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最新济南的冬天教案评论 济南的冬天教学目标(二十八篇)

格式:DOC 上传日期:2023-03-23 17:02:56
最新济南的冬天教案评论 济南的冬天教学目标(二十八篇)
时间:2023-03-23 17:02:56     小编:zdfb

作为一名老师,常常要根据教学需要编写教案,教案是教学活动的依据,有着重要的地位。那么教案应该怎么制定才合适呢?以下是小编收集整理的教案范文,仅供参考,希望能够帮助到大家。

济南的冬天教案评论 济南的冬天教学目标篇一

“上帝把夏天的艺术赐给瑞士,把春天的赐给西湖,秋和冬的全赐给了济南。”

老舍,原名舒庆春,字舍予,北京人,著名作家,

一篇文章总会有一个核心思想,而文章的总的感情爆发都会在哪里?——结尾。当然这篇文章也不例外,老舍最后发表什么样的感慨?

明确:这就是冬天的济南。

奇怪了,我们的题目是什么——济南的冬天,结尾却说冬天的济南,作者为什么这么写?能否把题目换成冬天的济南,以便点题?

明确:济南的冬天,中心词在冬天,表明所写的是济南这个特定环境的冬天,,让人生出冬天之感,重在感觉(精神),而结尾冬天的济南,中心词在济南,突出的是济南特有的韵致,重在景象,文章取题为“济南的冬天”,表明作者是从感觉(精神)的角度去写济南的冬天,而不仅仅是从景物的角度去写的。

老舍对于济南的感情究竟怎样?这里补充一点老舍的创作背景:任教7年,对山东产生深厚的感情,济南也因此被他称为自己的“第二故乡”。我们今天学习的这一散文是老舍为他的第二故乡——山东所作的散文。

那老舍眼中第二故乡的冬有什么特点,其间又蕴含着怎样的情感呢?

速读课文,思考济南的冬天总的特点是什么?并说说自己的理由。

明确:作者通过对比,北平、伦敦、热带与济南的对比,

⑴北平的寒——济南的暖

⑵伦敦的阴——济南的晴

⑶热带的热——济南的温总的特点是温晴。

济南的冬天真的如此温晴吗,在百度百科“济南”词条中有对该地冬季气候的介绍,“常受北方冷空气侵袭,寒冷晴朗,雨雪稀少,多偏北风。”晴朗是真的,温暖倒不见得。文本与现实之间形成了一定的反差,说明“温晴”是老舍对济南冬天的主观体验,是带有感情色彩的。那么这是一种怎样的感情?

我们先来看看“温晴”是通过什么写作对象来表现的,思考下作者对写作对象的思想感情如何?(快速浏览)

作者抓住什么来表现济南冬天“温晴”这个特点的?明确:冬山、冬水。

那这节课我们仔细学学作者是怎样写冬山和冬水的,本节重点是“品味语言,体会蕴含在其中的作者的感情”。

(一)共同分析山景

1.写山的时候,作者写了几种情况下的山?

三种,分别是阳光朗照的山、薄雪覆盖的山、城外远山

2.三种情况下的山,你认为写的最妙的是哪种山,说说自己的理解。(自读2、3、4段)

阳光朗照下的山:作者通过分析济南的地理位置突出“温晴”的特点。这里老舍抓住城、山、人来写阳光照耀下的山。老舍称济南为老城,对于这一老城,他用了拟人的修辞手法,晒着、睡着、唤醒都是拟人的写法,他将老城人格化,使之带有生命的感觉与意味,把老城勾勒成暖和安适的理想的境界,表现出作者对老城的喜爱。另外,他把山比作小摇篮,摇篮给人暖和、温馨、舒适的感觉,这样的比喻生动的写出了济南的可爱。而况,山们还低声地哼着摇篮曲呢,另外,这段中的人们在冬天都是面上含笑,他们一看山,心里就有了依靠,我们可以看出济南的人们的生活是幸福、惬意的。通过老城、山、人们这三点的写作,我们看出阳光朗照下的山,是可爱的,蕴含的是脉脉深情。(城、山、人,三点)

城外的远山:全段只有一句话,而且还是个比喻句,作者将城内城外、村庄、屋顶小雪连成一线,视为一体,构成了一张水墨画。它的色彩是古朴淡雅的,水墨画这一比喻写出了济南的淡雅诗意、来自人间却又远离尘俗。另外文章2处使用了“卧”,“卧”字采用了拟人的修辞,形象地写出了村庄和雪的情态,同时“卧”给人一种闲适的感觉,进一步表现了作者对济南的闲适的喜爱。

薄雪覆盖的山:我们的作者最欣赏的就是薄雪覆盖下的山了。让我们调动各种感觉器官,先来听一听这时候的山是什么样子的。(指定一名学生读课文,要求读得美一点,其他同学可以一边听一边闭起眼睛来想像感受。)

作者说:“最妙的是下点小雪呀。”请说说这句话里作者是抓住什么字来写的?

明确:妙

那我们来看一看下小雪到底怎么妙。理清本段顺序:作者写薄雪覆盖的山,先写山的哪部分,再写哪部分,请快速找出来。

明确:山上—山尖—山坡—山腰

(1)山上——写山上的什么?

矮松——“矮”这个字与什么协调?(矮与小山小雪协调)

越发青黑——青黑怎么理解?(青黑凸显出了矮松的浓郁的生机、生命力,同时雪小,盖不住整个松树,体现济南的温晴。)

树尖上顶着一髻儿白花——这句哪个字用得好?——顶,我们来看,“顶”字为什么用得好?形态之美,如果用“扣”字,就不好听了也不好看了;轻盈感,压在头上,扣在头上,覆盖在头上,都不好听——形态美,轻盈感。白花是什么?(雪)作者为什么不说雪而说是白花?说明雪漂亮,作者喜欢这样的雪。

(2)山尖——作者是怎么描写山尖的?你觉得哪个词用的好?

全白了,好像给蓝天镶上一道银边。镶——用拟人手法,表现的是线条不断地在起伏延长,同时轮廓亮丽。另外,把它写的像巧匠一样,构建色彩纯净美丽的蓝天银边,看出作者喜欢雪的灵性。

(3)山坡

刚才写树尖用顶,写山尖用镶,那在山坡上用了一个什么词呢?找出来并说好不好,为什么

穿——山象人一样爱美多情,突出雪的灵性

带水纹的花衣——这花衣实际上是什么情况?

草色还露着,一道儿白,一道儿暗黄,色彩美丽,盖在山上,像美丽的衣服,所以像花衣,实际上是雪覆盖不匀,带水纹的花衣给人以动感,更能凸显雪的灵性。

(4)山腰

好像忽然害了羞用了什么修辞方法?写出了什么?

拟人,雪像小姑娘一样娇羞,雪也多情,写出雪的情态。

为什么是微微露出点粉色?

拟人,写出雪柔情万种,生动表现出雪泛出淡粉的娇羞情态。这里微微这个词用的很妙,多一分就造作,少一分又不够,微微刚刚好写出雪的娇羞的情态。

小结下:我们从山上、山尖、山坡、山腰四层次欣赏薄雪覆盖下的小山,层次分明,薄雪覆盖下的山,色彩多样、雪态娇羞,

那这一段山的特点用一个什么词来概括好呢?秀气

一个老城,有山有水,上面写了山美,那水呢?(速读课文,小组讨论)

思考:水的特点是什么?

明确:不但不结冰,(暖)倒反在绿萍上冒着点热气。文章写了5处绿,绿萍的绿、水藻的绿、水面柳影的绿,衬托出水绿。作者极力写水绿时,还通过垂柳照影子,透过水往上看,写出水的清、透。

绿的精神怎么理解?

明确:水藻在冬天释放所有的绿,这种绿的精神,意味着绽放生机、怒放生命。这么具有生机,这哪里是冬,分明是春的生机,是春!那生活在济南的人们是不是很幸福?这样的冬怎能不让老舍喜欢、向往!

大家觉得空灵的蓝水晶这个比喻怎么样,试着赏析下?

明确:作者将天光、水色、绿影融为一体,用“空灵的蓝水晶”比喻澄澈透明、天明水净的济南,描绘出济南的冬天鲜亮明丽的色彩。同时,这个比喻也扣住了济南冬天的“晴”,碧空如洗,因为晴,天空蓝汪汪的,才像块“蓝水晶”,空灵的蓝水晶这一比喻,可以说,老舍是忽略了水的表象,而只见水的本色了。试想,他该是用一种怎样的深情,才能领悟这水的本色呢?齐读最后一句话“这就是冬天的济南”。

老舍笔下的济南的冬天,山可爱而秀气,秀美又淡雅,水清亮如水晶,我们真切的感受到了了济南冬天的温晴。文中老舍以情写济南,以情绘冬日,文中的山水雪木,无一不动情,无一不含情。我们体会到的是老舍对济南真切的情思,感受到的是老舍对济南的温情,热爱与赞美。

济南的冬天教案评论 济南的冬天教学目标篇二

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济南的冬天教案评论 济南的冬天教学目标篇三

1、 通读全文,筛选主要信息,整体把握文意。

2、 体会本文抓住景物特征进行描写的方法,品味本文生动优美的语言。

3、学习文中拟人、比喻等修辞方法在写景中的作用。

1、品味本文生动优美的语言。

2、学习本文用拟人、比喻等修辞方法进行描写的方法。

《济南的冬天》是现代著名作家、人民艺术家老舍在1931年初写的一篇通过描绘济南冬天美丽景色来抒发感情的写景散文。我认为本文的教学切入点应该是要学生在反复朗读的基础上,领略自然景物的美,领会蕴含在字里行间的感情,领会作者鲜明的印象和感受,把教学重点落到老舍先生的高明之处就是能够把对济南冬天的喜爱和赞美之情不露痕迹的依附在对景物的描写之中的写法上。

创设情境,导入新课

在上新课之前,我想问同学们一个问题:对于冬天,你会有什么感觉?会想到些什么?(学生可能有各种各样的回答)是呀,一提到冬季,大家也许马上会想到一幅白雪皑皑、冰清玉洁的图画;也许会想到"北国风光,千里冰封,万里雪飘"的佳句。是的!严寒几乎成为一种思维定势影响着人们对冬天的感觉。然而在北中国的济南,冬天非但没有一副严酷的面孔,反到是那幺的“慈善”可亲、笑容可掬。今天,就让我们随着语言大师老舍先生的笔,到济南城去走一遭,到济南去感受一下冬天的温馨,看一看济南的冬天是怎样的。(板书:济南的冬天)

作者:现代著名作家。原名舒庆春,字舍予,满族人。1937年,发表长篇小说《骆驼样子》。代表作还有话剧《茶馆》《龙须沟》,长篇小说《四世同堂》等,被称为“人民艺术家”。

整体感知

优美的文章是一杯清雅淡香的茶,是一壶醇浓的酒,越品会越发清香,越饮会越有滋味。今天,就让老师带给头,我们一起进入课文,端起这杯清雅淡香的茶,掀开这瓶醇浓的酒,细细品味…….

