Chinese teaching requirements for first-year students

In the first grade Chinese literacy teaching, the key to the success of literacy teaching is to design flexible teaching methods to attract students' attention and maintain a strong thirst for knowledge. I have compiled the Chinese teaching requirements for the first grade here for your reference. I hope you get something from reading!

Teaching requirements for the first volume of Chinese in grade one I. Learning situation analysis

1. Intellectual development:

The students of grade one in primary school have just entered the school from kindergarten and started their formal study. They are full of freshness and curiosity about everything in the school. Therefore, the desire for knowledge is very strong.

(2) Children around 6 years old have experienced colorful intellectual exercises and a strong desire to express themselves in the communication between kindergarten, society and family, and their intelligence has been initially developed.

Because of their young age, they seldom receive formal training. They are very active and interesting. In view of the above characteristics, it is easy to get twice the result with half the effort by adopting lively teaching methods in teaching.

2. Language knowledge reserve:

Freshmen have little written knowledge, but it is not a blank sheet of paper. Quite a few children have learned many words in kindergarten and family education, and can recite many children's songs and poems. More importantly, the amount of information in contemporary society is vast and complicated, and there are various channels to obtain information. Children get a lot of information and extensive information from their interactions with peers and adults. Although I can't express myself completely in words, my oral expression ability has developed very well.

Making full use of the existing knowledge reserve and language ability in teaching coincides with the strong desire of primary school students to express themselves. Students' Chinese ability will be better improved, and their enthusiasm for learning will naturally be fully mobilized.

Second, teaching material analysis

This textbook includes? Further education, literacy, Chinese pinyin text, Chinese garden, oral communication, happy reading? Seven parts. The beginning of the textbook is entrance education. Through three parts, I come from China. I am a primary school student. I like learning Chinese. I help students understand school life, learn daily life and develop good study habits. Then there is the concentrated literacy part, * * * has two units, 10 class to complete literacy 90.

A. Part of Chinese Pinyin Unit 2 13, while learning Pinyin, I got to know 32 commonly used words. Literacy arrangements, the implementation of separation of recognition and writing, more recognition and less writing. The whole book requires knowing 300 commonly used words and writing 100 words with simple strokes.

Then the text, ***4 unit 14 text. The texts are arranged in the order from shallow to deep, and the texts of each unit are related in content. The content is reduced, the difficulty is reduced, and the subject matter is more diverse. It pays attention to the connection with students' life and pays attention to children's psychological growth. After each unit, there is an oral communication area, a Chinese garden and a happy reading bar to consolidate Chinese knowledge and develop Chinese ability with rich content and various forms.

Third, the teaching objectives

Chinese pinyin:

1. Learn Chinese Pinyin, read initials, finals, tones and syllables correctly, spell syllables correctly, and write initials, finals and syllables correctly. 2. Be able to read, pronounce and speak Mandarin with the help of Chinese Pinyin.

Literacy and writing:

1. Like learning Chinese characters, and have the desire to read actively.

2. Know 300 commonly used Chinese characters and 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, correct and neat.

The fourth step is to develop correct writing posture and good writing habits.

Reading:

1. Enjoy reading, enjoy reading.

2. Learn to read the text correctly and fluently in Mandarin.

3. Learn to read with the help of pictures in the book.

4. Read what you are interested in and be willing to communicate with others.

Oral communication:

1. Speak Mandarin and gradually get into the habit of speaking Mandarin.

2. Really listen to others and try to understand the main content of the speech.

When you talk with others, you are naturally generous and polite.

4. Establish self-confidence. Actively participate in oral communication and express opinions enthusiastically. Fourthly, the difficulties in teaching.

1. Cultivate students' good study and behavior habits and their interest in learning Chinese.

2. Learning Chinese Pinyin can correctly read initials, finals, tones and syllables, accurately spell syllables, and correctly write initials, finals and syllables.

3. Master the basic strokes of Chinese characters and be able to write according to the rules of stroke order. The handwriting is correct, correct and neat. Initially develop correct writing posture and good writing habits.

4. Learn to read the text correctly and fluently in Mandarin.

Verb (abbreviation of verb) specific teaching measures

According to the analysis of students' situation and the teaching objectives of this book, the following measures have been taken in Chinese teaching this semester:

1. Pay attention to entrance education. Guide students to know the campus, know the school routine and get familiar with the surrounding environment of the campus. Guide reading and writing posture and pay attention to the education of developing good study habits.

2. In pinyin teaching, we should make full use of illustrations, learn in context, and cultivate the ability of observation and language expression. Guide students to learn through discovery, reflecting autonomy, cooperation and inquiry learning. In pinyin teaching, try to learn through games and experience the fun of learning.

