Excellent Lecture Notes of Cotton Girl in Primary School Chinese

Excellent Lecture Notes of Cotton Girl in Primary School Chinese

As an excellent teacher, he often has to write an excellent lecture, which can better organize teaching activities. How to write a speech to play a better role? The following is an excellent speech of my primary school Chinese "Cotton Girl" for reference only. Welcome to reading.

Excellent lecture notes of primary school Chinese "Cotton Girl" 1 1. Teaching materials.

"Cotton Girl" is the first text of Unit 8 in the second volume of Senior One. Look at several texts in Unit 8, which are arranged around the theme of "question mark", and integrate science and common sense of life into the story. This lesson is a fairy tale, which introduces the scientific knowledge that swallows, woodpeckers, frogs and ladybugs eat different kinds of pests respectively through the story of cotton girl asking small animals to treat herself. The text is rich in characters, illustrated with pictures and texts, colloquial in dialogue and constantly reappearing in sentence patterns. In line with the reading psychology of first-grade children.

Second, talk about teaching objectives

Teachers' effective questioning must first have effective teaching objectives. According to the goal of the first stage of the curriculum standard, combined with the intention of the editor of this textbook, the cognitive characteristics of first-year students and the specific language of this course, I have formulated the following teaching goals: "Learn Chinese characters in detail, have the desire to read and write actively", "develop good writing habits" and "read with the help of pictures in reading materials":

1. Know 13 new words and 1 radical; Can write seven words, such as "disease, medicine".

2. Be able to read the text correctly and fluently; Read the tone of imperative sentences and the dialogue between the characters in the text.

3. Understand the scientific knowledge that different animals can kill different pests.

Curriculum standards point out that "reading is students' personalized behavior. Reading teaching should guide students to go deep into the text and be influenced by emotions in positive thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding. " According to the requirements of the first period, I focus on reading the tone of imperative sentences with illustrations and reading the dialogues of characters in the text. Accordingly, the second goal is also the teaching difficulty of this course.

Third, talk about the design concept.

"The essence of teaching is dialogue." "Chinese Curriculum Standard" points out: "Reading teaching is a dialogue process among students, teachers, textbook editors and texts." In order to embody this brand-new reading concept, centering on the theme of "clear goals, effective questions and improving efficiency", we should focus on "reading" as the main line and "dialogue" as the main way, guide students to repeatedly contact text language and "enter the country by text", so that students' Chinese ability and aesthetic interest can be cultivated and improved in this dialogue process.

Fourth, talk about teaching methods and learning methods.

teaching method

Because the curriculum standard advocates teachers to build an open and energetic classroom, I adopt the following teaching methods:

1. Understand the law through reading. Using various forms of reading, let students realize the eagerness of the cotton girl and the helplessness of swallows, woodpeckers and frogs.

2. Situational teaching method. Students' thinking, emotion and imagination can be stimulated by words and pictures.

(2) study law

Adapting to the teaching method, students' multiple senses participate in teaching through self-reading, observation, cooperation and communication, and students' subjectivity is brought into play.

Fifth, talk about the teaching process.

Introduction-"From Simple to Rich"

At the beginning of the class, I will guide you like this: classmates, before learning the new lesson, the teacher wants you to guess a riddle: "Say it's a flower, everyone needs it when it's cold." It's so cute to be fat in vain, a bunch of glistening. "The students are sure to guess the protagonist of this article-Cotton Girl soon. I will ask my classmates to write empty questions after me in the future. Please stretch out your little hand and write the topic on the blackboard with the teacher. I will focus on directing the writing of Flowers. After writing on the blackboard, I will let the students read the questions together.

The Chinese curriculum standard points out that students should be instructed to write Chinese characters well in each learning period. When I lead students to write on the blackboard in the form of empty books, I give students writing guidance invisibly. Although it is not actual writing, in the process of empty books, students have initially felt that learning Chinese and writing is also an important thing. This is really called "even before she plays, we can feel her feelings." )

First Reading-"From Passive to Active"

1. After writing the blackboard, I will guide the students to ask questions: What happened to Cotton Girl? Who did she invite to treat? Who finally cured her of her illness?

