Draft of Chinese teaching materials for the second grade of primary school (3 articles)

Draft of Chinese teaching materials for the second grade of primary school

I. Textbook: 1, teaching material analysis:

Ballads of China is a literacy class in Unit 3 of the second volume of the second grade of primary school Chinese published by People's Education Publishing House. This lesson is a nursery rhyme with eight sentences. It is about the mountains and rivers of the motherland. Taiwan Province Province is the motherland and has deep feelings for the people of all ethnic groups in the motherland, and * * * is working hard for the prosperity of the motherland. On the basis of being familiar with reading children's songs, we can contact the map of the motherland and the pictures in the teaching materials, guide students to memorize pronunciation with varied and interesting reading, and memorize glyphs with the memorizing methods we have learned at ordinary times.

2. Teaching objectives:

This unit is a literacy unit, focusing on cultivating students' various literacy abilities. According to the focus of the textbook and the unique language arrangement form; According to the requirements of the new curriculum, students in the lower grades can read Chinese characters with the help of Chinese Pinyin, enjoy learning Chinese characters and have the desire to read actively. The three-dimensional goals I set are as follows:

Knowledge and skills can recognize 12 new words and write 3 new words; Can read the text correctly and fluently.

Process and method perceive the language form of three-character classics.

Emotions, attitudes and values are interested in the language form of Saint Amethyst.

3, said that teaching is difficult:

Being able to read and write three new words accurately is the focus of this class, but it is difficult to read the text correctly, so I can read the text correctly and fluently to locate the teaching difficulties.

Second, the teaching method:

The so-called "there is a law in teaching, but it is impossible in teaching, and it is important to get the law." In the process of teaching, I set up the idea of taking learning as teaching and inspired students to think by focusing on literacy. Through observation and conversation, we can communicate with students on an equal footing, create colorful teaching situations, stimulate interest in learning, and better highlight students' dominant position. In teaching, we should pay attention to learning through fun and independent inquiry. At the same time, we should pay attention to teaching children how to read and stimulate students' desire to read actively.

Third, talk about the teaching process:

1. Preparation before class: Recite the Three-Character Classics to pave the way for students to feel the language form of this class.

2. Wonderful introduction:

(1) Look at the picture and guess the word "Zhou" to get a preliminary understanding of the evolution of "Zhou". Camera guides writing.

(2) (Show a map of China) Look, what is this? What does it look like? Yes, this cock with its head held high is the map of our motherland. Do you know any other names of China through the preview? -Stimulate students' interest in learning.

3. Reading the text for the first time:

Normal school reading requires that the eyes follow the ears, listen to the correct pronunciation and feel the rhythmic beauty of the new three-character classics.

4. Focus on literacy:

Students can read in pinyin in class, and they can read between the lines. Classified literacy, using dictionaries or reference books to clarify the unknown radicals, is not only the guidance of learning methods, but also the cultivation of good behavior habits.

Word composition, students' free exchange of literacy methods, word guessing games and word card changes can strengthen memory through the diversity and reproducibility of new words.

5. Read the text again:

Read and evaluate in four groups. Men and women comment on reading the text and the teacher.

To sum up, the whole literacy part is to know and remember the whole text, then deepen the memory in the words, then strengthen the understanding and clarity respectively, and finally let the words return to the text, breaking through the difficulties of reading well and reading correctly.

6, guide writing:

Pay attention to training students' reading ability and observation ability, and write well.

7. Game literacy can ease students' emotions in a tense learning atmosphere and make learning easier.

8. Homework:

Write "Zhou, Qi and Fen" in the notebook, read and recite the text.

Fourth, write on the blackboard:

Draft of the second grade Chinese lecture in the second primary school

First, textbooks are fables. It tells the story of a fox who used the power of a tiger to scare away all the animals in the forest. The story tells us that some people in life use the power of others to scare people, but in fact they have no skill. This fable satirizes the deception and cunning of bullies. The full-text language is lively and interesting, which is very suitable for students to read and perform.

Second, students.

Students are young and easily attracted by the characters and plots in fairy tales, so this lesson is not difficult to learn. The language in this class is lively and interesting, which is easy for students to understand and has a strong desire to read aloud. According to this characteristic of students, let students read the text in various ways and analyze the characteristics of the characters after reading. In addition, through the performance to understand some words, enhance feelings, so that students can understand the text, learn vocabulary and understand the meaning of fables in a lively and relaxed environment.

