教学设计方案(16篇)

第页共页教学设计方案(16篇)教学设计方案篇一质疑-探究，解疑1本课要求会认8个生字，会写15个生字，能正确读写钻石、焦渴、水罐、喜出望外、匆匆忙忙、反正、递给、忍不住、唾沫、涌出、新颖等词语。2有感情地朗读课文。3从水罐的一次次变化中，体会爱心的神奇力量；感知童话丰富的想象力。4体会懂得关心别人，懂得用爱心对待生活。老师表达：很久很久以前，地球上发生过一次大旱灾。接连几个月没有下一滴雨，每天都是火辣辣的太阳炙烤着大地。这些就是旱灾造成的〔看幻灯〕，你们看到了什么？〔生：所有的河流和水井都干涸了，草木、丛林、庄稼也都枯槁了，许多人和动物都焦渴而死。〕是啊，此时他们最需要的是什么呢？〔生：水〕此时的水意味着什么？〔使学生认识到水的重要性，如，生命之水、希望之水、救命之水；有了水，人和万物才能继续生存下去，没有水，等待人和万物的只有死亡。〕师：就在这样的情况下，某一天夜里，一个小姑娘意外地得到了一罐水，假如你是她，你会怎样用掉这罐水呢？〔启发学生展开各种想象。如，她会先自己喝上一口，滋润一下干裂的嘴唇和冒火的喉咙，然后再给自己的亲人喝；她会跑回家去，赶紧送给自己的爸爸妈妈、弟弟妹妹〕〔师评价：是的，你已经很渴了；你是个孝顺的孩子；你还不忘别人，为别人着想。〕师：是啊，多么珍贵的一罐水啊！今天我们要学的这个童话故事《七颗钻石》〔板书课题〕就是围绕这一罐水讲了许多意想不到的事情。请同学们拿出放在课桌里的文章，放声地读，读准生字词，读通课文。1．检查朗读情况师：看大家一副胸有成竹的样子，我们就来检查一下大家的自学情况，课文一共几个自然段？〔4个〕我们就请四位同学来读一读课文，其他同学认真听，看看是你读得好还是他们读得好。〔师评价：这么短的时间你就能读得这么流利，真能干；知道自己读错了，能及时纠正，你真棒；你读得很投入，大家都被你吸引了；你的声音很响亮，读得真好听。1.〔师：看来大家已经能读通课文了。那么请你再仔细地放声读读课文，你读了课文之后有什么问题想问？可以把问题写在旁边的空白处。〕自由提问：预设学生提出的问题：〔1〕为什么水罐里装满了水？〔是啊，好奇怪啊！〕〔2〕为什么水没有洒？〔真是奇迹啊！〕〔3〕为什么水罐变成了银的？〔老师也想知道啊！〕〔4〕为什么水罐又变成了金的？〔难道它会变魔术吗？〕〔5〕为什么从水罐里会跳出七颗钻石，还会涌出一股宏大的水流，钻石还会变成星星，越升越高？〔主要问题〕(真是太神奇了！)〔你很会考虑；你的目光很敏锐；你的问题很有价值；〕〔6〕为什么水罐会发生神奇的变化？2.师：是啊，为什么会产生这些神奇的变化呢，让我们一起走进故事先来解决第一个问题，为什么水罐里会装满清澈新颖的水？师：请同学们认真读第二自然段，找找原因。〔从第一自然段中我们知道这是一场特大旱灾，到处都没有水，而如今罐子里竟装满了清澈新颖的水，多神奇啊！我想小姑娘一个人在深夜里英勇地出来为生病的母亲找水，一定找了很多地方。〕〔1〕.师：天上的神仙看到了什么？〔生；小溪边，大河旁，山泉下，她会翻山越林，到处去找水，手会被树枝割破，衣服会被树枝划破，跌倒了又爬起来能找的地方她都找遍了，可哪儿都没有水，她只能累得倒在沙地上睡着了。〕〔2〕.师：神仙看到后，他是怎么想的？又是怎么做的呢？〔生：神仙会想，小姑娘为了她的母亲，不知辛劳到处去找水，她翻山越林，跋山涉水，脸被树枝划破了，衣服也被构破了，手指也已经____了，她却不喊一声累啊，这是多么孝顺的孩子啊，多么仁慈的心灵啊，神仙被感动了。有一位神仙从天上飞下来，给了她一罐水；终于她的孝心感动了观音菩萨，观音菩萨拿着神水从天而降，用柳枝轻轻一挥，她的手中就有了一罐清澈新颖的水。小姑娘连连向观音菩萨磕头谢恩〕〔3.