说课稿ppt实用(十二篇)

第页共页说课稿数学说课稿ppt实用(十二篇)说课稿数学说课稿ppt篇一教学内容：《认识厘米用厘米量》是苏教版新课程数学第三册第四单元第二课时的内容。本课教学是在学生认识了线段的根底上初步认识长度单位厘米，用厘米量，也为认识米用米量做下铺垫。教学目的：1、使学生经历认识长度单位的过程，初步建立1厘米的长度观念；掌握量比拟短的物体的方法，可以正确测量物体的长度，会画规定长度的线段，能估计一些物体的长度。2、培养学生初步的观察才能、动手才能和空间观念。3、培养学生积极参与学习活动的心理倾向，与同桌合作的意识，并能在实际观察操作中，养成细心认真的学习习惯。教学重点：掌握1厘米的实际长度及学会用尺量物体长度的方法。教学难点：是建立1厘米的长度观念，掌握用厘米做单位的测量方法。教学准备：多媒体课件、米尺、学生尺。通过看、量、画等学习活动形成厘米的长度表象。本教学采用了自主探究、小组合作，自学的学习方法，教学中我是从以下几个方面来实现：小学数学知识与学生有着亲密的联络。教学时要让学生感到生活之中处处有数学。对于认识厘米，老师就是从学生解决实际问题的矛盾中引入的。由此引导学生学会用数学的目光观察周围的事物，想身边的事情。；因此在课一开场，老师通过“你想知道我们的课桌有多长吗？选择自己喜欢的工具量量课桌的长度？”这个问题，激发学生的求知欲望，五花八门的答案让学生不由自主地体会到建立统一度量单位的必要性。同时，“找原因”、“量课桌”这样富有“陷阱味”的活动也吸引学生对新知学习产生兴趣，对生活中数学知识引起重视，由于大家量的结果不一样，是因为没有统一的尺度，引出用尺量更好，从而引入新新的教育理念提出：教学不仅要重视知识的最终获取，还要重视学生获取知识的探究过程。本课教学注重引导学生以合作探究为主要的学习方式。首先，要求学生通过从尺上找一找1厘米是从哪儿到哪儿，用手比划1厘米的长度，闭眼想一想1厘米的长度以及找一找生活之中1厘米长的物体等活动来建立1厘米的表象。在此根底上引导他们理解2厘米、5厘米等几厘米的详细长度，进一步认识厘米。学生在合作探究中认识厘米，形成表象。他们在从尺子上、从周围物体中找1厘米的比照与估计中以及寻求多种答案的过程中，体验了1厘米、几厘米的详细长度，形成了初步的估测才能。其次，在探究用厘米量、让学生经历独立考虑，同桌交流，最后汇报交流，指名学生在实物投影仪上展示自己怎么量的，把学习的主动权交给学生，为学生创设了开放的思维情景，“怎样量这枝铅笔，”、“怎样看出铅笔长几厘米？”“你喜欢哪种量法？”激活了学生的思维。由于给学生提供了动手量长度的时机，学生就有可能探究出多种解决问题的方法，这样学生既掌握了技能，又开展了思维。学生获得了自我探究和成功的体验。自学用厘米画的活动中，让学生充分发挥主体作用，要求他们同桌合作，尝试用不同的方法解决问题，使他们在发现知识，形成技能的同时还获得了创造性解决问题的成功体验。在这一系列的探究活动中，他们获得了知识，丰富了经历，培养了才能。估测在日常生活中应用非常广泛。加强估测才能的培养，有利于学生正确建立厘米的概念，增强其空间观念与学习兴趣。教学时，老师通过让学生找一找生活中哪些物体的长度大约是1厘米以及对周围物体的长度先估计，在量一量的活动，使学生在比照中积累经历，形成初步的估测才能。在学生掌握了量、画的本领后，通过量一量、画一画、估一估等活动对厘米的认识更加深化了，对厘米的用处也得到了充分的体验，其估测才能也得到了进一步的加强。更可贵的是，他们尝试着独立解决问题，用不同的方法创造性地解决问题，与小伙伴合作着解决问题，积累了丰富的理论经历。使数学活动“从生活中来，到生活中去”。再一次将数学学习与学生的生活实际严密联络起来，让大社会成为小课堂的延伸，成为学生获取更多知识的大舞台.说课稿数学说课稿ppt篇二尊敬的各位领导、老师：大家好!今天我说课的内容七年级下册第二单元第10课《木兰诗》，我将从说教材、说教法学法、说教学重难点、说教学过程和说教学板书设计这几个方面完成我的说课。《木兰诗》是七年级下册第二单元的一篇古诗，学生在初一年级上册已接触过古诗词，对古诗词的格式、语感和朗读方法有一定的认识。《木兰诗》是我国南北朝时期北方的长篇叙事民歌，记述了木兰女扮男装，代父参军，征战沙场，凯旋回朝，建功受封，辞官还家的故事，充满传奇色彩。本诗为民歌，构造清楚，语言朴素，感情浓郁，适于吟诵，有利于培养学生对古诗文的语感。为了能培养学生的语文才能和人文素养，我们要引导学生对古诗文形成一定的兴趣和培养学生的爱国情操。