Teaching Design and Reflection on Chinese Literacy in the Second Volume of the First Grade 1 Spring, Summer, Autumn and Winter

# Teaching Plan # The introduction "Spring, Summer, Autumn and Winter" is the first literacy text in the second volume of the first grade. It focuses on the theme of "four seasons" and combines pictures and texts to present the weather phenomena and natural scenery characteristics of the four seasons. The following is the content carefully compiled for everyone. You are welcome to read it.

1. Teaching design for the second volume of the first grade Chinese literacy 1 spring, summer, autumn and winter teaching objectives

1. Through looking at pictures, comparing familiar characters, etc., he can recognize 8 new characters and 2 radicals; he can write 7 characters and 1 stroke.

2. Understand the meaning of words and phrases, understand the characteristics of the four seasons scenery, and appreciate the beauty of the four seasons through reading aloud, looking at pictures and performing actions.

Teaching focus

Use the characteristics of pictophonetic characters and the method of comparing familiar characters to recognize and memorize new characters; use illustrations and action demonstrations to understand the meaning of words.

Teaching preparation

1. Vocabulary cards, production of multimedia courseware.

2. Preview new words and make word cards.

Teaching hours

1 class

Teaching process

1. Make the conversation exciting and show the words.

1． Teacher talk: Students, what are the seasons in a year? Which season is your favorite? Why?

2. Show pictures and play games. Guess which season the pictures shown are from.

2. Use multiple methods to learn and memorize new words.

1． Show the four seasons diagram from the text. Get to know "spring breeze", "summer rain", "autumn frost" and "winter snow". (Show the courseware)

(1) Look at the illustrations carefully and talk about what you see. Talk to your deskmate first, and then tell the teacher.

(2) Show the words after communication. (Show courseware)

Spring breeze, summer rain, autumn frost, winter snow

(3) Read the words freely with the help of Pinyin.

(4) Read by name, be read by a primary school teacher, or read by train.

Among them, the key point is to guide the pronunciation of the back nasal sound "wind, winter" and the upturned tongue sound "shuang".

2. Tell me which scenery you like best and describe the characteristics of these scenery. (Show courseware)

3. Show: Frost and Snow

(1) Communication: Have you ever seen the two natural phenomena of "frost and snow" in your life?

(2) The teacher explains some basic knowledge about frost. Most words starting with "rain" refer to a weather phenomenon. You see, with the help of the radicals of words, we can also recognize these words.

(3) Recognize and memorize new words. Get to know the radical "rain".

(4) Observe carefully and talk about the changes in writing when "rain" is used as the radical.

(5) The teacher’s model sketches the Chinese character “雪”, and the student’s handwriting is empty and the stroke order is stated orally.

4． Teaching word strings: spring breeze blows, summer rain falls, autumn frost falls, winter snow falls

　(1) Show the phrases. Students read to themselves with the help of pinyin. (Show courseware)

(2) Talk about the feeling of spring breeze blowing.

(3) Comparison: What are the different feelings of being blown by summer wind, autumn wind, and winter wind.

(4) Talk about the scene of raining in summer, read out the feeling of heavy rain, and pronounce "fall" well.

(5) Understand "Frost Descent". Get to know the radical "阝". Exchange the words with this radical that you have accumulated.

(6) Name someone to talk about the scene when it snows and feel the lightness of the snowflakes.

(7) Read the second set of words together emotionally.

5． Teaching word strings: green grass, red flowers, swimming fish, flying birds, green pond grass, red mountain flowers, fish out of water, birds into the forest (show courseware)

(1) Show the text illustrations and guide students in a certain order Observe what scenery is drawn on the picture.

(2) Guide students to communicate in their own words.

(3) Show word strings three and four.

(4) Work in groups, read word strings aloud with Pinyin, and correct each other’s pronunciation.

(5) Name the person to read aloud, drive the train to read, and read together.

6． Observe carefully and learn to memorize new words independently.

(1) Carefully observe the new words in this lesson and talk about how you remember them.

(2) A good way to communicate with each other in the group.

3. Demonstration and guidance, writing new words.

1． Guide the writing of new characters "spring, winter, flower, enter, wind, snow, fly".

(1) Students read new words and review and consolidate the pronunciation of the new words.

(2) Analyze new words, memorize new words, and understand the structure.

(3) Demonstration and guidance, students should practice writing in the order of empty strokes in the book.

Focus on "spring and winter": the two characters should be stretched out. The two points of "winter" should be on the vertical center line.

The second stroke of "enter" should be long and forward.

The horizontal and oblique hooks of "wind" and "fly" should be written firmly.

