Selected three lectures in the second volume of the second grade of primary school

A complete lecture mainly includes the following aspects: teaching objectives, teaching contents, students' situation, teaching methods, teaching program design, and the contents and methods of exercises. 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 that has not been sorted out, I hope it will help you.

Tisch

Draft Hua Mulan Joins the Army I said that the title of this class is Hua Mulan Joins the Army, Unit 4, Lesson 12, Grade Two, Primary School Chinese, National Standard Edition. (blackboard writing: Mulan joins the army) The lesson of Mulan joining the army is a historical legend. It tells the story of ancient Mulan disguised as a man and joined the army as her father, praising Mulan's excellent qualities of respecting the old and loving the young and loving the motherland. Personally, I think this article is vivid and vivid, and it is a good teaching material to cultivate students' reading, thinking and imagination abilities and carry out moral quality education. However, because students know little about Mulan, it is the focus and difficulty of teaching to let students know the excellent quality of Mulan through the brief description of three small things in the story. Based on the above understanding, combined with the characteristics of teaching materials and the actual situation of students in this class, I will position the teaching objectives of this class as follows:

1. Learn the new words of 10 and the six new words in the two green lines in this lesson. Know two polyphonic words. Use various means to understand the words made up of new words.

2. Guide students to read and recite the text correctly, fluently and emotionally, and master the reading method of imagining while reading.

3. Understand the content of the text and realize the excellent quality of Hua Mulan's love of family and patriotism.

Carry out simple sentence training and language practice activities, internalize written language and improve Chinese literacy.

Among them, goal 1 2 is the focus of teaching, and goal 3 is both the focus and the difficulty.

People's Education Publishing House said that the second volume of the Chinese textbook for the second grade of primary school, "Mulan Joining the Army": In order to highlight the key points and break through the difficulties, I am going to arrange two classes to guide students to achieve the predetermined teaching goals.

The teaching steps of the first lesson are as follows: 1. Stimulate interest and introduce new lessons. At the beginning of the class, I first let the students feel Mulan's heroic spirit in an illustrated way. Then show the topic, understand the word "join the army", and stimulate students' interest in autonomous learning and exploring the text. Second, read the text by yourself and understand the main idea. In this session, I will give students enough time to read the text by themselves, learn new words by themselves and understand the main idea of the text. Third, check feedback and overall perception. In the process of checking reading aloud, pay attention to guiding words that are easy to mispronounce, such as conscription, Yanshan, age, soldier, general, etc., and guide students to read long sentences naturally. While reading aloud, use various methods to guide students to understand some meanings. Fourth, read independently and guide writing. There are 10 new words in this lesson. In this lesson, I will guide students to write five words with fewer strokes, and remind students to pay attention to font structure and stroke position when writing. Among them, the focus is on the blackboard writing "elder brother", emphasizing the order of writing. Finally, leave 5-6 minutes for students to write in class, and the teacher will patrol and guide.

Next, I will focus on the teaching design of the second class. In this class, I have arranged three teaching links: First, review and consolidate, and introduce new lessons. Second, read the text intensively and expand your imagination. Third, recognize new words and guide writing. The second link is the training focus of this class.

The specific process is:

First, review and consolidate, and introduce new lessons.

At the beginning of the class, the teacher uses concise language to guide students into the new class, know the topic, and guide students to confirm the new words they learned in the last class, so as to lay a solid foundation.

Second, read the text intensively and expand your imagination.

This paper is divided into four sections, the second and third sections are the focus of teaching.

First of all, when teaching the first lesson, I will guide students to grasp the word "female" by reading aloud, so that students can vaguely feel that Mulan is an unusual hero. Then, I set a question: under the social system at that time, women could not join the army, but how did Mulan join the army and become a heroine? Let the students actively enter the second section with questions.