教师范读一遍课文(放伴奏音乐,力求生动),教师提示需要积累的词语。

下面我给大家3-5分钟时间,请同学们快速浏览课文,整体把握文意,可以与同学交流合作。注意:看书必动笔,抓住关键词。

思考: 济南的冬天是怎样的?交流探讨

1.济南的冬天是怎样的?

明确:济南的冬天给作者的总印象是"有温晴的天气,真得算个宝地",通过“北平的有风”和济南的无风;伦敦的大雾和济南的响晴;热带的毒热和济南的温情三组对比来表现。济南的冬天是温晴的。

2. 用“冬天的济南像_______”说一句话来概括出济南冬天给你留下的印象。

学生可能回答:冬天的济南像春天,摇篮,慈祥的老人,慈爱的母亲,秀美的图画,优美的山水画,美丽的少女,透明的蓝水晶等等。

3.你觉得课文中老舍先生是怎样描写济南的冬天的?

明确:作者抓住济南“温晴”的特点,一写济南冬天天气,二写济南冬天的山,三写济南冬天的水。

4.那么,作者是怎样描写济南冬天的山的?

学生阅读、讨论后明确:

⑴小山把整个济南围了个圈儿,只有北边缺着点口儿,写出济南小山围城的地理环境。

⑵用拟人手法描述济南的山:一个老城,有山有水,全在天底下晒着阳光,暖和安适地睡着,只等春风来把它们唤醒。用一"晒"、-"睡"、-"醒",一连串相关的拟人手法,烘托舒适温暖的环境。

⑶用比喻、拟人手法描述济南的山:这一圈小山在冬天特别可爱,好像是把济南放在一个小摇篮里,它们安静不动地低声地说…用"小摇篮"比喻小山围城的地理环境,用"看护者"比喻四周的小山,加上温存体贴的抚慰,写出这一圈小山的特别可爱。

⑷从人们的感受描述济南的山:面上含笑;一看那些小山,心中便觉得有了着落,有了依靠;人们的幻想,不仅描绘笑容,更突出心理活动。

⑸文章描写雪后山景的时候说:"最妙的是下点小雪呀"。写了雪后山景的"妙"。 妙在雪光、雪色:"山上的矮松越发的青黑,树尖上顶着一智儿 白花",松的翠与雪的白相映生色;"山尖全白了,给蓝天镶上一道根 边",如洗的蓝天与似银的雪相映生辉;"一道儿白,一道儿暗黄,给山们穿上一件带水纹的花衣",白雪与暗黄的草色,组成彩色的美景。妙在雪态:"这件花衣好像被风儿吹动,叫你希望看见一点更美 的山的肌肤"以动写静,写出动人的形态;哪点薄雪好像忽然害了羞,微微露出点粉色"把薄雪比喻成害羞的少女,写出雪的情态。

朗读第三段,要求:

①找出本段所运用的三个方位名词和一个表示时间的词语,说说这一段主要写什么。

通过讨论辨析明确:三个方位名词是"山上"、"山尖"、"山坡",一个表示时间的词语是"日落";这一段主要写济南雪后山上的景色。

这一段围绕“妙”字,突出“小”字,按照山上、山尖、山坡、山腰的空间顺序层层铺写,把各个细部的色、态、光一一展现出来。

山上写矮松。山是小山,雪是小雪,松呢,是“矮”松,这就使得整个画面比例非常和谐。一个“顶”字准确地表现了树尖上一髻儿白花的位置和形状,因为是小雪,所以只有树尖上积了一小堆白雪,而“顶”字中既有“在树尖上”,又有“一小堆”的意思。

山尖是山的最高部位,它和蓝天相接,所以写它们的色彩。“镶”的意思是把物体嵌入另一物体内或围在另一物体的边缘,这里的“镶”形象地写出了白色的山尖连接着蓝天,就像是一道银边围在蓝天边缘的景观。

山坡上写雪色和草色相间的美景和由此产生的联想。“有的地方雪厚点儿,有的地方草色还露着”,这是“小雪”的杰作,因此山坡上就出现了“一道儿白,一道儿暗黄”的色彩;白的是雪色,暗黄的是草色。词语“儿化”,不但音韵动听,还表达喜爱、亲切之情。“暗”字非常准确地绘出了冬天枯草和秋天枯草色彩的区别,这里的“暗”是色彩不鲜艳、没有光泽的意思。一个“穿”字既准确表现了雪、草覆盖的状态,又引起了“一件带水纹的花衣”的比喻。“带水纹的花衣”这个比喻描绘了雪色与草色相间的美景,给读者以动人的动态的生活实感。“看着看着”以下是联想,“更美的山的肌肤”可理解为春天来临后那满山的花草,这一联想与第2段两个“也许”的幻想照应,表现了对春天的憧憬。

山腰着重写光和色。“光”是写“快日落”时的阳光,“色”则写出了色彩的变化。“徽黄”的阳光“斜射”在白雪上,就露出点粉色。这里的色彩和上文的“青黑”“白花”“蓝天”“银边”“暗黄”等的描写,更增添了诗情画意。

最后一句“就是下小雪吧,济南是受不住大雪的,那些小山太秀气”,用与老天商量的语气,说怕小山被大雪压垮了,实际上是赞美小雪后济南小山的秀美。

②找出本段用得最生动的三个带有比喻意义的动词和拟人句,说说所起的作用。

明确:三个动词是"顶"、"镶"、"穿",拟人句是"那点薄雪好像忽然害了羞,微微露出点粉色",表现济南小山"秀气"的特征。

⑹用城内的"狭窄"映衬城外的"宽敞",用两个"卧"字,传神、形象地照应了上文"暖和安适地睡着"用"唐代名手画的小水墨画"比喻城外的远山。三笔两笔就勾画了济南冬天城外远山的特点。

4.作者又是怎样描描写济南冬天的水的?

学生朗读、讨论后明确:(l)水的绿:作者描写绿萍的绿、水藻的绿、水面柳影的绿,衬托出水绿。由水的绿联想到绿的精神,联想到春意盎然的生机。(2)水的清、亮:作者描写澄清的河水,自上而下全是那么清亮,那么蓝汪汪的,整个的是块空灵的蓝水晶。

朗读第五段,要求:

①画出文中运用了拟人手法和比喻手法的词句,描写蓝水晶的形容词,说明本段写什么,写出什么特征?

明确:词句是"贮蓄"、"全拿出来"、"精神"、"不忍得"、"照个影儿"、"蓝水晶"、"像地毯上的小团花";本段写济南的水,写出其"不结冰"、"冒热气"、"水藻绿"、"澄清"、"水天一色"的特点。

②揣摩结尾一句:"这"所指代的内容是什么。

明确:"这"是指济南的冬天"温晴"、"慈善"、"秀气"、"像水墨画"、"水色澄清"等;蕴含着作者对济南冬天的喜爱和赞美之情。

这温暖如春、秀丽如画、天明水净的蓝水晶的世界,就是冬天的济南啊!

这样结尾,既和开头“济南真得是个宝地”相照应,又点了题,抒发了作者的赞美之情,给人以回味的余地。

5. 通过我们刚才的分析品味,我们深切的领略到了济南冬天的美。济南的冬天很美,但在老舍先生笔下的济南的冬天更美。能来探究一下原因吗?

学生朗读、讨论后明确:

(1)老舍先生对济南的冬天观察得很仔细。文章中采用了很多的比喻、拟人的修辞方法,进行了很细致的描写

(2)。他还去过雾都伦敦,见到济南冬天的天高气爽,像个蓝水晶当然是很欢喜的。

(3)老舍先生在文章中还投入了他的情感。老舍先生曾在当过7年老师,济南可以说是他的第二故乡。可见他对于济南是有着故乡般的热爱的。

(4)老舍先生是北京人,他在北京是住惯了的,北京是很寒冷的,但济

南的冬天又是如此温暖,可以想像他是多么的喜欢济南的冬天。

6.因为深切的领教过北平“寒冬”的淫威,领教过雾都伦敦的昏暗,当老舍先生置身于温暖,晴朗,如画般的济南冬天时又应当是什么样的心情呢?(学生朗读、讨论后明确:喜悦,赞美,恬静,宁静,怀念…….)那么,我们应该用怎样的心情,怎样的语气来读这篇优美如画,情感深浓的文章呢?(喜悦,赞美,恬静,宁静,怀念……)

写作特点:

你能感受到作者对济南怎样的情感?从那些词句感受到的?

明确:作者对济南冬天的感情是喜爱和赞美。从"济南真得算个宝地"、"这一些小山冬天特别可爱"、"这是不是个理想的境界"、"最妙的是下点儿小雪呀"等词句可以看出来。

作者的情感,融会在对景物的描写当中,以美好的事物作喻体,表现景物特点,用拟人修辞句式,赋予景物美好情感。情景交融正是本文的突出特色。作者在描写济南的冬景时,处处流露出喜爱和赞美之情。大致有以下几种写法:

一是直接抒发感情。如开头写“对于一个在北平住惯的人”“对于一个刚由伦敦回来的人”,把济南和北平、伦敦、热带进行对比后说:“济南真得算个宝地。”又如“这一圈小山在冬天特别可爱”“那些小山太秀气”。这些句子都直接抒发了对济南冬天的喜爱和赞美之情。

二是创设意境,流露深情。如“请闭上眼睛想:一个老城……这是不是个理想的境界?”“最妙的是下点小雪呀。”“这是张小水墨画”“看吧,由澄清的河水慢慢往上看吧……”在这些优美的意境中,饱含着喜爱和赞美的深情。

三是虚实结合,进行联想,抒发感情。如“树尖上顶着一髻儿白花,好像日本看护妇”“山尖全白了,给蓝天镶上一道银边”,由水藻的“真绿”联想到“把终年贮蓄的绿色全拿出来了”,由“清亮”和“蓝汪汪”联想到“整个的是块空灵的蓝水晶”。这些联想中也都饱含着感情。

本文语言准确生动。词语的选用十分讲究。如写济南的冬天没有大风,说“济南的冬天是没有风声的”;写济南全景用“晒”“睡”“醒”烘托舒适、温暖的环境;至于写雪后山景,练字造句更是匠心独具;写城外山坡连用两个“卧”;写水是“温”的用“冒着点热气”等等。读来给人以亲切、温馨的感受,使文章充满了诗情画意。此外,多种修辞方法的运用,也显得生动贴切,阅读时要仔细体会。

