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教学设计方案数学(十四篇)

格式:DOC 上传日期:2023-03-23 17:10:06
教学设计方案数学(十四篇)
时间:2023-03-23 17:10:06     小编:zdfb

为了确保事情或工作有序有效开展,通常需要提前准备好一份方案,方案属于计划类文书的一种。那么方案应该怎么制定才合适呢?下面是小编为大家收集的方案策划范文,供大家参考借鉴,希望可以帮助到有需要的朋友。

教学设计方案数学篇一

这篇精读课文是贾先生的作品,写了我童年时候和伙伴们做风筝、放风筝的情景。文章语言朴实,多于白描而极少雕饰,笔调亲切、温馨、自然。文章既写了我们放风筝时自由自在、无拘无束的快乐,也写了放风筝时的伤心;同时还体现了孩子们对幸福和希望的憧憬。文章自始至终,充满了童真童趣,使人如临其境,如见其景,如可触摸。本文叙述层次清晰,依照做风筝、放风筝和找风筝的次序把事件的过程交代得一清二楚。细致的心理描写是这篇课文的另一突出特色,孩子们心情的变化是随着事件的发展而自然变化的。另外,文章的结尾是开放型的,意味深长,给人留下丰富的想象空间。

1、认识依、歇、丧等5个生字。会写精、希、却等12个生字。能读写精心、希望、依然等13个词语。

2、正确、流利、有感情地朗读课文,体会感悟我们做风筝、放风筝、找风筝的不同心情,能读出我们的情感变化。

3、乐意通过上网或查阅书刊搜集有关风筝的资料,或动手做一做风筝,举办一次小小风筝展览会。

1、重点:

引导学生体会在做风筝、放风筝、找风筝的过程中,伙伴们的心情起伏变化,并找出描写心情的词语和句子。

2、难点:

在引导理解孩子们的心情变化的同时,体会作者是怎样把孩子们的心情的变化写具体的。

这是一篇和学生生活非常相近的文章,童心童趣是这篇课文的鲜明特色,也是需要重点引导学生细心感受的内容。风筝所带来的乐趣是从文中孩子们的心情变化看出来,这些心情变化是通过具体事例及一些动作、神态的描写来表现的。如,做风筝时是心中充满了憧憬和希望快活;放风筝的时候,我们快活地喊叫着,在田野里拼命地奔跑;线断以后,我们大惊失色,千呼万唤;找风筝时,我们都哭了,垂头丧气。教学时,让学生找出描写孩子们心情的词语和句子,然后引导学生体会那些词语和句子的意思及蕴含在其中的感情,以对读品读赛读等多种读法,让学生在读中感悟,充分体会我们的快乐和伤心,感受童真童趣。其次,在设计教学环节时,我注重在学生有所体验的基础上指导学生学习。因此,教学中较多地让学生进行角色的转换:如果是你,此时你会怎么想?第三,语言文字的学习和理解也是语文学习的重要内容,因此,本课教学中也比较注重对字词的理解和积累。

1、搜集有关风筝的文字资料和图片,放风筝的片断,制作多媒体课件。

2、准备制作风筝的有关材料。

3、课前上学生去放一次风筝。

2、课时。

1、初步感知课文内容,了解课文讲了什么。

2、认识文中生字,读准字音。

3、精读课文1、2自然段,体会做风筝时的心情。

一、唤起情感,导入学习

1、打开话题:

放风筝是一项传统的娱乐活动,有很多人都喜爱。同学们,你们放过风筝吗?愿不愿意来介绍一下是怎么放的,放上去了没有,玩得开心吗?

2、读题引入:

有一群孩子也十分喜爱做风筝,放风筝,在他们看来这是最大的快乐,让我们走进课文,走进他们中间,分享他们的快乐好吗?(出示课题,读题)

二、初读课文,整体感知

1、自读课文,想怎么读就怎么读,喜欢读的可以多读几遍,读准字音,读通句子,生字可以多读几遍。

2、把自己喜欢的读给同桌听听,请同桌评出读得好的,给予表扬。

3、感知内容:说说课文讲了什么事,根据学生的回答归纳板书:做风筝

放风筝

找风筝

四、细读深究,体悟情感

学习第2自然段:

1、读一读:

激励学生多人次地读这一段。

2、说一说:

读了这一段,你知道写了些什么吗?

3、想一想:

角色转换,想象:如果是你在做着风筝,你心中会想些什么呢?

4、找一找:

同学们所想象的可以用这段内容中的哪几个词语来表示或代替(憧憬和希望)。

师小结:原来做风筝的快乐就在于它充满着憧憬和希望。让我们带着自己的体验和感受(向往、渴望、喜悦)朗读全段。

教学设计方案数学篇二

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教学设计方案数学篇三

教学目的:通过本节课让同学们知道什么是舞蹈和舞蹈的类别

教学重难点:舞蹈的定义与舞蹈的种类

教学课时:一课时,总第一课时

舞蹈是一种空间性、时间性、综合性的动态造型艺术。舞蹈是一种以经过提炼、组织、韵律化了的人体动作为主要表现手段,在一定的时间和空间内运用人体动作的姿态、表情和动作流程等构成画面,创造形象,从而表达某种思想情感的艺术。

