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最新说课稿万能 说课稿幼儿园(12篇)

格式:DOC 上传日期:2023-03-23 17:23:08
最新说课稿万能 说课稿幼儿园(12篇)
时间:2023-03-23 17:23:08     小编:zdfb

在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。大家想知道怎么样才能写一篇比较优质的范文吗?下面是小编帮大家整理的优质范文,仅供参考,大家一起来看看吧。

说课稿万能 说课稿幼儿园篇一

1.在教材中的地位和作用

本节内容是高等教育出版社出版的中等职业教育课程改革国家规划新教材《数学(基础模块)》上册第四章第二节第一课时,属于数与代数领域的知识。在之前,学生已学习了函数的概念与性质掌握了研究函数的一般思路,并将幂指数从整数推广到了实数范围的知识,这为过度到本节的学习起着铺垫作用,本节内容是函数内容的深化,又是后续学习对数函数及等比数列的性质的基础,有非常高的实用价值例如在细胞分裂、贷款利息、考古中年份的测算都有较大的应用。也是教材中起承上启下作用的核心知识之一。因此,在指数函数是函数的重要内容之中,在高中阶段有不可替代的作用。

2.学情分析

心理特点:中职生的共性是一般学习数学的兴趣不高,学习比较被动,自主学习能力比较差,因此在课堂的一开始就要激发学生学习数学的动机,学习动机是直接推动学生学好数学达到学习目的的内在动力,直接影响学习效果。变“要我学”为“我要学”。

此外职高生生理上表现为少年好动,注意力易分散抓住学生特点,积极采用形象生动,形式多样的教学方法和学生广泛的积极主动参与的学习方式,定能激发学生兴趣,有效地培养学生能力,促进学生个性发展。

知识障碍上:知识掌握上,学生刚刚学习了函数的定义、图象、性质,已经掌握了研究函数的一般思路,对于本节课的学习会有很大帮助。许多学生出现知识遗忘,所以应全面系统的去回顾与讲述;学生学习本节课的知识障碍,底数对函数图象的影响学生不易理解,所以教学中老师应予以简单明白,深入浅出的分析。

知识与技能:理解指数函数的概念,掌握指数函数的图像及其性质,并用指数函数的性质解决一些问题。

过程与方法: 让学生经历“特殊→一般→特殊”的认识过程,完善认知结构,领会数形结合、分类讨论、归纳推理等数学思想方法;通过运用多媒体的教学手段,引领学生主动探索指数函数性质,体会学习数学规律的方法,体验成功的乐趣。

情感态度价值观:让学生感受数学问题探索的乐趣和成功的喜悦,体会数学的理性、严谨及数与形的和谐统一美;使学生获得研究函数的规律和方法,提高学生的学习能力养成积极主动,勇于探索,不断创新的学习习惯和品质。

教法的选择与教学手段:基于本节课的特点,应着重采用多种的教学方法和手段,其理论依据是坚持“以学生为主体,以教师为主导”的原则,根据学生的心理发展规律,采用学生参与程度高讨论教学法。在学生看书,讨论的基础上,在老师启发引导下,运用问题解决式教法,师生交谈法,图像法,问答式,课堂讨论法。在采用问答法时,特别注重不同难度的问题,提问不同层次的学生,面向全体,使基础差的学生也能有表现机会,培养其自信心,激发其学习热情。有效的开发各层次学生的潜在智能,力求使学生能在原有的基础上得到发展。同时通过课堂练习和课后作业,启发学生从书本知识回到社会实践。提供给学生与其生活和周围世界密切相关的数学知识,学习基础性的知识和技能,在教学中积极培养学生学习兴趣和动机,明确的学习目的,老师应在课堂上充分调动学生的学习积极性,激发来自学生主体的最有力的动力。

(1)故事激趣法:通过小故事牵动学生的思维,在他们不会解决又急于的心理之间制造一种悬念,激起学生强烈的求知欲望;

(2)多种教学方法结合:教学形式上开展分组比赛、课堂抢答等多种形式的活动,使学生在学习中有光荣感、成就感,使他们获得学习的乐趣。

(3)任务驱动法:根据学生的心理发展规律,采用学生参与程度高讨论教学法。在老师启发引导下,运用问题解决式教法,师生交谈法,图像法,问答式,课堂讨论法。在采用问答法时,特别注重不同难度的问题,提问不同层次的学生,面向全体,使基础差的学生也能有表现机会,培养其自信心,激发其学习热情。

