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说课稿初中语文 阳关三叠说课稿初中篇一

让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来,我为实现自己的梦想和追求不懈地努力着。今天,借此平台,希望各位老师指导我的说课,使我更快的成长。

我说课的内容是pep book 4 unit 5 b let’s talk.。主要从教材分析、教学策略、教学程序 、板书设计、教学评价等方面作具体的阐述。

下面我先来说第一个板块——教材分析中的第一环节——说教材

本单元的话题是shopping. 购物与我们的生活息息相关,本课的知识点是大部分学生乐于学习和接受的,相信他们对本课的学习充满期待。

第二环节——说教学目标

根据《英语课程标准》的教学理念,教材特点以及四年级学生的实际情况,将本课时的教学目标确定如下:

[认知目标] 能够听、说、认读本课时的主要句型:a pair of …for… what size? how much are they? we’ll take them.

[能力目标] 能够跟录音朗读对话,并能分角色进行表演。能够较好地完成group work中的调查表格.

[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口,积极参与交流。并让学生在学习的过程中,培养他们的合作意识和竞争意识。

在仔细研究教材和分析学生的心理和生理特点的基础上,我认为本课重点是掌握有关购物的句型:如how about this pair? are they nice? how much are they? they are yuan.等价格的复数表达法。难点是a pair of …for… 中for的含义;what size? size的发音;we’ll take them. them 的发音以及理解这句话的含义。

第二个板块——说教学策略

本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学,充分发挥教师的主导作用和学生的主体作用,利用现代教育技术优化教学过程,通过课件为学生创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望内。努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动,鼓励学生开口就说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,从而从根本上打破传统的课堂教学方法,建构一种新型的现代教育模式,使学生在更轻松更愉快的环境下实现更多的信息交流,真正做到快快乐乐学英语,扎扎实实打基础,向四十分钟要质量,向课堂教学要效益的最终目的。

说课稿初中语文 阳关三叠说课稿初中篇二

(一)

一、 教材分析:

教材内容为篮球的运球选自《体育与健康》水平四的教材内容。球类是学生喜爱的运动项目,它是有良好的综合健身作用,能够培养学生团结、协作、积极进取和拼搏精神。中学篮球教材由基本技术,简单战术和教学比赛三部分组成,基本技术在整个教学内容中比重较大。初中阶段重点是学习各种基本动作,选择运球技术作为教材内容,是根据初二学生的生理、心理特点和认知技能水平情况而定。因此,将本课的运球的重点确定为运球时的按拍部位,难点为控制球。

二、 学情分析:

我授课的对象是初中二年级学生,他们对篮球的兴趣比较浓,不仅有一定的基础,而且部分学生的技术已相当熟练,因此对本课的内容表现较强的求知欲。所以在教学中适当增加练习的难度,提高实战中的应用能力。

三、 教学目标

1、认知目标:通过愉快、自主的教学氛围,使学生在学习篮球运球基础上得到提高,培养篮球运动的兴趣,增进身心健康。

2、技能目标:通过本课学习,使85﹪以上的学生正确掌握运球技术与方法,提高手对球的控制支配能力。

3、情感目标:给学生展示的机会,增强自信心,发展其个性思维及想象力,培养他们团结协作的精神。

四、 教法与学法:

教法上采用启发教学,讲解示范,分组练习法,激发学生的学习兴趣,使学生在头脑中建立正确的动作概念,明确要领,学会练习方法。在学法上,采用分组合作的练习形式,加上教师的共同参与,让学生自我体验,相互评价,相互促进。

五、 教学结构

根据人体生理机能、活动能力的变化规律,本课划分为激发与引导、学习与体验、恢复身心三个部分。

(一)、激发与引导

在开始部分,以球操和游戏为练习内容,利用这样的方式,提高学生的注意力,并激发学生的学习兴趣,使学生的机体能迅速过渡到运动状态。

(二)、学习与体验

这一部分是课的主体部分,是"教与学"的重点。首先通过球性练习使有关肌肉、关节、韧带得到充分的活动,培养学生的球感和身体协调性,而且与要学的技术动作有机结合,并鼓励学生大胆自我创新,带领全体学生一起练习,给学生自我展示的机会,从而调动学生的创造性思维和学习的主动性。其次运用各种原地运球练习,改进提高原地运球技术动作及控制球的能力。在学生情绪已活跃的基础上,学习行进间运球技术,提高学生快速运球能力,并设计多样的练习方法和路线,提高学生练习的兴趣。教学步骤由浅入深,由易到难,分层递进,激发兴趣,达到初步掌握技术动作的目标。让学生充分把所学技术运用到实践中,同时培养学生团结协作的精神。

