First grade language work plan

Part 1: The first-grade language work plan essay

First, the guiding ideology
Guided by the "Chinese Curriculum Standards", we will conscientiously implement the spirit of the State Council, the provincial and urban basic education work conferences, seize opportunities, deepen education reform, and comprehensively implement the education policy. Pay attention to the teaching of basic knowledge and basic skills, and pay attention to the cultivation of students' emotions, attitudes and values; make full use of various curriculum resources, cultivate students' ability to collect, process and use information, carry out independent, cooperative and inquiry learning, and train students to propose Problems, research problems and ability to solve problems; taking the overall improvement of students' quality as the starting point, improving classroom efficiency as a breakthrough, and earnestly carrying out educational activities.
Second, the academic situation analysis
There are 49 students in this class, 20 girls and 29 boys. Their respective families are different. The factors such as parent education and economic foundation are different. Therefore, the students' learning foundation is uneven. At present, most of the students are still not suitable for the standard and daily behavioral norms of the national students, and the habits of individual children who fail to leave the kindergarten. The above classes are not well-prepared, the class is not serious, the small movements are constant, and the homework cannot be completed on time. I hope that in the future study life, students in my class can develop good habits and form a good study style in the class, which is to learn, learn, and learn. It can be improved in all aspects.
2. Textbook analysis
This volume is the first grade of the People's Education Edition. The layout of the textbooks pays attention to the young connections and achieves a smooth transition. This textbook includes several parts: “Enrollment Education”, “Hanyu Pinyin”, “Literacy”, “Teach”, “Language Garden” and “Spoken Communication”.
The arrangement of literacy is divided into literacy and confession. The whole book requires understanding 400 common words and writing 100 simple strokes.
The main features of this book are:
1. Textbook system: fully strengthen integration and reflect comprehensiveness.
2. Teaching materials arrangement: follow the rules of learning Chinese and reflect the scientific nature.
3. Textbook content: Close to children's life, reflecting the times.
4. Teaching materials: rich in new ideas and affinity, reflecting the guiding nature.
5. Textbook design: Focus on extensive use and reflect openness.
The first volume of the national first language textbook edited and published by the People’s Education Publishing House is lively and childlike; the uniqueness and concept are advanced. The experimental textbook of the PEP is based on the accumulated experience of the teaching of the Chinese language teaching materials for many years, and it has achieved breakthroughs in understanding and clarifying the essence of the new Chinese curriculum standards. She is the product of the national small textbooks adhering to and breaking through, the conflict between tradition and modernity, and thus the crystallization of the combination of the oldest historical origin and the most advanced educational concepts. She has the following characteristics:
1. The diversification of Pinyin programming, combining Pinyin, learning Chinese characters and reading verses, and conducting preliminary language training.
Chinese Pinyin is an auxiliary system. Its main function is positive and auxiliary literacy. It is a crutches for learning Chinese. Therefore, the textbook clearly sets the focus of pinyin on the syllables, and the complete syllables appear early, which enhances the reading. For example: advance y, w to teach with i, u, v at the same time, so that students can syllable yi, wu, yu as early as possible. And when I was learning Pinyin, I contacted the actual life, I got to know the 70 most common Chinese characters, listened to and read 11 children's songs with cultural tastes, which reflected the integration of learning and consolidating Chinese Pinyin, literacy, and initial language training. The children who entered the school not only learned happy and interesting, but also received a comprehensive language enlightenment education, avoiding the boring singularity of single learning pinyin and paying attention to the cultivation of children's interests. In the comprehensive study of Pinyin, recognize Chinese characters and read short essays, all are equipped with color pictures. The combination of visual and auditory makes students easy to remember.
2. The literacy volume increases, the amount of writing decreases, and the literacy methods are diversified and meaningful.
In the past, the Chinese textbooks compiled by the People's Education Society were low in literacy. The total literacy was only 2,500 commonly used words. In the first grade, only 450 commonly used words were learned. Reading teaching is affected by the small amount of literacy of students. The newly edited textbooks will recognize 400 common words and will write 100 words; the next volume will recognize 550 common words and will write 250 of them. The lower grades have a total of 1,800 common words, and they are required to write 1000 words. It fully meets the requirements of the language curriculum standards and meets the upper limit of the language curriculum standards. By reducing the amount of literacy, more time is spent to allow students to take extra-curricular reading training.
