《观潮》第二课时教学设计（The teaching design of the second class of guanyin）.docVIP

《观潮》第二课时教学设计（The teaching design of the second class of guanyin） The teaching design of the second class of guanyin One of the The teacher has a small surplus Description of teaching design (feeling in Shanghai BBB 0) First, students are the main subjects and students are actively learning The students language ability is acquired through students own language practice activities, which is not taught by teachers. Therefore, in Chinese teaching, we should pay special attention to mobilize the initiative and enthusiasm of students to learn, so that students may learn and enjoy learning, so that they can truly improve their learning. When designing the teaching, inspire students to dare to question, then put forward, solving the problem of not understand to rely on you to read repeatedly, with the mind. To make students feel strongly that they are the master of this class, should actively explore the knowledge according to the method the teacher points out. The teaching thought of students is firmly established, and it should be reflected in every teaching link. For example, reading aloud the passage tide comes in, I designed to let students choose the sentences they like to read to you, so that other students can also like these sentences. In this way, students will read more actively, more engaged and more interested. Changing the past, whether the students are interested or not, must be read according to the requirements of the teachers to read the passive situation. For example, learning new words, teachers leading the reading, students and reading, natural sense. But in the design we asked the students to be teachers and teachers as students. Since students can read and are willing to read, why cant they be teachers and teachers as students? The transformation of this role may be more effective than the students conventional approach to passivity. Students should also be taught to participate in the study. The training in Chinese is not only for individual top stu