The manuscript of the first volume of the first grade of Chinese in People's Education Edition: Four Seasons 1 Four Seasons is a children's song with rich content and childlike interest. This paper describes the grass buds in spring, lotus leaves in summer, wheat ears in autumn and snowman in winter to show the characteristics of the four seasons. Next, I sorted out the lecture notes of "Four Seasons", the first volume of primary school Chinese published by People's Education Publishing House. Welcome to read!
First of all, talk about textbooks.
"Four Seasons" is a text in the first volume of the first grade experimental textbook of compulsory education curriculum standard. The language of the article is cordial, vivid and beautiful, and the four illustrations are colorful. It is a textbook suitable for reading aloud, embodying cooperative learning in the new curriculum standard, and cultivating students' preliminary reading ability and autonomous learning ability.
Second, talk about learning.
Teaching faces children who have just entered school. At this time, students have the ability to spell Chinese Pinyin. Let students know the natural phenomenon of maple leaves falling in autumn in the children's song "Autumn leaves fluttering" in the pinyin part.
Third, talk about teaching objectives.
Knowledge goal: Know 1 1 new words. Can write four words.
Ability goal: read the text correctly and recite the text hard.
Emotional goal: Understand the content of the text, know that there are four seasons in a year, feel the beauty of each season, stimulate students' love for nature, and establish a preliminary awareness of environmental protection.
Fourth, tell the key points of teaching.
The teaching focus of this class is reading, writing and practicing reading aloud.
Five, said the teaching method:
By creating scenes, students' interest in reading can be stimulated and students can be guided to read and write from enlightenment. Through various forms of reading, students are influenced by emotions.
Six, oral English teaching preparation: multimedia courseware
Seven, teaching method, learning method
1, situation creation method, graphic combination method
2. Highlight reading and training ability.
Eight, said the teaching process: (the second class)
First, the introduction of passion, leading to the topic
Last class, we read the poem "Four Seasons" and learned that there are four seasons in a year. They are ─ (Spring, summer, autumn and winter, the teacher wrote on the blackboard: Spring, summer, autumn and winter are empty). In this class, the teacher will take you to nature to find spring, summer, autumn and winter. Do you want to go? But it's not that easy to go. Dare you come first?
(Design intention: Start with the poems that children prefer, guide students to feel the beauty of the four seasons from poems, and let students have a strong interest and curiosity at the beginning of the class. Let the students review four new words of spring, summer, autumn and winter, and find four seasons with questions.
Second, understand the poems of the four seasons and memorize them.
[Level 1] Recognition of new words: [Courseware shows new words]
1, display new words in pinyin.
2. Show the new words without pinyin (skip reading and read by train with group words)
[Level 2] Reading Four Seasons Poems: [Four verses are displayed in the courseware]
Who can read the text correctly? (Strengthen reading requirements, read freely, specify reading, and read the text together. )
2. (Teachers and students read the text in cooperation):
Grass bud (sharp), he said (to the bird), "I am spring." )
Lotus leaf (round), he said (to frog): "I am summer." )
Gu Sui (curved), he (bowed his head) said: ("I am autumn." )
Snowman (with a big belly), he said (naughtily), "I am in winter." )
(The words in brackets are read by the students)
[Level 3] Reciting Four Seasons Poems:
1. Guide the students to recite the text by looking at the pictures and this sentence pattern on the courseware.
Free preparation-naming and memory-Becky
2. Emotional reading (free reading, naming performance, naming stage reading, synchronous reading, role reading, etc. ) to achieve a familiar purpose. )
(Design Intention: In order to stimulate students' interest in learning, I adopted the principle of recognizing new words, reading poems of the four seasons and reciting poems of the four seasons, so that students can read, consolidate new words, pronounce correctly, read the text fluently and smoothly, and pay attention to the principle of understanding the content of the text from easy to difficult to achieve the teaching goal. . )
Third, feel the beauty of the four seasons and write poems of the four seasons.
1, the courseware plays landscape pictures of four seasons and matched music, and randomly displays pictures of four seasons:
Point out the student's observation map and tell me what season you are looking for and where you found it. What did you find? (of several students practicing oral English)
You have seen the scenery in spring, summer, autumn and winter. Do you have anything to say? what do you want to do?
Can you guess what the teacher wants to do? (Guide students to be little poets)
(Courseware showing the scenery of the four seasons)
Peach blossom (red), he said to (swallow), "I am (spring)."
Watermelon (round), he said to (bear), "I am (autumn)."
4. summary; I wrote a poem about spring just now. Can you write a poem about Xia Dong?
