最新说课稿ppt(优秀八篇)

在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。那么我们该如何写一篇较为完美的范文呢?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ppt篇一

上午好!

《孔子学琴》,研究专题是《抓住重点词句,提高阅读时效》。

《孔子学琴》是语文冀教版版四年级上册第三单元的一篇课文,讲述了伟大的思想家、教育家孔子五十岁时向师襄学琴,勤学苦练,最后琴艺达到炉火纯青的故事,表现了孔子虚心好学、精益求精、不断进取的优秀品质。文章语言朴实简练、人物形象鲜明,课文通过具体描述孔子学琴时的语言、动作、神态,生动的表现了孔子顽强进取、追求卓越的艺术形象。文章还通过描写师襄听琴的动作、语言、神态,从侧面表现出孔子纯熟的琴艺。默读课文,理解孔子的琴艺是怎样达到炉火纯青的,体会孔子不断进取、精益求精的优秀品质是本课的教学重点。根据教材特点我教研组确立了《抓住重点词句,提高阅读时效》的研究专题。

1、知识与技能:

正确认读本课7个生字,掌握11个要求会写的生字。理解“琴、瑟、笙、磬、毕恭毕敬、诚恳、炉火纯青、如醉如痴、席地而坐、运用自如等生词的意思。正确、流利、有感情的朗读课文。

2、过程与方法

通过课前查找资料,课中交流资料更好地学习课文,走近孔子。继续进行自主识字,通过查字典、联系生活实际、结合具体的语言环境等方法,来理解重点词句,同时提高学生的阅读能力。

3、情感态度与价值观:

通过课文内容的理解,初步了解孔子,学习孔子谦逊好学、做事一丝不苟、精益求精的品质。

本节课的教学目标:

1、正确、流利、有感情的朗读课文。理解“毕恭毕敬、炉火纯青、如醉如痴、席地而坐、运用自如”等生词的意思。

2、能抓住重点词句,理解孔子的琴艺是怎样达到炉火纯青的。

3、通过课文内容的理解,初步了解孔子,学习孔子谦逊好学、做事一丝不苟、精益求精的品质。

教法和学法

围绕本课的教学目标,紧扣专题研究重点,体现学生为主体,教师为主导的教学思想,体现以读为本,以读促学的教学方法,注重自读品悟的教学理念,使学生掌握最基本的语文学习方法。

在教法上,我运用多媒体直观法,出示鲜活的人物形象,使学生完全置身于与伟人直面对话的情景,拉近学生与课文人物的距离。以孔子是怎样使自己的琴艺炉火纯青的这一问题统领全篇来设计教学主线,起到高屋建瓴、纲举目张的作用。引导学生能更好、更快、更准、更深地把握教学中的重点、难点,从而深入地感悟课文内容。

在学法上,以读书训练为经,语言文字训练为纬,引导学生采用“自读、自悟、合作探究”的学习方式,培养学生用稍快的速度默读,养成边读边思考,边读边批注等良好的学习习惯,在相互交流中进行思维碰撞、在积极评价中不断升华感悟,突出彰显学生学习的自主性、主动性、创造性。

我的教学过程是:名言导入—初读感知—自主探究—交流感悟—畅谈收获。

阅读教学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,获得思想启迪。因此,在本课的教学中,围绕《抓住重点词句,提高阅读时效》的专题研究,在教学中重点通过以下教学策略达成教学目标。

1、注重学生的自主探究能力的培养。《义务教育语文课程标准》指出:“阅读是学生个性化的行为,应让学生在主动积极的思想和情感活动之中,加深理解和体验,受到情感熏陶,获得思想启迪,享受审美情趣。”本课教学力求让学生通过多种形式的读,如自由读、小声读、默读、细读、分角色朗读等,围绕“孔子是怎样使自己的琴艺炉火纯青”的统领全篇的核心问题,引导学生一边读书一边思考一边在书上圈画,接着进行全班交流,将读、思、悟、说很好的结合起来。引导学生在读中理解、在读中感悟,在读中与先贤进行精神对话,了解他们的经历,解读他们的人生,体会我们民族的文化和精神,在阅读中受到启发和教育,学习其精神、吸取其力量,为终身发展奠定坚实的文化精神的根基。