教师结束语:课文运用了比喻、拟人等修辞手法。作用是:(齐读)使文章生动形象,富有灵气和神韵,如同展现一幅幅逼真的济南风光画卷,激发读者极大的阅读兴趣,读来生动、典雅、有情有感。法国雕刻家罗丹曾这样说,美是到处都有的,对于我们的眼睛不是缺少美,而是缺少发现。我们生活在大自然之中,大自然的美可以说是无处不在。它不同于巧夺天工的工艺美,也不同于绕梁三日的音乐美。然而,它似乎是各种美的组合。尤其是我们祖国壮丽的山河,真是美得令人陶醉,在春、夏、秋、冬不同的季节,不同的地方,展现出不同的美姿。只要同学们热心的观察生活,抓住景物的特征,选准角度,在描绘时用一些修辞方法,并将自己的感情融会其中,相信同学们一定能写出美妙的文字来。

布置作业

仿照老舍先生的写法写一段描写我们家乡秋天景色的文字,写完课下交流。

济南的冬天教案评论 济南的冬天教学目标篇四

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济南的冬天教案评论 济南的冬天教学目标篇五

1.掌握下列词语的含义,读准加点字的字音。

镶边宽敞卧水藻贮蓄慈善

2.学习作者运用精确词语和精当手法描绘景物并融情于景的写作特色。

3.结合领略课文的自然风光美,进行热爱扑克、保护环境的教育。

1.本文教学重点是学习作者抓住特征运用贴切手法描写自然景色的写法。

2.教学难点是引导学生体会作者在景物描写中所反抒发的思想感情。

1.自读点拨法。学生自读为主,教师指导点拨。

2.多媒体教学法。有条件的学校可运用多媒体手段教学,在调动各种官能感受课文的基础上,进一步阅读品味。

3.导读法。地介绍作者及写作背景的基础上设计几个能引发学生举、有助于课文理解的思考题,引导学生自读课文,教师相机引导。

一年周而复始。春天的生机与稚嫩,夏天的茁壮与炎热,秋天的丰硕与肃杀,冬天的蕴藉与冷酷,它们以不同的姿态和特性展示于人们面前,引发人们无限的联想和感慨。古今 文人墨客面对一年四季的千姿百态更是浮想联翩,感慨万端,这便有了无数咏叹四季的诗文名篇。

阅读这些诗文不仅能领略到各地四季的自然风光美,还能感受到作者的感情美,体悟出某种人生哲理。今天我们学习的是老舍先生的《济南的冬天》。

老舍先生的《济南的冬天》篇幅虽短,却是现代散文的精品。文章不仅仅停留在自然景物的客观描摹上,而是把所写景物当作有生命、有感情的存在,融入作者的感情和意志。课题《济南的冬天》,从结构是看是偏正短语,“济南的”对“冬天”作了限制。作者见过那么多地方的冬天。

为什么对“济南的冬天”情有独钟?了解作者及文章写作背景,就能解开这个谜。

老舍先生是值 得尊敬的人民艺术家。他原名舒庆春。字舍予,出生在北京一个城市贫民家庭。他一生创作颇丰,代表作有小说《骆驼祥子》、话剧《茶馆》等。他于1924年赴英国,任伦敦大学东方学院中文讲师,饱尝了异国生活的辛酸,1930年回国,先后任齐鲁大学。

山东大学教授。他在异国生活了五年,回国后异常兴奋,印象鲜明,写下了长篇散文《一些印象》,字里行间流露着一个归来游子的满怀喜悦和对祖国母亲的由衷热爱,课文就节选于此文。

1.整体把握,理清思路。

(1)放课文录音,学生听后再朗读,整体感知课文。要求学生不看课文,全神贯注地听,听完后朗读,朗读后默读。默读时要求:除理解“教学目的1”中的词语外,还理解下列词语在文中的含义:响晴、毒、响亮、摇篮;说明课文第二、三、五自然段首句在文中的作用。

提示:

响晴:天空无云,非常晴朗。

毒:日光极强烈,晒得人难受。

响亮:这里不是写歌声,而是形容热带天气的晴朗。

摇篮:可以摇动的婴儿的卧具。这里用来比喻济南周围的小山形成的地理环境。

第二段首句是过渡句,由上段总写济南的天气转入描写济南的山水,过渡自然、衔接紧密;第三段首句是该段的总领句,一个“最”字突出了雪后小山的可爱;第五段“那水呢”,一个“那”字既使上下段文气贯通,又指明这正是继上段的写“山”来“水”。这几段的首句不仅从结构上展示了作者思路,又标识出各段所描写的对象。

(2)通过反复诵读,我们已从整体上对课文有个大致了解,这是阅读的第一步。请同学们进一步阅读,看作者是从哪些方面按怎样顺序来写济南的冬天的。

提示:课文先写对济南天气的总印象,然后写济南的山水,最后又总写济南全城在冬天鲜亮明丽的色彩。第一段作者以亲身感受通过三个对写济南的冬天没有风声、响晴和温暧。第二开始写济南冬天独有的山光水色。在具体写山水之前,先交代其地理环境,

用比较手法烘托冬天的济南是一个“暖和和安适”的“理想 境界”,突出了济南冬天的“慈善”。下面紧扣这一特点,用二、三、四段共三段文字写济南冬天的山景,阳光照耀下的山薄雪覆盖着的山、济南城外的远山,勾画出一幅色彩鲜明、清丽淡雅水墨画。

第王段写济南冬天的水:碧绿温情、澄清,与蓝天融成一块空灵的蓝水晶,最后一笔双宕开去写整个泉城鲜明美丽的景色,全文前后紧密衔接,自然推进,层次清晰。

2.具体研习,突出重点、难点。

(1)上面我们理清了文章的思路,同时也领略了济南冬天的独有景色,已经进入了课文阅读的门径,下面还要登堂入室进一步具体研读。请同学们找出最能表现景物特征的词句,并思考作者用了哪些手法描写济南冬天景物特征的?

提示:第一段用耻对比手法写济南冬天的天气特征:没有风声、响晴、温暖,并用这在北平是“奇迹”,在伦敦是“怪事”加以突出。以下几段运用了贴切精当的比拟手法,对济南冬天山水进行了绘形绘色的描写,写得形神兼备。

把小山环绕的济南比作一个“小摇篮”,把小山拟成“看护者”,写出济南这块宝地的理想的地理环境,突出了济南冬天的“慈善”。把小雪覆盖下的山坡上斑驳的色彩,说成是“给山们穿上一件带水纹的花衣”,花衣动处“看见一点更美的山的肌肤”,多么美丽动人。

还有写夕阳斜射下薄雪的色彩,用了少女“害羞”的神态和“粉红”的面容;把水天一色的济南比作一块蓝水晶,所有这些贴切的比拟精心描绘出济南冬天的多彩多姿、慈善温情。

(2)下请同学们再一步阅读,看作者在这色彩鲜明美丽运动人的景物描写中融入怎样的情感?

提示:这篇课文乍一看是着力描写景物,细心品读就会发现作者已把所写景物作为抒发情感的载体,字里行间充溢着作者对济南冬天的亲切感受和对祖国母亲的热爱之情。这就是作者把济南冬天写得如此鲜活动人的原因所在。那济南冬天的慈善温情的天气,那孕育着盎然春意的山山水水,

无一处不洋溢着一个在异国生活了五年饱尝艰辛的游子归来后无比兴奋喜悦之情和对祖国母亲的由衷热爱。这样作者把自己的全部情感倾注于所写的景物之中,使笔下的自然景物成为自己生命和感情的一部分。一切景语皆情语。我们阅读时一定要借助这充满主观感情色彩富有生命力的自然景物,用心灵去感受体味作者渗透其中的那份深切的情感。

教师有表情地朗读课文或让学生带着感情朗读。

3、欣赏品味。

以上我们对课文进行了诵读感受和研习品味,同学们再看看你最喜欢课文的哪一段,并对该段进一步欣赏品味。

估计学生选二、三、五段的多,下面对这三段分别品赏。

第二段:这段写济南城周围的小山以点出济南这块宝地的地理环境。作者先读者一齐想:这有山有水的老城是不是个“理想境界”?接着对济南进行人格化描写,一“晒”、“一醒”,更烘托出环境的温暖舒适;又用一个“小摇篮”作比喻,加上“看护者”这一温存抚慰的形象比拟,更从济南人冬天面上“笑”的情态,把一个“慈善”的济南的冬天写得亲切动人。

第三段:北国冬天常常是朔风紧,大雪飞,冷酷肃杀,济南的冬天在雪后却是最妙的。作者抓住小雪覆盖下济南的小山,山上、山尖、山坡各个细部的雪光、雪色、雪态精笔细描。矮松的苍翠与薄雪的洁白相映生色,银白的雪与蔚蓝的天辉映生趣。小雪的覆盖“给山们穿上一件带水纹的花衣”。花衣动处现出“更美的山的肌肤”。既有静态,又有动感。更妙的是把夕阳斜照下粉色的薄雪比拟为小女,“粉色”的面容,“害羞”的情态,形神皆现,美妙极了。

第五段:有山有水才有灵气。济南既有山又有水。这段写了济南冬天的水北中国冬天的水大多结为寒冰,可济南冬天的水呢,“反倒在绿萍上冒着点热气”,一个转折句写出了济南冬天的水的独有温情。这里冬天的水啊,绿得精神,绿得多情。

由于这水充满生机和乡情,为了垂柳能个影儿,“也不忍冻上”。这人格化的写法,使济南冬天的水充满亲切的人情味。至此作者的视线又转向一个更广阔的天地,写济南碧绿澄清的水同蓝汪汪的天浑然一体,“整个的是块空灵的蓝水晶”,并且宕开笔去写“这块水晶里,包着红屋顶,黄草山像地毯上的小团花的小灰色树影”,织成了一幅天光水色、玲珑剔透的水晶图。

在欣赏品味老舍笔下济南冬天山光水影、空灵澄澈的美景的时候,举出泉城断流、城市污染的一些材料,两相对比,对学生进行热爱自然环境的教育。

4.课堂训练。

(1)朗读课文,把握文章思路,体会作者情感。

(2)品读课文第三段,看看哪些地方写得好,好在哪里,背诵这段课文。

5.小结。

同学们,这一节课我们对老舍先生的《济南的冬天》进行了阅读分析,对作者抓住景物特征运用贴切手法加以描写中融入深切感情的写法有了一些领会。通过课文我们领略了20世纪30年代初济南冬天的独有景色,天气的温暖慈善,

山水的明丽淡雅,给我们留下了深刻印象。遗憾的是这种美丽景色今天已难以看到了我们应当认识到保护人类的生存环境已成了迫在眉睫的历史课题。我们这一代一定要解决好这一课题,努力为人类创造一个美好的家园。

写一篇写景抒情散文

济南的冬天教案评论 济南的冬天教学目标篇六

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济南的冬天教案评论 济南的冬天教学目标篇七

1.了解有关作者的文学常识。

2.整体感知课文,理清脉络。

3.体会生动优美的语言,感受作者对济南的热 爱之情。

(一)创设情景,导入教学,明确学习目标。

(二) 介绍有关作者文学常识及写作背景。

(三)解决生 字词。

(四)诵读课文,整体感知文章。

1.济南的冬天总的特点是什 么?作者是怎样得出的?

