Part One Chinese Teaching Plan for Grade One 1 1. Analysis of Class Students
After studying Chinese for one semester, the students in this class have basically achieved their learning goals, are interested in learning Chinese characters and are willing to participate in learning activities. But in the face of a large number of literacy, the return effect of students' literacy is higher. Therefore, for these students, we should pay more attention to how to improve their literacy through vivid and interesting ways and let them experience the fun of successful learning.
Second, teaching material analysis:
(A) the content of teaching materials
This textbook is organized by thematic units, and the content of the textbook is organized in an integrated way. Eight topics, divided into eight groups: colorful spring, family life, environmental protection, happy summer, finding ways, how happy our life is, we all have good quality and interesting natural science. These eight topics are close to children's lives, reflect the characteristics of the times and contain educational value. Moreover, the connotation of each topic is relatively broad, avoiding the limitations of the content of the textbook. Each group of textbooks combines Chinese knowledge, ability, methods, habits, emotions, attitudes and values, which reflects the overall improvement of Chinese literacy. Each group includes 1 class "Literacy", 4-5 texts, 1 "China Gardens". All the parts are interrelated and form an organic whole. There are various forms of literacy classes, including four-character rhymes, new three-character classics, antithetical songs, children's songs, riddles, quantitative phrase rhymes, proverbs and so on.
There are 34 compulsory texts (including two comic books) with rich and colorful contents. The "Chinese Garden" is brand-new, including four columns: My Discovery-encouraging students to explore and discover, and guiding students to master learning methods, mainly literacy methods; Accumulate over time-guide students to accumulate good words and excellent paragraphs; Oral communication-contact with special topics to cultivate oral communication ability in two-way communication; Exhibition platform-a stage for students to show what they have learned, especially after class. There are five selected articles after the eight groups of textbooks. Finally, there are two lists of new words. (literacy requirements table 1, writing requirements table 2).
The arrangement of Chinese characters in this textbook continues to implement the principle of separation of recognition and writing, and more recognition and less writing. The book requires you to know 550 common words. You can write 250 words you know in this lesson or before. The words you need to know and the words you need to write are marked in the exercise. In addition, a small number of words are arranged in the language garden.
(B) the characteristics of teaching materials
1, organize the teaching materials around special topics, and fully reflect the integration.
2. Arrange independent literacy classes with rich contents and various forms.
3. Update the text to make the teaching materials more contemporary and closer to children's lives.
4. Improve the presentation form, so that textbooks become students' favorite "learning books".
Third, the teaching objectives:
1. Knowing 550 common words, you can write 250 words that you know in this class or have known before and reappear in this class. If you know a word, you only need to know what it is, know it in the text, and know it elsewhere; Know new radicals in new words. The written words should understand the meaning of the words, be able to form words orally or in writing, and be used orally or in writing step by step; The most important thing is to write correctly, develop correct writing posture and good writing habits.
2. I like learning Chinese characters and have the desire to read actively. Learn to read independently. Love reading, be able to take the initiative to know, and learn to know by yourself, which is an inexhaustible motive force for students to read. We must attach importance to the cultivation of interests and habits. Emphasis should be placed on encouragement and motivation.
3. Learn to read the text correctly, fluently and emotionally in Mandarin. Understand the meaning of words. Have feelings and ideas, willing to communicate with people. Reading poetry can expand imagination and feel the beauty of language.
4. Learn to read silently. Allow a training process from finger reading to non-finger reading, from silent reading to silence, and from reading and thinking.
5. Pay attention to the accumulation of language. What is required in class must be recited. Students should also be encouraged to consciously accumulate more words, sentences and paragraphs.
6. Strengthen the guidance, communication and demonstration of learning Chinese in life.
7. Reflect the close combination of Chinese and life.
Fourth, teaching measures.
1, understand the intention of textbook editing, and design teaching in groups as a whole.
2. Promote cooperative learning. Design teaching activities in various ways to strengthen communication and cooperation among students.
3. Redirect discovery and encourage inquiry learning.
4. Encourage students to use the laws of memory, find the connection between the old and the new, and find ways to read. Encourage students to read in life and to observe and experience life. Encourage students to know Chinese characters in ways they like and are used to.
5. Pay attention to the guidance of extracurricular reading, provide students with opportunities to show their achievements in extracurricular reading, and let students learn from each other, promote each other and constantly generate a sense of accomplishment.
