Teaching Design of "Sun, Moon, Fire and Water" in Senior One Chinese

Instructional design is often applied to the actual teaching activities of teaching staff. Teaching design is the idea and scheme of arranging teaching elements in an orderly manner and determining the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects. So what kind of teaching design is good? The following is the teaching design of the first-grade Chinese "Sun, Moon, Fire and Water" I collected for your reference, hoping to help friends in need.

Teaching design 1 teaching goal of "Sun, Moon, Fire and Water" in grade one Chinese;

1. Learn four new words, know two strokes, read the pronunciation accurately with the help of pinyin, remember the font according to the strokes, and understand the meaning of the new words with illustrations and real life.

2. Focus on stimulating students' interest and improving students' literacy.

Teaching focus:

Grasp the sound, form and meaning of the four new words correctly and write the words "water" and "fire" correctly.

Teaching difficulties:

Write the words "water" and "fire" correctly.

Teaching time:

1 class hour

Teaching process:

Review the old knowledge first and reveal the topic.

Second, learn new words.

1, teach the word "day".

Today, the teacher asked everyone to guess the teacher's painting.

(The teacher draws a circle) Please guess what this is?

Health: iron ring, basin ...

Teacher: (Color the circle red) Guess what this is?

Health: balloon fruit ...

The teacher added a few strokes outside the circle and turned it into the sun. ) Have you guessed what the teacher drew now?

Health: the sun.

(2) what is the nickname of the sun? (days)

Show the courseware, show how the sun evolved into the word "day", and let the students observe carefully to find out how the physical sun evolved into the word "day".

Can you make up a jingle to remember the word "day"? (for example, a long square mouth with a row of neat teeth in the middle. )

⑤ In daily life, which words can you see "day" as a group of friends? (Date, Sunday, June 1st ...)

Inspire students' enthusiasm for learning by guessing pictures, and let them think about learning with interest. Then let the students talk about which words the word "day" can be friends with in life, to stimulate students' consciousness in life and cultivate students' desire to read actively. )

2. Teach the word "fire".

Look, everyone, there is a new friend here. He really wants to meet you.

Show the word "fire" and pictures, and ask the students to observe the ancient words carefully. Can you find out their similarities? Can you tell us what you found? The word "fire" was drawn by our ancestors according to the way firewood was burned. Later, after a slow evolution, it became the word "fire" we wrote today.

(2) Who will use "fire" to form a word or say a word? Let's compare and see who speaks it well.

Students observe the pictures and let them talk about what they have found, which not only cultivates students' observation ability, but also exercises their language ability. In the process of observing, thinking and speaking, students' autonomous literacy ability is gradually improved. )

3. Learn "Moon" and "Water" independently.

There are two interesting words on page 54 of the textbook. Can you remember the pictures by yourself?

① Students' autonomous learning and practice comparison.

② Group communication, how do you remember them? Can you be a little teacher and teach everyone?

I learned two new strokes today. Do you know their names? how do you know

Teachers should pay attention to the second stroke of emphasizing "water" called "horizontal folding"

Teachers and students exchange roles, create active literacy situations for students, and inspire students to discover literacy rules. In teaching, let students exchange what they have learned in the form of group cooperation, and let students take the initiative to tell everyone what they know, forming a situation in which everyone strives to be a little teacher. This can not only meet the psychological needs of students, but also make them feel the fun of learning in a successful experience. )

4. Consolidate new words.

① Small game: picking apples.

Whoever can correctly read the new words or words written on the apple can pick the apple. )

Can you say a sentence or a paragraph with "day, month, water and fire"?

After students learn new words, they can further deepen their impression through games, and then guide them to apply a few words learned in a class to a sentence or a paragraph, which not only consolidates their understanding of new words, but also trains their thinking and speaking ability. )

Third, remember the glyphs of new words

1. Lead: You not only know these new words, but also learn to use them in your life. It is really not easy! Do you have any good ways to remember these words?

2. Review two new strokes "vertical hook, horizontal fold and left". The students followed the teacher to finish the book.

Please follow the order of strokes in the book. Which stroke should I write first? And with which pen? Look at how it is written one by one. Hold out your little hand and try to write in order on the table.

Please follow the teacher and say strokes when the book is empty.

Show them in turn: day, month, water, fire.

Please take out your pencil, draw these four new words in red according to the stroke order, and remember the glyphs according to the strokes while drawing.

The above teaching design is based on the new concept of literacy teaching strategy: "Cultivating students' self-literacy ability in literacy teaching".

To cultivate students' literacy ability, we must rely on the rules of word formation of Chinese characters and students' cognitive rules. In teaching, we should pay attention to stimulating students' interest in literacy, guide students to use literacy methods, and adopt various forms and methods to stimulate students' desire to learn Chinese characters and their initiative in reading. Therefore, in the teaching design of this class, I use the methods of guessing pictures, making up jingles, association and group cooperation to guide students to read. In order to enhance the interest in literacy, I also use intuitive teaching methods: multimedia courseware and wall charts to stimulate students' interest in learning Chinese characters.