When teaching the second section, I first organize students to read the text by themselves, and then focus on the question "Why did Mulan join the army?". Start communicating. Randomly guide students to further understand and understand each sentence, and guide reading aloud. In the first sentence, I will grasp the word "Chang" and guide students to think of the critical situation of constant war and people's displacement in the north. Therefore, the word "urgency" in the second sentence is easy to understand. In the teaching of the third, fourth and fifth sentences, I am going to guide students to talk about what "anxiety" is. Why is Mulan anxious? Understand Hua Mulan's thoughts, find out the reasons why Hua Mulan joined the army instead of her father, and thus feel the excellent quality of Hua Mulan's love of family and patriotism. Then I will combine the sixth sentence to guide students to expand their imagination and conduct a language expansion training: how will Mulan's family dissuade her, and how does Mulan persuade her family? The camera reasonably guides the dialing. Then guide the students to read the relevant sentences and Mulan's firm determination to join the army as her father.

The third part of the text is also the teaching focus of this paper. I focus on guiding students to master the sentence "wear a shirt, cross a fine horse, cross the Yellow River and Yanshan Mountain" and the four verbs "wear, cross, cross, cross", so that students can read it and talk about their own experiences. Combined with the teaching process of watching an ancient war scene and then reading it again, let students feel the image of Mulan as brave and good at fighting (blackboard writing: brave and good at fighting) and pass it. How did she overcome it? Learn more about the hardships and hard-won "brilliant achievements" of the Mulan campaign, inspire students' admiration, and finally express their feelings through reading, imagining the picture while reading.

In the teaching of the last section of the text, I will focus on explaining the word "Jing" in combination with the illustrations of the text to guide students to feel why soldiers are surprised, and then compare "brave and good at fighting" with "quiet and handsome" Mulan. At this time, a deep admiration will certainly rise in the hearts of the students.

After learning the text, I will train in one sentence: "Mulan is a good heroine." Let the students complete sentences with their understanding of the text, express their feelings and internalize the language of the text.

Finally, I think it is also essential for students to read the full text with emotion.

Third, recognize new words and guide writing.

I will help the students to further review and consolidate the new words in this lesson through a literacy game, which is interesting and fun. Then instruct the students to write down the remaining five new words "sign, disease, victory, benefit and general" on the blackboard, in which the key word is "disease". Remind students to stretch the sketch and lean against it when writing the prefix of the sick number. Finally, set aside 5-6 minutes for students to write in class and the teacher to patrol and guide.

extreme

First, the lecture content "Compulsory Education People's Education Edition" Primary School Mathematics, Volume II, Page 12 ~ 14 "Average Score"

Second, a brief analysis of teaching materials

Division is the key content of teaching in this book, and its significance is based on "average score", so this part of knowledge of average score fully illustrates its foundation and importance. The textbook is arranged for two teaching hours, mainly to let students understand the meaning of average score through practical operation in specific situations. It includes the following contents: (1) Example 1 Create a situation through the theme map, and the meaning of average score comes from "each share gets the same amount". (2) Through examples 2 and 3, let students experience the process of average score and further establish the concept of average score. Example 2 is the equal division of the known total number and the number of shares, and example 3 is the inclusive division of the known total number and the number of shares. The teaching content of this lesson is example 1 and example 2. Through the study of average score, students can accumulate rich perceptual knowledge for learning division, so as to understand the meaning of division smoothly.

According to the requirements of the new curriculum standards and the characteristics of the above teaching contents, the teaching objectives of this course are as follows:

1, let students know the meaning of "average score" through practical operation, and form the appearance of average score. The multi-minute method of understanding the average score.

2. Cultivate students' ability of independent inquiry, hands-on operation and cooperative communication.

3. Cultivate students' sense of equality and experience the sense of achievement in solving practical problems with mathematics.

The meaning of division is based on the meaning of average score, so I think the focus and difficulty of this course is to guide students to explore the meaning of "average score" and form a representation. However, the thinking integrity of senior two students is not enough, so the teaching difficulties of this course let students know a variety of methods to get the average score, which is ready for the understanding and calculation of division. The key to highlight key points and break through difficulties is to let students always study and explore in life situations and experience the process of solving problems through hands-on operation, thus forming a clear representation.