明确:温晴。作者通过与其他三地进行对比得出的。

2.文章写了济南冬天哪些景物?这些景物有什么特征?

阳光朗照下的山、薄雪覆盖下的山、城外远山、水

(可爱、暖和) (秀气、娇美)(淡雅)(清亮、空灵)

3.作者花这么多笔墨来描绘济南的冬天,表达了他什么样的思想感情?

课文中 有许多优美的句子或段落,你最喜欢哪些?说说理由。

用自己的话说说本文的主要 内容。

写一段描绘自己家乡冬天景色的话,是当地运用各种修辞手法。

《济南的冬天》是老舍的散文名篇,篇幅短小,构思精巧,语言优美。学习这样的美文,既能让学生得到语文的滋养,又可得到审美的陶冶。

在课堂中,我还根据本课的教学目标设计了一些问题 ,如“济南的冬天总的特点是什么?作者是怎样得出的?文章写了济南 冬天哪些景物?这些景物有什么特征?”等等,通过这 些问题, 引导学生去深入探究作品的语言美、意境美。不足之处:

1.课文是一 篇优美的散文,在展现美上我做的不好,没有适当地运用多媒体作辅。

2.读书是 阅读教学的最重要一环,在反复朗读中学生既可以领略济南冬天的景色之美,也可以领略老舍作品的语言之美,而我却在课堂中把这环节省去了,这是以后上课需要注意的。

3.没能完成所设定的教学目标是本节课最大的败笔,主要原因是对时间的把握不够,在分析景物及景物特征的时候花费太多时间了。

4.在课堂中,我讲的太多,学生自主学习的时间太少。这在日后需要慢慢改善,还给学生作为学习主体的权利。

济南的冬天教案评论 济南的冬天教学目标篇八

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济南的冬天教案评论 济南的冬天教学目标篇九

济南的冬天

1、读课文

2、提到冬天,你会有什么感觉?会想到些什么?

3、但是济南呢?“

4、那谁说说济南冬天最大的特点?

5、能说一下为什么会“温晴”吗?理由是什么?

与北平相比无风声,与伦敦相比无重雾,与热带相比无毒日

6、这是写作方法:对照比较法。

7、我想请个同学来读一读第一段,那位同学勇敢站起来呢?

师:很好,声音很洪亮。

8、老舍先生想告诉大家济南的冬天是响晴的,那么作者是选取了哪些具体的景物来描绘济南特有的动人冬景的呢?

生:山、雪、水

生:阳光、村庄。

师:不错,老舍先生在描绘济南冬天这几种具有代表性的事物时,巧妙地运用人的感官角度的词语和生动的修辞手法,描绘出了济南冬天的景色,抒发自己的喜爱之情。你能找到吗?

生:作者用了“青黑”、“全白”、“银边”、“蓝天”、“草色”、“白”、“暗黄”、“微黄”、“粉色”

生:还有“银边” “草色”

师:很好!这些词语色彩鲜明艳丽,修辞有吗?

生:比喻、拟人

生:“日本看护妇”, “露出肌肤”

师:贴切的景物描写使人感到小雪中的济南依然温暖如春。在这段景物描写中,抒发了作者对济南无比热爱的真挚情怀。

师:在第3自然段,文章按怎样的顺序描写雪后的山景?

无人回答

9、以前我告诉大家,写景的方法大家还记得有哪些?

生:从远到近

生:寓情于景

生:借景抒情,还有移步换景

师:我们在记叙文中,写景物可以按方位写,从上往下,或从下往上;从左到右,或从右到左;从前至后,可以按时间的顺序写,可以依据白天、黑夜或清晨、上午、中午、下午、傍晚、深夜的先后顺序来写,也有的按春、夏、秋、冬的季节变换顺序来写。还有,要充分运用修辞手法。《济南的冬天》是按照空间顺序,从山上、山尖至山坡、山腰,有层次地写出秀美的山景。

师:我们中国人就是喜欢山水,只要一提到山,那么肯定要谈一谈水,老舍先生呢,也是一样,济南有山有水,前面大家分析了山之美,那水呢?水有什么特点?哪位同学能用同样的方法来分析一下?

生:“绿”就一个字。

师:不错,歌曲改编。他说的没错,济南的冬天把终年贮蓄的绿色全拿出来了,这是人的感官中的?

生:视觉角度。

10、是啊,我们学习就是要学以致用,以后谈到景物描写的时候像数学公式一样套一套很多问题就好解决了,写景除了视觉外还要注意运用什么?

生:老师,我认为运用修辞方法。拟人,使水有了人的感情。表达了作者对济南无比的热爱之情。

师:我们这个单元是有关于四季的文章,写景其实有很多共同之处,例如,朱自清?

生:《春》 “桃树、杏树、梨树,你不让我,我不让你,都开满了花赶趟儿。”

师:同学们分析的都很好。阳光也很有特色,老舍先生是结合什么来写的?

生:山。

师:主要采用了什么方法呢?

生:比喻和拟人。

师:这一节课我们主要学习了如何抓住景物的特点来描写,同时又可以写的生动形象。大家来总结一下吧。

生:老师,我认为最重要是要抓住特点;二要运用修辞手法。

生:老师,我觉得一定要流露感情。

生:感官

师:非常好!方法要有,也不能少了寓情于景。有感情地朗读你所喜欢的语段。

仔细观察自己家乡冬天的景色,倾注你对家乡的无限热爱,借鉴本文的写法,将最有特色的景物写出来。自拟题目,字数不限。

济南的冬天教案评论 济南的冬天教学目标篇十

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济南的冬天教案评论 济南的冬天教学目标篇十一

①会读“髻、镶、藻、贮”等生字。

②理解和运用“响晴、空灵、澄清”等词语。

①熟悉课文内容,理清文章层次结构。

②学习通过比较的写法突出事物的特点的方法。

③学习运用比喻、拟人等修辞手法的方法。

3.情感目标

体会作者对济南、对祖国河山真挚的思想 感情。

引导学生把握阅读写景抒情散文的方法,特别是比喻和拟人手法的运用。

景物描述方法和作者感情的抒发。

同学们,说起冬,尤其是北中国的寒冬,脑海中浮现的多是朔风怒号、千里冰封万里雪飘、天寒地栗的萧条画面。但在北中国的济南冬天却是另外一番景象,今天让我们步入老舍先生的《 济南的冬天》,去品味那独有的济南冬韵。

①熟悉课文内容,理清文章层次结构。

②学习通过比较的写法突出事物的特点的方法。

③学习运用比喻、拟人等修辞手法的方法。

④体会作者对济南、对 祖国河山真挚的思想感情 。

济南的冬天教案评论 济南的冬天教学目标篇十二

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济南的冬天教案评论 济南的冬天教学目标篇十三

1、进一步熟悉朗读技巧和方法。

2、初步学会从生动的词语和比喻拟人等角度赏析课文。

1、朗读课文,在反复朗读的基础上鉴赏课文。

2、了解写景文的赏析方法,并进行课文的鉴赏。

2课时。

投影仪、多媒体。

第一课时主要采用朗读法和自学式教学法相结合。

第二课时采用探究式教学法和讨论法相结合。

第一课时

1、创设情景,导入新课

林间,风儿在行走;枝头,花儿在微笑;原野,青春在歌唱。让我带你站在《第二起跑线》上。第三个环节现在开始,猜一座城市:它位于山东省;它的周围有一圈小山,其中最高的千佛山也只有285米;在它老城的北部有大明湖,是由珍珠泉、芙蓉泉、王府池等多处泉水汇成,湖面占全城的三分之一;它被称为"泉城"。它是哪一座城市?(生答:济南)。那么,济南的风景怎么样呢?今天,著名的语言大师老舍先生将带我们进入《济南的冬天》。

2、反复朗读,形成语感

(一)听读课文:

在一般人的印象中,冬天显得太冷清凄凉,尤其是北方的冬天,更是飞雪飘飘,寒气逼人。那么,济南的冬天怎么样呢?请随音乐曼妙的足音,去领略冬天的济南风光吧!(放多媒体幻灯片)边欣赏济南的美丽风光边听读课文。要求:

⑴听清字音,读准每个字。注意儿化音的读法。

⑵把握朗读的速度和感情。

(二)男女生朗读比赛:

刚才,同学们随着摄像机的镜头,听着老舍先生动人的解说词,欣赏了美丽的济南风光。现在让我们再一起来欣赏课文的美妙意境。

下面进行男女同学的朗读比赛。看谁读得最好。

(三)理清层次,整体把握

同学们通过刚才的朗读,头脑中肯定有了一幅幅美景。现在老师要求你们用最简洁的文字和最美的形式,把自己对课文的整体印象设计成板书。四人小组讨论完成。

同学们刚才设计出的板书相当不错,全面把握了作者描写济南冬天的思路;而且反映了同学们独具匠心的安排。说明了同学们阅读的能力相当不错。下一节课老师将给同学们搭建更大的舞台让你们表演。

(四)布置作业

1、反复朗读课文,充分熟悉课文的。

2、勾画你认为优美的词语或句子,并反复朗读体会它的妙处。

第二课时

1、低吟浅诵,细部赏析

上一节课,我们对课文进行了反复朗读,同学们初步感受了本文文字的美妙;同时我们还从整体上对这篇课文的结构进行了把握。

这一节课我们将从局部(即语言的角度),来看看作者是怎样描写景物的?这就是赏析课文。

(一)指点迷津,豁然开朗:

本文的赏析可以从以下一些角度进行。

⑴生动的词语。如:“树尖上顶着一髻儿白花”一句中的“顶”。

⑵优美的句子,如:“一个老城,有山有水,全在天底下晒着阳光,暖和安适地睡着,只等春风来把它们唤醒。”

⑶巧妙的比喻和拟人,如:“山坡上卧着些小村庄,小村庄的房顶上卧着点雪。”

(二)展开想象,作文比赛:

请同学们对照老师刚才举的例子,自由地选择课文中你最喜欢的句子,反复朗读,凝神体会,展开想象,前后桌讨论。准备进行口头作文比赛,看哪一组说得最好。

2、看图说话,活学活用

从同学们刚才所写的赏析文字可以看出,同学们对语言文字的感悟能力很强,驾驭语言的能力也不错。下面我想请问同学们:你们想当导游吗?

