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2023年三年级语文说课稿ppt 三年级语文说课稿1000字(精选十六篇)

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2023年三年级语文说课稿ppt 三年级语文说课稿1000字(精选十六篇)
时间:2023-05-05 18:40:57     小编:zdfb

在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。相信许多人会觉得范文很难写?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。

三年级语文说课稿ppt 三年级语文说课稿1000字篇一

一、以自主、合作、探究的学习方式为主,充分激发学生的主动意识和探索精神,注重质疑问难与互相切磋;

二、在熏陶感染中培养学生顽强乐观的人生态度;

三、阅读方法上,以抓要点精读为重点:内容理解上,以深人人物内心世界为主;写作学习上,以人物外貌描写训练为主。

这一节课要展示审美化的课堂教学模式,形成“审美视点——审美视点延伸——审美体验的内化”的基本环节。审美视点:营造审美氛围,从贝多芬的肖像入手,让学生对贝多芬有一个初步的认识和感受。审美视点的延伸:“相由心生”,贝多芬的外貌是他的心灵世界和独特个性的折射,激发学生对人物做进一步的了解。审美体验的内化:贝多芬对待扼运的态度,与命运抗争的崇高勇气和在苦难中造就的伟大品格对学生能起到一定的熏陶感染作用。

走进世界音乐大师贝多芬

教学设计的两大板块:写作学习上,以人物的外貌描写训练为主;内容理解上,以深入人物的内心世界为主。由对贝多芬出色的肖像描写进而深入到人物的内心世界,理解“音乐人生”和“苦难历程”造就这样一位巨人,也造就了他独特的个性。

让学生去查找资料写一篇小练笔《我所认识的贝多芬》

知识与能力:学习人物的肖像描写的技法——“形神兼备”

过程和方法:引导学生从感受人物的肖像描写进而深入人物的内心世界。

情感态度价值观:理解贝多芬不屈命运的安排,执著追求音乐事业的精神,逐步走进大师的内心世界。

1.赏课文对贝多芬的外貌和语言描写,感受贝多芬的形象和性格;

2.初步学会抓住人物外貌特征进行描写。

初步学会抓住人物外貌特征进行描写。

导学结合,自主探究,师生互动交流。

四人小组合作学习

1.导入课文以后请学生简要介绍贝多芬的生平、音乐成就及其影响,然后请学生对课文的彩图——贝多芬像进行肖像描写,感性理解肖像描写。

2.在整体阅读基础上,从外在感知人物形象。请学生仔细地对照听读课文,勾画出有关贝多芬的外貌描写的句子。用课件展示听读课文的(6----9自然段)要求学生对比一下自己所写的和课文中所描述的有何异同,说一说肖像描写要注意哪些问题。

3.在细细品读的前提下,从内在感知人物的精神,理解贝多芬的主要性格特征。

4.实践环节:请学生进行三分钟人物速写(选取同班同学,描写外貌,三五十字即可,不提及姓名,文成朗读大家一起猜,同时我适当点拨写法得失。)

1.学生参与积极性较高

2.学生搜集的资料详实,准备充分

3.对学生的学法指导不够

4.课堂上缺少激励性的语言

5.受课件和教案影响过大,放的不够开,课堂容量较小

三年级语文说课稿ppt 三年级语文说课稿1000字篇二

我说课的题目是《灰雀》。我的说课主题是—读故事,品对话,识名人。下面,我将从说教材、说资源、说教法、说学法、说教学过程,等五个方面对本课的设计进行说明。

《灰雀》是人教版六年制小学语文三年级上册第二组的第一篇课文,这组课文的重点在于讲述名人身上平凡的小事,让学生从小事中感受他们的不平凡。而本课描述的列宁在公园里寻找一只丢失灰雀时,遇到将灰雀抓走的小男孩,并通过交谈促使小男孩将灰雀放生的故事。故事体现了列宁关爱小朋友,尊重小朋友,善解人意的优良品格。这是一篇写人叙事的文章,在教学中,应当引导学生通过多读去体会名人身上的优良品格。

巧用多媒体课件,flash动画,激趣导思,突破难点。

运用多媒体技术辅助教学,能大大提高教学内容的感染力,激发学生的兴趣,促进学生的思维训练,使学生在情感上和行为上积极参与学习的全过程。当“列宁又看到那只灰雀欢蹦乱跳地枝头歌唱”这一动态画面出现在学生眼前时,他们会为之惊喜,仿佛自己也来到白桦树下,看到了灰雀欢蹦乱跳的身影,听到了灰雀悦耳的歌声,喜爱灰雀之情油然而生。这么惹人喜爱的灰雀果然回来了,这是因为男孩知错改错把它放回来的,而男孩之所以知错改错是因为列宁对灰雀充满了喜爱之情,对男孩充满了爱护之心。这种仿佛身临其境的感知,会让学生情不自禁地为灰雀的归来而高兴,为男孩的诚实而高兴,在不知不觉中感悟列宁对灰雀的爱,对男孩的爱,从而突破教学的难点。

学习这篇课文时,学生不容易把握文章的线索和思路。所以,在确定教学目标时,我将“灰雀”作为本课的切入点,以寻找丢失的“灰雀”为主线带动学生纵观全文,引导学生通过对话去领悟人物的内心活动。因此我确立本节课的教学目标是:

1、知识与能力目标:

a、借助工具书或联系上下文理解有关词语的意思。

b、有感情地朗读课文。

c、理解课文内容,体会到列宁对灰雀的喜爱和小男孩诚实的品质。

2、过程与方法目标:以学定教,引导学生读懂课文、 鼓励学生运用结合语境,联系生活实际或查工具书等方法理解新词、培养和提高学生的语言感悟能力,观察能力和评价能力

3、情感态度与价值观目标:了解诚实的可贵,使学生受到思想上的净化,爱鸟类,热爱大自然,维护生态平衡的教育。

教学重点:列宁发现灰雀消失之后,通过耐心、得体的交谈使孩子放回了灰雀的经过。

教学难点:如何使学生透过他们的言语和神态来领会人物的心理活动

教法应以学生为主体,让学生全面参与到课堂教学中,充分体现教师的主导作用。结合三年级学生的年龄特点,教学中我主要采用了情境导入法,朗读感悟法,自主合作探究法等方式,让学生在充分朗读,讨论,交流的基础上大胆发表见解,从而让学生的情感价值观在课堂教学中有效地生成和升华。

在课堂中引导学生运用读、 思、品、议、说、写的方法来学习课文。读人物内心,思课文所写,品文中语言,说心中所想,学习作者的描写人物的方法,写句子,进而达到提高学生写作水平的目的。

学生是学习和发展的主体,语文教学应以学生自读自悟,自主探究为基础,教师要帮助学生架设生活和文本的桥梁,激发学生的情感体验,并参与其中,推动学生去深入感受。因此,我的教学过程预设如下五个环节:

一、情景导学 提出问题

(多媒体:三只灰雀在枝头欢蹦乱跳地唱歌。)

瞧!灰雀来为我们讲述一个有关列宁的故事了,让我们热情地和它们打声招呼吧!----揭题。

1、读题,提示:“雀”字是从描摹鸟的体形而造出的象形字。(结合图片)

2、能用自己的话说说这是怎样的灰雀吗?

为了这可爱的灰雀,列宁和一位小男孩之间发生了一个怎样有趣的故事呢?让我们带着这个问题赶快走进课文,美美地读一读吧。

二、自主学习 尝试解决

1、让学生充分地、大声地朗读课文,借助拼音和工具书读准字音,读通课文,了解课文大意

2、学习生字新词: 读准“胸脯”、“白桦树”、“散步”,注意“诚”、“蹦”等后鼻音。

课件出示词语:郊外 散步 胸脯 仰望 欢快 或者 严寒 诚实 可惜 肯定 果然 面包渣 白桦树 欢蹦乱跳 自言自语

(分行出示,请同学做小老师,带读,识读,齐读)

三、讨论交流合作解决

列宁和小男孩因为灰雀,而有了这段故事。我们先来看看漂亮的灰雀吧。小组合作找出文中哪些句子描写了灰雀,用横线把它画出来。然后讨论交流:灰雀给你留下什么样的印象?试着用自己的画笔画出来。小组为单位评选出优秀小画家。

四、展示评研运用提升

以小组为单位自由朗读并尝试分角色表演。评选出最优秀的一组,在全班内表演。通过表演让学生理清课文脉络。

五、巩固达标拓展深化

多媒体展示导学卡—达标拓展性问题。

学生自主完成达标测试题,更好地完成本课教学目标。

我的说课完毕,谢谢大家!

三年级语文说课稿ppt 三年级语文说课稿1000字篇三

各位老师:下午好,今天我说课的内容是《翠鸟》

新课程标准指出:阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践,应让学生在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感的熏陶,获思维的启迪,享受审美的乐趣,所以本课以摒弃琐碎的分析讲解,引领孩子入情入趣朗读课文,在课堂教学中创造一种轻松、和谐、风趣、愉快的课堂气氛作为本课教学的根本出发点,让学生在这种活泼的氛围中努力学习和探求,培养语文情趣,让学生真正懂得文章的“情”在哪里,“趣”在何处。我准备从以下五个方面谈谈本课的教学。

《翠鸟》是六年制第六册第四单元组的一篇精读课文,本组课文的训练重点是在理解课文内容的同时,要注意体会课文表达的情感。

作者重点介绍了翠鸟的外形特点和它捉鱼时灵敏、神速的动作,表达了作者对翠鸟的喜爱之情。

本课的编排意图一是让学生感受、体验作者是怎样抓住事物的特点进行观察的;二是体会课文中关词句在表达情意上的作用;三是培养学生爱护鸟类的意识。

从新课程目标建构的三个维度出发,我把本课的目标定为:

1、认识本课11个生字,会写13个生字,联系语境理解“清脆、疾飞、锐利”等词的意思。

2、自主学习、潜心会文,学习作者抓住事物特点观察、描写的方法,体会用词的贴切、生动,养成积累好词佳句的习惯。

3、静心涵咏,读中悟情,感受作者对翠鸟的喜爱之情,增强学生保护野生动物,与动物和谐相处的意识。

4、有感情地朗读课文,读中表达对翠鸟的喜爱!

