Teaching Design of China Gardens VI, the Second Volume of Grade Two

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Teaching design of China Garden VI, the second volume of the second grade of People's Education Press, 1 teaching objectives.

1. Knowledge and skills

(1) Learning antonym reduplicated words can reveal the structural characteristics of words.

(2) Learn new words with the same radical.

(3) Distinguish and combine similar words.

2. Process and method

(1) Learn new words and review old words through comparison and discrimination.

(2) Expand knowledge in the exhibition.

3. Emotions, attitudes and values

Combine words with language training to cultivate interest in learning.

Teaching focus

Learn overlapping, new words and review old words. Encourage students to explore and discover, and guide students to accumulate and use.

Teaching difficulties: how to better guide students to explore and accumulate?

teaching process

First, the introduction of new courses.

Walking into Xiuzhou Experimental Primary School, the teacher felt very comfortable. You see, our floor is clean, tables and chairs are neatly arranged, and our children are really happy to sit up straight. I think our cooperation will be very pleasant.

Q: Is this sentence just said by the teacher very good? There are some good words in it. Did you hear that?

Second, my findings.

(A) produce overlapping words:

Clean, tidy and happy. ...

Students can read freely, read by name and read together.

Teacher: I found that every word …

Health: I found that every word is a reduplication.

How many words can you say?

Reduplication in new words

(B) produce antonym overlapping words

There are big and small, more or less deep or shallow.

High, low, long, short, thick and thin.

Teacher: Did you find anything new?

Health: I found that every word is antonym.

Read the words again, understand the words on camera and practice speaking.

Teacher: Can you try to say something like this? Guide students to find ways to say antonyms, such as antonyms, and then say corresponding reduplications; For example, say a word and then find an antonym, and then say the corresponding overlap)

Broad and narrow, day and night ... (whisper, then write gently, then read the words on the book and your own words gently.

Second, reading and recognition.

So-and-so, you are so clever. If you are my child, will you be my child? Teachers are also mothers. Being a mother can be difficult. I go to the market to buy food after work every day. Have you ever been to the market with adults? Will the teacher take everyone to the food market?

(1) Learn how to stew, burn and roast radish, eggplant and mushrooms.

1. Show me a complete picture of vegetables. Ha, there are so many vegetables. Do you know them? Call their names. Students speak freely-name names (the camera clicks to show radishes, eggplant and mushrooms)

2. talk: I saw it.

With so many dishes, how about we take them home to cook all kinds of delicious food and try them together? Think about it. How can we make these dishes into all kinds of delicious food? (Add some chicken, duck and pork)

The students said that the teacher showed the barbecue with a camera.

The teacher has cooked a lot of dishes. Let's have a taste.

Show me stew, roast duck, fried chicken legs, stewed chicken soup and braised pork.

6. Show us radishes, eggplant, mushrooms, stew, roast and then roast. We not only enjoyed our work, tasted many delicious foods, but also learned many new words. I'm so happy. Look at these words again and see what you can find.

7. I found that the two words "radish" and "eggplant" are both grass prefixes and vegetables.

8. Can you name another word with a cursive prefix?

Students will say that some cursive characters are not vegetables, but they are all plants. )

9. Some plant characters are not cursive, but trees beside the word "wood".

Students say the word next to the word "wood".

10. I found that stew, roast and roast are all beside the word fire. Say the word next to the word fire.

(2) Learn to pick, carry, pick, stamp, kick and jump.

1. Our hands can cook so many delicious foods. How capable! What can our hands do besides cooking? The students say there are too many things we can do. Now the teacher has a request to say what you will do in class, and there must be a handwritten book (blackboard writing) in the words.

2. What else can our hands do? (Demonstrate how to select, carry and select)

3. Learn to choose, carry, choose, (act) form words and conduct speech training (choose, carry guns ...)

Knowing how to pick, teachers also like to pick vegetables, such as buying radishes. I like to choose a few beautiful radishes from many to take home.

