范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。
说课稿开场白篇一
《大规模的海水运动》是人教版必修一第三章第二节的内容,第三章内容属于自然地理部分,是对地球外部圈层结构的展开,而本节内容是本章内容的重点,《大规模的海水运动》是在学习了第一节《自然界的水循环》和气压带风带的基础上,对地球上最主要的水体----海水的运动进行更加具体、深入的学习。海水运动又对学习第五章自然地理坏境和人文地理的学习埋下伏笔,因此,它具有承上启下的作用
此阶段的学生通过初中阶段地理知识的学习,已初步掌握了学习地理的一般方法,能够根据地图和材料,初步分析所学的地理知识。但是,由于学生综合分析能力有限,空间思维能力还有待提高,不能自主归纳总结,找出规律;再加上学生的知识面有限,生活阅历较浅、对重难点的地理知识不熟悉,不了解,需要在教师的引导下,学习地理知识并提高地理思维能力、实践能力以及创新能力。
本节《课程标准》的要求是“运用地图,归纳世界洋流分布规律,说明洋流对地理环境的影响”。据此我确定如下教学目标:
知识与技能:(1)了解世界表层洋流的分布规律,理解洋流的分布模式及洋流对地理环境的影响。
(2)提升读图、绘图以及在图上观察、比较、归纳、分析的能力。
过程与方法:
(1)运用洋流模式图和世界表层洋流的分布图归纳世界洋流分布规律;
(2)运用案例分析说明洋流对地理环境的影响。
情感态度和价值观:
(1)养成合作、探究的学习理念和严谨、科学的学习态度;
(2)树立正确的海洋观念,增强现代海洋意识;
(3)学习洋流形成的因果关系,培养学生探究地理事物之间的辨证关系。
重点:世界表层洋流的分布规律;洋流对地理环境的影响。
依据:课程标准的要求确定
难点:利用“全球风带与洋流模式图”,分析世界洋流分布规律。
依据:此部分知识难理解,难记忆,部分学生有知识缺陷
说教法:
根据教学内容目标和地理科教学特点以及有关的教学规律,即学生由感性认识到理性认识的认知规律,由宏观掌握到微观掌握的规律,教师主导作用与学生主体作相统一规律,主要采取了读图分析法,启发式教学法、案例分析法和讨论式教学法。
地理新课标倡导自主、探究、体验合作的学习方式,充分尊重学生的主体地位,激发学生的主动性和创造性。因此,教师必须是课堂师生互动的引导者,帮助学生制定适当的学习目标,选择必要的学习策略,创造丰富的教学情景,激发学生的情趣动机,引导学生质疑问难,求索反思,为学生的终身学习和终身发展打下基础。所以,学生在学习时采取如下的学习法:自主学习法、看图分析法、讨论式学习法、图文转化法以及知识迁移法。
(一)创设情境、导入新课
讲解故事“海上信使”:一艘在大海航行的船遇上了海上风暴,船被毁后几个海员被吹到了一个小岛上。他们失去了大船,没有办法离开小岛,一个聪明的海员现出了一个办法,把要说的话写在纸上塞入瓶子里然后盖上盖子,密封后扔到海中让流动的海水带着他们的信飘到大陆边通知人来营救他们,结果他们胜利的离开了小岛。
依据:利用故事创设教学情境;设置悬念,激发学生兴趣,让学生带着问题学习(制作flash动画)
(二)以问题导学,学生自主构建知识
播放“洋流”录像。
设问1:怎样的海水运动才能成为洋流?
展示“世界表层洋流分布图”,
设问2:①图上红、绿两色箭头各代表什么洋流?
②怎样区分寒流和暖流?
展示“洋流与海水等温线关系图”。
根据“世界表层洋流分布图”
设问3:这么复杂的洋流是怎么形成的呢?
播放多媒体动画,演示洋流形成的过程。
设问4:洋流形成的主要动力是什么?
设问5:洋流在流动过程中为什么会发生改向
学生读图提起有关信息,然后小组合作讨论回答
依据:以问题导航,明确学习目标,培养学生提取信息的能力和合作学习的意识,以及通过“知识迁移和同化”建构新知识的能力。
(三)归纳总结 绘制简图
设置问题:读“世界表层洋流的分布”图和“全球洋流模式图”
1.观察北半球太平洋中高纬度海区,以北纬60度为中心,洋流运动的方向怎样?(注意东西岸的洋流有何不同?)