以上目标着力反映了知识与能力,强调过程与方法,同时也注重了文本的价值取向,能较好地反映语文教学的基本特点。

本课的教学重点在写翠鸟外形特点和对捉鱼的动作描写。难点是以以便翠鸟的外形特点和翠鸟的捉鱼本领之间的关系。

三年级的孩子纯真而富有爱心,特别喜欢小动物,可以预见对学习将会有较浓厚的兴趣。但他们活泼好动,精神不易集中,对单纯的解读文本有一定困难,故教学设计一定要注意直观与趣味性。

1、 创设情境法

情境应贯穿整个课堂教学,本课顺应学生心理,创设情境,建立课文的内含情感与学生情趣的联系,激发学生情感。如,通过播放翠鸟捉鱼的教学录像,运用有形、有声、有情的情境,让学生进入课文,直观感受翠鸟捉鱼的动作敏捷,调动学习积极性,这样能比校直观地理解词语的含义,变抽象为具体,当学生感悟了词语和句子的含义后,自然地生成了情感。

2、 朗读感悟法

朗读是语文阅读教学的主要方面,在整堂课中,把朗读贯穿在整节课的始终,运用多种方式的读。个别读、小组读、齐读、师生赛读、引读、评读等,让学生在读中进入课文意境,在读中意会,读中感悟、读中培养语感,读中积累语言。

此外,还采用了游戏激趣等方法。

1 培养自学能力 学会借助拼音读通课文,联系上下文理解词语,能根据课文内容疑问难,读活课文。

2 训练观察方法 学习抓住事物人特点进行观察,以画促悟,培养学生按顺序观察的能力

3 掌握读段方法 段的训练是中年级的训练重点,学生要学会读懂一个自然段,在词句的基础上,理解整个自然段讲了什么。

为了落实教学目标,我将安排两课时来组织本课的教学:第一课时:初读课文、学习字词、了解大意,并学习翠鸟的外形特点。第二课时:深入探究、深受翠鸟的可爱,体会独特的表达方法。

(一)、赏图激趣,引出课题,探究“翠”之所在。

教学伊始,展示一组翠鸟的图片,那斑斓的色彩,那俏丽的体态,如一块巨大的磁石,吸住了学生的心。激起学生的学习热情。

接着我以这一“翠”字做探究点,引导学生讨论思考:“翠是什么意思?你是怎么弄懂这个字的意思的?”学生可能会回答是通过看图弄懂的,也可能是通过读课文弄懂的,或者是通过问别人弄懂的,无论作何回答,我都会加以肯定,让学生懂得这些就是获取知识的好途径、好办法。

(二)、熟读文本,感受鸟美、文美。

1、录音范读:

本班学生朗读水平比较薄弱,有相当一部分学生阅读课文有困难,故我决定利用录音范读,降低学生自主阅读的难度,同时训练学生听的能力,并让学生先从听觉上感受文章的美。

2、自读课文,自学生字词。

对三年级的学生来说,已有一定的自学生字的能力,对自读课文这个学习任务,自主学习是可行的,教师起的是帮导的作用。

3、细读课文,感悟鸟美、文美。

自学生字后,我进一步鼓励学生自学课文:把课文读上两三遍,边读边想:你读懂了什么?并在有深刻感受的地方写上批注。这样,就给学生提供了一个与文本直接对话的时间和空间,让学生的心智在灵动的文字与美丽的情感中恣意徜徉。然后,我安排四人小组进行学后交流,让学生学会从他人处获取知识与经验,同时也起到帮助学困生读懂课文的作用。

在学生汇报学习成果时,我引导学生寻找支持自己意见的依据,并引入到相应的段落或句子,进行品词品句的训练,引导学生谈个人对文句的理解和感受,鼓励学生通过朗读来表达自己的情感。这个环节,我准备了可灵活切换的课件,以增强学习的直观性和趣味性,帮助学生更好地理解文句,深入感受鸟之美、文之美。

新课标中指出,阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践。要珍视学生独特的感受、体验和理解。所以,在评价学生的阅读时,我尊重学生的感受和理解,不居高临下的把自己的意见强加给学生,让学生的个性充分张扬。

(三)、竞读、展示读。

我组织学生开展竞读或展示读活动,在进一步品读课文的同时,培养学生敢于展示自我、乐于与他人分享成功快乐的品质。

(四)、角色体会,培养爱鸟、与动物和谐相处的意识和感情。

学生扮演翠鸟,教师以记者的身份对翠鸟们进行采访。我设计了下面的采访问题:

(1)、翠鸟们,你们长得真漂亮啊,能否自我介绍啊?

(2)、你们叼鱼的本领很高,谁来说说你们是怎么叼鱼的?

(3)、你们还想向我介绍些什么呢?

(4)你们对我们人类还有什么要求吗?

前两个问题的设计意图在于引导学生回顾文本,加深学生对课文的理解和体会,并训练学生用自己的话改述课文的能力。

第三个问题的设计目的在于拓展学生的思维,引导

学生说说课本中没讲到的,自己懂得的有关翠鸟的知识,让学生感受课外学习与积累带来的好处。

第四个问题通过学生与鸟换位的思考,让学生以翠鸟的视角审视现状中人和动物的关系,内化地衍生出爱鸟、爱自然万物、与动物和谐相处的意识和感情。

(五)、换位研讨,领会写法。

本文的写作特点十分鲜明,但对初学写作的三年级学生来说,写作方法是十分抽象的概念。因此,我采取与学生换位的办法,把学生推到自主研究的地位。

我设计了这样的请求:我要写一篇介绍鹦鹉的文章投到报社发表,我的文章该怎么写才写得生动吸引人呢?请大家一翠鸟为例帮帮我好吗?