Third, teaching ideas

In order to achieve the teaching goal, I intend to embody the following teaching methods in designing this course:

1, using theme-based teaching, relying on concrete and vivid life situations to stimulate students' interest in learning and take the initiative to explore;

2. Through many hands-on operations, guide students to participate in a variety of senses and experience the process of mathematical modeling.

3. Group cooperation is the main form of learning, and every activity is for everyone. At the same time, the design of open practice pays attention to the publicity of personality.

At the same time, a learning method adapted to the teaching method is designed, namely:

1, so that students can always experience the process of "asking questions, understanding problems and solving problems" in specific situations.

2. Through group cooperation, create sufficient practical opportunities for each student to experience the characteristics and methods of average score in various forms and contents.

3. The design of exercises pays attention to the cultivation of students' problem-solving ability, and the basic problem-solving is completed synchronously after the new teaching; Comprehensive practical application is put at the end of class and presented in an open and vivid form.

In view of the assumptions of the above teaching methods, I handled the contents of the textbook properly when preparing lessons, and tried to show my teaching with the following teaching process: 1. By putting forward and solving the practical problems of distributing prizes, students' interest in learning is stimulated, and students feel the respective roles of average score and uneven score in their own choice of distribution methods, and at the same time understand the meaning of "each share has the same amount".

2. Distribute gifts evenly through group cooperation, further clarify the meaning of average score in the process of average score, and describe the result of average score with concise and complete words.

3. Consolidate the characteristics of average score through judgment exercises, guide students to average score as required, and turn uneven scores into average scores.

4. Thirdly, work in groups to guide students to average their scores in different ways, and optimize the division method and calculate the infiltration division when reporting and communicating.

5. Open and innovative comprehensive exercise: "I am a little designer", through the "choosing button styles and quantities for clothing" that students are interested in, train students to flexibly and creatively use the average knowledge they have learned to solve practical problems and prepare for the next class; At the same time, we can find the division law of "the divisor is constant, the smaller the divisor, the greater the quotient" in the final result, and pay attention to the cultivation of students' aesthetic consciousness and overall arrangement ability.

Fourth, teaching implementation.

The teaching idea and intention in preparing lessons must be realized through classroom teaching practice and comprehensive analysis of students' dynamic performance, which has real value and significance. In the teaching of this course, I try to implement my spirit of preparing lessons from the following aspects:

(A) create a situation to stimulate interest

(1) Dialogue creates a situation: Children, our primary school activities in Shi Zhuang are rich. In the just-concluded Chinese knowledge contest, XX and XX of Class XX won the first place, the second place and the third place respectively. The school has prepared six exquisite notebooks to reward these three children. What do you think is better? (Students speak freely)

These three children are very clever. They tied for the first place in the math exam again, or six notebooks as prizes. What will you do this time?

(3) What do you find by comparing these two different methods? Let's talk to the group.

(4) Summary: Yes, like the second time, every child gets the same amount. What is this division called? (average score)

(5) Why did you get the average score for the second time? (because they are in the same place)

Is the average score the first time? Why do you want to divide it like this?

(6) Teacher: Yes, sometimes you need an average score in your life, but sometimes you don't need an average score.

Now these three children want to give six notebooks to this pair of two little friends. How to divide it better?

(3 copies per child)

(7) What is this division called? Then we can say: give two children six notebooks on average, and each child has three notebooks.

Who can say that? You say it yourself.

(8) How many children are allocated to six books on average? (2) Give two children on average. We can also think of it as an average of two. How many copies will each child get? (3 copies) It can be said that each copy is 3 copies. Explain how each share is divided. (as much)

In this way, each share gets the same amount, which is called average score.

(2) The process of practicing and experiencing the average score.

1, create a situation

In the new semester, the small flame action of love in XX primary school has begun! Each group will also give you prepared prizes.

Let's form a pair of children. What are your group's school supplies? * * * How many pieces? How many pairs of children are required to be evenly distributed?

2, group cooperation, a point, say, and fill in the results on paper.