2.观察北半球大西洋中高纬度海区,以北纬60度为中心,洋流运动的方向怎样?(也注意观察东西岸的洋流运动方向。)
3.观察南、北半球太平洋中低纬度海区,以回归线为中心,洋流运动方向怎样?还有其他大洋与其类似吗?你能归纳出它们的规律吗
学生活动:学生读图,从图中提取相关信息,归纳总结世界表层洋流的分布规律。
将归纳出的洋流分布画成简单的模式图。(提示:注意纬度位置确定,可以利用0度、30度、60度纬线。)
动态调整1、用课件展示相关图表。2、视学生回答情况引导学生归纳总结。
依据:地图是学习地理的重要工具,从图中提取有效信息进行分析推理归纳,是高中新课程倡导的理念,是高考必备的一项地理能力,也是学生今后走向工作的一项重要能力。
(四) 案例分析 学以致用
问题设置“运用实际案例分析说明洋流对地理环境的影响。
学生活动:让学生根据收集情况或生活感受,说出海水的运动对周边环境的影
动态调整:课前布置收集相关资料的任务,提供了一些收集资料的方法和途径。
培养学生信息的收集能力及树立正确的海洋观念,增强现代海洋意识
(五)例题示范、突破难点
问题设置:选择与本章知识相关的典型习题供学生思考,并进行精心评析。
学生活动:在学生基本掌握本节知识基础上,思考相应习题
设计依据:为了巩固本节课的教学重点、难点,讲解相应习题,加深对重点、难点知识的理解和掌握。
(六)探究拓展、引申迁移
探究活动:海水运动是大规模的,能量不但是巨大的,而且无污染。设想如何才能充分收集利用海水运动的巨大能量为人类服务?
学生活动:利用课余时间,上网或利用图书馆查询相关资料
设计依据:开展实践活动、开发课程资源,是现代教育发展的趋势,有利于培养学生的实践探究能力、参与社会的能力。
对于本节课的板书我主要采用了简洁明了,重点突出,条理清晰,表文结合的设计方法。让学生通过板书可以明确本节课所学的知识内容以及重难点。
以上为《规模的海水运动》说课稿全文!
说课稿开场白篇二
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说课稿开场白篇三
本课选自上海市九年制义务教育音乐教材一年级第一学期“上学”主题单元。这个单元的教学活动对于教师和学生来说都是一个新的开端,是一年级新生脱离幼儿教育进入初等教育的重要一环。因此,第一单元的主题为“上学”,旨在通过音乐听赏、歌曲学唱和游戏等活动来激发学生的学习兴趣,培养学生良好的音乐学习习惯,引导学生快乐地进入小学阶段的学习生活。
针对低年级学生好动、好玩的年龄、心理特点,我抓住唱游教学“动中学、玩中学、乐中学、创中学”的特点来设计本课,以愉快教学法贯穿始终,力求引导学生在轻松愉悦的教学氛围中参与唱游课的学习,喜欢参与唱游课的各项音乐活动。
本课的教学目标为:
1、听赏乐曲《快乐的早晨》,引导学生辨别不同的音乐情绪,并能展开联想用肢体语言来表达自己对音乐的感受,培养学生的即兴想象和创造能力。
2、引导学生在音乐伴奏下律动,鼓励学生表演与众不同的动作。
3、通过多种方式,学习感受音的长短。
4、培养聆听音乐的习惯。本课的教学重点和难点是指导学生能静静地聆听音乐来感受音乐所表现的情绪,想象音乐所描绘的情景。 教学分四个环节:律动“飞”、音的长短、欣赏乐曲《快乐的早晨》、角色体验。
“飞”是唱游教学的基本律动。音乐中学生学习用基本舞步碎步行走,并且上下摆动双臂来模仿鸟儿自由地飞舞。这个律动在新生入学的第一节唱游课上我就会开始教。由于学生身体活动的协调性有差异,因此在教学中我采用层次递进、模仿求异的方式来指导学生。本课为第三教时,我将在学生掌握基本动作的基础上,给予启发性的语言和动作示范,指导学生尝试用各种姿态的“飞”,并提示学生音乐结束时能即兴设计一个简单的静止造型动作,让同学和老师猜猜模仿了什么?此活动不仅能有效激发学生的学习兴趣,也有利于培养学生养成良好的律动习惯,如:律动时首先需要时刻倾听音乐、有韵律的活动;律动时能与他人协调合作、搭出动作造型;律动时能注意活动空间;律动时自己的动作有创意、尽量与众不同等等。