The literacy of the textbooks for the lower grades is arranged in three parts: one is to combine the Chinese Pinyin literacy and ask for 70; the second is to literate in the categorized literacy part, and to ask for 105; the third is to read the literacy with the text, request to recognize 225 One. The new highlight of the commonality is that the cultural atmosphere of the literacy environment is rich and profound, which better reflects the unity of literacy and humanistic care. Look at pictures, pictographs. The general picture literacy, that is, the picture - Chinese characters, and here the picture literacy adds a pictogram, that is, the picture - pictogram - 楷 body. This intermediate concentration is the change of Chinese characters for thousands of years. It infiltrates the pattern of Chinese character pictograms, and faintly conveys the essence of Chinese culture; it has both image and understanding of the origin of Chinese characters. Will be conscious of the word. Such as: "Sun and Moon, fish and sheep fresh, small dirt, small big tip ..." and so on. This method is useful for understanding the meaning of words. Shape literacy and basic literacy. The vocabulary and basic literacy are placed in the "My Discovery" in the "Language Garden", such as: "Song - brother, Ding - lamp, bottom - low, bridge - sedan". Then, let the students find that the former uses the basic words to carry words, and the latter uses the method of changing the side. Literacy in the language environment. For example, the ancient poetry of "Going to Ersanli" is the literacy textbook of the first lesson. Of course, it is not only the task of reading 12 Chinese characters, but the simple words are reserved for the students to imagine the space. The artistic conception brings the endless beauty of the students, and the rhyming verses of the slogans convey the unique beauty of the Chinese language. And it is good for children's memory. Such texts include "Beyond One", "Drawing", "Jing Night Thinking" and so on.
3. The childlikeness of the text and the rich human culture.
Selected texts of the textbook. It reflects the editor's aesthetic taste and value orientation. The most interesting thing in the first volume of textbooks is the tendency of children's interest in the text. Pay attention to the selection of texts from children's lives, and guide children to understand the surrounding society and nature and stimulate their interest in learning. Every text of the new textbook feels like chatting with a smart and innocent child. Such as: "Bunny rabbit bounce gently, puppy and puppies run slowly, if you step on the grass, I will not be with you", this is the children's vision, the child's language, the child's thoughts. "The shadow is in the front, the shadow is in the back, the shadow often follows me, like a little black dog." This is the child's life, the child's game, the child's humor... such a fun text, can the child not like it? Children like texts. That is the greatest wealth that our teaching materials bring to the reform of Chinese teaching, and it is also the most spacious landing platform for textbooks to provide advanced language teaching concepts.
Every text is rich in humanity. First of all, starting from the children's life, the first lesson is the traditional children's poem "One Go to Two Miles", knowing the hometown and knowing the number of "one-ten"; then "At home", "Playground" and "Customer Mall" in the back, to meet family, school and social life. Second, the text is very knowledgeable. Such as: knowledge of the changes in the four seasons, knowledge of greening, the direction of identification is knowledge, knowledge in the vegetable garden, the relationship between sunlight, rain and crops. Third, the content of moral education is also very rich. For example, love the capital Beijing, love the education of the five-star red flag, love the education of the hometown, love the education of small trees and small animals, education of long wisdom, polite education, education of mutual cooperation, education of love of labor, etc.
4. The integration of practice and the transformation of learning styles.
The Chinese curriculum standards advocate the learning mode of “independence, cooperation and inquiry”. The first volume of after-school exercises and the “learning garden” design are very innovative. With new breakthroughs, they tend to be integrated. First, it reflects the idea of ​​inspiring students to learn independently. The practice of language practice with various methods and methods is mainly to reflect the subjectivity of student learning in Chinese activities. For example, I designed “I will write, I will connect, I will say, I will read, I will recognize, I will find it, I will fill it, I will guess" and so on. "I will" means students' self-confidence and self-confidence in learning; teachers who have changed in the past want you to learn and seek knowledge for the initiative. Second, the design of the after-school problem is open, and the open question means that the answer is diversified. The children's answers can be linked to the content of the text without being constrained by the content of the text. Students need to understand the content of the text, idealistic, multi-directional exploration, and creative use of language. For example: "Snow Kids" lesson practice "Think about it, will the child come back?" "Small squirrel looking for peanuts" in the lesson of the exercise "Think about it, is the peanut really taken away?" Third, pay attention to the accumulation of language. One is to accumulate words, phrases, idioms, good sentences, etc.; the second is to recite books. Fourth, highlight language communication. There is a "spoken language communication" in every "language garden", and the oral communication content is rich and colorful. Fifth, especially in the showcase, I designed projects such as singing, literacy, literacy, literacy games and so on. It has created a platform for students to demonstrate their language skills, with a focus on the ability of students to learn independently. It is not difficult to see that the purpose of after-school practice and "learning garden" design is mainly to develop students' independent learning, creative learning, and cumulative learning.
