小学语文教学计划一年级(八篇)

时间过得真快,总在不经意间流逝,我们又将续写新的诗篇,展开新的旅程,该为自己下阶段的学习制定一个计划了。优秀的计划都具备一些什么特点呢?又该怎么写呢?下面是小编带来的优秀计划范文,希望大家能够喜欢!

小学语文教学计划一年级篇一

1、以评价促阅读,进一步深化特色学校建设,打造优质品牌。

2、进一步提高教育信息化与课堂教学整合,搞好资源库建设。

3、抓好常规的改革以及课堂教学评价。

4、进一步搞好课题研究与实验,提升教师队伍整体素质,走科研兴校之路。

1、继续抓好评价与读书活动,突出“评价导我行,书香满校园”这一学校教学特色。

2、进一步提高教育信息化与课堂教学整合,建立一套内容丰富、完善的学校资源库,为教师的教学提供便利。

2、继续抓好常规改革,让备课、上课、听课和作业真正发挥其作用。同时搞好各种比赛活动。

3、继续进行教育教学培训与指导,加强校本、区本教研,最大限度地实现研训一体化,全面提升教师整体的综合素质,做好优质课评选工作,搞好骨干教师的培养、选拔、推荐、培训和管理工作。

4、继续规范平日的教育教学工作管理,对教学常规、课堂教学、教学成绩及校级、区级等各种比赛活动进行综合考核。

5、继续抓好各课题研究和实验,特别是国家级实验课题“小学语文阅读教学能力评价研究与实验”、省级实验课题“阅读经典名著,享受读书乐趣”以及市级课题“教育信息化与课堂教学整合”等课题的研究,全面实施学科素质教育。

6、完成好上级下达的各项任务。

(一)突出特色,打造品牌

本学期我们将在上学期的基础上,继续抓好“评价促我行,书香满校园”活动,突出我校读书特色。本学期我们将继续坚持开展上学期的读书系列活动,没有另行通知的不再更改(其中包括课程设置和作业等)。在此基础上,我们将重点抓好以下几点:

1、教师读书。本学期,我们将继续对教师读书进行二等级评价,即一方面是对教师的边读边编进行评价,一方面是学校规定书目,大家进行阅读,通过笔测的方式进行评价。寒假中我们统一读的《汤姆叔叔的小屋》和《麦田的守望者》这两本书开学不久将进行测试,笔试题将考虑设置加分题,即除了这些书之外,教师读书情况的发挥题。本学期我们仍要推荐教师读两本书,还将根据这两本书开展教师的读书展示活动,六一各级部展示一个节目,届时请各位老师关注一下配档。

2、学生读书。本学期,我们仍将继续进行书香班级评选活动。评选仍从两个方面进行:一是各班学生参加学校搞的系列活动成绩,包括每学期都要进行的阅读考级活动、写作比赛以及读书特色各种单项活动等。二是本学期学校计划在六一儿童节期间进行读书特色专场演出,要求各班自己制定出本班的读书特色表演方案。

另外,各班级还要继续发挥好后面的园地和展示台以及图书角的作用,充分激励学生,在班级形成浓厚的读书氛围和竞争意识。同时,班级和学校还要结合着我们的国家级实验课题“小学语文阅读教学能力评价研究与实验”和省级实验课题“阅读经典名著,享受读书乐趣”不断修改完善我们的评价体系,坚持对学生进行多元、互动、激励性评价。

(二)搞好资源库建设,抓好学科素质教育、新课程改革与信息技术有机整合。

上学期,我校各教室都上了多媒体。经过一学期的努力,我们在加强集体备课的基础上,已经建设了我校自己的资源库。本学期我们将采用上学期的方式,继续完善我校的资源库。要求以教研组为单位进行评选,各教研组根据实际情况,可以是一个单元一集合评比,也可以是限制几课评比,学校届时将根据每人上传数量和质量对个人和教研组进行量化评比。区资源库建设我们同样要积极参与,具体要求同上学期。

(三)狠抓教学常规,搞好校本教研

根据区教委的要求,本学期我们将在上学期的基础上,继续抓好教学常规,认真改革备课、上课、听课和作业。每月的教学设计(精彩呈现)和教学反思(我思我行)教导处都将统一规定每个教研组的设计和反思篇目。我们要求这学期每个月的教学反思都要针对本月的教学设计来写。具体篇目,看教导处的配档。教导处本学期将每月检查一次。听课报告仍然写课堂教学达标的课,不能随意写其它的。教导处将不定期统一组织检查以上内容。

