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番茄太阳教案(20篇)

格式:DOC 上传日期:2023-03-23 16:51:19
番茄太阳教案(20篇)
时间:2023-03-23 16:51:19     小编:zdfb

作为一名教职工,总归要编写教案,教案是教学蓝图,可以有效提高教学效率。那么问题来了,教案应该怎么写?下面是我给大家整理的教案范文,欢迎大家阅读分享借鉴,希望对大家能够有所帮助。

番茄太阳教案篇一

这篇课文主要讲了盲童明明虽然生下来就看不见美好的世界,可是她活泼爱笑,美丽聪明,对生活充满乐观,重要的是她还有着一颗真诚的爱心,懂得关爱他人,作者在与她的相处中,被她清脆的笑声感染了,被她美好的爱心感动了,让作者感到温暖。明明的爱心温暖了作者,温暖了我,学生能否也感受到这份温暖呢?

在教学中,我抓住了“明明是个怎样的孩子?”与“‘我’的心情有怎样的变化?”这两条线索,通过多次的朗读、交流,让学生从品味中受到感染,体会明明丰满的内涵。

明明是个怎样的孩子?文章字里行间都体现了出来。比如:“夫妻俩忙碌;女孩安静地坐着,说话声音细细柔柔,特别爱笑。”“

小女孩一面用手摸,一面咯咯地笑,妈妈也在旁边笑。

“明明咯咯的笑声银铃样清脆,一串一串地追着人走。”学生通过找寻、探究、反复深情地朗读,感受到明明虽然是个盲童,但她丝毫不为自己的残疾悲伤,她天真、善良、幸福、好问、乐观、富有爱心,她的快乐鼓舞和感染了作者。作者快乐着明明的快乐,满足着明明的满足。每一次的感悟都让孩子受到了深深地震撼,孩子从课中全方位的认识了明明,体会到了孩子那善良、乐观的心灵。

“我'的心情有怎样的变化?”

在初读课文后就提出要求:作者的心情有什么变化?找出有关词语、句子,并交流归纳:灰暗——温暖——喜欢——快乐——感动。引导学生设身处地体会当时出现某种心情的原因。

教学中也有一点遗憾,这篇课文出现了三次“番茄太阳”,一次比一次内涵丰富,一次比一次温暖人心。学生能大体了解三次“番茄太阳”不同的含义,但有一些学生不善于归纳表达,而且一些学生借助学习的辅助资料照本宣读,大大影响了学生思维、表达能力的培养训练。

番茄太阳教案篇二

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番茄太阳教案篇三

这册教材出现了几篇新课文,《番茄太阳》就是其中的一篇。初次接触到这个题目,我觉得很奇怪,什么是“番茄太阳”?“番茄太阳”有什么特殊的含义吗?课文读了一半,还是有点不明所以,直到读完全文,才略有所悟。回过头来再细细咀嚼,除了感动就是震撼了!

“番茄太阳”,红艳艳的番茄与太阳的组合,这是多么不可思议啊!明明的爱心温暖了作者,温暖了我,学生能否也感受到这份温暖呢?

在教学中,我抓住了“我”的心情变化、明明的笑声、三次“番茄太阳”的意义这三条线索,通过多次的前后比较,试图让学生受到感染,体会明明纯真、美好的心灵。

故事以“我”的见闻为主线,所以上课一开始,我让学生找出描写“我”的心情变化的语句,读一读,注一注。引导学生体会出“我”的心情是由灰暗——温暖——心疼——快乐——感动。然后分别进行品读。

以第一段为例,“那年,我来到了这座城市,临时租住在一栋灰色的旧楼房里,生活很艰难,心情灰暗无比。”读了这一段,学生立刻能反映出,“我”此时心情灰暗无比。那么,你是从哪些地方体会到的呢?通过品读,学生谈出了自己的体会:“从临时租住、灰色的旧楼房,我觉得她连一个固定的家都没有,日子很艰难。”“从这里也能感觉到,她的心情很灰暗。”“‘我’生活很艰难,而且又是一个残疾人,没有自己的家,当然会心情不好啦!”“那年,我来到了这座城市,证明她刚刚到一个新的城市来,没有亲朋好友,举目无亲,心情自然很灰暗!”学生走进了文本,谈出了自己真实体验。

