Three articles on the teaching design of Chinese Garden 5 in the first volume of the second-grade Chinese of the New People's Education Press

# teaching plan # Introduction lesson plan is a teacher’s plan to carry out teaching activities smoothly and effectively. According to the curriculum standards, syllabus and textbook requirements and the actual situation of the students, the teaching content and teaching plan are divided into class hours or topics. A practical teaching document with specific design and arrangement of steps, teaching methods, etc. We have prepared "Three articles on the teaching design of Chinese Language Garden 5, Volume 1, New People's Education Press" for your reference!

Part 1

1. Analysis of teaching materials

This lesson is the fifth unit in the first volume of the second grade of the People's Education Press version of the new curriculum, with the theme of "Unite, Cooperate, and Get Along Friendly". "Chinese Garden 5" is composed of my discoveries, accumulation over time, oral communication and display platform. In this group of my discoveries, each line of characters has the same radical, which requires students to use the radical classification method to consolidate literacy. And guide the discovery of the relationship between radicals and word meanings, so I make it the focus of teaching in my teaching design. Over time, this group arranged exercises for quantifiers, requiring students to pay attention to the things around them and fill in the names of the corresponding things with quantifiers; in the "I can read" arrangement, students were required to accumulate words through reading and use; "Reading and Memorizing" continues the theme of this unit of "unity, mutual assistance, and living in friendship". The children's song "Walking on the Mountain Road" is short and has profound meaning. Oral communication focuses on the topic of "cooperation" and allows students to discuss. The design of the display stand also makes it convenient for teachers to continue the topic of oral communication.

2. Academic Situation Analysis

Literacy teaching in lower grades is the focus of teaching in this grade. Literacy teaching in the second grade should be carried out on the basis that students have certain literacy skills and have mastered certain literacy methods. Although the students in this class have average receptive abilities, because this class is an extracurricular reading experimental class, on the basis of long-term persistence in reading, students can understand and accumulate a large number of new words through extracurricular reading. It laid the foundation for their in-class learning. Therefore, I set the focus of this lesson to use new literacy methods to consolidate literacy. However, because the learning abilities of the students in the class are uneven, some students are not yet firm in using new words and are still lacking in relevant knowledge. Therefore, the accumulation of quantifiers may become a difficulty in this lesson.

3. Design Concept

This teaching design aims to create a rich and colorful teaching interest, combined with my teaching methods for the Chinese Garden this semester, and cleverly designed the "Underwater World Literacy Journey" This lively and interesting adventure situation turns boring exercises into a way to learn while traveling and accumulate while learning. Students are guided to travel among the five oceans of the earth in various gardens, and through situational learning, they actively participate in classroom activities such as recognition, reading, comparison, writing, speaking, acting, editing, and drawing to stimulate students' interest and desire to learn. We strive to make the classroom a process of teacher-student interaction, student-student interaction, active interaction, and collaborative development, embodying the learning style of autonomy, cooperation, and inquiry, and becoming a life course full of passion and challenges. I designed the study of the eight Chinese language fields this semester into eight "Literacy Journeys to the Underwater World", each of which is the "Arctic Ocean Journey" in unit 1.2. Common animals like polar bears and starfish are used as learning partners to guide students. Learning; "Journey to the Indian Ocean" in unit 3.4 will use beautiful corals and shells as learning partners; "Journey to the Pacific" in unit 5.6 will use dolphins, which are loved by students, as learning partners; 7. The 8-unit "Atlantic Journey" will use various fish as learning partners. Let students turn boredom into fun through these adventures, and let children complete their learning in the field through adventures.

4. Teaching objectives

The objectives of the first lesson: (this designed lesson)

1. Apply the method of radical classification to understand the eight characters "iron, nail, skirt, trousers, coat, pain, pain, and madness", guide students to discover and tell the relationship between radicals and word meanings, and allow students to accumulate literacy methods.

2． Develop students' habit of paying attention to things around them and use quantifiers accurately.