本学期结合着学校资源库建设,教导处仍将加强校本教研,每周仍按照上学期统一规定的各科教研活动时间进行活动,教导处集中参与和检查。

(四)突出课堂教学研究,提高教师教学

本学期,我们将继续开展好课堂教学评价工作。为了给教师们一个导向,教导处将在开学初组织一次全校性教研活动,即第五届课堂教学研讨与争鸣。我们将筛选优秀课例进行观看、点评、讨论,从而使每位教师都能在实际教学中有目标地去改善自己的课堂教学,提高课堂效率,使我们的课堂教学评价真正发挥作用,而不是流于形式,为了评价而评价。紧接着,3月底就开始进行课堂教学评价。最晚到5月中旬结束。原则上教导处统一命题讲课,进行同上一节课活动。听课的时候执教老师先写心语,评价小组看了以后,结合着听课情况打分。同时把寄语写好反馈给老师。

(五)强化课题研究,推动科研发展

继续抓好各课题研究和实验,特别是国家级实验课题“小学语文阅读教学能力评价研究与实验”、省级实验课题“阅读经典名著,享受读书乐趣”以及市级课题“教育信息化与课堂教学整合”、“课堂教学评价和音体美绩效评价实验”等课题的研究,全面实施学科素质教育。

“小学语文阅读教学能力评价研究与实验”、“阅读经典名著,享受读书乐趣”实验是我校申请的国家级和省级课题,本学期我们将结合着我校读书特色的开展,严格抓好这两个实验,真正做到科研促教学,科研促特色,科研打造品牌。

“教育信息化与课堂教学整合”是市级课题,也是我区继学科素质教育与新课改的研究与实验”后另一个重要课题。这个课题涉及各个学科的每位老师,我们在学校上了多媒体教室的有利条件下,要积极主动地进行这方面探索与研究。

(六)强化校本培训,增强教师素质

继续搞好校本培训,最大限度地实现研训一体化。

1、继续完善好个人网页。本学期要求教师在上学期的基础上,根据教学进度,继续填充、完善好个人网页。以便于互相学习,共同提高。

2、继续实施名师带动策略,搞好骨干教师的培养、选拔、推荐、培训和管理工作。这个主要是结合着课堂教学评价,全面培训老师:第一步:全校听课,每人都听一遍;第二步,筛选优秀课例录像,上传区资源库;第三步:尖子培训,主要是给骨干教师一个舞台。这样,我们既重点提高中下游教师课堂教学水平,又推出了尖子老师的。

另外,其它教学常规按以往要求执行。总之,我们将在认真完成好上级布置的各项任务的基础上,搞好本校特色教学。

注:以后活动如有什么变化,请大家随时关注配档。

小学语文教学计划一年级篇二

本学期的语文教学主要着眼于学生的发展,提倡个性培养。坚持语文知识学习与能力培养相结合,开展好以名篇阅读为主体的读书计划,加强阅读积累,狠抓现代文阅读理解、作文教学和写字教学,全面提高语文教学质量。

本班共有学生76人,其中男生38人,女生38人。语文水平不平衡,但大部分学生学习比较认真,对语文学习的兴趣比较浓。当然,也存在少部分学生的学习习惯较差,语文自主学习能力较差。主要表现在:学习态度不够端正,上课听讲不够专心,要求动脑、动手等思维性较强的题目部分学生不知所措,所以应付了事,个别男生作业书写不够整洁;课外阅读的兴趣有所增强,但课外阅读习惯差,知识面狭窄;语言表达能力弱,不太善于表达自己的思想;学生的独立阅读能力及写作能力有待于进一步提高。

按专题组织单元,共设计了六个专题,依次是:人生感悟,民风民俗,深深的怀念,外国名篇名著,科学精神,难忘小学生活。在六组教材之后,安排了一组“古诗词背诵”,提供了10首供学生读背的古诗词。在教材的最后,还安排了“综合复习”。

本册教材的综合性学习安排在第六组“难忘小学生活”。这个专题采用的是任务驱动、活动贯穿始终的编排方式,包括“活动建议”和“阅读材料”两大部分。

本册教材除去第六组,共有课文21篇,其中精读课文10篇,略读课文11篇。这五组教材的编排体例与高年段前三册一致,每组由“导语”“课例”“口语交际·习作”“回顾·拓展”四部分组成。课例包括4~5篇课文。

