Chinese lecture notes

As a people's teacher who specializes in teaching others, we often have to prepare speeches. With the speeches, we can improve our teaching ability quickly. So what kind of speech is good? The following are four Chinese lecture notes I collected for you, which are for reference only. I hope they will help you.

The talent of Chinese speech 1 comes from knowledge, and the acquisition of knowledge cannot be separated from extensive reading accumulation. The ancients said "Yan Ruyu is in the book". Du Fu advocated "reading thousands of books and writing like a god", all of which emphasized the benefits of reading more and collecting more. This first-year Chinese handout of People's Education Press hopes to lay a solid foundation for you.

Ansai waist drum is a text in Unit 4, Volume 2, Grade 7, the experimental textbook of new curriculum standard in Zhejiang Province. This unit is mainly to appreciate the author's experience and understanding of art in life, and the thinking and understanding of life caused by it, so that students can further realize the strength and value of life in their study, improve their literacy and lay the foundation for future reading, appreciation and aesthetics. At the same time, this lesson learns rhetorical devices such as parallelism and overlapping sentences to understand their functions in article expression, and enables students to learn to use these methods through writing training. This course plays a very important role in students' aesthetic experience and ability training.

1: teaching objectives

A, knowledge goal: learn parallelism and sentence repetition to understand their functions; Taste and understand the profound thoughts and feelings expressed in the relevant sentences in the text.

B, ability goal: cultivate students' reading and appreciation ability, and learn to read the text with emotion.

C. Emotional goal: Taste the rhythm, momentum and passion of parallelism, feel the life force released by Ansai waist drum, stimulate students' thinking about life, and experience the profound cultural heritage of our nation.

This teaching goal is formulated according to the content characteristics of this unit and the requirements of the new curriculum standard.

2. Teaching emphases and difficulties

Key points: learn to read the text aloud, learn to compare and its function; Feel the vitality released by Ansai waist drum and inspire students to think about life.

Difficulties: understanding the profound meaning of some sentences; With the help of text description, guide students to reproduce the image and appreciate the artistic conception.

This paper not only depicts the magnificent waist and drum performance with realistic brushwork, but also shapes a tangible artistic image, using more pen and ink to freehand brushwork. How to guide students to reproduce the image and appreciate the artistic conception with the help of text description is a difficult point in teaching; The focus of teaching is to guide students to read parallelism sentences that depict images and reveal connotations, feel the vitality of Ansai waist drum from different angles and levels, and express their own opinions on the text.

Chinese lecture manuscript 2 I. Teaching materials and learning situation

Watching the Tide is a reading text in Unit 6, Book 7 of Primary Chinese published by People's Education Press. Through what the author has seen, heard and felt, this paper introduces the Qiantang River tide, which has been called "the wonder of the world" since ancient times. The editor chose this text here, on the one hand, to continue to cultivate students' ability to grasp the main content, on the other hand, to learn the author's orderly and distinctive observation method.

Students are the main body of learning. If you want to have a good class, you must know them.

The fourth-grade students are active in thinking, eager for knowledge, rich in imagination and curious about new things, but they have limited life experience and lack intuitive feelings about the magnificent scenes described in the article, so they need the help of teachers to provide intuitive images.

Second, the teaching objectives

According to the requirements of the syllabus, the characteristics of teaching materials and the existing cognitive level of students, I have specially drawn up the teaching objectives of the second class:

1, cognitive goal: memorize new words, grasp key words to taste, and pay attention to language accumulation.

2. Skill goal: Learn the author's orderly and distinctive observation methods and cultivate students' habit of observing things carefully.

3. Emotional goal: let students know the magnificence and wonders of Qiantang River tide, let students be infected by the beauty of magnificence and strength, and inspire students to love the great rivers and mountains of the motherland.

Third, the difficulties in teaching:

According to the teaching objectives of this course and students' practical ability, I have determined the key points and difficulties of this course.

Key points: Learn paragraphs 3 and 4 of the text and experience the majestic momentum of the spring tide.

Difficulties: Learn the orderly and distinctive observation methods of the author.

Fourth, teaching methods.

"There are many ways to teach, but there is no fixed method." This course mainly adopts situational teaching method, multimedia-assisted teaching method and reading aloud method for teaching. By displaying courseware, let students immerse themselves in it and feel the great power of nature, so that students can feel, taste and better understand the text in reading.

