#二级# Introduction teaching design is to arrange the teaching elements in an orderly manner and determine the ideas and plans of the appropriate teaching plan based on the requirements of the curriculum standards and the characteristics of the teaching objects. It generally includes teaching objectives, key and difficult points of teaching, teaching methods, teaching steps and time allocation. The following is a compiled "Example of Chinese Text Teaching Design for Second Grade Primary School Students", I hope it will help you.
Sample essay on Chinese text teaching design for second-grade primary school students Part 1 Teaching theme: Reading class
Subject: Chinese
Suitable for grade: Second grade Volume 1
Textbook version: Compulsory Education Curriculum Standard Experimental Textbook Chinese (Chinese Language Press Edition S)
Recommended number of hours: 2 hours
Teaching design:
1. Teaching objectives:
1. Recognize 14 new characters, be able to write 8 new characters, and learn the new radical "衤".
2. Read the text correctly and fluently.
3. Let students know how to protect nature and love nature, so that the environment we live in can become more beautiful.
2. Content analysis
This is a fairy tale text full of innocence and fun. The text mainly talks about how the elephant and the brown bear uprooted the trees in the grove in order to compete with each other. After being taught by the little rabbit, they replanted the trees and made the stream clear again.
Key points and difficulties:
Be able to read the text correctly and fluently; be able to correctly fill in verb + noun phrases; be able to cultivate students' awareness of loving nature and protecting the environment through reading the text.
In the entire knowledge system, this course is still in the stage of solving the connection between kindergarten and primary school and cultivating students' interest in learning. At the same time, it is also the literacy and reading goals for implementing the new curriculum standards, which are still in the foundation stage of the entire knowledge system.
3. Student analysis:
At this stage, students are still in their infancy. Students have initially mastered Chinese pinyin and some Chinese characters, and have a preliminary interest in reading. This article is a fairy tale. Since children are more interested in fairy tales, this text will help improve children's interest in reading and literacy.
IV. Design ideas
1. Create scenarios to lead students into the world of fairy tales.
2. Understand and be influenced by reading, and gain ideological enlightenment;
3. Pay attention to students' independent literacy.
[Teaching aid preparation]
Courseware (the beauty of nature, nature after damage), animal headdresses, pinyin word cards.
Teaching process
First lesson
1. Introduction of courseware, passionate introduction
1. Present courseware: the beauty of nature , stimulate students' emotions.
(Teacher: What did you see? What do you think?
2. Introduction to the text.
Teacher: Yes, our nature is beautiful Great, there are not only dense woods, colorful flowers, but also clear streams. Today, the text we study is about clear streams in nature. Who will read the topic?
2. When reading the text for the first time, the overall feeling is like reading the pronunciation correctly
1. Read the text freely, paying attention to pronunciation. For words you don’t know, you can use pinyin, and you can also ask teachers and classmates for help.
2. Show the word card and check the reading under the leadership of the group leader
(1) Group inspection (spot reading)
( 2) Teacher-student communication: reading while driving a train (teacher listens and corrects at the same time)
3. Show the text without pinyin for reading aloud
(1) Free reading, while reading. Mark how many natural paragraphs there are in the text.
(2) Several students read the text and thought: What stories about animals are included in the text?
3. Recognize new words and guide writing
1. Show new words: let students share their knowledge in groups
Teacher: Which of these new words can you read? Please ask students to communicate in groups.
2. Show the pinyin with the new words removed.
(1) Read by name.
(2) Ask the primary school teacher to read it.
(3) Read while driving a train.
(4) Group communication, how do you remember this word?
3. Guide writing.
(1) Guide the writing of the four characters "hui", "xiang", "bei" and "drop", and learn new radicals. Let the students observe the strokes of the characters and the position in the Tian character grid, and the teacher will demonstrate and guide the students in writing.
(2) Students model the characters "Liang", "Read", "Edge" and "Chao". Guide students to write correctly on their own based on their understanding of radicals and characters.
(3) Students write, appreciate each other, and check and correct.
4. Chinese language practice activities (one word blossoms)
5. Summarize and assign homework
What did you gain? Read more of the text after class and point out questions you don’t understand.
Second Lesson
1. Introduction to review
1. Output the word cards: check the recording status.
2. What stories about animals are written in the text?
2. Read the text carefully and gain insights while reading
1. Read the text freely and think while reading: What happened to this animal in the text?
2. Show two pictures in the text: Please choose one of the pictures and tell me what this picture says? (Communication)
3. Show Figure 1: How is the text written? Please feel free to read it.
4. Group discussion: After reading the text, what did you know?
5. Based on the students’ answers, learn 3 natural paragraphs.
6. Summary
Teacher: Do you think the elephants and brown bears did the right thing? Why? What will nature look like if we do this again? So, if you were an elephant or a brown bear, what would you do?