Teaching design of "Sun, Moon, Fire and Water" in junior two Chinese. Brief introduction to the story

Students, today the teacher told you a story, which happened a long time ago before Chinese characters existed. There are two brothers and sisters, the elder brother is responsible for chopping wood and the younger sister is responsible for washing and cooking. One morning, my brother got up early and went to the mountain behind his house to cut wood, but how to tell his sleeping sister? He thought of a good way, picked up a branch and drew a mountain (map) on the ground according to the appearance of a distant mountain, with a firewood beside it. After my brother left, my sister woke up, saw the map on the ground and knew where my brother was going. At noon, my sister will go to the river to wash clothes. She also learned to draw on the ground from her brother. She drew several winding streams (maps) according to the appearance of the river, and put a dress next to it. When my brother came back and saw the photos, he went to the river to find his sister. My brother and sister are very happy. From then on, they used landscapes to represent Chinese characters, which gradually became the current characters. How interesting Chinese characters are! How clever the ancients were! Today, let's get to know these words (blackboard writing topics)

Second, look at the pictures and guess the words.

1. Compare words and pictures to find out the relationship.

Please compare the text with the picture, tell which part of the picture is similar to which stroke of Chinese characters, and communicate at the same table.

Transition: China ancients invented Chinese characters in their labor, which is not simple! There are many Chinese characters like this. Please look at the picture and guess the characters.

2. Students guess the words.

Show me the map card:

Teacher: Who will guess?

Health: ...

Teacher: That's right. Can you tell me how you guessed?

Health: ...

Third, learn new words in groups.

Teacher: Who will be the little teacher to lead us to read these new words? (For example, Hibika reads books rhythmically every day)

(The little teacher leads everyone to read)

1. Read the new words in groups.

The teacher saw that many students wanted to read it to everyone. Let's cooperate in groups. First, the group leader will read, and then everyone will read to others. Remember to ask others when you encounter words you can't understand. Let's start!

2. New word card. (The team leader takes the card and the team members read the new words.)

3. Group presentation

Time is up! Next, the teacher asked a group of people to read to everyone. (find a representative to read)

What a loud reading! Other groups also want to see it. Let's read in your group!

4, men and women reading:

Teacher: Now we boys and girls will compete to see who reads correctly and neatly.

Step 5 drive a train

Both boys and girls are good at reading. Next, let's drive the train! See which train is fast and loud.

(Teacher: Little train, start it; Student: Gollum, start it)

Come on, please take this little train!

6. Card reminder

Now the teacher shows the pictures, and the students read them out loud to see who can read them first.

Fourth, read children's songs and know new words.

Students, our China baby is still hidden in children's songs. Come on, have a look!

"Jade hides mountains and crops fertile fields. On the autumn moon night, running water is accompanied by fishing fire. "

What a beautiful nursery rhyme! Let's read with the teacher! Some students are really amazing, as if they had finished reading it at once. Don't worry, other students. Read it again after the teacher. "Jade is hidden in the deep mountains, and grain is planted in fertile fields." On the night of autumn moon, flowing water is accompanied by fishing fire. "

Who will try to read it to everyone?

Good reading. Let's try to read it. Read one sentence for boys and one sentence for girls.

Girls first: jade hidden in the mountains, boys: fertile fields, grains.

Girls come again: autumn night boys: running water brings fishing fire.

Teacher: Well, students, we can interpret it in many ways. Come and hold out your hand. Let's clap our hands and read aloud together. Read Jade Hidden in the Mountains like a teacher. Let's read together.

Division; The reading is irregular. Let's read it again.

Teacher: It's really neat. The teacher reads the first sentence and you read the second sentence. The teacher reads the third sentence and you read the fourth sentence. Well, I read better than the teacher. Come and teach your teacher. You read the first sentence and the teacher reads the second sentence. You read the third sentence and the teacher reads the fourth sentence.

Five, guide the writing

Teacher: You are great. You are really great little teachers. A foreigner said: China's Chinese characters are really the most beautiful characters in the world. Every character is like a flower. Be sure to study hard and compare and see who writes the most beautiful handwriting. "

Look at the word "day" first. Please read the order of strokes clearly and extend your right hand to join the teacher in the book. Attention; The word should be in the middle of Tian Zi's case, and the strokes of "horizontal" and "vertical" are in the horizontal and vertical center lines of Tian Zige.

The fire character is written first, the second stroke is short, the third stroke is vertical, the vertical stroke should be on the vertical center line, and the fourth stroke is elongated. Come on, follow the teacher.