Teaching Design of "Chinese Garden 2"

As a people’s teacher, it is necessary to carry out detailed preparations for teaching design. Instructional design is an integral part of educational technology. Its function is to use a systematic method to design the teaching process and make it an operational method. sexual procedures. So how should instructional design be written appropriately? The following is the teaching design of the second volume of the first grade "Chinese Garden 2" that I carefully compiled. You are welcome to read it. I hope you will like it. Teaching design of the second volume of the first grade "Chinese Garden 2" 1

Textbook analysis

Chinese Garden 4 includes "My Discovery", "Accumulation Over Time", "Oral Communication", and "Display Station" "Four parts. The "My Discovery" section allows students to discover the characteristics of the six picophonetic characters such as "bubble, full, and run" through observation. "The left side of the character is related to the meaning of the word, and the right side is related to the pronunciation of the word." Learn to use this method to learn the pictophonetic characters Character. "Accumulation over time" includes four contents: reading idioms or words, filling in punctuation, writing, and reading. "Reading, Reading and Remembering" allows students to read and memorize idioms or words, with the purpose of stimulating students' interest in reading aloud and their desire to accumulate. “I Can Fill In” allows students to practice using punctuation. "I can write" means looking at pictures and writing a few sentences to stimulate students' interest in writing. "I can read" means reading a story and preparing for the following oral communication. This "oral communication" is based on the topics in the previous "I can read" essay. The "display stand" includes two contents: "literacy exchange station" and "story meeting".

Academic Analysis

After one year of study, the second-grade students have made significant progress in literacy, reading and oral communication, and they have also found their own Many good ways to study. Therefore, although the content of Chinese Language Garden 4 is more difficult than the previous ones, as long as teachers teach students in accordance with their aptitude and use teaching methods rationally, students will definitely learn smoothly.

Teaching objectives

1. Recognize six new words.

2. Can read ten four-character words or idioms.

3. Can use ".!?" accurately.

4. Cultivate the ability to read and read independently.

5. Love the words of the motherland and have the desire to accumulate.

Teaching preparation

Teacher preparation: courseware

Student preparation: collect four-character words or idioms starting with numbers

Class schedule: 3 hours

Teaching process

First lesson

1. My findings

1. Teacher: What will we learn this time? Found it? Let’s walk into “my discovery” of Chinese Language Garden 4 together!

2. Show the six phonograms of "bubble, full, run, hold, robe, cannon", observe and talk about your findings.

3. Read the rhyme to yourself with the help of Pinyin.

4. Share your findings within the group.

5. Read the words of your study partner by name.

6. According to the prompts of your learning partner, talk about the characteristics of the six words "bubble" and "satisfaction".

7. Extension: What other new words can you think of that contain the word "包"? Can you talk about it like in the book? (For example: hail rain turns to hail)

8. Memorize "tea and whip".

A. Read together and read by name.

B. Tell me how to remember.

2. Accumulation over time

(1) Reading notes

1. Read the words freely.

2. Name and tell us what you discovered? (They are all four-letter words, starting with numbers, ranging from one to ten)

3. Read in various forms. Read together or in groups. Teachers, students, and students tell each other the numbers and words.

4. Peers tell each other what these words mean in their own words.

5. If there is anything you don’t understand, bring it up and discuss it with the whole class. (Teachers can explain individual words appropriately.

)

6. Extension: What other four-character idioms or words do you know that start with numbers?

(2) I will fill in

1. Give examples.

Give me an example sentence, read it, and tell me what punctuation should be added? Read the tone.

2. Practice adding punctuation.

3. Practice reading aloud and ask for the tone.

3. Display stand

(1) Literacy exchange station

1. Stimulate interest and reveal tasks.

Teacher: Students have learned a lot of new words in class. Now let’s take them to our “Literacy Exchange Station” and share them with everyone.

