Textbook, Teaching Plan and Teaching Reflection of "Spring" in Grade Two of Primary School

# 2 grade # Introduction "Spring Water" is a text in the second volume of the second grade of primary school. In this paper, the anthropomorphic method is used to describe the place and story of the spring water from rushing out of the cracks to flowing into the sea. He painted four beautiful and poetic paintings in a childlike style: the pool on the hillside, the flat land in the mountain, the orchard on the hillside and the quiet valley. The language of the article is fresh and lively, lively and lovely, and the picture is full of sense, which makes students feel immersive when reading this text, just like a clear spring, which can not only stimulate students' interest in learning words, but also deeply appreciate the spirit of selfless dedication like a clear spring. The following are the texts, teaching plans and teaching reflection related materials of the second grade of primary school, hoping to help you.

1. The text of "Spring Water" in the second grade of primary school

Ding Dong, Ding Dong, who plays the piano on the mountain? Oh, it turns out that a clear spring rushed out of a crack in the stone and came to this sunny world. The spring water flows into the pool on the hillside, and my sister in the mountain carries a crock to fetch water. Spring says, "Come on, come on! I have a lot of water and there is a natural water tower on the mountain. "

The spring water flows through the flat land in the mountains, and the red azaleas see their beautiful figures. Spring says, "Take a picture, take a picture! My water is very clear, like a big bright mirror. "

The spring water flows into the orchard on the hillside, and the fruit trees gulp water. The spring said, "drink, drink!" " My water is very sweet. You can bear bigger and sweeter fruits when you are full. "

The spring water passes through the quiet valley, and the thrush is singing heartily. The spring said, "Sing, sing! My piano is beautiful, just to accompany your crisp singing. "

Ding Dong, Ding Dong, happy spring, playing the piano and running down the hill. Run and run, and meet many companions along the way. They greet each other: hello! Hello! They agreed with each other: See you at sea! See you in the sea!

Ding Dong, Ding Dong ...

2. The "spring water" teaching plan for the second grade of primary school

Title on the blackboard: Teacher: What do you want to know after reading the title?

Where does spring come from? Where are you going? What did you see on the road? What did you hear?

Write the students' questions on the blackboard.

Second, read the text for the first time and feel it as a whole.

1, the teacher enjoys reading.

2. Students learn the text by themselves according to the self-study steps.

Learning guidance: (projection demonstration)

1, mark: mark the natural segment.

2. Note: Draw birth words, new words and uncommon words, ask and write them down.

3. Draw: Draw your favorite sentences.

4, thinking: imagination-Lenovo.

3. Check the new words

(1) Little teacher reads.

(2) indicates a partial guess.

(3) serial number guessing.

(4) Remember new words, and tell me what good ways you can remember new words.

⑤ Show the new words in the text. Students can read them freely, circle their favorite faces and then read them together.

⑥ Extended words.

Third, communication between teachers and students.

1, reading: read the new word card by train (be sure to remember the pronunciation quickly) and raise your hand to answer the group words.

2, read together: go to Pinyin to read (flat tongue, once before and after nasal sounds, read three times in a row).

3. Read new words (projection):

Spring, jar, nature, water tower, azalea, knot, result, crisp, a clear spring.

4. Pay attention to reading and writing skills: (Write unfamiliar words in sentences)

5. Read each other at the same table and hit the five-pointed star.

Tell the students to answer the questions just raised, and the teacher will describe them with stick figures.

Fourth, writing guidance.

1. Observing the characters in I Can Write independently, I found that the word "month" remained unchanged on the side and became vertical at the bottom. "Knot" is a polyphonic word.

2. Focus on the following words: shares and crispness: the guide of the moon, crispness, and don't write "si" at the bottom right. Juan: The bottom left is vertical.

3. Students practice writing. (Playing guzheng music, the teacher looks around for guidance)

4. Show communication.

It should be emphasized that the words in the left and right structures should not be separated too much, among which the word "ran" should not be less, and the right side of the word "tower" should not be written as "answer".

