First, the teaching philosophy:
1. Chinese education cannot be limited to the study of words, phrases, sentences and chapters. We should set up a great China view. The concept of Chinese teaching should attach importance to exploring many connections between Chinese education and modern society and children's life world.
2. Chinese education should be geared to all, implemented in every student, and improve every student's Chinese literacy in all directions.
3. Pay attention to the process, combine summative evaluation with composition evaluation, and cultivate the hope of lifelong learning and the spirit of scientific exploration.
4. Pay attention to reading instruction and combine reading in and out of class.
Second, the analysis of learning situation:
There are 72 students in this class. Most students have developed good study habits. They love learning and are self-motivated. Judging from the final exam results of last semester, the students were able to complete their learning tasks well, with a passing rate of 1 0,000%, and 83% of the students reached an excellent level in analysis and testing. Students have certain reading ability, oral communication ability, writing ability, Chinese analysis and application ability, and have also mastered certain learning essentials. However, some students have a poor foundation and their parents are negligent in management, which requires teachers to strengthen leadership. Individual students learn blindly and can't finish their homework in time, so they need good guidance and education from teachers. The biggest problem for students in this class is the serious polarization, especially in homework and extracurricular reading. They are very confused about how to shorten the polarization gap.
Third, teaching material analysis:
(1) Textbook Structure:
This textbook continues to be arranged according to special topics, and is divided into eight groups, namely, the first group "Entering the West", the second group "Permanent Childhood", the third group "The Art of Speech", the fourth group "They moved me", the fifth group "Journey of China's Classical Works", the sixth group "Entering the Information World" and the seventh group "People Written by Writers".
There are 28 texts in the book, including 14 intensive reading and skimming. Except for the sixth group of comprehensive study, the other seven groups of textbooks, each group consists of four parts: introduction, lesson examples, oral communication exercises and review and expansion. There is a "word list" after each group of texts. Among them, "reading, writing and writing" are composed of words that can be written, and it is required to be able to read and write; The words "read and remember" need only be memorized, not written. Some texts have material bags or reading links at the back. There are five "material bags" and two "reading links" in the book.
The book also arranged eight selected texts, with two lists of new words. The glossary (1) requires familiarity with 200 words. At this point, the literacy task of knowing 3000 commonly used words in primary schools has been completed. Glossary (2) requires writing 150 words, and the cumulative writing amount so far is 2300.
(2) Characteristics of teaching materials:
1, strengthen the target system and fully and correctly implement the Chinese learning goals.
2. The content of the textbook has made diligent efforts in enriching the humanistic connotation and broadening the theme style; Further strengthen the educational function of Chinese textbooks;
3. The theme setting has become more flexible, and the arrangement method has also been continuously developed.
4. The design of study guidance and after-class exercises can give full play to their functions.
5. According to the characteristics of children's psychological development, the types of "oral communication exercises" have also changed.
6. In "analytical learning", guide students to make bold ideas, carry out Chinese learning activities, attach importance to the process of inquiry learning, and further improve the ability of Chinese analysis and application.
Fourth, teaching objectives.
Literacy and writing teaching
This book can read 200 words and write 150 words, which is correct. While improving the quality of writing, we can also improve the writing speed appropriately and continue to develop good writing habits.
(B) Reading teaching
1, continue to strengthen the training of basic reading skills.
2. Discover the laws of language and learn the essentials of expression.
3. Grasp the rich humanistic connotation of each unit and implement the goals of emotion, attitude and values.
(C) Oral communication teaching
1, stimulate interest and reflect two-way interaction.
2. Continue to improve students' oral English and cultivate good language habits.
(D) Practice teaching
1, to further clarify the essence of primary school students' composition. The essence of primary school students' composition is writing, writing, not writing.
2. Cultivate three abilities: observation, thinking and expression.
Verb (abbreviation of verb) teaching measures;
Literacy and writing teaching
This book has 200 literacy classes. By the third year of senior high school, students already have a strong independent literacy ability, so they should let go of teaching. The textbook is no longer marked except for intensive reading and skimming. Students can look up unfamiliar words in the dictionary to solve them. Teachers should encourage students to dabble in extracurricular reading quickly, contact the context and understand the meaning of words, and don't hinder reading because there is no dictionary and dictionary at hand. This book has a total of 150 words, all of which are arranged in intensive reading texts and completed in cooperation with classroom teaching. Guide students to write correct strokes and strokes, arrange the parts and frame structure of words, and write words correctly.