3. Literacy is the basis of reading and composition, and it is very important in Chinese teaching in lower grades. It is easy for junior students to remember some concrete, vivid and colorful materials, so in literacy teaching, visualization and intuition will be strengthened to guide students to learn. Through vivid and intuitive teaching and rich images, students can master the Chinese characters they have learned.

4. Reading is a personalized behavior of students? . Therefore, in reading teaching, we should adopt independent, cooperative and inquiry teaching methods to give students the initiative to read. At the same time, the reading teaching will be extended from the classroom to the extracurricular, and then the extracurricular reading income will be applied to the classroom. The two are closely combined to coordinate the development of reading ability.

5. In teaching, actively guide and encourage students to ask questions, introduce students into the world of questions, let them express their opinions, be diligent in questioning and asking questions, and improve their oral expression ability in the process of asking questions and seeking answers. At the same time, in junior high school Chinese textbooks, the text is rich in content and has certain suspense. We can use this favorable factor to guide students to expand their imagination, create situations for students and encourage them to speak boldly.

6. Develop good study habits, and correct problems in time according to the actual situation. Develop in practice? Don't read if the posture is wrong, and don't write if the posture is wrong? Good reading and writing habits, and repeated strict training.

7. When learning Chinese Pinyin, in order to help students remember their sounds and shapes, you can use? Situation map? With what? Context song? Stimulate students' interest. When teaching syllables, you can also use cards to recognize reading, so as to practice reading pinyin words and sentences and train students' ability to see shapes and recognize sounds.

8. Text teaching focuses on reading and reciting. Read more and speak more until students read the text correctly and coherently. Literacy teaching combines the sound, form and meaning of words in the language environment with real life literacy. Pay attention to guide students to combine literacy and understanding things organically by observing pictures and objects.

9. Contact and communicate with parents, and work with parents to create a relaxed and happy learning atmosphere for students.

Teaching requirements of the second volume of Chinese in grade one (1) Literacy and writing

1, likes learning Chinese characters and has the desire to read actively.

2. Know 550 commonly used Chinese characters, of which 250 can write.

3. Develop correct writing posture and good writing habits, and write in a standardized, correct and neat way.

4. Have a preliminary understanding of capital letters and memorize the Chinese phonetic alphabet.

5. You can look it up in the dictionary by phonetic order and learn to read independently.

read

1, I like reading and feel the pleasure of reading.

2. Learn to read the text correctly, fluently and emotionally in Mandarin.

3. Read with the help of the pictures in the reading materials.

4. Understand the meaning of words and phrases in the text in combination with the context and real life, and accumulate words and phrases in reading.

5. Read shallow fairy tales, language and stories, yearn for beautiful situations, have a relationship with nature and life, have their own feelings and ideas about people and events of interest, and are willing to communicate with others.

③ Write words.

1, interested in writing, you can simply write what you want to say.

Oral communication

1, learn to speak Mandarin and gradually develop the habit of using Mandarin.

2. Be able to talk with others seriously and try to understand the main content of the speech.

3. Listen to stories and watch audio-visual works, and repeat the main idea and wonderful plot.

4. Be able to tell short stories completely and briefly tell what you are interested in.

When you talk with others, you are naturally generous and polite.

6. Confidence in expression. Actively participate in the discussion and express your views on topics of interest.

Four, teaching difficulties:

Focus: how to consolidate the understanding of 550 words, can write.

Difficulties: How to read correctly.

250 words.

The Chinese teaching method of grade one is to set up a relaxed and happy learning situation and stimulate the interest in literacy.

The new textbook for grade one requires memorizing a certain number of words before learning pinyin. This is very difficult for children who have just entered school. In the practice of first-grade literacy teaching, I pay attention to combining children's psychological characteristics, and create a happy learning situation for children in a flexible and novel form to stimulate students' interest in literacy.

(1) crossword puzzle literacy

The accumulation of children's literacy needs to be repeated many times to strengthen their memory. Although this process is not complicated, it is often boring. In the first grade literacy teaching, I often make up word puzzles according to the shape or meaning of words, so that children can guess and read, arouse their enthusiasm and improve their interest in literacy. Like I teach? Wind? Words, jigsaw puzzles? The tree sees it shake its head, the seedling sees it bend over, and the cloud sees it run? After the children guessed right, they became interested, so I took the opportunity to teach? Hands? Crossword puzzles, knitting? Two small trees have ten branches, no leaves and no flowers. They can write, calculate and draw, and work every day without talking? Did the children guess the crossword puzzle correctly? Hands? After the crossword puzzle, I became more interested in learning. For example, I teach? Rain? In other words, ask the child: Who can give this word a mystery? Please guess, so as to cultivate children's thinking. Hands? Inspired by the crossword puzzle, it was quickly compiled? Thousands of lines, falling into the water? Crossword puzzles, etc. After constant inspiration, the children made up many crossword puzzles, such as? Two people sitting on the ground? What's the answer? Sit down? ; ? When I was a child, I had four legs. When I grew up, I had two legs. When I was old, I had three legs. What's the answer? People? ; ? Back? Word,? It's airtight around. The words are in it? Wait, such a happy teaching situation makes learning lively and stimulates children's interest in learning.

