Teaching Design 1 Teaching Objectives of Chinese Garden VI, Volume II, Grade Two, People's Education Press
1.Knowledge and skills
(1) Learning the antonym reduplicated words can reveal the structural features of words.
(2) Learning new words with the same radical.
(3) Distinguish and combine similar words.
2. Process and method
(1) Learn new words and review old words in comparison and discrimination.
(2) Expand the knowledge in the exhibition.
3. Emotion, attitude and values
Combine words with language training to cultivate interest in learning.
Teaching focus
Learn reduplicated words, new words and review old words. Encourage students to explore and discover, and guide students to accumulate and use.
Teaching difficulties: how to guide students to explore and accumulate better.
teaching process
First, the introduction of new courses
The teacher felt very comfortable walking into Xiuzhou Experimental Primary School. Look, our floor is clean, the desks and chairs are neatly arranged, and our children are really happy to sit upright. I think our cooperation will be happy.
Q: Is this sentence just made by the teacher very good? There are several good words in it. Did you hear it?
Second, my findings
(a) produce overlapping words:
Clean, neat and happy ...
Students are free to read, read by name and read together.
Teacher: I find that every word …
Health: I found that every word is a reduplication.
How many words can you say?
Reduplicated words in raw words
(B) produce antonym reduplicated words
Large and small, more or less deep and shallow.
High, low, long, short, thick and thin
Teacher: Have you found anything new?
Health: I found that every word is an antonym.
Read the words again, the camera understands the words and practices speaking.
Teacher: Can you try to say such words? Guide students to find ways to say antonyms, such as saying antonyms, and then saying the corresponding reduplications; Another example is to say a word and then find an antonym, and then say the corresponding reduplication)
Wide and narrow, day and night ... (Speak softly, then write gently, and then read the words in the book and written by yourself gently.
Second, read and recognize
So-and-so, you are so smart. If only you were my child, would you like to be my child? The teacher is also a mother. Being a mother can be hard. I have to go to the market to buy food after work every day. Have you ever been to the market with adults? Will the teacher take everyone to the food market?
(A) learning radish, eggplant, mushrooms, stew, burn, roast.
1.Show me a complete map of vegetables. Ha, so many vegetables. Do you know them? Call their names. Students speak freely-by name (the camera clicks to show radish, eggplant and mushrooms)
2. talk: I saw it.
With so many dishes, how about we take them home to make all kinds of delicious food and taste them together? Think about it. How can we make these dishes into all kinds of delicious food? (Add some chicken, duck and pork)
4. The students said that the teacher showed the barbecue with the camera.
The teacher has cooked a lot of dishes, so let's have a taste.
Show me stewed meat, roast duck, fried chicken legs, stewed chicken soup and braised pork.
6. Show us the radish, eggplant, mushroom, stew, roast and roast again. We not only enjoyed the labor and tasted so many delicious foods, but also learned so many new words. I'm so happy. Look at these words again and see what you can find.
7. I found that the words "radish" and "eggplant" are both grass prefixes and vegetables.
8. Can you also say a word with a cursive prefix?
(Students will say some cursive words are not vegetables, but they are all plants.)
9. Some plant characters are not cursive, but trees beside the word "wood".
Students say the word next to the word "wood".
10. I found that stew, roast and roast are all beside the word fire. Say the word next to the word fire.
(2) Learn to pick, carry, pick, stamp, kick and jump.
1.Our hands can cook so many delicious foods, which is really capable! What can our hands do besides cooking? The students said that there are too many things we can do. Now the teacher has a request, to say what you will do in the classroom, and there should be a hand-held book (blackboard writing) in the words.
2. What else will we do with our hands? (Show me to pick, carry and pick)
3. Learn to pick, carry, pick, (act) form words and conduct speech training (pick, carry a gun ...)
Understand picking, teachers also like picking when buying vegetables, such as buying radishes. I like to pick a few beautiful radishes from many radishes and take them home.
Our hands are so capable, so are our feet.
Let's play a game. We stomp our feet heavily, we kick shuttlecock lightly, and we jump happily.