(三)、恢复身心

把太极动作运用到篮球上来进行放松,以达到稳定情绪,恢复身心的目的。最后进行对课的练习效果进行评价,对学生的成绩给予肯定和表扬,提出今后注意事项,从而结束本课教学。

六、 教学特色

以培养学生的基本活动能力为目的,充分发挥教师的主导作用,突出学生主体地位,始终在师生的共同活动中愉快、轻松、活泼地进行教学,力求体现"大容量、高密度"的教学特色,以达到最优化的教学效果。

课的设计:

本课平均心率预计:130-140次∕分,强度预计:1.2-1.4,练习密度预计:50-60﹪

以上是我说课的内容,有不当之处敬请各位专家评委批评指正,谢谢!

(二)

一、说教材:

教材内容为篮球(复习原地运球,学习直线运球)和接力跑游戏,均选自省编中学《体育与保健》教材第一册内容。球类是学生喜爱的运动项目,它具有良好的综合健身作用,能够培养学生团结、协作、积极进取和拼搏精神。中学篮球教材由基本技术、简单战术和教学比赛三部分组成,基本技术在整个教学内容中比重较大。初中阶段重点是学习各种基本动作,尤其是在初一教材里基本技术动作所占的比重最为主要。选择直线运球技术作教材,是根据初一学生的生理、心理特点和认知、技能水平情况。因此,将本课直线运球的重点确定为运球时的按拍部位,难点为控制球。初中的接力跑教材分迎面接力跑,圆圈接力跑和接力区交接棒的接力跑,本课利用篮球和呼拉圈在篮球场地中进行接力跑,进一步增加接力跑的知识性和趣味性。接力跑游戏的重点定为提高学生的快速跑能力和灵敏素质等。根据以上认识特制定以下三方面的教学目标:

1、认知目标:1)了解本课的练习方法,明确篮球原地运球、直线运球的技术原理及作用,能正确区分原地运球和直线运球的不同之处。认识篮球运动的目的是全面发展身体素质、增进健康。2)90%以上的学生明确本课目标。

2、技能目标:1)通过本课学习,使85%以上的学生正确掌握原地运球技术,75%以上的学生在一定速度中能正确运用直线运球技术,提高手对球的控制支配能力。2)发展学生的灵敏、速度素质,提高协调性及快速反应能力。

3、情感目标:1)培养学生积极进取、顽强拼搏、力争胜利的竞争意识及团结协作、吃苦耐劳的优良品质,强化学生的爱情感,提高想象、交往能力,发展学生个性和心理素质。2)95%以上的学生对情感目标的接受。

二、说教学程序:

在课的结构上,从"身心协同"的基础观点出发,依据初一学生的身心特点,采用"收心热身、愉悦心身---育心强体、磁智促技---稳定情绪、恢复心身"的三段结构。

1、在收心热身、愉悦心身阶段,用我国男篮健儿在奥运会上的优异表现引入教学主题,通过开口螺旋形跑,活跃气氛,集中学生的注意力,紧接着成闭口螺旋形跑至站位做球性练习,通过球性练习能使有关肌肉、关节、韧带得到充分的活动,而且与要学的技术动作有机结合。因学生水平各异,最后一个球性练习为自由创想展示练习,给学生自我展示的机会,从而调动学生的创造性思维和学习的主动性。这部分用时为9分钟。

