Teaching plan, lecture notes and teaching reflection of the second volume of Chinese in the second grade of primary school "Looking for Spring"

# Grade 2 # The lead "Looking for Spring" comes from the second volume of the second-grade Chinese textbook published by People's Education Press. The author is Jing and the reader is Zijun. This text tells the excitement of children looking for spring when it comes. The following are the lesson plans, lecture notes and related materials of teaching reflection in the second volume of Chinese in grade two of primary school, hoping to help you.

The second volume of the teaching plan "Looking for Spring" in the second grade of primary school Chinese

Jane, a textbook looking for spring, said: Spring has come, and she came to us quietly like a shy little girl. The title of this paper is called us-looking for spring! Let's have a look on campus and in the wild. The language of the text is beautiful, full of children's interest and literary color. Have the children found spring? Where did you find it? How did you find it? Encourage students to read more books. After reading these sentences and understanding the feelings and interests, you will feel that there is no aftertaste.

Learning objectives:

1, can recognize 9 new words and write 9 words.

2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.

3. Love spring and be willing to observe and discover.

Teaching process:

first kind

First, the introduction of ancient poetry

Show the ancient poem "Early Spring" and read it by an old teacher or a classmate who can read, and then talk about the characteristics of early spring.

Spring has just arrived, and the footsteps are light, looming and shy to hide. We must observe carefully to find traces of spring. When we discover spring, there will be surprises in our hearts and we will feel the joy of discovery. Let's read the text first and see what the children in the text found in spring.

Second, read the text for the first time and recognize the new words.

1. Read the text freely and try to remember the new words.

2. In the group, the group leader leads everyone to learn new words they don't know, and pays attention to reading the pronunciation with the help of Chinese Pinyin.

3. The group sent representatives to report the new words they knew and exchange literacy methods.

Third, read the text again and feel the discovery.

Read the text by yourself or a group, and read it correctly and fluently. After reading, talk about what the children found in the text.

Fourth, read aloud with music and read out your feelings.

Play light music to create an imaginary atmosphere. Teachers and students read the text in light music.

Second lesson

First, read aloud to understand the text.

1. Talk about finding spring after class.

2. How do you feel that "we children" are looking for spring? With this question, I read "We children, take off our cotton-padded jackets, rush out of the house and go to the fields to find spring", and understand the author's eagerness, yearning and excitement, as well as the words "rush out and rush".

3. What can you learn from the sentence "Spring is like a shy little girl, hiding away"? Combine your own life experience and talk freely about the characteristics of early spring, so as to understand the word "discovery" in the title and the joy of discovery expressed in the article.

4. What is the spring discovered by the author? Read the text repeatedly with this question, and realize the spring from the process of searching, the joy of searching and the joy of discovery. Experience the beauty of written language and the feelings contained in it.

Read the last paragraph of the text with great joy, and experience the joy and excitement of finding spring.

Second, guide writing and complete the after-class exercise "find and say"

1, focusing on guiding the words "flow, shake, hide and solve". Pay attention to tips and model strokes and parts that are easy to write wrong.

2. Take the form of deskmate cooperative learning and complete the "talk-seeking" exercise.

Third, choose articles, accumulate independently and practice reciting.

1. Show and read the most beautiful sentences or paragraphs you think, and talk about your feelings after reading them.

2. Choose your favorite words, rabbits and paragraphs and accumulate them in your favorite way. You can read it later, read it, copy it, and try to write it silently. Then let some students show and communicate their accumulated words or paragraphs.

3. Practice reciting the text.

Fourth, transfer and use, and expand imagination.

1. Draw what you found in spring, and then write a sentence.

2. Sing the song "Where is Spring" together and end the teaching in imagination.

The second grade of primary school Chinese "Looking for Spring" Volume 2.

