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。相信许多人会觉得范文很难写?以下是小编为大家收集的优秀范文,欢迎大家分享阅读。
说课稿幼儿园 说课稿万能篇一
1.通过学习了解古代诗词借景抒情的特点;
2.通过当场实践活动让学生对借景抒情手法有深刻的体会;
3.在学习、实践过程中培养学生的观察能力、想象能力、表达能力。
《观沧海》是一首写景抒情诗。诗人面对洪波涌起的大海,触景生情,在诗中勾画了大海吞吐日月,包蕴万千的壮丽景象,表现出诗人开阔的胸襟,抒发了统一中国建功立业的抱负。
古代诗歌的意境之美体现在情景的交融。因此在诗歌教学中应当引导学生通过分析情与景来感受诗歌的意境之美。
本课的重点是分析诗词中的情与景。难点是能力的训练。把学到的借景抒情的手法运用起业,达到培养学生的观察能力、想象能力、表达能力的目的。
采用“参与型”模式,具体程序如下:
(一)学生常规说话训练(说一个成语故事);(3分钟)
(二)观赏录像片断,学生谈谈感受,导入新课教学(5分钟)
(三)《观沧海》教学,了解借景抒情的特点。
1.学生、教师共同完成对《观沧海》的情与景的分析。(8分钟)
2.教师讲评。(8分钟)
3.归纳小结:借景抒情。(1分钟)
(四)学生实践活动,运用借景抒情手法,培养观察、想象、表达能力。(20分钟)
1.教师引导,起串联作用。
2.学生积极参与、主动学习。
采用电教器材如录像机、投影机、录音机等激起学生学习的兴趣。
通过这一堂课的学习活动,学生对借景抒情的手法应该有较为深刻的印象。这对于他们今后的观察能力、想象能力、表达能力的提高都有一定的帮助。
说课稿幼儿园 说课稿万能篇二
各位评委老师好。今天我说课的题目是《枫桥夜泊》。下面我将从说教材、说教法、说学法、说教学过程、说教学反思等五个方面对本课作具体阐述。
《枫桥夜泊》是语文国家统编教材五年级上册第七单元第一课《古诗词三首》的第二首,本单元课文旨在通过文本让学生欣赏、领会大自然的美丽景象。《枫桥夜泊》描写了一个秋天的夜晚,诗人泊船苏州城外的枫桥。江南水乡秋夜幽美的景色,吸引着这位怀着旅愁的游子,使他领略到一种情味隽永的诗意美,写下了这首意境深远的小诗。诗人借景抒发了旅途中孤寂忧愁的思想感情。
依据教学内容特点,结合五年级学生的认知结构,我制定了以下的教学目标:
1.能有节奏地诵读诗歌;能结合注释初步理解诗意。
2.能在诵读过程中抓住诗眼及意象进行画面想象,进一步领会诗人感情,从而形成个性的情感体验。
3.培养学生对古诗的兴趣,增强学生的民族自豪感。
为了落实本课的教学目标,我把教学重难点确定为:抓住古诗意象,通过吟诵理解诗意,领会诗情。理解诗人是如何表现“愁”的思想感情。
重视古诗教学,对培养小学生想象能力、思维能力,提高他们的审美意识都具有十分重要的作用。但因时空差距,学生处在以直观感受为主的心理水平。为了达到最佳的教学效果,基于以上分析,我主要采用以下的教学方法:
1.情境教学法。本课教学将充分体现现代多媒体教学手段的优势,利用图画、声音让学生获得具体的感受,从而拉近学生与诗人与文本的距离。
2.体验学习教学法。本课重点是抓住古诗意象,理解诗意,体会诗人情感。因此教学时,我将让学生把古诗还原成图画,在想象的过程中完成个性的领悟。
3.提示点拨法。点拨学习思路,激发学生思维,启发学生思考。点拨学习重难点,本课难点是理解诗人的“愁”及诗文传递出来的清幽凄冷的意境,这时我将提示诗人写作背景,帮助学生加强对所学内容的理解程度。