每篇精读课文后有思考练习题,略读课文前有连接语。部分课文后面安排了“资料袋”或“阅读链接”。全册安排“资料袋”三次,安排“阅读链接”五次。“口语交际·习作”依然作为一个独立的栏目,在有的单元中提供多个角度供教师和学生选择。“回顾·拓展”由三个栏目组成,“交流平台”“日积月累”是固定栏目,另有“成语故事”“趣味语文”“课外书屋”穿插安排,不再设“展示台”栏目。其中,“趣味语文”“成语故事”各安排了两次,“课外书屋”安排了一次。

小学语文教学计划一年级篇三

本册共设置18个主体单元。这些单元排列在一起,体现学生语文素养形成和发展的“序”,主体之间不构成知识体系或思想品德教育的体系。每个单元没有明确的教学要点——没有单元提示、预习提示、单元知识短文等,各单元之间,不连成一条知识的“线”。

每个单元的内容,借“题”松散地组合在一起,“题”是“题目”的意思,起着营建学习情境的作用,不是文学意义的“主题”没有统辖整个单元的作用。“主题”不构成单元内容的核心,各种语文学习的实践活动是借“题”发挥。单元里的内容没有“导—扶—放”的前后序列,教师可根据学生的实际情况、教学需要自行组织、安排、调换单元内的各项活动。每个单元有主题课文和“语文天地”两部分组成。[注意:“语文天地”重的联系,是学生学习语文的实践活动,不是课外作业,不是课后复习,更不是考试内容。]第一、第十二单元是开放单元,没有课文。学生是在活动中学,在生活中学。其他单元也设计了一些开放的活动内容。拼音的几个单元,课文在后面。

1、学会汉语拼音,能读准声母、韵母、声调和整体认读音节,能准确地拼读音节,正确书写声母、韵母和音节。

2、能借助汉语拼音识字、正音、学说普通话。

1、喜欢学习汉字有主动识字的愿望。

2、认识常用汉字400个,会写100个。

3、掌握汉字的基本笔画,能按笔顺规则写字。字写得正确、端正、整洁。

4、初步养成正确的写字姿势和良好的写字习惯。

1、喜欢阅读,感受阅读的乐趣。

2、学习用普通话正确、流利地朗读课文。

3、学习借助读物中的图画阅读。

4、对读物中感兴趣的内容,乐于与他人交流。

1、学说普通话,逐步养成说普通话的习惯。

2、能认真听别人讲话,努力了解讲话的主要内容。

3、能与别人交谈,态度自然大方,有礼貌。

4、有表达的信心。积极参加口语交际,踊跃发表自己的意见。

一年级(2)班全班28人,其中男生16人,女生12人。学生在幼儿园就已经初步接触过汉语拼音,但不系统、不规范、发音不够准确。由于学生来自不同的幼儿园,受一些客观因素的影响,学生的知识经验、认知水平和语言表达能力都存在着较大的差异。个别学生在幼儿时期就已经认识了许多汉字,具有主动识字的愿望;大部分学生能认少量汉字;个别学生连自己的名字也不能正确书写。部分学生能就感兴趣的内容提出简单的问题,个别学生有表达的自信心,能积极地发表自己的见解,而部分学生则缺乏自信,较为胆怯,学习的主动意识不够,对意愿的表达较为模糊。

1、对于5、6岁刚上一年级的孩子,掌握抽象的汉语拼音,显然是困难的,也是枯燥乏味的,针对学生年龄的特点,结合《语文课程标准》,力求做到汉语拼音的教学具有趣味性、富有童趣,让学生在和谐的课堂气氛中掌握汉语拼音。

2、识字是阅读和作文的基础,在低年级语文教学中至关重要。低年级学生容易记住一些具体的、形象的、有颜色的材料,所以在识字的教学中,将加强形象化、直观性,引导学生去学。通过形象、直观的教学,加上丰富的意象,学生就能掌握所学的汉字。

3、“阅读是学生个性化的行为”。因此在阅读教学中,采用自主、合作、探究的教学方式,将阅读的主动权交给学生。同时,把阅读教学从课堂延伸到课外,再把课外阅读所得运用于课内,二者紧密结合,协调发展阅读能力。

4、在教学中,积极引导、鼓励学生质疑,把学生引入问题的天地,让他们各抒己见,勤于质疑发问,在问题、求解答的过程中提高口头表达能力。同时,低年级语文教材中,课文内容丰富,并有一定的悬念,可以利用这一有利因素,引导学生展开想象,给学生创造情境,鼓励学生大胆去说。

