Collection of primary school Chinese teaching case analysis

A collection of primary school Chinese teaching case analysis

Lesson plans are for teachers to carry out teaching activities smoothly and effectively, and according to the requirements of the teaching syllabus, they organize the teaching content and teaching in units of class hours or topics. A teaching document with specific arrangements and designs for steps, teaching methods, etc. Below is a case study of primary school Chinese teaching, welcome to refer to it.

? Primary school Chinese teaching case analysis sample 1

1. Situation introduction

Students, spring is here, the naughty spring breeze The doll blew hard against the clouds, causing the spring rain to rustle to the ground. Under the nourishment of spring rain, the earth is quietly changing. For some unknown reason, a group of birds began to chirp and argue. Now let's ask a few students to read the text aloud with music, and let us find out the answer from the text. (Encouraging comments after reading) Who can tell me the reason for their dispute? (They argued about the color of spring rain) The teacher wrote on the blackboard the topic: The color of spring rain. Today we continue to study this lesson book.

2. Understand the content of the text

1. Study the first natural paragraph of the text and understand the characteristics of spring rain:

⑴ Ask the students to look at the screen and talk about it What are the characteristics of Spring Rain? (Small and dense)

⑵ Please read the first natural paragraph yourself, experience the characteristics of Spring Rain, and practice reading aloud.

Ask your classmates to read it and evaluate it after reading.

⑶ Listen to the teacher read, ?Spring rain rustle, rustle, rustle, choose the correct reading.

Students practice reading aloud. Read by name.

2. Grasp the word "argument" and learn its meaning based on the following:

⑴Hey, what are the birds doing? Please find the birds in the book ’s dialogue, read it yourself.

⑵ Which bird do you like? Read its words to everyone.

Students read and the teacher writes on the blackboard:

The little white dove is colorless

The little swallow is green

The color of spring rain

Little sparrow in red

Little oriole in yellow

⑶ Please find a role that suits you in the group and read it.

⑷ Ask the students in the group to wear headgear according to their roles and report the reading aloud.

⑸ The birds have different opinions on the colors of Chunyu. They all think they are right, so they argue fiercely. What do you think of the group of students who just read it?

⑹ Please feel the mood of the birds at that time, read the tone of the birds' voices when they were arguing, and you can add movements to assist the reading.

⑺ Ask a group of students to put on headgear and perform movements, and then report on the reading.

⑻ Ask the students to talk about what "argument" means? The teacher will give random instructions.

⑼ After listening to their arguments, I wonder who you think is right.

⑽ Who can tell you what you think? Ask students to click on the computer in front of the screen and explain their reasons.

(For example, students think that the little white pigeon is right, which can be known based on life experience. Why do little sparrows, little swallows, and little orioles think that spring rain has different colors? If students cannot answer, Can communicate and discuss within the group) Teachers can randomly call according to different situations.

3. The light rain kept falling, and the birds’ debate attracted other birds to express their opinions:

Birds commonly seen by students appeared on the screen, such as : Peacock, woodpecker, crane, wild goose, etc.

Ask students to choose one of the birds and talk about the colors of spring rain in your eyes. Let students appreciate the beauty of spring colors they usually see.

4. The spring rain keeps falling, let us listen to what Chunyu says:

⑴ Play the recording and listen to the students reading the last natural paragraph of the text.

⑵ Please open the book, read it yourself, and think: Why does the spring rain fall more happily.

⑶ Understand the pronunciation of "沙沙沙". Guide students to understand that when reading "沙沙沙", the tone should gradually become stronger and stronger.

⑷Understand the meaning of the sentence: "I am colorless, but I can bring beautiful colors to spring."

(Teacher’s advice: The growth of plants is related to the spring rain. Under the nourishment of the spring rain, the plants turn green, the flowers bloom, and the earth presents a vibrant scene. Therefore, the colors of the spring rain are beautiful.)

3. Selective Assignments

1. Practice reading the text emotionally.

2. Use the brush in your hand to paint the beautiful scenery of spring.

3. Go to the park with your parents to look for the colors of spring. Primary school Chinese teaching case analysis sample 2

Teaching purpose requirements:

1. Learn the 9 new characters in this lesson and the 9 new words composed of the new characters, and understand the new radicals? The bottom of the character is "bamboo".

2. Understand the meaning of the picture, observe "me" and "waves", and cultivate students' imagination ability.

3. Understand the meaning of words and sentences and inspire students to love nature.

4. Able to read texts correctly, fluently and emotionally.

Key points and difficulties in teaching:

1. Learn new words, master relevant sentence patterns, and perceive auxiliary components of sentences.

2. On the basis of understanding the meaning of the picture, understand the meaning of the sentence; initially understand the rhetoric of personification (treating the waves as people).

