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2023年刷子李教学设计反思(14篇)

格式:DOC 上传日期:2023-03-23 17:00:39
2023年刷子李教学设计反思(14篇)
时间:2023-03-23 17:00:39     小编:zdfb

人的记忆力会随着岁月的流逝而衰退,写作可以弥补记忆的不足,将曾经的人生经历和感悟记录下来,也便于保存一份美好的回忆。大家想知道怎么样才能写一篇比较优质的范文吗?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。

刷子李教学设计反思篇一

1、本文通俗易懂。教学时,我放手让学生根据阅读提示的要求自读课文。在学生充分自读课文的基础上,围绕“刷子李”的技艺高超表现在哪里?作者是怎样写出他技艺高超的?有哪些描写最精彩的句子等问题交流讨论。

2、为帮助学生真切地体会“刷子李”的技艺高超表现在哪儿,我采用了:

(1)抓住直接描写“刷子李”刷墙的重点句段的情景。组织学生一句一句地读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。

(2)围绕学生感兴趣的问题集中讨论,如“他刷浆时,干完活黑衣服上为什么没有一个白点”,通过集中讨论,学生们取长补短,从而感受“刷子李的技艺高超。

3、拓展:读读与本文相似的文章,如《泥人张》、《快手刘》等。

学后感悟:要想技艺高超,刻苦、勤奋、好学、钻研——,今日的付出,将来的收获。学习更应如此。

《刷子李》是人教版教材五年级下册的一篇略读课文,本单元的三篇课文向我们刻画了几个栩栩如生的鲜活的人物形象,而本课选自冯骥才的民间世人轶事集《俗世奇人》,他文笔生动,妙趣横生。“刷子李”是生活于市井里巷的凡夫俗子中的奇人高手,他绝妙的粉刷技艺无人可比。本文生动有趣,幽默风趣,故事一波三折,人物形象富有传奇色彩。是一篇艺术性和趣味性都较强的文章。

这篇课文以“刷子李”的高超手艺为话题,既为奇人,则轶事多多,但作者只选择一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。

1、注重学生自主学习能力的培养。语文阅读课的学习重在培养学生的语感,增强学生的积累,提高语文素养。教学时,我放手让学生根据阅读提示的要求自读课文,让学生以自己喜欢的方式自行朗读课文,在学生充分自读课文的基础上,围绕“刷子李”的技艺高超表现在哪里?作者是怎样写出他技艺高超的?有哪些描写最精彩的句子等问题交流讨论。在此过程中,学生阅读,发现,欣赏,咀嚼,感受。要想真正品出文章的味道,没有读的过程是不行的。不仅增强了学生的学习兴趣,而且提高的阅读水平。

2、在学生交流过程中以课文内容为基础引导学习本文描写人物特点的方法:体会“刷子李”的技艺高超表现在哪儿,采用了直接描写“刷子李”刷墙的的情景:刷墙时的动作美,刷墙后的效果奇。组织学生一句一句地品读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。学生通过动作描写和生动形象的比喻感受“刷子李”的技艺高超,也直观地了解了可以怎样突出技艺高超。除此之外,作者还通过刷子李的徒弟检查黑衣服并发现小白点这种一波三折的侧面描写烘托刷子李的技艺高超。本文采用的就是直接描写和间接描写相结合的方法。

3、拓展:推荐学生读本文相似的文章,如《泥人张》、《张大力》等,也可课外阅读《俗世奇人》,增加语言积累。

由于在教学设计中结合了学生的学情,学生对最后两句话的体会很精彩:刷子李的技艺可不是吹出来的,而是靠平时刻苦练出来的,这可是师傅的经验总结,也是徒弟的感悟。学生整堂课都很专注,下课之后,普遍认为这节课时间过得太快,意犹未尽。

回顾整个课堂,存在许多不足之处,虽然我十分注重对学生的评价,但在评价中不免有些流于形式,如评价的不够新颖,不能针对个体进行准确评价。今后要加强评价的新颖性和准确性的训练,要让学生更多地体验成功的喜悦。

