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最新七年级语文说课稿10分钟(14篇)

格式:DOC 上传日期:2023-03-26 14:02:14
最新七年级语文说课稿10分钟(14篇)
时间:2023-03-26 14:02:14     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。

七年级语文说课稿10分钟篇一

新课标明确指出:语文课程应关注学生的个体差异和不同的学习需求,充分激发学生的主动意识和进取精神。不同的学习个体,对同一事物的理解是千差万别的,互动是促进学生深入思考,促进学生个性发展的有效途径。因此,让互动走进我们的课堂,让我们的语文教学焕发生命活力与创新精神。

当今的语文课堂,越来越顾及到学生阅读态度的主动性、阅读需求的多样性和阅读心理的独特性,强调学生在阅读中积极主动地发现、建构意义,创造意义,而不以教师的讲解、分析代替学生的独特体验。互动探究式学习就是给学生一个亲自实践的机会,学生只有在自主探索知识的过程中,在独立分析问题和解决问题的过程中,才能真正学会独立思考、勇于创新。

初一学生具有较强的模仿能力和丰富的想象力,多角度、多形式、多层次的朗读将有助于开拓同学们的创新思维和随机应变的能力。并对学生产生较大的吸引力,从而能够充分调动学生的练习积极性和参与热情;同时,采用多种朗读方式,促使学生的想象,达到深思妙悟;讨论中做到师生、生生互动,既陶冶了情操,培养了思考和表达能力,也学会了探究和合作。对于初一学生来说,本课时设计无疑增添了他们学习语言的兴趣,诱发他们尝到主导学习的甜头。

笔者设计如此品评方案的目的即是帮助学生找到理解文章的最佳“切入点”,从而调动学生提高赏析作品的能力,使其在分析解决问题的过程中阅读课文、理解课文,形成个人见解,然后通过交流,了解他人观点,共同提高。

同时,通过朗读,对语言感觉的培养,文学素养的提高,写作能力的增强,都有很大的帮助。

《北国秋叶》一文是初中第一册课外读本上的一篇散文,与第三单元配套阅读。整个第三单元的课文都是优美的散文,通过富有感染力的语言向同学们展示了包括江河天地、春风雨雪在内的多彩多姿的大自然美景,鸟飞鱼跃,花开花落,日升日沉,乃至僵石枯树,一切无不有生气荡乎其间,一切都充溢着活泼的生命。

通过阅读,陶冶了学生们爱美的心灵,锻炼了他们发现美的眼力。《北国秋叶》的作者薛尔康用他丰富的联想,切深的感受、精致的语言,把北国秋叶的震撼人心的美,传达给了读者。作为一篇语言隽永优美、感情强烈真挚散文作品,通过多层次、多角度的反复朗读,在整体感知的基础上,揣摩、欣赏精彩片断和词语,以达到感情上的共鸣。

1、知识和能力:通过情境体验来理解《北国秋叶》的内容,感知《北国秋叶所传达的意境和情感 ;理清思路,揣摩语言,发现语言表达的魅力;联系实际,多阅读,开阔视野。

2、过程和方法:经历自读感悟、合作探究的学生、文本、教师三者“对话”过程;提高对文学作品的感悟能力。

3、情感态度和价值观:懂得珍惜生活,热爱生活。

通过“思考读——探究读——无声读的这几个环节,有浅入深,有表及里,循序渐进的展开学生、教师、文本三者的“对话”。

教学过程概述:

一、导入——创设意境,感受情感

(大屏幕展示出秋叶的画面,配以“秋日私语”的音乐)

师:聆听着优美的旋律,欣赏着翻飞的落叶,你是否已经陶醉其中呢。今天,让我们跨越时空,随着沉醉于这美景中的薛尔康,和他一起好好爱一回这北国的秋叶。

二、思考读——感悟文本

学生自我诵读,初步感受理解文章的内容,老师要求学生在“北国秋叶”前加一个修饰语,并能说说这样加的理由。

设计意图:

通过这一环节的设计,主要了解学生经过自读了解课文内容的情况,突出体现学生学习的主动性、主体性,调动学生阅读感知教材的主动性,培养其主体参与意识。

过渡:在同学们声情并茂的朗读中,丰富精彩的答案中,我们原以为干枯的秋叶一下亮丽了许多,在作者的眼里,北国的秋叶是美的。美在它的色彩斑斓,美在它的飘洒飞扬。接下来,如果你们能潜心地读课文,与作者静静地对话,那么,就一定会有更大的收获。你可以在感受最深的地方、写的最精彩的地方圈点批注,协商你想说的话。

(大屏幕显示)

美到处都有,对于我们的眼睛,不是缺少美,而是缺少发现美的眼睛。——罗丹

三、探究读——赏析文本

同学们自由读课文,力求用自己的心去感受作者的内心世界,看看除了色彩斑斓、飘洒飞扬,作者还有哪些感悟?

学生边读边批注,边交流边讨论,班内讨论交流个人见解,学生说明作答理由

学生可能会从落叶的动态美、色彩美转而谈到追求自由、乐于奉献、珍视生命之类的感悟,尽可能让学生畅所欲言,并要注意提醒学生自己的体会应从文本中来。

(大屏幕显示)

1、在大自然生命的启悟下,我们应该懂得怎样感谢生命,珍惜生命,把握生命。——李丹

2、花和人都会遇到各种各样的不幸,但是生命的长河是无止境的。——宗璞

设计意图:

这一环节的设计,旨在让学生走进作者的心理,真正做到与作者共鸣,而且本设计强调了学生从朗读中感悟,强调了自己的感悟与文本的关系。学生既能客观地说出自己的见解、看法,也能恰如其分地点评同学的意见;能诚恳地指出同学理解的不正确之处,也能接受同学善意的批评,这样的练习,把学生置身一种开放、生动、多元的学习环境中,有助于激发学生学习的兴趣;更重要的是,通过这样的辩论、置疑,能充分展示学生自己的学识风采,挖掘自身潜在的能力,增强学习的信心。

四、无声读——超越文本

有声的读书是一种对话交流,无声的读书更是一种凝神思考,最后请同学们默默地读课文,来质疑,向书本挑战,向作者挑战。请学生再读课文。

在朗读默读过程中,学生相继提了两个问题:

1、既然提到了生命,我有一个困惑:为什么秋叶选择生命最美好的时刻告别人世。是否意味着容颜的美丽比生命更可贵?

