Teaching plan for Chinese education in the fourth grade of primary school 1 1. Analysis of learning situation
There are 46 students in this class, including boys 16 and girls 20. Students' study habits vary widely, and their study disciplines vary widely, which requires long-term training. The class spirit of this class is relatively pure, full of vitality, innovative spirit and development potential, with excellent academic performance, with excellent students accounting for about 25%. These students have a good foundation, such as Zheng, Zhong Qingshuai, Zhong Yidi, Liu Tong and Liu. They study hard in the class and play an exemplary role. They are good assistants to teachers and good role models for students. Average students account for about 60%, and poor students account for about 15%. Students like Zhong Dawei, Tian Zhixin, Zhong Yuping, Cao Jinhao and Zhong Wende have poor foundations and fail to develop study habits. Coupled with the lack of good study habits and methods, resulting in poor academic performance. According to the situation of this class, we should take various measures to improve students' learning enthusiasm and initiative. Participation and creativity, give full play to the class group effect, let students devote themselves to learning to the maximum extent, and at the same time give play to the role of individual thinking, inspire and help each other, so that students can have a successful experience, thus improving their learning effectiveness.
In view of the above problems, the plan is as follows:
Second, the basic structure analysis of teaching materials
This textbook is divided into eight groups, each group includes introduction, lesson examples and China gardens. Textbooks continue to be grouped by theme, covering eight themes, namely: natural wonders, observation and discovery, Chinese and foreign fairy tales, animals written by writers, China's world heritage, humanistic feelings, growth stories and scientific and technological achievements. Among them, the third group (Chinese and foreign fairy tales) and the seventh group (growth stories) also arranged comprehensive learning.
The introduction at the beginning of each group points out the theme of the group and reveals the learning requirements. Each group consists of three to five texts. Texts are written around special topics, which are divided into intensive reading and skimming. There are 32 texts in the book, including intensive reading 18 and skimming 14. After intensive reading, there is thinking practice, and before skimming, there is a link connecting the context, prompting the learning requirements of skimming the text. At the back of some texts, there are "information kits" or "reading links" to help students understand relevant materials or enrich reading content. There are also eight selected reading texts at the back of the textbook
Each language garden consists of five columns. Four of them are fixed columns: oral communication, practice and my discovery, which accumulate over time. There are also "broadband networks", "interesting languages", "booths" and "idiom stories", with two in each of the eight language parks, and two "broadband networks" in the fifth and eighth groups to guide the collection and understanding of information on China's world heritage and scientific and technological achievements; The third and seventh groups of comprehensive learning set up two "booths" to provide a stage for students to exchange and display their comprehensive learning achievements.
This book requires knowing 200 words and writing 200 words. The required words are arranged in intensive reading and skimming texts, and then listed in the new words after class; The words you are required to write are only arranged in the intensive reading text and listed in the box after class. There are two lists of new words at the back of the textbook. "Table 1" is a word that needs to be understood, and "Table 2" is a word that needs to be written. There is a word list after each group of texts, which is divided into two columns: reading, writing and reading. "Reading, reading and writing" lists the words that appear in this group of intensive reading texts and are composed of words that can read and write; The words listed in "Reading Notes" are composed of words that need to be understood, and the words that appear in the text and are composed of words that can read and write are also listed in "Reading Notes".
Third, the teaching objectives
Knowledge and ability
1. Can read 200 words and write 200 words, and develop the habit of active literacy.
2. Can use dictionaries and dictionaries, and have the ability to read independently. Can skillfully write block letters with a pen and copy copybooks with a brush.
3. Be able to read the text correctly, fluently and emotionally in Mandarin.
4. Experience the key words that express feelings in the text.
5. Be able to master the main content of the article, understand the thoughts and feelings expressed in the article, and retell the main ideas of the narrative.
(2), process and method.
6. Develop the habit of reading books and newspapers, and collect and exchange books and materials with classmates.
7. Listen carefully during the conversation and get into the habit of soliciting opinions and discussing with others. Those who listen can grasp the main content and report briefly. Be able to clearly tell what you have seen and heard, and tell your feelings and thoughts.
8. Pay attention to the things around you and be diligent in writing. Can write the content clearly and concretely. Can write short messages. Be able to correct words and expressions with obvious mistakes in practice.
(3) Emotion, attitude and values
9. In comprehensive learning activities, collect information purposefully, ask questions that you don't understand, and discuss and solve simple problems in life.
Four, teaching difficulties:
Learn 300 new words, be able to pronounce correctly, recognize fonts, understand the meaning of words in the language environment and write correctly; Can relate to the context or understand the meaning of words. Continue to practice reading the text correctly, fluently and emotionally. Read pauses in the middle of sentences, pauses between sentences, pauses between natural paragraphs, and read different tones. Be able to recite assigned texts and favorite paragraphs. Under the guidance of the teacher, I can concentrate, use my head, read more and think more, read through the text and understand the content of the text initially. Continue to learn to read the text silently, and try to ask questions and discuss solutions after reading.