〕师：好的，那么如今这个问题你能解决了吗，到底是什么力量使水罐发生了神奇的变化，装满了清澈新颖的水呢？〔生：是小姑娘对母亲的爱，是孝心使水罐发生了神奇的变化。〕师：是的，是孝心感动了上天，使她拥有了这一罐清澈新颖的水。那么这个问题我们解决了吗？好的，那我们就把这个？擦去了。〔板书：孝心感天〕〔4.〕师：我们一起来读一读这一局部，边读边体会小姑娘对母亲的那份爱。〔课件出示〕一天夜里，一个小姑娘拿着水罐走出家门，为她生病的母亲去找水。小姑娘哪儿也找不着水，累得倒在沙地上睡着了。当小姑娘醒来的时候，拿起罐子一看，罐子里竟(jìng)装满了清澈新颖的水。3．师：那是多么清澈，多么新颖的一罐水啊，可是这罐水怎么会掉在地上，而且一点儿都没有洒呢？请大家再次仔细地放声读第二自然段，按照刚刚的方法在文中寻找答案。〔小姑娘得到这罐水时，她自己渴极了也累极了，她多想喝一口水滋润一下干裂的嘴唇和冒火的喉咙啊，可她一心想着妈妈，忍住了干渴，在往回跑时被小狗绊倒。〕〔1.〕a.学生说感悟，师引：你是从哪些地方体会到的呢？你能从课文中找出来读给大家听吗？〔喜出望外，真想喝个够〕不但说得好，读得更好。谁还想用你的朗读来表达自己的体会？老师也从你的朗读中感受到了小姑娘的快乐劲儿，也体会到了小姑娘是多么地关心自己的妈妈。b.学生读文中内容，师引：老师从你的朗读中感觉到你也是喜出望外的，你能说说你是怎么理解这个喜出望外的呢？〔喜是因为有了水；也是因为母亲有救了〕过渡：第二个问题，谁还有补充吗？〔2.〕师：小姑娘，你这样匆匆忙忙的是干什么呀？〔让学生进展角色的转变〕〔生：我心系着母亲，急着为母亲去送水。母亲正急需水啊〕师：你是担忧母亲啊，多孝顺的孩子！〔真有孝心，多体贴自己的妈妈啊！〕〔3〕.师：同学们，使水罐又一次显示它的神奇力量的原因是什么呀？〔生：正是她的孝心使上天又给了她一个奇迹。小姑娘对母亲的爱，使水罐再次显示出它的神奇。〕师：是的，又是小姑娘的孝心啊，这个问题我们也解决了。〔擦去？〕〔板指：孝心感天〕〔4.〕师：小姑娘的孝心使水罐发生了两次神奇的变化，真让我们感动啊！让我们一起来读一读第二自然段，感受小姑娘对母亲那份孝心！〔齐读〕〔5〕.师：明明是木头做的水罐又怎么会变成银的呢？真是太神奇了，谁能解开这个疑惑呢？〔学生说，师引：你从哪感悟到的呢？〕小狗变得焊锡起来。(1)师：课文第二段也有一句描写小狗的句子，找到了吗？〔课件出示小狗却只是哀哀地尖叫；小狗变得欢喜起来。〕(2)师：它在向小姑娘哭诉什么，哀叫什么呢？〔生：也许它在向人们哀求，给它点水喝；它会说：我好渴啊，求求你，给我点水吧，我快要死了。〕(3)师：而当小狗舔净了小姑娘手中的水后，它变得欢喜起来。它会欢喜地和小姑娘说些什么呢？请你写下来。〔写〕〔交流〕〔生：因为它得到了生命之水，它获得了新生；因为它又有了生命力，它感谢小姑娘真挚的爱心。〕〔师评：你很会想象；你的语言真美；你说得非常真诚〕(4)师：你能像刚刚那样概括水罐发生变化的真正原因吗？生：小姑娘不但爱自己的母亲，还用真挚的爱心对待小动物，她的爱心是广博无私的！〔板书：爱心如银〕(5)师：让我们一起用朗读来赞美小姑娘广博无私的爱。〔齐读〕师：这节课我们自己提问，通过学习，已经解决了三个问题，那么通过今天的学习，你有什么收获？〔生：课文内容上的〕在学习方法上你有什么收获呢？〔生：先读课文，提出问题，再找【关键词】：^p句体会、感悟，最后提炼或总结原因〕剩下的几个问题我们也可以用这样的方法去解决，我们下节课再一起学习。教学设计方案篇二今天在讲课之前，老师先考考大家有谁知道成语“胸有成竹”讲的是什么？〔学生答复〕师：宋朝一个人特别擅长画竹子，当时苏轼说他所以画得好，是因为他在动笔以前心里已经有了画成了的竹子模样，因此得“胸有成竹”之说，后来以“胸有成竹”比喻在做事之前已经拿定主意，有了方案。