#courseware# Introduction Modern pedagogy proposes computer-assisted teaching, which not only poses challenges to teachers, but also provides modern teaching methods to educators. When using courseware for teaching, the teaching content should be intuitive and the media content should be clear at a glance. The topic of this lesson should often be directly displayed in the classroom. Intuition will help improve the teaching effect and inherit teaching resources. The following is the Chinese courseware for the second volume of the first grade primary school volume compiled by None: "Little Frog". Welcome to read and learn from it.
Chapter 1
Teaching objectives:
1. Correctly read the twelve new characters in this lesson including "Qing, Qing, Yan", and be able to write the word "田" There are seven new characters in Gerry: Qing, Qing, Qi, Qing, Qing, Please, Sheng.
2. Read the text aloud with emotion, students can learn to read independently, correctly distinguish between Qing, Qing, Qing, Qing and Qing, and develop good writing habits.
3. Understand that frogs are beneficial insects. We must protect animals and protect nature.
Teaching focus: literacy and writing.
Teaching difficulties: Understand that frogs are beneficial insects. We must protect animals and nature.
Teaching hours: 1 class hour.
Teaching aid preparation: new word cards, courseware.
Teaching process:
1. Make the conversation exciting and introduce new lessons.
Teacher: Classmates, the teacher has brought you a new friend who will study with us. Who is it? The teacher said, please use your brains to guess: "Little Swimmer, he talks like a croak, he has no legs when he is young, and he has no tail when he grows up. "Do you know what this is?
Student: Little frog.
Teacher: Let’s get to know this new friend together! (Teacher writes on the blackboard: "Little Frog")
2. First read the text and get an overall perception.
1. The teacher reads the text to the model, and the students listen and think about what kind of frog you heard?
2. Read the text to yourself and learn new words.
(1) Read the text in your favorite way, and use curved lines to mark new words in the text.
(2) Communicate with classmates, read the text again, and use pinyin to eliminate word barriers. (Self-reading, group reading, segmented reading)
3. Memorize glyphs and guide writing.
1. Check the self-study of new words
(1) Show the new word card, "Qing, Qing, eye, eye, protect, protect, harm, thing, emotion, please, let ", disease" is read by name.
(2) Read on the train, compete in group reading, and judge the literacy group.
2. Writing.
(1) Show me the 7 new words I can write: "青, 清, 气, 清, 情, Please, Sheng", name them and read them.
(2) Teachers write the new characters in the grid, while students’ books are empty.
(3) Students draw and write, while teachers inspect and provide guidance.
4. Detailed explanation of the text.
1. Read the text for the first time.
Teacher: The whole class reads the text together. How many sentences does the text have? Who is the protagonist of the article?
Student: The article has 3 sentences and the protagonist of the article is a little frog.
2. Read the text deeply and analyze the main idea of ??the article.
Teacher: After reading the first sentence, do you know what a little frog looks like?
Student: Small, with big eyes.
Teacher: Who can add what they know about the appearance of frogs in life?
Student: Wearing green clothes, white belly, four legs, big eyes, and croaking.
Teacher: What did you know after reading the second sentence of the article?
Student: Little frogs eat pests and protect the seedlings. They are beneficial insects.
Teacher: What other beneficial insects do you know?
Student: Owl, dragonfly, woodpecker, gecko...
Teacher: Read the third sentence of the article, we should How to treat little frogs?
Student: We should protect little frogs.
3. Text summary
What the students just said is great. Frogs are beneficial insects and friends of human beings. We should protect them, that is, protect our nature.
5. Classroom exercises
Correctly distinguish the following words and form words.
Qing () Qing () Please ()
Qing () Qing () Eyes ()
6. Summary of the full text.
After learning this lesson, what did you learn?
Blackboard writing design:
Literacy 3 little frogs
Big eyes, four lines Legs
Little Frog
Eat Pests - Beneficial Insects
Reflection after class:
The teaching content of "Little Frog" is very Close to children's life, it can be said that everyone has seen the little frog, and it is very popular among children. Therefore, from the beginning, the children showed a strong interest and talked about many characteristics of frogs.
In the last part of the emotional extension, the students all talked non-stop. They understood that frogs are beneficial to humans and they should protect small frogs.
This kind of teaching material itself is very childlike and a little easier to learn, but some content requires teachers to dig out and discover the fun contained in it. I deeply understand this. I felt it even more deeply in this class.
