The original version of Chinese in the first grade of primary school "One by One"
On a moonlit night, I was playing in the shadow when I suddenly heard an adult shouting, "Go home and sleep!" " "
Alas, I really want to play a little longer.
But I went home and fell asleep,
You can have all kinds of dreams!
I'm having a good dream,
I heard adults calling again: "It's time to get up and go to school!"
Well, if only I didn't go to school.
However, when I go to school,
How happy I am to see my friends!
Playing hopscotch with my friends,
But the bell on the playground rang.
Alas, if only there were no bells in class.
However, listening to the teacher telling stories,
Also very happy, very interesting!
Are other children like this?
Like me, do you think so?
One-on-one teaching plan for Chinese in the first grade of primary school
Example of teaching design for the first class
Teaching objectives:
1. Know the new words 12 "Jie, Re, Zuo" and learn the disyllabic word "Jue".
2. Understand the stanza 1, 2 with the help of illustrations and reading aloud.
3. Feel the change of my mood and experience my happiness.
Teaching process:
First, from the "pick up" leads to the topic
1, understand "pick-up" with children queuing.
2. Book an empty topic with the teacher.
3, learn the new word "pick up": small hands pull together is "pick up", so "pick up" is next to the hand.
4. Read the guide to the topic.
Design intention: The teaching of the word "Jie" is timely when it is combined with revealing the topic, and the effect is obvious with the help of radicals.
Second, read the text for the first time and read the new words correctly.
1, read the poem for free, read the poem correctly and read it smoothly.
2. Check the new words.
Spell polyphonic words and combine the words "sleep" jiao "sleep" and "feeling".
3. Read the sentences.
Show:
Sentence 1: However, I went home and fell asleep. I can/dream all kinds of dreams!
Sentence 2: I was playing hopscotch with my friends, but the bell rang on the playground.
4. Read the whole poem again.
Design intention: There are many long sentences in this article, which makes it difficult for students to read aloud. In the initial reading test, teachers focus on the reading of long sentences in this class, and help students read long sentences correctly and smoothly with the help of pause symbols, thus clearing the way for their future reading comprehension.
Third, guide the study in the second quarter and feel the change of mood.
1, read the poem in section 1 freely, and circle a few words in section 1 * *.
2. Learn the sentence 1.
(1) Read the poem and thought map. Let the students talk and read as if they saw something. Hear what?
(2) Imagine your mood and draw a smiling face on the blackboard. Read the sentences aloud.
3. Learn the second sentence.
(1) With the help of illustrations, I can feel this mood: I am having fun with my friends. What do you think when adults call you home to sleep?
Students can talk about their feelings or read sentences in the text. Show me that sentence: alas, I really want to play for a while.
(2) Randomly learn the new word "zai": it refers to the second time, such as "goodbye, come again".
(3) Draw a crying face according to the students' answers.
(4) Read the sentences aloud and guide the reading of "Alas, Ah".
Design intention: Combining with their own feelings, the purpose is to guide students to put themselves in the position to understand the mood of the characters in the text, so as to produce crisp sounds and pave the way for helping to read sentences well.
4. Learn the third sentence.
(1) The teacher introduced the third sentence: But ... students keep reading: you can have all kinds of dreams when you go home and fall asleep!
(2) Learn the word "dream".
(3) Create situations and speak in various ways.
Let the students talk about their dreams.
Summary: Some of your dreams are sweet, some are interesting, some are terrible, and some are happy. This is "all kinds".
(4) Draw a smiling face according to your own feelings. Read the sentences aloud.
5. Return to holistic reading.
Summary: I have been unhappy and suddenly I am happy again. The word "however" is used to connect.
Design intention: Learn the word "dream", talk about your dreams and combine them to understand "all kinds". Combine reading and writing to improve teaching efficiency.
Fourth, practice during recess:
What to step on, step on the shadow;
What to do, have a good dream;
What to jump, hopscotch;
What to tell, tell stories;
My partner and I are so happy!