7. Study paragraphs 10 and 11.
(1) Transition: The students are absolutely right. Elephants and brown bears also know that they are wrong, and they also know how to protect and love nature. You see... (show animated courseware).
(2) Guide reading of paragraphs 10 and 11 of the text.
(3) After watching the animation and reading the text, what do you want to say to the elephants and brown bears?
3. Deepen practice and accumulate vocabulary
Show the second question after class:
Example: Dig (pit)
Plant ( ) Pei () Pouring ()
IV. Read the full text and gain overall understanding
1. Read the text freely and gain understanding of the text.
2. The groups read the text in different roles.
3. Perform in different roles.
5. The teacher questions and summarizes
6. Assign homework
1. Read the words in the word basket, and then copy down the ones you like.
2. Read the text emotionally.
Second-grade primary school students’ Chinese text teaching design model article 2, first lesson
Teaching objectives:
1. Learn 12 new words, and be able to recognize: steep, steep ,arm. Able to read and write new words in the text correctly.
2. Read the text correctly and fluently.
3. Cultivate students’ awareness of cooperation with others and feel the joy of cooperative learning.
Teaching focus:
1. Learn new words and be able to write them correctly.
2. Read the text correctly and fluently.
3. By reading the text, you can initially understand the characteristics of Huangshan’s strange rocks.
Teaching difficulties:
Memorize glyphs and encourage students to ask questions.
Teaching tools: cards, pictures, computers.
Teaching process:
1. Watch Huangshan scenery films and introduce new lessons:
The teacher plays the role of a tour guide, plays Huangshan scenery films and invites students Watch and explain: Huangshan Mountain is a famous scenic spot in Anhui Province of my country. It has beautiful scenery and magical scenery. The most famous ones are: strange pines, strange rocks, sea of ??clouds, and hot springs.
Students, please watch carefully and tell me what you saw. .
Ask students to talk about what they saw.
The teacher revealed the topic: Today we will take a look at one of Huangshan’s great landscapes—the strange rocks. The teacher then wrote the topic on the blackboard—the strange rocks in Huangshan.
2. Read the text for the first time and recognize new words and recognisable words.
(1) Teacher: In order for the students to have fun and meaningful play, we must first make preparations. Please take the introduction content and read it yourself first, paying attention to the correct reading of new words. sound. If there are any Chinese characters you don’t recognize, please draw them.
1. Students can freely read the text with the help of Chinese Pinyin and draw unfamiliar characters and words they do not understand.
2. Students at the same table want to help each other solve literacy problems. If there are still unfamiliar words, mark them.
3. The teacher goes down to collect the Chinese characters that the students don’t know and pastes these new character cards on the blackboard.
4. Ask students to read new words with pinyin to solve the pronunciation problem.
(2) Memorize glyphs and understand their meanings.
1. Discuss in groups how they memorize glyphs? Tell me how you usually use these words?
2. The group reports on the learning process. Each group speaks one word. If it is not good, other groups will make up for it.
Form of reporting
(1) Pronunciation of words.
(2) Analyze glyphs and words composed of new characters in this lesson.
(3) Expand words.
3. Understand the meaning of the words: (Students can combine it with the actual life or the text content when understanding.)
Famous: Famous. "Famous both at home and abroad" means famous both in China and abroad.
Special: means further.
Magic: Very wonderful.
Steep: The slope of the mountain is large, as if it goes straight up and down.
Rolling: mostly refers to water, clouds, etc. rolling up and down.
(3) Guidance on writing:
1. Students describe each word in the book according to the stroke order.
2. Carefully observe the position of the key strokes, try to write each character independently, and compare it with the model character after writing to see which stroke is not well written before revising it.
3. During the writing process, ask students to talk about which word is not easy to write?
4. Teachers guide writing.
(1) Show the word "gun" with a grid.
(2) What are the characteristics of the word observation? (Words with a left-right structure, narrow on the left and wide on the right)
(3) Observe the position of the key strokes: the word "gun": the "ti" next to the three-point water should not be written too flat, and should be closed on the horizontal center line. Pen. The words "dianheng" and "公" in the right half should be written on the horizontal center line. The following strokes are: kick, vertical lift, kick, and nip. The last stroke of "nup" should be at the same height as the raise on the left.
(4) Teacher writing and student observation.
(5) Students write this word independently, writing each word once.
(6) Students at the same table check and correct each other.
(7) Display comments.
