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小巷深处语文课本(8篇)

格式:DOC 上传日期:2023-03-23 16:59:24
小巷深处语文课本(8篇)
时间:2023-03-23 16:59:24     小编:zdfb

无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。写范文的时候需要注意什么呢?有哪些格式需要注意呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。

小巷深处语文课本篇一

《小巷深处》是(语文版)七年级上册第二单元的一篇精读课文,文章以饱含情感的笔墨回忆了养母对我深切的爱。语言浅显感人,内容贴近学生心理特征,是一篇唤起学生亲情教育的好文章。我们可以以此培养学生感受、体验亲情的能力,同时引导学生了解并掌握表现人物特点的方法和技巧。因此本文无论从情感内容还是从能力培养上,在写人记叙文的单元教学中具有举足轻重的作用。

该课的教学对象是七年级的学生,刚刚步入青春期的他们在心理上渴望成熟独立,叛逆心渐强,但事实上又离不了父母的照顾,不理解父母对他们的良苦用心。这正是他们的幼稚之处,也是为人处世肤浅的一面,他们的真情需要熏陶,更需要引导,只有这样才能使他们学会珍惜亲情,感恩生活。

那么根据教材的整体分析和对学生情况的考虑,我把本节课的三维目标设定如下:

初步学习本文通过人物的外貌、神态等描写来表现人物的特点。

引导学生用心读课文,把握关键语句,通过自主、合作、探究的学习方式,尽量让学生谈自己的理解和感受,加深对文章情感的理解。

用文中最动人的情感和最精美的形式来熏陶感染学生,感悟母爱、赞美母爱,进而对父母怀着一颗感恩的心。

情感教育是语文教育的重要目标之一,课标也指出“培养学生高尚的道德情操和健康的审美情趣,形成正确的价值观和积极的人生态度,是语文教学的重要内容。”因此我把“情”字作为教学重点,指导学生从课文中读懂母爱,体会父母与子女之间的情感,增强对亲情的理解。

2、记叙文是初一学生接触最多的一种体裁,在前一单元的教学中,学生已初步了解了记叙文的相关知识,但仍处于感性认识阶段。把记叙文写清楚、写生动对他们而言就难了,而本文的外貌、神态描写都有其过人之处。所以我把难点确立为品味文中具体描写母亲的句子,学习运用各种描写方法来表现人物的特点。

突破口:让学生寻找文中“我”的情感变化的有关语句,以期引发学生对变化原因的思考和对母亲形象的关注。

作为学生学习活动的引导者,我们应创造性地理解和使用教材,为了能帮助学生顺利理解文本,在教材的处理上我做了灵活调整。从文章结尾的情感入手,一步步地点拨引导学生去读母爱——说母爱——悟母爱——忆母爱——赞母爱。同时努力营造一种浓浓的情感氛围,让文学作品的韵味、情感价值充盈整个课堂。为了能达到这种效果,我事先也准备了诗歌《感谢》、歌曲《懂你》等,希望在课堂上能够恰当的运用。

我们经常说“教无定法,贵在得法”,本着 “学生是学习和发展的主体”,“ 让学生在主动积极的思维和情感活动中,加深理解和体验”这些理论指导,我主要采用了以下几种教法来展开教学。

1、诵读法:文章不厌百回读,这是一篇文质兼美的文章,特别是一些重点段落,语言典范精美,字里行间饱含着真情,我们应指导学生进行朗读。

2、点拨法:叶圣陶先生曾这样说过:“教师之教不在于全盘授予,而在于相机诱导,必令学生运其才智,勤其练习,领悟之源广开,乃为善教者也 。”这篇课文我只在需要时稍加点拨,不做过多的分析,还课堂教学几分空白,让学生自己去体会,去感悟。

3、情境设置法: 利用多媒体条件展示图片,播放歌曲,创设温馨的教学情境, 活跃课堂气氛。

吕淑湘先生说:“教学,教学,就是‘教’学生‘学’,不是把现成的知识教给学生,而是把学习的方法 教给学生,这样学生就可以受用一辈子。”对于初中生来说,学法的指导和习惯的培养尤为重要。因此,我们教师在教学中要不失时机地进行学法指导,使他们在把握知识的同时,提高自己的“会学”本领,只有这样才能真正提高学生学习语文的能力。为此我设计的学法指导有:

课标积极倡导自主、合作、探究的学习方式,在本课的教学中试图指导学生通过自主探索,小组讨论,交流协作,以满足了学生的学习需要,激发了学生主动学习的兴趣。使他们真正成为语文学习的主人,体现 “以人为本”的教学理念。

主要是指导学生诵读品味关键词语和句子,赏析本文典范精美的语言,指导学生以“这句话妙在运用了 描写方法,写出了 ”的句式来品味本文描写人物的写法,从而初步学习本文通过人物的外貌、神态等描写来表现人物的特点。

