Three articles on teaching design for the first volume of primary school

#一级# Introduction teaching design is to arrange the teaching elements in an orderly manner and determine the ideas and plans of the appropriate teaching plan based on the requirements of the curriculum standards and the characteristics of the teaching objects. It generally includes teaching objectives, key and difficult points of teaching, teaching methods, teaching steps and time allocation. The following is relevant information compiled by Kao.com, I hope it will be helpful to you.

Chapter 1

1. Analysis of teaching materials

The content of the lesson "I am a primary school student" is based on the previous learning content "I am Chinese" further advancement. There is not much content presented in the book, only a "School Song" and simple illustrations. Judging from the content reflected in this "School Song", firstly, it is to allow students to clarify their identity as primary school students and complete the role transition from kindergarten to primary school; secondly, from the lyrics, we can understand the basic requirements of being a primary school student. , and establish a sense of mission from an early age to "make contributions to the motherland when you grow up." The accompanying illustrations reflect the happy and energetic mental outlook of primary school students when they go to school. Students can feel the joy of becoming primary school students while looking at the pictures and reciting children's songs.

2. Analysis of Academic Situation

Students who have just entered school are full of joy and expectation that they are "elementary school students". The excitement and happiness are a new chapter in their lives. Page of happiness. The attention span of first-year freshmen is short and they are easily distracted. Therefore, when starting teaching, teachers should use a variety of methods to stimulate their enthusiasm for learning, so that they can play and learn while being full of interest, such as singing "Go to School Song" 》,? Follow the rhythm of music, etc. Use the learning method that students like to learn, thereby changing the meaning of preaching and allowing them to naturally feel the glory and joy of being a primary school student.

3. Teaching objectives

1. Observe pictures, sing and read children’s songs, and initially feel the joy of becoming a primary school student.

2. Get to know your deskmates, classmates and teachers around you, get familiar with the classroom, visit the campus, and feel the friendship of classmates, the kindness of teachers, and the beauty of the campus.

3.? Preliminarily understand the basic requirements of being a primary school student and establish a sense of role identity among primary school students.

IV. Teaching Focus and Difficulties

Teaching Focus: Be able to say clearly and loudly, “I am a first-grade primary school student in XX School.”

Teaching Difficulties : Initial experience of the joy of being a primary school student and understanding of the basic requirements of being a primary school student.

5. Teaching hours

1 class hour

6. Teaching preparation

1. The song "School Song" and accompaniment .

7. Teaching process

(1) Connect with reality and inspire conversation

1. The first half of the teacher’s a cappella song "Go to School": "The sun is shining, The flowers smiled at me, and the bird said: 'Morning, morning, morning, why are you carrying your little schoolbag?'"

2. Conversation and exchange: We are primary school students, and we come to school with our schoolbags on our backs. !? How did you come to school this morning? How did you feel?

Design intention: Use conversation to allow students to speak freely, and learn about "elementary school" by reviewing what they have experienced. The difference from kindergarten and the change in my role and identity.

(2) Guide observation, read and sing children’s songs

1. Talk about the people drawn in the picture? What are they doing? What might they say between them?

2. Listen to the teacher reading "School Song" and think about it: What do you hear in the children's song?

3. The little bird in the children's song: "Morning, early, early, why are you "Put a little schoolbag on your back?" How would you answer the little bird?

4. From the song, understand the basic requirements of primary school students.

① From "School Song", do you understand what to do as a primary school student?

② Focus on reading: "I go to school and am never late every day. I love to learn. , loves to work, and wants to make contributions to the motherland when he grows up.

"

5. Listen to the song "School Song" and communicate after listening: After listening to it, what do you think the children in the song feel like when they go to school?

6. Students follow along. Accompanying the music "Going to School Song", singing "Going to School Song"

Design intention: While listening and reading "Going to School Song", supplemented by question-based task-driven, students can cultivate the learning habit of thinking while listening. . And in singing the songs in person, I felt that it was a very happy thing to go to elementary school.

