New Ministry of Education first grade Chinese language teaching plan

From a practical point of view, learning Chinese can improve your reading ability, that is, the ability to obtain information from various written materials, and improve your written expression skills. The following is the new section I collected and compiled. Chinese teaching plan for the first grade of primary school, welcome to read and refer to it!

1. Academic situation analysis:

There are 45 students in this class***. The students are young

and their self-discipline is not strong. Therefore, at the beginning of the school year, we first guide the students to introduce me and my family to enhance mutual understanding, promote mutual understanding, and better adapt to primary school life. At the same time, we encourage students to Remember some short commands to facilitate orderly classroom activities; pay attention to the balance between work and rest in second language classroom teaching, and gradually cultivate students' intentional attention. The third is to pay attention to the cultivation of students' good study habits, such as correct sitting posture, pen holding posture, placement of learning tools, etc.; at the same time, positive and intensive education is adopted. For individual students who do not master the correct way to hold pens

Parents are encouraged to work together with teachers to constantly correct and supervise their children's pen-holding postures. As for other aspects, it remains to be understood in future work.

2. Analysis of teaching materials

There are eight units in this volume, and each unit has a theme. After each unit is the "Chinese Garden", and finally there are "Literacy List", "Writing List" and the newly added "Common Stroke Name List". 1 literacy unit, then two pinyin units, and then 5 units of literacy and reading (including 1 unit of literacy).

The first unit learns 404 Chinese characters, including numbers, heaven and earth, objects, persons, human body, standing and sitting, up and down, etc., to strengthen the awareness of mother tongue characters and reflect the traditional experience of literacy - basic oral language literacy; Pay attention to the connection between young and young children to avoid sudden strangeness and boringness.

The "Literacy List" arranges 300 Chinese characters. "Writing Table" arranges 100 Chinese characters. In the "Literacy" column of each lesson, ***50 radicals have been added to help students understand the characteristics of Chinese characters. A "List of Commonly Used Stroke Names" is also attached at the back of the book, providing some pointers for horizontal and vertical strokes. and 22 compound stroke names, which is very useful for standardizing the names of strokes.

The title of the new textbook is "I went to school", which is presented from the perspective of the educated, reflecting the student-centered thinking and accurate positioning. The contents are: "I am Chinese", "I am a primary school student (including "School Song")", "I love learning Chinese" (respectively, there are three pictures of "Reading", "Writing" and "Telling and Listening to Stories", which both imply the first grade The three major tasks of Chinese language learning in the first volume: reading, writing, and oral communication also imply the three major tasks of Chinese language learning as a whole: reading, writing, and application.

Arrange 10 literacy lessons, reading. There are 14 texts, including the mysteries of heaven and earth, the activities of birds, animals, grass and insects, non-character situations, and ancient poems and stories, as well as the students' own activities, emotions, growth, and experiences, such as "Shadow" and "Tomorrow." "Want to Go Hiking", "Big or Small", "Necklace", etc., and "Cut the Window Grille" in the "Read with Adults" column. There are also articles that reflect the will of the country, such as "I am Chinese" and "raising the national flag". Core values, such as classic ancient poems, etc., but for the study of ancient poems, the editor’s intention is to read and memorize them over time, without over-explanation or appreciation and analysis.

Regarding oral communication-enhancing dialogue. Sex. The new textbook oral communication is arranged 4 times in a row, namely "I said you do it", "Let's be friends", "How loud is the voice", "The little rabbit carries the pumpkin", which are basically natural in daily life Dialogue. From this, we can appreciate the editor's intentions: the "oral communication" attribute is significantly enhanced, the interactivity and activity are more prominent, and the traces of "oral composition" are greatly reduced.

About after-class exercises. ——The most important after-school exercise of reading aloud is the embodiment of teaching objectives and the identification of teaching focus. In addition to literacy and writing, the after-school questions of the textbook are usually arranged with two questions, namely, reading and reciting the text and "I can speak". (Or read and talk, talk and draw, etc.).

