about strange animal tails, which lays a good foundation for the teaching of this course. First-year students, who have just entered the school, have poor self-control, immature expression ability and poor language ability. So don't teach rigidly in class, but design flexible and novel activities to stimulate the desire to learn. In teaching, the game "judging animals" runs through the whole classroom, allowing students to study purposefully and enhance classroom interest.
Fourth, the teaching philosophy:
Chinese teaching in lower grades mainly focuses on literacy, writing and reading aloud to cultivate reading ability. Therefore, according to the characteristics of junior students, I started from students' interest in learning, and effectively used the perception principle to stimulate their enthusiasm for learning by displaying animal pictures and various games. Respect and appreciate students in class. Based on emotion, with the training of "reading" as the main line, we should pay attention to guiding students to fully abuse themselves, read aloud and read? Let students read and understand texts and words, so as to achieve since the enlightenment's self-satisfaction, thus activating classroom teaching and improving students' Chinese literacy.
In view of the fact that students like games, I created a small animal evaluation link in the animal kingdom, which made students interested in this class from the beginning. In the process of literacy teaching, I mainly adopt various forms of reading and recognition, so that students can learn to teach themselves. At the same time, a "guess" game is designed to let students play with middle school, so as to consolidate the recognition and reading of the new word 12.
The difficulty in teaching this lesson is to read the questions well. In teaching, I first read the text by demonstration, so that students can initially perceive the content of the text, and then let students imitate reading to understand the reading methods of the questions. When students make clear the new words through various forms of word recognition, I will guide students to understand the problem and understand the reading method of the problem, and finally achieve the goal of reading the problem well.
In order to make the situation of "judging small animals" run through, at the end, I designed to add tails to animals that have run away from their tails, talk about the role of animal tails, and talk about the results of competitions, so that students can regard themselves as the masters of learning and have a strong interest and desire in learning.
Verb (abbreviation of verb) teaching process;
First, stimulate the introduction of interest and reveal the topic. Interest is the power to stimulate and promote students' learning and the golden key to open the door of children's wisdom. In view of this, I designed this introduction: Students, do you like small animals? What small animals do you like? What are their tails like? It is very lively in the zoo today. The little animals are going to hold a special competition-Biwei. Invite everyone to attend. Do you want to go? Let's go and see how they compare! Encourage students to judge animals with tails, so as to introduce new lessons and lead to the topic of "comparing tails". Emphasize "Ba" and read softly. Let students read in a specific language environment to enhance their interest and confidence in literacy.
Second, the initial perception and recognition of new words. Show pictures of six kinds of small animals and ask the students to tell which small animals took part in the competition. At this time, the main content of the teacher's blackboard writing. Then encourage students to talk about "the characteristics of the tails of these small animals in your eyes" to cultivate students' observation ability and language expression ability. With the above observation and practice, it is not difficult for students to ask for the text. In order to give full play to the teacher's demonstration reading function, I first demonstrate reading the text, so that students can initially perceive the content of the text, and then arrange for students to read the text freely and circle the new words. When students master new words, they should check their mastery of new words. There are various forms of reading: naming reading, leading reading, catching a train, drawing and reading? Let all the students be in reading training. Let him talk about how to remember these words. At the same time, teaching new radicals "Ba" and "Bird" can achieve the goal of literacy.
Third, read sentiment and deepen understanding. At the beginning of this link, fully mobilize the enthusiasm of students to read and encourage them to say, "What the children said just now was really good. Now the teacher puts the baby with new words in the text. Please read the text again in the beautiful voice of lark. " First, let them practice reading aloud, then read aloud by name, and read aloud in pairs. Let the students comment. Guide students to understand the text structure: ask three questions and answer three questions, know how to read the questions and read them well. Cultivate reading ability through reading by teachers and students.
Fourth, expand training and divergent thinking. Show pictures of "reading and painting" after class, and draw six animals that have lost their tails.
Tail? Stimulate students' interest and arouse their enthusiasm. After students draw the tails of their favorite animals, further guide them to talk about the role of animal tails, so as to achieve the purpose of training oral expression skills in connection with life.
Sixth, summarize this lesson and assign homework. Today, the students took part in the tail-comparing activities of small animals and learned about the shape and characteristics of animal tails, but do you know the role of animal ears? Please find more information about the tail function of these animals after class and communicate with your classmates next class, ok?
In short, in teaching activities, I adopt the teaching methods that students like, flexibly design the teaching content, encourage students to become the masters of learning, and cultivate self-study ability and oral expression ability, so as to achieve the teaching purpose of integrating word recognition, literacy, writing and reading training.
