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2023年表格式教学设计方案(六篇)

格式:DOC 上传日期:2023-05-05 18:11:57
2023年表格式教学设计方案(六篇)
时间:2023-05-05 18:11:57     小编:zdfb

方案是从目的、要求、方式、方法、进度等都部署具体、周密,并有很强可操作性的计划。方案对于我们的帮助很大,所以我们要好好写一篇方案。下面是小编帮大家整理的方案范文,仅供参考,大家一起来看看吧。

表格式教学设计方案篇一

1、理解重点词句,让学生了解鱼、牛、燕子尾巴的用处和壁虎的尾巴的再生的特点等有关科学常识,并受到文明礼貌教育。

2、指导学生有感情地朗读课文。

3、利用课文提供的知识和叙述方式训练学生的说话能力。

1、师:四肢短短,身体扁平;墙上爬行,专吃蚊蝇;尾巴易断,断了再生。

2、学生猜出后出示“壁虎”图。

师:今天我们一齐来学习小壁虎借尾巴的故事。

评:根据小壁虎的外形特征、生活习性和生理特点编成谜语,唤起学生头脑中小壁虎的表象。“壁虎”一词用谜语引出,可以避免生硬地介绍有关知识,然后由壁虎自然引出课题。教学环节的衔接流畅有趣,使学生在愉悦的气氛中开始新课的学习。

3、看看壁虎的外形,再读读课题,你有什么疑问吗?

评:教会学生由题目提出问题,既训练思维,又培养学生提出问题的能力。

1、学生第1遍读课文:

要求遇到生字看清拼音读准确, 边读边画出文中有几个自然段。

2、第2遍读课文:

指名7个学生,一人读一个自然段,要求把音读准,尽量做到不添字、不漏字,不读错字。

读后老师正音。

3、第3遍读课文:

要求正确流利,边读边想,提出不理解的词语和问题。

师:我们读3遍课文,每遍的要求一样吗?

评:教师要给学生较多的读书时间,培养学生读书的习惯。此处设计的三读课文,各有要求,而且逐步提高,对一年级学生来说,这是最基本的读书方法的指导。

1、出示图一:

大家先看一看课文中的第一幅插图,思考:

要想知道“小壁虎为什么借尾巴”得从哪几个自然段找答案。

⑴ 小壁虎为什么要借尾巴?

学生选第1、2自然段,各自轻声读。

出示活动投影片《小壁虎挣断尾巴》。

读后判断:

小壁虎的尾巴是怎么断的?

① 小壁虎的尾巴是被蛇咬断的。(×)

② 小壁虎的尾巴是被蛇咬住后,自己挣断的。(√)

⑵ 假如小壁虎不挣断尾巴,会出现什么情况?

从壁虎挣断尾巴,可以看出小壁虎的尾巴有什么作用?

评:一年级的学生在回答这个问题时,大都是说小壁虎的尾巴是被蛇咬断的。为了培养学生认真读书的习惯,通过投影的动态演示,使学生明白,小壁虎的尾巴是挣断的。并在此基础上讲清了壁虎的尾巴,有保护自己生命的作用。

2、老师范读第2自然段:

⑴ 要求学生从课文内容及老师读的语气,体会小壁虎当时的心情,说说标点符号“?”所起的作用。

⑵ 学生练习有感情的朗读。

评:让学生听听,说说,练练,引导他们开动脑筋,认真读书。

3、看图,听第3~5自然段的课文录音:

⑴ 思考:

小壁虎向谁去借尾巴?

附图。

⑵ 用“先……然后……最后……”连起来说一句完整的话。

评:结合看图听读课文,从整体入手,了解课文内容,并使听力与口头表达能力同时得到训练。

4、读议第3~5自然段:

⑴ 学习第3自然段:

① 用引读法让学生理解第3自然段每句话的意思和叙述顺序。

教师引读:

小壁虎爬到哪?→看见谁?→他怎么说?→对方怎么回答?

② 学生比较下面的句子和标点:

┌小鱼,你把尾巴借给我!

└小鱼姐姐,把您的尾巴借给我行吗?