2. Combine freely and communicate about literacy status in the way you like.

3. Name the person to present on stage and talk about your literacy experience.

(2) Story Meeting

1. Teacher: After walking out of the "Literacy Exchange Station", we enter the wonderful "Story Meeting".

2. Prepare stories freely.

3. Tell stories in the group. (Telling takes turns, students who listen can give good suggestions to the storyteller.)

4. The group recommends a representative to tell a story on stage.

5. Select the “Story King”.

6. Ask the “story king” to introduce his experience and summarize how to tell a good story.

Second Lesson (Oral Communication)

1. Read the story and understand the content of the passage and several basic ideas.

1. Watch animations, tell stories, and perceive the content of short texts.

2. Read the story freely and understand the several opinions about the grandfather and grandson riding donkeys.

3. Guide students to report the four statements in the story and write on the blackboard at the same time.

(1) Middle-aged people think that two people cannot ride donkeys.

(2) The old man thinks that he should respect the old man and let grandpa ride.

(3) The child thinks that the grandson should be allowed to ride.

(4) Vegetable growers think it would be stupid not to ride a donkey.

2. Build a platform and fully communicate.

1. Communicate with deskmates.

Tablemates communicated with each other: Who should the grandfather listen to? The teacher suggested: Speak your thoughts clearly and listen carefully to the other person’s speech.

2. Group communication, divided into groups according to different viewpoints.

(1) Investigation grouping.

A. Agree that Grandpa rides a donkey as a group.

B. Those who agree that Sun Tzu rides a donkey are a group.

C. Agree that we cannot all ride in one group.

D. Agree not to ride as a group if they are too stupid.

E. Students with different views from the above four groups are grouped together.

(2) Communication within the group.

3. Report and communicate.

Guide students to report in the way they like, complement each other, work together, and clarify the ideas in the group; pay attention to teacher-student evaluation, cultivate students' affectionate attitude towards communication and good communication habits, and improve their communicative ability.

4. Interactive exchange of different viewpoints.

Based on the report of the same viewpoint, guide groups with different viewpoints to interact and communicate, fully reason and persuade others. Create situations again to make students communicate more deeply.

3. Play a role and understand the truth.

Teachers and students play roles and create communication situations. Through such exchanges, students can understand the truth contained in the story: be independent in doing things.

4. Connect with reality and expand exchanges.

Guide students to connect with their own life reality and expand their communication space. Make students gradually realize that communication is a need in life, so that students can better communicate with others in life.

The third lesson

1. Conversation introduction

1. Teacher: Have the children been to the zoo? What cute little animals have you seen? (Encourage students to speak freely and say a complete sentence.)

2. Clarify the learning content of this lesson. Teacher: In this lesson, let’s go to the zoo to see the cute monkeys.

3. Writing on the blackboard: Look at pictures, write words and watch monkeys

2. Compare, whose eyes are brighter

1. Transitional language: The appearance of a little monkey How interesting! Look, the interesting little monkeys not only attracted us, but who else came to see them? Compare whose eyes are brighter and can clearly see what these little monkeys are doing and what the children are doing. But there are so many little monkeys, where do you start? Guide students to explain the order of observation.

2. The teacher shows the pictures and the students observe carefully. (Write on the blackboard: Look)

3. Name and talk about the content of the picture.

(1) The teacher guides the students to talk about each little monkey one by one according to the sentence pattern of "the little monkey is ___________". During the process of students speaking, teachers can guide students to participate in evaluation.

(2) It’s really fun for teachers to guide students to look like little monkeys! Some are in ________, some are in _________, some are in___________, and some are in _________. Use the sentence structure to talk about the content of the picture.

(3) What are the children doing?

4. Summary. Compare the children with "brightest eyes" to maintain their interest in learning for the next stage.

3. Contest, who has the best little mouth

Transition language: The children’s eyes are really bright. They can look at this painting so carefully. I believe everyone can not only see The content of the picture is clear and can be explained clearly. Let's compete to see who has the best mouth!

1. Name and talk about what you saw. Instruct students to clearly explain the main content of the picture according to the sentence structure of "when, who, where, and what." (Write on the blackboard: Talk)

2. Organizational evaluation: Which children can specifically explain the content of the picture, especially the various postures of the monkeys.