The first volume of primary school Chinese is better than the last. 4 I. Oral teaching materials
In the eyes of children, small animals are their closest friends. This lesson introduces the characteristics of six kinds of animal tails in the form of three questions and three answers, accompanied by six slowly vivid illustrations. The catchy, concise and interesting language of the text can arouse students' desire to read aloud and interest in observing the tail characteristics of other animals.
Second, talk about teaching objectives
1, know 12 new words, and can write 3 new words. Know the apostrophe of 1 stroke, and know two radical Chinese characters and bird-shaped edges.
2. Read the text correctly and fluently and recite the text. Read the tone of the question.
3. Understand the characteristics of some animal tails.
Third, talk about the difficulties in teaching.
The teaching emphasis of this class is literacy, writing and reading aloud.
The difficulty in teaching is to read stable questions well.
Fourth, the teaching method of speaking.
Small animals are the favorite of primary school students, so students must be very interested in learning, but how to design them to improve learning efficiency is a difficult point. Students are the masters of the classroom. In the teaching design, I set up various teaching scenes closely related to students' life, fully stimulate students' interest in learning, and let students study in music schools, thus implementing teaching objectives and improving classroom efficiency.
Verb (abbreviation of verb) and learning methods
Let students become the masters of the classroom, let students read, speak, read and write in the game, and give full play to students' subjective initiative.
Six, said the preparation of teaching AIDS
1. Courseware: scene pictures of animals appearing in the text, words and phrases involved in new words in the text, pictures of cows, horses and swallows, and "clouds" of Tian Zige.
2. Prepare the projection equipment.
3. Pictures and endings of six animals in the text.
Seven, talk about the teaching process.
1, scene introduction, knowing "monkey, pine, mouse, male, duck, bi, tail, ba", knowing the prefix of the radical and the edge of the bird.
2. Read the text, read the pronunciation correctly, read the sentences, and pay attention to guiding the reading of the questions. Understanding "short, hard, flat and most" with essays.
3. Consolidate literacy: know all kinds of new words.
4. Read the text again, understand the meaning of the text, complete the blackboard mapping and recite the text.
5. Expand application: observe and talk about the characteristics of the tails of cattle, horses and swallows.
6. Learn to write the word "cloud" and compare and evaluate it.
The first volume of primary school Chinese is better than the last. 5. Speaking of teaching materials:
"The end of the pen" is the text of Unit 3, Book 1 of Chinese in primary schools. Animals are children's closest friends. This paper introduces the characteristics of six kinds of animal tails through the dialogue of three questions and three answers, and is accompanied by six vivid illustrations. The full text is catchy, concise and full of children's interest, which can arouse students' desire to read aloud and interest in observing the tail characteristics of other animals. In teaching, I start from students' interests, take emotion as the basis, take "reading" training as the main line, pay attention to guiding students' personalized reading, and cultivate students' innovative consciousness and ability. Guide students to actively participate in the whole process, and realize since the enlightenment's self-satisfaction in participation, thus activating classroom teaching and improving students' Chinese literacy.
Second, tell the teaching objectives:
1, know 7 new words.
2. Read the text correctly and fluently. Read the tone of the question.
3. Understand the characteristics of animal tails in this lesson.
Third, pay attention to teaching: learn the text and read aloud.
Fourth, talk about teaching difficulties: read the questions in the book and understand the characteristics of animal tails.
V. Express design concepts and ideas:
(A) the situation runs through the whole teaching process.
Creating teaching situations can not only enliven the classroom atmosphere, stimulate students' interest in learning, but also cultivate students' thinking ability and spatial imagination. When introducing the topic, I created a dialogue before class: solve riddles on the lanterns. Let the children take part in the guessing game and lead the small animals to have a tail-to-tail competition. This not only introduces the topic, but also promotes the creation and development of the following links.
(B) literacy with words, reducing the difficulty of literacy.
For the seven new words in this lesson, I didn't concentrate on literacy, but scattered in various language environments. When students read topics, texts and answers, the camera guides students to read in a specific language environment, which reduces the difficulty and makes the boring literacy teaching lively and interesting.
(C) pay attention to the cultivation of students' oral ability
Oral ability can cultivate students' good thinking and prepare for cultivating students' good writing ability in the future. In teaching, I asked the students to talk about the small animals that came to participate in the competition. Let the students say the names of sentences and cultivate their oral ability.
(4) Guide students to read fully.
The whole class interspersed with various forms of reading activities to guide students to break through difficulties and read the questions in the text well. Let students use their brains and hands more, and mobilize multiple senses to participate in the learning process, so as to realize real independent practice and improve the effectiveness of Chinese classroom.