The first volume of the first grade Chinese "Sun Moon Ming" courseware [3]

# Courseware # Introduction Courseware contains all the contents and meanings of the text. It can comprehensively enhance children's interest in Chinese. Courseware is designed according to the requirements of teaching syllabus, through the determination of teaching objectives, the analysis of teaching contents and tasks, the structure and interface design of teaching activities. The following is the first volume of the first-grade Chinese "Sun Moon Ming" courseware compiled and shared by the Ministry. Welcome to read and learn from it.

Article 1 design concept

This lesson aims to carry out practical activities around the theme of "interesting Chinese characters", aiming to further expand students' understanding of Chinese characters, understand the meaning of four words by reading them, and stimulate students' love for Chinese characters.

Teaching objectives

1. Know Chinese characters in familiar texts, and guide children to discover the rules of word formation, know the words "pen tip, flower" and write the new words "power, hand and water" in this lesson.

2. Read the text correctly and feel the rules of word formation of Chinese characters.

3. Through group cooperative learning, arouse the sense of teamwork and improve literacy efficiency.

4. Understand and comprehend Chinese characters and master reading skills through different forms of reading.

5. Let students know the rules of word formation of Chinese characters, cultivate a strong interest in actively learning Chinese characters and stimulate students' enthusiasm for Chinese character culture.

The key and difficult point of teaching is to help students understand the word-formation characteristics of some cognitive words and cultivate their initial ability to read words.

Preparation before class

Teacher's preparation: new word cards, which constitute the component cards of new words in this lesson. Courseware about literacy.

Arrange two class hours.

Teaching process and design intention

first kind

First, introduce new courses to stimulate interest.

Do you still remember the text Sunshine? The sun shines all over the earth, so it means ── (student answers), what about Na Yue? The sun and the moon together form a new word-Ming.

Design intention: The introduction of inspiring language can stimulate students' interest in learning and serve for further learning new words. ]

Second, the image reveals the topic, and it is interesting to know "Ming"

1. Teacher: Son, we have learned a lot about Chinese characters. We can read books, newspapers and write sentences by ourselves, which is amazing. Today, the teacher takes you to the Chinese character kingdom to meet some interesting friends. Come, meet some old friends first (the courseware shows the sun). This is an old friend "God". (Courseware shows the moon) Is this an old friend "Moon"? (Courseware shows sunrise) What do you see? The sun rises higher and higher, emitting thousands of golden lights and illuminating the earth. )

(Courseware shows the moon rising) Who said that again?

The teacher concluded: The sun is also called the sun, and the moon is also called the moon. Both the sun and the moon bring light to the earth, and they form a new word (courseware demonstration-Ming).

2. Do you know what Ming means?

We will learn many words like "Ming" in this class!

Now, if the sun wants to be friends with the moon hand in hand, it becomes a new word "Ming"

What does this word mean? (Pronunciation, read together) Have you seen "Ming" before? Can I use the word "Ming"?

Two old friends "Ri" and "Yue" live together and get along very well, especially "Ri", as the big brother, gave most of his seats to "Yue" to make the words together look good.

Design intention: Under the guidance of vivid courseware, it can make primary school students associate with life experience and stimulate their interest in learning. It is full of humanistic colors to call "Day" and "Month" two old friends.

Third, change the form and read the text aloud.

1. Open the book quickly, turn to the lesson "Sun Moon Ming", pick up the book, read it and listen to me. (Normal reading with music)

2. Do you want to see it? Put the books in order, point to the words with your right hand and read after me.

3. What a careful reading! Do you still want to study? Please take the book, read the text and read after me.

4. Read in high spirits! Try it softly, and ask Pinyin Baby for help when you encounter new words you don't know.

5. Can you read? Let's read in large groups.

6. Boys and girls also come to compare! Boys start first. The teacher reads the topic to you.

7. Read together.

8. What a good book! Can the launch vehicle read? Drive a double-track train. Pronunciation: fresh, sharp (spell, pay attention to tone sandhi), rest, extinguish (spell), and follow (read flat tongue on the train) (read tongue).

9. Which big group will come again?

10. Listen, you read so hard that I want to read it, too. Let's read together, shall we? Take a good book and learn from the sun and the moon-how clever, just read it like this.

1 1. Is it fun? The children at the same table come to play in this way.

