Teaching Design of China Garden VI, the first volume of Grade One.

In the actual teaching activities of teachers, it is often necessary to prepare teaching design, which can promote our rapid growth and make teaching more scientific. So, do you know anything about instructional design? The following is the teaching design of China Gardens VI, the first volume of grade one compiled by me. Welcome to reading. I hope you will like it.

Teaching Design 1 I, Teaching Objectives of Volume I of China Garden VI, Grade One.

1, can clearly express and think clearly, and introduce rural life or scenery in detail.

2, can write their own gains, the content is clearly expressed, and can use the accumulated beautiful words.

3. Learn to write anthropomorphic sentences and understand the characteristics of anthropomorphic sentences.

4. Can recite 6 poems related to rural scenery and life.

5, through comprehensive learning, stimulate students' interest in collecting and sorting out information, and cultivate students' oral and written ability.

Second, the difficulties in teaching

Be able to write your own gains, express the content clearly, and use the accumulated beautiful words.

Learn to write anthropomorphic sentences and understand the characteristics of anthropomorphic sentences.

Preparation before class

1. Collect pictures, words and unique feelings about rural life.

2. Physical projector.

In the first class, my findings accumulated over time.

Class goal

1, through word training, improve the ability to use language vividly.

2. Learn to write anthropomorphic sentences and understand the characteristics of anthropomorphic sentences.

3. Can recite 6 poems related to rural scenery and life.

Teaching process:

First, review the words.

1, recognize the word inventory. It's easiest to write words according to meaning, read words to say meaning, correct words and copy words.

2. Look at Pinyin and write words in the exercise book.

Students, after learning this set of texts, you must have made many new discoveries. Try to talk about them.

Second, my findings.

Today, let's read a few sentences together and see what you find. (Three sentences are displayed on the screen)

1, after reading the added part.

2. Have a look. What did you find? (Write things as adults)

3. How to judge that this is an anthropomorphic sentence rather than a figurative sentence?

Change it, change the added part into words with the same or similar meaning, and read it again. What will you find? (For example, in the first sentence, "dance" was replaced by "swing")

5. Try to say one or several such sentences. Complete the problems in the exercise book.

Third, accumulate over time.

(Poetry appears on the screen)

1, free reading, accurate pronunciation.

2. Read each other at the same table and experience poetry.

3. recite poems. Recall the whole poem and try to recite it.

4. start collecting.

(Recite other poems you know about scenery to everyone) "Crossing the Old Village" and "Autumn Night in the Deep Mountains"

"Xijiang Moon" Song Xin Qi Ji

The moon on the horizon rose to the top of the tree, scaring away the magpies perched on the branches.

The cool evening breeze seems to have spread to cicadas in the distance.

In the fragrance of rice and flowers, people talk about the harvest of a year, and frogs croak in their ears, as if in a bumper harvest year.

In the old days, Maodian was near the forest, and the road turned to the stream bridge.

Teaching Design Grade 21 "China Garden 6" Volume 1 Learning Objectives

Guide students to further understand and master the methods of understanding words in context.

Learn to recite Passing through the Old Village, experience the emotion in the poem and accumulate the language.

Preparation before class

Courseware, student learning package.

learning process

1, import:

(Direct topic disclosure. )

Ask two students to study My Discovery, Xiao Lin 1, Xiao Dong 1, and read My Discovery.

Listen to the dialogue and say what you find.

2. My findings:

It is a good way to understand words by looking up the dictionary to contact the context. (Read the slides together).

Read my findings silently and tell me what you find. Look up the words in the dictionary before you understand them. Understand the meaning of words in context first, and then look it up in the dictionary.

By the way, I usually collect information to learn.

3. Information exchange and communication between deskmates.

Communicate other ways to understand words. )

4. Learn to "accumulate over time" and learn to use the above methods to learn to "pass by the old village":

(slide shows poetry. )

Please read the poem correctly and fluently.

With the help of annotations, I have a preliminary understanding of poetry.

Question, who can tell me what you don't understand?

Please use the method of dictionary search and context understanding to understand poetry.

(Show homework on the slide. )

5, homework exchange:

Let the students read poems.

Listen to the model and read aloud. Close your eyes and feel poetry. When you listen to this poem, what kind of picture seems to appear before your eyes?

