Case study of Chinese teaching in the first grade of primary school 1
raindrop
Educational objectives:
I. Knowledge and ability:
1. Know new words, read the text correctly and fluently, and accumulate related vocabulary.
2. Understand the content of the text and understand that rain is closely related to the growth of plants.
3. Form the consciousness and ability of preliminary cooperation and exploration.
B, process and method:
1. Read freely, read by roles, dub the animation, understand and read the text well.
2. When reading aloud, the instrument is generous, the voice is loud, and the language is clear and fluent.
3, learn to draw a circle, and develop the habit of not reading.
C, emotional attitude values:
1. Feel the pleasure of reading in reading, and learn to respect others, appreciate others and improve yourself in expressing and listening.
2. Feel the loveliness of raindrops and the beauty that raindrops bring to mankind and the world.
3. In a specific communication environment, feel the pleasure of friendly exchanges and cooperation with others, learn to respect others in communication, and form good interpersonal relationships.
Teaching design
Warm-up before class: read words, learn sounds and do actions. (courseware)
Frogs sing, there are rainbows in the sky, counting stars, seeds sleeping, seeds drinking water, seeds sprouting, grass growing, flowers blooming, light rain, heavy rain, thunderstorms and storms.
First, call for raindrops and introduce new lessons.
Shh, listen! Close your eyes and listen carefully. What did you hear? (Courseware: Play the sound of light rain) Yeah! It really rained. Hold out your little hand, lift your little face, and let the raindrops fall gently on your hands and face. How do you feel?
Do you like these raindrops? Say hello to it? Attention:? Raindrops? Only two sounds can be attacked,
(Courseware: Raindrops are falling) Look, look, this is a rainstorm. Let's call him. This is a light rain spot. Call him, too Another point of heavy rain?
Second, learn the first paragraph and practice reading aloud.
Such lovely raindrops, I really want to know them all. Can you count it for me? One, two? I count with my eyes. Have you counted them? It turns out to be (courseware: showing sentences).
Read it. Attention:,? Cloud? 、? Come down? Read softly.
Read the text again and do the actions while reading.
Third, read the dialogue aloud and guide the questions.
Countless raindrops, large and small, are falling from the clouds. In mid-air, raindrops and raindrops are whispering. Read the second, third and fourth sections of the text, draw what the light rain spots and heavy rain spots are saying, and practice how to read.
(Courseware: the dialogue part changes color) Guide the students to make clear what the heavy rain point says, what the light rain point says and what the hint is. Let's read together. I'm a little rainy. Can you do it? What about you? Good reading. Read the question mark. I still want to hear the raindrops. Which raindrop is the most beautiful and lovely? I see, so you're asking me ()
Let's change it, ok? Keep reading.
(Courseware: Raindrop Dialogue Animation) Dubbed animation. (headdress)
(Physical Projection) Exercise: Now we find that it will rain a little, 1, where there are no flowers and grass, and 2, where there are flowers and grass.
Tell me: What kind of place is this? (Pictured: This is a place with flowers and grass, and this is a place without flowers and grass. )
Fourth, study independently and cooperatively to explore the changes after the rain.
At some point, a little rain falls with other raindrops where there are flowers and grass, and a little heavy rain really falls with friends where there are no flowers and grass. Soon (Courseware: Show
Paragraph 5) Read the text.
Just show these changes in different ways, such as drawing them. would you like to have a try？ Ok, I hope that students who want to go to places with flowers and grass like a light rain will bring their textbooks and markers and concentrate here. Please come here when it rains. Soon, where it rains a little, where it rains a little, and then take out a watercolor pen to draw. (soundtrack)
Have you finished painting? Ok, please show your work. Please tell me: I am here and where I have been. The rain washed away the dust and made the color clearer and brighter; Many grasses have grown out of the ground and many flowers have blossomed. Drink enough water to stand up more energetic? Timely sentence training: never. How do raindrops feel when they look at these changes? Read the sentences.
A child also drew it on the computer. Want to see it? (Courseware: Playing Animation)
Those flowers and grass must be very grateful to the raindrops. What would they say? Who can say thank you for them? (Performed with headdress)
What will raindrops say?
Practice reading aloud (playing background music)
If you were a drop of rain, where would you go?
