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最新和时间赛跑说课教案 和时间赛跑优质课教案(28篇)

格式:DOC 上传日期:2023-03-23 16:13:47
最新和时间赛跑说课教案 和时间赛跑优质课教案(28篇)
时间:2023-03-23 16:13:47     小编:zdfb

作为一位不辞辛劳的人民教师,常常要根据教学需要编写教案,教案有利于教学水平的提高,有助于教研活动的开展。那么问题来了,教案应该怎么写?那么下面我就给大家讲一讲教案怎么写才比较好,我们一起来看一看吧。

和时间赛跑说课教案 和时间赛跑优质课教案篇一

《和时间赛跑》是六年制小学人教版课标实验教材第六册第四单元的第一篇课文。这是一篇清新、淡雅又略带忧伤情绪的散文,讲的是“我”因外祖母去世而悲伤不已,后来听了爸爸的一席话,看到太阳落山,鸟儿飞翔等自然现象,朦胧地认识到时间的飞逝;而且主动和时间赛跑的幼稚行为,叙述了自己在小时候是如何珍惜时间的。文章一扫以前童年幸福快乐的回忆,而是一种超年龄的思想感悟。

知识目标:会认6个生字,会写13个生字,正确读写“赛跑”“忧伤”“日月如梭”“受益无穷”等词语。

能力目标:引导学生联系上下文,理解重点词句的意思。

情感目标:指导有感情朗读,并有感受讲出自己对时间的认识,背诵自己喜欢的部份。

发展目标:搜集,积累有关珍惜时间的名句警言,制作手抄报,深入体会时间的意义,懂得珍惜时间的道理。

说教学重点:会结合文中重点句如“假若你一直和时间赛跑,你就可以成功。”引导学生知道作者小时候是如何珍惜时间,并和时间赛跑。

说教学难点:引导学生联系自己,有感受地讲出珍惜时间意义。

说教学学法:识字教学还是三年级这个过渡年段的教学重点,学生已有自己一定学习经验,可以采用“自主、合作、探究、交流”的学习方式,在理解课文内容时可以采用“谈话法”“情境法”引导他们进行想象,还可以采用“举例子”,让他们体验周边,或以前有曾过珍惜时间而获取成功的典范、榜样。

第一课时:初读课文,认识生字词,读通读顺课文,讲出主要内容,指导有感情朗读。

第二课时:熟读课文,讲出作者是怎样和时间赛跑,并引导学生讲出珍惜时间的意义。

教学过程(第一课时):

1、让学生听声音,猜声音。

2、猜出后,讲出根据。(是如何猜出是闹钟声)

3、让学生讲出闹钟在生活对人们或对自己有什么作用?

4、教师再有目的地引导说:在闹钟声中,时间在不停地流逝,我们每时每刻都在和时间赛跑。从而导入新课。

(设计意图:让学生知道时间虽然抽象,但是它每时每刻都在陪伴着我们生活,成长,就在我们身边。)

二、

1、自由轻声读课文,画出生字词。

2、自主、合作学习生字词。

a、学生可以选择自己喜欢的学习方式(拼读、听读或问别人),自主地认读生字,画出生字词。

b、同桌互读,检查认读生字词情况。(主要是生字的音、形)

c、小组合作学习,出示制作的生字卡片。(小组内学习,老师个别给予辅导。)

d、全班学习生字词:请小老师带读;老师及时纠正或让学生自我正音;举行猜字、找朋友等游戏巩固生字词。

3、把生字放回到课文里读一读。

(设计意图:引导学生运用自己喜欢的识字方法自学生字,并在同桌内,小组里,全班中合作交流,开展游戏识字,通过多向交流学习,既能给优秀生以成功的体验,又可以激发学生的识字兴趣。学生在学习中学会学习,在合作中学会合作,有效地培养了学生独立识字能力和合作精神。)

1、自由轻声读课文。

2、小组轮流读课文。

3、指名读,评读。

4、配乐“开火车”读。

(设计意图:在让学生读准字音后,采用多种形式朗读是在强化学生朗读能力,让学生读通读顺课文,这也是过渡年段必须训练的一个环节。)

1、指导学生用“忧伤”的语气读出第一段对外祖母的思念。(语速要缓慢些。)

2、指导学生用“疑惑”的语气读出第三、四、五段作者对“什么是永远不会回来呢?”的怀疑。(语调要轻些)

3、用“着急”的语气读出第六、七段作者是如何与时间赛跑。(语速要轻快些)

4、指名讲出文章主要内容。(要有:时间、地点、人物、事件)

(设计意图:接着学生有感情地朗读是低、中年段,特别是过渡年段的任务,但这是一个渐进的过程,引导学生用不同的语气读出各段的感情,让学生在理解基础上进行体验,再者深入感悟,这体现了朗读训练的层次性,也让学生在读中增加积累,发展语感,感受作者是如何从小懂得珍惜时间。进行说完整话练习,把朗读与语言训练结合起来,进行概括能力和表达能力训练。)

你能在一分钟内,做多少事?(如写几个字,画几幅画,走几步?出可以和同学比一比。)

(设计意图:让学生在初步理解课文内容基础上,自己亲身体会如何和时间也在赛跑,身临其境地感受时间的流逝及重要。)

和时间赛跑说课教案 和时间赛跑优质课教案篇二

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各位评委老师:大家上午好!今天我说课的内容是幼儿中班科学内容《和时间赛跑》。这节课我将从

1、教材分析

2、教学目标分析

3、教学过程分析

4、教法分析

5、学法分析

6、课堂评价这六个方面来向大家介绍我的设计构思。

1、教材的地位与作用

时间如空气一样,看不见摸不着,但它伴随着幼儿的成长。现如今许多幼儿没有时间意识,通过让幼儿认识闹钟并会简单制作小闹钟,感受时间这一系列构思,旨在让幼儿养成从小和时间赛跑的意识,并对今后珍惜时间,知道时间的可贵具有指导意义。

2、教学重难点

此次活动设计的重点是让幼儿初步认识整点时间,难点是引导幼儿联系实际,感受时间的珍贵。从小养成和时间赛跑。

《幼儿园指导纲要》指出:教育活动内容的组织应充分考虑到幼儿的学习特点和认识规律,各领域的有机联系,相互渗透,注意幼儿的综合性、趣味性、活动性。根据纲要我将本节课教学目标制定如下:

1、从知识目标来说:让幼儿了解时间的用途,并初步看整点时间。

2、从能力目标来说:培养幼儿动手能力,理解能力和表达能力。

3、从情感方面来讲:让幼儿懂得时间的珍贵,经过自主探索,幼儿亲身经验,并能从交流中让那个他们亲身感受,可以培养幼儿良好的个性品质。

在我们的教学过程中,我们应以幼儿的发展为准,以幼儿活动为主线,因此我采用了环环相扣的方法组织此活动程序。

1、导入活动

“兴趣是最好的老师”活动开始我就采用谜语的方法来引导幼儿的兴趣。“小小骏马不停蹄,日日夜夜不休息。蹄声哒哒似战鼓,提醒人们争朝夕。”这个谜语形象的讲述了闹钟的特点及用途。在孩子们兴趣勃勃的猜出谜语后,教师出示闹钟。

2、学习活动

幼儿知道了闹钟的用途,教师引导幼儿学习认识时间(考虑到幼儿的年龄特点,只学习初步的整点时间)老师使用提问法、观察法向幼儿教授时针与分针及它们的区别,并说明如何认识时间。

3、实践活动

陶行知说过“做中学”即在做中学习,教师出示自己制作的卡纸闹钟及各种形状的闹钟,引导幼儿与同伴合作制作一个简易的卡纸闹钟,让幼儿体会合作性学习的快乐。

4、游戏活动

学习闹钟的目标在于实践中应用,在这环节中教师组织幼儿来做一个“和时间赛跑”的游戏,给幼儿一分钟时间,让幼儿在这一分钟内做自己想做的事情,时间到游戏结束,老师向幼儿提问他们在这一分钟内做了什么,有什么感受。

5、交流总结

教师小节深化,教师对学生的做法进行点评。时间虽然过的很快,而且是一去不复返,虽然时间很短暂,但仍可以做很多事情。

这节课我注重幼儿的动手实践和亲身感受,使接受式学习变为主动式学习,我采用了情景教学法、问答法、游戏法,让幼儿处于具体的情境中,这样的目的是:

1、培养幼儿的动手实践能力。

2、培养幼儿的情感态度和解决问题的能力。

3、培养幼儿的自主创新能力与他人及环境的积极交流。

这样的教法可以弥补接受式学习的不足,为培养幼儿的自主能力与创新能力。

1、从课堂上来看,我们这节课更关注幼儿的自主创新,大胆想象,关注幼儿的性格特征,价值观念,在学习活动中为幼儿提供一个创新意识条件。

2、通过这节课,我想让幼儿明白科学来源于生活,又服务于生活。

1、我们可以通过幼儿已有知识经验的基础上,并进一步教导幼儿学习新的科学知识。

2、通过动手实践,亲自感受,大胆发言,培养幼儿的思维发展能力和表达能力。

3、关注幼儿表现出的情绪态度是否对学习产生浓厚的兴趣。

各位评委老师,这就是我这节课大体设想,如有不足请大家批评指正。

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和时间赛跑说课教案 和时间赛跑优质课教案篇五

《和时间赛跑》是小学语文第七册第一组的一篇精读课文,这篇文章主要讲了两层意思:一是"我"从爸爸的谈话中、从太阳落山、鸟儿的飞行中,明白了为什么要珍惜时间;从"我"和时间赛跑的经历中体会到怎样珍惜时间。作者慧眼独具地抓住了生活中不经意的时间流逝问题,以祖母去世,"我"哀痛万分,通过父母对我的启示和自己的切身感受,把时间变成了可以觉察到、并在行动中可以抓得住的东西,从而点明了中心,使人们认识到:所有时间里的事物,都永远不会回来了,但是假若你一直和时间赛跑,你就会获得成功,是一篇教育学生珍惜时间的好教材。

本节课训练重点是理解文中父亲说的话、有关珍惜时间的谚语和文章最后一段话,明白其中蕴含的道理,本课难点是通过文中具体事例明白时间可以争取的道理,从而养成珍惜时间的习惯,这也是本课的教学目标。

由于四年级的学生有了一定的理解分析能力,根据课文内容和我班学生思维比较活跃的特点,教学时可以指导学生读文体验并展开探究的方法理解课文内容,然后让学生联系自己的亲身经历或所见所闻进行阅读反思,感受时间的珍贵,形成珍惜时间的价值观念和情感体验。

培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是新课程标准的重要理念,为了实现这一目标,同时也为体现新课程标准中知识和能力、情感与态度、过程与方法三个维度的统一,充分调动学生的积极性和主动性,构建开放而有活力的语文课堂。教学时我采取引导法,以课文题目为切入点引导学生质疑,然后组织学生讨论探究并体验,最后结合实际进行阅读反思,从而体现教师的主导性和学生的主体地位,体现语文课堂的开放性和语文课与社会、与人生相结合的特点。

我的课堂结构是:质疑定向——探究体验——反思升华——自主作业。

爱因斯坦说过:"问题的提出往往比解答问题更重要。"由于文章题目就是文章的文眼,所以上课伊始,我就引导学生从题目入手质疑,提问:读了课题,你有什么问题要问?这时学生会提出:谁和时间赛跑?为什么要和时间赛跑?时间又不是人,"我"为什么偏偏要和它赛跑?"我"是怎样和时间赛跑的?结果怎样等问题,我针对学生提出的问题进行归纳总结,概括为以下三个问题:(出示问题)1、时间又不是人,"我"为什么要和它赛跑?

