The Ministry of Education of the first grade under the elementary school language speech: "spring, summer, autumn and winter".

As a teacher, it is difficult to avoid the preparation of the speech, with the help of the speech can effectively improve the efficiency of teaching. The first thing you need to do is to get your hands dirty. The following is my compilation of the Ministry of Education version of the first grade under the elementary school language lecture notes: "Spring, Summer, Autumn and Winter", welcome to share.

I. Teaching Background Analysis

1. The textbook 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.

(2) The content of this lesson is rhythmic and harmonious, easy to read aloud, and contains a strong cultural flavor, so that the students in the recitation of the emotional inculcation, the learning of the latter plays a certain role in guiding.

(3) teaching this content coincides with the winter and spring, is the beginning of the year, from the structure of the material arrangement and time arrangement in accordance with the characteristics of the season.

(4) "Spring, Summer, Autumn and Winter" this lesson is the beginning of the second book of the first grade is a literacy class, the beginning of the school year, the students' learning from the beginning of the literacy, this arrangement is in line with the age of the students' characteristics and cognitive patterns.

This unit, from the students familiar with the beauty of the four seasons of spring, summer, autumn and winter to start, to the students enjoy the guessing riddles, are the use of existing life experience and illustrations, word puzzles, the law of the shape of the word, etc. literacy, the combination of pictures and text, so that the students to understand the traditional culture, in the appreciation and imagination to feel the beauty of nature, to stimulate the love of nature. The learning content of this lesson is aimed at guiding students to utilize various forms of literacy, to feel the beauty of the four seasons and to stimulate the emotion of liking nature through appreciation, combination of illustrations and texts, connection with real life and imagination in a catchy recitation. All of this is to achieve the realization of the new "language curriculum standards" in the "like to learn Chinese characters, have the initiative to literacy, writing desire" requirements.

2. Analysis of the learning situation:

As first-grade students, they have mastered a certain literacy methods, have a certain life experience, but due to the different levels of the students' starting point, the amount of literacy and literacy methods of mastery of the degree of certain differences. On the basis of these understandings I did a further small survey of the class.

A small survey before class:

(1) Have you ever been to a preschool?

(2) Do you struggle with reading books because you don't know the words?

(3) What do you know about the seasons?

There are 26 students in this class, and the situation is as follows: In the pre-school survey, have you ever been to a pre-school class? 56% of the children chose yes, which shows that half of the children have a certain knowledge base and literacy foundation. Do you struggle when reading books because you don't know the words? Twenty-two of the class, or 84.6% of the class, said they struggled with this. What do you know related to the four seasons?100% of the students could name the text "The Four Seasons" in the first grade book. It can be seen that the characteristics of the four seasons of spring, summer, autumn and winter are impressed in students' minds, and it also reflects that students are willing to know more words. Then how to use a variety of forms to guide students to literacy, in the appreciation of the cultivation of sentiment, feel the charm of word learning has become the focus of my thinking in this lesson.

Second, the teaching objectives

According to the analysis of the above situation, this lesson sets the following teaching objectives:

Emotional attitude and values:

To feel the beauty of spring, summer, autumn and winter, and to cultivate the emotion of love of life, love of nature, which is the teaching difficulty of this lesson.

Ability and method:

Through association, combination of picture and text, multiple forms of reading and remembering and other methods, guide the students to recognize and appreciate words, which is also the teaching focus of this lesson.

Knowledge Objectives:

Recognize 8 characters such as "frost" and "blow"; recognize the two radicals of "rain" and "double ear"; read words and phrases. You will be able to write 7 characters, including "spring, winter".

The Teaching Process

In order to achieve the teaching objectives, this lesson mainly adopts the combination of interactive and experiential teaching methods. In this lesson, according to the students less literate, lack of word appreciation, the introduction of a large number of beautiful pictures, and designed to draw pictures of literacy, rhyme reading activities, so as to create opportunities for students to experience, fun, stimulate the interest of students, to achieve the teaching goals.

Based on the above considerations, I have designed the following teaching process, which consists of four teaching segments:

Session 1: Introducing the New Lesson by Relating to Old Knowledge and Transferring.

Session 2: Recognize and read the vocabulary words by combining pictures and texts.

Session 3: Recognizing Characters and Reading Words in Rhyme through "Drawing".

Session 4: Developing Writing Habits through Writing Instruction.

The following is a session-by-session introduction:

Session 1: Introducing the New Lesson by Relating Old Knowledge and Transferring.

At the beginning of the lesson, students are asked to recall and recite the text "The Four Seasons", and then ask the question

Which four seasons are included in the Four Seasons? The first is to ask students to memorize the four seasons, and then ask the question

Which seasons are included in the Four Seasons?

The design of this link takes into account the students' learning situation, they have a certain knowledge of spring, summer, fall and winter, the teaching content is closer to the students' life. By reciting familiar texts, students are awakened to the beautiful memories of spring, summer, autumn and winter.

Session 2: Recognize the vocabulary words through the combination of pictures and texts.

