Primary school Chinese teaching plan

As an excellent teacher, we often need to compile teaching plans, which help us to accurately grasp the key points and difficulties of teaching materials and then choose appropriate teaching methods. How to write a lesson plan? The following are four primary school Chinese teaching plans I have compiled for you for your reference, hoping to help friends in need.

Chinese teaching plan for primary schools 1 teaching objectives:

1, learn three new words in Yu Gezi.

2. Read "Yu Gezi" aloud.

3. Understand the meaning of "fishing songs" and cultivate aesthetic interest.

4. I can imagine the scene described in Fishing Songs.

Teaching hours: 1

blackboard-writing design

Yugezi (word)

Zhang

Egrets fly in front of mount cisse,

Peach blossom and flowing water mandarin fish fertilizer.

Keywords green bamboo hat, green hemp fiber,

There is no need to return to the oblique wind and drizzle.

Teaching process:

First, review.

Look up the recitation of Jiangnan Spring.

Second, learn "Yu Gezi"

1. Introduce the author. (Video can be played)

Step 2 solve the problem. Fishing song, epigraph name.

3. self-study.

(1) Read freely. What is the main point of this word?

(2) Read the word again, and understand the meaning of the word with the help of notes by looking up information, and mark the places you don't understand.

(3) Communicate in groups and tell me what you have read and what you don't understand.

(4) Communication with the whole class.

(1) Explain the understanding of this word by name. Other students can ask difficult questions, make supplements and corrections, and teachers can give appropriate guidance.

② Look at the picture and describe the scenery described by this word.

The teacher concluded: This is a fishing map, in which white herons and red peach blossoms are dotted. The colors are extremely bright, but due to the oblique wind and drizzle, it presents a hazy artistic conception. Compared with the loneliness and coldness of "an old man fishing in the cold Jiang Xue" in Liu Zongyuan's Jiang Xue, the calmness and elegance expressed in this poem naturally have different charm.

(5) Read words with emotion.

Third, learn new words.

1, group communication: How to pronounce the new words correctly and remember the glyphs?

2. The teacher guides the writing, focusing on the word "Kun".

Fourth, homework

1, read the full text, and recite two words if you can.

Please match one of the words with a colorful picture. You can draw, watercolor, oil pastel and crayons. Students who like painting, please show people the beautiful scenery of Jiangnan with your paintings!

Five, homework design-inquiry activities

1. Self-study and self-understand Du Mu's poem "Jiangnan Spring" in the Tang Dynasty and Su Shi's poem "The Night Scene by the Hui Chong River" in the Song Dynasty. You can also choose your own poems describing spring to learn.

2. Self-study through communication between classmates.

3. Read aloud and recite.

The second part of Chinese teaching plan for primary schools aims at education:

1, know the initials g and k2, and how to pronounce them.

2. Learn the glyphs and pronunciations of G and k2 initials, and write with four lines.

3. Cultivate students' good writing and pronunciation habits.

Teaching emphasis: learn to read G and K and write correctly.

Teaching difficulty: "G" writing

Teaching aid preparation: courseware, an apple tree (picture)

Teaching process:

First, review and import

1, show the courseware, let's review the initials we have learned (students read them together)

2. Show the courseware. Please choose one of these two questions to read.

①b、m、f、p、d、n、l、t

②b—d m—n f—t b—p

Guide reading

3. In this lesson, we will continue to learn initials, and make up jingles and stories by learning initials in previous lessons. I hope the children will use their brains actively and raise their hands boldly to speak. Let's see which child is the cleverest.

Second, teaching G

1. (Show courseware) What do you want to say most after reading the picture?

2. The initial of "dove" is the first initial "G" (blackboard writing) that we will learn.

3. Teachers teach pronunciation methods:

When the hair is G, the root of the tongue is lifted and touches the soft palate, and the root of the tongue suddenly leaves the loose palate to let the air flow out.

Look at the teacher's pronunciation, children look carefully and listen carefully.

② Students read by name, together and by train.

Can you make up a jingle or a story to remember it?

5. Guide the writing of G and its position in the four-line grid.

6. Students copy G in the "class assignment" and the teacher gives instructions on tour.

Three. Teaching k

1. Telling stories leads to K (telling stories while playing courseware)

2. the difference between k and g, please point your palm at your mouth and think about the difference between reading g and K.

3. The teacher leads the conversation and the students follow.

4. Can you make up a little jingle to compare K like the children in front?

5. Guide the writing of K and its position in the four-line grid.

6. Students copy K in "homework", and teachers tour to guide.

Fourth, consolidate practice.