The setting of this questioning session aims at "promoting teaching by learning" and "promoting learning by asking questions", so that students can change from "cold" to "hot". As an American educator said, "unprotected teaching that arouses students' desire for knowledge is like beating a cold piece of pig iron." " )

Next, I will let the students read the text freely with questions and ask them to read the word "He" accurately. Read the difficult sentence several times. During the tour, teachers should pay attention to words that students can't pronounce accurately, such as "spot", "trunk" and "hateful". Write it on the blackboard and guide the students to read. And guide students to summarize the main content of the article through some words. In the process of students speaking, it may be complicated at first. I will give students a brief overview of the general context of this article by grasping the key words.

When we read an article, it is more important to read "thin" than "thick". Through continuous guidance, students' reading ability is gradually improved, so as to realize "going to school in class and benefiting after class" and fully expand students' reading horizons. )

3. Fun literacy, autonomous learning

How to make students truly master learning and make the classroom a world for students? I try to get all the students to move and study in this class. In literacy teaching, I ask students to observe the similarities between "Gu" and "Niang" and guide them to discover and use the laws of pictophonetic characters. Students are encouraged to learn new words creatively and independently by changing what they have learned, and children are actively involved in learning through crossword puzzles and catching pests, so as to achieve the teaching effect of learning while playing and learning.

(C) intensive reading comprehension-"from empty talk to thinking"

After learning the new words, I will let the students learn to read the text silently with the help of illustrations, and discuss and communicate in groups on the basis of independent thinking.

1. Experience the mood with illustrations.

When students communicate, they will definitely find this sentence, "How she wishes a doctor would treat her!" In teaching, I will let the students read first and ask him why you read like this. When reading this sentence, which illustration in the text helped you understand it? After the students say it, I will let the students read this sentence with their own understanding and evaluate it with the lens. It is a good way to read with the help of pictures in the book. This is called reading!

Chinese curriculum standards point out that teachers should strengthen the guidance, guidance and guidance of students' reading. In this link, I let the students understand that when reading the text, they should come from the students and then go to the students to grasp the key words and illustrations in the text. This not only teaches students reading methods, but also avoids replacing students' learning with teachers' analysis. )

2. Appreciate sentences and pictures

The second, third, fourth and fifth paragraphs of the article are stories with rich roles, which are also the parts that students need to read carefully. In the teaching of this part of the content, I will not only grasp the key words, but also let the students understand the anxiety of the cotton girl and feel the "powerlessness" of swallows, woodpeckers and frogs through different forms of reading. Let children understand the tone of imperative sentences through various forms such as teacher's demonstration reading, name reading and role reading.

Whether you can read well is the most important criterion for the success of a class. In this class, I give students the opportunity to express their feelings through different forms of reading. )

3. Guide the writing of new words

In this link, I showed the two words "odd" and "star", which are difficult to write and easy to make mistakes. First, let the children talk about them according to their own observations, and then give them appropriate instructions and arrangements. After the teacher finished writing, the students practiced writing. I will emphasize the posture of writing during the tour.

The Chinese curriculum standard points out that "it is the basic requirement of teaching to write Chinese characters carefully according to the requirements of the specification." In each period of Chinese teaching, Chinese classes should be arranged for 10 minutes every day, and classroom exercises should be conducted under the guidance of teachers. Arrange students to practice calligraphy here, which echoes the open space at the beginning of the class. In this way, students' writing practice can be guided by blank and actual calligraphy practice, and at the same time, students' boredom caused by single writing and calligraphy practice can be avoided. )

At this point, my classroom teaching is coming to an end. I will let the students read the text outside the text and let them talk about the gains after learning this lesson.

Sixth, expand migration, from blind obedience to independence.

For after-class exercises, I will ask students to complete after-class exercise 2 as the first assignment. And on this basis, design the second homework, let the students go back and tell their parents today's fairy tales.

Paying attention to after-class exercises is actually paying attention to the intention of textbook writers, letting students go back and tell their parents, and letting Chinese teaching move from in-class to out-of-class. )

Seven, say blackboard writing design

According to the author's ideas, the key words in the text and the principles of target, sequence and intuition in blackboard writing design, I designed this blackboard writing:

Cotton girl

Swallows in the air

Woodpecker, trunk

Frog, in the field

Ladybugs, aphids

Eight. Reflections on Oral English Teaching

Throughout my teaching design, I always adhere to childlike interest-oriented, reading-oriented, reading as the main theme, and guide students to feel the text content in personalized reading. However, due to time constraints, there are not many opportunities to show students. For students' answers, my evaluation language is relatively simple. After class, we should concentrate on accumulating some wonderful evaluation languages that can stimulate students' interest in learning.