据此，本文的教学目的为：学习目的：理解“乐府”的有关知识,理解北朝民歌和木兰诗产生的背景;学习生字词;朗读课文，熟读全诗并说说课文主要内容。学习方法：在诵读中体会木兰的光芒形象。情感目的：体会花木兰替父母分忧,爱家爱国的责任感。学习重难点：熟读全诗，并说说课文主要内容。1、教法①诵读法：古诗教学应着重表达朗读，注意语气、语调、节拍，力求声情并茂，表达诗歌的声韵美，在反复的诵读中，深化体会诗中蕴含的思想感情，理解主人公的美妙情操。所以我采用自由朗读、两人小组朗读、四人小组朗读、展示朗读、指导节奏朗读、听录音朗读、全班齐读等多种形式朗读，以到达熟读成诵的目的。②复述法：老师提示学生复述时要掌握诗中叙事的各个环节，而且要注意抓重点，做到详略得当，引导学生明晰、流畅、有条理地表达课文主要内容。③鉴赏法：在老师的引导下，集中鉴赏本文诗歌朗读的特色。④讨论探究法：培养学生利用二人小组讨论、四人小组讨论，培养合作意识和各种渠道解决问题的才能。⑤竞赛法：针对学生争强好胜的心理，开展竞赛法，容易激发学生的学习兴趣。2、学法这篇文章是诗歌，语言生动，句式，教学大纲要求此文要背诵，而且还要求学习它的艺术特点，并运用到写作中，于是我在上此课时要求学生用以下方法学习。(1)、朗读法：学生朗读，要求、流畅、传神、齐读要，这是一种短时间内同时调动眼、口、耳、脑共同活动的阅读，有助于开展学生的思维和语言才能，并加深对课文的理解。(2)、归纳法：学生可按段或层次来归纳课文的主要内容，然后按归纳的文字来串通课文并朗读课文，这种方法能使学生背诵课文到达事半功倍的作用。(3)、练习法：这种方法最实用于写作，我们教材中所选的文章都有其独特的写作方法，当我们读了课文后，理解了这首诗塑造了木兰这一不朽的人物形象，所以我设计：假设前不久，花木兰中选为“感动中国”年度人物。央视栏目组特邀你为木兰写一段颁奖词。课后请你日记本上动手写一写，力争妙笔生花。可以让学生拓展思维，培养想象力，语言运用才能。1、通过“说说你心中的巾帼英雄”导入新课，激发学习兴趣，引起学生更进一步理解花木兰的兴趣。2、初读课文，感知课文内容，通过自由朗读课文、两人小组朗读、四人小组内读、展示朗读、课件出示“朗读节奏”，指导朗读节奏、轻松听一听：听录音朗读课文、全班齐读课文等多种形式读，到达熟读成诵的目的。3、自主预习，根据“知识链接”，设计了“抢答题”，加深对“乐府”的理解和识记。还设计对重难点字词的注音，书写，以便熟读成诵、理解课文打根底。通过自由做、同桌互检、四人小组展示等培养学生自主、合作意识，进步学生细心观察的才能。4、通过四人小组仔细读课文，讨论并全班展示交流课文主要内容，把握全文主要内容，为第二课时分析^p花木兰做铺垫。5、英勇试一试：四人一小组，边读边说说课文大意，借助工具书和课下注释，弄懂字词句的含义。哪儿有疑问，做上标记。为第二课时分析^p课文内容做准备。6、拓展延伸：读了《木兰诗》后，概括诗歌情节，让学生从整体上把握课文，进一步打破重难点。7、达标检测，总结和稳固本节课所学知识，强化训练，进步运用才能。8、作业：通过为木兰写一段颁奖词，锻炼学生动手写作和概括运用才能;背诵课文是对熟读成诵的检测，对识记程度的检测。木兰诗代父参军木兰(女扮男妆)征战沙场建功受封辞官还乡我的说课到此完毕，谢谢各位领导、老师!说课稿数学说课稿ppt篇三今天说课的内容是义务教育课程标准实验教科书七年级下册第四单元的《安塞腰鼓》。下面我就按说教材、说教法、说学法、说教学程序四个局部进展说课。1、教材的地位及课文特点本单元选编了《社戏》《安塞腰鼓》《观舞记》《竹影》《口技》等几篇与文化艺术有关的文章。这些文章从不同的方面向学生展示了各式各样的文艺形式，对于丰富学生的文化素养，开阔视野，初步形成自己的审美观、价值观起到至关重要的引领作用。本文以铿锵磅礴的语言，张扬激荡的句式，瑰丽奇伟的想象，急促暴烈的节奏，用一个个宛如鼓槌的汉字，在那天地之间，雄浑厚重的黄土高原之上，为我们鼓荡起一场惊心动魄、惊天动地的安塞腰鼓，那生命滔滔的激流，仿佛汹涌的黄河夺路而出。展现了我们中华民族生生不息、澎湃激扬的活力。这样的文字对于新课标提出的要求学生吸收民族文化智慧、汲取人类优秀文化的营养是极有帮助的，因为她充分展示了我中华文化的丰厚博大，充盈着生命的渲泄与活力，具有丰富的人文内涵，对学生精神的影响是深广的。同时，本文在写作上，内容与形式的高度统一，气势恢弘，有阳刚之美，具有极大的感染力和穿透力。对于习惯于学生腔的中学生来说，其冲击力是可想而知的。