Example 1
Primary Chinese Grade One: Teaching Design of Happy Festival
Teaching material analysis:
This poem is the lyrics of the children's song Happy Festival. Its content is close to children's life, with vivid language and lively melody. For many years, it has been one of the songs that children like to sing. Poetry and prose use metaphors and personification to reflect the joy, happiness and pride of young pioneers when they celebrate festivals, and express their determination to serve the motherland when they grow up. The whole poem takes "music" as the line, and the joy of artistic conception, growth, ideal and scene runs through the whole poem, vividly depicting the happy mood and lively scene of children celebrating the festival.
Teaching objectives:
1, cognitive goal: a, learn to create new words in this class, understand the meaning of new words, and write a sentence with "cultivation".
B correctly understand the meaning of "in this world, we are better and we are full of hope".
2. Skill goal: read and recite the text with emotion.
3. Emotional goal: to experience the joy, happiness and pride of young pioneers when celebrating festivals.
Teaching emphasis: correctly understand the meaning of "in this world, we are better and more hopeful".
first kind
Teaching process:
First, play songs to stimulate interest
1, play Happy Festival, let students feel the content of the text while listening to music.
2. Expose the topic and guide the class.
Second, read the text by yourself
1, read independently
2. Independent discovery
A, what do you know after reading the text?
B, what else do you want to know after reading the text?
3. Independent perception
Student learning feedback:
Third, stimulate imagination and learn section 1.
1, create situations and stimulate imagination
Spring breeze and happiness, birds singing, make people feel relaxed, happy and comfortable, then we
What's the mood for the holidays?
2. Read happy sentences aloud.
3. Understand figurative sentences.
Listen and read section 1.
5. Read the name and tell me the happiness of the festival.
Fourth, learn the second section.
1. Talk about 1 and 2 sentences by studying the part 1.
Are these two sentences similar to those in paragraph 1? Why do you say they are congratulating us?
Sing for us?
2. Create a situation and learn the third sentence.
A. Situation 1: We are more beautiful.
We went for a spring outing in the mountains. Hundreds of flowers are everywhere in the field, and butterflies are flying. How do you feel when bright red scarves are flying in the wind and beautiful clothes are dancing?
Situation 2: We are full of hope.
Spring is a beautiful season, with flowers in full bloom and everything growing. It symbolizes vitality and prosperity, and children are full of vitality and making progress every day. Our motherland entrusts us with an important task, so we are full of hope.
3, emotional reading, experience emotion.
V. Independent operation
1, memorize new words skillfully in your own way.
2. Excerpt the sentences that reflect the happy mood of young pioneers in the text.
Second lesson
Teaching process:
First, hold competitions to stimulate interest.
Let students carry out the first and second recitation competitions with a happy mood, which can be in the form of individuals or groups, so as to arouse students' enthusiasm.
Second, talk about ideals in combination with reality.
1, read the third section freely.
2. Understand this poem.
3. Organize students to combine their own ideas and talk about their ideals.
4. Read the fourth section.
5. Read the text happily.
Third, guide reciting and sublimate feelings.
1. Suggest that students recite the text in their favorite way.
2. Take recitation performance, recitation contest or learning to sing as an example. , so as to render the atmosphere of joy and sublimate emotions.
3. Imagine the picture while listening to the song.
Fourth, expand after class and guide writing.
1, Introduction
Just now, the children imagined lively and cheerful pictures while enjoying the songs. Now, please write a composition with your imagination in combination with the scene of celebrating June 1 ST in Happy Week or the poems in the text.
2. Students work independently.
Example 2
Teaching design of Happy Festival, the second volume of the first grade of People's Education Press.
Special teacher Wu Hongjun
design concept
The new curriculum advocates the new concept of "reading-oriented, understanding while reading". This design strives to guide students to read more and feel more, so that reading training and emotional edification can be integrated. Guide students to actively explore literacy, set the situation of recitation competition, guide students to recite section by section and then chapter by chapter, and teach students the methods of reciting, so that students can gradually experience the joy of reciting success and cultivate their interest in reciting.
