Model essay on the evaluation form of classroom teaching records in primary schools (five articles)

After the bell rang, the students were still noisy, and the teacher immediately took measures-this class adopted the group bonus system to determine the number of group assignments and the speed of school today; Just now, the second group sat the most upright, adding three points.

First, the introduction of new courses.

1, let's look at the topic-"Sauvignon Blanc" is done.

2. "Sauvignon Blanc" is a epigraph name. This poem is still a word, and words are also called long and short sentences The number of words is asymmetric, long and short.

Second, new words

Read the ancient poem and answer which word in the poem is disyllabic-"pan".

Third, enter a new class.

1, in groups of four, discuss the meaning of this poem and ask questions that you don't understand.

2. What are the problems in the discussion?

(Student): What do you mean by "more wind and more snow"?

(Teacher): Who can help him?

Besides this sentence, what else do you not understand? Okay, I get it all. Let me test you.

Step 3 read aloud sentence by sentence

When reading this sentence, can you imagine what the weather was like at that time

(Student): At that time, it was snowing heavily ... the cold wind was blowing head on.

(Teacher): Are there any other expressions?

When you read this sentence, you can imagine what the soldiers experienced at that time, what the environment was like at that time, and where they passed on the March.

(Student): The soldiers went all over Qian Shan ... The cliff was steep and the river was frozen, but they didn't put it down.

(Teacher): Are there any other expressions? Being wrong is not terrible. The teacher appreciates your use of your brain.

What do these environmental descriptions highlight-the difficulty of marching?

What did the poet think of in his hometown at that time? But where is the only place to March?

Fourth, summary.

What technique is used in this poem-lyrical narration by borrowing scenery

What Emotion Expressed —— The author's yearning for his hometown

Verb (short for verb) homework

Practice writing: If you are Nalan Xingde, you have experienced the difficulty of marching. Please describe the marching environment in detail.

Records of primary school lectures II

First, introduce the new course:

In this class, we will continue to learn (read the topic together)

Second, review the old knowledge:

1. Do you know these words? (fishing, never looking, allowing, obeying the rules, lettering)

2. Recall what was written in the text? Can you say these words? Students answer, and the teacher writes "fishing" and "releasing fish" on the blackboard.

Third, enter a new lesson:

The first plate:

1, starting with the students' answers, Teacher: What is the scene of children fishing and releasing fish at this moment?

2. Guide reading one to four parts of the text:

(Showing courseware: Tom, a famous American architect. His works have won many international awards. Recently ...) He thanked his father for letting him go for an interview ...) Let's take a look at this designer. ...

Guide reading one to four paragraphs of the text. Students read the text. (free reading is required)

3. Reading communication: What have you read in verses one to four? (Students are enthusiastic)

1) writing ...

2) I feel that the scenery there is beautiful;

3) You know what ripple means (the teacher casually asks), so that we can read "ripple" more beautifully and read the sentence "ripple" together;

4) I read them happily: two exclamation points.

5) I understand that the fish they caught is very big: arc (pronounced "big"). Who else understands that this fish is very big? (Big guy) And it's a big bass.

6) Introduction: "Wow! The big bass he has never seen before "(three people)

7) At this moment, my father's voice came. Let's read dad's language in the text. (Students read books)

A: Show the courseware: Father-son dialogue: Dad: "Son, you must let this fish go!" " ""why? " Tom shouted reluctantly.

B. Guide the students to read these words aloud: a. Divide the protagonists; B, seize the key words;

C. Why did Tom shout reluctantly?

D. what's the reason why Tom doesn't put fish? Ask questions in class: what are you thinking when others answer questions, children? )

E. Introduce the Regulations and ask, "Do you understand?"

F. Show the courseware and guide the students to read aloud, emphasizing (resolutely): "No matter whether others watch it or not, they must abide by the rules." Read separately first, and then invite men to read together; G. Show the courseware and guide the students to talk about things in life with "Anyway ...". (Student expression, teacher evaluation)

Fourth, summarize the blackboard: consciously abide by the regulations.

The second plate:

I believe this sentence from my father will inspire everyone deeply. Let's read this sentence together: "No matter whether others watch it or not, we must abide by the rules." (read together)

Six, guide students to read the text with the protagonist, and other students as judges (the fifth section begins-"regulations") to guide students to make suggestions: How is reading?

7. Show the dialogue without prompting and ask the students to "use" the proposal just now;

Eight, put forward new requirements: "increase actions, expressions and props" to enhance the expression effect; Show courseware and cooperate with teachers and students.

