A summary of five articles on the design of Chinese teaching scheme in primary schools

The five-paragraph summary teaching design of primary school Chinese teaching plan is to arrange the teaching elements in an orderly manner according to the requirements of curriculum standards and the characteristics of teaching objects, and determine the appropriate teaching plan. Below I will share with you the design of primary school Chinese teaching plan, enjoy it, and hope to help you.

Design of Primary Chinese Teaching Scheme I

Teaching objectives:

1, will you recognize it? Furnace, Lu, waterfall, question? Four words, can you write? Furnace, silver, stream, willow? Four words.

2, can use courseware to understand the content of ancient poetry, understand the artistic conception of poetry.

3. Read and recite ancient poems with emotion and feel the poet's praise for the beauty of nature.

Teaching focus:

Feel the spectacular sight of the waterfall pouring down.

Teaching preparation:

Multimedia courseware (video of Lushan Waterfall), slides (text, ancient poem "The First Send of Baidicheng")

Teaching time:

One class hour

Teaching process:

First of all, the dialogue is interesting.

Students, the waterfall is a great wonder of nature. Do you want to enjoy it? Today, we will go to enjoy the waterfall of Lushan Mountain with Li Bai.

Second, with the help of the media, feel the beauty of the waterfall.

1, ladies and gentlemen, our trip has begun. Now we come to Lushan Mountain in Jiangxi Province to watch the waterfall flowing down from the top of the incense burner peak. After reading it, tell me your impression.

2. Play the video for students to watch.

3. Students express their opinions: your feelings. What is Lushan Waterfall like?

In the face of such beautiful scenery, Li Bai can't help chanting? The incense burner in Rizhao emits purple smoke (after reading the blackboard writing "Looking at Lushan Waterfall")

5. Is the scenery depicted in the poem beautiful? You can also open the book and read it several times freely!

Read alone, read together, and read by name.

Most students have never seen a waterfall. Playing the video of the waterfall can not only stimulate students' multiple senses to observe and cultivate their observation ability, but also stimulate students' interest in expressing their views and reading ancient poems. )

Third, appreciate ancient poetry.

1. Read ancient poems freely, watch illustrations and recall scenes in videos, talk about the meaning of poems, and mark the places you don't understand.

2. Communicate in groups, ask questions and answer each other first, and then talk about the meaning of the poem.

3. Students provide comments for the video. Practice before naming.

Intuitive visualization is abstracted into images, which slows down students' experience of artistic conception of ancient poetry and deepens their experience of poets' emotions. )

Fourth, read and recite ancient poems.

1, help each other at the same table, practice reading ancient poems and read Li Bai's surprise and admiration.

2. Read and comment by name.

3. Read ancient poems together.

4. Watch videos and practice reciting ancient poems.

Verb (abbreviation of verb) expansion and extension

1. Play the slide show "Early release of Baidicheng".

2. Students read aloud and accumulate recitation after class.

Expand another poem by Li Bai, arouse students' enthusiasm for autonomous learning and enrich students' extracurricular accumulation. )

Six, guide to remember words and write words

1. Put a slide with words on it, read it freely, read it with your fingers and read it together.

2. Ways to exchange and remember new words.

3. Guide the writing of new words.

The emergence of new words in different words helps students to better understand the meaning of words, accumulate rich vocabulary and improve the efficiency of classroom teaching. )

Design of primary school Chinese teaching scheme II

First, the characteristics of attention development of primary school students

Attention is the premise of primary school students' learning activities. The attention development of primary school students has some characteristics: unintentional attention is dominant; Gradually transition to intentional attention. It will stimulate students' learning motivation, and those intuitive, concrete and vivid things can easily attract students' attention; Pupils' attention retention time is short, it is difficult to pay attention to the same thing for a long time, and they are easily influenced by some novel stimuli. Psychological experiments show that, generally speaking, 7? 10 children's sustained attention is about 20 minutes, 10- 12 children's sustained attention is about 25 minutes, 12 children's sustained attention is about 30 minutes. Attention runs through the whole process of pupils' psychological activities. Cultivating good attention is very necessary for developing pupils' intelligence and personality and successfully completing their learning tasks.

Because the fundamental feature of primary school students' attention is that unintentional attention is dominant and intentional attention is developing, but it is not perfect, so the cultivation of primary school students' attention should start with the law of unintentional attention and gradually develop various qualities of intentional attention. Therefore, in primary school teaching, making full use of students' unintentional attention is an important condition for successful teaching. For example, make full use of various intuitive teaching methods (such as the application of micro-courses) and actively prevent factors that may distract children's attention.