Design Intention: In the case of student study fatigue, junior classes need to have practice between classes. The content of recess exercises is related to text learning, which can not only relieve fatigue, but also consolidate the content of text learning.
5. Practice reading the second poem freely and experience the change of mood.
1, read the second section freely.
2. Guide to find out the obvious information in the poem: What are the similarities between the tone changes of "I" in this poem? What is the reason for being in a bad mood? What is the reason for being in a good mood?
3, feedback exchange, combined with learning the word "partner".
Imagine your mood and read the second section carefully.
Design intention: For paragraphs with similar structure and repeated language, students can be guided to learn independently from help to release.
Sixth, writing guidance.
1, observe "Guo, Ben, Ge" and find the points for attention in writing.
2. Guide writing.
Guo, this: emphasize the order of writing and demonstrate the writing method of walking away. Practice writing first, then write the whole word.
Each: upper and lower structure, pay attention to the upper part is slightly larger.
Reflections on the "One-by-One" Teaching of Chinese in the First Grade of Primary School
"11" is the third text in Unit 2 of the second edition of Senior One Chinese. This is a children's poem, written by Jin Meiling, a Japanese nursery rhyme poet. She uses children's most natural state to experience and feel the world, and expresses a simple inner world in the language closest to children. The poem * * * has four sections, and the format of the first three sections is similar. Each section contains three sentences: the first sentence is about children's unhappiness after being disturbed by the adult world, the second sentence is about children's hope, and the third sentence is about children's joy after changing their minds. The first sentence of each section is connected with the end of the previous section, and the content is interlocking, which is consistent with the topic "one-to-one correspondence". In the last section, children's naive questions make this poem more childlike and arouse the emotions of young readers. The content of this children's poem is close to the students' world. Through the connection with life, stimulate students' emotional experience and arouse students' * * *
This children's poem needs two classes to complete the teaching, and I took the first class. The key and difficult points of the first class are literacy, writing, reading the text correctly and simply understanding the content of the text. Students' enthusiasm in class is very high, probably because the teacher is listening at the back, and some students are a little nervous. However, the overall learning atmosphere in the classroom is still good. As a teacher who lectures, I can say that my heart is surging and I beat the chicken blood unconsciously. The whole class went smoothly, but it was still a little different from the class I imagined before class, especially after class, after listening to other Chinese teachers' comments on my class, I found some problems that I didn't realize before.
The first point: As a teacher, we must pay attention to our own clothes. In class, the coat I wore was unbuttoned, which greatly affected the teacher's clean and tidy image.
The second point: although literacy and writing are the key and difficult points in junior middle school Chinese teaching, as an open class, we should grasp it as a whole. In this class, I spent too much time on literacy, which led to insufficient reading of the final text. The understanding of the text is that I am leading the students, and I have not given them enough time to find the answers in the text by myself.
The third point: in this class, I focused on two new words: Zhu and this. For children who have been studying for a semester, teachers can focus on explaining one new word and leave the other for students to learn. There is no timely evaluation and feedback on the students' writing of new words, but they are left to the same table to check and evaluate each other.
Fourth, in the whole class, students' reading of the text is not enough, and the form is single, so teachers can't really understand students' reading of the text. I can't master the reading of the text. As a Chinese teacher, I really need to improve my reading level.
The fifth point: the time allocation of the whole class is unreasonable. Too much time is spent on literacy, and two words are sandwiched when writing new words. The key point is that students seldom read, which is contrary to the fact that Chinese classroom should be full of reading sounds and students should stand in the middle of the classroom. Finally, I ended my understanding of the text in a hurry, and my classmates could only follow me. Finally, it became a mechanical classroom where teachers talked and students listened.
Although this class has been talked for a long time, I still remember the teachers' comments on this class clearly. We are all used to our own teaching mode, and we can't find the problem at the same time, but when others say it, we feel an epiphany. Classroom is the place where teachers talk with students and texts. As the commander of the overall direction of the post, we need to constantly improve ourselves with knowledge, deepen students' real understanding of learning, and never let go of any detail in order to really do every lesson well.