音乐是听觉的艺术。因此,我认为从一年级开始就应重视培养学生养成认真聆听音乐的习惯。本课从听觉入手,通过多种形式引发学生聆听体验感受音乐。在教学的第二环节中,我出示“耳朵”的图形,来引导学生思考并讨论“耳朵的作用”,然后让学生闭上眼睛聆听各种音响效果。如:我先敲击铜锣,声音一长一短,请学生用嗓音模仿后,再选出与之相符的卡片一。再让学生听辨包着的小闹钟,用嗓音模仿后,再选出与之相符的卡片二。然后用三角铁模仿正点的钟声,引出乐曲《大钟与小钟》,让学生用肢体动作表示大钟“当——”的声音和小钟“嚓嚓嚓嚓”的声音。
在初步学习感受“音的长短”的基础上,我又设计了两组游戏:
1、乐器听辨。就是通过敲打三角铁与木鱼、小铃与双响筒、鼓与锣等,让学生进行比较,听辨哪个乐器发出的声音长?哪个乐器发出的声音短?也可以让学生两个一组,相互敲一敲,猜一猜。
2、奇妙的线条。让学生根据卡片上的线条的长短用la音长出声音的长短。在这个环节中,使用各种直观教具进行声音长短的比较,是利用学生的听觉直观;看长线、短线,利用了学生的视觉直观;然后边听边用嗓音模仿音的长短,把无形的声音——变为有形的声音——再变为无形的声音,遵循着小学生的认知规律,完成了从具体到抽象的过渡。
乐曲《快乐的早晨》是美术片《熊猫百货商店》中的一个音乐片断。乐曲开头有一段引子,单簧管和长笛模仿了清脆的鸟鸣声,我抓住这一特点引导学生先静心聆听全曲,展开想象,听后自由讨论感想。接着为帮助学生感受音乐情绪前后的变化,我采用分段听赏的方式引导学生展开对比。乐曲的前一部分,弦乐奏出的长音和木管奏出的非连音为大家描绘出美丽而宁静的清晨。在学生听赏的同时,我即兴地在黑板上逐一贴上鲜花、树木、绿草、太阳等图案,听完后师生共同解答:这段乐曲表现了一天里的哪段时间?显然,舒缓的音乐加上鸟鸣声传达了早晨美丽幽静的景色。接着出现了乐曲活泼、明快的主旋律,描绘了森林里的早晨热闹而欢快的活动情景。我在画面上继续添加上各种小动物的造型,并启发学生思考:这是个宁静还是欢快的早晨?为什么?这样的早晨你喜欢吗?请给乐曲起个名字。让学生根据音乐情绪进行讨论和命名。用描绘晨景的图画配合音乐欣赏,可以帮助学生体会音乐的动与静:快乐的早晨与宁静的早晨,加深对音乐的理解。然后出示课题,并简单介绍音乐描写的故事。最后再完整地听赏全曲,欣赏动画版的音乐视频,建议学生可以跟着音乐的节奏击拍等等,来感受音乐欢快的的情绪。
实践和创造教学是培养音乐能力的途径。课堂音乐活动中的创造主要在于培养学生求异思维和创新能力。本课中的 “角色体验”是上一环节的延伸与拓展。让学生根据对音乐的感受,即兴扮演花草、树木、小动物等不同角色,用肢体动作来感受音乐情绪的变化,表现各种大自然的情景。这个环节,刚入学不久的孩子们很容易因为太兴奋而无法控制自己的行为。因此,教学中要尤为关注课堂生成,把握参与活动的尺度,如分工、人数等。注意不同班级不同学生的反应。提示语简洁生动,多以优美的歌声、乐声、舞姿吸引和感染他们。及时地指导、鼓励、帮助以及恰当的奖励,使孩子们体验到音乐创编活动的乐趣,获得参与表现音乐的满足感。最后,在即兴表演的基础上,结合学生实际,引导他们说说属于自己的《快乐的早晨》,鼓励他们表演自己第一天上学路上的情景,然后唱着上节课学会的歌曲《上学》离开音乐教室。
这节课是本学期的第三节课,仍属于起始课。在起始阶段,任何教学内容的学习都应注意习惯的培养。如,起立、坐下、师生问候等常规都可以赋予音乐性,用音乐的形式来实现。此外,在教学的各个环节中,教师的点评与孩子们的伙伴互评不仅能强化学生听、唱、玩、创各个音乐活动的良好习惯,而且能提高学生的语言表达能力、审美能力和鉴赏能力,为今后的学习奠定基础。我希望通过我亲切的教态、生动的语言、有趣的活动设计来激发学生对音乐学习的兴趣,让他们感受到上学的乐趣,体验当一名小学生的自豪,从而以愉悦的心情参与到新的学习环境中来。
说课稿开场白篇四
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说课稿开场白篇五
教材分析:
《把掌声分给她一半》是小语第十一册“体育”这一单元中的一篇主体课文。本单元的五篇都与体育有关,虽然题材风格不同,但是都充分展现体育运动的“力与美”,颂扬了体育精神的伟大。
