2024年说课稿幼儿园模板(十篇)

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。相信许多人会觉得范文很难写?接下来小编就给大家介绍一下优秀的范文该怎么写,我们一起来看一看吧。

说课稿幼儿园篇一

大家好!今天我说课的内容是大班散文欣赏《雨中的森林》。

教材分析:这是一篇意境优美的散文,文章用诗一样的语言,勾勒出一幅动物与环境和谐相处的画面。文章中充分发挥想象力,将雨中的森林拟人化,使植物和小动物都充满了人情味,且意境相当优美。可以培养幼儿对美的理解与认识,适合大班幼儿欣赏。

选取这一教材是因为:1、散文内容简单有趣,形象鲜明突出,容易引起幼儿学习的兴趣。2、散文语言优美、简单,能让幼儿在轻松愉快的氛围中欣赏、学习散文中优美的语句。3、游戏溶入教学活动过程中,符合幼儿的年龄特点和学习特点。

大班上学期的幼儿年龄在5岁左右,他们想象力丰富,思维活跃。本班幼儿在以往类似的语言活动中,大多能在老师的引导下理解作品的主要内容,并乐意用自己喜欢的方式创造性的表现文学作品。但是在口语表达方面还是有点欠缺,在集体中发言时态度还是有点拘谨。语言表达不够流畅,有时表现为用词不太恰当。因此本次活动我注意引导幼儿积累一些丰富的词汇,在活动中努力为每个幼儿提供在集体面前大胆表现自己的机会。真正做到让孩子有话可说,有词可用。在口语表达方面有新的进步和突破。

《纲要》在语言领域中提出发展幼儿语言的关键是创设一个能使他们想说、敢说、喜欢说、有机会说并能得到积极应答的环境以及要鼓励幼儿大胆、清楚地表达自己的想法和感受,发展幼儿语言表达能力和思维能力根据这一目标和要求,结合大班上学期幼儿的年龄特点和语言发展平,我制定了本次活动的目标:

1、让幼儿初步理解散文的内容,培养幼儿大胆在集体面前讲述,恰当运用各种词汇,发展幼儿的口语表达能力。

2、通过听、说、画,培养幼儿感知美、表现美、创造美的能力。

3、鼓励幼儿乐于参与游戏表演,大胆想象。

在本次活动的目标中提到:教师要培养幼儿感知美、表现美、创造美的能力,感知语言的优美。因此在整个活动中,我始终围绕这一目标进行教学,这也是本次活动的重点。

我确定本次活动的难点是:发展幼儿的口语表达能力,在集体面前大胆的讲述,恰当运用词汇,加深对作品的理解。在这个过程中,我主要是创设一种积极的语言环境,利用环境和积极的教具(课件)让幼儿大胆的发表自己的意见,大胆的想象,让幼儿在参与游戏表演的过程中来解决这个难点。

说课稿幼儿园篇二

今天,我说课的内容是西师版教科书五年级上册第六单元《统计与可能性》的第一课时《事件发生的可能性以及游戏规则的公平性》。下面,我将从以下几个方面进行说课。

五年级上册的“可能性”是一个新增的内容,它是建立在三年级上册的“可能性”初步认识的基础上,要求学生通过学习来体验事件发生的等可能性,对“可能性”的认识和理解逐渐从定性向定量过渡。不但能用“一定”“不可能”“可能”等恰当的词语来表述事件发生的可能性大小,而且会用分数描述事件发生的概率。虽然在小学的教材中,内容占的不是很多,但它却是为小学生步入中学学习概率问题的一个重要的基础。

鉴于以上对教材的理解和把握,根据教学内容的安排,结合“以学生发展为本的新理念”,制定以下教学目标:

1、知识目标:在游戏活动中,体验事件发生的等可能性与游戏规则公平性之间的关系,会用分数求简单事件发生的可能性。

2、能力目标:让学生在观察、思考、讨论、交流中探索新知,促进学生形成良好的逻辑思维能力。

3、情感目标:在潜移默化中培养学生的公平、公证意识,促进学生正直人格的形成。

本课教学重点是体验事件发生的等可能性和游戏规则的公平性,初步学习用分数表示事件发生的可能性。

教学难点在于:充分经历、体验“可能性相等”的过程。验证抛硬币正面和反面朝上的可能性是二分之一。教学的关键是理解等可能性与游戏公平性之间的因果关系。

“可能性”是生活中的常见现象,但将它从生活中抽象出来,学生仍然会感到有些陌生,需要教师用一种学生乐于接受的形式来吸引他们参与课堂。因此,在本节课的设计上我打算创设情境,让学生经历“现实生活问题——探究解决——得出结论——解决生活问题”的过程。

为了充分发挥学生的主体能动作用,本节课主要采用以学生学习活动为主线,以学生动手操作、自主探究、合作交流为主要形式的“探究学习法”。目的是通过丰富多彩的小组活动,以合作学习促进自主探究。

围绕等可能性这个知识的主轴,更好地突出重点,突破难点,同时结合新课程理念,我将本节课的教学过程主要设计为四个环节:创设情境,引入课题——猜想验证,探究新知——实践深化,发展能力——联系生活,思维拓展

为了让学生尽早进入学习状态,激发学生的学习兴趣,本节课一开始,我设计了如下的情境:从而向学生直接出示了本课学习的主要内容是研究不确定事件的可能性。(板书:可能性)这一环节的教学,很自然的揭示了课题,学生在轻松、愉快的氛围中进入了下一个阶段的学习。

引导学生弄懂游戏公平性的数学含义是教学中的重点环节。这节课,我引导学生理解“公平”、“等可能性”分三步走:

第一步,出示主题图,猜测游戏是否公平。

在这一环节,学生凭借已有的生活经验,和三年级打下的基础,通过简单的推理,可以得出:硬币只有两个面,抛一次硬币,会出现两种可能,一种是正面朝上,另一种是反面朝上,用分数表示每一个面的可能性是1/2,所以都会说游戏公平。而这个结论只是停留在表层,在这里大多数学生把“公平”理解为绝对的公平。为了让学生真正地理解“公平”的数学含义。

第二步,提出问题,质疑抛硬币的公平性。抛一次硬币下来,学生初步感悟到“出现正面和反面的可能性是1/2”。从而说明用抛硬币的方法来决定谁先开球的,是全世界通用的公平办法。

这样的设计上努力体现的是学生认知上的一种递进,由“抛一次硬币出现正面与反面的可能性都是1/2”,到“抛20次硬币出现正面与反面的次数不是正好都10次”,再到“抛很多次硬币出现正面与反面的次数接近1/2”。学生经历了猜测、验证到动手实验,获取数据——分析数据,初步体验——阅读材料,科学验证,再到反思感悟的过程,同时,也体验了发现知识的过程。这样的教学活动渗透了“学习是一种需要的教学理念。

在游戏活动中,教师还应把握:学生在具体的试验与操作活动中往往对游戏本身更感兴趣。教师应合理、有序地安排好活动,提高课堂教学效果。

为了更好地发展学生能力,课中练习设计了转转盘决定谁先开始游戏,是否公平?怎样设计?长方体、正方体的骰子作为游戏的工具。谁更公平?等一系列问题的训练。比如:(课文中的转盘游戏)教学的重点应放在引导学生思考:指针停在红色区域的可能性是多大呢?用分数表示是多少?“怎样设计这个转盘才公平”上。设计后针停在红色区域的可能性又是多大?从而实现对可能性的认识由定性感受到定量刻画的自然过渡。

通过练习,向学生渗透公平的意识,有利于学生健康人格的形成。

将数学知识与实际生活相联系,培养学生运用数学的能力。联系生活实际设计了一道富有挑战性、情趣性的练习。如:某商场迎国庆60周年,策划进行一次购物摸奖活动。问题:如果你是商场经理,考虑到商场的利益,你会怎样设计转盘呢?如果你是一名消费者,你希望这个转盘怎样设计呢?如果考虑到公平性,这个转盘又应该怎样设计呢?学生动手设计,展示作品,并阐述设计理由。

