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The case of Chinese teaching design in primary schools 1

Teaching objectives:

1, can read the text correctly, fluently and e

Five cases of Chinese teaching design in primary schools.

The case of Chinese teaching design in primary schools 1

Teaching objectives:

1, can read the text correctly, fluently and e

Five cases of Chinese teaching design in primary schools.

The case of Chinese teaching design in primary schools 1

Teaching objectives:

1, can read the text correctly, fluently and emotionally, and can recite two ancient poems.

2. Learn three new words in this lesson and understand the meaning of words and poems.

3. Imagine the pictures depicted by ancient poetry, feel the beauty of the language and artistic conception of ancient poetry, and cultivate students' ability to appreciate natural beauty and artistic beauty.

Teaching focus:

1, through reading, understand the meaning of the poem, experience the artistic conception of the poem and get familiar with it.

2. Imagine rich pictures by combining the concise language of ancient poems, and speak before writing.

Teaching difficulties:

1. Read ancient poems and experience the author's methods of observing things from hearing, touch and vision. Learn how the author observes and imagines at the same time, and use various senses to observe things from multiple angles.

2. Understand the author's thoughts and feelings through the scenery described in the poem and write down your feelings.

Teaching preparation:

1, teachers and students look for information about poets and poems.

2. Teaching wall chart.

Teaching time: three class hours.

Teaching process:

first kind

First, mobilize the accumulation and reveal the topic

1, inspire students to recall ancient poems describing spring scenery.

2. Lead out the poem "Jiang Nanchun": As the name implies, Jiang Nanchun. The whole poem describes the beautiful scenery of Jiangnan in spring.

3. Author's brief introduction: Du Mu, from Mu Zhi, is now from Xi, Shaanxi. Twenty-six years old, working as a clerk, very frustrated. During his tenure as a local official, he cared about people's livelihood and served the people.

Did some good things. He is as famous as Li Shangyin and is known as "Little Du Li" in the world.

Second, self-study of ancient poetry, the overall perception

1. Students can read ancient poems freely.

Requirements: (1) Read the pronunciation correctly and pay attention to the rhythm.

(2) Think about the meaning of the poem while reading and draw words that you don't understand.

2. With the help of reference books, I understand poetry.

3. Learn in groups and understand poetry.

4, check the learning effect

(1) Read aloud by name and pronounce collectively. Then read the whole poem together and pay attention to the pause.

(2) Descriptive words:

Blue and Red, Water Village and Mountain Country, Nine Strange Winds, Southern Dynasties, Loutai and 480 Temple

(3) Say the meaning of the poem. (roughly)

Third, read repeatedly and experience the artistic conception.

(a) the first two lines-write today

1. Students can read ancient poems freely and think while reading: What are the characteristics of Jiangnan Spring Day written by Jiangnan Spring Day? There are orioles everywhere, and green leaves and red flowers everywhere. In urban and rural areas with mountains and water, wine flags fluttered in the wind. )

2. The first two sentences of the poem describe seven kinds of scenery, such as oriole, safflower, green leaves, water town, mountain city, wine flag and spring breeze, which together form a picture of Jiangnan in spring.

3. With the help of pictures and music, guide students to read the beautiful scenery of Jiangnan in spring and describe their feelings in their own words.

(B) The last two lines-nostalgia

1. Question: Do the last two sentences of the poem still describe the spring in the south of the Yangtze River?

2. How can students express the poet's thoughts and feelings when reading the last two poems silently?

3. Collective discussion (expressing the author's concern for the country and the people)

4. Teacher's summary: The rulers of the Southern Dynasties were superstitious about Buddhism and built Buddhist temples extensively in an attempt to rely on the protection of the gods to make the country stable forever. However, times have changed. How many terraces are hidden in the misty rain of 480 Temple?

5. Understandably

The Complete Works of Chinese Teaching Design Cases in Primary Schools 2nd Edition

Teaching objectives:

1. Read and recite the text correctly, fluently and emotionally.

2. Learn the new words in this lesson and understand the words composed of new words; Know a trick.

3. Understand the content of the text and stimulate students' thoughts and feelings of loving their home and country.

Teaching focus:

1. Be able to read the text correctly, fluently and emotionally;

2. Understand the content of children's songs and stimulate the thoughts and feelings of loving the family and patriotism.

Teaching time:

The second class hour

Teaching process:

First, expose the topic:

1, the teacher has a pinyin here: jiā, who will spell it?

2. Look at the teacher writing "home" and you will know ""(tick)

Students write one on the stage and then name the book empty.

