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最新《青山不老》教学设计及反思(28篇)

格式:DOC 上传日期:2023-03-23 16:20:46
最新《青山不老》教学设计及反思(28篇)
时间:2023-03-23 16:20:46     小编:zdfb

每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。范文怎么写才能发挥它最大的作用呢?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。

《青山不老》教学设计及反思篇一

1、把课文读正确、读流利 ,能提出问题。

2、利用导读来学习课文,能捕捉到文中重要的信息,并解决提出的问题。

3、有感情地朗读课文,理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

一、谈话引出课题。

1、导入,以“地球”照片导入,突出中国沙化现象。

2、今天我们来学习一篇课文《青山不老》。

二、初读课文,整体感知。

1、自由读课文,要求:

⑴、认真快速读课文,要求读正确、流利。划出你认为比较难读的句子。

⑵、读了课文后,你对 “青山不老”又有什么新的认识?同时产生了哪些问题?

2、反馈交流。

⑴、交流比较难读的句子。

⑵、交流你对“青山不老”的新认识。

预设点:

a、提到老人:老人的作用,因为老人的存在,青山永远郁郁葱葱;(提到课文的主人公)

b、提到中心:青山喻老人,老人(改造山林、绿化家园艰辛和决心的精神)如青山,永远活在人们的心中,没有因为生命的终结而消失。(表扬:你很会读书,通过一次读书就领悟到了课文的中心)

c、提到老人生活的环境很险恶。

⑶、提出质疑。

a、词语的理解:土炕、晋西北 (在山西,通常指的是保德、河曲、偏关三县,它们隶属于忻州市,隔黄河、长城与陕西、内蒙古相望)肆虐(任意残杀或迫害。文中指西伯利亚大风经常吹刮,给当地造成很大的破坏和损失。)、盘踞(非法占据。文中指经常受到干旱、霜冻、沙尘暴的迫害。)、如臂如股、劲挺(坚强有力地挺立着。文中指在山洼、山腰里的杨树、柳树挺立着,生命力非常旺盛)、淤泥(河流、湖沼、水库、池塘中沉积的泥沙。文中指树下堆积的泥土)归宿(人或事物的最终的着落。文中指青山是老人生命的终结地)荡漾:(水波)一起一伏地动。文中指老人的院子里到处充满着绿色,到处被植被所围绕。

b、句子的理解:

他觉得种树是命运的选择,屋后的青山就是生命的归宿。

作为一个山野老农,他就这样来实现自己的价值,他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。

这位普通老人让我领悟到:青山是不会老的。

同学们,你们提出的这些不理解的句子,其实归结在一起就是要解决课文的重点 “为什么说青山是不会老的?”,那么这些不理解的句子含义就能领会了、

三、利用导读,再读课文,感受老人伟大奇迹。

那么怎么来读懂这么多的问题呢?在略读课文中,我们可以借助导读来帮助我们阅读课文,出示导读:

印第安人对土地的眷恋与珍惜之情深深地打动我们,下面的课文写了一位老人对青山的一片深情。默读课文,想一想这位老人创造了怎样的奇迹,这一奇迹是在什么样的情况下创造的;联系课文内容,想一想作者为什么说“青山是不会老的”。

1、先解决“这位老人创造了怎样的奇迹,这一奇迹是在什么样的情况下创造的”。(课件显示红色)自由读课文,边读边划下有关的内容,注意有的内容需要概括。

2、学生自学,教师适当提醒可以讨论一下。

3、这位老人创造了怎样的奇迹?

预设交流点:

⑴、窗外是参天的杨柳。院子在山沟里,山上全是树。我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。

抓住两个“全”字体会:窗外满山的杨柳浓密葱郁,在风的吹拂下,高低起伏,犹如海上的波浪,景色之优美。喻示着老人投身山林、为改造山沟所作出的巨大贡献。(课件展示)

还允许学生可以与环境的恶劣作一下比较,突出老人的贡献巨大。

这是老人创造的一幅美丽的图画!让我们一起来读一读,真切地感受一下。

⑵、15年啊,绿化了8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机——他还有宏伟设想,还要栽树,直到自己爬不起来为止。

我们一起来读一读,你体会到什么?(通过这些数字写出了老人创造了了不起的奇迹)通过3700亩林网与杭州体育场70亩作比较,想象老人种树的面积大,这的确是了不起的奇迹。(板书:创造了不起的奇迹)

请同学们一起再来读一读,把这一奇迹展示出来。

⑶、杨柳、柳树,如臂如股,劲挺在山洼山腰。看不见它们的根,山洪涌下的泥埋住了树的下半截,树却勇敢地顶住了它的凶猛。这山已失去了原来的坡形,依着一层层的树形成一层层的梯。老人说:“这树下的淤泥有两米厚,都是好土啊。”是的,保住了这黄土,我们才有这绿树;有了这绿树,我们才守住了这片土。

点拨:指名读一读,学生简单从树的作用角度谈体会。

指导朗读:是啊,有了老人才有树,有了树,才包住了这片青山。我们一起再来读一读。

小结:保住了这片黄土,我们才有这绿树;有了这绿树,我们才守住了这片土。老人创造的是一个——学生接“了不起的奇迹”。

4、那么老人是在什么样的情况下创造奇迹的?用自己的语言概括。

预设:

⑴、这条山沟所处的大环境险恶,你从哪儿感受到了这个地方的险恶呢?(学习2自然段,这段可以放在前面学生读课文后对“青山不老”新的认识时就可以教学)

一齐读一读,观看课件。这些图片出示的仅仅是一般的干旱、霜冻、沙尘暴,更可怕的是:结合注释学习“县志载:‘风大作时,能逆吹牛马使倒行,或擎之高二三丈而坠。’”,读句子,说说解释,老人生活的环境就是如此的险恶,我们再来读一读。

⑴、我还知道老人生活条件的艰苦和年纪的大(学习第三自然段)

我们一起读读,体会老人生活条件的艰苦和年纪的大。

课文还有哪里还提到老人的年纪大?学习后面文中的一句话:老人拄着拐杖,慢慢迈进他那个绿风荡漾的小院。我不禁鼻子一酸——也许老人进去后再也出不来了。读一读。

小结:同学们,在这片荒无人烟,穷山恶水之地,年老古稀的老人15年如一日地上山植树造林,创造出这座青山,这确实是“了不起的奇迹”。读板书“了不起的奇迹。

四、感受老人的精神,领悟“青山不老”。

读到这儿,你知道“作者为什么说青山是不会老的”吗?你能把体会写下来吗?

交流学生的感悟,根据学生的回答,教师用前面学生提到的不理解的句子进行小结,(出示句子让学生朗读)从而解决问题。

⑴、他觉得种树是命运的选择,屋后的青山就是生命的归宿。

(老人愿意将自己的一生都奉献给青山,这是一种为了造福人类无私奉献精神。)

⑵、作为一个山野老农,他就这样来实现自己的价值,他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。

(是老农创造的这片青山,可以与山水共存;

是老农创造奇迹的这个精神更值得永远流传;

是老农面对困难能够迎难而上,坚持不懈地努力改造,这种精神会永远闪光;

甚至可以说是为了人类,作出自己的贡献,这种舍小家为大家的气概永远流传。小结并指导朗读:老农不仅留下了这片青山,还留下了更为宝贵的东西──与环境作斗争的不屈精神,绿化家园、保护环境的奉献精神,造福人类的精神,这就是“另一种东西”,这一切将与山川共存、与日月同辉。带着这份感动,让我们一起再读一读这句话。)

总结:你们说得都很好,这就是我们对课文“青山不老”又一个新的认识。同学们,只要有千千万万的人具有老人这样改造山林、绿化家园的艰辛和决心。这青山会老吗?读最后一句话。

《青山不老》教学设计及反思篇二

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《青山不老》教学设计及反思篇三

1、 我能掌握“治理、归宿、荡漾、领悟、风雨同舟”等词语。

2、 我要有感情的朗读课文,了解课文内容。

3、 我会理解文中含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心,从中受到启发。

:我会理解文中含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心,从中受到启发。

知识宫阅读闯关探新知

闯关一:初读 ,扫清字词障碍

大声朗读一遍课文,读准下列词语的字音,并联系上下文理解词义。

肆虐 盘踞 风雨同舟 三番五次 归宿 劲挺 淤泥 荡漾 领悟 不紧不慢

闯关二:再读,知大意、理脉络

快速浏览课文,边读边思考:

本文通过描述一位山野老人,面对自然条件的( )和生活条件的(),义无反顾地( )工作中,用十五年的时间在晋西北地区奇迹般的创造了一片绿洲,实现了自己的人生价值,赞扬了( ),( )的精神和( )的情怀。

闯关三:三读,细品味

比喻、拟人修辞手法的运用使文章生动形象,情景交融、增强了文章的感染力!

走进青山,欣赏风光美

我能用课文中的关键词语概括青山的总体印象:

空气( )、天空( )、草原( )。

1、 我发现作者是通过这些景物依次描写出了青山的美丽风光: 等。我能用红色笔画出最喜欢的句子,用蓝笔批注自己的感受。

2、作者是为什么把景物写得这么美的?我要找句子好好体会体会。

3、这些句子写得这么美,我要多读几遍,把它们背诵下来。

闯关四:四读,有提升(默读全文)

我能用自己的话说说 “青山是不会老的”的意思?