教学流程: 读母爱 说母爱 悟母爱 忆母爱 赞母爱

多媒体展示一组图片,从地震废墟中那位以爱的姿势保护孩子生命的母亲说起,大爱无言,母爱相同,由地震废墟中的母爱导入到小巷深处中的母爱。

(设计意图:“良好的开始是成功的一半”,我觉得由此导入新课,从令人感动的图片入眼,能一下子吸引学生的学习兴趣,又创设温馨感人的情境,奠定起学生学习课文的情感基础。)

快速阅读课文,并请同学们找出“我”对家,对母亲情感变化的句子。

(设计意图:本文语言浅显明了,学生理解文本难度不大,因此让学生快速阅读课文,整体感知课文,获得初步的体验。同时在这里设置了一个问题让学生带着任务阅读课文,做到有的放矢。)

在学生自主阅读的基础上,我采用了点拨教学法适时点拨学生:

1、课文的结局令人感动,最后一段,作者说“我回来了,我已经回来了”我回哪儿?(估计学生都会回答到:我回到了小巷深处,回到了母亲的身边。)

2、既然说“回来”,那么肯定出去过,我的感情经历了怎样的变化过程?由此自然引入第二环节——小组交流说母爱

问题一:请同学们找出“我”对家,对母亲情感变化的句子。归纳“我”的情感发生了哪些变化。

问题二:“我”对母亲的感情起伏变化,那么母亲对“我”又是如何呢?同学们让我们用充满“爱”的眼睛去寻找文中母亲“爱”我的事例,在小组里面交流并用最简洁的语言概括。

设计意图:在这一环节我把课堂还给学生,让学生在感知课文的基础上进行小组讨论交流,通过学生的筛选概括和师生的共同归纳,就基本上把握了课文的主要内容。这样就水到渠成地突出了本文的教学重点。

读完本文,你觉得令你感动的地方在哪里?找到自己最受感动的部分仔细读读,读出你的感动来!并试着说明感动你的原因。

设计意图:我想这个问题的抛出,一定会激起学生的兴趣和情感的波澜。一方面让学生通过有感情的朗读,进一步加深对“母爱”的理解。另一方面让学生畅谈自己的看法和体验,只要言之有理即可。说明感动原因的角度也较多样,学生既可以从遣词造句上考虑,也可以从情感因素上回答。从而实现既品读佳句,又与作者达到情感的共鸣的教学目标。

1、具体的事件令人感动。估计大多数学生会说出最后一个事例,那么我们应完成以下教学任务:引导学生体会最后一个事例是作者的情感高潮,面对现实,年少无知的“我”曾逃避、曾离开,而母亲的爱却一如继往。表达出了“我”的悔悟,“我”情感的回归。指导全班同学诵读品味25-29自然段,体会字里行间饱含的情感,领悟真情。

2、精彩的语句打动人。因为这篇课文中有很多精彩的语句刻画了母亲的形象,课标指出:“要珍视学生独特的感受和体验” “对作品中感人的情境和形象,能说出自己的体验” “品味作品中富有表现力的语言”。所以在这里我对课堂进行了猜想与预设。我猜想初一的学生一般会很容易找出这些句子,但学生往往说不出感动自己的原因。因此,在这里我们应引导学生朗读并学习品味本文中描写母亲的精彩句子,进而分析表现人物的描写方法。

那么在这里我设置了这样的一个问题来简化难点:“这个句子中你觉得哪些词语运用得很好,它运用了什么描写方法?”在学生品味关键句子的基础上,要求同学们以“这句话妙在运用了 描写方法,写出了 ”的句式来品味本文描写人物的写法。

示范: “在风中,她的脸是那样黝黑,她的手是那么的粗糙,她的眼睛是那么的黯淡,然而她立在那儿却是那么挺拔,那么坚定,仿佛在憧憬,又仿佛在等候。”这句话妙在运用了外貌描写和神态描写,既写出母亲的痛苦,又写出母亲的坚强。

(设计意图:通过朗读品味,设置了简化难点的问题,指导学生品味文中的关键句子,学习并掌握各种描写方法来表现人物、抒发情感,并期待转化为学生自己的写作技巧。让学生在进行了听、说训练的同时又掌握了写人技巧,在实现“知识与能力”的教学目标的同时又巧妙突破难点)

其实母爱就在我们的身边,在平常的日子里,不一定非得都是惊天动地、轰轰烈烈的母爱才感人。细细回想起来,也许只是一个关切的眼神、一句温暖的话语,一声儿女远行时的叮咛,一道过早爬上眼角的皱纹……做儿女的,要善于从这些琐事中感受到父母无私的爱。

1、引导学生回忆与母亲相处中最让自己的感动的瞬间,重温感动,体会母爱的温暖与幸福。

2、“谁言寸草心,报得三春晖”,身为母亲的孩子,我们将要如何回报母亲的深恩呢?

