说课稿小学语文(六篇)

第页共页说课稿幼儿园说课稿小学语文(六篇)每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。相信许多人会觉得范文很难写？这里我整理了一些优秀的范文，有所帮助，下面我们就来理解一下吧。说课稿幼儿园说课稿小学语文篇一早上好！今天我将要为大家说课的课题是《绿叶在光下制造有机物》。教学本实验时，我在互联网上查找合适本课的素材，利用powerpoint制作课件，把多媒体技术充分的运用到教学中来。下面我将从说教材、说学情、说教学目的、说教学重难点、说教学方法、说课前准备、说教学过程、说板书设计几方面进展我的说课，敬请各位专家评委指导点评。1、教材的地位和作用本节内容在全书及章节的地位：《绿叶在光下制造有机物》是人民教育出版社七年级教材上册第四章《绿色植物是生物圈中有机物的制造者》的第一课时。本节内容是探究光合作用局部，在今后的绿色开花植物的生活方式甚至其他章节的一些学习中，占据非常重要的地位。2、本节课的主要内容通过完成“绿叶在光下制造有机物”的实验，理解绿色植物在光下能制造有机物——淀粉，同时知道光照是绿叶制造有机物不可缺少的条件，最后，归纳出光合作用的产物和条件。从而认识到绿色植物的重要性，培养学生保护植物的情感。3、课时安排共1课时。七年级同学对生物学科有着浓重的兴趣，实验探究积极主动，愿意与同学合作性探究学习，敢于大胆质疑，所以根据这一特点，引导学生设计实验方案，并独立完成实验操作；但是由于有些操作学生第一次涉及，如酒精灯的正确使用等，老师应特别强调。知识目的——通过实验验证绿叶在光下合成淀粉。才能目的——在实验中培养学生发现问题、提出问题、分析^p问题和解决问题的科学探究才能。理解光合作用发生的场所和产物的断定方法及其原理，培养学生逐步学会生物探究的科学方法。情感目的——通过学习使学生明确绿色植物光合作用的重要性，养成保护绿色植物的情感。重点：使学生领悟“绿叶在光下制造有机物”的实验设计原理。使学生认同绿色植物在生物圈中的重要作用。难点：验证绿叶在光下合成淀粉的实验步骤的设计。实验探究法、讨论法、分析^p—归纳法。老师指导学生与学生独立施行实验方案相结合。1、老师准备：多媒体播放器、课件、盆栽小白菜和地瓜叶、酒精、碘液、大烧杯、小烧杯、酒精灯、培养皿、石棉网、镊子、火柴、三脚架等。2、学生准备：各种形状黑纸片、曲别针。每个小组可以从家里带一些盆栽小白菜〔要求将盆栽小白菜实验前在黑暗处放一昼夜〕。按照新课程标准要求，每个教学环节我都力求让学生动起来，使学生真正成为学习的主体，尊重学生的认知规律，关注学生的知识生成。主要突出以下两点：1.通过探究性实验激发学生的学习兴趣和好奇心，引导学生积极主动地获取生物科学知识，领悟科学研究方法。2.通过学生的主动学习，培养学生热爱绿色植物的情感，增强保护环境的意识，这样素质教育的目的也就到达了。引言：上节课我们学习了萨克斯通过实验使人们认识到了绿色植物在光照下可以合成淀粉，假如我们想验证这一结论用什么方法呢？通过引言，引发学生的好奇心，激发学生的学习兴趣，学生会积极主动进入下面的学习环节。这节课我们就通过实验法来验证绿叶在光下合成淀粉〔板书〕，请同学们分析^p我们的验证问题，找出我们要验证的有几个问题？每一个问题你所应用的实验原理又是什么呢？学生：对照实验法和淀粉遇碘变成蓝色的原理。老师：那么从我们最熟悉的一步验证淀粉的方法—滴加碘液入手，首先我们设计出这一步，那么同学们想下假如我们直接滴加碘液到绿叶上效果明显吗？学生：不明显老师：所以我们在滴加碘液前要对绿叶进展脱色处理，那么我们要验证绿叶在光下合成淀粉，在脱色前我们要将绿叶放在哪里呢？学生：光下老师：那么我们根据对照实验方法的原理，设计光合作用的条件—光，同学们可以参照探究“光对鼠妇生活的影响”的实验方案。学生：让叶子一半有光一半无光形成对照实验。老师：很好，我们就把这一步总结为局部遮光。那么老师举个例子，假如我想验证面包吃了会使我有力气，那我在刚刚吃饱饭很有力气的时候来做这个实验科学吗？你怎么样设计这个实验呢？学生：不科学，要在饥饿的时候吃。老师：非常好，所以在光照前我们也要用同样的原理将绿叶原有的淀粉消耗掉，我们用的方法就是暗处理。到这里呢，我们根本的实验步骤就设计的差不多了，那么在观察前为了防止碘液颜色的干扰，我们还要进展漂洗。所以我们这个验证实验的步骤就出来了：1、暗处理→2、局部遮光→3、光照→4、酒精水浴脱色→5、漂洗后滴加碘液→6、漂洗后观察在学生动手操作前先播放演示实验动画，为了防止自然条件等对实验结果的干扰，先让学生通过分析^p演示实验得出结论。接下来请同学们自己动手操作。因为前3个步骤学生不能现场做，需要提早准备，所以请各小组同学介绍展示自己处理好的盆栽小白菜，让所有学生对前三个实验步骤的操作熟悉。老师示范酒精灯的正确使用方法，保证学生的平安操作。学生独立完成实验步骤4——6实验过程中，老师巡回指导，及时发现问题、解决问题，引导学生正确操作，顺利完成实验，培养学生的动手才能。在酒精水浴加热的过程中需要一段时间，请同学们讨论一下几个问题：1、为什么要将天竺葵提早放到黑暗处一昼夜？