1、导入新课(2分钟)

创设情境 ,兴趣导入:从前有个财主,为人刻薄吝啬,常常克扣工人的工钱,因此附近村民都不愿意到他那里打工。有一天,这个财主家来了一位年轻人,要求打工一个月,报酬是:第一天的工钱只要一分钱,第二天是二分钱,第三天是四分钱……以后每天的工钱是前一天的2倍,直到30天期满。这个财主听了,心想这工钱也真便宜,就马上与这个年轻人签订了合同。可是一个月后,这个财主却破产了,因为他付不了那么多的工钱。那么这工钱到底有多少呢?

财主应付给打工者的工钱为1073741824分≈1073万元

(为了激发学生探究的好奇心和学习的兴趣,引起注意,让学生在不会解决又急于的心理状态下学习)

2、探索新知(7分钟)

问题1:某种物质的细胞分裂,由1个分裂成2个,2个分裂成4个,4个分裂成8个,……,1个这样的细胞分裂x次后,得到的细胞个数y与x的关系式是什么?

问题2:《庄子天下篇》中写道:“一尺之棰,日取其半,万世不竭。”请你写出截取x次后,木棰剩余量y关于x的关系式?

归纳:函数 中,指数x为自变量,底2为常数.

概念:一般地,形如 的函数叫做指数函数,其中底 ( )为常量.指数函数的定义域为 ,值域为

(设计意图:两个例子恰好为研究指数函数中底数大于1和底数大于0小于1的图象做好了准备。 )

3、分组讨论(8分钟)

4、例题讲解(12分钟)

5、强化练习(8分钟)

6、课堂总结(2分钟)

7、布置作业(1分钟)

说课稿万能 说课稿幼儿园篇二

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说课稿万能 说课稿幼儿园篇三

新课程改革以来,大家越来越关注课堂教学的有效性。我也正在努力让我的课堂变得真实而生动,设计朴实而又创新,学生学得扎实而又愉快。今天,我说课的内容是小学数学四年级上册《垂直与平行》。

《垂直与平行》是小学数学四年级上册第四单元第一课时的教学内容。它是在学生认识了线段、射线、直线和角等概念的基础上教学的。教材通过具体的生活情境,让学生充分感知同一平面内两条直线垂直与平行的位置关系。正确认识垂直、平行是学生以后认识平行四边形、梯形以及长方体、正方体等几何图形的基础。同时,它也为培养学生的空间观念提供了一个很好的载体。

1、使学生理解同一平面内两条直线的两种特殊的位置关系,认识垂线和平行线。

2、引导学生通过观察、分类、比较等环节,感知生活中的垂直与平行的现象。

3、培养学生的空间观念及空间想象能力,培养学生合作探究的学习意识。

教学重点:正确理解“相交”、“互相平行”、“互相垂直”等概念,特别要注意对看似不相交、而实际上可以相交现象的理解。

教学难点:正确理解“同一平面内”、“永不相交”等概念的本质属性。

根据教学大纲要求,结合本班学生实际情况以及数学知识的生成特点,设计的教学方法主要是分类比较法和观察发现法。即让学生把同一平面内的两条直线的不同的位置关系,进行分类再分类,比较再比较,观察再观察,通过动手动脑自主发现垂直与平行概念的本质特征,让学生经历感知——比较——理解——发现这一认知过程。

(一)画图感知,激发兴趣

以复习直线特点进行导入,接着发挥学生想象力,让学生拿出事先准备的一张纸,摸一摸这个平面,想象这个平面变大会是什么样子?接着请同学们闭上眼睛想一想,在这个无限大的平面上,出现了一条直线,又出现另一条直线,想想这两条直线的位置关系是怎样的?睁开眼睛把它们画在纸上。

(二)观察分类,感受特征

学生画出两条直线的位置关系之后,老师收集有代表性的作品贴在黑板上并编号,让学生将图形进行初步分类。分类时,引导学生自己发现问题,在观察比较、讨论交流、教师点拨中,逐步达成分类共识,也使学生在探究过程中,感受到“相交”、“不相交”这些垂直与平行概念的基本特征,为深化理解概念的本质属性创造了条件。