Second, the characteristics of primary school students' thinking development

Thinking is an advanced stage of human cognition, which reflects the inherent regularity and essence of things and is also an important support for children's learning. The basic characteristics of primary school students' thinking development are: concrete images dominate and gradually transition to abstract logical thinking.

However, this abstract logical thinking is still directly related to perceptual experience to a great extent, and it has a large number of concrete images. In other words, although there are some abstract elements in the thinking of primary school students, they still focus on concrete thinking in images. Due to the lack of life experience and the limitation of intellectual development level, primary school students often can't understand things and grasp concepts in essence. Most of the things they master are concrete and can be directly perceived, and it is difficult to distinguish the essential attributes and non-essential attributes of things. So teachers should use it more in teaching? Specific examples? And then what? Intuitive characteristics? Form, so that primary school students can easily grasp the relatively complex content for them, further promote the transformation from concrete and perceptual practice to abstract generalization, help to gradually improve the various abilities of primary school students in the process of thinking, inspire them to consciously organize their own intellectual activities, and enable children to master not only knowledge but also thinking methods. Therefore, in primary school teaching, because primary school students have? Understanding abstract content usually depends on intuitive things to digest and absorb? Such thinking characteristics, so teachers should make full use of various intuitive teaching methods in Chinese teaching, such as the application of micro-courses, to better promote the development of students' thinking.

Third, the interest characteristics of primary school students

Interest refers to the inherent tendency towards an object. This tendency is developed in social practice. In fact, interest is a kind of motivation. The difference is that the interest-driven activities are more focused and the objects are more specific. Interest is divided into direct interest and indirect interest Direct interest is the interest generated by the need of learning itself, and indirect interest is the interest generated by the need to obtain results from learning. At the same time, interest plays a positive role in people's activities, especially in promoting primary school students' learning. Interest is the most active and positive psychological factor in primary school students' learning enthusiasm. If primary school students are interested in learning, they will study and explore voluntarily. At this time, learning is a pleasure for them, not a pain, which helps them achieve better results. Therefore, we often say? Interest. Yes, teacher? . So what are the characteristics of primary school students' interest in learning?

Pupils are very curious and feel interesting and fresh about many things, so they tend to contact, understand and further master. Because primary school students are poor in knowledge and poor in activity purpose, their interests are often easily attracted and tempted by concrete, vivid and vivid things, and knowing things always begins with their love for the things themselves. Then their interest in learning is not entirely because of their understanding of the significance and results of learning activities, but because of their interest in the learning process itself. For example, games in teaching, animation related to teaching content and role-playing of students can stimulate the interest of primary school students. Generally speaking, primary school students are interested in specific facts and experiences. Therefore, in Chinese teaching, teachers should make full use of various positive means to stimulate students' interest in learning Chinese, so that students can make full use of their brains, actively engage in activities, and use their hands and brains to make them learn actively and flexibly. Using children's direct interest in learning is an effective measure to improve children's learning enthusiasm and learning effect. If teachers restrict or even deprive children of their activities in class, they will soon get bored and bored with learning, thus reducing their enthusiasm for learning.

Fourth, the characteristics of primary school students' learning.

The characteristics of attention, thinking and interest of primary school students determine the characteristics of primary school students' learning. It is precisely because of the short attention time of primary school students, mainly unintentional attention, that primary school students have many concrete images in their thinking, so primary school students prefer intuitive things 1 to give lectures to primary school students, which will get twice the result with half the effort, that is to say, teachers pay a lot, but the teaching effect is not obvious at all, and students' gains are minimal. And our traditional teaching method in the past is like this, which has greatly hurt many students. With the development of the times, there are many high technologies. Our education should also keep up with the pace of the times, and use various technical means, such as multimedia means, to visualize some complex and abstract contents and present them to students in an intuitive form, which conforms to the characteristics of students' physical and mental development, stimulates students' interest in learning and greatly improves students' learning efficiency.

Design of Chinese teaching plan for primary schools III

Teaching objectives:

1. Guide children in their own lives through learning? Discover maternal love? .

2. Cultivate children? Normal? The ability to find materials in daily life.

3. Be able to read and recite the full text correctly, fluently and emotionally.

4. I can know 9 new words and write 10 new words.

5. Try to write a paragraph in the form of "maternal love".

Teaching suggestions:

1, this poem selects five life segments, which shows the selfless love of the mother to the child and the love of the child to the mother. Mother fanned her fan in hot summer, sent umbrellas to her children in rainy days, and took them to the hospital. These life details happen in almost every family, and every child has experienced them. Because it is commonplace, children are easy to ignore. Therefore, when reading, it is necessary to guide children to think. Does mother do this? Small? Is it easy?