3. Let students master the 15 words required in the reading and memorization and accumulate vocabulary by reading and memorizing words and using them to speak.

4. Reading children's songs correctly and fluently allows students to have a new experience of the unit theme "Unity" and learn to help each other in daily life.

5． Cultivate students' interest in learning through situational learning teaching strategies.

Second lesson objectives:

1. Memorize children's songs correctly, fluently and emotionally, and through learning children's songs, return to the unit theme and deepen understanding, thereby establishing a united and friendly relationship with classmates.

2． Focusing on the theme of "cooperation", oral communication activities are carried out. Through activities, students can actively participate in discussions and exchanges, learn to express their feelings and ideas, and be willing to share with others.

3. Cultivate students' interest in learning through situational learning teaching strategies.

The goal of the third lesson:

Carry out a "display stand" activity to encourage students to display their collection of words and proverbs about unity and other accumulated results in various ways. And through demonstration, learn to appreciate the achievements of others, cherish your own achievements, and include the results in the study record bag.

5. Important and difficult points in teaching:

1. Ability to discover and apply new literacy methods to consolidate literacy; 2. Able to use quantifiers correctly.

6. Teaching methods:

1. Teaching courseware; 2. Teachers insist on being able to implement design concepts in the first four units.

7. Teaching process

1. Create scenarios and introduce topics:

1. Opening remarks: Students, it’s time for our “Underwater World Literacy Journey” once again in one unit. Today we come to the beautiful Pacific Ocean and will make new friends!

2． Introducing your learning partner: Little Dolphin.

Design intention: Ingeniously create a lively and interesting adventure situation like "Literacy Journey to the Underwater World", using the dolphins that students love as learning partners, turning boring exercises into learning while swimming, and accumulating valuable experience while learning. Way.

2. Stimulate questions and the adventure begins

(1) My discovery

1. Observation: What’s in this group of baby dolphins? (New Chinese character baby)

2. Use pinyin to read new characters and pronounce them correctly.

Design intention: Let students learn Chinese characters on their own. The purpose is to cultivate students' self-learning ability and to propose accurate pronunciation of Chinese characters instead of recognizing new characters. This is to respect students' existing learning experience. Some children have already learned from it. If you have learned some new words in the text through other channels, of course there is no need for students to learn on their own.

3. Multiple ways to detect new words: group reading, named reading, mutual reading, and then reading without pinyin to form word recognition.

Design intention: To deepen students’ mastery of new words through various ways of reading. Reading in this link requires students to be able to master new words.

4. To classify new words, summarize the method: Discuss the classification in the group, think about it yourself first, and then talk about it to see whose discovery is different from others.

Design intention: Guide students to observe and imagine, and encourage students to express their inner thoughts. "Talk about classification in the group, think about it first, and then talk about it" gives full play to students' independent, cooperative, and inquiry learning methods, and provides children with broad time and space to think divergently and work together to find solutions. "See whose findings are different from others" encourages students to express their own unique and personalized opinions. Let students use the method of radical classification to consolidate literacy and guide them to discover the relationship between radicals and word meanings. Next to the word "钅", the word "金" is related to metal; next to the word "衤", the word next to the word "衣" is related to clothing, quilts, etc.; next to the word "疒" is related to disease.

5． Learn characters based on radical expansion: What other characters with these radicals do you know, and how did you know them?

(If students say similar radicals to the three radicals "钅,衤,薒", students should be taught to distinguish the differences between the radicals.)

Design Intent: Encourage students to be literate in life, enhance literacy pride through exchange of literacy experiences, intersperse teacher guidance and provide timely evaluation, thereby implementing teaching goals.

(2) Accumulation over time - I can fill it in

1. Transition: The little dolphin knows that we are all good at literacy and needs a favor from us. His good friend Xiaoyu gave him a letter asking for help, but he didn't know much about the words and wanted to ask everyone for help.

Dear little dolphin:

Hello!

