Chapter 1
Talking about the textbook:
Second-grade Chinese is the latest version of the textbook compiled by the Ministry of Education. The quality is both beautiful and suitable for teaching, and it also takes into account the contemporary nature. Compared with the original People's Education Edition, the number of texts has been reduced overall, but this does not mean that the total amount of teaching has been reduced, but that the content of several sections has been adjusted. The content is richer and more effective. One change is very obvious, that is, the number of traditional culture chapters has been increased, such as folk children's songs, which are more down-to-earth, meet first-line needs, and play a role in correcting teaching shortcomings.
:
1. This text is a classic children's song teaching. Picture reading, word literacy, and word puzzles all strive to follow the rules of children's life and language practice, and then return to practice. A coordinated and motivating tone mobilizes students' enthusiasm for independent literacy, uses children's life experience to teach literacy and new words, and combines literacy with games to help students break through the difficulties in literacy.
2. This article uses children's life experience to teach literacy and vocabulary learning. Implement humanistic care. Throughout the teaching process, students' emotions are always devoted to their animal friends. The process of literacy is actually a process of getting along with animals, which is subtly permeated with humanistic care, including the scenes played later when small animals are raped. , students' various sorrows. In the final guidance writing process, the words "friend" and "friend" were used to elicit students' love for animals. If you learn to care, you will care for your classmates, teachers, and relatives, and you will love life, love nature, and cherish life. Environment.
Contents
1. Review the knowledge related to this class
1. Drive a train and read new words to see who knows more
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2. Watch the video of the animal world. What animals did you see? Combining the new curriculum standards to stimulate students' interest
2. Read the text carefully and use the pictures to remember.
1. Look at the picture and look for it. Which animals are mentioned in the text? Guide students to find similar words
Wild goose, peacock, golden pheasant, tiger, oriole, lark, panda, oriole, panda and eagle
2 Introduction Pheasants and birds
Look carefully, some of the words above are similar, find them out
Wild goose, peacock and eagle
These three words "鹹" is included in "鹹".
"鹹": a pictographic shape, which resembles the shape of a bird. "Shuowen" says: "It is also the general name of a bird with a short tail." "鹹" is a radical of the Chinese character "鹹", which is related to birds. 鹹 is a radical of the Chinese character "鹹", which is related to birds.
Original meaning: the general name of short-tailed birds
Summary: Any word with the word "mur" is generally related to birds!
3 After-school exercises: It is possible that students will first find the words next to the word bird
Look at the last question and talk about the similarities between the words golden pheasant, oriole, and swan. They are all related to birds
4. Play and clap your hands to learn children’s songs. Read the book without breaking away from the text. 1. Read the text first: drive a train and read one sentence for one person and one sentence for two people (clap your hands at least three times while reading)
2. Cooperate with two people The game allows you to experience the rhythm of poetry without reciting it from the textbook to achieve the teaching goals
3. Thinking and expansion
1. What are the principles of the first and last stanzas?
Animals, like humans, are children of nature. We must live in harmony with animals, care for them, protect them, and share the beautiful nature.
2 Extension
1Observe the cuteness of animals to let students discover the cuteness of animals and improve protection*
2Have you ever encountered this situation in your life? What would you do to prevent others from harming animals
p>4. Learn new words
Friends use the word friend to lead us to protect animals and write on the blackboard
5. Summarize the full text
1. After this lesson, what did you learn?
2. Read the text carefully and tell your family what you learned today.
6. Write on the blackboard:
< p> 3 Clapping SongPheasant Bird
We must protect animals
Text content:
Clapping Song
You shoot one, I shoot one, remember to protect animals. You shoot two, and I shoot two. The peacock and golden pheasant are partners.
You shoot three, and I shoot three. You shoot. Four, I shoot four, and the geese in the sky can write.
You shoot five, and I shoot five. There are tigers in the depths of the jungle. You shoot six, and I shoot six, and the orioles sing endlessly.
You shoot seven, I shoot seven, the pandas are playing in the bamboo forest. You shoot eight, I shoot eight, animals big and small have homes.
You shoot nine, I shoot nine, people and animals are friends. . You shoot ten, I shoot ten. Protecting animals is a big deal.
Chapter 2
Hello, teachers: I am Wang Wei, a participating teacher from Luoyang Primary School in Linghe District. The content of my class is the sixth grade of the second grade primary school mathematics volume of the Beijing Normal University version. The starting lesson "We Win" in the unit "Hours, Minutes and Seconds".