刷子李教学设计反思篇二

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刷子李教学设计反思篇三

1、学习掌握6个生字;学会两个轻声“包袱、师傅”;学习一个多音字“和”以及文章的新词。

2、在默读课文的基础上提炼内容,感情朗读相关句子。

3、通过曹小三跟随师傅学艺的过程,亲历亲闻,感受刷子李技术高超,一手绝活,以及故事的跌宕起伏,体会侧面描写和“一波三折”的写作手法。

一、聊《俗世奇人》

1、书本《俗世奇人》

2、简介:

①《俗世奇人》是著名作家冯骥才创作的同名小说集。全书由19个短篇小说连缀构成,各篇文字极精短。

②书中所讲之事,又多以清末民初天津卫市井生活为背景,每篇专讲一个传奇人物生平事迹,素材均收集于长期流传津门的民间传说,人物之奇特闻所未闻,故事之精妙叹为观止。

二、揭示课题:刷子李

1、引出刷子李。

2、聊刷子李

①从名字中你明白了哪些信息?

②为什么叫他“刷子李”?

【他姓李,刷墙的本领高超。】

③师总结:

是的。在天津卫这个地方,某一行有绝活的人,人们用他的行当加姓称呼他。 比如在天津,有个姓张的,泥人捏得特别好,就叫他——

还是在天津,有个姓刘的风筝做得特别好,就叫他——

比如在天津,有个叫唐老师的书教得特别好,就叫他——

(油漆张??)

三、积累新词、学习生字

1、生字填写——活学活用(一)。

刷子李刷(浆)时,必穿一身黑,干活前,先把装有黑衣黑裤黑鞋的包(袱)打开并穿上,干完活绝没有一个白点。曹小三第一次跟在师(傅)刷子李(屁)股后面做事,发现了一个白点,以为师傅露(陷)了,以为他的名气有(诈),但事实并非如此。

2、检查反馈:根据意思写词语:

刷浆、半信半疑、派头十足、悠然、鼓点、天衣无缝、威严、露馅、诈、难堪、发怔、匀匀实实

3、指导读音两个轻声:包袱、师傅

4、多音字“和”:和着琴音

四、填写刷子李名片,感受技术高超

1、填写刷子李的名片

师:名片是为了推销自己,为了让别人在极短的时间认识自己。所以在这个小小的纸上应该写最关键、最有用的信息。

仔仔细细默读课文,联系全文,用文中的词语或自己概括的词语填一填。

2、交流简介,聚焦问题。

①反馈预设:美术家、音乐家、能工巧匠、技艺高超、奇人一个、一手绝活?? ②问题聚焦:奇在哪里?高超在哪?

③句子展示:学生读,老师点评。

④积累背诵(活学活用二):

只见师傅的手臂悠然摆来,悠然摆去,如同伴着鼓点,和着琴音,每一摆刷,那长长的带浆的毛刷便在墙面啪地清脆二响,极是好听。啪啪声里,一道道浆,衔接得天衣无缝,刷过去的墙面,真好比平平整整打开一面雪白的屏障。

⑤一手绝活、技艺高超、俗世奇人(总结、板书)

五、写作手法感悟、拓展延伸

1、侧面描写(正面描写)

师:为了写出刷子李的技艺高超,他的奇,作者冯骥才派了一个人来见证、说明,这种写法叫“侧面衬托”。

2、比如说:你外面穿了一件黑色或者灰色的衣服,里面配一件白色衬衫,这就把你整个脸蛋都衬托出来了,都烘托出来了。

3、再比如说:

写武松的勇猛我们可以用??衬托;

《草船借箭》学过吧,我们写诸葛亮的'足智多谋,我们可以用??来衬托。

再回忆我们去年学过的《慈母情深》,写母亲工作的辛苦我们可以用厂房??来烘托。

4、一波三折(比喻事情进行中意外的变化很多)