6. Strive to develop Chinese curriculum resources, make full use of teaching materials and local Chinese curriculum resources at that time, and enrich them.
Chinese teaching plan for grade one II. Analysis of students' basic situation
After studying in the first semester, I have accumulated some Chinese characters, but I am not familiar with radicals. The consolidation rate of Chinese pinyin is average, and the phonetic order is clear, which lays the foundation for the phonetic order search method in this book. Students' reading interest and habits are good. This semester, students will have half an hour of free reading at noon every day, and then increase their reading.
Second, teaching material analysis
The textbook of the second volume of senior one includes two literacy units and six reading units, and the literacy part is arranged in the first and fifth units of the textbook, interspersed between the reading units. After the first unit, I arranged "Happy Reading". At the end of the book, several schedules are arranged: literacy table, writing table and common radical names table. The specific arrangement of each unit is as follows: 3-4 texts, oral communication (arranged at intervals), Chinese garden: literacy gas station, use of words and sentences, writing tips/my discovery/display platform, accumulated over time, and reading with adults.
Third, the overall goal of teaching
(arrangement of listening, speaking, reading and writing skills)
1. Can read and write
(1) Know 400 commonly used Chinese characters and can write 200 Chinese characters.
(2) I like learning Chinese characters and have the desire to read and write actively.
(3) Know the capital letters, memorize the Chinese phonetic alphabet, and learn to look up the dictionary by word order search.
(4) Master the basic strokes and common radicals of Chinese characters, be able to write according to the rules of stroke order, and pay attention to the shelf structure.
(5) Develop good writing habits, correct writing posture, standardized, correct and neat writing.
read
(1) likes reading and enjoys reading.
(2) Read the text correctly and fluently in Mandarin.
(3) Understand the meaning of words and phrases in the text in combination with the context and real life, and accumulate words and phrases in reading.
(4) Learn to read with the help of pictures in books.
(5) Have their own feelings and ideas about people and things that interest them, and be willing to communicate with others.
(6) Reading children's songs, children's poems and simple ancient poems, expanding imagination, gaining initial emotional experience and feeling the beauty of language.
(7) Understand the common punctuation marks in the text. Experience the different feelings expressed by periods, question marks and exclamation marks in reading.
3. Oral communication
(1) Learn Mandarin and gradually form the habit of speaking Mandarin.
(2) Be able to listen to others carefully and try to understand the main content of the speech.
(3) Listen to the story, remember and tell the main content.
(4) When talking with people, the attitude is natural and generous and polite.
(5) Express self-confidence and actively participate in oral communication.
Fourthly, the difficulties in teaching.
Key points: Know 400 commonly used Chinese characters and be able to write 200 Chinese characters.
Difficulties: Develop good reading habits.
Verb (abbreviation of verb) teaching measures
Literacy teaching:
1. Literacy. Judging from the word-formation characteristics of Chinese characters, there is a saying of "six books" in philology. Among them, pictographic characters, knowing characters and pictophonetic characters are easier for students to understand, and the teaching materials have also made corresponding arrangements for this. The first volume of senior one, Sun Moon Fire and Water and Sun Moon Ming, shows the pictographs and cognitive methods of word-making, which increases interest and deepens memory.
2. Develop a variety of literacy channels to encourage students to read in life.
3. Stimulate students' interest in literacy and thirst for knowledge with interesting knowledge (mainly the classification of things) and rich activity design. Such as "spring, summer, autumn and winter" and "crossword puzzles".
Reading teaching:
1. Pay attention to the instruction of reading aloud.
2. Avoid monotonous and boring technical reading guidance and adopt various methods.
3. Pay attention to students' personal reading experience, in addition to discussing the thinking problems in the book, give students the opportunity to ask questions and ask difficult questions, and give students the opportunity to fully express their opinions.