Teaching ideas:

Use Chinese Pinyin to read the pronunciation of the characters, carefully observe the illustrations in the textbook, understand the meaning of the pictures, understand the content of the text, read the text emotionally, and complete the after-class exercises.

Teaching tools:

Colored wall charts.

Teaching time:

Three class hours.

Teaching process:

First lesson

1. Introduction of new lessons.

Students, have you ever seen the sea? Have you seen the waves? Have you ever picked up shells on the beach? A child was playing on the beach and saw the waves on the beach (blackboard writing topic), it was fun Okay, today we will learn 20 lessons. (Together reading topic: 20, Waves)

2. Guide the reading of pictures.

1. Look at the picture as a whole: What is drawn on the picture from near to far? (The little girl is sitting on the beach and playing with her bare feet. You can also see: baskets, shells, waves, sea ??surface, boat, seabird, cloud, etc.) understand the meaning of "beach".

2. Observe carefully and unfold the phenomenon: What do the waves look like? Imagine what sound the waves will make when they roll onto the beach or return to the sea? (Easy, walking, quietly, rushing, singing, laughing (walking, running?)

3. Observe the little girl’s movements and expressions, and imagine what her mood is like?

4. Look at the small basket next to the little girl. What? Imagine the little girl picking up shells and catching shrimps?

5. Connect the above questions and talk about it. (One afternoon in the summer, a little girl came to the beach with bare feet to pick up shells and catch shrimps. The waves rolled in, and the little girl sat on the beach, with the waves hitting the little girl’s feet. Ah, it made her laugh. The waves receded, revealing beautiful shells and lively shrimps on the beach.

The little girl picked and caught, and she picked up a basket full. She was so happy that she couldn't close her mouth with laughter.)

3. Learn the text by yourself with the help of Chinese Pinyin.

1. Read the text freely. It is required to read the pronunciation of characters accurately and mark new words and new words.

2. Recognize and read the new word cards: wave, shell, shell, basket, step, times, quietly, shrimp, sing, pretend.

3. How many paragraphs is the text divided into? How many sentences does each paragraph have?

4. Read the text aloud by name, paying attention to the correct pronunciation.

5. Teachers read the text.

Fourth, look at the pictures, read the text, and understand the sentences.

1. Students study by themselves.

(1) Picture and text support, understand the sentences.

(2) Mark the new words and characters required to be mastered in the sentence.

2. Check the self-study situation: Which sentences have you understood? Can you tell me which sentences in the text describe which part of the picture?

3. Read the first paragraph by name. . Question: Where am I playing? Why do I say that the waves are taking gentle steps and quietly tickling my little feet?

Let students understand through sentence comparison:

(1)The waves are taking steps.

The waves take gentle steps.

(2) It tickled my little feet.

Quietly tickled my little feet.

Through comparison, the latter sentence makes us feel that Langhua is so naughty and mischievous.

Read the first paragraph of the text again. (Understand? I laughed so much that I shed tears.) Let the students observe the expression of the little girl in the picture and experience the joy that the waves bring to us. Then I ran home with a roar of laughter. Only then? It means that the waves have laughed enough, teased enough, and been naughty enough; "run" means the speed of the waves retreating, "home" here refers to the sea)

4. The group reads the second natural paragraph together. Question: Why do you say? The waves are singing and laughing again and running towards me. What does this mean? (The text says that the sound of the waves coming is the singing and laughing of the waves, which further expresses my joyful mood. ?It means to hold it with your hands. ?Snowy white?Green?It means the color of shells and shrimps. ?Can’t fit it?It means there are many shells and shrimps)

Students read the first one together. The second natural section allows students to realize that the scenery on the beach is beautiful and the emotions are beautiful. Scenery: blue sea, yellow beach, white shells, green shrimps. Love: gentleness, laughter, singing, support. The combination of emotion and scenery forms an interesting picture.

5. Read the third natural paragraph together. Thinking: Why do we say waves? Like a group of naughty dolls? (Let students experience the cuteness of small waves and the loveliness of the sea. Inspire students to love nature)

5. Guide reading.

1. Read aloud by name, the tone should be cheerful and smooth, and express an excited mood.

2. Listen to the teacher’s dubbing and reading. (Sound of ocean waves)

3. Imagine the little girl’s mood and read the text again.

4. The whole class reads in dubbing.

6. Homework.

1. Read the text thoroughly and understand the meaning of the sentences.

2. Read familiar words.