What was the result of the argument between Dad and Little Tom? What's your mood at this moment? (Invite several students to answer)

The third board:

Ten, the teacher summarizes the students' answers. Transition from "regret" to the following.

XI。 Discussion: Do you regret it? (Ask the students for help)

Thirteen, the teacher summed up the full text and showed the courseware: "The blink of an eye ... the expected ... morality is just a simple question of right and wrong, but it is very difficult to practice ... that moonlit night 34 years ago ..."

Students, ... show the courseware: "What you lose is a temporary benefit, but what you gain is a lifetime wealth." Read aloud the sentences of begging students;

15. Read it out loud again: "No matter whether others watch it or not, you must abide by the rules."

Primary school lecture record 3

First, check the import.

1. In this lesson, we will continue to learn to sing Huashan. (Students read the questions together)

(Show a poem written by Kou Zhun) Read it by roll call.

Comments: When reviewing the introduction, after reading the first paragraph of the fill-in-the-blank question and reading Huashan by name, it not only examines the students' learning situation in the first class, but also highlights the teaching focus of this class, guiding students to understand the poet's creative background and fully showing the ingenuity of teachers in designing teaching plans.

(Showing the courseware) Ah! Huashan Mountain is really high! (Read by name)

Yes, Huashan Mountain is really high. Which sentences in the text describe the height of Huashan Mountain? (Born in the second paragraph, read and look up)

Read gently and imagine while reading. What do you seem to see? (health discussion)

Comments: Teachers attach importance to the dialogue and communication between teachers and students, students and students, and pay attention to cultivating students' imagination, so that students can feel and communicate on the basis of imagination, and gradually deepen the impression of Huashan in students' hearts.

Comments: The students were full of curiosity about Huashan from the first class. Here, the teacher plays the video of Huashan Mountain and draws stick figures to create a situation for learning the second natural paragraph, so that students can further perceive the "height" of Huashan Mountain.

Read it together.

In the second paragraph, there is another sentence about the height of Huashan Mountain. See who is the most careful and can find this sentence.

(Showing courseware) They struggled to climb to the top of the mountain along the mountain road.

(pointing to the blackboard) Yes, it is no wonder that Kou Zhun Jr. exclaimed from the heart:

Read all the students: ah! Huashan Mountain is really high!

The children were attracted by the steep scenery of Huashan Mountain, and could not help exclaiming. This is-(referring to the courseware: no way).

Comments: Pay attention to the accumulation of vocabulary, and guide students to understand the meaning of idioms by combining text materials. Students will soon understand it, which seems natural.

Second, borrow text to explain poetry.

Transition: Little Kou Zhun, like everyone else, can't help boasting about Huashan Mountain.

1, the courseware displays poems.

(1) Students look for the meaning of poetry in the text.

(2) Which sentence in the text says, "Only the sky is above, and there is no mountain harmony." Meaning? Show me the ancient poems and sentences. )

(3) Which sentence says, "Looking back, the red sun is near and the white clouds are low." What does this mean? (Show the meaning of ancient poems and sentences)

(4) Understand the meaning of "looking back".

Comments: In the teaching process, we should pay attention to some key words in key paragraphs and guide students to evaluate the exquisiteness of the poet's words.

(5) Let girls read poems and boys read sentences in the text.

2, point the topic, praise Huashan like us-(referring to the topic) praise Huashan.

Yes, Kou Zhun Jr. can write such a good poem at an early age. No wonder Mr. Wang nodded in praise: (-Show me the third paragraph: Qi said)

4. Let's pick up a book and chant Huashan again! Read the text together.

Third, extracurricular expansion.

1, provide poems describing mountains and rivers collected before class, and students can practice reading freely.

2, roll call to recite on the stage, the teacher soundtrack.

3. Encourage students to collect ancient poems about mountains after class.

Comments: Teachers can break the classroom limitations, lead students out of the classroom, stimulate students' interest in reading and improve their reading appreciation ability.

Fourth, learn new words and guide writing.

Hua Qi, aged.

1, learn "Shan prefix" and read it.

2. Have a look. What do these three words have in common?

3. Look, where are these three words in Tian Zige?

4, raw paint red, teacher patrol.

Primary school lecture record 4

First of all, an exciting introduction.

1. The teacher drew whales on the blackboard to stimulate students' interest in learning.

Today, we went to the vast sea to see the real whales. (Playing video)

What do you want to understand most when you see this tumbling whale?

