Dear teachers, hello everyone, I am very happy to have the opportunity to discuss with you my experience in teaching Chinese in lower grades of primary school. As the saying goes, "There is no fixed method for teaching." As long as the teaching method can effectively improve students' Chinese ability and Chinese literacy, it is a good method. I am very frightened when I am trying to do something wrong in front of all the teachers today. I hope you can criticize and correct me.

I think that if you want to give a good Chinese class, you must first prepare the class well. The lesson preparation mentioned here must not only be written in the lesson preparation book, but more importantly, it must be prepared in the mind, that is, how to design each link of teaching, how to arrange time, how to break through the key and difficult points of teaching, etc., must have clear arrangements. I just want to emphasize that when we design teaching goals, we should not only focus on knowledge and ability goals, but also pay attention to process and methods, emotional attitudes and value goals. This is also the most fundamental change in the new curriculum standards. In other words, a successful Chinese class not only allows students to learn knowledge, but also allows students to master relevant learning methods, stimulate emotions, and understand principles.

So how do you design a Chinese class? Let me take Lesson 19 "Piggy Drawing" in Volume 2 of Primary School Chinese as an example. I will talk about my teaching knowledge and experience from four aspects.

1. My interpretation of the text

"Little Pig Painting" is a fairy tale full of innocence and childlike interest. The text is about a little pig who loves to draw. Because he had no opinion, he believed the words of the little squirrel, the little goat and the little white goose, and turned the originally cute kitten into a big monster. The text uses dialogue to unfold the storyline, and embodies the truth in the vivid story. The characters are distinct and the language is lively, making it suitable for reading aloud teaching. Therefore, my teaching design is based on reading, reading to gain literacy, reading to create emotion, and reading to understand theory.

2. Establishment of teaching objectives

⑴Knowledge objectives: Recognize 14 new words such as "wing, bladder, pig". Can write 7 new characters including "jiao, ji".

⑵ Ability goal: enable students to read texts correctly, fluently and emotionally through a variety of reading methods; and read texts by role.

⑶Emotional goal: Make children like reading and fairy tales from the heart. Know how to use your brain more when encountering problems and have your own opinions. You can't just listen to what others say.

The teaching focus of this lesson is:

1. Literacy

2. Reading aloud

The teaching difficulty is: understanding of the text content

3. Design of teaching process

First lesson

1. Passion and interest

My idea is: use language to express , create a good teaching situation and stimulate students' desire to learn. This is how I introduce the new lesson:

First, by telling stories, I bring the children into the created situations, talk to them, and stimulate their interest in learning.

Then, reveal the topic (19 Little Pigs Drawing)

Such an interesting introduction will build a bridge of spiritual communication between teachers and students, allowing them to blend emotionally with each other.

2. Perception of first reading

The first step: the teacher reads, and the students listen carefully and pay attention to the pronunciation of the words. Also thinking: What did the little pig who loves to draw first draw? What did it become in the end?

Step 2: Student feedback to check students’ grasp of the overall text. .

3. Independent literacy

Step one: Let students read the text freely in the way they like, while highlighting the new words.

Step 2: Let students learn the characters in groups and pronounce them correctly.

The third step: Following the principle of intuitive teaching, I designed two game links: "Picking Apples" and "Driving a Train" during the whole class communication. Stimulate students' interest in literacy and experience the fun of literacy, so that they are willing to read and then take the initiative to read.

Step 4: Learn to form words and exchange literacy methods.

4. Writing

Step 1: Students observe the structure of new characters and their position in the grid.

The second step: the teacher writes, and the student’s book is empty.

Step 3: Students first draw red and then write it themselves.

Step 4: Teacher comments.

5. Homework

Read the text aloud and write new words.

The second lesson

1. Review words

2. Understand the text and guide the reading

This link is the teaching of this lesson The key points, my teaching steps are:

The first step: I use vivid illustrations to guide students to observe. On the basis of observation, let students read the key sentences by themselves, and learn from the movements, expressions, and tone of different characters. Provide emotional reading guidance in other aspects.