(一)形体表现性:就是舞蹈用形体语言来传情达意的特征。

(二)直观动态性:就是舞蹈的一切创意都要通过观众现实直观感受到的舞蹈动作来被感知。

(三)综合展演性:包含舞蹈音乐、舞蹈灯光和舞蹈布景。

(一)古典舞:1.中国古典舞2.芭蕾(ballet)

(二)民间舞:1.以反映该民族风土人情为主的民间舞 2.借用某民族的舞蹈元素,表述特定艺术构思的民间舞

(三)现代舞:反对古典芭蕾因循守旧、脱离现实生活和单纯追求技巧的倾向,主张摆脱古芭蕾过于僵化的动作程式的束缚,以合乎自然运动法则的舞蹈动作,自由地抒发人的真实情感,强调舞蹈艺术要反映现代生活。(包含1.美国流派2.德国流派.)

(一)独舞

(二)双人舞

(三)三人舞

(四)群舞:(主要功能:1.塑造群体形象 2.营造意境背景 3.外化主要人物内心的一种表现手段。

(五)舞剧:是综合了舞蹈、戏剧、音乐、舞台美术等综合手段的舞台表演艺术。

教学目的:通过本节课让同学们熟悉一些舞蹈基训的内容

教学重难点:舞蹈基训的地面训练

教学课时:一课时,总第二课时

以舞者所面对的方向来确定的,通常以舞者为中心点,面向正前方为起点,每向右转45°为一个方位,共分为八个方位(称1~8点)。即正前方为1点,右前方点,右方为3点……

1.主力腿:指在动作过程中 或造型时支撑重心的一条腿,它对舞蹈过程中的稳定性起着至关重要的作用。

2.动力腿:是与主力腿相对而言的,指非支撑重心的一条腿,在动作过程中可做各种动作,如抬腿、踢腿等。

3.韵律:是指舞蹈中的感觉和规律。它需要舞者在动作时把握这种欲前先后、欲左先右、欲上先下的韵律感觉,才能把舞蹈跳得富有美感。

4.节奏:是音乐旋律的骨干,是乐曲结构的基本因素,也是舞蹈动作的基本要素之一,如何舞蹈动作都是在一定的节奏规范中进行的。

(一)绷脚:动作做法:脚背绷紧,脚尖用力下压,脚底形成弓型,初学者可以通过外力施压来训练。

(二)勾脚:动作做法:脚背收紧,脚尖向上勾起,脚跟用力前伸。

(三)半勾脚:动作做法:在绷脚的基础上,脚尖勾起,脚背保持原样。

(四)环绕脚:动作做法:(八拍完成)准备姿态,绷脚尖,双腿并拢,直腿坐地,双手体侧扶地。做法①(由里向外环绕):1-2双脚勾起;3-4脚跟不动,脚尖分开;5-6双脚在分开的基础上绷直;7-8双脚尖并拢,还原到准备姿态。做法②(由外向里环绕):1-2双脚尖绷直分开,脚跟靠紧;3-4双脚尖分开勾起;5-6在勾脚的形态上双脚并拢;7-8双脚绷直还原到准备姿态。※训练要求:勾脚要求力量到脚跟。绷脚要求力量到脚尖,并尽力向远处伸展。半勾脚应注意力量到前脚掌,大脚背用力绷直。

(一)坐压前腿:动作做法:准备姿态,绷脚并腿,上身垂直坐地,立腰、挺胸抬头,双手体侧扶地。做法:上身垂直下压贴近腿部,双手经体侧至头顶扶脚尖。上身抬起后,还原到准备姿态。

(二)坐压旁腿:动作做法:准备姿态,坐地右腿体侧伸直,左腿体侧屈腿,右手扶地,左手托掌。做法:上身向右腿下压,左手扶右腿。压左腿时动作相反。

(三)坐压后腿:动作做法:准备姿态,双跪坐,双手扶大腿。做法:压右后腿时,右腿向正后方伸直,双手体侧撑地,上身向后下压,注意尽量用后腰,头靠近右腿,还原姿态时,上身要垂直。压左腿时动作相反。

(四)躺身抬前腿、踢前腿:动作做法:准备姿态,绷脚尖直腿躺身,双手小七位。抬前腿的做法:绷右脚慢慢向上抬起,注意力量伸展到脚尖,脚尖领先抬起,落地 时要轻。抬左前腿动作相反。踢前腿的做法:在前抬腿的动作基础上加速踢起落下。

(五)侧躺身抬旁腿、踢旁腿:动作做法:准备姿态,绷脚尖双腿并拢,侧躺身,面向7点,左手头顶伸直,右手屈肘撑地。抬旁腿的做法:右腿绷直慢慢抬起,抬 腿时右腿背对右耳。踢旁腿做法:同抬旁腿的路线,向耳旁快速踢起。左腿动作同 右腿相反。

(六)跪抬后腿、踢后腿:动作做法:准备姿态,双腿跪地,上身稍前倾,双手撑地。抬右后腿做法:右腿向后伸直绷脚尖,慢慢抬起,注意抬腿时开胯、用腰、脚尖领先上抬。左腿动作相反。踢右后腿做法:在抬后腿的基础上,快速后踢。