Let the students look at the pictures and write poems according to the courseware. Read your own poems. )
(Intention: Show the map of the four seasons, let students look at the map to find the four seasons, and arouse students' interest; Cultivate students' oral ability and feel the beauty of the four seasons. )
Fourth, draw four seasons:
(Design intention: By reading the poems of the four seasons and watching the scenery of the four seasons, I sorted out the poems of the four seasons, stimulated the students' enthusiasm for loving and protecting nature, and expressed their love for the four seasons and nature with paintings. )
Five, the blackboard design
2. Four Seasons
spring,summer,autumn and winter
(Design intention: It concentrates the essence of this lesson with the characteristics of four seasons throughout the year as the main line.
Lecture notes for the first year of Chinese in People's Education Edition: Four Seasons 2 Dear judges and teachers,
Hello everyone!
As I said today, the content of the class is the four seasons. Next, I will teach from six aspects: teaching material analysis, analysis of learning situation, learning objectives and difficulties, teaching methodology and learning process, and blackboard design.
I. teaching material analysis
The Four Seasons is the second lesson of the first volume of primary school Chinese published by People's Education Publishing House. This is a nursery rhyme of the richest man. This paper describes the grass buds in spring, lotus leaves in summer, wheat ears in autumn and snowman in winter to show the characteristics of the four seasons. Children's songs adopt personification and parallelism, and the language is cordial and vivid, which is catchy to read and can arouse students' understanding of life. At the same time, the four illustrations are vivid and convenient for students to observe and imagine. After learning this article, students can fully feel the beauty of nature.
Second, the analysis of learning situation
The children in grade one mainly think figuratively, but their understanding of language and writing is still relatively poor, and the time for intentional attention is relatively short. Therefore, in the process of autonomous cooperative inquiry learning, the effective guidance of teachers is particularly important. In this class, I mainly let children perform with the help of intuitive pictures, vivid blackboard writing and body movements, so that children can participate in learning with high interest with the participation of various senses.
Third, talk about learning objectives, learning priorities and difficulties.
In order to create a solid and effective classroom, I arranged two classes for this class, with the focus on the first class. According to the goal of junior grade, the content of this class and the actual situation of students, I have established the following learning goals:
1. Through deskmate reading, teacher reading and student evaluation, with the help of pinyin spelling and word analysis, correctly understand 1 1 new words.
2. Under the guidance of the teacher, you can read the text correctly, fluently and emotionally through independent reading, role reading, action reading, mutual evaluation practice reading and various forms of practice.
3. Under the guidance of teachers, we can perceive the different characteristics of the four seasons, discover the beauty of nature and love nature by combining pictures and texts and reading aloud.
Learning focus: literacy teaching and reading teaching.
Difficulties in learning: Perceive the different characteristics of the four seasons and stimulate the love for nature.
Fourth, talk about teaching methods and learning methods.
According to the basic idea of improving students' Chinese literacy in an all-round way, combined with the teaching objectives and learning situation of this course, I adopt the following teaching methods:
Situational teaching method: the curriculum standard points out that Chinese teaching should "create colorful teaching situations by using various intuitive teaching methods". In this class, I created a certain situation to stimulate students' interest in learning, concentrate their attention and narrow the distance between students and the text.
Reading instead of speaking: Based on the teaching principle of "reading first", let students deepen their understanding of the text through reading, and read out their feelings under the intuitive feeling of the beauty of the picture, so that students can further feel the beauty of sentences.
Mr. Ye Shengtao pointed out that "the teacher's teaching is not the total prize, but the camera induction". Highlight students' dominant position in learning, and let students let go of their hands and feet and actively participate. In this lesson, I instruct students to learn in the following ways:
Reading comprehension method: Curriculum Standard points out that reading should be emphasized in primary school reading teaching. Students should fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be influenced by emotions in reading. In this class, I let students feel the emotions contained in the text through various forms of reading.
Autonomous cooperative learning method: cooperative learning to cultivate students' cooperative consciousness and autonomous learning ability.
Verbs (short for verb) talk about the learning process.
According to the teaching philosophy, teaching objectives and difficulties, I designed the following teaching process.
* * * Five links: (1) Guess to stimulate interest and introduce new lessons (3 minutes) (2) Graphic combination, reading with the text, reading comprehension (32 minutes) (3) Music reading comprehension (2 minutes) (4) Summary and extension of the full text (3 minutes).
First, guess puzzles, stimulate interest and introduce new lessons.