(三)分析比较、感悟属性

首先探究的是不相交的一类直线,通过演示使学生明白这两条直线延长后是永不相交的。这里要解决的难点是学生对“同一平面内”的理解。随后研究相交的一类图形,让学生观察图形,发现它们相交形成角,引出相交成直角这类特殊情况,得出互相垂直、垂足等概念。

(四)运用概念、巩固拓展

本课设计了三种练习,为学生今后进一步研究垂直与平行打下了坚实的基础。一是基本练习(说一说、摆一摆),让学生加深对垂直与平行特征的理解;二是理解应用练习,即出示几组图形,让学生运用概念的本质属性找出互相垂直与互相平行的现象;三是拓展延伸练习。

总之,面对新课程课堂教学的成功与失败,我将真实地对待,坦然地看待,将在不断地自我反思中加强“新理念”的再学习、再实践,相信自己能在不断的自我反思中成长。

说课稿万能 说课稿幼儿园篇四

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说课稿万能 说课稿幼儿园篇五

我的说课稿的内容是20xx年初审通过的江西美术出版社出版的义务教育课程标准实验教科书第七册第7课《巧思妙贴》我是从学情分析、教材分分析、教法、学法、教学过程五个方面来谈我对本课的设计。

小学四年级的学生已经深入了解美术工具和美术材料,能过运用不同的工具和材料来表现物体的造型,达到画面的效果。现在在的学生思维活跃、想象力丰富,但他们动手能力很差,不能够学以致用,合作意识淡薄。而《巧思妙贴》这一课就让学生充分发挥自己的创造力,并努力实现自己的想象,与他人合作学习。

不同质地的材料,不同特征的造型,巧思妙贴一番,呈现意想不到的效果,通过观看图片,观察身边相同事物的不同造型,做做自己的奇思妙想,由浅入深的引导学生运用各种材料表现自己心中所想,运用小组讨论的方法鼓励学生多动脑、多动手,从而促进学生的发展

(1)教学目标

思想目标:引导学生观察生活中的各种事物,发现美。

知识目标:让学生在操作过程中了解事物的特征,运用各种材料

情感目标:培养学生对生活情感的表达能力,发展创造性思维和审美能力。

(2)教学重点、难点

教学重点:通过让学生观察身边的事物,抓住特征,用自己的方式表现事物,培养学生的创造力。

教学难点:学生制作物体的造型、新颖、美观。 教法

在教学中,为了更好的突破重点,体现课程设计人文关怀,侧重学生的体验过程,针对小学四年级儿童的心理特点和认知规律,我遵循“教为主导,学为主体”的教学思想,通过情景创设,引导学生主动探究,体验学习的过程,培养自主学习主动探究的意识;通过评价激励,引导学生积极互动,体会创作的快乐,发展学生的想象力、提高学生的创造力。

学法

让学生在小组讨论之中发挥自己的想象力、创造力,在制作作品中解决遇到的问题。

为了更还的落实本课的教学目标,我设计如下:

(1)创设情境

我首先向学生展示一些关于“巧思妙贴”的图片,引发学生的好奇心,让他们再简单的拼贴画中感受到造型艺术的美妙,导入本课。

(2)引导启发

让学生再看贴画时思考画中所用的材料,表现手法,结合学生自己在生活中所观察的,产生的感想感发,并举例说明可以运用的美术材料,以及每一种材料的表现手法。让学生分组讨论,老师组织各组讨论等。在讨论中调动学生的积极性,开发学生的智力。

(3)自主探究

让各小组的学生自主学习、互相讨论,留出5分钟让学生讨论,让他们互相发展自己的见解,了解不同的制作方法、制作步骤、制作思路。

(4)大胆制作

为了给学生一个自由的空间,让学生在讨论好设计稿的基础上开始分工合作。在制作过程中,我强调学生注意物体的造型、材料的运用、色彩的搭配。在制作过程中会遇到各种问题,我鼓励学生互相讨论,积极发表自己的见解,学会解决问题。