设计意图:“语文学习的外延与生活的外延相等”,作为语文教师要努力拓展学生的学习空间,要让学生联系生活实际。在这一环节,让学生联系生活实际对母爱引起共鸣,畅谈对母亲的回报,这比空洞说教或是让学生在还没有体验、感悟的情况下就站起来“口上谈兵”更有利于“情感态度与价值观”目标的实现。

同学们,让我们记住这人间的最爱。最后让我们以“母爱”为话题,说一句很美的话小结本节课。

教师示范:母爱是夏日里的缕缕清风,是寒冬里的暖暖阳光。

(多媒体同时播放满文军歌曲《懂你》)结束这节课。

(设计意图:用一句很美的话和极富感染力的歌曲结尾,再次营造洋溢着浓浓亲情的温馨氛围,让学生在歌声中感受母爱、回味母爱,激发学生热爱母亲的感情,坚定学生孝顺母亲的决心。)

1、积累 反复朗读文中令你感动的句子,并摘抄精彩的语句。

2、体验 回家后主动与母亲交流,帮母亲做一些自己力所能及的事情。

3、习作 用一小段文字描绘母亲的外貌和神态,要求能突出母亲的性格特点。

(设计意图:爱因斯坦说“最重要的教育方法总是鼓励学生去实际行动” ,作为语文教师,我们在教学中充分利用学校、家庭和社会等教育资源,增加学生语文实践的机会。因此我在课后作业里设计了这样的题目:积累、习作、 体验。让学生借鉴本文的写作手法,进行片段描写,联系生活加深体验,也增强动手实践的能力。)

小巷深处

盲母 爱 养女

收养弃婴 满足 自豪

改变性格 时 感

含辛茹苦 间 情 沉默 回避

为“我”骄傲 顺 线 淡漠 隔绝

每月送钱 序 索

忍受孤独 悔悟 感激

我的板书设计形象直观,简约清晰,它既能帮助学生理清教材知识结构,又恰如其分地落实了教学的重点,给学生以美的享受。

1、我觉得本课的教学设计,能够紧扣“母爱”这个主题,让学生理解、感悟、畅谈,在说、品、读、悟、练这五个环节中获得知识,培养能力。同时将爱的教育与生活实际紧密地结合起来,使“阅读语文”与“人性完善”一体化。

2、我觉得本课最难处理的环节可能是“朗读品味悟母爱”这个环节,因为它既是本课的教学难点,又涵盖了学法指导和知识目标,而学生因为生活体验、认知角度、个体差异的不同,说明感动的原因可能也不尽相同。所以在这个环节中,教学的随机性也比较强,需要教师适当及时的引导和归纳,放的开还要收得拢。

小巷深处语文课本篇二

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小巷深处语文课本篇三

(一)本课地位

《小巷深处》是语文七年级上册(语文版)第二单元中的第二篇回忆性的抒情散文。抒写了养母对“我”深切的爱和“我”对养母的感情,文章富有感染力。由于情感教育是语文教学的重要目标之一,因此,本课的教学既要落实新课标的要求,又要把握好本单元及本文的教学特点。

(二)教学目标

根据教材的编写意图,为体现语文课程丰富的人文内涵对学生精神领域的影响深广的这一特点,我确定如下教学目标:

1、知识与能力目标

(1)学习本文写人物致力于表现人物感情世界的变化特点;

(2)把握人物形象的刻画对突出中心的作用。

2、过程与方法目标

在教师恰当的引导下,培养学生“自主、合作、探究”的学习方式,让语文具有开放性。

3、情感与态度目标

从课文到生活,加深对亲情的理解,培养学生“爱”的情感。

(三)教学重点、难点

根据这些教学目标,我确定了以下教学重点和难点:

重点:从文章的欣赏,分析过程中,体会母爱的伟大与无私,增强对亲情的理解。

难点:学习如何选取生活琐事来表达情感,突出重点。

【以上是对教学内容的简要分析,教学必须面对学生,要了解学习的知识范围,接受能力,于是,在教学之前要对学情进行了解。】

这篇文章的教学对象是初一学生,由于他们绝大多数来自独生子女家庭,以自我为中心,往往忽略了身边的人文关爱,但他们并不是没有情感。鉴于此种情况,教师应在他们每一个幼小的心灵里,点燃情感的“火焰”,进行美的熏陶和情感的教育,播下“爱”的种子,让他们从关注身边的爱开始,培养博爱的情怀。

作为新课改背景下的课堂,应该“一切为了每一个学生的发展”,让思维迥异、个性纷呈的学生带着自己的知识、经验、思考、灵感、兴趣等参与课堂学习,并成为课堂学习的主体,与教师在民主和谐的氛围中平等对话,情感碰撞,生命沟通。在这样的课堂里,我们的学生才会激情之流四溢,思维之花闪耀,睿智之言流淌;这样的课堂才是真正的“以生为本”,才是新课程改革所需要的理想课堂。

根据这一教学理念,借助多媒体的教学手段,我主要采用情境教学法、启发式教学法等指导学生去朗读、去讨论、去探究。

【在教学活动的开展过程中,课程是基本框架,教材是基本依托,课堂是主渠道。成功的课堂必须优化教学过程】

我这堂课总的程序是这样的:

创设情境—在阅读中感悟—在体验中感悟—在训练中感悟

(一)导入新课

(创设情境,诱发情感)

投影欣赏:《搭错车》的画面、主题曲。

这部电视剧的主人公在金鹰艺术节中,分别获得了最受观众喜爱的男、女演员奖。

设问:为什么他们会如此深受观众喜爱?