4.评价激励法。本课教学我讲给学生充分的阅读时间,开放的阅读思维空间,只要言而有理,不拘泥于追求标准答案,都给予认可与鼓励,这也有助于形成学生的个性情感体验。
教学相长。本节课我主要采用的学法有三个:
1.诵读感悟法。
2.想象感悟法。
3.自主探究法。
依据以上分析,我做了如下的教学流程设计:
谈话导入:我们从“遥望洞庭山水色,白银盘里一青螺”中看到了诗人眼中的洞庭山水变成了一件精美绝伦的工艺珍品,从“不是花中偏爱菊,此花开尽更无花”体会到元稹对秋菊的独爱之情。江南秋夜,桥畔孤舟,常年的羁旅生涯,使诗人张继对水乡静谧幽美的景色有着更深的感受,顿时绵绵诗意流注笔端,写下了这首千古绝唱《枫桥夜泊》。今天我们一起来欣赏。
1.读,读出语感。
先听老师范读,给学生一个初体验。然后让学生对照注音、注释读,解决字音词义的问题,再听录音跟读,检查自己诵读时在字音上是否正确。因为已学的《望洞庭》和《菊花》也都是七言绝句,学生已做过划分七言绝句节奏的练习,所以在读准字音的基础上再让学生边读边划句子节奏,然后请个别学生诵读,大家评议节奏划分是否正确。这个环节主要体现了学生的自主学习。
2.诵,诵出情感。
这个环节是教学的重点。在学生读出语感的基础上,再次回归文本,请学生认真诵读全诗,找到诗人看到的和听到的。诗人看到的有“月落”、“霜满天”、“江枫”、“渔火”,听到的有“乌啼”、“钟声”。要学生理解诗人为什么要选择这些意象是有难度的,所以我将意象具体化,充分利用图画、声音让学生真切地体会这些意象带给自己的感受。让学生根据图画采用个别读、分组读、男女对读等形式让学生充分理解诗的内容。然后让学生想象自己是诗人换位边读边思考:看到这些画面,听到这些声音,你心里在想些什么?心情如何?逐步把学生融入到诗歌感情里。有了上面的情境体验,接着请学生找出诗中最能表达诗人情感的一个字,在学生找到“愁”字后,我顺势介绍“愁”就是本诗的诗眼,并板书“愁”,突出重点。围绕诗眼,抛砖引玉,“诗人为什么愁”,激发学生兴趣,进而把学生带入背景的学习中:枫桥在苏州,距离诗人的家乡湖北襄阳千里之外。此时,诗人不是一个怡然自乐的游客,而是一个科举考试的失败者。夜深了,诗人独自一人,他的心情便化成了诗中的“愁”。接着让学生继续诵读,从读中去体会诗人的忧愁。
3.吟,吟出美感。
吟,让学生领会诗的格律美,进一步领会诗的意境美。我先示范吟唱,顺势激发学生吟诗的兴趣。(播放教学过程视频)再同桌合作,一人吟诗,一人画诗,把诗中的意象在画中展现出来,诗中有画,画中有诗,诗、画、乐自然融合。学生在吟诗中感受古诗的格律美,在想象作画中深入理解诗意,感受诗情,进一步体会诗人的“愁”,紧接着,抓住“月落”、“江枫”、“渔火”这三个意象进行重点指导,力求通过点来突破面,以词的理解来融汇整首诗的感情,突破难点。“月落”在画面中,不好表现,我会点拨学生想象已学的古诗中写月亮的一般表达了诗人怎样的感情,再问学生“张继一直守着天边的月,一直到月落也不眠。你感受到了什么?”这样,“月落”就被赋予了诗人的情感,那是忧郁、孤独、伤感。在给图画用色的时候,主要有“江枫”和“渔火”两个画面,受到插图和现实生活的影响,学生画枫树有的会用红色,我不急于否定学生,而是顺着学生的意思,请他谈一谈这样用色的原因。对于用红色的,我会说“枫树在秋天是火红的。