2、作者是因为“南方的秋叶凋落得迟缓,显得不情愿,甚至,总有一些树叶不知依仗什么神奇的原因,干枯发硬的还会挂在光秃秃的枝丫上”才讨厌它,那难道那神奇的原因不能看作是对生命的渴求吗?”提这个问题的学生甚至联系到欧亨利的小说《最后一片落叶》,说挂在树上的叶子是生命的象征。

设计意图:

杜威认为:“知识不可能是固定的、永恒不变的,它是作为另一个探究过程的一部分,既作为这个过程的的结果,同时又是作为另一个探究过程的起点。”这一过程的设计旨在启发学生的独特感受,激发学生的探究兴趣。在学习过程中,不重具体结论,让学生在比较中多一些思考,不迷信权威。新课程的学习对“教”与“学”的关系提出了新要求,教师不能是灌输者、说教者、支配者,其作用在于组织、引导学生主动学习、积极学习、有效学习。学生的学习过程是一个永无止境的探究过程。协助学生完成小组内的分工与合作,不要单打独做。

对于学生提出的两个问题,任选一个,寻找合作伙伴,找资料,写看法,整理成一篇小论文。

要求:

1、学会广泛查询、下载相关资料。

2、写作小论文或解决制作电子作品

3、探究题目可能很大,但不要求学生作出全面深入的结论,只要谈及一方面,掌握探究方法即可。

设计意图:

作业的不统一是为了体现对学生个体差异的尊重,给学生以自由发挥、发展的空间,使有着不同的生活经验、不同的知识背景、不同的兴趣爱好的学生能够在各自原有的基础上尽可能地发挥自己的优势和潜能。同时,通过探究活动进一步加强学生的合作意识。

七年级语文说课稿10分钟篇二

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七年级语文说课稿10分钟篇三

《荷花》是一篇写景抒情的文章。这篇精读课文描写了夏日公园里一池荷花盛开时的情景,以及“我”沉浸在此景中,与荷花融为一体的感受。作者以丰富的想象力,描写了荷花的清新美丽,展现了一幅各具姿态、色彩明艳,活生生的水中荷花的画面。文章的字数不多,却把满池荷花的美景表现得淋漓尽致,同时也表达了作者热爱大自然的思想感情。这是一篇对学生进行审美教育的好题材,也是指导学生朗读和培养学生感悟能力、想象能力的好教材。这节课我力图运用多种方式引导学生欣赏荷花那不同寻常的美。

本组课文以感受大自然的美好为专题。根据本课以上特点,我制订了以下教学目标:1.正确、流利、有感情地朗读课文,积累优美语言; 2.图文结合,理解课文,欣赏荷花的美丽,培养审美情趣和热爱大自然的思想感情; 3.体会作者丰富的想象,学习边阅读边想象画面的读书方法。

根据拟定的学习目标及学生的认知规律,我确定本课的教学重点是:感受荷花美丽的姿态,体会作者丰富的想象,培养对大自然美的体验。教学难点是:理解“把眼前的一池荷花看作一大幅活的画……”等语句。

“教学有法,但无定法,贵在得法。”为了突破重点,解决难点,达到目标,我主要采用了以下几种教法:1.图文对照法;本文利用课文插图和《荷花》的课件帮助学生理解、想象。2、情境教学法,使学生感觉如临其境,易于理解。3、以读代讲法。通过不同形式、不同要求的读,引导学生感受课文的语言美和荷花美。

我是紧扣“美”字进行设计的:

(一)创设情境,感知美

俗话说的好,“良好的开头,等于成功的一半”,我在设计《荷花》一课导入时,选用了猜迷这种学生喜闻乐见的方式,来激发学生的兴趣。接着,出示荷花图,让学生欣赏后用词语描绘看到的荷花。如此激情导入新课,学生的听觉、视觉、思维、想象被激发,情绪一下子被调动起来,形成“未成曲调先有情”的良好的课堂基调。师生交流后揭题板书。

(二)自主探究,寻找美

本文语言优美,在学生有所感悟的基础上初读课文,谈读后的感受,使学生整体感知荷花的美。然后再读课文,找出具体描写荷花美的句子画下来,反复诵读,并让学生在小组内交流读后的感受。

(三)汇报交流,体验美

学生通过上述两个环节,对文章的内容已经有了一定的了解,同时也定会产生一些疑惑。在学生汇报交流具体描写荷花美的句子时,教师可随机出示图片或视频,图文结合,引导学生抓住重点词体会句子,在读中理解、感悟。通过此环节,学生更进一步体会到了荷花的美,然后有滋有味地读出美,使教学达到异曲同工的效果。

如在教学描写荷叶的句子时,教师可引导学生抓住描写荷叶特点的词语“挨挨挤挤”,通过看图理解,有感情朗读,想象一池荷叶长势之美,并教给学生图文结合理解课文这一学习方法。而“白荷花在这些大圆盘之间冒出来”这一句紧紧抓住“冒”字进行引导。让学生想象:“白荷花在这些大圆盘之间冒出来”是什么样子呢?谁来演一演?“冒”字用得好在哪里?紧接着又抓住“冒”字,通过多种形式练习有感情朗读。又如,教学描写荷花三种姿态的句子时可分三步走:(1)让学生抓住重点词体会;(2)图文对照,让学生感受荷花的美;(3)以“荷花是那样美,谁能读出它的美?”激发读的兴趣,让学生练读、比读、评读、表演读。最后,让学生配乐朗读第二段,边读边想象画面。在感受了、体会了、读出了荷花的美后,教师还准备了贴画,要求他们在黑板上贴出荷花的美。

(四)含情诵读,释放美

在第二段体验美的基础上,第三、四段使美感进一步深化。教师深情引读:这么多的白荷花,一朵有一朵的姿势。学生饱含激情,接读第三段。然后,让学生想象,除了文中写到的三种姿势,荷花还会有哪些姿态?在理解“一大幅活的画”时,我让学生结合生活实际想像一下,活的画是什么样的?学生在想象的过程中,体会了一池荷花的动态美,并在表达中抒发了美,释放了美。

以此为契机,教师配乐范读第四段,学生闭上眼睛边听边想象仿佛看到的画面,接下来课件展示动画,让学生想象说一说,似乎听见蜻蜓和小鱼对“我”说了什么话,还有哪些动物会来和“我”交谈,可能告诉“我”一些什么?一石激起千层浪,孩子的思维将又一次被激活。这时,再让学生身临其境地朗读这部分,学生感觉自己仿佛真的成了荷花,并为自己的美所陶醉。

(五)整体回顾,欣赏美

在学生熟读的基础上,再次让学生欣赏优美的画面,尝试自己介绍荷花的美。

(六)拓展延伸,深化美

在这一环节,教师告诉学生,从古至今,许多文人墨客写下了赞美荷花的诗篇,接着,伴随一首优美的民族音乐,教师出示宋代诗人杨万里的配图古诗《晓出净慈寺送林子方》,并深情朗诵。之后,教师用课件展示满池荷花,让学生面对大自然描绘的美丽画卷,说出此时最想说的话。通过这一环节的设计让学生从欣赏、感受荷花的美,延伸到对大自然的热爱,让学生的感情进一步得到升华.