在这里也希望同学们今后不管做什么事都应先做到有一定的方案，这样才能做好每一件事情。正好这节课我们也来学习画竹子。〔课件—图一〕我们先来欣赏一幅竹子的图画，同学们仔细观察图中描绘了竹子的哪几局部？〔竹竿、竹枝、竹叶〕〔课件—图二〕接下来我们一起学习竹竿、竹枝和竹叶的特征及画法。〔课件—框架图三〕1、竹竿竹竿是一节一节的，认真观察图中同一竹竿的竹节长短变化有什么规律？〔生：越往上越长〕因此，绘画时应一节一节的从下往上画，并且越往上的竹节越长，假如画成上短下长就不符合竹子的生长规律了。〔图四〕绘画时节与节之间留出小的空隙，竹节画完以后用浓墨勾画竹节之间的连接处，我们可以把连接处的形状看成一对单引号，这样画起来就容易了。画多根竹竿时防止平行。〔图六〕观看竹竿的绘画片段。学生讨论提出问题2、竹枝小竹枝竹枝生于节与节之间的连接处，上下竹节的竹枝左右交织生长，发枝处可生一枝也可生多枝，根据画面的需要而定，不要画的太乱，要交代清楚生长规律。如何更好的画好竹枝请大家仔细观看下面的绘画片段。学生讨论提出问题3、竹叶竹叶是竹子的画龙点睛之笔，竹竿能表现竹的质感，而竹叶那么表达竹的质感。我们可以把竹叶看成一组一组的。这四组竹叶可以用“一、八、个、介”四字来概括，也就是把这四个字的每一笔都当成一片竹叶，并给予它一定的动态，将书写与绘画融为一体来表现竹叶的构造及动态。〔图八〕表现茂密的竹叶时，开场要一组一组的话尽可能多画几组叶子片数多的而后在一片一片的加。用墨时要注意浓——淡、密——稀的变化，这样能表达竹叶的层次感。〔图九〕观看竹叶的绘画片段。学生讨论提出问题。4、绘画步骤的演示师：如今同学们一定想马上就动笔，要想画好除了理解竹竿、竹枝、竹叶的特征外，还需要我们对绘画过程的仔细观察。不管是课堂上还是生活中只有认真观察才能准确的表现某个事物。接下来我们带着问题观看竹子的绘画全过程。问题：绘画竹子时先画什么，再画什么，最后画什么？通过以上的学习结合课本、大屏幕或生活中所见到的竹子描绘出你心中的竹子。练习中我们再播放一次绘画过程，同学们可以边看边画。(课件—音乐)老师巡回指导将优秀的作品进展展览，同时纠正错误。今天，同学们对竹子的绘画完成的比拟好，虽然有些同学还没有完全掌握其中的技巧，但是请你不要灰心，相信通过你课下的努力一定回做到成竹在胸。假如这节课可以刘给你一段记忆，或者一个考虑，或者一个经历，甚至一个微笑的话，那我的教学目的就到达了。谢谢大家！〔课件—图十〕教学设计方案篇三为了进步学生的学习兴趣，增大学生的学习参与面，减小差距。努力作好教学工作，在这一学期中，下文将准备了初中二年级数学教学设计方案如下：以学校工作方案为指导，严格执行学校的各项教育、教学制度和要求，认真完成各项任务，进步教学质量，进步课堂效率，数学教研提倡严谨、科学、务实，以《初中数学新课程标准》为根据，全面推进素质教育。1、因式分解的重点是因式分解的四种根本方法，难点是灵敏应用这四种方法。2、分式的重点是分式的四那么运算，难点是分式四那么混算、解分式方程以及列分式方程解应用题。3、数的开方的重点是平方根、算术平方根的要领及求法，难点是算术根与实数的概念。4、二次根式的重点是二次根式的化简与计算，难点是正确理解和运用公式5、三角形的重点是三角形的性质，全等三角形的性质与断定，难点是推理入门。6、四边形的重点是平行四边形的定义、性质和断定，难点是平行四边形与各种特殊平行四边形之间的联络和区别以及中心对称。7、相似形的重点是相似三角形的断定定理和性质定理及平行线段之间比的相等关系。1、加强教学技能，面向全体学生。由于学生在知识、技能方面的开展和兴趣、特长等不尽一样，所以要因材施教。