那么是谁使“我”的心情有了这些变化呢?当然是明明的童心、童真、童趣给了“我”鼓舞和感染。明明的童心、童真、童趣又是通过她的几次笑声表现出来的。“夫妻俩忙碌;女孩安静地坐着,说话声音细细柔柔,特别爱笑。”“小女孩一面用手摸,一面咯咯地笑,妈妈也在旁边笑。”“明明咯咯的笑声银铃样清脆,一串一串地追着人走。”学生通过反复深情地朗读,感受到明明虽然是个盲童,但她丝毫不为自己的残疾悲伤,她天真、善良、坚强、乐观,她的快乐鼓舞和感染了作者。作者快乐着明明的快乐,满足着明明的满足。

这篇课文出现了三次“番茄太阳”,第一次“那我就叫它‘番茄太阳’。”这里的“番茄太阳”就是指太阳,只不过加上了明明的想象。第二次“看着她的笑脸,觉得那就是最美的‘番茄太阳’”。明明的笑脸在我眼中成了“太阳”,她的乐观感染着“我”。第三次“红红的‘番茄太阳’一直挂在我的心中,温暖着我的心。”明明真诚的爱心、美好的心灵让独在异乡的我感到分外温暖。

三个“番茄太阳”一层比一层意思更加深沉,令人感动。在学生明白这三层意思以后,我问:“你们觉得谁是番茄太阳?”有的说是明明,有的说是我,有的说是明明的爸爸妈妈,他们给了明明关爱。还有的说是捐献眼角膜的那个人,更有学生说是世界上所有充满爱心的人!

但愿学生学了这篇课文以后,将来无论他们走到哪里,无论从事什么工作,他们心中能永远记得这颗红红的番茄太阳,永远都有一颗红红的爱心!

番茄太阳教案篇四

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番茄太阳教案篇五

农田里番茄正式轰轰烈烈上市的时候,我的“番茄太阳”也总算熬熟了,不管它是否可看与可口——苏州市有效语文课堂教学观摩研讨活动今天结束。

一个多月的时间:

从番茄到太阳,从教材到资料,从文本到网络,从理念到实践,从复杂到简单,从混沌到清晰,从疑虑到自信……不知道在其间走了多少来回,静下心来的时候才发现,把语文往简单了想,也许是最好的办法。

不管是有效教学,还是发展性课堂,都以学生为关注焦点,“当下的有效”是保证“持续发展”的基础,“有潜质的有效”和“发展”应该是同义的。撇开太多的语文术语,语文首先要回答的是:当学生走出课堂的时候,语文老师留给孩子的是什么?

“番茄太阳”是这样回答的:

留下形象:

给孩子们留下明明“像银铃样咯咯的笑声”,“一串一串追着人跑”的笑声,学生走出了教室,走出了学校,耳畔还会回响起明明这样的笑声;

给孩子们留下爸爸的大手拉着明明的小手在蔬菜上来回抚摸的样子,留下爸爸妈妈悉心耐心地教自己的盲女儿摸这摸那的一个个镜头;

留下语言:

比如,学生对于“灰暗”的理解是不是可以韵味丰富一些,除了感受颜色与光线,它还可以用来表示悲观、忧郁、悲伤、自卑、消极……等好多种心情,同时学会用类似的词语来表达,比如“明亮”、“灿烂”。这是一种有一定难度的修辞手法的熏陶,如果不是在这篇课文里有机结合着体会的话,讲“通感”或是“词性活用”都会是一种机械与生硬。

比如积累一些表示心情不好的词语,以及他们相对应的反义词;

比如体会用形象的方式来表达,用“红红的番茄太阳一直挂在我的心里”,而不用“明明的美好品质一直刻在我的心里”,会使文字更加隽永。

留下方法:

比如,怎么读书的方法。 通过“番茄太阳”,让学生不仅知道文章可以按从前往后进行“线性”的阅读,

对于这种情感型的散文,还可以由表及里由外而内由浅入深地读,还要用心品味着读。

整堂课我先让学生体会作者的心情从开始的“灰暗”到最后的“灿烂”,然后引导学生寻找“是什么让一个成年人的对待生活的态度和心情发生如此大的变化”。在对盲童明明有了聪明、爱笑、善良、漂亮、文静、活泼……等“粗浅印象”的基础上再深入思考:这些美好的特点里面,到底是什么东西深深地触动了作者的心,让她产生如此大的变化?由此引导学生感悟明明的乐观与善良,最后感悟番茄太阳的深刻含义。这样的课堂教学思路,话题集中,思路简约而清晰,学生在老师的引导下,很快进入课堂状态。

比如,让学生知道,阅读是个性化的,允许每个学生心里有不同的“番茄太阳”。学生说文中的“番茄太阳”是明明的笑脸,是她一串串的笑声,是她说过的所有的话,是她所有美好的东西……学生还说,爸爸、妈妈也是“番茄太阳”、好心人也是“番茄太阳”,作者也是,甚至还有很多看不见的有爱心的人都是“番茄太阳”……

留下情感和思想:

试图给学生一个情感的“场”,让学生不自觉地投入其中,对“乐观”有一种质的感悟和细节化的延伸,课堂上,我用30秒来让学生体验盲童生活,辅之以一段深情的语言:

“同学们,请闭上眼睛——假想,你的整个世界就是这样的一片黑暗,你看不见蓝天白云,你不知道彩虹是多么的迷人,你看不见爱你的爸爸、妈妈,老师、同学亲切的脸……你想使劲张开眼睛但你的眼前依然一片漆黑!每天,你要穿衣、洗脸、刷牙、吃饭,你要走路、乘车,你要读书、写字……你想看小鸟五彩的羽毛,你想知道春花的灿烂和冬雪的晶莹,可是你看得见吗?你看不见,丝毫都看不见!”

让学生体验盲童生活的艰难从而悟出明明笑声里的乐观这种“沉甸甸”的份量,笑声是多么的感人,感染作者,感染读者,感染所有的人。

同时通过语言来链接课堂与生活。一首需要学生参与才能完成的小诗就是学生情感和思想的载体。学生用文字表达出来的“我心中的番茄太阳”,“是病床上一次坚强的咬牙”,“是偶尔考砸试以后一个不服输的微笑”,“是同桌向我求助时伸出的热情的双手……”这些,已经不只是简单的文字了。

一节课仅仅40分钟,要有所留下必定需要有所舍弃,与其说课堂是研究“给予”的学问,不如说是研究舍弃的艺术。舍弃,是为了更好的留下。当我得出这样的结论的时候,其实我已经付出了很大的代价,因为我经历了舍弃,但舍弃真的好“痛苦”,所以,直到今天的课上,我还有一些可以舍弃的东西依然没舍得“弃”。

不管“番茄”有几分熟,反正都要摘下来,好好品味。“太阳”也该落山了,睡个好觉,不知道明天能不能爬起。

番茄太阳教案篇六

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番茄太阳教案篇七

读《番茄太阳》剩下的就是感动,对于三十多岁的我来说有着这种感动,我相信孩子与我一样有着这种感动。如果学生在想想今年春节联欢晚会上的歌舞《千手观音》,知道《千手观音》中的那些演员们,把这篇文章与这些演员们加起来,最终不还是“感动”两字吗?