这里运用的是“情境教学法”,通过选取紧扣主题的电视剧《搭错车》导入,渲染课堂气氛,使学生产生强烈的求知欲,同时也激发了学生的学习兴趣。引导学生进入第二个环节——在阅读中感悟。

(二)在阅读中感悟

阅读是语文教学之本,因此,我让学生在读中感悟,在读中品味语言文字的魅力。

1、粗读课文,谈感受。

大部分学生可能只是泛泛几句,确实,现在的孩子在家中“宠”惯了,对“盲母亲”的“爱”没有从心底理解。于是,我说:“老师在读第二段的时候流了泪,被盲母亲感动了,大家再读一遍。”

2、细读课文,说说母亲对“我”的爱的具体事例。

让学生在生活琐事中进一步理解母爱,表达情感。

3、品读课文,赏析母亲形象。

设计学生活动一:

抓住描写母亲外貌、语言、动作、神态的词和句子,反复朗读,去品味、体会,理解所蕴含的感情。

让学生在情境中理解,感悟到母亲抚养“我”的欣喜,抚育“我”的艰辛,才能理解“我”的虚荣和无知。

学生因感悟而形成的情感体验比因老师程式化的解读而形成的标准答案要深刻得多。读完之后,学生与学生互相交流。这是一次个体“感悟”成果的展示,学生因有“法”可循而有话可讲了。

(三)在体验中感悟

“盲母亲”对捡来的女儿的爱,可谓侵透纸背,但学生缺少生活的体验,很难悟出此中真情。所以,学生需要——在体验中感悟。

为此,我设计了一个角色互换,引导学生如何去看待“我”的感情变化。

设计学生活动二:

如果你是“莉”,盲母是你的“母亲”。当她出现在我们教室门口,没有悔悟的“莉”会怎么说?怎么做呢?

这是我让学生体验的中心问题,学生在充分酝酿自己的情绪之后发表自己的看法。这些感悟使学生产生了思想的震撼,心灵的责问,这种在体验中形成的感悟直接触及学生的内心。最后,引导学生进入——在训练中感悟。

(四)在训练中感悟

当发现不守承诺的母亲来校给我送鸡蛋和钱,而不肯让我看见时,我冲出校门,在偏僻的小巷里赫然看见“凌乱而花白的头发在苍老的脸旁飘扬”的母亲,我的心受到了极大冲击。这一节的叙述及细节描写触及了“我”的心灵,形成了全文的高潮。

此时,教师配乐《烛光里的妈妈》,增强感染力。全班朗诵课文最后三个自然段。

思考讨论:文中对小巷和竹棒的描写,起到了什么作用?

“我”的情感得到了回归,在以后的日子里又会怎样呢?在这里,我要求学生设计一个想象性的结尾。

设计学生活动三:

“我”悔悟以后与母亲的日子里……

使文章的高潮再推进一步,使课堂也掀起一个高潮,让学生们的心灵在想象训练中得到一次洗礼。

“感悟”能产生新思维,新境界,但需要等待,需要宽容,需要教师给学生以时间和机会,更需要教师的心胸和智慧。

附:板书设计

这是我本节课的板书设计:

遵循简明精炼,突出重点,形象美观的原则。

(出示课件)

小巷深处语文课本篇四

(一)教材分析

《小巷深处》是七年级上册(语文版)第二单元的一篇精读课文。本单元内容以写人的记叙文为主,目的在于引导学生了解并掌握表现人物特点的方法和技巧。同时四篇课文都洋溢着强烈的美好情感,这对于学生形成积极的人生观和正确的价值观,陶冶情操,是十分有益的。《小巷深处》是一篇文质兼美、感人至深的文章,课文着重对养母无私的母爱、养女的情感变化过程进行叙述,成功地刻画出了养母的感人形象,从而加深学生对母爱的认识,培养学生感受、体验爱心的能力。在整个单元的教学中,本课从情感内容和能力培养上是对前一课的延续和深入,具有举足轻重的作用。