(3) On-site visit, in-depth experience

1. Transition: Students, carry on your back. When we come to school with a small schoolbag, we are a primary school student. Next, we need to get to know the class, teachers, and classmates.

2. (Write on the blackboard: I am a primary school student) Get to know your classmates, classmates, and teachers. /p>

① Listen: Listen to the teacher introduce himself

② Ask: What is the name of your deskmate?

③ Recognize: those around you. What are the names of the classmates?

④ Tell me: "I am a first-grade primary school student in XX school. "(Talking to each other at the same table - talking by name)

3. Get familiar with the classroom and appreciate the environment and layout of the classroom. Talk about: How is our classroom?

4. Visit by teachers and students Campus. After the visit, exchange: "What do I like on campus?"

5. Summary: Congratulations to everyone for becoming a glorious primary school student. In the future, we will learn all kinds of knowledge in school. skills, grow up healthily and happily. Let us shout happily: "I am a first-year primary school student in XX school"

Design intention: For first-year students, schools, classes, teachers, and classmates. They are all new. Students of this age are full of curiosity about learning. In view of this psychological characteristic, students can become familiar with the learning environment and enjoy the learning environment during field visits and experience activities.

(4) Homework design

1. Recite the "School Song" to your parents correctly. After reciting it, you can sing it with your parents.

2. Draw a picture. My own beautiful school

Chapter 2

"1-5 Understanding" Lesson Plan

Teaching content: Chapter 2 of this textbook. Pages 14 to 16, Questions 1 to 4 in Exercise 2.

Teaching objectives:

1. To enable students to express the number of objects using numbers from 1 to 5, and to know 1 ~5, be able to recognize, read and write the numbers from 1 to 5, and pay attention to writing neatly.

2. Cultivate students’ habits of careful observation, active hands-on operation and careful writing.

3. Use "Wild Animal Diagrams" to allow students to initially experience the fun of "using mathematics", while cultivating good wishes for the harmonious coexistence of man and nature. Teaching focus and difficulty: The focus is on the cardinal numbers from 1 to 5. Meaning and writing method. The difficulty is how to write 1 to 5.

Preparation of teaching aids and learning tools: Teachers prepare "Safari Zoo" computer courseware, writing courseware of numbers 1 to 5, and counters; students prepare 15, etc. A long stick, number cards from 1 to 5***5, several counters (one for each group), the idea picture on page 16 of the textbook and 5 actual pictures from the "Do It"

Teaching process:

1. Teaching the "Safari Park" picture on pages 14 and 15

1. Create an animated scene

The dynamic display of the "Wildlife Zoo" picture was made into computer courseware: a red sun appeared in the blue sky, and 4 white clouds drifted in; a teacher brought 4 students to the Wildlife Park to play; an elephant walked slowly from the left; a big tree on the right There are 2 rhinos resting nearby, 3 antelopes and 3 giraffes enter the field of view from different directions; 4 birds fly freely; 5 flowers bloom in the grass; then the picture freezes.

2. People and objects in the picture.

Let students observe the above picture, and then in groups, everyone will talk about the people and objects in the picture and how many (or how many) there are.

When students speak, the teacher visits each group, listens, and provides guidance. When counting the number of people and objects on the screen, count them in a certain order. Count the small ones first, then the large ones.

3. Use numbers from 1 to 5 to represent the people and objects in the picture.

On the basis of students naming the number of people and objects in groups, send representatives to name the people or objects in the picture in order from small to large. When students say "1 sun, 1 elephant", move the animated picture of "1 sun, 1 elephant" below the theme picture (as shown in the textbook), and tell the students that one sun, one elephant Elephants are represented by the number "1". And put a "1" under the elephant picture. At the same time, let each student find the number card "1" and place it on the table. And ask: "What other things in this picture can be represented by 1?" Through careful observation, students may have many answers, such as, "There is a teacher; a blue flower; a bird flying." Toward the Sun" and so on. The teaching process of 2, 3, 4 and 5 is the same as that of 1.