This class is taught based on students’ initial understanding of full time and half time in first grade. It is also the basis for further learning of year, month and day in third grade. The "New Curriculum Standards" require that students can understand clocks and watches based on their own life experience, and also require that mathematics teaching should be closely linked to students' real life. Therefore, the teaching design of this class is fully integrated with the students' real life, starting from the students' life experience and existing knowledge. Further understand the clock face, master the method of reading the clock, understand the time units of hours and minutes, know the rate of progress between them, and initially establish the concept of time.
Based on the above analysis, I determined that the teaching goal of this lesson is: to further understand the clock face and understand the hours and minutes based on the actual life. Can correctly recognize, read and write the time on the clock face. Understand 1 hour = 60 minutes. Cultivate students' abilities of observation, cooperation, discussion, and communication. Let students discover the operating rules of clocks and experience the fun of learning mathematics during the process of dialing the clock. In the course, students are allowed to experience the close integration of mathematics and life, and students are taught to cherish time.
The unit of time is not as easy to express with specific objects as the unit of length and mass. It is a very abstract concept that is "invisible and intangible". This is relatively fuzzy and difficult for second-grade students. Understand that it is difficult to establish a quantitative concept of time. Therefore, the teaching difficulty of this lesson is to understand that 1 hour = 60 minutes and establish the time concept of 1 hour and 1 minute. In order to highlight key points and break through difficulties in teaching, I carefully designed the FLASH courseware with the help of modern teaching methods, and used its intuitive image to help students better understand the knowledge about time.
Below, Let me talk about the teaching process and design intention of this lesson: the teaching material is introduced into the new lesson based on the successful Beijing Olympic bid. When designing the teaching process, it is considered that this situation is far away from the students' learning needs. Students are not interested in this situation. The situation is also relatively unfamiliar. In order to allow students to experience mathematical knowledge in activities and achieve "learning by playing and practicing by learning", I designed a game of homemade checkers to introduce new lessons. This can better stimulate students' interest in learning. The students played with great interest and unknowingly internalized the content that we usually need to emphasize repeatedly into their own knowledge. In teaching, I made full use of modern teaching methods and homemade teaching aids. I got to know the big and small grids by playing checkers. We know how many large grids, how many small grids there are on the chessboard, and how many small grids there are in each large grid. The whole process is like this: (Play teaching clip) It is precisely because such a game was organized that students experienced the walking process of the hour hand and the minute hand during the game, so they had a very deep understanding of the relationship between the large grid and the small grid on the clock face. , when learning the knowledge about clock faces, students have already transferred the knowledge they just experienced and received good teaching effects. In the process of playing this game, the prompts for each move of the students have a certain purpose. In actual teaching, if you use dice throwing, you cannot control the prompts for each move. This can only be achieved through the pre-design of the courseware. After the game, use the similarities between the chessboard and the clock face, and use the courseware to demonstrate the clock face transformed from the chessboard to guide students to observe. What is missing on it? Based on the students' reports, use the courseware to show the numbers, hour hands, and minute hands on the clock in sequence.
The teaching of the relationship between hours and minutes is the most important and difficult part of this lesson. In order to break through this heavy and difficult point in teaching, I designed and adopted an intuitive teaching method and used courseware to present the dynamic process. Give full play to the advantages of information technology in presenting teaching content in an intuitive manner, and use Flash courseware to demonstrate 1 hour = 60 minutes, turning static into dynamic and abstraction into intuition, helping students establish representations and gain perceptual knowledge. The whole process is as follows: (Play teaching clip) Since flas* intuitively displays the movement trajectories of the minute hand and the hour hand, it is easier for students to observe the movement process of the hour hand and the minute hand, helping students understand and remember, and make the teaching of this lesson easier. Difficulties were overcome. Students experience the formation process of knowledge through observation, thinking, and discussion, give full play to their subjectivity, and become discoverers of knowledge.
When teaching "accurately confirming, reading and writing the time on the clock face", the demonstration of multimedia courseware is combined with the real clock. Students can "take a look" and "recognize the time". Operational activities such as "recognize", "read", "write", and "dial" break through teaching difficulties.
This class, under the guidance of the principle of "mathematics comes from life", combined with modern teaching methods, allows students to do more operations and activities, and fully gives students the autonomy to learn. Active thinking, bold operation, and scrambling to show themselves in the series of activities not only exercised students' hands-on and verbal abilities, but also cultivated their innovative spirit, and they realized the value of exploration. It perfectly combines knowledge education and computer technology, truly allowing students to gain rich perceptual experience in rich mathematical practice. It has realized that "abstract mathematical knowledge is based on the perception of images, and static mathematical conclusions are based on dynamic experience, perception and thinking. The sublimation from knowledge to ability is completed."