3. Summary. Compare the children with "the best little mouths".

4. Compare to see whose writing ability is stronger

Transition language: The teacher discovered that the children not only have bright little eyes, but also a eloquent little mouth! So, the teacher would like to ask the children to think carefully and write down the scene they just saw in a few sentences. I wonder if you are confident? (Writing on the blackboard: writing)

1. Show the writing requirements: write the title, use punctuation marks correctly and fill in the boxes independently. Use the right words and write clear sentences.

2. Students write and the teacher guides.

5. Comment on who has the strongest ability

1. Comment on excellent materials. During this part of the teaching process, it is necessary to highlight the praise for "writing the title, using punctuation marks correctly and being independent." "Zhan Ge is written completely". Have students read the revised words again.

2. Present high-quality materials for composition (lower grade students should first select good materials for communication and demonstrate to more students.) In the teaching process of this link, teachers should highlight the "expression standards" Or students who have individual expression”.

3. Provide examples of medium-level materials and provide guidance on modifications. (Find out the serious problems existing in students’ homework and provide guidance.)

4. Class summary: Compare “bright eyes, clever mouth” and “little writers” to stimulate students’ future development Interest in writing.

Design concept

Focus on the comprehensive application of Chinese knowledge, the overall development of listening, speaking, reading and writing skills, the communication between Chinese courses and other courses, and the close integration of book learning and practical activities. Enable students to comprehensively improve their Chinese literacy in independent activities of interest, thereby cultivating primary school students' active inquiry, unity and cooperation, and courage to innovate.

Teaching objectives

1. Learn adverbs with antonyms. Be willing to explore and can discover the structural rules of words.

2． Learn new words and review old words through comparison and discrimination. Able to read independently, distinguish words with similar shapes, and read poetry correctly, fluently and emotionally.

3. Read the modern poem "A Little Stone Girl".

4． Mobilize students' enthusiasm for participating in discussions through oral communication. Cultivate students' ability to analyze and solve problems. Cultivate interest in learning.

5. I can show you my extracurricular learning experience, the posters I co-organized with my partners, and other content related to recording the "June 1st" activities.

Preparation before class

Teacher preparation: projector, word cards, collection of materials

The class is scheduled for three periods.

Teaching process and design intention

First lesson

1. My findings

1. Read the words and discover them yourself. Understand the rhythm of words when they are read aloud.

2． Words lose weight, communicate discovery. Tablemates share their findings with each other. After weighting down the words, I discovered new words: size, depth, height, length, thickness (all are antonyms)

3. Communicate with the whole class and summarize the findings. After sharing with the whole class, they summarized: These words not only have the same overlapping form, but also are composed of two words with opposite meanings.

4． Say the words the same way.

Large and small (size) more or less ()

Deep and shallow () high, high and low ()

Long and short () thick and thin ()

5. Show new discoveries of wisdom and expand your practice. What other antonyms have you found in life? Say a few more words like this. (Teacher writes on the blackboard with camera) Such as: up and down, front and back, left and right, in and out, inside and outside, stop and go...

6. Read the words in the book and the words you just accumulated.

7． Choose 5 words to add to the book.

8. Use a variety of games to say antonyms.

［Design Intention］

This is an exercise to guide students to independently discover the rules of word formation. The design of this link focuses on guiding students to explore and discover two groups of words. Bad, but the part of speech and meaning are quite different. When teaching, let students observe, discuss, and encourage students to express their personal opinions, so that students can experience the joy of discovery and feel the richness of the Chinese language.

2. Accumulation over time

1. Read and recognize

(1) Now, let’s go to the word game palace and have a look!

(2) Cooperate with each other in the group and talk about what you discovered and how you remembered these words.

　(3) Group report

　①Words indicating vegetables: radish, eggplant, mushroom (related to vegetables)

　②Words indicating cooking Words: stew, roast, roast (related to "fire", all contain the meaning of "cook".)

　③ Words that mean hands-on: grill, carry, pick (related to "扌",

④ Words that mean to move your feet: stomp, kick, jump (related to "?", all of them mean to move your feet.

