Analysis of Students in Chapter 1 of the Teaching Design of "One Go, Two Li San"
There must be a strange freshness in my heart when I first started to formally contact the literacy class. Some students may have read the ancient poems thoroughly, just waiting for the teacher to affirm them in class. There are also most students who have been exposed to the numbers in poetry and simple Chinese characters such as "Qu", "Li" and "Hua" before entering school, and their eagerness to try can be imagined.
Teaching objectives
1, can read and recite the text correctly, fluently and emotionally.
2. Review and consolidate Chinese Pinyin, recognize the new word 12, know the horizontal stroke, and write the words "one", "two" and "three".
Knowing the main idea of this poem, you can imagine the beautiful scene of this mountain village.
Teaching process and design intention
First, import
(design intent: understand the pronunciation of ten numbers, with emphasis on pronunciation. )
Second, know Chinese characters from 1 to 10.
(Design intention: establish the connection between numbers and Chinese characters, understand students' understanding of these Chinese characters, and consolidate the pronunciation of Chinese characters. )
Third, study ancient poems.
1. Look for ten numbers in the poem and see how the pronunciation changes.
Design intention: I found the pronunciation change of "one" in reading comparison, which will make me more impressed. )
2. The teacher reads, the students listen, talk about the place where the teacher pauses for a long time in each poem, and make a mark.
3. Students read by themselves, communicate with teachers and students, correct pronunciation and guide reading aloud.
(B) understanding poetry
1. What scenes did the children seem to see when reading this poem? The more carefully he studies, the more scenery he sees.
[Design Intention: Cultivate the reading habit of imagining while reading aloud. Don't read the book as "a young monk chanting". ]
2. According to the classroom communication, two understandings of "four-five smoke villages" are put forward: (1) four-five smoke villages; (2) There are four or five families in the village who are still smoking. And I'm sure I can understand both.
[Design Intention: The imagery of poetry is diverse, and it is necessary to develop students' multiple thinking ability. ]
Please look at the picture and read the poem. Read the poem and look at the picture.
4. Ask two children to cooperate. One reads the poem and the other points to the picture.
[Design intention: strengthen the connection between language and image, and lead to the problem of how to point to the picture when students read One to Two Sanli all their lives, that is, how to understand One to Two Sanli. 」
5. Can you gesture "one trip for two or three miles"? Point out: "Go all the way" means go all the way.
6. Is there a problem?
[Design Intention: Students' thinking is not all what teachers expect, so we should give some space. ]
1, add a title to the poem and guide the reading method to pause between the poem title and the poem.
2. Recite the whole poem and ask questions:
(1) It's amazing that children can recite this poem. What did you see when you recited it?
(2) Is this small mountain village lively? This is a quiet small mountain village.
(3) When you came to this mountain village, did you find it beautiful?
(4) Teacher's summary: The small mountain village is really beautiful. Ask the children to recite it together, just like walking into a small mountain village.
[Design intention: When reciting, stimulate imagination again, make memory have concrete image support, guide students into the scene described in the poem again, and turn "one scene and one emotion" into "one scene and one emotion". ]
Fourth, write
(Design intention: Students feel a little tired after practicing writing three words. This design can enliven the classroom atmosphere, and penetrate the intention that learning cannot be taken for granted and must be serious through telling stories. )
Teaching reflection
After a month of "hard struggle", the students finally finished learning Pinyin and began to get in touch with Chinese characters. The first article of literacy is the ancient poem "One Go to Twenty-three Miles", which is catchy and full of childlike interest. It is a good text for reading training. The text is accompanied by illustrations: small bridge, flowing water, smoke village, pavilion, peach blossom ... Not far away, there is a small mountain village where several families live. Several pavilions in the mountains are arranged in a patchwork way, and all kinds of beautiful flowers are blooming on trees and roadside. A quiet and beautiful mountain village field map, this poem cleverly hides the number of one to ten 10.