4. Pay attention to the guidance of extracurricular reading. Guide students to choose good reading materials.
Oral communication teaching:
1. Attach importance to creating situations, so that students can communicate orally with emotion.
2. Pay attention to oral communication activities in daily teaching.
Sixth, the teaching schedule.
leave out
The implementation of the new textbook curriculum reform of Grade One Chinese Teaching Plan 3 provides a platform for our teachers to show themselves, and also brings new opportunities and challenges. For this reason, our first-year Chinese teachers have studied the curriculum standards and carefully understood the intention of compiling the textbooks while participating in the training of the new curriculum textbooks. In order to better carry out Chinese teaching in the future, the teaching plan for this semester is formulated as follows:
First, the analysis of teaching objects
There are 29 students in this class, most of whom are 6 years old. Through more than a week's contact and understanding at school, I found that they are all very lively, lovely and clever. Most students are full of interest in learning and have a strong thirst for knowledge and self-motivation. However, due to the relationship between age and psychological cognition, they lack self-control in study and life, which requires cultivating good study habits. In addition, their preschool education is uneven. The specific situation of students is analyzed as follows:
1. Most students have a preliminary understanding and understanding of Chinese classes through their contact and study of literacy and articles (stories) in kindergarten, and they also have a strong interest. They have mastered some qualities to a certain extent and can tell some stories. Although some stories are not fluent, it can be said that this is the beginning of learning Chinese. Because kindergartens don't study literacy and stories systematically, their basic knowledge of Chinese and basic skills are extremely poor, and they don't have the ability to spell articles. In addition, due to the negligence of kindergarten teachers, many students' writing methods are wrong, which is difficult to correct for a while and needs guidance and strengthening. However, one thing is worthy of recognition. They have been able to communicate in Mandarin with simple words.
2. Most students are exposed to and learn Chinese in kindergarten. Although their atmosphere and habits of learning Chinese are not very good, they have already taken shape. They are new students, but when they come to school in the morning, they can't consciously enter the classroom for morning reading. They have bad class habits. Like kindergarten, they have a lot of little tricks, they can't concentrate on listening and don't want to think. In class, many students can't listen to the teacher's questions and students' answers carefully and quietly. However, they are very active in learning, can get to school early, are very polite, can say hello to the teacher, can say goodbye to the teacher when they go back, and can use simple polite expressions. I believe they will soon form good study habits.
There are some excellent and outstanding students in the class, who have good language expression ability and strong interest in Chinese. As the saying goes, interest is the best teacher. They like reading extracurricular books, telling stories and have a strong desire to express themselves. They are studious, have good study habits, pay attention to lectures in class, think hard, finish their homework on time, have correct handwriting, speak boldly and actively, and can listen, speak, read, write, think, remember, practice and use more. However, there are some such students in the class. They can't change their true identities. Just like in kindergarten, they are still monks who bump into bells day after day, holding an indifferent attitude. They are not enthusiastic in class and have many small moves. They listen to what they like, but they don't. They are not interested in learning and have bad habits. However, they are still children, new school children, with great plasticity. I believe they can learn Chinese well.
Second, teaching material analysis
This textbook includes entrance education, Chinese Pinyin, literacy, texts, China gardens and oral communication. The beginning of the textbook is entrance education, and four pictures are used to help students understand school life and learning routines. Then there is the part of Chinese Pinyin, a total of 13 lessons. While learning Pinyin, I got to know 70 common words. Then literacy (1), 10 text, literacy (2), 10 text. Each of the two literacy units has four classes, and each class can read 12- 14 words. These 20 texts are divided into 4 units, which are generally arranged in the order from shallow to deep, and the texts of each unit are related in content. A language garden is set up after each unit to consolidate Chinese knowledge and develop Chinese ability, which is rich in content and diverse in forms. In addition, there are six oral communication topics in the book, which are arranged at the back of each unit, so that students can practice oral communication in the created situation.
Literacy arrangements, the implementation of separation of recognition and writing, more recognition and less writing. The book requires you to know 400 commonly used words and write 100 words with simple strokes.
Throughout the whole textbook, there are the following characteristics:
1. The textbook reflects the comprehensiveness of Chinese subject in many ways, so that children who enter school can receive more comprehensive Chinese enlightenment education, which not only lays a good foundation in Chinese pinyin, literacy, reading and oral communication. , but also do a good job in learning ability and study habits.
2. The arrangement of Chinese pinyin, literacy, reading and oral communication should follow the rules of children learning Chinese.
The content of this textbook is greatly updated, which is not only brand new, but also full of the flavor of the times, humanistic color and emotional factors.
4. All parts of the textbook reflect the arrangement intention of active learning and playing middle school. All kinds of learning forms arranged in the teaching materials are popular with children, which helps students to learn with interest and practice independently in the game.
5. In view of China's vast territory and unbalanced development of culture and education, this textbook gives consideration to both urban and rural areas, with moderate difficulty and appropriate weight, leaving room for teachers and students to expand and create.