2. In the last two sections, maternal love is reflected, right? Me? In terms of care and help for the growth of ideas, students can talk about it themselves. What did you think when your mother taught you? How did you do it? How come? Don't sing high-profile songs to avoid this kind of love becoming boring.

3. It is sometimes inappropriate to guide students to treat their parents correctly. In this regard, we can organize students to have heart-to-heart talks with their mothers, or record children's discussions and give them to parents for discussion.

4. For some students who lost their mothers because of the lack of maternal love, we should always pay special attention to them, talk to them alone and talk about their reading experience, so that children can understand that the teacher's love is the same as the maternal love in the text.

Outward bound training:

Compare first, then group words.

Clear () Check () Umbrella () Cut ()

Eyes () are flatter than ().

2. Fill in the appropriate words in the brackets.

A () night, a () fan and a () dress.

An umbrella, a past, a criticism

Third, learn the way the text looks and make up another section. I believe you can do it.

Teaching preparation:

Word cards, audio tapes and courseware

Teaching process:

First, create a scene that reproduces maternal love.

1, play the recording "Mother's Pride"

Students, are you familiar with your mother's voice? Here are some compliments from mothers to their children! Listen carefully and guess whose mother is praising him.

2. Will you praise your mother?

Speaking of your mother, the teacher can see that you are all very proud. Today, the teacher also brought a song praising your mother, "Only a mother is good in the world". Let's listen together.

Second, read the text for the first time and feel maternal love.

1, as the song goes, only mothers are good in the world, and children with mothers are like treasures. We have been growing, and mothers have made a lot of efforts. This is maternal love. In this class, we walked into love together. For the story, please turn to page 8 of the textbook and write on the blackboard: Motherly love.

2. The teacher reads the text with music.

3. Students read the text aloud and find ways to solve unfamiliar words.

4. Read the text by name and evaluate it at random.

Third, independent cooperation and happiness.

1, the new word doll wants to know how you met?

Students talk about their own literacy methods, and the teacher will arrange and supplement them appropriately.

2. Game literacy.

(1) When the teacher says a word, the students hold up the word card when they find it.

(2) Practice in groups to find new word dolls.

Fourth, emotional reading, appreciate maternal love.

1, the students choose their favorite five students to drive the train to read the text.

2. Combination of free reading and group reading.

(1) Choose your favorite poem to read. What do you understand from this article?

(2) When reading in groups, students should help each other. (The teacher makes a tour to understand the situation and give guidance. )

3. Report the learning situation.

Who wants to read his favorite poem? Tell me why you like this paragraph.

(1) When students report for the first class, guide them to catch it? My mother is giving me a fan, but my clothes are soaked with sweat? How do you feel that your mother endured the heat despite fatigue? Me? Fan Ai, do you understand why? Is maternal love cool? Then guide the students to read this poem with maternal love.

(2) when students report for the second quarter, guide them from? An umbrella covered my head, but the rain hit my mother. ? Experience my mother's selfless love, even if it rains, I will completely ignore it.

(3) When students report to the third section, guide them to read aloud repeatedly to get to know their mother. Touch my hot forehead? When anxious, so as to understand why? A mother's love is a tear? Then read aloud with emotion, and feel the mother's great love again.

(4) When students report to the fourth quarter, guide students to know their mothers in combination with the actual situation. A reproachful look? It's also love.

(5) When students report to the fifth section, guide them to talk and understand why. Motherly love is a kind of teaching? Then read aloud with emotion.

4. Read the full text with the music.

Five, contact life, praise maternal love.

Students, my mother's love is a cool breeze, an umbrella to keep out the rain, a drop of tears, a reproachful look and a kind instruction. Mom's love or something? It is the dribs and drabs in life. Because my mother takes good care of us every day, we all have a good time. Who can give an example like in the book to illustrate your mother's care and love for you?

1. Students talk about their mother's care and love from life.

2. Guide the students to praise their mother's words and make them into a poem.

3, discuss and help each other in the group, the teacher timely guidance, and then point a few students to talk.

4. Write down the poems you said, and then comment in the group.

5. Read the poem to mom and dad, or ask them for guidance.

Sixth, guide writing and consolidate literacy.