(5)展示欣赏

每个小组成员展示自己组的作品,说明自己的创作思路。

(6)课堂小结

让学生评价每幅作品,说出每幅作品的优缺点,以及在制作过程中所遇到的各种问题及解决方法,最后综合各种观点作出课堂总结。

创设情境——观看图片 引导启发——想问题 自主探究——思考

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说课稿万能 说课稿幼儿园篇七

《苏州园林》是初中语文第四册第一单元的讲读课文,这是叶圣陶先生的一篇准确把握了事物特征的优美的说明文,原是为摄影集《苏州园林》写的序。

苏州园林闻名中外,林林总总,设计者与建筑者争奇斗巧,别出心裁,因此异彩纷呈,特色鲜明。而本文作者另辟蹊径,异中求同,牢牢把握住苏州园林的“图画美”这一特征,从总体上介绍,顺畅自然,通俗易懂,不仅展现了深厚纯熟的文字功力,更显示了不同凡响的思维水平。

教学大纲规定本册教学重点是培养说明能力,本单元的教学要求为抓住特征说明事物。本课的特点是抓住主要特征,按总分结构进行说明。心理学研究表明,初二年级是培养学生抽象逻辑思维能力的关键时期,而说明文所具有的科学性、条理性、逻辑性等特点,正适合培养学生的抽象逻辑思维能力,因此,本课在培养学生思维能力方面有着重要作用。

新教材强调培养学生的语感和思维,养成学习语文的良好习惯;注重培养创造精神,提高文化品位和审美情趣。结合教材和学生实际,拟定教学目标为:

(一)理解本文说明对象的特征及文章的总分结构,体会本文说明语言的多样性;

(二)了解苏州园林的特点,陶冶审美情趣,并激发学生热爱祖国灿烂文化的感情。

陶行知先生说过:“好的先生不是教书,不是教学生,而是教学生学。”现代教育理论也认为,比传授现成知识更为重要的是激励学生学习兴趣和培养获取知识的能力。因此,教学中最重要的是研究如何调动学生学习语文的主动性、积极性,如何教给学生学习的方法。鉴于此,我决定在教学中首先与学生建立真挚、融洽的师生关系,营造宽松、和谐民主的课堂气氛;其次本着启发式原则,通过多种具体的教学方法激发学生兴趣,突破教学重难点,以发挥教师的主导作用和学生的主体作用,教会学生学习。

(一)问答式教学法:它能充分发挥师生两方面的积极性,用此法可启发学生思维,培养学生分析问题、解决问题的能力和口头表达能力,激发其学习的主动性、积极性。

(二)讨论式教学法:由于问答法可能造成师生交往范围过窄,不利于调动广大学生的积极性,因此结合采用讨论法。这样信息交流量更大,使信息呈立体交叉方式传递,改变了传统教学以教师为中心的课堂结构,突出学生的主体地位,民主气氛更浓,有利于激励广大学生主动参与,培养学生评论与争辩的能力,激发创造性思维。

(三)情境教学法:一般在文学作品教学中常用,但我认为,本文的说明对象是具备审美条件的园林艺术,文章又是文笔优美的典范,完全可以运用情境教学法达成教学目标(二)。并且情境教学法可以激发兴趣,促进学生知、情、意、行各方面的协调发展,所以说明文教学中也应恰当运用。具体采用多媒体课件(苏州园林的照片、故宫和西方园林的照片、重庆夜景录像)、投影仪等,尽量给学生以直观感受,刺激学生的多种感知觉器官,增强教学效果。因为心理学实验表明:形声并举同时刺激学生感官,可使其对信息的接受与记忆保持收到1+1=3的效果。

另外,教会学生相应的阅读方法,培养自学能力,体现学生的主体地位。

(一)朗读法:教会学生朗读,要求准确、流畅、传神,齐读要整齐。这是一种短时间内同时调动眼、口、耳、脑共同活动的阅读,有助于发展学生的思维和语言能力,并加深对课文的理解。

(二)速读法:这是一种眼脑直映、迅速获取有用信息的'阅读方法,有利于广范吸收知识,迅速开发信息资源,尤其适应快节奏、信息化的现代生活需要。具体教会学生用扫视法默读,提高阅读效率。

本课安排两课时。第一课时主要教学程序如下(重点为把握事物特征,掌握总分结构。)

(一)课前预习:

1、扫清字词障碍,理清文章结构;

2、搜集苏州园林的照片、图片,感知苏州园林的特点。

(二)导入新课:

俗话说,上有天堂,下有苏杭。苏杭之美,山清水秀,人杰地灵。而苏杭美景之最,还在于园林艺术之美。江南园林甲天下,苏州园林甲江南。苏州园林,处处呈现诗情画意,充满人文思想,置身其中,足以陶冶性情,自得其乐。苏州有四大名园:拙政园、沧浪亭、狮子林和留园,都是园林中的精品极品,处处体现中国江南宅第园林的独有特点。(投影照片)今天,我们学习叶圣陶先生的《苏州园林》,看他笔下的苏州园林呈现出什么样的特征?