When teaching ancient poetry, I use the illustrations of the text and let students observe the pictures to understand that the small mountain village written by ancient poetry is a beautiful and quiet place. Among them, students may not understand the words "Yancun" and "Pavilion". I also let the students feel what is a "smoke village" and a "pavilion" very intuitively through the combination of pictures and texts, so that students can understand this poem more easily. Then let the students imagine that all of us and the poet are in this beautiful small mountain village, so as to realize the poet's feelings, and finally read out their feelings through reading aloud. The students read with great interest, which aroused their interest in learning ancient poems.
Because the teaching of this paper is the first lesson of literacy teaching, and it is also the first lesson for students to enter Chinese character reading and writing from pinyin spelling, it is very important to cultivate students' correct writing posture and good writing habits, and to write regularly, correctly and neatly. Therefore, I will start with Tian Zige's structural teaching, and guide students to understand the role of Tian Zige and its horizontal centerline, vertical centerline and various compartments. When writing, let the students observe the font independently and introduce the strokes: (horizontal) "one". Demonstrate (horizontally) the position of "-"on the blackboard in Tian Zige, and guide students to observe and guide writing independently. Then introduce "two" writing. At this time, we should pay attention to guiding students to develop correct writing posture and good writing habits. The writing method of "three" allows students to observe and experience, demonstrate on stage, and the teacher writes on the blackboard with a camera, so that students can understand the bookshelf structure of Chinese characters, appreciate the physical beauty of Chinese characters, and understand the "top-down" stroke order rules.
"One Go, Two Li San" Teaching Design Part II teaching material analysis
This is the first lesson in the standard experimental textbook of compulsory education.
The text is an ancient nursery rhyme, which presents us with the beautiful scenery of the suburbs: not far away, there is a small mountain village where several families live. Several pavilions in the mountain village are arranged in a patchwork way, and all kinds of beautiful flowers are blooming on the trees and roadside. This nursery rhyme cleverly embeds numbers from one to ten.
There are two pictures in this class. The first painting depicts the scene of a small mountain village and shows the artistic conception of nursery rhymes. The second picture shows ten athletes and ten balls to help students remember ten Chinese characters representing numbers.
Teaching objectives
1, knowledge and skills: review and consolidate Chinese Pinyin. Know the new word 12, and be able to write three new words "one, two and three"; Know a stroke "one". Read the text correctly and fluently and recite the text.
2. Process and methods: Teaching follows the activity process of "introducing dialogue, raising topics, self-learning texts, self-learning new words, checking self-learning, guiding reading texts, practicing writing, consolidating exercises and practicing activities", and adopts various interesting and cultural teaching methods.
3. Emotion, attitude and values: observe pictures and combine pictures and texts to make students feel the artistic conception of words.
Teaching focus
Read and write.
Teaching difficulties
Distinguish between "eight" and "advance".
Preparation before class
Pinyin cards, new words cards, courseware with illustrations (1), fruit maps, and cards related to the numbers in this lesson.
Teaching assumption
Starting with pictures, we can read aloud in the text and reproduce new words in a vivid and interesting way, so that students can understand the glyphs as a whole and consolidate their literacy.
Class arrangement
Coach class.
Activity design
first kind
First, check the import.
1, review six vowels (ai, iu, an, un, ing, er), five whole syllables (zh, ch, sh, yi, wu) and three three pinyin (jiāò, zuò, huā).
2. Wonderful introduction:
Since the beginning of school, students have met many "Pinyin friends" in Pinyin Kingdom and learned a lot of Chinese characters. Starting from this lesson, we will go to the literacy kingdom to know more "Chinese character friends" with the help of "Pinyin friends". The teacher is really happy for you! Now, let's go to the literacy kingdom happily!
Second, observe the pictures and reveal the topic.
1, look at the picture and talk. (Show the courseware with illustrations 1 in the text) Guide the students to observe, listen and imagine: What is the scenery in the picture? What do you see? (Camera blackboard: smoke village, pavilions, flowers) What do you feel after seeing this picture? (writing on the blackboard: beauty)
2. Reveal the theme: There is an old nursery rhyme, which is about this picture. Write it on the blackboard and pay attention to pinyin.