※训练要求:腿的训练要保持姿态的准确性。压腿要注意直膝。身体要伸直,头手尽量向脚尖靠近;踢腿注意踢起时要迅猛,落地时要轻缓;旁腿动作注意侧躺身时腰挺直,臀部收紧,不可低头,翘臀。

(一)坐开小胯:动作做法:准备姿态,双腿屈膝,膝底相对坐地,上身垂直,双手扶膝,立腰、挺胸、抬头、两眼平视。做法①:双手用力压膝,使膝盖接近地面。可按节拍上下颤动。注意双脚开始靠近臀部,训练中可逐渐响前伸出,扩大角度。做法②:上身垂直向地面下压,尽量使胸脯贴近地面。团身慢起,团身时头向腹部 靠,腰椎尽量弯曲,由后背肌椎一节节向上挺直,还原到准备姿态。

(二)坐开大胯:动作做法:准备姿态,双腿绷直两侧打开,上身垂直坐地,双手腹前扶地。做法①:上身垂直向地面下压,双手向前伸出,原路线返回。做法②:上身向右(左)下压,右手扶地,左手托掌,随身体侧压,左手扶右脚,此动作可 反复进行。四拍一次,两拍一次均可。

(三)胯环动:动作做法:(八拍完成)准备姿态,仰卧,双腿并拢绷脚,双手小七位扶地。做法①:(内环动):1-2双腿并拢绷脚抬起90°;3-4双腿分开向两侧地面靠近;5-8贴地面两腿向内移动回到准备姿态。做法②:(外环动):1-4 双腿绷直贴地面分开;5-6从体侧面向上并拢呈90°;7-8并腿慢落下到准备姿态。

(一)坐顶上腰:动作做法:准备姿态,绑脚并腿坐,上身垂直,手指尖体侧着地。做法:头、颈、肩、胸腰尽力向后下。

(二)跪下旁腰:动作做法:准备姿态,双跪坐,上身挺直,双手背后。做法:臀部慢抬起呈跪立,同时双手由左下方向右双晃手,呈顺风旗,下旁腰。此动作左右均可训练。

(三)跪下中腰:动作做法:准备姿态,双腿并拢跪坐,双手扶大腿。做法①:臀部抬起跪立向右后下腰,同时双分手抓住脚踝。做法②:双手经分手叉腰,向右后下腰。

(四)拧腰:动作做法:准备姿态,双跪坐,双手扶大腿。向右拧腰,双手向前方伸出同时提臀,上身稍前倾,再划向右侧,上身随双手向右侧拧腰,眼看右侧,右手撑右脚脚踝,左手头顶上方自然下垂。向左侧拧腰动作相反。

(五)涮腰:动作做法:准备姿态,双跪坐,双手山膀按掌。做法:双手与肩同宽向前伸出,上身前倾(前腰),手带动上身和头一起移动到右侧(右旁腰),再移动 到后方(中腰),移动到左侧(左旁腰),再还原到准备姿态。向左涮腰动作相反。

※训练要求:下上腰时,中腰垂直,不能塌腰,胸腰向上顶,颈部放松,不可憋气。下旁腰时胯部不能移动,向右侧下腰,左侧腰向上挑,姿态腰舒展。下中腰时气息 放松,尽量用中腰、上腰,头向臀部靠近。涮腰时,头、手、上身要一致,尽量用到每个部位的腰。

:通过本节课,让同学们能掌握把杆训练的方法

:舞蹈基训把杆训练

一课时,总第三课时

扶把方法:有两种。第一种:双手扶把,身体面对把杆,距把约 20 公分,双手轻放再把上,两手间距与肩同宽(男生略宽一些),肩肘自然下垂。第二种:单手扶把,侧身站立,单手轻扶把杆,扶把得手放在身体前侧。扶把时手不能用力揪把杆,以免影响身体重心的稳固。

(一)压腿——压前腿、压旁腿

1.把杆压前腿:动作做法:以右脚为例。面向把杆站立,先将右腿放在把杆上,直膝、勾脚(或绷脚),左腿直立与地面保持垂直,双手扶把杆,上身正对把杆,用上身贴向右腿。压左腿,动作同上。

节奏8拍一次、4拍一次、2拍一次、1拍一次均可。

2.把杆压旁腿:动作做法:以右腿为例。右侧对把杆,右腿侧放把杆上勾脚(或绷脚),左腿直立。右手扶把,左手上举。侧身向右腿下压,左手经头上方碰到右脚尖。压左腿,动作同上。

节奏8拍一次、4 拍一次、2 拍一次、1 拍一次均可。

※训练要求:把杆压腿时软度训练的一种方法。 可以与地面软度训练结合起来有选择地进行。训练的节奏可以慢快结合。在做各类压腿动作时要注意:压前腿时动力腿收胯使两胯平行,上身挺直向前伸展,不能驼背,下压时上身要用力。压旁腿时,腿不能弯曲,下压一定要正侧身,上身伸展,用耳去贴腿,臀部不能后翘,不能扣胯。

教学设计方案数学篇四

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教学设计方案数学篇五

1、师:上节课,我们初步学习了《卖火柴的小女孩》这篇童话,此时,对 于这位小女孩,你的脑海中会浮现一幅怎样的画面? (生自由说自己仿佛看到的画面)

〔设计意图〕

( 让学生进一步在脑海里产生对小女孩的印象,激发学生表达的欲望。)

2、师:小女孩的结局怎样?谁来读读小女孩死时的样子?