2、"我"是怎样和时间赛跑的?

3、时间又不是人,"我"为什么偏偏要和它赛跑?

问题确定后我让学生选择最想探究的问题,自由结合组成探究小组并迅速确定每个人的角色。这样就为下边的理解和探究做好了铺垫,使探究确定了方向。

接着进入教学的第二个阶段—探究体验。

探究定向后,我用信任而具带鼓励性的语言引导学生反复读文,自主探究,学生在寻求答案的过程中难免碰壁或者片面,这时我再让学生小组讨论,学生有自主探究转为合作探究。

学生通过读文自主探究、小组合作探究明白了:如果时间能停下来,外祖母就不会去世;如果时间能停下来,爸爸还会拥有童年,"我"也会回到昨天,我更不会有一天也像外祖母一样永远不能回来;如果时间能停下来,明天还会看到今天的太阳,鸟儿还会飞过今天的飞行路线,然而这一切都是不可能的。并从这些普普通通的生活事例中体会到了时间的一去不复返。学生在对文中"一寸光阴一寸金,寸金难买寸光阴"等谚语的探究理解中体会到了时间的珍贵。

学生通过自主探究、合作探究之后,问题基本明朗化,这时进行全班交流,有中心发言人代表小组进行发言。我根据学生汇报情况相机板书,并及时出示下列重点句子:

(1)所有时间里的事物都永远不会回来了。

(2)一寸光阴一寸金,寸金难买寸光阴。

(3)光阴似箭,日月如梭。

(4)虽然明天还会有新的太阳,但永远不会有今天的太阳了。

新《课标》要求语文教学要加强对学生进行朗读训练,不但要从朗读技巧上指导,而且要引导学生入情入境,表达出思想感情。所以在学生探究理解过程重,我及时引导学生进行朗读体验,(比如:

(1)用悲痛的语调读第一自然段,体验作者的悲痛和时间的无情;

(2)用稍慢、无奈与沉重的语气读第四自然段,体验时间的短暂与无情;

(3)用稍快而又兴奋的语调,体验我跑赢时间奋和喜悦。)由于这三个问题相对独立,内涵辐射全篇,教学顺序可根据学生会报情况进行调整,以保护学生的主体意识,使他们能够畅所欲言。

新课程标准要求:语文课要具有开放性和探究性,要扩大学生阅读面,所以在学生读懂课文内容并理解体验后,我再让学生交流搜集到的有关珍惜时间的名言警句,并谈自己的理解,这样课堂上你争我辨,气氛活跃,既开拓了视野,又培养了学生的思维。

在学生探究体验后,我再引导学生读文章最后一自然段,并结合实际进行反思升华,使教学进入第三个阶段,教学时,我从以下几个方面引导:

1、作者写出了这好的文章,可见是一位出色的文学家,如果他不和时间赛跑,他会在文学上取得成功吗?

2、假如有一天你也和时间赛跑,努力学习,并在某一个方面取得了成功,你是不是也会感到和时间赛跑其乐无穷呢?

3、说说自己和别人浪费了时间的一两件事,并就此谈谈你的感受学生通过反思,明白了不珍惜时间就不会事业有成,和时间赛跑是人生中的最大乐趣,而且懂得了今后该如何珍惜时间,为培养学生珍惜时间的习惯奠定了基础教学环节的第四部分——布置作业

新课程标准要求中年级学生能不拘形式地写下见闻和感受,并引导学生观察社会、观察人生,为体现这一指导思想并突出语文教学读写结合的宗旨,同时也为了强化学生珍惜时间的价值观念和情感态度,我安排如下作业:(出示作业)

(一)、以《时间你是我的亲密伙伴》为题,谈谈你浪费或珍惜了的时间及感受。

(二)、从报刊、电视、网上或生活中搜集:哪些人被誉为走在时间前面的人?他们有哪些动人事迹?列举生活中的具体事例说说一分钟可以做那些事。

学生在讨论探究中,我相机板书,我的板书是这样的:

3、和时间赛跑

外祖母去世:哀痛万分(起因)

和时间赛跑:兴奋无比(经过)

假若……就……(结果)

这个板书一方面展现了文章的主要内容,一方面展示了文章叙述顺序,为下一组了解文章的顺序这一训练重点做好了铺垫,同时也反映了作者珍惜时间价值观的形成过程和情感态度的转变过程。

和时间赛跑说课教案 和时间赛跑优质课教案篇六

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和时间赛跑说课教案 和时间赛跑优质课教案篇七

《和时间赛跑》是小学三年级语文第六册第四组的一篇精读课文。这是一篇清新、淡雅又略带忧伤情绪的散文。“我”因外祖母去世而悲伤不已,后来听了爸爸的话一席话,看到太阳落山、鸟儿飞行等自然现象,明白了为什么珍惜时间;并在和时间赛跑的经历中,体会到了应该怎样珍惜时间。

这是一篇教育学生珍惜时间的非常好素材。

小学语文中年级阅读教学要求:三四年级的学生能联系上下文,理解词句的意思,体会课文中关键词句在表情达意方面的作用。能借助字典、词典和生活积累,理解生词的意义。能初步把握文章的主要内容,体会文章表达的思想感情。因此,我针对学生情况和本课的内容特点确定这样的学习目标:

1、联系上下文和生活经验,结合理解重点词句的意思,感知、理解整篇课文,学习有感情地朗读课文;

2、搜集、积累有关珍惜时间的名言警句,体会时间的意义,懂得珍惜时间的道理。

本课的重点是理解文中父亲说的话、有关珍惜时间的谚语和文章最后一段话,明白其中蕴含的道理。

本课的难点是通过文中具体事例明白时间可以争取的道理,从而树立学生珍惜时间的观念,逐步培养学生珍惜时间的习惯。

新课标提倡:“三四年级的学生能初步感受作品中生动的形象和优美的语言,与他人交流自己的阅读感受。”由于三年级的学生有了一定的理解、感知和分析课文的初步能力。所以根据本课课文内容和三年级学生思维比较活跃的特点,教学时可以指导学生进行读文体验并利用探究的方法理解课文内容,然后让学生学会合作学习,并联系自己的亲身经历或所见所闻进行阅读反思,感受时间的珍贵,形成珍惜时间的价值观念和情感体验。

新课标指出:学生是学习和发展的主体。语文课程必须根据学生身心发展和语文学习的特点,关注学生的个体差异和不同的学习需求,爱护学生的好奇心、求知欲,充分激发学生的主动意识和进取精神,倡导自主、合作、探究的学习方式。因此,培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是小学语文教学中首要任务。教学时我采取引导法、讨论法组织教学。教师在课堂上以本课重难点为中心,组织学生让学生们小组讨论,引导学生读文、讨论、训练、体验。从而体现以教师为主导和学生为主体教学模式,体现语文课堂的开放性,让语文课与社会、与人生相结合。

引导学生小组合作学习,让学生自己为自己提出他们认为自己最感兴趣、最关心的问题,然后再通过小组讨论,互相解决。充分调动学生在学习中的主动积极性,发挥学生的主体作用。

著名科学家爱因斯坦也说过:“问题的提出往往比解答问题更重要。”根据本课的教学方法和学法,结合学生特点,我设计了这样的课堂结构:

小组合作提出问题(第一课时)——小组合作解决问题——课堂小实验——课堂拓展——自主作业。

第一步:让学生们自己提出他们最关心、最感兴趣的问题。

通过上节课的初读课文和小组合作性学习,他们明白:如果时间能停下来,外祖母就不会去世;如果时间能停下来,爸爸还会拥有童年,“我”也会回到昨天,我更不会有一天也像外祖母一样永远不能回来;如果时间能停下来,明天还会看到今天的太阳,鸟儿还会飞过今天的飞行路线,然而这一切都是不可能的。并从这些普普通通的生活事例中体会到了时间的一去不复返。学生在对文中“一寸光阴一寸金,寸金难买寸光阴”等谚语及重点句子的理解会得到进一步的升华,从而体会到时间的珍贵。并根据自己的理解提出了相应的问题。带到这节课的课堂上来。

第二步:通过老师主导筛选,小组合作探讨问题。

新课标指出:语文综合性学习有利于学生在感兴趣的自主活动中全面提高语文素养;是培养学生主动探究、团结合作、勇于创新精神的重要途径,应该积极提倡。因此,我又设计了再次小组合作解决问题。引导学生反复读文,自主探究,小组讨论合作,寻求答案。这样做,是努力使学生在语文课堂进行实践,把变成课堂培养他们听、说能力,分析判断能力,概括能力和与他人合作能力的基地。

我根据课文内容和课堂学习重点、难点,预想学生可能提出的问题:

1、爸爸用生活经验告诉我们时间一去不回头,作者是怎样明白的?

2、面对时间流逝,作者内心怎么样?

3、“我”是怎样和时间赛跑的?文中写了“我”和时间赛跑的哪几件事?

4、“我”为什么“着急”、“悲伤”?又为什么“高兴”、“快乐”呢?

5、时间又不是人,“我”为什么和它赛跑?赛跑的结果怎么样?

6、时间又不是人,“我”为什么偏偏要和它赛跑?

在教学过程中,相机把握课堂是教师的难点。因为学生的问题有很多随意性,往往容易偏离了主教学轨道,偏离了教学中心,因此,对难点的突破和重点突出的问题,在教学中教师要时刻把握住。

第三步:进行汇报,讨论交流。

1、学生通过自主探究、合作探究之后,问题基本明朗化,这时进行全班交流,中心发言人代表小组进行发言。在学生汇报、讨论中要注意下面几个重点句子的理解:

a、所有时间里的事物都永远不会回来了。

b、一寸光阴一寸金,寸金难买寸光阴。

c、光阴似箭,日月如梭。

d、虽然明天还会有新的太阳,但永远不会有今天的太阳了。

2、在汇报、交流过程中,同时要注意指导学生读的训练和指导。

新《课标》要求语文教学要加强对学生进行朗读训练,不但要从朗读技巧上指导,而且要引导学生入情入境,表达出思想感情。所以在学生探究理解过程重,我及时引导学生进行朗读体验。比如:

(一)、用悲痛的语调读第一自然段,体验作者的悲痛和时间的无情;

(二)、用稍慢、无奈与沉重的语气读第四自然段,体验时间的短暂与无情;

(三)、用稍快而又兴奋的语调,体验我跑赢时间奋和喜悦。)

第四步:在充分理解课文内容后,抓住课文最后一句话:先做一个小试验,再有机的进行课堂小习作训练。

新课标三四年级习作要求

第二条:能不拘形式地写下见闻、感受和想象,注意表现自己觉得新奇有趣的、或印象最深、最受感动的内容;

第三条:愿意将自己的习作读给人听,与他人分享习作的快乐。由此,我设计了学生习作的练习。目的在于感觉到时间飞快的流逝,应该要好好珍惜时间,发奋学习的课堂情境下,培养学生的表达能力,与他人分享自己写作成果的愿望。

出示课件后,老师掐表,学生读文章,看一分钟能读多少字?读完后,和他们算一笔账:

每天24小时,睡觉大约9小时,吃饭2小时,学生7小时,那么剩下的6小时哪去了呢?