3. Who can name the topic? How do you know these words?
4. What do you mean by "go" and "go"? Combine specific examples to help understand.
Third, read the text for the first time and feel the beauty of the text.
1, the teacher reads the text. (Students read the text while listening)
2. The teacher read the text slowly, and the students read it softly. (twice)
Fourth, read the text by yourself and learn new words.
1. Students can read the text freely and pronounce the pronunciation accurately with the help of Pinyin.
2. Use (1) to draw the new word 12, and help each other at the same table.
3. Class communication: In this text, apart from the new word 12, what about other words? What words have you learned? How did you meet?
4. Students spell 12 new words by looking at pinyin. (Spell each new word twice)
5. Teach new words:
(1) Show 12 new words (with pinyin), read by name, read by train and read by the whole class. (Pay attention to "go", "four", "three" and "ten")
⑵ Remove Pinyin, disturb the order, read 12 new words card, read by train, read by group competition, and read by the whole class.
(3) One point: Can you divide the new word 12 into two categories? Why do you want to divide it like this? Communicate in groups, revise collectively, and guide students to divide "go" and "go" into one group. )
⑷ "Find Friends" game: Send the cards of "one" to "ten" and Arabic numerals "1" to "10" in mathematics to students to find out their friends, such as "one" and "1" are good friends.
5] Group words with "Go" and "Li" to see who has more groups.
[6] Hands-on "I can do it": Students use their own hands and how to make gestures to express these ten numbers so that others can understand them.
⑺ "fruit picking" game: hide the new word 12 behind the fruit. If you pick a correctly read word, you will be rewarded with this "fruit".
Prepare to go home with new words: students can read 12 new words.
V. Reading comprehension
1. Read the text correctly and fluently. Free reading, deskmate reading, roll call reading, class reading.
2. Read the text with emotion and rhythm. Q: Is the scenery in the small mountain village beautiful? What do you like best in the picture? Can you read the text beautifully? Who wants to read it to everyone? Read aloud by name, stand up and perform voluntarily, read aloud by group competition, read aloud by teachers and students, and read aloud by the whole class. )
Distribution of intransitive verbs
1, read the text to parents.
2. After class, find out where there are new words in this lesson and compare them with others.
Teaching reflection
I don't know why, after this class, there are always many regrets in my mind: although I have been teaching for more than 20 years, I have had some successes and sometimes I am gratified, but the overall feeling of this class is unsuccessful.
I have thought about it several times, that is, my educational concept needs to be updated. In the process of reading the new curriculum theory, although we can feel that the new curriculum has painted a desirable picture for our education, we can't grasp the scale in the actual education and teaching process and haven't put it in place well. I also know that in the new round of curriculum reform, teachers should not only have updated educational concepts, but also have new teaching methods.
The teaching idea of this lesson is clear, starting with the picture, observing and speaking, and initially feeling the beauty of the small mountain village, thus leading to the ballads, allowing students to feel the beauty of the ballads and learn new words in various forms and interestingly. However, the key problem is that the 40-minute time is not well grasped, the arrangement of each link is unreasonable, and the time allocation is improper, so that the teaching task cannot be completed. Finally, students have no time to read aloud and feel the beauty of nursery rhymes, so they can only leave their regrets for the next class.
To this end, I think it is extremely important to understand the learning situation before class, communicate the way of learning, and be aware of it, teach with learning, and guide with learning. I also know that the teaching design of today's curriculum reform focuses on generation and construction, ignoring presupposition and teaching, and classroom teaching embodies learning as teaching. We can't just introduce students into our pre-designed teaching links step by step, but we should flexibly adjust and sort out according to students' acceptance in class, so that our design intentions can be integrated into students' thinking and students' autonomy can be developed in teacher-student activities.
Teaching Design of "One Go, Two Li San" Part III Teaching Objectives
1, know the word 12, can write three words, and know the stroke "one".
