Chinese teaching plan for the seventh grade, Volume 1, Chinese version of junior high school

1. Guiding ideology.

Guided by the national education policy and the "Compulsory Education Curriculum Standards" and based on the seventh-grade "Compulsory Education Curriculum Standards Experimental Textbook Chinese", we carefully organize teaching and strive to embody the spirit of the curriculum standards.

2. Basic situation of students.

He is teaching Chinese in the first grade of junior high school this term. Judging from the students' college entrance examination situation, the students' Chinese scores and Chinese literacy are not optimistic. Less than 10% of students excel in Chinese, and their oral and written expression skills are not high, nor are their ability to independently explore and cooperate. Therefore, the road to Chinese teaching in this period is arduous and long. But even so, I will still insist on working hard in accordance with the concepts and requirements of the new curriculum standards, focusing on comprehensively cultivating students' Chinese literacy, correctly grasping the characteristics of Chinese education, actively advocating independence, cooperation, and inquiry methods, and striving to cultivate useful students for the country. Talent.

3. Textbook analysis:

1. This textbook has 7 units and 30 lessons, including 16 lessons for intensive reading and 14 lessons for skimming texts (marked with *). It includes 5 modern literature units, each unit has 4 lessons. The first unit is narrative, the second unit is about people, the third unit is about scenery, the fourth unit is fiction, and the fifth unit is fairy tales and science fiction. From a stylistic point of view, these five units can all be classified into the narrative genre. There are two units of classical Chinese poetry, with 5 lessons in each unit. Most of the texts can also be classified as narrative style. In addition, there are three appendices such as "Introduction to Classical Works", "The Form of Chinese Characters" and "Usage of Common Punctuation Marks".

2. Writing is divided into whole writing, fragment writing and extracurricular writing practice. The whole writing is arranged seven times, and the fragment writing is arranged once or twice in each unit combined with after-class "thinking and practice". Extracurricular writing practice requires students to form a habit. Oral communication is arranged intensively 7 times, and scattered oral communication activities are also appropriately arranged in the "Thinking and Practice" after class.

3. Comprehensive learning arrangements for 3 times, including learning to access information, investigating social vocabulary, exploring what modern technology has brought to mankind, etc.

4. Writing is arranged twice in a concentrated manner. The content involves reviewing block script characters, preliminary understanding of the most basic stroke combination rules of regular script characters, scattered writing exercises combined with after-class "thinking and practice", each unit is arranged Once or twice.

5. Unit objectives

Unit 1: Narrative prose unit. The goal is: to arouse students' feelings about life, stimulate their interest in writing, and guide them to carry out practical activities. Teaching design: First introduce the author to attract students' attention to the text and stimulate their interest. Then guide them to grasp the context of the article, the author's writing ideas, and the key parts of the article. Set up questions skillfully to allow students to fully express their opinions.

Unit 2: Prose unit about writing about people. The goal is: to cultivate healthy emotions, correct attitudes towards life and values, so that students know how to treat relatives and teachers, and experience their love; know how to deal with the relationship between individuals, families and the country, and obey the overall situation. Further develop students' writing skills. Teaching design: Just help students clarify their ideas and grasp the key points.

Unit 3: Prose unit of describing scenes. The goals are: to understand the characteristics of landscape description articles, learn the methods of landscape description (grasp the characteristics of the scenery, and reasonably arrange the order of scenery description), and appreciate the accurate and vivid language of the work. Teaching design: organize teaching according to actual conditions and design a teaching process suitable for students.

Unit 4: Novel unit. The goal is: to understand the general characteristics and relevant knowledge of novels, and to understand that novels reflect social life by shaping characters, arranging plots, and describing environments. Stimulate students' interest in reading, guide students to read excellent novels from ancient and modern times, both at home and abroad, cultivate students' imagination, and learn to simply analyze and evaluate characters. Teaching design: fully mobilize students' enthusiasm for learning, encourage students to learn independently, and teachers only provide precise guidance. Pay attention to guiding students to understand the basic methods of reading novels on the basis of understanding the text content.

Unit 5: Fairy Tale Unit. The goal is to cultivate students' imagination and innovative consciousness, and through unit teaching, meet the requirements of "understanding the world" and "developing thinking" stipulated in the national curriculum standards. Cultivate students' aesthetic ability.