2、为什么要用黑纸片把叶片的一局部遮盖起来？各局部有什么作用呢？3、将叶片放入酒精中加热的目的是什么？为什么要将盛酒精的小烧杯隔水加热？4、经碘液处理后，叶片将发生什么变化？说明了什么？学生通过阅读教材中的实验步骤，分组讨论以上几个考虑题。通过合作学习讨论完成这几个考虑题，学生理解了每一个实验步骤中蕴含的科学原理，做实验时就会更加积极主动。增强了学生合作学习的意识。叶片的见光局部遇到碘液变成了蓝色，实际是淀粉遇碘液变蓝，说明叶片的见光局部产生了有机物——淀粉。叶片见光局部产生了淀粉，遮光局部没有产生淀粉，说明光是绿色植物制造有机物不可缺少的条件。光合作用的条件——光。光合作用的产物——淀粉。这个教学环节学生根本可以独立完成，培养了学生归纳总结的才能，老师需要进一步要求学生划出【关键词】：^p，加强理解记忆。这个环节学生自己可以通过分析^p实验现象，得出实验结论，培养了学生分析^p、总结、归纳的才能。1、如何在绿叶上出现心形图像？2、如何让农作物增产？验证“绿叶在光下制造有机物”的实验中：1、将天竺葵放到黑暗处一昼夜的目的是。2、将叶片的一局部遮盖起来就形成了有光和无光两种不同的环境，这种设计方法在实验中叫做实验。3、盛有酒精的烧杯隔水加热的原因是，目的是。4、向叶片滴加碘液，不遮光局部变蓝色是为检验是光合作用的产物。用碘液处理后，被遮盖的局部不变蓝，说明了绿叶合成淀粉需要。5、这个实验的结论是：是光合作用的产物，是光合作用的必需条件。学习指导中关于本节的相关知识，这个作业的布置是为了让学生进一步内化知识。〔二〕—〔六〕教学环节的设计，完成了教学目的，突出了重点，化解并打破了难点。第四章、绿色植物通过光合作用制造有机物第一节、绿叶在光下制造有机物一、实验原理1、淀粉遇碘变蓝2、对照实验法二、实验步骤1、暗处理→2、局部遮光→3、光照→4、酒精水浴脱色→5、漂洗后滴加碘液→6、漂洗后观察三、实验结论1、光是光合作用的必需条件2、光合作用的产物是淀粉该板书设计概括了本节课的教学内容，起到了提纲挈领的作用。本节课，我从教材出发，根据学生的认知才能，借助网络以及多媒体技术，把实验生动活泼的展示给学生，让学生学习更有兴趣、学习效果更好。也就是说，多媒技术的应用让我的教学事半功倍。谢谢大家！说课稿幼儿园说课稿小学语文篇二�����𾴵ä¸ï¿½î»×¨ï¿½ï¿½ï¿½ìµ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïºã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½òªîªï¿½ï¿½ï¿½ëµï¿½îµä¿ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ò¶ï¿½ú¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¡·ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½êµï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ú»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½êºï±ï¿½ï¿½îµï¿½ï¿½ø²ä£ï¿½ï¿½ï¿½ï¿½ï¿½powerpoint�����î¼ï¿½ï¿½ï¿½ï¿½ñ¶ï¿½ã½ï¿½å¼¼ï¿½ï¿½ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½ï¿½ï¿½ëµï¿½ì²ä¡ï¿½ëµñ§ï¿½é¡¢ëµï¿½ï¿½ñ§ä¿ï¿½ê¡¢ëµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ñµã¡¢ëµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ç°×¼ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ì¡ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ëµï¿½î£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»×¨ï¿½ï¿½ï¿½ï¿½î¯ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���ì²äµäµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è«ï¿½é¼°ï¿½â½úµäµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¶ï¿½ú¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¡·