①找到文章含有“然”字的句子。

师:的确,曹小三这个人物的出现让我们觉得故事的跌宕起伏。请同学们找出文中含有“然”字的6处句子,体会体会故事的跌宕起伏。

②读句子,简单交流,体会写法。

③一波三折的叙事,引人入胜──起初,徒弟是“半信半疑”,但大半天下来,居然连一个芝麻大的粉点也没发现,他真觉得这身黑色的衣服有种神圣不可侵犯的威严。正当徒弟对师傅佩服得五体投地时,却突然发现“刷子李”裤子上有一个白点:师傅那如山般的形象轰然倒去。不料“刷子李”最后揭开谜底:那白点原来是黑裤烧了个小洞造成的,使“刷子李”的“奇”得到了一次次的渲染。

4、有效拓展(课后作业)

△备注:(细节描写、对比的写法)

注重细节描写,塑造人物个性──文中“刷子李”的黑衣黑裤,刷墙时娴熟的动作,还有那个让人吃了一惊的白点等细节描写都使“刷子李”这个人物活了,神了。

采用对比手法,烘托人物形象──曹小三对师傅“半信半疑”的态度和主人公“艺高胆大”的自信进行对比,充分表达了作者对“刷子李”这个具有超凡技艺的“奇人”由衷的赞叹和肯定。

六、总结提升、链接提升

1、总结出示对联:(上联)如同仙境,刷板显功底

(下联)黑衣无瑕,绝活传真谛

(横批)俗世奇人

2、课后作业:

①自己编一个小故事,简单尝试运用“一波三折”的写法。

②阅读链接:《俗世奇人》之泥人张、快手刘、张大力、冯五爷。

附:板书设计

刷子李

技艺高超俗世奇人

侧面烘托一波三折

(一)授与学的思考

课堂,短短的几分钟如何让学生的有所获、有所得?

学生是学习的主体,这话的确不假,甚至是千真万确的至理名言。然而老师的导和引毕竟是一个前提,老师的定向和定位直接导致学生的自主性的发挥。

所以备课,老师的思考轨迹尤为重要,甚至一些根本性的东西就在这里埋下了伏笔。 授什么,引什么,学生就会自主地学到什么,毕竟在五年级这个年段,学生的主体地位并不是绝对的,我始终相信老师具有至关重要的作用,即指明灯,指路人,一旦方向错了,即使可以殊途同归,那其间的不少冤枉路不是三言两语能够说清道明的。

拿到《刷子李》这篇略读课文,首先要定位,它处于第五单元的人物描写组,并且要学生学会如何写人。所以在传授的过程中唯有抓住线索让学生真正领悟两种写人的手法,可谓是深谙于心。

细读文本是一位老师必须具备的基本功。自认为文本中几个带“然”字的词语被抓住是一个命脉的线索,这对于学生阅读文本,掌握“一波三折”的写法那是水到渠成。如果有足够的时间进行拓展,那更是精益求精,好上加好。

(二)赛课展示的是什么

赛课,要展示的是什么?花里胡哨的东西似乎已经不能适应当前的语文教学。所以在

开课前的谈话《俗世奇人》、课文词语的根据意思写词语以及后面重点段落的背诵都是一一落到了“语言”、“文字”的实处。只有这样才能扎实学生的基本功,才能真正做到日积月累、厚积薄发。

(三)时间的分配以及课堂的淡定

一堂课,除了学生的学有所得,老师的演绎不可忽视。

淡定,课堂的驾驭能力足可以看出一个老师的功底。

在35分钟的时间内,没想到最后一个对联环节还是没有展示出来,颇有遗憾。

综上,还是应验了老教师的一些训导:要学会反思,当写完这些文字的时候,真正感到思考带来的魅力,作为老师,这应该是一门必修课,无论有多忙,反思比写教案更为重要。是矣!

刷子李教学设计反思篇四

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刷子李教学设计反思篇五

本文选自冯骥才的《俗世奇人》。既然是奇人,则轶事多多,但作者只选择一件极富戏剧性的小事来塑造了一个特立独行、技艺高超的“刷子李”,由于课文的故事情节比较吸引人,学生学习的兴趣也比较高。教学时我注意了以下几点:

对于略读课文的生字教学,一直以来都让我产生很多疑惑。按照教参要求,略读课文应一堂课解决,因此很多时候,我们组织教学时,没有重视到课文中的生字词,草草带过就算了。但这次教学中,通过对子检查,发现很多字词学生显得晦涩,这表明学生预习得不够充分,预习不好的课不好上,因此,又给了10分钟,就要求学生读文、读字词,为课文的理解打好基础。

在教学“只见师傅的手臂悠然摆来,悠然摆去,如同伴着鼓点,和着琴音”时,我要求学生自读,比赛读,挑战读,带上动作读,在品读中谈体会,我启发学生说:“此时此刻你觉得刷子李是在刷墙吗?想想他更像在干什么?”学生积极踊跃的发言,体会到刷子李技艺的高超,充分的自信,和对工作的热爱,这样的感悟后,怎么能不读出味道?