可是,此时月亮已经落了,在没有月亮的夜晚,没有灯光,你能看得很远、看得很清楚吗?学生能从我的提示中理解月亮已经落下,江边的枫树模模糊糊,船上的渔火星星点点,一切都不是那么清楚。我再点拨“此时,在昏暗的夜色中,诗人会有什么感受,你能用一个词形容吗?”在学生理解诗人很孤独甚至凄凉后,我将和学生辨析,“霜能不能满天,是不是诗人写错了,用词不当?”学生各抒己见,最后达成共识,诗人凄凄冷冷,感觉到霜气满天,实际上是到处都冷,没有一丝温暖。在此基础上,请学生闭着眼睛想象画面,再次吟唱诗歌。
4.品,品出好感。
为了让学生更好的感受古诗意象的传情达意之效,我选择了本诗其中一个意象—钟声进行拓展。一边播放“钟声”,一边提示:寂寥中飘来阵阵夜半钟声,浑厚深沉,悠扬不息,正是这姑苏城外的古刹钟声,给枫桥夜景注入了历史的内涵,隽永含蓄,耐人寻味,使诗的意境得以升华。远离家乡的惆怅,科举落榜的失意下,张继写下了这首《枫桥夜泊》,这首诗,让张继名垂千古,让苏州名扬天下,让枫桥成为当地三百余名桥之首,让寒山寺成了中外游人向往的胜地。
钟声,是古诗的一个独特意象,把钟声写进古诗的还有:(看幻灯片)
《送灵澈上人》刘长卿
苍苍竹林寺,杳杳钟声晚。
荷笠带斜阳,青山独归远。
《赠阙下裴舍人》钱起
二月黄鹂飞上林,春城紫禁晓阴阳。
长乐钟声花外尽,龙池柳色雨中深。
阳和不散穷途恨,霄汉长怀捧日心。
献赋十年犹未遇,羞将白发对华簪。
请学生选择自己喜欢的一首,用“读”、“诵”、“吟”、“品”四步骤学习其中一首,在这种横向的拓展延伸中,进一步让学生领会古诗的魅力,激发学生对古诗的兴趣。
《枫桥夜泊》说课稿一等奖
这节课,少了冗长单调的解词析句,但超纲达到《小学语文课程标准》五六年级的阶段目标:“……大体把握诗意,想象诗歌描述的情景,体会诗人的情感”的要求,并通过吟诵表现之,同时感受到汉语的声韵之美。课堂气氛活跃,我教得很轻松,孩子们也学得轻松。达到了预期的教学效果。(播放教学效果视频)
都说诗中有画画中有诗,把古诗中的内容用图画展现出来也是学生对古诗形成自我理解和再创造的过程。
当然,在本设计中,有些问题还有值得思考的必要。比如,学生对“渔火”这一意象缺乏现实了解,所以在根据古诗作画的环节里,体会渔火传达的思想感情有难度,以致教学目标无法顺利实现。这启发了我在教学过程中还要多做些知识铺垫。
我的说课到此结束,谢谢!
说教学反思在教学实践后,说课在教学实践前。存在结构错乱的问题,这样的反思为反思而反思,起不到真反思真改进的作用。
说课稿幼儿园 说课稿万能篇三
一、说教材
一》教材分析
《穷人》是俄国著名作家列夫·托尔斯泰写的一个短篇小说。课文记叙了一个寒风呼啸的夜晚, 桑娜与渔夫主动收养已故邻居西蒙的'两个孤儿的故事,真实地反映了沙俄专制制度下渔民的悲惨生活,赞美了桑娜和渔夫宁可自己吃苦也要帮助别人的美好品质。有力地抨击了当时上流社会的堕落与腐化。
课文在写作上特色鲜明,通过对环境和人物心理、对话的描写,刻画了栩栩如生的人物形象。课文段落分明,结构独具匠心。全文以桑娜的内心矛盾为主线,围绕收养西蒙的两个孤儿这件事,前后设置了两个悬念:渔夫是否平安回家?渔夫回家后能否同意收养孩子。两个悬念交替展开,逐步消除,从而推动着故事向前发展。这样处理,使得全文波澜迭起,扣人心弦,显示出作者高超的艺术技巧。选编这篇课文的目的,一是让学生把握课文内容,感受桑娜和渔夫的勤劳、淳朴和善良,学习他们宁可自己受苦,也要帮助他人的美德;二是学习作者通过环境和人物心理、对话的描写,刻画人物形象、抒发真情的写法。