Third, oral teaching methods

Chinese teaching in middle and lower grades of primary schools should focus on reading instead of speaking, and experience the situation of the text and feel the main thoughts and feelings of the article through repeated reading. Therefore, this course adopts the teaching method of combining reading and explanation, with the help of teaching media and the drag and erase functions of spotlight and whiteboard, so that students can read and feel the text in vivid, vivid and pleasant situations.

Fourth, the methods of speaking and learning

The theme of this text is children in the lower grades of primary school. Their level of Chinese knowledge and ability is not very high, so they can't really understand the profound meaning of the article independently through language and words. Therefore, students should integrate into certain text situations, cooperate and communicate, and read aloud repeatedly, so as to understand the thoughts and feelings contained in the article.

Fifth, talk about teaching objectives.

1, learn the new words in this lesson and understand the words composed of new words.

2. Be able to read the text correctly, fluently and emotionally, and repeat the text.

3. Understand the content of the text and the meaning of "Smith". Experience morality and let students be inspired and educated.

Sixth, talk about the difficulties in teaching.

Teaching emphasis: guide students to read the text and understand the meaning of "Smith".

Teaching difficulty: revealing meaning.

Seven, the teaching process theory

(1) Introduce dialogue to stimulate interest.

The teacher introduced: Spring is here, everything is revived, and the small animals in the forest can't help but go out of their homes. Look, who is this? Can you describe a fox and a tiger in one word? (clever and cunning; Today we will learn a story that happened between a fox and a tiger. (Title on the blackboard: Smith)

? (2) Read the text and feel the body odor.

1, learning 1 natural paragraph.

? (1) Let one student read the text and the other students look for it in the book. What words can you see from the tiger's nature? (understanding: jump, jump, grab)

? (2) Guide reading. What a fierce tiger! What you read makes me feel that the fox may not be caught by the tiger. Read again-read together.

2. Learn the second to fifth paragraphs.

? The teacher introduced: How fierce the tiger is, seeing that the fox is going to be delicious in the tiger's mouth, what happened next? Please read paragraphs 2-5 by yourself.

? (1) Read paragraphs 2-5 by naming roles. Other students draw the characters of fox with horizontal lines, tiger with wavy lines, and pay attention to the words expressing gestures and actions. {Multimedia demonstration of text}

? (2) collective discussion:

? (1) What does the sentence "The fox's eyes turn and turn" mean? What is the fox thinking?

? ② What do you mean by "asking at the top of your lungs"?

? (3) "Do you dare to eat me?" What does this rhetorical question mean? How to read foxes? The second sentence is more threatening than the first sentence. )

? (4) How did the tiger react to the fox's words? Draw the words that describe the tiger's movements. (One leng, release the paw) What do these two actions mean? Why is the tiger blindfolded?

? (3) Guide students to read the text with expressions.

? Show the text through multimedia, grasp the understanding of the fox's tone, and guide students to realize that the fox is actually timid when facing the tiger, which highlights the fox's inherent cunning.

? 3. Learn paragraphs 6 to 8.

? The teacher introduced: What tricks did the fox come up with next, and wanted to show his prestige in front of the tiger? Please read paragraphs 6-8 by yourself.

? (1) Read by name.

? (2) Group discussion: Since the tiger let the fox go, why didn't the fox run for his life as soon as possible? But why didn't he take the tiger down in front of all the animals? (verifying the lie I just made up)

? (3) What did they look like after going deep into the forest? You got it? The fox swaggered and shook his head, while the tiger looked around with a grain of salt.

? 4. perform dubbing.

? (4) Reveal the meaning and expand the sublimation.

1, import: Who scared all the animals away? (Tiger) Where can you tell that it was scared away by the tiger, not by the fox?

Fill in the blanks: Originally, (? ) is through (? ) Power and prestige scared away all the animals.

Summary: People use this idiom to describe the act of using other people's power to scare people, but in fact they have no ability.

Chinese lecture notes for the second grade of the third primary school

First, it is said that the textbook "Pony Crossing the River" is a text in the fourth textbook. The article is long, involving many things and profound philosophy. But words are beautiful in plot, things and composition. We can stimulate students' interest in learning, create situations and train students' language in a down-to-earth manner with the beauty of words in lively teaching.

This lesson is a fairy tale. Described the pony carrying wheat to the mill and crossing a river on the way. The old cow said the water was shallow, the squirrel said the water was deep, and his partner had just drowned. Pony had no idea, so he had to run back and ask his mother, who let him try it himself. The pony returned to the river and crossed it by himself. It turns out that this river is neither so shallow as the old cow said, nor so deep as the squirrel said. Explain that you should use your own brains to find ways to overcome difficulties and find answers.