2、学习目的和重点、难点确实立上课前，我先请学生预习文章，提出本文他们已经知道了些什么，还想知道些什么，并拟定出来，综合学生意见，根据新课程标准及本单元要求，结合本文特点，最终确定教学目的如下：(1)理解课文内容，感受安塞腰鼓的磅礴气势，领悟作者所歌颂的生命的力量。(2)学习本文形、神结合的语言，注重感悟并发表自己的见解。(3)通过本文的学习，用中华民族生命律动的厚重阳刚之美熏陶感染学生，重点：理解课文内容，感受安塞腰鼓的磅礴气势，领悟作者所歌颂的生命的力量。难点：学习本文形、神结合的语言，注重感悟并发表自己的见解。由于语文是人文性与工具性统一体，具有综合性与理论性的`特点，根据本文内容，结合创新教育理论，在课堂教学中采用自读感悟式，注重学生读的优化训练，以读代讲。课堂上提倡自由研讨，允许下位置交流意见。另根据大语文观的要求，在本节课上，充分利用课件展示创设情境，使学生自然融到课文的意境中去，从而将课外与课内相结合，将课堂教学与写作、生活理论相结合，以深化对文章的感悟，进步学生审美、写作才能，深化对学生心灵的影响。说课稿数学说课稿ppt篇四1．教材的地位和作用二元一次方程组是初中数学的重点内容之一，是一元一次方程知识的延续和进步，又是学习其他数学知识的根底。本节课是在学生学习了一元一次方程的根底上，继续学习另一种方程及方程组，它是学生系统学习二元一次方程组知识的前提和根底。通过类比，让学生从中充分体会二元一次方程组，理解并掌握解二元一次方程组的根本概念，为以后函数等知识的学习打下根底。2．教学目的知识目的：通过实例理解二元一次方程和它的解，二元一次方程组和它的解。才能目的：会判断一组未知数的值是否为二元一次方程及方程组的解。会在实际问题中列二元一次方程组。情感目的：使学生通过交流、合作、讨论获取成功体验，激发学生学习知识的兴趣，增强学生的自信心。3．重点、难点重点：二元一次方程和二元一次方程的解，二元一次方程组和二元一次方程组的解的概念。难点：在实际生活中二元一次方程组的应用。现代教学理论认为，在教学过程中，学生是学习的主体，老师是学习的组织者、言道者，教学的一切活动必须以强调学生的主动性、积极性为出发点。根据这一教学理念，结合本节课的内容特点和学生的年龄特征，本节课我采用启发式、讨论式以及讲练结合的教学方法，以问题的提出、问题的解决为主线，始终在学生知识的“最近开展区”设置问题，倡导学生主动参与教学理论活动，以独立考虑和互相交流的形式，在老师的指导下发现、分析^p和解决问题，在引导分析^p时，给学生留出足够的考虑时间和空间，让学生去联想、探究，从真正意义上完成对知识的自我建构。另外，在教学过程中，我采用多媒体辅助教学，以直观呈现教学素材，从而更好发激发学生的学习兴趣，增大教学容量，进步教学效率。“问题”是数学教学的心脏，活动是数学教学中的灵魂。所以我在学生思维最近开展区内设置并提出一系列问题，通过数学活动，引导学生：自主性学习，合作式学习，探究式学习等，激发学生的学习兴趣，进步学生的数学思维和参与度，力求学生在“双基”数学才能和理性精神方面得到一定开展。新课标指出，数学教学过程是老师引导学生进展学习活动的过程，是老师和学生间互动的过程，是师生共同开展的过程。为有序、有效地进展教学，本节课我主要安排以下教学环节：〔1〕复习旧知，温故知新篮球联赛中，每场比赛都要分出胜负，每队胜一场得2分.负一场得1分，某队为了争取较好的名次，想在全部22场比赛中得到40分，那么这个队胜负场数分别是多少？设计意图：构建注意主张教学应从学生已有的知识体系出发，方程是本节课深化研究二元一次方程组的认知根底，这样设计有利于引导学生顺利地进入学习情境。〔2〕创设情境，提出问题这个问题中包含了哪些必须同时满足的条件？设胜的场数是x，负的场数是y，你能用方程把这些条件表示出来吗？由问题知道，题中包含两个必须同时满足的条件：胜的场数＋负的场数＝总场数，胜场积分＋负场积分＝总积分。这两个条件可以用方程x＋y＝222x＋y＝40表示：上面两个方程中，每个方程都含有两个未知数〔x和y〕，并且未知数的指数都是1，像这样的方程叫做二元一次方程.把两个方程合在一起，写成x＋y＝222x＋y＝40像这样，把两个二元一次方程合在一起，就组成了一个二元一次方程组。设计意图：以问题串的形式创设情境，引起学生的认知冲突，使学生对旧知识产生设疑，从而激发学生的学习兴趣和求知欲望，通过情境创设，学生已激发了强烈的求知欲望，产生了强劲的学习动力，此时我把学生带入下一环节。〔3〕发现问题，探求新知满足方程①，且符合问题的实际意义的x、y的值有哪些？把它们填入表中。