2. Read the text correctly and fluently.
3. Feel the beauty of the scenery in nursery rhymes.
Emphasis and difficulty in teaching
Literacy and writing are the focus of this class; It is difficult to distinguish "eight" from "into".
training/teaching aid
Multimedia display stand or new word card.
design feature
Read in the game.
Teaching time
2 class hours.
process planning
First, introduce a conversation
Look at the picture. What is the scenery in the picture? What did the two children see?
Second, raise the topic.
The old teacher reads the blackboard and the students say "Li".
Third, read the text by yourself
1. Read the text by yourself according to pinyin and see who reads first.
2. You are the child in the photo. Let's feel the beauty of the small mountain village together. (Guide reading, read together, etc. ) Have a general understanding of the meaning of "smoke village and pavilion".
Fourth, learn new words by yourself.
1, draw the new words in the text, read them accurately by yourself first, and then read them to your deskmate.
2. Circle the new words in the text. Spell new words in pinyin after class.
Five, check the self-study situation
Play the game of finding friends. Focus on guiding the correct reading of "three, four and ten".
Look at the pictures and find the new words in basketball.
Seven, practice writing
1, to guide students to know "Tian Zige".
2. The teacher demonstrates writing and explains clearly the position of strokes when writing.
3. Students paint red, write down words, and teachers tour to guide.
Eight, consolidate the exercise
Choose cards to fill in the blanks and read nursery rhymes.
Nine. practical activity
Look after class and see where there are numbers from one to ten around us.
The instructional design of "One Go, Two Li San" Part IV 1. Review the past and learn the new, introduce new courses.
Students, so far, we have all learned Pinyin. Do you want to show your skills? Next, the teacher will test you.
2. Click on the courseware to display: sān, yā, liā, bā, shí, èr, siā, qā, Jiǐ.
3. Pull the train to read syllables and see which train is the fastest. (small train, drive, locomotive! )
Second, independent learning and understanding of new words
1, the students learned really well. In order to reward everyone, the teacher took everyone to a small mountain village to have a look! A wall chart showing "One Go, Two Li San", followed by the blackboard writing of this poem. )
2. Take a closer look. What do you see in the picture? (Two children are looking at the scenery on the mountain road. )
Think about what they might be talking about.
Health: The little brother pointed to the distance and said, "Look, there is a small village smoking and the people in the village are cooking! There are several small pavilions behind the village. How beautiful! " The little sister said, "The flowers around us are beautiful, too! Smell it, how fragrant it is! " Prompt students to observe in order, say all the contents written in the short poem, and spread it appropriately. )
4. The students speak very well! Everyone thought about what so many little brothers and sisters said! It took someone only 20 words to say everything they said! do you want to see it ? Take down the flip chart and show the blackboard. )
Read this poem according to the pinyin we have learned. Read by name, comment by other students, and correct pronunciation. )
6. Teacher: The words marked in red by the teacher are the new words we need to know in this class. Can you read it according to the pinyin marked by the teacher? Read by name, and read together. )
7. Teacher: We can all read them out in the text, but if these new words run out of the text, can you still recognize them? Show cards of new words, read them, and try to form words or say a paragraph with these new words. )
8. Teacher: Knowing these new words, let's read this ancient poem again and see what beautiful scenery it writes.
Third, read and feel the pictures repeatedly.
1. Students read this poem carefully. What beautiful scenery can you "see" from it? Pick out these scenes in the poem, draw a horizontal line and circle the scenes you see on the picture.
Health: smoke villages, pavilions and flowers. ...
Summary: Two children walked about two or three miles and saw a small village where smoke was curling up. Further on, there are several pavilions randomly arranged, and all kinds of beautiful wild flowers are blooming on the roadside around.
How happy the two children are to see so many beautiful scenery! Who can read their happy mood? (Read by name, students comment. )
He reads fluently, but he is not happy enough. Listen to the teacher and feel how to read the children's happy mood. The teacher demonstrates reading, leading pause and stress. )
Next, the teacher asked his classmates to read it. Whoever reads the most emotionally, the teacher will give him a wall chart!
5. Read aloud by name and guide students to read aloud with emotion. Until the students can read the rhyme of the poem, hang up the picture and cover the blackboard of the poem.
