Teaching plan design
design instruction
The Chinese Curriculum Standard points out that literacy and writing are the basis of reading and writing, the focus of the first phase of teaching, and the important content throughout the whole compulsory education stage. The first-year students' literacy ability is not strong, but this course has a large amount of literacy, which is somewhat difficult for students. In order to break through this difficulty, the teaching design of this course adopts a variety of intuitive teaching methods according to children's psychological characteristics, creates colorful teaching situations, and combines students' life experience to guide students to use a variety of methods to read, seize every opportunity to actively read, and achieve the unity of knowledge and practice. At the same time, according to the illustrated and vivid characteristics of the textbook, combined with the age characteristics of students, situational pictures and various forms of reading are used as carriers to stimulate students' reading interest, develop students' language and enlighten children's spirituality! There are three combinations in teaching: reading and consolidating literacy, reading and cultivating language sense, and reading and promoting students' development.
Preparation before class
1.( 1) Make courseware with new words in scenes and texts. (teacher)
(2) Making headdresses such as water drops, tadpoles and frogs. (teacher)
2. New words, new words cards, collect and know all kinds of commonly used punctuation marks. (student)
Class arrangement
2 class hours.
teaching process
first kind
First, the situation arouses interest and introduces new courses.
1. Create a situation to stimulate interest.
Guide: (The teacher tells a story while drawing a stick figure on the blackboard) Look, children, our blackboard has become a beautiful lotus pond. What's in the lotus pond? (Lotus leaf, lotus flower, tadpole, water bubble, a string of water drops) Ah! It is raining! At this moment, a frog jumped out of the pond. It will write a poem for us!
2. Question introduction: What kind of poem did the frog write? Today we are going to learn from frogs to write poems.
3. The teacher writes on the blackboard, and the students follow and read the questions together.
4. study? Writing, poetry? These two words. Memorize new words and word formation by positioning association method. At the same time, emphasize: poetry? It is to recognize syllables as a whole, not the tongue, and guide students to recognize them repeatedly.
5. Do you know the new radical? Hey? .
Design intention: The lead-in link is like the prologue of a play. Draw the illustrations of this lesson with stick figures to stimulate students' interest and lead to the topic like telling a story. The students are happy, empathetic, Tao Qing, and know new words. Writing, poetry? It disperses the amount of literacy and reduces the difficulty of literacy.
Second, reading the text for the first time, positioning literacy.
1. Guidance: Try to read children's songs by yourself with pinyin, and read the correct pronunciation and sentences. And circle the new words required to be read in this paper.
2. Students can freely spell children's songs as required, read difficult sentences several times, circle new words and read them several times.
3. Teachers imitate the text, and students perceive the pronunciation of new words and the content of the text. Students pay attention to the pronunciation of the new words circled by themselves.
4. Various forms of reading. Read each other at the same table to correct mistakes, then read in groups, and finally read the text by name. Other students evaluate whether the pronunciation is correct or not and whether the sentences are fluent.
Design Intention: Advocating Chinese Curriculum Standards? Autonomy, cooperation and exploration? Based on this principle, let students read the text and learn new words by themselves, then cooperate with their deskmates and group members, and finally report the learning results in class, so that students can enjoy the fun of self-study and cooperative learning.
Third, in-depth reading, combined with text reading and writing.
1. school section 1, understand? Point, want it? Two new words.
(1) Read section 1 by name. Other students listen carefully and make comments after listening.
(2) Guide reading, pay attention to the reading of exclamations, and read the joy of frogs.
(3) Remember new words? Point? Do you know the new radical? Hey? . ? Hey? Sometimes it means tail. Yan? This word means tail; Sometimes it means? Fire? , just like in? Hot steaming? What does the word "wait" mean? Fire? .
(4) memory? Want it? Guide the students to read the words and discuss how to remember them.
(5) Does the teacher show the new word card? Write some poems? Guide students to flexibly consolidate reading in various forms. (The little teacher reads and composes, drives a train to recognize and compose, and reads and guesses words in class competitions. )
2. Learn sections 2 ~ 4, understand? Pass, give, pawn, string, friend, take? .
(1) Guidance: The frog wrote a poem. How is it written? Who's coming to help? Let's look at bars 2 ~ 4.