(生读句子“第二天清晨,这个小女孩坐在墙角里,两腮通红,嘴角上带着 微笑。) ●引导质疑:小女孩死了,死本来是痛苦的,为什么她的脸上反倒还有幸福 的感觉呢?(生说自己的见解)

1、师引入:这就是课文的第二部分内容,小女孩在极度寒冷、饥饿当中出 现了种种幻想,她到底看到了些什么?请同学们自由读课文的(5-10)自然 段,边读边完成下面的表格,并说说小女孩当时的心情怎样? (学生自由读文,师出示幻灯片)

2、学生完成表格的填写。(四人小组每组一份)

擦然火柴 次数 看到的幻象 现实生活 渴望 一 火炉 冷 温暖 二 烤鹅 饿 吃饱 三 圣诞树 无欢乐 快乐 四 奶奶 无疼爱 疼爱 五 和奶奶一起飞走 寒冷、饥饿、痛苦 幸福

●学生完成后汇报,师相继显示结果。

教师追问:小女孩为什么一次又一次地擦燃火柴?(学生回答:冷 ……)

3、师请五位同学读这五次擦火柴的部分。每读完一次,师用语言将它们连 接起来。

4、在这种种幻想中,你最感兴趣的是哪次?同桌互相说说感兴趣的理由。

(师请学生进行汇报,说说理由,并让其他同学提出问题,让学生从文中进 行发现交流)

●师:小女孩为什么会产生这些幻想? 预设——

生:因为小女孩又冷又饿,所以她会想到火炉,烤鹅。

生:因为在这个世界上,小女孩是寒冷、饥饿、痛苦的,她想得到温暖和幸 福,所以她会想到这些。

生:小女孩无人关爱,她渴望得到温暖、幸福、快乐,因此,她的眼前出现 了种种美

丽的幻想。……

●师:同学们讲得真好!是呀,小女孩的现实生活中只有寒冷、饥饿、痛苦 与孤独。她渴望拥有这一切。当她擦燃火柴从幻想中,看到了火炉、烤鹅、 圣诞树、奶奶。毕竟,火柴终归是要熄来的呀,火柴一灭,所有渴望没有了, 每次的结果是怎样的,作者是怎么写的呢?读一读,找找相关的语句。 (现实与幻想的比较,更突出小女孩的寒冷、饥饿、痛苦、孤独。) 生读文。师相机出示: “她坐在那儿,手里只有一根火柴梗。“ “这时候,火柴灭了她的眼前只有一堵又厚又冷的墙。” “只见圣诞树的烛光……一道细长的红光。”

●师:从这几句话中,你体会到了什么?(生说体会)

●师:大家说得很好,小女孩为了留住奶奶,再一次的擦燃火柴,这一次与 第一次相比,有明显的不同。这两次擦火柴,从哪些字词里体会到表达的意 思有什么不同?(生读相关语句,并说说自己的看法。) 师相机出示: “她敢从……终于抽出一根” “她赶紧擦着了一大把火柴,要把奶奶留住。”

抽生读,师指导读,齐读。

5、师:此时的小女孩已经很虚弱了,这一整把火柴发生强烈的光,照得跟 白天一明亮。奶奶从来没有像现在为样高大,这样美丽。赶紧读这段话, 边读边想,怎么理解这句话。

出示:

“她俩在光明和快乐中习走了,越飞越高,飞到那没有寒冷,没有 饥饿,也没有痛苦的地方去了。”

生说理解师引导读文。

预设——

生:这句话是说小女孩已经死了。

生:小女孩根本就是活活冻死、饿死的。 师引导学生边读边谈体会。体会到小女孩在现实生活中只有寒冷、 只有饥饿与痛苦。

6、你们都说小女孩可怜,可是安徒生爷爷却在课文中结尾中写道,小女孩 曾经很快乐,很幸福的。请同学们快速找出这句话来,读一读。(生 齐读)

〔设计意图〕

( 教师是帮扶兼备,引导学生抓住关键语句体会小女孩的美好幻想,并 反思幻想的原因,学生在老师的引导下,有目的、有策略地进行小组合作探 究,再通过集体的反馈,大胆地交流自己读文的见解,达到自由表达感悟、 集体求同存异、真正理会文本内涵的目的。同时,教师狠抓朗读,学生在情 感上产生了共鸣,充满了对小女孩的深切同情。)

7、师出示:

“她曾经多么幸福,跟着她奶奶一起走向新年的幸福中去。”

●师:这里有两个幸福,同学们,你们怎么理解小女孩曾经的那些幸福呢? 生再次谈小女孩四次幻想。

●师:小女孩当初是多么幸福呀,假如你就是这个卖火柴的小女孩,你和奶 奶一起到了这样一个幸福的天堂里去生活,你怎么读,读出这幸福生活的心 情?

(重点品读环节,引导学生找出小女孩前面产生幻想的语句,进一步感受小 女孩幻想中的幸福。师运用引读的方式让学生真正走进小女孩的内心,品读 这句话。)

●师:可是,现实中的小女孩有这种幸福吗?你怎样理解第二个幸福?