1.看课外书或上网查找有关荷花的古诗。

2.作者把荷花写得多美啊!我也要写写自己喜欢的花。

七年级语文说课稿10分钟篇四

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七年级语文说课稿10分钟篇五

各位评委:

下午好!

今天我说课的题目是周国平先生的《白兔和月亮》(板书:课题、作者),下面我将从六个方面对本课进行说明。

1、教材的地位及课文特点:

《白兔和月亮》是人教版语文实验教材七年级上册第二单元第8课周国平先生的《人生寓言》两则中的第一篇寓言。这个单元所选课文同上一个单元一样,都是以“人生”为主题,只是更侧重于理想和信念,理性的成分更多。通过学习,让学生初步了解寓言,进一步感悟人生。

《白兔和月亮》叙述的是一只可爱的小白兔很喜欢赏月,但她拥有月亮之后反而勾起了无穷的得失之患。故事短小生动,很适宜初一学生学习。

2、教学目标:

《语文新课程标准》中明确指出要“注重知识之间、能力之间以及知识、能力、情感之间的联系”。结合本单元特点,我把本节课的教学目标确定为:

知识与能力:了解寓言的特点,准确理解寓意。进而学习写作现代寓言。

过程与方法:运用讨论、辩论的方法,培养学生的发散思维能力;运用点拨法,启发感悟,培养良好的语感;运用赏读法,提高语言表达和文学鉴赏能力。

情感态度与价值观:正确把握人生态度,体会“无私的快乐”,提倡美感的性质,培养正确的审美价值观。

3、教学重难点:

基于以上的教学目标,本课的教学重难点就是对寓意的恰当理解了。而难点的关键又在于如何理解月亮的象征意义。月亮象征着美好的事物,它包括财富,但绝不只是财富。本文虽然篇幅短小,却意味深长,也不乏优美的语言,需要学生准确理解寓意和学会欣赏,让教师、学生和作者产生共鸣。要引导学生从课文实际出发,联系自己的生活体验和社会生活现象,自然而然地得出恰当的结论。同时也要容许可能出现的各种不同的意见。只要言之有理,自圆其说即可了。

结合教材特点和学生实际情况,我对这堂课总的设计意图是:激发学生的好奇心,丰富学生的想像力,让学生主动地参与学习。即“主动学习来源于好奇心”。让学生进一步了解寓言,在轻松氛围中走进寓言,并主动创作寓言。

心里学家多依奇说:教师在课堂教学中可以构成学生三种不同的目标结构:合作、竞争和个性化目标结构。合作使学生具有使同伴接受、支持和喜爱的强烈愿望,使学生更专心一致地投入到学习中;竞争使学生更有不屈的意志;而张扬的个性不正是我们所需要的吗?

因此,为了较好的完成教学目标,在教学方法上,我采用了情境教学法、分层教学法、分组讨论法及媒体教学法。让学生表演课本剧,生动了课堂,也给了学生创作的的空间和灵感。在反复阅读、品词析句的基础上,引导学生联系自己的生活体验和社会生活现象,较为通脱地领悟本篇寓言的本质意义,突出学生的主体。让学生能大胆而自信地站起来,自由地发表自己的见解,让我们的课堂更自由化,生活化。老师也一定会被他们的活力四射,张扬的个性所感动了。

同时,针对课文简短的特点,适当扩展有关月亮的古诗词、神话等内容,增加课堂教学的信息量;注重语言、思维、迁移等方面的培养训练,从而实现人文、知识、能力“三维目标”。

1、课前预习,自读课文与生字词,养成良好的预习习惯。

2、创作话剧《白兔和月亮》,并自行表演。

3、搜集有关月亮的美词,佳句,诗词等资料,以备课上交流。

4、为了使教学手段更直观、更形象,我制作了简单的课件,以创设情境,增强课堂的表达效果。

我的整体教学思路是:名言导入——走进寓言----创设情境,感知文意——疏通文意,感知寓意----想像拓展,交流资料,欣赏月亮,推究文理——了解寓言,学习写作。

(一)、名言导入,初步感知

运用留白艺术,引用肖伯纳的名言“幸与不幸”导入。新和巧,达到一石三鸟的效果:一是调动学生的学习兴趣;二是激发学生的探究的热情;三是名言如一线贯穿,随着探究的深入,不断翻出新意。

(二)走进寓言

对于寓言,我们的学生并不陌生,所以,利用所学和寓言来加深对寓言的了解,也强调了课内向课外的延伸,达到复习的效果。也让学生在一种轻松的氛围中走进了寓言。

(三)、创设情境,感知文意

优美的意境总是能激起人心底里最浪漫和最愉悦的情怀,唤起对美好事物的向往和憧憬。所以,一导入课题后,我马上进入到我的第二个步骤:创设情境,感知寓意。首先出示优美的图片作背景,用优美的音乐烘托气氛,让学生表演课前创作的小话剧——《白兔和月亮》。让学生一下进入到课文内容中去,进入到美丽的童话中去。当然,课前我会作一些预设:让学生在课前将这篇小短文编排成一个小话剧:把课文的内容稍加以改编一下,加进小白兔和月亮的对话,加进小白兔和诸神之王的对话,再让学生给画面配上合适的音乐,然后让学生一边朗读课文,一边表演。这样,学生就能体验到创作的快乐,表演的乐趣,亲身参与的愉悦。也改变了那种由老师或者听范读录音磁带所带来的乏味和单调了。这种学习方式的改变,应该说是学生最喜欢的方式吧!毕竟,我们的学生刚从小学升入到初中,他们富有丰富的联想和想像能力,还在自己的象牙塔中寻找着最美丽的童话。而这篇童话似的寓言正好可以发挥他们的这些潜质。

(四)、疏通文意,感知寓意

从“情景”中,我们的学生一定会有最切身的体会和感觉了,许多的问题由此而来了,他们一定会站起来大胆而自信地谈自己的理解和体验了。这时,正是疏通文意,感知寓意的最佳时机。这时,可以把学生的理解暂时放在一边,先让学生默读课文,将白兔赏月前后的两种不同的心境的词语找出来作一下对照,找到白兔得到月亮前后的两次转折,然后进入寓意的理解:拥有巨大的利益会勾起无穷的得失之患。

(五)、想像拓展,交流资料,欣赏月亮,深究文理

有了对寓意的简单理解,还只是对课文内容有了一个较为肤浅的认识,并不能深入到学生的生活。而在没有内心体验的情况下更会出现空泛、单线条。因此,我将课文内容进行了扩展:想像自己是小白兔,用几句话描写白兔眼中的月亮美景。小白兔赏月时会有怎么样的担忧?诸神之王撤销那个慷慨的决定之后,白兔眼中的月亮还会是以前的月亮吗?其心情会不会有新的变化?你能为她补上一个结尾吗?