通关卡:(检测)

同学们,让我们来展示本节课的收获吧!(达标,时间为5分钟)

听写词语

知识宫闯关须知:

1、自学闯四关,闯过一关,画一个笑脸。

2、没有完成任务先与同桌一起探究。

3、最先闯过四关的

同学帮助没有完成导学案的同学闯关;同桌不能解决的,组内解决;组内没有解决的问题写到小黑板上。

4、过关小组组长报到得分。

反思栏:

我的不会、易错点是:

已解决:

待解决:

欢迎来到演练场大显身手,相信你的大胆展示会给小组带来荣誉,给课堂带来精彩生成!加油啊!

演练场展示提升秀技能

演练一:画出本课的知识树。概括文章的主要内容。

演练二:

1、朗读pk秀。我能找出描写景色美的句子,读出自己的感受

(形式可以多样:小组比赛,还可以发起挑战)

2、背诵大比拼。青山的美景令人陶醉,我想把优美的句子、段落积累背诵下来。

演练三:读后抒怀

这一奇迹是在什么样的情况下创造的?

演练四:联系课文内容,想一想作者为什么说“青山是不会老的”。

检测:同学们,让我们来展示本节课的收获吧!(分层达标,时间为5分钟)

《青山不老》教学设计及反思篇四

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《青山不老》教学设计及反思篇五

1.读读记记“治理、归宿、荡漾、领悟、风雨同舟”等词语。

2.有感情地朗读课文,了解课文内容。

3.理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

:解文章的内容,理解语言背后所蕴藏的深刻含义,体会人物的思想情感。

1.教学挂图,课件。

2.了解我国晋西北地区沙化现象以及植树造林的状况。

1课时

一、播放课件,导入新课

1.播放我国晋西北地区土地沙化的课件资料(或出示相关图片资料),引导学生畅谈感受:你看到了什么,想到了什么?

2.谈话:上一课中,印第安人对土地的眷恋与珍惜之情深深地打动了我们,这节课,我们将一起去认识一位81岁的老人,他从65岁开始在晋西北这块土地上创造了一个青山不老的奇迹。

齐读课题

[评:通过看图或其他资料,初步感知我国晋西北地区环境整治工作迫在眉睫、刻不容缓,感受更加直观。]

二、自读课文,整体感知

1.自读“阅读提示”,明确要求:

⑴默读课文,思考:这位老人创造了怎样的奇迹?这一奇迹是在什么样的情况下创造的?

⑵联系课文,想一想作者为什么说“青山是不会老的”。

2.小声读课文,把课文读通顺、读流畅、读正确,了解课文大意。

3.检查学生自学情况,说说课文主要讲了什么内容?

[评:指导学生阅读课文前的提示,明确要求,教给了学生自主学习的方法。]

三、指导阅读,感受“奇迹”

1.自由读课文,根据提示思考问题,勾画答案,批注感受。

2.学生交流:老人创造了怎样的奇迹?

①“我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。”(作者用比喻的方法,描写了漫山遍野绿意盎然,林间松涛阵阵、叶间微泛绿波的画面,喻示老人投身山林、为改造山沟所作出的巨大贡献。)

②“15年啊,绿化了的8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机。”

引导学生想象,这是怎样的一个奇迹?

③课文的哪些部分还具体些到了这一奇迹?学生自读课文一至五自然段。

3.讨论:老人是在什么样的情况下创造奇迹的?

①“大环境”──险恶。

你从哪里感受到了这个地方的险恶?

学生用文中语句回答,或者用自己的话。

(如有条件可用课件补充介绍晋西北的地理、经济、西伯利亚大风、沙尘暴等资料。)

②“小环境”──艰苦

你从哪些地方看出艰苦?

指导朗读相关语句。

3.交流:作者为什么说“青山是不会老的”?

①引导:从贫瘠的山沟到如今葱郁的青山,老人把自己的一生都奉献了出来,这就是他生命的价值。因此,当告别老人的时候,我不由得想到了──引读“作为一个山野老农……与日月同辉了”,这位普通老人让我领悟到──引读并出示“青山是不会老的”。

②指导:“与山川共存,与日月同辉”是什么意思?

老农能和山水共存,像日月一样永放光辉吗?联系上下文想想,作者为什么这样说。

小结:是啊,老农不仅留下了这片青山,还留下了更为宝贵的东西──与环境作斗争的不屈精神,绿化家园、保护环境的奉献精神,造福人类的精神,这一切将与山川共存、与日月同辉。带着这份感动,让我们一起再读一读描写作者感受的话。

③总结:老人用自己的勤劳善良创造了这片绿洲,有限的生命创造了无限的价值,生命的意义在茫茫青山中得到无限扩张,而且将随着青山永垂不朽,这是不会因为年龄的增长而变老的。这位普通的老人让我领悟到──(生齐读)青山是不会老的!

[评:理解含义深刻的语句与阅读课外资料相结合,促进了学生对文章的理解,同时也使学生的环保意识得到增强。]

四、再读全文,积累拓展

1.读课文,积累自己喜欢的语段。

①阅读,勾画。

②同桌交流。

③大声诵读。

2.交流读后感受。

引导:你想对老农说什么?还想对别的什么人说点什么吗?

[评:本文语言生动优美,学生在勾画、诵读、欣赏中,感受了语言文字的魅力,积累了好词佳句,又在读后感受的交流中深化了认识。]

板书设计:

青山不老

大环境──险恶

创造奇迹

小环境──艰苦

[总评:设计者用阅读提示中的问题带动全文的学习,将课堂主动权合理地交还给学生,体现了略读课文教学“敢于放手”的特点。与此同时,教师的点拨又引领着学生对课文内容层层深入,使学生从对“奇迹”产生的惊叹转移到对老农以及其他山林改造者的敬佩,以此深化对课文的理解。]

设计:重庆市高新区第一实验小吴绍华

评改:重庆市高新区石新路小学白瑞

《青山不老》教学设计及反思篇六

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《青山不老》教学设计及反思篇七

1、识“虐、踞、淤”,理解“肆虐、风雨同舟、三番五次、归宿、山川共存、日月同辉”的意思。

2、正确,流利地朗读课文。

3、理解老人所创造的奇迹,说说青山不老的含义,领悟老人植树造林,防止水土流失的精神。

相关图片资料,课件。

1、中国地图,认识晋西北的地理位置。

2、播放我国晋西北地区土地沙化的课件资料(或出示相关图片资料),引导学生畅谈感受:你看到了什么,想到了什么?

3、出示一幅如诗如画的山林图。(教科书光盘)

师:瞧,同学们,这是中国的晋西北,是西伯利亚大风常来肆虐的地方。这里昔日是一片荒无人烟,穷山恶水之地。15年后的今天,参天的杨柳,如臂如股,劲挺山腰;绿色的波浪,此起彼伏,绿风荡漾。多么如诗如画的景色呀。在这令人如痴如醉的林海背后,凝聚着一位可敬老人毕生的心血和执著的追求。他为青山披绿衣,青山为他献钟情。同学们,想认识他吗 ?那我们跟着作家梁衡去一起认识这位老人吧!

4、那我们一起走进课文,《青山不老》,请大家与老师一同板书课题:青山不老。

1、打开书68页,请大家用较快的速度自由读课文,把课文读通顺,读流畅,读正确。想想课文主要讲了什么内容。好,请读书吧!

2、老师先检查一下大家对生字的认识。谁来认读生字词语。强调:“肆虐,盘踞”等词的读音,你理解这些词语的意思吗?(看课件理解一些难的词语)“肆虐”这个词不容易记住,我们起来写写吧。

3、课文主要讲了什么内容呢?请大家试着用老师出示重点词,说说课文的主要内容吧!

山野、肆虐、山沟、奇迹、创造、绿洲、价值、造福。

小结:这种方法叫重点词概括法,我们以后可以用这种方法概括文章的主要内容。

抓“奇迹”:

1、师:青山为证,绿树为凭。老人绿化造林,执著地坚守着大山。从他的事迹中,哪个词可以概括你受到的震撼?板书:

奇迹

2、快速默读全文,看看这位老人创造了怎样的奇迹?

⑴ 先用笔画下来,在感动你的地方写你的上感受。

⑵ 写完了吗?四人小组内汇报感受。

3、指名学生汇报:

⑴ 出示:

15年啊,绿化了8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机──他还有宏伟设想,还要载树,直到自己爬不起来为止。

这是一个怎样的奇迹呀?3700亩林网有多大的面积 我们学校大约有40亩,相当于几个我们学校那么大?(100个)。可见有多大啊!引导学生想象,然后齐读。

师:这么浩大的工程是谁创造的?老农为创造这片绿洲所付出的千辛万苦,为改造山沟所作出的巨大贡献,板书:山沟。多么令人敬佩啊!带这种感情齐读。

⑵ 课文的哪些部分还具体写到了老人创造这一奇迹的呢 找出来进行交流。

出示:第1自然段课文的句子。

我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。

这景色美吗?这比喻句把──比作──,请轻轻地读读这句子,你仿佛听到了什么 看到了什么 这么美山林是谁创造的?