Read the old man's village together.

Recite.

6. Expand:

Poems about friendship collected after class are exchanged in class.

7. Homework:

Write a short story according to Passing through the Old Village; Communicate with classmates, write poems of friendship, and choose one or several poems to collect in your own information kit.

Instructional Design 3 Teaching objectives of the first volume of the first grade of the Ministry of Education, "China Gardens VI"

1. Guide students to master and use three literacy methods of "minus one stroke", "plus one stroke" and "plus two strokes" to know five new words such as "factory" and "a".

2. Be able to read words and understand their meanings.

3. The pronunciation of "Lord" and "Zu" is correct.

4. Recite children's songs skillfully, read postal services and love the motherland.

5. Talk about how to celebrate Children's Day and experience the happiness of Children's Day.

Teaching focus

Master and use three literacy methods, know five new words, recognize words and recite children's songs.

Class arrangement:

2 class hours.

Preparation before class:

1. Collect photos from June 1 day.

2. Scenery courseware of all parts of the motherland.

Teaching process:

The first class.

I. My findings

1. Students can read freely. Think about what you found.

2. Listen, read and tell your findings at the same table.

3. Read by name and talk about the rules of three groups of words. How did you find them? While the students answer, the teacher uses the courseware to show three literacy methods: "one stroke", "add one stroke" and "add two strokes". )

4. Create children's songs in groups according to the rules of three groups of words, and remember new words in the process of creating children's songs.

5. Choose excellent nursery rhymes to read, and remember new words in the process of reading nursery rhymes.

Second, accumulate over time.

I can read.

1. Read freely. Words you don't know at the same table.

2. Drive the train in groups to see which group reads fast and well.

3. Free choice of words to speak.

(2) I will connect

1, practice reading freely and reading with the tongue flat.

2. Listen to the other person at the same table and correct the pronunciation.

3. Pen connection.

(3) Look behind.

1, the teacher demonstrates reading and pays attention to the pronunciation of "Zu", "Ling" and "Sheng".

2. Practice reading freely and read children's songs accurately in pinyin.

3. The teacher shows the courseware of scenery around the motherland, and the students read while watching.

4. Students recite the courseware while watching.

5. Recite by the narrator.

6. The whole class is back.

Third, the class summarizes.

Second lesson

First, create a situation to stimulate the introduction of interest

Play the video of kindergarten children celebrating June 1st. Think about what the children in kindergarten are doing and why they are so happy.

1. How did you spend Children's Day in kindergarten?

Second, inspiration, recall the past

2. In groups of four, take out the "June 1st" photos of kindergarten and exchange their performances at that time.

3. Select representatives, show photos and communicate in class.

Third, stimulate desire and look forward to "June 1"

1. The teacher plays the highlights of Children's Day activities in our school in recent years, introduces the contents of Children's Day activities of senior students in our school in recent years, and stimulates students' desire to participate.

2. Tell each other at the same table how the first Children's Day in primary school was spent.

3. Design the activity plan of the first Children's Day in primary schools in groups of four.

4. Each group sends representatives to announce the group's activity plan.

5. Put the excellent activity plan into the class record bag.

The Design Concept of Teaching Design 4 in the First Volume of the First Grade Edition of China Gardens VI.

Pay attention to the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities. Make students improve their Chinese literacy in an all-round way in independent activities that they are interested in, so as to cultivate students' ability of active exploration, unity and cooperation and innovation.

Teaching objectives

1. Learn antonym reduplicated words. If you are willing to explore, you can find the structural rules of words.

2. Learn new words and review old words through comparison and discrimination. Be able to read independently, distinguish similar words, and read poems correctly, fluently and emotionally.

3. Read the modern poem Little Rock Girl.

4, through oral communication, arouse the enthusiasm of students to participate in the discussion. Cultivate students' ability to analyze and solve problems. Cultivate interest in learning.

5. I can show you my extracurricular learning experience, the wall newspaper I have cooperated with my partners, and other contents about recording the "June 1" activities.

Preparation before class

Teacher preparation: projector, new word card, data collection.

Three classes are arranged during the class.

Teaching process and design intention

first kind

I. My findings

1, look at the words and find them yourself. Experience the rhythm of word reading.