Our hands are so capable, so are our feet.

Let's play a game. We stomp heavily, we kick shuttlecock lightly, and we jump happily.

5. Show us stamping, kicking and jumping. We just did these three moves with our feet.

Learn to stamp your feet. Speak for kicking and jumping.

6. Show me the steak, shoulder, pick, poke, kick and jump, and look carefully at what you want to say.

Discuss the words beside the hands and feet in groups of four.

7. Hands and feet are part of the body, and some words are also part of the body, such as writing on the blackboard and saying things beside the moon.

8. Use it: Show a paragraph with new words and read it.

Today, my mother took me to the market to buy food. I picked some big and purple eggplants from the eggplant pile, and my mother picked some mushrooms. We bought another chicken and half a roast duck. When I got home, my mother stewed a pot of delicious chicken soup.

Third, I will fill in

1. Show the new words in the second question. These words all look very similar to those on the same side, and there is another kind of words that look very similar. Let's have a look.

Display theme

Observe and find out their similarities and differences (do they look alike? Take a closer look. Do they look exactly the same? On the right side of Guan and modern people is Guan, next to Guan is Guan Zi, and next to modern people is Wang Zi. )

3. Combine the words and write them in the book. Read it out loud after writing.

Look for similar words in this book. (Find and combine words in the same table)

Fourth, homework

Complete 1.2.3.4 in the "class assignment"

Look for similar words and words. Students often confuse similar characters. I think through this extension and expansion, students will pay more attention to hieroglyphics in peacetime, and will use the methods learned today to analyze them.

Learning is for application. After learning four groups of words and eight words containing new words, I designed a paragraph that contains these new words and words and is close to students' life, so that students can read aloud and combine this question. At the same time let students know that literacy is for use.

Design Concept of Teaching Design 2 of China Gardens VI, the second volume of the second grade of People's Education Press.

Pay attention to the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities. Make students improve their Chinese literacy in an all-round way in independent activities that they are interested in, so as to cultivate primary school students' ability of active exploration, unity and cooperation and innovation.

Teaching objectives

1. Learn antonym reduplicated words. If you are willing to explore, you can find the structural rules of words.

2. Learn new words and review old words through comparison and discrimination. Be able to read independently, distinguish similar words, and read poems correctly, fluently and emotionally.

3. Read the modern poem Little Rock Girl.

4. Through oral communication, arouse the enthusiasm of students to participate in the discussion. Cultivate students' ability to analyze and solve problems. Cultivate interest in learning.

I can show you my extracurricular learning experience, I can show you the wall newspaper I have cooperated with my partners, and other contents about recording the "June 1" activities.

Preparation before class

Teacher preparation: projector, new word card, data collection.

Class arrangement

Three classes.

Teaching process and design intention

first kind

I. My findings

1. Read the words and find them yourself. Experience the rhythm of word reading.

2. If you lose weight, communicate and find out. The deskmates exchanged their findings with each other. Found new words after losing weight: size, depth, height, length, thickness (all antonyms)

3. Communicate with the whole class and summarize the findings. After classroom communication, it is concluded that these words not only overlap in the same form, but also consist of two words with opposite meanings.

4. Just say it.

Big and small (size) are almost ()

Deep and shallow () high and low ()

Long and short () thick and thin ()

5. Show new discoveries of wisdom and expand practice. What other antonyms have you found in your life? Say more words like this. (teacher's camera blackboard) such as: up and down, back and forth, left and right, in and out, inside and out, stop and go. ...

6. I read the words in the book and just accumulated them.

7. Choose five words to add to the book.

8. Take various games as antonyms.

[Design intent]

This is an exercise to guide students to discover the rules of word formation independently. The design focus of this link is to guide students to explore and discover two groups of words. Although there is a word difference, their parts of speech and meanings are quite different. Let students observe and discuss, encourage students to express their personal opinions in teaching, and let students experience the joy of discovery and feel the richness of Chinese.