说课稿数学说课稿ppt篇五《会走路的树》是义务教育标准实验教科书语文二年级下册中的一篇课文。这是一篇语言优美、蕴涵丰富的童话故事，跟随作者的文字，我们走进一个和谐相处、充满无限友谊的自然界的角落。而题目本身就引起人们很多的联想，结合学生的生活经历，碰撞文本，激起学生求知的欲望。全文共9小结，分两局部，以“情”线贯穿全文，第一局部描写春天的早晨，小鸟和小树的初遇，小树带着小鸟去了许多地方，看到了许多有趣的东西。第二局部描写小鸟和小树的重逢，这时的小鸟已长成了大鸟，而小树也变了，它是原来的大鹿的儿子，它们在交谈中“叫起来”、“冲动起来”，这正是感情的喷发。可以想象，到了小鹿的家里，重叙旧情，再生新情是必然的。整篇课文用生动活泼、粗浅易懂的语言给我们描绘了小鸟和小鹿之间的美妙友谊，倡导了人与人之间要真诚和友爱、互助和团结。1.能正确、流利、有感情地朗读课文。2.学会本课８个生字，理解生字组成的词语。3.培养喜欢小动物、热爱大自然的情感。识字、写字、朗读课文，领略到小鸟与驯鹿之间的快乐与和谐，从而产生喜欢驯鹿和小鸟、热爱大自然的感情。1.让学生充分读，在读中整体感知，在读中有所感悟，在读中培养情感，在读中受到情感的熏陶，以学生的自我探究贯穿课堂的始终。2.利用文中空白处进展情境创设，让学生展开想像的翅膀，如想像小树天天来陪小鸟，他们已经成了好了,你们看，小鸟跟着小树来到了〔〕，看到了〔〕。进展说话练习。3．通过抓【关键词】：^p句，想象画面，感情朗读，感悟丰富的形象，感受美妙的情感。4．运用“扣读导悟，以读见悟”的方法学习课文。根据低年级儿童的认知规律，结合本课教材的特点，借助图画渲染情境。通过语言描绘情境，结合想象再现情境，让学生与课文的内容产生共鸣，真正地融入到课文的语言文字中来，从而激发起学生学习语文的兴趣。提醒课题《会走路的树》，复习生字词语，导入之后，引导学生想一想：会走路的树终究给我们带来了一个怎样的故事呢？这节课我们就来仔细地读读课文。朗读课文的第一句话时，让学生读文来想象一下这幅美妙的画面，再通过朗读把这么美的画面展现给大家，正因为学生头脑中有了这样的表象，渐渐地融入到情境中，体会角色，当然也就容易读懂、读好了。当学生体会到画面的美妙，再以“小鸟啊，你好奇什么呀？”请学生畅谈自己的感受，理解“好奇”的含义。朗读是语文学习的重要手段，它能帮助学生理解课文内容，领悟课文情感，从而陶冶自己的情操。《语文课程标准》指出：“阅读是学生的个性化行为，不应以老师的分析^p来代替学生的阅读理论。”“要尊重学生在学习中的独特体验。”因此，教学第二自然段时，我注重尊重学生自己的朗读体验，抓住“当然可以。来吧！”这句话，说说你觉得这是一棵怎样的树？学生可以根据自己不同的体会来朗读这句话，你觉得它是热情的小树，就热情地读一读；觉得它是有礼貌的小树，就有礼貌的读一读；觉得小树喜欢这只小鸟，就用喜欢的语气读一读。学生有了自己的感受，当然愿意去参与朗读了。接下来，课文讲了，每天得互相陪伴让小鸟和小树成了好朋友，此时我让学生充分展示自己思想的空间：“小鸟跟着他去了许多地方，看见了许多有趣的东西。”假设你是小鸟，你会去过哪些美丽的地方?你会见到哪些有趣的东西?以此疑问激发孩子们的想象思维、创造思维，强化他们的创新意识，必须充分发挥他们的主体作用，这是学语文、用语文的关键。第一局部的结尾：“终于有一天，小鸟长大了，她向这棵树辞别，飞往远方……”教学时，稍一拓展，孩子便有思有想，有言有语。诸如：小鸟飞往的地方是南方还是北方?为什么要飞到遥远的地方去?小鸟在与树辞别时，会说哪些话?会走路的树会怎样答复她?文中留有充分的思维空间，让学生在读书中思索，在思索中读书，使语文学习理论化、生活化。“第二年春天，小鸟又回来了。她又看到了什么呢？”读了语言文字后学生已能初步感受到了小鹿的美丽。但这到底是怎样的一幅景象，学生也许没有真切的感受。此时，让学生看一看那阳光照射下的小鹿，大家会惊喜地发现，“金色的角”在阳光的照射下真的显得特别好看，想象着画面来读句子。在朗读第二局部小鸟和小鹿的对话时，通过多种形式的朗读训练，师生对读，同桌互读，生生对读，让学生通过一次又一次的朗读，一次又一次的角色体验来表达自己所能感受到的小鸟和小鹿一家之间的那种情感。同时，通过师生的合理评价，激发学生向更高的朗读目的努力，进一步丰富自己的朗读时间，进步了自主探究的才能。《语文课程标准》上指出：“学习资和理论时机无处不在，无时不有。”鉴于此，我设计了一道课后习题：小鸟来到小驯鹿的家，看到了什么？会有什么故事呢？