3. Semester teaching objectives
Chinese Pinyin
1. Learn Chinese Pinyin, read the initial consonants, finals, tones and overall syllables, accurately spell the syllables, and correctly write the initials, finals and syllables.
2. Help Chinese Pinyin literacy, correct pronunciation, and learn Mandarin.
Literacy and writing
1. I like to learn Chinese characters and have the desire to actively read literacy.
2. Know 400 commonly used Chinese characters and write 100 of them.
3. Master the basic strokes of Chinese characters, and write according to the stroke order rules. The words are written correctly, correct, and neat.
4. Initially develop the correct writing posture and good writing habits.
read
1. I like reading and feeling the fun of reading.
2. Learn to read the text correctly and fluently in Mandarin.
3. Learn to read with the help of pictures in the reading.
4. Be interested in communicating with others about what is interesting in the reading.
Oral communication
1. Learn Mandarin and gradually develop the habit of speaking Mandarin.
2. Be able to listen carefully to others and try to understand the main content of the speech.
3. Be able to talk to others, the attitude is natural and generous, polite.
4. Have self-confidence of expression. Actively participate in oral communication and actively express their opinions.
Teaching measures
1. Give play to the initiative of students, develop students' abilities, and enable each student to have a successful experience and participate in the management work in the class. In view of the high enthusiasm of the students, it is easy to cool down, “medium students, less opportunities for students to enter”, and “poor child labor awareness”, and the implementation of the value group as a class cadre, so that the value of the day is expected to be a day. I soon tasted the sweetness of success.
2. For most of the students in the class, read the characteristics of drag and drop, no feelings, use the early self-repair time and language class to strengthen the reading training, especially to read the soft and accent.
3. Optimize the classroom behavior, prepare each lesson, so that students can have income after class, and have a sense of fullness.
4. Gain insight into students, understand their needs, and satisfy them as much as possible.
V. Several issues that should be noted in teaching
1. Accurately grasp the teaching objectives
2. Solid language training around the goal
3. Pay attention to the coordinated development of listening, speaking, reading and writing skills

Chapter 2:

I. Analysis of the basic situation of the students There are 47 students in this class. These students are innocent and lively, very curious, and very enthusiastic about the class. However, there are several children who have poor self-control and can't control themselves. They are often lazy and have no energy. But most of the children are consciously attending classes and doing homework. Therefore, I have targeted the teaching objectives of this semester: Baoyou is worse. Raise the thoughts and achievements of those who are late, let them learn and study hard. Continue to encourage good students, let them work harder and strive for the peak.
Second, the guiding ideology follows the laws of Chinese education, conforms to the characteristics of students' physical and mental development, and is committed to classroom teaching reform to build an open and dynamic Chinese teaching system, to promote changes in students' learning styles, and to comprehensively improve students' language literacy for their life. Learning, living and working lay a solid foundation in language.
Emphasis is placed on stimulating students' interest in learning, creating conditions for students' independent learning, enabling students to discover continuously in their studies, continuously gaining pleasure in their success, and continuously improving their language skills.
Third, the characteristics of the textbook
1. The textbook embodies the advanced educational concept, with the characteristics of the times and modern consciousness. Taking the inheritance of Chinese excellent culture and carrying forward the national spirit as its mission, we will cultivate the patriotic sentiment with the excellent culture of the Chinese nation and enhance the national self-esteem of students.
2. The content of the textbook simplifies the thread, strengthens the integration, and is committed to the overall improvement of the students' language literacy. The layout system is flexible and diverse, which helps to form a learning style of autonomy, cooperation and inquiry.
3. The textbooks also reflect the openness, guiding students to use Chinese language and language in life, while leaving room for flexibility, leaving room for development and creation for teachers and students to meet the needs of different regions and different students.
4, organize the content of the textbooks around the topic, strengthen integration, and facilitate the cultivation of students' language. Each unit, from the lead language to the literacy class, to the text, to the reading essays in the language garden, oral communication, practical activities, are all arranged around the theme of this unit. For example, in the second group, after the brief introduction, the literacy class is written in the form of three-character scriptures, which recognizes the words and makes the students understand the principles of respecting the elders and respecting the parents. Then, four texts such as "Watching TV", "Chubby Little Hand", "Sunshine in Cotton Shoes" and "The Wish of the Moon" were arranged to educate students to care for others, respect the elders, and be helpful. In the language garden, "reading the back" arranged a short poem "shoes" that reflects the warm family life; "spoken language communication" arranged to discuss how fathers and mothers would not let themselves do housework. The whole group of textbooks revolves around the theme of "family life" and combines the various contents into one organic whole.
