Three manuscripts of Chinese teaching materials in the second volume of the first grade of primary school

# Senior One # Introduction A complete lecture mainly includes the following aspects: teaching objectives, teaching contents, students' situation, teaching methods, teaching scheme design, content and methods of practice. Among them, when talking about teaching content, we should not only briefly introduce the position and function of teaching content in the discipline, but also point out the key points, difficulties and emphases of teaching content. The following is the relevant information of "Three Chinese Lecture Notes in Volume II of Grade One in Primary School", I hope it will help you.

Draft of the second volume of Chinese teaching materials for the first grade of primary school

The Language of Nature is a reading text in the second volume of People's Education Press. The text introduces three natural languages to students in the form of poems, so that students can understand some natural phenomena, initially perceive the beauty of nature and stimulate children's interest in nature. The spoken language and reading texts in junior grades are different from those in middle and senior grades. In the teaching of this course, we should pay attention to the following aspects. 1, pay attention to reading training, reading is the focus of lower grades, and give enough time to guide students to read.

2. Use multimedia teaching to cultivate students' interest in learning.

3. Pay attention to independent reading comprehension and use the heuristic teaching principle.

According to the characteristics of the text and the age characteristics of the students, the teaching requirements of this course are:

1, master the new words in the text and know what the natural language in the text refers to?

2. Understand pictures and texts, gradually improve students' self-study ability, and cultivate students' ability to read texts correctly, fluently and emotionally.

3. Perceive the beauty and magic of nature and inspire students to love nature.

Teaching emphasis: students lack perceptual knowledge of natural phenomena, and some sentences are difficult to understand.

Instructional design:

First, introduce new words to stimulate interest in solving problems.

1, show new words (language) Who can read new words? What do these two words have in common? What does the explanation have to do with? (Mouth, talking)

2. Cai courseware shows that roosters crow, yellow leaves fall one after another, and dark clouds flash all over the sky. What did you tell us? Introduction: This is the language of nature. What other languages are there in nature? Please read for yourself!

Natural language: show natural phenomena close to students' lives, reveal topics, and make abstruse natural phenomena close and easy to understand.

Second, organize the first reading and feel the whole.

1, read the text by yourself. You are required to read every word correctly by your favorite reading method, especially the pronunciation of new words. When you encounter difficult sentences, you should read them several times and read the poems through.

2, exchange pronunciation of new words: say what new words should remind everyone what to pay attention to when reading, read them out.

3. Reading sentences through communication: Read the paragraph that you think is the most fluent to everyone, and focus on guiding the following three sentences in combination with communication.

(1) If you catch a big fish, there are rings on the scales. (Pay attention to light syllables)

(2) The ancient trilobite fossils are embedded in the Himalayas. (Note the name link)

(3) Natural language? That's great. (when "ah" is pronounced, the tone changes to n)

(4) Read the poem correctly and fluently, and tell me what natural languages you have learned from it.

Read in the way students like, remind everyone what to pay attention to when reading new words, and read a paragraph for everyone. This way respects students' personality and changes "I want to learn" into "I want to learn".

Third, read poems and guide reading aloud.

1, self-abuse, which natural language are you most interested in?

2. Interactive communication and guidance. (Teaching according to students' answering cameras)

(Article 2)

(1)CAI courseware demonstration (static "comma" becomes "comma" wagging its tail) What is this? Take a closer look at what this is.

(2) Guide imagination: How happy you are to see tadpoles swimming up and down and greeting friends. What would they say? How will you feel after listening to it? How to pronounce this sentence?

At this time, students' interest is high and they can't wait to learn. Vivid multimedia courseware display makes "comma" instantly become a tadpole full of vitality, showing the vitality of spring and stimulating students' interest, so as to understand the text and internalize the language.

(3) Practice reading freely, reading by name and combining comments.

(Article 3)

(1)CAI courseware shows a big fish. Who knows how old this fish is? Which poem have you read? How to read so that everyone can understand the natural language?

(2) Students practice reading and name reading.

