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说课稿幼儿园篇二

弯管积木是建构区里常见的玩具,平时孩子们在玩时,也经常用一些小珠子、纸片等做实验,发现它们都能够穿越弯管子。于是,我设计了本活动,抓住了幼儿这一兴趣点,意在通过游戏活动和观察活动,激发他们的探索兴趣,使幼儿感知到身边的一些科学现象和基本原理,由此培养幼儿对科学活动的兴趣,并在活动中发展幼儿的观察能力和动手操作的能力。

1、大胆提出假设,并乐意在探索活动中验证。

2、知道线、笔、光、气等物体能否穿过弯管。

3、培养幼儿善于发现问题并解决问题的习惯,初步学习记录的方法

我将目标二“知道线、笔、光、气等物体能否穿过弯管”定位本次活动的重点。因为刚升入大班,刚接触实验表格,所以存在一定的挑战性。所以我将目标三“培养幼儿善于发现问题并解决问题的习惯,初步学习记录的方法”做为难点。

活动准备是为具体活动目标服务的,同时幼儿是通过与环境、材料的相互作用来获得发展的。因此,活动准备必须与目标,活动主体的能力、兴趣、需要等相适应。新纲要指出要“提供丰富的可操作材料,让每个幼儿都能运用多种感官、多种方式进行探索提供活动的条件。因此我做了充分的物质准备,有记录表、弯管、线、笔、手电筒,都是幼儿较为熟悉的物品。

《纲要》强调幼儿中心,教育活动应以幼儿的需要兴趣进行。在活动中,我将自己定义为参与者、引导者、合作者,希望和幼儿共同发现,讨论,让每一个幼儿都愉快地参与到活动中,所以我在教学过程中使用以下几种教学法:1.操作法。科学活动重点在于通过幼儿的探索来获得知识,而不是通过教师的灌输。2.提问法。提问法是幼儿园教学中最直接最常用的一种方式。在活动中我主要运用了开放式的提问发法,抛出问题,让幼儿通过自主探索,得到答案。除了以上几种方法外,我还运用了交流讨论法、演示法等等,使幼儿从多方面获得探索过程的愉悦。

在教学过程中,师生的双边活动应坚持“以幼儿为主体,教师为主导”的原则,注重幼儿的主动学习,主动探索。所以,教师要从幼儿的兴趣出发,设计幼儿感兴趣的活动。在本次活动中,我采用环环相扣的流程进行组织。主要分为:引出课题——提出猜想——验证猜想——分析结果——迁移知识——延伸六个环节。

第一个环节,出示实物导入活动。

皮亚杰认为所有智力方面的工作都要依赖于兴趣。所以,如何从一开始就吸引幼儿的兴趣,引导幼儿主动参与活动是活动成败的关键。我在活动一开始就将孩子们经常玩的塑料弯管展示给他们,请他们看一看这个积木是怎么样的,这个洞洞有什么特点呢,引导幼儿通过观察发现平时没有注意到的弯管特征。然后出示教具,这些教具都是来自幼儿生活中的物品,孩子们对于它们是非常熟悉的,很自然的引出了下面的环节。

第二个环节,幼儿大胆猜想。

请幼儿在实验表格上记录猜想主要是为突破目标难点服务的。首先,我介绍表格的用法,请在“猜一猜”这一栏里,用“√”表示能穿过弯管,用“×”表示不能穿过弯管。然后鼓励幼儿在自己的实验表格中进行猜想记录。最后,我再在黑板上的实验表格上将孩子的猜想结果记录下来,对孩子们而言起到巩固的作用。

第三个环节,幼儿动手操作,在实验中验证猜想。

这个环节是此次活动的重点环节,主要是为实现目标二服务的。幼儿园科学教育是一种启蒙教育,重在培养孩子学科学、爱科学的兴趣。科学活动中,幼儿在教师的指导下,通过自身的活动对周围的物质世界进行感知、观察、操作、发现问题、寻求答案,获取广泛的科学经验,发展智力和好奇心,感受自己的能力和成功,产生学科学的兴趣和对大自然的关注和热爱。所以我请幼儿通过动手试一试、做一做、玩一玩,来验证自己刚刚猜想的对与否。

