1. Textbook Arrangement
This textbook builds an open and dynamic teaching material system, advocates independent, cooperative, and inquiry-based learning methods, and focuses on comprehensively improving students' Chinese literacy , cultivate innovative spirit and practical ability, and promote students' all-round development. The textbook continues to organize units by topic, with eight topics designed, and eight sets of teaching content arranged in an integrated manner around the topics. They are in order: discovery in spring; dedication and care; love for the motherland and hometown; thinking with heart and the courage to create; loving nature and understanding nature; cultivating excellent qualities; looking at problems correctly and being good at thinking; entering the world of science and technology. The connotation of each topic is relatively rich, providing a broad platform for the cultivation and improvement of students' knowledge and abilities, methods and habits, as well as emotions, attitudes and values. The content of the teaching materials is close to children's lives, reflects the characteristics of the times, and contains educational value.
Each set of teaching materials includes an introduction, four texts and a "Chinese Garden". These parts are interconnected and form an integrated whole. The texts in this volume are the same as those in the previous volume, and the phonetic notation of the entire text is no longer required. Polyphonic characters are phonetic notated along with the text and marked in square brackets. The new words are listed under the text on the page, with Chinese pinyin and a pleasing background picture to attract students' attention. It is particularly important to point out that the new words are all marked with their original pronunciation, and some specific sentences in the text must be read softly. Or change the tone.
This book *** has 32 texts. In order to reflect the connection with the middle grade, four skimming texts are arranged, which are: "Carol and Her Kitten", "Inflatable Raincoat", "Children in front of the Toy Counter" and "Adelaide's Dream". There are only two after-class exercises arranged in the skimming text; there are literacy tasks but no writing requirements. The "Chinese Garden" includes four to five columns, which are found in the first volume of the textbook and guide students to understand the characteristics of Chinese character formation, the connection between words, expression methods, and punctuation applications. "Accumulation over time" - Guide students to learn new words while reviewing the words they have already learned, feel and strengthen the collocation habits between words, and conduct comprehensive exercises on basic Chinese knowledge. What needs special mention is that the "accumulation over time" of this textbook has added idioms, rhymes, couplets, solar terms songs, ancient poems and other content that can highlight Chinese culture and are closely related to this group of topics; they enable students to review words while At the same time, accumulate good words, sentences and paragraphs. "Oral Communication" - the topic is related to the topic of this group and cultivates students' oral communication skills in two-way communication. In order to cultivate students' preliminary writing ability, starting from this textbook, a "Writing and Writing" column has been added to "Oral Communication" to guide students to practice writing on the basis of oral communication. "Display stage" - provides students with a stage to display what they have learned both inside and outside the classroom. "Broadband Network" - closely related to this group of topics, guides students to extend from inside class to outside class to obtain more relevant information.
After the eight groups of texts, six selected texts are arranged for students to read outside class. Teachers can be flexible. At the end of the textbook are two word lists. The new word list (1) contains 400 words that are required to be recognized in the entire volume. The new word list (2) contains 300 words that are required to be written in the entire volume. The words that are required to be recognized and written are marked in the after-school exercises of each lesson. In addition to reading along with the text, a small number of words that are required to be recognized are also arranged in the "Chinese Garden". Students can use familiar words to recognize new words. , you can also use life experience to recognize words in the list of similar things.
2. Characteristics of the teaching materials
1. Integrate the content of the teaching materials around the topic.
The "introduction" of each group of teaching materials points out the topic of this group through a few simple sentences to stimulate students' interest in learning. The texts and some exercises after the "Introduction", as well as the reading passages, good words and sentences, oral communication, practical activities and display booths in the "Chinese Garden" are all reasonably arranged around the topic of this group. For example, in the third group, the short introduction highlighted the theme of this group - love for the motherland and love for hometown. Then there are four texts, "Sun Moon Lake", "Grape Valley", "Unforgettable Water Splashing Festival" and "Beijing Lights Up". These four texts show students the charming scenery, rich specialties and rapid changes of the motherland. Through the study of this group of content, students can understand the vastness and beauty of the motherland, enhance their understanding and love for the motherland, and stimulate their desire to understand and praise their hometown. "I Can Read" in the "Chinese Garden" gives us the Northern Dynasty folk song "Cele Song", which shows us the vast picture of the grassland with "the sky is blue and the fields are vast". "Oral communication" requires students to transfer the emotional experience gained from studying the previous groups of texts to their understanding and love for their hometown, talk about the rich specialties, beautiful scenery and changes in their hometown, and look forward to the bright future of their hometown. The "Display Stand" displays photos of the past and present to help students understand the changes in their hometown and cultivate students' ability to collect and organize information and use their hands and brains. Looking at these parts, you will find that they are all arranged around the theme of "Love the Motherland, Love the Hometown".