让孩子们充分利用教材资，结合生活，结合理论，学习语文，运用语文，理解大驯鹿的美妙品德，明白友好，和蔼，真诚是中华民族的传统美，在读懂课文的字与词、文与意的根底上，进一步拓展课文的情与感，从而丰富语言积累，实在进步表达才能。表达中竭力引导学生把“学会感谢”放在重要位置，引导学生用“第一人称”发自肺腑地感老驯鹿培养友谊、传授知识、传承美德的高贵品质和精神。“喜欢学习汉字，有主动识字的愿望。”“能按笔顺规那么用硬笔写字，注意间架构造。”这是低年级段识字与写字的目的任务。让低年级学生在最短的时间内尽可能多地认字，以便让他们及早进入汉字阅读阶段，课堂教学就是一个最有效直接的途径，同时在这个过程中也能鼓励学生主动识字。如在复习环节中，我出示了有生字组成的词语“早晨、好奇、大概、陪着、有趣、冲动”等，通过复习使学时再次读准了字音，再现了字形，有利于帮助更多的学生更好的识字。在学习生字环节中，再次认读本课中所有要求会写的生字，目的是考察学生脱离了语言环境还能否准确识字，从而真正稳固识字效果。指导书写时老师给学生进展了示范，潜移默化的使学生养成正确的写字姿势和良好的写字习惯，逐步使学生到达书写标准、端正、整洁。23会走路的树驯鹿小鸟〔友好真诚〕小驯鹿本课的板书，是传统板书的款式，以重要词语为主，主要突显小鸟和小鹿之间的美妙友谊。使学生对应该掌握的教材内容印象更鲜明、深化，记忆更结实、持久。1．把这个故事有声有色地讲给家长听。2．续写故事：小鸟来到小驯鹿的家……说课稿数学说课稿ppt篇六各位领导、老师：你们好！我说课的内容是小学科学教科版五下第一单元《沉和浮》的第一课《物体在水中是沉还是浮》。《沉和浮》单元的学习要求是希望学生们能获得关于物体沉浮和物体本身大小、轻重以及承载液体关系的认识；经历一些典型的科学探究过程，丰富自己的原有经历，并对原有的经历进展修正和完善；同时通过活动学习科学观察、科学实验的方法，体验科学探究的乐趣，保持和开展探究周围事物的兴趣和好奇心。《物体在水中是沉还是浮》是本单元第一课时，所形成的科学概念是要为后续的学习活动作铺垫和效劳的。使学生在学习活动过程中，经历“发现——否认——在否认——再发现”这样一个不断冲突、不断修正的过程从而认识到：一样大小的物体，轻的容易浮，重的容易沉；轻重一样的物体，大的容易浮，小的容易沉。基于我对教材、学生的理解与分析^p，制定了以下教学目的。科学知识目的：1、通过探究活动，知道物体在水中有的沉，有的浮；大小一样的物体，轻的容易浮，重的容易沉；轻重一样的物体，大的容易浮，小的容易沉。过程与方法：2、经历一个科学探究过程，通过控制某个影响因素来探究物体沉浮的原因。情感态度与价值观3、在探究活动中积极考虑，擅长合作交流；通过探究活动修正、完善自己的原有认识。纵观全课，我认为本课重难点如下1、教学重点：观察研究物体的沉浮现象，知道物体在水中有的沉，有的浮；大小一样的物体，轻的容易浮，重的容易沉；轻重一样的物体，大的容易浮，小的容易沉。2、教学难点：设计实验，怎样通过控制某个变量来探究物体沉浮的原因。我对本课的教学设计和学法指导采用了直观教学、情境教学、启发教学、和突出自主探究、自主交流、对话的教学策略。引导学生经历一个非常典型的“实验观察——发现——推测——证实”的科学探究过程，从而让学生自己去体会理解有关沉与浮的更多问题。建构认为，科学知识不是通过老师传授得到，而是学习者在一定学习环境下，在他们的老师和学生伙伴的帮助下，利用必要的学习资，和通过自己意义建构而获得的。材料的选择和处理，是本节课打破重难点的关键。因为材料准备的典型与否，在一定程度上决定了一堂课的最终效果。本课在一系列的探究活动中，要进展几次比照实验，而比照实验的关键就是要控制无关因素的影响。如何控制呢？就需要在材料上下工夫。为此，我准备了：1、老师用：木块〔小〕、石头〔大〕、铁的啤酒瓶盖。这组材料符合学生的原有认知，可以帮助学生检验自己的已有知识经历。2、学生用：第一组：钥匙〔大〕、马铃薯〔大〕、牙签〔小〕、螺丝帽〔小〕塑料泡沫〔大〕、马铃薯〔小〕、木块〔大〕、曲别针〔小〕、蜡烛〔大〕。这组材料中有一些干扰材料，让学生从中发现“矛盾点”：物体的沉浮不一定与大小轻重有关。第二组：大小一样重量不同的铁块、铝块、塑料块、木块。第三组：重量一样体积不同的一组圆柱体。这两组材料能完善，提升学生的思维，帮助他们建立新的认知平衡。1、实验观察设计问题情境。出示木块、石头、铁的啤酒瓶盖，先让学生猜想它们的沉浮，学生根据原有的知识经历可能猜想出：木块小、轻，能浮在水面；石头大、比拟重，能沉在水底；而瓶盖的沉浮学生可能会产生两种不同的意见，一种认为沉，一种认为浮。