最新说课稿结束语 说课稿一等奖(六篇)

无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。

说课稿结束语 说课稿一等奖篇一

这是学生上中学后第一次学习寓言可以让学生在大体了解寓言的基础上,继续阅读课文体会本文是如何体现寓言特点的。再用精读法理解课文内容,体味每则寓言所寄寓的道理,并让学生充分发挥自己的想象力,就两则寓言发表自己的看法。

知识与能力

1、了解寓言、伊索和《伊索寓言》的有关知识。

2、理解寓言的哲理性和教育性,体会多重寓意。

3、学习课文想象的新异以及动物喻人手法的应用。

过程与方法

引导学生揣摩想象的合理和巧妙,用精读法理解文章内容,体味每则寓言所寄予的道理。

情感、态度与价值观

感受两则寓言揭示的道理,培养学生明辨是非的美好品德。

教学重点是:理解两则寓言的内容及寓意,提高学生分辨是非的能力。

教学难点是:学习借比喻性的故事寄寓意味深长的道理的写作方法。

两课时

教学过程如下:

一、导入新课

同学们大家听过“蛇心佛口”这个成语吗?意思就是形容内心恶毒,口头仁慈,的确,在不少成语中,蛇都是邪恶的象征。今天就让我们来学习《农夫和蛇》,了解这则寓言赋予了蛇怎样的象征意义。

二、检查预习,简介作家作品。

1、请同学们说说本文作者伊索的有关情况

伊索,约公元前6世纪古希腊寓言作家伊索经常四处漫游,为人们讲述寓言故事,深受古希腊人民的喜爱。

2、谁知道有关《伊索寓言》的信息

《伊索寓言》是一部寓言故事集。它通过简短的小寓言故事来体现日常生活中哪些不为人们察觉的真理许多故事可以说是家喻户晓,今天,《伊索寓言》已经成为西方寓言文学的范本,也是世界上流传最广的经典作品之一。

3、谁知道寓言的特点

寓言是文学作品的一种体裁,是带有讽喻或讥讽意味的故事,其篇幅大多短小,主人公可以是人,也可以是动物或非生物。总而言之,寓言是通过讲讽喻性故事从反面给人以教育,使人明白一定的生活哲理。

4、检查生字词。

三、朗读课文,整体感知。

1、学生默读课文。

2、复述课文

3、体会寓意

善良的农夫救了一条蛇,蛇反而把农夫咬死了。这则寓言告诉人们,恶人的本性不会改变,不要怜悯恶人。

四、问题研究,把握主题。

1、怎样理解农夫临终所说的话?农夫临终所说的话中是否讲“恶蛇”误写为“恶人”?为什么?

2、鼓励学生各抒己见。

五、布置作业

收集有关人性善恶的名言警句。

一、导入新课

上节课咱们学了《农夫和蛇》第一则,善良的农夫救了毒蛇反而被它咬死,这使我们深思无论何时面对恶人,都要随时做好防范。那么我们遇到比自己强大的恶人时,又该怎样做呢?下面我们就来学习《农夫和蛇》第二则,探究这则寓言给我们的思考。

二、检查生字词预习情况。

纠缠后患无穷恳求

三、朗读课文,整体感知。

1、学生默读课文。

2、指名学生朗读课文,并根据自己理解点评朗读课文时要注意的问题。

3、概括内容,整理课文结构。

(1)农夫的儿子被毒蛇咬死了,他去找毒蛇报仇没有成功。

(2)农夫的妻子担心丈夫,劝他放弃复仇。

(3)农夫恳求毒蛇与他和解,毒蛇不答应。

4、体会寓意

对恶人不要抱有任何幻想,深仇大恨难以言和。

四、比较探究

《农夫和蛇》这两则寓言有什么相同点和不同点?

相同点:情节上起伏跌宕,结局耐人寻味。

不同点:第一则寓言借用农夫临终所说的话,点明寓言的主旨。第二则运用了拟人手法,抓住蛇的凶残本性,刻画的逼真形似,以评论的方式点明寓意更耐人寻味。

五、总结扩展

寓言以比喻性的故事寄寓意味深长的道理,希望同学们读寓言,不仅要读懂故事,更重要的是体会寓意,从中受到教育。

六、布置作业

大胆想象,以农夫和蛇为主角编一则“新农夫和蛇”的故事。

说课稿结束语 说课稿一等奖篇二

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说课稿结束语 说课稿一等奖篇三

《家》是一首优美的儿童诗,通过用学生的熟悉的事物作比,让学生体会为什么说“祖国就是我们的家”。这首儿童诗在本册教材中的地位和作用是:通过本文的感情朗读,落实《小语大纲》中提出的培养学生朗读能力的任务。同时进行说话和表演训练,进而提高学生各方面的能力。本课的重难点在于培养学生有感情朗读,力求做到在读中体会,在读中理解,在读中想象,在读中得到美的熏陶和情感的升华。

为了完成教学目标,突破重难点,我将本课分两教时进行教学。第二课时的教学目标是:

理解课文内容,让学生懂得祖国哺育我们成长,我们是祖国的未来。运用“什么是什么的家”的句式说话。

初步培养学生的想象能力,学会正确流利地朗读课文和背诵课文。

通过本课的学习,激发他们热爱祖国的情感。

一年级学生具有好奇、爱探索、易感染的心理特点,容易被新鲜的事物,活动的东西所吸引。在教学这一课时,学生已经能说一句较完整的话,并能在教师创设的情境中体验、感受,达到情感的共鸣,同时也较多地积累了不少与本课有关的生活素材。这也正是学习本课的有利因素,而不利因素在于学生朗读课文时可能会出现一个字或词一读的现象。

从本课儿童诗的特点考虑,从学生实际出发,教学时主要采用情境教学法。在教学方法上,因为学龄初期儿童活泼,富于想象的心理特点,根据教材的特点,我拟定以下教法:以“突出一个特色,遵循四个原则,落实两个结合”为指导思想设计教法、学法、以及教学程序。“一个特色”培养学生自读会读。遵循哪四个原则呢?

教师为主导,学生为主体,以语言文字训练为主线;

充分利用直观形象、激发兴趣、创设情景。

在学习课文时,教育学生之间要团结友爱。

让学生把课堂知识向课外阅读、观察、研究这一应用上延伸,开拓视野,增长见识。在目标上落实两个结合,即把学习语文与认识事物结合起来,把握诗歌教学特点,又把语言文字的训练与发散思维训练结合起来。

此外还有以读代讲法,读中感悟法等。

教学是学生在教师指导下自觉主动的学习过程,要真正让语文教学的课堂从过去的“讲堂”变成学生的“学堂”,必须优化课堂教学结构,提高教学效益,把课堂这一个广阔的舞台还给学生,提高学生素质,遵循以学生为主体、教师为主导、训练为主线的“三为主”原则,学生采用:看、听、读、演的方法学习。

多媒体课件、生字卡片。

1、这样教既锻炼了学生的自学能力,又保证了课堂教学的生动活泼,充分体现了学生的主体地位,营造了合作学习的氛围,引导学生互帮互学,从而加强了学生间的学习信息交流,使学生由学习上的竞争对手变成了互助协作的学习伙伴。

2、这样教落实了以读为住,听、说、演为副线的教学思想,在课堂上充分让学生读,读出感觉来,也可以加上一些动作,其余同学认真听并进行评价。这样的教学不仅培养了学生阅读、理解能力,还培养了学生听、说、读、演的能力。

1、今天我们继续学习第5课——生:家

(1)请小朋友张大小眼睛仔细看老师一笔一画把字写好了。

(2)指名读课题a、b 齐读

2、读词

(1)在上新课之前我们先来复习一下这一课的词语。(出示词语)

(2)开火车读,看看哪一列火车开的又快有稳。(相机正音)

(3)齐读。

过渡:词语读好了,那课文能不能读好呢?(能)那老师要考考大家了。

师:你们瞧,蓝天是——生:白云的家

1、练习说话,指导读词

(1)这个字谁来读一读云

(2)词连读谁会?白云

(3)你平时见过什么样的白云?(龙、棉花、小鸟、牛)相机指导朗读,评价

(4)我们一起来把这个词语读一读。

2、指导读句子

(1)这句话连起来谁会读?(指名读,相机评价)

(2)齐读。

师:瞧,树林是——生:小鸟的家

1、指名读:这一行谁愿意读?(指名读)

2、齐读全班一起来读一读

师:我们一起到小河边去看一看,鸟儿们都在干什么呀?它们都在做什么?

1、指名说:游来游去

2、游的怎么样?(指名说)是啊,这条鱼还冲着我们笑呢,你来给我们读一读。

3、他们还在做什么啊?(吐泡泡)指名读

4、齐读:全班一起试试看。

过渡:很好,下面老师让大家看一个神奇的景象,你们看。

1、你们想到了诗中的哪一句话?(指名说:泥土是种子的家)

2、这个词谁来领大家读?(泥土)

3、小种子睡在地底下是泥土给了他营养,给了他温暖,春天它才可以发芽,长叶呢!

4、指名读,评价。

5、齐读:全班一起来。

过渡:刚才我们学的这四行它们是完整的一句话,你们能把它连起来读好吗?(能)那我们自己可以试试看,可以做一些动作。

1、自由练习(大家练的真不错,谁愿意一边作动作,一边读给我们听。)

2、指名表演读3、齐读:起立,边做动作。

过渡:我们小朋友共同的家是哪里呢?