1. The teacher found some friends for G and K, and showed them: Goo goo students spell.

2, the game: picking apples

3. Teacher, there is an apple tree. There are many big and red apples on the tree. Does the child want to eat? But to eat these apples, you need to spell these syllables. You can only choose if you spell it correctly.

Verb (abbreviation of verb) summary:

Through this lesson, we learned two more initials. These two initials can make friends with many vowels, so we can study together in the next lesson.

Second lesson

design concept

In g k h's pinyin teaching design, a variety of teaching principles are applied, which are student-oriented, create learning "vitality", enhance basic "self-confidence" and cultivate Chinese "aura". Pay attention to the cultivation of students' emotions, attitudes and values in the teaching process, and its characteristics are as follows:

1. Wander in fairy tales, experience in situations, and blend in the mind. The boring teaching content of pinyin runs through fairy tales, and students' interest in actively exploring knowledge is stimulated by the situation. In the process of childlike innocence, teachers and students have a kind of spiritual integration and equal dialogue, abandon vague preaching divorced from students' emotional foundation and pay attention to emotional infiltration. Through the creation of situations and the feelings of audio-visual senses, students' thinking and learning content can be combined.

2. Learn in happiness, perform in activities, and educate in laughter. Let teaching and learning be carried out in games as far as possible, feel the happiness and relaxation of learning in activities, and convey your unique experience in laughter.

3. Explore in cooperation, seek knowledge in laws and create in imagination. "Chinese Curriculum Standards" advocates independent, cooperative and inquiry learning methods. Under the leadership of the group leader, the middle school students spell it for many times, find the corresponding cards, say the relevant words or sentences, and then exchange feedback. At the same time, we should respect students' existing knowledge, experience and good learning methods, and expand students' thinking and imagination space in the teaching links and situations carefully designed by teachers; Respect students' age characteristics and cognitive laws and teach them to fish.

learning target

1. Learn the initials of G, K and H, read the correct sound, recognize the shape and write correctly.

2. Read the syllables of G, K, H and monosyllables correctly.

3. Initially master the Pinyin method of triple spelling.

4. Know five new words and read children's songs.

training/teaching aid

CAI courseware pinyin card new word card

teaching process

First, stimulate interest in introducing and reviewing syllables

1. Children, I'm Sister Flower Fairy. Say hello to me!

At the beginning of the class, I entered the class in the role of Sister Flower Fairy and Music, and changed from the role of teacher to the equal role that students like. It laid a good foundation for "equal dialogue between teachers and students in Chinese learning". )

Sister Flower Fairy invited some Pinyin friends today to see who can tell their names. (Read by name, read all at once)

ɡ? Hu ɡ ɡ ā kaiha

(Review the two Pinyin festivals learned in the first class and compare them with the three Pinyin festivals in the new class to pave the way for the study of the three Pinyin festivals and stimulate students' interest in learning)

Second, practice reading three spellings in context.

Teacher: Children are very good at spelling. Sister Flower Fairy decides to take you to the Flower Fairy Kingdom, but you have to cross the Wisdom Bridge first. The little guy guarding the bridge will ask two questions, and if he answers correctly, he can cross the bridge. Do you have confidence?

1. One-inch asked the question 1: Wearing green clothes, with a red belly, many sons and black face, guess a fruit.

(Answer: Watermelon)

2. One-inch asked the second question: Who can pinyin festival watermelon?

(Go to the Flower Fairy Kingdom, cross the Wisdom Bridge and solve riddles on the lanterns, and constantly create scenes. Let students study with interest driven by curiosity, which not only further stimulates students' thirst for knowledge, but also inadvertently leads to the pronunciation of "melon" in Sanyinjiao Festival. )

3. Learn to spell three pinyin festival hexagrams:

(1) The teacher shows the syllable ga and the whole class reads it together.

(2) The teacher inserted a U into the syllable ga to introduce the mother, and the students tried to spell it.

(3) Look at the courseware, the little girl pushes the card, and the whole class spells melons. (Initial, intermediate and vowel appear once in the courseware, and then the courseware demonstrates the process of "three tones colliding" into a syllable)

(4) One-inch guided spelling: the sound is light, medium and fast, the vowel is big, and the three-way spelling is very smooth.

(5) Students spell again, and teachers use cameras to guide spelling methods.