Thank you for listening, please criticize and correct the shortcomings!

Excellent Lecture Notes of Cotton Girl in Primary School Chinese 2 I. Speech Materials

"Cotton Girl" is the first text in Unit 8, Volume 2, Grade One, a new textbook. This is a fairy tale, which tells us the scientific common sense of where swallows, woodpeckers, frogs and ladybugs eat pests respectively through the story of cotton girl asking swallows and woodpeckers to treat themselves. Full text * * * six natural paragraphs. In the form of fairy tales, the text contains biological common sense in vivid stories. Language conforms to children's characteristics and is easy to understand, which has a strong enlightening effect on students' understanding of scientific knowledge.

According to the macro-control thinking of Chinese curriculum reform in primary schools, "the lower grades of primary schools focus on solving literacy problems, the middle grades of primary schools focus on solving reading problems, and the upper grades of primary schools focus on solving writing problems." So when I teach cotton girl, the focus is on literacy. In order to highlight this key point, according to the concept of the new curriculum standard and the students' reality, I intend to finish the teaching of this text in two classes. The first lesson focuses on literacy, initially perceiving the content of the text and reading the first and last paragraphs of the text. In the second class, learn paragraphs 2-5 of the text and feel the full text.

Next, I will focus on the teaching of the first class. Through the teaching of this class, I am prepared to break through the following teaching objectives from three dimensions: knowledge and skills, process and method, emotional attitude and values:

1. Know seven new words such as "Gu" and "Niang" and write "Xing" and "Xue".

2, preliminary perception of the text, understand the common sense of where swallows, woodpeckers, frogs and ladybugs catch pests respectively, and read the first and last paragraphs of the text.

3. Cultivate students' good reading and writing habits.

Second, preach the law.

In order to highlight key points and break through difficulties, it is very important to choose correct and effective teaching methods. The new curriculum standard advocates that students are the main body of learning and development. Chinese teaching should pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, and fully stimulate their initiative and enterprising spirit. Therefore, I define the teaching methods as "situational teaching method", "autonomous learning method" and "reading instead of teaching method" to promote students' autonomy, cooperation and inquiry learning. Through the emotional communication between teachers and students, students, students and the media, students' subjectivity can be brought into full play, thus improving students' Chinese literacy.

Teaching is to realize not teaching, and the only way to realize not teaching is to teach students how to learn. Therefore, in teaching, I try my best to teach students learning methods. The learning method of "reading, watching, thinking and understanding" runs through, leaving time for students, so that students' literacy ability and reading level can be gradually improved with the deepening of their understanding of the text. In teaching, I also adopt the learning method of independent inquiry. In the specific activities of learning new words and appreciating the beauty of language, students find and solve problems independently or cooperatively, which not only realizes the teaching objectives of this course, but also realizes the independent construction of learning methods.

Third, talk about teaching procedures.

The new curriculum standard requires our teachers to actively interact with students, develop together, and handle the relationship between imparting knowledge and cultivating ability. To this end, I carefully designed every teaching link of this class.

The teaching of this course can be divided into four parts:

1, talk about life to stimulate interest

At the beginning of the class, I talked to the students first: "Have you ever been to the countryside, little friend?" "Do you know what the farmer's uncle grows in the fields and fields?" "What's the use of cotton? "Taking life topics that students are interested in as the starting point, this not only integrates common sense knowledge into the Chinese classroom, but also stimulates students' interest in learning, so that students can enter the study of the text in a positive state.

2. Read carefully and taste.

In teaching, I first show two pictures with courseware: one is that cotton girl is sick, her leaves are covered with aphids, and cotton girl looks sad; The other is a cotton girl, with green leaves and white cotton. She cracked her mouth and smiled. Then say, "What do you want to say after reading these two pictures?" Lead out the second lesson-read the first and last paragraphs of the text. In these two paragraphs, I focus on guiding students to read well. Here, I have a teaching of changing order, because I feel that the first paragraph and the last paragraph of the text are roughly the same in structure, but the content is just the opposite. Through comparative teaching, it is more beneficial for students to grasp the emotional tone and understand the content of the text.