(二)教学目标

1、知识与能力

(1)了解写人记叙文的基本要求,懂得把人放到事件中写,通过写事来表现人物的性格特点。

(2)学习文章通过人物的外貌、神态描写表现人物性格的方法。

2、过程与方法

(1)在反复诵读中领略体会到文章强烈的感情色彩。

(2)通过质疑、合作、探究,尽量让学生谈自己的理解和感受,加深对文章中心的理解。

3、情感态度与价值观

懂得父母对子女的`爱体现在日常生活琐事上,认识爱的伟大与无私,培养学生孝顺父母的情感。

确立依据:新课标中提出“各个学段的阅读教学都要重视朗读和默读……以利于积累、体验、培养语感”,使学生“欣赏文学作品、能有自己的情感体验,初步领悟作品的内涵,从中获得对自然、社会、人生的有益启示”,同时结合本单元教学目的和记叙文教学要求,确立了以上目标。

(三)教学重点与难点

1、重点:从课文中读懂母爱,体会父母与子女之间的情感,增强对亲情的理解。

2、难点:学习本文通过外貌、神态描写及生活中琐事的叙述来刻画人物、突出中心的特点,并指导学生写作。

确立依据:

(1)新课标中提出“语文课程丰富的人文内涵对学生精神领域的影响是深广的……应该重视语文的熏陶感染作用,注意教学内容的价值取向”。因此我把“情”字作为教学重点,在感知文本的基础上,让学生联系自己的生活加深体验,陶冶自己的情操,培养感受、体验爱心的能力。

(2)七年级学生还不能在习作中熟练运用多种描写方法及形式来刻画人物、突出中心,所以在教学过程中针对本文的写作特点进行讨论时,应注重引导学生在阅读文本、感知语言的基础上进行拓展延伸、迁移借鉴,以提高学生写作记叙文的水平。

(四)教材处理

重点感知理解文本,由文本引发讨论思考,课前鼓励学生留意观察生活,回味与母亲相处中最让自己感动的瞬间,教师也可在时间允许的情况下适当向学生叙述一些母亲与儿女间感人的故事来补充课堂教学。

确立依据:新课标中谈到教师在阅读教学时,要努力引导学生在体验中拓展自己的视野,扩大思维空间,提高阅读质量。要让学生联系生活实际,“能有自己的情感体验”。

(一)学情分析

每个孩子都依赖自己的母亲,尤其是七年级的学生,刚刚离开母亲的怀抱,开始在初中学会独立,对于母爱的温暖更有切身的体会,对于以“母爱”、“亲情”为主题的文章,应该很有兴趣。教师要充分利用这种兴趣,并把它引导到阅读课文上来,从而理解文章是怎样表现母爱和亲情的。

(二)教法分析

具体教法:创设特定情境,通过欣赏歌曲《世上只有妈妈好》和诗朗诵《游子吟》,将学生一下子引入到温馨的母爱的氛围中,在此基础上立足文本,合作学习;重点内容,讨论总结;母爱亲情,领悟体验并现场感受。

理论依据:本文文质兼美,文中的浓浓亲情感人肺腑。创设这样一种情境,很容易让学生进入文本,与文本对话,激起学生的共鸣,把情感活动与认知活动结合起来的一种教学模式,比较适合本文的课堂教学。

(三)学法指导以及学生活动的开展

1、具体指导

(1)课前预习,初步感知课文,掌握生字词。

(2)精读课文,讨论交流,掌握重点。

(3)互助学习,合作探究,突破难点。

2、学生活动

(1)师生共同完成4项活动:

①合作探究:了解“养母”为“我”所作的一切及“我”对“养母”感情变化的过程;

②诵读品味:反复朗读文末三段文字,体会字里行间蕴含的深情;

③讨论小结:领会文章运用多种描写方法及通过描述生活琐事的方式来突出中心的写作特点;

④拓展延伸:理解、感受母爱的伟大与无私,获得启迪。

(2)引导学生主动参与,积极思考,通过合作探究,师生共同营造自由民主的课堂氛围。

理论依据:采取“自主、合作、探究”的学习活动方式,让学生自己进入文本、感知课文,并获得独特的感受、体验与启迪。

(四)教学组织以及教学效果设想

在创设情境的基础上,提出重点问题;在学生合作研讨后,进行交流展示;在分析总结后,进行延伸探索;在领悟体验后,现场感受母爱的伟大。自始至终,坚持以学生为主体,教师只是组织学生与文本对话、与作者对话、与心灵对话的引导者。我想只要调动学生的主观能动性,营造一种洋溢着浓浓亲情的课堂氛围,教学效果应该是良好的。

本课设为两课时教学

(一)、导入新课

1、用多媒体或音乐播放器播放歌曲《世上只有妈妈好》;

2、师生共同朗诵唐诗《游子吟》;

3、板书课题、作者。

设计意图:由此导入新课,创设温馨感人的情境,调动学生的学习热情,建立起学生学习课文的情感基础。

(二)检查预习,明确目标

1、检查预习

(1)用幻灯片展示生字、词;

(2)学生读生字,解释词语;

2、学习任务(幻灯片展示)