The same is true for the following units, which combine the contents of various teaching materials into a whole around a topic. This arrangement embodies the idea proposed by the "Curriculum Standards" that teaching materials should avoid being cumbersome and strengthen integration, so as to facilitate the development of teaching practice activities and improve students' comprehensive Chinese language ability.
2. Create two new columns, "I Know" and "Broadband Network", to build a platform for expanding knowledge.
Starting from the second volume of the second grade, the textbooks have further intensified the reform, arranging "I know" at the end of some texts, and setting up "broadband network" in the "Chinese Garden". These two contents are Wang Tongyu's new column in the first three textbooks. It can be seen from the names of these two columns that they are set up to expand students' Chinese knowledge and enhance Chinese practice activities. The purpose of designing "I Know" is to give students some knowledge related to the content of this lesson and guide students to actively understand the information related to this lesson, so as to promote their understanding of the text content and the expansion of their knowledge. "Broadband network" is a term borrowed from modern computer and network transmission technology. Its main function is to broaden the time and space for students to learn Chinese, and guide students to obtain materials related to the learning content of this group through fast and convenient ways, so as to Improve your own language literacy. The difference between the two is not only the location in the textbook, but also the more important difference is that "I know" is an expansion based on the text content; "Broadband Network" is developed around a group topic. Although it may not have a direct effect on the understanding of a certain lesson content, it effectively enriches the content of the entire group. "I know" and "Broadband Network" express one purpose in different forms, that is, to guide students with specific examples; what aspects should be expanded based on the texts or a group of texts that have been learned? Knowledge. The arrangement of these two columns is consistent with what the curriculum standards advocate: "Be able to take the initiative to conduct inquiry learning, learn and use Chinese in practice"
"Have the initial ability to collect and process information" . For example, the "Broadband Network" in the third group of "Language Gardens" arranges such content to introduce some of my country's ethnic minorities and lists four municipalities and two special administrative regions. In addition, it also guides students to understand the costumes and costumes of different ethnic groups. Living habits and look on the map to find where the 28 provinces (autonomous regions) in my country are. The arrangement of this content is related to the topic of this group, while providing some expansion materials and arranging content that students can learn further.
3. The texts have been significantly updated to make the teaching materials more contemporary and closer to children's lives.
The newly edited texts in this textbook account for more than half of the total texts. There are "Looking for Spring" which describes the beautiful spring scenery, there is the story "Little Deer's Rose" which takes place in spring, there are "Spring Water" which describes love and care for others, "Uncle Lei Feng, where are you", "I am not the weakest" and " "Carol and Her Kitten", "Beijing Lights Up" which reflects the new look of the capital, "The Story of Stamp Perforations", "Painting Style", "Inflatable Raincoat" which advocates brain use, hands-on and diligent thinking, and guidance "The Biggest Book" where students explore the mysteries of nature, including "The Painter and the Shepherd Boy", "I'm Proud of You", "The Child in Front of the Toy Counter", which guide students to establish good qualities and understand the principles of life, as well as "Edison Saves Mom" ??and "Dinosaurs" "The Extinction" and "Ade's Dream" are works that introduce scientific knowledge. So many newly selected texts belong to different genres, including fairy tales and stories, as well as poetry, prose, fables, and popular science articles. The language is lively, lively and interesting. They are filled with a strong flavor of the times and contain a rich humanistic spirit. They are closely connected with children's world of experience and imagination. They are both beautiful in literary quality and model language. They are easy for teachers to teach and students love to read. They can not only enable students to learn language, but also So that students can be enlightened ideologically and be infected and influenced emotionally.
4. After-school exercises attach great importance to connecting with students’ real life, focusing on accumulating language, inspiring thinking, and cultivating Chinese practical ability.
The after-class exercises in this textbook are generally 4 questions. The questions usually at the end of each lesson are "I can recognize", "I can write", "Read" or "Read and memorize", which reflects the main tasks and basic requirements of reading teaching in lower grades. The term "read and memorize" is formulated differently based on the reality of the text. Some require you to recite the entire text, while others only require you to recite your favorite part. It is worth noting that this textbook adds the training content of silent reading in accordance with the requirements of the curriculum standards. At the end of some texts, we have made appropriate arrangements.