3. Listen to this story.

I thought, "didn't cotton girl look very sad just now?" Why are you so happy now? How did Cotton Girl get better? Do the children want to hear the treatment story of Cotton Girl? " For the transition, the teacher tells stories vividly and plays pictures at the same time, so that students can perceive the text as a whole. After listening, let the students say what you understand. Pass "What do you know?" Guide the students to understand where the eaves, woodpeckers, frogs and ladybugs eat pests respectively. Not only did you achieve learning goal 2 well, but you also cultivated the habit of listening carefully. At the same time, the listening skills of listening to stories should be taught imperceptibly.

Then he said, "This story is still hidden in our book. Do children want to read it themselves? " Enter the "play games to learn Chinese characters" link. [Courseware: 4. I mainly use the method of self-study, because after nearly a year's study, students have initially acquired the ability to read. Isn't it a waste of time and energy if the teacher teaches word by word? When checking the effect of students' learning new words, I put the two ropes of checking students' self-learning new words, reading texts and learning to write "stars and snow" into students' favorite game activity-making friends with cotton girls. This kind of learning method, from easy to difficult, can not only pay full attention to the cognitive level of all students, arouse their enthusiasm, but also make students enjoy and love learning, and at the same time learn solidly.

Fourth, write on the blackboard

Blackboard writing is an important teaching tool and an indispensable part of classroom teaching. This is how I designed the blackboard writing of the lesson Cotton Girl:

It has made great contributions to better implement the teaching objectives, show the content of the text and highlight the key points.

Finally, I sincerely hope that you will give me your valuable comments and suggestions. Thank you.

Excellent Lecture Notes of Cotton Girl in Primary School Chinese 3 I. Textbooks

The theme of this unit is "Science around us". The article Cotton Girl is a fairy tale full of childlike innocence. The article mainly tells the story that the cotton girl is sick and asks swallows and woodpeckers to treat herself, but she is willing but unable. When aphids proudly ate the juice of cotton girl, ladybugs swept them away. The cotton girl lived happily again, spitting out snow-white cotton. This text contains biological common sense in vivid stories, and the language conforms to children's characteristics, which has a strong enlightening effect on students' understanding of scientific knowledge. At the same time, the four illustrations are vivid, which are convenient for students to observe and help to understand the text. By studying this article, students can have a strong interest in scientific common sense and have a desire to observe, explore and discover scientific common sense around them. Establish a sense of protecting beneficial insects and birds.

Second, the teaching objectives:

1. I know seven new words and can write the words "need and help". Understand the text and know that ladybugs are beneficial insects.

2. Actively experience the inner world of the characters in the story through various ways of reading aloud. Learn some scientific knowledge beneficial to insects in reading and discussion.

3. Read and read fairy tales. Have a strong interest in scientific common sense, and have a desire to observe, explore and discover the scientific common sense around them. Establish the awareness of protecting beneficial insects.

Third, the difficulties in teaching:

Know seven new words and read the text correctly, fluently and emotionally. Let students know the concepts of beneficial insects and pests by knowing "ladybug" and "aphid". Establish the awareness of protecting beneficial insects.

Fourth, teachers' teaching methods and students' learning methods:

1 Teaching methods: Based on the formulation of teaching objectives and the presentation of key and difficult points, combined with the concept of "Chinese Curriculum Standards", I try to construct an open and dynamic new Chinese classroom by using learning methods such as self-reading, self-study, group cooperation and report exchange, which always reflects that students are the masters of learning and teachers are the partners of students.

2. Learning method: Grasping the similar structure of the second, third and fourth paragraphs of the text, I focus on the second paragraph, then sum up the learning method, and then let the students learn the third and fourth paragraphs by themselves in this way, and make a report. This will let students know how to study by themselves, so that I can study.

Teaching process of verbs (abbreviation of verb)

Accumulation before class:

Please read this word. Can you say more about this example? (read together)

(1) Import:

The students read so well that the cotton girl couldn't help clapping for you! Look, here he comes. Let's invite him to the blackboard together! Read the questions together.

(2) Consolidate literacy:

1. Before class, the teacher will take everyone to the cotton field to pick cotton. Look, there is a word behind every cotton. You can't pick cotton until you see it right! Do you have confidence?