(1)讨论交流:了解“养母”为“我”所做的一切及“我”对“养母”感情变化的过程;

(2)诵读品味:反复朗读文末三段文字,体会字里行间蕴含的深情;

(3)合作探究:领会文章运用多种描写方法及通过描述生活琐事的方式来突出中心的写作特点;

(4)拓展延伸:理解、感受母爱的伟大与无私,获得启迪。

设计意图:

1、检查字词的目的在于督促学生认真预习,养成良好的学习习惯;

2、展示学习任务,让学生学习有目标意识,便于发挥学生的积极性、主动性。

(三)、整体感知,讨论交流

1、通读课文,用横线画出最让自己感动的文字,记下阅读中的疑难问题;

2、分小组讨论并交流下列问题,教师可事先介绍分析概括内容的方法(①从整体入手,纵观全篇;②突出重点;③抓住文中生动语句、关键词语,恰当表述。)

(1)课文中的哪些具体描述表现了养母对养女的爱?是按什么顺序来描述的?

(2)养女是怎样对待自己养母的?她对养母的感情有过什么样的变化?

设计意图:

1、整体感知课文,获得初步体验,鼓励学生质疑。

2、小组讨论交流,让学生始终保持自主、合作、积极、主动的活动状态,提高教学效率。强调归纳总结的方法,以突出学习方法的指导,提高学生分析问题、解决问题的能力。

(四)诵读品味,领悟真情

1、教师朗读第25、26自然段;

2、学生饱含深情地朗读27、28、29自然段,并探究:文中小巷和竹棒的描写,起到什么作用?该怎样理解“我回来了,我已经回来了。”这句话?

设计意图:教师朗读主要对学生朗读起示范作用,学生通过朗读品味、体会字里行间的深厚感情,获得启迪。通过思考探究,“对作品中感人的情境和形象,能说出自己的体验”。

(五)合作探究 讨论小结

1、引导学生从文中找出具体描写养母的语句,并讨论:作者描写养母主要运用了哪些方法?从作者的描写中我们可以看出养母是位怎样的人?

2、引导学生讨论并小结本文的写作特色,教师再作点拨(1、描写人物的外貌、动作、语言等来刻画人物;2、选取生活琐事来表达情感)。

设计意图:指导学生学习并掌握通过外貌、动作、语言描写和形象生动的具体描述来表现人物、抒发情感的写作手法,实现“知识与能力”的教学目标。

(六)质疑探索 拓展延伸

1、学生可以就文本中任何方面质疑,师生共同讨论解决疑难;

2、引导学生回忆与母亲相处中最让自己的感动的瞬间,重温感动,体会母爱的温暖与幸福。(此期间可让科代表将事先请到办公室的一位学生的母亲带到教室门外。注:事先请母亲是在全体学生不知情的情况下进行,请来的学生母亲以离校最近、有一定口头表达能力者为宜。)

3、让全班同学以最热烈的掌声欢迎这位学生母亲走进教室,并请她代表全班学生的母亲对同学们说几句话(事先已确定好说话的内容:①诉说子女刚离家住校时母亲心中的牵挂与思念;②在学习、生活、与母亲相处等方面对学生提出希望与祝福。)

4、让学生畅谈:该如何对待母爱?如何做一个孝顺母亲的孩子?

设计意图:

1、鼓励学生质疑、探索,尝试使用探究式的学习方法;

2、让学生联系生活实际加深对母爱对亲情的理解;让一位学生的母亲走进教室,目的在于促进学生对母亲的理解,从而激起学生对母亲的感激、热爱与孝顺之情,接着让学生畅谈对母爱的认识,这比空洞说教或是让学生在还没有体验、感悟的情况下就站起来“口上谈兵”更有利于“情感态度与价值观”目标的实现。

(七)创设情境 结束教学

用多媒体或音乐播放器播放阎维文歌曲《母亲》,全班同学跟着音乐合唱这首歌曲,感谢这位母亲的到来,感谢所有母亲对自己的爱。

设计意图:通过创设情境,再次营造洋溢着浓浓亲情的温馨氛围,用极富感染力的歌曲结尾,让学生在歌声中感受母爱、回味母爱,激发学生热爱母亲的感情,坚定学生孝顺母亲的决心。

(八)布置作业:

1、用一小段文字描绘母亲的外貌和神态,要求能突出母亲的性格特点;

2、回家后主动与母亲交流,多和母亲相处,主动邀请母亲参加学校活动,用实际行动来珍惜伟大的母爱。

设计意图:

1、让学生借鉴本文的写作特色,提高习作水平;

2、让学生联系自己的生活加深体验,感悟亲情,陶冶情操。

板书设计:(两个课时)

6 小巷深处

林莉

养母 爱 养女

收养抚育 满足 自豪 描写方法 仿写要求

为“我”骄傲 沉默 回避 外貌描写 选取生活片断

抑制感情 淡忘 隔绝 语言描写 运用描写方法

送生活费、营养品 悔悟 感激 动作描写 写出真情实感

(时间顺序) (感情线索)