2. The students act as little teachers and tell the teacher where each stroke should occupy the square.

3． Students complete the writing exercises in the book, first write down the stroke order, then observe the position of each stroke in the grid, focus on the writing of difficult strokes, then trace red, and finally practice writing.

4． Teachers patrol and provide guidance to individual students.

4. Read aloud repeatedly to strengthen and consolidate. (Show courseware)

1. Students form study groups of four and read the text aloud in their own way. You can read them in the order of the texts, or you can read them out of order and adjust them yourself.

2. Exchange reading within the class.

Method 1: Follow the order of word-phrase-word-phrase.

Method 2: Adjust the order, such as: spring breeze - spring breeze blows, summer rain - summer rain falls, autumn frost - autumn frost falls, winter snow - winter snow drifts

3 ． Guide students to read in a variety of ways.

4． Teacher summary.

2. First-grade Chinese literacy volume 1 spring, summer, autumn and winter teaching design teaching requirements

1. Observe the pictures, understand the meaning of the pictures, and compare the pictures to understand the meaning of the sentence group.

2. Learn 13 new characters, be able to write 5 characters, read the pronunciation of the characters accurately, recognize the fonts, understand the meanings of the characters, and write the characters in the field correctly.

3. Be able to actively accumulate words about spring.

4. Pay attention to the things around you and enrich your knowledge and feelings.

Teaching focus and difficulty: Consolidate the new characters you have learned, and learn the pronunciation, form, and meaning of the new characters.

Teaching aids: courseware, small blackboard, etc.

First lesson

1. Review.

Show the pinyin card and read the following syllables shuō shuā shū correctly

2. Guide the pictures.

Show the courseware and ask: When is the scenery painted in the picture? What are its characteristics? What do you think of the scenery?

3. Learn pure Pinyin sentence groups.

1. Students try to read and find out the difficult syllables. Check the pronunciation on the syllable cards after reading.

2. To read pure Pinyin sentence groups, the requirements are: read conjunctions → read sentence by sentence → read two sentences together. Pay attention to the pronunciation of the new words that need to be mastered in this lesson, and check after reading.

3. Guide students to read the correct pronunciation. Teachers read it as a model and students imitate it.

4. Combine pictures and text to understand the meaning of the full text.

1. Spring is here, what does "all things revive" mean? What about "singing orioles and dancing swallows"?

2. Read other sentences, what kind of scenery is it? Look at the picture and say it, and read it accurately. : The pronunciation of "fusion".

5. Read the text freely.

6. Class summary.

Second Lesson

1. Review and check.

1. Read the text by name,

2. Check the new words and read them by name.

2. Recognize various strokes and the five new characters in this lesson.

1. Learn new strokes.

(1) Further understand the meaning of Wan and compose the words orally.

(2) Teachers demonstrate and students imitate. Pay attention to the position of this character in the Tian character grid.

2. Know Qi

(1) Use Qi to form words orally.

(2) Teacher Shukongqi guides students to learn stroke order rules. From top to bottom.

3. Learn Bai, Ding, Dong, Qi, strokes and stroke order. The teaching steps are the same as above.

3. Students practice repeatedly and use the train to check the strokes and stroke order of the new words in this lesson.

1. Show the small blackboard with the grid and tell the students to write in the grid and pay attention to the position of the words in the grid and which stroke is on the horizontal center line and the vertical center line.

2. Practice reading the full text, and read it correctly, fluently and with emotion.

4. Recite the text.

1. Guide recitation.

2. Recite independently. Deskmates carry each other on their backs.

3. Recite by name.

5. Summary.

3. First-grade Chinese literacy volume 1 spring, summer, autumn and winter teaching design 1. Teaching objectives

(1) Knowledge objectives:

1. Understand "frost" 8 new words including ", blow".

2. Can write 7 words including "spring, wind".

3. Understand the radicals: the prefix for rain is “rain”, the prefix for both ears is “阝”, and the prefix for wind is “wind”

(2) Ability goals

Read the text correctly and fluently and understand the meaning of the words in the text.

(3) Emotional goals: be able to actively accumulate words about the four seasons, experience the differences in scenery in the four seasons, and develop the habit of paying attention to the things around you.

2. Teaching focus: recognizing and writing, and practicing reading aloud.

3. Teaching difficulties: distinguishing Chinese characters, recognizing radicals, and understanding the text.

IV. Teaching methods: lecture method, demonstration method, practice method, reading guidance method, game method, Q&A method

V. Teaching media: teaching wall charts, vocabulary cards, courseware

Teaching process

First lesson

1. Introduction conversation

Students, we have studied the text Four Seasons. Do we know what the four seasons refer to? (Spring, Summer, Autumn and Winter) Today we continue to learn about the scenery of spring, summer, autumn and winter.

