The first volume of grade two, Chinese handout, 1 oral teaching material.
"Dayu Harnessing Water" is the sixth unit lesson 15 of the first volume of the second grade of primary school Chinese published by Jiangsu Education Publishing House. This paper mainly describes the process of Dayu's water control, so that students can feel Dayu's selfless dedication and give up the noble quality of family for everyone.
The full text is divided into four natural paragraphs. The first paragraph reads: the danger of flood. The second paragraph reads: How did Dayu control water? The third paragraph reads: the story of Dayu who can't enter the door. The fourth paragraph reads: Dayu managed water and became a hero that has been told through the ages.
On teaching objectives
According to the requirements of the new curriculum standards and the characteristics of junior two students, the learning objectives of the first class are as follows:
1, read the text correctly and fluently, and try to read the text with emotion.
2. Be able to read and write 10 new words in this lesson, know two polyphonic words, and know 1 radicals.
3. Understanding the content of the text, I feel that Dayu is a hero who benefited the people in the ancient legends of China.
On the Importance and Difficulty of Teaching
According to the characteristics of the first class, I have established the following teaching priorities and difficulties:
1. Read the text correctly and fluently.
2. Feel the selfless dedication of Dayu.
Talk about learning.
Ancient legends interest students, but it is difficult to establish a heroic image in students' minds, which is the limitation of the times. To this end, I strive to let the great image of "Dayu" be established in the hearts of students in the first class. What should I do? Using multimedia, students are required to remember the name of "Dayu" from the beginning, and the illustrations in the book are used as the background of the slides, so that the image of Dayu is deeply rooted in students' hearts.
Talking about teaching methods
In this course, we try to use the following teaching methods: multimedia teaching method, group discussion method, competition method and so on. In a word, I want students to learn new knowledge and cultivate their sentiments in an atmosphere of relaxed competition.
On the Teaching Process
First, import
1, (shown in the picture) Who are you? Tell you, he is the name of a hero in ancient China. ("Dayu" is on the blackboard) Do you know what he did through preview? (Write "Water Control" on the blackboard)
2. Look at the topic together. What do you want to know? You can communicate at the same table. (Camera Blackboard: Why? Was the batter out? What was the result? )
Intention: use images to lead in, attract students' attention, and finish the questions naturally at the same time. Learning to question is a learning method to teach students, and strive to make sure that what students want to know is exactly what teachers want to teach.
Second, reading the text for the first time
(a) Read the text by yourself
Requirements: Spell new words carefully, read the text several times and read difficult sentences several times.
Intention: When students have questions, they can't wait to find the answers. At this time, letting them study by themselves meets this demand. At the same time, the self-abuse text is also cultivating students' self-study ability.
(2) Eliminate "obstacles"
1, read the words in the book and put them together.
2. Show me the new word card, and the little teacher read it.
3. Shout out the word in one breath. (Read together, read by train)
Intention: You can master new words flexibly. Students can read them all at once, by name, by train and by teacher. The form is rich, students are interested, learning is not boring, and the natural effect is good.
Third, the reading contest.
1, teacher-student arena (read one sentence respectively. )
Next, the teacher will be the referee. Let's have a big competition between boys and girls to see whether girls or boys in our class read better.
Intention: Let students read the text smoothly in the form of competition.
Fourth, solve the problem.
Now, have you worked out the problem on the blackboard? There are answers in the text. Look for them and draw relevant sentences with "—".
Intention: Students' questions are not formal. This link requires students to find answers in the text, not only to read books, but also to learn the ability to sort out answers.
Fifth, do exercises and write.
Look at these words, what do you want to remind others? (The camera writes these words)
Intention: Students don't like writing. Before writing, let them move and do writing exercises. Moving one's fingers also mobilized students' enthusiasm for writing. Remind students to write correctly when writing in red, so that students can develop good study habits. Finally, show the students' homework and encourage other students to continue to write well.
The first volume of the second grade Chinese lecture notes 2, hello teachers.