5. Arrange independent literacy classes with rich connotations and various forms.
Most of the eight-character literacy is in the form of rhymes that students like to read. It is easy to read aloud; the content is close to each word, and it has accumulated beautiful language, enriched the knowledge reserve, and was immersed in thoughts and culture. For example, the first group of literacy classes consists of eight words: "Spring back to the earth, recovery of all things; willow green, red songs, dances; ice and snow melt, springs and winters; flowers bloom, birds contend." These idioms reflect the beautiful scenery of spring Or the phrase, which constitutes a beautiful picture of the picture, and the words are rhyming, read and catchy. The words required for the whole book are selected from the common word list; the words required to be written, the words with high word formation rate are preferred, and the words written each time have a certain regularity. Some of them are new words in this lesson, and some are words that have been previously recognized and reproduced in this lesson, which is convenient for students to understand and easy for teachers to guide.
6. The textbook has a sense of the times and is closer to children's lives.
"Deng Xiaoping's Grandfather Planting Tree", which reflects the deeds of the leader, has a "painter's township" that reflects the new look of his hometown. He has a "Wish's Wish" that reflects others' love, and "Sunshine in Cotton Shoes" that expresses the lives of modern children. "Squirrel and Pine Cone", "Beautiful Path", where the environment, people and nature live in harmony, there are "Mattress Girl" and "The Story of the Train" which introduces natural common sense and scientific achievements. The text is rich in content, diverse in genre, and contains rich humanistic connotations, which are convenient for students to learn the language, and are subtly influenced by the edification and infection. After-school practice pays attention to language accumulation and sentiment, attaches importance to practicing basic Chinese skills, and attaches importance to the combination of internal and external classes, and closely combines language learning with life practice.
7. The textbook is a "study book" that students love.
. From the teaching of concerned teachers to the convenience of students.
Whether it is the lead in front of the unit, or the after-school practice, the language garden, it is described in the tone of the learning partner, very intimate and natural. After some texts, ask questions or guide practice in a flexible form as needed. For example, after the "Color of Spring Rain" inspired questions: "What color is the spring rain?" Guided the students after the class of "Deng Xiaoping's grandfather planting trees": "The Arbor Day is coming, let's plant trees!" It is flexible and practical. It promotes students' independent thinking, guides students to ask questions, and guides students to practice and play a very good guiding role.
. Focus on guiding and discovering, providing students with the opportunity to display as much as possible, so that students can learn and learn, and constantly create a sense of accomplishment.
"My Discovery" is set up in each language garden to continuously guide students to discover new literacy methods and discover some rules of words, words and sentences. For example, in "Language Garden One", "Today, I found two ways of literacy. Do you know what it is?" Guide students to discover that Chinese characters can be recognized by adding methods to the side and vice versa. Another example is "Language Garden 4", which uses the way of demonstrating cooperative learning outcomes to inspire students to find that different radicals have different meanings; and also guide students to read sentences with polyphonic words to inspire students to understand the characteristics of polyphonic words. There is also a "showcase" in the language garden to encourage students to display the words they know outside the classroom, encourage students to demonstrate the ability to look up the dictionary, encourage students to demonstrate the ability to tell stories, and so on.
8, the contact unit's thematic design of oral communication, strengthen the integration of the teaching content of each unit.
The oral communication topics of each unit are closely related to the topic of this unit, making reading texts and corresponding preparation activities an important knowledge background for oral communication. As in the eighth group of oral communication, the topic is "the bridge of the future." In the post-class practice of "Lan Lan Crossing Bridge" before this, in the tone of learning partners, the requirements for designing the bridge of the future are proposed. Students can get a lot of inspiration when reading the text, cultivate innovative thinking, from the real life, from the communication with the peers, to generate a variety of ideas for the bridge of the future. Conducive to the development of their imagination and creativity.
The design of the eight oral communication in the textbook is not only related to the text, but also close to the student life, so that the students have the will to say, have something to say, which is conducive to achieving mutual communication and improving the ability of oral communication.
9. Reflect flexibility and increase adaptability.
In terms of literacy, the basic requirements for the fonts that each class requires to know are that there are a number of students who have the ability to learn more. In addition, the textbook runs through the idea of ​​encouraging students to actively read literacy in their lives and in reading outside the classroom. Let the students do the literate people, the recognized words will definitely break the literacy prescribed by the textbook.
In reading, at the end of the textbook, five selected texts were arranged for students to read.
In addition, students are encouraged to demonstrate their learning outcomes at any time, reflecting the differences between different students, and motivating all students to continuously improve and develop on the basis of the original.