4. Recognition of the shapes of numbers 1 to 5.

After the students use numbers 1 to 5 to represent the people and objects in the picture, flash 5 number cards. The students face the 5 number cards 1 to 5 placed by themselves. Everyone plays Imagine talking to your desk mates or in a group about what the five numbers 1 to 5 are like in life. The students may be talking about objects that our teachers have never thought of. Students' rich imagination cannot be stifled at will, but should be actively encouraged. Finally, teachers and students jointly summarized the shape characteristics of each number from 1 to 5: 1 is like a stick, 2 is like a duck, 3 is like an ear, 4 is like a small flag, and 5 is like a scale hook. Through these vivid metaphors, students can deepen their correct memory of the shapes of the five numbers 1 to 5.

5. Express things in daily life based on the cardinal meanings of numbers 1 to 5.

(1) Teacher: "Please take out a small stick and place it under the number ?1?." Student operation can allow one student to come on stage to demonstrate. Teacher: "Please take out 2, 3, 4, and 5 small sticks and place them under the number cards 2, 3, 4, and 5 respectively, and place them in the shapes you like."

Students operate and teachers inspect. In addition to triangles, students can make shapes with 3 small sticks in other shapes, as long as they use 3 small sticks. In addition to squares and pentagons, there are many shapes made with 4 or 5 small sticks. Various shapes generated by children's imagination can be displayed on stage, allowing them to experience the fun of using numbers to represent objects.

(2) Ask students to give examples and talk about the objects in life that can be represented by numbers from 1 to 5.

6． Do the “do it” on page 16.

The teacher brought out 3 apples and asked: "Don't say it out loud, but say in your mind how many apples the teacher took out? Please use other objects or numbers to express the same number of apples as the teacher." First, let each student put the picture cards or number cards prepared before class on the table. Then invite students who express themselves in different ways to come on stage and present. For example, some people use 3 fingers to express it, some people use 3 discs and 3 red flowers to express it; some people use the number card 3 to express it. Through this activity, students can deepen their understanding of the meaning of cardinal numbers.

2. Teaching number sequence

1. Perceive the number sequence from 1 to 5 one by one.

Teachers use computer courseware for dynamic display: dial a bead on the counter and ask: "How many beads did the teacher dial and how many do they represent?" After the students answer, they mark "1" above the counter. ".

Students work in groups, first dial 1 bead on the counter, and then the teacher asks, "How many beads is it if you dial another bead? 1 plus 1 is how many?" Students finish dialing and answer Finally, the teacher animatedly showed the process of "1 plus 1 is 2, that is, 1 plus 1 is 2" and marked "2" above the counter.

On the basis of "2", let the students dial 1, then 1, and then 1 on the counter. Then the teacher uses the courseware to clearly show that 2 plus 1 is 3, and 3 plus 1 is 4. Adding 1 to 4 is the process of 5.

2. Overall perception of the number sequence from 1 to 5.

Ask each student to arrange the "idea map" of the learning tool cards in order from least to most. Then the teacher asked: "What comes after 1?" "What comes before 5?" "Who is behind and before whom is 3?"

3. How to write teaching numbers

1. Teaching how to write 1 and 2.

① The animation shows the writing stroke order of 1 and 2 (2 times) and the layout in the writing grid, allowing students to observe with their eyes; ② Draw (or write blank) the stroke order of 1 and 2 on the table; ③ Trace 1 and 2 in the writing grid on the book. Remind students to sit upright, keep a certain distance between their eyes and the book, and write neatly and beautifully. During the inspection, the teacher found that what he had written well was displayed on the stage to the whole class. If he wrote incorrectly, he should correct it in time and give priority to encouragement.

2． How to write teaching 3.

The teaching method is the same as 1 and 2. Remind students that when writing 3, it is composed of two semicircles and the direction of the opening is to the left.

3． Teaching how to write 4 and 5.

The teaching methods are the same as those in 1, 2, and 3.

IV. Classroom Exercises

Do questions 1 to 4 in Exercise 2. Each question first guides students to understand the meaning of the question, and then answers.