2, word weight loss, exchange discovery. The deskmates exchanged their findings with each other. Found new words after losing weight: size, depth, height, length, thickness (all antonyms)

3, the whole class communication, inductive discovery. After classroom communication, it is concluded that these words not only overlap in the same form, but also consist of two words with opposite meanings.

4. Just say it.

Big and small (size) are almost ()

Deep and shallow () high and low ()

Long and short () thick and thin ()

5. Show new discoveries of wisdom and expand practice. What other antonyms have you found in your life? Say more words like this. (teacher's camera blackboard) such as: up and down, back and forth, left and right, in and out, inside and out, stop and go.

6. I read the words in the book and just accumulated them.

7. Choose five words to add to the book.

8. Take various games as antonyms.

[Design intent]

This is an exercise to guide students to discover the rules of word formation independently. The design focus of this link is to guide students to explore and discover two groups of words. Although there is a word difference, their parts of speech and meanings are quite different. Let students observe and discuss, encourage students to express their personal opinions in teaching, and let students experience the joy of discovery and feel the richness of Chinese.

Second, accumulate over time.

1, read it

(1) Now, let's go to the Word Game Palace!

(2) Cooperate with each other in the group and talk about what you found and how you remembered these words.

(3) Group report

(1) Words for vegetables: radish, eggplant and mushroom (related to vegetables)

2 Words that mean cooking: stew, roast and roast (related to "fire") all mean "cooking". )

(3) Words indicating hands-on: pick, carry and pick (related to "scoop", all mean hands-on. )

(4) Words indicating movement: stamping, kicking, jumping (and "?" Related, all contain the meaning of moving feet. )

(4) think about it.

(1) Say a few more words about vegetables:-(related to vegetables)

(2) Say a few more words that mean "cooking": —————— (It is related to "fire". )

(3) Say a few more words to show hands-on: ——— (It's related to "spoon". )

(4) Say a few more words to show movement:-(and "?" Related. )

I will fill it out.

1 Review the questions. Tell me the meaning of the question.

2 talk about the differences between each group of words.

Talk to each other at the same table and in groups to find out the words that can be matched.

4 classroom communication. Inspire students to say what other words can be filled in and encourage them to express different opinions.

Choose your favorite phrase and say one or more words. Teachers encourage innovation.

6. Expand exercises and create situational dialogues, such as:

Huangshan Mountain with beautiful scenery; A steady stream of cars.

⑦ Finish your homework independently. You can check each other at the same table after you finish.

I can read.

(1) self-reading poems. Students read poems by themselves with the help of pinyin.

(2) Tell me what you have seen and don't understand.

(3) The whole class exchanged poems.

(4) Practice painting poetry: What do you think should be painted?

(5) Reading poems aloud. Further understand the artistic conception of poetry.

[Design intent]

This link focuses on guiding students to discover and practice life experience to think and apply new knowledge, and guiding primary school students to cooperate and communicate with each other, which is the concrete embodiment of the concept of "promoting students' development" in the new curriculum.

[Teaching reflection]

Teaching is to avoid teaching. Teaching is to guide students to learn independently. When students have sufficient space to show themselves, they will constantly surpass their original cognitive level and imagination, form a positive creative spirit, promote the development of their understanding, imagination and thinking ability, and make our Chinese teaching truly blend humanity and instrumentality.

After all, Chinese is called "language", the fundamental attribute of Chinese subject is instrumental, and the fundamental task of Chinese subject is to train language and writing. The image of knowledge in students' minds cannot be a copy of textbooks, but a personalized knowledge system full of individual thinking and wisdom, and a knowledge framework full of vitality and space creation. The first thing to consider in the development of activities is to bring cognitive happiness to students as much as possible, so that students can accumulate and store knowledge in listening, doing, rap, playing, reading, writing, audio-visual and other activities. Therefore, this design is intended to build an activity platform, where teachers and students jointly start the "knowledge express", and students first put their gains into the "small achievement bag" in teaching activities, and then selectively "buy tickets to get on the bus". This kind of activity seems disorderly, but there are many internal laws supporting the orderly operation, and students will become real masters of knowledge. This is especially true for the teaching design of China gardens.

Oral communication in the second classroom

First, reproduce the scene.

(1) Import the first paragraph in the reference book.