A few days ago, I accidentally injured my tail by a piece of iron and a nail on the seabed. Now I am in great pain. I can only wear pants every day, not beautiful skirts, because I am going crazy from the cold. Can you help me find a beautiful cotton-padded jacket?

Little Fish

2. Show the courseware: let students read freely first, and then read together. According to the quantifiers in the letter, the little dolphin also wanted to know more knowledge, so the students were asked to expand on the quantifiers in the textbook and write them in the textbook, and then the classmates evaluated each other to see who wrote well and correctly.

3. Transition: The students are awesome! You are really good friends with the little dolphin. It wants to be our tour guide and take us on a swim in the Pacific Ocean! Come along!

Design intention: Teachers use motivational language to create story situations, which can arouse children's strong interest and create a desire to use their brains to "find solutions". This link will be divided into two parts. The first is to review the newly learned characters by helping the little dolphin solve the difficulties. Then the second link will expand the quantifiers on the basis of the existing ones, so that students can pay attention to the things around them and accumulate something.

3. Learn to accumulate and apply what you have learned: Accumulate over time - I can read

1. Read the words: Let students freely read the words on the starfish in the way they like.

2． Recognize and read words: read loudly, read in turns, and read the words separately for boys and girls.

3. Speak and write: Can you use these words to speak? Choose your favorite words to speak, write them down if you can, and then read them to your classmates.

4. Report and evaluate.

Design intention: Use exquisite picture renderings to cultivate students' ability to imagine and speak, and talk about their feelings in connection with their own lives. It is a refinement of students' own life experiences. Teachers only provide appropriate guidance, which not only achieves the purpose of language accumulation, but also reflects students' independent learning in the classroom. Stimulate students' interest in learning, train students' language expression ability, and accumulate words.

4. Exchanging gifts and accumulating emotions: accumulation over time - read and memorize

1. Transition: The little dolphins have worked so hard as our tour guides, should we give them some gifts?

2． Show "Walking on the Mountain Road": students read freely, and are required to read the pronunciation of the characters accurately, read the sentences thoroughly, and read the words they do not know several times.

Design intention: Passionate and exciting, introducing poetry appreciation, it will arouse students' active attention. Students will be interested, have feelings, and have a strong desire to learn. Modern educational methods are used to create situations that integrate poetry, music, and painting to enhance students' intuitive feelings and create a good psychological situation for subsequent reading and comprehension of poetry.

3. First test of reading aloud: stand up and read if you like reading; (try memorizing it if you have enough time)

Design intention: "Walking on the Mountain Road" is an interesting children's song in the form of a tongue twister, allowing students to use illustrations to guide them Students read aloud with great emotion, cultivating their own emotions while reading and comprehending the beauty of poetic language.

5. Review what you have learned, homework supermarket:

1. Before get out of class, review the adventures you experienced today and the knowledge you learned.

2． Please choose your favorite homework to do:

(1) Little poet: memorize the children's songs, and the little dolphins will judge who memorizes them well in the next class.

(2) Literacy King: Today’s new words can also be included in the "Literacy King Literacy Book".

(3) Little writers: Use the new words learned today to make up a short story.

(4) Little painter: Take a picture of the little dolphin and its new friends piggy, bunny and deer.

Design intention: The design of this open assignment gives students the opportunity to make their own choices. They will write with their own unique experiences, which will surely make them more colorful.

But I still focus on the accumulation of homework, extend and strengthen the accumulation training in the classroom, and cultivate students' accumulation habits and methods.

8. Blackboard design:

Chinese Garden 5

Underwater World Literacy Journey Part 5 - Pacific Ocean

Steel, copper and iron nails Related to metal

Quits, trousers and jackets are related to clothing

Sickness, pain, madness and pain are related to illness

Look at the radicals to know the meaning of the word

...

Design intention: The above blackboard writing can not only help students master the literacy methods learned in this lesson, but more importantly, it can guide students from textbooks to the vast world of literacy. Through inquiry activities, Discover more ways to learn literacy.