The content of my speech today is "The Stone of Huangshan Mountain", mainly from five aspects: teaching materials, learning situation, objectives, teaching design process and teaching process.
textbook
This lesson is the second lesson of Shanshi Huang, the experimental teaching material of compulsory education curriculum reform in Henan Province. This is a short story about the scenery. This lesson is illustrated with pictures and pictures, which vividly introduces the interesting rocks in Huangshan Scenic Area, which is well-known at home and abroad. The language of the text is vivid, descriptive and interesting, which shows the magic and greatness of nature.
The full text has six natural paragraphs. The first natural paragraph of the text first introduces the geographical location of Huangshan Scenic Area, summarizes the beautiful and magical scenery of Huangshan Scenic Area, and points out that the strange rocks in Huangshan Mountain are very interesting. The second to fifth natural paragraphs specifically describe four kinds of representative strange stones, such as "Xiantao Stone", "Monkey Watching the Sea", "Fairy Leading the Way" and "Golden Rooster Calling Heaven", and describe the fun of Huangshan strange stones. This part is the focus of the text, but also the focus of teaching. The sixth paragraph changed its mouth and introduced several unique stones. The ending basis not only explains a large number of strange stones in Huangshan Mountain, but also helps to stimulate students' thinking and imagination.
The words firmly grasp the word "strange" and vividly describe the lifeless stone with vivid language, giving people a feeling of being vividly portrayed. All kinds of grotesque stones are vivid and interesting in the author's pen, which makes people yearn for Huangshan Mountain. Between the lines, the article contains the author's praise for the beautiful scenery of Huangshan Mountain.
Talk about learning.
According to the survey, none of my classmates have been to Huangshan Mountain, nor have they seen the strange stones in various shapes. Students lack direct experience of Huangshan Mountain. Therefore, before class, students are mobilized to collect relevant information in various ways to narrow the distance between textbooks and students, and at the same time, students are guided to read out their feelings loudly, boldly imagine and experience the magic of Huangshan strange stones, thus inspiring students to love Huangshan and the motherland. So one of the key points of this course is to cultivate students' creative thinking.
Say the goal
Knowledge goal: learn to read the text silently and understand the content of the text. Can write the word "steep"
Ability goal: combine the content of the text with your own imagination, and selectively talk about the strange stones of Huangshan Mountain.
Emotional goal: to experience the vividness and interest of Huangshan stone, and to produce the desire to see Huangshan stone and the emotion of loving Huangshan mountain.
Teaching emphasis: Combining the content of the text with one's own imagination, selectively talking about the strange stones in Huangshan Mountain, and cultivating students' creative thinking.
Teaching difficulty: experience the vividness and interest of Huangshan strange stone.
On the process of instructional design
Taste the topic and understand the word "odd"
Interpreting the Text and Revealing the "Strange Stone"
Silent reading perception to find out "strange stone"
Intensive Reading and Appreciation of Strange Stone
Learn to write new words in a standardized way
Enrichment and accumulation of independent work
On the Teaching Process
First, taste the topic and understand the word "odd"
Question: Which word in the title best describes the characteristics of Huangshan Stone? What do you think "strange" means? Read the title again according to your understanding of strangeness.
Design intention: guide students to understand that the "strange stone" here is a rare special meaning by combining the topic of "Huangshan strange stone", because such "strange stone" is only available in Huangshan. At this time, the word "odd" attracted students, aroused their interest in learning, and laid a good emotional foundation for the study of this class.
Before class, the teacher collected all kinds of information about Huangshan Mountain and arranged it into pictures and words. For example, it can be divided into grotesque rocks, grotesque pines, sea of clouds, hot springs and the first strange mountain in the world.
Second, read the first paragraph to reveal the "strange stone"
Grasp the key words such as "well-known at home and abroad", "beautiful" and "special" in teaching, so that students can appreciate the beauty, strangeness and interest of Huangshan "strange stone", knowing that the following author will introduce and describe it. Students imagine in their minds how magical and interesting the Huangshan stone is, and stimulate their desire to learn actively.
Third, read silently and find out the "strange stone"
In teaching, let the students read the text silently, draw strange stones, tell them the strangest and most interesting stones, think about them and read out their feelings. The purpose is to cultivate students' reading habits and let them read actively, intently and happily. Choosing what you like to learn, reading in your favorite way, and reading out your favorite feelings have changed teachers' "compulsory" behavior and reflected students' autonomy in learning.