(2) Group discussion: What should he do? Why?

(3) Collective communication.

The teacher summed up the students' practice: ① Write down the name of Xiaolong. I don't remember.

Second, make suggestions.

(1) divided into two groups according to different opinions. Sit opposite each other. The two teams were named positive team and negative team respectively.

(2) Choose the presenter who states his own views. After the presenter explained his point of view, all parties debated and fully explained the reasons why his point of view was correct and the reasons why the other party was wrong.

Talk to each other at the same table and communicate with the whole class.

Third, a small debate.

(1) state opinions.

(2) Free debate.

(3) the teacher's principal and summary.

[Design intent]

The design of this link focuses on cultivating primary school students' oral expression ability and awareness of participation and cooperation, which is conducive to the optimization of classroom teaching. The teacher became the best among equals. The debate competition for primary school students not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to think and speak.

[Teaching reflection]

In this oral communication class, the teacher's role has changed, from a professor to a collaborator in learning. This discussion has quite positive significance and should be strongly advocated. Students have also changed from listeners to active participants in learning and masters of the classroom. Students change from passive acceptance of knowledge to personal experience. Teachers change from indoctrination to guidance, and students change from listening carefully to using their own brains. It pays attention to the application of autonomy, cooperation and inquiry teaching mode, which creates a broad space for giving full play to students' creativity. At the same time, this kind of classroom also fully embodies that students are the main body of the classroom and teachers are the dominant ones. In fact, the focus of the classroom has shifted: from emphasizing teachers' "teaching" to emphasizing students' "learning", from emphasizing results to emphasizing students' learning process in the past. It turns out that the teacher's rigid mode of "paying attention to listening" has been replaced by the teacher's timely teaching and guidance. This is the personal experience and practice of attaching importance to students' learning. The way of learning has also changed. But the requirements for teachers can be higher. The habit of oral communication cannot be formed overnight. Teachers should persevere in this kind of training for students. Only in this way can we develop a good listening and speaking attitude and language habits. It should be noted that in the teaching process, teachers should pay attention to guiding students to develop elegant manners and conversation, and cultivate students' self-confidence and good personality quality.

In the third lesson,

First, the exhibition table

1. Read your study partner's words and tell me what you know.

2. Understand "the basic requirements of citizens' moral cultivation".

You can practice the actual understanding of life, understand with examples, and tell stories to help children understand.

3. Tell me what you did well and what you didn't do enough.

4. What do you want to do for the group?

5. The teacher summed it up.

[Design intent]

Think in connection with life experience, feel in thinking, and feel the "basic requirements of civic moral cultivation" through communication and display.

Second, display the "June 1 tabloid".

1, send in groups.

Such as: the name and content of the tabloid, how to divide the work of the group, how to collect information and so on.

2. "Selling tabloids" competition.

If you are a salesman, how can you push your tabloid to the market or readers?

(1) Prepare freely first

(2) communicate within the group and select the best salesman.

(3) Communication with the whole class.

3. Teacher's summary.

Third, paste the students' tabloid works.

[Design intent]

Guide primary school students to exchange life experiences and organize primary school students to "sell tabloids" competition. This is a very interesting and meaningful practice in itself. In such practical activities, primary school students generate wisdom and feel that experience is success or happiness. This comprehensive study, which transcends and communicates listening, speaking, reading and writing, is conducive to stimulating students' interest in learning, comprehensively improving students' Chinese literacy in independent activities of interest, and is an important way to cultivate students' initiative exploration, unity and cooperation, and courage to innovate.

The teaching design of the first volume of the first grade of "China Garden VI" compiled by the Ministry 5 My Discovery

This exercise consists of six AABB reduplicated words, and each word consists of words with opposite meanings. In teaching, teachers should guide students to observe, discover and promote students' accumulation in combination with the revelation of their learning partners. Advancing together can tap students' accumulation, promote communication between students, expand students' accumulation of such words, enrich students' language and stimulate students' love for Chinese characters.

Process suggestion

1. Show six words and students can read them freely. Thinking: What did you find?

2, deskmate communication found that the teacher revealed the characteristics of the word, the students read it again.