我们的学生是最富有想像力的,他们一定会有多姿多彩的想像。

而关于月亮,古往今来,人们仰望一轮明月,总会引起无穷的遐想和情思,因而,出现了数不胜数的赞美月景、借月抒情的诗词、音乐、绘画。你知道的月亮有多少呢?再让学生将课前搜集的资料卡片拿出来交流一下,给学生有进一步了解月亮,探索美丽的月球的机会。

这样注入了“活”的知识,课堂才会焕发出它的“活力”。教学中注意了课内知识向课外知识的延伸,教学生学会了自己阅读的方法。自制资料卡片,也将会大大拓宽学生的学习空间,培养学生的探究能力。在课堂上开展交流活动,学生积极性高,说话的欲望很强。通过互相交流,有利于学生口语表达能力的提高。

然后,将文意进一步推向高潮:月亮仅仅象征财富?而通过以上的交流,学生一定会明白:月亮象征着美好的事物,它包括财富,但绝不只是财富。而白兔却把它仅仅当作了一种财富。那么,拥有利益就一定会有得失之患吗?你有过这样的体验吗?在你的生活中,看到过这种现象了吗?你的人生观产生什么样的影响或变化?

让学生畅所欲言。这时的课堂气氛一定是自由而活跃的。因为每个人都有理由来进行反驳和推断,既可以训练学生的口头表达能力,又可以发散学生思维,引领他们进入辩论的境界。

然后,我提出了变换角色的假设,如以“白兔和青草”“天空和月亮”进行启发;当学生联系自身谈得失之患时,我也说了同是独生子女的自己的感受和故事,并积极启发他们,最后还把自己找到的金玉良言送给学生,彼此共同领悟,共同进步!

再回想肖伯纳的名言,使整堂课达到呼应之美。

这也将是文意的又一次扩展,提高学生对审美情感的把握。而总结学生的观点,引领学生正确地认识和对待身边的财富,以一种审美的人生态度来处世,也正是我们要达到的一种目标啊!

(六)、了解寓言,学习写作

(有了以上的学习和交流,应该对本课作一个总结和疏理了。这就可以自然地进入到最后一个环节:了解寓言,学习写作。)

对于寓言这种文学体裁,通过以上学习,学生就可以理解了:

寓言:文学体裁的一种。以散文或韵诗的形式,讲述带有劝谕或讽刺意味的故事。结构大多短小,主人公多为动物,也可以是人或非生物。主题多是惩恶扬善,多充满智慧哲理。

如本文,一个短小的故事,却给了我们许多的哲理,大家也可以写。你们只要留心生活,就一定会写出最有哲理的寓言来。不妨留意一下,试着创作一篇寓言,如果实在不会写也可以收集一些,从中领悟人生的哲理。

鼓励学生大胆创作正是我们的目标,让学生多留意生活,多从生活中去发现,去创作。

(最后,我想说一下我的板书设计。)我的整个板书都用媒体进行,因为,用媒体的形式设计的这个板书更具有童话特点,用生动、形象的图片结合简洁的文字,直观表达出文本的感情和内涵。

以上这就是我对这篇寓言的教学设想。谢谢各位评委!

七年级语文说课稿10分钟篇六

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七年级语文说课稿10分钟篇七

1、教材的地位及作用

本课是苏教版初中《语文》教材七年级(上)第四单元第十四课,本单元要点是引导学生学会写景的方法,学会有感情的朗读课文。而《春》是写景抒情散文中的精品,作者以清新优美的语言引导人们去欣赏大地回春的动人景象,并感受春天所带来的蓬勃生机与无限希望。《春》在选材上,谋篇上紧紧扣住了春天的特征,而且在语言的技巧上也充分体现了这一点。因此《春》作为第四单元第一篇是其道理的,由《春》这一课开始.,继而学习后几篇课文来加深人们热爱自然的感情也是有好处的。

2、教学目标

○1知识目标

a、掌握生字词

b、学习用鲜明、准确、生动的语言,具体地、绘声绘色地描绘春天的各种景色。

c、学习作者对事物的细致观察和抓住“春天”的特点。

○2能力目标

a、引导学生品味作者用诗一般的抒情笔调、优美的语言描绘春天。

b、学习比喻、拟人修辞手法的运用。

c、指导学生通过朗读理清文章思路,理解文章内容,把握作者情感。

○3情感目标

深刻理解作者通过细致生动的描绘充满生命力的春天景象,来表现自己热爱自然,热爱生活,追求未来,积极进取的生活态度和为建设人类美好的春天而发奋努力的崇高理想。

[说明]确定以上的三个目标是要体现“新课标”提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。

3教学重、难点

教学重点:引导学生领悟,写好景物必须进行细致的观察,还要逐步学会各种写景方法(如修辞手法、表达方式的运用)

教学难点:读课文,要求读出有感情,用声音来塑造春天的形象,传达内心的感受。

4○1学情分析:

初一的学生已经学习过抒情散文,但具体的学习全篇都是写景的抒情散文还是第一次。因此要引导学生懂得写景要抓住景物特征,还要用准确生动的语言,努力通过本课,做到在理解课文的基础上通过停顿的长短、读音的轻重、语速的快慢和语调的抑扬来传达内心感受。

○2校情分析:

我校是一所乡镇中学,农村的孩子,学习语文较被动,语感较差,语文素质的层次明显,难以用上多媒体。

5教具的使用:收录机、小黑板、朗读带、《春江花月夜》伴奏带。

1自主学习享受美的愉悦,提高审美能力。(应多读少讲,以读代讲为主)

过去,不知多少人读过《春》,读了多少年,但读过后有些人只能隐隐约约的记住几个词句。而有些人读过,那一片春色再也无法从记忆中抹去。两种不同的阅读结果,主要取决于读的方法。《春》这样的名篇,如果仍然是教师讲、学生听,那么学生永远无法领略到《春》的意蕴悠长的美。所以,我本着注重创设教学情境,运用直觉领悟和心理体验的思维方法,带领学生进入艺术境界,自己阅读。让课堂成为感知美、欣赏美、品味美、探讨美的自由空间,提高审美能力,进而初步学会表达美和创造美。

2示范分析,而后以合作、探究辅之。通过示范,学生就能在教师的指导下自己分析。

[说明]示范分析是根据校情来决定的。

3学法指导:

本文是抒情散文,要求学生从课文出发,采用边看、边问、边想、边读、边写。看:看课文,从中发现问题。问:指出问题。想:思考并回答教师精心设置的问题。读:读顺、读流畅,读出感情。写:通过本文的学习,教师鼓励学生联系生活实际,学以致用写片断。

4教学时数:三课时(因为乡下学生语文的底子薄)