(愿意当导游的同学举手。)

欣赏风光片《走进九寨》,欣赏画面时请同学们注意:观察要仔细,善于抓住景物特征,然后用你们在课文中学到的写景方法描绘九寨的风光。接下来请导游用优美的语言带我们走进美丽的九寨,好吗?。

学生活动:对照多媒体中的九寨风光,给它配上解说词解说。解说的语言要优美,声调要柔美清朗。

3、课外阅读,开拓视野

同学们,济南的冬天如此温情,九寨的山水这样迷人,祖国还有多少壮丽的山河等着你去翻阅……不信,你去读读鲁迅《雪》、贾平凹的《冬景》、郁达夫《江南的雪景》吧。

济南的冬天教案评论 济南的冬天教学目标篇十四

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济南的冬天教案评论 济南的冬天教学目标篇十五

1、学习本文抓住景物特点描写景物并情景交融的写法,培养学生发现美、表现美的能力。

2、反复诵读,品味文章的意境美,感受文章语言的准确和生动。

3、体会作者的思想感情,培养学生热爱家乡和祖国的思想感情。

1、学习本文抓住景物特点来进行描述的方法。

2、学习本文平易自然、生动活泼、富有表现力的语言。

朱自清的笔下,江南的春天,风和日丽,山清水秀,草长莺飞,百花争艳;郦道元的笔下,三峡四季,风光旖旎,摇曳多姿;老舍笔下济南的冬天怎么样呢?他在《济南的秋天》里说:“上帝把夏天的艺术赐给瑞士,把春天赐给了西湖,秋和冬全给了济南。”今天,我们就来学习他的《济南的冬天》,看上帝赐给了济南什么样绝美的景致,竟那样令作者心醉神迷。

1、作家作品。

(1)学生相互交流收集的材料。

(2)(课件展示)

老舍(1899—1966),原名舒庆春,自舍予,满族人,现代著名作家。代表作品有小说《骆驼祥子》、《四世同堂》和话剧《茶馆》等,散文清新优美。

2、关于济南。

位于山东境内,南面为千佛山,,东接佛懋山,西有马鞍山、四里山,形成济南的天然屏障。他们都是“小山”,最高千佛山也只有285米,济南的冬天与北中国其他地方的冬天气候截然不同,城内多泉水,号称“泉城”。

3、教师配乐范读,要求学生注意教师语感的把握。

(课件展示冬景图)

4、学生自由读。

(1)借助工具书,扫除文字障碍,培养学生独立解决问题的能力(课件展示)

响(xiǎng)晴着(zhuó)落宽敞(chǎng) 贮(zhù)蓄

澄(chéng)清髻(jì)水藻(zǎo)狭(xiá)窄 空灵

(2)引导学生自主讨论朗读本文方法。如语速较慢、语调柔和、语气亲切、读出喜爱之情等等。

教师点拨:朗读课文时,脑海中要想象作者描绘的画面。

5、学生展示读,可配乐。

师生共同体会朗读的情感把握。

教师提示阅读方法:粗读,把握基本内容;细读,理解主题,揣摩生动的描写,体会作者是如何抓住景物特征进行描述的。

1、学生默读,思考。

(1)用一句话概述对全文的总体印象。(可从不同角度)。

(2)济南冬天的总的特征是什么?

(3)文中具体描绘了那些景物?

(4)作者对景物怎样描写?

2、学生合作讨论上面问题。

(师生共同总结)

全文抓住了济南冬天“响晴”的特点,描写了济南的山、水、城、雪等景物。

文章从自己感受的角度总写“响晴”特点,然后具体描绘了济南暖冬的三个画面:阳光下的济南、雪后的山景、济南冬天的水。

学生再次默读课文,进行体会。

1、假如你是一名导游,根据刚才对课文的理解与认识,要给一个没有到过济南的人介绍济南冬天的特点,你准备怎样解说?请用自己的语言整合济南冬天的主要内容。

2、小组交流展示。

3、全班展示,教师点评。

教后记:七年级的学生对于一些问题已有自己的看法,但对文章的内容没有具备概括和分析能力。虽能初步把握文章内容,但对散文的学习方法尚不熟悉。初一学生抒情感悟较低,但刚刚学了朱自清的《春》,学生队抓住特征有层次的进行景物描写以及情景交融这种学法有了一定的认识。在本课中将对学生作进一步的引导,加深他们对写景散文写法的指导。因此,注重课前指导,课堂引导,课后训练。

济南的冬天教案评论 济南的冬天教学目标篇十六

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济南的冬天教案评论 济南的冬天教学目标篇十七

①流利、有感情地朗读课文,感知课文内容,把握作者的感情。

②学习作者抓住景物特征展开描写,情景交融的写法。

③体会拟人、比喻等修辞方法在写景中的作用,品味优美的语言。

④培养学生热爱祖国河山的感情,培养学生的审美能力。

①流利、有感情地朗读课文,感知课文内容,把握作者的感情。

②体会拟人、比喻等修辞方法在写景中的作用,品味优美的语言。

两课时

①布置学生预习课文,会写生字,准确注音,排除字词障碍。

②课前学生借助网络或图书,查阅一些有关资料,依据课文内容设计一篇导游词。

③准备录音带、录音机、微机或投影仪。

整体感悟、研读赏析25小节。

①导人新课

春天是昂扬向上的,她不仅带给人以视觉上的享受,还带来希望和力量。冬天带给我们的则是刺骨的寒冷,满目萧索和生活上的不便但冬天也有雪后的美景、无限的生机和令人向往的温暖。今天,我们就来追随现代著名作家老舍的足迹,去感受济南的冬天。(板书课题,济南两字写大,突出一下)

②教师配乐范读课文。

要求:注意语气、语速、语调及重音的把握。

③学生自由朗读课文,思考以下问题。

(多媒体或投影显示问题组)

a.为什么说济南是个宝地?

b.济南是有山有水的地方,文中写了哪三幅山景图,写水是从什么角度写的?

c.第1小节与第2、4、5小节之间有什么关系?

d.文中渗透作者对济南的冬天什么样的感情?

e.标题可否换为冬天的济南?

(四人小组讨论)

[明确](b.c.d.略)

a.济南的冬天无风声、无重雾、无毒日,天气温晴;济南天是慈善的,有美丽的山景;冬天水不结冰,水是绿色的。面环山,像在小摇篮里,冬

e.不可以。因为济南的冬天表明所写的是济南这一特定地域的冬天;冬天的济南目的在于赞美冬天这个特定时令的济南。

课堂小结:文章先与北平、伦敦、热带作对比,突出济南天气温晴的总特点;然后具体描绘济南的冬天特有的景致,写山景写了阳光朗照下的山、薄雪覆盖下的山、城外的远山,又绘水色,处处渗透对济南冬天的喜爱。

研读赏析

①研读第25小节:

学生默读课文思考:(四人小组讨论)

a.文中写了三幅山景图,还写了水色,各突出了什么特点?(抓关键词概括)

b.三幅山景图之间有什么关系?

c.四幅景物图你最喜欢哪一幅,为什么?

(四人小组讨论后明确)

[明确]

a.阳光朗照下的山温静;薄雪覆盖下的山秀气;城外的远山一淡雅。水色绿。

b.第一幅图是总写,第二、三幅图是具体写。

c.略

①重点研读:薄雪覆盖下的山景图和水色图,品味语言;拓展延伸:设计济南的导游词

②重点研读:第3小节和第5小节。

[问题]

a.第3小节和第5小节写景顺序有什么不同之处?

b.第3小节和第5小节在抒发感情和修辞运用方面有什么相同之处?

c.找出你认为写得美的语句,有感情地读一读,想想为什么写得好?

(多媒体或投影显示问题组)

[明确]

a.写山景:自上而下的顺序,山上、山尖、山坡、山腰

写水色:自下而上的顺序,水面上、空中、半空中。

b.都是对冬天的喜爱、赞美的感情;都运用比喻、拟人的修辞。

c.比喻、拟人句。(美句赏析,着重分析加点词的表达作用)

(过渡)济南的冬天,在老舍的笔下如此娇媚动人,是因为运用了大量比喻、拟人的修辞。文中还有哪些比喻、拟人句用得好,找出来,说说好在哪儿?

[讨论明确]

a.好像是把济南放在一个小摇篮里。b.全在天底下晒着太阳,暖和、安适地睡着,只等春风来把它们唤醒。巴山坡上卧着些小村庄,小村庄的房顶上卧着点雪。(答案参考教参第104页)

[提问]为什么济南的冬天的景色会如此动人?

[明确]a.细致观察b.抓住特征c.安排顺序(角度)d.运用修辞e.情景交融

①比较《春》和《济南的冬天》在写法上的异同。

明确:都能抓住特征;安排顺序(角度);运用比喻、拟人等修辞,采用情景交融的写法,色彩绚丽。《春》还从多种感官角度来描写。

②假如你是一位导游,冬季带领游客来济南,追随老舍的足迹,请你设计一下导游词。

(此题是让学生用第一人称的方式,以济南的冬天一文为参照,介绍冬季的美景、设计行程。)

应先介绍济南的历史、地理位置、气候特点以及与其有联系的几位名人(李清照、辛弃疾等)。游览千佛山大明湖、趵突泉,介绍冬景。

布置作业

①写作练习:写故乡的冬天,抓住景物的特征。

②比较阅读:读郁达夫《故都的秋》。(比较在感情、写法、语言等方面的异同)

济南的冬天教案评论 济南的冬天教学目标篇十八

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济南的冬天教案评论 济南的冬天教学目标篇十九

《济南的冬天》是语文版课标教材七年级上册的一篇写景散文。

课文抓住“温晴”这一文眼来构思,角度独特,思路清晰,语言准确生动,描绘出济南冬天特有的魅力,表达了作者对济南的热爱之情。

依据课标精神,学生是语文学习的主人。语文教学应尊重学生,尊重学生的认知水平和情感体验,注重培养学生自主学习的意识和习惯,变被动接受为主动学习。设计本课,以学生自主学习为主,教师适当引导。整节课采用对话形式,引导学生在读中感知,在读中理解,在读中欣赏,在读中悟情,在读中积累,在读中学会运用。

1.有感情的朗读课文,背诵喜欢的段落。

2.理清课文思路,了解作者是怎样抓住景物特征描写景物的。

3.仔细揣摩文章语言,体会作者生动准确、清新自然的语言特点。

4.学习文章写法,进行片段写作练习。

课件出示几幅照片,让学生欣赏。

谈话:同学们,这节课老师给大家带来了几幅照片,请仔细观赏。看完了告诉老师,你从照片中看到了什么,最想说句什么。

从学生的多数回答中教师及时提取信息并适时导入课题。

谈话:这些照片是昨天老师备课的时候在网上看到的,照片拍摄的是20xx年济南冬天的景象。在爱好摄影的人眼中济南的冬天是这样的,那么在著名作家的笔下,济南的冬天又是什么样的呢?这节课我们就来学习老舍的一篇著名的散文《济南的冬天》。出示课题,请学生们齐读课题。

谈话:课前老师让大家查找作家老舍的资料,现在请大家把你查到的资料跟同学们交流一下。

学生交流后,教师出示作者简介课件,以示重点和补充。

告诉学生这是一篇自读课文,让学生先结合自己平时的语文学习,谈谈应该怎样阅读一篇文章。

谈话:同学们,这是一篇自读课文。既然是“自读”,就要求自己“会学”并且“学会”。回忆一下,我们应该怎样读懂一篇文章?