(2) Students are free to read and circle who will help.
(3) Students report that the teacher wrote on the blackboard: tadpoles, blisters and a string of water drops stick together.
(4) Show Section 2 and read it by name.
(5) Guidance: This section hides three new baby words. Can you find them? How do you remember them?
Default value:
Pass: record+inch = pass by one plus one. Group words: Come for the New Year.
Give: remember to add one plus, and+and = give. Composition: For you.
When: You can also add and add,+= when. When it is a polyphonic word.
(6) Guidance: Water drops have also come to help. How many drops of water have come to help?
Default: a string of water droplets.
1 learning? String? You can use pictographic memory, and two pieces of meat can be worn with a bamboo stick, right? String? .
② Courseware demonstration? String? The changes of ancient and modern characters. Students carefully observe the memory glyphs and understand the meaning of words.
③ Application: What is a string? A necklace, peppers, bananas, lanterns, grapes, candied haws and mutton. )
(7) riddle: there is someone outside the door. Study? Children? Words, emphasize the pronunciation should be light.
(8) number stroke learning? With what? Words.
(9) Guidance: How can so many small partners help?
① Student report, teacher courseware demonstration: tadpoles, blisters. A string of water drops guides students to observe their shapes carefully and asks them to talk about what they have found. Students talk about who looks like who, and learn metaphorical sentences imperceptibly. )
② Guidance: These are called punctuation marks. Let's use it? Like what? Tell me about these punctuation marks.
Default: tadpoles are like commas; Water bubbles are like a full stop; A string of water drops is like an ellipsis.
③ Extension: What other punctuation marks do you know? (? ; ! ) (courseware playback: standard songs)
3. learn the fifth section, teaching? Become? Words.
(1) Introduction: With the help of so many good friends, the little frog finally wrote this poem. Can you show me the new words? Guide the students to say how to remember. Become? Words.
(2) Read Section 5 by name. Other students should think: what did you find after listening to the poem written by the frog?
Default: Only one word? Quack? .
(3) instruct students to read aloud rhythmically? Frog's poem? .
4. Create a game situation? Little tadpole looking for a home? , consolidate the effect of literacy. Show tadpoles with new words in courseware. Students can read new words. If they read it correctly, tadpoles can go home.
Re-reading new words in combination with palindromes.
Can you read these new words when they are put back into the text? Practice reading freely first, and then read together. )
Design intention: There are many new words in the text, and the form of literacy along with the text reduces the difficulty of students' literacy. Students use a variety of methods to memorize new words, which cultivates students' literacy ability, stimulates students' interest in autonomous literacy, and enriches students' experience in literacy and memorizing words. Games consolidate literacy, entertain education and improve the effectiveness of literacy teaching.
Fourth, guide writing.
1. Guide writing? Children? Words.
(1) Guide students to observe? Children? Frame structure and its position in Tian Zi Gri.
(2) report and exchange, emphasizing? Children? Chinese characters are words with left and right structures, with narrow left and wide right.
(3) Teachers demonstrate writing and students write.
(4) Students practice writing, teachers patrol and give individual guidance.
2. learn to write new words? Next? .
(1) Guide students to observe? Next? Position in Tian Zige.
(2) Students report communication and writing.
(3) Students practice writing. (Remind writing posture. ? Three ones? . )
3. Guide appreciation: smile at any word you think is well written and praise your calligraphy to your deskmate.
4. Teachers and students * * * discuss, show excellent homework, and send it? Smiling face? Awards.
Design intention: Writing instruction for junior students is very important. In this link, there is no average use of strength in the process of writing guidance, but emphasis is placed on it. Children, among the new words required to be written in this class? It is a difficult point, because it is the only combination word, so it is very important to guide when guiding? Children? Words, so as to help students gradually discover the writing rules of combined words. ? Next? There are few strokes and strokes, and students have a certain foundation of single word writing, so they don't take it as key guidance and give full play to students' autonomy. At the same time, students' ability of independent observation, evaluation and correct writing is cultivated in guiding writing. Fully respect students' observation experience and let students give and exchange comments in solid writing exercises? Smiling face? Encourage students to promote each other and improve together.