The training focus of this unit is: say a paragraph in the order of things. According to the requirements of the syllabus, combined with the training focus and the characteristics of teaching materials, the following teaching objectives are formulated:

1, can tell the story of the pony who came to the river for the first time but didn't cross it according to the order of things.

2. Read the text correctly, fluently and emotionally. Read the text in different roles.

3. Learn the content of the text and know that you can't just listen to others when you encounter problems. You should think with your own brain and seek answers from practice.

Combining with the training focus of this unit, it is the key and difficult point of this question to sort out the order of a paragraph and retell the pony's first visit to the river in order.

Second, talk about teaching methods and learning methods.

For a long time, teachers have been concerned about how to teach, while students have been neglected how to learn. In this lesson, students' learning methods will be concerned, and teachers' "teaching" will be determined by students' "learning". So as to guide students to study independently, cooperatively and exploringly. On the basis of students' independent reading, they are influenced and infected, and then communicate their feelings with teachers and classmates. Under the guidance of this design concept, I intend to adopt the following teaching methods:

(1) multimedia intuitive method. I use the notebook audio-visual teaching method to create a variety of situations, so that students can completely immerse themselves in the situations described in the text and study in a relaxed and pleasant atmosphere, fully stimulate students' interest in learning, mobilize students' enthusiasm and initiative, and make them better, faster, more accurate and more deeply grasp the key points and difficulties in teaching, so as to deeply understand the content of the text.

(2) Autonomy, cooperation and exploration. Chinese curriculum standard puts forward: "Students are the main body of Chinese learning and development". According to the training requirements of this group of texts, I take students as the main body and adopt the teaching method of "autonomy, cooperation and inquiry" to guide students to find, ask, explore and solve problems.

(3) Reading promotes enlightenment. Read aloud and let the students solve their own problems. Understand the meaning of the text in different forms of reading aloud.

Students mainly adopt the following learning methods: self-questioning method, cooperative solution and self-study since the enlightenment.

Third, talk about the teaching process.

1, picture import, wonderful and interesting.

Clever opening can attract students' interest. In this lesson, I use the picture of the protagonist pony to ask questions, so that students can get into the role immediately.

Let's reveal that the text to be learned today is "Pony Crossing the River".

2, reading the text for the first time, the overall perception.

I arranged to listen to the recording of the text here. Listening is the most important thing in listening, speaking, reading and writing, and it is very important for students to learn to listen. Listen and think: Who is in the story? what did you say ? Discuss with your deskmate after listening. The discussion is arranged here because the problem is relatively simple, and everyone can express their opinions. Rural students seldom use discussion and are not used to this learning method, so it is easier for them to express their ideas on simple questions.

After the discussion, I arranged for them to read the text freely, thinking when reading: Why did the pony cross the river? How many times has it been by the Little Malay River? Did the pony pass? After reading the text for the first time, let the students know the main idea of the text and have a preliminary understanding of the story.

3. Read the text carefully and understand the content.

By reading the text for the first time, the students have understood why the pony crossed the river and came to the river many times. Then I teach in sections according to the order of the text. In the first natural period, the main training is to say a word with "where", "who lives" and "who". The second paragraph mainly guides students to read pony's words in a pleasant tone. There are many dialogues in the third to fifth paragraphs. I pay attention to guiding students to read different words with different tones. The main "characters" in this story are pony, old horse, uncle Niu and squirrel. The tone of these "characters" is different from the emotional color of the language. The old horse is the "mother", so speak kindly. Uncle Niu is the older generation. When reading aloud, he should have a rich voice and a steady tone. When the squirrel jumps down from the tree, he should speak in an urgent tone. Pony is naive and polite, so he should express it in an appropriate tone when reading. All these should be made clear to students when guiding reading aloud. According to the order of things, show things with courseware, read aloud while showing, and guide students into the situation. By training reading aloud in this way, students can feel the beauty contained in the story in a pleasant atmosphere. The seventh paragraph is mainly about the dialogue between pony and old horse, paying attention to the different feelings of different roles. The eighth paragraph mainly trains to speak with "neither like … nor like". When reading the text carefully, I mainly use different reading methods to improve students' interest, such as reading together, reading by name, reading freely and reading silently.

4. Summarize the class and highlight the theme.