一拿到这篇课文,我不懂题目是什么意思?读完十多个自然段还不明白课文题目为什么叫《番茄太阳》,如果按以前所学课文第一自然段就点题的话,这篇文章就是另外一种模式了,即中间点题,后来又有两次重复,我一直耐心地读完这篇文章才理解,那种感动才拥有,所以我说学这篇文章剩下的就是“感动”。

这篇课文出现了三次“番茄太阳”,第一次“那我就叫它‘番茄太阳’。明明咯咯的笑声银铃样清脆,一串一串地追着人走。”是与“笑”字相联,儿童那天生的创造性表现的非常清楚。第二次“日子过得真快。明明像小屋里的光线,带给我许多快乐。……看着她的笑脸,觉得那就是最美的‘番茄太阳’”“把明明说成了太阳”,这位乐观的盲童影响着“我”,其实盲童天生的快乐也是一种创造。第三次“……红红的‘番茄太阳’一直挂在我的心中,温暖着我的心。”是盲目说的“阿姨,妈妈说我的眼睛是好心人给我的。等我好了,等我长大了,我把我的腿给你,好不好?”温暖着“我”,这样的话也只有天真的孩子才能说出。

文中的三次“番茄太阳”的出现意思不同,一个比一个意思复杂,更加感人。读这篇文章,我个人认为这不能放弃。

另外,这篇文章给予人的是儿童给予成人的改变。文中之“我”是生活艰难,心情灰暗无比,住在旧楼房里,是从别的地方来到这个城市,应该说“我”因为拄着双拐,对生活的希望几乎没有了。没有想到这一家人,这家同样是贫穷的人,面对生命却是另外一种态度。成人改变成人作用远远赶不上儿童改变成人。“我”看得出明明的父母有什么样的追求,但“我”并没有实质性的变化,这一家的努力,社会的奉献,最终让“我”为之震撼。儿童的行动,儿童的力量太大。对于我们成人来说,经常回过到来看看身边的儿童,我们的生活就会变得更美。所以,想到这里,我们教学这课,还要充满着感谢,即老师也要有感谢儿童的心理。成人的心理健康问题是非常严重的,而童年其实是最无忧无虑,哪怕遇到最大的困难,儿童仍然存在着快乐。

所以说,这篇文章给我们“热爱生命”的主题是复杂的,是多维的,我们老师可以从自己的维度来获得,孩子呢?我们就要尊重他们的感受。所以,在教学时,我们引导学生多种形式的阅读后,让他们述说自己学这篇文章得了什么?闭上眼睛想这个番茄太阳,想这位盲童可爱,欢乐,对美好生活的向往。闭上眼睛思考那种纯真之美……

“番茄太阳”是“番茄”与“太阳”的组合,这种组合太美了!这种组合没有想到创造出一种新生命,一种对世界的唤醒。

番茄太阳教案篇八

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番茄太阳教案篇九

3月28日,我在四(2)班讲了四年级下册的《番茄太阳》。讲下来,自我感觉不尽人意。

。过于实在,不能灵活机动。这很大程度是由于自身对课改认识不够,步子迈的不大,总觉得这次课堂教学改革太难,不敢去尝试。所以平时训练不到位。

。究竟导学案是否起到了引导学习,是我一直思考的问题。因为很多同学读完目标,根本不知道我说的按导学案的要求自学,要干些什么?还以为是要按目标完成正确流利的朗读课文,所以很多同学都是自读课文。这可能与导学案的编写有关,因为课前预习写在导入新课后面,合作探究在课前预习后面,学生不知道课堂进行到了哪里。

,对于展示,学生还不敢大胆发言,没积极参与的动力。这可能与没有建立合理的评价体系有关系,也与教师平时指导训练不到位有关。

。今后在导学案的设计上教师要做到合理、详实、细致。特别是时间的分配上要合理,对学生的要求要细化,详尽,在形式框架上要完整,在内容布置上要科学,在细节微观处要着眼精雕。

通过这次课堂教学改革的公开展示,使我更进一步认识到这次课堂教学改革的紧迫性。在平时的尝试中,我感受到只要真的能让学生进入学习状态,学生的潜力是不可估量,我们教师要放手让学生静下心来去学习是一定会有收获的。但这里的放手真的不是放任自流,教师对自学的引导不能全靠导学案,教师要关注学生是否把每一个自学要求落到了实处,要关注他们在自学中的参与学习的状。课堂上更要关注学生学习的参与度。展示方面教师要指导学生的语言逻辑,话语通顺流畅,行为大方有礼,不忸怩。

课堂上,不仅要教给学生知识,培养学生能力,而且还要让学生树立学习语文,掌握语言的信心,激发学生学习语言的兴趣。真正做到:学生的课堂、学生作主,让每个学生在课堂上学有所乐,生活中学有所用。

番茄太阳教案篇十

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番茄太阳教案篇十一

推荐初次读到这个题目,我觉得很奇怪,读读课文,还是有点不明,很是手足无措?第二次再读全文,才略有所悟。数次的读、细细咀嚼到最后的`教,最大的感受就是震撼了!