12. Is there no pinyin to read? Can you really read? Then let's try! Close the book, put the corner of the table and look at the big screen! Which table will the children read? Does anyone else volunteer?

13. So many people want to see it! So what should we do? Let's read together, shall we?

14. Children are capable! You can read without looking at pinyin! Will it be harder? (The first two words are hidden on the big screen, and the new words turn red) Can you still read them now? How do you read it?

15. Can you read out of order? Where do I point? You study, don't you? Read by name. All literate children come and try.

[Design intent]

Actively advocating the learning mode of autonomy, cooperation and inquiry makes students change passive acceptance of learning into active inquiry learning, and puts more emphasis on reading, so that students can understand, feel and accumulate in reading, which embodies the characteristics of Chinese subject. This link focuses on emotional encouragement, changing reading methods and guiding primary school students to read the text correctly, which not only makes the classroom full of life interest, but also paves the way for the next link.

Fourth, understand the meaning of words.

1. Our Chinese characters are very interesting. You should try to remember it. There are pictures of fish and Chinese characters in the courseware, as well as pictures of sheep and Chinese characters. Let the students observe and talk about how to remember the word "fresh"

2. Encourage students to remember "fresh" by making notes. Teacher demonstration, such as:

Fish and sheep are really fresh. There are fish and sheep on the table, delicious and so on.

3. Read all the students and form the word "fresh".

Design intention: The courseware shows pictures of fish and Chinese characters, and pictures of sheep and Chinese characters, which shows the interest of Chinese characters. Encouraging students to read independently is conducive to cultivating students' ability of inquiry and innovation.

Shall we play another game? Guess the game. Look at the picture, guess what this word is and tell everyone how you guessed it. Courseware demonstration:

Extinguish: this horizontal line is like a fire-fighting branch;

Dust: dusty;

Men: men contribute in the fields;

Hugh: People should become "people" and rest under trees.

Lin: Si should become Sa.

5. I can guess words by looking at pictures. Can you think about the picture when you look at the words?

Xiu: fresh, sharp and free to choose.

Teacher's suggestion: Xian-I think of a children's song. do you want to hear it ? Jiangnan water is even the sky, and the fish tastes fresh; The sheep in Saibei are fat and delicious. Is it interesting? If you also think of some children's songs, you can tell everyone! Sharp-find out what is sharp around you? Look what these sharp things look like. The emperor travels with many followers.

6. You can guess the words by looking at the pictures, and you can think of the pictures by looking at the pictures. Do you want to test everyone with another question?

Crossword puzzle: Look at one tree above and two trees below. Look carefully, there are many trees. What's this word? Take out the card, the teacher said.

7. Can you do a crossword puzzle for Zhong, too?

8. Use these three words to start writing, compete in groups, communicate and comment.

[Design intent]

Showing courseware and playing games can greatly stimulate primary school students' interest in literacy, make the understanding of word meaning interesting and have great affinity, and make students like spring breeze and spring rain.

Verb (abbreviation of verb) extension exercise

The children are great. They know so many interesting Chinese characters at once. I want to test everyone and see who is smarter, okay? Please use the following words to say another sentence.

Sen zhong xian cong Ming

Second lesson

Class goal: I can write three new words: strength, hand and water. Read the text correctly

Teaching process:

First, introduce the new course:

Last class, we learned 13 new words. In this class, we should not only read the text well, but also write the words well. Do you have confidence?

Second, be familiar with the text.

1. refers to students reading and commenting on the text.

2. Read the password at the same table.

3. The teacher demonstrates reading aloud, emphasizing the rhyme ending, and the students imitate reading aloud to see who reads well.

4. Read together and clap your hands.

5. Try to recite it by yourself.

Design intent:

Actively advocating the learning mode of autonomy, cooperation and inquiry makes students change passive acceptance of learning into active inquiry learning, and puts more emphasis on reading, so that students can understand, feel and accumulate in reading, which embodies the characteristics of Chinese subject.

Third, I can read after class.

1. Read, report and communicate by yourself.

2. Read the new words and draw some dots under them.

3. Expand it, can you use braille to form words or say a sentence?

Fourth, guide writing.

1, show the word "strong hand water", and students observe how to write these three words well.

2. Learn to write the word "force".

① Students paint in red (know the strokes, order and position of "Li").

② Students talk about the difference between the first stroke of "force" and the transverse folding of "eye".

