最新说课稿结束语 说课稿一等奖八篇(优质)

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说课稿结束语 说课稿一等奖篇一

1.教材地位和作用

用乘法口诀求商是数学计算中的一块重要基石,它在整个计算中起着举足轻重的作用。为了让学生掌握好这部分知识,教材根据儿童的认知规律将用乘法口诀求商分为两阶段学习。第一阶段,安排在人教版二年级下册第二单元:“用2~6的乘法口诀求商”,着重让学生掌握求商的一般方法;第二阶段,安排在本册书的第四单元:“用7、8的乘法口诀求商”,着重让学生在熟练掌握用口诀求商一般方法的基础上,综合应用表内乘除的计算技能解决一些简单和稍复杂的涉及乘、除运算的实际问题。“用7、8的乘法口诀求商”是本单元的第一课时,是在学习“用2~6的乘法口诀求商”的基础上进行教学的。

2.教学目标:

让学生经历用7、8的乘法口诀求商的过程,熟练掌握用口诀求商的一般方法;

使学生能够运用所学知识解决生活中一些简单的实际问题;

培养学生迁移类推能力、逻辑思维能力和语言表达能力;

培养学生合作学习的意识和热爱生活的美好情感增强学生学习兴趣和信心。

3.教学重点: 能较熟练地用7、8的乘法口诀正确求商。

教学难点:运用所学知识解决生活中一些简单的实际问题。

本节课以情景教学为主,引出用7、8的乘法口诀求商。因为要解决问题才用到计算,计算是为了解决生活中的一些问题,新课部分我利用书中的主题图,让学生找出书中的数学资讯,提出相应的数学问题是本课的难点,所以我采取小组合作学习的方法,化 解难点,让小组内的好学生带动其他学生。解决第一题采取教师引导的方法学习,其它两题放手由学生独立完成,把学习时间充分还给学生,培养学生解决问题的能力。通过这几题使学生进一步掌握了用乘法口诀求商的办法。在教学过程中,注重体现本年级制定的小课题进一步加强对学生学习习惯的培养。培养他们认真观察,勤于思考良好的学习习惯。

放手让学生独立思考,自主探索,并在小组合作交流的基础上形成用用7、8的乘法口诀求商的基本思路。

(一)复习铺垫抓迁移

复习部分我首先安排了开火车进行口算的练习,提高学生的计算能力。然后安排了根据乘法口诀求商,这两题的安排是为本课的新授内容做铺垫。第二题是让学生明确乘法和除法的关系,知道求除法的商时要想到乘法。

(二)探究新知明思路

因为要解决问题才用到计算,计算是为了解决生活中的一些问题,新课部分我利用书中的主题图,让学生找出书中的数学信息,提出相应的数学问题是本课的难点,所以我采取小组合作学习的方式,化解难点,让小组内的好学生带动其他学生。解决第一题采取教师引导的方式学习,其它两题放手由学生独立完成,把学习时间充分还给学生,培养学生解决问题的能力。通过这几题使学生进一步掌握了用乘法口诀求商的方法。

(三)巩固练习促内化

由于本课内容比较简单,掌握了用乘法口诀求商的方法,只要能熟练运用就可以了,习题部分我采用多种形式进行,以提高学生练习的兴趣。第一、二题是基本题,让学生进一步巩固用乘法口诀求商的方法及熟练掌握一句乘法口诀可以写两道乘法算式和两道除法算式,特殊情况只能写一道乘法算式和一道除法算式;第三小题是送小鸽子回家,我设计了生动的画面,让学生看了就有想计算的欲望;为下一道开放题做铺垫。最后一题是开放题,找到得数是7、8 的算式,看谁找的多,培养学生的思维敏捷度和动脑思考问题的习惯,在时间上这道题也有伸缩性,如果课堂上顺利能完成的话就完成,如果完不成可以留做作业。

用7、8的乘法口诀求商

56÷8=7 想:七八五十六

56÷7=8

49÷7=7 七七四十九

通过板书让学生直观发现“用7、8的乘法口诀求商”的方法及一句口诀可求两道除法算式的商,从而归纳出“用口诀求商”的一般方法。

说课稿结束语 说课稿一等奖篇二

各位老师、同学大家好!