In addition to the above question types, most texts also include word or sentence exercises to guide students to contact various language phenomena, understand language, and accumulate language. There are various forms of word exercises, some focus on the understanding and application of words (for example, "Gradually - Huaguduo gradually grows up" "Quietly - the little deer lies quietly in bed to recuperate"), some focus on The accumulation and expansion of words (for example, "curved paths, long creeks", "no stone unturned in every direction"). At the back of some texts, the textbook also arranges cooperative inquiry-based learning that guides students to read and understand themselves and mobilizes students' positive thinking (for example, "Tell me about the interesting parts of the text" and "Think about why Grape Valley is a good place." ). In addition, the textbook also arranges extended and expanded Chinese practice activities that are closely related to the classroom learning content, aiming to guide students to transfer the knowledge, abilities and emotional experiences acquired in class learning and apply them in daily life (such as, "Let us Let’s learn more about my hometown.” “I will pay attention to the changes in the weather and write it down in my diary.”).
The purpose of the above different forms of exercises is to consciously guide students to accumulate language, develop thinking, and expand the content of in-class learning, so that students can enhance their Chinese practical ability and comprehensively improve their Chinese literacy in the process of using their hands and brains.
5. Break through the traditional presentation methods and enhance the affinity between teaching materials and students.
This textbook has innovations and breakthroughs in the presentation method, which are mainly reflected in the following aspects.
First of all, the writing perspective has shifted from serving teachers’ “teaching” to facilitating teachers’ “teaching” and students’ “learning.” Textbooks have been transformed from “teaching books” to “learning books.” This textbook, whether it is the introduction before the unit, the exercises after class, or the learning activities arranged in the "Chinese Garden", try to avoid presenting it in the form of "questions" or "requirements", but in the form of self-reading and self-understanding. Or put forward the content of learning and practice in the tone of a learning partner, so that students feel friendly and natural. Like "I can recognize" in the exercise
"I can read" and "I can connect", like the words in the bubbles thrown by study partners, they are not decoration or embellishment, but actually inspire students to Read for self-enlightenment, discover problems, ask questions, communicate and discuss with study partners. For example, after the article "Little Deer's Roses", the learning partner guided the students to think: "Why are the little deer's roses not planted in vain?" After "Grape Valley", the learning partner suggested: "Let us know more about our own "Hometown!" This way of presenting teaching materials fully reflects the equal relationship between teachers and students and the dialogue between readers and texts advocated by modern educational concepts. According to this characteristic of textbook arrangement, teachers must change their role, not only to teach students, but more importantly, to guide students to learn and discover by themselves, and to organize students to explore together. This is a change in teaching thinking and a change in teaching methods.
Secondly, focus on guiding discovery and encouraging inquiry learning. The "My Discovery" column in the "Chinese Garden" can continuously guide students to independently discover and master knowledge such as the construction characteristics of Chinese characters, the connections between words, expression methods, and punctuation applications. For example, in "Chinese Garden 2", students are guided to discover the character-formation characteristics of some Chinese characters, that is, a character is composed of the same parts. In "Chinese Garden 3", students are guided to discover the relationship between the two words in each group. In "Chinese Garden 4", students are guided to discover that when the order of the two words that make up a word is changed, the meaning will also change. In order to enhance the interest, this textbook also designed game-like content. For example, in "Chinese Garden 1", students are guided to discover the similarities in appearance between things invented by humans and things in nature, so as to cultivate students' observation ability and Associative power. This arrangement not only allows students to learn Chinese characters and accumulate words, but also cultivates students' observation ability, enables them to develop the habit of discovery, gradually masters learning methods, and applies the methods to other learning activities. It also enables students to Increase your self-confidence through discovery and continuously gain motivation to learn.
Thirdly, the teaching materials provide students with as many display opportunities as possible, and there is a "Display Stand" column in the "Chinese Garden". The teaching materials are guided by the presentation of learning partners, encouraging students to demonstrate their abilities and learning gains from different aspects, so that they can continue to have a sense of accomplishment. For example, the display stand in "Chinese Garden 1" guides students to display their collection of words and calligraphy works describing spring. The display platform in "Chinese Garden 3" guides students to show the past and present photos of their hometown that they have collected, as well as the word solitaire game played among classmates. The display stand in "Chinese Garden 4" guides students to display the stamps and historical sayings they have collected. This arrangement is based on the age characteristics of children and adopts methods and methods that they like to hear, actively participate in and actively participate in. The theater can stimulate and mobilize students' initiative and enthusiasm for learning, so that they can feel the joy of learning and continue to Generate learning motivation and gradually regard learning as a need to promote self-development. Students often have the opportunity to show the results of their learning inside and outside class, which can encourage them to consciously learn Chinese in their lives and become dedicated people who learn Chinese.