Fourth, read the text and appreciate the "strange stone"
1. Compare sentences and realize "strangeness"
Such as: Xiantao stone
Sentence 1: Let's say "Xiantao Stone". It fell from the sky like a big peach and landed on a stone plate at the top of the mountain. "
Say "Xiantao Stone" in the second sentence. It is like a big peach falling from the sky and placed on a stone plate at the top of the mountain. "
Show two sentences and ask the students to compare their differences. The students soon found that the first sentence had more words of "flying" and "falling" than the second sentence. So grasp these two words, let students imagine and realize that Xiantao stone can't fly. This peach-like boulder is still on the top of the mountain. We use the words "fly" and "fall" to describe it, making it static and dynamic, making this peach pit alive and giving it magical colors.
2. Grasp the key words and understand "strangeness"
Monkeys look at the sea
Grasping the words "hug, squat and look" in teaching, let students realize that these three words make the monkey come alive, and make this stone not only look like a monkey, but also look and behave like a monkey fascinated by the sea!
"Steep" and "rolling sea of clouds" are words that are difficult for students to understand. Therefore, play the video of steep mountain peaks to help students understand the meaning of the word steep. It is hard for people who have never been to Huangshan to imagine the sea of clouds. Play the video so that students can see the ups and downs of the sea of clouds with their own eyes and deeply understand the vastness and magnificence of the sea of clouds. At this time, let the students read it again, and the students will understand the strange landscape of "monkeys watching the sea" more deeply.
3. Expand imagination and realize "strangeness"
The immortal showed the way.
Ask the students to imagine what the gods look like and what they will say when they do actions. (Fingers up)
Another example: the golden rooster calls the sky.
When guiding students to understand "gold", think about what a shining rooster looks like. When understanding "barking", I asked: Can this chicken crow again? Imagine it craning its neck as if it were crowing on Tiandu Peak. At this time, a golden rooster crow echoing in the empty valley was skillfully introduced. The golden rooster announces the dawn is actually the author association. The use of courseware is to help students understand the author's feelings and trigger emotions.
4, teachers and students read together, deepen the "strange"
Read paragraphs 2-5. In the form of answers, appreciate how strange the strange stones in Huangshan Mountain are. Let's talk about Xiantao stone: students pick it up; There are also interesting monkeys watching the sea: students pick it up; It is more interesting for the gods to show the way; How about the famous golden rooster called heaven!
5. Divergent thinking and create "strangeness"
When learning the sixth paragraph, use the courseware to demonstrate intuitively, tell what the strange stone looks like in your imagination, and give it a name instead of a name. The purpose is to cultivate students' imagination and oral expression ability, where students' personality can be stretched and their inspiration can be released, and the Chinese classroom has really become a paradise for their imagination and creation.
Fifth, pay attention to writing and improve writing habits.
Literacy and writing are "important tasks" in junior middle school Chinese teaching. In this class, I arrange to learn the word "steep", which is a word with both left and right structures, which is conducive to the transfer and imitation of writing guidance, and can give more time back to students, so that students can talk less and practice more.
Six, independent selective operation:
Before class, the students collect pictures of Huangshan scenery. After class, the children introduce each other. The purpose of arranging this topic is to cultivate students' awareness of independent choice, and to encourage students to initially study and collect materials related to the text and enrich their accumulation. Inspire students to love Huangshan Mountain and the motherland.
Blackboard design:
2. Shanshi Huang
Xiantao stone flying down
The monkey looked at the sea and squatted down.
Finger extension of fairy guide station
The golden rooster crows at dawn and the sky crows.
(strange) (interesting)
Second-year Chinese handout manuscript Volume 1 3 I. Speaking of teaching materials:
There are many interesting things in space life, which is the intensive reading text of the first volume of the second grade of primary school Chinese in the new curriculum standard edition. This lesson introduces some novel and interesting knowledge about space life in simple and vivid language, and skillfully inserts the reason of "strangeness" in the third paragraph: "Because in the spaceship, water lost its weight." This is weightlessness, which is why sleeping, drinking, walking and bathing are all strange. These interesting things must be very attractive to students. Therefore, teachers can make full use of students' curiosity, guide them to read the text well, and let them receive language training while understanding some spatial knowledge.
