Five model essays on the first-grade Chinese evaluation in primary schools

# First grade # Introduction The so-called class evaluation, as the name implies, is to evaluate classroom teaching. It is an extension of teaching after the lecture. It is an activity to comment on the gains and losses, success or failure of classroom teaching of teachers, which is an important means to strengthen the management of teaching routine, carry out educational research activities, deepen classroom teaching reform, promote students' development and improve teachers' professional level. The following is the unorganized information about "5 model essays on the first grade Chinese evaluation draft", hoping to help you.

1. The model essay "The Little Painter in the Snow" is a text in the first volume of the six-year small language textbook for nine-year compulsory education published by People's Education Press. This text is full of children's interest, vivid and lovely, and all of them are children's favorite animals, which is particularly easy to arouse students' interest in learning and thirst for knowledge. Teacher Ye's class has a clear goal and clear thinking, and we are deeply impressed by her childish language and sweet smile.

Teacher Ye is especially good at grasping children's hearts. Before class, let students say a simple sentence with apples in the form of rewarding apples, which greatly stimulates students' enthusiasm, narrows the distance with students, and enables students to exercise their speaking ability. Secondly, she can use visual multimedia courseware to assist teaching, and the poems in each section are carefully designed by the teacher. The childlike questions lead to the corresponding poems, which not only stimulates students' interest in learning, but also skillfully guides students to understand the poems. The picture display of "Bamboo Leaves, Plum Blossoms, Maple Leaves and Crescent Moon" has stimulated students' desire to explore the text actively. In addition, the teacher's reading guidance for students is in place. For example: it's snowing-reading happily, plum blossom-reading beautifully, sleeping-reading gently, why-reading with questions ...

There are many things worth learning in Mr. Ye's class, but the form has not changed much in the teaching of new words, because of the large amount, individual students have a little difficulty in learning.

2. The model essay "On the Playground" is a text in the first volume of primary school Chinese, and it is a literacy text immediately after learning Chinese Pinyin. When teaching this text, Mr. Yang grasped the characteristics of the textbook, from the infiltration of literacy methods, and paid attention to the accurate spelling of pronunciation and the cultivation of learning interest.

In teaching, Teacher Yang's teaching process is smooth and closely linked. At the beginning, the class songs named after the students were used for new lessons, from the playground to the textbooks in life, which suddenly attracted the attention of the students. Then, the situation on the playground is created to introduce the teaching of the text, so that students can have an overall perception of the text. In this link, Mr. Yang uses intuitive pictures to attract students, and emphasizes the accuracy of pronunciation in reading the text to train students' ability to speak Mandarin well. Followed by learning the new words in the text. Teacher Zhang has adopted various forms for teaching, including word cards and new words cards, reading with pinyin, reading without pinyin, reading and evaluating each other at the same table, reading in competitions, reading by train, etc., with emphasis on understanding new words in the text. This link is the difficulty of this lesson. Teacher Yang not only continues to pay attention to the accuracy of pronunciation, but also emphasizes the infiltration of literacy methods, which strengthens the understanding of new words in repeated reading. After that, I played an interesting game, in which I became familiar with new words again. This makes students feel relaxed and do it by themselves, which enhances their interest in learning. The next step is to write the words that are required to be learned. Through students' own observation of glyphs and teachers' demonstration, students are guided to write. In this session, Teacher Yang paid attention to the routine training of students' writing posture.

in this class, there are some loose and tight, dynamic and quiet in the classroom, and the whole class fully reflects the students' dominant position. Teachers use a variety of teaching methods to guide students, which conforms to the teaching characteristics of lower grades and stimulates their interest in learning.

Suggestions:

1. Speak more slowly, and the process of waiting for students is longer.

2. Put the exercises between classes in the middle, not too far back.

3. Don't have dynamic pictures on the slide.

3. The children's poem "Home", a model essay for the first-grade primary school Chinese review, is the fifth lesson of the first-grade Chinese published by Jiangsu Education Press. The full text is short and concise, with only two sections and six clauses, and the first four clauses are one section, which describes the home of "blue sky, Woods, rivers and mud". Through the study of the first four sentences, the purpose is to let students understand the initial connotation of "home" for the study of the second section. The last two sentences are the center of this paper, aiming at educating students to love the great family of "the motherland".