③ Teachers demonstrate writing. Students imitate writing.

3. Learn to write the word "water".

Students talk about the position of the line pressing pen and the left horizontal position.

② Students' writing, teachers' patrol and individual guidance.

4. Students observe and write the word water.

5. The assignments selected by the team will be displayed and evaluated. Choose a small calligrapher.

Five, small games, remember Chinese characters

1. Fight.

Combine the cards in your hand and see what you can spell. Read them and make words orally.

2. Flying pigeons pass books (some children have syllables in their hands, while others have Chinese characters in their hands. Let syllables find Chinese characters or Chinese characters find syllables)

Design intent:

Let students memorize new words in the activities, and the rich forms of activities provide students with a learning stage for self-development and self-display, so that students can be at the center of the activities, become the masters of the activities and stimulate students' interest.

Sixth, read and think.

The structure of Chinese characters is interesting. Many Chinese characters consist of different words to express another meaning. Take out the words "crooked, swaying, tasteful and brilliant" and let the students read them.

1. refers to students talking about meaning and combining words.

2. Read the words "crooked, shaking eyes, drinking tea, sparkling".

3. Imitate the text and rhyme with these four words. Work in groups.

4. communication. For example:

It's crooked. Sunshine, sunshine, dazzling.

Three words, taste it. Three Japanese characters, crystal clear.

Seven, expand the exercise

Look for Chinese characters that you have learned before, such as: horse, pen, left, ru, Peng. Learn the text and make up a rhyme or crossword puzzle in the form of group cooperation.

Design intention: This link fully mobilizes students' literacy accumulation, develops students' thinking ability and imagination ability, properly infiltrates some literacy knowledge and methods, and reproduces new words vividly and interestingly, so that students can know and remember glyphs as a whole and consolidate literacy. Create independent and cooperative learning opportunities, cultivate students' sense of independence and innovation in the learning process, and let students have the opportunity to experience the happiness of learning from the process of mutual exchange and learning.

Blackboard writing:

Riyueming ermulin

Fish mutton xian San mu sen

Small dust was extinguished in a big fire.

Tian Linan two people from

Three people are separated from each other.

Look at it with your hands and eyes

Chapter II Teaching Objectives:

1. Understand the word-formation characteristics of cognitive words.

2. Feel the infinite charm of Chinese characters, stimulate the love of Chinese characters, memorize glyphs on the basis of understanding the characteristics of Chinese characters, and enhance the self-confidence of literacy.

Teaching focus:

Understand the word formation characteristics of cognitive characters.

Pre-school preparation:

1. Make a new word card. (Teachers and students)

2. Make multimedia courseware. (teacher)

Teaching process:

First, check the import. (Time: 5 minutes)

1. Show the new word cards and guide the students to read by train.

2. Read the poem by name.

Second, read the poem. (Time: 25 minutes)

1. Fandu moire.

2. Guide the deskmates to read rhymes with each other.

3. Organize students to read their favorite chapters repeatedly, and then read the text in groups, divided into boys and girls, called the roll and read by train.

4. Transition: What did you find after reading it?

5. Guide students to read the verse carefully and observe the characteristics of each verse.

6. Summary: Children, words that can express meaning like this have an interesting name, called "knowing words".

Third, expand and extend. (Time: 10 minute)

1. Inspire students to think: What other words do you know?

2. Guide students to report and write on the blackboard.

Chapter III Teaching Objectives

1, knowing the new word 13, can write three words "strength, hand and water".

2. Read the text correctly and fluently.

3. Have a preliminary understanding of the word-formation characteristics of cognitive characters, and stimulate students' love for the language and writing of the motherland.

Teaching emphases and difficulties

Understand the word-formation characteristics of some cognitive characters and cultivate students' initial literacy ability. Write the words "power, hand and water" correctly.

Teaching preparation

Slide, red sun and other pictures, a card with a word to understand the words in this lesson.

Teaching time

2 class hours

first kind

First, import small materials to stimulate interest.

Students, many Chinese characters we learn are composed of two or more Chinese characters. Interestingly, it means a combination of the meanings of these Chinese characters Such Chinese characters have a name called "literacy". Let's get to know these words together and see if they are interesting.

Second, it shows the overall cognition of "bright, fresh, dusty, unique, male, leisure, view, forest, forest, obedience and public".

1, recognize new words.

