#二级# Introduction teaching design is to arrange the teaching elements in an orderly manner and determine the ideas and plans of the appropriate teaching plan based on the requirements of the curriculum standards and the characteristics of the teaching objects. It generally includes teaching objectives, key and difficult points of teaching, teaching methods, teaching steps and time allocation. The following is the relevant information compiled by "Hebei Education Edition Primary School Second Grade Chinese Language Units 1 to 3 Teaching Design for the Second Volume". I hope it will help you.
Article 1 Teaching objectives of the teaching design of the first unit of Chinese language in the second volume of the second volume of the Hebei Education Edition:
1. Continue to learn the method of "literacy in life" and broaden the ways of extracurricular literacy. .
2. Infiltrate the traditional culture of Chinese characters, feel the physical beauty of Chinese characters, and stimulate students' interest in learning Chinese characters.
3. Guide students to learn accumulation methods, learn to accumulate in writing, and accumulate in reading.
4. Develop the habit of using small notebooks frequently, be willing to write down what you see, hear and think about, and cultivate your interest in writing.
Teaching process
1. Introduction
Students, Jingjing has moved to a new home. Today he invited us to visit his new home. Do you want to go? Okay, let's set off!
2. Exercise design
(1) Read the Spring Festival couplets and recognize Chinese characters
1. Show the questions and ask students to observe the pictures carefully. Teacher description: Look, there are Spring Festival couplets posted on their door?
2. Students can read freely.
3. Read by name.
4. Students report the Spring Festival couplets posted at home and share the words they recognize from them.
5. The teacher pointed out: As long as you are careful, you can learn to read everywhere in life.
(2) Write beautiful words.
Teacher description: We knocked on the door and Jingjing was practicing calligraphy!
1. Observe the characteristics of the four characters "Yan, Hei, Mi, Fen"
2. Discuss in groups how to write these characters beautifully.
3. Trace the words in red and identify the little masters of writing.
(3) My Honey Collection
Teacher’s description: Jingjing took out his “Honey Collection” to show us.
1. Read "Collection of Honey" in the group and find out the patterns of these words.
2. Students exchange the idioms they know to describe spring.
3. Teachers encourage students to continue reading books after school and accumulate good words, sentences, paragraphs and articles.
(4) Read and memorize
1. Read the ancient poems posted on the wall of Jingjing’s house in your favorite way.
2. Encourage doubts and chant repeatedly until you can memorize it.
3. What other ancient poems describing spring scenery can you recite?
(5) My little pen
Teacher description: Jingjing told us that he had a new discovery today and wrote it down in a small notebook. Let us read it quickly. Read it.
Students read freely.
Part 2 Teaching Design of the Second Unit of Chinese Language in the Second Volume of the Second Grade of the Hebei Education Edition 1. Teaching Objectives:
1. Be able to correctly use the radical search method to quickly find words in the dictionary Produce the corresponding Chinese characters.
2. Be able to write "busy, pity, memory, and surprise" correctly and standardly.
3. Continue to cultivate students’ reading ability and the habit of accumulation.
2. Teaching preparation: Everyone has a Xinhua dictionary.
3. Teaching Process
Teacher: Students, do you like to eat vegetables? What vegetables do you like to eat? What are the benefits of eating vegetables?
Students can speak freely.
Start with topics that students are interested in, stimulate students’ interest in learning, and enable students to actively enter the learning state. At the same time, students should be educated not to be partial to eclipse.
Based on the vegetable camera mentioned by the students, the poem "December Vegetables" is presented.
1. Read the poem to yourself and mark the unfamiliar words.
2. Students propose ways to solve unknown words.
3. Guidance in looking up the dictionary.
①Discuss in the group how to look up words in the dictionary when encountering unknown words.
②Communication within the class. (The group will send representatives)
③Exchange summary. (The teacher takes a new word in poetry as an example to guide students to summarize the steps of the radical search method. That is: determine the radical of the word - find the radical from the word search table and turn to the corresponding page number - count Remove the number of strokes of the word in the radical and find the page number of the word - finally turn to the page number of the word)
④ Two people at the same table work together to use the radical search method to find out the names of other new words pronunciation.
⑤Students report their word search process and pronunciation.
⑥Read the pronunciation of new words repeatedly.
4. Students are free to read children's songs until they are familiar with them.
Give students the initiative in learning and let them learn how to look up radicals based on their own experience.