Teaching design: focusing on the development of thinking and imagination, through reading, discussion, doubt setting, doubt solving, etc., we strive to activate the atmosphere of classroom teaching and learning, and strive to be lively and lively.

Unit 67: Ancient Poetry Unit. The goal is: to allow students to gradually come into contact with and understand the excellent culture of ancient my country. Guide students to develop integrity and become qualified modern citizens. Boldly question and explore boldly in learning. Love the great rivers and mountains of the motherland, feel the beauty of ancient poetry, and have a preliminary understanding of the brilliant achievements of ancient Chinese poetry.

4. General teaching objectives

The teaching objectives of the new curriculum textbooks are no longer the teaching objectives of the textbooks, but the students’ Chinese learning objectives. The textbooks are just examples. The important thing is Students’ emotional experiences.

1. Master the sounds and meanings of new words required in the seventh grade (upper) stage, and learn to use them.

2. Study the texts in this book and complete the teaching tasks for this semester.

3. Cultivate students’ good Chinese learning habits and master common learning methods.

4. Cultivate students’ Chinese reading ability so that they can read texts emotionally, laying the foundation for cultivating students’ Chinese language sense.

5. Read a large amount of extracurricular readings required by the curriculum standards to increase the amount of reading.

6. Guide students to understand the theme meaning and rich thoughts and feelings of the articles in the text.

7. Cultivate students’ good Chinese literacy, and integrate emotional education and moral education into Chinese learning.

5. Teaching measures

1. Pay attention to the integration of teaching objectives. Traditional goal design emphasizes conclusions over process, cognition over emotion, and intellectual changes over psychological experience. The new curriculum emphasizes the organic combination of three dimensions: knowledge and skills, processes and methods, and emotional attitudes and values.

2. Pay attention to the openness of teaching content. It is necessary to change the Chinese class from single to comprehensive, from flat to three-dimensional, from closed to open, stimulate students' strong interest in learning the text, expand students' horizons, and deepen their understanding of the text.

3. Pay attention to the interactivity of teaching methods. It is necessary to realize the transformation from less democracy, inequality, and one-way transmission to harmony, democracy, equality, and interaction between teachers and students. Teachers and students teach and learn from each other, forming a learning community with each other.

4. Pay attention to the activity of the teaching process. Try to transform the explanations and questions that were done by yourself in the past into a variety of activities for students, not only allowing students to read, write, and speak Talk about it, and let them draw, sing, act, and do it... Through students' independent activities, students can master knowledge, integrate it, and become familiar with it.

5. Pay attention to the diversity of teaching methods. A variety of information-based teaching methods should be introduced to free students from single boring learning and appreciate the wonderful world in the classroom. It is necessary to enhance the attractiveness of Chinese classes and accelerate students' knowledge. The process promotes the deepening of cognition.

6. Carry out five-minute reading activities before class to cultivate students’ ability to accumulate, express and communicate.

7. Lay a solid foundation for writing. In addition to classroom composition, students are encouraged to write more spiritual diaries and flexibly manage the relationship between pen practice and composition every two weeks. We strive to stimulate students' interest in writing and make writing a way for them to express their inner feelings.

8. Pay attention to writing. Guide and urge them to write every word well in terms of writing methods and habits.

9. Pay attention to students’ extracurricular writing. To cultivate reading, students are required to read one or two literary masterpieces this semester and take notes on reading. 10. Organize a variety of oral communication and comprehensive practice classes to develop students’ language skills. To stimulate their imagination and creative potential.

11. Pay attention to the flexibility of teaching organization and find ways to organize students to use flexible and diverse learning such as autonomy, cooperation, and inquiry. Method.

12. Pay attention to the diversity of teaching evaluation. It is necessary to change the previous one-size-fits-all evaluation mechanism and implement a comprehensive evaluation of students’ Chinese literacy.

Chinese teaching is to build or update students’ verbal world starting from punctuation, word, and sentence, and at the same time, build or update students’ humanistic world.

13. Love every student with a loving heart, not only caring about the students' grades, but also caring about the students' psychology, caring for the students' self-esteem, and giving more praise and less criticism to the students.

6. Process Arrangement

1. Each unit is scheduled for two weeks. The text will be lectured and read for two to three periods, and the text will be read by oneself for one to two periods.

2. Arrange oral communication or comprehensive learning every two weeks, combining in-class and extra-curricular activities.

3. Do a good job of periodic review and summary.