(六)、拓展探究,激发求知欲和创造欲。

课内的学习是有限的,而课外的知识却是无限的,生活处处皆语文。所以,在学完本课后,我引导学生的思维从文本中走出去,到更广袤的课外领域。设计下面的作业。

作业:

1、把你喜欢的好词佳句摘抄下来。

2、回家留心观察一种小动物,把你对它的认识以日记的形式写下来。

三年级语文说课稿ppt 三年级语文说课稿1000字篇四

沙滩上的童话是一个非常感人的故事,课文比较具有童趣,与孩子的生活相贴近,符合孩子的年龄特点。

作者用诗一般的语言讲述了一群孩子在沙滩上垒起一座城堡,然后展开想象的翅膀编织了一个美丽的童话:城堡里住着一个凶恶的魔王,抢走了美丽的公主……最后,这群孩子成为攻打城堡的勇士,他们炸死了魔王,救出了公主。故事一方面再现了孩子们快乐缤纷的童年生活,另一方面也歌颂了一种人间的善良温情与正义。在孩子们的童话中,那对生活的热爱之情,那纯真的对他人的关爱和帮助,尽显人性之美。

1、知识与技能:

(1)会认18个生字及由这些生字组成的词语,会写田字格的10个生字。

(2)积累词语,帮助学生理解课文中出现的“凶狠”等词语的意思。

(3)正确、流利、有感情地朗读课文,理解课文内容。

2、过程与方法:

(1)在读懂课文的基础上,能够边读边想象孩子们在沙滩上玩耍的情景,感悟课文带给大家的乐趣。

(2)展开小组讨论,对课文中的词、句、思想内容及情感进行分析。

3、情感、态度与价值观:

(1)想象孩子们在沙滩上玩耍时的情景,感受文字之美。

(2)体会童年生活的快乐,培养乐观的生活态度和热爱生活的品质。

(三)教学重点、难点

正确认读识记生字,在有感情朗读课文的基础上感受孩子们在沙滩上玩耍时的情景,体会童年的快乐。

二年级下学期,学生已经具备了一定的学习字词的能力和自主阅读的能力。这篇课文的词语比较浅显,可以让学生在阅读中自己积累。对于生字的教学,我重点讲述容易混淆的生字,同时,这样也可以从现在开始培养学生养成良好的预习及阅读习惯。

但学生由于年龄小,注意力不够集中,所以更喜欢情节性较强的故事,需要教师引导在故事中体验情感。

1、 说教法

(1) 阅读感悟 (2)情境教学

2、 说学法

(1) 交流合作学习法 (2)读想结合法四 、 说教学过程

(一)质疑导入。“童话是什么?你们最喜欢的童话是什么?沙滩上的童话会发生什么故事呢?”

生动的故事本身就对孩子有很大吸引力,再加上疑问的色彩就更能体现故事的神秘感,让学生在猜想的过程中轻松地进入学习状态。(二)初读课文,整体感知。

学生可以用自己习惯的方式独立解决生字问题,然后我采取同桌互读的方式来检查自读情况。在这种情况下,学生的注意力会高度集中,提高认读质量。

学生交流读后感受。试着让学生说出“孩子们编织了一个怎样的童话故事?”学生可能出现几种答案:孩子们在沙滩上建造城堡、孩子们变成勇士救公主等等,此时学生是对文本的内容初步的感受,因此回答会比较零散。我通过适时板书和语言上的指导,查漏补缺,帮助学生整体感知课文。

(三)再读课文,体会乐趣。

1、要求学生再读课文,勾画出不明白的词语,小组内先进行交流。

趁机出示“凶狠”“编织”“补充”“反驳”“赞赏”等词语,由学生试着说出他们所理解的意思,然后我加以补充或纠正,为学生更好的理解课文扫除障碍。

2、在阅读教学中,先听录音,这样可以让学生在正确引导下发现文章的内部联系,又能让学生感受到文中的情感在朗读时的集中体现。通过“补充”“转眼间”“反驳”“欢呼”等词语让学生感受到孩子们在编织童话时激烈、热闹、快乐的情景,体会孩子们的情感变化。我通过语言的引导,让学生体会到孩子们童年生活的快乐以及孩子们的善良纯真。

3、然后让学生小组内朗读,并交流,试着找出这个童话让你感动的地方在哪,或者你最喜欢哪一部分,并能说出理由。继续进行全班交流。

4、自由品读,体会文中孩子的乐趣。

5、分角色读文,因为文章的语言贴近孩子的生活,符合孩子们的语言特点,所以分角色朗读,更能使学生融入课文,可以让学生在小组内以自己喜爱的方式,进行生动地表演。

(四)在实践中提升语言能力。

1、作者是怎样运用语言为我们营造一个美丽的童话故事?此时也让学生展开讨论,使得每一个学生都有表达以及更深层次的挖掘文本的意思。

2、接下来,要求学生借助板书,概括故事内容。

3、要求学生一个小组为单位进行比赛,美美地品读课文,看哪个小组读的棒。这样可以激发学生的积极性,达到较好的效果。

沙滩上的童话

成勇士(孩子)

编织童话 攻城堡 快乐童年

炸魔王

救公主(妈妈)

三年级语文说课稿ppt 三年级语文说课稿1000字篇五

(一)教材分析与处理。

《掌声》是教科版三年级上册第八单元的首篇精读课文。本单元的主题是爱的奉献,本课在本单元中起着非常重要引领作用。我想:在教学时,如果仅仅是让学生知道掌声就是爱,同学们都爱小英这空化了的思想内容是不够的,只有让学生在爱的情感世界里,经历情感的洗礼,精神得到唤醒,沉淀为人格了,才称得上是真正意义上的为生命奠基!面对着今天被爱重重包围的学生,我想:感受爱,只是起点,让学生学会如何去爱?才是本课的终极生命意义!