Third, the focus and difficulty of teaching
The teaching of Chinese pinyin and literacy is the focus and difficulty of this semester's teaching. The new textbook still requires students to write Chinese Pinyin correctly and know new words in the process of learning Pinyin. It is required to know 400 commonly used words, and the literacy is very large. Students receive uneven preschool education, which leads to teaching difficulties.
Fourth, teaching objectives.
(A), Chinese Pinyin
1. Learning Chinese Pinyin can correctly read initials, finals, tones and syllables, accurately spell syllables, and correctly write initials, finals and syllables.
2. Be able to read, pronounce and speak Mandarin with the help of Chinese Pinyin.
(2), literacy and writing
1, likes learning Chinese characters and has the desire to read actively.
I know 400 commonly used Chinese characters, and I can write 100 of them.
3. Master the basic strokes of Chinese characters and be able to write according to the rules of stroke order. The handwriting is correct, correct and neat.
4. Initially develop correct writing posture and good writing habits.
3. Reading
1, I like reading and feel the pleasure of reading.
2. Learn to read the text correctly and fluently in Mandarin.
3. Learn to read with the help of the pictures in the reading materials.
4. Willing to communicate with others what you are interested in.
(4) Oral communication
1, learn Mandarin and gradually develop the habit of speaking Mandarin.
2. Be able to listen to others carefully and try to understand the main content of the speech.
3, can talk with others, natural and generous attitude, polite.
4. Self-confidence in expression. Actively participate in oral communication and express your views enthusiastically.
Verb (abbreviation of verb) specific teaching measures
According to the above analysis and the teaching objectives of this book, the following measures have been taken in Chinese teaching this semester:
1, teaching ideas. Seriously study the subject of Curriculum Standards, fully and correctly understand the concept of new curriculum reform, establish new teaching concepts, take notes and read newspaper clippings, put new ideas into action, and improve teaching quality.
2. Teaching resources. Combining the specific contents of pinyin teaching, literacy teaching, reading teaching and listening and speaking teaching, we should communicate inside and outside the classroom, make full use of educational resources such as schools and communities, carry out comprehensive learning activities, expand students' learning space and increase students' Chinese practice opportunities. For example, arrange a "book corner" or "extracurricular reading world" in the class and prepare some extracurricular pinyin reading materials for students to read; Encourage students to develop environmental literacy through family, school, society and other channels, consolidate Chinese Pinyin, increase literacy and cultivate reading interest.
3. Teaching routine. Continue to seriously implement the "Cangnan County Primary and Secondary School Teaching Standards" and prepare lessons, attend classes and change jobs as required. In particular, we should do a good job in preparing lessons, tap the pleasant factors of the textbook itself, choose vivid and lively teaching methods suitable for junior students, such as intuitive method, situational teaching method and pleasant teaching method, and create a democratic and relaxed learning atmosphere through slides, projection, video recording and recording, so that students can learn independently and inquiringly, and gradually rise from "learning" to "learning". Efforts should be made to do a good job in regular teaching and training such as literacy, writing, reading aloud, listening and speaking, refine guidance methods, ensure training time, promote habit formation, and enable students to develop their listening, speaking, reading and writing abilities as a whole.
The first year Chinese teaching plan compiled by the Ministry of Education. Analysis of students' present situation
The children in Grade One just entered school, because they are young, lively and naive, lack of organization and discipline, and have not yet formed various behavior habits, so they can't adapt to various rules and regulations of primary schools. Some students can't attend classes normally because of their inattention. But they all have natural curiosity, strong thirst for knowledge and active thinking. I believe that after a period of study, their study and behavior habits will improve. There are 27 students in the class, including boys 15 and girls 12. Most students are interested in learning and have basic Chinese learning ability. There are still some students who are not interested in learning, have not mastered the basic Chinese learning rules, and have not formed good Chinese learning and behavior habits in the pre-school education stage. For example, some students feel strange and alienated from the most basic and important pinyin, and even fear because they can't. For these students, we must help them patiently and guide them carefully so that they can grow up quickly.
Second, the book teaching material analysis.
This textbook includes four parts: literacy, text, Chinese garden and oral communication. Generally, it is arranged in the order from shallow to deep, and the texts of each unit are related in content. There is a language garden after each unit, which is rich in content and diverse in forms, consolidating Chinese knowledge and developing Chinese ability. In addition, the book has a topic of oral communication, which is arranged at the back of each unit, so that students can practice oral communication in the created situation.