V. Studying law

According to the characteristics of teaching materials and students' cognitive rules, let students study consciously and actively under the guidance of teachers, and follow the three principles of taking students as the main body, teachers as the leading factor and training as the main line to guide students to explore independently and learn cooperatively.

Advanced by intransitive verbs

1, wonderful introduction, fascinating

As the saying goes, "A good beginning is half the battle." The same is true of teaching, and the introduction of a lesson is very important. In order to fully mobilize the enthusiasm of students, I use the tide sound as a foil, and at the same time use beautiful language to render the classroom atmosphere, which arouses students' strong desire to watch the tide.

2. Look at the pictures, stimulate your imagination and learn the second paragraph.

I use courseware to show students the sea of people before the tide comes. Inspire students to imagine: How would you feel if you were in it? My original intention is "a stone stirs up a thousand waves". Through observation and thinking, students can put themselves in people's shoes to understand people's anxiety about the early arrival of the spring tide.

② Classroom teaching lies not only in teachers' guidance, but also in students' learning. I will let the students read the second paragraph freely, and then ask: Jiang Chao hasn't come yet. What does the author see? Students can solve their own problems by reading.

Third, read and understand the natural paragraphs in Texts 3 and 4.

When the spring tide comes, this part is the focus of the text. I ask students to study by independent inquiry and cooperative learning, use situational teaching, grasp key words and phrases to taste and feel, and students learn by watching, reading, thinking and remembering.

A, first use multimedia students to show the scene when the tide comes, and students' emotions are suddenly immersed in the magnificent picture of the tide rolling in and roaring. At the same time, I ask questions. What do you see? What did you hear? what do you think? Situational teaching method is adopted here, which combines visual means and auditory means closely, which is helpful to cultivate students' observation, imagination and thinking ability.

B. How did the author describe such a spectacular scene? I take advantage of the situation and make a natural transition to guide students to learn the content of the text.

1, "Chinese Curriculum Standards for Primary Schools" points out that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Therefore, I intend to let students read the text through various forms, such as free reading, cooperative reading, named reading, reading their favorite words and sentences, etc. Let students learn, feel and enjoy themselves in reading. Then show the self-study tips (1). What is the author's order of watching the tide? (2) What characteristics does the author capture to describe the tides? I ask the students to form a study group, discuss with each other and work together to solve problems. Where there are difficulties, I have given appropriate guidance to guide students to master the words with changing tide sounds. For example, words like muffled thunder rolling-louder and louder-landslides and tidal changes, such as: a white line-elongated and thickened-white city walls-white war horses understand the majestic momentum of spring tide.

2. Einstein said: "It is often more important to ask questions than to solve them." In teaching. I will encourage students to think positively and question boldly. In this lesson, students may suggest that the white line moves quickly towards us, gradually becoming longer and thicker and crossing the river. Why do tides get longer? I organize students to discuss and communicate, and then I give instructions in time according to the geographical position and shape of Qiantang River, so that the students' problems are solved.

3. In order to improve students' taste for words and be impressed by the beauty of spring tide again, I will instruct students to recite 3.4 natural paragraphs, so that students can internalize vivid language descriptions into their true feelings and be influenced by the beauty of nature.

Fourth, return to the whole and understand the full text.

After understanding the first two key paragraphs, I asked the students to look back at the full text and feel the whole process of watching the tide, so as to grasp the full text.

Fifth, summing up and extending, emotional sublimation.

The spring tide of Qiantang River left a deep impression on us. It is indeed a miracle of the world. Here I will guide students to choose their favorite way to express their feelings. In order to further sublimate the theme, I will show students pictures of the great rivers and mountains of the motherland, and consciously sublimate this feeling into a love for nature and the great rivers and mountains of the motherland.

Chinese lecture manuscript 3 i. Oral teaching materials

1, the position and function of teaching materials

"Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. The new definition of Chinese nature embodies the people-oriented development education concept. The article "My Son's Research Report" is the full embodiment of human nature in Chinese class. "What I saw ..." This topic emphasizes personal practical experience, that is, personal experience. The characteristics of American education also reflect the human nature of China people, paying attention to the intervention of subjects and human activities. Therefore, this article is a good teaching material reflecting the "humanity" characteristics of Chinese subject in both content and form. By studying this article, we can cultivate students' ability to participate in learning activities independently and explore problems in various ways.

2. Teaching objectives

According to the requirements of the new syllabus for reading and writing, the teaching objectives of this course are as follows:

Knowledge goal:

By watching movies and analyzing words and articles, we can feel the characteristics of American primary education.