(窗外满山的杨柳浓密葱郁,在风的吹拂下,高低起伏,犹如海上的波浪。作者用比喻的方法,描写了漫山遍野绿意盎然,林间松涛阵阵,叶间微泛绿波的画面,这是老人用了15年的心血投身山林,为改造山沟所作出的巨大贡献啊。)

指导朗读:我们该用怎样的心情段?(赞美,满腔的欣喜。)

这么美的句子能背下来吗?试试看,能背的同学请站起来背吧。你一个人能背吗?请试试看。

⑶ 课文的哪些部分还具体写到了老人创造这一奇迹的呢?找出来进行交流。

出示:第5自然段课文的句子。

是的,保住了这黄土,我们才有这绿树;有了这绿树,我们才守住了这片土。

你能理解这句话的意思?

(黄土和绿树是互依互存,不可分割的。黄土提供了绿树成长所需的养料,而绿树的根则扎紧,牵绊着黄土,使之不至于流失。这正如老农与青山是息息相关,不可分离的。这片青山养育了老农,而老农用自己一生的努力,创造了这片绿色的奇迹,作为对青山的回报。其实人与自然又何尝不是如此。)

好,我们一起来深情的读读这句话吧!

抓“环境”:

这一奇迹究竟是在什么样的情况下创造出来的,学生读课文,概括。

预设:

1、出示:我知道这条山沟所处的大环境。

⑴ 让学生联系课文,结合注释,学习第2自然段,了解恶劣的自然环境。看课件

⑵ 出示:“风大作时,能逆吹牛马使倒行,或擎之高二三丈而坠。”理解意思。

⑶ 如果当时你在这情景中,你会有怎样的感受?让学生想象。

⑷ 这真是让人感到恐惧。老师与大家齐读这段好码 师读前半句,你们读后半句

⑸ 这位瘦小的老头,就在如此险恶的地方,竟创造了这块绿洲,板书:绿洲。这是多么了不起的奇迹阿!我们再来齐读这一句吧。

出示:就在如此险恶的地方,我面对这个手端一杆旱烟袋的瘦小老头,竟创造了这块绿洲。

3、我还知道这个院子里的小环境是怎样的?(学习第3自然段)

尽管老农生活条件艰苦,甚至自己的老伴和奋斗者相继离世,这位平凡的山野老农,放弃与女儿欢聚,颐养天年的幸福,依然不懈地努力进行改造,是什么支撑老人在这里植树造林,守候一生。

出示:

他觉得种树是命运的选择,屋后的青山就是生命的归宿。

抓“看法”:

1、作者对老人是什么看法呢?从中找出来,齐读课文6、7自然段。

2、师:从贫瘠的山沟到如今葱郁的青山,老农把自己的一生都奉献了出来,这就是他生命的价值。因此当告别老人的时候,“我”不由得想到──

生读:(出示:作为一个山野老农,他就这样来实现自己的价值。他已经将自己的生命转化为另一种东西。他是真正与山川共存,与日月同辉了。)

3、“另一种东西”是什么东西?

“另一种东西”,表面上指的是老农创造的这片绿洲,事实上还包含着开辟山林,绿化家园的精神和造福后代的情怀。老人用自己的勤劳善良创造了这片绿洲,有限的生命创造了无限的价值,生命的意义在茫茫青山中得到无限扩张,而且将随着青山永垂不朽,这是不会因为年龄的增长而变老的。

《青山不老》教学设计及反思篇八

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《青山不老》教学设计及反思篇九

小学语文六年级上册课本:16《青山不老》(人教版——义务教育课程标准实验教科书)

:1、读读记记“治理、归宿、荡漾、领悟、风雨同舟”等词语,并对肆虐、盘踞、淤泥等词语有一定的认识。

2、了解课文内容,理清叙事顺序,掌握关键句词的用法。

3、培养一定速度的默读方法并学习浏览的阅读方法。

:1、以恰当的速度默读和略读课文

2、能用多种方法(借助词典,联系上下文,利用生活经验等)理解词句和辨别词语的感情色彩

3、通过阅读引发思考,敢于质疑,以及口头和书面等形式来表达自己的观点和情感

4、联系实际生活,展开联想。

1、通过本课的学习,感受老农改造山林、绿化家园的艰辛和决心

2、感悟人类的生存与自然资源、生态环境的密切联系,懂得人类应珍惜资源,保护环境。

3、鼓励学生积极行动起来,为地球家园美好的明天,尽一份自己的力量。

理解文章语言背后所蕴藏的深刻含义,感悟老人对家乡的情感和伟大的精神,以及深化与作者的思想感情的沟通和认同。

课件pocomaker

2课时

1、讨论:学生自由简单阐述对我国环境破坏的认识,进而推入对土地沙化的了解——3分钟

在这个环节中,教师给以最大的空间,让学生

2、播放我国晋西北地区土地沙化的课件,为学生展现现实、感性的土地沙化状况,从而挖掘文章创作的特殊的社会背景,加深对文章的理解——5分钟

师:看完这个短片,你们有什么心得体会可以一起来交流一下吗?

是的,风沙防治刻不容缓,社会各阶层也日益增加对沙化的关注,而那些默默奉献,不求回报的精神更是值得我们敬仰和学习。下面就让我们一起走近晋西北,探望一位为环保事业无私奉献的老人。(板书:青山不老)

1、默读文章,同时并不提前浏览文章的“阅读提示”(培养学生的自我独立理解的能力),注意控制好时间——3分钟

2、引导学生勇于讨论和交流对文章首次感性认识,尝试地谈谈对文章主旨的理解——6分钟

(先介绍晋西北的地理位置)

师:主人公是谁?他有什么样的特点?(晋西北的一位老人;老——81岁、瘦小、孤单一人) ( 板书:人物、特征)

通过初步的了解,谁可以用自己的话来说说你觉得课文主要讲述了什么事情。(板书:事件)

(先让每个学生牛刀小试,问题由浅入深)

3、朗读并思考下列问题:15分钟

要求读准读顺。朗读中画出自己不认识或不理解的字词,借助文中注释和工具书弄清字音和词义。

重点词语:肆虐、盘踞、淤泥、归宿、风雨同舟

〔1〕阅读“课文提示”,带着提示的问题自读课文

①老人创造了怎样的奇迹(一位山野老农,用15年的时间在晋西北奇迹般地绿化了8条沟,造了7条防风林带,3700亩林网.)

②老人是在怎样的情况下创造这一奇迹的(是在自然条件极度恶劣和生活条件极其艰辛的情况下创造的)

〔2〕说说文章中让你感触最深的地方,为什么?

〔3〕文章体现了作者怎样的思想情感?作者又是以怎样的顺序来表达自己的情感?

三、课时总结——2分钟 师:通过对文章信息的提取,我们基本上整体感知了课文;同时同学们还就作者的叙事意图进行了大致的品论,好,下节课我们可以从作者的表达语言来对文章主旨进行深刻的分析。

师:同学们,上节课我们已经概括了文章的要点,并理清了作者的写作思路。这节课我们就继续来学习文章优美的语言。(板书:16、青山不老)

1、朗读第1段,展开想象并思考段中两个“全”字体现了作者此时此刻什么样的感情。 3分钟

2、朗读第2段:5分钟

① 这是中国的晋西北,是西伯利亚大风常来肆虐的地方,是干旱、霜冻、沙尘暴等与生命作对的怪物盘踞之地。三个“是”突出了什么,又暗含作者怎样的情感?

② 就在如此险恶的地方,我对面这个手端一杆旱烟袋的瘦小老头,竟创造了这块绿洲。体会“竟”字的意义。

3、浏览第3——6自然段:15分钟

① 他觉得种树是命运的选择,屋后的青山就是生命的归宿。

“种树是选择,青山是归宿”表现了老人怎样的心情?

② 这山已失去了原来的坡形,依着一层层的树形成一层层的梯。

这里除了告诉我们这里的山改变了形貌,更蕴藏着什么?(老人们的精神在祖国各地无处不在,我们的自然环境也在逐渐改善。)

③ 理解第3、6段省略号和破折号的用法和作用。(板书:…… ——)

④ 联系上下文,说说老人是怎样实现自己的价值?再联系实际生活,感受周边像老人一样的人。

使学生联系实际、展开想象,感悟和敬仰为环保事业做出的精神。

1、“老人拄着拐杖,慢慢迈进他那个绿风荡漾的小院。我不禁鼻子一酸──也许老人进去后就再也出不来了。”终有一天,老人会不再出来,那我们保护环境、绿化环境的事业该何去何从?

让学生自主产生社会责任感,引导学生共同参与保护地球家园的行动中。

2、学习课文以后,你对“青山不老”又有什么认识,同时也产生哪些问题?(板书:青山不老)

以“青山是不会老的”写一段自己的感想并交流所写感受。

16、青山不老

人物:老人

特点:81岁、瘦小、孤单一人

事件:

青山不老

《青山不老》教学设计及反思篇十

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《青山不老》教学设计及反思篇十二

教学目标:

1、理解老人所创造的奇迹,说出青山不老的含义

2、领悟老人植树造林的精神

教学重难点:

1、理解语言文字背后所蕴藏的含义

2、领悟青山不老的含义

教学过程:

一、导入新课

师:同学们,我国地大物博、幅员辽阔,这里不仅孕育了灿烂的中华文化,而且还涌现出了许许多多可歌可泣的人物事迹.他们之中有的慷慨激昂,有的缠绵悱恻,有的惊天地、泣鬼神,也有的平凡中透着伟大.今天,我们这节语文课就来讲述一个平凡老者的不同寻常的故事(板书:青山不老)

二、读课前提示,明确本课的阅读要求。

1、这位老人创造了怎样的奇迹?