学生可能会说要读会每一句话,知道文章写了什么,怎么写的等等。

根据学生的回答,教师要告诉学生做到了以上这些还只是“基本读懂”,要想“真正读懂”,还必须“读出自己,读出问题,读到会用”。“读出自己”就是让自己走进文本,和作者交流,与作者产生共鸣。是理解,是欣赏,是联想,是想象。“读出问题”就是带着一种研究的眼光去发现,去推敲,去质疑,去批判。“读到会用”就是把从文中学到的遣词造句的方法用到自己的说话和写作当中去。

1、自由朗读。让学生用自己最喜欢的方式自由读课文。可以默读、小声读、大声读等。教师提醒学生用工具书查自己不认识的字、不理解的词语。如果还不能解决问题,可以问同学或老师。

2、说理解的话。教师问:读完课文后,你知道了什么?

学生可能会说:知道了济南的冬天是温晴的;晴天时的小山像个小摇篮,整个老城是那么温暖安静;雪后的小山是那么秀气;城外远山又是那么淡雅;济南冬天的水不但不结冰,而且那么碧绿、澄清等等。

总之,通过这样的环节和问题设计,学生初步了解了课文内容,对文章有了初步的整体感知。

1、展示朗读。这是一篇优美的写景散文,非常适合有感情的朗读。此环节指名让学生朗读,教师适时的加入其中以示范读。同时让其他同学注意倾听,作出评价。

2、思考朗读。学生在听完指名读、范读后,诵读的兴趣势必大增,这时让学生带着感情再读课文,同时勾画出自己最喜欢的词语、句子或段落,说一说为什么喜欢,从中收获了什么。

此环节是最重要的对话、分享环节,“读出自己,读出问题”的核心思想贯穿其中。教师要根据学情,随机进行相关引导。理想的境界是学生和教师在自然而然的交流中互相促进,同时又不知不觉地引导着学生。教师要善于捕捉契机——敏锐地发现学生发言中和文本重点的结合点和邻近点(李镇西语)。

本文是老舍先生的一篇经典散文,在布局谋篇时思路清晰,有条有理;景物描写中流露真情实感;语言准确生动、自然朴实。在引导学生感悟、品析时,一定要注意根据课堂气氛与对话的进展情况及时调整内容和进度,要从学生可能杂乱无章的问题和回答中理出线索,筛选有价值的回答,因而使课堂对话或讨论收放自如,趋于高效。

(同学们还有没有其他方面的感受,或者:这篇文章还有没有其他方面的特点值得欣赏借鉴?)

此次朗读实属余映潮先生的“演读”,所谓“演读”就是要有表情的读,声音也要传达出感情。学生在整体感知、品词析句后,再次整体回读,情感得到深化,领悟会更加深刻。

谈话:听着同学们的侃侃而谈和美味朗读,我仿佛看到大家和老舍先生一起来到了冬天的济南,欣赏和热爱着“济南的冬天”(双关语),让我们带着这种欣赏和热爱之情再把课文美美的读一遍吧。

反复朗读、回味第三自然段,体会作者抓住景物特征、运用生动准确、清新自然的语言描写景物的写作特色。用“最妙的是……”开头,发挥联想和想象,用上比喻、拟人等修辞手法写一段写景的文字。

教师谈话:学完了这课,你想给自己留点什么作业?

教师推荐:

1、阅读老舍的《一点印象》。首推其中的《济南的秋天》。

2、搜集一些关于如何写好景物的文章。读一读,试着写一篇写景散文。

3、背诵喜欢的段落。

济南的冬天教案评论 济南的冬天教学目标篇二十

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济南的冬天教案评论 济南的冬天教学目标篇二十一

①有感情地朗读课文,感知内容,体味济南的冬之美。

②理清思路,体会比喻、拟人手法对突出景物特点的作用。

③体会作者对景物独特的感受,培养学生热爱祖国河山的感情,培养学生的审美能力。

④学习作者抓住景物特征展开描写,情景交融的写法。

有感情地朗读课文,感知内容,揣摩词语,体会作者对景物的独特感受。

①课前学生借助网络或图书,查阅一些有关济南的资料,依据课文内容设计一篇导游词。

②老舍是我国现代著名作家,课前布置学生去查阅有关老舍的资料,初步了解老舍及其代表作;

整体感知课文内容,理清思路,了解济南冬天的特点,感受济南冬天的温暖,感受《济南的冬天》一文的形象美、意境美、语言美。

春天是昂扬向上的,她不仅带给人以视觉上的享受,还带来希望和力量。冬天带给我们的则是刺骨的寒冷,满目萧索和生活上的不便……北方的冬天,给人的印象是“萧杀”的,可能会令习惯于温暖的南方的人们惧怕而却步。但冬天也有雪后的美景、无限的生机和令人向往的温暖。在北方就有这样一个“温暖”的宝地,今天,我们就来追随现代著名作家老舍的足迹,去感受“济南的冬天”(出示目标,板书课题。)

②学生交流自己查的资料,初步了解作者及其代表作。

老舍于1929年离英回国,1930年前后来到山东,先后在济南齐鲁大学和青岛山东大学任教7年之久,对山东产生了深厚的感情,山东被称为他的“第二故乡”。《济南的冬天》是老舍1931年春天在济南齐鲁大学任教时写成的。可见作者是怀着对“故乡”的深情来写的。(让学生了解这些,是为了理解为什么作者对济南的冬天如此了解,文中的情为什么那么浓。)

①学生听老师配乐朗读(也可放录音),并在听读中检查预习。

掌握字词:镶、响晴、温晴、安适、肌肤、秀气、绿萍、水藻、贮蓄、澄清、空灵、水墨画、蓝汪汪

②学生自由朗读课文,注意语气、语速、语调及重音的把握,并思考问题:

a.济南冬天的总的特点是什么?

b.课文写了济南冬天的哪些景物?

c.表达了作者怎样的思想感情?

明确:a,济南冬天总的特点是无风、响晴、温暖的宝地。

b,写对济南的总体感:“暖和安适”的“理想境界”(总写)

具体写:写阳光朗照下的山——温静

写薄雪覆盖下的山——秀气}勾画出一幅淡雅的水墨画

再写城外的远山—一淡雅

最后写冬天的水色——写水藻之绿,衬托水的清澈、透明。

c.作者绘山景,描水色,寓情于景,既表现济南冬天之美,又寄寓对祖国山河真挚的爱。

整体感知后,对文章内容有了基本了解,学生合作探究,进一步深入理解文章。

问题探究:a.济南冬天的总的特点是怎样表达出来的?

b,济南冬天的这种特点是源于什么样的地形特点?

讨论明确:a.通过对比,写出了济南冬天的总特点是:无风、响晴、温晴。

与北平相比——无风

与伦敦相比一—向晴}宝地

与热带相比——温晴

b.济南的地形特点,决定了济南冬天的特点。

《济南的冬天》教案设计10由收集及整理,转载请说明出处

“小山整把济南围了个圈儿,只是北边缺着点口儿。”

此处学生可再体会:

①为什么称“小山”?——因为千佛山主峰海拔只有285米(本地有山可与之比较)。

②“圈儿”、口儿,,将“儿”字去掉可不可以?去掉和不去掉的各朗读一遍,比较一下效果。——答案是不可以。“儿”与“小”搭配,贴切地表现出其“小”,表达出一种由衷的“喜爱之情”。并让学生试着画出这种地形,体会其特点,教师可根据学生画出的地形图作小结。

教师课堂小结:在济南的南面,距中心五里是著名的千佛山。它们确实都是小山,千佛山的主峰也只有海拔285米。它东接佛懋山,西连南马鞍山、四里山,层峦叠翠,形成济南的天然屏障。正是这特殊的地形特点,使得济南的冬天“暖和安适”。

①你最喜欢济南冬天的哪些景色?你认为语段中哪个词语用得最妙?妙在何处?

②有感情地朗读你所喜欢的语段,思考体味、揣摩作者的意图。

示例:

a.“这一圈小山在冬天特别可爱,好像是把济南放在一个小摇篮里。”

把济南比作“小摇篮”,生动形象地写出济南的可爱。

b.“一个老城有山有水,全在天底下晒着阳光,暖和安适地睡着,只等春风来把它们唤醒”。

“睡着”、“唤醒”是拟人的写法,将老城人格化,使之带有生命的感觉与意味,表现了济南“暖和安适”的特点。

c.“山坡上卧着些小村庄,小村庄的房顶上卧着点雪。”

“卧”字来写村庄,写雪,写它们状样、情态,仿佛是写活物,活灵活现。

d.“那”点薄雪好像是忽然害了羞,微微露出点粉色。”

“害了羞”将雪赋予了人的情感,“露出点粉色’’写出了济南冬天温晴的特点。“微微”词用得贴切,因是“温晴”而不是“热带”之热。

e.“天儿越晴,水藻越绿,就凭这些绿的精神,水也不忍得冻上,况且那些长枝的垂柳还要在水里照个影儿呢!”