明明的爱心温暖了作者,温暖了我,学生能否也感受到这份温暖呢?

在教学中我抓住了三次“番茄太阳”展开,让学生从品味中感受明明那一颗富有童真的爱心。

我首先让学生划出文中出现的三处“番茄太阳”。这个难度不高,学生不会有畏难情绪。接着让学生来体会这些句子中“番茄太阳”的含义,并尝试在自己的书上写一写,这是个高难度的学习任务。我设置这个环节,不是想故意刁难学生,而是想给学生创造一个自己阅读文本,自己理解文本的机会。三句中,相对容易的第一、第二句中的“番茄太阳”的含义,学生如果能静心阅读文本是能够体会到的,只是可能知其然,不知其所以然。虽然难度较大,但我不能越俎代庖,剥夺学生思考的机会。学生的思考可能是正确的,那么他们收获的就是思考的喜悦,如果有偏差,那么,就会在讨论中拨正自己的理解。

第一处“番茄太阳”的含义是三句中最简单的一句,我让学生上齤台边拿着番茄结合动作和神态读好明明的这句话?但教具番茄没有起到相应的作用。我的目的是想让学生能更好的想象明明抚摸番茄后对太阳的感受,并能排斥掉明明所说的“番茄太阳”就是番茄的想法,但事与愿违,其中交流的一位同学反而觉得“番茄太阳”就是番茄。我想:让学生先在读中品味这句话,知道“番茄太阳”的含义后,再让学生结合动作和神态读好明明的句话,体会明明心中对太阳的印象。

第二处要让让学生体会“明明的笑脸”就是作者心中最美的“番茄太阳”是一个难点,我让学生走进了文本,捕捉作者对明明笑的描述,然后通过课件集中出示,让学生在读中感悟明明的笑是一种活泼、开朗、天真、像天使一般的笑……之后,以问题“但是,明明和我们一样吗?”来感悟明明的笑更是一种坚强、乐观、自信、勇敢……的笑,从而更好的理解作者所述“看着她的笑脸,觉得那就是最美的“番茄太阳”。这是对“番茄太阳”的含义由浅而深理解。

第三处“番茄太阳”就是明明的笑脸和美好的心灵,而明明的笑脸和她那美好的心灵就像明明心中那美丽的“番茄太阳”一样灿烂美好。在这处,我抓住作者的感情变化:灰暗-温暖-快乐-喜欢-感动。引导学生体会明明美好童心对“我”的感染,但是学生在这处的理解还是不够到位。

学完这篇课文以后,我被明明感动了,学生们也被明明感动了,他们知道了要像明明一样坚强、乐观,快乐地生活着。

番茄太阳教案篇十二

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番茄太阳教案篇十三

听完《番茄太阳》,深切地感受到了她“简简单单教语文,本本分分为学生,扎扎实实求发展”的教学理念。在整个教学过程中,盛老师自身情绪的渲染、精彩的过渡语言,在一定程度上带动了学生边读边悟,融入当时的情境。特别以“情”为纽带的教学,给我的启发不小。

“感人心者,莫乎于情。”人的情感是在一定的情境中产生和发展的。本文中“明明的笑”可以说是牵动着作者的心弦,打动着每个阅读文本的读者。在教学过程中,盛教师紧抠“笑”,设计了发现、对比、迂回、深入理解的教学策略,比较有效地唤醒了学生情感的体验,同时,对学生人文价值观进行了积极地引领。主要通过以下几点:

教学伊始,盛老师让学生自读课文,找出“明明的笑”的语句,让学生初步感悟“番茄太阳”的含义。接着,请学生朗读自己最喜欢的“笑”的语句子,再次去感受,去品味,去想象明明的笑脸。而后,请指名学生朗读喜欢句子,并进行了这样几次自然的追问,“这笑听起来……”“让上我们感觉到……”“我们仿佛看到了女孩……”,这样学生不光从语言文字的表面感受到了明明那种灿烂的笑脸,活泼的身影,而是让学生在进一步的品味中,在单调的文字中读出了一个鲜活的明明——亲切天真可爱。

“读了这么几句明明爱笑的语句,你有什么问题吗?”盛老师请学生自由质疑,顺势引出明明是个盲童的背景。然后通过读、说、议几个环节体味明明遭遇是不幸的,如这样的想象设计:明明怎么和外界接触?又如:明明在生活中会碰到的许多困难时,教师先是例举了“喝水时倒开水;出去和小伙伴玩等,请学生联系生活实际来展开想象,感受她的可爱让人“隐隐心疼”。在此基础上,请学生再读描写笑的语句,让学生内心产生强烈的对比、震撼,为明明虽是这样一位先天的眼盲孩子但又是如此乐观、开朗而深深地感染。

盛老师引领学生在自读、品味、想象“明明的笑”后,问了这样一个问题:如果用一个词来概括的话,你会用怎样的词?学生有的说灿烂;有的说是天真,有的说可爱的。在深入了解明明的身体情况和探究作者“我”的心情变化的原因后,盛老师又问:“仅仅是我一个人在享受明明的笑吗?这是一种怎样的笑呢?”学生此时的答案是:灿烂、天真、乐观、温暖、爱生活。这样的一问两处设,有纵深有层次地突出了“笑”的深层内涵,学生再读那句“看着她的笑脸,觉得那就是世界上最美的‘番茄太阳’。”一句时,内心除了涌动着真诚的感动之外,还能体味到了爱心包含的意义。

是啊,残疾人尚且如此热爱生活,珍爱生命,向往光明,追求美好,那我们岂不是更应该如此?盛老师没有就此停住‘番茄太阳’的传递,她请学生读读课文说说“是什么能使孩子有这样灿烂的笑”,感受父母对明明浓浓的爱;请学生朗读课文最后一小节体味社会上的他人对明明纯纯的爱;介绍作者的背景资料感怀作者纯真的爱。相信在这节课之后,这“红红的‘番茄太阳’会一直挂每个学生的心中,挂在听课者的心中。

如果盛老师在课堂上多关注学生的情感,多留一些空间和时间给孩子,鼓励孩子主动透过语言文字去感受人物的内心和情感的变化,我想教学的效果一定会更好。

番茄太阳教案篇十四

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番茄太阳教案篇十五

《番茄太阳》这篇课文主要讲了盲童明明虽然生下来就看不见美好的世界,可是她活泼爱笑,美丽聪明,对生活充满乐观,重要的是她还有着一颗真诚的爱心,懂得关爱他人,“我”在与她的相处中,被她清脆的笑声感染了,被她美好的爱心感动了,让“我”感到温暖。刚拿到这篇课文,由于对教材不熟悉,我不懂题目是什么意思,我把书翻了几遍才明白“番茄太阳”到底是什么,那种感动才真正拥有。

这篇课文头绪太多,有“我”的心情变化,有盲童的父母对孩子的耐心和关爱,有小姑娘聪明、爱笑、乐观的特点以及她纯真善良的心灵,还有好心人捐献眼角膜带给小女孩复明的希望。这么多的“头”放在一起,这样的课,到底该如何上呢?我觉得首先要阅读教材、吃透教材,还有必要查阅一些资料,以便很好地走入文本。

在第一课时中,我让学生们初步朗读课文,了解课文的大概内容,认识课文的生字。在此基础上并对作者在写此文章时的背景情况做了一些介绍,这样使学生更容易理解作者的心情为什么“灰暗无比”。第二课时里让学生围绕作者心情变化的原因展开对明明性格的讨论分析,通过让学生各种形式的阅读来让学生明白正是这样一个聪明可爱的,充满爱心的小女孩改变了“我”。