Ability goal:

Cultivate students' ability to ask questions independently, think and analyze problems independently, and explore and solve problems cooperatively.

Ideological goal:

We can dialectically treat China education and American education as two different types of education.

3. Emphasis and difficulty in teaching

This is an article with simple content and discussion. Based on the change of his own feelings, the author describes the process of his son completing three research reports, and then compares the education between China and the United States according to the change of his son, and obtains the characteristics of American education. This is exactly what we want to learn: what kind of education is American and what is worth learning. This is also the focus of this course. Students can ask questions independently and then cooperate to solve them, so as to understand the characteristics of American education.

Chinese and American education have their own strengths. According to China's current situation and cultural background, we can't completely abandon China's basic education, while American education emphasizes the cultivation of ability, which is also worth learning from. Because each student's learning experience and methods are different, their views on this issue will be different and impossible to agree, which is the teaching difficulty of this course. My handling of it is that students can express their opinions and have their own unique views. As long as there are sufficient reasons, there is no need to insist on consistency, which fully embodies the humanity of Chinese.

Second, talk about teaching methods.

The new syllabus points out in the teaching proposal: "Students are the masters of Chinese learning. Chinese teaching should focus on cultivating students' awareness and habits of autonomous learning, creating a good autonomous learning situation for students, respecting students' individual differences and encouraging students to choose their own learning methods. " Accordingly, this course plans to adopt a classroom-based teaching mode, in which students are always the main body in the teaching process, and the leading role of teachers will be transformed into students' own development needs through students' main body, which will promote students' physical and mental development to a higher level. In this model, students' independent learning and inquiry are the main tasks, and teachers guide them in time, creating an atmosphere of discussion and even heated debate, so that students can inspire and communicate with each other, stimulate students to acquire knowledge independently, and cultivate students' ability to look at problems dialectically.

Third, the teaching material processing

In arranging a class, we should emphasize pre-class preparation, find a certain amount of relevant materials, pay attention to students' analysis and discussion, and guide teachers in time, thus breaking through the difficulties in teaching.

Fourth, the teaching procedure.

(A) the introduction of new courses

1. Ask a student to describe his experience in evaluating Chinese lessons in primary schools.

Design intention: enliven the classroom atmosphere and promote the communication between teachers and students. )

2. Play clips of education in China to highlight the position of basic education in China in the world.

(Design intention: arouse students' interest in learning with pictures, and arouse their sense of identity with pictures that children are familiar with; At the same time, it lays the foundation for the later dialectical discussion. )

3. Teacher's introduction: This is the primary education in China, but what is the primary education in the United States? Let's study My Son's Research Report-American Primary Education in My Eyes. (present the topic with multimedia. )

Teach new courses

1. Generally speaking, what knowledge should I learn when learning an article?

Clarity: content and structure. Students don't have to answer these two points, just mention words, central ideas, people and so on.

(Design intention: Review the contents learned before to make it systematic and methodological, so as to facilitate the study of new courses. )

2. The goal of study is usually put forward by the teacher, and I want to give this right to my classmates today. Please listen to the teacher reading the text. Look at this article. What problems should we find out?

(Design intention: Let students be familiar with the content of the text and dare to question it. )

3. Students can ask questions:

Content:

A. What are the primary school classrooms in the United States?

Clear: students can laugh loudly in class, let them play for at least two hours every day, and go home from school before 3 pm. There are no textbooks in class.

(design intent: let students know about the situation of primary education in the United States. )

B. What's the mood of a father sending his son to an American elementary school? Why is this happening?

Clarity: From "worry" to relief (from "dumbfounded", "speechless" and "unable to help thinking", we can see the change of father's mood. )

(Design intention: roughly perceive the text, understand the content of the article, grasp the emotional context, and try to understand the changes of father's emotions. Analyze words, cultivate students' sense of language and accumulate a certain vocabulary. )

C. What happened to my son when he arrived in an American elementary school? Why are there these changes?

Clear:

1) has made a lot of progress. Instead of going home directly after school, he often goes to the library and carries a big bag of books from time to time.

2) Print out a booklet with more than 20 pages, which is rich in content, divided into chapters and lists the bibliography.

3) He became unrestrained, complacent and confident.

4) Read books and look up information with great interest.

5) He has been able to skillfully use the computer and microfilm system in the library to find all kinds of words and images he needs.