总的用一句概括:由表及里,循序渐进。

(一)导语设计:

同学们,我们现在正饱受着严冬的寒冷,总是希望着冬天早点过去,春天早点到来,因为春能给人温暖、给人力量、给人希望、给人自然勃发。所以,每当春回大地时人们往往情不自禁地吟诗作文,如唐朝杜甫的“好雨知时节,当春乃发生”;韩愈的“天街小雨润如酥,草色遥看近却无”;杜牧的“千里莺啼绿映红,水村山郭涌旗风”。这些都是古人对春的描写和赞美,今天我们来学习一下今人对春的赞美的散文。

[说明]

○1此设计帮助学生回忆春天美好的感受,设计一个较好的教学环境,为课文教学作情感铺垫。

○2诗文预先写在小黑板上,并还要多写几则,可以轻松自然的扩大学生的知识面。扩大教学容量。

(二)听录音、学生静听,通过声音感受春色之美

导语引导着学生回忆春天,现在则是通过声音把学生引入春天的佳境,这样文质优美、简洁明快的散文,不必象以往急着去介绍作者,熟悉文字,而应该创设一种教学环境,将学生由课前分散的注意力转换到集中的、急于求新知的心境上来,主动配合教师学。一遍、两遍,让学生静静聆听,闭目想象,让思绪飞出教室,飞进春意盎然的大自然,去采撷那一片片美丽诱人的春色。莱辛说:“凡是我们在艺术作品里发现美的东西,并不是直接由眼睛,而是由想象力通过眼睛发现为美的。”同时让学生初步理解课文的内容和思路,完成能力目标中的c点,也为教学难点铺平道路。

(三)作者简介:(此步骤要求学生在预习时自己查找资料完成对朱自清的认识,课堂上让同学们相互补充。)

[说明]设计这一步骤是因为朱自清是一位现代著名作家,对他应作多了解。

(四)掌握文中的生字词,特别是一些多音字。(抄写在小黑板增大课内容量)

[说明]特地设计这一步骤针对乡下学生对字词的学习被动,基础较差而设的,同时扩大识字量,为下面的朗读扫除障碍。

(五)学生自读,理解欣赏春色之美。

在这个阶段,学生往往只能直觉意会“美”而不能言传“美”,所以我准备让学生自读课文,找出文中所描写的景物及其特点,理解“春”究竟是怎样美的,作者是如何构思的?讲究层次的?此时教师作示范如:山——朗润,水——涨,太阳——红,小草——钻,要求学生轻声读,边读、边想、边用笔勾画,自读、自悟、自得、自问。然后小组互动学习、分析、整理。所得及所问,派代表参与板书,尽可能让每个学生都有表达的机会。视学生的实际情况,教师也可作如下的质疑,作为对学生思考不足的补充。当然,这些问题事先写在小黑板上,等到同学们讨论地差不多的时候才出示。

○1写春草作者为什么却写孩子们的嬉戏?

○2“小草偷偷地从土里钻出来,嫩嫩的绿绿的”为什么不说成“嫩嫩绿绿的小草偷偷地从土里钻出来”?

○3“花下成千成百的蜜蜂嗡嗡地闹着,大小的蝴蝶飞来飞去。”这句话的前后都描写花,为什么中间夹一句动物的描写。

○4春风是无形、无色、无味,但作者是通过哪些角

度把它写的有情有感的?

○5写春花作者是按照怎样的顺序来写的?

○6文章的结尾为什么用“刚落地的娃娃”,“小姑娘”“健壮的青年”来比喻“春天”?

最后由教师总结归纳,让同学们能够由点到面,将零散的景物及特点集中。

[说明]设计这一步骤旨在培养学生独立阅读、思考的能力。同时再从独立转向合作、探究,同学之间、师生之间、相互质疑、相互启发,这样就形成了多维态势的交流,拉近师生之间的距离,有利于学生创造思维的培养。让学生用心读、用心赏,读出美,增强审美能力,每个人都会有收获,教师的设问与及同学的质疑。落实了教学重点,完成知识目标的c点和情感目标。

(六)精读,通过比赛朗读、配乐朗读品味语言之美。

还像上节课那样一遍遍的朗读,学生绝对会觉的枯燥泛味,因此我让学生各自找最精彩的地方朗读,品味它的语言。另外,进行朗读比赛,各组推荐二到三名同学朗读自己最拿手的段落,由平常朗读较好的同学作评委,进行打分评比,最后作全班配乐朗读。在这过程中,我还用了这样一个句式:“___段(句)好,好在___”要求学生从词、句式、修辞的角度,从写法、结构等方面进行分析评点。根据乡下学生素质较低,我先用了“春草图”作示范。设了些小问题:如“钻”为什么不用“长”。“偷偷”叠词的运用,运用了什么修饰手法及其作用?

[说明]采用多样的朗读形式,有利激起学生学习的兴趣,有利激起学生自主的活动,设计的句式有利全体学生的参与,对不同层次的学生都可以说是由扶到放的过程,这样也落实了教学重点及难点。

(七)从文学作品和记忆中寻找美

同学读完《春》,从中受到了美的感染和熏陶,一定能够从文学作品或记忆中找出描写春的优美词句。

[说明]设计此题步骤目的是将学生学语文的目光由课内导向课外,引向丰富多彩的更大空间,使课内外结合,我还准备印发一些有关“春”的名句供他们欣赏。

(八)、美的训练

1、引导学生从形式到内容进行总结归纳。

2、写一段描写家乡冬景的文字。

3通过本文的文字把它变成一幅幅春景画。

[说明]设计第一道主要是要培养自学能力,因为初一年的学生还处于自觉的适应阶段,通过本文的总结归纳有利今后的自主学习。设计第二道主要是学习的迁移,听、说、读的最后落脚点是写。初一年的学生写作水平难以当堂完成,所以放在课外。另外,又因本文的教学时间是在冬季,所以只得由本文写“春季”的内容迁移到写“冬景”上。同时也可以为下文学习《济南的冬天》先作个铺垫。第三道是选做题,学生完成之后贴于“作业栏”上,这样布置是根据学生的多样性,有利调动一切学生可调动的因素,积极参与课堂教学。

本文安排三课时,第一课时完成(一)-(四)个步骤,第二课时完成(五),第三课时完成(六)-(七),第八个步骤安排在课外。

说课后记:

写完本说课稿,我再回忆以往教《春》的模式:那是一段段的分析,一个个问题简单的提问。教师包办一切,学生听得容易累,老师教的更累。那是因为没有把学生当成“学习的主人”学生被动接受老师的灌输。但这次,我的教学设计尽可能围绕着新课程所倡导的来实施,那就是:阅读是学生的个体行为,不应该以老师的分析来代替学生的阅读实践,珍视学生独特的感受、体验和理解。老师要巧妙设计,创造性地拓展延伸,引导学生积累知识,充分发挥学生的主体性,给学生创设心灵的自由,行动的自由。学生就可以展开联想,想象的翅膀在知识的海洋里邀游。