)

(4) Think about it

① Let’s talk about a few more words for vegetables: ─────── (related to vegetables)

② Let’s talk about a few more words that mean “cooking”: ───── (related to “fire”.)

③ Let’s talk about a few more words that mean doing things: ──── — (Related to "扌".)

④ Let's talk about a few more words that mean moving feet: ───── (Related to "?".)

　2 ． I will fill it out.

①Review the question. Tell me the meaning of the question.

② Talk about the differences between each group of words.

③Communicate with each other and within the group at the same table to find words that can be matched.

④Communicate with the whole class. Inspire students to talk about other words they can fill in, and encourage everyone to express different opinions.

⑤Choose a phrase or a few sentences that you like, and the teacher encourages innovation.

⑥Expand practice and create situational language: such as

The beautiful scenery of Huangshan──────; the endless flow of cars──────

⑦Complete homework independently. After finishing, the tablemates can check each other.

Purchase () review () break () pick up ()

Ditch () flat () glass () give ()

Carry () Dian () )Continuation () Money ()

Bell () Sentence () Reading () Line ()

3. I can read.

(1) Read poetry to yourself. Students read poems to themselves using pinyin.

(2) Talk about what you understand and what you don’t understand.

(3) The whole class exchanges poems of reflection.

(4) Practice matching pictures to poems: What do you think should be drawn?

(5) Read poetry. Further understand the artistic conception of the poem.

［Design Intention］

This link focuses on guiding students to discover on their own, guiding students to practice their own life experiences to think and apply new knowledge, and guiding primary school students to cooperate and communicate on their own. This is the new A concrete embodiment of the curriculum’s concept of “promoting student development”.

［Teaching Reflection］

Teaching is to avoid having to teach. Teaching is to guide students to learn on their own. When students have sufficient space to express themselves, they will constantly surpass their original cognitive level and imagination, form a positive creative spirit, and promote the development of their own understanding, imagination, and thinking. In this way, our Chinese teaching also truly achieves the integration of humanities and tools.

Chinese is ultimately called “language”. The fundamental attribute of the Chinese subject is instrumentality, and the fundamental task of the Chinese subject is language training. The image of knowledge in students' brains cannot be a copy of textbooks, but a personalized knowledge system full of individual thinking and wisdom of the crowd. It is a knowledge framework full of vitality and creative space. The first thing to consider when developing activities is to do everything possible to bring cognitive joy to students, so that students can continuously accumulate and store knowledge through listening, speaking, singing, playing, reading, writing, audio-visual and other activities. Therefore, this design is intended to build an activity platform where teachers and students can drive the "Knowledge Express" together. During the teaching activity, students first put their gains into "small achievement bags" and then selectively "buy tickets to get on the train." . Such activities may seem disordered, but there are many inherent rules that support orderly operations, and students will become the true masters of knowledge. The teaching design of "Chinese Garden" should be even more like this.

Second Lesson Oral Communication

1. Reproduce the situation

(1) Quote the first paragraph in the book.

(2) Group discussion: What should he do? Why?

(3) Collective communication.

The teacher summarizes the students’ practices: ① Write down Xiaolong’s name. ②Don’t remember.

2. Make suggestions

(1) Divide into two groups based on different opinions. Sitting opposite each other.

Name the two teams pros and cons respectively.

(2) Select a presenter to state your own point of view. After the presenter explains his or her point of view, each party starts a debate and fully explains the reasons why their own point of view is correct and the reasons why the other party is wrong.

The deskmates talk to each other and the whole class communicates.

3. Small Debate

(1) State your views.

(2) Free debate.

(3) Teacher president, summary.

［Design Intention］

The design of this link focuses on cultivating primary school students’ oral expression skills and awareness of participation and cooperation, which is conducive to the optimization of classroom teaching. Teachers became the chief among equals. The debate among primary school students not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to use their brains and mouths.