5. Other new words are not difficult because they have few strokes. Students should write each new word independently. Students raise their hands if they have questions, and teachers provide individual guidance.
6. Show the comments and compare who can write the best. 3. Preliminary text to understand the content of the text.
(1) Students listen to the recording and read the text. Pay attention to the correct pronunciation of new words. After reading, mark how many natural paragraphs the text has. (6 paragraphs)
(2) Read the text yourself and ask questions.
(3) The teacher walked down to collect questions.
IV. Review and consolidation:
1. Look at the words, find the new word cards, and complete them:
Beautiful (magic) and strange
Weird shapes (shapes)
Immortal (pointing) the way
2. Word reading competition: Each group chooses a representative, and the computer randomly produces words to see who can read them accurately. .
5. Assign homework:
1. Write new words in the new word book, write each word 3 times. Teachers inspect and correct students' writing postures and writing methods.
2. Copy words: Playing the piano in the magical scenic spot, Rolling the famous boulder
Second lesson
Teaching objectives:
1. Read the text correctly and fluently. Choose the passage you like and memorize it.
2. By reading the text, you can experience the vividness and interest of Huangshan’s strange rocks.
3. By observing the pictures, we can further understand the text content, cultivate students' observation and imagination abilities, and stimulate students' love for the great rivers and mountains of the motherland.
Guide students to appreciate good words and sentences, and cultivate students’ awareness of actively accumulating words.
Teaching focus:
1. Read the text correctly and fluently.
2. Understand the characteristics of Huangshan’s strange rocks by reading the text.
Teaching difficulties:
Combine with the text content to trigger students' imagination.
Teaching tools: cards, pictures, computers.
Teaching process:
1. Create scenarios and read aloud to gain insights.
Teacher: In this class, I invite students to be little tour guides and introduce Huangshan to you based on pictures and text content. I hope everyone will actively participate and observe carefully to see who they are: little tour guides. Let's first practice how to introduce the scenic spots in general.
1. The teacher asks students to be little tour guides to observe the first illustration in the text and introduce it to everyone in their own words.
2. Then let the students read the first natural paragraph of the text to achieve a tone. Talk about your feelings after reading it.
3. Give a reading presentation.
4. Let students organize their own language to introduce, introduce by name, and have everyone comment.
Second, focus on the key points to introduce and gain in-depth understanding.
Students know that we should introduce it as a whole first. There are really countless strange rocks in Huangshan Scenic Area. Next, we will practice introducing some representative scenic spots among them.
1. Read the text by yourself, look for passages describing the strange rocks in Huangshan Mountain, think about which strange rocks are specifically introduced, and draw a picture in the book while reading.
2. What did you know after reading? Talk about your feelings. The teacher writes on the blackboard in time based on what the students say. ("Fairy Peach Stone", "Monkey Watching the Sea", "Immortal Guiding the Way", "Golden Rooster Calls Heaven")
3. Discuss in the group: Why do these strange stones have such names? (Compare the illustrations in the text to learn more about the "wonder" of Huangshan's strange stones.)
4. Practice introducing one of the strange stones with the help of illustrations. (The teacher will provide timely guidance)
3. Guide the reading aloud and enter the country emotionally.
Students, we already know what Huangshan’s strange rocks look like. When introducing them, we should also pay attention to processing our own language, so that we can be vivid and vivid, and use your language to attract tourists.
1. The strange rocks in Huangshan Mountain are vivid and interesting. Can you read them with a tone? Try it yourself.
2. Do teachers also want to read the book? Teacher's Guide.
3. Students practice reading.
4. Read in groups.
4. Inspire imagination and practice explanations.
The end of the text briefly introduces other strange rocks, showing the large number and strange shapes of Huangshan's strange rocks, and highlighting the interest of the strange rocks. Students, please imagine the appearance of "tengu looking at the moon", "lion fighting for the ball", "fairy playing the piano" and other strange rocks, and draw a picture;
Let students introduce it in their own words based on the pictures in their hands.
Teacher: There are many strange rocks in the Huangshan Scenic Area that cannot be named. Can you combine the pictures, observe carefully, boldly imagine, name them according to their appearance, and introduce them to everyone.
(Encourage students to imagine boldly.)
5. Select young tour guides to introduce and select tour guides.
As a group, each group member will introduce a strange stone attraction.
Each group selects representatives to compete.
1. Conduct on-site explanations.
2. Organize everyone’s review.
3. Issue a small tour guide qualification certificate.
Teacher’s summary:
Through everyone’s vivid and vivid introduction, we know that there are interesting and strange rocks in Huangshan Scenic Area, which is famous at home and abroad. Huangshan is a darling created by heaven and earth. No matter where you go, whether it is pines, rocks, or hot springs in the sea of ??clouds, they are all beautiful and strange. When you are there, you feel like you are in heaven and on earth. Students, I hope you can go sightseeing and experience the beauty and magic of Huangshan Mountain!