5. Review new words and phrases.
The new friends in this article have moved into their new homes, and now they are having a party. You are welcome to join us. Do you want to go? Ok, always say hello to them when you come in. It is very impolite to call them by the wrong name. Let's get ready first. Students with difficulties can ask their peers for advice. (Driving a small train) (Courseware: Show the new words one by one)
After the party, old and new friends lined up to say goodbye to us, and then we said hello and goodbye to them. (Read the following nursery rhymes)
From the sky
fail
Such as delicious juice.
Trees and flowers like it.
Everyone opened their mouths and drank.
Only in this way can we grow rapidly.
A case study of Chinese teaching in the first grade of primary school II
Watching TV, the second volume of Chinese in senior one.
Today's education is concerned with the development of students' lives and promotes their spirituality. Classroom teaching should create opportunities for students to fly their spiritual wings.
"New Curriculum Standard" guides students: I can put forward my own views and questions about the content of the text, express my experience, and discuss difficult problems together in a cooperative way. ? The following teaching fragments reflect this idea to some extent.
When teaching "watching TV", I let the students watch the video of "watching TV and reading the model essay", listen to the model essay reading of the text and mark the serial number of the natural paragraph of the text. Then let the students choose their favorite reading style. After understanding the general content of the text, they set a learning task: try to use it? How to find it? Learn the text. Read the text carefully and think about what you read and what you don't understand. Discuss and communicate in groups of three, emphasizing that students can speak if they understand, communicate what they find, and see who finds more and whose thinking is the most agile. The prize of the good student this time is a little red star. Let's see who wins more prizes. When it comes to rewarding students' enthusiasm for exploring knowledge, it is mobilized. The classroom presents a scene of reading aloud, drawing circles, active thinking and enthusiastic communication.
In the process of communication, each group of students competed to speak and show their learning achievements. A classmate in group three stood up and said, teacher, I think? Dad is obviously a fan. I don't know why he turned off the wonderful ball game. This? Close? This word is not used correctly. ? I was shocked to hear that. I didn't expect the first-year students to dare to challenge the textbook and ask such questions. The classroom suddenly quieted down, and the students' eyes turned to the students who asked questions, as if to ask: How could such a question be asked? I improvised, and immediately looked at the student with expectant eyes and said, you are so brave. Can you tell me your opinion? When the students heard the teacher say this, they immediately said confidently: Since it was changed to Beijing Opera during the ball game, it shouldn't be used, should it? Close? Should we use words instead? Change? Words. ? What a good idea! Let me show you the boat: that's a good question. What's the use? Close? The text is still in use? Change? Where are the words? Please read and discuss again in the group. I hope all the students can express their opinions as bravely as this one. ? The students' desire for expression was activated, and the voices of reading and discussion filled the whole classroom.
After self-study, students speak freely and are enthusiastic. Some said:? I agree. Should we use it? Change? Because when I don't want to watch a program, I usually change the channel and choose another program to watch. ? Some said:? I agree, because I showed my grandmother my favorite channel at that time, so I changed it without turning it off first. ? Some said:? I think it works? Close? Chinese characters are better, because there are two words in a poem at the same time? Change? Words, not so nice to read. ?
It is not easy for first-year students to have such an idea. ) Some students followed closely and said:? I object. Are there two more after this one? Change? Word, so I think it's still useful? Change? Good handwriting? . There are speeches, supplements and debates. What is particularly gratifying is that one of my classmates actually said: Is it because there is one in the last two sections? Change? Word, so I think it should be used in front? Close? Words. ? After listening to the students' reports, I can't help but raise my hand and clap my hands and give the prize to the students who just spoke. After applause, can the teacher show the courseware? Close? Write in good order and then let the students empty their books? Close? Know each other by words? Change? Words.
One? Close? The problem of Chinese characters hits the excitement of students' thinking, stimulates their enthusiasm for participation, and presents an atmosphere of discussion in class. This is undoubtedly true reading, not blindly following books, daring to challenge textbooks and embodying the spirit of exploration. Of course, students' questions may not be correct, let alone perfect, but it doesn't matter. As long as there is nothing wrong, students' understanding should be respected. Only by protecting students' ability to find problems and think independently and fully demonstrating the elegance of each individual's life can an atmosphere of inquiry be formed in the classroom.
In this clip, let students ask questions, discuss problems and express their opinions, so that students can enhance their autonomy in learning and awaken the subconscious mind of personal creation. Improve personal interest in learning.