5. Show us stamping, kicking and jumping. We just did these three actions with our feet.
Learn to stomp. Speak for kicking and jumping.
6. Show me the steak, shoulder, pick, stamp, kick and jump, and look carefully at what you want to say.
Discuss in groups of four about the words beside the hand and the foot.
7. Both hands and feet are part of the body, and there are some words that are also part of the body, such as writing on a blackboard and saying the words next to the moon.
8. Use it: Show a paragraph with new words and read it.
Today, my mother took me to the market to buy food. I picked a few big and purple eggplants from the eggplant pile, and my mother picked some mushrooms. We bought another chicken and half a roast duck. When we got home, my mother stewed a pot of fragrant chicken soup.
Third, I will fill in
1. Show me the new words in the second question. These words all look very similar to those on the same side, and there is another kind of words that look very similar. Let's have a look.
Step 2 show the topic
Observe and find their similarities and differences (see if they look alike? Take a closer look. Do they look exactly the same? The right side of the view and the present is the view, the view of watching is next to the word, and the present is next to the word Wang. )
3. Group words and write them in books. Read it aloud after writing.
Look for similar words in this book. (Find and combine words at the same table)
Fourth, homework
Complete the problem of "Class Homework"1.2.3.4.
Look for similar words and form words. Students often confuse similar characters. I want to make students pay more attention to pictographic characters in peacetime through such extension and expansion, and will use the method of learning today to analyze them.
Learning is for application. After learning four groups of words and eight words containing new words, I designed a paragraph which contains these new words and words and is close to students' life, so that students can read aloud and integrate this question. At the same time, let students know that literacy is for use.
The Design Concept of Teaching Design 2 of Chinese Garden VI, the second volume of the second grade of People's Education Press
Focus on the comprehensive application of Chinese knowledge, the overall development of listening, speaking, reading and writing skills, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities. Enable students to improve their Chinese literacy in an all-round way in independent activities that interest them, so as to cultivate primary school students' initiative to explore, unite and cooperate, and be brave in innovation.
Teaching objectives
1.Learn antonyms. Willing to explore, can find the structural rules of words.
2. Learn new words and review old words in comparison and discrimination. Be able to read independently, distinguish between similar characters, and read poems correctly, fluently and emotionally.
3. Read the modern poem A Little Stone Girl.
4. Through oral communication, arouse the enthusiasm of students to participate in the discussion. Cultivate students' ability to analyze and solve problems. Cultivate interest in learning.
5. I can show you my extracurricular learning experience, and I can show you the wall newspaper that I have cooperated with my partners, as well as other contents about recording the "June 1" activities.
Preparation before class
Teacher preparation: projector, new word card, data collection.
Class arrangement
Three classes.
Teaching Process and Design Intention
The first class
I. My findings
1.Read the words and find them by yourself. Experience the rhythm of words reading aloud.
2. Words to lose weight, communication and discovery. The deskmates exchanged their findings with each other. After losing weight, I found new words: size, depth, height, length and thickness (both antonyms)
3. Communicate with the whole class and summarize the findings. After the class exchange, it is concluded that these words are not only in the same overlapping form, but also composed of two words with opposite meanings.
4. Say the words as they are.
Large and small (size) is more or less ()
Deep and shallow () high and low ()
Long and short () thick and thin ()
5. Show new discoveries of wisdom and expand practice. What other antonyms do you find in your life? Say a few more words like this. (Teacher's camera blackboard) Such as: up and down, back and forth, left and right, in and out, inside and out, stop and go ...
6. Read the words in the book and just accumulated.
7. Choose five words to add to the book.
8. Take a variety of games to say antonyms.
[Design intent]
This is an exercise to guide students to discover the rules of word formation independently. The design of this link focuses on guiding students to explore and discover two groups of words. Although there is a word difference, their parts of speech and meanings are quite different. Let students observe, discuss and encourage students to express their personal opinions in teaching, so that students can experience the joy of discovery and feel the richness of Chinese.
Second, accumulate over a long period
1.Read and recognize
(1) Now, let's go to the Word Game Palace and have a look!
(2) Cooperate with each other in the group and tell me what you found and how you remembered these words.