这样以情境教学法导入新课,生动有趣,又补充了与课文有关的具体情况,增强直观感受,能有效吸引学生注意力,便于进入理想的学习氛围。

(三)分析理解,这是突出重点的环节,用问答法、讨论法、情境教学法达成目标,并进行具体的学法指导。

1、配乐范读一二段,要求听读时思考作者怎样介绍苏州园林特征的。

2、学生齐读一二段,要求准确、流畅,感知课文内容。

3、学法指导,扫视法:找中心词、句、段,抓文章起始句、收结句、起始段、结尾段;借助注释、提示、思考和练习迅速把握文章。带着明确的目标扫视课文,取己所需,省略其余。培养学生默读、速读的习惯,提高概括能力。

4、提问:

a、作者对苏州园林总的印象是什么?(引导理解第一段,抓住作者的评价——“标本”)

b、“标本”一词怎样理解?用这个词好在哪里?(引导体会苏州园林的地位、影响)

c、苏州园林一百多处,作者到过的不过十多处,就写出了本文,这是否会犯片面性的错误?(通过此问激发学生兴趣,并自然转入下一步骤。)

5、解题、简介作者和文体,同时回答上一问题。(要点:作者去过有代表性的园林,深刻了解其特征;这是为摄影集写的序,苏州园林具体的风貌照片中都有。因此,作者才异中求同,在第一二段点出其总特点及其表现,下文即分别介绍。文章用了先总说后分说的结构,便于有条理地准确说明。)

这一步充分利用了学生注意力的分散期。教学心理学研究表明,新课导入后的5-7分钟,是学生注意力的稳定期,是教学的黄金阶段,但最优秀的学生也超不过15分钟,之后就是注意力的分散期。因此,我改变传统的课堂结构,将简介作者等情况放在重要的朗读、熟悉课文之后,使教学重点尽量放在黄金阶段完成,而在分散期就及时变换活动方式,用生动有趣的介绍使学生消除疲劳,以饱满的精力投入下一黄金阶段的学习。

6、提问:

a、苏州园林很多,作者认为它们的主要特点是什么?(引导分析第二段,抓全文中心句:“务必使游览者无论站在哪个点上,眼前总是一幅完美的图画。”投影板书“图画美”)

b、作者从哪几个方面介绍苏州园林的主要特点呢?(抓住四个“讲究”,理解主要特点的具体表现。投影板书“布局美,配合美,映衬美,层次美。”)

c、第三、四、五、六段与第二段是什么关系?(引导理解总分结构。二段总说,三至六段分说,分别与第二段的四个“讲究”照应。)

7、教师示范分析第三段:

a、学生齐读;

b、分析:用了比较说明,分说布局特点,(投影故宫、西方园林的照片,进行比较:对称与不对称)。还用了比喻说明,以图案画与美术画的区别来说明苏州园林的布局讲究自然之趣,不对称。

8、学生讨论分析四至六段。(与第三段一样是分说,并且是主要表现总特

点的,所以三至六段均是详写。)

9、提问:第七、八、九段写的什么内容?与全文中心有何关系?(引导

理解这仍是分说,扣住“图画美”的总特点,说明苏州园林细部注意角落的图画美、门窗的图案美、园林的色彩美。投影板书。)

10、学生讨论明确:七至九段是次要部分,略写。全文说明顺序为逻辑顺

序。(总分、从主要到次要都是逻辑顺序。)

(五)迁移练习:

1、放《鸟瞰新重庆》录像的夜景部分,要求看后介绍重庆夜景的特点;

选择恰当的结构顺序。

2、学生讨论,拟出写作提纲;

3、抽学生念提纲,教师评点、板书(附后)