第四个环节,统计分析实验结果,了解哪些物体能穿过弯管。

刚升入大班的幼儿还是以具体形象思维为主,在经过上一个环节的动手操作之后,幼儿对于哪些物品能穿过弯管哪些物品不能穿过弯管有了一个直观的认识。我基于幼儿的生活经验,通过问题引导与幼儿一同分析原因。得出,气是会流动的,会从弯管中流出来;铅笔是直直的、硬硬的,不能拐弯,不能从弯管中出来;线是细细的、软软的,能根据弯管的形状穿出来;手电筒里射出来的光是直线的光,不能从弯弯曲曲的管里跑出来。

第五个环节,迁移弯管的作用。

陶行知提到“全部课程包括全部生活,一切课程都是生活,一切生活都是课程”,所以对幼儿的教育不应仅仅停留在课

堂教学活动中,生活也是幼儿学习的课堂。要引导幼儿从生活中去学习,促进自己的全面发展。所以我抛出开放式的问题:你还在哪见过弯管,它有什么作用?以唤起幼儿的经验,来迁移弯管在生活中的作用。最后我再问:直管用起来很方便,为什么人们还要用弯管呢?通过幼儿的讨论得出弯管有改变物体前进方向的作用。

第六个环节,延伸活动。

我在科学区提供更多的物品材料,让幼儿继续探索,而且粘贴表格,帮助幼儿整理归类。

整个活动的各个环节都以幼儿的兴趣为出发点,我非常注重幼儿的主动探索。建构主义理论认为,幼儿是主动的建构者,新信息和新知识是儿童在具体问题情境中主动建构的。所以我在本次活动准备了丰富的操作材料,让每一个孩子都有机会动手操作,主动探索,主动参与活动到活动中建构知识,充分体现了幼儿的主体地位。

说课稿幼儿园篇三

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说课稿幼儿园篇四

课文选自人教社五年制教材第十册的第16课《匆匆》。

《匆匆》一文是朱自清先生早期的作品,文中将空灵而又抽象的时间化为具体的物象,引发出伤时、惜时的深长感喟。紧紧围绕“匆匆”二字,细腻的刻画了时间流逝的踪迹。这篇文章很注意修辞,文中用长短一致,节奏整齐,对仗工整的排比句,描述了显示季节更替的诗意化景物;又用一组长短不一,节奏跳跃,口语色彩很浓的设问句,感叹日子的飞逝无痕。整句与散句的结合,不但具有一种音乐的美感,而且显得既典雅又朴实。

根据课文的类型特点及学生特点,将本课的教学目标制定如下:

1、理解课文内容,了解作者对时间流逝的伤感以及珍惜时间的感受,唤起学生的生活体验,体会时间的稍纵即逝。

2、感受课文的语言美,领悟作者细致描写、多用比喻的方法,积累语言。

3、熟练的、入情入境的朗读课文。

4、学习本课生字词

“教师为学服务的”,教师选择恰当的教学方法,能最大限度地调动学生的学习主动性,从而收到良好的学习效果。因此,在教学方法的选择上,我主要采用:自主读悟,合作交流的方法,师生、生生互动,创设实践语言的场景,通过配乐朗读,达到情感上的共鸣,通过练笔尝试,提高学生运用语言的能力。

学习的重要手段和途径就是读,让学生人人参与到读书中,人人动口,人人动脑,让学生在读中理解,领悟,去品味积累,进行听说读写的语文实践活动。

阅读是个性化的行为,《课程标准》中指出:“学生对语文材料的反应是多元的,应尊重学生在学习过程中的独特感受”,所以,在课堂教学中应“以人为本,以学定教”,让学生自主能动的学习,积极的探究体验,在合作中交流,互帮互学,实现生本对话,“让学生更多的直接接触语文材料,在大量的语文实践中掌握运用语文规律”,同时穿插师生对话,生生对话,引导学生在语言环境中感受、体会、领悟、运用,重视学生的读、说、写,培养学生的语言感受力,让课堂成为学生的课堂,教师成为参与者,引导者,甚至是旁观者,真正体现“课程标准”提倡的人文精神。