然后进展实验验证，先由我来做木块和石头的演示实验，实验结果与学生的猜想会一致的，而啤酒瓶盖的实验，我会从“认为能浮”和“认为能沉”的学生中分别找一名学生来做演示实验，通过实验现象引发学生的考虑，从而指导学生得出正确观察物体沉浮的方法和判断沉浮的标准是将物体放在水中观察，为后续的探究活动打好根底。这时老师再创设“物体在水中是沉还是浮可能跟什么有关”这个问题情境将学生引入到新的探究活动中。2、学生操作，探究新知。在探究活动开场前，我先让学生说说物体在水中是沉还是浮可能跟什么有关，学生的答复可能是多样的，我将大小、轻重这两个影响因素板书在黑板上。然后出示第一组材料，让学生进展第一个探究活动，实验前我提出如下要求：1、首先推测这些物体在水中是沉的还是浮的，把推测结果记录在表格中。然后进展实验验证，2、带着下面三个问题进展实验：①把这组材料分别按从大到小和从轻到重的顺序排队后，再进展实验验证。②实际观察结果怎样？有没有推测出错的物体？有没有无法确定沉浮的物体？③你们发现物体的沉浮和它的轻重、大小有关系吗？通过汇报交流，学生会得出这样一个结论：物体的沉浮和它的轻重、大小没有关系。这是怎么回事呢？学生会产生新的认知矛盾，抓住这个最正确时机，我又引导学生进入到第二个探究活动中去——物体的沉浮是否与物体的轻重有关。出示第二组材料：大小一样重量不同的铁块、铝块、塑料块、木块。让学生推测这组物体的沉浮之后，带着如下问题进展实验观察：①观察这组材料有什么特点？②什么样的物体沉在水底？什么样的物体浮在水面？③物体的沉浮和它的轻重有关系吗？有什么关系？通过以上实验引导学生会得出结论：大小一样的物体，轻的容易浮，重的容易沉。随后，我将这组材料和第一组的材料同时放在实物展台上，让学生比拟它们有什么不一样？为什么用第一组的材料观察时看不出物体的沉浮和轻重有关呢？向学生浸透比照实验法，利用控制某个变量的方法来探究物体沉浮的原因，在学生理解和掌握的根底上，提问：物体的沉浮和它的大小有关吗？用什么方法来验证呢？将学生带入到第三个探究活动中：物体的沉浮是否与物体的大小有关。学生自行设计实验方案，通过学生间的互相评价修改和完善实验方案的科学性和可行性，将第三组实验材料发给各组进展验证活动，汇报交流学生能得出这样的结论：轻重一样的物体，大的容易浮，小的容易沉。再引导学生考虑：什么样的物体容易沉？〔很大却很轻〕什么样的物体容易浮？〔很小却很重〕我之所以这样设计教学环节是因为新课程强调：亲身经历以探究为主的学习活动是学生学习科学的主要途径。科学课程应向学生提供充分的科学探究时机。而且必须建立在满足学生开展需要和已有经历的根底上，提供他们能直接参与的各种科学探究活动。老师是科学学习活动的组织者、引领者和亲密的伙伴。因此，在本环节的教学活动中，我采用了一放一收的方法组织学生进展探究活动，打破本课的重难点。一放：是指放手让学生利用有构造的实验材料来探究沉浮与物体的大小、轻重有什么样的关系，只有给学生足够的学习、观察、讨论、交流、探究的时间，学生才能探究出沉浮的奥秘；一收是指：每次学生完成实验后将用过的实验材料收回来，重新发给另一组实验材料，防止用过的材料干扰下一个环节的研究效果这一放一收的组织形式，充分张扬学生个性，挖掘学生潜能，同时我紧紧抓住学生认知的矛盾冲突，不断创设问题情境，既调动了学生积极探究的和热情，又一步步把学生带入有趣的科学探究之中，培养了学生的科学素养。3、知识拓展按照教材到达的认知程度，到了本单元第七课《马铃薯在水中是沉还是浮》就会发现学生仍然说大的马铃薯沉、小的马铃薯浮。学生的原有认知没有得到提升。针对这个问题，我设计了“知识拓展”这个环节帮助孩子到达一个更高的认知程度——影响物体沉浮的因素是物质本身。出示一个马铃薯，依次切成大小不等的块儿，观察在水中的沉浮与整个马铃薯放到水中是否有一样的现象。考虑：这些马铃薯的沉浮与大小、轻重有关吗？假如没有关系，那么物体的沉浮与什么有关？〔或许大局部的学生不明白其中的道理，不要着急，让他们带着这个问题到课外继续研究，当他们学习第七课看到大小两个马铃薯在水中同时沉，而在盐水中同时浮时，就会明白的。〕这是我的板书设计：大小一样重的易沉轻的易浮物体在水中是沉还是浮轻重一样小的易沉大的易浮以上是我的说课内容，有不当之处，请各位领导和老师给予批评、指正，谢谢！