本篇课文选自鲁光的报告文学《中国姑娘》。记叙了中国女排队长孙晋芳在训练、比赛中的几件事,塑造了一个鲜活感人的女排队长形象,再现了她顽强拼搏,团结协作的精神。
学习这篇可以让学生体会到塑造人物的方法,感受到团结奋斗的体育精神。
我所面对的是六年级的学生,他们已经基本具备了一定的阅读能力,初步了解课文的内容没有问题,但是由于文中的人物和事件的发生距离现在有20几年了,学生对那段中国排球的历史,对人物所具备的体育精神,在认识上有一定的困难。尤其,这是一篇以体育为题材的典型人物报告文学作品,对作者刻画人物的方法还不十分明确。
基于以上对教材的理解,和学情的分析,我确定了如下教学目标。
1、知识与能力:识记生字新词,了解课文内容,体会多角度刻画人物的方法。
2、过程与方法:通过“自主质疑—合作解疑—创意表达”的学习过程,感悟人物形象。
3、情感态度和价值观:理解所体现的团结、拼搏、奋进的体育精神,认识到“祖国的荣誉高于一切”的民族精神。
感悟鲜活的女排队长的形象,理解团结、拼搏、奋进的体育精神。
体会多角度刻画人物的方法
课标中指出:阅读教学过程是每个学生精心读书获得个性体验和独特感受的过程,是教师引导学生在阅读实践中不断实现自我建构,学会阅读,促进表达的过程。为此本节课我主要采用“质疑研读法”,借助动态画面的“直观感受法”,以读促写,读写结合,以学定教,顺学而导,最大限度地发挥学生的主动性、发展性和创造性,达到“无为而治”的教学境界。
质疑------------解疑------------拓展
(问题意识) (合作意识) (运用意识)
说课稿开场白篇六
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教材:北京市义务教育课程改革实验教材语文第4册第三单元第6课
课时:第一课时
《语文课程标准》指出:阅读教学是学生、教师、文本之间对话的过程。阅读教学应让学生在主动积极的思维活动中加深理解和体验,有所感悟和思考。因此,针对低学生的年龄特点,利用图文并茂的多媒体技术辅助教学创设情景来激发他们的学习热情,为学生创设合作学习的机会,注重师生之间,生生之间的相互交流,使学生充分的与文本对话,体会文本情感,从自主参与学习中主动感悟文章蕴含的道理。
在低年级段中,识字、写字是教学重点。因此,在低年级的阅读教学中要有机的渗透字词的学习,让学生在阅读中识词,在情景中理解词。
1、教材分析
《动物时装表演》是北京市义务教育课程改革实验教材第四册第三单元的第二篇课文。课文语言简洁,结构严谨,文中插图形象鲜艳。本文通过一场时装表演,介绍了5种动物的皮毛及作用说明动物为了生存,都有自我保护性能和特殊性能,使人们感到大自然中动物十分奇妙、有趣。
《动物时装表演》是一篇有趣的科普知识课文,通俗易懂,采用简洁生动的语言,描绘出物中动物时装的作用,本课作者赋以小动物以人的思维与感情,文中通过其他小动物的对话和简单的儿歌间接地介绍了五种动物时装的特点。让孩子们在读中理解动物时装的特点,在评选最佳时装表演时让他们懂得动物的皮毛各有各的用处,对大自然中的动物产生兴趣。拟人手法的运用不仅使语言生动形象,而且增强了课文的感染力。本文浅显易懂,趣味性和知识性很强,学生很感兴趣,在学习中能满足个人的兴趣。
2、学情分析
现在的学生由于在家中多为认识事物的规律是由年龄特点、生活经历和知识经验所决定的。由于二年级的学生年龄小、阅历短、知识经验贫乏,思维正处于具体形象为主时期,他们认识事物总是循着由浅入深、由个别到一般由具体到抽象、由感性到理性这一规律进行的,所以在教学的时候,我坚持形象直观、启发诱导、由易到难、循序渐进的原则,把说和练有机的结合在一起。
3、教学方式与手段:
教具准备:多媒体课件
教学方式:体验、合作
1、 朗读课文,知道动物的皮毛各有各的作用,对大自然的动物产生兴趣。
2、 培养学生的观察能力、口语表达能力和语言的感悟能力,提高学生学习语文的兴趣。
重点:
有感情地朗读课文,体会动物的皮毛各有各的作用。
难点:
最佳时装的评选。
一:激趣导入:(播放配乐人物时装表演的图片)
同学们请看,他们在做什么?对了,在展示自己样式新颖的服装,而今天登上这个表演舞台的却是我们的动物朋友,他们也想通过时装表演的形式让更多的人也了解它们的时装。你们想看吗?