This textbook also actively advocates cooperative learning. Modern society has put forward higher requirements on how to communicate with others, get along with others, and cooperate with others. Our education should cultivate students' sense of cooperation from an early age. This textbook, whether it is the arrangement of topics or the design of illustrations, strives to embody the idea of ????advocating cooperative learning for students. For example, the dialogue between study partners after the article "If You Lost Your Way in the Wild": A: "I don't know some ways to identify the direction!" B: "Tell us quickly!"
Dialogue between study partners after the "Reading and Memorizing" exercise in "Chinese Garden 5", A: "I know that the summer is connected, which means that the minor summer is followed by the major summer." B: "Can you tell where the autumn is and the autumn is? Four solar terms? ”
6. The arrangement of teaching materials reflects openness and flexibility and enhances adaptability.
Cultivating students’ habit of active literacy in daily life is a long-term task in Chinese language learning. Like the previous textbooks, this textbook continues to encourage students to learn literacy independently through various channels and expand their literacy, without being limited by the literacy requirements specified in the textbook.
In terms of reading, this textbook is appended with six selected reading texts.
There are no unified requirements for such texts, and teachers can flexibly handle them according to the teaching situation: they can be taught in combination with intensive reading texts as needed. For example, "News of Spring" can guide students to read when teaching the first group of texts; students can be allowed to independently outside class Reading can cultivate students' reading interest and reading ability; it can be used as materials for reading tests; it can also be used as materials for reading competitions, textbook plays and other Chinese practice activities.
Some after-school exercises are based on respecting the individual differences of students and do not require uniformity. For example, "Recite the part I like"; "I want to copy down all the words I can write". The display stand is guided by the content displayed by the learning partners, and encourages students to display the results of learning or practical activities related to the topic of this group. The purpose is to make students realize their own improvement and development on the original basis, and continuously gain a sense of accomplishment. These all reflect the openness and flexibility of the teaching materials.
3. Learning Objectives
1. Continue to review and consolidate Chinese Pinyin, and use Chinese Pinyin to identify and correct pronunciation.
2. Know 400 words and be able to write 300 words. It is required to be able to read the pronunciation of the known characters accurately and understand the meaning in combination with the language environment such as words and sentences. What needs to be pointed out is that the characters that are required to be recognized do not require detailed glyph analysis, nor are they required to be written. Those who are required to be able to write must be able to read the pronunciation of the characters accurately, recognize the glyphs, understand the meaning, write correctly, and practice using them in oral and written language expressions. Have the desire to take the initiative to become literate and become literate independently in life. Develop good writing habits, write in a standardized, correct and neat way, and feel the physical beauty of Chinese characters.
3. Continue to use the phonetic sequence word search method and the radical word search method to cultivate the ability of independent literacy.
4. Like reading and be interested in reading. Learn to read texts correctly, fluently and emotionally in Mandarin. Able to recite designated texts and favorite text fragments. Under the guidance of teachers, learn to read silently without making a sound or pointing.
5. Be able to connect the context and real life, understand the meaning of words and phrases in the text, and actively accumulate words and phrases while reading.
6. Able to read simple extracurricular readings and communicate with others about their feelings and ideas. Develop the habit of caring for books.
7. Accumulate your favorite idioms, couplets, classical poetry, and aphorisms.
8. Gradually develop the habit of speaking Mandarin, enhance your willingness to communicate with others, listen carefully to what others say, and be able to understand the main content. Able to take the initiative to talk to others and tell short stories and experiences. When speaking, the attitude is natural, generous and polite. Have the confidence to express yourself and be able to express your opinions on topics of interest.
9. Interested in writing and able to write down what you see and think about. Learn to use words learned in reading and life in writing. Learn to use commas, periods, question marks, and exclamation points according to expression needs. Learn to keep a diary.
10. Be curious about things around you, willing to observe nature, enthusiastically participate in school and community activities, and be able to express your feelings.