The success of Home taught by Lu Ying lies in:

1. Grasping the age characteristics of students and creating a harmonious and relaxed teaching atmosphere.

Junior students, especially freshmen, are lively and active by nature, so it is particularly important to stimulate students' interest in learning in class. Teacher Lu created a democratic, equal and harmonious teaching atmosphere with a kind smile, soft language and encouraging words, which made students feel happy in learning activities, changed "I want to learn" into "I want to learn" and mobilized students' enthusiasm for learning.

2. Use multimedia to create situations and stimulate students' emotions.

Junior students are curious and eager for knowledge, and have a natural affinity for new things. In this lesson, the teacher assigned a beautiful picture to each line of poetry, creating many real situations for students, with the purpose of making students feel immersive, so that they can enjoy while reading, experience poetry in association and read emotions in understanding. Especially a group of pictures that appreciate the beautiful scenery of the motherland, we can feel the students' hearts boiling between the students' unbearable sighs. A child said that he felt very proud after enjoying the beautiful scenery of the motherland. Stimulating students' patriotism is an important goal and a difficult point of this lesson. In the classroom, in the situation created by teacher Lu, students' feelings of loving the motherland arise spontaneously, thus grasping the tone of reading aloud and reading out their feelings.

3. Pay attention to cultivating students' speaking ability.

Teacher Lu used various ways to train students to speak and cultivate their speaking ability when guiding children to deeply understand the first four sentences of the text. For example, "the blue sky is the home of white clouds", after the children say this sentence, the teacher puts forward: Baiyun baby plays magic happily at home, what will it change? Let children feel that white clouds are free in the blue sky. Look at "The Woods are the home of birds" again. After the students look at the pictures and speak fully, the teacher asks again: What is the bird doing in the Woods? Show "the river is the home of fish" and let the children think: What will the fish do in the water? Let them fully realize the joy and happiness brought by Woods and rivers to birds and fish. When teaching the sentence "Soil is the home of seeds", the teacher changed the above learning methods and told the children that seeds took root in the soil, grew into green grass, towering trees and bright flowers, and decorated our world beautifully! So that children can understand that there are sufficient nutrients in the soil, which is essential for seed growth.

4. Pay attention to the teaching of words and clever inspection methods.

Literacy teaching is the key and difficult point in lower grade teaching. Teacher Lu has always attached importance to the teaching and consolidation of words in his class. With pinyin reading, pinyin reading, word reading, individual reading, train reading, group reading, and simultaneous reading, the training is solid and targeted, especially the training of children's words and voices, which is unambiguous.

4. The model essay "Sunshine in Cotton Shoes" is a short essay full of family warmth. The article recounts that my mother was especially considerate of her elderly grandmother, drying the old man's quilt to make her sleep warmer. Xianshu's actions affect young hearts, and Xiaofeng also learns from her mother's appearance and helps her grandmother to dry cotton shoes. Sunlight got into the quilt and cotton shoes, which warmed grandma's body; The filial piety of Xiaofeng's mother and son also warms grandma's heart with the sunshine. A very ordinary little thing in life, but the article gives people inspiration without revealing it, and the warmth of family affection comes to me.

In teaching, the teacher grasped "Why does mother dry the quilt for grandma?" "Why does Xiaofeng give grandma cotton shoes?" Two questions help students understand the text and guide them to read aloud. One of the goals of Chinese teaching in grade one is: "learn to read the text correctly, fluently and emotionally in Mandarin". For the first-year students, this is both an important point and a difficult point. In particular, reading aloud with emotion, many students read books with no distinction between weight and weight, and sing and read in a drawl. How to make students read aloud with emotion? Is there any other way besides model reading and reading? I wonder if it is also possible to inspire students to read aloud in combination with the understanding of the text content. Therefore, in this lesson, we pay attention to grasping the key words and sentences of the article to guide students to read aloud, and achieved certain results.