2. Show the courseware or pictures to show the illustrations of this lesson

Look at the pictures of the topic "Spring, Summer, Autumn and Winter" written on the blackboard by the teacher: These beautiful scenery are the representative things of our four seasons. Let's read them. Read the text.

3. Learning new words

(1) First reading of the text

1. Listen to the teacher read.

2. Read it yourself. Ask students to read it quietly to themselves. Pay attention to reading their own words and not reading them all at once.

3. Circle the new words in this lesson while reading.

(2) Word combinations in my book

Ask students to circle the new word combinations in this lesson

If there are ready-made word combinations in this lesson, Just circle it. If there is no ready-made word combination for the new words in this lesson, you can write one so that you can look at it at any time in case you forget to make the word combination in the future.

IV. Read the new words aloud

(1) Read the new words with pinyin

1. Students read together: say the syllables, radicals, structure, each There are three words in a word group, and three words in each word group.

2. Students read (one lesson at a time)

(2) Remove the pinyin and read the new words aloud

I can read: read together - boys read ——Reading for girls—reading in separate lines—reading by yourself—reading while driving a train.

5. Sublimation learning

Game: Find friends game

The teacher puts the pinyin cards and new word cards on the blackboard, and the students take the syllable cards and new word cards. Then spell it out.

VI. Summary

1. What did we learn together today?

2. The students said.

3. Teacher’s summary: We have learned the new words in this lesson.

4. Read the text for the first time.

7. What shall we do in the next class?

1. In the next class, we will read the text aloud, analyze the text, and recite the text.

2. Ask students to read the new words in this lesson to their parents after class.

Second Lesson

1. Review and check.

Find the game: Where am I?

Rules: 1. The teacher asks the students to close their eyes. 2. The teacher pastes the pictures of the new words in this lesson on the blackboard. 3. The teacher said Chinese characters and asked the students to open their eyes and look for them.

2. Read the text aloud and first understand the text

(1) The teacher demonstrates reading the text aloud

(2) The students read the text aloud by themselves. While reading, find out how many words there are in the text.

3. Analyze the text and understand the text deeply

1. Let students talk about how many words there are in the text? (16)

2. How did you determine it? (This text has eight two-character words and eight three-character words)

3. Students read the eight words in the first four pictures together

(1) The first picture What season is the picture in? (Spring)

(2) What are the typical scenery in spring? (Spring breeze)

(3) Does the spring breeze blow or run? (Spring breeze blows)

(4) What season is the second picture in? (Summer)

(5) What are the typical scenery in summer? (Xia Yu)

(6) Does summer rain fall or fly? (Xia Yuluo)

(7) What season is the third picture? (Autumn)

(8) What are the typical scenery in autumn? (Autumn frost)

(9) Does autumn frost fall or fall? (Autumn frost)

(10) What season is the fourth picture? (Winter)

(11) What are the typical scenery in winter? (Winter snow)

(12) Does winter snow fall or drift? (Snow is falling in winter)

4. Teacher summary: Wind, rain, frost, snow and wind are the representative scenery of the four seasons of spring, summer, autumn and winter.

5. Students read the eight words in the fifth picture together

(1) What season is this picture? (Spring)

(2) Take a look at what is on the picture? (Green grass, red flowers, swimming fish, birds)

(3) What color is the pond grass? (The pond grass is green)

(4) What is the color of the mountain flowers? (Mountain flower red)

(5) What are the swimming fish doing? (Fish out of water)

(6) Where have the birds gone? (Birds entering the forest)

6. Teacher summary: green grass, red flowers, swimming fish, flying birds, green grass in the pond, red mountain flowers, and fish out of the water. Birds enter the forest. It forms a beautiful spring scene.

7. The teacher asks general questions.

(1) After reading this text, how do you feel? Students speak freely.

(2) Teacher summary: The text first shows the different scenes of the four seasons, the wind blowing in spring, the rain falling in summer, the frost falling in autumn, and the snow falling in winter. Then it showed the unique scenes of spring in detail: the grass in the pond turned green, the flowers on the mountains turned red, fish swam out, and the birds entered the woods. What a beautiful scenery!

IV. Read the text aloud and comprehend the text

Students read together - boys read - girls read - read in separate lines - students read by themselves

Five. Flexible reading

Four people form a group to carry out relay reading.

4. First-grade Chinese literacy volume 1 spring, summer, autumn and winter teaching design 1. Review introduction

Playing a game of tag: the teacher puts the new word cards on the blackboard, and then the teacher calls someone When a student says a new word, he asks another student to look for it. If he finds the word correctly, the student applauds him. If he finds it wrong, the student tells him how to pronounce it.