二》教学目标
知识与技能:
1. 学会本课的12个生字,以及由生字组成的新词。
2、学习抓住重点词语,理解课文中重点句子的意思。
3、了解渔夫夫妇的高尚品质和沙俄时代穷人的穷困和悲惨。
4. 练习续编课文,展开合理的想象。
情感、态度与价值观:
通过本课的教学,引导学生理解课文内容,体会感受渔夫夫妇的高尚品质和沙俄时代穷人的穷困和悲惨。进而教育学生要珍惜现在的生活,要好好学习,将来为祖国做贡献。
教学重难点:
1.理解课文内容,感受渔夫夫妇的高尚品质和沙俄时代穷人的穷困和悲惨。
2.根据课文内容,展开合理的想象,学习环境、心理活动的描写方法。
教学准备:课前搜集资料 课件
二、说学情
大部分的学生有一定的自主学习的能力,有一部分的学生的学习主动性较强。通过预习,能基本掌握课文的主要内容,有自己独特的感受,能流利地朗读课文。在小组合作学习中,学生们互学互练,互查互评,互帮互助,互相激励,学习的兴趣、积极性较高。学生的团队的意识和集体的观念较强。并能通过上网及阅读有关的课外书,对课文有更深的了解和感受。学生具备从关键字词句中体会句子含义,感悟作者情感。
三、说教法和学法
教法:《语文课程标准》指出:“学生是学习和发展的主体。” 为了充分发挥学生的主动性和创造性,本课的教学设计了 “ 依托教材、借助问题、运用语言” 的学习思路,利用问题、情境等要素,让学生不断领悟课文的丰富内涵的同时,积累语言、发展思维,受到情感的熏陶、人文的启迪。在教学时,我还采用分组讨论学习,紧扣“自主——合作——探究”进行设计,努力使学生在自主学习中有所感悟和思考,在积极探究中获得思想启迪,在实践活动中提高语文素养。
学法:通过拼读、开火车读词语等达到掌握本课的生字与新词。为了更好地理解课文主要内容,体会作者情感,与作者产生共鸣。教给学生学习的方法。引导学生用圈、点、勾、画法找出环境、语言和心理活动的描写。充分发表自己的见解。把阅读与思考有机结合,把阅读与感悟有机结合,让学生经历“读—思—悟—通”的学习过程,在“自主、合作、探究”的学习行为中,获取新知识、形成能力
四、说教学过程
一》、欣赏歌曲,导入新课
1、欣赏歌曲《世界很小是个家庭》。谈感受:人与人之间要有爱心
2. 生活中处处有爱心,处处见真情。穷人有爱心吗?著名的美国作家海明威曾说过这样一句话,“贫穷的人往往富于仁慈。”果真是这样吗?今天,我们来一起学习一篇课文“穷人”,看看他们的精神世界也是否如他们的物质世界一样“穷”。板书课题
2. 学生交流搜集的资料。了解一下这篇课文的作者和当时的时代背景。
列夫·托尔斯泰(1828—1910),俄国伟大的作家,出身贵族,但是同情被剥削被压迫的农奴。青年时期就开始文学创作,他全部的创作时间达六十多年。其作品无情地揭露了封建沙皇制度和资本主义势力的种种罪恶。他的代表作《战争与和平》《安娜?卡列尼娜》《复活》是世界文学中的不朽名作。托尔斯泰晚年时把法国著名作家雨果的叙事诗《穷人》改编成了一篇文章。
【设计意图】让学生通过各种渠道去学习,收集有关资料加深对文章思想内容的理解,增长知识,从中受到了更多的启发和教育,养成良好的预习习惯。
二》、初读课文,了解课文大意。
1.自读课文,读准字音,读通全文。
2、检测字词:我会读
3.再读课文,想想课文讲了一件什么事?