According to the curriculum standards and the requirements of the study period, combined with the students' reality and after-class exercises, I have formulated the teaching objectives of this course:
1, know the new word 14. Can write eight words.
2. Read the text with emotion and read a novel and interesting tune.
3. Understand some common sense of space life and stimulate interest in new technologies.
Teaching emphases and difficulties:
1, know the new word 14. Can write eight words.
2. Read the text with emotion.
Learning aid preparation:
Information about space collected by students. Word cards and spaceship-shaped word cards.
Second, teaching methods and learning methods:
Guided by the new curriculum standards, people-oriented, focusing on the reality of students, the concept of "teacher-led, student-centered" runs through teaching. Make full use of the "examples" of the text in teaching, train students to read and write, use language on the basis of understanding and feeling, and even create language in speaking, reflecting instrumental characteristics; Teachers should respect students' unique experience and strive to create an equal and harmonious learning atmosphere, so that students want to learn and enjoy learning. It embodies the humanistic care for students. The use of wonderful videos in teaching has stimulated students' desire to explore, let them tell what they see, tell their findings from reading topics, ask questions, introduce astronauts with different forms of reading-group talk simulation, mobilize the whole class to participate, and talk about their feelings on the basis of full independent reading, so that students can truly become the masters of learning.
In terms of literacy, I let students read independently, and then present it in a sentence-word-word way, so that students can recognize it again, which reflects the hierarchy of literacy. Next, let the students take out their own word cards to test and read each other, especially in the form of Rubik's cube, to interact with teachers and students, read and write, and stimulate students' enthusiasm for learning. In reading comprehension, we put forward open questions, and let students read independently, simulate reading, introduce reading, show reading and a series of reading activities, interspersed with oral training from time to time, which really achieved the purpose of understanding the text, improving expression and using language. Curriculum standards require teachers to have a big view of Chinese and strive to improve students' Chinese literacy in an all-round way. After reading the article, the teacher guides the students according to their interest in learning and emotional basis, so that they can talk about their feelings of learning and stimulate their feelings of loving Chinese. Then let the students exchange the information they collected, which led to their love for the new network technology. Finally, students are encouraged to go online or go to the library to check the information again, which will expand the Chinese classroom to extracurricular activities and enter students' daily life.
Third, talk about the teaching process:
This lesson is divided into two sections.
In the first lesson,
First, situational import to stimulate interest:
1. Play beautiful pictures of space for students to watch.
Vivid and wonderful pictures can stimulate primary school students' interest, feel magic and produce yearning. )
2. What do you see? Students report freely.
Pay attention to cultivating students' expressive ability, and students can express the pictures they see in the form of language. Teachers respect their individual feelings, encourage and guide them to speak more completely and accurately, and stimulate their enthusiasm for speaking. )
3. Teacher's passion: In the vast universe, there are countless beautiful planets. They look very close, but in fact they are far apart. In the boundless space, there are endless mysteries hidden. What do you want to say when you see such beautiful pictures of space? Teacher: Yes, everyone wants to travel in space. Guess what life in space will be like?
After the students speak freely, the teacher introduces the topic: If you live in space, many things will become very strange and a little "weird". Today, we will learn a text related to space life. (Board issues)
Second, read the text for the first time and read it through:
1, let's watch the topic together. What did you find from this project? What else do you want to know?
Learning is expensive, and doubt promotes thinking. After students have the desire to learn, they can actively discover and explore, and through reading, they can stimulate their urgent desire to explore. )
2. Students read the text with questions. Words you don't know can be solved by pinyin, or help each other in groups.
The combination of autonomous literacy and group cooperation can improve students' cooperative ability and learning efficiency. )
3. Report reading: Take various forms, such as individual demonstration reading, group competition reading, guided reading, synchronous reading, etc., so that students can read smoothly.
Different forms of reading can give students more opportunities to show, satisfy the desire of low-level students to perform well and promote their active learning. )
Third, guide students to read:
1, students quickly find out the sentences containing new words and read them several times. The teacher will use the camera to show the relevant sentences, guide reading and read together, so that the pronunciation of teachers and students is the same.