First, the textbook spring came, and she came quietly to us like a shy little girl. The title of this lesson tells us to look for spring! Let's look around the campus, maybe we can find the grass just sticking out on the playground; Let's go to the wild, maybe we can find kites flying in the sky; Open the textbook, we will also find the shadow of spring in the illustrations of the text; Reading the text, we will feel that we are children who take off their cotton-padded jackets, rush out of the house and rush to the fields, realize the urgency of finding spring and feel the joy of discovering spring. This text has beautiful language and is full of children's interest and literary color. The author compares spring to a little girl. She is shy, so she hides. She is beautiful, with bright green eyebrows and colored eyes. She plays touching notes lively and skillfully, swings happily, shouts excitedly and laughs ... Have the children found spring? Where did you find it? How did you find it? Encourage students to read aloud: "There are two kinds of wild flowers that bloom early. Are those the eyes of spring? " "Trees spit out small buds. Is that a note of spring? " ..... Read these sentences, experience the feelings and interests, and we will feel endless aftertaste.

According to the requirements of curriculum standards, the arrangement intention of teaching materials and the characteristics of the text, combined with the actual situation of students, I have formulated the following three teaching objectives:

1, cognitive goal: can recognize 9 words and write 9 words.

2. Skill goal: read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the fun of being in the arms of nature.

3. Emotional goal: to stimulate students' love for spring and mobilize students to take the initiative to observe and discover.

Teaching emphasis: recite new words, accumulate words and read aloud with emotion.

Teaching difficulties: experience the beauty of spring, experience the interest of joining nature, and develop the habit of active observation and discovery.

Second, students.

Senior two students have the psychological characteristics of strong curiosity, love to explore and easy to be infected, and are easily attracted by new things and moving things. In the teaching of this class, students have been able to say a relatively complete sentence, and can experience and feel in the situation created by the teacher to achieve emotional soundness, and at the same time, they have accumulated a lot of life materials related to this class, which is also a favorable factor for learning this class.

Third, oral teaching methods

1, autonomous literacy law

Literacy teaching in the new curriculum focuses on teaching students how to read. Teachers don't start from scratch, and encourage students to use their existing life experience to read in their favorite way. Break the traditional practice of teachers teaching students to follow up and reflect students' autonomy in learning. Senior two students have mastered many literacy methods through more than one year's study and accumulation. In the literacy teaching of this course, students are encouraged to use a variety of literacy methods and read independently in combination with real life, and intuitively write demonstrations and elaborate games in the courseware to stimulate students' interest in learning and complete literacy tasks.

2. Situational teaching

Beautiful spring is colorful, so students can feel the beauty of this spring. In teaching, beautiful language is used to create a scene of spring for students, and multimedia courseware is used to fully reflect the advantages of modern teaching methods, so that students can enjoy all kinds of beautiful pictures of spring and experience the beauty of spring, and then beautiful and cheerful songs are used to help students understand the content of the text, so as to integrate the beauty of music with the beauty of language and writing, and let students enjoy reading the text in beautiful scenery.

Fourth, the methods of speaking and learning

Reading comprehension method

Reading can cultivate students' ability to feel, understand, appreciate and evaluate, while self-reading and since the enlightenment are the basis of reading. Students are the masters of learning, and teachers' analysis should not replace students' reading exercises. We should cherish students' unique feelings, experiences and understanding. Reading is also the most basic and important teaching method in lower grades. Students perceive, feel and accumulate in reading, form a sense of language in reading and learn to read in reading. Therefore, it is the main learning method of this lesson to dilute the teacher's words and let students understand the text through free reading, silent reading, cooperative reading and appreciation reading.

Fifth, talk about the teaching process.

(1) Create a scene and feel the spring.

Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy". Psychological research has proved that if students are interested in learning objects, they can consciously eliminate the interference of various external and psychological factors, concentrate on active learning, and regard learning as a pleasant enjoyment.