So the next question is "What are the beautiful sceneries in spring, summer, fall and winter?" This question cuts into the second session of learning. In order to let the students read well, read the four words "spring wind, summer rain, autumn frost, winter snow", I used the use of pinyin to read, table check reading, group train with reading, go to the pinyin word card reading, look at the picture with the word reading, picture and text with the line reading and the last with music rhythmic rhyme reading and so on a variety of forms to let the students in the continuous process of recognizing and reading, feel the learning content. The first is to make sure that you have a good understanding of what you're doing and what you're doing.

Next, by showing vivid pictures, using a variety of literacy methods to guide students to read words. For example, in recognizing "blowing", the teacher guided: the spring wind blows, the earth is full of vitality, you will blow what? What is a good way to remember the word "blow"? Students can recognize the word by doing actions, associating, adding up, forming words, shape and sound words and other methods. When recognizing the character "霜", the introduction of pictures will strengthen students' memory of the character "霜".

Intention of the session: To select teaching resources creatively according to the actual situation of the students, to recognize and read in various forms, and to memorize the vocabulary words in the process of recurrence, and each time of recognition is a new level of improvement for the students. By presenting vivid pictures and combining graphics and text, we deepen students' sensory experience of seeing and strengthening their feelings and cognition, which greatly reduces the difficulty of teaching and highlights the key points of teaching in this lesson.

Session 3: Literacy through "Drawing" and Reading Words in Rhyme.

After memorizing the characters, recognizing the words and imagining the pictures, should we let go and give the students more independent space? At this time I thought of the words of the Language Curriculum Standards, which points out: "Literacy teaching should pay attention to the psychological characteristics of children, students familiar with the language factor as the main material, combined with the students' life experience, and guide them to take advantage of a variety of opportunities to take the initiative to literacy, and strive to practical combination." From life, to life, based on this thinking, we entered the third link, "drawing" literacy, rhyme reading. With the previous guidance, paving the way, students basically grasp the connection between the picture and the text, so in the next study, I will fully return the autonomy to the students, they are invited to come together to "draw", through the development of imagination on the blackboard to depict a beautiful picture. In the students depicted, I timely seize the relevant information related to the content of the teaching, the camera guides the learning of "pond grass green, mountain flowers, fish out of the water, birds into the forest" and other phrases in the vocabulary. The design of this link, the students from their own world, to "draw" as a learning resource, through association and imagination, combined with existing life experience, say the words, posting, literacy, learning in the context of learning, play in the middle, learning in the understanding.

Finally, for these words, phrases catchy language characteristics, I will learn the content of the children's song into a fun and easy, supplemented by the scenery and music, students in the appreciation, feel the understanding in the rhythm of learning, learning form more lively, learning content is more conducive to the memory of the students. Session 4: Through the guidance of writing, cultivate the habit of writing.

Good study habits are the treasure of a student's life. In the guidance of writing this link, I not only pay attention to the quality of students' writing, but also pay more attention to their writing posture and the posture of holding the pen. The first thing I did was to ask the students to do the same thing. In this session, students first feel the overall structure and key strokes of the Chinese characters through observation and communication, then feel the writing style of each stroke in the process of teacher-taught writing and writing, and finally put it into writing to experience it personally, tracing one and writing one. Reflection and modification after writing is essential. Through mutual evaluation, students can learn from each other and encourage each other to make progress in modification and grow in encouragement.

Fourth, the learning effect evaluation design

Evaluation methods:

1. To observe the classroom generation of evaluation throughout the entire lesson.

2. At the end of the classroom, observe whether the students' handwriting is neat, whether the writing posture is correct, and whether they can really love nature from the actual action to make further evaluation.

3. Motivational language evaluation.

V. Teaching characteristics

Compared with the previous teaching, the characteristics of this design are: according to the actual needs of students to choose the content of the teaching, combined with the inside and outside the classroom, the use of a variety of forms of literacy, reading the word, creativity, choose to "draw" literacy, learning words and rhyming appreciation of words, reading words. The first is to use the "painting" as a teaching resource, and the second is to use the "painting" as a teaching resource.

(a) Arrangement of teaching according to the situation of the students

According to the survey before the class, 44% of the children have not attended preschool, and there are some difficulties in literacy. 84.6% of the students in the class have not attended preschool, and there are some difficulties in literacy. 84.6% of the class will affect their reading due to low literacy. Under such a premise, the gap between students is large, therefore, in the classroom, I designed a variety of forms of recognition and colorful classroom activities. In this kind of teaching content, students learning is active, emotion is true, really implement the language learning should focus on the overall grasp of the students and inculcate infection, cultivate students' sentiment, stimulate students' interest in learning the purpose.

(ii) Formation of interactive and experiential teaching methods.

In the whole class, both teachers and students, students and students and text interaction and situational experience. A variety of forms of reading, appreciation and imagination, so that students dare to say, love to say, which provides credentials for the next study, so that students have a scaffolding for learning; students actively involved in the painting, unfolding the imagination, learn the words to paste the map, follow the music, rhythmic clapping and say children's songs, in the music and the beautiful scenery, to strengthen the effect of learning, so as to stimulate the love of nature emotion.