“不忍得”将水人格化,使水富有了灵气,突出水的“绿”’“绿的精神”之珍贵、可爱、美丽。“况且……还’’不可去掉,“况且’’表达进一步申述,或补充、追加新的理由,“还”表示范围的扩大,“况且…还”相配合,进一步突出了水“不忍冻上”的原因。

f.“请闭上眼睛想:一个……这是不是个理想的境界?,,(‘这是张小水墨画”、“最妙的是下点小雪呀!”则创造了一个优美的意境,表达了作者赞美的真情。

(如此要点,文中还有多处,学生说到了哪些,都可以,只要合乎情理即可。)

《济南的冬天》教案设计10由收集及整理,转载请说明出处

:济南的冬天,在老舍的笔下如此娇媚动人,是因为运用了大量比喻、拟人的修辞。文中还有哪些比喻、拟人句用得好,找出来,说说好在哪儿?

a.好像是把济南放在一个小摇篮里。

b.全在天底下晒着太阳,暖和、安适地睡着,只等春风来把它们唤醒。巴山坡上卧着些小村庄,小村庄的房顶上卧着点雪。

a.第3小节和第5小节写景顺序有什么不同之处?

b.第3小节和第5小节在抒发感情和修辞运用方面有什么相同之处?

c.找出你认为写得美的语句,有感情地读一读,想想为什么写得好?

明确:

a.写山景:自上而下的顺序,山上、山尖、山坡、山腰……

写水色:自下而上的顺序,水面上、空中、半空中。

b.都是对冬天的喜爱、赞美的感情;都运用比喻、拟人的修辞。

进一步提问探讨,互动释疑,学生间可质疑,也可以向老师质疑。

教师准备:

a.济南冬天独有的美景是以其突出特点“温晴”为主线贯穿全文的。

b.作者紧扣这一点,三段文字写了冬天的山景,第5段写了冬天的水色,按自下而上的顺序:水面上、空中、半空中描写水藻之绿,以衬托水之清澈、透明。

c.作者拓展想像,将天气、水色融为一体,描绘泉城鲜亮明丽的色彩。

d.文章多用比喻和拟人,形似且神似,生动贴切地表现出济南冬天的`无限生机和在冬天里孕育着的朦胧春意,表达了作者喜爱赞美的深情。

e.文章以“济南的冬天”作标题,表明不同于其他地方的冬天,最后以“这就是冬天的济南”结束。其含义是:这温暖如春、秀丽如画、天明水净的蓝水晶的世界,就是冬天的济南啊!这样结尾既和开头“济南真的算是个宝地”相呼应,又点了题,抒发了作者的赞美之情,给人留下无尽的回味。

1、体验反思

想一想,为什么作者能描绘出这么精彩的画面,为什么语言能如此优美?体会在写法上与学过的课文《春》有什么相同之处?

《济南的冬天》教案设计10由收集及整理,转载请说明出处

写好文章,必须仔细观察,认真思考,经过内心感受揣摩才能成文。这两篇文章作者都写出了自己的真切感受,甚至被外界景色感动了,而写出了真情,那些比喻、拟人才那么活灵活现,富有灵性,才能达到神似。

归纳五点:

a.细致观察

b.抓住特征

c.安排顺序(角度)

d.运用修辞

e.情景交融

2、拓展延伸

通过学习本文,你应该想到:在生活中只有认真观察事物,作文时才能写出事物的“形”;真正用心去揣摩,才能发现和写出事物的“灵性”;真正动了感情,才能使你描写的事物真挚感人。平日里,我们要做生活的有心人,关注生活,关注周围的事物,多想多记,以丰富我们的生活积累,为写好文章打下牢固的基础。

1、课文小结:文章先与北平、伦敦、热带作对比,突出济南天气“温晴”的总特点;然后具体描绘济南的冬天特有的景致,写山景写了阳光朗照下的山、薄雪覆盖下的山、城外的远山,又绘水色,处处渗透对济南冬天的喜爱。

2、作业布置

①比较《春》和《济南的冬天》在写法上的异同。

明确:都能抓住特征;安排顺序(角度);运用比喻、拟人等修辞,采用情景交融的写法,色彩绚丽。《春》还从多种感官角度来描写。

②假如你是一位导游,冬季带领游客来济南,追随老舍的足迹,请你设计一下导游词。

(此题是让学生用第一人称的方式,以“济南的冬天”一文为参照,介绍冬季的美景、设计行程。)

应先介绍济南的历史、地理位置、气候特点以及与其有联系的几位名人(李清照、辛弃疾等)。游览千佛山——大明湖、趵突泉,介绍冬景。

③请你仔细观察你家乡冬天的景物,倾注你对家乡无限热爱之情,借鉴课文中的某些写法,将最有特点的景物写出来,自拟题目,字数不限

济南的冬天教案评论 济南的冬天教学目标篇二十二

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济南的冬天教案评论 济南的冬天教学目标篇二十三

1、饱含深情地诵读课文,发现并体味济南的冬之美。

2、体会比喻、拟人手法的妙用,学习表现美的方法。

3、仔细揣摩作者对平凡景物的独特感受,寄予的深情。

朗读、品读课文,发现并感悟济南的冬之美。

借鉴语言大师老舍用心体验美、用笔表现美的技艺。

一、联系生活,意会导入 。

1、请教学生一个问题:你关注过路边的狗尾巴草吗?你对它们有怎样的感觉?

2、学生自由抒发感想,老师引导学生认识:平凡亦出神奇,美在于发现。引用:美是到处都有的。对于我们的眼睛,不是缺少美,而是缺少发现。 --罗丹

3、冬天万物萧条,风雪凛冽,没有其他季节那种勃发的生命力,但是,在老舍眼中冬天的济南一切都是美的,可爱的!下面,请随着老舍一起去发现《济南的冬天》洋溢着的特殊的美丽。

二、整体感知,集体赏析。

1、 简介作者:

老舍,原名舒庆春,字舍予,北京人(满族),现代著名作家,人民艺术家,杰出

的语言大师。代表作:小说《骆驼祥子》、《四室同堂》。他曾在济南齐鲁大学和青岛山东大学任教7年之久,对山东一往情深。本文是写在1931年春于济南齐鲁大学任教时。

2、听课文录音或教师朗读,学生在语言的熏陶中(可闭眼倾听),思考:济南的冬天最特别之处在于什么?

参考:温晴。(主要让学生说出温暖之意)

3、冬天的特色是雪,我们平时对雪的印象是如何的?老舍笔下的雪又是如何的呢? 设问并引出品读第三节:薄雪覆盖下的山景。

4、配乐(班瑞德的《初雪》)朗读并充分调动学生积极性,采用读、品、议相结合的方法来赏析第三节。

预设:

(1)请用一个词语来概括薄雪覆盖下的小山。 参考:秀气。

(2)作者如何表现这种秀气?请学生找出欣赏的句子读读,或讲自己的认识。

要点:一髻儿白花,一道银边,带水纹的花衣,山的肌肤,害了羞以及一些关键的字词。(这一过程中学生或许会质疑,可以穿插在品读中。)

(3)再次配乐齐读第三节。

三、适度模仿,自由点评。

1、下了小雪的济南的山无比美妙,济南的水也富有情趣;由此过渡到最后一节的自由品析阶段。

2、要求模仿第三节的学习方法,小组合作交流,在书的边上作好点评,自由谈最后一节的学习体验。

四、方法借鉴,学会发现。

1、文章把冬之美表现得淋漓尽致,向我们呈现了一个充满活力与温情的冬天的济南,写作成功的要素有哪些?

小组讨论,交流归纳:

a、融情于景 b、展开联想 c、巧用修辞

2、投影一组不起眼的花草图片,要求学生根据图片想象并发现美,用一两句话来描写,表现美;至少运用一种修辞。

3、用名家之言作结,如情动而辞发等,以求对学生阅读与写作美文有所启迪。

五、布置作业 ,由此延伸。

1、阳光朗照下的山同样别有情趣,认真品读课文第二节。

2、用心观察学校,仿照课文,用我的校园为主题,写一篇侧重写景的散文。

3、课外查找并阅读其他写雪的文章,进行比较。

济南的冬天教案评论 济南的冬天教学目标篇二十四

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济南的冬天教案评论 济南的冬天教学目标篇二十六

1.熟悉课文内容,理清文章层次结构和主要内容。

2.理解通过比较的写法突出事物的特点。

3.潜移默化热爱祖国河山的感情。

1.激发学生热爱祖国河山的感情。

2.学习景物描述的方法。

3.培养写景抒情散文的自读能力

1.如何自学写景抒情的散文。

2.景物描述的方法。

2课时。

综合新授课

讲读-讨论

1.背诵课文1-3段。

2.解决生字词。

(一)创设情境,导入新课:

请一同学描述此地春天的感受,由此引出北中国的冬天,由于学生没去过,可造成疑问,激发学习欲望。

(二)作者简介

(三)检查预习:

1.6人背书片断

2.5人上黑板默写生字词,师生共同评价。

(四)解题

引导学生理解题目中的提示的地点和季节。

(五)分段朗读课文,师生混读,随机停顿,请其他学生接力。这样可保证学生注意力集中,进一步熟悉课文内容。

(六)理清文章脉络:

1.问题设计:本文从哪几个方面写济南的冬天的?

2.学生独立思考,找出答案的举手,直到绝大多数学生行了进行提问。

3.提问若干人,保证各种答案都有,言无不尽。

4.教师结合课文内容进行评价订正归纳小结。

参考:天气 山景 水色

(七)分析第一部分:

1.问题设计:

(1)济南的冬天有什么特点?

(2)用了什么写法?

2.学生思考(方法同上)。

3.抽签提问

4.学生补充后教师评价归纳小结。

参考:温晴:

对比:北平(大风)济南(无风声)

伦敦(无日)济南(响晴)

热带(日毒)济南(温晴)

(八)课堂练习:

(九)小结课文,提示学生热爱祖国的河山。

a类:完成课后练习二

教师视察后核对答案。

(十)布置作业:

1.背诵课文后半部分:a类

2.巩固生字生词。a类

(一)三分钟演讲。

(二)创设情境,导入新课

写景文章,要学会分析写的是什么景,是怎样写景的,为什么要这样写,这样分析才能懂得文章主旨,对自己今后写作也会有收益。

(三)学习新课

1.朗读第2自然段,想想,文章怎样转入写阳光朗照下的山景。

讨论并归纳:用过渡句“设若单单是有阳光,那也算不了出奇”,转到写冬天的山。

2.提问:济南的这些小山有什么地理特征?’

讨论并归纳:小山把整个济南围了个圈儿,只有北边缺着点口儿,写出济南小山围城的地理环境。

3.提问:作者怎样写出阳光朗照下的小山特别可爱?