(B) Reading teaching
1, senior three reading requirements, not only correct, fluent, but also emotional. In reading teaching, we must read more and talk less, so that students can understand the text and feel something mainly through independent reading. To achieve high requirements and orderly reading, we must read aloud in various ways, experience feelings and cultivate a sense of language. Appreciate and feel the thoughts and feelings expressed in the article during reading. The guidance of reading should start from the whole group, guide students to read aloud with emotion on the basis of mastering the emotional tone and its changes of the full text and relying on individual emotional experience. Senior students should not only improve their understanding, but also improve the speed of silent reading. In teaching, teachers should leave enough time for students to read silently, and put forward corresponding essentials to guide students to read carefully as required, and check the learning effect after silent reading.
2. Ask questions after class, guide students to understand the content and grasp the main points of expression. Find out the characteristics of speech expression in the text. Summarize some rules in the "communication platform".
3. According to the characteristics of different texts, we should conceive and accept flexible and diverse teaching processes and points.
(C) Oral communication teaching
Stimulate interest and stimulate students' desire for communication. Create specific situations. To create situations, we should do the following: first, the creation of situations should be realistic, reflect the needs of students' actual communication, and let students know that they use different methods and accept different expressions in different places and for different things. Second, consider the age characteristics of children, pay attention to the interest in creating situations, and stimulate students' communicative desire in a popular way. Third, we should create multiple situations, and in the gradual and in-depth interaction, we should reflect the skilled process from relatively simple content to relatively in-depth communication. It is necessary to reflect two-way interaction.
(D) Practice teaching
1, composition guidance starts with content and encourages composition evaluation.
Writing guidance, we must start with the content, first solve the problem of what to write, open our minds and let everyone find what they want to write and what they want to write. It is advisable to "let go" at the beginning, so that students feel that there are many things they want to write, and teachers guide students to choose the most suitable content to write. As for what kind of title to write, it is soaked in the process of opening your mind and choosing the content to write, and it is guided in the process of writing and exchanging manuscripts. The content of guidance is nothing more than whether the writing technique can be clear, the content can be specific, the order can be clear, the words and sentences can be appropriate, and the true feelings can be expressed.
The emphasis on homework evaluation is encouraging. When commenting, we should sum up the advantages and achievements of the whole class's composition, so that each student can see the achievements and progress through commenting, enjoy the happiness of successful practice, understand how to write more realistically, and stimulate the desire for the next exercise.
2. Strengthen the guidance of general writing exercises.
On the one hand, the practice of writing is radiated to the reading class, often writing feelings and inspirations, imitating sentences and paragraphs, and continuing the ending ... the combination of reading and writing is naturally reflected. On the other hand, the practice of writing extends to daily life. Practice writing according to the needs of life. It is necessary to help children realize that homework is the demand of study and life, and it is the demand of pouring out and expressing. Students should be encouraged to express what they have done, heard, thought and felt, and write what they are interested in. Teachers should guide students to learn and use Chinese in life, and improve their reading and writing ability while doing things.
Comprehensive learning
This book analyzes the learning activity of "information transmission changes people's lives" by letting students know the changes of information transmission methods from ancient times to the present. Activities can be carried out from two aspects: on the one hand, make full use of articles in reading materials, such as The Story of the Ancient People Transmitting Information, Internet Connecting the World into Families, Strange Computer Magician, Network Calling for Help, Grasp Yourself, etc., to understand the changes and differences in information transmission methods from ancient times to modern times; On the other hand, I collect materials, visit and do it myself.
The second comprehensive learning activity, "Writing a Simple Research Report with Information", focuses on making students learn how to write a research report, so the activity aims to solve the problems that students may (or should) encounter in reading and writing. The four activity suggestions put forward in the textbook imply the essentials of "how to write a research report":
The first step: determine the topic;
Step 2: Obtain materials;
Step 3: Analyze the materials and form opinions;
Step 4: Write the report according to the sample.
