小学二年级传统文化教案(9-18) 张丽华老师的网校office 最专业的教师、学生、家长交流的教育社区（The second grade primary school traditional culture teaching (9-18) education community school teacher Zhang Lihua office the most professional teachers, stud.docVIP

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2017-08-15 发布于河南
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小学二年级传统文化教案(9-18) 张丽华老师的网校office 最专业的教师、学生、家长交流的教育社区（The second grade primary school traditional culture teaching (9-18) education community school teacher Zhang Lihua office the most professional teachers, stud.doc

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小学二年级传统文化教案(9-18) 张丽华老师的网校office 最专业的教师、学生、家长交流的教育社区（The second grade primary school traditional culture teaching (9-18) education community school teacher Zhang Lihua office the most professional teachers, stud The second grade primary school traditional culture teaching (9-18) Office Zhang Lihua campus teachers most professional teachers, students and parents exchange education community education network campus network campus network construction The school teacher Zhang Lihua Office I often think of the words of a friend said, forget is a good thing. Homepage diary, dynamic essay, photo album, sharing resources, classroom Reading log The second grade 2010-08-05 | primary school traditional culture teaching (9-18) - The ninth class, the improved magazine (excerpt) Classic replay: Diligence makes me poor, thrifty and cheap. Contentment, can Ninja since. A man knows his horses strength, and his time is full of popularity. Two, the teacher has the sentiment, has the rhythm, has the charm to read. Requirement： 1, students look at teaching materials, listen carefully, mark birth words, new words, difficulties. 2, combined with the meaning of the initial perceptual reading content. 3, understand the rhythm and rhythm of the teachers reading. Three. Combine notes to help students understand the meaning of sentences. 1, students combine the meaning of the text to understand. 2, the whole class exchange. 3 teacher summary. Four, students practice reading 1, the students read carefully. 2, students read. (1) students read from themselves, teachers visit and guide, help students who have difficulty reading, and find common problems in the students reading aloud and guide them at any time. (2) read each other at the same table. Evaluate each others merits and shortcomings and correct them by practice. (3) read by the same table, one by one. 3, group communication. 4, by name reading, teachers and students for reading is correct, fluent and emotional evaluation. 5, teachers a