Before learning "hexagrams", let students transition from "ga" to "hexagrams", which will help students distinguish the concepts of "hexagrams" and "hexagrams". The spelling method of Sanyin Street is the key and difficult point in this lesson. The courseware demonstrates the "collision" process of Sanyin Street, which is vivid and intuitive, supplemented by songs, which not only helps students understand the spelling essentials of Sanyin Street, but also teaches a learning method. After repeated reading in groups and individuals, the spelling skills of Sanyinjie were quickly mastered. )

4. Practice spelling the other three pinyin sections.

Teacher: Can you spell it? Sister Flower Fairy will test you again.

(Courseware display: ɡ-u-ɑ-gu-u-o-guo is cool and broad)

(1) Students are free to spell.

(2) group cooperative learning to correct pronunciation.

(3) Driving a train to recognize Sanyinjiao Festival. (The teacher reads the Pinyin card)

5. Phonetic Pinyin Festival

Teacher: Look, this is the Flower Fairy Kingdom. Let's play a game of "finding friends", shall we?

(1) Interact with students, study in groups, spell Pinyin Festival, look at pictures, find friends, stick them together, and practice oral English with imagination.

Teacher: Sister Flower Fairy has changed all the syllables you just spelled into syllables and posted them on the blackboard. Who wants to spell it?

(2) Pick syllable flowers by name and be a primary school teacher to read three syllables.

After a period of intentional attention learning, set the situation in time to transfer students from intentional attention to unintentional attention. In the flower fairy kingdom, the game of "finding friends" is designed, which is action memory; The learning form of "syllable flower" not only consolidates Sanyinjie's spelling methods and skills, but also mobilizes students' life accumulation, endows syllables with specific word formation and sentences, and makes meaningless syllables vivid, which not only exercises students' ability to organize language, but also mobilizes students' enthusiasm for learning Pinyin. )

Third, the rhythm between classes.

(In the "Flower Fairy Kingdom", dancing to the music of "Flower Fairy")

Fourth, combine pictures and texts to learn new words.

1. Observe the scene map and see what you see by the river. (The words will appear in the courseware accordingly)

2. Get acquainted with five new words by connecting with reality

(1) Which of these words do you already know? How did you meet? Encourage and affirm students' literacy methods: "My mother taught me!" "I can pinyin!" )

(2) Are there any other words you don't know? Find out for yourself.

(3) Look at the pictures and read the words together.

Teacher: I changed them from the pictures. Do you still know each other?

(4) Show the word card and read by name.

Teacher: Can you still read without the pinyin cap?

(5) Remove Pinyin and read in the group.

(6) read words by train.

To prepare a lesson, we should not only prepare textbooks and outlines, but also prepare students. Many students have known many words before they go to school. According to the students' reality, the teacher first affirmed the students' various literacy methods, and then guided the students to read in pinyin and taught them to fish. At the same time, it also enhances students' sense of accomplishment in learning pinyin. )

3. Consolidate literacy in the maze game.

Teacher: Look, Sister Bear wants to eat the ice cream at the other end of the maze, but she can't recognize the words on it. Can you try to help her? The two people at the same table quickly discussed how to find their way!

(1) Free deskmate reading.

(2) Read new words by name and walk the maze.

Design a maze game, so that students can learn Chinese characters easily and happily and experience life in the game.

Teacher: I know all the new words very well, so solve riddles on the lanterns must have no problem, right?

4. Read children's songs and guess riddles

(1) Open the book and read the riddle by yourself. Find the red syllable and spell it!

(2) Clap your hands and read riddles with Sister Flower Fairy.

(3) Read riddles all the time.

(4) guess the answer.

(5) Teacher's summary: Each of us has a pair of dexterous hands, which can write, calculate and draw. When we get home, we can tell this riddle to your parents, ok?

Five, return to the whole, summary

("Flower Fairy" music begins)

Teacher: Children, today we are reading Pinyin, recognizing Chinese characters and playing games in the Flower Fairy Kingdom. Did you have a good time? Unfortunately, it's getting late. Listen! The music has started again, children. Bye!

(Make full use of the content of the textbook, read the children's song solve riddles on the lanterns, make the boring pinyin and literacy lively and interesting, and lose no time in infiltrating moral education, which truly embodies "learning Chinese in life and experiencing life in Chinese." )

Primary school Chinese teaching plan 3 teaching material analysis

This lesson belongs to reading pictures and rhymes. Words representing traditional festivals and folk customs are collected for students to read. It is divided into three parts: the first part is pictures and words. The second part is 8 new words and 1 word. The third part is practice. Learn to understand things with the help of picture literacy, guide students to observe the joyful scenes of Bao jiaozi, dragon boat race and moon viewing, as well as the solemn scenes of sweeping revolutionary martyrs, so that students can feel the happiness of today's life and the hard-won happiness of life.