揭题板书后,首先由学生简要介绍朱自清,了解作者的大致情况,然后向学生发问:“看到课题,你想知道什么?”了解学生学情,巧妙的交代本课的学习目标。

在这一环节中,首先让学生带着自己提出的问题读书,讨论,做到读中知大意,理脉络,读通文章。

好文章要三读,即“初读读通──细读读懂──品读读美”。放手让学生去自主读书,在“放”中让学生主动融入阅读情境,感受语言的神奇瑰丽,得到美的感受,情的熏陶。正如叶圣陶先生所说:“设身处地,激昂处还他个激昂,委婉处还他个委婉……美读得其法,作者胸有境,入境始于亲”,因此,这一环节,围绕“读”展开,结合情景创设,学法选择,先学后教,以学定教,以读为本,指导学生读后悟情。

1、在mtv中赏读课文

把学生带入如诗入画的情境中,激发学生的情感共鸣,以形象的画面带动学生的思维,为后文的学习奠定情感基础。

2、自由选择学文方式细读读懂

学生可以选择适合自己的学习方法,或边读边思考,或不动笔墨不读书,或感情朗读,或默读等方式细细研读文章,悟出道理。

3、合作交流生生对话

在学生细细读书的基础上,“不愤不启,不悱不发”,学生心中有话要说,营造一方实践的机会,让学生一吐为快,引导学生学会倾听,学会沟通,学会合作,学会学习。

4、自主汇报思维碰撞指导朗读

在教师的启发引导和鼓励评价中学生去体会作者在时光面前的困惑、难过,无奈与最后在时光不复返中的觉醒。并注意指导学生有感情朗读,为美读打好基础。

1、自由组合感情朗读

读中悟情后还应再读,在读中走个来回。“读中悟,悟后读”,以加深学生的理解,从而内化为学生的语言。

2、配乐朗读

选择自己喜欢的段落,采取自己喜欢的方式,或独诵,或领读,或齐读,或表演等,把作者的感情与自己相融合,实现学生与作者之间的对话交流。注重学生评价与教师的鼓励性评价。

营造课堂上的空白,让学生静静的聆听时间的飞逝,结合自己的所思、所悟,谈出自己的感想,拉近时空的距离,激起学生强烈的内心体验,要珍惜时间。

回顾上节课的学习,知道作者笔下的日子为什么一去不复返了,体会到作者想珍惜时间的情感,提出新的探究性问题:“那作者为什么表达得如此细腻呢?默读课文,看这篇文章有什么特别之处?”

引导学生体会句式的.运用,排比的手法,比喻的好处,使学生在探究中发现,在教师的点拨下明晰作者运用的修辞手法,为学生的运用语言奠定基础,在以学定教的过程中,着重引导学生理解作者是怎样具体描述日子去来的匆匆的(洗手的时候,日子从盆里过去……新来的日子的影儿又开始在叹息里闪过了),启迪学生联系自己的生活实际,进行仿说训练,进一步体会时光的匆匆流逝,既锻炼学生驾驭语言的能力,也开发学生的发散思维,求异思维。

让学生把自己喜欢的部分读熟,甚至能够背诵。“读”是研究的过程,“诵”是积累的过程,在这个过程中,积累语言。

从古至今,人们都在感叹时间的流逝,积淀了不少的名言、警句、诗词,在这一环节中,让学生把自己搜集到的关于时间的文章、格言、警句、诗词读给大家听,讲给大家听,说出自己的感受。

通过交流讨论,学生对时间的流逝也一定有了自己的感觉,让学生用自己喜欢的形式(可以是名言、诗歌、散文等),写出自己最想说的话,厚集薄发,实现学语文向用语文的过渡。

学生练习。全班交流。

1、教师推荐《朱自清散文选》中的《春》、《荷塘月色》、《背影》等文章,要求学生认真去读。

2、继续搜集有关时间的名言警句故事等,写出自己的体会,组织一次演讲。

3、同学们也可以自己查询资料,写出《我所了解的朱自清》。

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