4. Find friends for "home"; Students practice expanding words.

5. Do children like their home? This is a "small family", and we have a "big family"! Today we will learn a children's song "Home", and you will understand. (Blackboard: small, big) Reading topic.

Second, read aloud:

1. Let's listen to this nursery rhyme first, shall we? Read the text with multimedia animation.

2. Do you want to see it? Open the textbook gently, spell loudly, read and ask; Read every syllable correctly, if not, ask the children at the same table or before and after. Students read aloud freely.

If you want to make progress in reading, please read it again.

Please raise your hand if you feel that you have made progress. If you want to make greater progress, read it again, especially practice the best sentences you read.

Please raise your hand if you feel that you have made great progress now. That's what reading should be like. Just practice more! Who will read your best sentence to the teachers and classmates?

(1) Read by name and let the children comment.

(2) Read by name, let the child compare with him, and the teacher will comment.

(3) Children who study best are compared with teachers, and children evaluate them.

6. Who tried to read the whole children's song?

7. Listen to the teacher read aloud, compose music and do appropriate actions.

8. Free practice at the same table requires imagination and proper movements.

9. Read by name.

10, students practice together: music, movements, standing or sitting, can recite the best.

Third, understand:

1. After watching it so many times, do you know whose home this nursery rhyme is about? The students answer the teacher and show the word cards. (White clouds, birds, fish, seeds, us)

2. Who can tell the teacher in one sentence?

Oral practice: the text is about xxxxxx, XXXXXXXXX, XXXXXXXXX, XXXXXXXXX's home.

Teacher, here are some word cards. Who can help them find their own home? Name two students who put stickers on the blackboard.

4. Can you draw their home? The students choose a picture they like.

5. Read a nursery rhyme you drew, and then talk about your painting. Then the teacher puts the pictures in the corresponding places on the blackboard.

6. Who will read this sentence? Display: We are the flowers of the motherland, and the motherland is our home.

(1) What is the motherland?

(2) What is the name of our motherland? Speak up and be proud.

(3) Guidance: The scenery of the motherland is beautiful, like a beautiful big garden. Our children are like flowers in the big garden of our motherland. We live in the land of the motherland, which is our home and everyone of our children.

(4) Read this sentence with the teacher with affection and recite it again.

7. Each of us should love our small family, but also our motherland. Read the text in unison with emotion.

8. think about it Do you know who is whose home? Oral practice: Yes, home. (The children who have answered well go to the podium)

9. Connect the children's songs in an orderly way, and you will make a complete children's song. Let's have a try. Students in front of the podium try to connect, add actions and match music.

Children's songs: the earth is home to oil, the grassland is home to cattle and sheep, the mountains are home to green trees, the sea is home to ships, the sky is home to clouds, and the earth is home to us. )

Fourth, summary:

1, the children not only learned a nursery rhyme, but also learned to compose a nursery rhyme performance program by themselves. It's really amazing! Give yourself a big round of applause.

After class, interested children can cooperate with each other, draw a picture and compose a children's song. The teacher helps the children to contribute to our school magazine "Star Weekly".

We will focus on learning new words in the next class.

Blackboard book attached to verb (abbreviation of verb):

Blue sky and white clouds (student painting)

Birds in the Woods ()

Xiao He Yuerjia ()

Soil seed ()

Motherland, we ()

Primary Chinese teaching design case full version 3

I. teaching material analysis

Grandpa and Little Tree is a text full of childlike interest. Describe the intimate and harmonious relationship between grandpa and Xiao Shu with the child's tone, vision and language. In winter, the warm-hearted and loving grandfather protects the young trees from the cold; In summer, sensible and kind trees provide shade for grandpa. This is a beautiful, touching and human picture. The relationship between people and trees is intimate, helping and caring for each other; Man and nature should also live in harmony, and we children should help each other.

Second, the design intent

1, the new words1800 to be recognized in the second grade in primary school1. At the same time, in the initial reading teaching, students should be interested in reading the text. Therefore, in the teaching of this course, we should strive to implement the teaching of 10 new words and five radicals, and at the same time put the identification of new words in the text to understand and understand; Let students consolidate their understanding of new words in the whole reading. Strive to embody the combination of instrumentality and humanism in Chinese teaching.

2. Give full play to the advantages of students' cooperative learning, interpret the text, know the new words and master the radicals. In teaching design, students' interest in learning can be stimulated by "speaking, recognizing, reading, finding and comparing". Through questioning and discussion, we can break through two major difficulties in reading comprehension: "warm clothes" and "green umbrella".