说课稿数学说课稿ppt篇七������ñ§ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ½ì°ï¿½ï¿½â¿î³ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ôªï¿½ú¶ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½î½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ß¶îµä»ï¿½ï¿½ï¿½ï¿½ï³ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½èµï¿½î»ï¿½ï¿½ï¿½×£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²îªï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµæ¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½1��ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½èµï¿½î»ï¿½ä¹ï¿½ï¿½ì£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���׵ä³ï¿½ï¿½è¹ï¿½ï¿½î£»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è½ï¶ìµï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¹ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä³ï¿½ï¿½è£ï¿½ï¿½á»­ï¿½æ¶¨ï¿½ï¿½ï¿½èµï¿½ï¿½ß¶î£ï¿½ï¿½ü¹ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ï¿½ï¿½ä³ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½2������ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹û²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¿õ¼ï¿½ï¿½ï¿½î¡£ï¿½ï¿½ï¿½ï¿½3������ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ê¹û²ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï°ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½øµã£ºï¿½ï¿½ï¿½ï¿½1���׵�êµï¿½ê³ï¿½ï¿½è¼ï¿½ñ§ï¿½ï¿½ï¿½ã³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å³¤ï¿½èµä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ñµã£ºï¿½ç½ï¿½ï¿½ï¿½1���׵ä³ï¿½ï¿½è¹ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»ï¿½ä²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§×¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ï¿½×³ß¡ï¿½ñ§ï¿½ï¿½ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½î¶¯ï¿½î³ï¿½ï¿½ï¿½ï¿½×µä³ï¿½ï¿½è±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ç´ï¿½ï¿½ï¿½ï¿½â¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ñ§öªê¶ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ñ§ê±òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