3. The "spring water" teaching plan for the second grade of primary school

The teaching goal is 1, knowing eight words such as "oh, shares" and being able to write nine words such as "mutual" and "spring".

2. Read the text with emotion and recite your favorite parts.

3. Learn about the benefits of spring water to human beings, and establish the thoughts and feelings of loving nature and protecting resources from an early age.

teaching method

This lesson uses situational teaching method and multimedia audio-visual teaching technology to create the situation expressed in the text, help students understand, remember and read aloud, and stimulate students' interest in learning.

Teaching focus

Read, write and read the text.

teaching process

first kind

First, play courseware to stimulate interest and introduce

1, play the courseware: the scene of spring water flowing down from the mountain.

2. Students talk about what they see.

Today, we will learn the text "Spring Water" (blackboard writing) together.

Second, study the text in sections and understand the text.

1, the teacher read the first paragraph beautifully, and after reading it, he was inspired by generate: Look! What a beautiful scenery! do you want to see it ? Read quickly. Students can read the text freely. The teacher called the roll. Pronunciation and synchronous reading.

2, courseware demonstration: a little girl, carrying a crock to the pool to draw water:

(1) Students talk about what they see.

(2) Imagine what spring will say?

(3) Show the second paragraph for students to read.

(4) Question: What does a natural water tower mean?

(5) Free reading, named reading and emotional reading.

3. Courseware display: Beautiful azaleas show their own shadow scenes in the water:

(1) Students said they saw it.

(2) Imagine what spring will say?

(3) Show the third paragraph and continue reading.

4. Learn the fourth and fifth paragraphs according to the above method.

5. The courseware shows the sixth and seventh paragraphs. Students read their feelings and tell them what they have read.

Third, read the full text and learn the words.

1, read the full text:

(1) Read in the way you like (independent reading, deskmate reading, dialogue reading).

(2) read together.

2. The courseware reads the new words and phrases twice.

3. Learn Chinese characters and words in groups.

4. Check the self-study situation.

Fourth, read the poem again, correctly and smoothly.

1, the children have learned words, so we can read the text better.

2. Teachers and students read each other.

Verb (verb's abbreviation) inflates.

1. Read this text to your parents.

Apart from these things mentioned in the article, collecting spring water has brought benefits to mankind.

Second lesson

First, retell the text and recite your favorite parts.

Second, review the words and guide the writing.

1, the teacher shows the card and the students drive the train to see it.

2. Guide writing.

Third, I can read.

I will do reading exercises after class. Read each other at the same table and call the roll.

Fourth, write your own poems and extend them.

1, inspiration expansion:

(1) In addition to what is mentioned in the article, talk about the use of spring water collected by yourself.

(2) Students discuss and speak.

2. Self-created poems:

(1) Make the same sentences as the text with what you say, write them yourself first, and then communicate in groups.

(2) Each group recommends one person to prepare the class report.

3. Group referees report, comment and encourage to the whole class.

4. Reflections on the teaching of "spring water" in the second grade of primary school

Spring is a beautiful text, telling the story of selfless dedication and helping others along the way in spring. In the process of learning the text, in order to let students know more about the benefits of spring water to human beings, I designed an imaginative link: let students think about where the spring water will flow. What else will he see and do for everyone along the way? Then write two paragraphs according to the text. At first, I was worried that my classmates could not imagine it, and I specially prepared several examples, but the performance of my classmates made me sit up and take notice. Although not many students raised their hands at first, the first child stood up and replied, "Spring water may flow into the ground." "You can really imagine. What will happen if it flows there? Can you say it in the format of the book? " Well said, what a great little poet. ""Do you really think ... I don't hesitate to give encouragement to my students? Even if the student doesn't speak well, I will say to him, "It is the best that you can bravely raise your hand to answer questions." Under my encouragement and guidance, students' enthusiasm was gradually mobilized, which opened the door of imagination and ignited the spark of creative thinking. The children scrambled to raise their hands, and the more they talked, the better. A child said, "The spring water flows to the cattle pasture, and the cattle gulp water. The spring said, "Drink! Drink it! After drinking enough, you can squeeze out sweet milk. "A child said," The spring water flowed into the river, and several children took off their clothes. Jump into the river and take a bath. The spring said, "Wash, wash, my water is very clear, just as a stage for you to play." A child said, "Spring water flows into the garden, and flowers swallow water. The spring said, "Drink! Drink it! My water is very sweet, and you can only bloom more brightly when you are full. "... in the classroom, the sparks of children's creative thinking were completely ignited, and they became veritable little writers.