Teaching objectives
1. Know the new words 14 such as "blow, wish". Can write six words, such as "blow, ground".
2. Read and recite the text correctly and fluently.
3. Look carefully and find the key strokes to write a good word, which can be painted red and written independently.
4. Contact the content of the text, feel the joy and happiness of life, and have the desire to realize the future ideal.
Preparation before class
Teacher preparation: courseware, accompaniment tape, new word card, small blackboard.
Arrange two classes during the class.
Teaching process and design intention
first kind
Course objectives:
1. Experience the happiness of the festival and read aloud in a happy tone.
2. Read new words independently and write new words such as "Blow" and "Ground" correctly.
First of all, create situations, stimulate interest and introduce new lessons.
(a) blackboard writing: holidays, read together.
1. Play the courseware that matches the content of the text.
2. The teacher told us that a group of lively and lovely young pioneers came to the garden to jump rope in the cheerful and beautiful songs of happy festivals. They sing and dance heartily, birds fly in front of them, and streams flow in front of them. They are in high spirits and full of energy.
Why are they so happy? What festival are they celebrating? Do you want to know? Let's go and have a look!
(Write on the blackboard: Happy holidays)
4. Read the topic together and discuss: What is a happy holiday?
Q: What festivals have you celebrated? How do you spend these festivals? Are you happy?
② Say "(what festival) is (how) a festival".
③ Read Happy Holidays together. Happy, happy reading
[Design intent]
Create scenes, stimulate happy emotions through dialogue, awaken the desire to express, and lay a good foundation for emotional reading.
Second, read the text and feel the feelings.
(A) the preliminary reading of the text, the overall perception
Read the text freely twice.
Requirements: Read it correctly the first time, and experience the happy mood the second time.
(B) the combination of graphics and text to understand the text
1. Look at the picture, listen to the old teacher and talk about what makes you happy in the article.
2. Group study and discussion.
(1) Read and think in sections. Why is "red scarf" happy? What did they see, hear and think?
(2) Can you express the happy mood of The Red Scarf by reading aloud?
3. Read in groups to see which group reads well.
Evaluation criteria: correct reading; Fluent in reading; Read with emotion (happiness).
(3) Learning: Which sentences make you read about the happiness of the festival?
1. Find a sentence that makes you feel happiest and read it yourself.
2. Read it to your deskmate and ask your deskmate to help you evaluate it.
3. Read by name.
If you don't read well enough, please ask your classmates for help.
If you read well, please take your classmates to read.
(4) Enjoy songs and watch courseware.
Play the song "Happy Holidays" and enjoy the courseware that matches the content of the text. You can sing along softly, clap your hands or perform.
(5) Read the full text happily.
[Design intent]
Fully tap the emotional factors of the text, let students read repeatedly in different forms, experience the inner feelings of the language, guide students to "enter the country through the text", understand the language with "psychological sight", brew happy feelings with "musical language", and let students be inspired by feelings and edified by beauty.
Third, independent inquiry, reading and writing
Independent literacy
1. Learn new words by yourself in groups.
Tell me what new words you know, how you met them and how you plan to remember them.
Ask a teacher or classmate for unknown words.
2. Teachers guide inductive literacy methods.
According to the radicals, we can read: Zhu and Zu are both beside the "water", and they are all related to sacrifice.
Literacy rate of decomposition components: He (Jia+Bei), Guo (Yu), Yu (He) and Li (Wang+Li).
Similarity is more cultural: seat-degree.
Accumulate word literacy: hope and courage.
3. Words that are difficult to pronounce correctly: Zhu (tongue), Zu (flat tongue) and Xing (nasal sound).
Check literacy
① Use the new word card to read new words. Word card guessing game. Students read the new card and think about the words on it to see if it is the same as the words on the back of the card.
2 recognize words with new words.