如果一分钟读300字,那么请计算:

300×60×6=108000字。每天读10万多字。

如果一年坚持下来,能读多少书?

108000×30×12=38880000字。每年是3888万字。

红楼梦73万字,读这样的书读几本?大约是53本。

因此,在学生理解课文体会了时间的珍贵,感觉到时间流逝之后,启发他们理解“假若你一直和时间赛跑,你就一定可以成功。”这一句,激发学生珍惜时间、爱惜时光,设计一下自己以后如何珍惜时间。假若你和时间赛跑?你想怎样做?把你的想法写下来。并大胆读给同学们听。

第五步:进行课堂拓展。

《小学语文课程标准》强调语文资源的开放性,课堂的开放性,学习的开放性,实践的开放性,评价的开放性┅┅强调语文教育要从学科独立性、时空封闭性、内容狭隘性转向跨学科、跨领域、跨时空的学习。所以在学生读懂课文内容并理解体验后,我再让学生交流搜集到的有关珍惜时间的名言警句,并谈自己的理解,这样课堂上你争我辨,气氛活跃,既开拓了视野,又培养了学生的思维。

你积累了那些有关珍惜的格言,并说说什么意思,你想怎样珍惜时间?

第六步:课堂小结。

课堂小结:在课堂的结尾处,我设计了用课文最后一句话结束本课:假若你和时间赛跑,你就可以一定成功。这样既提示了本篇课文宗旨,又激励学生在以后的学习和生活中珍惜时间,发奋学习,成为时间的主人。

学生在讨论探究中,我相机板书,我的板书是这样的:

13、和时间赛跑

感到时光流逝

和时间赛跑

体会:假若……就……

和时间赛跑说课教案 和时间赛跑优质课教案篇八

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和时间赛跑说课教案 和时间赛跑优质课教案篇九

各位领导、各位评委、各位老师:

大家好,今天我说课的内容是是九年义务教育实验教科书三年级下册课文《和时间赛跑》。下面我将从教材分析、学情分析、教学目标、教学重难点、教学法、教学过程、板书以及教学反思这几方面进行说课。

《和时间赛跑》是新课标人教版第六册第四组课文的第一课,本单元的主题是感受童年成长的美好时光。本篇课文选编的意图在于通过作者的亲身经历,启示我们在成长的过程中,怎样去珍惜时间,使人生的每一天过得更加丰富,更有意义。

这篇课文是一篇清新、淡雅又略带忧伤情绪的散文。这篇文章主要讲了两层意思:一是“我”从爸爸的谈话中、从太阳落山、鸟儿的飞行中,明白了为什么要珍惜时间;二是从“我”和时间赛跑的经历中体会到怎样珍惜时间。作者慧眼独具地抓住了生活中不经意的时间流逝问题,以祖母去世,“我”哀痛万分,通过父母对我的启示和自己的切身感受,把时间变成了可以觉察到、并在行动中可以抓得住的东西,从而点明了中心,使人们认识到:所有时间里的事物,都永远不会回来了,但是假若你一直和时间赛跑,你就会获得成功,是一篇教育学生珍惜时间的好文章。

这篇散文篇幅较长,语言含蓄,对三年级学生来说,理解起来有一定困难,因此,抓住散文的“神”,让学生入情入境地读,从读中去体会,是学好本文的关键所在。

围绕本组教材感受童年成长的美好时光这一专题,根据精读课文的要求,以及学生的生活实际,我确定了以下的教学目标

1、知识目标:

会认6个生字,会写13个生字。正确读写“赛跑、忧伤、持续、安慰、日月如梭、虽然、狂奔、暑假、受益无穷、将来、假若”等词语。。

2、能力目标:

联系上下文和生活经验,理解重点词句的意思。能正确流利有感情地朗读课文,深入感知、感悟课文内容

3、情感目标:

搜集、积累有关珍惜时间的名言警句,体会时间的意义,懂得珍惜时间的道理。

本节课训练重点是理解文中父亲说的话、有关珍惜时间的谚语和文章最后一段话,明白其中蕴含的道理。

本课难点是通过文中具体事例明白时间可以争取的道理,从而养成珍惜时间的习惯。

培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是新课程标准的重要理念,为了实现这一目标,充分调动学生的积极性和主动性,构建开放而有活力的语文课堂。教学时我采取引导法,以课文题目为切入点引导学生质疑,然后组织学生讨论探究并体验,最后结合实际进行阅读反思,从而体现教师的主导性和学生的主体地位,体现语文课堂的开放性和语文课与社会、与人生相结合的特点。

我的课堂结构是:导入激趣——质疑定向。

和时间赛跑说课教案 和时间赛跑优质课教案篇十

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和时间赛跑说课教案 和时间赛跑优质课教案篇十一

《和时间赛跑》是北师大版第八册第十一单元“快与慢”中的一篇主体课文。(出示课件1)这是一篇清新、淡雅又略带忧伤情绪的散文。作者抓住了生活中不经意的时间流逝现象,通过父母对我的启示和自己的切身感受,把时间变成了可以觉察到、并在行动中可以抓得住的东西,从而点明了中心,让人们认识到:所有时间里的事物,都永远不会回来了。但,假若你一直和时间赛跑,你就会获得成功。

知识目标:

联系上下文和生活经验,在个性化的朗读中理解重点词句的含义。

能力目标:

培养学生自学能力、理解能力和表达能力。

情感目标:

懂得时间的珍贵,从小养成和时间赛跑、珍惜时间的好习惯。

教学重点:引导学生反复品味爸爸的话,从中感悟爸爸的“谜语”对“我”有什么触动。

教学难点:引导学生联系上下文和生活经验,感受时间的珍贵,从小养成和时间赛跑、珍惜时间的好习惯。

根据素质教育的新思想和语文课标的新理念,充分考虑本课在教材中的地位和学生的实际,综合“知识与技能”、“过程与方法”、“情感态度和价值观”这三个维度的要求,我采用“激趣促读、直扑重点”的教学方法,引导学生采用“朗读感悟法”“以说促思”等方式来学习这篇课文,旨在让学生联系上下文和生活经验,在个性化的朗读中理解重点词句的含义,从而懂得时间的珍贵,从小养成和时间赛跑、珍惜时间的好习惯。

复习导入,直入重点

朗读导航,悟为基石,体会时间的珍贵。

精读课文,体验感悟

深化理解,领会内涵,懂得珍惜时间。

拓展延伸,升华主题

化零为整,总结课文

推荐作业,自主选择

板块一:复习导入,直入重点

上课伊始教师与学生谈话:孩子们,都说读林清玄的散文犹如饮一杯甘美的山泉,昨天我们大家一起饮用了这杯山泉——和时间赛跑,今天就让我们继续用心去品味它的甘甜与醇美。谁能说说作者为什么要和时间赛跑?(出示课件:作者为什么要和时间赛跑?)这样简单的谈话立即就把学生的注意力引到全文的重点部分。

板块二:精读课文,体验感悟

(一)朗读导航,悟为基石,体会时间的珍贵。

新课程强调,教学是教与学的交往、互动,是师生双方相互交流、相互沟通、相互启发、相互补充的过程。因此,这一环节着重让学生反复朗读、细细品味,理解哪些事物是属于时间里的,永远不会回来了,从而体会时间的珍贵。文中语言虽平实,含义却深,学生没有切身的经历和体验是难以理解和感受到的。所以,我设计了多形式朗读和联系生活经历的方式来实现教学目的和突破教学重点。

(出示课件7:默读课文3—7自然段,找出描写哪些事物是永远不会回来的语句,想一想,你从中体会到了什么?并做简单批注。)孩子们在批注完自己的阅读感悟之后,我不是急于让他们汇报,而是先在小组内互相交流,让他们思维的火花进行碰撞,从而使自己的感悟更完善。

1、学生汇报,初步感悟时间一去不复返。(板书:一去不复返)透过文字理解感悟是一种体会的好方法,联系生活经历更能加深理解。

⒉联系生活经历,深刻感悟时间一去不复返。

接着我这样问学生:看着幸福的你们,坐在宽敞明亮的教室里学习,老师心中真是羡慕。于是老师就想呀,我要是能回到和你们一样小,就也能幸福地坐在教室里读书学习了。可是——时间一去不复返了,我不可能回到和你们一样小的年龄了。同学们,你们有这样的经历吗?(让学生联系生活经历自由说)是啊!时间真的一去不复返,正如朱自清所说。教师范读《匆匆》片段,激发学生珍惜时间的情感。

⒊感情朗读。

此时学生的情感被激发,情感得以自然流露,我组织学生进行朗读学生读出了自己真实的感受达到了训练目的。

(二)深化理解,领会内涵,懂得珍惜时间。

和时间赛跑说课教案 和时间赛跑优质课教案篇十二

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和时间赛跑说课教案 和时间赛跑优质课教案篇十三

1、教材内容的地位、作用。

本课是第二单元的课文,这一单元是围绕“成长”这一专题开展的。编者安排了三篇课文,反映了不同人物在不同阶段的成长经历。《和时间赛跑》这篇课文写的就是童年成长过程中发生的故事。讲的是一个少年的心愿,他是由祖母去世引出来的,说的是成长的一种心态和姿态。和学生的生活实际联系比较密切,成长需要自信,正确的认识自己是一种美德也是一份美丽,在青少年时代如果都能像作者那样“和时间赛跑”做时间的主人,对学生而言是受益终生的。

2、教学的重点、难点

因为这是第二课时,学生对生字的认识,课文内容有了一定的理解,所以本课时的教学重点确定为:虽然“光阴似箭,日月如梭,”虽然“所有时间里的事物,都永远不会回来了,”但是,“假若你一直和时间赛跑,你就可以成功。”使学生在阅读时获得这一启示,并能引导他们对这一问题有所感悟。

由于时间的概念比较抽象,学生对其理解也比较模糊,因此,引导学生感受珍惜时间的意义,是本课学习的难点。

3、教学目标:

根据本课教材的内容,依照单元教学要求和学生实际,确定如下的教学目标:

(1)、知识与技能:感情朗读课文。展示收集、积累的珍惜时间方面的名言警句。

(2)、过程与方法:能对自己不理解的语句质疑,能联系上下文和生活经验,在个性化的朗读中理解重点词句的意思。

(3)、情感、态度和价值观:懂得时间一去就不复返,要珍惜时间的道理。

1、授之以渔,教给学法

古人云:“授人以鱼,只供一饭之需;教人以渔,方为终身之用”。我引导学生运用“朗读——理解——感悟——朗读”的方法来读懂这篇课文。“活读运心智,不为书奴仆”,只有学会怎样读书,才能将一本死的教材读活,因此,对学生进行学法的指导尤为重要。

2、注重朗读,感悟内容

以读代讲,以读悟情,以读达情。

3、加强训练,培养能力

叶圣陶老先生曾说:“凡是技术,没有不需要练的。”课堂上,应抓住一切可选用的机会进行训练,如朗读训练、说话训练、思维训练等等。

1、导课

首先用解题切入的方法导入新课。随后,在学生初步学习了课文内容的基础上,请学生说说课文大意并让学生提出质疑内容。(课前教师预设学生会提出以下问题,如为什么说“所有时间里的事物,都永远不会回来了?”;“我为什么‘着急’‘悲伤’,又为什么‘高兴’‘快乐’呢?”;“假若你一直和时间赛跑,你就可以成功。”等等)

新课标对三、四年级阅读能力提出明确要求,能初步把握文章的主要内容;能对课文中不理解的地方提出疑问。学贵在疑,小疑则小进,大疑则大进。没有问题也就难以诱发和激起求知欲,没有问题,感觉不到问题的存在,学生就不会去深入思考,对问题的认识也就只能停留在表层和形式上。同时,为了遵循整体——部分——整体的教学思路,让学生回顾课文内容,带着质疑探究课文内容,进而品读课文内容,完成教学思路中的“会文”。接下来教师由整体插入到部分带领学生进行文章重点句段的品读。

2、品读重点句段

都说读林清玄的散文有如饮一杯甘美的山泉。那就让我们开始品吧,看看哪个同学从哪品出了什么样的味道。?

设计这样的过渡语,是为了将学生带入文本的学习,把学习的主动权交还给学生,为学生指明方向。学生品读时,老师参与其中,和他们一道思考、交流和分享。在这种开放的课堂思维状态下,学生积极思维而不受约束,在交流的过程中尊重他们的个性体验.

下面,我将引导学生重点品读如下两个内容:

(1)、所有时间里的事物,都永远不会回来了。

怎么来理解这个在学生心目中很抽象的一个句子呢?

第一步提问:什么事物是属于时间里永远不会回来的?指名学生用书上的具体语言来说明。

第二步:课件出示内容:

学生很容易找到下面的句子,这三句话分别用了生活中常见的三种场景来阐述时间里的事物是怎样不会回来的。

第三步,充分地并多形式地朗读(指名读,自邀伙伴读,范读),谈自己的感受。此时学生的理解必定是粗略的,浅显的。为了更进一步地体会句子的含义

第四步教师联系生活经历对学生进行启发引导。

看着幸福的你们,坐在宽敞明亮的教室里学习,老师心中真是羡慕。于是老师就想呀,我要是能回到和你们一样小,就也能幸福地坐在教室里读书学习了。可是——不可能了。因为我不可能回到和你们一样小的年龄,因为它是时间里的事物,永远不会回来了。

同学们,你有这样的经历吗?(以此让学生联系生活经历自由说)在学生切实理解的基础上,带着自己的感受读。(失望,无奈,伤心)最后老师小结:是呀,我们从中感受到时间是多么宝贵,如流水般,一去再不复返。关于时间流逝飞快却又无法挽留的句子,林清玄写得如此的细腻,著名作家朱自清先生在《匆匆》一文中也有精彩的描写,出示课件显示《匆匆》中的一段文字。学生读读悟悟。

通过教师对文章这三个自然段的分析,学生水到渠成的对“所有时间里的事物,都永远不会回来了。”这句话有所理解,有所感悟。语文课程资源的开发引用《匆匆》的段落更是为了让学生学会欣赏文字,对教学目标的实现和教学重难点的突破起到了帮助的作用。

(2)重点句段二 假若一直和时间赛跑,,就可以成功。

为了帮助学生理解这个句子,老师带领学生回顾了作者由着急、悲伤到快乐得不知道怎么形容的这一段心路历程。

课件出示句子一、我为什么‘着急’‘悲伤’,指名读并谈谈理解。时间是很宝贵的,所以面对时间的流逝我悲伤

课件出示句子二自由读,说说高兴和快乐的理由。

作者和时间赛跑,受益无穷啊。他成功了。课件出示林清玄的简介

回过头去教师小结并引导学生反思:一位作家,取得这么大的成功,受到这么多人的欢迎,我们不得不停下放飞的思绪,寻找原因。那是什么原因呢?(引导学生说出作者正因为认识到时间的宝贵,所以他才更加珍惜,才更加努力,最终获得了令人羡慕的成功!)(板书:珍惜时间 努力奋斗 )

紧接着老师让学生从自己身上或周围人的身上用具体的事例再来说说对这句话的理解。通过联系学生生活实际,激发学生学习兴趣,增强学生情感体验,使教学过程充满情趣和活力。在这一句子的教学中学生对文本中进行深入地解读,加上真实材料辅佐验证,他们心里定能泛起不平静的涟漪。达到了很好的教育的目的。 在此基础上指导学生感情朗读“假若一直和时间赛跑,就可以成功”将这句话送给自己。

随后让学生说说自己收集的有关珍惜时间的名言警句,并选择一句送给自己或同桌。老师也课件出示一些经典的关于珍惜时间的名句送给同学们。

这是根据作者行文的思路和课文的重难点设计的板书,学生可以简单明了的理清文章脉络。因为时间一去不复返而显得宝贵;因为宝贵,我们要珍惜时间,努力奋斗,这样才能成功。

很久以前读过王小波的一篇文章《一只特例独行的猪》,仔细揣摩一下在我们的语文课堂中,就是要教会学生们学会做一只这样思想的小猪,行走在文本的字里行间,读出文本背后属于自己的感受和思想,在学会知识的同时学会个性化的阅读。

和时间赛跑说课教案 和时间赛跑优质课教案篇十四

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和时间赛跑说课教案 和时间赛跑优质课教案篇十五

大家好,今天我说课的内容是是九年义务教育实验教科书三年级下册课文《和时间赛跑》。下面我将从教材分析、学情分析、教学目标、教学重难点、教学法、教学过程、板书以及教学反思这几方面进行说课。

《和时间赛跑》是新课标人教版第六册第四组课文的第一课,本单元的主题是感受童年成长的美好时光。本篇课文选编的意图在于通过作者的亲身经历,启示我们在成长的过程中,怎样去珍惜时间,使人生的每一天过得更加丰富,更有意义。

这篇课文是一篇清新、淡雅又略带忧伤情绪的散文。这篇文章主要讲了两层意思:一是“我”从爸爸的谈话中、从太阳落山、鸟儿的飞行中,明白了为什么要珍惜时间;二是从“我”和时间赛跑的经历中体会到怎样珍惜时间。作者慧眼独具地抓住了生活中不经意的时间流逝问题,以祖母去世,“我”哀痛万分,通过父母对我的启示和自己的切身感受,把时间变成了可以觉察到、并在行动中可以抓得住的东西,从而点明了中心,使人们认识到:所有时间里的事物,都永远不会回来了,但是假若你一直和时间赛跑,你就会获得成功,是一篇教育学生珍惜时间的好文章。

这篇散文篇幅较长,语言含蓄,对三年级学生来说,理解起来有一定困难,因此,抓住散文的“神”,让学生入情入境地读,从读中去体会,是学好本文的关键所在。

围绕本组教材感受童年成长的美好时光这一专题,根据精读课文的要求,以及学生的生活实际,我确定了以下的教学目标

1、知识目标:

会认6个生字,会写13个生字。正确读写“赛跑、忧伤、持续、安慰、日月如梭、虽然、狂奔、暑假、受益无穷、将来、假若”等词语。

2、能力目标:

联系上下文和生活经验,理解重点词句的意思。能正确流利有感情地朗读课文,深入感知、感悟课文内容

3、情感目标:

搜集、积累有关珍惜时间的名言警句,体会时间的意义,懂得珍惜时间的道理。

本节课训练重点是理解文中父亲说的话、有关珍惜时间的谚语和文章最后一段话,明白其中蕴含的道理。

本课难点是通过文中具体事例明白时间可以争取的道理,从而养成珍惜时间的习惯。

培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是新课程标准的重要理念,为了实现这一目标,充分调动学生的积极性和主动性,构建开放而有活力的语文课堂。教学时我采取引导法,以课文题目为切入点引导学生质疑,然后组织学生讨论探究并体验,最后结合实际进行阅读反思,从而体现教师的主导性和学生的主体地位,体现语文课堂的开放性和语文课与社会、与人生相结合的特点。

我的课堂结构是:导入激趣------质疑定向——探究体验——迁移拓展------反思升华——自主作业。

一)导入激趣

俗话说,好的开头是成功的一半,在上课的开始,我向学生播放刘翔在赛场上奔跑的画面,同时在画面上配上时钟,因为学生对刘翔很熟悉,一下子就引起了同学的兴趣,同时,时钟也让学生很直观地理解了和时间赛跑的意思。

二)质疑定向

爱因斯坦说过:“问题的提出往往比解答问题更重要。”由于文章题目就是文章的文眼,所以导入新课以后,我就引导学生从题目入手质疑,学生会提出很多问题,我针对学生提出的问题进行归纳总结,概括为以下三个问题:(出示问题)

1、时间又不是人,“我”为什么要和它赛跑?

2、“我”是怎样和时间赛跑的?

3、赛跑的结果怎么样?