Five, the basic measures to implement the teaching objectives:
(A) to create a situation of autonomous learning.
A good learning situation can make students relax, focus on specific learning goals, and gradually develop good study habits through purposeful learning. This textbook creates a specific learning situation for students' learning activities, which is mainly realized through "dialogue".
Dialogue between students and the text.
Students read the text, create life images by imagining the descriptions in the text, and purify their hearts by comparing the hearts of the characters in the text, thus realizing meaningful reading. By pondering and speculating on the structural form of the article, we can understand the content of the article and reach the realm of communication with the characters' hearts.
2. Dialogue between students and the author of the text.
The author writes articles to communicate with readers, and students understand while reading, that is, communicate with the author. Through guidance, students' thoughts are consistent with the author's writing intention, and the author's thoughts can be read clearly.
3. Dialogue between students and study partners.
In the textbook of People's Education Edition, there are two study partners in the "Chinese Garden": one is Kobayashi and the other is Xiaodong. In fact, students can imagine one of them as themselves and the other as their study partner in real life. By reading this dialogue, students can enter the learning situation, stimulate their imagination, and collide with their own thinking sparks through the dialogue of their learning partners, thus igniting their enthusiasm for learning Chinese.
4. Students and their inner dialogue.
People are connected and the reason is the same. Do I have some other people's feelings Can I see what others see? Textbook editors use such reading tips to give students a specific environment, give students a spiritual inspiration, and let students ask themselves. Textbooks create a learning environment for students through specific languages. Finally, let students have a dialogue with the people around them and all things in nature, and inspire students to learn in their own way, so as to master the law of Chinese learning.
(2) Promote the change of learning style.
Chinese learning has its inherent laws, and Chinese learning also has a basic step. The presentation of teaching materials is to let students get in touch with Chinese from the heart, acquire methods in actual Chinese learning, and gradually find learning rules.
The textbook of People's Education Edition has its own discourse expression system, which is different from the discourse system of teachers' teaching, and at the same time guides teachers' teaching and students' learning. From the perspective of students' learning, students are easy to accept the kind language they communicate with themselves. People's Education Edition textbooks are particularly prominent in this regard. "I think ..." "I think ..." "I must ..." It is designed from the perspective of students, giving them more attention and more study guidance.
The learning mode of "independence, cooperation and inquiry" is a learning mode advocated by the new curriculum. What should it look like in a Chinese subject? The textbook of People's Education Edition gives a good answer. There is a "lead" in front of each unit, a "link" between classes and a "bubble" in the intensive reading text. Some guide learning activities, some guide learning activities, some put forward learning objectives, and some suggest learning methods, which can guide students to read independently. Textbooks try to hide the guidance of learning behind the words, not the preaching of finger-pointing, but the inspiration of gentle breeze and drizzle. "Textbooks guide students to gradually construct such a Chinese learning process through their own expressions. The main ways of this learning process are autonomy, cooperation and inquiry. On the basis of reading the text and communicating with each other, we can appreciate the language, evaluate the content and expression of the article, and gain aesthetic experience at the same time. Comprehend expression on the basis of understanding and accumulating language. Understanding the content is the basis of Chinese learning, and learning to express is the purpose of Chinese learning. In this learning process, students will constantly generate and solve problems. Students will learn to learn by reading textbooks and various learning activities, even without the guidance of teachers.
Teaching plan for Chinese education in the fourth grade of primary school 2 I. Guiding ideology:
This semester, I took over a new class. In order to accomplish the education and teaching tasks of the fourth grade in a planned and purposeful way, I focused on improving the quality of education and students, and established a good class style as the main line, from daily behavior to study habits. From academic performance to physical quality, we strive to make every student develop and improve on the original basis.
Second, the analysis of learning situation:
There are 75 students in this class, including 4 boys/kloc-0 and 34 girls. Most students are active in learning and have good ideological quality. Some students have poor oral expression and reading ability, and some students' good habits have yet to be formed. In the future teaching, we should pay attention to cultivating students' good study habits, reading more and thinking more, and stimulating students' interest in learning Chinese.
Third, teaching material analysis:
The textbook of the first volume of the fourth grade comes down in one continuous line with the textbooks of the first, second and third grades.
(A), strengthen the sense of goal, comprehensive and accurate implementation of Chinese teaching objectives.
The textbook puts forward the Chinese teaching objectives from three dimensions: knowledge and ability, process and method, emotion, attitude and values, and puts forward the general objectives and stage objectives. This is the basis for us to grasp the teaching objectives.
The first volume of the fourth grade textbook not only pays attention to the implementation of the goals that must be consistent, but also pays attention to the implementation of the goals that are obvious in stages. To carry out the consistent goal, we must first make great efforts in selecting articles, and carefully select articles with beautiful literary quality, rich cultural connotation and spirit of the times as texts, so that students can learn Chinese, cultivate interest, and be inspired and educated in emotion, attitude and values. Ancient poems, famous sayings and epigrams, couplets and idiom stories are also systematically incorporated into the "Chinese Garden", so that students can feel the profoundness of Chinese culture and thus love the language and culture of the motherland more. At the same time, the arrangement of teaching materials also pays attention to the relationship between emotion, attitude and knowledge and ability, so that the correct guidance of emotion, attitude and values can be integrated with the cultivation of Chinese learning ability and habits. As the training focus of this book, there are specific arrangements in the teaching materials for the obvious goals of stages. We should not only pay attention to the embodiment stage, but also pay attention to the connection and transition between the stage objectives, so that the teaching objectives stipulated in the curriculum standards can be fully and accurately implemented.