(二)教学目标及重点难点:

根据上述对文本的认识,以及《语文课程标准》对本年段能质疑,能联系上下文,体会课文中关键词句在表情达意方面的作用。能初步把握文章内容,体会文章表达的思想感情。的基本要求,我根据本课内容及教学实际、学生的心理特征和认知水平,设计如下教学目标及重、难点。

教学目标:

知识与能力目标:能正确、流利、有感情地朗读课文。通过对课文的朗读品味,读懂课文内容。

过程与方法目标:扣住词语理解句子,扣住句子体悟情感,扣住情感升华知识。培养和提高学生的语言感悟能力、观察能力和评价能力

情感、态度与价值观目标:懂得人与人之间需要尊重、鼓励,要主动去关爱别人,特别是身处困境的人;同时也要珍惜别人对自己的关心与鼓励。

教学重点:是指导学生朗读课文,了解小英的情感变化,深刻领会掌声的内涵。

教学难点:初步了解小英在掌声前后内心的变化。

本课的教学对象是三年级的学生,他们天真、活泼、想像力丰富,而且语言的组织能力和口头表达能力都有了一定的基础。《新课标》要求让学生做学习的主人。我为学生搭建交流互动的平台,让课堂成为学生展示自我的殿堂,使学生在激情、愉悦的氛围中感受爱、懂得爱、奉献爱,突出重点,突破难点。我采用的教法是:

1、启发点拨法:巧妙引导学生朗读课文,充分体现教师的主导作用和学生的主体地位。

2、多媒体演示法:引入音像视频资料,使课件符合班级学生的心理特征、认知规律,直观、形象、视觉效果好。

3、创境想象法:创设假如小英就在我们的身边等环境,让学生以想象谈话的形式理解文本。

4、评价激励法:教育心理学认为正确评价、适当表扬与鼓励是对学生的肯定,它可以激发学生的上进心、自尊心等。科学的教学评价能激发学生兴趣,启迪学生心智,优化教学过程,提高教学效率,使课堂充满活力。

根据新课标的要求,让学生养成良好的阅读习惯。培养学生的探究能力、合作精神、思辨能力、表达能力,我在教学过程中,注意方法的点拨与引导,让学生学会学习。因此我引导学生采用:

自主探究、合作交流法:我运用教学机智,引导学生提出疑惑,好比一石激起千层浪,学生的思维被激活,活跃课堂气氛,在讨论中理解、感受爱,体现学生的主体地位。

批注记录法:带着疑问读课文时画出相关答案,通过不同形式的朗读,记录读书体会。这样培养学生学习语文的好习惯。

(一)导语渲染启动情感。

一堂课的开课,犹如小提琴演奏,第一个音符就定下乐曲的音调,开课时我用激情的语言为本课定了情感基调,这样就让我的课堂未成曲调先有情。使学生情不自禁地走入学习情景之中。

(二)整体感知积蓄情感。

为了突破本课的教学难点,我打破了一篇课文从头到尾顺着讲解的教学模式,《语文课程标准》指出:中年级学生对学习汉字有浓厚的兴趣,养成主动识字的习惯。为了消除朗读中的障碍。我首先把文本中易错、难读的字音利用课件演示进行预习检查、强化。然后通过多种形式的朗读和关键词语的理解,探究小英在掌声前后内心的变化,边读边悟,随悟随记下自己的感受,也是为了突破本课的教学难点。

(三)潜心品读升华情感。

为了突出教学重点,在感悟描写英子神态、动作的词语和掌声的内涵这部分教学中,我采用了多种形式的朗读,以读代讲,但我更侧重于在自主阅读中为学生搭建开放阅读的平台,保证了读的时间、读的形式,保持了读的兴趣。这入情入境的朗读足以让关爱之情,感激之心渗入到学生的心里。不仅让他们学会了阅读,更重要的我是想通过这样的教学教会孩子们学会学习,体会合作学习的快乐。

(四)联系实际延伸情感。

在学完课文后,为了弹响属于学生自己的那根情感之弦,我让孩子看《掌声响起来》视频课件,为下一步的朗读和仿写放飞思维,积累素材,实现情感、语言和思维同构共生!

(五)课堂总结内化感受

当不同内涵的视频响起的同时学生为身边人鼓掌,这样呈现出立体式的课堂教学模式

其目的在于依据课文内容,突出重、难点,清晰、美观、简洁,让学生一目了然。

回顾本课的教学,有以下几点认识:

1、从教学目的简直定到教学的每个关键,紧扣语文课程尺度中划定的重情绪、态度、代价观的准确导向,选择教学计谋,充实表现新课程以人为本、学以致用的理念,并向课外拓展学习内容,开辟学生视野。

2、在互助探究学习中,老师授之以渔,点拨要领,建立了调和的学习气氛,评价鼓励学生积极到场,点燃了学生头脑碰撞的火花,使差别条理的学生都得到生长。

虽然,我以为这节课个体关键的精致化处置处罚另有待增强。我为了照顾全体学生,使背面教学时间告急。有待于增强团体计划的科学性。

我以为讲堂永久没有完善二字,但也正是这遗憾成为我探究讲堂教学的不断动力。也是我以后高兴的偏向。教海探幽无止境,我要用我的教育伶俐只管即便淘汰教学遗憾,让我的讲堂每一节都精美!