2、第二阶段,首先,运用各种变化的原地运球练习,改进提高原地运球技术动作及控制球的能力,在运球中要求学生养成观察前方的良好习惯,重点强调正确的身体姿势和脚部动作,为主教材教学做铺垫。在学生情绪已活跃的基础上学习新教材,进入直线运球教学,我用启发性的语言和直观对比,使学生能较清楚地认识到"球的反弹角度与手按拍有直接关系"等道理,并运用不同信号手段组织学生进行直线运球练习,然后安排学生进行直线运球追逐,使教学步骤由浅入深、由易到难、分层递进、对比探索、激发兴趣达到初步掌握技术动作的目标。练习中我突出要求学生相互观察、相互纠错、共同提高,充分体现和谐互助的精神。在这阶段中,我还注重在练习队形图形上进行变化,一方面充分利用篮球场原有的线路,另一方面克服重复练习带来的枯燥感。这部分用时20分钟。

在接力跑游戏的按排上我设计了一组以支持北京申办奥运会的为主题、益智健体的接力游戏。在场地的布置上,我用奥运会五环营造团结友谊、积极进取、奋发向上的氛围,运用游戏竞赛法,激发学生练习的积极性,并在每一次竞赛间隙都设计一些有关奥运会的知识的问题让负队学生回答,一方面以激发学生的爱国主义情感,另一方面给负队一次充分发挥集体的智慧获取胜利和成功的机会,在教学中充分体现出启迪心智、发展思维、强身健体、体验成功的现代体育教学观念。这部分用时12分钟。

3、第三阶段,围着五环放松,后运用"笑与不笑"游戏,以达到稳定情绪、恢复心身的目的。最后进行小结,对本课的练习效果进行讲评,对学生的成绩给于肯定和表扬,提出今后注意事项,从而结束本课教学。

三、说教学特色:

1、本课以"愉快教学法、成功教学法"作为指导思想,以发挥学生的认识能力为核心,以培养学生的基本活动能力为目的,充分发挥教师的主导作用,突出学生的主体地位,始终在师生的共同活动中愉快、轻松、活泼地进行教学,力求体现"大容量、高密度"的教学特色,以达到最优化的教学效果。

2、整堂课始终在一个篮球场地中进行,布置简单清楚,器材实用,富有喻意,坚持"一场多用、一线多用、一材多用的指导思想。

四、课的预计:

本课平均心率预计:130--135次/分;最高心率为:170次/分;出现在约三十八分钟时,即接力跑教材时;估计练习密度为40--45%左右。

(三)

一、设计思路

本课主要任务有:1、学习行进间运球技术动作;2、激发学生对篮球和体育锻炼的兴趣;3、通过游戏和小组竞赛增加学生的锻炼手段;4、培养学生自主学习的习惯和合作精神。因此,结合《体育与健康》目标要求,针对初中学生的身体素质和完成动作的能力,本课的学习目标设置为:

1、基本掌握行进间运球的方法,体验行进间按拍球和控制球的方法,学会行进间运球技术。

2、在各种运球练习中提高动作的协调性,发展速度、灵敏等体能。

3、培养竞争意识和合作精神,增进自主探究的学习能力。

二、教材特点

本次课的教材是初中篮球运动的行进间运球技术,运球是篮球运动中主要的基本技术。运球是全队进攻的基本保障,是篮球教学重要组成部分,是完成其他各种技术和战术的基础。所以要引导学生重视学习和掌握这一技术。因此,本课重点解决学生低头运球技术学习的问题。为以后的教学打好基础。运球接力和小组竞赛主要是为培养动作协调性,使学生养成良好的合作意识而为终身体育打下良好基础。

本次课的学习要点与重难点是:行进间控制球的技术和能力。要求运球时手腕要放松,向下挤压动作拍球,而不是抽打动作;运球时应该抬头,时刻观察场上情况。难点:运球的正确手型和运球姿势。

三、教学方法

因为篮球的教学技术含量较高,教起来比较单调枯燥,所以本次课尝试在内容选择安排上进行创新,首先侧重于营造能吸引学生喜欢篮球的氛围,安排了学生篮球游戏,在比较轻松的活动中导入课,目的在于激发学习兴趣;其次设计了篮球小组竞赛,目的在于营造轻松氛围,为学生创设自主练习的空间;第三是引导学生自我总结技术进行提升阶段,引导学生结合问题进行思考(如"为什么我的运球被别人抢断?运球动作要领有那些?等问题),这个环节的目的在于培养学生的探究能力。