2、这一奇迹是在什么情况下创造的?

3、作者为什么说青山是不老的?

三、自由读课文,感悟奇迹。

思考:这位老人创造了怎样的奇迹?

1、学生讨论回答

2、解读奇迹

15年啊!绿化了8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。

师:15年在人生之中是长还是短?

明确:很长

师:人生苦短能有几个15年,而在老人这15年中却干了多少事啊!

生:(齐读)绿化了8条沟、7条防护林带、3700亩林网

师:一亩约667平方米,我们罗店中学的校园面积差不多30亩,你能想象一下老人造了多大面积的树林吗?(停顿)(123个)

师:这一连串的数字背后是老人15年的枯燥岁月;这一连串的数字面前是满山遍野的绿。

师:(引)奇迹已然创造,我们就要用心去品读,找出具体描写这一奇迹的句子读一读。

明确:第一自然段

师:(引)树木营造了欲滴的绿色,我们身边也不乏垂柳依依翠杨挺拔,那么这里的树是什么样的?

生:读(杨树、柳树一层层的绿梯)

师:树的勇敢扼制了山洪的凶猛,庞大的根系牢牢扼住了稀疏的黄土,树土的关系在老人心里有着怎样的关系呢?

明确:这树下的淤泥有两米厚,都是有了这绿树,我们才守住了这片土。

师:土地是庄稼人的命根,农民有了沃土才会有希望,而树恰恰是保证水土流失的关键,所以,老人把他的精力都用在了植树造林上,这树是他的命根,这树是他的希望,这树就是诠释他生命价值的最好体现。

四、引导学生了解这一奇迹是在什么情况下创造的

同学们,绿色对于我们并不陌生,可对于生活在面朝黄土背朝天的晋西北来说却是难得一见的,那么,为什么在这里植树就这么难呢?

明确:大环境,风沙肆虐

明确:干旱、霜冻、沙尘暴

明确:环境异常险恶

知识链接

师:晋西北气候恶劣,植被稀少,土地沙漠化日趋严重,属于沙尘暴高发区,素有一年一场风,从春刮到冬,无风三尺土,风起土满天的说法。右玉县老城12米高的城墙如今已被黄沙埋没,人可以沿坡直接上到城墙;五寨县许多村庄,由于风沙侵害,每一二十年就被迫搬迁一次。

师(引)老人用他的坚毅抵住了环境的恶劣,而他生活的地方又有怎样辛酸的故事呢?

明确:早出晚归

明确:七位同伴五位过世

明确:风雨同舟的老伴没能见上最后一面

师:15年啊,绿色披上了青山,而青丝却变成了白发,死亡带走了他的亲人,也正一步步向他逼近,但是,他不走,因为(课件出示)生读:他觉得种树是命运的选择他不走,因为(课件出示)生读他觉得屋后的青山就是生命的归宿。

五、理解青山不老的含义。

师(引)从这句话中,你读懂了什么?

明确:老人要把一生奉献给山沟

明确:要把生命奉献给青山

师(引)看眼前翠绿的青山,听耳边朴实的话语,我被老人的行为所感动,在我眼前,老人的形象愈发高大起来(课件出示)

他已经将自己的生命转化为另一种东西。他是真正与山川同在、与日月同辉了。

生质疑:另一种东西是什么东西?

与山川共存,与日月同辉什么意思?

生交流汇报

师小结:是啊,老农不仅留下了这片青山,还留下了与环境作斗争的不屈精神、绿化家园、保护环境的奉献精神,造福人类的精神。这一切将与山川同在,与日月同辉。让我们带着对老人的崇敬再读一读这句话吧!

师(引)巍巍青山承载了几代人的梦想,棵棵杨柳记载了老人寄情荒山,造福人类的足迹,老人的生命是有限的,但他的意义却在茫茫青山之中得到了扩张,而且将随着青山永垂不朽,让我们满怀敬佩、崇拜、感激之情与作者同呼:青山是不会老的!

为什么说青山是不会老的?

老人用自己的勤劳善良创造了这片绿洲,生命的意义在茫茫青山中延续,而且随着青山万古长青。

六、畅谈感想

师:面对这位老人,你想说什么?

师总结:同学们,地球是我们共同的家,植树造林、绿化荒山,是每个公民的责任,让我们像晋西北的老农一样,珍惜自然资源,共营生命绿色!

《青山不老》教学设计及反思篇十三

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《青山不老》教学设计及反思篇十四

1、识虐、踞、淤,理解肆虐、风雨同舟、三番五次、归宿、山川共存、日月同辉的意思。

2、正确、流利地朗读课文。

3、理解老人所创造的奇迹,说说青山不老的含义,领悟老人植树造林、防止水土流失的精神。

相关图片资料、课件。

出示图画,激情导入

1、出示一幅如诗如画的山林图。

师:瞧,同学们,参天的杨柳,如臂如股,劲挺山腰;绿色的波浪,此起彼伏,绿风荡漾。多么如诗如画的景色呀。在这令人如痴如醉的林海背后,凝聚着一位可敬老人毕生的心血和执著的追求。他为青山披绿衣,青山为他献钟情。同学们,想认识他吗?

2、板书课题:青山不老。

3、初读课文,整体感知

要求学生用较快的速度读课文,把课文读通顺、读流畅、读正确。圈出自己认为最关键的词语。

教师出示重点词,学生进行练习。

自由选择下列词语中的五个,把它们连起来说说课文主要讲了什么内容:

扛上肆虐盘踞绿洲归宿奇迹宏伟价值命运

以文入情,感受奇迹

1、抓奇迹。

师:青山为证,绿树为凭。老人绿化造林,执著地坚守着大山。从他的事迹中,哪个词可以概括你受到的震撼?(奇迹)

?出示:

15年啊,绿化了8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机。

这是怎样的一个奇迹呀?引导学生想象,然后齐读。

2、课文的哪些部分还具体写到了这一奇迹?找出来进行交流。(第1自然段和第5自然段)

这一奇迹究竟是在什么样的情况下创造出来的?学生读课文,概括。

(1)出示:我知道这条山沟所处的大环境。

联系课文,结合注释,学习第2自然段,了解恶劣的自然环境。

(2)我还知道这个院子里的小环境。(学习第3自然段)

?用自己的话,概括老人创造的奇迹,再说说自己对老人的看法。

?作者对老人是什么看法呢?从课文中找出来,读一读。

他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。

把这句话多读几遍,联系课文内容边读边想,并背诵下来。

再读全文,积累句段

读课文,摘抄或背诵自己喜欢的内容。

(杭州市大关苑第二小学沈建炬)

b案

1、中国地图,认识晋西北的地理位置。

2、多媒体课件。

教学过程

初探课文,认识老人

1、猜字激趣。

课件出示老字。

这个字的意思大家都知道吧,谁来说说看。

《说文解字》中也是这样解释的:七十曰老,言须发变白,告诉了我们老的本义。

今天,让我们一起去认识一位81岁的老人,他从65岁开始创造了一个青山不老的奇迹。

揭题读题。

2、自学课文。

认真地自由读课文,要求读正确、流利。

3、检查自学情况。

(1)认读生字词语。

(2)选读自己喜欢的段落。

默读课文,你从哪些词句中感受到老人确实年岁大了、老了?

预设交流点:

(1)65岁那年,他组织了七位老人开始治理这条沟,现在已有五人离世。(板书:离世)

《青山不老》教学设计及反思篇十五

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《青山不老》教学设计及反思篇十六

【学习目标】

1、读读记记“治理、归宿、荡漾、领悟、风雨同舟”等词语。

2、有感情地朗读课文,了解课文内容。青山不老 课文原文(附全文注音)

3、理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

【课文分析】

《青山不老》是一篇阅读课文,而语文阅读教学其实就是一种对话,而对话的实质在引导学生透过语言文字,走进文中情境,感受文本形象,感受文本或悲壮、或优美、或激昂的美的过程。对于略读课文,这应该放手让学生透进语言文字自主感悟。

【课前准备】相关图片资料、课件。

【教学过程】

一、出示图画,激情导入

1、出示一幅如诗如画的山林图:

师:瞧,同学们,参天的杨柳,如臂如股,劲挺山腰;绿色的波浪,此起彼伏,绿风荡漾。多么如诗如画的景色呀。在这令人如痴如醉的林海背后,凝聚着一位可敬老人毕生的心血和执著的追求。他为青山披绿衣,青山为他献钟情。同学们,想认识他吗?