学生在设计转盘活动中从不同的角度设计出了不同的转盘。可以说,正是教师给学生创设了种种探索的情境,提供了发展的空间。

可能性占的面积越大,可能性就越大;占到面积越小,可能性就越小。

份数越多,中将可能性越大;份数越少,中将可能性越小。

简单明了,重点提出,加深对所学知识的理解和掌握。

通过对《统计与可能性》这节教材的认识和理解。本节课的设计我遵循以学生发展为本的教学理念,注重数学学习的活动化、自主化、情感化,自主合作,尝试探究,联系生活实际,激发学生兴趣,使学生在“自主——合作——探究”的学习过程中,体会数学课堂的快乐,使我们的课堂充满生命的活力

说课稿幼儿园篇三

《大作家的小老师》采用“以小见大”的写法,通过记叙一个小小的生活细节,成功地塑造了大作家萧伯纳谦逊的形象。按照事情发展的经过,课文分为3段。

第一段(第一自然段),写萧伯纳有一次在莫斯科访问时与一个非常可爱的小姑娘玩了很久。

第二段(第二至四自然段),写临别时萧伯纳对小姑娘说出了自己的身份,但小姑娘出乎意料的回答,使萧伯纳为之一震。

第三段(第五自然段),写萧伯纳对这件事深有感触,并从中受到教育,认识到对任何人,都应该平等相待,永远谦逊,并认定那位小姑娘是他的“老师”。

故事以写人物间的对话为主,简短的对话传神地表现出小姑娘的天真可爱和萧伯纳的严于律己。

1.学会10个生字,两条绿线内的4个字只识不写。认识多音字“教”。理解生字组成的词语。

2.能正确、流利、有感情地朗读课文。

3.从人物对话中体会内涵,感悟人物形象。

教学重点:从人物对话中体会的内涵,感悟人物形象。

教学难点:初步体会萧伯纳的谦逊自律以及宽广的胸怀。

第一课时

(一)揭示课题,导入新课

1.板书:作家

你知道作家是干什么的吗?

2.师用红笔添上“大”

什么样的作家才能被称之为“大作家”(名气大、才气大、成就大、写出了许多优秀作品……)?

3.板书:大作家的 老师

想一想大作家的老师一定会是怎样的呢?

4.师用红笔添上“小”,你产生了什么疑问呢?

5.大作家、小老师分别指谁?你们了解萧伯纳吗?

6.大作家萧伯纳把与你们差不多大的这个小女孩当作老师,说到这,你产生了什么疑问呢?

(二)检测预习,掌握基础

1.我们在已经预习过这篇课文了,那现在老师就来检测一下同学们对生词的掌握情况。(出示字词)

萧伯纳 文豪 口吻 预料

娜塔莎 苏联 告诉 教育

感触 意识 谦虚 教书

作家 自夸 惊喜 访问

纠正学生读错的生词。着重讲解“教育”和“教书”中“教”这个多音字。标注字音并且范读、领读。

2.小组合作,听同桌朗读纠正错误。齐读生词。

(三)自读课文,分析人物形象

1.我们简单的知道了大作家和小老师究竟是指谁,那你们知道他们究竟是什么样的人吗,以及大作家为什么要拜小作家为师呢?现在让我们先自读课文,在文中画出有关萧伯纳和娜塔莎的有关介绍。

出示有关萧伯纳的简介,找同学简介。(这时候学生会说他是“世界有名的大作家”)。

3.通过读书,你知道那位被大作家称为小老师的小姑娘长什么样了吗?(生读文)谁来说?(出示图片)你看,的确很可爱!就像你们一样可爱呢!我们来一起来描述。(齐读)

4.这样一位可爱的小女孩真让我喜欢啊,更让大作家肖伯纳非常喜欢,所以同她玩了很久。

(四)精读课文

1. 大作家为什么说小女孩是他的老师呢,他给你留下什么印象呢?这两个问题稍微有些难度,别急,俗话说:读书百遍,其义自现。我们现在以小组为单位再来读读课文,相信你们一定能找到答案在第几自然段,并且能够发挥集体的力量解决这个问题。(小组读课文,讨论交流,师巡视引导)。

2.小组汇报交流(适时的寻找到亮点进行评价)。

3.临别时,萧伯纳对小姑娘说了什么呢?请同学们快速找一找。他说这番话时心里是怎么想的?指导朗读。

4.萧伯纳是同小姑娘玩了好久,在临别时才亮出了自己的身份,不过是想给孩子一个惊喜,让孩子高兴高兴。但小姑娘又是怎么说的呢?来读一读她的话吧(出示文字)不过小姑娘说这话,萧伯纳一开始没想到,文中有两个什么词能说明萧伯纳一开始没想到的。

5.指生回答。“竟”和“出乎意料”说明了什么?