第七单元的习作就是描写人物,教学时我有意侧重于学法的指导和运用,像正面描写、侧面描写等方法一一灌输给学生,另外,上完课后,连续布置了好几次观察人物的小练笔,应该说,这种训练方法很到位,后来的习作中涌现了很多的特色人物。

刷子李教学设计反思篇六

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刷子李教学设计反思篇七

细细咀嚼课堂细节,静静聆听行家教诲,默默享受语文的每一份情怀,心里涌起的尽是感动。感动于学生的精彩表现,感动于领导的悉心指导,感动于同行们真挚的鼓励和鞭策。滴水瓣花总关情,点点滴滴在心头。

在此,我首先说一说在教学设计方面,自己感觉比较满意的地方:

(一)主问题设计得好,找到一个点,拉出一条线,辐射全文。

一直以来,我都坚持简简单单教语文,即目标求简明,过程求简要,引导求简练。在这一思想指导下,我把本课教学设定为两大主问题:说奇论妙。

主问题一——评说人物之奇,锻炼学生对文本的分析理解能力。聚焦文本内容,以一个“奇”字设疑,牵一发而动全身,引导学生沉入文本,抓住重点词句,从细节描写中感知刷子李之“奇”,学生很快找出刷子李三大奇特之处,即着装奇、规矩奇、技艺奇。

主问题二——品读文章之妙,锻炼学生对文法的揣摩思考,并学习作者的写作手法。这个问题对于我们班的学生甚至五年级的学生来说难度比较大。这个环节很困难,我用学法指导的形式呈现了三个小问题,引导学生凭借对小说布局谋篇的初步认识,凭借对曹小三内心世界的揣摩,体会“巧设悬念”和“一波三折”的写作手法。

(二)个别细节把握得比较好,延伸了语文的内涵

从冯骥才的《俗世奇人》中开课,引导学生读名家的书,经典的书,结课,又走进《俗世奇人》,引导学生由读一篇课文到读一整本书,使课堂显得很完整。

拓展部分让学生转换角色,采用记者采访的形式,讲述曹小三学徒头一天见到听到学到的。这不但让学生领略了全文的内容,而且领悟到人生的哲理。

结束语“我们每一个人手中都有一把神奇的刷子。我们也可以让手中的刷子给自己刷出一片神奇的天地。”堪称画龙点睛之笔。

美好的愿望不等于现实。纵观整堂课,带给大家更多的还是遗憾:

(一)文本内容的理解与表达形式的渗透没有达到完美的融合。整节课大部分时间都在默读、思考、交流,训练的仅仅是思维能力、语言表达能力。

(二)文中的精彩语句很多,但我仅品一个片段,不够全面,不够深入。课堂上只让学生简单读了读,没有在品字上下功夫,没有看到学生朗读水平的明显提升,没有达到预期效果。(三)由于顾虑太多,以至于信心不足、不能灵活的驾驭课堂。面对学生一次次的回答,有时会紧张得不知说什么好。由此我深知自己经验之不足,在教学艺术上的领悟之浅薄。

(四)语言赏析还不够地道,这也是我备课时深感困惑的地方,如何让学生深刻体会文本津味语言特色,从而深刻解读带有天津烙印的刷子李的生命形态,挖掘人物背后的厚重的民俗文化意蕴。对这一点,我自觉只做到了蜻蜓点水。

学然后知不足,教然后知困。我深知自己在教学上还很稚嫩,远不及同行们之渊博厚重。执教《刷子李》,有亮点,有败笔,留给我更多的是对如何真正践行新课改精神的思索。再次感谢各位同行对我课堂的关注与批评,感谢你们给了我参照系,给了我反思力,让我们为演绎精彩语文而一路同行!