6. Assign homework:
Read the text emotionally and recite your favorite passages.
Excerpt the beautiful words and sentences in the article, memorize them, and copy them into the excerpt book.
A brief analysis of the third textbook of Chinese text teaching design for second grade primary school students
"Sitting in a Well and Looking at the Sky" is a text in the fourth unit of the first volume of the second grade. It is an interesting fable. It explains a profound truth with a simple story. The text mainly discusses the question of how big the sky is through three conversations between a bird and a frog. It tells us that when thinking about problems and understanding things, we must have a broad vision and not be limited by our own experience, so that we can understand things and reflect problems correctly and comprehensively.
Teaching objectives
1. Learn the 7 new words in this lesson and the new words you can recognize.
2. Ability to read texts correctly and fluently.
3. Through learning, understand the content of the story and be inspired by it.
Key points and difficulties in teaching
1. Recognize new words.
2. Read the dialogue emotionally.
3. Understand the meaning of "sitting in a well and looking at the sky"
Prepare ppt courseware for teaching, reading recordings, and illustrations.
Teaching time: one class hour
Teaching process
1. Introduce arguments and stimulate interest
1. Show text illustrations and introduce arguments: How big is the sky?
2. Set questions and introduce topics:
Some people say that the sky is only as big as the mouth of a well. Do you believe it? Just listen to the story below!
The design intention is to stimulate students’ thinking, cultivate students’ interests, and activate the classroom atmosphere through communication and discussion.
2. Listen and read the text and understand the main idea
1. Listen to the recording of the text read aloud and explain the requirements for listening to the text.
2. Preliminary perception of the content of the story
The design intention is that students can perceive the content of the story as a whole and understand the main idea of ??the story by listening to the recording of the text.
3. Read the text for the first time, and Student words
1. Guide students to read the text and put forward requirements for reading the text
2. Find unknown words in the text.
3. The ppt displays the new characters and allows students to read them in groups, paying attention to the glyphs and pronunciation of the characters.
4. Encourage children to tell their favorite literacy methods and communicate with the whole class.
The design intends to learn words during the activity and stimulate students' interest. Cultivate the spirit of independent and cooperative literacy.
3. Read the text again and master the skills
1. Students read freely, read thoroughly and become familiar with it.
2. Play the recording again and guide students to read to music.
The design intention is to read in the display and communication, and experience the skills of reading texts.
Fourth and third reading of the text, experience the emotions
1. Guide students to read the text quickly, and select students who read well to present to the whole class.
2. Discuss and communicate, talk about the different viewpoints of the frog and the bird, and prepare the ground for emotions.
3. Have individual conversations and listen to students’ readings and feelings after reading.
4. Guide the writing of new words "Yan, Xin, Ji", and accumulate feelings and words: "Boundless, because...so..."
The design intention is to highlight the self through communication and discussion. Reading for self-enlightenment combines reading with literacy and writing, further highlighting the focus of literacy, embodying the idea of ??learning to teach, and the idea of ??combining reading aloud with literacy.
5. Role reading, experience emotions
1. Read the text aloud by role, read out different tones
2. Listen to students reading aloud and guide students to experience " Confidence, arrogance and sincerity, persuasion" are two different tones.
3. Teachers and students cooperate to evaluate the effect of reading
The design intention is for teachers and students to cooperate, read aloud in activities, stimulate students' interest, cultivate emotional reading, and experience the expression of different emotions. tone.
VI. Continuation of the story, expansion and improvement
1. Imagine the continuation of the dialogue with the students: What would the frog say to the bird after he jumped out of the well?
2. Guide students to explore the moral of this story: to be a well-informed bird, not a narrow-minded frog; to understand the meaning of "sitting in a well and looking at the sky".
3. Summary: The teacher hopes that students will actively participate in various activities in their future study and life, use their eyes to see more, and be good at listening to other people's opinions, then you will become well-informed People who live in poverty should never sit in a well and look at the sky like a frog!
The design intention is to continue the dialogue, expand knowledge, stimulate students' interest, and cultivate students' speaking ability; guide students to understand the meaning and get some inspiration from the fables.
7. Homework assignments
1. Write each new word 5 times.
2. After returning home, tell this story to your parents.
Blackboard writing design
Sitting in a well and looking at the sky
Where does it come from? How big is the sky?
Birds, the sky is boundless
< p> Frog, the bottom of the well is as big as the wellhead