【设计意图】以学生熟悉的人物时装表演引出课题,提高学生学习的兴趣。在观察人物时装表演的同时也体会到:样式新颖的服装就是“时装”。
二、读演结合,初步理解
1、借助拼音自读课文,初步感悟读音及内容。
2、导学“装”。
⑴在这一课又有很多新的字朋友来帮我们了,看他们来了我们认识一下。(课件呈现本课生字,生拼读)
⑵分析“装”字结构介绍衣字底,引导识记。
⑶强调笔画笔顺,生边说笔顺边书空。
⑷巡视指导强调书写要点,生描红临写。
3、再读课文,思考有哪些动物参加了时装表演?它们的时装什么样,有什么作用?
4、说一说你最喜欢哪种动物的时装,为什么?
5、用不同的方式来汇报,可以读课文,可以用自己的话说,还可以做动作演一演……
孔雀
(1):课件出示孔雀图:(不同姿势的)
孔雀给你留下了什么印象,你能用一句话夸夸它吗?
孔雀的这件时装不但颜色多,而且色彩艳丽,真是件“五彩缤纷”的时装。(板书:五彩缤纷强调“缤”的写法 了解到:五彩缤纷—— 颜色多,色彩艳丽 )
(2)你能读出孔雀的美吗?(指导学生读句子)
课件出示:孔雀穿着五彩缤纷的时装,在乐曲声中欢快的舞蹈。(学生读,师适时点评)
(3)师:场上立即响起了一片“喝彩”声。他们在大声称赞( )!
【设计意图】在汇报中,学生了解到:喝彩——大声叫好 同时,也练习了用“称赞“一词说话,为写话做准备。
(4)了解:雄、雌孔雀时装的不同:
①在孔雀家族中,还有这样一群孔雀(电脑出示“雌孔雀”图片),它们是谁?(孔雀姑娘)
你觉得谁的时装漂亮?(电脑出示“雄孔雀”图片)
生:“雄孔雀”漂亮
生2:“孔雀兄弟”比“孔雀姑娘”漂亮多了。
生3:“孔雀兄弟”的五彩缤纷的时装漂亮。
……
【设计意图】借助图片了解“孔雀姑娘和孔雀兄弟”的样子,理解松鼠说的话 “这是孔雀兄弟,孔雀姑娘的时装可没有这么漂亮!”
②采用不同形式的读引导学生读出自己独特的体验和感受。
③修改板书,强调知识点。
谁拥有五彩缤纷的时装?(指板书:孔雀(兄弟) 五彩缤纷)
④到了每年的三、四月份,孔雀兄弟们总喜欢在孔雀姑娘面前展开漂亮的尾羽,不停的舞蹈,它们在干什么呢?