刷子李教学设计反思篇八

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刷子李教学设计反思篇九

《刷子李》选自冯骥才的民间世人轶事集《俗世奇人》,课文以“刷子李”刷墙时穿一身黑衣服,结束时却没有一个白点,来说明刷子李高超的刷墙技术,告诉我们本事是勤学苦练出来的,有了本事才能有自己的尊严。课文语言朴素,具有浓郁的“天津”风味,并且幽默传神,极富表现力。刷子李动作描写尤为传神,是学生学习的例子。回顾整堂课的教学,总结如下:

复述课文,再度领悟。

教学时,学生快速读完课文,我问学生:“课文给你留下印象深刻的是什么词?”学生回答说:“是白点”。是的,白点是贯串全文的线索。于是,在复述课文的时候,我要求学生以徒弟曹小三的口吻来复述,按照“传说白点——未见白点——发现白点——揭秘白点”的顺序,讲《黑衣白点》的故事,这样以第一人称来复述课文,把课文改成自己的话去讲,使学生的语文基础知识和口头表达能力得到了综合训练,进一步领会情节一波三折之魅力,刷子李绝妙的粉刷艺术,也领悟到了文章绝妙的表现艺术。

2.

导入新课,拓展延伸。

课题含有很多信息,学生通过剖析课题,会整体感知课文。教学开始,我用多媒体课件出示央视《挑战群英会》栏目“变脸”和民间奇人绝活展示“嘴上功夫”的图片。同时告诉学生:在天津卫这个地方,某一行有绝活的人,人们用他的行当加姓称呼他。比如在天津,有个姓张的,泥人捏得特别好,就叫他“泥人张“;姓王的做豆腐特别好的,人称“豆腐王”……紧接着出示课题“刷子李”,学生自然明白:这个人刷墙特别好,所以才叫“刷子李”。最后我趁势引导学生:现在就让我们阅读课文,走近刷子李,看看他高超的刷墙技艺吧!

反思这课教学,我上课时重点引导学生抓住人物的动作、外貌、神态、心理活动去刻画人物,没有要求学生要把典型事例写具体,因为人和事是分不开的,一个人往往在做事情、与别人相处的时候,才显出自己的特点,在习作中要注意选择典型事例。

这一课中刷子李刷墙的动作描写很传神,在以后教学中,特别是在教学“只见师傅的手臂悠然摆来,悠然摆去,如同伴着鼓点,和着琴音”时, 应该启发学生说:“此时此刻你觉得刷子李还是粉刷匠吗?想想他更像什么?”引导学生把刷子李刷墙的动作和舞蹈家、音乐指挥家、书法家联系起来,体会动作之优美、和谐,然后让学生做一做,演一演,请学生自己做“悠然摆来,悠然摆去“的动作,让学生体会刷子李动作的优美。

刷子李教学设计反思篇十

今天上午,我和学生共同学习了《刷子李》这篇课文,上课的时候我内心觉得很充实,因为学生听得很认真,回答问题也很积极。

这篇文章的作者是冯骥才,课文描写了一个刷墙师傅高超的技艺,内容简单易懂。刷子李刷浆的时候,总是会穿一套黑衣服。而且还给自己立下规矩:只要身上有白点,白刷不要钱。

这是篇略读课文,我引导学生紧扣文前导读来阅读本篇课文,“刷子李”技艺高超表现在哪里?学生准确地找到了“但刷子划过屋顶,立时匀匀实实一道白,白得透亮,白得清爽。”等相关句子。

最后我把教学的重点放在了引导孩子做人的教育上,其实语文教学重点就是引导孩子在日常生活中如何做人做事,所以我把一大部分时间放在最后的谈论环节,你认为刷子李为什么会成功?