4. Issues that should be paid attention to when using this textbook
1. Pay attention to the internal relationship between the contents of each part of the same group of textbooks.
This textbook adopts a layout method that integrates the content of each part according to the topic. Each group of textbooks not only focuses on a topic, but also the content of each other. Some teaching requirements have arrangements in the front and foreshadowing in the middle. , there are displays and exchanges at the back, making it truly an organic whole that is interconnected. Therefore, when preparing lessons and studying teaching materials, teachers should grasp the content of the teaching materials as a whole and pay attention to the connections between the contents, so as to design teaching plans and truly maximize the educational and teaching effect of teaching material integration. For example, in the first group, after "Looking for Spring", the learning partner said: "We suggest the teacher organize a spring outing!" After "Bamboo Shoots", the learning partner said: "I found a sentence describing the beautiful spring from the text. I even copied it down." The arrangement of these contents is actually preparation for the learning activities in "Chinese Garden 1". "Oral Communication" requires students to introduce their findings during the spring outing activities, and "Write" requires students to introduce their findings during the spring outing. Based on the spring outing activities and "oral communication", I wrote down my discoveries in spring. The "Display Stand" required me to show the words and phrases I collected to describe spring. It can be seen from this that teachers should promptly arrange for students to do preliminary work when studying corresponding texts to prepare for subsequent learning.
Teachers should use teaching materials creatively. For example, after the "Thunderstorm" class, the learning partners suggested that students pay attention to the changes in the weather and write them in their diaries. The "Display Station" in "Chinese Garden 5" can add the content of displaying their diaries. Teachers should use teaching materials flexibly according to the actual situation of the time, place and students, tap and use the Chinese education resources around them at any time, enrich the content and form of Chinese teaching, and broaden the channels for Chinese teaching. In short, teachers should keep the overall situation in mind when preparing lessons, and creatively design teaching based on accurately grasping the intention of writing teaching materials, and do not stick to teaching materials, so as to make Chinese teaching full of vitality.
2. Issues that should be paid attention to in literacy and writing teaching.
This textbook still follows the principle of separating reading and writing, recognizing more and writing less, so that students can read as early as possible without increasing their burden. In the specific teaching process, students should be guided to learn new words with the help of pinyin and dictionaries, discover the connection between new words and familiar words, and encourage students to use memory rules to transfer the components and literacy methods they have learned to new learning of new words. . Teachers should respect students' different learning styles and learning methods, believe that students can use the preliminary literacy skills they have formed to independently read, and encourage them to use their favorite and most accustomed method to recognize and memorize Chinese characters. The consolidation of literacy is a difficult point in literacy teaching. Teachers must create a variety of ways to strengthen the recurrence and consolidation of known Chinese characters to prevent their rebirth. Teachers should rely on the relevant content in the first three textbooks to continue to encourage students to learn literacy in daily life, such as recognizing names and characters, recognizing characters through various signs and advertisements, and recognizing characters from TV, newspapers, magazines... In life Literacy is a learning attitude and philosophy of students, which runs through the entire primary school and even compulsory education. This textbook requires students to know 400 new words, which is the lower limit. Teachers should encourage students to increase their literacy through channels other than Chinese textbooks. At the same time, teachers should actively encourage students to exchange literacy methods, experiences and feelings, play literacy and word grouping games together, or make new words and word cards together, so as to encourage students to share the fun of literacy in cooperative learning.
Teachers should try to avoid two misunderstandings when it comes to grasping literacy requirements. First, we must not ignore the differences among individual students and set uniform requirements for all students. Chinese character learning is an iterative and long-term process, so students are allowed to differ in the number of words they can read and their ability to read within a certain period of time. Second, it is not necessary to use whether students can accurately memorize unit characters separated from any language environment as a criterion to measure whether they have mastered the characters they are required to know. The main purpose of making students more literate is to facilitate them to enter the stage of reading with Chinese characters as early as possible, thereby cultivating reading ability and enriching knowledge. Therefore, if students can read in a certain language environment, they have met the requirements of literacy teaching. The language environment mentioned here includes words, sentences, paragraphs or short articles containing new words. In the final assessment opinions provided by the People's Education Press, the literacy test is designed based on this concept.
Starting from the first volume of the first grade, the People's Education Press experimental textbook has attached great importance to the cultivation of students' writing habits. In the teaching of this volume, it is still necessary to strengthen the guidance of writing teaching. In addition, when instructing writing, teachers must demonstrate on the blackboard, guide difficult-to-write strokes and easy-to-make mistakes, and require students to write correctly and beautifully. For second grade students, it is not advisable to write too much in one class. In order to avoid student fatigue, it is best not to concentrate on writing in one class, but to spread it throughout each class. When it comes to controlling the amount of writing, the more you write, the better, as some people think, you must pay attention to the quality of your writing.