2. Find out the words containing new words from the above sentences and remove the rest. Students can read new words.
3. Remove the remaining words above, leaving only new words, so that students can read and compose words freely.
(From sentence-word-word recognition and reading, according to different difficulties, reproduce new words many times at different levels, so that students can read after the text, which is not only a new teaching, but also a reproduction. In the process of reading, new words appear constantly and naturally become familiar words. )
4. Students take out their word cards and test each other.
The interaction between students makes the classroom present an equal and harmonious atmosphere, and the form of trial reading can stimulate students' desire to learn more. )
5. Cooperative reading between teachers and students: The teacher took out the word Rubik's cube, flipped it around at will, and the students read by train.
6. Students read the text again, reading fluently and fluently. Read aloud in chorus or in groups.
Teachers are the organizers and guides of students' learning, and also the collaborators of learning activities. Magic cube literacy and solitaire reading, which stimulate interest and puzzle, make boring literacy teaching full of vitality. Teacher-student interaction makes the classroom a paradise for students to learn. )
Fourth, cooperative learning, autonomous memory:
1. Students exchange their own methods of memorizing words in groups to see who has memorized the most words and the best method.
2. Students report and exchange, teachers participate appropriately, and give inspiration and guidance.
3. Group the new words according to "Read and Say".
Fully respect students, trust students, affirm students' individual experience, mobilize students to actively participate in learning by showing their talents, and let students enrich their literacy methods with their own unique perspectives.
Read the text again so as to understand the main idea.
1, thinking while reading, what have you read?
Guiding students to read with open questions, without binding or pulling students, is conducive to the flash and development of students' innovative thinking. )
2. Students are free to report, and the teacher writes on the blackboard: Sleep, drink water, walk and take a bath.
3. Students choose their favorite paragraph (or the whole article) and read it aloud.
The picture of autumn, the first volume of the second grade Chinese handout, is a short article describing the beautiful harvest of autumn in the first volume of the second grade Chinese textbook published by People's Education Publishing House. The author uses colorful pen and ink to outline the harvest, celebration and excitement of autumn in Shan Ye. The sentence patterns of the whole text are patchy and catchy, which is very suitable for children's reading training at a low stage. Especially in the middle four sentences: "Pear trees hang golden lanterns, apples show red cheeks, the sea of rice turns up golden waves, and sorghum lights torches." Not only is it interesting to read, but its neat and antithetical sentence pattern is an excellent training point for children to imitate writing.
1. Autumn is beautiful, lovely and happy. In order to let the children feel the real autumn and learn the text with devotion, enjoyment and pleasure, I have made the following treatment for the teaching materials:
(1) In order to better stimulate students' interest in learning and let them really feel the rich autumn colors in the process of learning, according to the climate characteristics of Fuyang, I rearranged the teaching materials and put the text of Unit 1 back to 10. Let's take our children to nature to find, paint, write and praise autumn, and learn at the same time, so as to truly achieve emotional goals and knowledge.
⑵ Introduce some students' favorite ancient poems, nursery rhymes and essays describing autumn from extracurricular activities, so as to broaden students' reading range and let them feel colorful language expressions.
(3) Discuss with the music teacher whether it is possible to teach some songs praising autumn at the same time, so that children can feel the beauty and joy of autumn in multiple dimensions.
2. According to the language characteristics of the text and the children's actual learning situation, I have determined the following teaching objectives:
(1) I can know 8 new words in this lesson and write 8 new words.
⑵ Experience the beauty and joy of autumn, read and recite the text correctly, fluently and emotionally.
(3) Be able to imitate some sentence patterns in the text and write other scenery in autumn.
(4) By expanding reading, help students further understand the characteristics of autumn and accumulate more language expressions.
Walking into autumn under the guidance of the teacher, I am willing to express autumn in my favorite form. In order to break through the difficulties and combine the teaching objectives, I plan to finish the teaching of this text in three class hours:
In the first class, students have understood the theme, perceived the content of the text as a whole, learned new words and understood some words, thus achieving the first teaching goal. In the third class, take students into the Spring and Autumn Park to observe and appreciate autumn, and praise autumn in their favorite ways, such as painting autumn, writing autumn and singing autumn.