2、板书课题:青山不老。

3、初读课文,整体感知:

要求学生用较快的速度读课文,把课文读通顺、读流畅、读正确。圈出自己认为最关键的词语。

教师出示重点词,学生进行练习。青山不老主要内容、段落大意与中心思想

自由选择下列词语中的五个,把它们连起来说说课文主要讲了什么内容:

扛上、肆虐、盘踞、绿洲、归宿、奇迹、宏伟、价值、命运。

二、以文入情,感受奇迹

1、抓“奇迹”:

师:青山为证,绿树为凭。老人绿化造林,执著地坚守着大山。从他的事迹中,哪个词可以概括你受到的震撼?(奇迹)出示:

15年啊,绿化了8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机。

这是怎样的一个奇迹呀?引导学生想象,然后齐读。

2、课文的哪些部分还具体写到了这一奇迹?找出来进行交流。(第1自然段和第5自然段。)

这一奇迹究竟是在什么样的情况下创造出来的?学生读课文,概括。预设:

⑴ 出示:我知道这条山沟所处的大环境。

联系课文,结合注释,学习第2自然段,了解恶劣的自然环境。《青山不老》词语解释

⑵ 我还知道这个院子里的小环境。(学习第3自然段)

用自己的话,概括老人创造的奇迹,再说说自己对老人的看法。

作者对老人是什么看法呢?从课文中找出来,读一读。

他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。

把这句话多读几遍,联系课文内容边读边想,并背诵下来。

三、再读全文,积累句段

读课文,摘抄或背诵自己喜欢的内容。

教学反思:

上《青山不老》这一课时,我在总结前几篇阅读课文教学和向有经验的老师请教后,试着把握好阅读读文教学的“度”。

学生是学习的主人,把“教本”变成“学本”是新课程的核心理念。略读课文为培养学生自主学习,体现课程理念创设了条件。那么略读课文的教学是否完全放手让学生自学?

通过本节课证明,学生是不能完全放手的。因为小学生,他们认知水平的提高与学习方法的运用都离不开老师适时、适当的指导。但是,略读课文也不能过多的指导,以前我总是放不开手,生怕学生什么也不会,而过多给予引导,这样就大大束缚了学生的主观能动性了。

本课教学时,在学生自主学习、合作交流的基础上,抓住重点问题“老人在什么情况下创造了奇迹”和难以理解的句子,“他已经将自己的生命转化为另一种东西”等,进行启发,把握引导学生的“度”,收到了不错的效果。

同时本课还找准了切入点,引导学生联系实际学习。

联系实际、际深入思考是本课的一个成功之处。通过本个切入点引导学生联系生活实际、深入思考。第一个是开课开始增强感性认识,引导学生联系资料或实际情况谈晋西北沙化现象,引发思考。第二个是在感爱老人生活艰辛时,让学生联系自己家庭生活情况想象如果只有“三间房”什么家具也没有的情况下您会怎么过?还让学生想象一下自己的爷爷在子女三番五次接他进城而他却坚持在山里生活时,你会对爷爷说些什么?通过这种想象,使学生体会老人的精神。

教无定法,但对阅读课文老师的恰当引导会让教学收到较好的效果的。

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16、青山不老

教学目标

1.读读记记“治理、归宿、荡漾、领悟、风雨同舟”等词语。

2.有感情地朗读课文,了解课文内容。

3.理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

教学重点:

解文章的内容,理解语言背后所蕴藏的深刻含义。

教学难点:

体会人物的思想情感。

教学时间:1课时

教学预设:

一、播放课件,导入新课

1.播放我国晋西北地区土地沙化的课件资料(或出示相关图片资料),引导学生畅谈感受:你看到了什么,想到了什么?

2.谈话:上一课中,印第安人对土地的眷恋与珍惜之情深深地打动了我们,这节课,我们将一起去认识一位81岁的老人,他从65岁开始在晋西北这块土地上创造了一个青山不老的奇迹。

齐读课题

设计意图:通过看图或其他资料,初步感知我国晋西北地区环境整治工作迫在眉睫、刻不容缓,感受更加直观。

二、检查自学情况,播放幻灯片,出示词语。

三、配合录音轻声跟读(注意读准字音、语调和停顿)

设计意图:纠正学生发音,停顿及朗读感情。

四、播放音乐,学生配乐轻声朗读,解决问题。并哟个自己的话概括总结。

1、这位老人创造了一个生么样的奇迹?

2、老人是在什么样的条件下创造奇迹的?

3、青山为什么不会老?

设计意图:培养学生因音乐的带动联系课文内容,加强理解与体会,帮助学生抒发情感。提高学生的归纳概括能力为第六单元配乐诗朗诵奠基基础。

五、检查自学情况

1、出示课件“说说本课的大致内容?”要求一眼简练,重点突出。

(1)学生总结回答,其他学生给予补充。

设计意图:指导学生阅读课文前的提示,明确要求,教给了学生自主学习的方法。

六、指导阅读,感受“奇迹”

1.自由读课文,根据提示思考问题,勾画答案,批注感受。

2.学生交流:老人创造了怎样的奇迹?

①“我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。”(作者用比喻的方法,描写了漫山遍野绿意盎然,林间松涛阵阵、叶间微泛绿波的画面,喻示老人投身山林、为改造山沟所作出的巨大贡献。)

②“15年啊,绿化了的8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机。”

引导学生想象,这是怎样的一个奇迹?

③课文的哪些部分还具体些到了这一奇迹?学生自读课文一至五自然段。

七、讨论:老人是在什么样的情况下创造奇迹的?

①“大环境”──险恶。

你从哪里感受到了这个地方的险恶?

学生用文中语句回答,或者用自己的话。

(如有条件可用课件补充介绍晋西北的地理、经济、西伯利亚大风、沙尘暴等资料。)

②“小环境”──艰苦

你从哪些地方看出艰苦?

指导朗读相关语句。

八、交流:作者为什么说“青山是不会老的”?

①引导:从贫瘠的山沟到如今葱郁的青山,老人把自己的一生都奉献了出来,这就是他生命的价值。因此,当告别老人的时候,我不由得想到了──引读“作为一个山野老农……与日月同辉了”,这位普通老人让我领悟到──引读并出示“青山是不会老的”。

②指导:“与山川共存,与日月同辉”是什么意思?

老农能和山水共存,像日月一样永放光辉吗?联系上下文想想,作者为什么这样说。

九、小结:是啊,老农不仅留下了这片青山,还留下了更为宝贵的东西──与环境作斗争的不屈精神,绿化家园、保护环境的奉献精神,造福人类的精神,这一切将与山川共存、与日月同辉。带着这份感动,让我们一起再读一读描写作者感受的话。

十、总结:老人用自己的勤劳善良创造了这片绿洲,有限的生命创造了无限的价值,生命的意义在茫茫青山中得到无限扩张,而且将随着青山永垂不朽,这是不会因为年龄的增长而变老的。这位普通的老人让我领悟到──(生齐读)青山是不会老的!

设计意图:理解含义深刻的语句与阅读课外资料相结合,促进了学生对文章的理解,同时也使学生的环保意识得到增强。

十一、再读全文,积累拓展

1.读课文,积累自己喜欢的语段。

① 阅读,勾画。

② 同桌交流。

③ 大声诵读。

2.交流读后感受。

引导:你想对老农说什么?还想对别的什么人说点什么吗?

设计意图:本文语言生动优美,学生在勾画、诵读、欣赏中,感受了语言文字的魅力,积累了好词佳句,又在读后感受的交流中深化了认识。】

十二、板书设计:

16、青山不老

大环境──险恶

创造奇迹

《青山不老》教学设计及反思篇十七

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《青山不老》教学设计及反思篇十八

1、能认读虐、踞等生字,理解“肆虐、归宿、盘踞”等词语。

2、理解老人创造的奇迹

3、说说青山不老的含义,领悟老人植树造林、绿化家园、造福后代的精神

理解老人创造的奇迹,理解青山不老

理解青山不老

一、揭题,初读课文

(1)揭题

(2)大声读课文,读准生字,读通课文。

(3)学习生字词

(4)概括课文主要内容

二、再读课文,理解了不起的奇迹

1、老人创造了怎样了不起的奇迹

2、老人在什么环境下创造了了不起的奇迹

三、研读课文,感悟老人的精神

1、结合课文内容,说说老人在植树的过程中遇到了哪些困难与痛苦?在困难与痛苦面前,老人仍然种树,说明老人具有什么精神?

2、老人为什么非要种树?

3、议一议,“另一种东西”指什么,“与山川共存、与日月同辉”的是什么?

四、总结课文,说说青山不老。

五、课堂练习

《青山不老》教学反思

徐琴

《青山不老》是一篇略读课文,文章脉络清晰,重点突出,即通过了解老人创造的奇迹,理解青山不老的含义,感受老人与青山共存的精神。课上完了,我结合学校提出的“高效”课堂的精神,反思自己这节课的得与失。

一、目标明确,重点突出

我紧紧抓住课文的三个问题:老人创造了怎样的奇迹,这样的奇迹在怎样的环境下创造的,说说青山不老的含义。整个课堂就围绕这三个问题展开,且层层深入,感受老人的精神。教学过程清晰,流畅,重点突出。

二、课堂动静结合,学生自主学习

课堂以大问题统领,“课文主要写了一个什么故事”,“老人创造了怎样的奇迹”,“老人在怎样的环境下创造了奇迹”,“老人为什么一定要种树”,“为什么青山是不老的”。引导学生自主学习,学生通过默读走进文本,思考问题,通过有感情地读、悟,领会老人不屈的种树精神,保护家园,造福他人的无私情怀。学生在老师的引导下,积极完成了学习任务。