2、抓住关键词句品读感悟、提高阅读实效。先哲前贤的故事闪烁着智慧的光芒与生命的色彩,是后人成长的营养和学习的楷模。文章正是通过具体描述孔子学琴时的语言、动作、神态,生动地表现孔子勤学苦练、精益求精、不断进取的优秀品质,这是教材的中心、也是教学的重点,在教学中,通过引导学生联系生活体验、结合上下文、借助工具书等理解关键词语的意思,如抓住孔子练琴的动作,理解“毕恭毕敬”,感悟孔子学琴时严肃、认真的学习态度。抓住孔子的语言、神态,将孔子的四句话集中呈现在学生面前,通过反复对比朗读,体会孔子虚心好学、严格要求、不断追求新的目标的学习品质。又比如,在教学中引导学生品读师襄听琴的感受,通过理解“如醉如痴”等词语的意思,激励学生通过自己的朗读感受孔子琴声的美妙,领会侧面描写的作用等。

总之,在教学中,处处以学生为主体,不断引导学生在读中想,在读中悟,感悟语言的同时积累语言,全面提高其语文素养。

说课稿ppt篇二

本课是一年级新教材第一册汉语拼音后的第一组课文的第二课,属于象形字归类识字。所要学习的12个字按器官、动物、天体和物象、植物分成四类。每个字用图文结合的方法展示汉字演变的大致过程,以便让学生理解字义,认清字形,初步了解汉字的造字规律。课后练习“我会连”又举了四个字例,让学生进一步感受汉字义形结合的特点。本课学会的三个生字中出现了“竖、撇、捺”三种新笔画。

本课教学的重点:

识记12个生字,会写“十、木、禾”三个字。

难点:

通过对这12个象形字的学习,激发学生识字的兴趣,初步掌握象形字的学习方法,培养识字能力,感受学习汉字的乐趣。

1、 认识“口、耳、目、日、月、火、羊、鸟、兔、木、禾、竹”12个生字,会写“十、木、禾”3个字,认识“竖、撇、捺”三种新笔画。

2、 了解汉字的演变过程,理解字意,认清字形,初步学会字理识字,培养识字能力。

3、 感悟汉字的形象性,感受学习汉字的乐趣。

实物图片、象形字卡片、简化字卡片;写有课后练习和画有田字格的小黑板。

《语文课程标准》指出:识字教学要“注重教给识字方法,力求识用结合。运用多种形象直观的教学手段,创设丰富多彩的教学情境。”本课所要学习的生字是典型的构字率非常高的象形字,因此我尝试运用字理教学法引导学生学习(字理教学就是依据汉字的构字规律和理据进行识字和析词的一种语文教学方法),让学生形成初步的字理识字能力,为以后继续进行字理识字、自主识字打下基础。

(一) 故事导入,激趣激情,图字对照,形成感知。

故事是学生最感兴趣的,我首先讲述由12个象形字所编成的故事,让学生观察,知道象形字是我们的祖先在四千多年前所使用的,它和事物的图形非常象。这种古老的文字我们叫它“甲骨文”。本环节初步通过创设情境让学生了解象形字的表义功能,让学生初步感知汉字的演变过程。

【教师讲故事 :

(老师事先贴好古象形字。)教师指着古文字说:“不久前出土了一块“龟甲”,上面刻着许多奇怪的图案,考古学家研究发现原来这上面讲的是一个美丽的故事,通过故事引导学生观察并认识古象形字。】

(二)自主学习,读准字音,识记字形、了解字义。

《新课标》强调要根据汉语言文字的特点和规律进行识字教学。中央教科所戴汝潜教授认为缺乏“规律”意识正是我国语文教育质量长期效率低下的根本原因。全国字理教学研究中心副理事长黄亢美指出:要培养学生的识字能力就必须依据汉字的构字规律和学生的认知规律,学生学习的认知规律最主要的'是形象感知和意义识记,当汉字像诗像画一般出现在学生眼前时,他们才会印象深刻,不易遗忘。因此这个环节中我努力遵循新课程理念中所提倡的“自主、合作、探究”的学习方式,依据汉字的构字规律和学生的认知规律,让学生观察简化字和古代象形字、实物的相似之处,从而自主探寻字理、发现规律、认识字形、明白字义,培养自主识字的能力。为以后运用这些象形字表义的规律自主认识更多的象形字以及带有这些象形字作为偏旁的形声字打下基础。