［Teaching Reflection］

In this oral communication class, the teacher’s role has changed, from a professor to a learning partner. This discussion has considerable positive significance and should be vigorously promoted. Students have also transformed from listeners to active participants in learning and the masters of the classroom. Students change from passively accepting knowledge to experiencing it themselves. Teachers change from indoctrination to guidance, and students change from listening carefully to using their own brains and mouths. It pays attention to the use of independent, cooperative and inquiry teaching models, creating a broad space for giving full play to students' creativity. At the same time, such a class also fully reflects that students are the main body of the class and teachers are the leaders. In fact, the focus of the classroom has shifted: from focusing on teachers’ “teaching” to focusing on students’ “learning,” and from focusing on results in the past to focusing on students’ learning processes. The original rigid model in which teachers emphasized "pay attention to listening" was replaced by teachers' timely guidance and guidance. This focuses on the personal experience and practice of student learning. Learning styles have also changed. But the requirements for teachers are even higher. Developing the habit of oral communication does not happen overnight. Teachers must persevere and persist in training students. In this way, good listening and speaking attitudes and language habits can be developed. It should be noted that in the teaching process, teachers should pay attention to guiding students to develop elegant manners and conversation, and cultivate students' self-confidence and good personality qualities.

Lesson 3

1. Display stand

1. Read what your friends say and tell me what you know?

2. Understand the "basic requirements for citizen moral cultivation".

You can practice practical understanding of life, you can also give examples to understand, and you can also tell stories to help children understand.

3． Talk about what you did well and what you didn't do enough.

4． What do you want to do for the collective?

5． Teacher summary.

［Design Intention］

Think in connection with life experience, realize in thinking, and understand the “basic requirements of citizen moral cultivation” through communication and display.

2. Display the "June 16 Small News".

1． Group communication.

For example: the name and content of the tabloid, how the team divides labor, how to collect information, etc.

2. "Pitch the Tabloid" contest.

If you were a salesman, how would you promote your tabloid to the market or readers?

(1) Free preparation first

(2) Communicate within the group and recommend the best salesman.

(3) Whole class communication.

3． Teacher summary.

3. Paste students’ tabloid works.

［Design Intention］

Guide primary school students to exchange life experiences and organize a “Tabloid Selling” competition for primary school students. It is a very interesting and meaningful practical activity in itself. In such practical activities, primary school students generate wisdom and gain experience, success and happiness.

This kind of comprehensive learning that transcends and communicates listening, speaking, reading and writing is conducive to stimulating students' interest in learning, and is conducive to comprehensively improving Chinese literacy in students' independent activities of interest. important way to the spirit of innovation. Teaching design for the second volume of the first grade "Chinese Garden 2" 3

Learning objectives

1. Be able to clearly communicate what you observe, and dare to express your feelings and ideas, and in communication, you can ask for advice and discuss with others about things you don’t understand.

2. Be able to write down what you see and feel in an informal way. Pay attention to the content that you find novel and interesting, or the content that impresses you the most and moves you the most.

3. Discover and use literacy methods on your own, and develop the habit of active literacy.

4. Be able to discover the fun of careful and long-term observation.

5. Be able to recite the "accumulation over time" part.

Preparation before class

1. Arrange students to observe things they are interested in some time in advance.

2. Prepare the "creeper" picture.

First lesson

Teaching process

1. Reading, reading and writing

1. Check pronunciation and exchange methods of memorization.

a. Read the notes freely and read the correct pronunciation.

b. Exchange methods for recognizing and remembering difficult-to-remember character forms.

2. Learn from each other’s strengths and memorize them again.

3. Dictate words in groups and pay attention to writing standards.

a. Residential address hidden.

b. Cave sloped flat spacious

c. Uniform overlapping gaps traces

d. Attractive, no regrets, happy with the situation

2. Reading Notes

1. Read the correct pronunciation.

a. Read the word by name and pronounce it correctly at any time.

b. Read them in order.

c. The deskmates read to each other, with one person giving random and quick instructions while the other person reads.

2. Talk to resolve doubts.

a. Ask questions you don’t understand and communicate with others to resolve the doubts.

b. Freely choose a few words to say a paragraph.

