White rabbit and grey rabbit text knowledge points 1. Who can provide the current Chinese syllabus for the first grade of primary schools in China?
Unit 1 outline requirements: this unit is to learn words and sentences by looking at pictures, with five lessons in total.
Mainly introduce some knowledge of knowledge of nature, geography and politics. By guiding students to observe pictures carefully, understand the meanings of pictures and words, learn and master related new words and sentences, expand their thinking ability and train their ability to observe and analyze things on the original basis.
At the same time, educate students to love life, nature, motherland and * * *. Second, the unit focus: 1, learn how to observe the picture carefully: (1) First, observe the picture as a whole. What are the main paintings? What is the main content of reflection? (2) What is the picture drawn after local observation? What are their sizes, shapes, colors, etc? Lay a foundation for learning words and phrases.
2. Learn to master the sounds, shapes and meanings of new words. Learn new words and understand their meanings.
3. You can use "also" to make sentences ... and ... "both" and "then". 4. Be able to read and copy sentences correctly and fluently.
Unit difficulty: 1, understand the sentence pattern of "whoever loves what he loves", understand the role of "ye" in the sentence, and further use the word "ye" to make sentences. 2. Combine the meaning of pictures with the meaning of words and sentences, and understand words and sentences through pictures; Through words and sentences, we can deepen our understanding of pictures.
When you read words and sentences, you will see pictures, and words and sentences will flow out of your mouth. Fourth, the unit question: 1, what did spring say to ice, snow, grass and flowers? It is necessary to combine the relevant knowledge of nature, so that students can understand that these are related to the angle and temperature of sunlight.
2. Where do you know that the motherland is vast? It is necessary to combine maps and seasonal difference geography knowledge for students to understand. Unit 21. Outline requirements: This unit is about reading pictures and writing. There are four lessons, namely painting, crow drinking water, little monkey going down the mountain and Sima Guang.
It is a further development of learning words and sentences from pictures. Whether it is a single picture or multiple pictures, pictures and words are closely related, and the meaning of pictures and words is the same.
When studying, cultivate students' observation ability and thinking ability by looking at pictures and inspire their imagination; By studying the text, we can understand how the text expresses meaning sentence by sentence, so as to help students improve their language expression ability. Looking at pictures and learning composition must be organically combined to cultivate the ability of mutual transformation between language and pictures.
At the same time, let students know how to be ashamed; When encountering difficulties, we should use our brains and try to solve them; Do things from beginning to end; Do one thing first, then do another; Calm, calm, witty and decisive. Second, the unit focus: 1, you must understand both the map and the text.
The text and content of a single picture are relatively concentrated, and it mainly depends on language to describe the changes of things or the activities of characters on the picture. Multi-picture characters draw the main development and changes of the story through a series of pictures, and describe how things develop and change through language and words.
2. Learn to master the sounds, shapes and meanings of new words and understand their meanings. 3. Can write the antonym of "far", "nothing" and "coming".
4. Can make sentences with "true" and "very". Third, the unit difficulty: 1, carefully and orderly observe one picture and more pictures, and correctly understand the meaning of the picture.
2. Compare sentences and understand how to express meaning concretely and accurately. 3. Answer the questions after class correctly and cultivate the ability of oral expression.
Unit question: 1, correctly distinguish the meaning and usage of "what" and "how", "practice" and "method". 2. Similar to the distinction between "drinking" and "thirst".
A new knowledge point: 1, which can preliminarily distinguish the meaning and usage of "what" and "how", "method" and "practice". 2. Be able to correctly read the two pronunciations "dé" and "dü i" of the polyphonic word "de".
Unit 3 1. Outline requirements: this unit includes four texts: riddles, spring breeze blowing, swallows flying back and giant pandas, and a basic training. When studying, students should learn how to learn the text: 1 Learn new words and phrases.
Read every sentence in the article and understand their meaning. 3 understand sentence groups (paragraphs).
Read the whole article. Through the study of this unit, in addition to learning relevant knowledge, we should also educate students to love the motherland and socialism.
Unit focus: 1. Methods and steps of studying the text initially. 2. Learn 29 new words and 42 new words in this unit.
3. Be able to correctly distinguish the sound, form and meaning of "Na" and "Na" and use them correctly. 4. Be able to read the text correctly, fluently and emotionally.
5. You can use "sometimes ... sometimes ..." to make sentences. Unit difficulty: 1. Understand the meaning of the text.
2. A way to master riddles. 3. Use "where" and "that" correctly.
Fourth, the unit question: 1, the order of the word "it" is: the last stroke is a vertical hook. 3. In the second riddle, the word "give way" in the sentence means that the cloud has dispersed; "Waving" refers to the swaying of small trees; "Crops bend over" and "flowers nod" refer to the shaking of crops and flowers.