½×£ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ç´ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½é´ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½û¹ï¿½û²ï¿½ï¿½ï¿½î§ï¿½ï¿½ï¿½ï¿½ï¿½ï£¬ï¿½ï¿½ï¿½ï¿½ï¿½ßµï¿½ï¿½ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ò»ï¿½ï¿½ê¼ï¿½ï¿½ï¿½ï¿½ê¦í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½çµä¿ï¿½ï¿½ï¿½ï¿½ð¶à³¤ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ô¼ï¿½ï²ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä³ï¿½ï¿½è£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å»¨ï¿½ï¿½ï¿½åµä´ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½áµ½ï¿½ï¿½ï¿½ï¿½í³ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»ï¿½ä±ï¿½òªï¿½ô¡ï¿½í¬ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô­ï¿½ò¡±¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½î¶ï¿½ï¿½ï¿½ä»î¶¯ò²ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ú´ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªã»ï¿½ï¿½í³ò»ï¿½ä³ß¶è£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ó¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¿ï¿½.���������âµä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½õ»ï¿½è¡ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è¡öªê¶ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ì¡ï¿½ï¿½ï¿½ï¿½î½ï¿½ñ§×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ôºï¿½ï¿½ï¿½ì½ï¿½ï¿½îªï¿½ï¿½òªï¿½ï¿½ñ§ï°ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½è£ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½í¨ï¿½ï¿½ï¿½ó³ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½1�����ç´ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö±è»ï¿½1���׵ä³ï¿½ï¿½è£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½1���׵ä³ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½1���׳�������è»î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���׵ä±ï¿½ï¿½ï¿½ï¿½ú´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