Each new word has 2-3 words (there should be no students' words). Disrupt the order and recognize the name.
(3) Near-form word recognition and near-sound word recognition.
Blow-listen to congratulations-members of Country Garden-by field
Ancestor classics, golden wind and golden classics
(2) Guiding writing and consolidating literacy.
1. Guide writing and consolidate literacy. To guide students to write, we can observe carefully first, find the key strokes to write this word well, then look at the old teacher's handwriting, and finally draw red and write independently.
For example, the word "blow" should be recognized and written. The following teaching steps can be taken: model writing, students' observation; Discover communication and individual guidance; Show your card and write a book when you are free; Listen, read silently, write silently, check and practice writing.
2. Pay attention to the tips:
The word "blow" should be written next to the word "mouth", high and small.
The word "ye" to the right of the word "di" should be to the right, but it should not be written too long; Write high vertically; The vertical hook should be lengthened, and the front should be turned back before putting the hook.
"Le" calligraphy and painting in ***5, the first horizontal, the second vertical, horizontal is not in the first place.
The second stroke of the word "teacher" is vertical, not vertical, and the third stroke is horizontal, not horizontal.
3. The students temporarily painted red pens and wrote Tian Zige's "Blow, Ground, Fast, Teacher" seriously. The teacher checked the guidance.
4. Study group analysis: exchange evaluation opinions and writing experience in the group. (1) Writing order. (2) status in Tian Zige.
5. Show some homework and exchange comments with the whole class.
4. Teachers and students * * * with comments and changes.
5. deskmates appreciate each other's calligraphy and give advice to each other.
[Design intent]
The process of literacy is mainly in the form of self-study and inquiry after learning the text. Students' mastery of words is based on understanding, which can greatly increase the content of meaning memory and reduce the difficulty of self-study and inquiry. Let students be more active and have more practical effects in the process of inquiry.
Fourth, homework after class
1. Write the words "blow" and "ground" carefully.
2. Read the poem to your deskmate (teacher or parent) with emotion.
Second lesson
Course objectives:
1. Recite the text with emotion.
2. Recite the text.
Teaching process:
First, review, check and introduce new lessons.
1. Master new words. Read the words with the names of the new words
2. Read the text by name.
3. Questioning and asking difficult questions, and trying to guide students to solve problems in reading.
Second, read sentiment and experience emotion.
1. Look at the topic and think about it: What festivals make you happy?
2. Read the first three sections carefully to understand the reason why the "red scarf" is happy.
Section 1: Be willing to participate in meaningful activities. Because the teacher took them to the garden and the grass. Light reading: "Birds lead the way and the wind blows us."
Section 2: Happy to hear beautiful words. Because flowers and streams nod and sing to them, saying that they are the hope of the motherland.
Section 3: Feel the beauty of life and be happy for the future ideal.
3. Look at the picture and read aloud. Imagine the happiness of the "red scarf".
4. Read freely and feel the happiness and happiness of the "red scarf".
5. Read the unit tips, experience the happiness of your life, and then read the text with emotion.
[Design intent]
Guide students to read the text carefully, feel the meaning of the text carefully, understand and appreciate the thoughts and feelings contained in the text, and then experience the happiness of their own lives.
Third, guiding methods and reciting texts.
(1) Choose your favorite section to recite.
1. Raise your hand immediately after the meeting. See who can recite quickly and well.
2. Feedback: Try to pull back the students with slow backs, and the camera will give encouragement.
Select the step on the back to do it again. When you give feedback, you can recite it to your deskmate, and then the teacher can make a simple understanding and enthusiastic encouragement to arouse the enthusiasm of reciting again.
3. Guide to recite the text. Mode:
(1) The teacher prompts the key words to recite.
The first part: birds ... wind ... us ...
Section 2: Flowers ... flow ... them. ...
Part III: Thank you ... We ... like ... waiting ... just. ...
Part IV: Singing and Dancing ...