立马学生的热情倍涨,他们分析出了种种原因。一是他比较看重真本事,因为他告诉曹小三说“好好学本事吧。”二是他很自信,他告诉所有人如果他的黑衣服上沾上了白点,他就不要一分钱,这样一来很多家粉刷房子都会找他,如果有白点就不用掏钱了。三是他肯定很刻苦,我们现实生活中看到过很多粉刷匠,他们的衣服上都是一个一个的小白点,而刷子李刷完一整套房子,黑衣服上一个白点也没有,就说明他的功夫深,他能做得这么好肯定是下了很多功夫的,所以这样他也会成功。四是他心态很好,刷墙的时候手臂摆来摆去,悠然自得,在刷墙时他的心里一定很宁静,开心,心情很放松,所以才会做得这么好。

在逐渐地分析中,学生明白了一个成功人士应该具备的本质,我想那些想成功的孩子,日后一定会潜移默化地向刷子李学习的。

点评:面对这样简单易懂的课文,实在没有必要具体分析那么多,我觉得谭老师这样的教法更切合生活的实际,学生会更喜欢。

刷子李教学设计反思篇十一

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刷子李教学设计反思篇十二

《刷子李》是人教版教材五年级下册第七单元的一篇略读课文,本单元的三篇课文向我们刻画了几个栩栩如生的鲜活的人物形象,而本课选自冯骥才的民间世人轶事集《俗世奇人》,他文笔生动,妙趣横生。“刷子李”是生活于市井里巷的凡夫俗子中的奇人高手,他绝妙的粉刷技艺无人可比。本文生动有趣,幽默风趣,故事一波三折,人物形象富有传奇色彩。是一篇艺术性和趣味性都较强的文章。这篇课文以“刷子李”的高超手艺为话题,既为奇人,则轶事多多,但作者只选择一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。

师傅引领明方向

在严师蒋铭老师的帮助下,我的基本教学流程是“自学——交流——拓展(积累)”。结合教学目标的要求,我从以下三个方面着手组织教学:

1.注重学生自主学习能力的培养。语文阅读课的学习重在培养学生的语感,增强学生的积累,提高语文素养。教学时,我放手让学生根据阅读提示的要求自读课文,让学生以自己喜欢的方式自行朗读课文,在学生充分自读课文的基础上,围绕“刷子李”的奇表现在哪里?谁还能从课文中感受刷子李之奇等问题交流讨论。在此过程中,学生阅读,发现,欣赏,咀嚼,感受。要想真正品出文章的味道,没有读的过程是不行的。通过朗读不仅增强了学生的学习兴趣,而且提高了阅读水平。

2.在学生交流过程中以课文内容为基础。引导学习本文描写人物特点的方法:体会“刷子李”的技艺高超表现在哪儿,采用了直接描写“刷子李”刷墙的的情景(刷墙时的动作美)。让学生尽情地品读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。学生通过动作描写和生动形象的比喻感受“刷子李”的技艺高超,也直观地了解了可以怎样突出技艺高超。除此之外,作者还通过刷子李的徒弟检查黑衣服并发现小白点这种一波三折的侧面描写烘托刷子李的技艺高超。本文采用的就是直接描写和间接描写相结合的方法。

3.拓展:推荐学生读本文相似的文章,如《泥人张》、《快手刘》等,也可课外阅读《俗世奇人》,增加语言积累。

同课异构炼身手

能和陆国伦老师一起比武,我感到万分荣幸。综观两位老师的课堂教学(这里陆国伦老师和我的课将以a案和b案以示区分),可以看出主要有以下相同点:

1.在“单元整组主题教学”模式下进行略读课文的教学

“整体感知——部分体验——整体感悟”是“单元整组主题教学”的流程。“整体感知”指的是在单元内容学习之前上的“单元导读课”。导读课上,教师要指导学生站在整体角度上充分感知整个单元的内容,明确学习任务,做好学习计划,为整个单元的学习做充分的准备。两个教案的设计中都谈到了导读课,也体现了对导读课上让学生完成的查资料任务做了检查和落实;在单元整组主题教学的大背景下,呈现出从不同的角度去感受“作家笔下的人”这一单元主题的教学,很好地把握了单元各课之间的联系与区别。