4、要求课后完成作文,不少于400字。

(六)教师利用板书总结,突出苏州园林的主要特点及文章的结构特点,给学生留下鲜明的印象。这一步充分利用学生注意力的反弹期(下课前3-5分钟),体现教师主导作用。反弹期是巩固知识的最好时段,能使课堂所学知识在大脑中留下清晰印象,而这首次印象对知识的巩固和保持意义重大。

学生一般学说明文感觉枯燥,兴趣不大。而本文文笔优美,苏州园林的特点又是图画美,因此课文板书打破惯例,设计为一把古色古香的扇子(见《优秀板书设计集》),用形式美吸引学生,提高兴趣。写作板书扣住了重庆夜景总特点,也突出了分说的两个方面,便于指导学生写作。

说课稿万能 说课稿幼儿园篇八

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说课稿万能 说课稿幼儿园篇十

《左右》是义务教育课程标准实验教科书数学一年级上册第五单元位置与顺序第三课时的内容。

《左右》是前后上下的延续性学习。但认识左右比认识前后上下要困难一些。左右的含义及其相对性要具有更强的空间观念。通过学习,可以发展学生的空间观念,为以后认识立体图形建立空间立体感打好基础,提高解决实际问题的能力,使学生初步感受数学与生活的联系。

(1)认识左右的位置关系,体会其相对性。

(2)在认识左右的过程中,培养初步的判断能力,能够运用左右描述物体的位置,并解决简单的实际问题。

(3)通过生动有趣的数学活动,使学生体会到学习数学的乐趣,增强对数学学习的兴趣。

认识左右的位置关系

体会左右的相对性

本节课强调学生主动参与活动和学习,重视让学生亲身体验,因此,我利用学生已有的生活经验及充分挖掘现场课程资源来启发学生进行学习,并采用各种有趣的小活动充分调动了学生的积极性,让学生在一个广阔、自主的空间中充分发挥学习的主动性,在观察与操作中认识和体验左右。

1、首先,创设一个和谐的学习情境,与学生交流谈话,让学生认识到自己有的两只手,一只是左手,另一只是右手,初步感知了左与右,并且激发了学生的好奇心和求知的欲望。

2、在学生初步感知左右后,以学生原有的经验出发,开展各种学习活动。教学中,我引导学生说一说左右手能做哪些事;找一找身上像左右手这样的好朋友;做一做小游戏,听口令做动作;摆一摆学具等。让学生在这些简单而有趣的活动中辨别左右,加深对左边和右边的认识。这样的教学方法灵活多变,学生既感到亲切而又不觉得枯燥,乐与参与学习。

3、引导学生将所学的知识与身边的实际生活相联系,左右在我们现实生活中处处可见,因此,除了认识和体验左右外,还要引导学生懂得解决实际问题。在解决问题的过程中,进一步加深学生对左右的认识,并且体验到数学学习与生活的密切联系。

低年级儿童好奇、好动,知识的学习和巩固应考虑儿童的年龄特征,因此,学生的学习应以活动为主,从学生的兴趣入手。基于学生在生活中已经对左右积累了一定的感性经验,但不一定准确判断的情况下,我给学生充分的时间和空间,让学生通过说、找、做、摆、看、练的活动,逐渐加深对左右的位置关系的认识。

1、说。是从生活经验入手,说左右手分别能做哪些事,这是对左右的初步认识。

2、找。是找像左右手这样的好朋友,这是对左右的进一步了解。

3、做。这是听口令做动手的小游戏。除了能调动学生的学习积极性,还能加深学生区别左与右。

4、摆。通过摆学具,使学生把对左右的认识变成得心应手的知识。

5、看。这是让学生观察由于他们的转动,右边事物的不同,初步体验左右的相对性。

6、练。达到巩固认识左右的位置关系,培养学生会运用所学知识解决生活中的实际问题的能力,体验数学与生活的密切联系。

1、谈话:同学们,淘气和笑笑他们平时可喜欢玩游戏了,你们喜欢吗?喜欢的请举手。你知道你举的是哪一只手吗?(右手)那么另一只手就是(左手)。

2、今天我们一起来认识一对新朋友:左右(板书)

(1)右手除了用来举手发言,还可以做什么?(拿筷子吃饭、拿笔写字)左手呢?(吃饭时用左手拿碗)

