The first volume of Chinese first grade lecture draft: four seasons

As a selfless people's teacher, it is necessary to carefully design a lecture draft, which is an effective way to improve professional quality. Come and refer to how the lecture draft is written! The following is my carefully compiled manuscript of the first volume of the first year of Chinese in People's Education Edition: Four Seasons, I hope it will help you. People's education edition, the first volume of Chinese first grade, said that the lesson draft: Four Seasons 1

"Four Seasons" is a childlike children's song of the richest man. This paper describes the grass buds in spring, lotus leaves in summer, ears of grain in autumn and snowman in winter to show the characteristics of the four seasons. Next, I have compiled the lecture draft of Four Seasons, the first volume of the first grade primary school language published by People's Education Press. Welcome to read it!

First, the textbook

Four Seasons is a text in the first volume of the first grade experimental textbook of compulsory education curriculum standards. The language of the article is cordial, vivid and beautiful, and the four illustrations are colorful. It is a textbook suitable for reading aloud and embodying the cooperative learning of the new curriculum standard, and cultivating students' preliminary reading ability and autonomous learning ability.

second, talk about learning situation

The teaching is aimed at children who have just entered school, and at this time, students have the ability to spell Chinese Pinyin. In the children's song "Autumn Leaves Fluttering" in the pinyin part, students understand the natural phenomenon that maple leaves fall in autumn.

Third, say the teaching goal

Knowledge goal: know 11 new words. Can write four words.

ability goal: read the text correctly and try to recite it.

Emotional goal: Understand the content of the text, know that there are four seasons and four seasons in a year, feel the beauty of each season, stimulate students' love for nature, and establish a preliminary awareness of environmental protection.

Fourth, talk about the teaching focus

The teaching focus of this lesson is literacy, writing and practicing reading aloud.

Fifth, the teaching method of speaking:

By creating scenes, students' interest in reading is stimulated and students are led to read by since the enlightenment. Through various forms of reading, students are influenced by emotions.

VI. Preparation for Speaking Teaching: Multimedia Courseware

VII. Speaking Teaching Method and Learning Method

1. Situational Creation Method, Graphic-text Combination Method

2. Protruding Reading and Training Ability

VIII. Speaking Teaching Process: (the second class)

I. Passion introduction and topic introduction

Last section. They are ── (spring, summer, autumn, winter, teacher's blackboard writing: spring, summer, autumn and winter, giving birth to empty books) In this class, the teacher will take you to nature to find spring, summer, autumn and winter. Do you want to go? But it's not that easy to go. Do you dare to come first?

(Design intention: Start with the poems that children like better, and guide students to feel the beauty of the four seasons from the poems, so that students have a strong interest and curiosity at the beginning of class. In this way, let the students review the four new words of spring, summer, autumn and winter, and find the four seasons with questions.

Second, understand the poems of the four seasons, and read them well.

[the first level] Recognize the new words:

1. Show the new words with pinyin < self-reading, named reading and simultaneous reading >.

2. Show the new words without pinyin (skip reading, drive the train with group words)

[Level 2] Read the poems of the four seasons: < courseware shows four poems >

1. Who can read the text correctly? (Strengthen reading requirements, read freely, specify reading, and read the text together. )

2. (Teachers and students read the text in cooperation):

Grass bud (sharp), he said (to the bird): ("I am spring." )

Lotus leaf (round), he said (to the frog): "I am summer." )

The ear of grain (curved), he (bowed) said: ("I am autumn." )

the snowman (with a big belly) said (naughtily), "I am winter." )

(The words in brackets are read by the students)

[Level 3] Recite the poems of the four seasons:

1. Guide the students to recite the text by looking at the pictures and this sentence pattern on the courseware.

Free preparation-recite by name-recite by name

2. Emotional reading (free reading, performing by name, reading by name on stage, reading by name, and dividing roles) is combined to achieve the purpose of reading by heart. )

(Design intention: In order to stimulate students' interest in learning, I have adopted the form of breaking through the barrier, from recognizing new words, reading poems of the Four Seasons, memorizing poems of the Four Seasons, allowing students to read, consolidate new words, read accurate pronunciation, and read the text smoothly and fluently, and to understand the content of the text, I have paid attention to the principle of easy to difficult, so as to achieve the teaching goal. . )

3. Feel the beauty of the four seasons and compose poems about the four seasons

1. Play the scenery pictures of the four seasons and the music, and randomly show the pictures of the four seasons in spring, summer, autumn and winter:

Indicate the students' observation pictures and tell them what season you are looking for and where you found them. What did you find? (referring to several students practicing speaking)

2. You have seen the scenery in spring, summer, autumn and winter. Do you have anything to say? What do you want to do?

3. Can you guess what the teacher wants to do? (Guide students to be poets)

(Show the courseware of four seasons scenery)

Peach blossom (red), he said to (swallow), "I am (spring)."

watermelon (round), he said to (bear), "I am (autumn)."