1、读准字音。

2、认识字形了解字义。观察汉字的演变过程:观察“图画──甲骨文──简化字”,认识简化字所储存的丰富的文化内涵,从而识记字形、了解字义。

3、扩展。根据学生的回答相机学习生字,并引出一些带有这些偏旁的合体字让学生认识、总结、进一步认识这些象形字在形声字中的表义作用。

4、书写指导。重点指导写三种新笔画和“十、木、禾”三个字。

(三)游戏识记,加强记忆,掌握规律,学以至用。

1、“找朋友”:

老师将现代字发给小朋友。然后手举甲骨文卡片,让学生用手中的简化字卡片与之相对。将不同卡片进行分类贴在黑板上。初步认识事物的分类。读生字。

2、“我会连”:

出示课后的“鱼、石、刀、网”的图片、象形字和简化字。请学生一一对应起来,并说说为什么这样连?先小组合作,连连说说,并读准字音。

本环节的练习设计一是为了巩固所知记的生字,初步培养归类意识;二是运用刚刚学到的字理识字方法认识新字,巩固字理识字方法。

(四)总结:

我们的汉字本身就是一幅幅画。我们仔细研究这些奇妙的汉字,它就是一个个有趣的故事。我们的汉字多了不起,我们可要好好学习它。

本节课我努力实现语文教学中工具性和人文性的和谐统一。让学生掌握字理识字方法,为以后继续运用这种学习方法学习其他的象形字,并运用象形字的表义规律以一代十地学习相关的形声字打下基础,体现了语文教学的工具性;通在教学过程中让学生自主识字,并在学习中认识中华文化的丰厚博大,培植热爱祖国语言文字的思想感情,从而喜欢学习汉字,有主动识字的愿望,体现了浓厚的人文性。

说课稿ppt篇三

《羿射九日》是人教版义务教育新课程标准实验教科书二年级下册第八单元的第三篇课文。这是一篇神话故事,这篇神话故事讲述了羿射掉九个太阳,拯救人类与深火热的事情,表达了上古时期人类征服自然的美好愿望。

根据《新课标》要求和本组训练重点,教学时要实现如下目标:

1.认识“射、熔、箭”等12个生字,会写“觉、值、类”等9个生字。

2.能够讲述这个神话故事,体会上古时代人类征服自然的美好愿望。

3.在朗读的过程中,体会羿的艰辛,感受上古人类征服自然的美好愿望。

了解中国古代的神话故事,感受中国特有的文化。

教学重点:.认识“射、熔、箭”等12个生字,会写“觉、值、类”等9个生字。能够讲述这个神话故事,体会上古时代人类征服自然的美好愿望。这也是教学难点。

学生是二年级低龄儿童,认知水平低,心理可塑性较强。对于学生来说,神话故事是他们日常生活中经常接触到的,所以,他们还是能理解课文内容的。但是,对于主题,他们这个年龄阶段的孩子理解起来还是有一些难度的,因为这些离他们的生活和认知太遥远了。

1.展示个性指名读

对于《羿射九日》的重点段落和句子,我在指导学生朗读的基础上,鼓励学生展示个性,指名朗读,这样有助于学生对课文内容的理解。

2.抓重点词句

这篇课文篇幅有点长,如果长篇大论会有点枯燥。怎样才能提高学生学习的兴趣呢?我就抓住文中的重点句子,如,羿历尽艰辛去射日这段文字中,我抓住里面的动词,既能让学生理解动作的过程,又能让学生体会羿的艰辛。

1.自主、合作、探究的学习方法。

自主、合作、探究的学习方法贯穿在课堂教学的始终。在识记生字的时候,我让同小组的同学用“找朋友”这个游戏,这样提高了学生参与的兴趣,同时又能很好地识记生字,一举两得。

2.抓重点段落、词句法

在教学中,我首先让学生根据“起因、经过、结果”这样的顺序,让学生对课文有一个整体的感知。然后抓住重点段落和词句,来深入学习课文,这有利于学生养成良好的阅读习惯,从而达到由“学会”向“会学”过渡。