Please don't be stingy with praise for children, because praise has a magical effect. It can make unconfident children feel confident, it can make unhappy children feel happy, and it can ignite the spark of children's creative thinking.

5. Reflections on the teaching of "spring water" in the second grade of primary school

First, taste, understand and feel that this lesson is beautiful in language, sincere in feelings, and full of praise for spring water, which is a good material for learning language and emotional cultivation. Therefore, the teaching of this class should focus on reading. Through various forms of reading (independent reading, teacher-student cooperation reading, student-student cooperation reading, group cooperation reading, neat reading, male-female competition reading, etc.), students can appreciate the language beauty of the text and feel the spirit of helping others and selfless dedication of the spring. ). In this way, through reading over and over again, repeating the requirements over and over again, repeating the effect over and over again. "The endless mountain spring, clear as a mirror, sweet as dew and beautiful with the sound of the piano, gurgled all the way and sang happily all the way. It is ready to help others and give. Helping others is happy, proud and happy. Do students like spring water? " After reading, ask the students to evaluate each other around "whether they read the pride and happiness of the spring water" In the process of students' interactive communication and mutual evaluation, teachers seize the opportunity to make students' reading experience from the outside to the inside, and realize the beauty of spring-like dedication. Effective guidance of emotional reading. Finally, the purpose of reciting is achieved, so as to deepen students' perception of the text, enable students to gain emotional experience and achieve aesthetic interest.

Second, independent learning, teaching students according to their aptitude

When teaching this course, according to the characteristics of Chinese teaching, let students understand the content of the text on the basis of their full reading and familiarity with the text, and then solve the key and difficult points of this course by learning and teaching, taking advantage of the situation, and adopting the methods of teacher-student cooperation and autonomous learning. In teaching, let students pay attention to the problems raised by their study partners, then speak out the problems of their study partners, and then discuss them among students and between teachers and students, give full play to the initiative of teacher-student interaction, encourage students to boldly adopt their own learning methods and take the initiative to learn, and combine their feelings with the thoughts and feelings expressed in the text according to the language characteristics of the text, so as to deepen their understanding of the text content in reading. At the same time, teachers can give timely guidance, guidance and norms in teaching, so that students' enthusiasm for autonomous learning is higher.

Third, focus on accumulation and flexible use.

"Chinese Curriculum Standard" points out that learning Chinese should pay attention to perception, accumulation and application. Reading teaching in primary schools should not only guide and train students to understand the language, but also guide and train students to accumulate and use the language.

The picture depicted in this lesson is beautiful, and the language of the text is also beautiful. The teaching of this course makes full use of the teaching materials, so that students can accumulate beautiful words in the text through different forms of reading, such as "flaming azaleas", "beautiful figure", "bright big mirror" and "quiet valley". On this basis, through speaking and writing exercises, students are guided to carry out various language practice activities, and students are encouraged to use the language in the text flexibly and accumulate language in application. In this way, students can appreciate the methods of using language and accumulate the fun of language. For example, at the end of class, ask students to expand their imagination and write down "Where did spring flow?" Who did they meet? ), and spring said, "()." Promote the transfer of students' learning and provide opportunities for the development of students' thinking and language.

In a word, this Chinese class embodies the teaching concept of taking students as the main body, replacing teaching with reading, reading properly and thinking in reading. It is both solid and innovative. Students get pleasure and gain from their study.