三、巧设铺垫,难点突破水到渠成

这篇课文的难点是理解青山不老的含义,从老人创造的奇迹到老人身上所体现的精神,我设计了一个过渡性的问题,即老人在15年的种树岁月中,遇到了哪些困难和挫折,并以排比句的句式呈现,“老人15年如一日地种树,面对一切困难与痛苦,他不改初衷。当五位志同道合的老人相继离世时,他继续种树;当风雨同舟一生的老伴过世时,他仍在种树;当唯一的女儿三番五次地要接他去享清福时,他还是选择种树;……”通过有感情地朗读,学生马上能理解老人身上执着的精神,紧接着追问老人为什么要如此执着地种树,通过默读相关的.语段,学生也能快速地理解老人身上的保护家园,造福他人的无私奉献的精神。在此基础上,说说为什么青山是不会老的,就水到渠成了。

四、重视学生概括能力的培养

选词概括课文的主要内容,用一个词概括大、小环境的特点等设计,是让学生在充分阅读课文的基础上,抓住关键词句,进行理解概括,既训练了学生的概括能力,体现了语文的工具行。

五、课堂反馈及时

课堂上还对学生的学习效果进行了反馈,课堂的最后5分钟,出示自己设计的课堂练习题,要求学生当堂完成。这些练习针对性强,是本堂课的重点,学生完成的情况较好,说明学生在课堂上进行了有效的学习。

存在不足:

1、教师的课堂评价语较单一,引导语表达不够准确,过渡语的表述缺乏深情。

2、在理解大环境的险恶的时候,未设置相应的情境,若给学生出示一些相应的表示环境的图片,会给学生很直观的印象,可以更快地理解险恶的环境。

3、教师在课堂上的关注面太狭窄。

4、课堂上学生的朗读较多,但是老师缺少有感情的读的引导,齐读的形式较多,未让学生读出应有的情感。

在我看来,“高效”的课堂更注重学生对知识本身的掌握情况,从高效来看,在这一节课中似乎有了一点儿踪影,可是高效的语文课中的文本的情感如何落实,而且是有艺术性地展开,我的课堂中是缺失的,这也是我的困惑,情感的感染势必要创设一些情境,要给学生一定的时间,可是一堂课40分钟,要实现高效,应怎样处理呢?今后要积极摸索。

万变不离其宗,让学生以更多的时间亲历文本,与文本对话,是我必须要做到的,今后还要不断地提高自身的专业素质,上出更好的课。

《青山不老》教学设计及反思篇十九

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《青山不老》教学设计及反思篇二十

师:同学们,在祖国的晋西北,有这样一位老人,他用自己的方式深深地珍爱着他生活的那方水土。你们想认识他吗?今天,我们就通过学习《青山不老》这

篇课文来走近这位老人。(板书课题)

学生齐读课题。

1、学生自读课文。

(1)要求:自由读课文,读准字音,读通句子。

(2)思考:课文主要人物是谁,他创造了怎样的奇迹?

2、检查,反馈。

奇迹:

15年啊,绿化了8条沟,造了7条防风林带,3700亩林

网,这是多么了不起的奇迹。

高照小学=25亩

几所高照小学=3700亩(148)

我们一起朗读,读出“了不起”。

(一)希望的青山

老人到底创造了一片怎样的青山?找出描写青山的地方,谈谈自己的体会。(生自读,勾画,做批注)

出示句子1:窗外是参天的杨柳。院子在山沟里,山上全是树。我们盘腿坐在炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。

(美丽、充满生机、茂密……)

师:是啊,这是一片美丽、充满生机、绿意盎然的青山,让我们甜美的读一读。

师:这还是一片怎样的青山?

出示句子2:杨树、柳树,如臂如股,劲挺在山洼山腰。看不见它们的根,山洪涌下的泥埋住了树的下半截,树却勇敢地顶住了它的凶猛。这山已失去了原来的坡形,依着一层层的树形成一层层的梯。

(坚强、勇敢、生命力顽强……)

男生齐读,读出勇敢、坚强的语气。

是啊,这不仅是一片美丽的青山,更是守住这方水土的青山,守住人们生存希望的青山!

(二)险恶的环境

为什么说老人创造的这片青山是一个奇迹?(生默读思考、自由发言)

在如此险恶的环境里创造出这一片青山,的确是一个奇迹!(板书环境险恶)

(三)伟大的品性

老人在创造青山的伟大奇迹中,你看到了老人身上的哪些品质和

精神?(学生自由说)

文章是如何赞美老人的?

出示句子:作为一个山野老农,他就这样来实现他自己的价值。他已经将自己的生命转化为另一种东西。他是真正与山川同在,与日月同辉了。

齐读。

学生质疑。

预设:1:另一种东西指的是什么?

2:与山川同在,与日月同辉是什么意思?

解答疑问。

让我们用赞美崇敬的语气再读读这几句话吧(板书山川共存日月同辉)

大家朗读文章结尾,“青山是不会老”的是什么意思?(学生自己说)

小结:是的,老人伟大的

精神和博大的情怀像青山一样永葆青春,老人的

精神将会被这片土地上的子子孙孙传承。是的,青山是不会老的

1、学习小练习笔。

摸着这块石碑,你想_________地对老人说___________________。

看着这片绿意盎然的树林,你想___________对全世界人说________________。

2、交流,

小结。

《青山不老》教学设计及反思篇二十一

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《青山不老》教学设计及反思篇二十二

教学目标:

1、能正确、流利、有感情的朗读课文。

2、理解老人所创造的奇迹,说出“青山不老”的含义。

3、领悟老人植树造林的精神,感受老人改造山林、绿化家园的艰辛与决心。

教学流程:

1、播放我国晋西北地区土地沙化的课件资料(或出示相关图片资料),引导学生畅谈感受:你看到了什么,想到了什么?

2、过度:是啊,恶劣的自然环境给人们的生活带来了严重的困难,那金黄的沙土成了人们心中隐隐的痛,但是,有一位81岁的老人却用自己的双手,改变了这一切。我们来看——

3、出示第一自然段

窗外是参天的杨柳。院子在山沟里,山上全是树。我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。

(1)轻轻地读着这一段文字,然后说说:你从哪里感受到了什么?

(2)交流:

(3)想一想这样的景象可以用一个什么样的词语来形容?

预设:绿意盎然、生机勃勃、翠se yu流、郁郁葱葱……

(4)朗读指导:

引:a.多美的景色啊,谁能用声音来展现这样的画面——指名读

b.你仿佛把我们带到了那片绿色的林海,我们都迫不及待了,一起来吧——齐读

(5)过度:一个81岁的老人竟然能够用自己的双手把一片荒芜之地变成这样一片绿色的林海,这简直就是一个——

(6)揭题:今天这节课,就让我们走进16课,走近这位老人,感受老人所创造的奇迹——

1、请大家打开课文,自由读:读准字音,读通句子,并想一想:老人还创造了哪些奇迹?

2、交流(随机出示2个句子)

出示: ⑴15年啊,绿化了8条沟,造了7条防风林带,3 700亩林网,这是多么了不起的奇迹。

a.课件出示:

b.生谈感受 (评:老人的举动让你受到了震撼)

c.自由读师:请大家也自由去读读这句话,你又有什么新的发现吗?

d.课件点击数字

师:同学们,就让我们把目光聚焦到这些数字上,再去品味,你感受到什么?:

(我们樊川小学约占地几亩?(约7。4亩)(3700亩林网就相当于我们500个樊川小学差不多大。)

e.交流:看到这样的一组数据,你心里有什么想法吗?

f.小结:师:这一连串的数字背后是老人15年的枯燥岁月;这一连串的数字面前却是满山遍野的绿。这就是——生:“奇迹”,一个了不起的奇迹!让我们用朗读来感受这种奇迹吧!

——自由读这一句——指名读(强调数字)

评:1、你读的时候强调了数字,让我们更好的感受到了这种奇迹。

2、你读得声情并茂,这确实是了不起的奇迹。

师:通过这一连串的数字,你的脑海中会浮现出老人什么样的形象呢?

生:伟岸、高大。生:值得尊敬、学习。

师:(结)老人用他不屈不挠的毅力在风沙面前竖立起一道天然屏障,也在我们的心中竖立了高大的形象,现在就让我们一起用朗读来表达此时的心境吧。男生读,女生读。

预设(2):杨树、柳树如臂如股,劲挺在山洼山腰。看不见它们的根,山洪涌下的泥埋住了树的下半截,树却勇敢地顶住了它的凶猛。这山已失去了原来的坡形,依着一层层的树形成一层层的梯。

a.师:为什么你觉得这也是奇迹呢?(引:我们身边也不乏垂柳依依翠杨挺拔的景象,那么这里的树有什么特别的地方吗?)

