Primary school lecture teaching plan

Primary school Chinese lecture notes (3 classic awards)

Source: China Talent Guide Network Time: May 2006-19

Experience of reading physical examination.

-Design of the lecture "Precious Silence"

Wang Lihua, the third grade Chinese teaching and research group of the second experimental primary school.

First of all, talk about textbooks.

1, teaching material analysis

"Precious Silence" is the text of Unit 5, Book 6 of the experimental textbook for six-year primary schools, which is an intensive reading text. The text takes the classroom teaching process as the clue, the dialogue between teachers and students as the main form, and the emotional changes of children as the main content: from excitement, happiness to silence, and from silence to excitement.

The purpose of learning this text is to be educated, care for parents and repay their love, learn to care for others, accumulate beautiful words and phrases in the text, cultivate a sense of language, and lay the foundation for the development of comprehensive practical activities.

2. Teaching objectives

(1) can recognize 9 new words, write 14 new words, and read and write the words in this lesson correctly.

(2) Read the text correctly, fluently and emotionally.

(3) Experience the method of vividly describing people's demeanor and movements, and copy their favorite words.

3. Teaching emphases and difficulties:

Teaching emphasis: Understand children's emotional changes and care for others.

Teaching difficulty: Understand why this silence is valuable.

Second, talk about teaching methods and learning methods.

It is an important idea of the new curriculum standard to cultivate students' good humanistic quality, Chinese quality and cooperative exploration and innovation spirit. In order to achieve this goal, it is necessary to embody the unity of knowledge and ability, emotion and attitude, process and method in the new curriculum standard, fully mobilize students' enthusiasm and initiative, and build an open and dynamic Chinese classroom. In teaching, I take the guidance method, taking the topic of the text as the starting point, guiding students to ask questions, then organizing students to explore and experience, and finally expanding and extending according to the actual situation, thus reflecting the leading role of teachers and the main position of students, and embodying the characteristics of the openness of Chinese classes and the combination of Chinese classes with society and life.

Third, talk about the teaching process

My classroom structure is: check preview (words)-question orientation-exploration experience-learning sublimation-expansion and extension.

Check the preview, understand the students' mastery of new words and phrases in this lesson, and lay the foundation for learning the text.

Einstein said, "Asking questions is often more important than answering them." Because the topic of the article is thought-provoking, at the beginning of the class, I will guide students to ask questions from the topic and ask: What do you want to know after reading the topic? At this time, students will ask, "Why is silence precious? Who is silent? Under what circumstances will you be silent? What kind of scene is there after silence? " My questions to students can be summarized into three aspects:

Lively-silent-lively

After determining the basic framework of the article, students make spontaneous inquiry, pave the way for understanding and inquiry, and determine the direction of inquiry.

Then enter the second stage of teaching-inquiry experience.

After exploring and positioning, I use the language of trust and encouragement to guide students to read the text repeatedly, and it is inevitable that students are somewhat one-sided in the process of finding answers. At this time, I will let students explore cooperatively, and students will change from independent inquiry to cooperative inquiry.

After reading and exploring independently, students understand that the excitement before silence is that their parents give them a birthday, and they feel their parents' love. In silence, children know their mistakes, and in silence, children are thinking. In silence, the children tried to make up for it. The excitement after the silence is that children not only know how to feel their parents' love, but more importantly, return their parents' love.

Breaking through the teaching difficulties in cooperative inquiry: in silence, children feel the love of their parents; Children reflect on themselves in silence, only knowing that they are loved and do not expect anything in return; In silence, think about how to return the love of parents; In silence, children learn to accept love and return it.

After students' independent inquiry and cooperative inquiry, the problem is basically clear. I report on the blackboard according to the students' learning situation and show the following key sentences in time:

(1) I want to find the extremely precious truth hidden in their hearts that they haven't realized yet.

(2) Their cuteness lies in the way they make mistakes all over their faces.

(3) Like being pardoned, those evasive eyes slowly came back from all directions.

(4) The class is alive again, but it is different from the excitement before the silence.

(5) How much enjoyment this silence has given me!

The new curriculum reform requires Chinese teaching to strengthen students' reading training, not only starting with reading skills, but also guiding students to do as the Romans do and express their thoughts and feelings. Therefore, in the process of students' inquiry, I guide students to read aloud in time. For example, read the paragraphs in which children are excited to feel their parents' love in a cheerful, happy and proud tone; Read the passage in which the child is lost in thought in a slightly slow and heavy tone; Read the natural paragraphs in which children return their parents' love in a slightly faster and more exciting tone.