1、学生学法及场地器材的分析。学生学习方法主要以模仿学习、观察法、合作练习以及探究学习法为主。学生对篮球运动的兴趣高,有一部分学生基础较好,为避免学生对运球练习产生枯燥感。要求学生带问题练习,在练习中找问题。鼓励学生主动尝试其他难度动作。

2、教学的主要方法。在教学过程中,应针对课的学习目标和学生的实际,遵循"从学生的发展出发,构建互动的课堂"的教学理念,主要采用以下几种教学方法:

(1)示范讲解法。学生在看图练习的过程中有了对跳绳运动新的体会,对于练习过程中需要注意把握的事项已经有了初步的认识。因此在教学中试着让学生自己来说说各种跳法的要领,引导学生进行分析、评价,然后教师进行归纳总结。这种教学方法对帮助学生建立较好的正确动作概念有好处,同时也凸显了学生的主体地位。

(2)激趣教学法。兴趣是最好的教师。在课的导入阶段中首先向学生展示了现在学生最感兴趣、最熟悉的nba、cba的篮球明星,激发学生的学习兴趣,而且也让学生明白成为篮球明星的梦想需要通过艰苦努力才能实现的。其次引入了篮球操的练习,引导学生去感受篮球给他们带来的欢乐,通过篮球准备活动让学生感受这节课的与众不同。使用这样的教学方法目的在于能集中学生的注意力;营造良好宽松的课堂氛围。

(3)游戏教学法。在本课的教材运球的学习中使用"游戏教学法"——即"运球接力"、"篮球竞赛".游戏的内容就是本次课重要学习内容——运球。此教学方法运用的目的是:让学生在游戏中体验运球的要领。

(4)自主学练法。本次课想借助形象直观的活动来提高学生对篮球的认识,帮助学生完成课堂的练习。活动上介绍了多种运球练习,在教学中安排了学生练习环节。教师注意观察学生练习过程,及时地给于帮助,有意邀请部分学生们上前亮相。这种教学方法能给学生自主活动和相象的空间;为学生创建展示风采的平台;这有利于学生的自主学习和创新能力的培养。

(5)合作学习法。准备在运球活动的拓展练习中运用团队(合作)教学法。设计了小组合作学习运球技术动作和游戏。这种教学方法有一个突出的特点:能帮助学生形成强烈的集体意识。通过组织小团队练习或分组比赛,一方面可互相促进技能的提高;一方面提高课堂教学的运动密度;一方面能促进学生合作精神的培养。

四、课堂程序

(一)、开始部分(约7分钟)

1、集合整队——集合队伍,检查人数,整理服装,进行课堂常规教育。

2、准备活动。

(二)、基本部分(约29分钟)

1、激趣导入阶段——出示挂图。

2、运球接力游戏。(约10分钟)

⑴、运球接力游戏竞赛

⑵、发现问题,()引导学生来当"小老师"说说篮球运球的技术动作要领(一是抬头,二是手心不触球,三是以肩关节为轴。)

⑶、回到比赛

⑷、小结,教师点评。

3、分组竞赛游戏——进行竞赛游戏安排;结合教学要求进行点评。(约15分钟)

⑴、分组竞赛游戏

⑵、教学比赛数分钟后停止比赛,组织学生寻找比赛不能顺利进行的原因。然后,教师告诉学生不能自如地运球,即失去了在篮球场上一半的自由,以强调篮球运球技术之重要。并简单讲述运球规则和正确的方法,强调运球时手心不触球。

⑶、示范运球,学生模仿。

⑷、回到比赛。

⑸、教师巡回指导。启发指导练习阶段——教师关注学生练习过程,引导学生来当"小老师"说说篮球运球的技术动作要领(一是抬头,二是手心不触球,三是以肩关节为轴。);教师适时进行评价、归纳、总结。

(三)、结束部分(约4分钟)

1、结束阶段——带领学生进行放松练习(播放轻音乐)