A. First show the first picture and guide students to observe who is in the picture. What are they doing?

This picture contains two important sentences. Show the sentences and guide students again to observe the expressions and movements of the little squirrel and the piggy, and then read them by themselves to understand the tone of different characters.

For example, this sentence, "Look, my tail is big and beautiful. I should draw the cat's tail bigger." (show the sentence)

I guide the students to lead The above movement reads the triumphant tone of the little squirrel showing off its big and beautiful tail.

Show the sentence: "After hearing this, the little pig immediately drew the cat's tail thick and big."

This sentence guides students to focus on reading and use actions to understand "immediately" and "immediately" The meaning of the two words "thick and big" allows the children to realize that the piglet drew the cat's tail thick and big just because he heard what others said and didn't think about it. There was a joke.

B. Observe the second and third pictures in the same way

Based on the students’ answers, present the sentence:

“Look, on my head The horns are so cool, go ahead and add the horns!”

After hearing this, the little pig quickly added a pair of horns to the cat’s head.

“Look, how beautiful my wings are. How beautiful it would be to add a pair of wings to the cat!”

After hearing this, the little pig immediately added a pair of wings to the cat’s body. wing.

Then guide the reading. I adopt the form of student-student interaction, that is, students read by themselves, read to each other at the same table, and read in groups and roles, etc., so that they can independently understand the language; finally, on the basis of student-student interaction, teacher-student interaction is carried out, and students read in interesting roles. I realized: the little goat thinks it has horns and feels very impressive; the little white goose thinks its wings are beautiful and is very proud; and the little pig hears their words and draws their features on the kitten without thinking. A joke was made

Step 2: Role-based reading competition

The new curriculum standards promote group cooperative learning. I first asked the students to divide into groups to read aloud in different roles, and then put on headgear to participate in a reading competition in different roles between groups. In this way, the textbook language becomes their own language through students' own re-creation, which is conducive to cultivating students' creative thinking.

Step 3: Conduct reading evaluation. Through students' mutual comments, they can understand the emotional tone and expression skills of reading the text, and internalize it into their own methods. ??

3. Understanding the truth

This is the teaching difficulty of this lesson. How to overcome it? The "New Chinese Curriculum Standards" points out: "It is necessary to cultivate students' curiosity about things, so that they have a strong interest in inquiry, have problem awareness, and are willing to explore." To this end, I have used such teaching strategies:

(1) Do the words of the little squirrel, the little goat, and the little white goose make sense?

This question uses the child's ability to distinguish right from wrong to check whether he truly understands the article and understands the truth contained in the text.

(2) Do you like piglets? Why?

The raising of this question just encourages students to express their unique opinions in reading.

(3) Xiaozhu painted the cat into a big monster. Everyone laughed when they saw it. What do you think? Want to say something to him?

Relate the piglet's affairs to the reality of their own lives, so that children can truly understand how to be a child who loves to use his brain and has his own opinion.

In this part of the teaching, I will create a relaxed and happy learning atmosphere. It fully respects students' individual interpretation and diversified interpretation, allowing children to spread the wings of their imagination and shine through interactive communication, mutual help and discussion.

4. Homework

Tell this story to parents

The purpose of Chinese classroom teaching is to comprehensively improve students’ Chinese literacy and promote student development. In this way, I want to try my best to create an open and dynamic teaching atmosphere in this class. Let students learn happily and grow happily. While learning knowledge, master the methods and understand the principles.

In all aspects of Chinese teaching in lower grades, attention should be paid to the following issues:

1. Organizing teaching

Because children in lower grades are not very focused, It is easy to get distracted, so organizing teaching is particularly important. Time can be placed before and during class. You can let your children sing before class so that they can focus on the class. During class, when children are tired, you can let them play games, guess riddles, or perform performances based on the text to adjust the classroom atmosphere so that they can better carry out subsequent teaching.

2. Introduction before class

The famous special teacher Yu Yi has a famous saying: "The first hammer of the class must hit the students' hearts and stimulate their thinking sparks, as if It is like a magnet that attracts students firmly. "Whether the entire class can be taught well and effectively, this first step in introducing a new lesson is very important.