三年级语文说课稿ppt 三年级语文说课稿1000字篇六

我跟大家共同探讨的是人教版三年级上册第六组的第二篇课文《富饶的西沙群岛》,我将从教材简析、教学策略、教学流程、板书设计和教学评价4个方面来细说。

《富饶的西沙群岛》介绍了位于我国南海的西沙群岛的美丽和富饶。课文先讲西沙群岛的位置,再按海面.海底、海滩、海岛的顺序介绍西沙群岛的风光和物产,最后写英雄儿女守卫祖国的南大门——西沙群岛。用词准确、生动、形象,是本课表达方法上的特点。

站在学生角度,我觉得学生读了这篇课文之后一定会喜欢上西沙群岛,会对五光十色的海水,各种各样的珊瑚,威武的大龙虾,各种各样的鱼,千奇百怪的贝克,庞大的海龟等产生浓厚的兴趣。学生也能根据课文的描写想象西沙群岛的美丽与富饶。针对这种情况教师可以准备中国疆域图,让学生了解西沙群岛的位置,准备西沙群岛的图片,文字资料等帮助学生进一步了解西沙群岛。不过学生虽然喜欢西沙群岛,但不一定能把情感上升到热爱祖国的大好河山上。本课的生字难度不大,再加上学生已有了一定的识字基础,所以生字教学可以让学生以自学为主。本课的“总、分、总”的写作方法以及首位呼应的特点,对于学生来说是难点,虽然不一定课上给学生点明课文的写作特点,但可以让学生通过阅读去体会。

基于以上解读和三年级学生的实际和认知特点,这篇课文我准备分两个课时来完成。第一课时我进行部分识字教学,引导学生阅读课文,抓全文中心句“那里风景优美、物产丰富,是个可爱的地方”提纲挈领,抓住“五光十色、瑰丽无比、蠕动”等重点词句,品读感悟,西沙群岛的富饶,为第二课时打下基础。第二课时完成识字教学,有感情地朗读课文,通过感知“西沙群岛也是鸟的天下”重点段,积累优美词句,初步体会首尾呼应、“总分总”的写作方法,激发去游西沙群岛的愿望。

根据语文课标精神,将知识与技能、过程与方法、情感态度价值观三维目标于一体,制定如下教学目标:

1、会认“饶、屿”等10个生字,会写“威武”等6个生字。能正确读写“风景优美、物产丰富、五光十色、深蓝、杏黄、交错、高低不平、各种各样、懒洋洋、披甲、威武、成群结队、飘飘摇摇”等词语。

2、通过表演读、男女分角色读、比赛读等形式朗读第二、三、四自然段,背诵自己喜欢的句子。

3、会用“有的……有的……有的……有的……”说一段话。初步知道课文的中心句。

我把这节课的教学重点确定为通过多种形式的读来体会西沙群岛的富饶,抓“五光十色、瑰丽无比、成群结队”等关键词语,激发学生想去西沙群岛游玩的乐趣。背诵自己喜欢的句子。同时这也是本课的难点所在。

教学有法,但无定法,贵在得法。根据本课的教学内容和学生实际,我准备采用以下几种方法:

1. 读中感悟 以悟促读 是阅读教学的重要内容,也是重要方法。朗读赋予了作品生命,使形象“活”在眼前、“活”在心中。因此在本课教学中,我通过课文整体初读、各段落多种形式读,有表演读、男女分角色读等,读的层次势如剥笋。读的形式灵活多样。

2.图片展示 直观激趣从西沙群岛地理位置的图片出示到形状各异鱼的图片补充,激发了学生课堂学习的兴趣,丰富了学生感知世界,又帮助学生理解课文。

本堂课的教学,我准备围绕以下5个环节来落实。

第一环节:图片激趣,揭示课题 教师出示西沙群岛的地图,并介绍在距离海南岛180多海里的东南海面上,有一片岛屿像朵朵星莲,颗颗珍珠浮于万顷碧波之中,那就是令人向往而又充满神秘色彩的西沙群岛。 板书——富饶的西沙群岛 此处的情景渲染,达到未成曲调先有情,激发学生读课文的兴趣。

第二环节:初读课文、整体感知 在这个环节我设置了三步。

第一步:“富”和“饶”都是很多的意思,那么西沙群岛什么“多”呢?请大家打开课文默读,找一找,圈一圈,按课文叙述的顺序来说一说。

预设:海水 颜色 珊瑚 海参 大龙虾 鱼 贝壳 海龟

鸟 鸟蛋 鸟粪(老师适时板书)

第二步:引导出作者按照地点的变化向我们介绍了西沙群岛的海面、海底、海滩、海岛

第三步:我们可以发现课文是围绕那句话来写的。

通过三步的梳理,让学生对课文有了整体的感知,明晰了叙事的顺序,潜移默化地促进自己的习作。 第三环节 品读句子, 欣赏海水

第一步:那里的海水有何特点? 抓住“五光十色.瑰丽无比”指名多个学生读出具体描写的句子。

第二步:那么,海水呈现多种颜色的原因是什么?用……因为……和因为……所以……两种句式进行说话练习。换个方式与文本进行对话,尤其是关注后进生的课堂表现,容易的内容让他们也有机会表现。

第四环节 聚焦词语 ,畅游海底

第一步:默读海底的第三和第四自然段,划划给你留下深刻印象的句子。再放声读一读。培养学生不懂笔墨不读书,默读能促进思考,让每位学生都积极主动参加到阅读中,开展个性化阅读。

第二步:珊瑚的样子千奇百怪我们能美美地读出来吗?引导学生用读来表达

理解海参的“蠕动”,同学们会想到哪些软体动物呢? (蚯蚓.蛇.小青虫.) 配上动作来读一读。

表演读大龙虾的“样子挺威武”