Chapter 2
Design description
"Little Frog" is a children's rhyme. This text has beautiful language and is very childlike, which is conducive to enlightening students' wisdom, stimulating their imagination, and inspiring them to use their brains. The design of this course strives to be close to the actual life of students, with students' activities as the focus of teaching activities, based on emotion, and with literacy as the main line, allowing students to develop independently, actively explore, and enhance their awareness of cooperation. At the same time, various methods such as classification literacy, word puzzle literacy, picture literacy, and word group literacy are used to make students feel the fun of literacy. We strive to make every student like literacy, be able to take the initiative to literacy, and stimulate students' interest in learning Chinese. Continuously cultivate students' literacy skills in teaching, and consciously guide literacy teaching outside of class, so that students can pay attention to everything in life and be literate in life at any time.
Preparation before class
1. (1) Pictures related to the text. (2) Auxiliary courseware. (Teacher)
2. Make word cards for this lesson. (Student)
Class schedule
1 class hour.
Teaching process
1. Introduction of excitement
1. Guessing puzzles to stimulate interest.
The courseware shows: "The little hero in green catches pests in the fields. He rests in winter and works hard in summer." Children, guess who it is? (Frog)
2. Revealing the topic: Today, the new friend we met is the little frog. (Written on the blackboard: Little Frog)
3. The courseware shows a beautiful little frog.
Tutorial: Do you want to make friends with the little frog? Then say hello to it! (Students read the topic together)
4. Tell me about your feelings about frogs What to know.
5. The frog is wearing green clothes. Do you know which word in its name means green? (green)
6. Introduction: Students are so smart! You are Look, the little frog also brought us a children's song! (Students read the topic together)
Design intention: Use interesting riddles to bring students into the situation, and shorten the distance between students and the little frog. It not only makes students feel novel, but also creates a relaxed and pleasant learning atmosphere for students, and also pave the way for the whole class learning.
2. Reading and literacy
(1) First reading the text.
1. Teacher’s Guide. Ask students to listen carefully and hear the pronunciation of the new words you have circled.
2. Tutorial: How interesting! Do you want to read? Please read the text freely. What should you do if you encounter a word you don’t know? (Look in the dictionary, ask the teacher, ask classmates After reading (table, with the help of pinyin), please read the circled new words and words three times.
3. Check the reading. The teacher's camera is correct.
(2) Literacy along with the text.
Learn the first sentence.
1. Read the first sentence.
2. Instruct students to read aloud.
3. Competition reading.
4. Use the camera to learn the new words "qing, qing, eye, eye".
(1) Refers to students learning new words.
(2) First guide students to observe in groups; then ask students to read these words; finally ask students to talk about what they found.
(3) Report and exchange:
Default 1:
The pronunciations of the three characters "Qing, Qing, and Jing" are somewhat similar, and they are all included in the glyphs. The word "green".
①Introduction: Guess what they mean. Let's put them back in the text and read them, and then look at the pictures, shall we?
Default: "clear", the "clear" of clear water.
Follow-up question: How did you know?
Tutorial: The word with "three dots of water" means that it is related to water. Who can say that the word with "three dots of water" means it is related to water. " word.
The teacher provides a glass of clear water and a glass of muddy water to guide students to further understand.
"Qing": When the sun comes out, it means the weather is sunny, so it is "next to the word 日", which means it is related to the sun. (Show a picture of a sunny day)
Tutorial: Who can find a relative friend for "Sunny"? (Show a picture of a cloudy day)
Word expansion: After the rain, the sky will be sunny, Clear skies. (Practice speaking)
The radical of "eye" is "eye", which means it is related to the eyes. In the process of living and studying, we must pay attention to protecting our eyes.
②Guidance: How to distinguish "eye" and "Qing"?
③Think about what other radicals can be added to "青" and what words it can form. (Discover the words "please and affection" in the new words)
Presupposition 2:
"Eye and eye" are all "beside the word eye".
①Tell me what these two words are related to.
②Please blink your little eyes.
5. Guide reading.
(1) Tutorial: Put these words back into the sentence, can you still read them correctly?
(2) Boys and girls compete in reading the first sentence.
Learn the second sentence.
1. Read the second sentence.
2. Use the camera to learn the new words "protect, protect, harm, thing, and love".
(1) Refers to students learning new words.
(2) Guide students to communicate in groups on how to recognize and memorize these new words.
3. Guide reading.
(1) Tutorial: Put these words back into the sentence, can you still read them correctly?
(2) The whole class will read the second sentence.
Learn the third sentence.