板书设计:略

七年级语文说课稿10分钟篇八

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《三峡》是语文版语文教材七年级(上)第七单元的第二篇文章。根据新课程标准要求7-9年级学生“阅读浅显文言文,能借助注释和工具书理解基本内容。背诵优秀诗文80篇”,七年级上册一共安排了两个文言诗文单元。基本上是篇幅短小,内容浅显的古代散文和诗歌。旨在通过对它们的学习,让学生逐步接触、了解我国古代的优秀文化,引起学生学习古代散文和诗歌的兴趣;让学生感受到古代文学作品的美,初步了解我国古代诗歌取得的辉煌成就。感受古代诗文的美;激起学生学习古代诗文的兴趣。本文在第二个文言诗文单元学生通过上一个单元的学习,已经有了一定的文言词汇的积累,掌握了简单的学习文言文的方法。《三峡》是北魏郦道元《水经注》中关于三峡的一段注释,同时也是一篇很好的写景散文。课文通过对三峡的山水和一年四季三峡景色的描写,向我们展现了三峡的美丽风光。文章写景生动,用词精准,有着一种特殊的艺术魅力,尤其是作者的描写手法以及成功的运用了对偶、夸张、引用等修辞手法和衬托的写作手法,更是令人赞叹。

我的教学设想是,把本文的教学分1.5个课时来完成,前半个课时重在预习指导,要求学生利用注释和工具书通译全文,达到理解全文的基本内容的目的。第二课时以读为主,通过朗读、讨论等手段,理解文章的美和写作的妙处。本说案说的是这一课时。

一、朗读课文,落实字词,理解文意,熟读成诵。

二、品析课文,引导学生领略三峡景色的美。

三、欣赏课文,引导学生揣摩作者笔法之妙。学习本课抓住景物的特点进行描写的手法。

基于七年级学生的特点和知识结构,我把教学重点放在引导学生体会三峡的美和抓住景物的特点进行描写的手法上,同时也是学生学习的难点。

这是一篇写景散文,根据本节课的教学目标和重难点,我采用了创设情景、指导朗读、品析语言等方法进行教学。

列宁曾十分强调情感对人的认识和逻辑思维的调节作用,他说:“没有人的情感,就从来没有,也不可能有人对真理的追求。”由此可见,情感与知识的双向交流是紧密联系在一起的。所以在教学中我力求酝酿出一种与教学内容相关的情感与情绪。如上课时,利用多媒体课件展示三峡的美丽的风光,配上舒缓优美的音乐,用声情并茂的朗读和直观形象的板书等等,以此帮助学生理解,使之进入情境,进而领会文章的美。

当然,“文学的本质是始于感情而终于感情的。文学家把自己的情感表达出来,他的目的——不管是有意识的——总是要在读者的心目中引起同样的感情作用的”。因此教读这篇文章,除了创设情景外,还要通过指导朗读,把无声的文字变成有声的语言生动地再现作者的思想感情,使文章如出己之口,如出己之心,使文章所描写的景和物叩击学生的心灵,引起共鸣。

《三峡》一文构思巧妙,用词精准,特别是能准确的抓住景物的特点进行描写。要学生体会文章的妙处,还得引导学生品析语言,品析文中一些概括力很强的词语等,以及多种修辞的运用。

朗读教学是一种口头表达能力的训练,它与其他能力的培养相辅相成。对课文内容理解的透彻,朗读才能传情达意;对课文思想感情把握得有分寸,朗读才会有正确的语音、语速、音量;对课文的词句熟悉,朗读才会有准确的发音、停顿、重音。朗读又是学习语文的传统方法,也是审美传情的极好的手段。因此,在教学过程中,我主要通过初读整体感知、再读品析课文内容所体现的美、三读揣摩文章写法的妙处、四背读积累文学作品这么几个环节循序渐进的对学生进行朗读训练。

同时注重知识的.内引外延,课堂上安排了读一读、品一品、评一评、背一背,课后安排了写一写这些环节,重点要求学生在老师的引导下,自主、合作、探究学习,学习过程中学生讨论热烈,发言踊跃。写一写环节主要要求学生重视对古诗文的积累,以及培养学生运用所学知识指导实践的能力。

我制作了多媒体课件来辅助教学。课件制作是为上课的主题服务的,制作时,我没有追求繁杂、华艳,而只是从能否引起学生关于美的直观感悟与联想和能否优化课堂结构、提高课堂效率这些方面着想。制作时,我特别注意了音乐、图片和文字的有机配合,这对营造课堂气氛起到了举足轻重的作用。

学习的积极性。通过老师领着走,学生跟着走这一方式,让学生在读的过程中学会了字词,读准了文章的节奏。

第三步、再读课文,进入文中去领略三峡的美。出示第一步、创设情景,导入新课。运用多媒体课件展示一组三峡的图片,选用舒缓的古典名曲《高山流水》作为背景音乐,使学生的情感与作品的情感积极交融,激发学生学习三峡的兴趣。

第二步、初读课文,整体感知全文

1、教师声情并茂地范读课文,让学生初步了解文章的美;

2、提出阅读要求要求学生自主朗读课文,读准字音,读通节奏、读顺文意;

3、多媒体课件出示练习题检查阅读效果。

这一环节体现了老师的主导作用和学生的主体作用,充分

调动了学生自主性。(多媒体课件,提出再读要求):

品一品

品析课文,领略美景。

1、请同学们边读课文边透过文字领略三峡的美,……准备用“三峡的……美”说一句简单的话。并加上一句描写的话。

如:三峡的山美。你看,七百里三峡,两岸都是连绵的高山,几乎没有中断的地方,重重的悬崖,层层的峭壁,遮蔽天空,挡住阳光。

学生自由品析三峡的美,四人小组讨论,然后回答。老师总结:(幻灯片出示板书)

三峡的山:延绵,高峻壮美

三峡的夏水:迅疾壮美

三峡的春冬:清荣峻茂秀美

三峡的秋:凄凉凄美

3、老师把话题引向课外:三峡的美哪里是文字能穷尽的?它还存在于我们的想象之中,你能再说一句想象的话吗?