Teacher: Nature is amazing! She has four very lovely daughters, who can make flowers red and grass green; It can turn the sun into a fireball and make us sweat; Can let the red fruit climb the branches; You can also make the world white overnight. Please guess which four little girls are these?
Let students feel the pictures of the four seasons through multimedia courseware, which leads to: spring, summer, autumn and winter.
(Design intention: Learning interest has a strong motivation, which can promote students to learn the text with great interest. In this way, the creation of situations, to the point, narrowed the distance between students and the text, stimulated their curiosity and desire to learn, and introduced new lessons. )
Today we are going to learn the text "Four Seasons". I am writing on the blackboard, and the book is empty. The four seasons on the blackboard are written on the four sections of the plan.
Second, the combination of graphics and text, combined with text literacy, reading comprehension
(A) the preliminary reading of the text, the overall perception
For the first-year students, it is very necessary to make clear the requirements of reading aloud. This can improve reading efficiency and help to develop good reading habits. Therefore, after introducing a new class, let students read the text through pinyin. And put forward the requirements of reading aloud: read the correct pronunciation and read the sentences.
(B) learning by stages, combined with text literacy
After reading the text, ask: Which season do you like best? Why? Reward you for reading a description of this season in a Chinese book. Multimedia links literacy and reading this season with hyperlinks. Let's take spring as an example to talk about the learning link.
1, spring
1) observation picture
Please enjoy this photo. Please observe the children who are good at discovering carefully and tell me what you see from this picture in spring. (Grass, bird, sky, earth) Draw a single line of grass and bird on the blackboard. Please tell a child what grass buds are like. Dragon? Short? Round? Sharp? Supplement the grass buds on the blackboard.
Design intention: use positive language to hint at students and observe the pictures carefully. The blackboard shows the subject with a straight diagram, and the child's language is modified to improve the subject, so students pay attention. This form of blackboard writing is impressive. )
The camera tells of sharp grass buds, sharp grass buds;
2) read and read.
Teacher: "Now Mr. Wang has put magic on this painting, giving life to the grass and birds. They can talk like us. Look, what are they talking about in the photo?
(Show PPT) Write the recognized new words in red to attract students' attention. (A new word card is attached to the picture) The camera explains the new words: Yes, say, yes. Analyze the word "right".
(Design intention: According to the principle that words are inseparable from words and sentences, literacy, word recognition, sentence reading and learning are organically combined. The curriculum standard points out: "Chinese characters have a long history in China, so that students can understand the richness and broadness of China culture and learn the wisdom of national culture." "Character-based teaching" explores these internal interesting factors of Chinese characters and is suitable for children's learning psychological characteristics. Vividly inspired and induced, greatly stimulate students' sense of participation and enterprising spirit, thus promoting them to read and write better. To achieve the goal of 1 in this link, we must know new words and read the text with the help of pinyin spelling, word analysis and text literacy. )
3) Role reading dialogue: 1, read by yourself, 2, play the role of deskmate.
Teacher: Note that you have become a grass and a bird now. How to read it? Try two people at the same table.
A single student performs and comments on the same table.
(Design intention: Let the students go on stage to do their own actions and show the dialogue between grass buds and birds. Let students practice speaking on the basis of hand, mouth and brain experience, and then combine the taste of speaking with the demonstration of action. After so many channels and levels of guidance, students can read vividly, and the problem of reading will be solved. )
Teacher: This group is doing well, but Miss Wang thinks my reading may be better than yours. do you want to hear it ? Which is better than reading in a normal school or health review? If you find the advantage of pulling others, you can learn it and it will become your own advantage. Good at learning. Now, please turn yourself into grass and talk to a bird like me. Then ask a group of deskmates to perform emotionally with actions and comments. Boys and girls read in different roles.
Teacher: It's really good. I seem to be in nature. There are birds flying around me, and I listen to the conversation between the grass and it.
(Design intention: The teacher's demonstration reading makes a standardized demonstration for students, and trains students to read aloud through normal reading, cooperative reading at the same table and reading by boys and girls in different roles. Students deepen their feelings, experience and understanding of the text content in reading, thus replacing the teacher's complicated explanation and analysis. )
4) Expanding exercise: Children, what scenery is there in spring besides sharp grass and teeth? Who can write a sentence for spring like the children in the article?