(Section 4)

The fourth section mainly talks about trilobite fossils, telling us that the Himalayas used to be a part of Wang Yang. This long crustal evolution makes students lack perceptual knowledge. I make full use of the combination of multimedia courseware and teachers' vivid explanations to make students have a perceptual understanding of crustal evolution, thus achieving their interest in exploring nature.

(1) Try reading by name. What language does this part tell us about nature?

The teacher combined the courseware to explain trilobites, understand mosaics and briefly introduce Himalayas.

(2) The "Himalayas" are so high and so big, indicating that the sea there was big and deep in ancient times. How to read the poem "There was once a Wang Yang"?

(3) name trial reading and comment guidance.

In the process of guiding students to read repeatedly, teachers feel the whole, cover up in reading, cultivate a sense of language in reading, and students learn to think independently and experience feelings in practice.

Fourth, return to the whole and expand competition.

(1) Competition reading: Practice reading three sections together to see who can read better.

(2) In fact, natural languages are everywhere. They are strange and wonderful, which can only be found by careful observation. Read the first verse and the last two poems together.

(3) Expansion: What else do you know about nature? Tell it to everyone. You can also learn about other languages in nature when you go home.

The second primary school first grade Chinese handout book 2

Hello, everyone. The topic of my speech today is "Weighing Elephants". I will talk about this text from four aspects: teaching materials, teaching methods and learning methods, teaching process and blackboard writing. What I am talking about here is the second lesson of this text. Let's talk about textbooks first:

1, content of the textbook:

Xiangxiang is a reading text in Unit 5, Book 2, Grade 1, Primary Chinese, published by People's Education Press. This text tells the story of Cao Cao's son Cao Chong calling himself an elephant when he was a child. It teaches us to observe more, think more and find ways to solve problems. The design of this class is based on in-depth understanding of the text and students' understanding. On the basis of students' initial understanding, thinking ability and oral ability of words and phrases, I design teaching with the aim of grasping the teaching of words and phrases and breaking through the teaching difficulties.

2, said the teaching objectives and teaching difficulties:

In view of this article, I design the teaching objectives according to the three dimensions of knowledge and ability, process and method, emotional attitude and values as follows:

(1) Know 13 new words in this lesson and write 6 new words. Understanding the Disyllabic Word "De" (Teaching Emphasis)

(2) Read the text correctly, fluently and emotionally.

(3) Understand the process of Cao Chong's image and understand that only thinking can solve the problems in life. (Teaching difficulties)

On the premise of fully respecting the goals of lower grades, this design attaches importance to the correct guiding role of emotion, attitude and values, which embodies the unity of instrumentality and humanism in Chinese teaching.

Second, teaching methods and learning methods:

Chinese class is for students to learn "language" and "literature", and students should be the main body of the class. I follow the characteristics of junior high school students' own situation and language stage, use multimedia courseware to stimulate students' interest, use reading aloud, students' autonomy, cooperation and inquiry to organize classroom teaching, grasp the teaching focus and break through the teaching difficulties. In the whole teaching process, teachers are the dominant and students are the main body. Through the open and dynamic Chinese course, we can stimulate students' interest in learning Chinese, and then improve their Chinese literacy in an all-round way.

Third, talk about the teaching process:

(1) Look up words and review the import.

Review words with multimedia courseware. The purpose of designing this link in this way is not only to fully consolidate the learning content of last class, but also to clear the word barrier for this class.

(2) Introduce dialogue to arouse interest in asking questions.

Show pictures of elephants and reveal the topic. Students discuss and explore around the pictures. The camera guides them to read the sentence describing the elephant in the second paragraph of the text, and then questions the introduction: How do you call such a heavy elephant? The purpose of designing this link is to attract students' attention by using pictures and sentences in the text and to stimulate students' interest in learning by asking questions.

(3) Read the text for the first time and feel it as a whole.

Students can read the text freely with questions and feel the general content of this lesson as a whole. Under the guidance of teachers, students can solve their own doubts and questions independently. The purpose of designing this link in this way is to grasp the content of the textbook through the overall reading, and pave the way for the next step to break through the difficulties in the image-building process of Cao Chong.