Five, class summary, independent homework
1. Rethinking: What did you read by reading? What else don't you understand? When students don't understand the content of the text, if it is simple, it can be solved in class, and other content will be introduced into the next class. )
2. Leave homework for yourself:
Default: (1) copy new words. (2) Be familiar with the text.
Design intention: At the end of this class, let students review what they have read, sort out what they have not read, cultivate students' summing-up ability and problem consciousness, and pave the way for the next class. Changing the way teachers leave homework in the past and letting students leave homework by themselves not only stimulates students' interest in doing homework, but also exercises their ability.
Second lesson
First, create situations and consolidate new words.
1. (courseware demonstration: frog map) Guide students to communicate with frogs and say hello.
2. Guide students to read new words with the help of Pinyin.
(1) The courseware shows the text: Write a poem, a raindrop, I want to come here, a string of water drops, OK, here you are, be careful, we are finished.
(2) Independent reading, group reading and class report reading.
3. Get rid of Pinyin and read new words with cards by train.
4. Palindrome of new words, overall perception.
5. Introduction: Remember your question at the end of last class? Let's get into the text to solve these problems? All right!
Design intention: The first-grade children remember and forget new words quickly, and their learning initiative is not strong. They need teachers' purposeful help to strengthen the review of words and consolidate the basic knowledge of Chinese. By reading the text back, we can not only consolidate new words, but also pave the way for learning new lessons. This link pays attention to the consolidation of students' basic knowledge and the connection with last class knowledge. Starting with consolidating the learning content, grasping the doubts in students' hearts, realizing the natural transition and introducing new lessons.
Second, create a situation and feel the text
1. Learn section 1 Feel the beauty of rainy days.
(1) (The courseware shows the animation of the illustration) Create a situation: Listen quickly: Tick-tock, what's that sound? (It's raining) Yes! Did the article say that it rained? It's raining, it's raining and the sand is blowing. ) What did you feel? It seldom rains. ) Where did you feel it?
(2) stimulate the imagination:
The raindrops drop by drop in the water and on the lotus leaves, telling everyone what you see.
Default: Health 1: Rain drops on the green lotus leaf and rolls around.
Health 2: raindrops fall into the water, and the water in the river is round and beautiful!
Health 3: All the tadpoles in the water are here. They all showed their little heads.
If you are a frog, think about how you feel when raindrops fall on you.
Default: I will feel very cool, itchy and fun!
If you were a frog and saw such beautiful scenery, what would you do?
Default: I am very happy; I think the scenery is so beautiful!
(3) Guidance: Read your feelings quickly. Read the first sentence with emotion: it's raining, it's raining, and the sand is raining.
(4) Introduction: So the frog said happily that he had read the last sentence of the section: I want to write a poem!
2. study sections 2 ~ 4. Read the dialogues of different roles and experience childlike interest.
(1) Transition: I heard that frogs are going to write poems. Who will help?
(2) If students answer the blackboard: tadpoles, water bubbles, a string of water drops.
(3) Guidance: What sections have you learned? (2, 3, 4) Read these three sections freely and think: What did they help?
(4) As the students answer the blackboard: tadpole () comma; Blister () stage; A string of water drops () ellipsis.
(5) Guidance: Why can it be comma, period and ellipsis?
Show me pictures of tadpoles. What did you find? Tadpoles are really like commas. )
The teacher asked the children to blow bubbles. What did you find? (Water bubbles are round, much like a period; I think it is not only round, but also transparent and beautiful! )
③ Instruct students to read aloud: How interesting! Read the second and third parts aloud. (Students read aloud by name after practice. )
④ Guide students to know ellipsis. Show pictures and understand words? A string of water drops? . Why not say a drop of water?
Default: ellipsis at six o'clock, a drop of water is different. I think a string of water drops is very interesting! The water droplets are United!