引导学生理解用上“姐姐、您、行吗”等词语,及询问的语气,说明小壁虎十分有礼貌。

┌小鱼说:“不行!我要用尾巴拨水。”

└小鱼说:“不行啊,我要用尾巴拨水呢。”

引导学生体会加上“氨“呢”这些语气词,可以表现小鱼是友好拒绝,和因不能把尾巴借给小壁虎而为难的心情。

③ 指导学生有感情朗读对话。

评:通过2组对话的比较和反复诵读,引导学生进入角色,带着情感去朗读,这样,既进行了语言文字训练,又进行了文明礼貌教育。

④ 演示活动投影片:

理解“摇着”、“拨水”并让学生做动作演示。

⑤ 小结:

课文第3段先写小壁虎爬到哪里,看见什么,再写小壁虎怎么说,最后写小鱼怎么答。这样就写清了小壁虎是怎样向小鱼借尾巴的。

评:教“小壁虎向小鱼借尾巴”这一段,采用“扶”的办法,初步引导学生理解句子之间的联系。

⑵ 半扶半放,教学第4自然段:

① 学生自读:

说说这一段先写什么,再写什么,最后写什么,体会到第4段与第3段写法相似,只是地点变了,借尾巴的对象变了。

② 指名学生用手势做“甩”的动作。

③ 用课文中的一句话,说说老黄牛为什么没有把尾巴借给小壁虎。

④ 师生分角色朗读。

⑶ 以放为主,学生自学第5自然段:

① 学生自学本段:

想一想1、2两句写什么?3、4两句写什么?

② 指名学生有感情朗读本段:

让学生找出说明燕子尾巴作用的词语。

(摆、掌握方向)

③ 让学生做手势,帮助理解“摆”,“掌握方向”的意思。

评:对于叙述顺序相似的3、4、5自然段,教师采用教──扶──放的方法指导,不仅使教学环节避免了重复,而且也培养了学生的自学兴趣与能力。

⑷ 总结3、4、5自然段:

让学生把3、4、5自然段连起来朗读,用“因为……所以……”这个句式说说小鱼、黄牛、燕子为什么没把尾巴借给小壁虎。

5、让学生把手当作动物的“尾巴”,演示辨析“冶、“甩”、“摆”三个动词,体会几个词的意思,以及它们之间的差别。

评:让学生用这样的方法理解词语,有很强的直观性,把这几个重点词放在一起,学生自己演示,自己感受,再一次加以领会,效果很好。

6、读议第6、7自然段:

⑴ 指名读课文:

要求学生找出一组反义词,说说小壁虎心情起先怎么样,后来怎么样。

⑵ 指导学生有感情朗读课文:

读出从“难过”到“高兴”的心情。

评:通过抓一组反义词,把两个自然段的内容全概括了,教学环节简洁,又抓住了关键。

⑶ 小壁虎把借尾巴的事告诉了妈妈,谁来扮演小壁虎把借尾巴的经过告诉妈妈,想一想该怎样说?

评:这样等于让学生复述了课文的主要内容,训练了他们的语言表达能力,而且在具体的语言环境中理解了“告诉”一词的意思。

1、说说学了这篇课文你知道了哪些动物尾巴的作用?

2、填空练习:

⑴ 小鱼(摇)着尾巴,在(河里)游来游去。

⑵ 黄牛(甩)着尾巴,在(树下)吃草。

⑶ (燕子)摆着尾巴,在(空中)飞来飞去。

⑷ 小鱼用尾巴(拨水),黄牛用尾巴(赶蝇子), 燕子用尾巴(掌握方向),小壁虎的尾巴断了以后,还能(长出来)。

评:总结课文,既要归纳课文,又要进行语言训练。

1、阅读短文《有趣的尾巴》了解文中提到的松鼠、啄木鸟、猴子、响尾蛇等动物尾巴的作用。

2、选择上述短文中提到的一种小动物,照书上第3至第5自然段的顺序,说一说小壁虎怎样向这些动物借尾巴。

评:这样训练学生说话,既拓宽了知识面,又依照课文进行成段说话的训练,将增长知识和有条理地说话训练结合起来。(点评:王秀荣)

表格式教学设计方案篇二

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表格式教学设计方案篇三

1、能正确、流利、有感情地朗读课文,背诵课文第二段。

2、积累表示颜色的词语。

3、理解课文内容,观察天上的云,仿照课文的写法写一段话。

4、培养学生对自然美的感悟能力。

师:同学们,今天老师带来了一位同学默写的词语,这位同学是个马大哈!写字总是缺胳膊少腿的。

1、出示含有错别字的词语:

师:你们这些小老师们谁来帮帮他?

2、指名到前面来修改。

(设计一个让学生感兴趣的情境,既调动了学生的积极性,又让学生在乐趣中记住了词语的写法。)

3、齐读。

1、回忆第一段讲了什么?

板书:

上来了

2、齐读。

过渡:

火烧上来了,地面上的一切都变了,真神奇呀!那火烧云又是如何变化的呢?

板书:

变化

1、默读第二段,思考:

课文是从哪两个方面写火烧云的变化?

板书:

颜色形状

2、教学第二自然段:

⑴ 听录音。

(观察图片)

⑵ 听了这一自然段,火烧云的变化给你留下了什么印象?