The arrangement of literacy is to recognize and write separately, and to recognize more and write less. The compilation of teaching materials is based on curriculum standards, which embodies the basic ideas and spirit put forward by curriculum standards. The content of the textbook is comprehensive, scientific, contemporary, interesting and widely applicable.
Third, the teaching objectives
(A), political and ideological aspects
Cultivate students' thoughts and feelings of loving nature, the environment and the great rivers and mountains of the motherland, cultivate students' ideological quality of caring for others, respecting the old and loving the young, and give students a good enlightenment education.
(2) Basic knowledge
1, hanyu pinyin: You can read, pronounce and speak Mandarin with the help of hanyu pinyin.
2, literacy and writing: I like to learn Chinese characters and have the desire to read actively. I know more than 400 commonly used Chinese characters and can write more than 100 of them. Master the basic strokes of Chinese characters and be able to write according to the correct stroke order rules. The handwriting is correct, dignified and neat. Initially develop correct writing posture and good writing habits.
3. Reading: I like reading and feel the pleasure of reading. Learn to read the text correctly and fluently in Mandarin. Learn to read with the help of pictures in reading materials. Willing to communicate with others what you are interested in in reading materials.
4. Oral communication: learn to speak Mandarin and gradually develop the habit of speaking Mandarin. Be able to listen to others carefully and try to understand the main content of the speech. Be able to talk with others, and have a natural and generous attitude. Have confidence to express. Actively participate in oral communication and express your views enthusiastically.
Four, the teaching emphasis and difficulty of this book:
(1) Key points:
1, Chinese Pinyin is a tool for students to learn Chinese, so the teaching of Chinese Pinyin is the key.
2. Know 400 commonly used Chinese characters, of which 100 can be written.
3. Learn to speak Mandarin and gradually develop the habit of speaking Mandarin.
(2) Difficulties:
1, Chinese pinyin is abstract and confusing, which is difficult for students to master. Therefore, pinyin teaching is more difficult.
2. With the increase of literacy, students' "return rate" is very high, it is difficult to teach 400 Chinese characters, and how to consolidate Chinese characters is even more difficult.
3. How to guide students to accumulate language is a difficult point in reading teaching.
Verb (abbreviation for verb) Prepare teaching AIDS and learning tools.
multimedia courseware
Sixth, teaching measures.
1, to help students understand the school routine and develop good study habits.
2, thoroughly understand the new textbooks, in-depth understanding of students, creative use of new textbooks.
3. Make full use of multimedia, and create a relaxed and happy learning situation by using the exquisite situation map of the teaching materials to stimulate students' interest in learning.
4. Strengthen the connection between Chinese and children's life; According to the daily norms of primary school students, guide students to pay attention to life and learn Chinese in life.
5. Cultivate students' study habits by reading in the morning, writing in the afternoon and thinking in action. Seriously correct the homework of each lesson, and give feedback and summary in time.
6. Respect the individual differences of students and guide them in time.
Seven, the main measures to improve the quality of teaching
1. It is obviously very difficult and boring for children who are just in grade one to master the abstract Chinese Pinyin. According to the age characteristics of students, combined with Chinese curriculum standards, efforts should be made to make the teaching of Chinese Pinyin interesting and childlike, so that students can master Chinese Pinyin in a harmonious classroom atmosphere.
2. Literacy is the basis of reading and composition, which is very important in Chinese teaching in lower grades. Junior students are easy to remember some concrete, vivid and colorful materials, so in literacy teaching, visualization and visualization will be strengthened to guide students to learn. Through vivid and intuitive teaching and rich images, students can master the Chinese characters they have learned.
3. "Reading is students' personalized behavior". Therefore, in reading teaching, we should adopt independent, cooperative and inquiry teaching methods to give students the initiative to read. At the same time, the reading teaching will be extended from the classroom to the extracurricular, and then the extracurricular reading income will be applied to the classroom. The two are closely combined to coordinate the development of reading ability.
4. In teaching, actively guide and encourage students to ask questions, introduce students into the world of questions, let them express their views, ask questions diligently, and improve their oral expression ability in the process of asking questions and seeking answers. At the same time, in junior high school Chinese textbooks, the text is rich in content and has certain suspense. We can use this favorable factor to guide students to expand their imagination, create situations for students and encourage them to speak boldly.