Report; The media randomly produced the following words:

Distribute the four pencil boxes to four children equally, and each child is assigned ().

Distribute 12 erasers to 6 children on average, and each child will get ().

Distribute 8 rulers to 2 children equally, and each child will be assigned ().

Distribute 10 books to two children equally, and each child is assigned () books.

3, synchronous practice, consolidate the characteristics of the average score

During the winter vacation, several pairs of children came to XXX's house, and he took out many delicious foods to entertain them. Think about it, is it an average score? Why?

Bananas: 4, 6.

(2) 12 bread: 3,3,3.

(3)8 cases of milk for the whole year: 3, 3 and 2.

(4) Divide the eight chocolates among the four children equally. Who is right? (The second question in the book/kloc-page 0/6. Indication)

Teacher: The third kind has the same share. Why is it wrong?

The requirement is to give it to four children on average, but it is to give it to two children on average. There are mistakes in each copy and number of copies. )

What do you think the average score should pay attention to?

Look at the number of copies, and then see if each copy is the same. )

(3) Further experience the process of average score and explore various methods.

1, Teacher: Our school has also prepared some books for the hand-in-hand brothers class. 15 This book is distributed to five children on average. How many books were distributed to each child? How would you divide it? One point for teamwork.

2, report the results (students may have different methods, but smart students will use the multiplication formula to help average scores and prepare for learning division).

Everyone will get one point.

The children in the lower grades made many greeting cards. A * * * has nine cards, hand in hand and distributed to three classes. Each class was assigned several cards. Choose the way you like, score one point as required, and tell the result.

How to divide it? Why is it so divided?

4. Think about it and say the result of the score.

The brigade also prepared 12 schoolbags, which were distributed to four classes of Hope Primary School on average, and each class was distributed to ().

(4) class summary

(5) Re-experience and expand thinking.

1. Create the situation and put forward the activity requirements.

On June 1 day, we will perform on the same stage with the children in pairs. The school has designed some clothes (there are five styles of clothes, what is missing? Let's be a small designer and work together in groups to match buttons for these beautiful clothes.

Listen to the teacher's request first: each group has 12 buttons, which are nailed to one style of clothes on average, and should be divided well every time. You want to nail them to several clothes evenly, try swinging them and fill in the results on the exercise paper.

2. Students report and the media show the results.

12 was nailed to (1) pieces of clothing, and each piece of clothing was nailed to (12) pieces of clothing.

12 is nailed to (2) pieces of clothes, and each piece of clothes is nailed with (6) pieces.

12 is nailed to (3) pieces of clothes, and each piece of clothes is nailed with (4) pieces.

12 is nailed to (4) pieces of clothes, and each piece of clothes is nailed with (3) pieces.

12 is nailed to (6) pieces of clothes, and each piece of clothes is nailed with (2) pieces.

12 was nailed to (12) pieces of clothing, and each piece of clothing was nailed to (1) pieces of clothing.

Q: Look at the record carefully. What did you find?

Do you know why the more nails there are, the less buttons there are on average? (Total unchanged)

Amazingly, the children came up with so many schemes, chose the beautiful matching method that you think is most suitable for this dress, and stuck the buttons on the real sample. Show your work to everyone as soon as the completed team arrives!

Tisso

Hello, teachers! Today, I interpret the second-grade art textbook of People's Beauty Edition in the form of "three theories": the first is the curriculum standard, the second is the textbook, and the third is the suggestion.

"Talking about curriculum standards" includes the overall goal of the curriculum, the division of study sections and the content standards.

"Talking about teaching materials" includes the writing style, writing characteristics and content structure of teaching materials.

"Suggestions" include teaching suggestions, evaluation suggestions and suggestions on the development and utilization of curriculum resources.

Let's talk about the course standard first:

The first is the curriculum objectives, including the overall objectives and sub-objectives of the curriculum.

1. The overall goal of primary school art curriculum is manifested in three dimensions: knowledge and skills, process and method, emotional attitude and values.

2. The objectives of the course are mainly embodied in four learning areas: modeling, performance, design, application, appreciation, comment and comprehensive exploration.