Teaching requirements

Moral education goal: to understand some traditional festivals and folk customs.

Intellectual education goal: learn 9 new words in this lesson, and 1 new words on Oda grid only know "beside the hand"; Understand the words made up of mountain language.

The key and difficult point in teaching is to know 9 new words, write 8 new words in Tian Zige correctly according to the stroke order, and write them symmetrically according to the structure of the words.

Teaching preparation: new word cards and slides.

Teaching time

Two classes.

first kind

First, the introduction of topics

There are some traditional festivals in China. Do the children want to know? Literacy 1. Blackboard writing: literacy 1 (simultaneous reading)

Second, look at the picture and read the rhyme.

1. Look at the pictures in the book to see what traditional activities are painted on the pictures and what people do in these festivals.

2. Free reading of verse requires: read syllables clearly and pronounce them correctly.

Third, guide the pictures and show some new words.

1. Put the first picture and observe the speech.

(1) What festivals are drawn on the picture, children? What do families do together? [Camera displays word card: Jiaozi]

(2) After the Spring Festival, relatives and friends visit each other to express their holiday congratulations. What's this called? [Camera displays word card: Happy New Year]

2. Show the second picture and observe the speech.

(1) What festival is drawn on the picture? (Tomb-Sweeping Day)

(2) The teacher introduced Tomb-Sweeping Day: One of the 24 solar terms, people are used to sweeping graves on this day.

(3) On the same day in Tomb-Sweeping Day, the Young Pioneers came to the monument with reverence to pay homage to the revolutionary martyrs, which was grave-sweeping.

(4) Going for a walk in the suburbs before and after Tomb-Sweeping Day is called an outing.

Fourth, read the new words by name and read them together.

Fifth, students learn new words by themselves.

Requirements: Read the pronunciation correctly and read the font clearly. Look at the wall chart and think about the meaning of the words.

Six, teachers check the situation of self-study, and give guidance.

Seven. abstract

Eight, guide writing

1. Students look at the stroke order diagram and remember the stroke order of "sweeping, worshiping, burying and stepping".

Tell me how you remember these words.

3. The teacher writes new words.

4. Students describe the new words in Tian Zi Gerry's book.

5- Let the students draw red, imitate shadows and write new words in the Chinese character book.

6. Teachers patrol students who correct their postures incorrectly.

Second lesson

First, review and check.

1. Read new words and cards.

2. Press "Sweep, Worship and Grave" to clear the book.

Second, continue to look at the pictures and learn new words.

1. Show the third picture and observe the speech.

(1) What are people doing? What traditional festival is this? [The camera shows the word card: Dragon Boat Festival, Dragon Boat Festival] The teacher introduced the Dragon Boat Festival.

(2) What else do people like to eat besides dragon boat races? Machine-made word card: Zongzi]

2. Show the fourth picture and observe the speech:

(1) What festival is drawn on the picture? Do you know that?/You know what? Do you know that?/You know what? The teacher introduced "Mid-Autumn Festival".

(2) What are the whole family doing sitting in the yard during the Mid-Autumn Festival? [Camera displays word card: moon cake]

(3) Students see the people in the picture together, which is called "reunion".

(4) Students read new words with the help of pinyin.

(5) name recognition and pronunciation.

For example, the last word in "Zongzi, Moon Cake" reads soft.

3. Summary: We learned two groups of words just now. Do you know which two traditional festivals are there? (Dragon Boat Festival, Mid-Autumn Festival) What are the folk customs of Dragon Boat Festival? How about Mid-Autumn Festival? The whole family will get together to eat moon cakes.

Third, guide reading poems.

Practice reading in various forms and read out the joy of the festival.

Mode reading, free reading, mutual reading and simultaneous reading.

Fourth, guide writing and test the effect.

1. Tell me how you remember "Tuan, Jiao, Bing, Duan"

2. The teacher writes new words.

3. Students describe the new word Tian Zi Gerry in the red book.

Draw red, copy shadows and write new words on (calligraphy book).

5. Recognize words after class.

6. Draw a scarlet letter and write a temporary word on the Chinese character book.

7. Dictate the words, test the effect and give feedback in time.

Learn to read

Textbook analysis

This class belongs to near and far literacy. Put two groups of confusing new words together in the text for students to read. The first group of words introduces the names and wood of some trees. The second group of words introduces some things related to crops; The third group of words introduces three kinds of bamboo products; The fourth group of words introduces some plants. Read them together, rhyming and easy to remember. Students have increased their knowledge while learning Chinese characters.

Teaching requirements

Moral education goal: to develop good study habits.