3. Issues that should be paid attention to in reading teaching.
In reading teaching, we must first pay attention to the guidance of reading aloud. Through various forms such as collective reading, group reading, lead reading, male and female students reading to each other, reading aloud to music, and reading aloud by roles, students can read the text correctly and fluently in reading practice, and guide students to regard themselves as characters in the text. The characters feel, experience, and think, understand the feelings that the author wants to convey, and then express them through their own reading. Simple demonstration and imitation and the training of reading skills are indispensable in the process of understanding and conveying this kind of emotion, but a deeper understanding requires students to be self-aware and complacent in the full reading practice of entering the heart.
Reading teaching is not just for understanding the text content, its main task is to cultivate and improve students' reading ability. In classroom teaching, there is no need to avoid teachers asking questions to arouse students' thinking. However, the questions raised must be carefully designed: first, the coverage of the questions must be expanded and meaningless and worthless questions must be reduced; second, the questions must be paid attention to. The content, method and angle, and the questions raised must be valuable for thinking and at the same time stimulate students' interest. At the same time, students should also be encouraged to think independently, ask questions, and exchange their opinions and reading experiences with teachers and classmates. Students' unique and unique insights or reading feelings sometimes go beyond what the text hopes to explain. Teachers should give necessary respect to this and do not need to stick to the tips in the teacher's teaching book or a single evaluation scale. As long as the students' opinions, Feelings can be justified and have a certain truth, so they should be affirmed.
In addition, teachers should also pay attention to the guidance of extracurricular reading, help students choose excellent reading materials with both literary quality and beauty, and provide students with opportunities to exchange their extracurricular reading experiences and results.
4. Issues that should be paid attention to in oral communication teaching.
The design of the eight oral communication topics in the textbook is closely related to this group of topics, and the content is close to students' lives, so that students have something to say and can easily achieve the purpose of communicating with each other and improving their oral communication skills.
Before some oral communication teaching, preparation work should be arranged in advance. When teaching, attention should be paid to the creation of situations, raising topics through various methods, and stimulating students' communicative interests.
In the communication process, teachers should actively participate in students' communication, provide students with objects to imitate, and at the same time pay attention to the status of communication, regulate the communication process, and form effective teacher-student, student-student interaction. Teachers also need to regulate students' spoken language. For the former, they should be affirmed so that they can feel the fun of communication and the joy of success; for the latter, teachers should correct them at the appropriate time and generally do not interrupt students to avoid interrupting the communication process and affecting their emotions. and smooth communication.
The cultivation of students' oral communication skills, in addition to specially designed oral communication courses, also relies to a large extent on various language practice activities. In daily classroom teaching, teachers should consciously train students in oral communication by answering questions, discussing and communicating. In addition, students should be encouraged to actively and boldly communicate with others in daily life, so as to continuously improve their oral communication skills.
5. Carry out a variety of language practice activities.
Teachers should strive to develop and make full use of Chinese curriculum resources and carry out rich and colorful Chinese practice activities. Practical activities should have a certain connection with the textbook content. The activities can be in the form of games, singing, riddles, story telling, recitations, textbook plays, or students, under the leadership of teachers, can go out of school and walk into nature and society, into the heat and boiling atmosphere. life, so that students can learn Chinese and use Chinese in daily life.
In order to facilitate teachers' teaching and students' learning, this textbook not only provides teachers' teaching books, but also comes with teaching flipcharts, slides, text reading tapes, lesson plans, synchronous reading, synchronous exercises, and word and sentence manuals , new word cards (for teachers, students) and other supporting varieties.
5. Class Situation Analysis
There are 44 students in this class this semester, including 21 girls and 23 boys. Five of them are students from other places. Generally speaking, the students in this class have strong comprehension ability and accept new knowledge quickly. In terms of learning, there are also a few students who are struggling, especially Chen Qing and Ding Feng, who have just transferred in. Because of their poor foundation and not being very diligent in their studies, they are often slower than others. If you can't turn in your homework, then it will pile up more and more. Most students are quite conscious in doing their homework and can turn it in in time within the specified time. However, students have not yet developed very conscious habits in terms of study habits. They always have to be urged by teachers to complete their studies. In terms of cultivating consciousness, this is the direction in which we should work hard this semester.