4. Summary; I wrote a poem about spring just now. Can you write a poem about Xia Dong?

(Ask students to look at the pictures and make poems according to the courseware. And read your own poems. )

(intention: show the map of the four seasons, let students look at the map to find the four seasons, and arouse students' interest; Cultivate students' speaking ability and feel the beauty of the four seasons. )

Fourth, draw the scenery of the four seasons:

(Design intention: By reading the poems of the four seasons and watching the scenery of the four seasons, I compiled the poems of the four seasons to stimulate students' enthusiasm for loving and protecting nature, and express their love for the four seasons and nature by drawing. )

5. Design of blackboard writing

2. Four seasons

Spring, summer, autumn and winter

(Design intention: The essence of this lesson is condensed with the characteristics of four seasons in a year. People's education edition, the first volume of Chinese class 1: Four Seasons 2

Dear judges and teachers:

Hello everyone!

today, I said that the content of the class is Four Seasons. Next, I will give lectures from six aspects: teaching material analysis, analysis of learning situation, learning objectives and difficulties, teaching methodology and learning process, and blackboard writing design.

1. teaching material analysis

The Four Seasons is the second lesson of the first volume of primary school Chinese published by People's Education Press. This is a childlike nursery rhyme of the richest man. This paper describes the grass buds in spring, lotus leaves in summer, ears of grain in autumn and snowman in winter to show the characteristics of the four seasons. Children's songs adopt personification and parallelism, and the language is cordial and vivid, which is catchy to read and can arouse students' feelings about life. At the same time, the four illustrations are bright and vivid, which is convenient for students to observe and imagine. After learning this article, students can fully feel the beautiful nature.

Second, the analysis of learning situation

The first-grade children mainly think in concrete images, and their understanding of language and characters is still relatively poor, and the time for intentional attention is relatively short. Therefore, it is particularly important for teachers to effectively guide them in the process of independent cooperation and inquiry learning. In this class, I mainly let the children perform with the help of intuitive pictures, vivid blackboard writing and body movements, so that the children can participate in learning with high interest with the participation of multiple senses.

3. Talking about learning objectives, learning emphases and difficulties

In order to create a solid and effective classroom, I have arranged two classes for this class, focusing on the first class. According to the learning objectives of the lower grades, the content of this course and the actual situation of students, I have established the following learning objectives:

1. Practice reading the text many times through reading at the same table, reading by teachers and evaluating by students, and with the help of pinyin spelling and word analysis, I can correctly understand 11 new words such as right, said and yes with the text.

2. Under the guidance of the teacher, you can read the text correctly, fluently and emotionally through self-reading, role reading, action reading, mutual evaluation and practice reading.

3. By combining pictures and texts and reading aloud, under the guidance of teachers, we can perceive the different characteristics of the four seasons, discover the beauty of nature and love nature.

learning focus: literacy teaching and reading teaching.

learning difficulties: to perceive the different characteristics of the four seasons, and to stimulate the love for nature.

IV. Speaking and learning methods

According to the basic idea of improving students' Chinese literacy in an all-round way, combined with the teaching objectives and learning situation of this course, I adopt the following teaching methods:

Situational teaching method: Curriculum Standard points out that Chinese teaching should "create colorful teaching situations by using various visual teaching methods". In this class, I create a certain situation to stimulate students' interest in learning, concentrate their attention and narrow the distance between students and the text.

Reading instead of speaking: Based on the teaching principle of "reading-oriented", students can deepen their understanding of the text by reading and read their feelings under the intuitive feeling of the beauty of pictures, so that students can further feel the beauty of sentences.

Mr. Ye Shengtao pointed out that "the teacher's teaching lies not in the total award, but in the camera induction". Highlight students' dominant position in learning, and let students let go of their hands and feet and actively participate. In this lesson, I instruct students to learn by the following methods:

Reading comprehension method: Curriculum Standard points out that reading teaching in primary schools should attach importance to reading. Students should be fully read, feel as a whole in reading, feel something in reading, cultivate a sense of language in reading and be influenced by emotions in reading. In this class, I let students feel the emotions contained in the text through various forms of reading.

autonomous cooperative learning method: cooperative learning to cultivate students' cooperative consciousness and autonomous learning ability.