预设——

生:这里是说小女孩在现实生活中,没有幸福,她只有跟着奶奶去了天堂, 才能获得幸福,才能得到快乐。

生:我认为这里的幸福是说小女孩只有死了,才能得到解脱,才能摆脱悲惨 的命运,也算是一种幸福吧。

〔设计意图〕

(师运用引读的方式,让学生说体会——→读句子——→评价——→再读句子的方式,让学生真正走进小女孩的内心世界。)

1、师小结:此时此刻,你们的心情是怎样的?假如这个卖火柴的小女孩来 到了我们的身边,你会怎样对待她?将你们的打算写下来吧。

2、师:同学们都是些善良的孩子。都愿用一颗爱心去帮助她,那在小女孩 的周围,人们是怎样对待她的?你从中可以看出什么? (学生围绕冷漠、无情、社会的不公平)

3、让我们把这个可怜的小女孩牢牢地记在心里,课后再去读读安徒生爷爷 的其它童话吧。 附:板书设计:

14.卖火柴的小女孩

幻象 渴望 现实

(幸福) (不幸)

炉———— ————寒冷

烤鹅———— ————饥饿

圣诞树——— ————孤独

奶奶———— ————无疼爱

飞走———— ————痛苦 幸 福

教学设计方案数学篇六

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教学设计方案数学篇七

写作水平的高低是语文综合能力的表现,而初中阶段是培养写作能力的关键时期,因此初中语文教师在写作教学中肩负着非常重要的任务。现实中,很多教师投入了大量的时间和精力在写作教学上,但效果并不理想,不少学生仍然谈“文”色变,惧怕、厌恶写作文,写出的枯燥乏味,无病呻吟,缺乏真情实感。面对现状,初中语文教师必须重新审视以往的教学方法,从培养学生的热情和兴趣入手,对写作教学进行系统化的研究。

学生的作文之所以出现千篇一律,枯燥乏味的情况很大程度上是因为缺乏真情实感,而缺乏真情实感的原因是学生远离了生活。繁重的课业负担使学生奔波于学校和家庭,单调的直线生活导致他们无暇观察和体验生活,无法从生活的土壤里吸取养料。因此要提高学生的写作水平,就必须让作文回归生活。

首先,开展丰富多彩的语文实践活动,让学生走出教室,走进生活。一直以来,很多初中语文教师为了应付升学考试,只是一味地强调写作的技巧、章法,更有甚者竟然要求学生背诵范文,这样的教育模式很容易导致学生的厌学情绪,从而出现大同小异、苍白呆板的。“情感是的生命”,写作灵感正是于生活,所以教师要带领学生走进大自然,感受四季轮回和生命的力量;走进社会,体验人情冷暖和生活的真谛。教师要经常带领学生进行实践调查,深入社区,深入农村,并把观察到的新鲜事物一一记录下来,丰富自己的经历,这样写出的作文才能细腻、详实,有真实的生活,有真挚的情感。

其次,加强课外阅读,丰富学生的情感体验。古今中外的经典作品往往集自然之美、生命之美、人性之美于一体,无一不是作者真情实感的结晶,教师在引导学生阅读时,将整个身心融入作品中,身临其境感受作者的喜怒哀乐,将“作者情感”与“自我情感”自然融合,丰富学生的情感体验,从而提高自身的写作能力。

初中阶段的学生好奇心强,易于理解和接受新鲜事物,喜欢追赶潮流,尤其是现代互联网技术的迅速发展,改变了学生以往的交流方式和学习方式,因此语文教师应针对学生热衷网络的特点,将博客引入写作教学中,激发他们的写作兴趣。

时下博客作为一种流行的网络写作方式,越来越成为现代社会理想的写作工具。博客内容可谓包罗万象,能够给读者带来方方面面的文化知识,它开放性强,能够有效地实现资源共享,同时让作者与读者的交流更加便捷。因此将博客引入写作教学可以弥补传统教学方式的诸多不足:首先,能够激发学生的兴趣,调动写作的积极性,“兴趣是最好的老师”,以往学生的作文之所以空洞枯燥,很大原因是他们对写作没有兴趣,怕写作文,厌写作文,为了应付而不得不“无病呻吟”,而博客的运用迎合了学生热衷网络的特点,他们可以随时把对生活的感悟和思考发表在博客上与别人分享,也可以通过阅读别人的博客来丰富自己的思想和知识,久而久之不仅能够激发写作兴趣,还能养成写作习惯。其次,将博客引入写作教学还能为师生的互动搭建一个平台,以往学生的写作训练都是通过周记、命题作文的形式进行的,师生之间的沟通也仅仅是通过老师对纸质作业统一批改进行的,反馈信息滞后,交流渠道单一,师生很难尽情地交流,而在博客平台这样一个开放的环境下,学生成为学习的主人,根据自己的兴趣和情绪随时书写,教师作为参与者可以随时阅读与评论,双方的交流完全不受时空的限制,形成良好的互动;再次,将博客引入写作教学能使学生获得丰富的课外知识,学生可以根据自己的兴趣爱好来阅读、转载和评论,在这个开放、共享、互动的环境里获取课本里没有的信息,扩大自己的知识面,提高写作能力。