Second, reading the text for the first time

1. Students can read the text freely.

2. Check the new words and read them by name.

Abdominal lung palate fetus

What did you find?

Health: It's all beside the word moon.

Health: They are all parts of the body.

3. The teacher instructs the writing of new words.

Ask the students to come to the stage and write these new words on the blackboard.

4. Read the text by name, check the students' reading situation, correct their pronunciation in the reading process, guide students to grasp key words and sentences, and know how to grasp key points when reading.

(1) Whales have a very big feature. It is written in one word on the palm of your hand.

It's great to read a paragraph into one sentence.

(2) Read the second paragraph by name and by sentence.

Whales are mammals, not fish.

(3) Read the fourth paragraph by name

What is the difference between the first sentence of this paragraph and other natural paragraphs? (question)

Third, learn the natural profile of the third world, understand the size of whales and know how to explain them.

1, can you change the word to say that whales are big?

Health: Huge.

Health: Huge.

Health: A Monster

2. Very big, very big, very big. People talk a lot of big words. Do you think the text is so big? Find the big words.

Why compare with the same image?

Health: Like the biggest animal in this land.

Can you really get into a whale's mouth?

Health: That's a hypothesis.

3. Hire a senior commentator to introduce the size of whales.

4. What are the characteristics of the whales introduced in the first paragraph? What explanation methods are used?

In this essay, the author uses various explanations to describe the size of whales. (blackboard writing: various interpretation methods)

Fourth, learn the second paragraph, understand that whales are mammals, and feel the language characteristics of explanatory texts.

1. Just now we were studying the characteristics of whale body shape. Is the text just an introduction to this feature?

2. Show the clips. Let's see what's different from the text.

Why use two long ones?

Health: One is not long enough.

Guide students to read carefully and understand the meanings of words such as "very long", "gradually", "complete" and "whole".

Students, these words are indispensable. Another feature of this passage is that

(blackboard writing: accurate language expression)

Read this article again and emphasize the words we ignored just now.

We understand that whales have adapted to life in the ocean, but don't forget.

5. Understand the species and living habits of whales and start a debate.

1. Read sections 4 and 5 to learn about whale habits.

2. Debate around the characteristics of toothed whales and baleen whales to cultivate students' debating skills.

Comments:

Mr. Lin shortened the distance with the students as soon as he came up. With vibrant language and wonderful pictures, the students were quickly attracted.

Teacher Lin skillfully used the small turntable to let students discover the rules of these new words, which not only stimulated students' interest in learning, deepened their memory of these words, but also made them understand which part of the whale these new words refer to.

Read with questions and let students learn to think.

Teaching from shallow to deep allows students to understand the accuracy of the author's language expression.

The design of this link well mobilized the initiative of students, which not only developed their thinking ability, but also developed their language ability.

Blackboard writing:

contrast

Various interpretation methods

Digital column

suppose

Accurate language expression

General comments:

Teacher Lin's class is very lively, and students have a strong interest in learning from beginning to end. How rare!

Teacher Lin has achieved the harmonious and perfect unity of teaching and learning, and flexibly and reasonably used a variety of teaching methods to optimize the combination: using heuristic teaching method to guide students; Use self-study method and group cooperative learning method to cultivate students' self-study ability; Reading aloud with questions is also for students to understand and comprehend from reading. Give full play to the leading role of teachers and the main role of students, create a happy and democratic teaching atmosphere, make students the focus and foothold of teaching, and cultivate students' good study habits.

I will never forget such a wonderful lesson.

Record of primary school lectures 5

First, create a situation to stimulate the introduction of interest:

1, the title of the blackboard, (students, do you understand what the teacher wrote? ) Reading topic: Lotus.

2. Language rendering: Since ancient times, lotus has been one of the favorite plants of literati, and there are countless poems describing and praising lotus. My great poets in ancient times, Qu Yuan, Li Bai and Su Shi, all sang lotus flowers. People call lotus a "gentleman in flowers".

Today, let's learn an article about lotus. Its author is Grandpa Ye Shengtao, a famous modern writer and educator in China. The title of the article is Lotus.

3. Which classmate has seen Lotus? Please use one word to describe the lotus you have seen. Me (elegant lotus, elegant lotus, changing lotus ...)