3. Use imagination to expand extracurricular activities. Pupils are the most imaginative. This lesson is full of childlike interest, thus designing "If you were a small tree, what would you say?" "What will be said between Grandpa and Xiao Shu?" It is necessary to activate students' thinking, make full use of the accumulation of students' usual life experience, and give the little book a personalized imagination. At the end of this class, we should take the role of trees in our human beings as an extension of extracurricular activities, thus inspiring students to love trees and cherish the beautiful feelings of nature.

Third, the teaching objectives

1, cognitive goal:

(1) Know 10 new words and write "No, Open, Four, Five". Understand 1 stroke "Ya" and five radicals "Father, Virtue, Virtue, Benevolence and Rhyme".

(2) Read the text correctly and fluently.

2, emotional goals:

(1) Cultivate feelings of cooperation and mutual love, and learn to get along with others.

(2) Understand that trees are friends of human beings, and everyone should take care of flowers and trees.

Fourth, the teaching process

First, the topic is drawn from the picture.

1. Paste "Little Tree" and ask the students to say a complete sentence with the word "Little Tree".

2. Post "Grandpa", show the word "Grandpa" and teach the new word "Ye" (1). Compare Grandpa-Dad (2) Teaching Prefix "Dad"

3. Paste "He" in the two pictures and read the topic together. Do you want to make up a story between grandpa and little tree?

4. Show the pictures 1 and 2, and let the students say. When and who is doing it? )

(1) Speak freely (2) Name names.

Look at how the words are written.

Second, read through the text.

1, free reading, accurate pronunciation and correct reading are required.

2. Read and check each other at the same table.

Show me the words (please correctly pronounce the two pronunciations of "he" and the tone sandhi of "no"). Grandpa and Xiao Shu are warm, neither cold nor hot.

4. Read the text together.

Third, learn new words.

1. Find the new words in the text, circle them and read the pronunciation to see if you can remember them. How do you remember?

2. Work in a group of four people

(1) Take out the new word cards and read them to each other.

(2) Talk about how to remember new words.

3. The teacher posted the new words on the blackboard, named them on the stage and said which word do you know? How do you remember? Guided reading (group reading)

4. The teacher randomly presents the new radical "First, Should, Be Responsible, Easy" for students to read and remember.

Fourth, read the text again.

1, four people read 2 together, contest, roll call and read in groups.

Five, the game "When a Little Woodpecker"

1. The teacher put a tearful little tree on the blackboard and told the students that the little tree had many bugs, so that the students could be woodpecker doctors and catch bugs for the little tree.

Students take out the photos in the envelope. There is a new word or radical on the "bug" in the tree. Read it to your deskmate. If you are not mistaken, cross out a bug and see who catches more bugs.

Finally, the teacher posted a small tree with a smiling face on the blackboard.

Primary Chinese teaching design case full version 4

First, the teaching objectives

1, which can accurately read the polyphonic words "fresh, blunt, right and number" according to the words.

2. Be able to dictate the words "in various poses, everywhere, everywhere, criss-crossing, exquisite and colorful, looming".

3. You can write sentences with "some ... some ... some ..." and "although ... but ..."; Can enlarge and write sentences according to appearance, and write specific sentences; Can fill in the blanks according to the text, and further understand the specific methods of writing things in sections.

4. Be able to read the article independently, understand the content of the article and segment the article.

Second, the class schedule

2 class hours

Third, teaching design.

1, the first question

Read the pronunciation of polyphonic words correctly and understand their meanings.

Fresh North Korea roared under the charge signal and was full of vitality.

2. The second question

First, let the students write down the words they may make mistakes, then dictate when they are ready, and finally correct them according to the textbook.

3. The third question

Such as: thin fog, turbulent river, numerous fruits, fresh flowers, tall trees, bright sunshine, calm lake water and wide river surface.

4. The fourth question

(1) A brand-new cruise ship floats on the surface as bright as a mirror.

(2) The pools all over the mountains are shining with magical brilliance.

5. Question 5

Metaphor: Compare the big apple to a fat doll.

Personification: Begonia fruit "smiles at you".

Exaggeration: "Golden persimmons bend the branches".

6. Question 6

(1) Class is over. The students are playing on the playground. Some are skipping rope, some are kicking shuttlecock, some are playing basketball, and some are playing with the eagle to catch chickens.

(2) Although my grandfather is 80 years old, he is in good spirits and is rushing to do housework.