2. Name classification.

Left and right structure: bright, fresh, leisure, forest, subordinate;

Upper and lower structure: dust, sharp, unique, male, looking;

Style: Sen, Zhong

Some of these Chinese characters are composed of two different characters, and some are composed of three identical characters. A child is as capable as you. He also discovered these laws and compiled his findings into a nursery rhyme. Let's read it. Maybe we can compile a children's version of Song Like He in the future.

Three, familiar with the text, context literacy.

1, read the text freely and circle the twelve Chinese characters in the text.

2. The teacher reads the text.

3. Read each other in groups and read the text well.

4. Show yourself and read the text.

5. Learn the word "Ming".

(1) Students spell and pay attention to nasal sounds.

(2) Show the red sun map and the Chinese character "Sun" and feel the brightness of the sun.

(3) Show me the bright moon map and the Chinese character "Moon", and pay attention to the bright moon.

(4) Guess what "Ming" means? Combine words with "Ming".

6. Learn "fresh, dusty and sharp".

(1) Show "Fresh, Dust and Sharp" is a must for students.

(2) Read these three words. Students are free to tell their findings and tell everyone the secret.

(3) refers to the recognition and evaluation of students.

(4) Use these three words to start writing, compete in groups, communicate and comment.

(5) Read the first lesson by yourself.

7. Learn new words in other chapters by analogy.

(1) Group cooperative learning uses the learned methods to learn other new words.

(2) Each group reported the exchange of learning.

8. Read the text again, and both boys and girls will read the text.

9. Looking at it, what do you find?

10. Show me again: bright, fresh, dusty, sharp, extinguished, public, leisure, table, forest, forest, public.

(1) Learn the evolution of these Chinese characters on the blackboard and understand their meanings.

(2) Say the meaning of Chinese characters.

Fourth, consolidate literacy.

1, group reading requires fluency.

2. Game: Find friends

3. Check the reading.

Fifth, expand the practice.

Say another sentence with the following words.

Extinction teacher, Hugh, Sen, crowd, fresh, male, strength, obedience, dust, light, look.

Second lesson

First of all, educate and review the introduction.

1, new words recognized in the group competition.

2, a word blossom (word expansion game)

Do you want to walk in the maze? Take a step forward every time you know a word.

Second, read the full text.

1, which means students read and comment on the text.

2. Read the password at the same table.

3. The teacher demonstrates reading and emphasizes rhyme ending. Students imitate reading to see who reads well.

4. Read together. (Clap your hands and read)

5. Try to recite it by yourself.

Third, finish "I can read" after class.

1, practice reading freely.

2. Read the new words and draw some dots under them.

3. Group words or say a sentence with braille.

Fourth, guide writing.

1. The words "force, hand and water" are displayed. Students observe how to write these words well.

2. The teacher wrote a model for students to comment on.

3, teachers patrol, individual guidance.

4. Show off your homework.

5. Read and think.

1, recalling a little information about Chinese characters in the last class, the structure of Chinese characters is very interesting. Many Chinese characters are composed of different words to express another meaning.

2. "Read and think" can be read at will.

3. Take out the words "crooked, swaying, tasteful and brilliant" for students to read.

4, refers to the meaning spoken by the students, word formation. Read the words "crooked, eyes shaking, tea tasting, sparkling".

5. Work in groups and write the rhymes of these four words according to the text.

6. Exchange and display.

Sixth, show the collected cognitive words and create your own children's songs.

1, showing the collected cognitive words, which can be compiled into crossword puzzles. For example:

Pick = put your hand on the tree and pick something.

Disaster = the room is on fire, which leads to a fire.

Seedling = grass grows in the field, seedlings.

Break = separate things by hand and break them into two pieces.

2. According to the form of the text, create your own children's songs, which can be done independently or in cooperation.

3. Exchange and display.

Seven, practical activities, expand understanding.

1, talk about "interesting Chinese characters".

2. Look for Chinese characters that you have learned before, such as: mom, pen, sitting, belly, friend, learn the appearance of the text, make up a rhyme, or make up a crossword puzzle.

3. After class, use various channels to know Chinese characters, and compile your own findings into nursery rhymes.

Homework: Go home and recite today's students' words.

Nine, blackboard design: bright, fresh, dusty, sharp, unique, male, Hugh, watching, forest, sen, obedient, complex.