(3) Group report
(1) Words indicating vegetables: radish, eggplant and mushroom (related to vegetables)
② Words indicating the meaning of cooking: stewing, burning and roasting (related to "fire", all contain the meaning of "cooking". )
(3) Words that mean hands-on: picking, carrying and picking (related to "scooping", they all mean hands-on work. )
(4) Words that mean to move: stamp, kick and jump (and "?" Related, all contain the meaning of moving feet. )
(4) Think about it.
(1) Say a few more words that mean vegetables:----(related to vegetables)
(2) Say a few more words that mean "cooking": ————— (It is related to "fire". )
(3) Say a few more words that mean hands-on: ———— (It's related to "scoop". )
(4) Say a few more words that mean to move:--(and "?" Related. )
2. I will fill it out.
1 review the questions. Tell me the meaning of the question.
2 talk about the differences between each group of words.
Communicate with each other at the same table and in groups to find out the words that can be matched.
4 class communication. Inspire students to say what other words can be filled in, and encourage them to express different opinions.
⑤ Choose your favorite phrase and say one or a few words. Teachers encourage innovation.
⑥ Expand the exercises and create situations to speak, such as
Huangshan Mountain with beautiful scenery; A steady stream of cars-
⑦ Finish your homework independently. You can check each other at the same table after you finish it.
Buy () review () break () pick up ()
Gou () Ping () Bo () gives ()
Carry () Dian () to continue () money ()
Ring () Sentence () Read () Line ()
3. I can read.
(1) Read poems by yourself. Students read poems by themselves with the help of pinyin.
(2) Tell me what you have read and what you don't understand.
(3) The whole class exchanged ideas about poetry.
(4) Practice painting poems: What do you think should be painted?
(5) Reading poems aloud. Further understand the artistic conception of poetry.
[Design intent]
This link focuses on guiding students to discover, practice life experience to think and apply new knowledge, and guide primary school students to cooperate and communicate with each other, which is the concrete embodiment of the concept of "promoting students' development" in the new curriculum.
[Teaching reflection]
Teaching is to avoid teaching. Teaching is to guide students to learn by themselves. When students have sufficient space to show themselves, they will constantly surpass their original cognitive level and imagination ability, form a positive creative spirit, and promote the development of their own sense of enlightenment, imagination and thinking, so that our Chinese teaching can truly blend humanity and instrumentality.
After all, Chinese is called "language", the fundamental attribute of Chinese subject is instrumental, and the fundamental task of Chinese subject is to train language and characters. The image of knowledge in students' minds cannot be a copy of textbooks, but a personalized knowledge system full of individual thinking and wisdom, and a knowledge framework full of vitality and creation space. The first thing to consider in the development of activities is to do everything possible to bring cognitive joy to students, so that students can accumulate and store knowledge in listening, doing, rap, playing, reading, writing, audio-visual and other activities. Therefore, this design is intended to build an activity platform, where teachers and students will start the "knowledge express" together, and students will first put their own gains into the "small achievement bag" in teaching activities, and then selectively "buy tickets to get on the bus". This kind of activity seems disorderly, but there are many internal rules to support the orderly operation, and students will become real knowledge masters. This is especially true for the teaching design of Chinese Garden.
Oral communication in the second class
First, reproduce the situation
(1) The first paragraph in the quotation is imported.
(2) Group discussion: What should he do? Why?
(3) Collective communication.
The teacher summarizes the students' practices: ① Write down the name of Xiaolong. 2 don't remember.
Second, put forward suggestions
(1) divided into two groups according to different opinions. Sit opposite each other. Name the two teams as positive and negative respectively.
(2) Choose a presenter who states his own views. After the presenter explains his point of view, all parties start a debate to fully explain the reasons why his point of view is correct and why the other party is wrong.
Talk to each other at the same table and communicate with the whole class.
Third, a small debate
(1) State your opinion.
(2) Free debate.
(3) the president and summary of the teacher.
[Design intent]
The design of this link focuses on cultivating primary school students' oral expression ability and awareness of participation and cooperation, which is conducive to the optimization of classroom teaching. The teacher became the chief among equals. The debate of primary school students not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to think and talk.