(4) Combining reading with discussion to break through difficulties.

Through the students reading the third paragraph together, and mastering "some ... some ...", I understand some unreasonable means of officials, and I naturally understand the reason why Cao Cao shook his head. Then the students at the same table work together to explore and find out the specific methods of Cao Chong's image, and master the related word "Fang" by finding, drawing and reading.

The purpose of designing this course in this way is: using multimedia courseware, let students feel independently, explore cooperatively, truly understand the content of the text, and break through the difficulties of this course under my guidance.

(E) Extracurricular extension, theme sublimation.

"Do you have any other good ways to weigh an elephant?" Such a problem of divergent thinking is thrown at students, and such a design can stimulate students' bold ideas and cultivate their thinking ability, so as to achieve the purpose of sublimating the theme-think more when encountering problems.

Fourth, write on the blackboard:

Weighing image

Official, Cao Chong

The second volume of the third grade Chinese lecture notes in primary school

First, the textbook This article is a historical story, telling the story of Sima Guang who smashed a jar to save people when he was seven years old. The full text is vividly narrated, and the illustrations of the story are vivid, which helps to stimulate students' interest in reading and help them understand the story and the meaning of the text. The text shows us a calm, witty, brave and clever image of little Sima Guang in easy-to-understand language, which also plays a certain enlightening role for students. Through the study of this story, I know that when I encounter a difficult problem, I must use my brain to come up with a solution to the problem. I have understood the content of the text in the first class. All the words that can be written are taught in the second class, but considering the differences between students, in teaching, I set the following goals for the second class (teaching new words) according to the actual situation of students.

Second, say the goal.

Can read, write and use the words "don't, arrive".

Third, oral teaching methods

In terms of teaching methods, according to the characteristics of young first-year students, short attention time and dominant thinking in images, I first introduce them in the form of duets, create situations, stimulate students' interest in learning, help students recall radicals and strengthen the consolidation of radicals. It also highlights the clues of self-study interaction and urges students to learn new words by themselves in interaction.

Fourth, the methods of speaking and learning

Learning method is a rational summary of the law of learning activities. In order to fully embody the principle of "taking teachers as the main body and students as the center", according to the requirements of "New Chinese Curriculum Standard", I mainly guide students to learn in this class by "discussing, asking questions, communicating and exploring", so that they can really understand observation, thinking and learning through the guidance of learning methods. And infiltrate the sense of cooperation in the classroom, so that students can learn to cooperate in their studies. For example, deskmates draw cards from each other, read from each other and correct each other's mistakes.

Talking about the teaching process:

First, exciting calibration.

1, approve import

(1) question and answer duet: The students are divided into two teams, and the teacher is in charge. First, the teacher sang "What is the word next to the heart? Whoever guesses right will leave. " After singing, the first student in each row continues to sing and answers the teacher.

The word "panic" is right beside my heart. If I guess right, I'll leave. "Answer, I returned to my seat.

⑵ Read quantifiers: a rockery, a water tank, a stone and a child.

2. Demonstration learning goal: be able to read, write and use six words such as "don't, arrive".

Second, self-study interaction

Literacy interaction

Group communication, requirements: be able to read, analyze structure, understand stroke order, word formation, etc.

(2) Writing interaction (highlighting the guidance of keywords and cultivating good writing habits. )

1. Guide students to carefully observe the six words in "I can write" and find the law of these six words: left and right structure. Organize students to discuss what should be paid attention to in writing.

2. Practice writing freely, and the teacher consciously guides difficult words, such as the writing of "right ear" in the word "Nadu".

3. Write, show and evaluate each other and guide students to write bad words several times. Reading and writing are the basis of reading and writing. Strengthening writing training in a down-to-earth manner not only improves students' writing ability, but also promotes students' good writing habits. )

Third, timely inspiration.

Learn to read

Guide students to observe and find out the rules. The six words to be written are all left and right structures, and the radicals of the two words in the horizontal row are the same. )

write

Teachers consciously guide difficult words, such as the writing of "right ear" in "Nadu". Instruct students to write bad words several times.