设计意图:这一板书揭示出本文叙事的顺序和感情线索,能够体现上课流程,并着重揭示了本文的重点与难点。

结语:

新课标中明确提出“培养学生高尚的情操和健康的审美情趣,形成正确的价值观和人生观,是语文教学的重要内容,不应把它们当作外在的附加任务,应该注重熏陶感染、潜移默化,把这些内容贯穿于日常的教学过程中。”我们的语文课堂除了应该帮助学生掌握知识与能力,更应该引导学生认识真善美,感受人间种种温情。让我们的每一次教学设计、每一个教学过程都成为学生人性养育的殿堂,这是我教学本课的追求,也是我平时教学中一直坚持的目标。“路漫漫其修远兮,吾将上下而求索。”谨请各位多多赐教。谢谢大家!

小巷深处语文课本篇五

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小巷深处语文课本篇六

(一)教材分析

《小巷深处》是语文版教材七年级上册第二单元的第6课。这是一篇抒写母爱的感人散文。文章以“我”对养母的感情变化发展为主线,内容贴近学生心理特征,语言浅显感人,是一篇唤起学生亲情教育的好文章。因此,本文的教学原则是:让学生在“原汁原味”的文本阅读中悟“情”究“文”,从而使学生在亲情中经历一次情感的碰撞,在生动的形象、精彩的语言中感受散文的魅力。

(二)教学目标

《语文课程标准》中要求“应该重视语文的熏陶感染作用”,“着重培养学生的语文实践能力”。而叶圣陶先生在论述语文教材的功能时也曾说过:“国文教学的目标,在养成阅读书籍的习惯,培植欣赏文字的能力,训练写作文字的技能。”鉴于此,我把本节课的学习目标和重点难点设置如下:

1、知识技能目标:

①把握课文的感情基调,通过筛选和概括信息,理解课文内容。

(大家知道,理解是阅读的核心,“只有理解的东西,才能更深刻地感觉它”。而对于一篇文章的理解,又与阅读者的筛选信息能力、综合概括能力有着密切的关系。为了让学生“初步具备搜集和处理信息的能力”,我将训练学生筛选、概括信息的能力,作为知识技能目标的第一部分。)

②品味文中语句和蕴涵的情感,并勇敢地表达出来。

(在《语文课程标准》“阅读能力”中有这样一项:“对作品中感人的情境和形象,能说出自己的体验,品味作品中富于表现力的语言”。为此,我将品味情感、勇敢表达作为知识技能目标的第二部分。)

③初次尝试仿写训练,从而将自己的感悟融入到赞美当中。

(身为语文教师,我们“要激发学生的创造力,使他们学而能理解、学而能创新”。但从初一年学生的年龄特征、学习特点看,多数学习是从感性认识开始的,从模仿开始的。所以我认为仿写训练是大有好处的。)

2、道德情感目标:

用文中最动人的情感和最精美的形式来熏陶感染学生,感悟母爱、赞美母爱,进而对父母怀着一颗感恩的心。

(历来,我国重视语文学科的思想教育功能,将“思想教育”列入“教学要求”,并且强调正确处理文与道的关系。基于“教学要求”的这一阐述,加上现在学生多以自我为中心、漠视亲情、不知感恩,因此我将唤起学生亲情教育、感恩教育作为本文教学的道德情感目标。)

3、教学重点:

①朗读课文,感受深沉无私的母爱,增强对亲情的理解。

②学习通过人物的外貌、神情描写表现人物性格的方法。

(在新编大纲的“教学要求”中特别提出要让学生“具有一定的语言感受能力”。教学法也指出要“重在学生自己对语文、对生活的感受。”众所周知,数理化一条线,语文、社会生活则是一大片,学生难以让教师牵着鼻子走。一字、一词、一句、一文都要由学生自己去反复体味之后才能灵活运用。而这也与古人提倡的吟咏之法不谋而合,目的都在于提高学生的语言感受能力。通过吟咏,溶入感情,感受自然会比较深刻。

记叙文是初一学生接触最多的一种体裁,把事情写清楚在他们已不是难事,但要将事情写具体、写生动则是初一年语文教学的重中之重。而这篇文章的外貌、神情描写都有其过人之处、动情之处,正是学生学习用生活琐事来表达情感、用典型形象来抒发情感的好例子,我认为这必将为今后记叙文写作积累必要的素材与写作技巧。)

4、教学难点:

激发学生理解爱、感悟爱、赞美爱。

(对于初中一年级的学生,理解、领悟和赞美,相对于他们的心理特点、

生活阅历来说,比较缺乏。而这又是他们初上中学的首次尝试。因此我将理解爱、感悟爱、赞美爱作为教学中的难点。)