Compulsory education is divided into four stages. The first period is primary school grade 1 to 2, the second period is primary school grade 3 to 4, the third period is primary school grade 5 to 6, and the fourth period is middle school grade 7 to 9. The textbook I'm talking about today is the fourth volume of art in the second grade of primary school, which belongs to the first issue.

Let me talk about the goal of the first issue of Design and Application:

Knowledge and ability: understand the knowledge, significance, characteristics and value of design and technology, as well as the design idea of "applying what you have learned", understand the basic procedures of design and technology, learn the basic methods of design creativity and technical production, and gradually develop the ability to care about things around you and be good at finding and solving problems.

Process and method: feel the characteristics of various materials, choose media according to intention, use tools and production methods reasonably, conduct preliminary design and production activities, experience the process of design and production, cultivate innovative consciousness and build ship power.

Emotion, attitude and values: cultivate behavior habits of diligent observation, good discovery, rigorous planning, good reference and good manufacturing, and a patient and meticulous work attitude of unity and cooperation, and enhance the desire to improve the environment and life with design and technology.

3. Next, the course contents and objectives of this book are as follows:

Modeling and expression: Try different tools, use paper with various easy-to-find media, boldly express what you see, hear, feel and think through watching, drawing and doing, and experience the fun of modeling activities.

Design and application: observe the objects around you and get a preliminary understanding of the relationship between modeling and use. Try different tools, use all kinds of media that are easy to find around you, make simple combination and decoration, and experience design and production.

Appreciate comments: observe the natural scenery and artistic works that students are interested in, and boldly express their feelings in short words.

Synthesis and exploration: Let students create, perform and show their artistic intentions by means of modeling games, combining the contents of Chinese, music and other courses, or combining the contents of disciplines.

Second, say textbooks:

Next, I will talk about the textbook from the aspects of writing style, content structure, writing characteristics and three-dimensional integration. First of all, please look at the writing of the textbook with me.

The first catalogue of teaching materials, then the appreciation of oil paintings of Tropical Hurricane and Tiger, and finally the setting of teaching materials.

The teaching content of each class consists of topics, teaching tips, appreciation of pictures and model paintings, and homework tips. Take the sixth lesson "staggered insects" as an example. The big green letters on the upper left are the theme, in which green represents that this course belongs to the field of design and application (the theme of the human beauty edition textbook is distinguished by color). Next, there are some small characters that are the teaching content tips of this lesson, which briefly summarize the learning objectives. There are two kinds of pictures: one is pictures of folk handicrafts or ancient works of art, which are typical works with strong representation and improve students' aesthetic ability; The second is the pictures of students' works, which play a prompt role in homework creation and open up students' ideas. The homework tips given in the lower left corner put forward clear requirements for the creation and application of the works, which is convenient for students to practice. Finally, comments play a guiding role in children's homework evaluation.

Looking at the characteristics of this textbook, this textbook has six characteristics:

1. Promote students' personality development.

2. Based on knowledge and skills.

3. Close to life, interesting and inspirational.

4. Attach importance to participation in practice and encourage exploration and creation.

5. Love and sense of responsibility for nature and human society.

6. Stimulate students' desire and ability to create a better life.

Let's take a look at the content structure of the textbook with me. The content structure of this textbook still revolves around four learning areas. Let's start with all the fields. The overall relationship proportion of the four fields is roughly as follows: modeling performance accounts for 46%, design application accounts for 25%, appreciation of comments accounts for 16%, and comprehensive exploration accounts for 13%. There are six courses in the field of design application.

The course content of the design and application of the fourth textbook: 5. Sun 6. Beautiful bottle 13. Lion king.

16. Dress yourself in the colors of spring 17. Fishing 2 1. Tiger doll

The integration of this textbook is reflected in the horizontal and vertical integration. Horizontal integration refers to the integration of the book's modeling performance, design application, appreciation and comment, and comprehensive exploration. Take the fifth lesson "The Sun" in the field of design and applied learning as an example, let students observe pictures, appreciate model paintings, explore ways to make the sun through group discussion, and then practice the operation. Finally, through homework evaluation, students can have a deeper understanding of the teaching content.