The results of each question can be made into courseware for use in revision.

1. When doing question 1, first ask students to look at the picture and say what kind of animals are in the circle, and then count the number of animals and write them in the brackets below. When writing numbers, be careful and neat. When teachers make inspections, they should promptly encourage teachers who find good things.

2． When doing question 2, guide students to look at the first picture first and ask: "How many whistles are there? How many are there?" The animation connects the whistle picture with 2. Then have students complete the remaining 3 questions. When connecting lines, students should be asked to use a ruler to draw the lines.

3． When doing question 3, make it clear to students that they should color according to the numbers given below. After students finish painting, they should give feedback and make corrections.

4． When doing question 4, guide students to first think about the order of 1 to 5, and then fill in the number on the small flag.

Chapter 3

Teaching objectives

Emotional attitudes and values ??

1. Be able to recognize 11 new words and write 4 new words.

2. Read the text correctly and fluently and understand the content of the text.

3. Feel the beauty of the sea and the happiness of the children.

The teaching focus is to read the text correctly and fluently and understand the content of the text.

Teaching Difficulties Feel the beauty of the sea and experience the happiness of the children.

Class goals: 1. Be able to recognize 11 new characters and write 4 new characters.

2. Read the text correctly and fluently and understand the content of the text.

Teaching process:

1. Introduction of new lessons

Appreciate pictures and videos of the sea.

Talk about your feelings

In this section, Liu Feng and the others will go to the beach to take a look and appreciate the beauty of the sea.

2. Read the text for the first time and memorize new characters

1. Independent literacy

Read the text freely, draw the new characters, and solve the pronunciation of the characters in the group.

2. The teacher shows the new words to check the effect of students’ independent literacy.

3. Restore the new words to the text and let students read the text freely.

3. Reading the text

1. Read the text while driving the train, while other students listen and draw their favorite sentences.

2. Present sentences according to students’ reading, and teachers and students will interpret them together.

(1) The sea is blue, wide and far away. The beach is yellow, long and soft. The snow-white waves, roaring and laughing, rushed to the beach, quietly scattering small conches and shells.

A. Guide the writing of the words "白" and "与".

B. Pay attention to the three words indicating colors: blue? yellow? snow-white

(2) The little baby smiled happily, went up to it, and picked it up. Pick up small conches and shells, wear them into colorful necklaces, and hang them on your chest.

A. Guide to writing: of, and.

B. Find the words that express the movements of the baby: laugh, welcome, pick up, wear, hang up

C. Imitate these movements

D. Experience For a moment, how is the little doll feeling at this time?

(3) The happy footprints fell on the beach, were worn into golden necklaces, and hung on the chest of the sea.

What is the necklace of the sea made of? Beautiful? Read this sentence carefully!

3. Summary:

The students read so well, I felt like I was at the beach. Feel the joy of the little dolls!

IV. Tasks after class

After class, please continue to read the text and pay attention to read out your own feelings.

Blackboard writing design:

Necklace

White?and?

Second lesson

Lesson Goals:

1. Be able to write 4 new words.

2. Understand the content of the text, feel the beauty of the sea, and experience the happiness of the children.

Teaching process:

1. Review introduction

Students, do you still remember what we learned in the last class? Now let's review.

1. Read the words.

2. Read the text.

3. What is the necklace of the little doll made of and what is the necklace of Dahai made of?

2. Guided reading

1. Listen to the recording, correct your pronunciation while listening, and pay attention to imitation.

2. Read freely. While reading, think about how each sentence should be read in order to understand your own psychological feelings.

3. Little reciter. Ziqianfengyong read the text to his classmates and teachers.

4. The teacher takes the camera to guide the reading.

3. Enlightenment and accumulation

1. After studying the text, what is your deepest feeling?

2. Which words and sentences in the text made you feel the beauty of the sea and the happiness of the little baby? Draw them, read them, and memorize them.

3. Imitate words.

4. Expansion and extension

Collect related songs, learn them, and sing them.

Blackboard design:

Necklace

Beautiful sea

Happy doll?