The Fourth Design of Chinese Teaching Scheme in Primary Schools

Introduction to teaching materials

In the hot summer, the sun is scorching, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. In this paper, refined words are used to describe the natural scene before, during and after thunderstorms. If we can combine reading with reading pictures organically and feel the different characteristics before, during and after the rain, we will definitely leave a deep impression on students. If conditions permit, children can be organized to observe this natural phenomenon, and I believe students will make new discoveries.

learning target

1, can recognize four new words and write 12 words.

2. Read the text silently and imagine while reading. Read the text with emotion and express different scenes before and after the thunderstorm through sound.

I am interested in observing the weather, and I can keep an observation diary.

teaching process

first kind

First, import

What's that noise, children? Students guess. This may be the sound of rain. What kinds of rain sounds are there? What kind of rain makes such a sound?

Second, literacy.

1, the first new word:

Read the text freely, circle the words you don't know and ask the students around you.

2. Recite new words:

Show the new words, let students observe the characteristics of these words, and then read them in different ways. For example, use actions to record pressure and sag; Remember chaos through association. Contact your own observation, imagine the small trees in the wind, and remember the messy words; Remember the rainbow by reading it in a different way.

3. Consolidate literacy:

(1) Contact the words and sentences in the text to consolidate literacy. For example:

Press: press. Dark clouds filled the sky and the darkness came down.

Chaos: Chaos. Suddenly, a strong wind blew and branches were scattered all over the floor.

Hang down: hang down. A spider hung on the net and ran away.

Rainbow: Rainbow. Rainbow hangs in the sky.

⑵ Consolidate literacy by combining your own life and reading practice.

Third, writing guidance.

1, my findings:

(1) Pronunciation: drooping, sinking, array, cicada, spider and spider all spit tongue sounds, while the color is flat tongue sounds.

⑵ The same radical: rainbow, cicada, spider and spider all have insect characters, and spider has the smallest insect character.

(3) Pressure, escape and yue are all semi-closed words. Escape is the side of walking, and the more you go to the word.

(4) The vertical characters are wide in the middle and narrow at the upper and lower ends.

2. I write very well:

Please write one word for each word first, and then write another word after comparison and summary, so that the second word is better than the first one.

3. Demonstration:

The three strokes on the right side of colored characters are arranged up and down, with the starting point on a vertical line and the second stroke on the horizontal center line. The flat mouth next to the worm word is wide and narrow; Write slender next to the word worm in the word spider. The upper margin of vertical type should be short and flat, the lower horizontal line should be lengthened gradually, and finally the horizontal line should be shortened.

Second lesson

First, import

Show the first illustration of the text and guide the students to tell what they have seen and heard.

Second, read aloud.

1. compare the text illustrations to stimulate the interest in first reading;

Show two illustrations of the text, compare the differences between the two pictures and contact your own. In real life, use your own language to describe different scenes in the picture.

Figure 1: The sky is overcast with lightning and thunder; The wind is whistling in the air, the rain is rushing, and the branches are scattered all over the floor; The children closed the window to watch the rain.

Figure 2: Blue sky and white clouds, rainbow hanging high, fresh air, tree-lined, children are ecstatic.

2. Read and evaluate each other at the same table and cultivate the spirit of cooperation;

If your deskmate reads better than you, please learn from him; If your deskmate reads it wrong or not as good as you, please read it to him. Let students learn to cooperate and accept other people's opinions, so as to read the text correctly and fluently.

3. Read the text silently and imagine the picture:

Imagine the scene before, during and after the thunderstorm while reading, and feel the artistic conception of the text as a whole.

4, reading accumulation, learning communication:

Read your favorite words and sentences, sketch the words that describe these scenes, and sort the words according to before, during and after the thunderstorm.

From the above text, what characteristics do you realize before and after the thunderstorm? Show your experience by reading aloud. Group study, exchange reading experience after reading.

5, report communication, appreciate the evaluation:

Read the favorite part of the group performance, and the rest of the students listen, appreciate and comment on the well-read words and phrases. For example:

(1) I use words well and read well. I feel that the dark clouds are fierce.

⑵ I am good at using hanging words and reading hanging words. I feel the rainbow hanging in the air like a colorful ribbon. It is very beautiful.

⑶ Good use of vertical characters and good reading. I feel the wind is particularly strong, and spiders are particularly afraid.

(4) I am good at sitting and reading. I can feel the leisure and happiness of spiders.

6. Read the text again and show your experience by reading it aloud.

Third, accumulation and application.

