六年级下学期语文教研组工作计划怎么写？-乐题库(2)

三、研究目标

1、帮助教师更好地理解课本新内容，与“新课标”建立紧密联系，提高教师意识。

2、通过新课程的实践，将新课程的理念转化为教师的内在理念，形成新的教育教学理念，专门指导课堂教学，提高课堂效率。

3、在教研活动过程中，提高教师的教研能力，积累经验。

四、activity 方法

1、新课程理论实践以教师自身课堂为定位，逐步改革课堂教学理念，以集体交流和“三级教研”活动为窗口备课——课堂反思过程中，对过去理论的学习更有效，教师课堂教学更优化。

2、 我们积极参与该课题的研究。

通过“理论学习-挖掘研究点-实践探索-总结经验教训”的过程，教师会更有研究特色，我们的教学会更有潜力和活力。

六年级第二学期语文教研组工作计划5

一、学情分析

1、学生基本情况：五年级第二学期共有学生，包括女学生。

本学期新调任。转移的人。招生人数：其中女性。

2、期末考试情况：五年级第二学期期末考试由县教研室统一安排。考试时间统一为201年6月28日x。监考：镇中心小学。

标记时间：6月29日，地点：镇中心小学

二、指导思想

坚持以素质教育为载体，坚持科学发展观，加强校本教研，积极推进新课程改革，构建和谐教育教学环境；牢固树立德育为本、育人为本、素质为本的教育教学理念，努力构建民主、平等、和谐的新型师生关系，努力培养学生的创新能力和创造精神。

三、六年级第一卷语文教学要求

1、课本分析

六年级语文教材继续按主题单元编排，分为八组，顺序为：感受大自然，祖国在我心中，心灵之歌，珍惜我们的祖国，遇见鲁迅第一次，敲开诗的门，人与动物，艺术的魅力。

本书综合学习安排在第二组《心中的祖国》和第六组《敲开诗的门》。采用任务驱动、活动贯穿的编排方式，包括“活动推荐和阅读材料”。

除第六组外，共有28篇课文，精读14篇，略读14篇。这七套教材每一套都由“导论”、“课例”、“口语交际？练习”、“复习？拓展”四部分组成。课程示例包括四篇课文、两篇强化课文和两篇脱脂课文。精读课文后有思维练习，略读课文前有连接词。 “资料袋”或“阅读链接”安排在一些课文的后面。全书“资料袋”排列3次，“阅读链接”排列2次。 “口语交际？习题”仍是独立栏目。 “回顾？拓展”由三栏组成。 “交流平台”和“时间积累”为固定栏目。还有“展台”、“成语故事”、“课外书店”和“趣味汉语”穿插布置，包括“趣味汉语”和“习语”。 “故事”和“课外书店”各布置两次，“展台”布置一次。

这套教材已达到五年级第二册。学生共3000字，提前完成九年义务教育前三个阶段。因此，本教材不再安排识字任务。

这本书的教科书要求 120 字。精读课文后，将需要写的单词排列成格子。课本上附有生词表。为了便于复习生词和积累单词，每组课文后都设置了“词库”。其中，“读、读、写、写”中的词在精读课文中，由能写的词组成，要求能读能写； “阅读，阅读和写作”中的一些单词在精读文本中，一些在略读文本中。在里面，只需要知识，不需要写作。

本教材注音与五年级一致。精读和略读课文中未识别的单词，注音出现一次；相同文本中的相同单词仅在第一次出现时进行语音化。其他部分出现的新词不再注音。新字符用括号标记。和弦字符与文本一起语音化，并用方括号标记。为便于识字，文中新增字应标注原读音；一些需要在语言环境中读音或轻读的字，教师应在教学中给予一定的提示。

2、textbook 的主要特点

(一)全面准确地实现汉语教学目标

语文课程标准提出了“全面提高学生语文素养”的基本思想，并从这个基本思想出发，从“知识与能力”三个维度提出，“ “过程与方法”、“情感态度与价值观”为语文教学的目标，并提出了总体目标和阶段目标。这是我们把握学习目标的基础。

本书涉及的阅读和写作方法一般包括以下几个方面：拓展联想和想象表达的方法；体验关键词在表达思想中的作用；环境描述和心理描述；深入思考；理解意义深远的句子；继续学习以更快的速度阅读文本。其中，“展开联想和想象表达的方法”、“阅读文本时能够与现实联系、深入思考”和“理解句子的深意”是本书的重点。

(二)加强整合，使教材成为一个整体

本卷教材继续按课题分组编写，注意加强整合。 For each topic, from introduction to post-class thinking questions, from "Oral communication? Exercises" to "Review? Expansion", each part strives to highlight the learning focus of this unit in terms of content and form: there are arrangements in the front, exercises and applications in the middle. , There is a summary and expansion at the back, and the entire set of textbooks and even the entire volume of textbooks become an interconnected whole.

(三)Strengthen the learning function, advocate independent, cooperative, and inquiring learning methods

This textbook was compiled with consideration for both the teaching of teachers and the learning of students, striving to make the textbook not only the "textbook" for teachers, but also the "book for students' independent, cooperative, and inquiring learning" ". Mainly reflected in: First, the introduction reminds the learning content of the unit; the second is the after-school questions of intensive reading of the text, skimming the conjunctions of the text, and paying attention to guiding students to discuss, communicate and independent thinking; third, the "word inventory" after each group of texts is convenient Students self-examine and self-test; fourth, the "communication platform" in "review and expansion" provides a platform for students to discuss problems and exchange knowledge.

(四)"Oral communication? Exercises" layout, strengthen guidance, and clarify requirements

Continuing the layout of the fifth grade textbook, "Oral communication? Exercises" in this textbook is still listed separately. The format of the layout is also relatively flexible, some are written first, some are written first, some are merged together, and some are separated. The prompt texts in the textbooks should pay attention to providing multiple perspectives, broadening the scope of topics, and increasing selectivity, so as to allow students to return to normal for oral communication and self-study, leaving a lot of creative space.

(五)Comprehensive learning to cultivate students' comprehensive ability to use Chinese

The textbooks in this book arrange two comprehensive studies, one is in the topic of "The Motherland in My Heart", which is carried out simultaneously with the study of the text. Students are required to conduct investigations, visits, collection of materials and other activities to exchange gains and display results.

The other time was arranged in the sixth group, which was a big comprehensive study-"Knock on the door of poetry". In this comprehensive study, first of all, the learning task is proposed in the introductory-to carry out activities such as collecting poems, appreciating poems, and reading poems with the theme of "understanding poetry". Then it is divided into two major sections-"Shipping Shells in the Sea of ​​Poems" and "Walking with Poems", and comprehensive learning is carried out in two stages.

(六)Strengthen the connection between language learning and life practice

The first is to guide students to use real life examples to deepen their understanding of language. For example, to guide students to understand the key words and sentences of the text in combination with the context and actual life, and to communicate their feelings after reading the text in combination with the actual life. The second is to extract the topic of "Oral Communication? Study Work" from the actual needs of life, and the arrangement of small practice pens and optional questions will lead to life. The third is to combine the study of the text to guide extracurricular reading. In the "Text Outhouse", "Anne of the Green Gable" and "My Wildlife Friend" are recommended to guide students to read the entire book. This arrangement broadens the channels for language learning and strengthens the connection between in-class and foreign language learning.

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