2. Read and recite the text with emotion, so that it is correct, the rhythm is properly paused, and the language characteristics of classical Chinese are initially felt from repeated reading. 3. Understand the methods of learning classical Chinese and cultivate the interest in learning classical Chinese.
Teaching emphasis and difficulty: read the meaning of each sentence, punctuate the sentence correctly, and read and recite fluently. Teaching process: 1. Ask questions after reading the text roughly; 1. Stimulate interest and introduce 1. The teacher retells the allusions of Meng Mu's three movements, and the students guess.
2. Introduce the author and get to know Mencius. Students read their own textbooks: Mencius, a famous thinker, politician and educator in China, was a native of Lu during the Warring States Period.
He is a master of Confucianism after Confucius and is honored as an "elegant sage". Later generations called him and Confucius "Confucius and Mencius". He and his disciple * * * compiled the book Mencius. 3. Today, we will learn a classic article by Mencius (1), the title of blackboard writing, and question it.
(2) Guide students to read illustrations to understand the topic (there are illustrations in the courseware). What else do you want to know after understanding the topic? (2) Read doubts 1 by yourself, read the text by yourself, and read the pronunciation and sentences correctly.
2. Talk about feelings while reading (classical Chinese is difficult to read and understand). 3. The old teacher reads (1) and listens to the rhythm, and marks the words and sounds that are paused and mispronounced.
(2) Just reading this classical Chinese, did you hear the difference between a teacher and a vernacular Chinese? Summary of reading methods: reading is slow and there are many pauses in sentences. Students practice reading at the same table. 5, indicate reading aloud, pay attention to the accent: (Hu) (Fu) Frodo and Gong (Zhu) 6, hey, you suddenly seem to be poetic young scholars! Are there any questions after reading the text carefully? 7. problems.
Second, read the text intensively to solve doubts and doubts 1, and read the book one hundred times to reveal its meaning. If the method is just right, it will be easier to learn. Let's pick up the textbook and read the translation together. 2. Group cooperation, comparative reading of ancient prose and translation, and exploration of solving doubts.
Third, re-examine the problem of reading the text. 1. Quiet thinking and heated discussion make the teacher feel that the students are very enthusiastic about learning classical Chinese. Did you get anything? Did you find anything? Who dares to be the best in the world? -Who dares to speak first? (Raise your hand) OK! The man who dares to be the first in the world appears. Please report to everyone boldly: I found many things in the text, but the meaning is different. 2. What a great discovery: Qiu Yi, who knows this country very well/is good at playing games.
Do/play autumn/teach two people/play, one of them/concentrate, but/play autumn/listen; Although a person/listens, he is preoccupied with thinking/that a swan/is coming, thinking/bowing/shooting it. Although/use/use learning, if enough.
Why/is it its wisdom/Froude and? Yue: No/but there are. 3. Encourage students to annotate the meaning of the word "zhi" or draw the corresponding meaning in the translation.
4. Report and exchange △ "Qiu Yi, a good player in China." (1), guide students to talk about the meaning of sentences against the translation, and help students master the basic methods of understanding classical Chinese sentences with the help of pictures.
(2) The camera guides students to understand the meaning of "zhe" and "ye". Student: A person who is good at playing chess.
Teacher: You are right. In this way, the word "zhe" is strictly what "person" should look like.
Look at what you just said: the author-the person who writes the article, the reader-the person who reads the article, and the winner-the winner are all "good people", right? △ "Let Qiu Yi teach two people to play chess ... shoot when you think of a bow. Although there is reference, it is a blessing. "
(1), exchange the understanding of each sentence, and then understand the different meanings of several "zhi". (2) Everyone has read the text and now they understand it.
So, what about two people who also learn chess from chess? Why does a person study well? What about the other person who can't learn well? Health: one person is absorbed, and one person is half-hearted. Health: One person is absorbed in his study, while the other is thinking about how to shoot down the swan.
Teacher: Can you read their respective performances? Student: Find a sentence Reader: Is the intelligence of the last apprentice not as good as that of the previous one? -.Delta "What is wisdom? Say: unnatural. " (1), understand the meaning of communication sentences, and ask students to make the meaning of sentences clear in their own words and speak fluently.
(2) Guide reading and experience the tone of classical Chinese reading (in the form of question and answer). 5. What's their attitude towards learning? The idiom "One person is attentive, one person is half-hearted, and one person is attentive" comes from the article "Learning Chess". Can you also summarize their performance with different idioms? Concentrated-absent-minded-single-minded-half-hearted-single-minded-meticulous-looking around 6. Performance reading 4. Test feedback extension. Yes, because attitude is everything.