Among the 24 texts (including 10 lessons on literacy), except for "Literacy 1" and "Heaven, Earth and People", which do not have after-class exercises, the other 23 lessons basically have 1 to 2 questions (only two lessons have 3 questions). Among them, 21 lessons are arranged to read the text aloud, and 9 lessons require both reading and recitation. It can be seen that reading the text well is the most important thing and is the first priority; recitation should be limited to short texts with both text and quality. "You must memorize every text you see" It may increase the burden on students. The new textbook also has many specific and clear requirements for reading aloud, such as "pay attention to the different pronunciations of "一"", "read the pronunciation of characters accurately", "read the text aloud according to roles", "pay attention to good pauses when reading", etc. In addition to reading and reciting, there are also "reading" exercises after class. Reading words, phrases, sentences, etc. is of a cumulative nature, giving students some opportunities to "meet" without having to master regular knowledge. There are also other exercises, such as word guessing, games, talking, question and answer, etc., which are designed to increase students' interest in learning and cultivate students' ability to extract reading information.

About Chinese Garden - Fun and Accumulation. The name of the Chinese Garden has not changed, but it pays more attention to fun, life and application. Six of the eight units in the book are arranged for "interesting literacy", which involves learning literacy through life-oriented channels such as number poems, daily schedules, antonyms, time words, titles of relatives, and industry titles. Name literacy and plaque literacy are also such channels, and are arranged in "My Discovery". "Accumulation over time" is a reserved column, because accumulation is one of the two pillars of learning Chinese well. The textbook arranges the study of four ancient poems and two aphorisms. "Reading with Adults" is a new column in the Chinese Language Garden. Each garden selects a nursery rhyme or fairy tale as extracurricular reading material. "Using Words and Sentences" is a new column, and each unit has a fixed arrangement. This book starts with pinyin, literacy, word expansion, writing and other forms to reflect the application of language and characters in life.

In short, this textbook fully implements the curriculum standard concept of "a comprehensive and practical course for learning the use of language and characters"; it follows the comprehensive literacy, reading and writing accumulation, independent development, and vitality advocated by the new Chinese curriculum standards. Openness and other concepts.

3. Teaching Objectives

(1) Chinese Pinyin

1. Learn Chinese Pinyin and be able to accurately read initial consonants, finals, tones and overall recognition of syllables. Able to spell syllables accurately and write initial consonants, finals and syllables correctly.

2. Be able to learn to read and speak Mandarin with the help of Chinese Pinyin.

(2) Literacy and Writing

1. Like to learn Chinese characters and have the desire to take the initiative to read.

2. Recognize 300 commonly used Chinese characters and be able to write 100 of them.

3. Master the basic strokes of Chinese characters and be able to write according to the rules of stroke order. The handwriting is correct, regular and neat.

4. Initially develop correct writing posture and good writing habits.

(3) Reading

1. Like reading and feel the joy of reading.

2. Learn to read texts correctly and fluently in Mandarin.

3. Learn to read with the help of pictures in reading materials.

4. Be willing to communicate with others about what you are interested in reading.

(4) Oral Communication

1. Learn to speak Mandarin and gradually develop the habit of speaking Mandarin.

2. Be able to listen carefully to what others say and try to understand the main content of the speech.

3. Able to talk to others in a natural, generous and polite manner.

4. Have the confidence to express yourself. Actively participate in oral communication and express your opinions enthusiastically.

4. Teaching measures

1. Study the teaching materials carefully, prepare lessons carefully, be fully prepared for teaching, and use flexible teaching methods to make the classroom dynamic.

2. Pay attention to the learning effect of Chinese Pinyin, and lay a solid foundation for everyone to pass the Chinese Pinyin test.

3. Take positive encouragement measures to cultivate students’ learning consciousness and develop a good learning attitude.

4. Integrate moral education and legal education into teaching to improve students' quality and law-abiding awareness.

5. In reading teaching, use independent, cooperative, and inquiry teaching methods to give students the initiative in reading.

6. Extend reading teaching from classroom to extracurricular, and then apply the extracurricular reading gains in class. The two should be closely integrated to coordinate the development of reading ability.

7. Establish bank savings cards for students to read independently, and encourage families and schools to work together to encourage children to read.