而“番茄太阳”则是爱的图表,文中出现了三次,一次比一次内涵丰富,一次比一次温暖人心。

通过这节课的教学,我反思的自己前前后后地工作。觉得给我很深感受的是:我们对于每一篇课文都要深入地钻研,不仅仅是书本上的内容。由于课前作了许多工作,所以我知道作者卫宣利的身体情况,她为什么要到那座城市并阅读了她后期的一些作品。只有教师先进入文本才会引领学生走入文本。

同时,我也在反思自己在教学中的让自己不太满意的地方。虽然在课堂上无论是教者还是学生都很投入,但是却总觉得似乎少了点什么。也在反思中确实感到不安:这样的语文教学是不是少了点“语文味”?

比如学生在文章中找出明明与一般孩子的不同之处后,可以让学生充分想象:明明作为一个盲孩子,在生活中,会遇到那些困难?明明想倒杯水喝,可是……明明想找伙伴玩,可是……

通过这样的情境练习,可能学生们会更深刻体会到明明的笑如此让人心酸心痛。这时,让学生再品读,学生的情感自然而然地与明明的命运相交、相融的境界。

可能是情境的创设不到位,使得这节课较为平淡,没有什么能抓住人心的地方。

因为我考虑到这篇课文内容较多,如果再让学生写的话可能时间上不够用,所以就没有加入写的训练,但是这也是语文课堂所需要的。实际上写的内容可以很多,比如:

1、如果你是作者听了明明临走时说的那番话后你会怎样回答?把你想说的话写在纸上。

2、请你写一句祝福明明的话语。

3、在生活中遇到困难我们该怎样做?

另外,我觉得还可以安排一些拓展练习,如:红红的番茄太阳一直挂在我的心中,温暖着我的心。想象:当我的心情灰暗时,红红的“番茄太阳”会告诉我什么?当我遭遇挫折时,红红的“番茄太阳”告诉我什么?红红的“番茄太阳”还会告诉我什么?红红的“番茄太阳”又会告诉你们什么呢?

幸好,及时反思了这节课,没来及得做的就放在第三课时里去完成吧!

番茄太阳教案篇十六

4月2日和4月14日,我分别在四(2)班和五(2)班讲了四年级下册的《番茄太阳》。课讲下来,自我感觉不尽人意。

给四年级讲时,是想让学生在优美的文字中,感受明明的纯真与善良。课件的设计与课堂环节的设计,都感觉良好,可是一节课下来,学生没有进入课文,学生状态没有进入。议课时,老师们说听课的老师感动了。我觉得,没有感动学生,这节课就是失败的。

给五年级讲时,是想通过课文这个载体,把课堂上升到习作的层面上,讲一些有关习作的东西。可惜,学生是第一次配合,彼此不太了解,课堂气氛死气沉沉,更谈不上思想的碰撞,正如李婧老师所说:“第二次情感的渲染没了,而是理性的分析。”可是,课堂上对课文的分析不清晰、不深刻。当然学生也只是“雾里看花”了。第二次,课上的是一败涂地。

说实话,自己进行语文教学已经四、五个年头,而课堂教学的真谛却一点儿也没感悟到。一直以来,就是为上课而上课,借此机会,对前面的教学反思一下。

备课时,太注重教材、课堂的设计,而没有真正的备学生。昨天上午放学时,李峰老师说学生对“番茄”是否了解,而我却认为学生都了解,我太高估学生了。这一点在今后的教学中要注意备课时要备学生。

这样长期下去,势必会让学生失去学生语文的兴趣和信心,再说这样也会束缚学生学习语文的视野,仅仅拘限在语文课上。

可见,作为一名语文教师,基本功还不够扎实。如番茄太阳的开头,作者心情的灰暗,到结尾作者心情的温暖,没有看出前后的呼应。

一节课下来,只是牵着学生走。没有突出学生的主体性。学生感悟的少,教师讲解的多。一节课下来,学生的学习效率不高。

课堂上,不仅要教给学生知识,培养学生能力,而且还要让学生树立学习语文,掌握语言的信心,激发学生学习语言的兴趣。真正做到:学生的课堂、学生作主,让每个学生在课堂上学有所乐,生活中学有所用。