6.你觉得这是个怎样的小姑娘,应该怎样读?

7.一个是有名的大文豪,一个是苏联小姑娘;一个心中暗自得意,一个可爱又聪明!多么有趣的一段对话!谁愿意分角色读一读?出示文字。

8.小结:真是“说者无心,听者有意”!小姑娘的话不禁让萧伯纳出乎预料,还让他不觉为之一震,萧伯纳从小女孩模仿他的话语中,看到了自己竟然这么自夸。小姑娘的话就像一面镜子,让他看到了自己骄傲的样子。

1.把课文中的小故事讲给家人听

2.完成《资源与评价》相应习题

说课稿幼儿园篇四

《画家乡》一文是人教版第二册第六单元的一篇文章,这篇课文写的是孩子们用彩笔画家乡的事。通过五个孩子不同的画,展现出他们各自家乡的美丽,表达了孩子们爱家乡的情感。

课文第2—6自然段具体描述了涛涛、山山、平平、青青、京京5个孩子所画的家乡。涛涛的家乡在海边,那浩瀚的大海,掀起万顷波涛,海底蕴藏着丰富的宝藏。山山的家乡是山里,那里山峰高,瀑布美,屋前屋后都是高大的树。平平的家乡在平原,辽阔的平原,像无边无际的绿色海洋。青青的家乡是一望无际的大草原,那里草绿,牛羊多。京京的家乡在城市,一座座现代化城市,高楼大厦耸入云霄。他们的画画出了各自家乡的特点,充分反映了他们对家乡的真挚热爱,进而反衬出祖国各地欣欣向荣的发展。课文图文并茂,情景交融,可以说是一篇极具人文色彩,适合欣赏、领悟的通俗诗和风景画。画面的图景和描写的语句,很容易与学生的生活和认知达成契合,引起共鸣。因此教学中,教师应结合当地情况,引导学生读文感悟,并激发学生发挥想象,画出自己的家乡,让爱家乡、赞家乡的情感在课堂中回荡。

关于教学目标,本课时是第一课时,这一课时教学目标是:

1、认识“原、本、市”等3个生字。

2、能正确地朗读课文。

3、学习课文1、4两小节,有感情地朗读课文这两个小节,运用语言,表达对自己家乡的热爱。

关于教学重、难点:

本课的重点在于培养学生有感情地朗读,力求做到在读中体会,在读中理解,在读中想象,在读中得到熏陶和情感的升华。

难点在于用模仿课文内容,用自己的话表达自己对家乡的热爱。

1、“以读为本”,加强读书实践。《课标》指出:“阅读教学是学生、教师和文本三者对话的过程。”这种对话首先是读书实践,让学生充分地读,在读中整体感知,在读中有所感悟,在读中培养语感,在读中受到情感熏陶。

2、推进综合性学习,努力实现学科间的沟通,课内课外的紧密结合。

3、现代心理学认为:人的知识的获得是自主习得的过程。以人为本、以学生的发展为本必须承认学生认知基础,他们已经有了一定获得信息的能力、感受语言的能力。教师要大胆放手把读书感知--读书感悟--读书体情的权力给学生。叶老曾经说:一篇文章学生也能粗略地看懂。教师就应该引导学生试着理解、试着揣摩,从而获得知识和情感体验。

4、本课“说说自己的家乡在哪、什么样”的口语交际过程,应是在学生间、师生间进行的,教师要给学生交际的空间。可自由选择合作伙伴(因区域不同而定)(因兴趣、想法不同而定)等。其间教师要深入学生,注意学生思维空间的打开,在合作中培养学生语言运用能力、交际能力。但此过程还要注意尊重学生的个性体验。