Students, come on, let's use our intelligence to make a few aphorisms for all those who are half-hearted in life and give them directions. 2, students' own warnings: 5, recommended reading to improve literacy 1, recommended reading to show "the number of games today, decimal, if you don't pay attention, you can't."
("Mencius? The original "Gao Zi" is an unselected sentence in this lesson), and the deskmate understands and exchanges, deepening the understanding of the ideological connotation of the text. 2. Collect and read short stories in classical Chinese such as "Carving a Boat for a Sword" and "Waiting for a Rabbit".
3. Expand or create a story. What happens if two people concentrate? Attachment: concentrate on blackboard design, learn half-heartedly, and get nothing. Attitude determines all the teaching objectives of "Two-Child Debate Day": 1. Organize students to read the text and correctly read and understand the new words and phrases in the text; 2. Reading the text with the notes in the book can grasp the main idea of the text; 3. Cultivate students' interest in questioning and exploring knowledge, and stimulate their enthusiasm for innovation.
Teaching emphasis: 1. Organize students to read the text and correctly read and understand the new words and phrases in the text; 2. Read the text with the notes in the text, and you can grasp the main idea of the text. Teaching difficulties: 1. Cultivate students' interest in questioning and exploring knowledge and stimulate their enthusiasm for innovation.
Teaching hours: one class teaching process: 1. Situation introduction "Got it."
2. Chinese micro-lesson teaching design steps: Using micro-lesson, we can understand the content of the text from many aspects. At the same time, due to the design of teaching materials and students' life experience, students have many difficulties in understanding the content of the text.
Micro-course, with its unique scientific and intuitive nature, makes up for the defects of textbook design, shortens the distance between students and texts, and promotes the richness of teaching forms, the optimization of teaching process and the improvement of teaching quality. For example, when teaching the article Suzhou Gardens, let students know the design features of Suzhou Gardens: make sure that no matter where tourists stand, there is always a perfect picture in front of them.
However, many students and even teachers have never been to Suzhou gardens, so it is impossible to analyze the above characteristics; Moreover, there are no illustrations in the textbook, which can not meet the teaching requirements. Then, the micro-lessons of Suzhou gardens can be skillfully used to vividly show students the layout of pavilions, the coordination of rockery ponds, the foil of flowers and trees, the level of close-up, the design of corner doors and windows, etc. , with video pictures, and simultaneously inserted into the teacher's explanation, using the sentences in the text, the painting and the text are integrated.
3. How to write the teaching design of Chinese micro-course in the first grade of primary school? Interesting punctuation marks are the names of first-grade Chinese topics in the Experimental Textbook of Compulsory Education Standards published by People's Education Publishing House. Punctuation in PPT and video teaching background is a tiny but extremely important language tool and an indispensable auxiliary tool in written language. With punctuation, the article can be refreshing and easy to understand.
A seemingly ordinary punctuation mark can enhance the expression effect and extend the unfinished meaning of the text. First-year students have begun to contact punctuation marks, but they still can't understand punctuation marks correctly, and they are still confused in use, especially periods, question marks and exclamation marks.
Therefore, I designed this micro-lesson, and through the game activities that students are interested in, I used animation and other multimedia forms to teach students vividly and easily to understand periods, question marks and exclamation points, and to understand their functions and usage. On this basis, correct use of periods, question marks and exclamation marks through practice. Teaching goal 1, comprehension period, question mark, exclamation point.
2. Understand the function and usage of periods, question marks and exclamation points. 3. Use periods, question marks and exclamation points correctly.
Teaching methods Teaching methods Practice methods Teaching process Teaching activities 1. Stimulate interest, introduce and create situations, and know periods, question marks and exclamation points in turn by guessing riddles. (1) small round mouth, open your mouth and don't talk.
(period) (2) It looks like a small ear and likes to ask questions to others. (Question mark) (3) It's a bit vertical, sometimes crying and sometimes laughing, sometimes noisy and sometimes screaming, and I like to shout slogans every day.
(exclamation point) Teacher: How clever you are! I got it all figured out. Then let's shout out their names and let them out! Second, know punctuation and usage. 1, question mark, period, exclamation point come out in turn to introduce yourself.
2. Students try to read sentences and think about what punctuation marks to use. 3. Teachers demonstrate sentences, and students feel the function of these three punctuation marks and the tone when reading aloud.
3. The teacher explains the usage and summarizes the usage skills. Third, practice consolidation, deepen and expand the game: students who want to win the treasure give it a try and practice.
The first level: 1. Why can't I write well? () 2. This candy is really sweet. () 3. Where is the snowball? () The second level: 1. Ah, what a beautiful summer night. Is this your pencil? This dress is so beautiful. () 4. Learned how to use periods, question marks and exclamation points correctly! Give yourself a little applause! Don't forget to practice more after class! There are still many brothers and sisters in punctuation kingdom waiting for us to understand! Interested parties can click on the animation in the lower left corner to learn about them. That's all for this class.