When students explore the experience, I guide them to read the last paragraph of nature, and combine their own statements to let the teaching enter the third stage. When teaching, I guide them from two aspects:

1, how much enjoyment this silence has given me!

Who does "I" mean and what enjoyment does the teacher get?

2. What does Teacher Wang like in this class today?

After summing up the full text, enter the fourth part of the teaching link-expansion and extension.

The new curriculum reform requires middle-grade students to write down their experiences or feelings in an informal way and guide them to observe society and life. In order to reflect this guiding ideology, highlight the purpose of combining reading and writing in Chinese teaching, and at the same time strengthen students' understanding of returning their parents' love and having a grateful heart for those who care about them, I made a courseware, Dear Mom and Dad, I want to tell you.

Cultivate ability, develop thinking and cultivate sentiment.

-the design of the first lesson of "bees leading the way"

Tan Rong, the second grade Chinese teaching and research group of the second experimental primary school

I. Basic concepts

Reading holds that the direct goal of reading teaching is to cultivate reading ability, the indirect goal is to develop thinking ability, and the potential goal is to cultivate ideological sentiment. Chinese curriculum standards tell us that comprehensive reading ability is gradually formed through sub-item training of reading skills. Under the guidance of the new curriculum concept, the class strives to cultivate reading ability, develop thinking and cultivate sentiment in an open and energetic classroom.

Second, teaching material analysis

Bees can be a guide and lead Lenin to find the beekeeper smoothly! This lesson is a text in Unit 7, Book 4 of the standard textbook, and it is a traditional textbook. Lenin, who was observant and diligent in thinking, took dumb bees as a guide and found the person he was looking for in a strange place. It seems that as long as you are willing to use your head, many seemingly impossible things can be done. The text is short and the plot is simple, but it can give people profound enlightenment.

Third, the teaching objectives

According to the new teaching concept and the teaching content of this class, combined with the actual situation of students, I have formulated the following teaching objectives:

1, through self-study, you can accurately confirm the new words in the reading class and the words composed of these words.

2. Be able to read the text correctly, fluently and emotionally.

3, can understand the characteristics of Lenin's good at observation and thinking.

Fourth, teaching methods.

In this class, I take the new curriculum standard as the guide, take students as the center, and according to the actual reading situation of senior two students, mainly adopt the methods of collecting materials before class, asking and posing difficult questions, exploring independently, cooperating and communicating, and adopt modern teaching methods, with blackboard writing and stickers, and strive to create an open and dynamic learning atmosphere for students, provide opportunities for display, and let students experience the joy of success.

Fifth, the specific application of teaching strategies.

1, exchange information and assist teaching. The new curriculum standard points out that it is necessary to broaden the field of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, and make students broaden their horizons, improve their learning efficiency and initially acquire the Chinese practical ability needed by modern society through the intersection, infiltration and integration of different contents and methods. Before class, I arranged for students to collect information about bees and Lenin extensively and understand the knowledge of phase magnetism. First, in order to better enter the new lesson, let students naturally understand the content related to the text; The second is to share the joy of harvest and tell everyone what others don't know. This is what primary school students are most willing to do, so that they can devote themselves wholeheartedly to the new lesson. Third, let students learn to collect information from an early age, broaden learning channels and improve learning efficiency.

2. Ask questions and stimulate reading. Curriculum standards point out that in cultivating students' thinking, we should pay attention to the cultivation of questioning and solving doubts, set aside enough time, encourage praise, and make students change from being afraid to ask questions boldly to being good at asking questions. At the beginning of the class, I use questions to make students' brains run quickly and think about questions related to the purpose of the exam, which is exactly what the text needs to know, so that students can read the text more purposefully. In the long run, students will change from being afraid to ask questions boldly to being good at asking questions, and their thinking will be vivid and their interest in learning will be high.

3. Develop language and improve thinking. Curriculum standards point out that while developing language ability, we should develop thinking ability, stimulate imagination and creative potential, and strengthen thinking training, because thinking is the core of intelligence and the key to improving the quality of talents. Thinking is the core and foundation of language ability. According to the content of this class and the characteristics of students, I designed to let students talk about the meaning of this passage with "because … but … so …", so that students can accurately understand why Lenin went to the beekeeper himself, so as to achieve the unified development of thinking and language and accumulate language. In the third paragraph, in order to let students accurately understand how Lenin used bees to guide the way, I asked students to boldly guess how Lenin imagined and observed it carefully at that time, and finally step by step.