如:三峡的云美。你看,那漂浮在十二峰上的白雾,似烟非烟,似云非云,多么婀娜多情,多么幽深秀丽。

4、老师出示幻灯片,向学生展示一组图片,师生一起来欣赏三峡的美景。(音乐声起,一幅幅三峡美景尽展眼前)

第四步、三读课文,揣摩文章写法的妙处

1、如此雄伟壮丽的奇景,散文家郦道元却仅用了一百五十余字来描绘,且尽传奇神,其笔法令人不能不称奇。现在我们用欣赏的眼光来审视评说课文的美(文字投影):我们欣赏文章,可从语言、结构、描写的角度(动静、粗细、远近等多方面)着手。

例如:课文的描写手法美,正面落笔的“两岸连山,略无阙处;重岩叠嶂,隐天蔽日”形象而概括地描绘出三峡的地貌特点是山高岭连,峡窄水长;而“自非亭午夜分不见曦月”一句则从侧面烘托了三峡峰峦延绵,隐天蔽日的山势。

2、请同学们欣赏课文,说出课文的几个妙点来。展示幻灯片,提出学习任务(学生合作学习,自由评说)

为了帮助学生掌握文章的写法之妙,通过练习来提示。出示幻灯片,练习:

练一练

1、七百里中,两岸连山,略无阙处;重岩叠嶂,隐天蔽日一句从面体现了山峦的,山势的;而“自非亭午夜分不见曦月”则是描写,以“不见曦月”衬托山的。

2、“虽乘奔御风不以疾也”一句,用了手法,突出水势。

3、本文描写生动,写“湍”用,写“潭”用,写“柏”用,写泉用。

4、最后一句用了什么修辞手法?在文中起了什么作用?

学生总结本文的写作特点,教师小结:本文最突出的特点就是抓住景物的特点进行了精准的描写以及运用多种修辞手法来表现三峡的美。

第五步、背诵课文

教师进一步点拨:郦道元真不愧为北魏的地理学家和散文家,他用地理学家的丰富游历和散文家的风厚的文学功底,把《水经》里的一条注释作得如此优美,真是慧眼独具、匠心独运。一百五十余字的短文,却能囊括千里,包容四[内容来于y-y_课-件_园]季,收纳山水草木,罗入古猿怪柏,其笔法确实精妙至极。难怪当代散文家余秋雨先生说郦道元《水经注》中的三峡,使后人再难调动描述的辞章了。这样的美文,我们理应先睹为快,先背为幸啊。同学们,让我们轰轰烈烈的读起来,背起来:

我们先请4位同学试背一遍,每人背一小段,其他同学可以小声的和背、其背、吟诵。老师给你们配上音乐,同学们可以在背的同时,在笔记本上作点词句赏析积累。

第六步、尾声(边展示幻灯片“三峡工程图景”边讲述)

郦道元笔下的山水画卷已成为三峡历史的美好回忆,今朝的三峡正放射着世人瞩目的光辉,看:宏伟的葛洲坝工程,红火的三峡工地,正在成就着一个又一个的世界奇观。三峡是我们心中永远的三峡!三峡承载着我们永远的爱!

第七步、知识的拓展

布置课后练习:写一写

1、历代文人对三峡有过很多的赞美,老师搜集了一些描写三峡的诗歌(幻灯片展示),打印出来后,请同学们课后去欣赏,并用楷书或行楷抄写下来。

2、(幻灯片“金鸡岭的风光”)三峡是美丽的。其实我们身边也有美丽的风景,我们坪石的金鸡岭就是一个著名的风景点,下面请欣赏老师屏幕上的金鸡岭的优美的景色,学习郦道元的写景的手法,写一篇短文来向游客们展示金鸡岭的美。

这一环节很重要,因为时间关系只能放在课后了,但它的意义远不是一道练习题那么简单,根据新课程标准要求,要注重学生的语言的积累和实际运用知识的能力的培养,我设计的这道作业题,目的就在于此。

这堂课老师讲得少,学生读得多,说得多,想得多,练得多。通过多媒体课件的展示、老师适当的点拨、练习的合理设计,学生不仅学到了知识,还基本上能领会文章的美,能揣摩出文章的一两点妙处来。课堂气氛活跃,有激烈的讨论,有争先恐后的发言。学生们能在学习的过程中和课后的练习中得到美的体验和情感的熏陶。所取得的课堂效果很令我满意。

七年级语文说课稿10分钟篇十

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《第一次真好》是七年级上册第二单元第七课第二

篇课文,是一

篇略读课文。本单元继续第一单元主题生命,引导学生对人生、生命进行思考,从而树立正确的人生观、价值观。

本文通过两个事例告诉人们第一次真好,第一次经历是生命中难得的宝贵经验,并提醒人们思考怎样才能使生命多姿多彩,有些句子蕴含深刻的人生哲理。同时,材料的详略安排,叙议结合的写法,也是

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范文。

刚入七年级的学生,具有一定的阅读能力和生活经历,对一切都有一种新鲜感和期盼,但又往往仅停留在表层,难以深入。表现在语文学科,就是只满足于对字词句的理解和积累,而对文章的社会价值和深刻的

思想内涵理解较浅。这

篇课文学生理解并不难,除了语言的积累、内容结构的掌握,主要是解决如何引导学生真正深切体会“第一次真好”的内涵,与作者形成心与心的交流碰撞,让他们在自己的实际生活中不断勇于尝试,感受生活的多姿多彩。

新课标提出:“语文教学应致力于全面提高学生的语文能力和人文素养,”“应重视提高学生的品德修养和审美情趣,使他们逐步形成良好的个性和健全的人格,促进德智体美的和谐发展。”这些理念应体现在每一节课中。再根据教材特点和学生的学情,我认为

本文应达成的学习目标为:

1、掌握

本文中的生字词

2、朗读课文,把握文意,认识人生第一次经历的意义。

3、体会文中详略安排的妙处,及叙议结合的特点。

4、联系生活实际,领会文章的深意,培养积极的人生态度。

教学重点:

认识人生第一次的意义,培养倾听、表达的能力。

教学难点:

联系生活实际,培养学生积极的人生态度。

教法

根据该课的教学目标、教材特点和学的心理特征,我将采用以下教法:

朗读感悟法朗读是理解课文内容、感悟情感的重要方法。要通过学生默读、朗读等形式,让学生充分的读,在读中有所感悟,有所启迪。

合作探究法阅读教学是学生、教师、文本之间的对话过程,要让学生成为对话的中心,在师生之间、生生之间的互动中建构文本意义,形成自己独特的感受和体验。

多媒体辅助教学,现代教学工具的使用能调动学生的学习积极性,使学生始终保持愉悦、渴求上进的心理状态,充分调动学生的主观能动性,提高学习效率。

学法:

采用勾圈批注法(培养学生的实践能力以及良好的学习习惯)讨论交流法(培养学生兴趣,从而更有效的学习)

教学设计思路:

本节课以高效课堂教学模式为教学理念,通过朗读、谈话、小组交流等形式,努力发挥学生的主体作用,整个过程由激趣导入、自学互动、适时点拨、测评训练个板块构成。

一、激趣导入:(3分)

1、同学们,在我们的生活中会有许多的第一次,第一次的感觉会是怎样的呢?