IV. Strategy and implementation On the basis of grasping the intention of writing textbooks, it is necessary to use the teaching materials creatively, which is in line with the intention of writing textbooks, and does not stick to the teaching materials. Because the textbooks are arranged in a special form, the content arranged in the language garden is also designed around the theme. Therefore, in the preparation of the lesson, we must remember to teach students in accordance with their aptitude, what kind of teaching content should be arranged in each group of teaching, and what preparations should be arranged for students. Eliminate the arbitrariness in teaching.
1. Literacy teaching.
The vast majority of the 550 words that are required to be recognized in this volume are commonly used words. Believe that students can learn these words with the initial literacy skills they have developed and encourage them to literate in the way they love. There are a variety of ways to enhance communication and cooperation between classmates, such as group-based collaborative learning, being a small teacher, and so on. In a variety of forms, pay attention to strengthen the review and consolidation of the word, to prevent reincarnation.
To strengthen the writing instructions, not only must you write right, but also write well. It is best to let students write a few words in each class to ensure the quality of writing.
2. Reading teaching.
Pay attention to the guidance of reading. Guide students to read feelings on the basis of correct reading and fluency. This kind of feeling is not imposed on the students by the teachers, but the students are self-conscious and self-sufficient in guiding the students to study. In teaching, we should try to avoid monotonous and boring technical guidance, but guide students to enter, enter the situation, and fully understand the emotional factors of the text. There are many ways to do this, such as dubbing a picture, reading a character, and so on.
In the teaching of texts, the individual's personal reading experience is emphasized. In addition to discussing the thinking questions in the book, the students are given a difficult opportunity to question and give students the opportunity to fully express their opinions. It is also necessary to pay attention to the guidance of extracurricular reading, guide students to choose good reading materials, and create opportunities for them to exchange reading results outside the classroom.
3. Oral communication teaching.
Emphasis is placed on creating situations to enable students to enter the country of entry for oral communication. Before the oral communication class, you should arrange for preparation in advance. In addition to special oral communication classes, we must also pay attention to oral communication activities in classroom teaching, and guide students to actively engage in oral communication in daily life and continuously improve their oral expression skills.
In addition, efforts should be made to develop language curriculum resources, make full use of the curriculum resources inside and outside the school, and carry out a variety of language practice activities, so that students can improve their language teaching effects by using Chinese and Chinese in their life.
In short, we must rely on the advantages of teaching materials, creatively teach, and guide students to lay a solid foundation in language, so that they become learners who are willing to learn, take the initiative to learn, be good at learning, and will cooperate with others to learn.
V. Teaching progress According to the semester time and the student's learning situation, it is usually a unit in two weeks, and a test is conducted. The teaching hours of each class are determined according to the actual situation.

Chapter three:

First, the class profile analysis:
The student just entered the school and did not understand the school's routine. Young age, poor self-discipline. But they are more polite and see the teacher can say hello. Some students have the awareness of speaking Mandarin, and can communicate with teachers and classmates in a simple Mandarin. Individual students do not know how to write, and teachers need to constantly correct and supervise. As for other academic achievements, I still have to learn in the future.
Second, the analysis of this book
The textbook includes six parts: “Enrollment Education, Chinese Pinyin, Literacy, Text, Language Garden, and Spoken Communication”. The purpose of enrollment education is to help students understand school life and learn about study routines. Next is the Chinese Pinyin, which learns 70 common words while learning Pinyin. Then there was literacy, 10 texts, literacy, and 10 lesson. Each of the two literacy units has 4 lessons, each of which recognizes 12 to 14 words. The 20 texts are divided into 4 units, which are arranged in the order from shallow to deep. The text of each unit has a certain connection in the content. Each unit is followed by a language garden to consolidate language knowledge and develop language skills in rich content and diverse forms. In addition, there are 6 oral communication topics in the book, arranged behind each unit, so that students can conduct oral communication training in the created situation.
The literacy arrangement is divided into literacy and confession.
The preparation of the textbook is based on the curriculum standards, embodying the basic concepts and basic spirit of the curriculum standards. The content of the textbooks is comprehensive, scientific, contemporary, interesting, and widely applicable.
Third, the teaching objectives of this semester
1. Chinese Pinyin. Learn Chinese Pinyin, read the initial consonants, finals, tones and overall syllables.
Can accurately spell syllables, correctly write initials, finals and syllables. Can read Chinese characters by means of Chinese Pinyin.
2. Literacy and writing. Know 400 commonly used Chinese characters, 100 of which will be written. I like to learn Chinese characters and have the desire to take the initiative to read. Master the basic strokes of Chinese characters, and write according to the stroke order rules. Initially develop the correct writing posture and good writing habits.