Do students still want to see such lotus flowers? Before learning the text, the teacher also wants to go to the lotus pond and enjoy the beautiful charm of lotus flowers with wonderful music. Please observe and think about what you see. The courseware presents several lotus photos and plays background music. )

Second, read the text for the first time, cultivate emotions:

1, stimulate reading interest: The teacher found that the students were fascinated when they were listening and watching just now. From your expressions, the teacher pointed out that everyone was deeply attracted by the wonderful music and beautiful pictures. This is how you look at the lotus, so what does the author think of the lotus? First of all, let's enjoy Grandpa Ye Shengtao's lotus flowers and see what kind of perfect enjoyment Grandpa Ye Can brings us.

2. Students read the text by themselves. Requirements: (l) Read the new words several times. Besides correct pronunciation, you should also read the glyphs clearly. (2) Read sentences fluently. (3) Draw words you don't know or understand.

3. Check the self-reading scene:

(1) Display text:

Squeezing the lotus and bones, dancing. Dragonfly had a good dream last night and broke a dress.

(2) free reading; Read by name; Reading by train; Read it together.

4, full reading, activate the sense of language:

(1) By solving these obstacles in reading, we can read Grandpa Ye Shengtao's Lotus beautifully. Who wants to read the text aloud?

Read the text by name. For students who raise their hands, give full affirmation to their confidence or courage.

(2) What does Grandpa Ye think of lotus? I can't wait to see the lotus. I can't wait to see the lotus with relish ...

(3) When the students understand how the author views the lotus, the teacher tries to guide the students to tell which text they learned from, and then organizes the students to read the corresponding paragraphs repeatedly. (The second paragraph of the text can organize students' divergent reading and encourage students to read different feelings and charms in a complacent way; The third paragraph of the text can organize students to read in competition and encourage students to read one by one; The fourth paragraph of the text can organize students to carry out demonstration reading, and take the reading of gifted students as an example to encourage students to learn reading from gifted students. )

The purpose of the first reading is to let students read the text thoroughly and lay a solid foundation for understanding the text. The more you read, the more students understand, and the less teachers need to explain. The ancients said, "You can read a book a hundred times before you know its meaning." That's what I said. Now we often say that students should read more books and get a better feeling in reading, but it is not enough to rely solely on "reading" when reading texts. In a class, teachers should lead students to understand the text, and at the same time let students feel it in reading. Time doesn't allow at all. As a result, the teacher "arranged instead"-the teacher talked more and the students read less. Therefore, at the beginning of reading, students should be allowed to read more and read through the text. After that, when they read the text intensively, their feelings and understanding of the text will come naturally. )

(4) In the process of repeated reading, teachers help students, or students help each other to solve the meaning of each paragraph that they don't understand, such as:

Dance: describes dancing briskly.

② Crowding: This lesson describes that the lotus leaves are very dense and crowded together.

3 fragrance: a faint fragrance.

4 fullness: full and bloated.

⑤ Rupture: cracks appear.

6 posture: the appearance of the body.

Third, read the text again and clarify the context:

1. Show the questions and guide the re-reading: Ye Shengtao once said: "The author thinks there is a road, and he will know the truth by following it." This means that when the author writes an article, he usually has sufficient and rigorous thinking and preparation, and there are ideas in the article, that is, he can find the internal context. When we read and appreciate the article, if we can follow the author's thinking, it is possible to understand and grasp the intention and the author's sustenance more accurately.

Can you sort out the context of this text and grasp the author's thinking? With this question, please read the text again carefully.

2. Group discussion.

3. Exchange discussion results: In the five natural paragraphs of the text, according to the order of viewing the lotus, two parts are mainly written: seeing the lotus, or three parts: smelling the lotus fragrance for the first time, appreciating the lotus posture again, and turning it into a lotus.

Under the new teaching concept, we don't advocate dividing the text into paragraphs in the past. In fact, the understanding of an article is that "different people have different opinions", and there is no need to die. Just like this article, it can be divided into two parts: seeing lotus, thinking lotus, or three parts: smelling lotus fragrance for the first time, appreciating lotus posture again, turning into lotus, and even other ways to divide it. But we must also grasp the train of thought and sort out the context. It is only flexible in methods and ideas, as long as it makes sense, and there is no need to pursue rigid and fixed answers. )

4. Summary: The article is narrative, descriptive and lyrical, with clear context and deep level, which vividly shows the beauty of lotus and pushes the author's love for lotus and nature to a climax step by step. Let's read this article beautifully again.

5. Read the full text with the music.

Fourth, homework:

1. Read the text correctly, fluently and emotionally.

2. Collect ancient lotus famous sentences by "consulting ancient poems", asking parents and searching online.

Life is like a candle, it is always bright from top to bottom. Xiaochu Nv

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