At the beginning of the class, I introduced it like this: when spring first arrived, the steps were light, looming, shy and hiding, and then animated pictures appeared in the courseware, attracting students' attention with beautiful pictures and lovely animations. (Click on the screen and an animation will appear.) You must pay attention to observation to find the footsteps of spring. And we always can't restrain our inner joy and open our eyes and hearts to find spring. Write on the blackboard: look for it. There are several children in the article, rushing out of the house, let's go to find spring with them! At this time, the children have been deeply attracted by the beautiful pictures, and under the guidance of the teacher's language, they are all eager to try, and they also want to find spring together, successfully bringing the children into the context of the text. At this time, the teacher supplemented the blackboard and asked the students to read the topic together: looking for spring.

(2) Read the text for the first time and recognize new words.

In this session, first, let the students read the text by themselves, read the pronunciation correctly, mark the words that are difficult to read, and read them in the language environment. New words appear on the big screen (click to see the pictures of new words), so that students can exchange literacy methods while recognizing and reading. They can use their own methods to read, such as adding radicals, removing radicals, changing radicals, deforming familiar words, finding rules, decomposing glyphs and so on. , or combined with real life, such as the use of courseware demonstration, fully mobilize students' attention. As children read aloud, new words appear completely, and children are highly focused, actively and independently looking for various literacy methods. How can students consolidate new words easily and happily after learning them? At this time, I designed a small game to help students solve this problem easily. Busy and lovely little bees are going to the garden to collect honey, but today's honey collection needs smart little bees to get things. Using this game made by Oswell, children can drag bees to flowers with the mouse. If they find the right flowers and the pinyin corresponds to the words on the bee, the bee will happily start collecting honey. If there is a mistake, the little bee has to fly back to its original place. This not only strengthens the intuition of demonstration, stimulates students' interest in learning, but also enables students to complete literacy tasks easily and happily.

As for writing, after more than a year's study, students have basically mastered the essentials of writing. To give full play to their initiative and let them discover and complete writing tasks independently, the teacher only gives instructions and guidance. Show difficult words through courseware: remote and trembling. Use visual demonstration to deepen students' impression and write new words correctly. In unconscious teaching, the key points of teaching are highlighted.

(3) Enjoy reading and feeling, and experience feeling.

In this link, we should focus on guiding students to read the text freely, and underline the words they don't understand, so that students can understand the content of the text through various forms of reading, such as reading together, reading freely and reading in groups. Let the students talk about your feelings about "us children" looking for spring. What have you learned from the sentence "Spring is like a shy little girl, hiding away"? What is the spring found by the children in the text? Draw or write down the spring found by the children in the group. Finally, according to your own understanding, choose your favorite paragraph to read to everyone.

Read the last paragraph of the text with joy and feel the joy and excitement of finding spring. By playing the video of spring scenery, (click to see the video screen), the scene of seeking spring appeared in melodious music and beautiful pictures. The music said: grass sneaked out of the soil, tender and green. In the garden and in the field, look, there are many such trees. Sit, lie down, roll twice, kick a few balls, run a few laps, grab a few laps. The wind is quiet and the grass is soft. Peach trees, apricot trees and pear trees are all in full bloom, and you won't let me or I won't let you. Red is like fire, pink is like chardonnay and white is like snow. When you close your eyes, the flowers are sweet, and the trees seem to be full of peaches, Xinger and pears. Hundreds of bees are buzzing under the flowers, and butterflies of different sizes are flying around. Wildflowers are everywhere: miscellaneous, named and unnamed, scattered among flowers, like eyes, blinking.

What a beautiful scene of flowers blooming and birds contending. Spring has come quietly. Children pay attention to it, look for traces of spring and feel the beauty of spring. Spring is actually in the eyes of children. (Click on the music screen) Let the children sing and dance with the cheerful and beautiful children's song "Where is Spring" to show their happy mood. The atmosphere of the whole classroom reached the warmest. (Click to open the text screen) In this mood, let students read the full text, combine reading, understanding and feeling closely, let students read freely and fully, feel the beauty of spring, experience the interest of nature and express their love and praise for spring.