② Write and read children's songs.

Children's songs or riddles are simple in content, rhyme in some cases, catchy and interesting to read, and will never be forgotten once they are remembered. Children like it. In daily teaching, I pay attention to the characteristics of Chinese characters and make up some easy-to-understand children's songs, such as "What's my name? Ask? Word, weave? A child looks at the door, opens his mouth when he sees someone, and waits for the result. ? Another example? Polishing? Knitting? One point one horizontal length, one left and one right, a pair of twin trees growing on a stone? This kind of compilation is easy to learn and remember, and full of fun.

③ addition and subtraction literacy

I have some innovative exercises in literacy teaching? Exam? Students, stimulate curiosity and strengthen memory. Like what? Door+mouth =(q),? Morning+grass head = (morning). ? Grass? Grass head = (early) At the same time, let the students make up questions according to their looks to test the teacher, such as? Sit down? Earth = (from),? Li+Day = (sound) and so on. Hold a competition in the classroom to help students remember fonts.

In addition, I also pay attention to guiding students to observe and discover the similarities and differences between similar characters with their own eyes. For some words with similar shapes but different shapes, I remember them by changing the radicals, which is called. Sister word? . For example:? Frog, whoa, whoa, whoa, clear, clear, clear? I found the relationship between glyphs, so it was much easier to learn. I randomly reviewed the words I had learned before.

Create a pleasant learning atmosphere and read independently.

Autonomous literacy is to let students freely choose the words they want to memorize consciously and choose different ways to memorize glyphs. Teachers' guidance is only reflected in proper guidance. In the teaching process, we should strengthen students' independent Chinese practice activities. With the accumulation of students' experience, we will gradually simplify the process of memorizing new words, increase the chances of students' independent literacy, give play to their subjectivity, guide them to find suitable methods, find effective memory methods, master new words independently, and constantly use them in practice to form literacy ability. The new experimental textbooks compiled by People's Education Society have various forms in the arrangement of literacy. In learning activities such as linking, drawing, spelling and posing, students can read independently and enlighten their minds in a relaxed and pleasant learning atmosphere.

(1) Self-accomplishment in reading and reciting.

In literacy teaching, according to the ancient poems that students are familiar with in China Garden, I let them learn independently and familiarize themselves with the contents of ancient poems, which not only achieves the effect of literacy, but also enriches and accumulates the language. For example, when students study the ancient poems "Ode to Goose", "Xiao Chun" and "Village Residence", they can read the words independently. When reciting ancient poems, students can read words accurately, fluently and correctly.

(2) Recognize the independent accomplishment in painting.

In literacy teaching, I guide children to consciously pay attention to the Chinese characters around them, and inspire students to pay attention to things around them, read actively in life, and actively use Chinese knowledge to solve problems around them. Use deskmates or groups to exchange their surnames, talk about which words they usually know, show their literacy achievements, and exchange their own literacy experiences. Finally, combined with the exercises in the garden, let the students know and paint the surnames they know. Doing so can motivate students to read independently and stimulate their enthusiasm for learning.

(3) Self-accomplishment in reading and painting.

In teaching, I have achieved good results by recognizing radicals and analyzing glyphs. For example, when reading and drawing in China Garden 3, put the radicals you know and the corresponding calligraphy and painting in the same color. Practice has proved that the use of various forms of practice can arouse students' enthusiasm for learning and complete the task of learning Chinese and consolidating basic knowledge with great interest.

Create? Game park? Consolidate literacy

For children who have just entered school, learning and games should be combined, and children will be interested in learning. Children's attention can't be maintained for a long time, so we should use games to attract children, let them participate in game activities extensively, and take the initiative to study easily and happily. In the process of literacy teaching in lower grades, teachers should stimulate students' interest in learning according to this psychological characteristic, and use various games to create a pleasant learning atmosphere for students in time and selectively, so as to make literacy teaching step into? Teachers are happy to teach and students are happy to learn? Ideal situation. For the first-year students, the problem is that they learn quickly and forget quickly. How to solve this problem, through practice, I found that the best way to consolidate literacy is to let students enter? Game park? Memorize Chinese characters in a relaxed and interesting game atmosphere.

(1) Start the train (grouping)

Have other children learned to start the train? Oh, hoo, hoo? The teacher showed the new words and asked, "Where does the train leave from? "Health: Drive away from us! Let a group of students read the pronunciation, recognize the characters and analyze the glyphs in sequence. Whoever made a mistake, the train stopped, and the repairmen in other groups were selected to repair it (emphasis on pronunciation). After the repair, the train will continue to run (students who mispronounce will perform reading children's songs on the train).

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