V. Talking about the learning process

According to the teaching philosophy, teaching objectives and difficulties, I have designed the following teaching process.

*** Five links: (1) guessing to stimulate interest, introducing new lessons (3 minutes) (2) combining pictures and texts, reading with the text, and reading comprehension (32 minutes) (3) reading comprehension with music (2 minutes) (4) summarizing and extending the full text (3 minutes)

1. guessing to stimulate interest. She has four very lovely daughters, who can make flowers turn red and grass turn green; It can turn the sun into a fireball and make us sweat; Can let the red fruit climb the branches; It can also make the world white overnight. Please guess which four little girls are these?

Let the students feel the pictures of the four seasons through multimedia courseware, which leads to: spring, summer, autumn and winter

(Design intention: Learning interest has a strong motivation, which can promote students to learn the text with great interest. In this way, the situation is created to get to the point, which is close to the distance between students and the text, stimulates their curiosity and learning desire, and introduces new lessons. )

Today, we are going to learn the text "Four Seasons". I am writing on the blackboard, and the book is empty. The four seasons on the blackboard are written on the four sections of the plan.

second, the combination of graphics and text, reading with the text, reading comprehension

(a) reading the text for the first time, overall perception

clear reading requirements, is very necessary for first-year students. This can improve reading efficiency and help develop good reading habits. Therefore, after introducing a new class, let students read the text through pinyin. And put forward the requirements of reading aloud: read the correct pronunciation and read the sentences.

(2) Learn by stages and read with the text

After reading the text, ask: Which season do you like best? Why? Reward you for reading the description of this season in a Chinese book. Multimedia uses hyperlinks to link this season for literacy and reading. Let's take spring as an example to talk about the learning link.

1. Observe the picture in spring

1)

Please enjoy this picture. Please tell us what you see from this picture in spring after careful observation by the children who are good at finding it. (Grass, bird, sky, earth) Draw a single line of grass and bird on the blackboard. Please tell a child what the grass buds are like. Long? Short? Round? Sharp? Complement the grass buds on the blackboard.

(design intent: use positive language to suggest that students should carefully observe the pictures. The blackboard writing shows the main body with straight pictures, improves the main body after the children's language modification, and the students pay attention. This form of blackboard writing is impressive. )

The camera says that the grass buds are sharp and sharp;

2) Learn to read.

teacher: "now Mr. Wang has tried magic on this picture, giving life to the grass and birds. They can speak like us. Look, what are they talking about in the picture?

(Show PPT) Write the recognized new words in red to attract students' attention. (The new word card is sucked next to the picture) The camera explains the new words: Yes, Say, Yes. Analyze the word "dui".

(design intent: according to the principle that words are inseparable from words and sentences, literacy, word recognition, sentence reading and learning are organically combined. The curriculum standard points out: "The development of Chinese characters in China has a long history, so that students can understand the richness and breadth of Chinese culture and learn the wisdom of national culture." "Word-based teaching" explores these inherent interesting factors of Chinese characters, which is suitable for children's learning psychological characteristics. Enlighten and induce vividly, greatly arouse students' participation consciousness and enterprising spirit, thus promoting them to read and write better. In this link, we can get to know new words and read the text with the help of pinyin spelling, word analysis and text literacy. )

3) Role reading dialogue: 1. Read by yourself, 2. Play the role at the same table.

teacher: notice that you have become a grass and a bird now. How to read it? Try it with two people at the same table.

Individual students perform and comment at the same table.

(Design intention: Let the students go on stage to do their own created actions, showing the dialogue between grass buds and birds. Let students practice speaking on the basis of experience by hands, mouth and brain, and then combine taste of speech with action demonstration. After so many ways and levels of guidance, students can read vividly, and the problem of reading will be solved. )

Teacher: The performances of this group are all excellent, but Miss Wang thinks that my reading may be a little better than yours. Would you like to listen to it? Normal school reading, health review, which is better than you reading. If you find the advantages of pulling others, you can learn it, and it will become your own advantages. Be good at learning. Now, please turn yourself into grass and talk to birds like me. Then ask a group of deskmates to perform emotionally with actions and comments. Boys and girls read in different roles.

teacher: it's really good. I seem to be in the middle of nature, with birds flying around me and listening to the grass talking to it.

(design intent: the teacher's model reading has made a standardized demonstration for students, through normal reading, deskmate cooperative reading, male and female.