三)探究体验

1、合作探究

问题确定后我让学生选择最想探究的问题,自由结合组成探究小组并迅速确定每个人的角色。这样就为下边的理解和探究做好了铺垫,使探究确定了方向。

探究定向后,我用信任而具鼓励性的语言引导学生反复读文,自主探究,学生在寻求答案的过程中难免碰壁或者片面,这时我再让学生小组讨论,学生由自主探究转为合作探究。

学生通过自主探究、合作探究之后,问题基本明朗化,这时进行全班交流,由中心发言人代表小组进行发言。我根据学生汇报情况相机板书,并及时出示下列重点句子 :

(1)所有时间里的事物都永远不会回来了。

(2)一寸光阴一寸金,寸金难买寸光阴。

(3)光阴似箭,日月如梭。

(4)虽然明天还会有新的太阳,但永远不会有今天的太阳了。

2、朗读体验

新《课标》要求语文教学要加强对学生进行朗读训练,不但要从朗读技巧上指导,而且要引导学生入情入境,表达出思想感情。所以在学生探究理解过程重,我及时引导学生进行朗读体验,(比如:(1)用悲痛的语调读第一自然段,体验作者的悲痛和时间的无情;(2)用稍慢、无奈与沉重的语气读第四自然段,体验时间的短暂与无情;(3)用稍快而又兴奋的语调,体验我跑赢时间的兴奋和喜悦。)

四)、迁移拓展

新课程标准要求:语文课要具有开放性和探究性,要扩大学生阅读面,所以在学生读懂课文内容并理解体验后,我会引导学生试着把自己喜欢的语句读一读,背一背,并积累下来。,学会积累并为自己所用。同时借助多媒体,向学生展示有关时间的名句。如:鲁迅说的“时间就是生命”。孔子说的“逝者如斯夫,不舍昼夜。”

五)、反思升华

在学生积累了一些有关时间的名言后,我再引导学生读文章最后一自然段,并结合实际进行反思升华,使教学进入第三个阶段,教学时,我从以下几个方面引导:

1、作者写出了这么好的文章,可见是一位出色的文学家,如果他不和时间赛跑,他会在文学上取得成功吗?

2、假如有一天你也和时间赛跑 ,努力学习,并在某一个方面取得了成功,你是不是也会感到和时间赛跑其乐无穷呢?

3、说说自己和别人浪费了时间的一两件事,并就此谈谈你的感受

学生通过反思,明白了不珍惜时间就不会事业有成,和时间赛跑是人生中的最大乐趣,而且懂得了今后该如何珍惜时间,为培养学生珍惜时间的习惯奠定了基础 .

六)、自主作业

新课程标准要求中年级学生能不拘形式地写下见闻和感受,并引导学生观察社会、观察人生,为体现这一指导思想并突出语文教学读写结合的宗旨,同时也为了强化学生珍惜时间的价值观念和情感态度,我安排如下作业:(出示作业)学生可以根据自己的情况选择一题来做。

(一)、以《时间,你是我的亲密伙伴》为题 ,谈谈你浪费或珍惜了的时间及感受。

(二)、从报刊、电视、网上或生活中搜集:哪些人被誉为走在时间前面的人?他们有哪些动人事迹?

(三)、列举生活中的具体事例说说一分钟可以做那些事。

学生在讨论探究中,我相机板书,我的板书是这样的:

3、和时间赛跑

外祖母去世无尽悲痛

父母劝慰引无限思考

观察发现时间太匆匆

和时间赛跑受益无穷:假如你一直和时间赛跑,你就会取得成功!

这个板书用诗歌的形式概括了课文的主要内容,读起来顺口好记,也容易引起学生的兴趣,并且最后一句揭示了文章的中心,对学生也起到一定的警醒作用。

说 《语文课程标准》开宗明义:“语文是最重要的交际工具,是人类文化的重要组成部分。工具性与人文性的统一,是语文课程的基本特点。”这就是说我们的语文课,应让语文的工具性与人文性是统一在一起的,二者不可偏废,也不可分离。可这篇课文似乎侧重人文性的,工具性不明显,我难于让学生从语言文字去感悟去进行语言训练,因此我想像这样的课文如何做到工具性和人文性的有机结合?这是我以后的教学中应该考虑的。

和时间赛跑说课教案 和时间赛跑优质课教案篇十六

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和时间赛跑说课教案 和时间赛跑优质课教案篇十七

《和时间赛跑》是人教版课标本语文第六册第三单元中的一篇精读课文。这篇课文讲述了童年时候的一件往事:“我”因为外祖母的去世而悲伤不已,后来听了爸爸的一席话,看到太阳落山、鸟儿飞行等自然现象,了解到时间的重要性,从而产生了与时间赛跑的念头,在于时间的赛跑中,“我”认识到:假若你一直和时间赛跑,你就可以成功。这是一篇清新、淡雅又略带忧伤情绪的散文,也是一篇惜时教育的好教材。

1、掌握本课生字、词及重点词语的意思;了解课文内容,体会时间的意义。

2、有感情地朗读全文,把握主要内容;背诵自己喜欢的部分;搜集有关珍惜时间的名句、格言。

3、从学习课文中,学生形成珍惜时间的价值观念与情感态度,好好地运用时间、珍惜时间。

1、理解课文讲述的:由外婆的去世引发的和时间赛跑一事,并从中获得关于珍惜时间的启示。

2、联系生活实际加深体验,真正懂得珍惜时间。

3、抓住关键词句“假若你一直和时间赛跑,你就可以成功”体会作者对时间、对人生的认识。

培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是新课程标准的重要理念,语文教学要遵循“以教师为指导,以学生为主体,在读中有所感悟,在读中培养语感,在读中受到情感熏陶”教学原则。充分调动学生的积极性和主动性,构建开放而有活力的语文课堂。教学时我采取引导法,以课文题目为切入点引导学生质疑,指导学生读文体会作者思想感情并展开探究的方法理解课文内容,然后让学生联系自己的亲身经历或所见所闻进行阅读反思,感受时间的珍贵,形成珍惜时间的价值观念和情感体验。

我的课堂结构是:多媒体展示导入新课,提出质疑;探究学习,整体感知;学习生字词;品读课文理解重点词句的意思,明白时间是多么珍贵,初步培养学生珍惜时间,好好运用时间的习惯。反思升华;布置作业。

1、多媒体展示导入新课,提出质疑;

(1)图上的人在干什么?(赛跑)指名学生回答。

(2)他在跟谁赛跑呢?(时间)

(3)全班齐读课题:和时间赛跑

读了课题,同学们心中有什么疑问?如:他跑得过时间吗?他为什么要和时间赛跑呢?和时间赛跑的原因是什么?

2、学生自读课文,整体感知

学生自由读课文,划出生字,标出自然段,了解每个自然段写什么。

3、出示词卡检查学生生字认读情况。

4、学生再读课文

思考:(1)课文讲了哪些事?(外祖母去世,爸爸和我谈话;观察太阳的变化;观察小鸟飞行路线;和太阳赛跑;和作业赛跑。)

(2)作者通过和时间赛跑明白了什么道理?(牵引中心句:假若你一直和时间赛跑,你就可以成功。)

5、学习1——5段

(一)。自主学习,谈谈对第一自然段的理解。

(1)外祖母去世了。

(2)“我”为了排除伤忧,每天在操场上跑着,累得扑在草坪上痛哭。

(二)指导朗读:这样伤心,这样的痛哭流涕,大家感受到了吗?那就把这种伤痛读出来吧。

(三)词语训练:

说出近义词:去世()疼爱()排除()忧伤()

6、学习第二、三、四自然段

(一)朗读理解第二至四自然段,理解内容,谈谈读后的感受。

(1)“我”的哀痛持续了很久。

(2)爸爸妈妈对“我”说实话:外祖母永远不会回来了。(也就是告诉“我”外祖母死了,要“我”面对现实。)

(3)“我”不理解“什么是永远不会回来了”。

(4)爸爸又是怎么说的?

(二)全班齐读第四自然段,即:爸爸说的话。

(三)读了这句话:“所有时间里的事物,都永远不会回来了。”你有什么感受?平时生活中,你有过这种感受吗?

(四)指导学生有感情朗读第二至四自然段。

7、学习第五自然段。

(1)指名读第五自然段。

(2)说说“一寸光阴一寸金,寸金难买寸光阴”“光阴似箭,日月如梭”等谚语的意思。

(3)哪位同学平时课外阅读中还收集了有关珍惜时间的名言、谚语、成语?全班交流。

(4)“我有一种说不出的滋味”,这是一种怎样的滋味?(对时光流逝的感伤)

7、说说看,你平时是怎样珍惜时间的?今后,你准备怎样珍惜时间?

小结;生前最疼爱“我”的外祖母去世了,“我”痛苦、难受、疑惑,面对这样的打击,“我”又从爸爸的话中感悟到了什么?以后的日子“我”会这么做?明天我们继续学习。

学生在讨论探究学习中,我相机板书,我的板书是这样的:

13和时间赛跑

外祖母去世“我”哀痛起因

和时间赛跑(赢了、喜悦)经过

假若你一直和时间赛跑,你就可以成功。

(珍惜时间,受益无穷)结果

和时间赛跑说课教案 和时间赛跑优质课教案篇十八

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和时间赛跑说课教案 和时间赛跑优质课教案篇十九

这是新课标人教版第六册第四组课文的第一课,本单元的主题是感受童年成长的美好时光。本篇课文选编的意图在于通过作者的亲身经历,启示我们在成长的过程中,怎样去珍惜时间,使人生的每一天过得更加丰富,更有意义。

这是一篇清新、淡雅又略带忧伤情绪的散文。“我”因外祖母去世而悲伤不已,后来听了爸爸的一席话,看到太阳落山,鸟儿飞行等自然现象,明白了为什么要珍惜时间,并在和时间赛跑的经历中,体会到了应该怎样珍惜时间。

课文学习的重点应是感悟“所有时间里的事物,都永远不会回来了”,但是,“假若你一直和时间赛跑,你就可以成功”。难点在于时间的概念比较抽象,只有联系生活实际,才能引导学生感受珍惜时间的意义。

对于三年级学生来说,感悟时间的珍贵还比较抽象,所以我把这一课时的目标定位为:联系上下文和生活经验,通过理解重点词句的意思来读懂“我”是怎样和时间赛跑的,再通过举例和搜集关于珍惜时间的名言警句来体会时间的意义,懂得珍惜时间的道理。

在本课时教学中,我紧抓一条主线贯穿整课教学 “怎样和时间赛跑”。先是通过读悟文本内容,理解“作者是怎样和时间赛跑的”。接着让学生挖掘身边的同学怎样和时间赛跑并取得成功的。最后以小练笔“我以后要怎样和时间赛跑”来点题、提升、明意。最后一个环节同时还起到检测、反馈本课时教学效果的落实问题。

读悟文本内容是重点,也是难点。根据本班学生的实际情况,学生可能对要珍惜时间,要和时间赛跑的意义有一定的认识,而很难去理解并把握好“每一次跑赢了时间干什么用”,我们的教学的目的也正是希望学生通过读悟关键词句来理解通过哪些途径去珍惜时间。所以每当学习了一个环节后,我都要特意去“点睛”一下,如:“那时我三年级常把哥哥五年级的作业拿来做”。在这里我就设计了一个想象题:“当别人在 时,“我”在 。”还有最后的小练笔,我也是引导学生重点去写“我要怎样和时间赛跑”的。

这里有一句含义深刻的句子:虽然我知道人永远跑不过时间,但是可以比原来跑快一步,如加把劲,有时可以快好几步。那几步虽然很小很小,用途却很大很大。如果纯粹地让学生去理解其含义,学生肯定说不出“所以然”,所以我就设计了一个由易到难的逐步深化的感悟流程:先让学生去读懂文中的“我”是怎样和时间赛跑的,来引出这个句子,接着让学生把语言内化为自己内部言语:“你是怎样理解这句话的?”,而后把内部言语又再一次外显出来:“生活中有这样的事吗?”到此结束,学生对这一句子的含义也就心领神会了。其实,这一句子也是贯穿今天这节课的一条暗线。