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ì²ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¦ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß¡ï¿½ï¿½äµï¿½ò»ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã²ï¿½ï¿½ö£ï¿½ï¿½ú½ï¿½ï¿½ï¿½ï¿½ï¿½é«ï¿½ï¿½ï¿½ï¿½ö²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î·½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â½úµï¿½ò»ð©ñ§ï°ï¿½ð£ï¿½õ¼ï¿½ý·ç³ï¿½ï¿½ï¿½òªï¿½äµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2�����ú¿îµï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½é¡ï¿½ï¿½ï¿½ò¶ï¿½ú¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¡±ï¿½ï¿½êµï¿½é£¬ï¿½ë½ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ú¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¡ªï¿½ï¿½ï¿½ï¿½ï¿½û£ï¿½í¬ê±öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¶ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï²»ï¿½ï¿½è±ï¿½ùµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó£¬¹ï¿½ï¿½é³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµä²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¶ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö²ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½3����ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶í¬ñ§ï¿½ï¿½ï¿½ï¿½ï¿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¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½úµï¿½ï¿½ï¿½æ£ï¿½ï¿½ï¿½ï¿½ï¿½ë½ï¿½ñ§ä¿ï¿½ê£¬í»ï¿½ï¿½ï¿½ï¿½ï¿½øµã£¬ï¿½ï¿½ï¿½â²¢í»ï¿½ï¿½ï¿½ï¿½ï¿½ñµã¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ï¿½ï¿½é«ö²ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ú¡ï¿½ï¿½ï¿½ò¶ï¿½ú¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½êµï¿½ï¿½ô­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1�����������������2������êµï¿½é·¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½é²½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1����������2�������ú¹ï¿½ï¿½3�����õ¡ï¿½4���æ¾ï¿½ë®ô¡ï¿½ï¿½é«ï¿½ï¿½5��æ¯ï´ï¿½ï¿½î¼óµï¿½òºï¿½ï¿½6��æ¯ï´ï¿½ï¿½û²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1�����ç¹ï¿½ï¿½ï¿½ï¿½ï¿½ãµä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��������ãµä²ï¿½ï¿½ï¿½ï¿½çµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã°ï¿½ï¿½ï¿½ï¿½ï¿½æ¸ï¿½ï¿½ï¿½ï¿½ë±ï¿½ï¿½ú¿îµä½ï¿½ñ§ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿î£ï¿½ï¿½ò´ó½ì²ä³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ã½ï¿½å¼¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½õ¹ê¾ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ñ§ï°ð§ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ò²ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ã½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ï¿½ï¿½òµä½ï¿½ñ§ï¿½â°ë¹¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð»ð»ï¿½ï¿½ò£ï¿½说课稿幼儿园说课稿小学语文篇三《儿童乐园》是义务教育课程标准实验教科书数学〔北师大版〕二年级上册第一单元的第二课时，实际上就是乘法的初步认识。本节课在上一节数一数的根底上，结合儿童乐园的显示情境不仅让学生经历发现并提出数学问题的过程，更重要的是要在解决问题的过程中，在计算一样加数连加的情境中抽象出乘法算式，体会乘法运算的意义，并掌握乘法算式各局部的名称。特别值得注意的是本教材已经取消了被乘数与乘数的区别。但是学生必须结合详细情境理解乘法算式的意义。通过认真的推敲与把握，我确定本课的教学目的是：1、结合儿童乐园这一现实的生活情境，培养学生发现问题、提出问题和解决问题的意识和才能。2、从一样加数连加的运算中抽象出乘法算式，初步体会乘法的意义，并掌握它的读法、写法以及各局部的名称。3、结合详细情境，会把一样加数连加的算式改写成乘法算式，并运用加法计算出简单的乘法算式的结果。教学有法，教无定法，贵在得法，行之有效的教学方法是获得良好教学效果的必要根底。根据教材和学生的特点,在教法上，我主要采用互动、合作、探究的教学方法，创设大量的活动情境，放手让学生在有限的时间和空间里，根据自己的学习体验，用自己的思维方式通过师生互动、合作探究等方式，自由地、开放地去探究、去发现、去再创造新知识。《课标》指出有效的数学学习活动不能单纯地依赖模拟与记忆，动手理论、自主探究与合作交流是学生学习数学的重要方式。在学习方法的引导上，我力求表达在详细的活动情境中，让学生发现问题，提出问题；通过动手理论、自主探究和合作交流中解决问题，形成自己独特的学习方法；通过灵敏、有趣和富于创意的`练习及时反应稳固，通过联络实际解决身边的问题，让学生体验学数学用数学的乐趣。根据上面的分析^p，我把本课的教学流程大致分为三个环节：一、创设生活情境，体会乘法必要性；二、结合问题情境，体会乘法的意义；三，联络生活实际，感受乘法在生活中的运用。第一个环节：创设发练习本的情境，体会学习乘法的必要性。通过用加法解决给全班每个同学发2个本子，一共需要多少个本子这个问题，让同学们体会到连加这种方法的烦琐。如今，由于各个方面的原因，各个学校的班额相对都比拟大，在80人左右，学生假如用连加的方法：2+2+2+2.，七八十个2相加，相当烦琐，可以激发学生探求新知的愿望。这时，老师可以引导：象这样每个加数都一样的加法算式，有没有更简便的算法呢？这节课，我们就来研究一下。第二个环节：结合儿童乐园的问题情境，初步体会乘法的意义。这个环节是本节课突出重点和难点的重点环节。我准备用以下四个步骤来解决问题。把主题图以课件的形式展如今大屏幕上。首先请同学们自己在情境图上寻找数学信息，根据这些数学信息，你能提出哪些数学问题？让同学们在四人小组内进展问题交流，并进展汇报，老师根据详细情况把学生的问题一一板书在黑板上。接着，请同学们独立完成这些问题，为后面抽象乘法算式做准备。可以请几个同学在黑板上板演，并共同核对答案。然后，结合上述一样加数的连加算式，进一步抽象出乘法算式。老师可以其中一个做例题，对学生进展乘法算式及其各局部名称的讲解。如以2+2+2+2=8为例，它可以用成发来表示，写做24=8，或者42=8，读作2乘4和4乘2。其中，中间的叉号叫做乘号，这是一个乘法算式，你能给这个乘法算式中的各个数起一个名字吗？这个环节的设计，主要是让学生经历概念的在创造过程，使他们明白所谓的乘数、积都是大家约定俗成的称呼，假如是一个新发现的事物，他们也可以为他们命名，从而进步学生学习数学的自信心。最后一个步骤，请学生把其他几个算式也改写成乘法算式的形式，及时对所学知识进展稳固。在这四个步骤中，老师还要注意，乘法算式中两个乘数：一个是一样加数〔显性的〕，一个是一样加数的个数〔隐性的〕，要让学生明确它们的由来。