(出示课题:第一次真好,请同学大声朗读题目)请问,你从题目中知道了什么?如果你是作者,你会写些什么?

(设计目的:“兴趣是最好的老师”。导入应激发学生的学习欲望,使学生以饱满的

精神状态进入学习,通过释题,让学生产生阅读期待,快速进入阅读状态)

2、作者简介

3、出示学习目标

(1)、掌握

本文中的生字词

(2)、朗读课文,把握文意,认识人生第一次经历的意义。

(3)、体会文中详略安排的妙处,及叙议结合的特点。

(4)、联系生活实际,领会文章的深意,培养积极的人生态度。

4、检查预习

(1)、给下列划线字注音(指名学生上黑板写)

堕落

()点缀

()贪婪

()姊妹

()牙龈

()

雏形

()丰硕

()累累

()沉甸甸

()玲珑剔透

()冉冉

()稀疏

()苦熬

()

(设计目的:检查学生对字词的学习情况,使学生养成好的学习习惯。)

二、自学互动

集体朗读,

整理体把握文意。(初读课文,整体感知。)

(一)探究交流1

1、作者说第一次好,好在哪里?(在文中找出能体现作者情感体验的词语)找出适当的词语用“第一次真好,好在”的句式说话。

2、《第一次真好》写了几件事,哪些详写,哪些略写?文中详细叙写了哪两次“第一次”的人生经历?请加以概括。为什么要这样安排?3、为什么说是“一幅秋日的风情画”而比不说“风景画”、“风光画”?

(设计目的:这一环节以读为本,让学生有目的的阅读课文,并集体讨论交流,理解课文内容。)

展示自学结果,点拨讲解探究题。

(二)探究交流2

1、文中写十姊妹孵出的小鸟时选用的“雏形”与“具体而微”有什么区别?2、为什么“第一次的经验不一定都愉快”,但“使人回味无穷”?

3、为什么说“生命中的第一次愈多,生命也就愈益多姿多彩”?

4、短文末句说:“愿你珍重第一次”的含义是什么?

(设计目的:结合语境理解词义,理解含义深刻的句子,认识人生第一次经历的意义。)

三、展示自学结果,点拨讲解探究题。

四、拓展、

总结深化

1、是否所有的第一次都要尝试?

2、大家来说说,哪些是有益的第一次,哪些是不能尝试的第一次?

3、课文讲第一次真好,那么怎样才能有更多的第一次?

4、你知道哪些“第一次真好”的事件,说说好在哪?

(意图:让学生说自己的第一次,有利于学生平时的积累,并说感觉,旨在让学生理解奇妙的含义。同时通过振奋人心的故事鼓励学生树立积极的人生观)

五、测评训练

1.按原文填入恰当的词语,品味语言韵味。

(1)一颗颗的黄绿色柚子,沉甸甸________在枝头。

(2)这景色不见得很美,却是一幅秋日________画。

(3)生命中的第一次愈多,生命也就愈益________。

(4)有多少“第一次”值得你。

(5)有多少“第一次”给你留下的印象。

(6)第一次,第一次的感觉真。

(7)愿你珍重__________________。

(设计目的:用句子填空方式引导学生把握文意。)

六、作业

联系自己的生活实际,试着也写一

篇关于“第一次”的文章。

七、板书设计如下:

第一次看到柚子树及感受(详写)

第一次看到小鸟孵出及感受(详写)

第一次真好第一次露营、动手做饭、坐火车、坐飞机、看见雪、

看见自己的作品用铅字印出来(略写)

总结全文,深化中心

七年级语文说课稿10分钟篇十三

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七年级语文说课稿10分钟篇十四

1p说教材地位:

我的信念是语文七年级上册第二单元的一篇散文,本单元以人生为主题,主要是讴歌理想,阐述信念,论说人生修养,并能贴近生活,容易联系自己的人生体验,领悟课文深长的意味。本单元还要练习朗读,学习课文的表达技巧。

《我的信念》作者是玛丽·居里,这是作者在晚年对自己一生的回顾和信念的抒写。从作者的工作、生活、事业、名利、人际关系、业余爱好及科学趣味中可以读出崇高,可以领悟伟大的成就、杰出的贡献是从何处而来。

2p说教学目标:

根据教材的地位p作用及本单元的教学重点“学习分析人物性格特点及富有哲理性句子”,我确定我的教学目标是:

①品味文章中语言的优美性。

②学习课文中朴实的语言及表达语言的生动性。

③进一步了解居里夫人及她取得的成就。

3p说教学重点与难点:

教学重点是根据教材的特点p教学目标及学生的实际而确定的.至于教学难点则是根据学生的实际情况而言的,是学生经过复习还存有疑问和理解还比较困难的地方.根据这些我确定本篇文章的:

①教学重点:分析人物性格特点,使学生学会欣赏散文的语言美.

②教学难点:理解富有哲理性句子.

㈠ 教法

课程标准中明确指出,语文学科的基本目标是全面提高学生的语文综合素养。本节课突出了学生听、说、读、写能力的训练。如听说读的训练渗透于课堂的各个环节中。最能突出说的训练集中体现在学生自由发言、自主探究的环节中。具体做法如下:

1提问法—逐步引导,逐步深入.

2自主探究法—学生自主找资料实践,了解课文.

3讨论法—几个同学组成一组讨论本篇文章的写作特点.

4点拨法—通过老师提问时学生展开联想,拓展思路.

我认为,教学方法的最本质特征就是要调动同学们的课堂积极性,使同学们积极动脑学会语言的表达技巧及体会文章的语言美.因此, 我多采用小组讨论和点拨等方法.

㈡ 教学手段

为了使我根据教材的特点和教学目标的要求,达到使同学们能够更加体会文章中语言的优美性,所以我决定采用“多媒体”的教学手段进行全程教学.

㈢ 说学法

《师说》中说“师者,传道授业解惑也”因此,加强学法的指导尤为重要.

1p我采用讨论的方法,使学生在讨论中思维的到拓展,更加理解文章的含义.

2 p培养学生自主学习的良好学习习惯.

3 p提倡“笔记式”学习方法,让学生把文章中优美的句子都记录下来.

1p导入新课

采用提问的方法问同学们知道不知道镭是怎么发现的?想了解居里夫人吗?再讲一下居里夫人的成就,引起同学们的兴趣之后与大家打开书共同学习课文。

2p检查预习

3p朗读课文找几个同学大声朗读课文。

4p讨论研究:

①分析人物性格特点这一问题意在通过占有文本材料,把握居里夫人的坚韧不拔,充满自信,淡薄名利,献身科学的精神。

②小组讨论:假如你是玛丽·居里,发现镭元素后,你会怎样做?你又怎样看待居里夫人放弃了“申请专利”呢?希望同学们实话实说!

5、说板书(略)

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