Second, accumulate over time.

1. Read and identify

(1) Now, let's go to the Word Game Palace!

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

(3) Group report

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

2 Words that mean cooking: stew, roast and roast (related to "fire") all mean "cooking". )

(3) Words indicating hands-on: pick, carry and pick (related to "scoop", all mean hands-on. )

(4) Words indicating movement: stamping, kicking, jumping (and "?" Related, all contain the meaning of moving feet. )

(4) think about it.

(1) Say a few more words about vegetables:-(related to vegetables)

(2) Say a few more words that mean "cooking": —————— (It is related to "fire". )

(3) Say a few more words to show hands-on: ——— (It's related to "spoon". )

(4) Say a few more words to show movement:-(and "?" Related. )

I will fill it out.

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

2 talk about the differences between each group of words.

Talk to each other at the same table and in groups to find out the words that can be matched.

4 classroom communication. Inspire students to say what other words can be filled in and encourage them to express different opinions.

Choose your favorite phrase and say one or more words. Teachers encourage innovation.

⑥ Expand exercises and create situations to speak, such as

Huangshan Mountain with beautiful scenery; A steady stream of cars-

⑦ Finish your homework independently. You can check each other at the same table after you finish.

Buy () review () rest () pick up ()

If () Ping () Bo () gives ()

Carry () points () to continue () money ()

Ring () sentence () read () line ()

I can read.

(1) self-reading poems. Students read poems by themselves with the help of pinyin.

(2) Tell me what you have seen and don't understand.

(3) The whole class exchanged poems.

(4) Practice painting poetry: What do you think should be painted?

(5) Reading poems aloud. Further understand the artistic conception of poetry.

[Design intent]

This link focuses on guiding students to discover and practice life experience to think and apply new knowledge, and guiding primary school students to cooperate and communicate with each other, which is the concrete embodiment of the concept of "promoting students' development" in the new curriculum.

[Teaching reflection]

Teaching is to avoid teaching. Teaching is to guide students to learn independently. When students have sufficient space to show themselves, they will constantly surpass their original cognitive level and imagination, form a positive creative spirit, promote the development of their own enlightenment consciousness, imagination and thinking ability, and make our Chinese teaching truly blend humanity and instrumentality.

After all, Chinese is called "language", the fundamental attribute of Chinese subject is instrumental, and the fundamental task of Chinese subject is to train language and writing. The image of knowledge in students' minds cannot be a copy of textbooks, but a personalized knowledge system full of individual thinking and wisdom, and a knowledge framework full of vitality and space creation. The first thing to consider in the development of activities is to bring cognitive happiness to students as much as possible, so that students can accumulate and store knowledge in listening, doing, rap, playing, reading, writing, audio-visual and other activities. Therefore, this design is intended to build an activity platform, where teachers and students jointly start the "knowledge express", and students first put their gains into the "small achievement bag" in teaching activities, and then selectively "buy tickets to get on the bus". This kind of activity seems disorderly, but there are many internal laws supporting the orderly operation, and students will become real masters of knowledge. This is especially true for the teaching design of China gardens.

Oral communication in the second classroom

First, reproduce the scene.

(1) Import the first paragraph in the reference book.

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

(3) Collective communication.

The teacher summed up the students' practice: ① Write down the name of Xiaolong. I don't remember.

Second, make suggestions.

(1) divided into two groups according to different opinions. Sit opposite each other. The two teams were named positive team and negative team respectively.

(2) Choose the presenter who states his own views. After the presenter explained his point of view, all parties debated and fully explained the reasons why his point of view was correct and the reasons why the other party was wrong.

Talk to each other at the same table and communicate with the whole class.

Third, a small debate.

(1) state opinions.

(2) Free debate.

(3) the teacher's principal and summary.