Today, I am teaching the second class. Through this class, I should help students achieve the second, third and fourth goals. In order to achieve these teaching goals better, I adopted this teaching design today. Here I will talk about my design concept and thinking about classroom teaching. The whole class can be divided into four parts:
Step 1: Introduce poetry, create scenes and stimulate interest;
Autumn Map is a beautiful essay. Let students really feel the beauty of language and artistic conception in classroom teaching is the focus and difficulty of this paper. Therefore, creating a situation for students to quickly enter the text has become my first consideration. Li Jilin once said: "Teachers' emotions are the conductor and kindling of children. Teachers should be good at conveying their feelings and emotional experiences to students. "After completing the first class, students have a preliminary perception of the beauty and joy of autumn. How can we further sublimate this feeling and make them love not only the beautiful scenery in autumn, but also the beautiful sentences in the text? After class, I study the text repeatedly and read it. I found that this composition reads more like a beautiful poem, so I revised other sentences with the middle four sentences as the main tone, which made it more catchy to read, and this revision also highlighted key sentence patterns to facilitate students to recite and imitate. Later, I designed such a situation in class: when the soothing and beautiful piano music sounded, the teacher began to recite short poems emotionally, bringing students into that poetic autumn picture. If children are fully engaged, they can't help applauding the teacher. When the teacher asks, "Do you want to study? "They can't wait to recite poems like teachers, and then the students' emotions are really aroused, because their expressions when reading are devoted, happy and poetic. It is more suitable for students to talk about their feelings after reading it repeatedly and getting emotional.
Step 2: Appreciate key sentences, use your imagination and guide reading aloud;
If the previous teaching is the first step of reading teaching, and students have a whole grasp of reading text by imitating reading, then the second step of reading teaching should consciously guide students to use some reading skills to taste classic sentences and appreciate the artistic conception of the text. So in the last session, after asking students to read aloud and feel the peace talks, I threw out such a question: "Do you feel this happiness from those sentences?" By gradually bringing students' thinking from sensibility to rationality, children are smart and quickly find four key sentences. At this time, the problem appeared. The children have read the whole poem with emotion. How can I guide them to read these four sentences, so as to go further on the original basis? Then I thought of Einstein's words: "Imagination is more important than knowledge, because knowledge is limited, and imagination sums up everything in the world." Yes, using students' imagination to make the words in students' eyes come alive can not only help children feel the beautiful picture of autumn more deeply, but also subtly penetrate into the teaching of figurative sentences, laying a foundation for students' writing. So I designed such a question: "Please read these four sentences again. What do you seem to see and hear? " Judging from today's classroom teaching, this link is really brilliant, and the children's imagination is very rich, so when reading these four sentences in the future, it will be more interesting and lovely emotionally.
③ Step 3: Discover the rules, appreciate the position of the text, and combine reading and writing;
The new curriculum standard points out: "Chinese teaching should grasp the focus of language training and cultivate the ability of listening, speaking, reading and writing in a down-to-earth manner." The four key sentences in this text, with neat sentence patterns and neat antithesis, are good imitation carriers. On the basis of imaginary reading in the second part, students can easily find the sentence patterns of four key sentences. Then multimedia is used to provide students with various beautiful autumn scenery, so that students can sigh and write with pens to imitate the sentence patterns of the text, which is natural. In view of the difficulty of teaching some middle and lower grade students to visit and improvise writing, I choose one or several of them to write in a group cooperation way, so that children can learn knowledge happily in the process of helping each other.
Step 4: Expand reading, get out of the classroom and enrich accumulation;
Chinese experts point out that the purpose of Chinese teaching is not to let children learn only a few articles in textbooks. No matter how classic these articles are, they are just copies of students' language learning. To really learn Chinese well, they must read a lot of books, accumulate a lot of language materials and enrich social experience. This requires teachers to consciously cultivate students' interest and habit of reading extracurricular books in classroom teaching, and guide them to be careful observers and learn Chinese in social life. Therefore, in the last part of the class, I extended the tentacles of learning Chinese outside the class, not only inserted the selected texts after class, but also made students feel the diversity of language expression and the magical and interesting autumn scenery in the comparison of different articles. It also leads students out of the classroom, into nature, to feel autumn, to look for autumn, to draw autumn, to write autumn … to praise autumn in their favorite form. This activity will be arranged in the third class, and I hope the children will have unexpected gains by then.