Unit 4 1. Outline requirements: This unit consists of three fairy tales, two little lions, a little rabbit and a little gray rabbit, Glug, and an ancient legend, who studied painting in Wang Mian. These four texts are relatively long, which makes it difficult for students to learn. Except for many new words, every article has profound teaching significance.
Let students learn the text, deeply understand the central idea of the article, and then connect with reality, contact themselves and get education. Second, the unit pays attention to: 1, and further learn how to read an article.
(Combine the four pronunciations learned in Unit 3) 2. Learn 34 new words in this unit and master their sounds, shapes and meanings. Learn 54 new words and understand their meanings.
Be able to distinguish and use "very" and "more", "just" and "only", "usually" and "sometimes". 4. Can use "real", "should" and "skill" to make sentences.
5. Be able to read the text correctly, fluently and emotionally. Can recite the second paragraph of Wang Mian's painting.
Unit difficulty: 1, read the text and understand the central idea of the article. "Two Little Lions" tells us not to rely on our parents, but to "cultivate" hard, learn the skills of "life" and become a real person.
The Little White Rabbit and the Little Gray Rabbit tells us that only by relying on our own efforts can we create endless wealth. Wang Mian studied painting.
2. How to use curriculum resources to improve students' Chinese literacy?
1. Make good use of Chinese textbooks and give full play to their multiple functions.
Textbooks are important curriculum resources, and the research and processing of textbooks is the focus of the development and utilization of textbooks. Textbooks can not only enable students to learn Chinese knowledge and improve their Chinese ability, but also enrich their life experience, improve their humanistic quality and cultivate their innovative spirit and practical ability. Therefore, in classroom teaching, we should advocate independent, cooperative and inquiry learning methods, so that students can actively understand and experience, feel and think, and get emotional edification and ideological enlightenment with the help of textbooks. Through the study of teaching materials, we can understand things outside the teaching materials, so as to obtain learning methods, form correct learning attitudes and habits, and comprehensively improve Chinese literacy. Therefore, as a teacher, we should give full play to our personal potential and carefully design each class so that students can benefit from the unique Chinese class.
2. Use the teaching content itself
The content selected in this paper itself has a good educational significance. Teachers should remember to convey the ideas infiltrated in the text to children through the text when giving lectures, so that children can be influenced by ideas when learning knowledge. You can introduce or recommend similar articles and books to children according to the content of the text, so that they can learn more. You can also recommend the works of the author of the text to your children. For example, after learning * * *' s poems, you can hold a "* * * poetry reading club"; After studying Zhu Ziqing's In a hurry, we can hold a "poetry appreciation meeting" to expand students' extracurricular reading of Chinese. A story-telling article for children to perform.
3. Pay attention to the extension of teaching materials.
Many times, in order to let children master a lot of knowledge points, we ignore the extension of teaching materials. Extension is actually a good development of teaching material resources, which will produce unexpected results. For example, teaching articles such as "crow drinking water" and "weighing elephants" can guide students to explore other good methods to solve problems and develop their creative thinking; After learning "Two Little Lions" and "Little White Rabbit and Little Gray Rabbit", let the students develop rich imagination and practice speaking: What will a lazy lion do after listening to his mother? What will the little gray rabbit become in the future? The extension of these curriculum resources has developed students' thinking, stimulated students' imagination and creative potential, and laid the foundation for exercises in lower grades. In the situation created by teachers, students are easy to express and willing to express.
3. How to develop and utilize curriculum resources in Chinese teaching?
1. Make good use of Chinese textbooks and give full play to their multiple functions.
Textbooks are important curriculum resources, and the research and processing of textbooks is the focus of the development and utilization of textbooks. Textbooks can not only enable students to learn Chinese knowledge and improve their Chinese ability, but also enrich their life experience, improve their humanistic quality and cultivate their innovative spirit and practical ability.
Therefore, in classroom teaching, we should advocate independent, cooperative and inquiry learning methods, so that students can actively understand and experience, feel and think, and get emotional edification and ideological enlightenment with the help of textbooks. Through the study of teaching materials, we can understand things outside the teaching materials, so as to obtain learning methods, form correct learning attitudes and habits, and comprehensively improve Chinese literacy.
Therefore, as a teacher, we should give full play to our personal potential and carefully design each class so that students can benefit from the unique Chinese class. 2. Using the teaching content itself, the content selected in the text itself has good educational significance. Teachers should remember to convey the ideas infiltrated in the text to children through the text when giving lectures, so that children can also be influenced by ideas when learning knowledge.
You can introduce or recommend similar articles and books to children according to the content of the text, so that they can learn more. You can also recommend the author's works to children according to the author of the text.
For example, after learning * * *' s poems, you can hold a "* * * poetry reading club"; After studying Zhu Ziqing's In a hurry, we can hold a "poetry appreciation meeting" to expand students' extracurricular reading of Chinese. A story-telling article for children to perform.
3, pay attention to the extension of teaching materials Many times, we ignore the extension of teaching materials in order to let children master a lot of knowledge points. Extension is actually a good development of teaching material resources, which will produce unexpected results.