7. Question 7

(1) Read the full text and think about how the ants fell into the water and how they were rescued. What difficulties did the magpie encounter and how was it saved?

(2) communication and feedback.

In subparagraph (3), pay attention to the words "one day" and "a few days later"

The first paragraph: (1, 2) One day, an ant accidentally fell into the water, and the magpie took a leaf and threw it into the pond, saving the ant's life.

The second paragraph: (3, 4) A few days later, the hunter went to the Woods to shoot birds, and the ants sneaked up to the hunter's neck. When the hunter aimed at the magpie and prepared to shoot, the ant bit the hunter hard and saved the magpie.

Primary Chinese teaching design case full version 5

design concept

Stimulate students' desire to express, pay attention to the organization of expression, and extend oral communication to daily life. The design strives to be close to life and reality, centering on students' main activities, cleverly creating situations, paying attention to two-way interaction, leaving students as many opportunities for language practice as possible, allowing students to have something to say, develop their thinking and train their oral expression ability.

Textbook analysis

The teaching design of oral communication chose Unit 6 "Parents' Love" in the first volume of the fifth grade of primary school. This kind of "oral communication" training requires students to express their views on "parental love" on three short stories in the textbook. At the same time, students are also required to contact life, tell things similar to the three short stories in the article, and then talk about their own ideas. The three short stories in this paper are simple and clear, and it is easy to find similar situations in life, which not only provides emotional feelings for students' "oral communication", but also opens up new ideas for students to tell stories in connection with life. The content of this kind of "oral communication" is closely related to the real life of students, and it is still a hot issue in today's society, with strong practical and educational significance.

Analysis of learning situation

The content of this "oral communication" is very close to students' real life, and textbooks also provide sensible materials. Students have something to say, but it is still difficult for students to deeply understand and feel the "parental love" from different angles. It is not easy for students to dig out the typical love of their parents. Students may not be able to pay attention to details and make detailed descriptions in "oral communication", and they are easy to talk big and empty; It is also difficult to recall, tell stories and express opinions from all angles. Therefore, according to the cognitive characteristics of fifth-grade students, we can participate in collecting and sorting out relevant materials before class and talk with parents to pave the way for oral communication. This activity is intended to inspire students to deeply understand and feel "parental love" from different angles. In the process of "oral communication", students should fully express their opinions and guide them to correctly understand their parents' love. Teachers should pay attention to giving guidance from oral expression, communicative attitude and other aspects, and also strengthen the guidance of students' listening habits and abilities. In order to achieve the purpose of this oral communication.

Teaching preparation

1. Prepare multimedia courseware; Father, mother, child's headdress, etc. Prepare scenario scripts for students.

Products.

2. Invite parents to class and prepare media materials for communication (record videos of parents' education for their children in advance, such as video materials, letters, greeting cards, etc. What they want to say to their children most) and keep it a secret before class. It is intended to stimulate students' curiosity and desire for expression, so as to further enhance the feelings of parents and children.

Before operation

Before class, gather short stories about yourself or others' lives in groups with your parents, or read compositions or other literary works with the theme of "Parents' Love" to lay the foundation for this oral communication. Recall the cases of parents taking care of them in their own lives, rehearse life scenes in groups, and exchange performances in class.

Teaching objectives

1. Let students understand what true fatherly love and maternal love are in communication, and suggest parents to improve their educational methods.

2. Cultivate students' oral expression ability, enhance students' self-confidence in oral expression, and let students speak freely.

3. When communicating with others, you can respect and understand each other, be willing to participate in discussions, dare to express your opinions, express yourself in an orderly manner, and have a proper tone.

Emphasis and difficulty in teaching

Understand what true love is in oral communication. Cultivate students' oral expression ability and combine listening, speaking and writing.

Teaching methods:

The key to oral communication is to create situations to stimulate students' interest and desire to speak. In this class, I make full use of situational teaching method to make students communicate in a relaxed and happy atmosphere, and strengthen learning cooperation through the combination of listening, speaking, writing training, student-student interaction, teacher-student interaction with the environment, student-student cooperation, teacher-student cooperation and parent-child cooperation. In interactive cooperation, students can experience the joy of success and enhance their self-confidence through comprehensive evaluation and self-evaluation.

teaching process

First, introduce passion and feel the love of parents.

Teacher: Dear students, we grew up with the love of our parents. Parents' love is like a trickle, and parents' love is like summer shade! Every parent loves their children, but different loves bring different growth to their children.