(在交流中了解孔雀开屏的用途)
(5)把二、三自然段的内容连起来读一读,再次感受孔雀兄弟的美。
青蛙
假如你就是一只小青蛙,你会怎样向评委介绍自己的时装,而争取高分呢?把自己对课文的理解说出来、读出来、演出来。
其它
⑴还有三位小动物没登场,想想它们会怎样介绍自己的时装,关键是让评委们一听就知道你的时装有什么好处。
⑵学生准备,表演。
三、评议结合,深化理解。
1、提出问题,开展评议。
小动物们能评出最佳时装吗?说说你的理由。小动物的时装尽管颜色、质地有所不同,但对自己生存有用处,所以都是最佳时装。
2、知识拓展:
在大自然中,不但动物有自己的最佳时装,昆虫们也有。请看这些图片中就藏着一些昆虫朋友,(电脑出示“竹节虫”、“花螳螂”、“枯叶蝶”图片)找一找,这些朋友在哪儿?
【设计意图】拓展学生的知识量,也为课下继续搜集动物图片做激趣准备。
四、拓展延伸
通过今天的阅读,你有什么收获或想法?
这一届的动物时装pk赛结束了,第二届的动物时装pk赛又将紧锣密鼓地筹备了,你想推荐谁来参加?它的时装有什么特点呢?请同学们课下仿照文中的写法,来介绍你所推荐的动物的时装的样子、作用。
板书设计:
动物时装表演
孔雀(兄弟) 五彩缤纷 吸引
北极熊 雪白皮袄 保暖
刺猬 一身硬刺 保护
青蛙 草绿色 隐蔽
变色龙 按需变色 隐蔽
五、 效果评价
以读为本,理解感悟。在整个教学过程中,教师以引导者和促进者的身份出现,不断调动和激发学生的读书兴趣,让学生通过自读,指名读,评读等方式读熟课文。充分注意到了多种形式的读交叉进行,在读中让学生了解文章内容,在读中抓住重点,了解动物皮毛的特点及作用,在读中体会情感,感受大自然中动物的奇妙及有趣。
六、设计特点
1、以学生熟悉的人物时装表演引出课题,提高学生学习的兴趣。在观察人物时装表演的同时也体会到:样式新颖的服装就是“时装”。
2、为了培养学生们良好的听说和语言习惯,在活动中通过回答、评议,呈现积极交流、双向互动的局面,同时有利于学生形成良好的听说态度和语言习惯。
3、在教学中,抓住阅读理解的重点,创设表演等生动而富有情趣的教学情境,使学生的感知觉处在兴奋状态,引起无意注意,从而激发其学习的积极性。让学生在情境中得到知识的吸收,情感的熏陶,能力的培养。
说课稿开场白篇九
《老人与海鸥》用平实的语言向我们讲诉了老人与海鸥相依相随、和谐幸福的时光,讲诉了海鸥在老人的遗像前连声鸣叫,肃立不动送别老人的情景。文章条理清晰,平静的叙述中掩不住真情和感动,让人无限回味!
第七组课文的主题是“人与动物”,单元训练重点是:继续练习用较快的速度阅读课文,注意体会课文表达的.思想感情;揣摩作者是如何把人与动物之间的感情写真实、具体的。教学第七组的开篇课文,我把单元训练的意识、文本表达的特点、学生的学习需求综合起来考虑。拟定了这样的教学目标:
1、学习文中8个生字,积累好词佳句。
2、练习用较快的速度读文,并在脑海中形成画面。
3、引导学生品词析句,感情朗读,感悟老人与海鸥之间浓厚的感情。
4、在品读课文的基础上,学习作者的写法。
教学重点:
揣摩、品味语言,感受老人与海鸥的浓浓深情,在潜移默化中受到热爱自然,热爱生命的熏陶。
1、说教法:本文语言明白晓畅,学生容易读懂。为了让学生更深入地感悟文本,我准备在教学中采用朗读理解法、引导点拨法、情境渲染法。
2、说学法:结合课文特点和六年级学生学习能力,在本课的教学中我将引导学生:动情诵读、圈点批注、品词品句、书写感受。
“语文”拆开来说就是语言文字的学习,语文教学的根本是引导学生理解和运用祖国的语言文字。阅读教学不仅要引导学生读懂课文内容,而且要学习积累课文语言,领悟课文的写作方法。体现语文课程工具性和人文性相结合的特点。
(一)用音乐轻叩学生情感的大门,导入新课。
播放音乐《丹顶鹤的故事》,学生说说聆听歌曲的感受。接着出示资料,让学生带着满怀的感动,认识吴庆恒老人,为走进“老人与海鸥”的故事做准备:板书课题。