2.确定略读课文在整个单元教学中的地位,体现略读特色

两堂课,很好地把握住了略读课的定位和教学特点,突出了运用学法的训练。如a和b案以四人小组合作的方式导入课文的学习,既检查了导读课前布置的任务,又直观地了解了“粉刷”这一行当,为理解刷子李的职业和后面的练笔做了很好的铺垫,真是一举数得。两案中都有练笔的训练设计,而巩固迁移写法是略读课文的一大重要功能。两堂课,都注意了略读课教学大板块、大框架的设计,避免了精读课的线性设计,给学生留下整块的自主阅读空间。

3.以教材为拓展点考虑了阅读拓展,注重了阅读的积累

略读课文的教学,要注意阅读的拓展功能。以教材为拓展点,一篇带多篇,或一点带一篇,内引外联,进行课前、课中、课后拓展阅读训练。两位老师都注意到了这一点,都进行了由课内到课外的阅读设计。

a、b案中同中存异,不同之处在于:

第一,同是“单元整组主题教学”的教学模式。a案在单元导读课上只引导学生进行了课前预习的准备。而b案却让学生上网或查找相关资料,了解有关粉刷的工作,着重了解其工作特色。

第二,同是“板块式教学”。a案设计了“动作之奇”,“规矩之奇”和“效果之奇”三个板块来理解课文内容。而b案从刷子李“技艺之奇”和“规矩之奇”以及曹小三“内心世界”来展开教学。

第三,同是“学法迁移,练习表达”。a案除了练习写曹小三的心理,还设计了对刷子李的赞美,以此升华对刷子李的敬佩之情;b案则练习了写曹小三的心理。

a、b两案均有值得优化的地方。如,a案在资料整理与交流上要加强,可能要引导学生了解作家冯骥才为抢救天津的历史文化所做出的努力,来提高课堂教

学的深度和广度。b案在朗读方面要加强。因为略读课教学还应把握“整体求略”、“部分求精”的指导思想。虽然要略逐词逐段的分析,但不略重点难点的品读。

课后反思忆收获

回顾整个课堂,存在许多不足之处。虽然我十分注重对学生的评价,但在评价中不免有些流于形式,如评价的不够新颖,不能针对个体进行准确评价。今后要加强评价的新颖性和准确性的训练,要让学生更多地体验成功的喜悦。再者,要进行写作方法的归纳时,可尝试让学生试着用这种方法口头作文,做到现学现用。此外,语言赏析还不够地道,这也是我备课时深感困惑的地方,如何让学生深刻体会文本津味语言特色,从而深刻解读带有天津烙印的刷子李的生命形态,挖掘人物背后的厚重的民俗文化意蕴。

一堂课进行了三次试教,一次次解读文本,一次次修改教案,一次次交流探讨——这样的授课经历,我如今想来实属难得。看到这篇课文时,我很茫然。略读课文该怎么上?师傅教我,光看别人的教案是不行的,更多的得自己去

品语言文字:多去读读课文,很多自己不懂的地方恰恰也是学生不理解的知识点。于是我捧起书本仔仔细细读起来,本指望能读出点“人所未见、人所未发”之类的独门秘笈来,可惜,我的脑中一片空白。不过既然没有出彩点,倒是踏踏实实上的好。《大学》开篇就说:“知止而后有定,定而后能静,静而后能安,安而后能虑,虑而后能得。”我想备课要有得,心定是必须,我再重新读,边读边把自己的体会简单写下,并将想教给学生的知识都记录下来。撂下书本,转而又去寻找关于他人评鉴该课文的各种文字。经过几番整理,第一份教案成形了。我把自己不成熟的教案,先与师傅交流,她给我提了很多宝贵的建议,启发我整理教学板块,拉出一条线来组织教学内容。晚上,我又重新整理了一次教案。

第一次,在504班进行了试教,徐国勤老师和周颖老师,给我提了很宝贵的意见。她们告诉我,语文的语言一定要美,衔接要自然。于是从头到尾我对所有语言进行了翻修。备课间,近乎是每时每刻都在想教案,那个刷子李到底奇在哪里?吃饭想,睡觉想,骑车想,走路想。而后几个晚上,我常常做梦,梦见自己也与刷子李一起在刷墙,痴痴地笑了。一时惊醒,顿觉奇妙,恍恍睡去,又觉眼前刷子悠然划过,那刷子李刷过的墙面,如同升天一般美。