同伴评价,就是同学之间互相批改作文,写评语,给成绩,让每一位同学都参与到作文评改活动中来,这既是一个相互学习的过程,也是一个相互激励的过程。比如写作能力稍差一点的学生通过批改写作能力较高同学的作文可以得到一个学习的机会,对于自己写作水平的提高起到一定积极作用。另外初中阶段的学生都有着强烈的自尊心,很多同学不愿意让别人看自己的作文,尤其是写作能力不好的同学,他们往往觉得难为情、丢面子,在初中语文写作教学中运用同伴评价,目的之一就是为了激励这部分同学,为了保住“面子”,不被同学笑话,他们会尽最大的努力写好作文,而不只是应付,久而久之就会养成良好的写作习惯。在教学实践中我们发现,绝大多数学生在批改作文的时候都比较细致,尤其是对错别字的修改和近义词的选择比较准确,可见通过同伴评价还能加深学生的语文基本功。因此,在作文教学中运用同伴评价是提高学生写作水平的一个有效方法,使每一个学生都参与到作文评改活动中,发挥了学生的主体作用,在相互学习,相互激励中调动起学生对写作的积极性。

除了加强对学生的引导和训练之外,语文教师加强自身的修养也是至关重要的,所以写作文不单单是学生的事,也是老师的事。当老师给学生出了一个作文题目之后,应该与学生一起思考如何构思,如何行文,老师不但要发号施令,还身体力行,只有这样,才能和学生分享写作的经验与乐趣。

如果教写作的老师不会写就如同教游泳的老师不敢下水一样,是无论如何都教不好学生的,所以,要提高学生的写作能力,老师不仅要“言传”还要“身教”。在教学实践中,一些教师的做法颇具借鉴价值:如平时经常在个人博客上练笔,当学生作文出现较多问题的时候,就自己动手,并且同一题目写好几篇,跟学生的作文放在一起进行讨论评析。

综上所述,初中语文作文教学是一项长期而系统的工程,需要教师不断改进方法,不断总结经验,努力运用各种技巧培养学生兴趣,提高学生的写作能力。

教学设计方案数学篇八

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教学设计方案数学篇九

1、知道买文具时应该说些什么,能正确表达自己购买文具的愿望。

2、买文具时,能与售货员正确对话。

3、教育学生说话时态度要大方,语言亲切、有礼貌,听别人讲话时要认真耐心。

1、能进行买卖文具的对话并使用礼貌用语。

2、分角色对话时做到态度大方自然。

在买文具过程中遇到问题时(如质量差、价格贵、售货员或顾客出现差错……)能及时应付。

1、课前,教师可布置学生到文具店或商场文具柜台买文具,也可以观察别人买文具,记住买文具的过程,感知买文具的一般知识。

2、每个同学准备一两件文具,并贴上价格标签。

3、用纸作一些钱。

4、有放文具的柜台——课桌。

教学时间:一课时。

一、创设情境,看图想象,导入 新课

小朋友们,你们到文具店买过文具吗?今天我们去文具店买文具,好吗?(板书课题)(出现挂图)

1、你们瞧,已有两位小朋友比我们先去文具店买东西了。你们想想他们会说些什么?售货员阿姨又会怎样说呢?

2、(下面我们请三位同学来扮演图中的售货员和顾客。板书:售货员顾客看看他们是怎样买文具的,好吗?)分角色表演。

3、师生评议。(他们表演得过且过怎样?谁愿意来说一说。他们都很讲礼貌,顾客表达也很清楚。师:说得真好。)(板书:文明礼貌,表达清楚)同学们你们想不想做个这样的顾客呢?

二、学生试练,进行合作,实践。

1`、利用自备学具,小组演练。(请同桌的同学把各自的文具盒打开,放在桌子中间,然后一人当售货员,一人当顾客,练习一下怎样买学习用具。开始吧。)

2、指名表演。

3、师生评议。(你们说他们表演得好吗?从哪儿可以看出来?说得真棒。)

三、举一反三,深化训练

1、师生表演,设置训练情境。

(1)是啊,这位售货员非常热情周到,现在连老师也想向她买学习用具了。)

(2)师边说边走向扮售货员的女生进行交际。

(3)师拿着刚买的圆珠笔在手心写写画画说:这支圆珠笔真不错,还有香气呢。咦?怎么断水不能写了呢?这可怎么办呀?同学们,如果你们遇到了这种情况(小黑板出示:买学习用具,发现质量有问题,应该怎么办?),请同桌的同学进行讨论。

2、鼓励发表意见。(如:退换圆珠笔;还可以怎么办?打投诉电话。你还懂得拿起法律,保护自己的权益,做得真棒。)

3、同学们平时买东西时,还遇到过别的情况吗?

如:以次充好;价钱太贵;忘了找钱;多找钱;态度不好……

4、面各小组自主选择一种情况,然后在小组里说一说,演一演。

5、根据学情,选择上台表演。

6、师生评价,激励扩展求异。

师小结:大家在买东西时,不管遇到任何意外情况,都要动脑筋,想办法,就能解决这些问题。

四、读一读儿歌

师:今天,小朋友们特别能干,学会了怎样买自己所需要的文具。回家后,能不能为妈妈分担一些家务,帮妈妈购买一些日用品?