1. Read the third sentence.
2. Instruct students to read aloud.
3. Competition reading.
4. Use the camera to learn the new words "please, let, sick".
(1) Refers to students learning new words.
(2) Guide students to communicate how to recognize and memorize these new words.
5. Guide reading.
(1) Tutorial: If you put these words back into the sentence, can you still read them accurately?
(2) Compare the reading of the third sentence in groups.
(3) Consolidate new words.
1. Challenge and pass. (Recognize and read new words)
The first level: Read the new words with pinyin.
The second level: erase the pinyin and read it.
Level 3: Read the new word cards in your hand, and if you encounter something you don’t know, ask your classmates or teachers around you.
Level 4: Read the random word cards in the teacher’s hand.
Level 5: Read on a train and see which group is the best.
2. Find friends to play.
One student is holding a new word card in his hand. The other students must quickly find the card with similar forms of the new word, and then stand together. At the same time, they must use the words on their own new word cards to form a word.
Design intention: Literacy teaching is the focus of lower grades. In this session, the teacher’s teaching of new words was very solid. Spending a lot of time in reading the pronunciation of characters and memorizing the character shapes can fully mobilize students' enthusiasm for learning new characters and enable students to use a variety of methods to actively learn characters. Using "games" to test can more effectively mobilize students' motivation and interest in literacy.
3. Guidance on writing
1. The courseware shows the new words: "青, 清, 气, 清, 情, 愿,生".
2. Students read words.
3. Tutorial: Can you classify these new words according to their structures?
Upper and lower structures: 青
Left and right structures: Qingqingqingqing
Single character: Qi Sheng
4. Based on the structural characteristics, focus on guidance: Qing, Qing, Qi.
(1) The teacher guides the writing of "青".
① Tutorial: Look carefully: How many strokes are there in the word "青", and where is each stroke in the grid? What should you pay attention to when writing?
② The teacher emphasized while writing the example: the vertical one is on the vertical center line, the "俿" in the "month" below becomes "丨", and the horizontal fold hook is on the horizontal center line.
③Students write in empty spaces.
④The students trace red in the field grid and then try to write the word "green". The teacher inspects and guides.
⑤Teacher shows word examples and students evaluate.
⑥Students write 2 more words "青".
(2) The teacher guides you to write "please".
①Introduction: Think about the writing characteristics of characters with left and right structures. Carefully observe where each stroke is in the field grid. What should we pay attention to when writing?
②The teacher emphasizes the essentials of writing while demonstrating writing.
③Students write in empty spaces.
④The students trace red in the field and try to write the word "please". The teacher inspects and guides.
⑤Teacher shows word examples and students evaluate.
(3) The teacher guides the writing of "Qi". Emphasis is placed on the writing of the fourth stroke.
Design intention: First grade is a critical period for developing writing habits. Teachers should seize every opportunity to guide students in writing. When teaching writing, we should focus on guiding students to read words independently, observe the position of new words in the grid, and the writing of strokes, so as to improve students' aesthetic ability of Chinese characters, and then write new words beautifully through blank spaces, tracing red, etc., and cultivate Good writing habits of students.
IV. Summary and extension
1. Students, after learning this children’s song, do you like the little frog? Why? What will you do in the future? (Exchange how to protect the little frog) )
2. Summary: Yes, frogs are little experts at catching pests, and they are also good friends of crops. Let’s protect the little frogs together, okay? Go home and recite this nursery rhyme to your favorites. People listen, let them protect the little frogs with us!
Design intention: Frogs are human beings’ good friends. After students learn literacy and literature, they are asked, “Do you like little frogs? Why? What will happen to you in the future? What should we do?" These questions made students understand more clearly that "frogs are beneficial insects and we should protect them." "Recite this nursery rhyme to the people you like" not only consolidates the learning of children's songs, but also spreads the idea of ??protecting frogs to more people.
Teaching Reflection
1. The introduction of new lessons is in the form of riddles, which not only stimulates students' interest in learning, but also understands the meaning of "green" and prepares for the use of "phonetic and phonetic characters for literacy" "Method" to pave the way for literacy.
2. It can guide students to use a variety of methods to learn and memorize new characters, grasp the word formation rules of pictophonetic characters in reading and literacy, organically combine glyphs and meanings, cultivate students' literacy skills, and stimulate students' understanding of Chinese characters. Love.
3. This article has a clear rhythm and is catchy to read. Through teachers' model reading, students' follow-up reading, and classmates' comparison reading, etc., the effect of allowing students to understand the content of the Chinese language and perceive the characteristics of pictophonetic characters has been achieved.