2、课堂总结

3、整理回收器材

4、师生道别

本次课我之所以选择这样教材内容、教法及设计程序,主要来自教学中的体会。有不少学生对篮球的兴趣浓厚,但是他们往往不愿在球性及基本功上下功夫,最好一到球场马上比赛或投篮练习。忽视篮球基本功的学习,学生就学得不扎实,技术提高慢、不规范。平时的自我锻炼手段少,内容单一。另外也想尝试在教学营造一个相对更自由宽松的环境;希望能通过让学生自主练习及分组竞赛游戏来提高学生自主学习的能力和相关运动技能。

说课稿初中语文 阳关三叠说课稿初中篇三

1、说教材分析:

我所说的教学内容出自首师大版小学《品德与社会》五年级下册第三单元《灿烂的历史文明》中的第四课。

本单元的学习内容属于历史常识,是从灿烂的历史文明角度来看世界。具体到《我国古代的丝绸之路》这一主题,包括两部分内容,其一,古老的丝绸之路,其二,丝绸之路上的友好使者。在两部分中又都包含陆上丝绸之路和海上丝绸之路的内容,我把本主题从新分为陆上丝绸之路和海上丝绸之路两部分进行教学,每部分中都介绍路线的开通、丝绸之路上的经济文化交流和丝绸之路上的友好使者。我将有关陆上丝绸之路的内容(即丝绸之路的路线和友好使者张骞、玄奘的故事)做为第一课时,也就是我今天说课的内容。

这样做,能在第一课时中既让学生清楚认识丝绸之路及丝绸之路上的友好使者,又能在学习过程中给予学生学习方法的指导。在第二课时的时候孩子们能应用第一课时中用到的方法进行自主学习。教师是以一种学习活动的组织者、引导者的身份出现,为学生的自主学习和发展提供充分的空间。

2、说学生分析:

五年级学生对社会现象开始关注,开始有独立见解,但仍有片面性;好奇心有所增强,对新鲜事物开始思考、追求、探索。学习的兴趣更为广泛。

他们已经在日常的学习生活中接触了一些相关的信息,他们对丝绸之路这个名词有印象,但是不太清楚丝绸之路到底是怎么回事,他们对丝绸之路上的友好使者张骞也是知其人但是不太知其事。因此本节课上,既要从学生的年龄特点出发,又要利用学生的这种浅显的已有知识经验,充实和丰富学生对丝绸之路及丝绸之路上友好使者的认识。

3、说教学方式与手段:

基于以上对教材和学生的认识,本课时采用“引导学生的自主学习和小组合作学习相结合的方式”进行。

目标确立的依据:

《品德与社会课程标准》中明确指出:使学生“简要了解一些人类的文明遗产,激发对世界历史文化的兴趣。”“知道我国是有几千年历史的文明古国,感受中华民族对世界文明的重大贡献,萌发民族自豪感和自信心。”

《品德与社会课程标准》倡导教师引导学生自主学习。“创设学生乐于接受的学习情境,为学生自主学习和生动活泼的发展提供充分的空间。”“让学生在活动中探究,在探究中发现和解决问题,引导学生得出有价值的观点或结论。”

依据以上课程标准的要求,依据本课教学内容特点,制定了如下教学目标:

通过读图查找、听、读故事、小组交流、说感受等方式,使学生知道丝绸之路及丝绸之路上的友好使者张骞、玄奘;培养学生读图及分析信息资料的能力;在教学过程中,使学生体会丝绸之路开通的艰辛及开通的重要意义,认识、理解不同文化的交往对社会发展的影响和作用,体会平等、友好往来的重要。

在以上教学目标中,本课时教学的重点有两个,一是,知道丝绸之路的简单知识,二是,体会张骞开通丝绸之路的艰辛和重要意义。第二个重点也是本课教学的难点。

本课的教学我通过以下五个环节完成。

第一个环节,创设情境,导入新课。

1、我使用的是“看图片说一说”的活动,我出示了日常生活中常见物品,让孩子们认识就说出名字,从学生生活入手,激发学生学习兴趣。(利用顺序效果)

2、“你们知道吗,它们在过去还有一个名字,一起看看!”(遮挡功能的使用),让孩子们再读一读。这时孩子们会很自然的想到:他们为什么还叫这样的名字啊?在孩子们表达出他们的这种感受后,我说“它们这样的名字和它们的来历有关系。”

3、(下拉图6)指图说明:“它们来自我国古代的胡人生活的地区,在我国古代称北方和西方的少数民族为胡,来自那里的东西就被称为胡瓜、胡豆了。古时候,还把玉门关以西、葱岭以东的地区称为西域,也就是现在的新疆及其以西的地区。”进而提出问题“那么在古时候,这些胡人的物品是怎么来到中原地区的?”