今天我说课的内容是人教版高中生物教材必修一《分子与细胞》第二章的第三节《遗传信息的携带者——核酸》

1、 教材的地位与作用

本章站在分子的高度叙述了组成细胞的分子,这是一个最基本的生物学观点,也是理解细胞的理论基础。所以该章在本书中乃至本学科中都占有重要地位。

本节内容首先简要概括了核酸的概念,然后重点讲述了核酸的种类——dna和rna两种,核酸在细胞中的分布,核酸的结构和功能等三部分内容。它是建立在前面细胞中元素和化合物与蛋白质的基础上来探究的,也为今后学生学习《遗传与进化》这一版块奠定了基础。

2、 教学目标

基于以上对教材的分析,结合新课程标准的新理念,我确定了如下教学目标:

(1) 知识目标:通过多媒体展示,让学生说出核酸的种类,简述核酸的结构和功能,以特定的染色剂染色,观察并区分dna和rna在细胞中的分布。

(2) 能力目标:通过引导学生进行探究实验,培养学生科学探究能力。

(3) 情感目标:通过学生观察dna和rna在细胞中的分布,培养学生实事求是的科学态度和不断探究的精神。

3、 教学重点

本节教学重点是核酸的结构和功能。在初中学习有关细胞的升华的内容时,学生已经知道了细胞核内具有储存遗传信息的物质——dna。但是受认知平的限制,学生还不知道dna的结构,因此在讲述核酸的结构时,要以学生已有的知识为基础,利用学生现有的化学知识,让学生看懂脱氧核糖核苷酸和核糖核苷酸结构图解、dna和rna在化学组成上的区别图解以及核苷酸长链的特点,为《遗传与进化》模块的学习奠定基础。故为本节的重点。

4、 教学难点

本节教学难点是“观察dna和rna在细胞中的分布”,由于高中生具备了一定的认识能力,他们对事物的探究充满激情,但往往对探究的目的性及过程、结论的形成缺乏理性的思考。故“观察dna和rna在细胞中的分布”为本节的教学难点。

结合教材特点和学生实际,本节课主要采用探究法、实验法、讨论法、比较法、归纳法相结合的教学方法,并运用多媒体辅助教学,启迪学生思维,激发学习热情,并遵循从感性认识到理性认识的规律。

通过观察讨论,分析去发现知识,逐渐培养自主学习的习惯和能力。通过课上的探究活动,感悟科学探究的方法,体会学生间合作的魅力,尝到探究性学习的乐趣,同时也提高了分析问题的能力,语言表达能力,并进一步掌握科学探究的一般方法。

基于以上对教法和学法的分析,我确立了如下的教学程序:

1、导入新课

通过问题讨论——dna指纹法在案件侦破中的重要用途,提问“为什么dna能够提供犯罪嫌疑人的信息?”、“那么什么是dna呢?通过预习,同学们知道dna就是核酸,那么核酸是不是就是dna呢?”从而引入新课“遗传信息的携带者——核酸”的学习,唤起学生对遗传物质的记忆,激发学习兴趣,为下面学习其他内容奠定基础。

2、引导探究,新知学习

接下来设疑:核酸分成哪几类?核酸在细胞中的分布?来激发学生的探究x望,指导学生对“dna和rna在细胞中的分布进行探究”

首先引导学生提出问题,同学间进行相互合作,最后提出问题“dna和rna在细胞中的分布情况如何?”然后依据所探究的问题可以进行师生互动、生生合作进行讨论。

依据讨论的情况,我会提出“既然物质存在,那么就可以被检验存在”的观点,提供指定的实验器材及材料用具等学生可以根据“甲基绿和吡罗红两种染色剂对dna和rna的染色不同,甲基绿使dna呈现绿色,吡罗红使rna呈现红色。利用甲基绿和吡罗红混合染色剂 将细胞染色,可以显示dna和rna在细胞中的分布。”的原理设计出以下实验:

(1)在洁净的载玻片上,滴一滴质量分数为0.9%的nacl溶液和 8%的酸溶液。

我会让同学们思考为什么要选用这种浓度的溶液?

(2)用消毒牙签在自己漱净的口腔内侧壁上轻轻刮几下,把牙签上附有碎屑的一端,放在上述载玻片上的液滴中涂抹几下。

(3)点燃酒精灯,将涂有口腔上皮细胞的载玻片烘干。

(1)在小烧杯中加入30ml质量分数为8%的盐酸,将烘干的载玻片放入小烧杯中。

(2)在大烧杯中加入30℃温水。

(3)将盛有盐酸和载玻片的小烧杯放在大烧杯中保温5分钟。

接下来我会让同学思考为什么要先加入盐酸?为什么把小烧杯放入到大烧杯中?