生:

b.师:是的,树的勇敢扼制了山洪的凶猛,庞大的根系牢牢扼住了稀疏的黄土,这的确是一个了不起的奇迹。

c.朗读指导:(男女生读)

d.引读:

师:参天的杨柳,绿色的波浪,如臂如股,劲挺山腰,这一切都是这位老人创造的奇迹——生读:15年啊,绿化了8条沟,造了7条防风林带,3 700亩林网,这是多么了不起的奇迹。

1、 师:这是多么了不起的奇迹啊,那么这位老人是在怎样的情况下创造的奇迹呢?请同学们默读课文2、3自然段,用画下来。

2、自由找

3、交流(预设)

(一)大环境

生:

1、师:你找到的是老人生活的大环境如果让你用一个词语来形容它,你会用什么?——生:恶劣

2、请同学们再去读读这一段话,(课件出示)这段话中的哪些词语让你感受到环境的恶劣?把它圈出来。

预设:干旱、霜冻、沙尘暴

肆虐、盘踞之地、风吹沙起

3、师:(课件出示)谁来读读这些词语?指名读

4、师:在座的同学有谁去过晋西北?那么你们知道晋西北的环境到底是怎样的一种恶劣吗?老师这儿有一则资料,我们一起来看:

(晋西北土地沙漠化日趋严重,属于沙尘暴高发区,素有“一年一场风,从春刮到冬,无风三尺土,风起土满天”的说法。这些主要分布于大同、朔州、忻州三市的16个县(区)的风沙带,土地沙漠化面积每年都在增加。右玉县老城12米高的城墙如今已被黄沙埋没,人可以沿坡直接上到城墙;五寨县许多村庄,由于风沙侵害,每一二十年就被迫搬迁一次。)

5、交流:(师:谁来说说你此时的感受?)

6、师:是啊,这里可称作穷山恶水、荒无人烟、死亡之地。带着这种感受再读这些词语——

师:如此恶劣的环境,难怪,县志载:

师:你们是怎么理解这句话的?

师:在如此险恶的环境里,这位老人却创造出这一片青山秀水。这的确是了不起的——奇迹啊。

1、师:谁再来说说,老人还在怎样的情况下创造了奇迹?

生:

师:这是老人所生活的小环境(板书:小环境)

师(引)老人用他的坚毅抵住了环境的恶劣,而他生活的地方又有怎样辛酸的故事呢?

生:早出晚归

生:七位同伴五位过世

生:风雨同舟的老伴没能见上最后一面

师:可见老人的生活非常的——艰苦板书:艰苦

师引:

面对五位老汉的离去,老人没有离开,依旧选择了——(课件出示)种树!;

面对老伴的过世,他也没有离开,还是选择了——种树!!

面对女儿三番五次地从城里回来接他去享清福,他选择的还是——种树!!!。

师:15年啊,绿色披上了青山,而青丝却变成了白发,死亡带走了他的亲人,也正一步步向他逼近,但是,老人没有离开,他不走,是因为——他觉得种树是命运的选择,他不走,是因为——他觉得屋后的青山就是生命的归宿。

2、师:他不走,还会因为什么?

预设2:保住了这黄土,我们才有这绿树;有了这绿树,我们才守住了这片土(评:是啊,在老人心中,树与土的关系是如此的亲密啊)

预设3:作为一个山野老农,他就这样来实现自己的价值。他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。

师(引)看眼前翠绿的青山,听耳边朴实的话语,我被老人的行为所感动,在我眼前,老人的形象愈发高大起来(课件出示句子)

师:自由读读这句话,你有什么疑问吗?

生质疑:另一种东西是什么东西?与“山川共存,与日月同辉”什么意思?

(理解 “与山川共存、与日月同辉” “另一种东西”)

师:想一想“与山川共存、与日月同辉”的字面意思是什么?

(与山川共存:和山山水水一起共同存在;与日月同辉:就是和太阳月亮一起发出光茫。)

师:可是,老农能和山水永远在一起吗?能像日月一样永远发出光辉吗?请大家联系上下文想一想:到底是什么与山水共存、与日月同辉呢?

生:

对土地的热爱、对家园的热爱、坚持不懈的毅力)

师小结:是啊,老农不仅留下了这片青山,还留下了更为宝贵的东西──与环境作斗争的不屈精神,绿化家园、保护环境的奉献精神,造福人类的精神,这一切将与山川共存、与日月同辉。

板书:无私奉献造福人类

带着这份感动,让我们一起再读一读描写作者感受的话。生自由读,指名读,范读,齐读。

师:是啊,就是这一股力量支撑着老人,让他执着的坚守着这一片土地,15年啊,生接读——他绿化了8条沟,造了7条防风林带,3 700亩林网,这是多么了不起的奇迹。

师:此时此刻,这位普通的老人让我们真正领悟到了──(生齐读)!

1、 a“青山不老,精神永存!”这位老人是晋西北的农民,他淳朴顽强、不善言表。他就是马永顺。今天,就让我们在这儿,说出老人心中的话。

b、黑龙江省铁力市市政府在铁力林区前修建了马永顺纪念馆、马永顺林纪念碑,将铁力林业局第二中学改名为马永顺中学。此时,如果你来到纪念碑前,心里肯定有许多话想对马爷爷说吧。

现在,请左边两组同学来写老人想说的话,右边两组同学来写我想对老人说的话。

2、 学生写话,教师巡视指导。

3、全班交流。

同学们,生命对于我们只有一次,地球对于我们也只有一个,热爱生命就要热爱地球,热爱家园。

《青山不老》教学设计及反思篇二十三

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《青山不老》教学设计及反思篇二十五

课文用清新的笔触向我们描绘了一位山野老农,面对自然条件的恶劣和生活条件的艰辛,义无反顾的投身到植树造林工作中,用15年的时间在晋西北奇迹般的创造了一片绿洲,实现了自己的人生价值,造福于后代。

1、知识目标

读读记记“治理、归宿、荡漾、领悟、风雨同舟”等词语。

2、能力目标

有感情地朗读课文,了解课文内容。

3、情感目标

理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

1、从这位普通的山野老农身上看到我国人民在保护自然、改造山林、绿化家园上的坚强决心,积极为此付出的巨大努力。

2、引导学生独立阅读课文,了解文章的内容,理解语言背后所蕴藏的深刻含义,体会人物的

思想感情。

我国晋西北地区沙化现象以及植树造林的状况资料收集,一副优美的山林图。教学时间1课时

一、交流,导入

1、学生交流课前查阅的资料,谈感受。

沙尘暴时风沙肆虐,如果我们不能及时治理就会导致更大的灾难。

2、欣赏一幅优美的山林图。

师:瞧,同学们,参天的杨柳,劲挺山腰;绿色的波浪,此起彼伏,绿风荡漾。多么如诗如画的景色呀。在这令人如痴如醉的林海背后,凝聚着一位可敬老人毕生的心血和执著的追求。他为青山披绿衣,青山为他献钟情。同学们,想认识他吗?

《青山不老》这

篇课文就向我们讲述了一位老人将荒山变成青山的故事。今天,让我们一起去认识一位81岁的老人,他从65岁开始创造了一个青山不老的奇迹。

3、板书课题:青山不老。

二、朗读课文,初步感知

1、要求学生用较快的速度读课文,把课文读通顺、读流畅、读正确。圈

出自己认为最关键的词语。思考:这位老人创造了怎样的奇迹?这一奇迹是在什么样的情况下创造的?

2、教师检查学习情况,认读重点词,选读自己感兴趣的段落。

3、说说课文主要讲了什么内容:

三、指导阅读,感受老人创造的“奇迹”

1、自由读课文,根据提示思考问题,勾画答案,批注感受。

2、交流:你从哪些词句中感受到老人确实年岁大了、老了?

预设交流点:

(1)65岁那年,他组织了七位老人开始治理这条沟,现在已有五人离世。

(2)他可敬的老伴,与他风雨同舟一生;一天他栽树回来时,发现她已静静地躺在炕上过世了。

(3)他已经81岁,知道终有一天自己也会爬不起来。

(4)老人拄着拐杖,慢慢迈进他那个绿风荡漾的小院。我不禁鼻子一酸──也许老人进去后就再也出不来了。

过渡:正是这样的一位古稀老人,在年迈之时却创造了一个奇迹。

3、学生交流:老人创造了怎样的奇迹?

出示:15年啊,绿化了8条沟,造了7条防风林带,3700亩林

网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机。

点拨:一亩约667平方米,普通教室一般50平方米,你能想象老人种了多大面积的树林吗?

这是怎样的一个奇迹呀?引导学生想象,然后齐读。

4、课文的哪些部分还具体写到了这一奇迹?找出来进行交流。(第1自然段和第5自然段)

(1)“我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。”(作者用比喻的方法,描写了漫山遍野绿意盎然,林间松涛阵阵、叶间微泛绿波的画面,喻示老人投身山林、为改造山沟所作出的巨大贡献。

(2)“杨树、柳树,如臂如股,劲挺在山洼山腰。看不见他们的根,山洪涌下的泥埋住了树的下半截,树却勇敢的顶住了它的凶猛。这山已失去了原来的坡形,依着一层层的树形成一层层的梯。”(作者用简练的语言将山沟里错落有致的形态表现得淋漓尽致。)

(3)引导学生想象,这是怎样的一个奇迹?

5、讨论:老人是在什么样的情况下创造奇迹的?

(1)“大环境”──险恶。

你从哪里感受到了这个地方的险恶?

学生用文中语句回答,或者用自己的话。

(2)“小环境”──艰苦

你从哪些地方看出艰苦?

指导朗读相关语句。

6、默读课文思考并讨论:一位平凡的山野老农,放弃与女儿欢聚、颐养天年的幸福,每日耕耘在荒山野岭中,是什么在支撑着他选择青山作为生命的归宿呢?

(1)引导:从贫瘠的山沟到如今葱郁的青山,老人把自己的一生都奉献了出来,这就是他生命的价值。因此,当告别老人的时候,我不由得想到了──引读“作为一个山野老农……与日月同辉了”,这位普通老人让我领悟到──引读并出示“青山是不会老的”。

(2)指导:“另一种东西”指什么?