引出本课的重点学习内容丝绸之路。板书:丝绸之路。

4、通过和学生的谈话“关于丝绸之路,你知道些什么?想知道什么?”了解学生对本课学习内容的认知程度。

(用学生熟悉的物品图片引入,激发兴趣,开始新课的学习。)

第二个环节,认识丝绸之路,是通过看路线图,查找、交流的活动完成的。

1、我充分利用了课本提供的丝绸之路路线示意图(图7),将图提供给学生,并引导全班学生共同交流“看图的时候,我们应该先看什么”(明确看图要先看清图的名字、图上方向、图例,然后再看图的具体内容,),帮助学生养成良好的读图习惯。你从图中获得哪些信息?组织2人一组的学习。

2、学生展示学习成果:

(本环节教学是在学生2人一组的自主读图活动基础上,进行全班交流,使学生获得丝绸之路的出发地、到达地,丝绸之路到达的范围等知识。培养学生读图,从图上获取信息的能力。同时,教师补充到“丝绸之路全长有7000多千米,联系了中亚、西亚,最远到达欧洲、非洲的一些国家,是一条线路长,范围广,所到的'地方多的道路,它是联系东西方的重要通道。”从而落实了本课的第一个教学重点。)

第三个环节,了解丝绸之路上的友好使者,是通过听故事、读故事、讲故事这样三个活动完成的。

1、听故事前,先用课件出示图8,帮助学生初步认识张骞这个人,进而利用白板的书写功能:张骞手里拿的叫“节”,节是代表使者身份的信物,使臣持节就表示是国家派出去的,现在“使节”一词还在使用。(通过此介绍,使学生感受到我国古代文明对现在的影响。)

2、“张骞被称为丝绸之路上的友好使者,你知道为什么吗?”引领后面的学习。

3、讲故事,教师就结合图9讲述张骞第一次出使西域的故事。让学生听故事时带着这样一个任务:“边听故事边想一想:从这个故事中你能知道些什么,你的感受是什么?”

利用拖动复制功能,将故事中重要地方停顿,更明确张骞出使路线。

教师在故事讲到“张骞从长安出发,向西行进,一路上他们必须走在崇山峻岭、人烟稀少的地方”时,出示图10,故意停顿,让学生此时此地设想一下:“张骞他们会遇到什么困难或危险”。帮助学生体会张骞出使西域途中遇到的艰辛。

4、在听完故事后继续追问:张骞没有完成联合大月氏的任务,他是不是白去了?说说你的理由。

(在本环节中,我用故事创设情境,引领学生回到了xxxx多年前,使学生在听故事的过程中,了解张骞第一次出使西域的目的,了解张骞这个人,了解他不怕困难、信念坚定的个人品质,设身处地的理解张骞第一次出使西域的艰辛,培养学生分析资料的能力。突破了“张骞开通丝绸之路的艰辛”这一难点。)

5、了解丝绸之路的重要作用。学生阅读的是课本78页上“张骞第二次出使西域的文字”,读后,不仅让学生说一说“知道了什么”,还进一步引导学生算一算“张骞第二次出使西域距今多少年了?”出示图11,学生从图中标出张骞第二次出使西域的年份公元119年、标出现在的年份xxxx年,然后在白板上进行计算第二次出使西域距离今年多少年。

说课稿初中语文 阳关三叠说课稿初中篇四

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说课稿初中语文 阳关三叠说课稿初中篇五

1、教材的地位及作用

本课是苏教版初中《语文》七年级(上)第四单元第十四课,本单元要点是引导学生学会写景的方法,学会有感情地朗读课文。而《春》是写景抒情散文中的精品,作者以清新优美的语言引导人们去欣赏大地回春的动人景象,并感受春天所带来的蓬勃生机与无限希望。《春》在选材上、谋篇上紧紧扣住了春天的特征,而且在语言的技巧上也充分体现了这一点。因此《春》作为第四单元第一篇是有其道理的,由《春》这一课开始,继而学习后几篇课文来加深学生热爱自然的感情。