(小黑板出示)实践题——帮妈妈买日用品

附板书设计 :

买文具

售货员 顾客

文明礼貌 表情达意

教学设计方案数学篇十

体味、推敲文中形象化的语言,了解其象征意义。体会比喻、反复等修辞的妙用。

反复朗读课文,体会文章景、情、理和谐相融的意境,感受文章的意境美、哲理美、语言美。

理解作者含蓄而深沉的感情,培养学生乐观向上的人生态度。

1、教师播放冰雪消融、种子发芽等多媒体画面,创设情境,学生欣赏感悟,请学生谈谈看了此画面后联想到了什么。(稍停)

2、教师导语:

我们大多数同学都联想到了春天、成长和生命,跨越时间的长廊,放眼世界万物,在世界的每个角落,每一刻都会有生命的诞生和结束。“生命”是古往今来,许多大文豪及“迁客骚人”们常谈常新的话题。生命是什么?我们该怎样对待生命?不同的人会告诉你不同的答案。今天我们要学一篇谈生命的散文,一起来听一听冰心对生命持有怎样的看法。

⑴请学生打开书,速读课文,体会文章情感与内容。

(本环节意在使学生整体把握文章内容,教师播放音乐创设情境,学生默读全文。)

⑵设计问题:同学们喜欢本文吗?为什么喜欢本文?此文有什么特点?

(让学生畅所欲言,多角度挖掘本文闪光点。教师点拨,强调一点:比喻手法的巧妙运用。)(空白点)

教师提出问题:联系生活实际,找出你喜欢的句子或段落,说说其中比喻妙在何处。

(留空白,尊重学生的选择,有观点后可讨论,学生可以从关键词、哲理句、结构形式多角度进行分析,解决本课教学重点,同时教师适时进行热爱生活、珍惜生命的德育渗透。)

(本环节是本课主体部分,教师依旧播放舒缓的钢琴曲,学生自由研读课文,此处既是重点、空白点,也是德育点。)

请学生看大屏幕,带着对生命的珍惜与敬仰,再一次品读课文的比喻部分。教师可对学生说:“哪位同学愿意站起来挑你感悟最深的段落,朗读给大家欣赏?”

(尊重学生选择,留空白,请学生朗读喜欢的段落,教师配与课文相联系的“春水奔流”、“小树生长”等声情并茂的多媒体演示,让学生欣赏,加深学生的体验,使学生更深入地理解生命的内涵。)

(这也是重点和德育点。)

⑴深层启发;本文再现了冰心对生活的热爱,对生命目标的执着追求,对人生的独特见解和深邃的理解,请同学们一起读课文结尾部分,提出你读不懂的内容,可以是词,也可以是句,也可以是形式,一会儿我们一起研究。

(结尾部分与学生人生体验有一定距离,本环节主要解决教学难点,领会文章主旨,齐读课文后,留空白,让学生自己研究、体验、品味,提出问题。)

⑵全班讨论,各抒己见。

(通过分析“愿你生命中有够多的云翳来构成一个美丽的黄昏”对学生进行勇于战胜困难,热爱生命的教育。这是难点、空白点和德育点)

通过这节课的研究学习,我们对生命已有了深入的理解和感悟,此时,教师可用启发的口吻对学生说:“冰心用散文,梵高用画,大家愿不愿意寻找一种恰当的形式表达自己对生命的感悟?

(本环节是这节课的创新点,尊重每一个学生的感受,着力培养学生的创造性、灵活性思维,充分发展学生个性,采用各种形式表现自己对生命内涵的感悟,同时进行德育渗透。学生自行准备,如果需要还可以与其他同学合作完成。学生可利用绘画、演讲、诗歌、快板等形式来表现。)(创新点)

这节课你有什么收获?

知识上:

思想上:

方法上:

(教师请学生概括总结,留有空白,教师从以上几个方面加以引导。)

最后,让我们伴着贝多芬铿锵有力的命运交响曲,聆听着同学们对生命的理解和感悟来结束这节课的学习。

(教师播放慷慨激昂的贝多芬《命运交响曲》,在这个曲子的伴奏下,聆听同学对生命的感悟,及生命寄予,来结束本课;此种方法留有空白,有余音绕梁之感,再次激发学生对生命的思考与热爱。)

教学设计方案数学篇十一

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教学设计方案数学篇十二

(一)知识目标

1.了解曹雪芹其人及其生平思想,高三语文 第三单元复习教学设计示例。

2.了解《红楼梦》有关章节的故事情节。

3.了解宝玉、王熙凤、香菱、晴雯等人物性格。

(二)能力目标

1.学习简洁明快、准确生动、质朴自然、耐人寻味的叙述语言和个性化的人物语言。

2.阅读有关章节,力求较好地欣赏《红楼梦》这部伟大作品。

1.《红楼梦》有关章节的思想内容。

(1)《诉肺腑》

贾宝玉与林黛玉、薛宝钗之间的爱情婚姻悲剧是《红楼梦》故事情节的主线。本文通过宝黛倾诉肺腑,吐露心声,表明他们的爱情已经成熟。

(2)《宝玉挨打》

所写的是《红楼梦》中的著名事件之一,突出表现了贾政与宝玉父子两代的思想冲突,明确展示男主人公的叛逆性格。

(3)《香菱学诗》

以饱蘸深情的笔,讴歌了这精华灵秀所钟的薄命女儿香菱。

(4)《抄检大观园》

王夫人因下人在大观园里拾到一个绣春囊而大发雷霆,质问凤姐,风姐说出理由排除自己的干系,刑夫人的仆人王善保家的进谗言,提议夜里到大观园各处一一抄检,通过描写一系列活动,表现了复杂的矛盾冲突,逆造了王熙风、晴雯、探春等几个有血有肉的人物形象。