Part 2

Teaching requirements

1. Discover that Chinese characters have the characteristics of radical meaning.

2. Guide students to accumulate words and consolidate the words they have learned.

3. Consciously cultivate students’ oral communication skills.

4. Encourage students to learn independently and learn Chinese in their daily lives.

Teaching focus

Literacy and oral communication.

Teaching difficulties

How to create situations for oral communication.

Teaching hours

2 hours.

Teaching process

First lesson

1. My findings

1. Conversation introduction:

Children, the teacher is testing your memory. What literacy methods have we mastered? (For example: adding radicals to familiar words, adding one plus, subtracting one subtraction and other literacy methods)

Today, let’s see who can discover something new from “My Discovery”.

2. Display the writing on the blackboard before class: steel, copper and iron nails

⑴Who will be the teacher to teach the children to read these words?

Remind students to read the two new words several times.

⑵Question: What similarities do you find between these words?

Yes, there is a gold word next to it (written on the blackboard with red chalk)

So what does this mean that these words are related to? (Related to metal)

By the way, the word next to the word "clothes" means that these words are related to clothing, quilts, etc., while the word "sick" means that these words are related to illness and pain.

Writing on the blackboard while talking: The word gold next to it is related to metal

The word clothes is related to clothing, quilt, etc.

The word disease is related to illness

⑶ Show the new word cards and ask the students to read these words together:

Read the train.

Pay special attention to the correct pronunciation of new words.

Back nasal sounds: nail, pain, pain, madness

"Quan" has the second tone, and "袄" has the third tone.

3. Teacher’s summary:

The radicals of Chinese characters have character-formation characteristics that convey meaning.

4. Make up as many words as you can for the new words. Divisions that are not formed correctly must be corrected promptly.

2. Accumulation over time

1. Complete "I can fill in":

⑴ Take a moment to review the quantifiers you have learned.

You can refer to the actual objects in the classroom to talk about it. Such as: a chair, a table, a TV, a door, etc.

　⑵Word-filling exercises:

①Let students fill in the words independently in the book.

②Show the small blackboard: one () one () one ()

One piece () one strip () one plate ()

Give a quick answer . The teacher writes on the blackboard.

⑶Consolidation practice: you ask and I answer:

The deskmates cooperate with each other to practice, one question, one answer, say the numerals they think of, and fill in the appropriate word combinations.

2. Complete "I can read":

Pick apples and recognize words:

⑴Children, today the teacher has brought you many and big things Red apples, do you want them? If you want to get these apples, you must read the words behind the apples accurately, can that be done?

⑵The teacher posted "apples" on the blackboard, and there was a word behind each "apple".

The student went to the stage to pick apples. When he picked an apple, he read out the words behind the apple loudly. If he read it correctly, the whole class read it three times, and then took the apple off, otherwise the apple would be Climb the tree again.

⑶The whole class looks at the book and reads the words together. You can read them vertically or horizontally, or you can read the words while clapping your hands.

⑷Word reading competition:

The whole class is divided into 4 large groups. They compete in word reading and the teacher scores. The group that reads correctly, fluently, has a loud voice, clear enunciation and no typos is the winner.

3. Read and memorize:

⑴Children, today we are going to learn a children's song "Walking on the Mountain Road". This children's song is in the form of a tongue twister. After learning From now on, we will all compete to see who can memorize it in the shortest time and do it quickly and well.

⑵ Let students read children’s songs freely. Can be read silently, aloud, or imagined.

⑶Think while reading and watching: What kinds of small animals are drawn in the picture and what are they doing? (There are piglets, rabbits and deer; they walk hand in hand on the mountain road)

Answered in a hurry.

⑷The whole class reads children's songs together. No fast speaking speed is required.

⑸Who is willing to try to memorize this children's song?

Recite in a hurry. You can smoke a few more. Finish memorizing the evaluation.