1、生齐读最后一句话。

2、是啊,我们的祖国是中华民族共和国,它像一只昂首挺立的大公鸡,又像一座美丽的大花园,同学们就是朵朵鲜花,在花园里幸福的成长,我们一起再把最后一句话读一读。

1、这一篇课文同学们已经学完了,你能完整的把它读好吗?给你们练习一下。(指名读)

2、谁愿意一边做动作一边读给我们听。(相机评价)3、齐读

1、这首诗仿佛就是我们同学们心中流淌出来的歌,刚才我们了解到白云、小鸟、鱼儿、种子的家,那么你们还知道什么是谁的家呢?请四人小组讨论讨论。

2、交流

3、大家真爱动脑筋,老师也写了几句变成了一首诗,我们一起来读一读。

老师请小朋友把我们刚才在课上说的诗句抽几句变成我们自己作的诗。写在我们的拼音小日记上,题目就叫《家》。

1、出示生字卡片:白、云

2、指名读准字音,组词。

3、学生自学笔顺。

4、做小老师说说如何写好这两个字。

5、师范写,生描红。

说课稿结束语 说课稿一等奖篇四

《故乡》选自部编版初中语文课本九年级第三单元第14课,这是鲁迅先生的一篇小说,本文通过写作者在回故乡接母亲和侄儿北上过程中的所见所闻,以及对童年伙伴闰土的着重描写,体现了作者对封建制度和思想对人性禁锢的批判,突出了作者对封建制度与思想的摒弃。本文通过倒叙的手法对主要人物闰土加以较为立体的形象塑造,并且在人物形象的转变体现了本文的中心主旨。因此我会将对于人物形象转变的原因分析作为本课的学习重点。

我们常说教学的主体是学生,九年级的学生对于基本词汇的积累已经到达了熟练的程度,对于小说这种文体也不陌生了,但对小说中心主旨的理解仍存在难度,对于小说叙事方式的把握也要有方法上的归纳,对于人物性格特征的分析,还需要进一步训练。因此我将小说叙事方式的把握和人物性格特征的分析分别设计为授课的重难点。

根据教材以及学生的特点,我制定了以下三个维度的教学目标:

【知识与能力】有感情地朗读课文,正确把握文章的叙述顺序。

【过程与方法】通过教师讲授和小组合作,学生可较为熟练地进行人物性格特征的分析。

【情感态度与价值观】结合创作时代背景,学生可深刻体会作者对封建制度的决绝的摒弃态度。

根据以上内容,我确定的【教学重点】通过教师讲授和小组合作,学生可较为熟练地进行人物性格特征的分析。

【教学难点】结合创作时代背景,学生可深刻体会作者对封建制度的决绝的摒弃态度。

小组合作探究法、多媒体辅助教学法、谈话法。

下面我将介绍我的教学过程,这也是我本次说课最为核心的环节。

(一)导入新课

导入是将学生从生活中带进文本的过程,因此,在此环节我会结合学生所学的知识,请学生说说在以前学过的鲁迅的小说中,重复出现的元素有什么,互动几轮之后,我会引导学生关注到:鲁镇。在导入环节就加以互动可以充分调动起学生的课堂参与度,方便抓住其注意力,引入课题。

(二)整体感知

首先,请学生回忆学过的鲁迅的小说,谈谈鲁镇在鲁迅小说中的意义,学生应能较为迅速地回答出鲁镇是故事发生的社会环境,同时为人物活动和故事情节进展提供了空间。紧接着,我会提出第二个问题,即本文的叙事顺序是怎样的,由此引导学生关注到“插叙”这个手法上来。通过这样的流程,学生能够顺利分析出线索,概括出文章的脉络,为下面深入文本做好铺垫。

(三)深入研读

深入研读,意在通过文中的细节来反映整篇文章,并且能够引导学生把握文章的主旨内容。

首先我会请学生回顾人物形象分析的方法,并使用这种方法快速分析少年闰土的形象,这是学生在小学时接触过的内容,同时也是教师对于学习方法的示范过程,通过这个过程,学生可以有效的回顾起少年闰土的内容,同时也对人物分析的方法进行了巩固,这为下一环节的学习做好了准备。

紧接着,我会请学生通读课文,分组分析中年闰土的形象,经过互动和点评,学生会发现中年闰土和少年闰土形成了人格上的强烈反差,这也是激发学生好奇心的必经过程。接下来,我会提出一个问题进一步强化学生的好奇心,即为什么闰土会发生这样的转变,经过小组讨论,学生会发现“外部原因—动荡的时局,统治阶级的压迫;内部原因—闰土自己的性格使然;闰土自身性格的形成深受封建制度浸染以及所处的社会时代的影响。”通过这一回合的学习,学生已经接触到本文的中心主旨了。为了进一步突出主旨,我继续提出了如下的拓展问题:如何理解“我知道我在走我的路”?鲁镇在这篇文章中又有怎样的意义?通过阅读、讨论和思考,学生们不难找出:这句话采用了双关的修辞。一方面“路”指的是作者一家离开的路,另一方面指的是作者正在走的思想的路,即摒弃旧社会旧制度的民主科学的路,鲁镇在鲁迅的小说中一直是深受封建思想影响的.地区,在本文中,鲁镇就是封建思想及制度的象征,作者离开鲁镇再不回来,代表着与封建思想及制度的决裂。至此,我的三维目标均已达到。

(四)小结作业

在这个环节,我会请学生按照板书进一步简述本课内容。并且以人物描写与主旨的关系作为作业,学生可深化对主旨的理解,同时为下一课时人物描写语言的分析做了预习准备。

说课稿结束语 说课稿一等奖篇五

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