3. Teacher Cai: Do you still know such words? Can you tell it to everyone?

4. Write the words you think are better in the accumulation book.

accumulate over a long period of time

This accumulation includes three contents: reading, I will fill in, and I will read. Reading is to recognize eight words with the same shape by using the word-formation law of pictophonetic characters. Due to the characteristics of word formation, it is convenient for students to read. Combining the literacy experience and autonomous literacy ability of junior two students, teachers should fully let go and guide students to practice. Through word formation, students can understand the differences in sound, form and meaning of similar words and consolidate their accumulation of Chinese characters. In the process of reading, I will arrange to read a little poem, which is full of childlike interest and reveals the kind and beautiful heart of the little girl. In teaching, we should adhere to the principle of reading, and then on the basis of full reading, guide students to communicate with each other and enrich their cognitive and emotional experience.

First, read and recognize.

1, show four groups of words, and guide students to know new words and words with pinyin.

2. Discussion: What are the characteristics of these words in word formation? Understand the meaning of words and find their rules.

3. Play a word group game with radicals and familiar word cards: first group words, then group words.

4. Think about it. Do you know any words that have the same radical as these words? Say it, try to write if you can.

Second, I will fill in

1. Show four groups of words and guide students to observe the differences between these four groups of words.

2. Communicate in groups and distinguish between sound, form and meaning.

3. Group words and communicate in groups. Check each other whether the words are correct.

Third, I can read.

1, read the poem by yourself and read it thoroughly. Try to solve the pronunciation problem of unknown words.

2. What do you know from reading? What else don't you understand? What teachers gain after organizing students to exchange reading.

What impressed me most about this passage, and why? Enlighten students to understand the beautiful soul of the young author, and to care for the environment and protect the statue.

4. Group recitation exercises and group recitation competitions.

Oral communication

The topic of this oral communication is an extension of the good quality of this group of text themes. In the form of short stories, the teaching materials provide students with communication situations. In teaching, teachers should fully understand the intention of compiling textbooks, arouse students' discussion, and organize students to make reasonable suggestions to the characters in the story. This not only cultivates students' oral communication ability, but also digs students' understanding of problems, so that students can know how to be honest, trustworthy and conscientious in discussion and communication.

Communication preparation:

1, courseware or wall chart reflecting the situation of teaching materials.

2. Arrange the blackboard and prepare to identify the signs of grouping.

3. Divide the students into several groups.

Process suggestion:

1. Play the courseware reflecting the content of the passage or show the wall chart. If possible, arrange for students to prepare performances before class.

2. Guide students to think: What should floret do? Why?

3. Exchange opinions in the group. Teachers patrol, capture students' thoughts, consciously organize and guide students to debate, and stimulate students to express their desires.

4. Debate in groups: Divide students into two groups for debate according to two viewpoints: one group should write down their names and the other group should not. Teachers should guide students to understand the problems that should be paid attention to during the debate. Avoid disorder and confusion. Choose the best debater in the group debate.

5. Divide the best debaters selected by each group into two lines for debate and demonstration. Teachers and students express their opinions.

6. Teachers summarize and guide students to put forward reasonable suggestions for Xiaohua.

7. According to the suggestions, encourage students to perform, and focus on the effective solution of the problems raised by Xiaohua in the whole process of the story.

Exhibition table

This exhibition platform requires students to show the basic requirements of civic morality, stories, proverbs, idioms, etc., which are collected during the learning process of this group of textbooks. You can also show other forms of works and materials, such as wall newspapers and poems written to celebrate Children's Day. Teachers should consciously guide and arrange students' collection activities, pay attention to students' preparation, and give corresponding guidance and help when necessary. In the process of organizing exhibitions, we should create various forms to provide students with time and space for collection and display, expand their knowledge, cultivate their ability to collect and process information, and stimulate their successful experience.

1, according to the requirements put forward by this group of booths, learn about the students' collections.

2. Guide students to choose their favorite display methods. We can provide opportunities for most students to show by communicating in the group first and then showing in the whole class.

3. Guide students to perform in class. Such as: telling stories, saying proverbs, saying idioms, reciting poems, displaying newspapers, etc. Teachers give timely encouragement, and at the same time guide students to read excellent materials with each other on the basis of full communication, and copy good contents in the accumulation book.

4. Arrange students to hold special exhibitions after class. Such as: 61 theme exhibition, moral window, etc.