For example, teaching articles such as "crow drinking water" and "weighing elephants" can guide students to explore other good methods to solve problems and develop their creative thinking; After learning "Two Little Lions" and "Little White Rabbit and Little Gray Rabbit", let the students practice speaking with rich imagination: What will the lazy lion do after listening to his mother? What will the little gray rabbit become in the future? The extension of these curriculum resources has developed students' thinking, stimulated students' imagination and creative potential, and laid the foundation for exercises in lower grades. In the situation created by teachers, students are easy to express and willing to express.
4. Text of Little White Rabbit and Little Grey Rabbit Who can help me find the Chinese text of Little White Rabbit and Little Grey Rabbit to learn love and ask questions?
White rabbit and gray rabbit characters? The old goat is collecting cabbage in the field, and the little white rabbit and the little gray rabbit come to help.
After harvesting the cabbage, the old goat gave the little gray rabbit a car full of cabbage. The little gray rabbit accepted it and said, "thank you!" " The old goat gave the white rabbit a car full of cabbages.
The white rabbit said, "I don't want cabbage." Please give me some cabbage. " The old goat gave the little white rabbit a bag of cabbage.
The white rabbit came home, turned the ground loose and planted vegetables. After a few days, Chinese cabbage grew.
White rabbits often water, fertilize, pull weeds and catch insects in Chinese cabbage. Cabbage grows up quickly.
Little grey rabbit pulled a cart of cabbages home. He stopped working. When he was hungry, he ate the cabbage of the old goat.
A few days later, the little gray rabbit finished eating the cabbage and went to the old goat's house to ask for it. At this time, he saw the little white rabbit carrying a load of cabbage and bringing it to the old goat.
Little grey rabbit is very strange and asks, "Little white rabbit, where does your food come from?" The white rabbit said, "I planted it myself." Only by growing it yourself can there be endless dishes. "
A: More and more teachers realize that strengthening reading teaching in the lower grades and paying attention to the comprehensive training of basic Chinese skills will not only help to cultivate students' listening, speaking, reading and writing abilities, but also help to improve their quality. Professor Liu Xiuyun's "Little White Rabbit and Little Grey Rabbit" is a vivid example.
This "Learning Painting" has four pictures, and the text is also divided into four parts. In the first part of teaching, after guiding students to compare pictures and texts, understanding the content of the text and practicing reading aloud, Mr. Liu showed the first three sentences in the text with a small blackboard.
When guiding students to understand, the teacher did not use the common practice of directly mentioning the word, but said, "One word in these three sentences appears three times, but its meaning is different. Let's see who can find it." This requires students to actively move their ears (listen to the teacher's question clearly), move their eyes (see which word appears three times) and move their mouths (say what they think).
Some students are just "vegetables". At this time, the teacher didn't rush to say yes or no, but let everyone express their opinions.
A student said: in these three sentences, the word "vegetable" appears four times, not three times, and the meaning is the same, so it is not the word "vegetable". The teacher fully affirmed that the student listened carefully and spoke well.
Later, after some discussion, everyone found the word "Guan". So, the teacher asked the students to talk about the meaning of the word "bumper harvest" in the sentence "the old goat collects cabbage in the field, and the little white rabbit and the little gray rabbit help".
Some said, "Collecting cabbage is pulling cabbage." Some said, "Take it or pull it."
Inspired by the teacher, other students added that they had to pull up cabbage and take it home. It seems that the students' understanding of the word is completely correct, but the teacher didn't stop there and asked such a question: "If you accept apples, what does' accept' mean?" (Abstract.
) "What about harvesting wheat?" (cut. In this way, the teacher abandoned the practice of explaining words with words, and let students truly and concretely understand the meaning of "harvest" of the word "receive" here.
In the second step, Mr. Liu asked the students to read another sentence: "The little gray rabbit received the cabbage and said,' Thank you!'" ""asked to say what the word "closed" in this sentence means. Several students gave their own understanding: the little gray rabbit "asked for the cabbage of the old goat"; "take cabbage"; "Took the cabbage".
The teacher leads the students to summarize the above statements. In the third step, Mr. Liu asked the students to read this sentence: "After harvesting the cabbage, the old goat gave them his own cabbage."
Through comparison, the students successfully understand that "shou" here has the same meaning as "shou" in the first sentence. Finally, the teacher guides the students to understand that sometimes the same word has different meanings in different sentences, and it needs careful reading and hard thinking to distinguish it clearly.
The above teaching examples remind me that teaching literacy in a language environment, combining literacy with listening, speaking, reading and writing, is conducive to mobilizing students' initiative, which is a valuable experience in line with the overall goal of Chinese teaching in primary schools; Despise reading, and the teaching of literacy for the sake of literacy can no longer continue. This should be the most important revelation in Liu Xiuyun's teaching.