2. Guidance in writing

(1) Guidance in writing the Chinese character spring

1. Stroke order

(1) First, students stretch out Use your right hand to write strokes with your teacher's hand. "Spring" ***9 strokes.

(2) The teacher demonstrates while writing.

(3) Students write and practice stroke order: write the stroke order on a grid book.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three to not constrain students' thinking.

(3) Students choose a group of words to write in the book.

(4) The teacher writes the group words in the field grid.

(5) Students practice writing group words in the field grid.

(2) Guidance on the writing style of Chinese characters

1. Stroke order

(1) First, the student extends his right hand and writes the strokes with the teacher's hand. "Wind" ***4 strokes.

(2) The teacher demonstrates while writing.

(3) Students write and practice stroke order: write the stroke order on a grid book.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three to not constrain students' thinking.

(3) Students choose a group of words to write in the book.

(4) The teacher writes the group words in the field grid.

(5) Students practice writing group words in the field grid.

(3) Guide to writing Chinese characters Dong

1. Stroke order

(1) First, the students extend their right hands and write the strokes with their hands together with the teacher. "Winter" ***5 strokes.

(2) The teacher demonstrates while writing.

(3) Students write and practice stroke order: write the stroke order on a grid book.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three to not constrain students' thinking.

(3) Students choose a group of words to write in the book.

(4) The teacher writes the group words in the field grid.

(5) Students practice writing group words in the field grid.

(4) Guide to writing the Chinese character snow

1. Stroke order

(1) First, the student extends his right hand and writes the strokes with his hand together with the teacher. "Snow" ***11 strokes.

(2) The teacher demonstrates while writing.

(3) Students write the stroke order in the grid notebook.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three to not constrain students' thinking.

(3) Students choose a group of words to write in the book.

(4) The teacher writes the group words in the field grid.

(5) Students practice writing group words in the field grid.

(5) Guide to writing the Chinese character flower

1. Stroke order

(1) First, the student extends his right hand and writes the strokes with the teacher's hand. "Flower" ***7 strokes.

(2) The teacher demonstrates while writing.

(3) Students write the stroke order in the grid notebook.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three to not constrain students' thinking.

(3) Students choose a group of words to write in the book.

(4) The teacher writes the group words in the field grid.

(5) Students practice writing group words in the field grid.

(6) Guide to writing Chinese characters

1. Stroke order

(1) First, the student extends his right hand and writes the strokes with the teacher's hand. "Enter" ***3 transactions.

(2) The teacher demonstrates while writing.

(3) Students write the stroke order in the grid notebook.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three so as not to constrain students' thinking.

(3) Students choose a group of words to write in the book.

(4) The teacher writes the group words in the field grid.

(5) Students practice writing group words in the field grid.

(7) Guide to writing Chinese characters

1. Stroke order

(1) First, the student extends his right hand and writes the strokes with the teacher's hand. "Enter" ***2 transactions.

(2) The teacher demonstrates while writing.

(3) Students write the stroke order in the grid book.

2. Write Chinese characters with pinyin

(1) Draw red

(2) The teacher writes Chinese characters with pinyin in the new character grid: Pinyin is written on the fourth line Grid, you should align it with the Tian character grid below, and write Chinese characters in the Tian character grid.

(3) Students write in the vocabulary book, and the teacher inspects and provides guidance.

3. Composition of words

(1) Let students talk about how to compose words.

(2) The teacher writes three groups of words on the blackboard. The teacher can also write only one group of words, and write three to not constrain students' thinking.

(3) Students choose a group of words to write in the book.

5. Reflection on the Teaching of Chinese Literacy Volume 1, Spring, Summer, Autumn and Winter for the First Grade In the teaching of this class, I gave full play to the advantages of the teaching materials and promoted the development of students. I feel that the following two points are relatively good.

1. With the help of illustrations and imagining pictures in conjunction with actual situations, you can learn to read easily and happily.

In teaching, I make full use of the beautiful illustrations in the text to guide students to connect with life and imagine pictures. Students have a full understanding of the characteristics of the four seasons, which stimulates their interest in learning and enthusiasm for literacy.

2. Teach literacy methods and promote independent literacy.

In the arrangement of literacy, the experimental textbooks of the People's Education Press focus on the penetration of Chinese character formation methods and constantly guide students to discover new literacy methods. In the teaching of this class, the teacher grasped the rules of Chinese character formation and guided students to actively master literacy methods. When teaching, let students compare and discover similarities and differences through observation. At the same time, students are encouraged to read in their own way based on their own experience. In this way, students can not only remember these characters quickly, but also slowly learn more Chinese characters based on this feature, which cultivates literacy skills and enables students to learn actively and interestingly.