(2)左右手是一对好朋友,能帮我们做很多的事情,找一找自己身上还有这样的好朋友吗?(左右眼、左右耳、左右脚)

(1)动一动:张开你的左手摇一摇,张开你的右手摇一摇;伸出你的左手向左转一圈,伸出你的右手向右转一圈。

(2)听口令做动作:左手摸摸左耳,右手摸摸右耳,跺跺你的左脚,跺跺你的右脚,左手拍拍右肩,右手拍拍左肩

(1)动手摆:铅笔在最左边;小刀在最右边;文具盒在中间;橡皮在文具盒的左边,铅笔的右边;尺子在小刀的左边,文具盒的右边。

(2)说一说:从左数,橡皮是第几个?从右数,橡皮是第几个?尺子的左边有什么?右边呢?

(3)打乱学具,你能提出什么问题,小组内议一议,说一说。

(1)同桌同学面对面站着,观察左手和右手,你发现了什么?

(2)转动方向,观察左边和右边的事物,你发现了什么?

(3)小结:方向改变了,左边右边也改变了。

(1)解决课本60页找一找。

出示挂图:

师:这位小朋友遇到了一个难题,你们能帮助他解决吗?这位小朋友想到小明家玩,可他只记得上楼左拐是小明家,小明住在几号房呢?

(2)解决练一练第3题。

a、师:停车场的管理员听说你们学会了新知识,想请大家帮忙解决一个问题,看看是什么吧。

b、出示挂图:从右边数大客车是第5辆,一共有( )辆车。

c、交流说说是怎样想的。

(3)解决练一练第5题。

a、出示挂图:想一想,他们都是靠右边走的吗?

b、小组讨论、交流

c、到楼梯去走一走,亲身体验一下

d、小结:我们不仅仅上下楼梯时要靠右边走,在马路上行走时也要像这些小朋友一样靠右边走。遵守交通规则,注意安全。

这节课学习了什么?你有什么收获?

同学们回家后,看一看你们家左右两边分别是谁的家。

说课稿万能 说课稿幼儿园篇十一

“填未知加数”是九年制义务教育小学数学教材第一册第60页的内容。本课是在学生学习掌握了10以内数加减法的基础上教学的。学好它将为后面继续学习20以内数的进位加法及应用题打下良好的基础。

根据教材的编写特点及大纲的要求,结合学生的实际,可确定本课的教学目标为如下三点:

1、使学生理解加法算式中()所表示的意义。(智力)

2、会读含有未知加数的算式,能正确填写出加法算式中的未知加数。(智力)

3、初步培养学生的逆向思维能力。(能力)

教学的重点是理解加法算式中()所表示的意义,难点是能正确填写出加法算式中的未知加数。

教具、学具准备:例题实物图、投影片、小棒、花朵叶子图、算式卡片等。

为了突出重点,突破难点,本课的教学方法主要从以下三方面入手:

1、加强直观操作的指导,帮助学生在形象生动的钢笔图及红旗图中掌握填写未知加数的方法。

2、重视指导学生动手摆小棒、画红旗的实际操作能力。

3、做到讲练相结合,使学生在不同难度的练习中准确地掌握填写未知加数的方法,在思维训练中形成解题的思路。

在引导学生准确掌握填写未知加数的方法过程中,主要指导学生掌握以下学习方法:

1、观察的方法:观察钢笔图及红旗图,准确填写未知加数。

2、动手操作的方法:动手摆小棒,加深理解。

3、概括的方法:在讨论、思考中概括归纳出填写未知加数的方法及解题的思路。

为了实现教学目标,结合学生实际,本节课共安排四个环节进行教学,分别是:复习旧知,作好辅垫;讲授新知,内化知识;愉快练习,享受成功;全课小结,布置作业。下面我就逐个环节详细讲解说明。

(一)、复习旧知,作好辅垫

在此环节,我设计以下习题让学生完成。

1、看卡片口算下面各题。(此题主要帮助学生复习10以内数加减法)

9 - 6 = 2 + 5 = 10 - 7 = 3 + 6 = 1 + 5 = 5 + 4 =

7 - 7 = 8 - 2 =

说课稿万能 说课稿幼儿园篇十二

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