Intellectual education goal: 1. Learn to teach 12 new words, of which 3 new words on Tian Zi's grid only know that they can't write; Understand new words from new words.

2. Compare the radicals that are easily confused between "Harmony" and "Bamboo", and read the related words according to the pictures.

Teaching emphases and difficulties

1. Learn the new words in this lesson 12. Write nine new words of Tian Zige correctly in the order of strokes, and write them symmetrically according to the structure of the words.

2. The unusual shape is close to the radical.

Teaching preparation: new word cards and slides.

Teaching time

Three classes.

first kind

First, reveal the topic.

The first two classes and this class are all about reading rhymes from pictures, and this class is also about reading rhymes from far and near shapes. Writing on the blackboard: Literacy 3 (read together)

Second, look at the picture and read the rhyme.

1. Look at the pictures in the book and see what is painted on them.

2. Free reading of verse requires: read syllables clearly and pronounce them correctly.

Third, show the form (1) and review "beside the word" and "beside the word"

1. Observe physical pictures and ancient Chinese characters to understand the original meaning of radicals.

(1) What does the ancient Chinese character "wood" look like? (Like a tree)

(2) Review "Beside Muzi".

(3) What does the ancient Chinese character "He" look like?

(4) Review the "side characters".

Fourth, guide the pictures and show some new words.

Show the wall chart and learn new words.

1. What trees are these? Can you name them? [Conifer, willow]

Do you know the difference between pine, cypress and other trees? The bark of pine and cypress is green all year round.

3. Show word cards: tables and chairs

4. When spring comes, what does the farmer's uncle put in the field? [seedling]

Autumn has come, the seedlings have grown up, and the results are golden from a distance. What a comforting sight! What's that golden thing? [Camera shows word card: rice]

6. What crops grow in the fields, such as "seedlings" and "rice"? [Show Word Card: Crops]

V. Teacher's Summary

We learned two groups of words just now. What are the radicals of the first group of words? (beside the wooden character) Why are they all beside the wooden character? (Because these words are related to Otawa Tree) What are the radicals of the second group of words? (Next to the word "he") Why are they all next to the word "he"? Do you think Chinese characters are interesting? China has a long history of Chinese characters, so you should study hard!

Sixth, students learn new words by themselves.

Correct pronunciation and clear font are required.

Seven, teachers check self-study.

1. Read by name and read all at once.

2. Expand the words with "Liu", "Chair" and "Miao".

Eight, guide writing

1. Students look at the stroke order diagram and remember the stroke order of "Liu Yang".

Tell me how you remember these words.

Teacher Fan wrote six new words in this class. Pay attention to the fact that when writing in Tian Zige, it should be narrow on the left and wide on the right.

4. Students describe the new words in Tian Zi Gerry's book.

5. Let the students draw red in the Chinese character book, imitate the shadows and write new words.

Second lesson

First, review and check.

1. Read new words and cards.

2. Dictate new words.

3. Check dictation.

Second, continue to look at the pictures and learn new words.

1. Look at the pictures in the book and see what is painted on them.

2. Free reading of verse requires accurate pronunciation.

Third, show table (2) and review "bamboo prefix" and "grass prefix"

1. Observe physical pictures and ancient Chinese characters to understand the original meaning of radicals.

2. Read by name and read together.

Fourth, guide the pictures and show some new words.

Show the wall chart and learn the same new words.

1. These are all bamboo products. Can you wash off their names?

2. What do the elderly in China like to drink best? [Camera displays word card: tea]

There is a kind of fruit with many hard thorns outside, but it tastes good, sweet and sour. Do you know the name of this fruit? [Camera displays word card: pineapple]

There is a kind of flower that blooms in spring. Its leaves are light green and smell very light. Do you know what this flower is? [Camera displays word card: orchid]

V. Teacher's Summary

We learned two groups of words just now. What is the name of the first group? (Bamboo prefix) Why are they all bamboo prefixes? (Because these products are all made of bamboo and related to bamboo in Otawa) What is the name of the second group of radicals? (Grass prefix) Why are they all grass prefixes? (mostly related to some plants)

Sixth, students learn new words by themselves.

Seven, guide writing

1. Say the order of "basket, basket".

Tell me how you remember these words.

3. The teacher writes new words.

4. Students describe the new words in Tian Zi Gerry's book.

5. Let the students draw red, imitate shadows and write them in the Chinese character book.

The third category

First, review and check.

Write words, test the effect,

Second, guide reading poems

1. Read by category as required.

(1) What words introduce some tree names and wood products?

(2) What words introduce some things related to crops?