⑤ Introduction: Read your thoughts quickly. (Read by name, read together. )
(6) Introduction: Yes! What an interesting conversation! What a good friend! Try to read emotionally in groups.
(7) Guide students to read the text in different roles.
(8) Summary: How close things in nature are to our lives! We are good friends with everything in nature.
(9) According to the blackboard, lead children to read the text again with emotion. I can recite it.
3. Expand and train the language.
(1) Guidance: What an interesting poem! Think about things in nature according to the text. What else can I do? Comma, ellipsis, period?
(2) Through class discussion, it is concluded that Round A () is a small cycle; A string (), when the ellipsis; A () with a small tail can be a comma.
4. Learn the fifth section, recite poems beautifully and enlighten spirituality.
(1) Learning Guidance: With the help of so many good friends, the frog finally wrote this poem (there is section 5 in the courseware). Read it out loud and see what you can find. There is only one content in the poem? Quack? Words. )
(2) Guidance: The poem written by the frog is very interesting, with only one word. This word is an onomatopoeic word. Read it again and read different tones.
(3) guide: Gaga? This is the language of frogs. Can you do some translation and explain what the frog's poem is about?
(4) Students are free to guess frogs? Quack? The content of.
5. Read the full text: How beautiful the rainy scenery is! How United the frog's friends are! That's why frogs write such beautiful poems. Let's read this text with joy and excitement.
Design Intention: Starting from the age characteristics and knowledge and experience of first-grade children, this session uses courseware to stimulate students' enthusiasm for learning, and at the same time guides students to understand why tadpoles can be commas, blisters can be periods, and a string of water drops can be ellipsis by observing pictures. Combining literacy with understanding poetry, various forms of reading guidance and moderate expansion and imagination not only develop students' sense of language, but also enrich students' language and enlighten children's spirituality. This long-term training will greatly improve students' ability to use language and writing.
Third, guide observation and write independently.
1. Guide writing? Rain? Words.
2. Guidance: What problems should we pay attention to when observing this new word?
Default: The directions of the four middle points should be the same.
3. Guide observation? Rain? According to the student's report, the teacher will guide the position of Chinese characters in Tian Zige.
4. Lead the child to press? Write, read and compare? Take the initiative to write good words.
5. Show the well-written ones to everyone by projection.
6. observation? Answer? Word, try to write one yourself.
7. Show students' works in class and guide students to evaluate. (Focus on finding advantages and encouraging. )
Design intention: Guide students to observe the structural characteristics of new words independently, so that students can experience the joy of discovery. At the same time, the teaching of writing is not only at the level of guidance, but also requires students' active participation. Focus on the combination of guiding writing and courseware demonstration, observation and imitation writing, so that the teaching of new words is solid and effective, interesting and not boring.
Fourth, recite the text and summarize the full text.
1. Students point to the blackboard and practice reciting the text.
2. Recite the text in chorus.
3. Teachers and students talk about the harvest summary.
Design intention: At the end of the class, let students recite the text and talk about their own gains, which can not only help junior students to enrich their language accumulation, but also improve their ability to summarize and make them feel successful and happy.
blackboard-writing design
Frogs write poems.
Tadpole () comma (,)
Water bubbles () period (. )
A string of water drops () ellipsis ()
Ga ga ga ga.
Teaching reflection
1. Stimulate students' interest in the situation and their desire to learn.
According to the characteristics of teaching materials and students, this lesson first presents students with pictures of scenery in the text, so that students can feel it in appreciation, know new words in feeling and understand the content of the text in literacy. In the teaching process, create various activities that students are interested in, such as crossword puzzles and games to consolidate literacy. Students have a strong desire to learn in activities and games, thus taking the initiative to learn, and classroom teaching has received good results.
2. Pursuit? Literacy is life-oriented, situational and gamification? Let students really move in class.
Carefully design colorful teaching situations in the classroom, and encourage them to use their brains, eyes, hands and mouths to mobilize the coordinated participation of various senses through group learning, cooperative learning and interactive communication. Let students read in life and games. Let students study in a relaxed and happy atmosphere.