3. read. Learn to read the text correctly in Mandarin. I like reading and I feel the joy of reading. Learn to read with the help of pictures in the reading. 4. Oral communication. I can listen carefully to others and try to understand the main content of the speech. Talking to others, the attitude is natural and polite. Actively participate in the discussion and express your opinions on topics of interest.
Fourth, the focus of this book, difficult points:
, focus:
1. Chinese Pinyin is a tool for students to learn Chinese, so the teaching of Hanyu Pinyin is the focus.
2. Know 400 commonly used Chinese characters, of which 100 Chinese characters will be written.
3. Learn Mandarin and gradually develop the habit of speaking Mandarin.
,difficulty:
1. Chinese Pinyin is more abstract and confusing, so it is more difficult for students to master. Therefore, Pinyin teaching is difficult.
2. The increase in literacy is the high return rate of students. Therefore, the teaching of 400 Chinese characters is difficult. How to consolidate Chinese characters is even more difficult.
3. How to guide students to accumulate language is a difficult point in reading teaching.
V. Main measures to improve teaching quality:
1. Help students understand school routines and help students develop good study habits.
2. Eat new textbooks, learn more about students, and use new materials creatively.
3. Make full use of multimedia, use the beautiful situation map of the teaching materials, create a relaxed and pleasant learning situation, and stimulate students' interest in learning.
4. Strengthen the connection between language and children's life; guide students to pay attention to life and learn Chinese in life.
5. Set up a study group to allow students to conduct their own research and cooperation, and cultivate a spirit of collaborative inquiry.
6. Seriously correct each class assignment and make timely feedback and summary.
7. Respect the individual differences of students and guide them in a timely manner.
8. Change the society to learn, teach students flexible ways of learning, and give the initiative to students. Try to pay attention to teaching materials and integration, use textbooks as a whole, and strive to use the teaching materials creatively, and prepare the whole unit for preparation. Pay attention to the connection of each teaching point in the unit during the preparation.
9. Literacy teaching follows the principle of separate writing, more recognition, and less writing, so that they can read as early as possible without increasing the burden on students. In the specific teaching process, students are guided to learn the words by means of pinyin and dictionary, find the connection between the new words and the familiar words, and encourage students to use the rules of memory to transfer the learned parts and literacy methods to the new learning of the new words. Respecting students' different learning styles and learning methods, we believe that students can apply the initial literacy skills they have developed to independently literate and encourage them to recognize Chinese characters in their favorite and most accustomed ways. Actively promote the methods, experiences and feelings of literacy exchange among students, play literacy and group words together or create new words and word cards together to promote students' literacy in cooperative learning.
10. Emphasis on the cultivation of students' writing habits, and strengthen the guidance of writing teaching. When guiding the writing, the blackboard test demonstrates that it is not easy to write good strokes, easy to write wrong strokes, and requires students to write and correct the words. For the second-year students, writing in one lesson should not be too much. To avoid student fatigue, writing should be scattered in every class. In the grasp of the amount of writing, pay attention to the quality of writing.
11. Before the oral communication teaching, it is necessary to arrange the preparation work in advance. In teaching, we pay attention to the creation of situations, and generate topics and stimulate students' communicative interests through various means. In the process of communication, actively participate in the communication of students, provide students with objects that can be imitated, pay attention to the state of communication, regulate the process of communication, and form an effective interaction between teachers and students and students. It is also good at discovering the creative and child-friendly language in the process of student communication, and paying attention to regulating the oral language of students. For the former, it is necessary to give affirmation, to make it feel the joy of communication and the joy of success; for the latter, it is corrected at the appropriate time, and generally does not interrupt the students, so as not to interrupt the communication process and affect their emotions and communication. Going smoothly. The cultivation of students' oral communicative competence, in addition to through specially designed oral communication classes, depends to a large extent on various language practice activities. In the usual classroom teaching, it is necessary to consciously conduct communication training for students by answering questions, discussing exchanges. In addition, students should be encouraged to actively and boldly communicate with others in their daily lives, so as to continuously improve their oral communication skills.
Six, teaching progress

Chapter 4:

First, the analysis of the situation:
There are 23 students in this class. There are 10 boys and 13 girls. After one semester of language study, most of the students have reached the goal of learning, develop basic study habits, have a certain interest in learning Chinese characters, and are willing to participate in learning activities. The basic knowledge of most students is relatively solid, but the ability of students in this class to understand and remember the text needs to be strengthened. This is the direction that should be emphasized in this semester. In the face of larger literacy, students forget faster. Therefore, this semester, we should pay more attention to how to improve students' literacy ability in a fun and varied way to experience the fun of successful learning. At the same time, students should be encouraged to actively answer questions and strengthen written guidance.