5. Play soft music to put students into a pleasant writing state.
6. Show four words for students to observe and discover the characteristics of the four words.
7. Talk about how to write these words beautifully. (Guide students to talk about the writing posture, the structure of the words, the position of the box, etc.)
8. Demonstrate writing
9. Students practice writing by themselves with soothing music.
10. In-group evaluation
Part 3 of the Hebei Education Edition Chinese Language Unit 3 teaching content for the second grade of the second grade of primary school teaching content: including interesting Chinese characters, writing beautiful words, my Five contents: collection of honey, reading and memorizing, and my little writing.
Teaching objectives:
1. Continue to teach students clever literacy methods and stimulate students’ interest in literacy.
2. Let students feel that the meaning and interest of Chinese character creation breeds, and stimulate students' interest in learning Chinese characters.
3. Let students learn the production methods of our school’s small graduate students and cultivate students’ good habits of accumulation and induction.
Preparation before class: courseware, recorder, tape, and finished book for young graduate students.
Lesson schedule: Second lesson
First lesson: the first three columns
Second lesson: read the memorization and my little writing.
Teaching process
1. Creation, excitement,
Teacher: Today the teacher brought a little guest to the students. Look... (displaying courseware)
"Children, I am your good friend. Do you know me? What is my name?
The students all said: "Knife" (cartoon character image Appear) I’m so happy to see you!
Do you want to know how I became sharp?
2. Knowing how to form words, full of fun
1. " "Cartoon knife" like a magician, put it on the left side and put a drop of water on it. Think about it quickly, what am I going to do?
Student: Guess. (When the sharpening knife appears, it is sharp. ) "Change" appears and another cartoon character "Edge" appears. This time I added water and polished it to become the character "Edge". Is it interesting? (After students read it correctly, they form words and study the memory method in the same group)
< p> Who needs me to talk about an idiom?"Solve it easily" shows the picture "Chopping wood" to guide students to look up the dictionary to understand the meaning of the picture and its meaning
2. "Cartoon knife" "Is my magic wonderful?" he said proudly. Have you learned it? You should also change and let me open my eyes.
3. Group as a unit (communicate in the group first, then in the whole class)
Summarize “people” and “wood” in order
People——- From the public
Wood——Lin——Sen
4. Show the cartoon "wood" and I will perform another unique skill for you. The picture shows the trunk and I am under the wooden pole. Adding the roots of the tree is "Ben" and adding branches to the wooden pole is "Mo". There is an idiom "putting the cart before the horse". Imagine how this picture should be placed. What does it mean by looking it up in the dictionary?
3. Let’s see who can write the most beautiful words
1. Teacher: Students, we just learned a lot of interesting words. Now we will have a writing competition to see who can write the most beautiful words. .
2. The teacher writes on the blackboard: "urgent", "thinking", "you", "how"
Students first observe and then discuss the characteristics and structure of these four words. , occupy the position, finally imitate, communicate and evaluate.
IV. My Honey Collection
1. Teacher: Today the teacher has brought you beautiful booklets, which are also for the senior brothers and sisters in our school. Each of you will be given a copy of the collection of honey collection, enjoy and study, and then communicate in groups to summarize the methods of making these information cards.
2. The courseware presents “Spider” information
Based on the method summarized by the students just now, the teacher guides the production from the following aspects:
Name:—— ————
Features: ————
Habits: ——————
Likes to eat: ——————
Picture:
3. In groups, introduce the information that the group is familiar with, collaborate in research, make information cards, and communicate with the whole class.
4. Encourage students to accumulate information about small animals after class, make small graduate students, and write about them.
5. Memorize the wonderful passages in the text and write them down.
5. Read and memorize
1. Teacher: Show the courseware, "Three Character Classic"
2. Students read freely and perceive the whole.
3. Group communication and cooperative exploration to solve unclear problems.
4. Group reports and whole class communication.
(Teachers should conduct on-demand expansion based on students’ questions so that students can deeply understand their artistic conception and emotions. At the same time, students should mobilize multiple senses to fully understand the content).
5. Try to memorize it, check the recitation in a group, and recite by name.
VI. My little pen
1. Show the picture and let the students look at the picture and talk about the content first, giving full play to their imagination.
2. Read how the young author writes?
3. Students can read freely.
4. Do you want to write better than her?
5. In the group discussion, each person expresses his or her own opinion and then writes about it.
6. Each person writes a song "The Sun"
7. Group communication, whole class communication, and student self-evaluation.