番茄太阳教案篇十七

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番茄太阳教案篇十八

11、6日我校请到了山东省教学能手候文明老师到我校讲课,听了候文明老师执教的《番茄太阳》一课后,真是受益匪浅。下面浅谈一下我的心得体会。

“好的开端是成功的一半”。在开课时,候老师巧设悬念,利用学生的好奇心理,结合教学巧设悬念,诱导学生兴致勃勃地去思考。让学生带着问题,兴趣十足地学习新课。候老师是这样导入的:“同学们,看到了《番茄太阳》这个题目,你有什么问题吗”?通过设置疑问,调动了学生的思维,学生们产生了疑问“为什么把番茄和太阳两个不同的事物放在一起呢?”“为什么把番茄比做太阳呢?”候老师适当地设疑置问,激发了学生的学习兴趣,引起了孩子们强烈的读书欲望,引起了学生们急切想了解课文的内容的欲望,很自然地调动了学生的求知欲。为下一步读好课文奠定了基础。

首先,候老师注重了和文本的对话。候老师课前通过独立钻研教材,看教材说明,准确深刻的领会了编者的意图和背景,对所讲知识的进行引入、分析、引申、巩固,对知识点讲解的先后顺序,重、难点进行剖析,获得独特的体验和感受,准确的把握了教材。这也是引导学生和课文进行对话的基础。

其次,注重了学生与文本的对话。候老师在第一课时,引导学生通过自主读书、指名读书、教师范读、学生再读,再次指名读的形式给了学生充分读书的时间,自由读好文本,实现了学习目标。在自主读书时,候老师给学生明确了要求,要求学生读准字音,读通句子,注意情感体验。在指名读书时,教师给予了及时评价和鼓励,记得有一位同学在读一句比较长的句子时,没有注意停顿,老师及时的指了出来,并进行了范读,让这位同学再读时,候老师说了这样一句话“再读,你一定能读的更好。”一句平常的话,却坚定了学生读好书的信心,其激励的效果也是不言而喻的。在老师范读时,我更领略了候老师读书的功底,候老师那富有情感的读书,把学生带到了情境之中,让学生从教师的范读中获得了情感和体验,以至于让学生再次读书时,很快的体验到了课文的内涵。

在学生学习过程中,真正体现了候老师是学生学习的合作者、引导者、支持者,帮助、指导、点拨学生学习;学生和教师一起跟教材进行民主对话,实现了“知识技能、情感态度与价值观”目标个性化的自主建构。通过读文本,读出自己的感受,这样的阅读才是自由的阅读,有效的阅读。

候老师在本次教学中,真正起到了主导作用,也真正的体现了学生的主体性。候老师让学生在标画描写明明笑的句子后,进一步引导学生从不同的笑中体验课文的内涵,“咯咯的笑是什么样的笑?”“如果不是盲童……笑的像个天使”从这句话中你仿佛看到了什么?“每次从菜场经过……特别爱笑”从特别爱笑中你读懂了什么?“明明坚定自己看到光明的信念从哪些地方能看出来?”“从捐献眼角膜,明明感受到了什么?”等等一系列的引导,拓展了学生思维的空间。从候老师一步一步的引导中,学生一步一步的理解了课文的内涵,感悟到了社会生活的美好,要热爱生活,再接受别人的爱的同时,要学会去关爱别人。

候老师在课堂上调动了学生的思维,提高了学生学习的主动性,在课堂上不断地设置一些疑问情景,提出一连串的问题启发学生,让学生自己分析、思考得出结论。从而促使他们更加自觉、主动地对该课文深入地钻研和学习,使自学能力不断得到提高,主体地位逐渐得到加强。所以说,候老师不仅仅是信息的传递者,还是学生学习主动性的启动者,学生思维领域的开拓者。

番茄太阳教案篇十九

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番茄太阳教案篇二十

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