在组织教学时，应从大多数学生的实际出发，并兼顾学习有困难的和学有余力的学生，对学习有困难的学生，要特别予以关心，及时采取有效措施，激发他们学习数学的兴趣，指导他们改良学习方法。2、主动理性学习洋思教学经历，打造高效课堂。3、改革作业构造减轻学生负担。将学生按学习才能分成几个层次，使每类学生都能在原有根底上进步。4、课后辅导实行动态分层，及时辅导。第一章《一元一次不等式和一元一次不等式组》约13课时2。23—3。8第二章《分解因式》约6课时3。9————3。16第三章《分式》分式约10课时3。17———3。30第四章《相似图形》期中考试约20课时3。31———5。12第五章《数据的搜集与处理》约7课时5。12———5。26第六章《证明一》你能肯定吗约9课时5。26———6。15。期末复习约9课时6。16———7月教学设计方案篇四1、通过游戏活动体验不同媒材工具的使用效果，并用切割制作的方法表达自己的想法。2、在游戏活动中体验造型表现活动及人交往的乐趣，初步建立集体观念与大胆表现自我的信心。3、通过对作品、媒材、工具、制作过程的体验及探究，培养初步的对艺术作品的感知才能，造型表现才能及口头表达才能。1、感知体验切割艺术的美，学习以形状、颜色、选材、切割制作动物并介绍自己的想法。2、蔬菜瓜果的制作及切割布局。〔老师〕各种用蔬菜瓜果制作的造型样品、录音机、磁带、头饰、奖励标饰、板书、吸铁石、教案。〔学生〕课本、蔬菜瓜果、头饰、刀。检查学具准备情况，稳定学生情绪。这是我们常见的食物，我把它简单的改变了一下，变成了一个很有趣的东西，这就是我们今天要学习的蔬果造型。[板书课题：蔬果造型]这是老师给同学们带来的新伙伴，他叫jack。jack好似在说话，我们来听听他说些什么呀，哦！jack向大家问好，同时还想问问同学们，为什么我的身体要用黄瓜来做，而不用别的什么来做呢？[学生答复，表扬奖赏发言的学生]verygood!看来同学们平时喜欢看动物世界，知道鳄鱼有什么特征，那除了鳄鱼之外，根据黄瓜的形状和颜色特征，还可以做些什么有趣的东西？[学生答复，表扬奖赏发言的学生，板书“形式”﹑“颜色”]，同学们的想象力真丰富，老师用水果和蔬菜的特性也做了几件有趣的东西。[展示作品，可带下去走动，并适当做出一些动作]，这是……。如今想请同学们欣赏一下，在欣赏的同时告诉大家，你喜欢哪一个，为什么要用这种蔬菜和水果做他，并观察一下他的制作方法。[学生答复，表扬奖赏发言的学生，板书“选材”﹑“切割”]欣赏完老师的作品以后，同学们就以自己手上的蔬菜和水果讨论一下，用他们做些什么。讨论好了以后可以举手跟老师说说，怎么会想到做这个东西的。[学生答复，表扬奖赏发言的学生]同学们的创意都很好，其实在做的时候并不是很复杂，能大致看的出就行，那如今同学们就可以做一做你们自己感兴趣的东西，要注意平安。[学生做作业，板书“制作”]请做好了的同学来展示一下自己的成果，[学生展示]说说你做的是什么，是怎样想的或是学一下你做的小动物的叫声，或是讲述一段或一句有趣幽默的话，还可以说说你做的东西用英语怎么讲的。[学生答复，表扬奖赏同学们]同学们不仅做的好，说的也好。通过这次制作，我相信同学们会对蔬菜和水果有了另一种认识。同时我们也要保护大自然，保护小动物哦。蔬果造型形状﹑颜色选材﹑切割制作教学设计方案篇五1、能正确、流利、有感情地分角色朗读课文；2、学会本课10个生字，两条绿线内的6个字只识不写，理解由生字组成的词语；3、凭借对课文的朗读、感悟，让学生懂得像狼一样的坏人，总找借口做坏事，他们是不讲道理的。教学重点：让学生通过观察媒体投影、联络上下文反复朗读来理解【关键词】：^p语、句子的意思，从而理解课文内容，并在理解内容的根底上指导学生读好人物对话。