Grasp the description of the characters' dialogues, actions and psychological activities, especially the key words, to experience the spiritual quality of the characters. For example, by grasping the conversation between mother and Xiaofeng, I realized my mother's carefulness and thoughtfulness in sketching, emotional reading and commenting, which set a good example for Xiaofeng, especially through the experience of the word "Geng", and deepened everyone's understanding of mother. Another example is to grasp Xiaofeng's "gentle" action when drying cotton shoes for grandma to realize Xiaofeng's concern and consideration for his elders. In teaching, I also pay great attention to guiding reading aloud, for example, "Grandma's quilt is not wet at all" and "a little" to pronounce children's sounds. Read "warm" softly. Xiaofeng's dialogue with his mother, ask and answer, and read the tone. Grandma asked strangely, "Hey, why are cotton shoes so warm?" Read the tone of the question.

The sunshine got into the quilt and cotton shoes, which warmed grandma's body. Xiaofeng and her mother's filial piety also warmed grandma's heart with the sunshine. This is the most beautiful family relationship in the world, and it is a fragrant warmth ...

5. The model essay on the first-grade primary school Chinese evaluation today listened to a municipal Chinese research class, which is a reading class of the new curriculum standard textbook for the first grade. In the second class of Four Seasons, I felt that the teacher taught it easily and the students learned happily.

First, teachers should pay attention to the creation of situations

In this class, teachers always pay attention to the creation of situations, which arouse students' desire to learn. When the class starts, we will create a fairy tale situation: We are going to visit Uncle Qiu and Grandpa Dong in this class. Do you want to go? The students' interest was aroused at once, and they were so active in the next stage.

When learning children's songs in autumn and winter, arouse the students' life experience, let them talk about it, and you will know that autumn is coming and winter is coming when you see it, and then show the edited video of typical autumn and winter characteristics. The children completely entered the situation, and admired the video for a while. It was beautiful, and then they spontaneously read children's songs: Red leaves dancing, yellow leaves floating ... Teachers and students naturally expressed their feelings while watching the video, which made them feel happy. Students have a better understanding of autumn and winter, and their language expression and imagination have also been developed in reviewing their life experiences, watching videos and speaking pictures.

The reading guidance is very clever, so that students can be immersed in it. For example, when reading the part of "The ear of grain bends" by name, the teacher naturally asks: Where is the ear of millet? Are there any ears of millet in our class? Can you read while doing the action? After the students read, the teacher evaluates; Little rice is mature, how proud it is, who is still? It is both praise and implied reading instruction.

when reading "the part where the snowman propped up his stomach", the teacher said, "where is the snowman? Let's look for a little friend and read the snowman. " Students are absorbed in reading, as if they are the curved ears of grain, the naughty snowman, and naturally understand the meaning of words such as "bending, standing and bowing" during reading and performance.

Second, interact in cooperation

This class pays attention to the cooperation and interaction between students. There are many forms of cooperation, such as four-person group discussing how to read, performing reading in the same position, reading with a small partner in the lower position, reading in a group competition, etc., but it is not a mere formality. Real interaction has been formed in cooperation, such as four-person group exchanging literacy methods, which is very effective in later feedback. Students use familiar words and radicals. For example, how do you know that winter is coming? The students' answers are all wonderful: I saw ice on the window; Little rabbit can't find food; There is a thin layer of ice on the river, and the thicker it gets, the hole will be dug when fishing ... The mutual enlightenment of thinking is the real interaction.

There are also some ideas. Reading the text is a whole, and we can't definitely disconnect the two classes. Although this class is about autumn and winter, the boundaries with the previous two paragraphs are too clear to have a whole feeling. Students' life experience about the four seasons is very rich, and it is good to guide students to recall and multimedia videos. But before class, students should be given a wider space to collect relevant pictures and children's songs, and feel the autumn in person. In class, students' learning exhibitions will be more active, students' horizons will be broader, and our class will be more open and energetic.