教学时间:2课时

相关生字的卡片、课件

(一)看图激趣,提示课题

一堂新授课,导入是至关重要的。所谓“万事开头难”也就是这个道理。富有情趣的导入,就像与文本间架起了一座沟通心距的桥梁。通过桥梁,学生与文本的心距离近了,正如俗话说的“良好的开端是成功的一半。”

上课伊始,我在学生不知情的情况下就让他们欣赏自己家乡的景色,让他们感受到美,然后再告诉他们这就是我们美丽的家乡,让学生大吃一惊,为自己有这样美的家乡感到自豪,从而产生对家乡的爱。观察了这么美的景色,学生肯定有很多话要说,我就抓住这个机会让他们看着美丽的家乡发发感叹,说说自己内心的心理话。在此同时,教师教师板书课题《家乡》。

(二)初步理解,感知课文内容

1、课件出示课文中五位小朋友,让学生用自己喜欢的方式向图上的五位小朋友打招呼。

(通过打招呼拉近孩子与文本中小朋友的距离,仿佛这些小朋友就在我们身边,同时也使孩子学着礼貌、热情地与人打招呼。)

2、他们也和你们一样也爱自己的家乡,想画画自己美丽的家乡。板书完整课题。《画家乡》出示课文第一自然段的内容,有感情的朗读第一自然段。

3、你们想知道他们的家乡在哪儿吗?课件出示课文的录音及动画,学生欣赏课文内容。

(通过前面的铺垫,孩子们觉得这五位小朋友就在他们的当中,又通过刚才的问题“一石激起千层浪”,孩子们的兴趣被激发,问题匣子打开了,通过激发学生的思维与表达,挖掘了学生已知经验,实现学文的自然过渡)。

4、用“——的家乡在——”的句式进行说话训练,随着学生的回答相应做出板书。

涛涛 海边

山山 山里

平平 平原

青青 草原

京京 城市

学习生字“原、市”两个生字。

(一年级的学生经过将近一年的学习已有了一定的识字能力,但一节课十几个字的识字量对于基础差的学生还是有一定的难度,为了照顾到全体学生,我在这儿采用了分散识字的方法,以便使这些学生更容易的记住生字。)

(三)、朗读感悟理解课文内容

1、学生自由读课文。

(把感知发现的自主学习权力留给学生,从而实现第一个从整体上了解课文内容。)

读完说说你最喜欢谁的家乡,最想去谁的家乡玩?学生自由选择段落。

(打破了自然段的顺序进行教学,按学生喜爱自然段的兴趣所需,体现了尊重学生的选择和关注学生的个性体验。)

2、以课文第四自然段为例进行教学

(1)自由读课文第四自然段,边读边想哪些地方让你感到美了?

(目的是引导学生由感知走入到感悟语言的情境,培养学生的语感。)

(2)根据学生的回答出示2、3、4句话,欣赏平原的美景,指导朗读这几句话。

(在品味中读文,促使学生经历一个深读体验的过程,积累了语言,发展了思维,受到了家乡美的熏陶。)

(3)看到这么美的景色,平平是怎样做的呢?学习最后一句话。同时学习生字“奔”。

(4)有感情地朗读这一自然段。

(5)扮演导游,练习说话

平平的家乡是那么美,老师已经被深深地吸引住了。瞧,有一批游客来到了平平的家乡——平原,平平正在草原上奔跑呢!谁愿意来扮演平平, 做做小导游,向游客们介绍一下你的家乡呢?老师给你的词语用得越多越好。课件出示词语:又平坦又宽广、金黄的、绿油油的、雪白的、一大片一大片、成群、数也数不清、要做出色的导游,我们先得熟悉导游词,小导游们快准备一下吧。

(在充分理解课文内容的基础上,组织综合性的实践活动,活动指向既在课内,又在课外,体现了语文的综合性,有效地开发了教学资源。促进了学生的发展,丰富了学生的情感体验。)