1.激趣导入,引起学生兴趣。

我抓住低年级孩子喜欢听故事的特点,用神话故事导入课文,引起孩子学习的兴趣。

2.初读课文,感知文本。

首先,让学生带着问题读课文,这样他们一边读课文,一边回思考。学习了生字后,我要求学生自由读、指名读、开火车读等方式,强化对生字的记忆。

3.精读课文,体悟文本。

这篇文章重点抓住“人们生活的艰辛”、“羿射日的艰难”以及“人类生活的生机勃勃”这些重点段落。

这是课文的重点部分,先让学生紧扣重点词句自主阅读,体会句子中所蕴含的情感,再通过朗读,把自己的情感体验表现出来,使学生在自读自悟、交流对话、感情朗读、自评互评的过程中,内化语言,培养语感。

4.课外实践,拓展延伸。

我以课文为依托,把学生由课内学习引导课外的实践,拓展学生的学习空间,体现“大语文”的教学理念。

5.说板书设计:

羿射九日

起因:十个太阳炙烤着大地,人类的日子很艰难。

羿射九日经过:羿射下了九个太阳,留下了一个。

结果:大地上重新现出了生机勃勃。

本课的板书设计简单明了,很好地体现了文章的脉络,加深了学生对文本的理解。

1.说预期效果

1.认识“射、熔、箭”等12个生字,会写“觉、值、类”等9个生字。

2.能够讲述这个神话故事,体会上古时代人类征服自然的美好愿望。

3.在朗读的过程中,体会羿的艰辛,感受上古人类征服自然的美好愿望。

了解中国古代的神话故事,感受中国特有的文化。

2.说课后反思

在备课时,我觉得这篇神话故事内容简单,对于学生来说,在内容上很容易理解,但是,对于文本中所体现的中心意思,由于孩子们年龄较小,认知较少,还不能完全理解“上古时代人类征服自然的美好愿望”这一主题。我就针对本课的实际情况,激发学生的兴趣,引导学生抓住重点段落和词句,来理解内容,感悟主题。

令我忧虑的是,孩子们虽然能初步感知文本,但是对于教师提出的更高的要求,部分学生还不能完成得很好,在今后的教学实际中要优化课堂教学设计,想出好的教学策略,更多的关注后进生,让后进生在课堂上有更大的进步。

说课稿ppt篇四

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“轻与重”一课是二年级下册第五单元的内容,它是在学生日常生活中已有的经历和体验的基础上进行的。内容的选取都是学生身边的、常见的、感兴趣的事物,非常符合学生的年龄特征与生活体验。本节课的教学以实践活动为主,来激发学生的兴趣,并能真正让学生感受到数学是来源于生活的。

教学目标

认知目标:在物体轻重比较的具体情境中,感受并认识物体的轻与重。

技能目标:在实验的过程中,人人动手,体验一些具体的比较方法。

情感目标:通过比较活动学生感受数学与生活的联系,培养学生仔细观察,认真思考的良好习惯。

我班现有学生36人,学生整体情况较好,学习氛围较好。大多学生学习习惯较好,但是上课思维不活跃,敢于大胆发言人很少,有个别学生懒于动脑,思考问题,基本的知识都无法掌握。由于学生的生活背景不同,所接触的事物及思考问题的角度都有所不同,所以出现了个体差异。其中大部分能够积极参与到活跃的学习活动中,针对这些问题,我采取的对策是:创设愉快的教学情境,利用有趣的数学活动调动学生学习的积极性;挖掘教材及学生的潜在因素,根据学生已有的生活体验,做到因人施教,使每一位学生都有不同程度的发展。

根据低年级学生的年龄特点和教材的设计意图,我采取“问题情境—自主建构—验证—应用拓展”的教学方法。教学的内容主要从现实生活中学生所熟悉的实物和游戏中选择——是孩子们喜闻乐见的事物,如情境的创设利用“小猫买生日礼物”引导学生入境,以活动为载体突出学生的自主性、实践性。数学教学是活动的教学,为此构建新知的过程主要是在学生已有的知识经验的基础上进行的,主要让学生在猜一猜、掂一掂等活动中独立思考、自主探索、合作交流,通过这些活动引导学生去深入思考,开阔思维,并引发创新的欲望,并且把更多的关注点放在学生身上,让他们在观察中思维、比较中对照,从中不断完善自己,使每个学生都得到发展。