(2) Look at the pictures and recite.
(3) Recite with the song.
(2) Recite regularly
1. Give students a certain time (3-5 minutes) to recite freely.
Guidance: students who are not good at reciting can recite in sections;
Students with strong memory can recite several lessons together.
2. Feedback: ① Understand the students' recitation;
Let the students who recite a lot listen to it and let them tell you how to remember it.
③ Guidance: You can also memorize key words to help you recite.
Recite it again regularly, the time is subject to the fact that most students can recite it fluently.
4. Feedback: The whole class stood up and recited the text, walked to the place where the back did not move, and sat down consciously. Listen to other students recite.
[Design intent]
Set the reciting gradient to increase the reciting interest. Different forms of reciting can stimulate students' interest in reciting and reduce the difficulty of reciting. Teachers can also make full use of positive evaluation to promote the development of students with poor reciting ability.
Fourth, recite poems and sublimate the connotation.
1. Students, this gift brought to you by the teacher is amazing. Not only does it sound good to read, but it also sounds good to sing. do you want to hear it ?
Let's watch poems and listen together! (Show the text, show the song) Students listen to the song.
2. Is it delicious? Do you want to sing? Come on, let's listen to it again. This time you can sing in a low voice while listening.
Students, besides singing to express our festive joy, what other ways do you want to express our festive joy? (Students answer: You can read poems, sing songs, perform poems, draw pictures and so on. )
Ok, let's spend this happy festival with your favorite way and beautiful music! You can draw, read, sing and dance. You can draw on the blackboard.
4. Emotional sublimation: Students, are you happy today? Have you ever wondered who gave us this happy holiday? (Student answers)
Teacher: Yes, it's the mother of the motherland. It is our motherland that has given us a happy life. Without the cultivation and care of my mother, there would be no happy life today. Look!
Then how can we repay mom? Please tell our party and motherland what you think. (Students say a word and talk about their feelings and ideals)
Just now, the students all talked about their ideals. I hope the students will cherish today's happy life, study hard and serve the motherland when they grow up.
[Design intent]
Performing and singing deepen the understanding of the text content, sublimate thoughts and feelings, talk about feelings and write ideals, thus encouraging students to cherish today's happy life more.
Verb (abbreviation of verb) extracurricular expansion
1. Arrange students to collect poems describing festivals and recite them.
2. And organize a poetry recitation to give students a chance to show their achievements.
[Design intent]
The combination of in-class and out-of-class makes the ability of reading poetry cultivated in class extend well outside class, cultivates students' love for poetry as an expression, and finally makes them interested in writing poetry.
[Teaching reflection]
Reading is a personalized behavior, and teachers' analysis should not replace students' reading practice. This design follows the reading-oriented and reading-based teaching philosophy. The language of this poem is popular and emotional, which guides students to read more and feel more in teaching, and integrates reading training with emotional edification. In teaching design, the post-literacy and active inquiry links put the literacy process after learning the text, mainly in the form of self-study and inquiry. If students can master words on the basis of understanding, the content of meaning memory can be greatly increased, and the difficulty of self-study and inquiry can be reduced accordingly. Let students be more active and have more practical effects in the process of inquiry. In the teaching process of guiding recitation, gradient is set to guide recitation. It is because this poem is long and there is little connection between chapters, which makes it difficult for students to recite. Set the situation of recitation competition, guide students to recite chapter by chapter and then chapter by chapter, teach students the methods of reciting, gradually let students experience the fun of reciting successfully, cultivate students' interest in reciting, and strengthen their confidence in reciting the full text. Performance recitation is designed in teaching, aiming at guiding students to deepen their understanding and perception of the text content. "Ask where the canal is so clear, because there is flowing water from the source". Life is the source of Chinese teaching and the classroom of Chinese learning. Introducing colorful life experiences into the classroom will certainly stimulate students' interest in learning, activate students' life accumulation, awaken students' life experiences and promote students' understanding of language and writing.