和时间赛跑说课教案 和时间赛跑优质课教案篇二十

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和时间赛跑说课教案 和时间赛跑优质课教案篇二十一

《和时间赛跑》是小学语文第七册第一组的一篇精读课文,这篇主要讲了两层意思:一是“我”从爸爸的谈话中、从太阳落山、鸟儿的飞行中,明白了为什么要珍惜时间;从“我”和时间赛跑的经历中体会到怎样珍惜时间。作者慧眼独具地抓住了生活中不经意的时间流逝问题,以祖母去世,“我”哀痛万分,通过父母对我的启示和自己的切身感受,把时间变成了可以觉察到、并在行动中可以抓得住的东西,从而点明了中心,使人们认识到:所有时间里的事物,都永远不会回来了,但是假若你一直和时间赛跑,你就会获得成功,是一篇教育学生珍惜时间的好教材。

本节课训练重点是理解文中父亲说的话、有关珍惜时间的谚语和最后一段话,明白其中蕴含的道理,本课难点是通过文中具体事例明白时间可以争取的道理,从而养成珍惜时间的习惯,这也是本课的教学目标。

由于四年级的学生有了一定的理解分析能力,根据课文内容和我班学生思维比较活跃的特点,教学时可以指导学生读文体验并展开探究的方法理解课文内容,然后让学生联系自己的亲身经历或所见所闻进行阅读反思,感受时间的珍贵,形成珍惜时间的价值观念和情感体验。

培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是新课程标准的重要理念,为了实现这一目标,同时也为体现新课程标准中知识和能力、情感与态度、过程与方法三个维度的统一,充分调动学生的积极性和主动性,构建开放而有活力的`语文课堂。教学时我采取引导法,以课文题目为切入点引导学生质疑,然后组织学生讨论探究并体验,最后结合实际进行阅读反思,从而体现教师的主导性和学生的主体地位,体现语文课堂的开放性和语文课与社会、与人生相结合的特点。

我的课堂结构是:质疑定向——探究体验——反思升华——自主作业。

爱因斯坦说过:“问题的提出往往比解答问题更重要。”由于题目就是的文眼,所以上课伊始,我就引导学生从题目入手质疑,提问:读了课题,你有什么问题要问?这时学生会提出:谁和时间赛跑?为什么要和时间赛跑?时间又不是人,“我”为什么偏偏要和它赛跑?“我”是怎样和时间赛跑的?结果怎样等问题,我针对学生提出的问题进行归纳总结,概括为以下三个问题:(出示问题)

1、时间又不是人,“我”为什么要和它赛跑?

2、“我”是怎样和时间赛跑的?

3、时间又不是人,“我”为什么偏偏要和它赛跑?

问题确定后我让学生选择最想探究的问题,自由结合组成探究小组并迅速确定每个人的角色。这样就为下边的理解和探究做好了铺垫,使探究确定了方向。

接着进入教学的第二个阶段—探究体验。

探究定向后,我用信任而具带鼓励性的语言引导学生反复读文,自主探究,学生在寻求答案的过程中难免碰壁或者片面,这时我再让学生小组讨论,学生有自主探究转为合作探究。

学生通过读文自主探究、小组合作探究明白了:如果时间能停下来,外祖母就不会去世;如果时间能停下来,爸爸还会拥有童年,“我”也会回到昨天,我更不会有一天也像外祖母一样永远不能回来;如果时间能停下来,明天还会看到今天的太阳,鸟儿还会飞过今天的飞行路线,然而这一切都是不可能的。并从这些普普通通的生活事例中体会到了时间的一去不复返。学生在对文中“一寸光阴一寸金,寸金难买寸光阴”等谚语的探究理解中体会到了时间的珍贵。

学生通过自主探究、合作探究之后,问题基本明朗化,这时进行全班交流,有中心发言人代表小组进行发言。我根据学生汇报情况相机板书,并及时出示下列重点句子:

(1)所有时间里的事物都永远不会回来了。

(2)一寸光阴一寸金,寸金难买寸光阴。

(3)光阴似箭,日月如梭。

(4)虽然明天还会有新的太阳,但永远不会有今天的太阳了。

新《课标》要求语文教学要加强对学生进行朗读训练,不但要从朗读技巧上指导,而且要引导学生入情入境,表达出思想感情。所以在学生探究理解过程重,我及时引导学生进行朗读体验,(比如:(1)用悲痛的语调读第一自然段,体验作者的悲痛和时间的无情;(2)用稍慢、无奈与沉重的语气读第四自然段,体验时间的短暂与无情;(3)用稍快而又兴奋的语调,体验我跑赢时间奋和喜悦。)

由于这三个问题相对独立,内涵辐射全篇,教学顺序可根据学生会报情况进行调整,以保护学生的主体意识,使他们能够畅所欲言。

新课程标准要求:语文课要具有开放性和探究性,要扩大学生阅读面,所以在学生读懂课文内容并理解体验后,我再让学生交流搜集到的有关珍惜时间的名言警句,并谈自己的理解,这样课堂上你争我辨,气氛活跃,既开拓了视野,又培养了学生的思维。

在学生探究体验后,我再引导学生读最后一自然段,并结合实际进行反思升华,使教学进入第三个阶段,教学时,我从以下几个方面引导:

1、作者写出了这好的,可见是一位出色的文学家,如果他不和时间赛跑,他会在文学上取得成功吗?

2、假如有一天你也和时间赛跑,努力学习,并在某一个方面取得了成功,你是不是也会感到和时间赛跑其乐无穷呢?

3、说说自己和别人浪费了时间的一两件事,并就此谈谈你的感受

学生通过反思,明白了不珍惜时间就不会事业有成,和时间赛跑是人生中的最大乐趣,而且懂得了今后该如何珍惜时间,为培养学生珍惜时间的习惯奠定了基础

教学环节的第四部分——布置作业

新课程标准要求中年级学生能不拘形式地写下见闻和感受,并引导学生观察社会、观察人生,为体现这一指导思想并突出语文教学读写结合的宗旨,同时也为了强化学生珍惜时间的价值观念和情感态度,我安排如下作业:(出示作业)

(一)、以《时间你是我的亲密伙伴》为题,谈谈你浪费或珍惜了的时间及感受。

(二)、

(1)从报刊、电视、网上或生活中搜集:哪些人被誉为走在时间前面的人?他们有哪些动人事迹?

(2)列举生活中的具体事例说说一分钟可以做那些事。

学生在讨论探究中,我相机板书,我的板书是这样的:

3、和时间赛跑

外祖母去世:哀痛万分(起因)

和时间赛跑:兴奋无比(经过)

假若……就……(结果)

这个板书一方面展现了的主要内容,一方面展示了叙述顺序,为下一组了解的顺序这一训练重点做好了铺垫,同时也反映了作者珍惜时间价值观的形成过程和情感态度的转变过程。

和时间赛跑说课教案 和时间赛跑优质课教案篇二十二

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和时间赛跑说课教案 和时间赛跑优质课教案篇二十三

这是新课标语教版三年级下册第六单元的第三篇课文,本单元的主题是表现人物某方面的美好品质。本篇课文选编的意图在于通过作者的亲身经历,启示我们在成长的过程中,怎样去珍惜时间,使人生的每一天过得更加丰富,更有意义。

这是一篇清新、淡雅又略带忧伤情绪的散文。“我”因外祖母去世而悲伤不已,后来听了爸爸的一席话,看到太阳落山,鸟儿飞行等自然现象,明白了为什么要珍惜时间,并在和时间赛跑的经历中,体会到了应该怎样珍惜时间。

课文学习的重点应是感悟“所有时间里的事物,都永远不会回来了”,但是,“假若你一直和时间赛跑,你就可以成功”。难点在于时间的概念比较抽象,只有联系生活实际,才能引导学生感受珍惜时间的意义。

依据课程标准,结合本单元训练重点和教材特点,我制定以下教学目标:

第一课时:1、学会10个生字,正确读写“忧伤、哀痛、持续、安慰、日月如梭、狂奔、受益无穷、假若”等词语。

2、有感情地朗读课文,初步把握文章的主要内容。(3)搜集、积累有关珍惜时间的名言、警句。

第二课时:(1)有感情地朗读课文,体会时间的意义,形成珍惜时间的价值观念和情感态度。(2)能联系上下文和生活经验,在个性化的朗读中理解重点词句的意思。

培养学生良好的人文素养、语文素养以及合作探究精神、创新精神,是新课程标准的重要理念。为了实现这一目标,充分调动学生的积极性和主动性,我采取引导法、朗读法、讨论法等交替使用,组织学生结合实际进行朗读品味,还注意教给学生学习的方法,从而培养学生的学习能力。如质疑学文;收集并整理有关珍惜时间的资料;能联系上下文和生活经验理解如“所有时间里的事物,都永远不会回来了”等含义深刻句段的学习方法。

教是为学服务的,为了让学生真正掌握本篇课文含义深刻的语句,我引导学生运用“朗读——理解——感悟——朗读”的方法来读懂这篇课文。叶圣陶先生说过;“活读运心智,不为书奴仆”,只有学会怎样读书,才能将一本死的教材读活,因此,对学生进行学法的指导尤为重要。

(一)激趣导入

兴趣是最好的老师,这个环节我利用谜语和教师深情的谈话:(时间是君子,它永远说老实话;时间是无情的,它永远吞噬一切。时间是人们永恒谈论的话题,今天,我们将继续和时间谈心,和时间赛跑,和时间交朋友。)激发学生的兴趣,导入新课。

(二)质疑定向

1、自由读课文后,小组交流:通过读课文,你了解了什么?你还有什么问题不懂的?针对学生提出的问题进行归纳总结,概括为以下三个问题:

a、“我”是怎样和时间赛跑的?

b、时间又不是人,“我”为什么偏偏要和它赛跑?

c、我们应该怎样珍惜时间,争取时间呢?

(三)探究体验

1、让学生带着问题反复读课文,先自主探究,然后分小组讨论,合作探究。

(由于这三个问题相对独立,内涵辐射全篇,教学时我根据学生汇报情况进行调整,以保护学生的主体意识,使他们能够畅所欲言,体现了教学新理念。)

2、全班交流时,根据学生汇报相机板书,并重点品读以下几个内容:

(1)所有时间里的事物都永远不会回来了。

(2)虽然明天还会有新的太阳,但永远不会有今天的太阳了。

a、 课件出示。

b、谈话:什么事物是属于时间里的,永远不会回来?你们理解吗?找出文中的有关句子读一读。

(课件出示):

1、你的昨天过去了,它就永远变成昨天,你再也不能回到昨天了。爸爸以前和你一样小,现在再也不能回到你这么小的童年了;有一天你会长大,也会像外祖母一样老;有一天你度过了你的所有时间,也会像外祖母一样永远不能回来了。

2、我每天放学回家,在庭院里看着太阳一寸一寸地沉进了山头,就知道一天真的过完了,虽然明天还会有新的太阳,但永远不会有今天的太阳了。

3、我看到鸟儿飞到空中,它们飞得很快呀。明天它们再飞过同样的路线,也永远不是今天了。或许明天飞过这条路线的,不是老鸟,而是小鸟了。

c、让学生自由读,并说说自己的初步理解。

d、再读,充分地并多形式地朗读(指名读,自邀伙伴读,范读),再谈自己的感受。

e、联系生活经历启发引导。

师:看着幸福的你们,坐在宽敞明亮的教室里学习,老师心中真是羡慕。我要是能回到和你们一样小,也就能幸福地坐在教室里读书学习了。可是——这不可能了。因为我不可能回到和你们一样小的年龄了,因为它是时间里的事物,永远不会回来了。你有这样的经历吗?(以此让学生联系生活经历自由说“属于时间里的事物,都永远不会回来了”的现象。)

f、在切实理解的基础上,带着自己的感受再读。(失望,无奈,伤心等等)

g、小结:从这些句子中,我们切实感受到了时间是多么宝贵,它如流水般,一去再不复返。

[这3个自然段,都围绕“所有时间里的事物,都永远不会回来了。”这句话写的。语言虽平实,含义却深。学生没有切身的经历体验是难以理解和感受到的。新课程强调,教学是教与学的交往、互动,师生双方相互交流、相互沟通、相互启发、相互补充的过程。所以,我设计了通过朗读和联系生活经历体验的方式来实现教学目标和突破教学重点。]

(3)我为什么“着急”“悲伤”,又为什么“高兴”“‘快乐”呢?

a、课件出示

b、从文中找出作者着急、悲伤和高兴、快乐的句子。(课件出示)有一天我放学回家,看到太阳快落山了,就下决心说:“我要比太阳更快地回家。”我狂奔回去,站在庭院里喘气的时候,看到太阳还露着半边脸,我高兴地跳起来。那一天我跑赢了太阳。以后我常做这样的游戏,有时和太阳赛跑,有时和西北风比赛,有时一个暑假的作业,我十天就做完了;那时我三年级,常常把哥哥五年级的作业拿来做。每一次比赛胜过时间,我就快乐得不知道怎么形容。

c、自由朗读、品味。

d、同学们,作者这么珍惜时间,这么努力奋斗,那他会成功吗?(展示林清玄因努力、因珍惜时间而取得成功的事例。)

e、小结:一位作家,取得这么大的成功,受到这么多人的欢迎,我们不得不停下放飞的思绪,寻找原因。那是什么原因呢?(引导学生说出作者正因为认识到时间的宝贵,所以他才更加珍惜,才更加努力,最终获得了令人羡慕的成功!)

[这个教学步骤通过对文本进行深入地解读,加上真实材料辅佐验证,使学生的心里泛起不平静的涟漪。不仅达到教育的功用,同时为下面内容的解读奠定基础。]

(4)假若你一直和时间赛跑,你就可以成功!

a、过渡语:如果将来我有什么要教给孩子,我们会大声地告诉他——假若你一直和时间比赛,你就可以成功!(引读)

b、让学生从自己身上或周围人的身上用具体的事例说说对这句话的理解。通过联系学生生活实际,激发学生学习兴趣,增强学生情感体验,改进教学活动,使教学过程充满情趣和活力。

c、感情朗读。将这句话送给自己或同桌或伙伴。

d、说说自己收集的有关珍惜时间的名言警句,并选择一句送给自己或同桌或伙伴。

教学中,通过引导学生进行探究理解和朗读体验,使学生明白:如果时间能停下来,外祖母就不会去世;如果时间能停下来,爸爸还会拥有童年,“我”也会回到昨天,我更不会有一天也像外祖母一样永远不能回来;如果时间能停下来,明天还会看到今天的太阳,鸟儿还会飞过今天的飞行路线,然而这一切都是不可能的。学生通过作者与时间赛跑的具体事例以及“一寸光阴一寸金,寸金难买寸光阴”等谚语的理解更是体会到了时间的宝贵,时间的一去不复返,从而珍惜时间突出重点,突破难点,实现了教学目标的要求。]

(四)反思升华(在这个环节,我设计了两个问题引导学生进行反思。)

1、作者林清玄是一位出色的散文家,如果他不和时间赛跑,他会在文学上取得成功吗?

2、以后,你将怎样和时间赛跑?

让学生通过反思,明白了珍惜时间就会事业有成,和时间赛跑是人生中最大的乐趣,为培养学生珍惜时间的良好习惯奠定了基础。

(五)布置作业

新课程标准要求中年级学生能不拘形式地写下见闻和感受,为体现这一指导思想并突出语文教学读写结合的宗旨,同时也为了强化学生珍惜时间的价值观念和情感态度,我安排如下作业:(出示作业)

以《时间,你是我的亲密伙伴》为题,谈谈你浪费或珍惜时间的感受。

23、和时间赛跑

外祖母去世:哀痛万分(起因)

和时间赛跑:兴奋无比(经过)

假若……就…… (结果)

这个板书展现了文章的主要内容,还展示了文章的叙述顺序,为下一组了解文章的顺序这一训练重点做好了铺垫,同时也反映了作者珍惜时间价值观的形成过程和情感态度的转变过程。

1、对于课堂生成资源,教师不可预测,但可以适当调控。

2、只要尽自己最大的努力去做了,就是最好的。

和时间赛跑说课教案 和时间赛跑优质课教案篇二十四

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和时间赛跑说课教案 和时间赛跑优质课教案篇二十六

1、教材分析

《和时间赛跑》是人教版课标本语文第六册第三单元中的一篇精读课文。这是一篇清新、淡雅又略带忧伤情绪的散文,也是一篇惜时教育的好教材。“我”因外祖母去世而悲伤不已,后来听了爸爸的一席话,看到太阳落山、鸟儿飞行等自然现象,明白了为什么要珍惜时间;并在和时间赛跑的经历中,体会到了应该怎样珍惜时间。课文给我们以深深的启示:虽然“光阴似箭,日月如梭”,虽然“所有时间里的事物,都永远不会回来了”,但是,“假若你一直和时间赛跑,你就可以成功”。这是一篇珍惜时间的好教材。这篇课文还有一个很巧妙的地方,那就是,虽然第四自然段很难懂,但是用课文5、6自然段的内容可以解释它。

2、教学目标

根据以上教材的特点以及学生的实际情况,结合新课程的三维目标理念,在教学中我拟定以下几点教学目标。

(1)会认6个生字,会写13个生字。正确读写课文中的词语。

(2)有感情地朗读课文,背诵自己喜欢的部分。

(3)联系上下文和生活经验,理解重点词句的意思。

(4)明白时间是多么珍贵,初步培养学生珍惜时间,好好运用时间的习惯。

3、说教学重难点

通过以上分析,我确定本课的教学重点是:理解文中父亲说的话和文章最后一段话,明白其中蕴涵的道理。难点是:通过文中具体事例明白时间可以争取的道理,从而培养珍惜时间的习惯。

说教法——语文教学要遵循“以教师为指导,以学生为主体,在读中有所感悟,在读中培养语感,在读中受到情感熏陶”的教学原则。针对本课的教学目标和三年级学生的特点,我选择以下教学方法:

1、朗读品悟法。“读”是理解课文,体会作者思想感情的有效手段,“读”也是语文实践的主要途径之一。本课教学中我引导学生走进文本,读进去,想开去,调动学生已有的生活体验来理解和体会语言。并采用多种方式朗读,读悟交融,让学生实现与文本的融合,形成新的感知。

2、材料补充法:文本只是为我们的学习提供了一个载体,我们应该以文本为契机,由文本拓展适当的课外材料。本课教学中,我将林清玄的背景资料和课外资料引入补充教学,使学生在对比学习中加深对课文语言的感悟,体验珍惜时间的意义。

在教学中,我积极倡导学生自主、合作、探究的学习方式,通过读读、划划、议议,鼓励学生选择合适自己的学习方法,去发现问题,解决问题,注重培养学生自主学习的意识和习惯,尊重学生个性差异,把学习主动权还给学生。

本文我打算用两课时的时间来完成。第一课时的主要内容是初读课文,学习生字词,

品读1-5自然段。第二课时的主要任务是:品读6—10自然段,理解重点词句的意思,明白时间是多么珍贵,初步培养学生珍惜时间,好好运用时间的习惯。下面我重点来说说第二课时的教学过程。本课教学我共分4个板块来进行。第一板块——复习导入,引出话题,第二板块——联系上下文,感悟时间的意义,第三板块——走进林清玄,懂得珍惜时间,第四板块——创编名言,写下心灵的文字。

第一板块——复习导入,引出话题

1、老师导语:这节课我们继续走进课文,去聆听林清玄的心声。学生读题。

2、外祖母去世的时候,我的心情十分哀痛。爸爸对我说了一段很深奥的话。请自由读第四自然段,想想爸爸到底要告诉我什么?

学生读课文,课件出示第四自然段的内容。

老师引导:爸爸明明白白地告诉我,时间带走了爸爸的一切,也带走了外祖母的生命,将来也会带走我的一切。谁愿意读读爸爸的话。

第二板块——联系上下文,感悟时间的意义

老师导语:在以后的日子里,我对爸爸的话,又有了哪些更深入的理解呢?我们一起走进“看日落、看鸟飞”的部分。(这2个自然段正好可以解释第四自然段爸爸说的那段话,我是这样进行教学的)

(1)自由读6、7自然段,一边读,一边思考,你读懂了什么?

(2)(出示第6自然段的内容,)我们先走进第6自然段“看日落”,请大家默读这一

段,一边读,一边在相关的句子旁边写下自己的体会。在学生充分默读的基础上,交流读后的体会。这一段话只有两句,适宜在朗读中整体感受。比如,当学生说:我体会到了作者心里很着急,我就引导:把你的着急读出来吧。如果学生说:我感受到了作者的悲哀,我就引导:他悲哀呀,谁能读出这份悲哀来。在指导读好这句话以后,课件出示,让学生回读第四自然段中的第二句——你的昨天过去了,它就永远变成昨天,你再也不能回到昨天了。

(3)让我们继续走进看鸟飞,看作者为什么悲伤,为什么着急。课件出示第7自然段,

我让学生自由读这段话,一边读,一边想:这一段话中,哪一句话让你的心头为之一颤?