“另一种东西”表面上指的是老农创造的这片绿洲,事实上还包含着开辟山林、绿化家园的

精神和造福后代的情怀。

(3)作者为什么说青山不老呢?

原因是:老人用自己的勤劳创造了这片绿洲,有限的生命创造出了无限的价值,生命的意义在茫茫青山中得到无限扩张,而且将随着青山永垂不朽,这是不会因为年龄的增长而变老的。

小结:是啊,老农不仅留下了这片青山,还留下了更为宝贵的东西──与环境作斗争的不屈

精神,绿化家园、保护环境的奉献

精神,造福人类的

精神,这一切将与山川共存、与日月同辉。带着这份感动,让我们一起再读一读描

写作者感受的话。

四、积累拓展

1、读课文,摘抄或背诵自己喜欢的内容。

2、以“青山是不会老的”写一段自己的感想。

《青山不老》教学设计及反思篇二十六

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《青山不老》教学设计及反思篇二十七

【基础知识积累】

读读记记“治理、归宿、荡漾、领悟、风雨同舟”等词语。

【方法与能力】

理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

【情感与思想】

有感情地朗读课文,了解课文内容。

【拓展与延伸】

查找相关资料,了解我国的绿化状况和相关的感人束缚。

【重、难点突破】

一是从这位普通的山野农夫身上看到我国人民在保护自然、改造山林、绿化家园上的坚强决心,以及为此付出的巨大努力,拓宽学生的认识角度;二是引导学生独立阅读课文,了解文章的内容,理解语言背后所蕴藏的深刻含义,体会人物的思想情感。

【教学过程】

一、导入新课

同学们知道黄土高原的情况吗?向学生展示图片并进行相关讲述。然而,就是在这样恶劣的自然环境中,一位老人却创造了一个世人不敢想象的奇迹。

板书: 青山不老

二、学习课文 ,看阅读提示中的三个问题,然后带着问题默读课文思考、交流。

教学提示:可根据阅读提示中提出的问题带动全文的学习,由于问题比较简单,学生可采取自主学习与合作探究学习相结合的方法学习本课。

教学参考:

如,先重点引导学生体会“老农创造了怎样的奇迹”,通过读课文、质疑问难、朗读想象等途径,使学生认识到老农通过15年的艰苦奋斗和不懈努力,将原来狂风肆虐、沙尘暴盘踞的山沟改造成了绿意荡漾的青山。

在学生对老人创造的奇迹产生敬慕的状况下,转入对奇迹背后故事的探究:“老人是在什么样的情况下创造奇迹的?”这个问题可以从这座山沟所处的大环境和这个院子所处的小环境两个方面,引导学生朗读感悟、想象理解,使学生认识到正是由于山沟所处的自然环境非常恶劣,老农才坚定了改造的决心;尽管老农生活条件艰苦,甚至自己的老伴和奋斗者相继离世,但他依然不懈地努力进行改造,造福大家。

通过老师的引领,使学生从对他们所取得成绩的惊叹转移到对老农以及其他山林改造者的敬佩,以此来深化理解课文。

三、思考交流“这位普通的老人让我领悟到:青山是不会老的”,这句话是什么意思,作者为什么会有这样的感悟?

教学提示:课文最后一句“青山是不会老的”是统领全篇的中心句,要引导学生联系上下文,理解作者的感悟和这句话的含义,点明文章所表达的意旨。可以适当穿插课外资料,或联系生活实际,更深刻地理解语言文字背后所承载的思想感情。

还可以引导学生进行学法迁移,运用对“金色的鱼钩”和“金色的脚印”等课文中的学习方法来理解“青山是不会老的”这句话的含义,可以比较轻易地突破重点。

教学参考:这句话的意思应该是老农改造山林、绿化家园精神是永远不会老的。

四、课文总结

教师小结:课文用清新的笔触向我们描绘了一位山野老农,面对自然条件的恶劣和生活条件的艰辛,义无反顾地投身到植树造林工作中,用15年的时间在晋西北奇迹般地创造了一片绿洲,实现了自己的人生价值,造福于后代。使学生从对他们所取得成绩的惊叹转移到对老农以及其他山林改造者的敬佩。

五、作业

找一找有关绿化荒漠与荒山的先进事先进行阅读。

板书设计(文字版):

《青山不老》教学设计及反思篇二十八

1、读读记记“治理、归宿、三番五次、领悟、风雨同舟”等词语。

2、有感情地朗读课文,了解课文内容。

3、理解含义深刻的句子,感受老农改造山林、绿化家园的艰辛和决心。

了解课文的内容,理解含义深刻的句子,领悟老人植树造林、防止水土流失的精神。

1、教学课件。

2、了解我国晋西北地区沙化现象以及植树造林的状况。

1课时

1、板书“青山”, “青山”让你联想到了什么?在文中指的是什么?

2、板书“不老”,为什么说“青山不老”呢?

3、这就是我们今天要学习的一篇课文,再次齐读课题。

1、自由读课文,要求:

(1)认真快速读课文,要求读正确、流利。划出你认为比较难理解的词和句子。

(2)读了课文后,你对 “青山不老”又有什么新的认识?同时产生了哪些问题?

1、反馈交流。

(1)交流比较难理解的词和句子。

(2)交流你对“青山不老”的新认识。

1、先解决“这位老人创造了怎样的奇迹,这一奇迹是在什么样的情况下创造的”。自由读课文,边读边划下有关的内容,并用自己的话概括。

2、可以学生自学或小组讨论。

3、这位老人创造了怎样的奇迹?

(1)窗外是参天的杨柳。院子在山沟里,山上全是树。我们盘腿坐在土炕上,就像坐在船上,四周全是绿色的波浪,风一吹,树梢卷过涛声,叶间闪着粼粼的波光。

课件展示林海,这段话中有两个“全”,让你感受到了什么?指导读这段话。

(2)15年啊,绿化了8条沟,造了7条防风林带,3700亩林网,这是多么了不起的奇迹。去年冬天,他用林业收入资助每户村民买了一台电视机。

点拨:一亩约667平方米,普通教室一般50平方米,你能想象老人种了多大面积的树林吗?这是怎样的一个奇迹?

请同学们一起再来读一读,把这一奇迹展示出来。

(3)杨柳、柳树,如臂如股,劲挺在山洼山腰。看不见它们的根,山洪涌下的泥埋住了树的下半截,树却勇敢地顶住了它的凶猛。这山已失去了原来的坡形,依着一层层的树形成一层层的梯。老人说:“这树下的淤泥有两米厚,都是好土啊。”是的,保住了这黄土,我们才有这绿树;有了这绿树,我们才守住了这片土。

点拨:你觉得这是一些怎样的树?它们的作用是什么?你能用课文中的话来说吗?

指导朗读:是啊,有了老人才有树,有了树,才包住了这片青山。我们一起再来读一读。

小结:保住了这片黄土,我们才有这绿树;有了这绿树,我们才守住了这片土。老人创造的是一个??学生接“了不起的奇迹”。

4、那么老人是在什么样的情况下创造奇迹的?用自己的语言概括。

(1)体验绿洲所处环境的险恶。(学习第二自然段)

①轻声读课文第二自然段,说说你从哪儿感受到了这个地方的险恶。

②用课件介绍晋西北的地理、经济,西伯利亚大风、干旱、霜冰、沙尘暴。

③结合注释理解“风大作时,能逆吹牛马使倒行,或擎之高二三丈而坠”的意思。

(2)体验老人生活条件的艰苦和年纪的大(学习第三自然段)。

我们一起读读,体会老人生活条件的艰苦和年纪的大。

课文还有哪里还提到老人的年纪大?学习后面文中的一句话:老人拄着拐杖,慢慢迈进他那个绿风荡漾的小院。我不禁鼻子一酸??也许老人进去后再也出不来了。读一读。

(3)小结:同学们,在这片荒无人烟,穷山恶水之地,年老古稀的老人15年如一日地上山植树造林,创造出这座青山,这确实是“了不起的奇迹”。板书“了不起的奇迹”。

1、读到这儿,你知道“作者为什么说青山是不会老的”吗?你能把体会写下来吗?

学生交流感悟;根据学生的回答,教师用前面学生提到的不理解的句子进行小结,(出示句子让学生朗读)从而解决问题。

⑴他觉得种树是命运的选择,屋后的青山就是生命的归宿。

(老人愿意将自己的一生都奉献给这山沟,将自己的生命都奉献给这青山,这是一种为了造福人类无私奉献的精神。)

⑵作为一个山野老农,他就这样来实现自己的价值,他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。

(是老农创造的这片青山,可以与山水共存;

是老农创造奇迹的这个精神更值得永远流传;

是老农面对困难能够迎难而上,坚持不懈地努力改造,这种精神会永远闪光。)

2、小结并指导朗读:老农不仅留下了这片青山,还留下了更为宝贵的东西──与环境作斗争的不屈精神,绿化家园、保护环境的奉献精神,造福人类的精神,这就是“另一种东西”,这一切将与山川共存、与日月同辉。带着这份感动,让我们一起再读一读这句话。)

3、总结:你们说得都很好,这就是我们对课文“青山不老”又一个新的认识。同学们,只要有千千万万的人具有老人这样改造山林、绿化家园的艰辛和决心。这青山会老吗?读最后一句话。

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