(l)用拟人手法:一个老城,有山有水,全在天底下晒着阳光,暖和安适地睡着,只等春风来把它们唤醒。用一“晒”、-“睡”、-“醒”,一连串相关的拟人手法,烘托舒适温暖的环境。

(2)用比喻、拟人手法:这一圈小山在冬天特别可爱,好像是把济南放在一个小摇篮里,它们安静不动地低声地说…用“小摇篮”比喻小山围城的地理环境,用“看护者”比喻四周的小山,加上温存体贴的抚慰,写出这一圈小山的特别可爱。

(3)从人们的感受:面上含笑;一看那些小山,心中便觉得有了着落,有了依靠;人们的幻想,不仅描绘笑容,更突出心理活动。

4.朗读或背诵第3自然段,文章按怎样的顺序描写雪后的山景。

讨论并归纳:按照空间顺序,从山上、山尖至山坡、山腰,有层次地写出秀美的山景。

5.“最妙的是下点小雪呀”雪后山景“妙”在何处?

讨论并归纳:

(l)妙在雪光、雪色:“山上的矮松越发的青黑,树尖上顶着一智儿 白花”,松的翠与雪的白相映生色;“山尖全白了,给蓝天镶上一道根 边”,如洗的蓝天与似银的雪相映生辉;“一道儿白,一道儿暗黄,给山们穿上一件带水纹的花衣”,白雪与暗黄的草色,组成彩色的美景。

(2)妙在雪态:“这件花衣好像被风儿吹动,叫你希望看见一点更美 的山的肌肤”以动写静,写出动人的形态;哪点薄雪好像忽然害了羞,微微露出点粉色”把薄雪比喻成害羞的少女,写出雪的情态。

6.提问;这段文字用什么修辞手法写雪后的山景?

讨论并归纳:

(1)比喻:用“日本看护妇”比喻雪光;用“花衣”比喻雪色

(2)拟人:“给山们穿上一件带水纹的花衣”“那点薄雪好像忽然害了羞”运用比喻、拟人手法,写出动人的雪态。

7.朗读第4自然段,想想这一段怎样写城外的远山。

讨论并归纳:用城内的“狭窄”映衬城外的“宽敞”,用两个“卧”字,传神、形象地照应了上文“暖和安适地睡着”用“唐代名手画的小水墨画”比喻城外的远山。三笔两笔就勾画了济南冬天城外远山的特点。

8.朗读第5自然段,想想这一段写济南冬天的水有什么特点。

讨论并归纳:

(l)水的绿:作者描写绿萍的绿、水藻的绿、水面柳影的绿,衬托出水绿。由水的绿联想到绿的精神,联想到春意盎然的生机。

(2)水的清、亮:作者描写澄清的河水,自上而下全是那么清亮,那么蓝汪汪的,整个的是块空灵的蓝水晶。

9.提问:这段文字运用什么修辞手法?

讨论并归纳:

(1)拟人:“水藻真绿,把终年贮蓄的绿色全拿出来了。”“就凭这些绿的精神,水也不忍得冻上,况且那些长枝的垂柳还要在水里照个影儿呢!”突出水的绿的特征。

(2)比喻:“整个的是块空灵的蓝水晶”突出水的清亮的特征。

10.提问:本文的写景抒情有什么特点?

讨论并归纳:情景交融是本文写作的一个特点。文章在描写济南的冬景时,处处流露出作者的赞美之情。

(l)直接抒发感情。如开头写“对于一个在北平住惯的人”“对于一个刚由伦敦回来的人”,通过对比,得出“济南真得算个宝地”的结论,既写出了自己的独特感受,又显得情真意切。”

(2)创造意境,流露深情;如“请闭上眼睛想:一个老协…··这是不是个理想的境界?”“最妙的是下点小雪呀!”“这是张小水墨画”。在优美的意境中,表达作者赞美的真情。

(3)虚实结合,展开想象,抒发热爱之情。如“树尖上顶着一会儿白花,好像日本看护妇”,“山尖全白了,给蓝天镶上了一道银边”等,不但写出景物的外形,而且饱含喜爱的心情。

(四)小结

本文布局谋篇层次井然、以“济南的冬天”作标题,表明所写时间、地点的范围,接着文章开头一段,写济南冬天的天气,通过三组对比,赞誉济南是个“宝地”,这是贯串全文的主线。再接着写济南冬天的山景和水景。篇末以“这就是冬天的济南”为全文的结束语,抒发了作者对“冬天”这个特定时令里的济南的总的观感。这样结尾,既和开头“济南其得算个宝地”相呼应,又点了题,抒发了作者的赞美之情,给人以回味的余地。文章运用了比喻和拟人的写法,不但形似,而且神似,生动贴切。此外,情景交融也是本文写作的一个特点。从语言上看,作者老舍是语言大师,在词语的选用上十分讲究。

(五)堂上练习:

写一段描写校园景色的文字,要求运用上面学到的观察方法。

写完交流。

(六)作业

1.课后练习第一、2题,第二大题。a类

2.完成掌握语文本课的有关内容。b类

十、板书设计:

济南的冬天

老舍

第一部分(1):写济南冬天的天气。对比的写法,突出“温晴”“宝地”。

第二部分(2—结尾):具体写济南冬天的山水景物。

过渡 总写济南给人的总体感觉——暖和安适

第2段:阳光朗照下的山。

第3段:薄雪覆盖下的山。

第4段:城外的远山。

第5段:冬天的水色。紧扣“暖”字。

十一、课后小结:

未学之前首先背诵,此做法很好地保证了学生对课文的熟悉程度和写作及语言的积累。其次解决课文采用先总后分法,易于总体把握。

济南的冬天教案评论 济南的冬天教学目标篇二十七

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济南的冬天教案评论 济南的冬天教学目标篇二十八

教学目标

1.有感情地朗读课文,感知内容,体味济南的冬之美。

2.体会文中拟人、比喻等修辞方法在写景中的作用,学习形象生动的描写景物的方法。

3. 体会作者对景物独特的感受,以及对其寄予的深情。

教学重点:体会文中拟人、比喻等修辞方法在写景中的作用,学习形象生动的描写景物的方法。

教学难点:体会文中优美的语言,感受文章的语言美

一、 教学时数与方法

课时:两课时

方法:自主、合作、探究

二、 教学用具与课件

多媒体投影仪 《济南的冬天》的录音带 收集的冬天的图片

三、 教学设想

从收集的冬天的图片入手,引出文章作者一开始就拿北平、伦敦冬天的特点与济南对比,引出济南的冬天“温晴”的特点,在许多人眼中冬天就是冷的、枯燥的代名词,为什么济南的冬天是“温晴”的呢?引起同学们的思考后,接下来就来体会作家老舍眼中济南的冬天,体会他笔下的一幅冬天的水墨画。

四、 预习设计

1. 认为课文中的哪一个词最能体现济南冬天的特点,为什么济南是个宝地?

2. 课文写了济南冬天的哪些景象?

教学过程:

第一课时

一、 教学要点

1. 整体感知,让学生整体把握课文内容,感受济南的冬之美

2. 了解济南的冬天的最重要特点

二、 教学内容与步骤

(一) 创设情景,导入新课

1. 用多媒体投影仪把一些收集的不同地方冬天的图片展示出来,让大家说说对每个地方冬天的感觉。(找一两位同学说一下)然后引出济南这个地方。

2. 济南很早就有“齐多甘泉,甲于天下”的美誉,古人曾经留下“四面荷花三面柳,一城山色半城湖”的名句,那么济南的冬天究竟是怎样的呢?接下来就让我们一起学习老舍先生的《济南的冬天》。

(二)作者简介

用多媒体投影仪投出老舍先生的相片,让一两个同学讲一下对作者的认识,然后归纳重要的作者信息(老舍,原名舒庆春,著名作家,代表作品《骆驼祥子》)

(三)整体感知

1. 放课文录音,指导学生朗读,注意生词的读音,停顿以及感情

2. 找出最能表现济南的冬天的特点的词语( 参考:温晴)

(四)分析课文

1. 阅读第一自然段,请同学们思考文章怎样引出济南的冬天的特点的的?(与北平、伦敦相比)

2. 快速阅读下面几段,找出作者主要抓住了济南的冬天的什么景物来写?这些景物有什么特点?

(山和水;①山矮小,环城,山上窝着小村庄山秀丽;山上有雪,雪俏丽;②水绿,水清,水暖,水清丽③济南的冬天是温晴的,慈善的,是一个宝地)

(五)步置作业

1. 认真朗读第三自然段和第五自然段

2. 完成练习一

3. 找出你认为好的句子,好在哪里

第二课时

一、 教学要点

1主要学习比喻和拟人手法的运用,侧重在第三自然段和第五自然段

2体会作者对景物独特的感受,以及对其寄予的深情

二、 教学内容与步骤

(一) 复旧学新

1. 检查作业,叫一两名同学起来回答

2. 叫同学汇报上节课的疑难问题,一起解决

(二) 学习新课,让同学们仔细阅读第三自然段和第五自然段

1.朗读第三段,要求:

①找出本段所运用的三个方位名词和一个表示时间的词语,说说这一段主要写什么。

通过讨论辨析明确:三个方位名词是"山上"、"山尖"、"山坡",一个表示时间的词语是"日落";这一段主要写济南雪后山上的景色。

②找出本段用得最生动的三个带有比喻意义的动词和拟人句,说说所起的作用。

明确:三个动词是"顶"、"镶"、"穿",拟人句是"那点薄雪好像忽然害了羞,微微露出点粉色",表现济南小山"秀气"的特征。

2、朗读第五段,要求:

①画出文中运用了拟人手法和比喻手法的词句,描写蓝水晶的形容词,说明本段写什么,写出什么特征?

明确:词句是"贮蓄"、"全拿出来"、"精神"、"不忍得"、"照个影儿"、"蓝水晶"、"像地毯上的小团花";本段写济南的水,写出其"不结冰"、"冒热气"、"水藻绿"、"澄清"、"水天一色"的特点。

②揣摩结尾一句:"这"所指代的内容是什么

明确:"这"是指济南的冬天"温晴"、"慈善"、"秀气"、"像水墨画"、"水色澄清"等;蕴含着作者对济南冬天的喜爱和赞美之情。

(三)你能感受到作者对济南怎样的情感?从那些词句感受到的?

明确:作者对济南冬天的感情是喜爱和赞美。从"济南真得算个宝地"、"这一些小山冬天特别可爱"、"这是不是个理想的境界"、"最妙的是下点儿小雪呀"等词句可以看出来。

(四)总结课文

总结:作者的情感,融会在对景物的描写当中,以美好的事物作喻体,表现景物特点,用拟人修辞句式,赋予景物美好情感。情景交融正是本文的突出特色。

(五)对比阅读,把《春》和《济南的冬天》作比较,体会两篇文章的语言美

(六)布置作业

结合课后第三道练习题,写自己家乡的冬天,字数不限。

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