教学设想:“转轴拨弦三两声,未成曲调先有情”情感是语文课堂魅力的元素。
(二)初读课文,读好重点词,把握课文主要内容,形成画面。
让学生带着“认真读文,画出你感受深刻的词语,并尝试理解;认真读文,说说你脑海中会出现怎样的画面”的任务初读课文。检查学生对重点词语的掌握,引导学生用自己的话描述文中的画面:
板书:相依相随 悲伤送别
教学设想:通过描述画面既训练了学生语言表达的能力,想象的能力
又实现了学生对课文主要内容的把握。把握主要内容是整体感知课文的有效方法,是品读句段、领悟写法、学以致用的基础。
(三)聚焦重点句段,品读课文,用心感受。
请同学们把心放到文章中细读课文,边读边想:你看到了一位怎样的老人;哪些内容让你感觉美好,心情舒畅;哪些内容让你意想不到,心灵受到震撼。边想边画出相应的句段,并写下心中的感受。
预设品读交流的内容:
a、初见老人。
学习第二自然段时我引导抓住“褪色、每天、二十余里”体会这是一位勤俭的老人,是对海鸥无私付出的老人。
b、相依相随。
1、文章第三自然段生动地描绘了老人喂海鸥的情景。我准备引导学生通过抓住老人喂海鸥的句子体会到了什么?(老人无微不至地爱着海鸥)
揣摩描写海鸥的词语“应声而来、扫、起起落落”体会老人与海鸥的和谐、默契;引导学生想象白鸥翻飞的美丽画面,并动情美读。
2、在海鸥的鸣叫声里,老人抑扬顿挫地唱着什么。侧耳细听,原来是亲昵得变了调的地方话……
这里那个词暖暖地触动了你的心坎?(亲昵)你从中体会到了什么?(海鸥就是老人的亲人,老人的儿女。)并相机引导学生找一找文中还有那些内容让你有这样的感受。
c、悲伤送别。
1、“一群海鸥突然飞来,围着老人的遗像翻飞盘旋,连声鸣叫,叫声和姿势与平时大不一样,像是发生了什么大事。”
从“翻飞盘旋”中你们体会到了海鸥们怎样的心情?(焦躁不安、心如刀绞)
连声鸣叫是海鸥们的声声呼唤,声声哭泣。他们会“连声鸣叫”些什么呢?请同学们想一想,写一写,替海鸥们说一说。
2、品读16自然段时我引导学生品味、想象海鸥“瞻仰、肃立不动”情景,体会海鸥的心理活动。感受老人与海鸥不是亲人胜似亲人的浓厚情感。
3、引读:想到再也见不到老人了,再也听不到他亲昵的呼唤了,哪怕是一张照片,所以——学生读
当我们不得不去收起遗像的时候,海鸥们像炸了营似的朝遗像扑过来。它们大声鸣叫着,翅膀扑得那样近,我们好不容易才从这片飞动的白色旋涡中脱出身来。
让学生以读感受海鸥们的悲痛欲绝。(抓住“扑”字体会用词的形象。)
教学设想:学生融入文本,对语言文字揣摩品味,动情诵读,一方面张扬了学生的个性,另一方面课文语言成了学生情感抒发的载体。有效训练了学生的语感。
(四)统观课文,关注写法。
让学生交流作者写人,表达的方法,教师随机板书:通过老人的外貌,动作、语言、神态刻画他勤俭的形象和美好的心灵。通过海鸥动作的形象而传神的描写体现了海鸥的充满灵性,老人与海鸥感人至深的亲情。
教学设想:语言文字的学习出发点在“知”,而终极点在“行”。领悟作者的写作方法,是阅读教学通向学生写作能力的一座桥梁。
(五)援引图片资料总结,升华情感。
今天在昆明的翠湖边,你可以看到这样一尊塑像,这就是可亲可敬的海鸥老人,一个人只要能坚持内心美好的操守和至死不渝的付出,哪怕他再平凡再普通,也可以活成别人眼中的丰碑!
1、 课外搜集有关人与动物和谐相处的故事。并写出自己的感受。
教学设想:这样的作业设计源于文本,又超于文本。学生完成作业的的过程中既扩大了阅读面,又训练了写作能力。
依照课文的思路、情感的轨迹,我设计了词语式板书,用以辅助教法的实施和学习的落实。
老人与海鸥
相依相随悲伤送老人
浓浓亲情
外貌、动作、语言、神态
形象、传神
说课稿开场白篇十
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