3. My findings

1. Show pictures of "creepers", observe independently, and communicate findings.

2. Show the sentences in the text, read them thoroughly, and discover the subtleties of the author's description.

3. Why can the author write about the ivy in such a detailed and specific way? Think and communicate.

4. Read the words of "Xiao Lin" and "Xiao Dong".

IV. Idiom Stories

1. Writing a story requires careful and long-term observation of a certain thing, and the same is not true for other things? The story "With Confidence" is a very good one. Good illustration.

2. Read stories. Understand the content of the story and the meaning of the idioms.

3. Which language in the story made a particularly deep impression on you?

a. From the examples of "vivid and expressive" and the third natural paragraph, you can feel the lifelike image of the painting.

b. The second natural paragraph and the fourth natural paragraph in the article contain so-called "secrets", which reveal the inevitable connection between "observation" and achievement.

4. Tell stories.

5. Accumulation over time

1. Yes, someone has carefully observed the representative flowers of each month and compiled a song. Listen to the teacher sing first.

(Choose an appropriate tune from the original song)

2. Read the sentence correctly.

3. Read it carefully. What features do you find in this passage? Which words and phrases are particularly cleverly used.

(Words such as "red as fire, full of yellow branches, hidden in the snow" succinctly summarize the characteristics of flowers, making people have infinite reveries. And all of this is due to careful and long-term observation)

4 , read it well and become a chant, chant it and become a chant.

Lesson 2 Oral Communication

1. Our lives are diverse and our world is rich and colorful. As long as you observe carefully, you will have unexpected gains. After looking at the three pictures here, everyone will find that the feeling of "careful observation" is really good.

2. Look at the pictures independently, and then share the picture that interests you most with your classmates, tell them what you saw, and tell your classmates how you found it?

3. Observe the other pictures again, maybe there are still secrets that have not been discovered.

4. The whole class will discuss and comment. Whoever finds the most and the most interesting things, and whoever explains the most clearly and wonderfully will win the "Discerning Eyes" award.

a. Tell us about your most proud discovery.

b. You can talk about your second discovery result and mood after being reminded by your deskmate.

c. You can talk about the debate process between you and your deskmate about a certain picture.

d. You can also talk about the different findings and feelings when you look at the pictures for the first time and the second time.

5. In addition to visual enjoyment, what else do these three pictures bring to you?

6. Comment on the candidates for the "Discerning Vision" award.

7. Expansion: This picture is wonderfully conceived. If you use your discerning eye well, you may get the joy of a good harvest. Look at the pictures carefully and tell your friends clearly what you find.

The third lesson, homework guidance

1. Through the study of this unit, the teacher, like everyone else, gradually realized the happiness that observation brings us. In this class, the teacher wants everyone to share this happiness together. Who is willing to pass on the joy of their after-school observations to everyone?

2. Name and comment, and teachers and students will comment together.

Focus on the following points:

a. What things were observed and how were they observed?

b. Are there any new discoveries?

c. While observing, what struck you deeply.

3. Each person takes a topic based on what the classmate has said.

a. The students explain the topic and the teacher organizes it.

b. Which topic do you like and why?

4. Everyone has their own observations. It would be very interesting to write them down. What should you pay attention to when writing? The discussion is clear:

a. Pay attention to what you think. Write down the content that is novel and interesting, or the most impressive and touching content.

b. You can write it down in an informal way. If you conduct continuous observation, keep an observation diary. You can select a few diaries that you feel satisfied with and modify them carefully. As an exercise, the title can be "Observation Diary -", and pay attention to the format of the diary.

c. Choose the method you like and carefully draft the questions.

5. Students draft and teachers inspect.

6. Students communicate about a certain fragment and comment together.

7. Revise or criticize each other, focusing on whether the wording is appropriate, whether the sentences are smooth, and whether the meaning is clear.

Lesson 4 Commentary on Composition

1. During the correction process, teachers can choose the following types of examples as the content and direction of students’ comments.

a. Comparison of the same thing from different angles of observation and description.

b. Description of the same content, rough and detailed comparison.

c. Appreciation of excellent exercises.

2. Self-revise the manuscript based on the comments.

3. Transcribe exercises.