第三步:海底的鱼多从“成群结队.数不清” 这么多好看的鱼,

抓住“有的...有的... 有的……有的……”指导读,结合图片,进行说话练习。

让读来替代老师的讲。给学生创造读的机会,进行多种形式的读,读出意、读出形、读出味、读出神。

第五环节 美句积累 深化感悟 第一步:第2、3、4自然段写得这么美,把喜欢的部分背下来吧。

第二步:指导书写“威武”。课堂的练字时间要雷打不动,重要的事情要在老师眼皮子底下完成。

富饶的西沙群岛

海面 海水 颜色

海底 珊瑚 海参 大龙虾 鱼

海滩 贝壳 海龟

海岛 鸟 鸟蛋 鸟粪

板书设计是微型的教案,我用课文的关键词的方法来设计板书,结构清晰,简单明了,有助于课堂抓住重点,突破难点。课堂教学是动态生成的过程,教学目标是整堂课的活动指针,而学生的认知特点和身心发展规律是一切教学活动的出发点。在教学中,我们应该关注学生主体性,发展个性,注重学生的情感体验。因此,我通过图片激趣法、朗读感悟法引导学生运用自主、合作、探究的学习方式来学习,使学生在获得知识的同时发展能力,从而提高学生的语文素养。

三年级语文说课稿ppt 三年级语文说课稿1000字篇七

《掌声》 一课写的是身患残疾而忧郁自卑的小英在上台演讲时得到了同学们热烈的掌声,在这掌声的激励下,她鼓起生活的勇气变得乐观开朗的故事。作者以饱蘸爱心的笔墨,用朴素无华的语言,

把学会尊重、学会关心的主题寓于这个动人的故事之中。《语文课程标准》指出:“阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践。”因此在教学中,我紧扣题眼——掌声,以小英的来信为线索串起全文,将两次掌声的出现、为什么要给小英掌声以及掌声前,掌声后的小英进行对比,让学生通过各种形式的读,换位思考的方式去体味小英的情感变化,并通过与生活的联系进行说话训练,从而充分领悟掌声的内涵,进而明白文章所蕴涵的道理。

这篇课文的教学我是这样设计的:

第一步:来信导入、质疑掌声。

从小英的来信入手,复习小英是个怎样的孩子,让学生通过朗读课文第一和第五段,回忆掌声前后小英个性的变化。引出学生的质疑:小英为什么有这么大的变化?掌声怎么会有如此神奇的力量?通过第一段和第五段的对比读,无疑为后文学生解读“掌声”的魔力和魅力蓄积了更多的精神能量。

第二步:对比参读,激发情感。

在全文的教学中,多处采用对比的方式进行教学。

例如第二段中,老师不了解小英的情况,你们作为小英的同学了解多少?小英一摇一晃地走上讲台心里想些什么?而第四段中,她微笑着走下讲台,又是一种什么样的感情?第一次掌声给小英带来了什么?第二次掌声又有什么含义?两次掌声之后,读小英的来信,和之前读小英的来信,理解又有了什么变化?

通过多处对比,让学生在朗读中体会到掌声对小英的重要作用,从而理解小英的那段话。

第三步:潜心品读,换位思考。

在感悟掌声的内涵这部分教学中,我通过自读重点段,谈体会;细读重点段,品字词;再读重点段,指导朗读。这样层层深入,以读代讲,保证了读的时间,保证了读的形式,保持了读的兴趣。这样的读,一遍有一遍的要求,一遍有一遍的效果,从而加深学生对课文的感悟能力,使学生获得了情感的体验。

此外我还注重对教材空白点的挖掘,通过抓描写小英动作神态的词,用换位思考的方式,“你现在就是小英的同学,你是怎么想的?”“你为什么要给小英掌声?你想对她说什么?”……去体会同学们此时的心情,同时也从另一个角度说明,小英的自卑并不是因为同学们平时的嘲笑,而是因为小英因为自己的缺陷而封闭了自己的心,感受不到同学们的关心。用“如果你就是小英,同学们都看着你,你会想些什么?”“再次听到同学们的掌声,你是怎么想的?”……去引导学生体会小英由自卑、胆怯——感动——感激——自信这样的一种内心变化。感性的音乐和生动的情境创设将学生的心一步一步地推向小英的心,最终实现了学生和小英的“全然在场”。让孩子真正走入人物的内心世界,与之产生强烈的情感共鸣。

第四步:联系实际,延伸情感。

对于掌声的理解,仅凭课文,学生可能只能理解到课堂中的掌声给人的力量。为了升华感情,通过残奥会运动员图片和诗歌《掌声》的欣赏,“掌声是一首美妙的歌,能唤起人们的自信!掌声是一把钥匙,可以打开勇气的大门!掌声是闪闪的星星,能把孤独的黑夜照亮!……”拓展学生的思路,并通过诗歌的仿说、仿写升华学生对掌声的理解,让学生知道掌声其实就是对别人的关爱和鼓励,从而落实到实际生活中去。这样才能升华对掌声的理解以及课文最后一段更深入的体会。

以“情”延伸课堂内容,使学生感到课虽然结束了,但学习是无穷尽的。最后的作业设计“给班级里的一位同学或周围的某一个人,写一句鼓励的话或进行一次帮助”,让学生进一步受到思想教育,延伸了情感。

三年级语文说课稿ppt 三年级语文说课稿1000字篇八

大家好!今天我说课的题目是西师大版语文教科书三年级上册第八课《家乡的红橘》。这篇课文安排在第二单元第三课,是一篇介绍家乡特产红橘的文章。本单元的习作要求就是写你最熟悉、而最喜欢的家乡美景或特产等,《家乡的红橘》正是透过小小的红橘,表达作者浓浓的家乡情,深深的自豪感。真正体现了本单元的习作要求,是一篇很有价值的习作例文。下面我就从教学目标、教学重点和难点、教法和学法、教学程序、板书设计这5个方面谈谈我对这节课的设计。