6. Recite ancient poems and imagine the scenery in them while reciting them.
Fourth, guide writing (know Tian Zige and three lines before class)
1. Observe how many strokes a new word * * * has, what stroke each stroke is and what position it occupies in Tian Zige. Please stand up and say. The teacher instructs and writes Tian Zi's case on the blackboard.
2. Finger reading: Students read the order of strokes while reading. (Example: one horizontal, one vertical, one left and one right. )
3. Draw red in the textbook and write some imitations.
4. Look for well-written and poorly written comments.
5. Students write on a three-line grid.
"One Go, Two Li San" Teaching Design Chapter 5 teaching material analysis
This lesson is selected from the first text of the first volume of the compulsory education curriculum standard experimental textbook Chinese (People's Education Edition). The content is an old nursery rhyme, which requires you to know twelve new words with two illustrations.
Student analysis
When studying this lesson, the students have just finished learning Chinese Pinyin. In the process of learning Pinyin, they have known some new words and learned some nursery rhymes, and they have a preliminary experience in learning new words and nursery rhymes. However, the students' level of Chinese Pinyin has not been consolidated. The ten Chinese characters representing numbers to be mastered in this lesson have been touched by students in their daily life.
design concept
"Chinese Curriculum Standards" points out that "students are the masters of Chinese learning. Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. "Therefore, when designing this course, teachers should build a platform for students' autonomous learning as much as possible to promote the formation and development of students' Chinese literacy.
learning target
1, know ten Chinese characters representing numbers, and be able to read the pronunciation correctly, recognize the font and understand the meaning.
2, can read the text correctly and fluently, and those who have spare capacity will recite it.
3. Feel the beauty of the scenery in nursery rhymes.
Preparation before class
Make courseware.
teaching process
First, contact the old knowledge and import it.
1, children, everyone learned a lot of nursery rhymes in kindergarten. Who remembers which nursery rhymes have numbers? Can you recite it to everyone?
(1) Students recall old knowledge.
(2) recite children's songs by name. The rest of the students followed. "
Alternately, if the students can't say it at once, the teacher will give an example to demonstrate.
(For example, one, two, three, climb the mountain,
Four, five, six, somersault,
Seven, eight, nine, racket ball,
Hold out two hands and ten fingers. )
2. These digital children's songs are really interesting!
Link intention: By letting students recall old knowledge, mobilize students' original language reserves and prepare for learning new content.
Second, learn ancient poems.
1, Introduction Today we are going to learn an ancient poem with numbers. do you want to see it ?
2, reading poetry:
Please open your Chinese book and turn to page 44. Circle the digital baby first and watch it again.
(2) Who can read the circled digital baby aloud to everyone?
Read by name. Teachers and students correct their pronunciation. (Courseware shows poems and circles ten numbers)
Read it together.
(3) There is a digital baby, and the pronunciation in the poem is different from what everyone just read. Find out which one. (Courseware is circled with Y)
(1) "one" in front of the fourth sound into the second sound, in the poem, it is followed by the fourth sound, so it is "easy to twenty or thirty miles". In addition, there are "Y people", "Y cars" and "Y mountains". Will you still say it? Say its name.
② Read the first line again.
Now, can you read the whole poem? Give it a try:
① Students can read freely.
② Read by name, evaluate pronunciation, and read by students. Teachers should give appropriate guidance and demonstration.
3 Read together.
5] Every poem has a title, and the title of this poem is ── (Courseware presents the title) A trip of two or three miles. Students read the topic together:
The title is the same as the first line of the poem. Do you read the same? Listen to the teacher and read aloud. What difference did you hear? Students listen and say the differences.
Who will read it? Read and comment by name
(3) Two people at the same table read each other to see if they read differently. Read and evaluate each other at the same table
(4) Who can add a topic to read the whole poem? Read by name.
⑤ Male students read and compare with female students.
3, understand poetry:
When reading this poem, the teacher seemed to see a beautiful mountain village. Did you get a look at him? Can you tell me what you see? I can't say it. You can read the poem carefully again. Students can express and communicate freely.