抄检大观园是贾府内部各种矛盾激化的结果,也是贾府由盛而衰的一个征兆。

2.分析有关章节中的人物形象

贾政:惧怕忠顺府,听信谗言,易于动怒,笞子时下手不知轻重,性格正统顽固。

贾宝玉:言谈机敏,不善应酬,矢志不移,性情温润,善体贴少女,思想叛逆。

王夫人:善用心机,以退为进。

王熙凤:指挥若定,管家风范。

林黛玉:多愁善感,羸弱多病,孤傲尖刻,同时又热情实在,富于同情心,不虚伪,不做作。

晴雯:身份低微但性格坚毅,不甘心庸俗的现状,而发愤自强的女性形象,执着精诚,虚心求教,努力追求,不达目的决不休止。

3.领会所选章节的基本手法

《诉肺腑》通过细腻的心理刻画表现人物性格是其突出特点。

《宝玉挨打》情节听跌宕起伏,错落有致。

《香菱学诗》笔墨饱蘸深情,人物栩栩如生,人情味很浓,立意新颖,章法新巧。

《抄检大观园》情节颇为曲折矛盾复杂。

本单元学习节选自《红楼梦》的四篇课文。学习这四篇课文,要投入感情,展开想象,走进《红楼梦》的艺术世界;又要“跳出来”,客观地评析它的思想成就、人物形象和艺术特点,初中三年级语文教案《高三语文 第三单元复习教学设计示例》。尤其要注意学习它的简洁明快、准确生动、质朴自然、耐人寻味的叙述语言和个性化的人物语言。同时,阅读《语文读本》中所选的《红楼梦》有关的章节,最好课外阅读《红楼梦》全书,力求较好地欣赏这部伟大作品。

[考点]

1.鉴赏古代诗歌的形象、语言和表达技巧。

2.评价古代诗歌的思想内容和作者的观点态度。

[例题]

阅读下面一首诗,然后回答问题。

春夜洛城闻笛

李白

谁家玉笛暗飞声,散入春风满洛城。

此夜曲中闻折柳,何人不起故园情?

前人在评论这首诗时曾说,“折柳”二字是全诗的关键。诗中“折柳”的寓意是什么?你是否同意“关键”之说?为什么?

[答案]“折柳”这首曲子寓有惜别怀远之意。本诗抒写了思乡之情,而这种思乡之情是从听到“折柳”曲的笛声引起的,可见“折柳”是全诗的关键。

[分析]此题重点是考查鉴赏古典诗歌的形象、语言和表达技巧的能力。客观世界中的一切具体的物象一旦进入诗中,便成为具有强烈感情色彩乃至具有深邃思想的诗的意象,这种现象,在美学理论中称之为移情作用。一种深入人心的意象一旦形成,它甚至可以世代袭下去成为一个民族的某种心理象征。自从“昔我往矣,杨柳依依”被作为一种惜别的象征之后,“折柳”便成为人们送别亲友的感情表达方式。自有“桃之夭夭,灼灼其华”对美好的比喻之后,“人面桃花相映红”的诗继而流行,“桃花”就成为美好事物的象征。总是重复某种意象的蕴涵,必造成阅读者的反感,聪明的诗人总是在寻找着表达的新意,所以杨柳、桃花在不同的诗篇里呈现出各异的内涵。例如,杨柳可以是依依惜别的感情寄托,但也可以因其报春的特征而勾引起少妇的闺思,甚至还能从它随风摆动的形象发现某些与人格精神有关的蕴涵。桃花可以是美色的表征,也可暗喻夕阳或鲜血。所以诗的意象中虽然有一些出现频率较高的自在的物象,但是它们的内涵和指向则不应受到限制和定位。

这首诗着重写作者的一种思乡之情。作者的思乡之情,从诗中看,又恰恰是由“闻”到“折柳”曲后而引起的。因“折柳”曲,它属于汉乐府古曲,以古代离别往往从路边折柳枝送别来抒写离别行旅之苦,所以“折柳”寄托着惜别怀远之意。说“折柳”在诗中的地位实为重要,可见是有根据的评价。但鉴赏诗歌见仁见智是正常现象,因此命题者没有把这种评价绝对化,而是认为是否同意“关键”之说,只要能自圆其说即可考虑给分。这种主观性命题,更符合鉴赏的原则。

阅读下面的文章,完成1-5题。

波澜,亦即情节波澜,它是小说的纵向运动。对小说结构的考察,亦应包括对情节波澜的考察。

总的说来,《红楼梦》的情节推进并非大波大澜、大起大落,不给人以大惊大喜的审美感受。从题材角度看,《红楼梦》是一部家庭琐事小说,从风格上看,它又是一部“不敢稍加穿凿”的大写实小说,这决定了《红楼梦》的波澜不惊。小说情节波澜的基本面貌如此

教学设计方案数学篇十三

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