根据本文的结构特点、三年级学生的年龄特点和知识积累状况,又根据跳起来摘桃子的最近发展区理念,设计了如下的三维目标:知识与能力目标:在识记字词粗读课文的基础上,学会品读赏析课文,了解家乡红橘的可爱之处和课文的写作特点。过程与方法目标:通过采用自主、合作、探究的学习方法,使学生能学会正确、流利、有感情的朗读课文。情感态度与价值观目标:领会作者寄托在对红橘描写中的恋乡、爱乡的思想感情;并激发学生对自己家乡的热爱。

教学重点:学会品读赏析课文,了解家乡红橘的可爱之处和课文的写作特点。

教学难点:领会作者寄托在对家乡红橘描写中的恋乡、爱乡的思想感情。

1、教法分析

多媒体课件辅助法:使课堂教学变得更直观,教学手段更便捷,从而激发学生的学习兴趣,把学习课文变成师生共同参与的一次有趣的橘乡之旅。讨论点拨法:教学中充分发挥学生的主动性、积极性让学生真正成为学习的主体自主探究课文内容和时间顺序及总分总的结构美。

2、学法指导

圈点勾画法:根据课文段落的特点,指导学生自主学习,培养学生的自学能力,因为“教是为了达到不教”。小组合作交流法:创设情境引导学生采用自主、合作、探究的学习方法,通过找找、读读、说说等多种方式,使课文的意境和语言走进学生的心田。

本文预计用两课时,第一课时:认识、理解生字新词并会规范、美观地书写,粗读课文了解大意。第二课时:学会品读赏析课文,了解家乡红橘的可爱之处和课文的写作特点。下面我就以第二课时为例说一下具体的课堂程序。

(一)复习引入

1、复习生字词。

采用开火车读、男女生赛读、齐读。

2、新课导入

通过上节课对红橘的了解,我相信大家都已经喜欢上了红橘,但这么好吃又漂亮的水果,它是怎样长出来的呢?下面就让我们一起来品读课文感受它的可爱吧!

(二)品读课文,感受可爱

1、红橘的家园:自读思考第1自然段讲了什么?

2、橘叶茂盛:(过渡)作者家乡的红橘有什么可爱之处呢?课文又是从哪些方面写出了红橘的可爱呢?请自读课文2-5自然段,边读边思考。当学生首先了解第2段写春天时,橘树叶长得更茂盛了、四季常青。文中是用哪些词来写橘树叶子的可爱的?请把它们标出来。小结:那绿绿的叶片在春风中轻轻摇曳,在阳光下闪闪发光,多美呀!就让我们轻轻地读一读吧。

3、橘花漂亮:文中还有哪些地方写出了红橘的可爱呢?(第3段主要写橘子花的可爱)你们觉得橘子花漂亮吗?请在本段中找出自己喜欢的语句试着读出感情,并思考写了橘子花的哪些方面?(学生小组合作、探究交流,我做适时点拨。)呀,听了大家的回答后,我才知道红橘的花儿原来像茉莉一样可爱!我仿佛真的看到了那小巧、洁白的花朵儿,仿佛真的闻到了那清新、醉人的香味!请全班同学齐读第3自然段。边读边想象花儿竞相开放,花香醉人的情景。并朗诵本段。

4、青橘肥实:课文还有哪些地方写出了红橘的可爱?(第4段写了青色的橘子压弯了枝头很可爱)文中哪些词语写出了青色橘子的可爱?请同学们齐读并边读边想象又大又饱满的青色果子挂满枝头的情形。

5、红橘诱人:到了十一月左右,果实成熟了,成熟的果子又有哪些可爱之处呢?作者又是从哪些方面来写红橘的呢?(第5自然段)(小组讨论、探究交流、学生汇报。)在这段话中你能找出一句比喻句吗?(能)。还有把橘子当成人来写的吗?(有)。明确:把物当成人来写的修辞手法是拟人。请同学们有感情地朗读本段并把它背下来,体会作者对家乡红橘的喜爱之情。

6、赞美红橘:家乡的红橘每一阶段都有它的可爱之处,无论是橘树叶、橘子花,还是橘子,都让我们感受到了它的可爱,就让我们像作者一样大声地赞美它吧!齐读最后一段,感受作者对红橘的喜爱以及对家乡的热爱之情。

(三)梳理全文,拓展延伸

1、通过刚才的学习,我们知道了课文是按红橘的生长过程:先写叶,再写花,最后写果实由青变红。下边就请同学们在文中勾画出红橘生长过程中表示时间先后的词语,并思考本文是按什么顺序写作的?本文的结构层次是什么?(自主探究、合作交流,我做最后梳理)

2、小结并拓展:同学们,我们通过品读课文知道本文是按时间顺序,抓住橘子的特点从开花到结果,再到成熟;从形状到颜色,再到味道等方方面面都进行了细致的描写,抒发了作者喜爱红橘、热爱家乡的思想感情。在今后的写作中,我们要学习这种按一定顺序观察事物的写作方法,把自己的作文写得内容更具体、更有条理。今天我设计了一个语言表达作业,题目是“说说我喜欢的水果”,大家可借用文中的优美词句,思考它的特点(颜色、形状、味道等),向别人介绍它的可爱之处,来吧,让我们来共同分享吧!(以小组为单位,自主探究、合作交流,相互补充。)(新课改要求三年级学生能不拘形式地写下自己的见闻、感受和想象。因此我设计了此作业,也是为了达到情感态度价值观目标。)

为了更好的体现教学内容和教学重点,

设计了如下板书:

春天叶子

夏(四五月)花朵家乡的红橘喜爱红橘

秋天青果热爱家乡冬

(十一月)熟果

三年级语文说课稿ppt 三年级语文说课稿1000字篇九

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