4. Independent exploration, cooperation and exchange. The new curriculum standard actively advocates independent, cooperative and inquiry learning methods.

Students are the main body of learning and development. Chinese curriculum must pay attention to individual differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. There are exchanges on the content of the text after free reading, and there are also exchanges on the understanding of words in sentences, in which we can reach a certain understanding.

5. Oral training and expanding teaching. Oral communication ability is an essential ability for modern citizens. It is necessary to cultivate students' listening ability, expression ability and coping ability, so that they can have civilized and harmonious interpersonal communication literacy. After learning the text, I designed an activity to continue telling this story in the next class by giving advice to the students. Imagine what beekeepers would say when they heard Lenin's words. How to invite Lenin into the house? How to have a dialogue? In this way, students have a feeling of wanting more about the study of the text, and they can organize the language freely to prepare for oral communication practice. The extension of this kind of teaching aims to consolidate the content of the text, let students know more about the information and improve their oral expression ability.

6, blackboard writing and stickers, full text. "Bees lead the way" takes the word "find" as the main line, and the teaching focus of the text is how Lenin found the beekeeper. This blackboard book is labeled with "flowers", "gardens" and "small houses" in the order of "looking for", which not only distinguishes Lenin's three steps of looking for beekeepers, but also marks Lenin's route of looking for beekeepers, and also intuitively "reproduces" Lenin's residence and the location of flowers, gardens and small houses. It helps students to understand the process of discovery. The word "utilization" not only summarizes the connection and difference between bees returning to the hive and Lenin looking for beekeepers, but also embodies Lenin's ability to observe, think deeply and judge accurately, which is helpful for students to understand the difficulties.

In a word, this class is based on the characteristics of students in this grade, so that they can understand the text content, cultivate their reading ability, develop their thinking, cultivate their sentiment, and create an open and energetic classroom for students.

Design of "Beautiful Rainbow" Lecture

Xiang Wenying, first-grade Chinese teaching and research group of the Second Experimental Primary School.

[Speaking of textbooks]

I said the content of the class is "Beautiful Rainbow". The beautiful rainbow is a children's poem. Illustrated, illustrated, vivid and understandable. "Rainbow" is a natural phenomenon that students are familiar with but not familiar with, but have seen but not common. This poem can easily arouse students' curiosity and stimulate their thirst for knowledge.

[state the goal]

In the teaching of this class, I designed three links: game literacy, emotional reading, exerting imagination and saying what I think, and achieved the teaching goal of literacy, reading and training oral expression ability.

[Oral teaching method, learning method]

1, interest is the best teacher, let students take the initiative to read in the game, which is the main literacy means of this course. Let the students not only consolidate pinyin in the game, but also recognize the two types of words required to be mastered in this lesson, and cultivate students' interest in active literacy.

2. Willing to express that you are the same feature of a child. Therefore, I gave students enough time to choose the chapters they wanted to read, and achieved the effect of emotional reading.

3. Cultivating junior high school students to actively express their views on topics of interest is one of the goals of junior high school students' oral communication in the new curriculum standard. In this lesson, for example, "What else is a rainbow like?" "What do you want to see after crossing the Rainbow Bridge" to train students' oral expression ability.

[Talking about the teaching process]

1, collect information and stimulate interest.

The new curriculum standard points out: combine Chinese learning, observe nature, ask questions about your own interests, and express your own views, highlight the existing Chinese in life, so that students can broaden their horizons. Before class, I arranged for students to collect information about rainbows extensively and communicate with each other, which aroused their strong interest in learning this lesson.

2, game literacy, emotional reading.

The newly revised textbook is difficult to read, only knowing but not writing, boring and ineffective. So in the teaching process, I always let students fully bronze themselves in the game, which words they can know and which poems they can read well. It has stimulated students' desire to read and write actively and achieved good results.

3. Plug in the wings of imagination and practice oral English.

In the third teaching link, students are still allowed to express their different views and ideas in full emotional experience, so that their thinking and imagination potential can be fully exerted and their oral expression ability can be exercised.

Finally, let students know more about rainbows in the courseware, and teach them to "make artificial rainbows" after class, so that students can make bold attempts in their studies and truly feel that Chinese is around them, so as to learn Chinese more willingly and learn it well.