⑹The whole class recites it together. Those who don’t know how to recite it can just look at the book and read it.

Part 3

Learning objectives:

1. Recognize, write, and accumulate words and sentences; carry out Chinese practice activities with the theme of autumn.

2. Master knowledge and develop abilities through autonomy, cooperation, and inquiry.

3. Learn to plan autumn outing activities independently.

4. Be willing to learn and show off.

Preparation before class:

1. Allow students to collect some pictures and information of scenic spots.

2. Autumn outing schedule.

The first lesson:

1. My findings.

1. Discover literacy methods and stimulate literacy.

Students read each group of words to themselves repeatedly and tell them what you discovered from these groups of words?

Name the words, and then the groups will identify the differences between the two words in each group, and then the groups will use different lines to read these words.

2. Show the new words to students to read.

3. Literacy game "Chinese character mother looking for a doll". Six students hold six characters including "Jiao" in their hands and act as Chinese character mothers. Six students hold six characters including "Jiao" in their hands and act as Chinese character dolls. , "Mom" raised her character and said first: "I am the mother of Jiao, where is my doll?" "Baby" raised her character and said: "I am the doll of Jiao, I went to find a friend on the overpass."

4. Find Chinese characters that are specially written and have the same radicals.

Four families with Chinese characters have invited us to be guests. Please take a look at which four families they are. After reading, can you give each of these four families a name based on the characteristics of each group of Chinese characters?

Show the words, students read and discuss them, and classify them according to the radicals.

The house is too big and there are too few dolls. Can you add a few more dolls to their home? See which group adds more. Students teach each other to write and report.

The second lesson:

1. Accumulation over time

1. Read the words, read them a few times yourself, then read them to your friends, correct each other’s pronunciation, and name them. The little teacher will read it.

2. Read and recite children’s songs.

A. Create situation introduction. It is autumn now. Autumn is the harvest and season. Let us follow the beautiful music into the fields and orchards of autumn.

B. Guide students to look at pictures and imagine orchards and vegetable gardens in autumn, and let students talk about their feelings.

C. Please read this children’s song with a good feeling!

D. Group competition reading, individual performance reading, and competition recitation reading.

2. Oral communication

1. Introduce the conversation and create a situation.

Classmates, during this period of time, we have been making friends with autumn every day. We have accumulated beautiful words about autumn, read beautiful poems about autumn, and also looked for autumn and painted autumn. What do you think? Don’t want to have a fall trip? Today we will set up several travel agencies to make a plan for our autumn trip. A group is a travel agency. Whichever company makes a good plan, we will use that company. Let’s evaluate which travel agency is the best. Let’s give our own travel agency first. Come up with a name!

2. Choose scenic spots.

A. Group discussion: The first step should be to decide where to go and what to do?

Each group takes out its own materials and first talks about its own suggestions. Then everyone discusses where they should go and what activities they can carry out. Finally, they choose a representative to speak, and the teacher provides in-depth group guidance. Pay attention to students' language expression and conversation attitude.

B. The whole class communicates. Representatives of each group come to the stage to talk about the group’s ideas: discuss travel precautions.

3. From the perspective of the activity arrangements, locations, and routes of the autumn outing, each travel agency It’s true that the Eight Immortals are crossing the sea, each showing their magical powers, but what other preparations should you remind passengers to make before setting off for the autumn tour? Let’s compare which travel agency has the most thoughtful thoughts for tourists. If you know how to write, you can write it down.

Students discuss preparations for autumn travel, and the teacher goes into each group’s discussion and reminds them of key points.

Using the method of tourists asking questions and the tour guide answering, we talk about autumn travel preparations from five aspects: clothing, food, housing, transportation, and knowledge.

4. Summary:

Each travel agency has made suggestions for our autumn outing through research and discussion, and has come up with a good plan. Next, we will select a plan, and be happy Happy autumn outing. We decided to give other plans to first-grade children for their reference in arranging autumn outings.