5. Teaching Progress

Brief

1. Class Situation Analysis

There are 50 students in Class 1 (2) this year, including boys. There are 26 people, 24 are girls, 29 are from ethnic minorities, 23 are non-agricultural students, and 27 have transferred from agricultural to rural areas. The students are young and have poor self-discipline. But they are all more polite and can take the initiative to say hello to the teacher when they see them. Some students have the awareness to speak Mandarin and can communicate simply with teachers and classmates in short Mandarin. Some students do not know how to write and need constant correction and supervision from teachers. Students have a certain interest in learning Chinese characters and are willing to participate in learning activities. However, in the face of a large amount of literacy, the return effect of students' literacy is relatively high. Therefore, for these students, more attention should be paid to how to use lively, interesting and diverse methods to improve students' literacy skills so that they can experience the fun of successful learning.

2. Analysis of this textbook

This textbook includes six parts: "entrance education, Chinese pinyin, literacy, text, Chinese garden, and oral communication". The purpose of entrance education is to help students understand school life and learn about study routines. Next is Chinese Pinyin. While learning Pinyin, you can also learn 70 common characters. Then comes literacy (1), 10 texts, and literacy (2), another 10 texts. There are 4 lessons in each of the two literacy units, with 12-14 characters to be recognized in each lesson. The 20 texts are divided into 4 units, which are generally arranged from the shallower to the deeper. The texts in each unit have certain connections in content. There is a Chinese garden after each unit to consolidate Chinese knowledge and develop Chinese abilities with rich content and diverse forms. In addition, there are 6 oral communication topics in the whole volume, which are arranged at the end of each unit so that students can practice oral communication in the created situations. Literacy arrangements are based on the separation of reading and writing, with more reading and less writing. The compilation of teaching materials is based on the curriculum standards and reflects the basic concepts and basic spirit proposed by the curriculum standards. The content of the teaching materials is comprehensive, scientific, contemporary, interesting, and widely applicable.

3. Teaching purposes and requirements

(1) Political and ideological aspects

Cultivate students’ thoughts and feelings to love nature, care for the environment, and love the great rivers and mountains of the motherland , cultivate students' ideological qualities of caring for others, respecting the elderly and caring for the young, and provide students with a good enlightenment education.

(2) Basic knowledge

1. Chinese Pinyin

① Learn Chinese Pinyin and be able to read 23 initial consonants, 24 finals, and 4 Tones and 16 overall syllables can be recognized and read, and syllables can be spelled correctly, and initial consonants, finals and syllables can be written correctly.

②. Be able to learn to read and speak Mandarin with the help of Chinese Pinyin.

2. Literacy and writing

①. Like to learn Chinese characters and have the desire to take the initiative in literacy.

②. Recognize 400 commonly used Chinese characters and be able to write 100 of them.

③. Master the basic strokes of Chinese characters and be able to write according to the correct stroke order rules. The handwriting is correct, dignified and neat.

④. Initially develop correct writing posture and good writing habits.

3. Reading

①. Like reading and feel the joy of reading.

②. Learn to read texts correctly and fluently in Mandarin.

③. Learn to read with the help of pictures in reading materials.

④. Be willing to communicate with others about interesting content in reading materials.

4. Oral communication

① Learn to speak Mandarin and gradually develop the habit of speaking Mandarin.

②. Be able to listen carefully to what others are saying and try to understand the main content of the speech.

③. Ability to talk to others in a natural, generous and polite manner.

④. Have the confidence to express yourself. Actively participate in oral communication and express your opinions enthusiastically.

4. Teaching measures

1. Help students understand school routines and help students develop good study habits.

2. Understand the new teaching materials thoroughly, understand the students deeply, and use the new teaching materials creatively.

3. Make full use of multimedia and use the beautiful situation pictures in the teaching materials to create a relaxed and pleasant learning situation and stimulate students' interest in learning.

4. Strengthen the connection between Chinese and children’s lives; guide students to pay attention to life and learn Chinese in life.

5. Set up study groups to allow students to study independently and cooperatively and cultivate the spirit of cooperative inquiry.

6. Correct each assignment carefully and make a summary of your regrets in a timely manner.

7. Respect the individual differences of students and provide timely guidance and guidance for the weak.