第二次,我在505班又上了这节课,这次师傅、郑静老师、沈秋凤老师和胡丽美老师都来听课了。说自己一点也不紧张,那是骗人的。刚开始上课就忘了一个环节,心里一下着急,还好后来说出来了,这是我傻人有傻福。在前半节课我很享受课堂,也尽情地带动学生演绎自己的阅读情感,但后半节课与学生的互动就不多了。这节课上,我遭遇了出乎意料的生成,学生提到了我所想不到的知识点,幸而自己准备较为充分,有效地应对了课堂生成。这让我深刻体会到“文本细读”的重要性。但是,师傅告诉我还有许多地方要好好琢磨。课后,老师们给我的建议更让我受益匪浅。

这篇课文通俗易懂,学生理解刷子李技艺高超。但是怎样让学生内心的这种情感激发出来呢?这就需要朗读,指名读、合作读、齐读,各种形式的读,以读感悟,以读促情。此外,图片、音乐作为辅助工具都要根据课文需要,物尽其用。另有,体会关键语句的情感需要层层递进,这样才能将学生的情感调动起来。两堂课下来,有种灵魂抽离身体的感觉,自己似乎有了选择性过滤声音的特异功能,无论外界多吵,我也能留在自己的安静世界里,只想我的课。当然这种感觉伴随着疲惫,趁周末好好调整下状态。

我又要在504班上这节课了。这次我设计的教案与前两次大不相同,完全由学生去品味语言文字,不知道上课后的感觉会如何,当时自己充满期待。第三次,我在504班又上了这节课,整个课堂气氛很沉闷,我挺难过的。师傅给我提了很中肯的建议:词语环节及时抓住学生不理解的地方进行讲解;评价语与过渡语,更自然,更有带动性些。一天中午,和胡老师和沈老师交流。她们给我提出了建议:课堂的连贯性可以靠过渡语来解决。这让我很受启发。之前去参加培训,潘小英老师和穆洪英老师告诉我,上课的连贯性还要加强,可以列一列提纲。平时,与周老师和汤老师交流,她们也给了我很多启发。我发现这份教案还有许多需要改进的地方。苦苦思索后,我终于找出了问题之所在:环节与环节间的联系不紧密;学情预设不到位。我把教案又重新修改了一遍。正式上课前,师傅要去培训,还在百忙之中,与我交流这堂课。上课前,师傅拍了一下我的肩膀,告诉我:小清,胆子大点。我恍然有了一种上课的动力。上课的时候,师傅就在后面坐镇,我有种“大着胆子去干”的感觉。上好课后,钱亮老师告诉我:你的师父在后面比你还着急。我的内心充满了感激与自豪,我为有这么一位严师而感到骄傲!

这节课上完,我的内心特别感慨,想写一写这次备课的感受时,我就开始整理这节课我所准备的材料。厚厚的一叠打印稿,好几个压缩包、文件夹,几本教参书,出现在了我的面前。我惊叹:这么多。一个普通的新教师在准备一节课时,要准备这些资料,那长期站在讲台上的老师呢?当我看到办公室的汤老师在准备一节思品课时的用心与付出,我的心中充满了感激与敬佩。不仅是这件事情,我在办公室和老师们的相处让我感到前所未有的满足与钦佩。他们忙碌的身影,他们教育学生时包容与理解的话语;他们与家长谈心时流露的对学生的真心;他们迟迟不下班在准备明天的教学任务的情景,这些都深深地刻在我脑海里。我想,每个人都有懈怠的时候,我也不例外。但看到老师们的兢兢业业,我想我要更加努力地在师傅们的引领下尽快成长,做一个合格的小学语文教师。在努力前行的道路上,任何人都希望得到他人的一份尊重与理解。而在这些老师的身上,我学到了豁达与勤勉。

这就是我备课的前前后后,我知道,我能做的还有很多,我也能做得更好!

刷子李教学设计反思篇十三

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刷子李教学设计反思篇十四

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