用蒸馏水的缓水流冲洗载玻片10秒。

让学生思考:为什么用蒸馏水的缓水流冲洗?

(1)用吸水纸吸去载玻片上的水分。

(2)将甲基绿和吡罗红染色剂滴2滴在载玻片上,染色5分钟。

(3)吸去多余染色剂,盖上盖玻片。

(1)低倍镜观察:选择染色均匀、色泽浅的区域,移至视眼中央,将物象调节清晰。

(2)换用高倍镜观察:观察细胞核和细胞质的染色情况。

实验结束我会给同学时间研究和讨论实验结果说明了什么?

之后,我由核酸在细胞中的分布讨论rna与dna有何区别,从而转入核酸的结构和功能的学习。

接着我会讲述核酸与蛋白质的区别,与蛋白质水解成氨基酸想比较得出核酸水解后也得到许多的核苷酸。

设疑:核苷酸的基本组成单位是什么?转入核苷酸的学习。

关于核苷酸结构的具体教学,对照多媒体进行具体讲解。

一个核苷酸是由一分子的含氮的碱基、一分子五碳糖和一分子磷酸组成的。根据五碳糖的不同可以将核糖分为脱氧核苷酸和核糖核苷酸‘

接着我会出示脱氧核苷酸和核糖核苷酸的结构图片,引导学生看懂脱氧核糖核苷酸和核糖核苷酸结构图解。(展示幻灯片4和5)以学生已有的知识为基础,利用学生具有的化学知识,让学生看懂脱氧核糖核苷酸和核糖核苷酸结构图解、dna和rna在化学组成上的区别图解,以及核苷酸长链的特点,为《遗传与进化》模块的学习奠定基础。

讲解完核酸的基本组成单位、核苷酸的结构,接着转入组成dna和rna碱基种类的讨论,通过多媒体图片的比较让学生得出组成二者的碱基有所不同。

之后,以学生已有的知识基础,利用学生具有的化学知识和本节课所学的内容,参考脱氧核糖核苷酸和核糖核苷酸结构图解,dna和rna的化学组成上的区别图,让同学列表比较dna和rna的区别,从而进一步巩固本堂课所学的知识。

最后再次设疑:由10个脱氧核糖核苷酸组成一条dna单链最多有多少种种类?通过师生互动,学生讨论,引导学生得出“组成dna的脱氧核苷酸虽然只有4种,但是如果数量不限,在连成长链时,排列顺序就是极其多样化,所储存的信息也就非常大”的结论。

3、归纳总结

最后对本堂的知识作一个归纳总结,帮助学生在头脑里形成结构化的知识体系。

4、反馈运用

至此,本节课的教学任务已基本完成,为及时巩固所学的知识,我会布置相应的检测练习,使学生所学的知识得到迁移和升华。

本节课充分利用多媒体现代教育手段支撑了整个教学过程,为学生创造了自我表现的舞台,充分体现了课堂教师的主导作用和学生的主体地位。

说课稿结束语 说课稿一等奖篇三

各位评委老师:

大家好!今天我向大家展示的是义务教育教科书五.四学制鲁教版小学美术一年级上册第九课的《鱼儿游游》。

根据新的《美术课程标准》编写,内容新颖,形式多样,本身就具有较强的趣味性,对于低年级小学生有很大的吸引力,同时也给授课教师提供了活用教材、用活教材的广阔空间。根据《美术课程标准》要求,本课在设计教学时,紧紧抓住教材,挖掘教材的潜在内容,依托教材进行相应的、有针对性的扩充与拓展,以原教材提供的“鱼”为主题,从各个层面围绕“鱼”展开教学活动。该课涉猎了自然、音乐、环保、表演等门类,是一节综合的美术课。本课为造型表现领域,课时安排一课时,主要是让学生了解鱼的外形特点,使用画、剪、撕、贴和彩泥等方法表现鱼儿游动的情景,培养学生珍惜自然,热爱自然的情感。

形态各异、五颜六色的鱼是我们中国人喜欢的、带有吉祥寓意的生灵。在儿童的世界里,鱼儿也是他们熟悉和喜欢表现的对象。通过表演鱼儿游泳的律动、观看鱼儿游动的视频由浅入深地引导学生尝试用彩色笔、彩色纸、彩泥、树叶等多种材料制作形态各异、色彩斑斓的鱼儿,鼓励学生大胆表现与众不同的鱼儿造型,从而促进学生个性的形成和发展,引导学生感受大自然、亲近大自然,进而激发其对大自然的珍爱之情和保护愿望。