2、教学目标

(1)知识目标

a、掌握生字词。

b、学习用鲜明、准确、生动的语言,具体地、绘声绘色地描绘春天的各种景色。

c、学习作者对事物的细致观察和抓住“春天”的特点。

(2)能力目标

a、引导学生品味作者用诗一般的抒情笔调、优美的语言描绘春天。

b、学习比喻、拟人修辞手法的运用。

c、指导学生通过朗读理清文章思路,理解文章内容,把握作者情感。

(3)情感目标

深刻理解作者通过细致生动的描绘充满生命力的春天景象,来表现自己热爱自然,热爱生活,追求未来,积极进取的生活态度和为建设人类美好的春天而履历努力的崇高理想。

[说明]确定以上的三个目标是要体现新课标提倡的知识与能力、方法与过程、情感态度和价值观并重的教学理念。

教学重点:引导学生领司,写好景物必须进行细致的观察,还要逐步学会各种写景方法如修辞手法、表达方式的运用

教学难点:读课文,要求读出有感情,用声音来塑造春天的形象,传达内心的感受。

(1)学情分析。初一的学生已经学习过抒情散文,但具体地学习全篇都是写景的抒情散文还是第一次。因此要引导学生懂得写景要抓住景物特征,还要用准确生动的语言,努力通过本课,做到在理解课文的基础上通过停顿的长短、读音的轻重、语速的快慢和语调的抑扬来传达内心感受。

(2)校情分析。我校是一所乡镇中学,农村的孩子,学习语文较被动,语感较差,语文素质的层次明显,难以用上多媒体。

5、教具的使用

收录机、小黑板、朗读带、《春江花月夜》伴奏带。的散文。

(2)诗文预先写在小黑板上,并还要多写几则,可以轻松自然的扩大学生的知识面、扩大教学容量。

2、听录音、学生静听,通过声音感受春色之美

导语引导着学生回忆春天,现在则是通过声音把学生引入春天的佳境,这样文质优美、简洁明快的散文,不必像以往急着去介绍作者,熟悉文字,而应该创设一种教学环境,将学生由课前分散的注意力转换到集中的、急于求新知的心境上来,主动配合教师学。一遍、两遍,让学生静静聆听,闭目想象,让思绪飞出教室,飞进春意盎然的大自然,去采撷那一片片美丽诱人的春色。莱辛说∶“凡是我们在艺术作品里发现美的东西,并不是直接由眼睛,而是由想象力通过眼睛发现为美的。”同时让学生初步理解课文的内容和思路,完成能力目标中的c点,也为教学难点铺平道路。

3、作者简介

此步骤要求学生在预习时自己查找资料完成对朱自清的认识,课堂上让同学们相互补充。[说明]设计这一步骤是因为朱自清是一位现代著名作家,对他应多作了解。

4、板书生字词

掌握文中的生字词,特别是一些多音字。(抄写在小黑板增大课内容量)[说明]特地设计这一步骤针对农村学生对字词的学习被动、基础较差而设的,同时扩大识字量,为下面的朗读扫除障碍。

5、学生自读,理解欣赏春色之美在这个阶段,学生往往只能直觉意会“美”而不能言传“美”,所以我准备让学生自读课文,找出文中所描写的景物及其特点,理解“春”究竟是怎样美的,作者是如何构思的?讲究层次的?此时教师作示范如∶山——朗润,水——涨,太阳——红,小草——钻,要求学生轻声读,边读、边想、边用笔勾画,自读、自悟、自得、自问。然后小组互动学习、分析、整理所得及所问,派代表参与板书,尽可能让每个学生都有表达的机会。视学生的实际情况,教师也可作如下的质疑,作为对学生思考不足的补充。当然,这些问题事先写在小黑板上,等到同学们讨论得差不多的时候才出示。

(1)写春草作者为什么却写孩子们的嬉戏?