Second, the textbook analysis This semester textbooks use thematic organizational unit to organize the content of the textbook in an integrated manner. There are eight special themes, which are divided into eight groups: colorful spring, family life, environmental protection, happy summer, brainstorming, how happy our life is, we all have good quality, the science around us. The eight themes are close to children's lives, embody the characteristics of the times, contain educational values, and integrate knowledge, abilities, methods, and emotions. Each topic has a broader connotation, avoiding the limitations of the content of the textbook.
Each unit consists of 1 lesson “literacy”, 4-5 texts and 1 “language garden”, each of which is interconnected to form an organic whole. Literacy classes include words, three-character scriptures, pairs of pairs, riddles, proverbs, poems and many other forms. There are 3 or 4 texts in the text, and the content is rich and colorful. "Language Garden" consists of four columns: My Discovery - Encourage students to explore and discover, guide students to master learning methods, mainly literacy methods; accumulate over time - guide students to accumulate good words, excellent paragraphs; oral communication - Connect with the topic, develop oral communication skills in two-way interaction; showcase - provide students with a stage to showcase learning income.
The literacy of the textbooks in this book continues to implement the principle of separate writing and more recognition. The whole book requires 550 common words to be written, and 250 recognized words will be written. The words that are required to be recognized and the words that are required to be written are indicated in the exercises. In addition, a small number of words for recognition were arranged in the language garden.
Third, the teaching objectives:
1. Review and consolidate the Chinese Pinyin, accurately spell out the syllables, and learn Chinese with the help of Chinese Pinyin.
2. Learn 250 words and learn 550 words. The words required to learn, can read the word sound, recognize the glyph, understand the meaning of the words in the language environment, most words can be used in spoken or written language; require the words to know, leave the phonetic, leave the language environment Can confirm the reading, do not copy, do not silent, do not test.
3. Continue to learn to write with a pencil. According to the rules of stroke, write the words that you need to learn. Words should be written correctly, correct, neat, and try to be beautiful. Writing methods and writing postures are required.
4, with the help of Chinese Pinyin, read the text in Mandarin, to be correct, fluent, and gradually reach the feelings. Can recite the specified text. Read aloud to gradually improve your ability to read. Use Pinyin to read the simple Pinyin readings. Continue to recognize commas, periods, exclamation marks, and question marks.
5, can add sentences with the words learned. Have a desire to speak and be able to say what you want to say on demand. Can use the period, question mark, and exclamation mark in simple writing.
6. Learn to listen and speak Mandarin. Can understand a paragraph or a thing that someone else can say, can ask questions and answer questions in Mandarin. Willing to communicate with others in oral communication, can take the initiative to speak, listen carefully, ask boldly, speak fluently, be generous, and be polite.
7. Pay attention to the excellent culture of the Chinese nation in teaching, enhance students' national self-esteem, and cultivate students' patriotic feelings.
Fourth, the teaching focus, difficult points:
1. It can accurately spell the syllables, and can learn Chinese characters by means of Chinese Pinyin literacy.
2. Learn 250 words and learn 550 words. The words required to learn, can read the word sound, recognize the glyph, understand the meaning of the words in the language environment, most words can be used in spoken or written language; require the words to know, leave the phonetic, leave the language environment Can confirm the reading.
3. Continue to learn to write with a pencil. According to the rules of stroke, write the words that you need to learn. Words should be written correctly, correct, neat, and try to be beautiful. Writing methods and writing postures are required.
4, with the help of Chinese Pinyin, there are Mandarin reading texts, to be correct, fluent, and gradually reach feelings. Can recite the specified text. Read aloud to gradually improve your ability to read. Use Pinyin to read the simple Pinyin readings. Continue to recognize commas, periods, exclamation marks, and question marks.
5, can add sentences with the words learned. Have a desire to speak and be able to say what you want to say on demand. Can use the period, question mark, and exclamation mark in simple writing.
6. Learn to listen and speak Mandarin. Can understand a paragraph or a thing that someone else can say, can ask questions and answer questions in Mandarin. Willing to communicate with others in oral communication, can take the initiative to speak, listen carefully, ask boldly, speak fluently, be generous, and be polite.
V. Main measures:
1. Help students understand school routines and help students develop good study habits.
2, through the new textbooks, in-depth understanding of students, creative use of new textbooks.
3, make full use of the beautiful situational map of the textbook, create a relaxed and pleasant learning situation, and stimulate students' interest in learning.