(桑娜和她的丈夫,在邻居西蒙病死后,主动收养了她的两个孩子的故事。)
4.理清课文的叙述顺序
可以分为三段。
第一段(1-2自然段):渔夫的妻子桑娜在海风呼啸的夜晚,焦急地等待丈夫出海归来。
第二段(3-11自然段):桑娜出门去看丈夫是否回来,顺便去看生病的邻居西蒙,发现西蒙已死,便抱回西蒙的两个孩子。
第三段(12-27自然段):渔夫回来,听说西蒙死了,主动提出把西蒙的孩子抱回来抚养。
【设计意图】预习成果的展示,更让学生体验到成功的乐趣。让学生在自主探究的基础上,引导学生整体感知课文,理清课文的条理。
三》、自读课文,理解文意。穷人(物质上的贫穷)
1.课文中的穷人指的是谁?(桑娜、渔夫、西蒙)他们的穷体现在哪些地方?用——标出有关句子。
2、分组学习,讨论问题
3、交流 (屋内装饰、吃穿、忙碌、劳动条件)
【设计意图】通过练习,让学生清楚地知道:桑娜与西蒙两家的贫穷──住得差,吃得差,劳动条件差,还有疾病,是沙俄时期俄国渔民悲惨生活的真实写照。在教学时,我紧扣““质疑—析疑—解疑”进行设计,勾画理解词句,让学生了解广大劳动人民生活极端贫困的状况。
四》、自主探究直奔中心
1.有人说课文中的桑娜和渔夫并不穷,其实他们很“富有”你们支持这种观点吗?为什么?
你是从作者的哪些描写中感受到的?用……划出有关的语句,在旁边做上批注。
2、小组交流。
3、全班交流:品析句子体会品质
【设计意图】让学生从这朴实的语句中深入领会桑娜渔夫高尚的品质。明确学习的任务,教给学生学习的方法。引导学生用圈、点、勾、画法找出环境、语言和心理活动的描写。充分发表自己的见解。把阅读与思考有机结合,把阅读与感悟有机结合,让学生经历“读—思—悟—通”的学习过程,在“自主、合作、探究”的学习行为中,获取新知识、形成能力。
课件出示:
1、描写环境的句子
(1)“屋外寒风呼啸……五个孩子在海风呼啸中安静地睡着。”
①从室内外的环境的描写体会桑娜虽贫穷但很勤劳。重点理解“温暖、舒适”。
②有感情地朗读。
(2)对西蒙家场景的描写。
( 体会西蒙的贫穷艰难,使她无法给予孩子更多的爱,但她尽到了母亲的职责。进一步感受穷人的善良。)
(3)学习作者的写作特点
( 通过环境的描写,体会穷人的善良、勤劳。)
2.描写心理活动的句子
(1)“她忐忑不安地想∶‘他会说什么呢?这是闹着玩的吗?自己的五个孩子已经够他受的了……是他来啦?……不,还没来!……为什么把他们抱过来啊?……他会揍我的!那也活该,我自作自受……揍我一顿也好!’”
① 体会由于桑娜家庭的贫穷,由于桑娜热爱丈夫、同情孤儿,所以才会有如此复杂的心理活动。虽然桑娜的内心活动十分复杂,但是收养孤儿的决心没有动摇。理解“忐忑不安、自作自受”。
【设计意图】着重理解桑娜抱孩子后忐忑不安的心情。这一段是全文的重点,最能突出桑娜美好的心灵,最能表达桑娜复杂、矛盾、忧虑不安的内心世界。
② 理解省略号的作用。
③ 指导朗读。(师范读、指名读赛读)
(先是激动,继而紧张、担忧甚至责备自己,最后坚定的复杂心理。)
(2)“她的心跳得很厉害,自己也不知道为什么要这样做,但是觉得非这样做不可。”
(体会桑娜决心要收养两个孩子,指导用“非……不可”说话。)
(3)学习作者的写作特点
(通过人物心理活动的描写,体会穷人宁可自己受苦,也要帮助别人的高尚品质。)
3.描写人物对话的句子
(1)分角色朗读桑娜和渔夫的对话。
(2)课件出示:“渔夫皱起眉,他的脸变得严肃,忧虑。‘嗯,是个问题!’他搔搔后脑勺说,‘你看怎么办?得把他们抱来,同死人呆在一起怎么行!哦,我们,我们总能熬过去的!快去!别等他们醒来。’”
①让学生从“熬”及渔夫 “严肃、忧虑“的神色来体会收养孩子的决定使经过渔夫的认真的考虑,同时也说明了他们的生活使非常的窘困。
②指导朗读。
(读出这种宁可自己受苦也要帮助别人的决心。)
(3)学习作者的写作特点
