The Courseware of "Asking Friends" in Primary School Chinese and Teaching Reflection [3]

# Courseware # Introduction Courseware is an important basis for teachers in the classroom teaching process and an important guarantee for the normal development of teaching activities. Courseware, also known as teaching plan, is a specific teaching plan designed by teachers during class time after preparing lessons. Due to the differences in the nature of subjects and textbooks, teaching purposes and class types, courseware does not need to have a fixed form. The following is the courseware and teaching reflection of the primary school Chinese "Calling Friends". Welcome to read and study, I hope it will help you!

"Ask your friends" courseware for primary school Chinese

Activity name: dating advertisement (happy reading)

Activity objectives:

1. Understand the story and tell the difference between two advertisements for friends.

2. Imitate the calf's method of making friends and improve the skills of making friends.

Activity preparation:

1, two examples of "dating advertisements"

2. A tape with the story content and the story content of "Just posted a friend-seeking notice and posted another friend-seeking notice".

3. Read books that match the number of children happily.

Activity flow:

First, the game "find friends"

1. Teachers and children play the game of "finding friends" with music.

2. Question: What game did we play just now? Every child has his own good friends and everyone likes to make friends. Why?

(Guide children to say happy, happy, mutual help and other words)

But there was a calf without any friends. What will it be like?

(Guide children to tell loneliness, loneliness, unhappiness, etc. , and enrich children's vocabulary)

Second, compare the differences between two dating advertisements.

(1) Learn about a friend's first advertisement.

1, the teacher shows the first advertisement for making friends, please read it freely.

2. It is difficult for children to ask unfamiliar words during reading, and the teacher will help them identify them.

3. Teachers and children * * *

4. read. Question: What is the meaning of "seeking friends" in the advertisement for seeking friends? What kind of friends does the calf want?

5. Listen to the tape (the dating advertisement has just been posted until another dating advertisement is posted) Question: After the first dating advertisement was posted, who came? Why did they come here excited and leave disappointed?

(2) Understand the second notice of finding friends. The teacher shows the second notice of finding friends for children to read. Question: What's the difference between two dating advertisements? Can you find friends this time? Why?

Third, understand the content of the story.

1, the teacher asked the children to turn the book "Happy Reading" to the story of "Asking for Friends" and read it softly after the tape recorder.

2. Teachers' itinerant guidance.

3. Help individual children read.

Question: How many advertisements help calves find friends? Who wants to be its friend? Who can do what with it?

4. Discussion: Through these two friends.

5. The calf learned a truth.

6. I believe that children also understand this truth.

7. What's this? Why didn't you tell me?

8. Teacher's summary: Everyone has his own strengths.

9. In dealing with friends, we should see more of his advantages.

10, so we will have many friends.

Fourth, the game "seeking friends"

1. Let the children discuss and communicate with each other: What kind of friends are you looking for?

Let the children talk about what kind of friends they are looking for.

Encourage children to make friends on the spot, tell others what kind of friends they are looking for, and then invite the friends they find to the front.

Children play the game of "finding friends" with the friends they find. It also creates a platform for children to explore freely.

The Second Chinese Courseware for Primary Schools "Notice of Finding Friends"

first kind

First, reveal the topic.

1, direct import

Teacher: Who can tell me how the calf finds friends through preview? (Title on the blackboard: "Advertisement for Friends")

Step 2 ask questions

Teacher: Through preview, ask questions you know and test everyone. (Let the students speak freely)

Teachers put special emphasis on valuable questions, such as: What do you mean by recruiting friends? What does the notice mean? What kind of friends does it want? ……

Second, read the text for the first time and grasp it as a whole.

1, free reading

Teacher: Just now, the students asked many interesting questions. Who can solve them by reading? When reading, pay attention to correct pronunciation, do not drop words or add words, and think while reading.

2. Read in groups.

Children help each other read sentences. The teacher helps and guides the sentences that everyone finds difficult to read.