1, string burning:

It's getting brighter, bigger and bigger.

Still, silence, a () without ()

2, you hold me a word:

The thunder abated, and so did the rain.

The pond is full of water.

③ (), () also ().

3. Finish reading and copying exercises after class.

Fourth, practical activities.

1, create a situation, and make oral communication with me as the topic. Learn the weatherman to broadcast the weather forecast to the public. Citizens can call the Meteorological Observatory for advice if they don't understand.

2. Observe the weather changes after class and keep a diary.

The Fifth Design of Chinese Teaching Scheme in Primary Schools

I. teaching material analysis

The lion and the deer is the 28th lesson in the first volume of the third grade textbook of People's Education Press. This text is an allegorical story. According to the sequence of events, the article vividly describes the deer admiring its two beautiful horns by the pond and complaining about its slender legs. Then it wrote that the lion came at it, and the deer's four slender legs let it escape, but its beautiful horns almost killed it. The plot of the text is compact, the contrast is sharp and the language is very beautiful.

Second, talk about teaching objectives

It is difficult to understand the truth contained in this text. Understanding deer's different attitudes towards their legs and horns is the focus of learning. At the same time, this text is a skimming text, so skimming the text only needs to know the general idea at the beginning, and the teacher only needs to grasp the key points to guide the children to understand the text, while the children mainly use the reading methods learned by intensive reading to understand the text. Then combined with the analysis of the characteristics of the class and the grasp of the important and difficult points of the text, to help the students.

First, understand the main content of the fable through reading.

Second, using the existing reading methods, we can understand the words in the context and want to understand the text while reading.

Third, you can exchange your thoughts and experiences with your peers in the reading process and read the text with your own unique feelings.

Fourth, we can understand the truth contained in the story in combination with our own life reality, that is, we should look at things and others, beauty and application in an all-round way under different conditions and environments, but it has the value of existence, so as to learn how to look at and think about problems comprehensively and objectively, and get the initial education of scientific thinking methods.

Third, talk about the teaching process

It is pointed out in the Chinese curriculum standard that the focus of our reading teaching is to cultivate children's ability to feel, understand, appreciate and evaluate. Students are the main body of reading, and reading is his personalized behavior. As individuals of life, students enter the text with their own unique feelings and unique life experiences. In the process of reading, he will use his existing study and life experience to feel the text, understand the text, appreciate the text in communication, and then evaluate the people and things in the text and life.

In the teaching of this class, I firmly grasp the relationship between students' reading, study and life, and adopt reading-oriented teaching methods to let students understand the text in multi-level and multi-form reading activities and understand it from their feelings. There are three specific teaching ideas:

First, image display, question guidance, stimulate students' interest in learning, show the two animal friends, the lion and the deer, show the beautiful image of the deer in front of everyone, and guide the children to guess what kind of story there will be between the lion and the deer. What truth does it tell us? Then stimulate children's interest in reading the text.

Second, multi-level reading, sentiment exchange, and understanding the truth contained in the story. We know that students' understanding of the text is based on multi-level reading. In this class, I will experience the whole process of reading and learning with my children. Through four levels of reading activities, students can generate and construct new knowledge on the original basis, specifically:

The first kind of reading is to let children read freely and let them clear the text barrier;

The second reading is an introduction to check students' reading comprehension of the text. The teacher plays up the atmosphere through intonation, so that students can perceive the story as a whole and understand the main content of the fable story.

The third kind of reading is intensive reading, which mainly uses pictures and music to bring students into the scene of the story, so that they can use the reading methods they have learned in intensive reading to read and think, read the relevant paragraphs in the text with their own experience and feelings, and then communicate the most impressive paragraphs with their peers to understand the truth contained in the story in combination with their own life reality; The fourth reading is to read, appreciate and accumulate good sentences in the text.

Third, pay attention to accumulation, enter life and combine learning with application. We know that Chinese learning is not achieved overnight, and it must be accumulated over time. I feel that without accumulation, Chinese literacy will not be improved. In the teaching of this class, I will accumulate beautiful sentences in fables with my children, and combine with their real life to accumulate the truth learned in this class, that is, to look at things comprehensively and others comprehensively. I think this will make children's classroom learning truly combine with life and realize the true meaning of life.

Fourth, write on the blackboard

My blackboard writing is mainly used for matching words and stickers? Graphic? Writing on the blackboard, illustrated with pictures and bright colors, highlights the key points of the text and conforms to children's psychological characteristics and cognitive level.