一年级学生已经初步认识了美术工具和材料,会用简单的线条和色块来表现他们所知道的东西。现在的孩子思维活跃、想象丰富、联想奇特,他们以自我为中心,喜欢按照自己的想法自由的表现画面,好奇心重,爱表现自己,但动手能力较差,只能用简单的工具和绘画材料来稚拙地表现自己的想法。而《鱼儿游游》这节课就是让他们在轻松愉悦的氛围中无拘无束地表现自己的想法,符合学生发展的特点。

1、基于对教材的理解和学生情况的把握,确定本课教学目标:

认知领域:引导学生欣赏美丽的海底世界,让学生用不同的材料来表现鱼儿。

操作领域:学会运用剪、贴、画、拼接等手段在各种材料上制作鱼儿,锻炼动手能力。

情感领域:让学生在欣赏的过程中得到美的熏陶,在动手制作中懂得珍惜自然,爱护生灵,增强学生对大自然的热爱及保护自然的责任感,激发学生对人类生态保护的意识。

2、教学重点、难点:

教学重点——通过引导学生欣赏、观察各种各样的鱼儿,感知鱼的外形和色彩,表现鱼儿结构特征和游动时的姿态变化,并能用自己喜欢的方式来装饰鱼儿。

教学难点——能用绘画、撕纸或剪纸、捏制等多种方法表现水中游动的鱼,组织一幅鱼和相关背景的画面。

教具准备:多媒体课件、海底世界背景图。

学具准备:学生根据自己的喜好以小组为单位准备彩色纸、水彩笔、剪刀、橡皮泥、树叶、胶水、彩纸等。

根据新课标中的要求,为促进学生的发展而进行评价,我采用以下的评价方法:

采用学生自评、互评和教师评价相结合的评价方式。针对学生的特点,创设利于学生在发展的评价环境,通过比赛活动展示作品,让学生积极主动地进行评价,发表自己独特的见解。

根据新一轮美术课程改革的需要,依据《美术课程标准》的要求,面向全体学生,为促进每个学生的全面发展,体现创新精神,我精心设计了以下六个教学环节:

(一)谜语引入,激发审美期待

根据学生的年龄特点和认知特征,以谜语的形式,抓住学生的兴趣点,并使这种兴趣转化成持久的情感态度。接着师生一起跟随音乐来做鱼儿游泳的律动,在蹦蹦跳跳中,将课堂气氛推向第一个高潮。然后揭示今天的学习主题——《鱼儿游游》,由鱼儿舞蹈的节奏与韵律到本课课题,遵循了学生的心理特点,使学生保持对绘画的兴趣。

(二)观察发现,感知鱼儿结构

通过观看海底世界不同鱼游动的视频,并提醒学生注意观察鱼的形状、颜色、花纹,你最喜欢哪一条?让学生在欣赏的过程中带着问题去观察,再结合自己的观察来说一说。色彩丰富的画面,使学生一下就发现这些鱼颜色鲜艳、花纹美丽。在这里强调鱼的不同几何形状和鱼的结构,从而让学生直观掌握了绘制鱼的方法,可以概括成各种简单的几何形进行组合,稍作裁剪或装饰,再给它们穿上美丽的花衣裳就能创造出许多美丽的海洋鱼儿来。让同学对结构有所认识,以儿童所特有的天性,绘画语言会更生动,更具表现力。

(三)欣赏作品,走进鱼儿世界

通过欣赏同龄小朋友的作品,并交流作品的特点,体验不同材料的美术作品的美。在此基础上也激活了原有学生对绘画制作方法的探讨,问学生:“你会用什么美术的方法来将鱼儿打扮的更漂亮呢?”学生会选择自己喜欢的方式,如:绘画、剪纸贴画、彩泥制作、树叶贴画等,激发了学生的创作欲望,使他们的个性得到了自由地发展,培养了学生的合作精神、创作想象能力和动手能力。

(四)画鱼做鱼,展开创作过程

鼓励学生大胆表现自我,接着课件提出作业要求:

1、小组合作任选一种自己喜欢的形式完成一幅鱼类的美术作品。

2.作业要求造型大方,色彩丰富,形式多样。在学生创作过程中鼓励学生多种方法结合使用,画出做出和别人不同色彩和形状的鱼儿,展开比赛,这样既激励了学生的创新,又培养了学生的合作精神和动手能力。在此期间播放背景音乐,让学生在充满愉快感的艺术氛围中进行创造,让他们在无形中受到美的熏陶。

(五)展示评价,情感得到升华

一段时间后,让先画完的学生讨论:哪条鱼儿最好看,为什么?让学生评出最好看的鱼儿,并说明原因。接着出示挂图,挂图上画有蓝色的海水,绿色的水草,红色的珊瑚……将学生创造的鱼儿“摆”上布置美丽的“海底世界”,这样在美丽的创造中评价,既吸引了学生的兴趣,又培养了学生的审美能力、语言表达能力,增强了学生的自信心,促进了学生个性的形成和全面发展。一幅小小的作品,就是一个小小心灵对世界的探索,其想象之奇特,构思之大胆,手法之自由,尽情宣泄之色彩,不受任何约束,这正是儿童作品最动人、最精彩的价值。

(六)延伸拓展,渗透环保教育

首先课件出示:著名画家韩美林先生的作品、唐三彩、民间艺术剪纸、中国结、雕塑及具有我们威海特色的七夕节巧果等,培养学生对中国传统文化的热爱,让学生在生活中发现美,寻找美。然后通过出示鱼儿成群死亡的图片,让学生知道我们应该爱护鱼类,不破坏生态平衡,让我们的海洋更加美丽,渗透环保教育,让学生感受人与自然,小动物之间美好的情感。并让学生课后搜集鱼的有关资料,了解鱼的更多知识,并和爸爸妈妈一起动手制作“水族箱”,进一步将艺术课的美延伸到课外。

(七)课堂总结,喜谈收获

先让学生自己畅谈收获,有利于学生概括能力和口语表达能力的提高;最后由教师画龙点睛,把本节课的主要内容进行梳理,不但能使学生对所学内容加深印象,还有利于知识建构。

板书的设计是在黑板中央粘贴艺术字课题《鱼儿游游》,下面是海底世界的背景图,上面有学生的作品,做到简洁而又美观。

说课稿结束语 说课稿一等奖篇四

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说课稿结束语 说课稿一等奖篇五

《校园里的画》是新疆维吾尔自治区中小学义务教育课程标准实验教材,双语班使用的四年级下册第一课的交际活动课。通过对这篇口语课的学习可以培养学生的广泛的兴趣,爱好,虚心学习别人长处,待人宽容友好,并敢于正确面对比自己强的人。

1. 师创设情境,以“画”为主题展开讨论,引导生介绍一 下自己的特长。(提高学生口语能力)

2.加强“拓展阅读”方面的引导,提高生的课外阅读水平。 3.加强学生写作的指导(适当的提高写作能力) 过程与方法:

1. 通过自主探究,师指导讲解生掌握本课内容。 2. 采用多种方法进行提高学生的口语。 情感态度与价值观:(在教学过程中进行) 1.让学生养成爱护学校的每一个地方的好习惯。

2. 培养学生的广泛的兴趣,爱好,虚心学习别人长处,待人宽容友好,并敢于正确面对比自己强的人。(取长补短)

1、提高学生的课堂表现与口语能力。 (鼓励大胆发言)

2. 训练学生的口头表达能力和想象力。(通过画画) 四、教学方法

师:引导点拨法,创设情境法,指导法。 生:自主、合作、探究法。 五、说教学过程

(一).导入新课(利用光碟与课件)

(让学生学习每天课前3-5分钟的学双语)为的是提高学生的口语能力,为口语打下基础。

(二).口语交际

1.通过让学生分别男,女,一组一组最后齐读是来回顾课文加深印象为回答而第一题打基础。

2.让学生说出他的同学的特长,达到学生之间团结友爱,增进友谊的效果。

3.说出自己的特长来锻炼学生的大胆发言的能力,师为学生创造一个发挥自己长处的好机会。 4. 老师不断鼓励让学生相信自己是最棒的。

(三)比画画(通过画画让学生发挥自己的想象力,来进行写作,即达到了提高画画和写作水平。

六、布置作业:通过布置作业让学生回家能够养成预习的好习惯,并将所学的内容用口语表达给自己的父母, 以上,我从以上五个方面对本课进行了说明,我的说课到此结束,谢谢各位评委老师。

说课稿结束语 说课稿一等奖篇六

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