3. Feel puzzled after reading.

Division; What did you learn when you first read the text? (around the problem in the problem)

4. Demonstration reading

Comment on the teacher's reading?

Remind students to listen carefully when the teacher demonstrates reading.

Third, read the text again and know new words.

1, students read the text in a low voice and remember new words while reading.

Read in groups and discuss with each other how to remember these words. Then call the class to exchange literacy methods. Add one, subtract one, add radicals to familiar words, guess riddles, etc. )

3. Read new word cards in groups to enrich vocabulary. (The pinyin on the card has words, which form multiple words)

Ask the little teacher to teach you how to read new words and phrases.

5. Read, read together, and read new words and phrases by train.

Fourth, guide writing.

1. Write the three words "Zhang, Ying and He". What are their structures? What is radical? Pay special attention to the explanation beside the word ge.

2. Ask students to observe the position of these three words in Tian Zige and tell each other how to write them well. Such as: which painting should be written longer, which painting should be stretched, which painting is close to the vertical center line, etc.

3. Draw red.

4. Demonstration writing.

5. Write temporarily.

6. Practice and evaluation.

Second lesson

First, review new words and introduce passion.

1, the teacher shows a card, and the students show corresponding cards to see who can play cards quickly and accurately. Then let a child teach reading.

2. Teacher's question: As we know, the calf wants to find a friend, and it posted a notice to find a friend. (leads to the topic) So how many advertisements did it put up? (2) The teacher shows two notes about calves.

Second, reading comprehension.

1. Please read these two notices in a low voice, and then call the roll. Ask other children to comment.

Draw the difference between the two notices with wavy lines in the book and ask someone to demonstrate it on the blackboard. Tell each other the difference at the same table. Then invite people to communicate in class. Teachers focus on guiding children to understand "who can do it" and "who can do one of them" and understand the meaning of "or". ) Show these two notices to boys and girls respectively.

3. Let the children find the answers in the text. What happened after the first notice for finding friends was posted? Ask someone to read the answer (paragraph 3) and then ask someone to comment. Read in groups. Children wear headdresses to perform reading, so that every child can participate in reading and performance. In certain situations, they can feel the excitement of small animals eager to make friends and the disappointment of not making friends, and understand that "they ran excitedly and shook their heads and left". Ask the group to perform reading in class. Say their names. If you were these little animals, what would you say when you shook your head and left?

4. Teacher: If the calf can't find a friend, it will go to the old cow. What did it say to the old cow? What was its mood at that time? Say its name. Discussion: When will you complain to others? Guide the children to experience the' sadness, disappointment and sadness' when the calf has not found a friend. (4, 5 natural paragraph learning)

(1) Read each other at the same table and feel the calf's mood.

(2) Teachers and students read together.

5. Teacher: So the calf posted a second notice. Did it find a friend this time? What are the moods of calves and small animals? (8- 13 natural section learning)

(1) Let the children talk about what happy things they have encountered in their daily lives, and act out the expressions and actions at that time. Guide children to experience the happy mood of small animals after seeing the notice and making friends.

(2) Reading in groups.

(3) Read by name and role. Student evaluation.

(4) wearing a headdress to perform reading aloud.

6. Feel the ideological connotation of the article.

Teacher's instruction: Why didn't the calf find friends at first, but later it had many friends? (After group discussion, call the roll)

The teacher concluded: If you can think of your own needs and other people's hobbies, you will certainly make many good friends.

7. Teachers and students wear headdresses together, read the full text in different roles, and then feel the whole thing.

Third, expand and extend.

You can also write a friend-seeking notice. (First discuss in groups, then communicate with the whole class, and finally write) The teacher will guide the format.

Fourth, homework

1, read the text with emotion.

Reflections on the teaching of "Friends Wanted Notice" in the third primary school.

If classroom teaching is an art, then every art has something to be gratified:

First, grasp the main line and run through the classroom

The full text has a natural paragraph of 13, which is really a long paragraph for children in Grade Two, and the most taboo of such story writing is the form of "running account" from front to back. So I took two advertisements in the article as the main line, and then made a comparative study, which not only clarified the context of the class, but also became famous in the comparison.