[Design intent]

The design of this link focuses on cultivating primary school students' oral expression ability and awareness of participation and cooperation, which is conducive to the optimization of classroom teaching. The teacher became the best among equals. The debate competition for primary school students not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to think and speak.

[Teaching reflection]

In this oral communication class, the teacher's role has changed, from a professor to a collaborator in learning. This discussion has quite positive significance and should be strongly advocated. Students have also changed from listeners to active participants in learning and masters of the classroom. Students change from passive acceptance of knowledge to personal experience. Teachers change from indoctrination to guidance, and students change from listening carefully to using their own brains. It pays attention to the application of autonomy, cooperation and inquiry teaching mode, which creates a broad space for giving full play to students' creativity. At the same time, this kind of classroom also fully embodies that students are the main body of the classroom and teachers are the dominant ones. In fact, the focus of the classroom has shifted: from emphasizing teachers' "teaching" to emphasizing students' "learning", from emphasizing results to emphasizing students' learning process in the past. It turns out that the teacher's rigid mode of "paying attention to listening" has been replaced by the teacher's timely teaching and guidance. This is the personal experience and practice of attaching importance to students' learning. The way of learning has also changed. But the requirements for teachers can be higher. The habit of oral communication cannot be formed overnight. Teachers should persevere in this kind of training for students. Only in this way can we develop a good listening and speaking attitude and language habits. 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 quality.

In the third lesson,

First, the exhibition table

1. Read your study partner's words and tell me what you know.

2. Feel the "basic requirements of citizens' moral cultivation".

You can practice the actual understanding of life, understand with examples, and tell stories to help children understand.

3. Tell me what you did well and what you didn't do enough.

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

5. The teacher summed it up.

[Design intent]

Think in connection with life experience, feel in thinking, and feel the "basic requirements of civic moral cultivation" through communication and display.

Second, display the "June 1 tabloid".

1. Group communication.

Such as: the name and content of the tabloid, how to divide the work of the group, how to collect information and so on.

2. "Selling tabloids" competition.

If you are a salesman, how can you push your tabloid to the market or readers?

(1) Prepare freely first

(2) communicate within the group and select the best salesman.

(3) Communication with the whole class.

3. Teacher's summary.

Third, paste the students' tabloid works.

[Design intent]

Guide primary school students to exchange life experiences and organize primary school students to "sell tabloids" competition. This is a very interesting and meaningful practice in itself. In such practical activities, primary school students generate wisdom and feel that experience is success or happiness. This comprehensive study, which transcends and communicates listening, speaking, reading and writing, is conducive to stimulating students' interest in learning, improving their Chinese literacy in an all-round way in independent activities that they are interested in, and is an important way to cultivate students' initiative exploration, unity and cooperation, and courage to innovate.

[Teaching reflection]

"Comprehensive learning" is regarded as one of the five sections of teaching objectives in Chinese Curriculum Standards, aiming at paying attention to the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing abilities, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities.

Students are spiritual individuals. The "comprehensive learning" of Chinese is a dynamic interactive process between students and texts, students and teachers, students and environment, and teaching content and environment. This kind of "activity" lies in the "work" of students' hands and brains, applying what they have learned, and being planned, observed and operated by students themselves, which in itself creates a process of vitality and emerging life value. In learning activities, teachers provide all environments for students to express themselves, think independently and dare to try and create, so that students can contact, feel, operate, participate in and lead various activities, thus stimulating students to generate an internal learning motivation in realizing their wishes and difficulties, and then experience setbacks, successes, failures and setbacks. Students can always find what they want to do through "three selves" (self-improvement, self-analysis and self-solving problems), "three haves" (discovery, discussion and innovation) and "three actions" (automation, interaction and linkage), learn to cooperate and communicate with others, and truly glow with the vitality of life. So as to improve their ability to practice using language. In the classroom, our teachers should give students more time to directly contact with Chinese materials, master Chinese laws in a large number of Chinese practice, and improve Chinese literacy.