经过第二个环节四个步骤的学习，学生已经对乘法的意义及算式改写及各局部的名称有了比拟明确的认识，也就自然而然可以到如到本节课的第三个环节：联络生活实际，感受乘法在生活中的运用。这个环节也可以分为两个层次进展教学，首先，小组内交流，寻找生活中可以用乘法解决的问题，并在全班进展交流；然后，把本课引入的发练习本的问题用乘法算式表示出来。这个环节的设计意图是这样的：数学课程标准指出，要让学生学习生活中的、有用的数学，因此，我们有必要把所学的数学知识延伸到生活中去。学生可以在生活中寻找到用乘法解决的问题，也就说明他们对乘法的意义有了比拟明晰的认识，已经真正掌握了乘法的意义。本课的教学要充分发挥多媒体课件的优势，可以制作简单课件以加强课堂教学的实效性。首先，让课件把主题图直观展如今学生面前，实现知识呈现直观化；接着，要让课件把一样加数和一样加数的个数以动态的形式展现出来，实现现象模拟动态化。本课的板书设计简洁明快，从中可以看到知识的脉络和重难点。总之，本节课的设计，我力图为学生创设一个轻松、和谐的气氛，使学生的学习活动成为自主探究的、主动开展的和生动活泼的、富有个性的学习过程。当然，在教学过程中，会有许多缺乏之处，还请各位专家批评指正。说课稿幼儿园说课稿小学语文篇四《人琴俱亡》编排在苏教版语文课本八年级上册第三单元。本单元的主题是“至爱亲情”。几篇文章特点不同。《背影》重在理解蕴藏在字里行间的朴实而深沉的父子情感；《甜甜的泥土》告诉我们人间的至亲至爱犹如宽广厚实的大地般无处不有，无时不在；而《人琴俱亡》那么用极为简洁的语言，刻画了王子猷的独特形象，表达了兄弟之间的深沉友情。学习这个单元，要感受作品中的人物和事件，引起对自己家庭生活的回忆和共鸣，体会父母兄弟的至爱亲情，爱亲人，爱生活，爱社会；品味文中朴实而饱含深情的语言，学习摄取闪光瞬间的选材构思法截取法。在《课程标准》中，对文言文的要求是：阅读粗浅的文言文，能借助注释和工具书理解根本内容。同时要求，欣赏文学作品，能有自己的情感体验，初步领悟作品的内涵，从中获得对自然、社会、人生的有益启示。结合单元教学及课程标准的要求，去确立本文的教学目的为以下三点：一、识记文学常识及生字的读音。二、理解并识记主要的文言虚实词。三、理解深沉的兄弟友情。根据八年级学生的认知情况，结合自己的教学理论，认为其中重点是一、二、三。难点是二和三。教学目的之间是层层递进的，解决读音是为了能正确朗读，解决字词的意思，是为了能流畅的翻译课文，能用现代汉语正确翻译又为理解课文打下良好的根底。今天我上的是一篇文言文，课文很短，难度也不是很大。根据课标要求及学生的实际情况，我认为运用学校正在推行的“导学、交流、释疑、训练”四步四环节课堂教学方法就很好。爱因斯坦说：兴趣是最好的老师，对从事某种活动有推动作用，当人们对某一活动产生强烈的兴趣后，就会成为推动人们从事这一活动和深化研究的动力，使人们以宏大的热情、顽强的毅力投入其中。同样，学生对学习有了兴趣，就会好好学习、积极考虑、深化钻研，学生的积极性就会大大进步。而四步四环节教学方法其中最主要的一点就是能激发学生的兴趣，充分调动学生的积极性。导学就是在老师引导下学生自主学习；交流是指在自主学习的根底上，学生自觉主动地交流汇报和展示自己的学习成果；释疑是指在学生自学交流的根底上，老师对难点、疑点、盲点、热点问题，运用启发式精导精讲，启迪心智。训练就是根据不同科目、不同课型，采取不同的练习方式对学生进展训练，把所学知识内化为才能。四步四环节的教学方法，打破了老师讲、学生听，老师念、学生写，老师为中心、学生被动承受知识的场面，给学生搭建了一个自主学习的平台，让学生学会学习，终身受益。这种教学方法，是以先学后教、当堂训练为理念，以学生自主学习为核心。老师在课堂上要做到“七要四不讲”，老师在课堂的主要任务就是组织、指挥、引导、帮助，讲就要讲学生不知道、不理解、不清楚的疑点、盲点和难点，真真成为学生学习和成长的帮手。教与学是一项双边活动，四步四环节教学方法最重要的是引导学生如何学。本节课学生的学习主要有以下几点：运用课下注释和工具书学习。在理解课文的根底上，独立考虑、分析^p归纳。小组内的合作学习。敢于把自己的独特意见和感受说出来。通过训练稳固和进步。现代教育越来越重视发挥学生的主体地位和发扬学生主动学习的精神，这些学习方法非常重视学生主动参加到学习中来，自我发现，自我探究，注重过程体验，享受学习和成功的快乐，从而使教与学有机地交融起来，并进步了学生终身学习的才能。一、导入新课：由学过的前两篇课文《背影》、《甜甜的泥土》导入新课：父子深情母子情深兄弟深情〔手足之情〕并板书课题。二、借助课下注释理解文学常识。三、学生自己朗读课文，讲红字的读音注在书上，老师抽学生上黑板上注音，老师和学生共同纠正，并读几遍记住。四、自读课文，结合课下注释，将加横线的字词的解释标注到课本上。有不会或不清楚的可以小组讨论交流。五、学生以小组为单位互译课文，然后班内交流，老师和学生共同纠正错误。六、在理解课文的根底上，考虑答复导学设计的三个问题。七、完成训练设计。说课稿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