在引入部分,我先让学生凭生活经验用眼睛观察来比较两个物体的轻与重,然后再过渡到让学生猜一猜老师手中的2个盒子哪个重哪个轻,,让学生展开思维的翅膀去猜想、实践、体验、论证。学生想到了很多方法,如生活中使用的工具,天平称等等。这样的引入能激发学生的兴趣把注意力马上集中在如何用自己的方法来比较物体的轻与重。当没有这些工具时马上想到了用手来掂一掂,在这一部分中学生大胆地猜测、充分表达自己的意见。学习兴趣提高了、主动地进行思维。在“掂一掂”的设计中,我选择了四样物品:苹果、梨、水、气球。在教材中有苹果和气球两样物品,我结合教材又增加了两样,这样在比较时,学生就有6种不同的选择,不仅可以使学生的小组活动更丰富,还可以让学生有较多的语言训练。在猜测中有的学生会认为大盒子重,可见学生常常会有“大的就是重的”这样的误解,“气球”正好可以解决这个问题。学生说“气球中间是空的,所以它轻”从而体验到物体的轻重不但与它的大小有关,还和它的材质有关。

在“拎一拎”这一环节中,让学生层层推进:两堆物品又如何比较轻与重,当物体的数量比较多的情况下,(如一堆梨和一堆苹果的总重量谁重谁轻)是不是也可以用“掂一掂”的方法来比较得出结论呢?这里我借助了课件向学生直观演示,当比较两堆物体的轻与重时,用拎的方法较为合适。在这个环节我让学生人人参与,通过与同桌伙伴合作拎一拎同桌的书包来体验“拎”的感觉。

当两个物体重量比较接近无法用手感觉时(掂不出)该如何来判断,在实践中又对学生提出了新的问题:当2个物体的重量差不多时,还可以用手边的工具——橡皮筋来“吊一吊”,但前提条件是橡皮筋的长度是一样的。在这个环节中我反复让学生指出该看哪一段的长度,有的孩子会误解,以为谁最低谁就最重。在这里我又结合课件形象的显示出橡皮筋拉长的长度。

在五样物体比较轻重之前,学生已经掌握了掂、吊、拎的方法,并进行了充分的体验,例如,在掂一掂中,学生自己选择两个物品掂一掂、说一说。在个别学生尝试了“拎”后,让所有的学生拎一拎自己的书包和同桌的书包,比一比轻重。在这些体验活动之后,要比较五样物体的轻重怎么办呢?学生通过小组合作讨论、选择、判断,有目测、有用生活经验估测、有两个两个掂,最后选择了用橡皮筋吊的方法,这是对所学本领判断后的灵活运用。每组人人参与,学生有选择地用自己的方法来解决问题,最后把比较结果记录在纸上,这里即提升了学生的研究判断能力,又充分发挥了学生的主观能动性。对学生活动的组织也更有序了。应该说这个活动让学生的思维更深入了,对如何运用方法来比轻重也比较清晰了。

拓展部分的主要目的是让学生对方法的运用和培养他们发散性思维。学生通过看图可以说清图意并能从中发现1个苹果的重量等于2个香蕉的重量,也有的同学说出了1个苹果比1个香蕉重,从而通过等量代换的方法比较出左右两边物体总重量的轻与重。在最后一题学生能通过前段时间学习的本领用“算一算”的方法来比较出物体的轻与重,整节课我充分运用了集体的力量,学生讨论得很积极,想到了许多方法,思维能力得到了锻炼,合作精神也体现出来了。

数学是一门自然科学,来源于生活,数学的学习应该是从学生的生活经验和已有的知识背景出发,向他们提供充分的从事数学活动和交流的机会,为让学生感受数学与生活的密切联系,我通过一系列的情境设置,为学生提供了大量的从事操作活动和交流的机会,激活了学生的思维,掌握了判断方法,培养学生估测能力和解决简单问题的能力。学生在课中自主参与、互动体验、感悟交流,学生在一系列的有效数学活动中,理解和掌握数学知识和技能、渗透数学思想和方法,增强学生间的交流和协作精神,同时让学生积累广泛的数学活动的经验。

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