The teaching content in the field of design and applied learning in the textbook is analyzed and expounded vertically: for example, The Sun, the second volume of Senior One, mainly shows design modeling; Hanging ornaments, the second volume of grade two, showing the shape and function; The second volume of grade three, interesting modeling, showing modeling function, color matching and material. This in-depth content arrangement is in line with the age characteristics of children, more interesting, and children's interest will be stronger.

Third, say suggestions:

(A) Teaching suggestions

The new curriculum reform puts forward the following teaching suggestions to us.

1. Understand the shapes, colors, sizes, materials and uses of things around you through observation and experience. For example, the fifth lesson "Cartons into Furniture" allows students to appreciate different kinds of furniture works, and make rational use and creation of them by looking for various discarded cartons in life. Stimulate students' interest in learning and understand the materials and methods of carton furniture.

2. Make simple combination and decoration by painting, tearing, cutting and gluing, and express your ideas for improving the article. For example, in the sixth lesson, "Insects in Festivals", students are allowed to do it after enjoying the hand-made pictures and the teacher's demonstration operation. The students used their brains to make all kinds of strange-shaped arthropods by using existing materials.

3. Try all kinds of media to attract fat sail-hip boats and experience the design and manufacture of silicone.

As far as "pendants" are concerned, students should know about pendants made of different materials before making them, so I adopted the way of creating video scenes to let students express them by hand according to different materials and shapes.

(2) Evaluation suggestions:

The basis of art curriculum evaluation is the Art Curriculum Standard, which puts forward the following evaluation points for us:

1. reflects students' dominant position in the evaluation.

Ask students to understand the relationship between shape and utility by observing things around them, and describe them in their own language. Comment on your homework or problem-solving results to show your point of view and give students the right to speak.

2. Pay attention to the flexibility and diversity of evaluation methods.

Let students try to use two or more tools and media for simple combination and decoration. After the activity, the evaluation can be conducted by individuals, groups or groups, either during the learning process or after the learning.

3. Pay attention to the role of formal evaluation in students' development.

Guide students to observe carefully, give full play to their imagination, and conscientiously complete the design and production activities. Students' art homework should be evaluated in various ways. Students' art homework evaluation can be presented in the form of scores, comments or a combination of scores and grades.

4. Establish a teacher evaluation system and conduct self-analysis and reflection. First, make sure that students use tools and materials correctly and safely. Secondly, according to this lesson, self-analysis is carried out, and the existing problems and future improvement methods are summarized.

(C) the development and utilization of curriculum resources

Based on the spatial distribution of curriculum resources, the Art Curriculum Standard divides the art curriculum resources into four parts: school resources, natural resources, social resources and network resources. In the Suggestions on the Development and Utilization of Curriculum Resources, the following suggestions are put forward:

1, using school resources

Make full use of the school's teaching equipment. Each class is equipped with a computer. We can play prepared multimedia videos and pictures in class, and we can also appreciate and evaluate art homework on the exhibition platform.

Make full use of art books, teachers' reference books, art magazines, slides, CDs, etc.

2. Try to make full use of natural environment resources (such as natural landscapes and natural materials) and present them in class with pictures, multimedia and other equipment, observe the natural scenery outside the window and in school during class, and make full artistic feelings and experiences by family travel activities in winter and summer vacations after class.

3, the use of social resources, such as participation in cultural and sports activities, festivals, anniversaries, folk art exhibitions, visits to places of interest, etc. Accumulate materials for art exhibitions, manuscript exhibitions, etc.

4. Use network resources, use computer technology to assist teaching, learn and appreciate famous paintings and students' works, and also use the network as a communication channel for teaching interaction in and out of class.

Conclusion: The four learning areas are extremely important in art textbooks, which need our art teachers to study hard and strive hard to provide a brand-new space for students' art learning! Open up a beautiful and colorful new world for students' life!