板书:

多快

⑶ 从哪儿看出多,你能找出表示颜色的词语吗?

(指名圈出)

出示:

照样子,找出其他表示颜色的词语:

红通通 ______ ______ ______

茄子紫 ______ ______ ______

(讲练结合,拓展延伸,让学生学习课文的同时,能学到课堂以外的知识,掌握运用知识的方法。)

⑷ 又从哪儿看出颜色变化“快”呢?

(一会儿……一会儿……)

⑸ 天上的云从西边一直烧到东边“中的“烧”可以用什么词语来换呢?那作者为什么不用“?”而用“烧”呢?

(“烧”写出了动态,表示了颜色,点明了课题。)

(让学生反复推敲文章中的语言文字,体会精确的语言与文章的中心思想有着密切的关系。)

⑹ 指导朗读。

(喜悦语气)

3、教学第3~5自然段:

过渡:

火烧云的颜色是如此的色彩斑斓,瞬息万变,那么它的形状又是如何变化的呢?

⑴ 指名读,思考:

这3年自然段写火烧云形状的变化,那它变成了什么形状呢?

板书:

狗、马、狮子

⑵ 齐读第3自然段,思考:

① 马出现时是什么样子的?

② 马是怎样变化,又是如何消失的?

⑶ 自学第4、5自然段。

⑷ 检查自学情况,师生共同交流。

(新课程强调,教师是学生学习的合作者、引导者和参与者。本处设计让学生自学,与老师共同交流,体现了这一点。同时,培养了学生的自学能力。)

⑸ 听录音,小结:

谁能用《黄山奇松》中的`一个词来概括火烧云的状变化?

板书:

千姿百态

(回忆巩固以前所学的知识,学以致用。)

师:火烧云真是太美了,读了课文让人有种身临其境的感觉,这么美的景观你们愿意背诵下来吗?选择一段你喜欢的景色背诵下来吧!

(此处设计是为了调动学生背诵课文的积极性,选择自己喜欢的背,变教师要求的被动为学生自己选择的主动。充分体现学生学习的自主性。)

1、学生选择背诵。

2、指名背。

观察天上的云,仿照课文中的写法写一段话。

(作业的设计,为了让学生掌握课文中的写法,将其运用到现实生活中来,体现了语文的工具性。)

上来了

颜色 多 快

火烧云 变化

形状 千姿百态 快

下来了

表格式教学设计方案篇四

教学目标:

1.认识本课生字12个,会写10个字,在学文中培养学生独立识字的能力和主动识字的习惯。

2.通过有感情地朗读课文,感受夏天的迷人,积累词句,培养表达、想像能力。

3.在读中激发学生对大自然、对生活的无限热爱之情。

一、导入:

1.师:同学们先吟唱一遍古诗《小池》。(生唱)

2.师:你们说说《小池》描写的是什么季节的景物。(板书:夏天)“夏”字哪儿容易写错?(中间两横描红,学生说笔顺时用重音把两横强调出来。书空后指导在田字格里书写。)

二.初步感知课文,学习生字

1、说到夏天,你首先会想到什么?(热、吃冰淇淋、吃西瓜、游泳、捉蜻蜓)

2、大家的感受真丰富!有位小朋友把自己的感受写了下来,文章就叫《迷人的夏天》,(板书课题,有感情地读),想读一读吗?

3、自由读课文,标上自然段,不认识的字圈起来,用我们学过的识字方法去认识它。

4、把生字条里的字读给你同桌听,不会的请同桌教一教。看谁读的最响亮,学得最认真,能够得到同桌的表扬。

5、指名分段读课文,看看还能学许那些生字,读好那些句子。

6、看来,大家学得都不错了。我们检验一下学习效果。

7、分组比赛朗读。

要求:注意听,认真想。小作者眼中的夏天是怎么样的?用波浪线画出来。

三.读中感悟,升华情感、积累语言,运用语言。

1、反馈:课文有几个自然段?在小作者的眼中,夏天是什么样的?板书:多彩、有趣、炎热、悠闲迷人

2.你喜欢什么样的夏天?选择你喜欢的一段,读一读,并想想你为什么喜欢它?在这一自然段后面写上你喜欢的理由。

3.反馈:(学生任选一段说)

(1)第二自然段――多彩:

①夏天是多彩的,你们能从这段中画出描写颜色的词吗? ②除了这些词,还从那些词语中读出美?