Design intention: (On the basis of tasting the language, practice imitation with real life. In this way, students not only know the beauty of spring, but also learn sentence patterns, which are more instrumental and humanistic than Qi Fei. )
(Design intention: Let the students go on stage to do their own actions, showing the dialogue between lotus leaves and frogs, the maturity of ears of grain, and the naughty appearance of snowman. Let students practice speaking on the basis of hand, mouth and brain experience, and then combine the taste of speaking with the demonstration of action. After so many channels and levels of guidance, students can read vividly, and the problem of reading will be solved. )
Third, read aloud with the music and feel the whole thing.
Under the background of musical atmosphere, it is helpful for students to integrate feelings and feel the beauty of the four seasons, so as to achieve the breakthrough of the important and difficult points in this class and achieve learning goal 3.
Fourth, summarize the extension of the full text.
1. Today, we walked into the picture and enjoyed the elegance of the four seasons. What a beautiful picture! Think about what else is there besides these representatives in each season. For example, in spring, the dialogue between grass and birds is replaced by the dialogue between flowers and butterflies. Please choose a season you like and practice imitation. The judges "Imitation is the best!"
Design Intention: Let the students combine their own observations in nature before class, collect information about the four seasons, and imitate the text to say autumn scenery.
We express our love for the four seasons by reading aloud and performing. Next, pick up the brush, draw a favorite season, and write a poem about this season next to it.
(Design intention: return to the whole, sublimate beautiful reading and strengthen performance. Live words, change languages, and spread them. Make students' speech ability really improve. )
Five, say blackboard writing design
In the design of blackboard writing in this class, I adopted the way of combining pictures and texts, which not only recreates the words, but also attracts students with the aesthetic feeling of form, which is in line with the aesthetic taste of junior high school-age children.
Please criticize and correct the above shortcomings. Thank you!
People's education edition, the first volume of Chinese for the first grade: Four Seasons 3 Dear teachers,
Hello everyone, the topic of my speech today is the second lesson of the text "Four Seasons". Next, I elaborate on this lesson from seven aspects: teaching materials, teaching objectives, teaching difficulties, preaching rules, teaching process, blackboard design and teaching reflection.
First of all, talk about textbooks.
"Four Seasons" is the second text in the first volume of primary school Chinese published by People's Education Press, and it is a childlike poem of the richest man. Through the description of several representative things such as grass buds in spring, lotus leaves in summer, ears of grain in autumn and snowman in winter, the characteristics of the four seasons are expressed. Poetry uses personification and parallelism, and the language is cordial and vivid. When it is read fluently, it can arouse students' understanding of life. The four illustrations are vivid and convenient for students to observe and imagine. According to the summary of the text, arrange two class hours. This class mainly studies the second class.
Second, talk about teaching objectives
According to the requirements of the new curriculum and the teaching content of this class, combined with the characteristics of young first-year students, short admission time, strong curiosity and strong attraction to beautiful things, I have formulated the following three teaching objectives:
First, knowledge and skills: know 1 1 new words. Can write four words. Learn two strokes of "vertical hook and horizontal hook" and know the four radicals of "mouth, wood, rain and moon". (Because this class is the second class, the first class has already learned the words and new words that need to be written in the second class, so this class mainly reviews the words and new words "seven" in the second class.
Second, the process and methods: read the text correctly and fluently and understand the content of the text. Recite the text.
Emotion, attitude and values: Understand the content of the text, know that there are four seasons in a year, feel the beauty of each season, stimulate students' love for nature, and establish a preliminary awareness of environmental protection.
Third, talk about the difficulties in teaching.
1, focus: understand the content of the text
Foundation: First of all, literacy and writing are the key knowledge and skills that junior students must master. Secondly, the first-year students are less exposed to the text, and it takes a psychological transformation process for children to recite nursery rhymes and learn long texts. All of a sudden, the literacy and difficulty have increased, which is not easy to accept. So make it a priority.
Breakthrough method: understand the content of the text through repeated reading, role reading and performance.
2. Difficulties: Perceive the different characteristics of the four seasons and stimulate the love for nature. Foundation: Children are always curious about things in life, especially attractive to beautiful things. Through the text, children can have a love for nature in time.
Breakthrough method: Let students know the characteristics of the four seasons through multimedia observation and express their love freely.
Four. Oral English teaching methods and learning methods
1, teaching methods, Chinese curriculum standards: students are the main body of learning and development. In order to make students fully understand the teaching content of this class, combined with the actual situation of first-year students, I mainly use situational teaching method, guided demonstration method, game reinforcement method, moral education infiltration and other teaching methods. Create a natural living environment that students are familiar with and mobilize students to infiltrate their usual careful observation.