4. Strengthen the connection between language and children's life; guide students to pay attention to life and learn Chinese in life.
5. Set up a study group to allow students to conduct their own research and cooperation, and cultivate a spirit of collaborative inquiry.
6. Seriously correct the assignments for each lesson, and make timely feedback and summary.
7. Respect the individual differences of students and guide them in a timely manner.
8. Change the society to learn, teach students flexible ways of learning, and give the initiative to students. Try to pay attention to teaching materials and integration, use textbooks as a whole, and strive to use the teaching materials creatively, and prepare the whole unit for preparation. Pay attention to the connection of each teaching point in the unit during the preparation.
9. Literacy teaching follows the principle of separate writing, more recognition, and less writing, so that they can read as early as possible without increasing the burden on students. Actively promote the methods, experiences and feelings of literacy exchange among students, play literacy and group words together or create new words and word cards together to promote students' literacy in cooperative learning.
10. Emphasis on the cultivation of students' writing habits, and strengthen the guidance of writing teaching.
Six, teaching schedule

Chapter 5:

First, the guiding ideology:
In the teaching of Chinese, we must implement the national education policy, face modernization, face the world, and face the future; we should use the Marxism-Leninism and scientific education theory as the guide to connect students' real life, strengthen language practice, actively carry out teaching reform, and improve teaching quality.
Second, the total goals and requirements of the semester teaching:
The teaching of Chinese language should be based on promoting the development of students and laying the foundation for their lifelong study, life and work. The teaching of Chinese language should foster students' love for the motherland's language and Chinese culture, guide students to correctly understand and use the motherland's language, enrich the accumulation of language, and enable them to have a preliminary listening, speaking, reading and writing ability, and develop a good language learning. habit. In the process of teaching, students are enlightened by patriotism education, socialist ideological and moral education and scientific ideological methods, cultivating students' creativity, cultivating the love of beauty, developing healthy personality, and developing a good will character. The primary goals and requirements for the first year of the semester:
Chinese Pinyin
1. Learn Chinese Pinyin. You can read the consonants, finals, tones and the whole syllables. You can accurately spell the syllables and correctly write the initials, finals and syllables.
2. You can use the Chinese Pinyin to literate, correct, and speak Mandarin.
Literacy and writing
1. I like to learn Chinese characters with the desire to actively literate.
2. Know more than 400 commonly used Chinese characters and write 116.
3. Master the basic strokes of Chinese characters and write according to the rules of stroke order. The words are written correctly, correct, and neat.
4, initially develop the correct writing posture and good writing habits.
read
1, like to read, feel the pleasure of reading.
2. Learn to read the text correctly and fluently in Mandarin.
3. Learn to read with the help of pictures in the reading.
4. Be interested in the content of the book and be willing to communicate with others.
Oral communication
1. Learn Mandarin and gradually develop the habit of speaking Mandarin.
2, can listen carefully to other people's speeches, and strive to understand the main content of the speech.
3, can talk to others, the attitude is natural and generous, polite.
4. Have confidence in expression. Actively participate in oral communication and actively express their opinions.
Third, a brief analysis of the basic situation of students
70 people in the first grade. Students have already had initial contact with Chinese Pinyin in kindergartens, but they are not systematic, nor standardized, and the pronunciation is not accurate enough. Coupled with some objective factors, students' knowledge, experience, and language skills are quite different. Individual students have already recognized many Chinese characters in their early childhood and have the desire to actively literate; most students can recognize a small number of Chinese characters; individual students cannot even write their own names correctly. Some students can ask simple questions about the content of interest. Individual students have self-confidence and can express their opinions actively. Some students lack self-confidence, are more timid, have less active initiative, and express their wishes. blurry.
Fourth, the main measures to improve the quality of teaching
1. According to the characteristics of students' age, combined with the "Chinese Course Standards", the teaching of Chinese Pinyin is interesting and childlike, so that students can master Chinese Pinyin in a harmonious classroom atmosphere.
2. Literacy is the foundation of reading and composition, and is crucial in the teaching of lower grades. Lower grade students are easy to remember some specific, visual, and color materials, so in the teaching of literacy, they will strengthen the visualization and intuitiveness, and guide students to learn. Through image, intuitive teaching, and rich imagery, students can master the Chinese characters they have learned.
3. In teaching, actively guide and encourage students to question, introduce students to the world of problems, let them express their opinions, diligently question and ask questions, and improve their verbal ability in the process of asking questions and seeking answers. At the same time, in the lower grade Chinese textbooks, the texts are rich in content and have certain suspense. You can use this favorable factor to guide students to develop their imaginations, create situations for students, and encourage students to speak boldly.