First, the 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
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.
Step 2 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, word 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, open up 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 guidance of reading aloud.
2. Avoid monotonous and boring technical reading guidance and adopt various methods.
3. Pay attention to students' personal reading experience. Besides discussing the thinking problems in the book, we should also 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, pay attention to creating situations, and let students communicate orally with emotion.
2. Pay attention to oral communication activities in daily teaching.
First, teaching material analysis:
This textbook continues to be organized into eight groups according to special topics, namely, the first group "Entering the West", the second group "Forever Childhood", the third group "The Art of Language", the fourth group "They moved me", the fifth group "The Journey of China's Classical Works", the sixth group "Entering the Information World", the seventh group "People Written by Writers" and the eighth group.
This textbook also arranges two comprehensive studies. The first time was in the "Art of Language" group, focusing on text learning and arranging some Chinese practice activities, which we called "small synthesis". The second time was in the sixth group of "Entering the Information World". Editors have broken through the textbook structure with the text as the main body, and changed to the arrangement form around the theme, task-driven, and activities throughout, which we call "grand synthesis".
Except for the sixth group, there are 28 texts in the book, including 14 intensive reading and skimming. These seven groups of textbooks are composed of four parts: introduction, lesson examples, oral communication practice and review and development. Set up a "word bank" after each group of texts. Among them, "reading, writing and writing" are composed of words that can be written, and it is required to be able to read and write; The words "read and remember" only require memorization, not writing. Some texts are followed by information kits or reading links. There are five "information kits" and two "reading links" in the book.
Second, the overall teaching objectives:
1, know 200 commonly used Chinese characters, and accumulate literacy of 3000; Write 150 characters and accumulate 2300 commonly used Chinese characters.
2. Read and write words composed of literacy; Read and remember the words made up of recognizable words.
3. Read the text aloud with emotion. Reading the text silently has a preliminary feeling and a certain speed (not less than 300 words every 5 minutes).
4, can use a variety of methods (with the help of a dictionary, context, using life experience, etc.). ) understand the text, can distinguish the feeling of the text, and experience the effect of text expression.
5, reading narrative works, can grasp the main content, experience thoughts and feelings, clarify the narrative order, understand the expression method. Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the poet's feelings. Reading explanatory articles, you can understand the content and understand the basic interpretation methods.
6. Skim through this article and get a rough idea. Learn to browse and collect information as needed. Extracurricular reading is not less than 250 thousand words.
7. Be able to write simple documentary and imaginary compositions with concrete content and true feelings. Practice writing letters, letters of commendation and simple research reports, and pay attention to the format. It can be expressed in segments as needed, and common punctuation marks can be used. Finish homework of about 400 words in 40 minutes.
8. Revise the exercises to make the sentences fluent, correct and standardized.
9, listen, can grasp the main points; Speak in an orderly way and have the right tone. Good at communication and dare to express their views. With a little preparation, I can make a short speech in public.
10, actively participate in comprehensive Chinese learning, and play a role in making plans, carrying out activities, and carrying out exhibitions and exchanges. Learn to use the information obtained to write simple research reports.
Three, the focus and difficulty of the whole book teaching:
Literacy and writing teaching
There are 200 scholars in this book. When students encounter unfamiliar words in reading, they can look them up in the dictionary. Teachers should encourage students to browse quickly, contact the context and understand the meaning of words in extracurricular reading, and don't hinder reading because there is no dictionary at hand.
(B) Reading teaching
1, reading requirements, not only correct, fluent, but also emotional.
Improve the speed of silent reading. When teaching, teachers should leave enough time for students to read silently, and put forward corresponding methods according to the requirements to guide students to think seriously and check the learning effect after silent reading.
2. Through thinking exercises after class, guide students to understand the content and expression methods.
3. According to the different characteristics of the text, design and adopt flexible and diverse teaching processes, methods and strategies.
(C) Oral communication teaching
Stimulate interest and students' desire to communicate. Create a specific situation.
(D) Practice teaching
1, composition guidance starts with content, and composition evaluation focuses on motivation.