(2) Strengthen integration and organize teaching materials around special topics.
This textbook continues to be compiled in groups according to topics, and the idea of determining topics is broadened compared with previous books. In addition to ideological topics, Fairy Tales at Home and Abroad is a topic from a stylistic perspective, while Animals Written by Writers focuses on understanding the expression forms of articles. According to the idea of "the content of teaching materials should be simplified and integrated" put forward by curriculum standards, we should pay attention to strengthening integration when compiling teaching materials according to special topics. The texts of each group are written around special topics, and the contents starting from Introduction to China Gardens are also arranged around special topics. Moreover, around the topic arrangement
All kinds of learning content and learning activities are connected before and after, and each needs what it needs, so as to be interlocking. In this way, the whole group of teaching materials and even the whole book teaching materials have become an organic whole.
(3) Strengthen the learning guidance function and guide students to study independently, cooperatively and exploringly.
When compiling this textbook, we should consider both teachers' teaching and students' learning, and strive to make the textbook not only a "teaching book" for teachers, but also a "learning book" for students to carry out independent, cooperative and inquiry learning. This feature is presented in many ways in the textbook: first, before, during or after the text, students are guided to read and think while spitting bubbles, and since the enlightenment reads by himself; Second, in the thinking practice of intensive reading, arrange topics to guide autonomy, cooperation and inquiry; The third is to arrange a "word list" at the back of each group of texts, so that students can check and test the words they have learned in each group; Fourthly, in the China Garden, there are columns such as my discovery, exhibition platform and broadband network, which embody autonomy, cooperation and inquiry learning.
My Discovery, the first volume of the fourth grade, expanded the scope of "discovery" and arranged four discoveries about reading and writing methods and habits, namely, imagining pictures when reading articles, asking questions while reading, consulting dictionaries to understand words in context, and carefully observing and expressing them clearly. The presentation of My Discovery column has also changed, from the original form of spitting bubbles to the dialogue between Kobayashi and Xiaodong. These two children can be understood as the student himself and one of his study partners. In teaching materials, their conversation usually only raises a topic, which leaves a lot of room for students to exchange their findings in a certain aspect.
(4) Strengthen openness and close the connection between Chinese studies and real life.
Chinese learning is the learning of mother tongue, and learning resources are everywhere. Therefore, Chinese learning must not be limited to textbooks and classrooms, but should guide Chinese learning to life and broaden the ways of Chinese learning. Based on this concept, the compilation of teaching materials has strengthened openness and closely linked Chinese learning with real life. Mainly manifested in: first, pay attention to guiding students to deepen their understanding of language with examples in life; Secondly, from the actual needs of life, refine the topic of oral communication and practice writing; Third, combine text learning to guide extracurricular reading, focusing on Grimm's Fairy Tales and Education of Love to guide students to read the whole book; Fourth, through comprehensive study, carry out various forms of Chinese practice activities. This arrangement fully embodies the integration of various Chinese learning activities such as listening, speaking, reading and writing, and the close connection between Chinese learning in and out of class, which broadens the channels of Chinese learning and enables students to learn and use Chinese in various practical activities.
Teaching plan for Chinese education in the fourth grade of primary school 3. Analysis of students' basic situation;
There are 54 students in the class, including 24 girls and 30 boys. Last semester, the average score of the final exam in the class was Chinese. Ranked first in the county. Most students gradually develop good behavior habits, but there are still some students with poor discipline, poor study and poor writing, unclear learning purpose, no self-motivation and no interest in Chinese.
Second, the main teaching content of this semester:
Teaching thirty-two texts and eight Chinese learning fields requires students to master 200 new words and several new words, conduct eight composition trainings and cultivate their oral communication ability many times.
Third, the difficulties in teaching:
The focus of this study is to master 200 new words and cultivate students' good quality of loving the motherland and being sincere and trustworthy. The difficulty in teaching is to understand the writing skills and basic structure of 20 intensive reading texts and the requirements of 8 composition training.
Fourth, the thinking of teaching measures.
1, strengthen the cultivation of students' good study habits, and require students to define their study goals and improve their study methods. Ji stimulated students' enthusiasm for learning and cultivated their awareness of learning.
2. In the teaching process, teachers' and students' subjective status should be fully reflected, students' various language abilities should be cultivated, and students' initiative in learning Chinese should be stimulated.
3. Strengthen the training of students' listening, reading and writing abilities, continuously improve the teaching quality, form a good learning atmosphere, and achieve an increase in grades.
V. Teaching schedule:
(omitted)