See you next time! Teaching summary through riddles, games and other forms that students are interested in, using multimedia, vividly and easily teach students to know periods, question marks and exclamation points, and understand their functions and usage; Further practice the correct use of periods, question marks and exclamation points.
4. How to design the teaching of micro-courses? Open a library member for at least 0.27 yuan to view the complete content > Original publisher: Meng Feifan 061kloc-0/micro-course tutor name | Huang Shumian | micro-course name | birthday-comparative law | knowledge source |□ Subject: Mathematics □ Grade: Senior One □ Textbook version: Beijing Normal University |□ Chapter: Unit 2 | Recording tools. Development Method: Courseware+Video Synthesis | Design Ideas | This course focuses on letting students experience comparative activities, experience and master comparative methods.
Senior two students are more lively and interested in new things, because at first, students' interest in learning is stimulated by creating a life-like "birthday" situation, and then three questions are put forward according to this situation, which leads to the study of comparative law. At the same time, it is emphasized that students should be guided to find answers through practical operation when they are unclear. Such operation activities also increase students' perceptual experience, thus helping students to form corresponding reasoning ability.
| Teaching design | Content| Teaching purpose | 1. Through comparative activities, let students feel the connection between mathematics and life, and cultivate students' good habits of careful observation and serious thinking. |2. Make students experience the number and size of comparative objects and some specific comparison methods.
|3. Let students experience simple reasoning activities and cultivate their preliminary reasoning ability. | Teaching Emphasis and Difficulties | Teaching Emphasis: Experience the process of comparison and get different comparison methods.
| Teaching difficulties: understanding the most and least, maximum and minimum | Teaching process | 1, creating situations and introducing new lessons (30 seconds) | Speaking: Today, the teacher took the students to celebrate the naughty mother's birthday. Do you want to go? Then go and see with the teacher! (Show the picture of "birthday") | Second, learn something new (5 minutes) | 1. Observation |( 1) presents a problem 1: Naughty they cut it out of three cakes.
5. How to write the teaching design scheme for micro-courses? An excellent micro-course design scheme mainly consists of two parts, one is the teacher's copy planning, and the other is the shooting and video processing scheme of recording institutions.
First of all, understand the definition and function of micro-course.
If you want to design a good micro-course, you must first understand the definition and function of micro-course:
1. Micro-class refers to explaining a very fragmented knowledge point, test sites, examples, homework problems, or teaching experience with a 5- 10 minute micro-video.
2. The role of micro-courses: solving puzzles instead of teaching, which is used for online education (not limited by time and space) and cannot replace the teaching of new knowledge in the classroom.
Second, select and analyze knowledge points.
1, knowledge points, try to choose popular test sites, teaching priorities and difficulties.
2, the choice of knowledge points should be detailed, and it can be explained thoroughly within ten minutes.
3. Knowledge points should be accurate, and there is no intellectual error or misleading description in words, languages and pictures.
4. Knowledge points should be divided into many small knowledge points according to certain logic.
Third, choose the appropriate type of micro-courses.
Micro-courses mainly have the following types:
1, lecture class-suitable for teachers to impart knowledge to students in oral language. This is the most common and main type of micro-course.
2, question and answer-suitable for teachers to ask questions to students according to certain teaching requirements, ask students to answer, and guide students to acquire or consolidate test knowledge through question and answer.
6. How do primary school Chinese teachers do a micro-lesson? The process of making a micro-lesson-the compilation of teaching plans-the production of courseware-the implementation and filming of teaching-the post-production of teaching reflection. The standard of choosing micro-courses is the most critical part of making micro-courses. Good topics can be explained and recorded with twice the effort, and bad topics can also make micro-courses ordinary or even mediocre.
1 is the key and difficult point in teaching. Micro-courses generally teach a knowledge point. The choice of this knowledge point is related to the design of knowledge structure. It is a better choice to make micro-lessons according to the key and difficult points in teaching, which is more in line with the original intention of making micro-lessons: sharing teaching resources, solving doubts for students (teachers) and inspiring teaching. 2. Multimedia should be used as a medium to express micro-lessons, and the content design should be suitable for using the characteristics of multimedia. For the content that is not suitable for multimedia expression, the production result may be futile, because the teaching effect may be better by using blackboard teaching or activity practice.
At the same time, it will make the teaching process mediocre and make the audience lose their desire to learn. Therefore, the topic of micro-course should be suitable for multimedia expression, rich graphics and images, colorful animations and videos with sound and affection.