Go and study. Taking advantage of students' active and curious characteristics, in the whole teaching, let children move more and perform more, and put their feelings about the beauty of nature into practical observation. At the same time, with the help of modern teaching methods, students can actively participate in teaching activities, be willing to learn and be diligent in thinking.
2. Learning methods, combining reading and thinking, observing the application of learning methods and reading perception methods in different roles. This text is close to life. According to the characteristics that the first-year students are young and like to play games and sing songs, I use teaching methods such as games and singing in teaching to attract children's attention, set off the classroom atmosphere, improve children's enthusiasm for learning, experience emotions in songs, experience the learning habit of reading the text with feelings for the first time in reading aloud and recording, and start from the small things around me to guide students to speak boldly, listen carefully and think seriously.
Fifth, talk about the teaching process.
Focusing on the above teaching objectives, teaching focuses on difficulties, and I will design the teaching process of this class in the following links.
The first link: introducing new lessons.
1. As the saying goes, "A good beginning is half the battle." So I will use music and pictures to stimulate students' emotions and introduce new lessons. Interest is the best teacher, and the mood of primary school students is easily influenced by the environment and the mood of others. Based on this, at the beginning of class, I first combined music with pictures to create an atmosphere and bring children into a beautiful situation in nature, laying the emotional foundation of this class with a small riddle. The theme of blackboard writing season 2 and season 4
The second link: review old knowledge.
2. Confucius said, "Reviewing the past and learning the new can be a teacher." Consolidate old knowledge in time.
Review can deepen a child's impression. In order to let children review old knowledge better, I will use duckling postman and frog skydiving to consolidate old knowledge and improve children's interest, attention and enthusiasm in reviewing.
The third link: learning the text.
1, the teacher reads the text with music, and the students think while listening: What do you see from the text? What did you find?
2. Students discuss:
(1), found grass buds, birds, lotus leaves, frogs, ears of grain, snowman and other things.
(2) The text talks about the characteristics of the four seasons: spring, summer, autumn and winter.
(3) Each section talks about a season.
This text is very interesting.
The teacher affirmed the students' discovery and guided them to learn the first part of the text.
(1), the teacher shows the first picture of the text with multimedia, and the students raise their hands to speak: What do I see in the picture?
(2) The teacher plays the first recording. After listening, the students read after it and ask their own questions.
Example: The grass bud can't talk, but why does it say to the bird?
(3) Teacher's guidance: How can grass buds talk to birds? (I am spring)
(4) Who can say a word with "yes"? I am a pupil.
(5) Expand students' thinking:
1, what do you think the grass bud will say to the bird?
2. Why is the text written about grass buds instead of other things?
(6) Students discuss the above issues, and the teacher concludes: This shows that the author has grasped the characteristics of spring.
(7) Read the text according to the role.
4. Learn section 234 of the text.
Students are free to read and ask questions.
What did 1 and 234 write respectively?
2. What can be regarded as summer, autumn and winter?
(1), discuss and communicate at the same table.
(2), the class report
1 section, and section 234 writes summer, autumn and winter respectively.
2. Frogs come out in summer, and lotus leaves are long and round; The rice in autumn is ripe; It snows in winter
3. Students read aloud in different roles
4. Reward the prepared headdress to the well-behaved children and perform the text with the teacher.
5. Act in groups to deepen students' impression of the text.
The fourth link: writing
1. Students recognize the new word "I can write" after class and observe the font.
2. Students discuss ways to remember new words.
3. Students know new strokes.
Vertical hook, horizontal hook.
In Tian Zige, teachers write new strokes, new words and blank books for students.
5, students practice writing, teachers patrol guidance.
The fifth link: summary
The students did well in this class, and the teacher gave you a little cartoon to reward you. (animation with text).
The sixth link: after-school garden
After finishing your homework at home, perform with your parents and read aloud in different roles. Six. Say blackboard design:
2. Four Seasons
Spring: Grass Bud-Sharp Summer: Lotus Leaf-Round Autumn: Ear of Wheat-Curved Winter: Snowman-Naughty Seven: Teaching Reflection
I imagine that the teaching goal of this course can be achieved, that is, most students can actively participate in teaching activities, know new words and understand the text, and protect the beautiful nature through understanding the text, so that students at different levels can gain something. However, there is a lot in the article. I walked into the text for the first time, learned to read aloud with emotion, realized the truth and felt the thoughts. Time may be a little tight, so I put all the new words and phrases in the first class. This course aims to consolidate and understand the text. The pause in reading aloud and the cultivation of emotions may be a matter of time and not in place. As a teacher, I feel deeply inadequate. In the future text study, I will continue to consolidate my training.