[Teaching reflection]
In this oral communication class, the teacher's role has changed, from a professor to a collaborator in learning. This discussion is of considerable positive significance and should be strongly advocated. Students have also changed from listeners to active participants in learning and masters in the classroom. Students change from passive acceptance of knowledge to their own personal experience. Teachers change from indoctrination to guidance, and students change from listening carefully to using their own brains. It pays attention to the application of independent, cooperative and inquiry teaching mode, which creates a broad space for giving full play to students' creativity. At the same time, this kind of class also fully reflects that students are the main body of the class and teachers are the leaders. In fact, the focus of the classroom has shifted: from emphasizing teachers' "teaching" to emphasizing students' "learning", from emphasizing results in the past to emphasizing students' learning process. The original rigid mode of teachers emphasizing "paying attention to listening" was replaced by teachers' timely instruction and guidance. This is to pay attention to the personal experience and practice of students' learning. The way of learning has also changed. But the requirements for teachers can be higher. The habit of oral communication cannot be formed overnight. Teachers should persevere in this kind of training for students. In this way, we can develop a good listening and speaking attitude and language habits. What needs to be explained is that in the teaching process, teachers should pay attention to guiding students to develop elegant manners and conversation, and cultivate students' self-confidence and good personality quality.
In the third lesson
First, the exhibition table
1.Read the words of your learning partner and tell me what you know.
2. Feeling "the basic requirements of citizens' moral cultivation".
You can practice practical understanding of life, understand with examples, and tell stories to help children understand.
3. Tell me what you have done well and what you haven't done enough.
4. What do you want to do for the group?
5. Teacher summary.
[Design intent]
Think in contact with life experience, feel in thinking, and feel "the basic requirements of citizens' moral cultivation" through communication and display.
Second, display the "June 1 tabloid".
1.Group communication.
Such as: the name and content of the tabloid, how the group divides its work, how to collect information and so on.
2. "Selling tabloids" competition.
If you are a salesman, how to push your tabloid to the market or readers.
(1) Prepare freely first
(2) communicate within the group and select the best salesman.
(3) communication with the whole class.
3. Teacher summary.
Third, paste the students' tabloid works.
[Design intent]
Guide primary school students to exchange life experiences and organize primary school students to "sell tabloids" competition. It is a very interesting and meaningful practice in itself. In such practical activities, primary school students generate wisdom, and feel that experience is success or happiness. This comprehensive study, which transcends and communicates listening, speaking, reading and writing, is conducive to stimulating students' interest in learning, improving their Chinese literacy in an all-round way in independent activities that they are interested in, and is an important way to cultivate students' initiative to explore, unite and cooperate, and be brave in innovation.
[Teaching reflection]
"Comprehensive learning" is regarded as one of the five sections of teaching objectives in Chinese Curriculum Standards, which aims to focus on the comprehensive application of Chinese knowledge, the overall development of listening, speaking, reading and writing skills, the communication between Chinese courses and other courses, and the close combination of book learning and practical activities.
Students are spiritual individuals. The "comprehensive learning" of Chinese is a dynamic interactive process between students and texts, students and teachers, students and environment, and teaching content and environment. This kind of "activity" lies in students' hands-on and brain-off "work", applying what they have learned to practice, and planning, observing and operating by students themselves, which in itself creates a process of vitality and continuous emergence of life value. In learning activities, teachers provide all the environments for students to express themselves, think independently, and dare to try and create, so that students can contact, feel, operate, participate and dominate various activities, thus stimulating students to generate an internal learning motivation in realizing their wishes and difficulties, and then experience setbacks, successes, failures and frustrations. Students can always find what they want to do, learn to cooperate and communicate with others, and truly glow with the vitality of life through "three selves" (self-raising, self-analyzing and self-solving problems), "three haves" (discovery, discussion and innovation) and "three actions" (automation, interaction and linkage). So as to improve their ability to practice using language. In class, our teachers should give students more time to directly contact with Chinese materials, master the laws of Chinese in a large number of Chinese practice, and improve Chinese literacy.