说课稿幼儿园篇五

各位老师大家好,我是08级数学(2)班的某某,今天我要向大家介绍的课题是集合的基本运算,

首先,我对本节教材进行简要的分析;

集合的基本运算是高中新课标a版实验教材第一册第一章第一节第三课时的内容,在此之前,学生已学习了集合的概念和基本关系,这为过渡到本节的学习起着铺垫的作用,本节内容在近年的高考中主要考核集合的基本运算,在整个教材中存在着基础的地位,为今后学习函数及不等式的解集奠定了基础数形结合的思想方法对学生今后的学习中有着铺垫的作用。

根据教材结构及内容以及教材地位和作用,考虑到学生已有的认知结构和心理特征,依据新课标制定以下教学目标:

:根据集合的图形表示,理解并集与交集的概念,掌握并集和交集

的表示法以及求解两个集合并集与交集的方法。

:通过复习旧知,引入并集与交集的概念,培养学生观察、比较、分析、概括的能力,使学生的认知由具体到抽象的过程。

:积极引导学生主动参与学习的过程,激发他们用数学解决实际问题的兴趣,形成主动学习的态度,培养学生自主探究的数学精神以及合作交流的意识。

根据上述地位与作用的分析及教学目标,我确定了本节课的教学重点及难点,

:并集与交集的概念的理解,以及并集与交集的求解。

:并集与交集的概念的掌握以及并集与交集的求解各自的区别于联系。

为了突出重点和难点,结合学生的实际情况,接下来谈谈本节课的教法及学法;

本节课采用学生广泛参与,师生共同探讨的教学模式,对集合的基本关系适当的复习回顾以作铺垫,对交集与并集采用文字语言,数学语言,图形语言的分析,以突出重点,分散难点,通过启发式,观察的方法与数学结合的思想指导学生学习。

那么在本节课中我的教学过程是这样设计的,

问题1、实数有加法运算,类比实数的加法运算,集合是否也可以“相加”呢?

由此引入了本节课的课; 集合的基本运算,并让学生观察这样三个集合

集合a={1,3,5}, b={2,4,6}, c={1,2,3,4,5,6} 并让学生思考集合a、集合b并与集合c之间有什么关系?

通过对以上集合的观察、比较、分析、学生容易得出集合c里面的元素由集合a或b里边得元素组成,像这样的关系我们把它叫做并集,得出并集的概念后我会引导学生发现并集里边的关键词“或”字,(为了使学生加深对“或”字的理解,我会举出生活中的例子,书记或主任去开会,这里有三层意思:(1)书记去开会,(2)主任去开会,(3)书记和主任都去开会 类比这个例子让学生自己归纳出并集中“或”的三层意思)

引入并集的符号“ ”,并用数学语言描述a与b的并集:或}介绍veen图

通过对书上例4的讲解,让学生了解当求解并集时出现相同的元素我们只能算一次,这是由集合的互易性确定的,由此复习了集合的互易性,

再对例5的讲解,让学生会用数轴来求解并集,

学生学习了并集含义之后,我会让学生思考这样一个问题,

a={1,2,3} b={3,,4,5} c={3} 让学生类比并集的方式归纳出它们之间的关系:集合c里面的元素在集合a且在集合b里面,像这样的关系我们把它叫做交集,

引导学生发现交集里面的关键词“且”,介绍交集的符号“”用数学语言表示交集:且};介绍veen图

对书上例6 的讲解让学生了解集合与我们的生活息息相关,从而激发他们学习是学的兴趣,并学会用自然语言来描述两个集合的交集,

例7:让学生了解当两条直线没有交点即两个集合没有公共部分的时候,他们的交集不是不存在,而是他们的交集为空集,由此复习了空集的概念,

让学生完成书上的练习,

在以上的环节中,老师只起了引导的作用,而学生是主体,充分的调动学生的积极性与主动性,让学生的学习过程在老师的引导下的知识在创造。

通过提问,引导学生对所学的知识、思想方法进行小结,形成知识系统,用激励性的语言加以点评,让学生思想尽量发挥完善。

一、并集 例4, 引入

1, 例5, a={ }

2, 例6, b={ }

说课稿幼儿园篇六

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