202 1 small class Chinese teaching plan and teaching reflection-activity goal;
1, you can enjoy the prose quietly.
2, learn the words: green, golden yellow, drill, look.
3. Experience the spring scenery when you take the train.
Activity preparation:
1. Prose: Take the train
2. Courseware: pictures of wheat seedling fields, rape flowers and caves.
3. Add pictures of other landscapes to create a situation.
Activity flow:
1, game: take the train.
"Hey hey! My train is about to leave! " "Where to?"
The teacher takes the children to play the game of "driving the train": show the pictures in the corresponding sentences in the essay "Taking the train" respectively. Drive to green wheat seedlings, drive to golden rape flowers and drive to caves.
Guide children to feel such as "sailing to the snow-white mountain" and "sailing to the blue sea", and lay a good foundation for children to replace prose sentences.
2. Appreciate prose.
When the train arrived at the station, we wrote a nursery rhyme based on what we just saw. The teacher recited the prose with music.
What do we see when we sit on the train? Learning words: green oil, golden yellow, drill, look.
Why can't you see anything?
Children enjoy prose again when they take the train, look at the wall chart and drill holes. The teacher guides the children to say "later ... later ...".
3. Let the children try to replace the words in the prose with the scenery observed outside the user.
Activity reflection:
In the second class, I asked the children to arrange the small chairs in the shape of a train, so that the children could enjoy the prose while driving the train. First of all, let the children talk about the characteristics of the train they know: long, one section at a time, and there is noise when driving; Secondly, let children watch spring by train and guide them to pay attention to the pictures arranged in the classroom: "green wheat seedlings" and "golden rape flowers". When learning prose, show pictures in the order of prose, so that children can learn words better, and then let children talk about their favorite sentence in the text to deepen their study of words in the text. Children learn prose and words quickly because they have certain situations, but most children are eager to express themselves and can't say complete sentences. In future activities, children should be given more opportunities to speak, speak more and develop complete language expression ability.
202 1 small class Chinese teaching plan and teaching reflection 2 dressing is a familiar life content for children, who have certain life experience. Sharing the reading "What to Wear Today" stimulates children's interest in "What to Wear" and also meets the needs of children's social knowledge development.
This educational activity is an expanding activity based on children's initial knowledge and experience after the links of "reading big books" and "reading small books"-what to wear during sports. The purpose is to guide children to know common clothes by reading books. After mastering the knowledge about clothes, we will strengthen children's understanding of wearing different clothes on different occasions and try our best to help children acquire the ability to use existing knowledge and experience to understand real life problems.
Activity objectives:
1. Help children understand that they need to wear different clothes on different occasions by reading big books.
2. Inspire children to make simple judgments by observing the information provided by pictures and be willing to express them.
Activity preparation:
1. Children in small classes have some experience in wearing different clothes in daily life. By reading the big book What to Wear Today, they can learn something about clothes and master the simple sentence "When ..."
2. "What to wear today" is a big book, an easel, a drawing board and a blackboard; A number of decorative items such as little princess, little prince, little frog, little witch and little white rabbit; Two pictures; Singing and Smiling is a piece of music.
Key points and difficulties:
Focus: Guide children to understand how to wear different clothes on different occasions according to their own experiences.
Difficulty: By observing the pictures, we can make simple clue reasoning and judgment, and draw the conclusion that we wear different clothes on different occasions and in different weather.
Activity flow:
1, interest introduction, reading big books.
(1) The teacher shows several common different types of clothes, and guides the children to watch them together and say them together (individual children can wear them) to stimulate their interest in participating in activities.
(2) The teacher asked a child to lead the child to review and read the big book "What to Wear Today". The teacher emphasizes "smile", so it is important to seize this clue.
Teacher: Why are they all smiling? I feel comfortable wearing the right clothes.
2. Look at the picture.
(1) Show a picture: an aunt is playing ball with a pair of high heels. Guide children to fully observe the picture and find unreasonable places according to simple clues. (Guide children to judge according to simple clues in a picture)
Teacher: What do the children see in the picture? What is she doing? What are you wearing? What kind of pictures, the teacher played a listener, listened carefully to the children's brave expression every time, and also played a supporter and guide of extremely praising words, constantly applauding the children's performance, giving a thumbs up, leading the children to improve their language expression ability and share knowledge and experience together.
Teachers, parents and children benefit a lot by sharing what they wear for reading today, which not only makes them understand and trust each other, but also makes children feel the love of teachers and parents, and guides children to like reading and share different experiences. Instead of instilling learning, I feel the fun of learning in a relaxed atmosphere, and the effect is very good. Sharing reading is actually sharing happiness!
2. Shortcomings in activities:
When guiding children to express themselves, we should think about how guiding language can inspire children and how it is most effective; It is necessary to further study the experience of reading, tap the educational value of reading, and let children develop in sociality, language and imagination through reading activities.
Main contents:
1, teachers can guide children from daily life.
(1) The focus of this activity is the use of language. The teacher's activity has a good starting point and can find topics of interest to children from their side. At first, children's common clothes with different textures in different seasons were displayed to guide children to know and try them on to arouse their interest; Can grasp the reader's breakthrough point-what to wear in sports, show pictures to guide children's reasoning and judgment, meet the requirements of readers, have clear links, have certain connections, and connect children's original knowledge and experience.
(2) This expansion activity is cleverly designed. Use the conflict of cognitive pictures to guide children to observe, analyze and judge by using existing experience. The two pictures are from one mistake to two mistakes (from shallow to deep) to mobilize children to think constantly.