小学语文教学计划一年级篇四

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小学语文教学计划一年级篇五

本班共有学生47人,男生30人,女生17人。大部分学生活泼好动,接受能力也较强。经过一年的语文学习,学生已经认识了好多生字,积累了一些词汇,语言能力得到了一定的发展。但部分同学学习没有自觉性,依赖性较重,所以班级中学习成绩层次分明。对于这部分学生有待于今后教学中采取多种方式,激发其学习积极性,引导其主动地发现、探究。使他们感到学习语文的快乐,进而不断产生学习的动力,并逐渐使学习成为自身发展的需要。

本册教科书设计了八个专题,围绕专题以整合的方式组织了八组教材内容。依次是:美丽的秋天,丰富多彩的学校生活,热爱祖国,怎样看问题、想问题,友好相处、团结合作,关爱他人,保护环境、爱护动物,热爱科学。每个专题的涵盖都比较宽泛,避免了局限性。教材内容比较贴近儿童生活,体现时代特点,具有一定的德育价值。每组教材都包括导语、一课“识字”、四~五篇课文以及“语文园地”。各部分相互联系,构成一个有机的整体。识字课的形式多样,有词语、成语、谚语、三字经、对联、儿歌等。全册课文共三十四篇,内容丰富,体裁多样,语言生动,对学生有较强的吸引力。本册课文不再全文注音,多音字随文注音,生字在当页文下列出,注有汉语拼音并配有赏心悦目的背景图,以引起学生的注意。“语文园地”包括四个栏目:我的发现–––鼓励学生探究发现,引导学生了解汉字的特点及字词的一些规律,掌握识字的方法;日积月累–––引导学生积累好词佳句,优秀段篇,复习学过的字词,进行语文基础知识的综合练习;口语交际–––在双向互动的口语交流中培养学生的口语交际能力;展示台–––给学生提供展示课内外学习所得的舞台。

1、复习巩固汉语拼音,能借助汉语拼音识字、正音。

2、认识450个字,会写350个字。要求认识的字能读准字音,结合词句了解意思,不作字形分析,不要求书写。要求会写的字能读准字音,认清字形,理解意思,正确书写,练习在口头和书面表达中运用。有主动识字的愿望,在生活中自主识字。养成学生良好的写字习惯,书写规范、端正、整洁。

3、会使用音序查字法,学习用部首查字法查字典,培养独立识字的能力。

4、喜欢阅读,对阅读有兴趣,学习用普通话正确、流利、有感情地朗读课文。能背诵指定的课文和自己喜欢的课文片段。

5、能联系上下文和生活实际,了解课文中词句的意思,在阅读中主动积累词语。

6、能阅读浅显的`课外读物,能与他人交流自己的感受和想法。养成爱护图书的习惯。

7、认识课文中出现的常用标点符号。学习使用句号、问号和叹号。

8、逐步养成讲普通话的习惯和愿意与人交流的意识,能认真听别人讲话,听懂主要内容,能主动与别人交谈,讲述简短的故事和见闻。说话时态度自然大方,有礼貌。

9、对写话有兴趣,能把看到的、想到的写下来。在写话中乐于运用阅读和生活中学到的词语。了解日记的格式,学习写日记。

1.让学生借助汉语拼音读准字音,分析记忆字形,看图或联系上下文理解词义。发挥创造性,设计活泼多样的教学方法,在游戏中、在活动中、在语言环境中巩固识字。注意纠正学生的写字姿势,培养良好的写字习惯。

2.重视朗读指导,采用多种方法,每篇课文都要给学生充分朗读的时间,充分利用插图,联系生活实际,帮助学生在语言环境中理解词语和句子的意思。

3.注意每组教材在内容上的联系,从整体上把握教材内容,设计教学方案,创造性地使用教材。

4.教学时,教师要充分发挥“学习伙伴”的作用,借以引导学生认真思考,展开丰富的联想和想象,积极参与交流、讨论和语文实践活动。将游戏、唱歌、猜谜语、表演等引进课堂,也可以带领学生走出校门,走进自然、社会,走进沸腾的生活,使学生在生活中学语文、用语文。

5.引导学生积累好词佳句、优秀篇段并复习巩固学过的字词,进行语文基础知识的综合练习。教学时,要鼓励学生独立完成练习,主动积累词句,将积累的词语运用于口头和书面语言之中。

6.鼓励学生互相释疑,合作释疑,培养他们勤思善问的习惯和提出问题、解决问题的能力。

小学语文教学计划一年级篇六

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