A case study of Chinese teaching in the first grade of primary school 3
First, the teaching objectives:
1, review and consolidate Chinese Pinyin.
2. Know the new word 12. Can you write it? One, two, three? Three words, know each other? One? .
Second, the focus of teaching: review and consolidate Chinese Pinyin.
Third, teaching difficulties: know the new word 12, can you write it? One, two, three? Three words, know each other? One? .
Fourth, the teaching process:
(a), audit import:
1. Review six vowels (ai, iu, an, un, ing, er), five syllables (zhi, chi, si, yi, wu) and three pinyin stanzas (jia, zoo, hua).
2. Wonderful introduction: Since the beginning of school, the children have learned a lot in the Pinyin Kingdom? Pinyin friends? I also learned a lot of Chinese characters. Starting from this class, we will be in. Pinyin friends? With your help, go to the literacy kingdom to learn more? Chinese character friends? Now, let's go to the kingdom of Chinese characters!
(2) Observe the pictures and reveal the topic:
1, look at the picture and talk. (Give examples to guide students to imagine while observing: What is the scenery on the picture? What did the two children see?
2. Reveal the theme: There is an old nursery rhyme about this painting, which is written on the blackboard.
3. Read the topic by name: Who can read the topic and how do you know these words?
4. Use specific examples to guide students to understand? Are you online? .
(3), graphic combination, reading text for the first time:
1, the teacher reads the text.
2. Combine pictures and words to guide students to talk about what children see and find in the pictures. Yancun? 、? Pavilion? 、? Flowers? .
3. The teacher should slow down and demonstrate reading aloud, and the students should follow it softly.
(4) Read the text and learn new words:
1. Students can read the text freely and pronounce the pronunciation accurately with the help of Chinese Pinyin.
2. Mark the words that can be read and the words that can't be read with different symbols, and help each other at the same table.
3. Classroom communication: What words did you learn in this text? How did you meet? (praising students who can read independently)
4. Teach new words.
(1) Read it.
Show 12 new words (with pinyin), read by name, read by train and read by the whole class.
Focus on guiding students to read correctly? Four, ten, three? .
12 new word cards (with pinyin) are extracted in different order, read by train and read by competition.
(2) pendulum.
Let's get started. Divide the 12 new word cards into two categories and put them on the table.
Mass sending: Tell me why? (? One? Where to? Ten? Is it a number? Going? With what? Are you online? No)
The whole class communicates. Show me four rows and five columns of squares (text format). Please put 12? New friends? Send it back to yourself? Seats? (that is, paste each card into the corresponding box).
(5) Reading comprehension:
1. Read the text correctly and fluently. Individual free reading, deskmate reading, roll call reading, class reading.
2. Read the text with emotion and rhythm.
(1) The scenery in the small mountain village is really beautiful. Who will be the children in the picture, read the text and tell everyone where they saw what? What do you like best in the picture?
(2) Find good friends to read, listen and correct each other.
(3) Boys and girls compete to study.
Activities during recess: The whole class performs and sings "Counting Ducks".
(6) Know Tian Zige and guide writing? One? ：
1, learn about Tian Zige.
(1) talk: children, we already know that four lines and three squares are the home of pinyin, so where is the home of new words? This is the hometown of neologisms.
(2) Guide students to understand the role of Tian Zige, horizontal centerline, vertical centerline and small cells.
(3) Clap your hands and read children's songs:? Tian Zige, Sifang, writing Chinese characters will help. Upper left grid, upper right grid, lower left grid, lower right grid, horizontal midline and vertical midline, all directions are recorded in the heart. ?
2. Guide writing? One? .
(1) Does the teacher introduce the names of strokes? Horizontal? , written by Fan? One? Write while talking about the main points of writing: the pen is slightly heavier, the writing is decisive to the right, slightly tilted upward, and the tip of the pen is closed.
(2) Students draw and write one, and teachers patrol; After telling the story, the students continued to practice writing.
5. Homework: Read the text carefully and recognize the new words 12.
Six, blackboard design: four, ten, three
Seven, after-school reflection:
Guess you like:
1.6 Primary school head teacher education case
2. Case analysis of mental health education in senior one.
3. China prose teaching case
4. Three cases of mental health in senior one.
5. Case analysis of primary school mathematics classroom teaching
6. Cases of classroom teaching of Chinese teachers in primary schools
7. Narrative of first-grade education