(通过人物的对话,体会穷人宁可自己受苦,也要帮助别人的高尚品质。)
4、质疑:读完后,你有什么疑问?(重点理解两个“沉默”的含义)
(第一次,是因为桑娜不知怎么向丈夫说出抱回孩子的事,她正盘算着从何说起,这种沉默正掩盖着桑娜内心的激烈斗争。第二次,桑娜向丈夫提起西蒙死了,谈到她留下了两个可怜的孩子,她沉默是带着试探意图,想看看丈夫对这件事有什么反应。)
师结:其实他们是最富有的人。
5、出示当堂检测
五、总结全文,拓展延伸。
1、课题是穷人,可文中没有一个“穷”字,但我们处处可以感受到穷人的贫困与艰辛。同样,全文没有一句赞美的话,然而穷人的高尚品质却被表现得感人肺腑。因此,我们不得不佩服这位伟大的文学家的文学功底。在写作中我们也应学习通过环境、心理和语言的描写反映人物的品质。
2、课外延伸
列夫·托尔斯泰的代表作有很多,老师希望你们在课余时间多多拜读他的作品,有《战争与和平》、《复活》等。
【设计意图】鼓励学生多读课外书拓宽视野,增长知识,提高写作水平。同时也体现了学生的综合素质。
3、作业设计
展开想象,续写《穷人》这个故事
板书设计 穷人
勤劳、善良、有同情心、宁愿自己受苦也要帮助别人
(环境、人物对话、心理活动的描写)
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说课稿幼儿园 说课稿万能篇八
课文简析:
《水》系苏教版国标本第十册的一篇课文,原文题目为《饿水》。课文叙写了“我”出生的村子严重缺水,人们爱水、盼水、节水。回忆孩提时洗澡的不易,突出了水的无比珍贵。两处细节描写:下雨时,在雨水中洗澡;炎热时,母亲用“一勺水”为“四兄弟”消暑纳凉,给我们留下深刻的印象。课文采用反衬的写法,通过村民洗澡时的“痛痛快快”、“舒服”,衬托出水的珍贵,缺水的苦涩,并以此警示今人要节约用水,保护水资源。文章有概括,有详写,有细节,有动作,有语言,从各个方面多层次地揭示了“水,成了村子里最珍贵的东西。”这一中心,给小读者以深刻启示。
教学目标:
1.能正确、流利、有感情地朗读课文。
2.精读课文2—6自然段,通过想象、联想、对比等方法,体验缺水给村里人带来的苦与乐,并体会文中生动描述的方法和全文所采用的“反衬”的写作方法。
3.通过具体的语言材料,感受水的珍贵,激发学生珍惜水的情感。
4.继续养成边读边想、细细品味、圈画批注等阅读习惯。
教学目标融课文内容探究、语言形式学习、良好习惯养成于一体。既有终点目标的达成要求,又有达成目标的过程、方法渗透。
教学重、难点:
精读课文2—6自然段,通过想象、联想、对比等方法,体验缺水给村里人带来的苦与乐。
说学法:
1. 以学生的自主感悟为主,尊重学生独特的感受。
陶行知先生曾倡导过“六大解放”,即解放学生的大脑、双手、眼睛、嘴巴、时间、空间。这六大解放的核心是解放学生的大脑。这就要求我们在教学的过程中应该充分尊重学生的独特体验。人们常说“一千个读者,就有一千个哈姆雷特”。同一篇课文,不同的学生通过阅读,所能产生的感受是不同的。本课时的教学设计,我们力求要做到最大限度地尊重学生的主体感受,以学生的自读感悟为主,把主体地位让给学生。
在教学情境的设计中,如“这节课,就让我们再次走进那个缺水的地方,看看文章哪些地方触动了你的心弦?和你的经历对照,想一想,并把你的感想写在书上。”“ 这一段还有哪里让你体会最深?”“还有哪些地方打动你的?”简单的几句话,却给予了学生阅读方法的指导,让学生能自主的进行学习、探究,从而更好地理解文中人们对水的珍惜和渴求。
2. 以学生的朗读感悟为主,重视学生能力的发展。
以读为本,正是在读的重视中培养学生的语文素养,促进他们的发展。在本课时的教学设计中,我们引导学生在感悟文本的同时,也没有忘记对学生进行读的训练。课堂中不仅出现了各种形式的读:默读、自由读、指名读、齐读、引读……而且指导学生读时也注意到了层次性。