Three research reports —— Yesterday and Today in China. What do I think of human culture? (Design intention: Be more familiar with the content of the text and train students' analytical ability. )

D, design a small exercise: say a sentence in the form of "I think' son' has become _ _", and at the same time feel what primary education in the United States is like? What does the author think?

Clear: You can say "I think my son has become confident" and "I think my son has become capable" and so on.

Design intention: Read the discussion paragraphs, exercise students' oral expression ability, and at the same time rise to the theoretical level to understand American primary education. )

E. Small debate: China education and American education (projection, showing the comparison of educational materials between China and the United States)

Clarity: divide into two opposing factions, discuss before arguing, and affirm as long as the reasons are sufficient. Design intention: guide students to divergent thinking and dialectically look at problems. Not limited to a certain level. )

F. the teacher's summary.

Structurally:

A. how is the article laid out?

Clear: This article takes the father's psychological change as a clue, and selects three typical cases to show the son's change.

Design intention: to cultivate students' abstract thinking ability and generalization ability. )

B, how does the author think from the change of his son, thus prompting the theme?

Clarity: from phenomenon to essence, from narration to discussion.

(Design intention: sublimate students' understanding and raise sensibility to rationality. But when the teacher arrives, you can't force it. If you don't mention this, you can't talk about it. )

4. After students ask questions, they can adopt various methods, such as discussion, questioning and consulting materials. To analyze the text and solve the problem independently.

Clear: See the answer above.

(Design intention: to cultivate students' ability to analyze problems and explore and solve problems in cooperation. )

(3) Outward bound training

Question: If you are a primary school Chinese teacher, how can you play the role of American education in China class? Please make specific suggestions.

(Design intention: Develop students' thinking, combine what they have learned with real life, and cultivate students' ability to use knowledge. )

(iv) Concluding remarks

Students, China's basic education is very famous in the world, which has trained generations of talents; But there are also some shortcomings. What is worth learning is that American education attaches importance to ability training. In the face of today's modern society that requires each of us to exert our creativity, we really need to reflect on how to choose. These are all to be explored by students.

Language Lecture 4 teaching material analysis:

This is a popular science fairy tale, telling primary school students that peanuts are produced underground through the story of little squirrels looking for peanuts. There are five natural paragraphs in the full text, which are based on the clue that the little squirrel is looking for peanuts: peanuts are blooming-the little squirrel wants to pick peanuts for the winter-the little squirrel has never seen peanuts-the little squirrel suspects that peanuts have been picked-and earthworms tell the little squirrel that peanuts are all in the soil.

The textbook is accompanied by two illustrations, which reproduce the content of the text and stimulate students' rich imagination.

Teaching objectives:

1. Read the text correctly, fluently and emotionally.

2. Cultivate students' perception of life and feelings of being close to and loving nature. Students are influenced by the scene language and train them to read.

Teaching emphases and difficulties:

Read the text aloud to understand the characteristics of peanut fruit.

Teaching tools:

courseware

Teaching process:

First, reveal the topic.

Squirrels like peanuts! But he didn't find peanuts in the peanut field. this is

Why? Today we continue to learn lesson 26. Little squirrel looking for peanuts.

Synchronous reading theme

Second, new funding.

1, read the first paragraph by yourself. Do you understand the meaning of "green oil, Huang Cancan"?

Students observe the pictures and realize the beautiful scene of "true beauty". Instruct reading aloud

2. What is such a beautiful flower? (Learn the second paragraph) Feel the "happy" mood of the little squirrel? "A wonderful plan-wait for peanuts to bear fruit and then spend the winter."

3. The squirrel's plan was broken and the fruit was not found (see paragraphs 3 and 4). Write "find" first. "Daily" and "Du" are the key words. Write the result of "search" again, and the key word is "until …… is also ……". Finally, the little squirrel's confusion is mainly expressed through expressions and words. The key words are "eye-opening" and "strange". To guide reading aloud, students should contact the context, grasp the key words to expand their imagination, and turn the language of the text into the actions, language and demeanor of squirrels in their minds. On this basis, let the students follow the squirrel to find peanuts while reading, so as to have doubts, let the students enter the context of the text, and have a real experience of the squirrel's actions and confused psychology of finding peanuts.

4. Where did the peanuts go (students read the fifth paragraph together) Show the courseware (peanuts are in the soil).

5. Keep it fun and expand. Do you know where these things grow? (Potato, taro, sweet potato, lotus root, loofah, green vegetables, peaches ...)