Result. I think everyone must be interested in talking to the teacher about the topic of "parental love"! Show courseware (blackboard writing: parents' love)

Design intention: use friendly language to stimulate students' interest and desire in communication, let students discuss and communicate clearly around what topics, and arouse students' enthusiasm in communication. )

Second, create a situation and experience the love of parents

Live performance to show the love of parents.

1. Show: Choose the most confident group and show the life scenes rehearsed before class. The teacher invited the little actors to help them put on the prepared headdresses and enter the performance of the life story of "Parents' Love".

2. Comments: Students exchange comments from different angles such as language, action, way and content. , and boldly express their views.

3. Summary: The students are great! I can interpret the fatherly love and maternal love in my life into such a wonderful performance. In fact, parents really care about us. Come, let's look at the children in the text. How do their parents take care of their children?

(Design intention: Real scene performance, showing the little bits and pieces of father's love and maternal love in life, not only touched the parents present, but also provided a platform for children to show themselves and communicate with each other. )

Third, read stories and comment on parents' love.

Students can freely choose one of the three short stories provided in the multimedia presentation, and choose students with the same story to form the same group.

1. Read the story in groups and understand the content.

2. Communicate in groups and talk about your own views.

3. The group elected representatives to speak. Example of student speech:

The first group: Liu Mingming's mother dotes on her children too much. Liu Mingming knows nothing, but she forgets everything. Our group thinks that this kind of maternal love is also love, but it is an obstacle to children's growth.

The mother in the story should let her children learn to stand on their own feet. (added by members of the same group)

Group 2: Feng Gang's father is too strict. If he doesn't do well in the exam, he will be punished. Feng Gang dare not take the exam. If he loves his children, he should help them when they are in trouble, not just scold them. Responsible, this kind of love is quite irresponsible. (added by members of the same group)

Group 3: Li has a good father who knows how to encourage children and give them confidence. Therefore, Li's attempt is successful, which will make him more confident in his future growth. (added by members of the same group)

(Design intention: Two-way interaction is the key to oral communication, and group communication provides opportunities for more children to communicate. I let the children choose their own reading content and form a group, so that the whole class can fully "participate orally" and realize "oral communication". )

Fourth, talk about parents' love in combination with reality.

Take out the records prepared or collected before class and recall the stories you have learned. Then sit at the same table and talk to each other: What kind of fatherly love or maternal love do we need?

1. Small interview activity: There must be many similar things in the article in students' life. Be a small reporter and interview your classmates, okay? Students can talk freely with each other or ask questions directly to their classmates. Find the basis for your speech through the interview.

2. Students talk about the little things in life with each other in the interview activities, and then speak enthusiastically and participate in class exchanges.

3. When students exchange speeches, teachers should not only actively encourage and guide students to speak freely, but also sort out the problems one by one, focus on the theme, supplement in time, express their opinions and provide expanded reading materials so that students can feel the love of their parents again.

(Design intention: Teachers create a situation of "small reporter interview activities" to mobilize students' multi-sensory participation in the form of interviews, stimulate students' emotions and interests, and skillfully guide students to "interview", thus actively participating in oral communication training. )

Five, family communication, exchange of beautiful love

Every parent loves his children, and every child loves his parents. Parents' love for us is deep, broad and selfless, but some ways are inappropriate. Today, some of our parents also came to our study site. Let's open our hearts and have a confession of love!

1. Student: Tell your parents from the bottom of your heart.

For parents, we must be grateful or eager. Then go to our parents and tell them what you want in the most loving language!

Parents: Tell your children how you will take care of them.

Dear parents, the voice of children's love must have touched you, and I believe you must understand that correct love is a strong support for children's successful life. Then put down the shelf of parents and elders, approach your children and have a heart-to-heart communication with them!

(Design intention: This is an exchange of love, parents and children participate together to gain the experience of love, which makes the classroom not only realize the interaction between students and teachers, but also realize the interaction between parents and children. spoken language

The exchange has achieved greater results. )

Sixth, the teacher summarizes the exercises.

The teacher concluded: Yes, my father loves mountains and my mother loves the sea. In daily life, we should not only learn to communicate with our parents, but also eliminate the generation gap. We should also learn to understand, be considerate and be grateful to our parents. Finally, let's give a warm applause to everyone who understands and loves today!

Homework: Please write down today's love and read it to your parents. The topic is self-drawn.

(Design intention: Finally, the teacher's summary is a declaration of love! Successful oral communication lays a solid foundation for practice, so students are required to finish their composition after class and improve their comprehensive ability of listening, speaking, reading and writing. )