In the teaching of the whole text, I try my best to use the advantages of multimedia courseware to stimulate students' interest in learning, and use the beauty of music and pictures to make students feel the beauty of spring, edify their mood and help them better understand the content of the text.

Six, say blackboard writing, practice

The blackboard writing in this lesson adopts the design of stick figure, showing the spring discovered by children one by one, depicting a beautiful scene of spring for students and giving them a wonderful experience. After reading the text, ask the children to supplement and add pictures. This kind of blackboard writing not only summarizes the key points of this lesson, but also plays a leading role. More importantly, it arouses students' interest in learning and gives children the opportunity to show themselves in learning.

The exercise is to let students choose their favorite words, sentences and paragraphs in the "honey book" and then write one or two words praising spring. The purpose is to consciously guide students to accumulate language and develop thinking. Expand the content of classroom learning.

Reflections on the teaching of the second volume of Chinese in the second grade of primary school "Looking for Spring"

"Looking for Spring" is the first text in the second volume of the second grade Chinese of People's Education Press. This text has beautiful language and is full of children's interest and literary color. In order to improve classroom efficiency, I will arrange students to observe in advance according to the current seasonal characteristics: on the way home, on campus, in the park, looking for the footprints of spring. While teaching this text, it happened that the wind was warm that morning. I also found that some students are so hot that they want to take off their coats after running. So in class, I caught the plot in time and began to introduce the topic, bringing my classmates into the embrace of spring at once. The students are in high spirits, scrambling to talk about spring in their eyes. Then I said, "Today, let's learn to find Chunwen together!" "The children happily opened their books and read aloud. In the process of reading, students can read new words accurately with the help of pinyin. At this time, I will show the new word cards and let the children read the correct pronunciation through various forms such as "driving the train" and men's and women's competitions. Understand the words "shy", "hide", "hide", "smell her" and "touch her" through action performances. There was laughter and laughter in the class, and students understood the meaning of words in joy. In teaching, I create a spring scene for students, use multimedia courseware to let students enjoy all kinds of beautiful spring pictures and experience the beauty of spring, and then play the song "Where is Spring" to let students imagine the beauty of spring while enjoying it. Combine the beauty of music with the beauty of beautiful pictures of language and writing, so that students can enjoy reading the text in beautiful scenery. Then let the students read the text intensively with questions, indicating self-study tips: What did we see in spring? What have we heard about spring? What do we smell in spring? What did we touch in spring? If you want to answer these questions well, you must be familiar with the text. Therefore, I asked the students to read aloud in groups of four, giving them autonomy. Some people read and act, some people read the text, one person acts, others read a paragraph, and so on. With more forms, students naturally want to read and read, and the classroom effect will be very good.

In the teaching of the second class, I want to train students' writing ability, so I ask students to write a few sentences by imitating paragraphs 4-7. At first, the students didn't know what to write. At my prompt, the children said they could write willow branches, swallows, bamboo shoots, kites and peach blossoms ... I gave them five minutes. When most children finished writing, I invited several children to read their own works. I didn't expect children to be so imaginative. Ye Jianqi wrote: Willow branches sway gently with the spring breeze. Is that Miss Chun's long braid? What Li wrote is: Pink peach blossoms bloom unconsciously. Is that the smiling face of spring? Xi Huang wrote: The swallow flew back from the south, screaming at the same time. Is that singing in spring? Peng Sihui wrote: Kites fly higher and higher under the guidance of spring breeze. Is that miss chunfei hope? I am really happy to see the children express themselves so well.

This also makes me feel that children's imagination is actually very rich and their language potential is great. As a teacher, we should not only study textbooks hard and find language training points, but also be good at guiding students, tapping their potential and cultivating their language expression ability.