Second, language training, handy.

Chinese class pays attention to humanities and development, but we must not lose the most basic language training. When comparing two ads for friends, I asked students to observe the difference between the second ad for friends and the first one. Students come to the conclusion that there are four more words: "or" and "one of them". I asked again, "What's the change of meaning with a few more words?" On the basis of repeated reading, let the students understand that there are more words "or" and "one of them" in the second advertisement, but there are fewer requirements for recruiting friends.

The story progressed to the result of the second advertisement in Friends, "It was very lively in front of the bullpen. Everyone is surrounded by calves. " Here, the words "lively" and "surrounded" can make students feel the success of the second recruitment notice. If we can firmly grasp these two words, the "good" and "bad" recruitment notices will be broken. However, how to make students understand words easily? I threw a question: "Little friend, it's very lively in front of the bullpen. Where else have you seen lively scenes? " The students raised their hands one after another: "The festival is coming soon. There are many people in the supermarket. It's too noisy! " "The Big Wild Goose Pagoda Square is very lively." "The flag-raising ceremony in Tiananmen Square is about to begin. It's really lively. " Students have understood the meaning of "liveliness" in simple and vivid perception. I also let the students do the action of "surrounding", and understanding the words in the action makes the students relaxed and happy.

In addition, when preparing lessons, I found that the four words in four sentences that four animals should be friends with calves have very similar meanings, but the author used them side by side to avoid language repetition and burden. However, how to deal with this part, so that students can appreciate the magic of Chinese? I still use the most primitive but solid sentence-making training. In the understanding of several sentences, students understand that the meanings of these four words are basically the same and realize the magic of the words.

Thirdly, the harmony and enjoyment of Chinese.

I am a person who pursues poetic classroom, and the change of Chinese teaching can not be separated from it: in order to cultivate students' writing. On the other hand, I prefer to have a harmonious dialogue with students, so that they can learn the language while enjoying it. "How did the small animals react when the dating advertisement was posted?" After reading the picture, the students all raised their hands to speak, so I picked up the headdress I had prepared, casually walked up to a classmate and casually put a pony's headdress on his head. "Excuse me, are you a healthy pony?" Why did you walk away? ""Excuse me, are you a lovely Xiaohua Mall? What do you think when you walk? "Without any carving, the child will naturally smile and answer:" Yes. " "I thought: Great, I have been looking for a friend for a long time. Go and see if there is any harvest! "At that time, I thought, my children and I, we are all smiling, because we are all enjoying the beauty and happiness brought by language.

Fourth, personalized reading, not stick to one pattern.

How does the calf feel if he doesn't find a friend? The article said that the calf went to the old cow to complain, "complain"! For a seven-year-old child, these two words are really hard to understand. How can we make the "complaints" here "bitter"? I asked the students to read this sentence with the description of the calf's mood at this time. The students added words to describe their mood, such as "the calf said sadly", "said sadly" and "said dejectedly". Then I let my classmates learn to complain according to their own feelings! The students read this sentence with relish.

In teaching, "but after reading it, the little animals shook their heads and left." This sentence, I ask students to read it out with actions and feel the feelings of small animals. "Excuse me, why did you leave? What did you say as you walked? " After the students give feedback, read it with that kind of mood, so that students can read their own understanding and personality.

In addition, since taking on the topic of "culture in class", I have accumulated myself in the activities in the middle of class. This lesson begins with "friends" and ends with "friends". So, at the moment when the calf found a good friend, I took the opportunity to let the students and the animals "celebrate" and sing "Finding Friends" to let the students relax.

If classroom teaching is an art, it is also an imperfect art.

In this class, the teacher is a little anxious and should give the students enough time to think. You can ask questions more naturally. In addition, it would be better if we could find a way to put the second advertisement of Friends at the end and let the students imitate it.