(2)“小草偷偷地从土里钻出来,嫩嫩的绿绿的”为什么不说成“嫩嫩绿绿的小草偷偷地从土里钻出来”?

(3)“花下成千成百的蜜蜂嗡嗡地闹着,大小的蝴蝶飞来飞去。”这句话的前后都描写花,为什么中间夹一句动物的描写。

(4)春风是无形、无色、无味,但作者是通过哪些角度把它写的有情有感的?

(5)写春花作者是按照怎样的顺序来写的?

(6)文章的结尾为什么用“刚落地的娃娃”,“小姑娘”“健壮的青年”来比喻“春天”?最后由教师总结归纳,让同学们能够由点到面,将零散的景物及特点集中。[说明]设计这一步骤旨在培养学生独立阅读、思考的能力。同时再从独立

转向合作、探究,同学之间、师生之间相互质疑、相互启发,这样就形成了多维态势的交流,拉近师生之间的距离,有利于学生创造性思维的培养。让学生用心读、用心赏,读出美,增强审美能力,每个人都会有收获,教师的设问以及同学的质疑。落实了教学重点,完成知识目标的c点和情感目标。

6、精读,通过比赛朗读、配乐朗读品味语言之美。

还像上节课那样一遍遍地朗读,学生绝对会觉的枯燥乏味,因此我让学生各自找最精彩的地方朗读,品味它的语言。另外,进行朗读比赛,各组推荐2~3名同学朗读自己最拿手的段落,由平常朗读较好的同学作评委,进行打分评比,最后作全班配乐朗读。在这过程中,我还用了这样一个句式∶“段(句)好,好在”要求学生从词、句式、修辞的角度,从写法、结构等方面进行分析评点。根据农村学生素质较低,我先用了“春草图”作示范。设了些小问题∶如“钻”为什么不用“长”。“偷偷”叠词的运用,运用了什么修饰手法及其作用?[说明]采用多样的朗读形式,有利于激起学生学习的兴趣,有利于激起学生自主的活动,设计的句式有利全体学生的参与,对不同层次的学生都可以说是由扶到放的过程,这样也落实了教学重点及难点。

7、从文学作品和记忆中寻找美

同学读完《春》,从中受到了美的感染和熏陶,一定能够从文学作品或记忆中找出描写春的优美词句。[说明]设计此步骤的目的是将学生学语文的目光由课内导向课外,引向丰富多彩的更大空间,使课内外结合,我还准备印发一些有关“春”的名句供他们欣赏。

8、美的训练

(1)引导学生从形式到内容进行总结归纳。

(2)写一段描写家乡冬景的文字。

(3)通过本文的文字把它变成一幅幅春景画。

[说明]设计第一道主要是要培养自学能力,因为初一年级的学生还处于自觉的适应阶段,通过本文的总结归纳有利今后的自主学习。设计第二道主要是学习的迁移,听、说、读的最后落脚点是写。初一年级的学生写作水平难以当堂完成,所以放在课外。另外,又因本文的教学时间是在冬季,所以只得由本文写“春季”的内容迁移到写“冬景”上。同时也可以为下文学习《济南的冬天》先作个铺垫。第三道是选做题,学生完成之后贴于“作业栏”上,这样布置是根据学生的多样性,有利调动一切学生可调动的因素,积极参与课堂教学。本文安排三课时,第一课时完成1~4个步骤,第二课时完成5,第三课时完成6~7,第8个步骤安排在课外。

9、板书设计

板书说明∶

宏观勾勒∶山——朗润水——涨太阳——红,教师示范完成。

写完本说课稿,我再回忆以往教《春》的模式∶那是一段段的分析、一个个问题简单的提问。教师包办一切,学生听得容易累,老师教的更累。那是因为没有把学生当成“学习的主人”,学生被动接受老师的灌输。但这次,我的教学设计尽可能围绕着新课程所倡导的来实施,那就是∶阅读是学生的个体行为,不应该以老师的分析来代替学生的阅读实践,珍惜学生独特的感受、体验和理解。老师要巧妙设计,创造性地拓展延伸,引导学生积累知识,充分发挥学生的主体性,给学生创设心灵的自由、行动的自由。学生就可以展开联想,想象的翅膀在知识的海洋里遨游。

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