在充分自读的基础上,学生肯定能找出这一句:或许明天飞过这条路线的,不是老鸟,而是小鸟了。这个句子也是帮助理解第四自然段,从而突破难点的一个关键句。我分三步来进行:

首先指导学生默读这句话,并谈谈从这句话里,你读懂了什么。学生的理解可能会停留在字面的理解上。然后,我会这样深入引导:我想知道老鸟去哪里了?相信学生能感悟到:老鸟也许老了,飞不动了,或者已经死了。我追问:小鸟就不会有事吗?小鸟也在慢慢地变老,有一天也会死去。接着,我进一步引导:还有什么也会象老鸟和小鸟一样呢?(预计学生会说:我们,树林,所有有生命的东西等等)再接着,指导朗读:当你知道,有一天,我们也会象老鸟一样,你会有什么心情?估计学生会说:我会伤心,我会害怕,我会想哭等等。把你们的心情送进去读一读吧!学生齐读第7自然段。最后,回读第四自然段中的第3、4句——爸爸以前和你一样小,现在再也不能回到你这么小的童年了。有一天,你会长大,你也会象外祖母一样老,有一天,你度过了你的所有时间,也会像外祖母一样永远不能回来了。

(4)有感情地朗读6、7自然段

第三板块——走进林清玄,懂得珍惜时间

1、激情过渡:外婆永远不会回来了,这一点林清玄明白了;生命是很脆弱的,这一点林清玄也明白了;时间一去不复返,他更明白了。我们再来读读这段话,课件出示,学生齐读第四自然段。

2、此时此刻,作者心里除了忧伤,除了着急,他还要干什么?

引导读题:和时间赛跑

课件出示第8自然段,自由读,想一想作者此时此刻会有什么样的心情?为什么会有这样的心情?

预设学生回答:因为他跑赢了太阳,他赢过了哥哥,他和西北风赛跑了,所以他很高兴,很快乐等等。在学生充分体会的基础上,指导男女生分组朗读,读出我的那一份高兴,读出我的那一份快乐。

3、作者就这样和时间赛跑,在后来的20年里,受益匪浅。指名读第9自然段。这一段有点难理解,因此我找了一段介绍作者林清玄的资料,让学生对比读一读,想一想从资料的那几句话里读懂了第9自然段中的那几句话。比如资料中的这句话“为了实现作家梦,他十几年如一日,每天早晨4点就起来看书写作,每天坚持写3000个字,每年就是100万字,就是几本好书。”正好可以帮助理解“那几步虽然很小很小,用途却很大很大。”在充分的对比阅读的基础上,我再用指名朗读,分组朗读、齐读等形式,回读第9自然段,在读中深化理解。

4、自由读第10自然段,思考:从“一直”这个词中,你读懂了什么?学生有了上面对林清玄的背景资料的了解,一定会说:一直就是坚持不懈,永不放弃等等。

于是,我根据学生的体会,完成板书,也就是把课题变成这样一句话,并指导读好这句话。

第四板块——创编名言,写下心灵的文字

1、古今中外一代代人,从家境贫寒的乡村野夫到叱咤风云的英雄人物,当面对人生短暂、岁月匆匆时,如何使自己在世上留下深深的痕迹,发出许多的感叹?请看——

课件出示朱熹、岳飞、贝多芬等人的珍惜时间的名言,引导诵读积累。

2、未来的科学家、魔术师、表演艺术家,作家们,你们会怎么说呢?请拿起你们的笔,尽情抒发自己的感情,尽情创编自己的名言吧。

3、总结:在匆匆流逝的40分钟里,我们读懂了课文,读好了课文,读写了自己的感受。最后,让我们在诵读林清玄的这句名言中结束本课吧!

假若你一直和时间赛跑,你就可以成功!——林清玄

和时间赛跑说课教案 和时间赛跑优质课教案篇二十七

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和时间赛跑说课教案 和时间赛跑优质课教案篇二十八

《和时间赛跑》是小学语文人教版课标本三年级下册一篇清新、淡雅又略带忧伤情绪的散文。在第一课时学习了生字新词、初读课文、了解课文大意后,这课时着重进行课文重点句段的学习。下面就第二课时的教学分说教材、说教法和学法及说教学过程这三部分谈谈自己的设想。

1、学目标:

根据本课教材的内容,依照单元教学要求和学生实际,确定如下的教学目标:

(1)、知识与技能:感情朗读课文。展示收集、积累的珍惜时间方面的名言警句。

(2)、过程与方法:能对自己不理解的语句质疑,能联系上下文和生活经验,在个性化的朗读中理解重点词句的意思。

(3)、情感、态度和价值观:懂得时间一去就不复返,要懂得珍惜时间的道理。

2、特点,教学的重点、难点

课文里主要讲了两层意思:一是“我”从爸爸的谈话中,从太阳落山、鸟儿的飞行中,明白了为什么要珍惜时间;从“我”和时间赛跑的经历中体会到怎样珍惜时间。

本课的教学重点是:虽然“光阴似箭,日月如梭,”虽然“所有时间里的事物,都永远不会回来了,”但是,“假若你一直和时间赛跑,你就可以成功。”使学生在阅读时获得这一启示,并能引导他们对这一问题有所感悟。

由于时间的概念比较抽象,学生对时间概念也比较模糊,因此,引导学生感受珍惜时间的意义,是本课学习的难点。

(一)、教法:

1、授之以渔,教给学法

“教是为了不教”,达到用不着教的唯一方法是“授之以渔”,即教给学生学习的方法,从而培养学生的学习能力。如质疑学文;收集并整理有关珍惜时间的资料;能联系上下文和生活经验理解如“所有时间里的事物,都永远不会回来了”等含义深刻句段的学习方法。

2、注重朗读,感悟内容

朗读是最经常、最重要的阅读训练,也是理解课文内容、体会课文思想感情的主要方法。课文中语句内涵深刻,对于三年级学生,由于缺乏生活经验以及智力发展水平的限制,更是需要反复朗读、细细品味,这样才会理解与意会课文内容。

3、加强训练,培养能力

中国的俗语“拳不离手,曲不离口”也都阐明了训练的重要性。课堂上,应抓住一切可选用的机会进行训练,如朗读训练、说话训练、思维训练等等。

(二)、学法:

教是为学服务的,为了让学生真正掌握本篇课文含义深刻的语句,我引导学生运用“朗读——理解——感悟——朗读”的方法来读懂这篇课文。

1、导课

首先用解题切入的方法导入新课。今天,我们继续来学习第13课,随后,用游戏复习巩固词语用小闹钟计时,感知时间的飞逝。

自主读文,解决问题

想一想作者为什么要和时间赛跑呢?

设计意图:通过读感受课文的主要内容,及作者行文思路。

我这样导课的依据是新课标对三、四年级阅读能力所要求的:能初步把握文章的主要内容;能对课文中不理解的地方提出疑问。古人云:学贵在疑,小疑则小进,大疑则大进。没有问题也就难以诱发和激起求知欲,没有问题,感觉不到问题的存在,学生就不会去深入思考,那么学生也就只能是表层和形式的。同时,为了遵循整体 ——部分——整体的教学思路,让学生回顾课文内容,带着质疑探究课文内容,进而品读课文内容,完成教学思路中的“会文”。接下来由整体插入到部分进行解读。

2、品读重点句段

我将引导学生重点品读如下三个内容:

(1)、父亲告诉我什么道理?具体从几个方面来说明时间里的事物永远不能回来了呢?

概括爸爸说的话,他说(昨天)永远不能回来了,(爸爸的童年)永远不能回来了,(外祖母)也永远不能回来了。了解总分的构段结构。

过渡:是呀,所有时间里的事物永远都不会回来了,时间也一样一去不回了。

课文当中还讲到了哪些事物也是这样永远不会回来了呢?请你把相关的句子读给大家听。注意:尽可能读出自己的感受。(落山的太阳、飞过天空的鸟儿)

这3个自然段,都围绕“所有时间里的事物,都永远不会回来了。”这句话写的。语言虽平实,含义却深。学生没有切身的经历体验是难以理解和感受到的。新课程强调,教学是教与学的交往、互动,师生双方相互交流、相互沟通、相互启发、相互补充的过程。所以,设计了通过朗读和联系生活经历体验的方式来实现教学目的和突破教学重点。

c、课件出示内容:

有一天我放学回家,看到太阳快落山了,就下决心说:“我要比太阳更快地回家。”我狂奔回去,站在庭院里喘气的时候,看到太阳还露着半边脸,我高兴地跳起来。那一天我跑赢了太阳。以后我常做这样的游戏,有时和太阳赛跑,有时和西北风比赛,有时一个暑假的作业,我十天就做完了;那时我三年级,常常把哥哥五年级的作业拿来做。每一次比赛胜过时间,我就快乐得不知道怎么形容。

第八自然段讲我跑赢了太阳,这里的太阳实际指的是——时间。跑赢了太阳,实际就是跑赢了——时间。(板书:赢得时间)

5、作者还跑赢了什么呢? (有时……有时……有时……)指导排比句的学习。“我”因此高兴得不知道怎么形容。你能用一句话形容一下“我”的样子吗?

6、学生体会再次读文。

设计意图:再次读文,解决课前提出的第二个问题,懂得作者和时间赛跑实际上就是在赢得时间的道理。

语文课要培养学生谴词造句的能力,能品味词语是能谴词造句的前提和基础。通过品味词语能增强学生对语言文字的感知和理解力,能让学生更好地体会通过语言文字所表达的思想感情,促进朗读水平的提高。

品味成功之道

1、我就这样和时间赛跑,后来的二十年里,我因此——受益无穷。什么叫“受益无穷”? 说说你是怎么理解的?林清玄有什么收获呢?

2、出示作者简介。指名读。

3、理解作者的深刻体会,相信你再读这几句话,一定会有所收获。

过渡:从你们的朗读中,我感受到了你们每一个人对于时间的珍视。咱们能够赢得时间更要珍惜时间。(板书:珍惜时间。)

设计意图:联系作者的经历,懂得“我”珍惜时间才能在今后的日子里受益无穷。

对文本中进行深入地解读,加上真实材料辅佐验证,学生的心里定能泛起不平静的涟漪。不仅达到教育的功用,同时为下面内容的解读奠定基础。

(3)假若你一直和时间比赛,你就可以成功!

总结成功之道

1、你今后打算怎样和时间赛跑呢?

2、通过我们的交流、碰撞,我们对于时间的意义有了更清晰的认识。跟时间赛跑,最终跑赢时间是我们每个人都愿意追求的一个目标。将来有一天,我们也会和作者一样长大,面对我们的孩子,我们会告诉他——(课件出示:假如你一直和时间比赛,你就可以成功!)

b、让学生从自己身上或周围人的身上用具体的事例说说对这句话的理解。通过联系学生生活实际,激发学生学习兴趣,增强学生情感体验,改进教学活动,使教学过程充满情趣和活力。

c、感情朗读。将这句话送给自己或同桌或伙伴。

5、说板书设计:

本篇板书我是依照作者思路设计的板书。它体现出一种直观的教学方法,是课堂教学中教学活动的缩影,能直观形象地反映课堂教学的过程,明了时间是因为一去不复返而显得宝贵;是因为宝贵,而要珍惜时间,要努力奋斗,这样才能取得成功的道理。脉络清晰,学生也就容易理解了。

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