Maybe sometimes we like to write the topic directly on the blackboard and then go to class. This is actually a method called "getting to the point". The advantage is that it is straightforward and neat. Does this method apply to all texts? Apparently not. In fact, there are many ways for you to choose from, such as picture introduction, conversation introduction, suspense introduction, story telling, riddle guessing, review introduction, etc. The same text can also be imported using different methods. For example, in the lesson "Piggy Drawing", what methods can be used? (Everyone discusses).

3. Teaching new knowledge

This is the focus of the entire teaching activity.

We need to clarify the teaching objectives of this lesson, that is, what new words and words are required for students to master, how to understand the text, what emotions should be stimulated in students, and then choose appropriate teaching methods to complete these tasks. It is necessary to properly handle the relationship between the teacher's leading role and the student's dominant position, and the relationship between asking and speaking. It is necessary to guide students' thinking by designing inspiring questions. For example, when teaching the lesson "Mother Swallow Smiles", you can design questions according to the ideas of the text. What does Mother Swallow ask the little swallow to do? What did the little swallow observe for the first time? How did mom behave? What about the second and third times? What did you understand through this story? This will help lower grade children clarify their ideas in the text.

4. Consolidation and Expansion

This link is the review, summary, expansion and sublimation of the text content. The breadth and depth of expansion should be grasped according to the age characteristics and cognitive level of the students. For example, after learning the lesson "The Ugly Duckling", there are two ways to ask: one is to directly ask "What did you understand?" The other is to ask "Do you like the ugly duckling? Why?" On the surface, the meaning is the same, but for children in lower grades, Obviously, the second one is more suitable.

5. Homework Arrangements

Most of the homework for lower grades may include copying pinyin, new characters, words, and composing words to make sentences. Sometimes they write words or go home to their parents. Tell stories. You can also design some open-ended questions. For example, after reading "If I Had a Magic Pen", you can let the children imagine what they would draw if they had a magic pen, and then draw it.

The first and second grades are the most critical and important stage for cultivating students’ learning interests and habits. So what issues need attention in each sector?

1. Pinyin teaching

1. Using good illustrations in books can stimulate children's interest in learning Pinyin and improve learning efficiency. It can also help students master the basic methods of observing pictures and cultivate their ability to speak, listen and evaluate.

2. Encourage students to use a variety of methods to memorize pinyin glyphs, such as making up rhymes, doing alphabet exercises, comparison methods, drawing methods, etc.

2. Literacy and Writing

1. Recognize more and write less to stimulate children's interest in literacy.

2. Encourage children to use different methods to memorize the glyphs of new words, understand the meaning of the words, and learn and use them flexibly.

3. The writing posture must be correct and attention should be paid to eye hygiene. Develop good writing habits and write in a standard, correct and neat manner.

3. Reading teaching

1. Pay attention to model reading and teaching reading, train students to read texts emotionally, and pay attention to correcting students' bad habits in "reading the book" and "singing and reading" Habit.

2. Practice role-based reading and performance reading to stimulate students’ interest in reading aloud. For example, when teaching "Forest After the Rain", I asked students to read with movements. The children were very interested and quickly learned to recite during the performance.

3. Let students have a preliminary understanding of the evaluation criteria for reading aloud and learn to evaluate other people's reading aloud.

4. The word basket after class allows students to learn to accumulate good words in the text and learn to apply them in speaking and writing.

4. Writing

1. Stimulate students’ interest in writing, encourage students to write what they want to write, and protect students’ childlike innocence. For example, a child wrote: "The clouds in the sky cried, and the fish in the water laughed." How would you judge? It may not be logical on the surface, but it actually reflects that children view the world from a different perspective than adults.

2. Be willing to use the language accumulated in reading and life.

3. Use punctuation marks correctly, including,. ? ! :""etc.

5. Oral Communication

1. Choose topics close to life and create a real oral communication environment so that children have something to say and something to say.

2. Cultivate students’ good oral communication habits, listen carefully, express clearly, and be generous and courteous.

The above are just some of my small experiences in teaching Chinese language in the lower grades of primary schools. I hope it can serve as a starting point. If there is anything inappropriate, please correct me.