《语文课程标准》在“实施建议”中提到:“阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践,应让学生在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感熏陶,获得思想启迪,享受审美乐趣。”为此,我主要采用以下教学方法。

1、稍加点拨法:

这篇课文我只在需要时稍加点拨,引导学生关注细节,不做过多的分析,把课堂还给学生,让他们真正成为语文学习的主人。

2、创设情境法:

通过设疑、创设情境,让学生一开始就进入浓浓的母爱氛围。紧扣精彩凝练的语言文字,让文学作品的韵味、情感价值充盈整个课堂。

3、朗读品味法:

让学生反复朗读,以读促悟,加深对母爱的理解。

4、讨论交流法:

让学生在一次次的讨论交流中,学会合作,学会取人之长、补己之短;通过讨论,既加深对亲情的理解,又能赏析本文细腻生动的描写手法。

5、循序渐进法:

整堂课按照“理解”“品味”“感悟”三大板块层层推进,以“这是一个怎样的故事”、“养母是一个什么样的人”、“妙在什么地方,哪里写(用)得好,它表现了(它写出了或它说明了、它点出了)”贯穿其间。最后让学生根据对“母爱”的理解说一句很美的话来赞美母爱,以这一形式来汲取作品人文内涵,升华作品的美点精粹。

这样由浅入深,逐块推进,让学生自由说、主动说、积极讨论;理清作品内容,品味感情,领会深意;感受母爱,赞美母爱,学会做人。

《小巷深处》是一篇文情兼美的散文,所以要求学生通过读、品、写的方式来学习。读,重复的读,要读出感情来;品,在读的基础上,品味文章的质朴感人的语言,品味文中蕴涵的浓浓亲情;写,将自己对母爱的感悟化为诗一般的语言。

(一)导入语设计

问:你的妈妈爱你吗?从什么事可以看出来?

不错的,的确我们每天都生活在母爱的氛围中,享受着来自母亲的无尽关爱。母爱是深沉的,伟大的。今天,让我们一起走进林莉的《小巷深处》,去认识一位普通却不平凡的母亲,去感受一份别样的母爱。

设计意图:先从学生熟悉的事情说起,让学生能以轻松的心情进入文章的学习,也为下面的讨论、朗读和仿写热热身

(二)学习新课

第一个环节:速读课文知母爱

1、问:谁来说说,这是一个怎样的故事?

2、接着追问:读完全文后你最大的感受是什么?又是为了什么而感动?

3、这样就水到渠成地进入本文的教学重点。这时出示思考问题,让学生自由讨论:

瞎眼的母亲收养了我,并用她全部的身心来爱我。同学们让我们用充满“爱”的眼睛去寻找文中母亲“爱”我的事例,你能找出几个例子吗?

这样通过学生的筛选概括,就基本上把握了课文的主要内容。

第二个环节:朗读课文悟母爱

找到自己最受感动的部份仔细读读,读出你的感动来!并试着说明感动你的原因。

教学意图:让学生通过有感情的朗读,进一步加深对“母爱”的理解。而说明感动原因的角度也较多样,学生既可以从遣词造句上考虑,也可以从情感因素上回答。这样既品读佳句,又与作者达到情感的共鸣。

第三个环节:诗化语言赞母爱

基于第二环节,学生们正沉浸在对这份母爱的强烈震撼中,这时适时地出示仿写要求:

多么伟大的母亲,多么无私圣洁的母爱!现在请同学们根据对“母爱”的理解,以“母爱”为话题,说一句很美的话。

接着我会给学生几个例句,让他们进行仿写。

示范:

母爱是滋养生命甘甜的乳汁。

母爱是夏夜里的一缕清风。

母爱是荒漠里的一泓清泉。

母爱是连夜整理的沉甸甸的书包。

第四个环节:活动延伸懂感恩

文中的这位母亲的爱深深地打动了我们。在深受感动的同时,我们更应该学会珍惜,珍惜身边的爱,珍惜身边的每一个人。所以在这里我有两个提议:

1、把你认为最感人的句子语段收集整理起来,工工整整地摘抄在周记本上。

2、为父母做一件具体的事,来感激他们这些年来对你们无微不至的爱,比如为他们捶捶背、洗一次脚等;然后把这件事的过程记录下来,记下你父母的种种反应,也记下你内心的点滴感受。

《我为爸爸/妈妈》

整堂课的教学设计我都围绕着“母爱”主题展开:感受母爱——领悟母爱——赞美母爱;在此基础上,最后将“母爱”延伸到“感恩”上。为此,我对文本没有作过多的单向传授和烦琐的分析,而是让学生阅读“原汁原味”的课文内容。课堂教学的实践证明,读原汁原味的“绿色文本”,让学生充分参与课堂活动,也能成为滋养学生学习语文兴趣的重要途径。

附:板书设计

一位可亲可敬的母亲形象:

外貌描写辛勤劳作

神情描写无尽关爱

语言描写无私奉献

小巷深处语文课本篇七

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