(2) According to the communication situation, randomly understand the words "Qu", "Li", "Yancun" and "Pavilion".
Or, if students are not involved in these words, teachers can ask questions to guide them to understand the general meaning.
Now, the computer doll has to test everyone. A picture appears. Let's guess which poem it is. Name guess or collective guess.
(Courseware shows poems) Read them together.
The purpose of linking is to let students connect the content of the poem with the picture through the game activities of guessing the poem, so as to further understand the poem and pave the way for reading the whole poem.
4. Read the whole poem:
Not far from the door, I saw a village with four or five families, six or seven pavilions on the mountain and eighty or ninety flowers on the roadside. How beautiful!
Do you like this poem? Read it again in the way you like. Read aloud with free feelings.
Who wants to read it beautifully to everyone? Read by name.
(4) Read aloud with music.
5] Recite appropriately. Students who can recite it, please recite it, and those who can't, read it again.
Third, guess riddles and consolidate new words.
1. Everyone is learning well. The teacher wants to reward everyone and guess a riddle, okay? Look, this is a riddle poem. Do you understand?
One, two, three or four tablets,
567890 tablets,
Thousands of dollars, thousands of dollars, countless dollars,
I didn't see it when I flew into the reed flower.
Students can read poems freely.
2. Show pictures of reed flowers and introduce them briefly. Students guess riddles.
3. Xiu Xue's answer.
4. Look carefully, what is the similarity between this riddle poem and the poem just learned? Students answer after observing.
5. Show 10 numbers, read them in order, backwards and out of order.
Fourth, homework
1. Classroom exercises 2 and 4. Students proofread their homework independently.
2. Homework, read or recite "One Go to Two or Three Miles" to mom and dad, and capable children can also let mom and dad guess the riddle poem "Snow".
Verb (abbreviation of verb) course summary
What did you learn in today's Chinese class? Student exchange.
"One Go, Two Li San" Teaching Design Chapter VI Teaching Objectives
1, learn 10 new words, two green lines and four new words only know not to write. Know four kinds of strokes.
2, can read the text with the help of Chinese Pinyin, and get a preliminary understanding of the text content by looking at the pictures.
3. Be able to read and recite the text correctly and fluently. Through reading, I can experience the beauty and happiness of the small mountain village.
Emphasis and difficulty in teaching
Read the text thoroughly and write regularly.
Teaching preparation
Courseware. New word card.
teaching process
first kind
First of all, stimulate interest and introduce new lessons.
Son, after learning Chinese Pinyin, we can read with the help of Pinyin. Are you happy? Today, in this class, we will learn a poem with the help of Chinese Pinyin.
2. Write on the blackboard and teach students to read the questions.
Second, guide the pictures to say what they mean.
What is the 1. graph? how do you know
This is a small mountain village not far from us. You can get there by walking two or three miles. How many families are there?
There are not many people living here, only four or five. Count it again. How many pavilions are there on the map?
4. Do you spend a lot? Can you count?
Third, read the text for the first time.
1. The picture we just saw is written in the poem we are going to learn today. Please listen to the reading while watching the screen.
2. Students read ancient poems in Pinyin.
3. Read ancient poems by names and sentences.
4. Read together.
5. Look at the text and pictures. What do you know? (Students casually say)
Fourth, learn new words.
1, know four new words before Tian Zige:
(1) Show new word cards, and students can read new words with the help of Pinyin.
⑵ Name and read the new words aloud.
(3) Get rid of pinyin and let students read new words.
2, learn to write new words one, two, three, four, five, six:
(1) shows the projection. The teacher told us that Tian Zige's words are new words to learn in this class. These words should be able to read, write and use. In addition, we need to know a few tricks.
Read the new words together.
(3) Let the students draw birth words one by one in the text.
Five, guide the writing
1, know the strokes of new words.
2. The teacher writes new words.
3. Students paint red, teachers tour to guide and correct writing posture in time.
Show students' good handwriting.