(3) Teachers design the question "What do you think ……" to show respect for children. Teachers must appreciate each child's different ideas, guide children's observation with pictures, and encourage children to find and analyze clues, which breaks through the traditional language teaching model. The questions raised can stimulate children's positive thinking and bold expression, make them feel strange and absurd pictures, and deepen their feelings and understanding of wearing different clothes on different occasions.
2. Children's relevant experience has not been fully mobilized.
Teachers can also guide children to talk about "clothes, sizes, labels" and so on. When talking about garden clothes, children can be fully guided to talk about "why should they wear garden clothes to kindergarten", and the materials, styles and wearing feelings of clothes are discussed in depth through down jackets and raincoats that are common around children. At the same time, clothes can be provided in kind, preferably one in each person's hand, to choose clothes and play a role.
202 1 small class Chinese teaching plan three goals and teaching reflection;
1. Review the story through panorama, and let children feel the rhythm of language at the same time.
2. Through the combination of language expression and action, fully feel the childlike interest of the story.
3. Be able to listen to the story carefully and understand the main line of the story.
4. Be able to analyze stories and cultivate imagination.
5. Guide children to learn in stories and games and realize life.
Activity preparation:
Tudashu
Activity flow:
First, create a storyline to stimulate children's interest.
1. This is a beautiful pond. Many small animals live in and around the pond. They often come to visit us. Want to know how they visited?
2. Teachers show big books to arouse children's interest.
Second, the teacher instructs the child to crawl with his fingers, and the child can do it freely.
Bugs, bugs crawl, climb to the butterfly's house.
Teacher: Where else can I climb?
Show the second picture and introduce the second sentence: the butterfly flies to the frog's house.
Teacher: Where else do you want to fly? (Children do actions)
Third, listen to music: Gung, Gung, Gung, Q: What do you mean by making a phone call?
Resulting in the following:
Frog frog jumps and moves to the fish house. Whose house did the fish swim to?
Fourth, children make guesses and make sequels.
The teacher showed the picture and asked, look, children, what is this? What about our little friend? Children speak in their own way.
The children ran and ran to their home.
Teacher: This is a good book for us. Let's read it again.
Fifth, the teacher plays the picture again and lets the children read the contents of the book.
Teacher: Then let's follow the rhythm.
Yang: I like fast, and I like slow.
Teacher: Then we can read children's songs by clapping our hands and beating the rhythm.
Six, reading in groups, a group of four people, children reading while reading.
The teacher shows the small animal cards to help the small animals find their homes.
Seven, ask the children to recite and act out.
Activity reflection:
Children's thinking characteristics are based on concrete thinking in images. On the basis of direct action thinking, small class children have gradually evolved into tools that mainly rely on things. After mobilizing the children's existing knowledge and experience, they observed the expressions and movements of small animals page by page, and observed some details with the children, which aroused their curiosity, made them concentrate on reading activities and exercised their observation and imagination. The guessing part of the activity mobilized the children's enthusiasm and made them feel the process of appreciating beauty. In the process of reading, teachers and children also form a warm, harmonious and trusting relationship. Teachers' praise and encouragement are the motivation of children's reading, the premise of children's independent reading and the beginning of children's happy reading.
202 1 small class Chinese teaching plan: four major activity objectives and teaching reflection;
1, understand
The main content of the story is to perceive the changes in the mood of the characters in the story and enhance the understanding of the characters.
2. Know how to help each other when you encounter something.
Focus of activities:
Understand the main content of the story and perceive the changes of the characters' emotions in the story.
Activity difficulty:
You should know how to help each other when you encounter something.
Activity flow:
First, import
1. Look, who did Miss Lin invite to our class today? (Little Turtle)
2. Let's listen to what interesting stories the little turtle brought us.
Second, tell the story as a whole.
Question: What are the animals with story power? Who do you like?
Third, tell stories in sections.
1, show me a wall chart:
Who's in the picture?
What does the fox want?
Who saw the fox do something bad?
2, show the wall chart 2:
What does a turtle do? What about frogs?
The tortoise bit the fox's tail tightly. What did the fox say? Did the tortoise answer? Why?
Show me the wall chart 3:
The fox went to bite the tortoise's head. What happened to the turtle's head?
The fox went to bite the turtle's foot. How did the tortoise do it?
The fox went to bite the tortoise's tail. What did the tortoise do?
What happened to the fox?
Fourth, tell the story again.
Discussion: What kind of turtle is this? Why is the tortoise a clever tortoise?
V. Teachers and children read stories.
Children read children's books and the story "Smart Tortoise".
Activity reflection:
The Clever Tortoise is a story with profound meaning, sharp contrast of language roles and vivid images. Through the interesting dialogue between the tortoise and the fox in the story, let the children know how to solve the problem with wit, courage and brains when encountering difficulties and dangers.
In the process of telling the story, I exaggerated the story according to the animals and dialogues that appeared in the story, and the language was constantly rendered, which deepened the children's interest in this activity. This laid a good foundation for children to deeply understand the story. In the activity, I put forward several open questions, which can make children have richer associations, infer and assume various plot developments, and can be boldly expressed. However, in the process of expression, the language development of small class children is not perfect enough, so the expression of some children is not complete enough.
If children can perform related scenes in the activity, it can better reflect the atmosphere, so that children can not only learn the simple dialogue of the characters in the story, but also deepen their understanding of the story.