2. Strengthen writing guidance at ordinary times.
Comprehensive learning
Make full use of reading materials such as The Story of Ancient People Transmitting Information, Internet Connecting the World, Magical Computer Magician, Online Calling for Help, etc. to understand the changes and differences of information transmission methods from ancient times to modern times; On the other hand, through collecting information, investigating and interviewing, do it yourself.
Four, the focus and difficulty of this unit:
Unit 1: First, through reading and collecting materials, guide students to understand the West and stimulate their feelings of loving the West; The second is to guide students to learn to grasp the main content of the text, connect with the context, experience the expressive effect of beautiful language and understand profound sentences, further improve their ability to understand the language, continuously accumulate the language and enhance their sense of language; The third is to guide students to understand some simple and acceptable writing methods and try to apply these writing methods to their own exercises.
Unit 2: First, let students experience the author's attachment to childhood life, feel the beauty and preciousness of childhood life, enrich their emotional experience and feel the childhood life they are experiencing more deeply through reading; The second is to understand some expressions of the article through comparative reading; Third, enrich language accumulation; The fourth is to communicate and describe your childhood.
Unit 3: First, let students feel the charm of implicit language and the art of language expression through reading; Second, by reading different genres of articles, we can understand the expressions of different genres of articles; The third is to guide students to accumulate beautiful language.
Unit 4: Guide students to concentrate on reading and feel the spiritual quality of the characters; Understand the author's emotional context and expression, and continue to cultivate students' speed reading ability.
Unit 5: Let students feel the charm of classical masterpieces and stimulate their interest in reading.
Unit 6: Guide students to enter the colorful information world, feel the change of information transmission mode, know the role of information in people's life, work and study, learn to collect and process information, and initially learn to use information and write simple research reports.
Unit 7: Let students feel the vivid characters in the writer's works, understand the writer's methods of describing characters, and learn to use them in practice.
Unit 8: First of all, we should master the main contents, understand the characteristics of national customs in different regions, and increase our knowledge; Second, try to figure out how the author writes the characteristics of scenery and customs, and learn to use the author's writing methods; Third, we should pay attention to accumulating beautiful language in the text; Fourth, we should proceed from reality and collect as much information as possible through various channels according to our respective conditions to enrich our feelings about exotic customs.
V. Teaching measures and methods:
A well-prepared class
The research of teaching materials is the basis for teachers and students to "teach" and "learn", and the degree of teachers' research on teaching materials is directly related to the teaching quality.
1. Grasp the textbook as a whole, understand the arrangement system of the textbook, classify the knowledge involved in the textbook, master the structure of each part of knowledge, and determine the position of the textbook in the subject system.
2. Learn the unit textbook, grasp the key and difficult points, and process the whole unit textbook.
3, study the textbook of this lesson, understand and master the textbook, analyze the textbook, and turn the knowledge of the textbook into your own knowledge.
4. Understand students' original knowledge base, students' intelligence level, ability level and classification in the class;
5. Understand and master students' learning interests, learning attitudes, learning habits and classification. Get the students ready, and then implement hierarchical teaching for different students.
(2) Strengthen accumulation
We must combine the usual classroom teaching, pay attention to guiding students to organize and accumulate, and improve students' Chinese literacy.
1, able to recite the contents required in the textbook; Accumulate related words, phrases, sentences, paragraphs, articles, etc. ;
2. Extra-curricular reading should pay attention to the accumulation of language materials.
3. Language materials can be widely accumulated in life.
(3) Teaching methods
If you teach a fish, don't teach it to fish. Learning method is a certain way, means and approach adopted by students in order to achieve the expected learning purpose. Only when students master the learning methods and the initiative of learning can they explore new fields independently, acquire new knowledge and use this knowledge to combine and innovate.
1. Teach students how to preview before class, develop good reading habits and improve self-study ability.
2. Teach students how to read the text and improve their reading comprehension.
3. Teaching students how to read after class.
(D) the combination of home and school to form a joint force.
Strive for the support of parents, through home visits and telephone interviews, to achieve the purpose of enhancing the feelings of teachers and students, close cooperation between families and teachers, and forming educational synergy.