Reflection on the teaching of Grade 1 Chinese Mouth, Ears and Eyes .

【Teaching Objectives】

Knowledge objectives: learn 12 words, be able to write 3 words, and understand the meaning of words in combination with pictures.

Competency Objectives: Teach students literacy methods, cultivate literacy ability, and guide students to write new words well.

Emotional goal: to cultivate students' thoughts and feelings of loving the motherland's writing, and to develop good writing habits.

【Teaching Focus】Learn how to understand the meaning of words by looking at pictures.

[Teaching difficulties].Instruct students to write carefully.

[Teaching Methods].Game teaching, autonomy**.

【Preparation before class】Six students sit in small groups, ** and word cards.

[Teaching process].

1. Introduce new courses.

1. Show 12 ** and ask students to tell me what is drawn on the picture?

3. Board book topic: mouth, ears and eyes.

2. Grant of new talents. 1. Gently open the lesson of "Mouth, Ears and Eyes" and read it freely with the help of pinyin.

2. Teaching "purpose":

Put the expression "eye".'Paste it on the board and ask students to say what is this drawing? How do you mean it in one word?

The teacher writes the ancient script for "目".

Paste the "目" card next to the ancient characters and ask students to read them.

Have students compare the glyphs by looking at the pictures. (Shi Shiji explains "what are hieroglyphs and their resumes.") )

Inductive learning method: read words, look at pictures, look at words, compare shapes, and recognize and memorize new words.

3. Use the above learning method to learn the remaining 11 words by yourself

Each group is given a set of cards, and each student reads the two cards that they know the most to read.

Comments: The guidance of learning methods is from support to release, leaving room for students to study in the factory independently, creating a cooperative learning atmosphere, which is conducive to cultivating students' ability to learn Chinese.

4. Communication: Each group named a representative to take the stage to lead the students to read the cards in their hands.

Ask the student below to find out the missing word card among the twelve cards, see whose hand it is, and ask him to come up and lead the student to read it.

5. Students in the same group give each other these 12 words verbally.

6. Communication: Each group of named students gives these twelve words verbally.

3. Take a one-minute break during class.

Comments: Combined with the physical and mental characteristics of first-grade children, appropriate rest can be called "sharpening knives and not chopping wood".

4) Guide the writing of "ten, wood, grass".

1. Observe these three words and ask:

10. What are the two kinds of strokes in the three characters of wood and he? Board Book: A |

What are the characteristics of these three words? (Student summary: "plus one plus" literacy.) )

2. The teacher demonstrates these three words, and the students observe the position of the words and the rules of stroke order.

3. Summarize the rules of stroke order: first horizontal and then vertical, first skimming and then pinching.

4. Stroke order, division inspection guidance.

5. Verbally give these three words a group of words.

Comments: Let students find the characteristics, summarize the glyphs by themselves, and deepen their memory of the glyphs.

5. Consolidation exercises.

1. Make a game: put a hat on the word doll for each word:

Put the syllable hat on the head of the corresponding word doll.

2. See what kind of character dolls these words are:

Open the card: the mouth, ears and eyes belong to the organs, the sun, the moon and the fire belong to the natural family, the sheep, birds and rabbits belong to the animal family, and the wood and bamboo belong to the plant family.