③欣赏写夏天的美景图。

④这么美的夏天,你想怎么读这一段?(指导朗读)

⑤如果去掉写颜色的词语,读一读有什么感觉。对!好词的运用能使文章增色不少。

⑥用加上一些词语方法,使这把看到的鲜花图片说的更生动。

(2)第三自然段――有趣:

①你从哪儿看出“有趣”?(生说)

②写了那些小动物,它们的活动是怎样的?这样写你感到了什么?(抓住赛歌会、提灯笼两个词,启发学生想象,感受拟人句的作用。) ③读出你自己的趣味来吧!(自由读。)

④改写后两句(青蛙呱呱叫,萤火虫飞来飞去),使学生体会原句的好处。

⑤用学习的修辞手法描写下列几种动物的活动。(蝴蝶跳舞、蜜蜂唱歌、蜻蜓点水、蟋蟀弹琴。)

⑥句式训练:我们可以到花丛边看(),听(),也可以到小河边欣赏(),还可以到草从旁听()。

四、作业。

1、背诵2、3自然段。

2、选择花或者是动物的活动,写一段话。

教学后记:

夏天对孩子们来说丰富多彩,学生能有感情朗读课文,抓住课文的重点词语和句子来理解课文,能自己找到文中的精彩的句子,词语。

迷人的夏天 教案教学设计(北师大版二年级第四册) 《迷人的夏天》是一篇词美、句美、意境美的小散文。文章以“炎热——多彩——有趣——悠闲”为主线,从贴近学生生活情趣的事例展开描写,从多个角度写出了夏天迷人的生活。学习这篇文章,会让孩子感受到生活在这样迷人的夏季中是快乐、幸福的。在教学本课时,我是这样设计的:

一、激趣入境

1、小朋友们,万物复苏的春天过去了,炎热的夏天已经来到了我们身边,你喜欢夏天吗?为什么呢?(教师可给孩子充足的时间,让他们想,让他们说,引导他们把自己亲身感受到的夏天说出来。)

2、孩子们说得真好!每个人心中、每个人眼中的夏天都是不同的。今天,就让我们一起来感受这迷人的夏天吧!(板书课题)

二、走进夏天,认读生字

1、出示生字,点名认读。

2、准确的读出生词。(幻灯片出示)

3、可爱的红花字卡出示要求会写的生字,认读并组词,个别选择造句。

三、整体感知

1、现在就让我们带着对夏天的喜爱,带着自己的感情来朗读课文。 2、分组分段朗读课文。边读边想:你感受到了什么?

3、交流读后感受,教师相机板书。

四、品读课文,体会理解

引导学第一段

1、课文哪一段描写了夏天是炎热的?你能把它读给大家听吗?2、其他同学边听边想边划:你从哪些语句感受到了夏天的炎热?3、交流并指导朗读。

4、点名有感情的朗读这一段。

学法小结

1、回忆学习第一段的方法,可以同桌交流。

2、教师引导总结并板书:读——划——想、说——读。

扶着学第二段

1、点名读,其它同学边听边划:夏天里有哪些漂亮的颜色?

2、全班交流,教师板书。

3、“盛开的鲜花”“五颜六色的衣裙”多么能激发人们丰富的想像呀!快想想夏天有哪些颜色的花?你还能用哪些词语来形容夏天的多彩?(相机评价)

4、夏天是五彩缤纷的,夏天更是瓜果飘香的季节。看!多么冰凉可口的西瓜,拿它来招待朋友,那感觉_!对,那感觉_!再读一遍!“那感觉真好!”

5、夏天的颜色真美!夏天的水果真好!夏天里有趣的事真多!悠闲的

事更多!现在,快让我们一起来看看夏天里都发生了些什么事吧!

放手学三、四段

1、再次回顾学习方法,同桌合作学习三、四段,重点划出夏天里发生的有趣、悠闲的事。

2、指导朗读。抓住“在晴朗的夜晚,我们还可以望着星空畅想”,出示星空图,让学生理解“畅想”,并说说如果是你坐在美丽的星空下,你会想些什么?(相机评价)

3、小结:像我们这样痛快地想、尽情地想、放飞思想地想就叫“畅想”。 学习第五段

1、“夏天是迷人的,一切都在夏天里走向成熟。”引读,齐读,加深感情再读。

2、为什么说“一切都在夏天里走向成熟”?

五、再次整体感知

1、夏天是五彩缤纷的,春天是生机勃勃的,秋天是硕果累累的,冬天是白雪皑皑的。四季,无论是哪一季,都是那么的美,那么的令人陶醉。就让我们再次来感受夏天的迷人!

2、动画播放课文朗读,边听边欣赏夏天的美景,在大脑中整体感知课文内容。

六、拓展练习

1、这么迷人的夏天,快用你智慧的大脑,丰富的想像把它描绘出来吧!仿照课文写一写,争当小诗人、小作家。

2、这么美的夏天,我们还可以用不同的方式将它留在身边,你准备怎样把它留下来?(读一读课文、画画、写小诗、日记、照相??)

3、小结。

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