It seems that everyone is an expert in picking cotton, so what about writing skills? The teacher will test you. (Star Snow Gang, please)

Show your learning goals.

Excessive: I heard that the students in our class read very well, and the teachers here also want to see it.

Overall feeling:

Please open your Chinese book and read the text in the way you like. Ask to add your own feelings when reading.

Learn the first paragraph:

Show me the aphid: Look, this is the aphid that makes Cotton Girl sick! (Playing aphid recording) What do you think of aphids? Please read this sentence: hateful aphids (read by name, read together)

Your tone tells me that you hate aphids very much

Look, you are gnashing your teeth.

After reading the words, the teacher believes that you can read the sentences well. Let's read this sentence together. The teacher seems to hear the cry of cotton! )

Children, please close your eyes and imagine that you are a cotton girl. Damn aphids crawling in your body. He is sucking your blood and eating your flesh.

(1) What does the cotton girl want most at this time?

Free answer-show me that sentence: how she wishes a doctor would treat her! There is a sentence in this sentence that best reflects the mood of the cotton girl now. Students should read.

(2) Courseware presentation: (mobilizing life experience)

In fact, many times, we also have this experience.

Independent expansion: (), how I look forward to ()!

It seems that the deepest hopes are hidden in the hearts of children. So the cotton girl is looking forward to, looking forward to,

Learn paragraphs 2-5.

1, Cotton Girl is also looking forward to a doctor to treat her, so she has been looking for help from people around her. Who did the poor cotton girl turn to for help? (Blackboard: Swallow, Woodpecker, Frog)

At first, it asked the swallow for help. Please read the second paragraph in your favorite way. When reading, underline the word cotton girl with "-"and underline the word swallow with "~ ~ ~". Read it quickly!

3. Report:

Now, the teacher will let two students read, one is Miangu.

Mom said, one reads swallows, and the other students read narrators. Who will try?

The teacher heard that Cotton Girl and Swallow are very polite. What words can you say that you are polite?

Yes, ask others for help and use a welcome tone. Please read cotton girl's words again in this tone! Read the cotton girl's words in the class.

5. Did Swallow help Cotton Girl? But it said "I'm sorry", what a polite swallow. Who will read the swallow again? You are also a polite boy! )

6. Similarly, woodpeckers and frogs are also very polite. What did they say to the cotton girl? Please come and study by yourself. Pay attention to the method we use when learning the second paragraph. (Show slide 1 1) Who do you like? Read that paragraph.

7. Show: Name the underlined sentence. Please turn girls into cotton girls and boys into frogs (woodpeckers). Read according to different roles.

8. Swallows, woodpeckers and frogs all want to help Cotton Girl catch pests, but they can't do anything because:

Swallows can only catch airborne pests.

Woodpeckers only catch pests on tree trunks.

Frogs only catch pests in the fields.

Can you say these words again because of it?

The fifth paragraph:

1. None of them helped. Suddenly, a group of roundworms came and ate up the aphids quickly. Who are they?

2. Can you introduce ladybugs with the sentences in the book? Practice reading one sentence and read freely together.

3. Has Cotton Girl ever seen ladybugs before? Which word do you know from? Who would be surprised to ask? (Name, let's ask Dangdang Cotton Girl. ) Ladybugs are really capable. The animals even gave her a certificate. Read it together. What kind of sentence is this? Can you turn it into a bei sentence?

Students, so many animal doctors want to help Cotton Girl. Can you distinguish their strengths to finish this problem?

5. Learn 6 paragraphs

A. the kind lady ladybug cured the cotton girl. What happened to Cotton Girl? What kind of leaves have grown? (Green leaves), what else can be used to describe green? What kind of cotton is planted? (Snow White Cotton) What else can you describe as Snow White? Teachers have also accumulated some such words. Let's read it together!

The cotton girl became more beautiful after her illness, and the teacher couldn't help but want to praise him. Can the teacher read the sixth paragraph? If you are a cotton girl, how do you feel? (Health: Happy) Happiness can be shared, so children can read the sixth paragraph happily together.

Blackboard writing:

Cotton girl

Swallows fly in the air.

In the trunk of a woodpecker

Frog farm

Ladybug aphid

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