教学难点：体会狼的找借口做坏事、不讲道理的本性。一、导入新课，激发学习兴趣1、听狼和小羊对话的录音，并出示狼和小羊对话的媒体投影。2、听后师导入：狼是一种很残忍的动物，吃兔、鹿等，也伤害人畜，对畜牧业有害〔板书：狼〕；羊是一种很温顺的动物，吃草，对人没有伤害〔板书：小羊〕。狼和小羊走到一起，会发生什么事呢？〔板书：和〕把课题连接起来。〔设计意图：兴趣是最好的老师，听录音、看投影，导入形式新颖，既集中了学生的注意力，又激发了学习的兴趣〕二、初读课文，整体感知提出学习要求：1、让学生借助拼音自由大声朗读课文，读准字音，特别是生字的字音；2、读通句子，读通课文，联络上下文和生活实际试着理解新词，不懂的做上记号；3、标好各自然段的序号。〔设计意图：从学生的学习需求出发，尊重学生的个性差异，把学习的主动权还给学生，让学生自己去朗读，注重知识的习得。〕三、学生汇报自学情况1、认读生字、词，汇报对生字、词的掌握情况。〔重点强调温是前鼻音，惊、经、争是后鼻音，碴、争是翘舌音，脏是平舌音。〕2、逐段练读课文，重点检查学生字音读得是否正确，文句读得是否通顺。〔设计意图：在汇报、交流自学成果的过程中，变单纯的师教生为生生互学，变僵硬的老师灌输为学生间的自我启迪，从而充分地让学生自主学习，自悟自得。〕四、细读课文，理解课文内容1、学习第一自然段：指名读后，讨论：这一段讲的是什么？〔主要是让学生明白是谁先来到小溪边的〕2、学习第二、三自然段：⑴分角色朗读狼和小羊的第一次对话，读出狼盛气凌人的语气。师抓住成心找碴儿引导学生理解、感悟什么叫找碴儿？〔找碴儿就是找借口、挑缺点的意思。〕成心找碴儿又是什么意思？请学生用自己的话说一说。〔师板书：成心找碴儿〕〔设计意图：为了激发儿童朗读课文的兴趣，课前准备头饰，鼓励登台朗读，学生在真实的角色体验中不知不觉地理解内容。〕⑵狼为了想吃小羊，就成心找碴儿，第一次找的碴儿是什么？小羊又是怎样据理驳斥狼的？让学生对照投影，说出狼和小羊所处的位置。抓住狼蛮横无理、成心找碴儿，小羊温和而又据理驳斥的特点来朗读这两个自然段〔师板书：申辩上游下游〕。⑶师进一步引导学生讨论：从小羊的答复中，我们可以看出小羊的什么特点？〔单纯、仁慈、温和、聪明〕狼又有什么特点？〔让学生充分地讨论、交流〕〔设计意图：情感、态度、价值观是教学目的中的重要组成局部，通过以读代讲、读中理解、读中感悟，培养学生的爱憎情感。〕3、学习第四、五自然段⑴分角色朗读狼和小羊的第二次对话，通过朗读，继续抓住成心找碴儿来理解：狼第一次找碴儿被小羊反驳后不得不成认小羊没有把水弄脏〔从就算这样吧可以看出〕，但狼并不罢休，继续找碴儿。这第二个碴儿是什么呢？小羊又是怎样驳斥的呢？狼为什么不再争辩了？先设疑，让学生分角色朗读，再讨论、交流上述问题。〔师板书：背地里说坏话我还没生下来〕〔设计意图：有了第一次师生的合作学习体验，再放手让学生用习得的方法自主学习、讨论、交流，真正把课堂还给了学生。〕⑵抓住气冲冲和一个感慨号、一个问号，引导学生有感情地朗读第四自然段。再抓住喊和一个感慨号引导学生边读第五自然段边感悟可怜的小羊惊讶、害怕、竭力申辩的形象，指导朗读：读狼第二次说的话，要读出怒气冲冲的语气。4、学习第六自然段⑴小羊又一次以事实驳斥了狼的借口，狼会到此罢休吗？⑵分角色朗读狼和小羊的第三次对话。⑶讨论：狼为什么不再争辩了？⑷狼最后对小羊的态度怎样？又找了一个什么样的借口？〔让学生分组读，读出狼穷凶极恶的语气。师板书：反正都一样〕5、拓展延伸：师读说着，就往小羊身上扑去，讨论：⑴结果会怎样呢？⑵我们在日常生活中对待像狼一样的坏蛋，我们应怎么做？聪明的同学们，发挥自己的想象来谈谈吧。〔设计意图：通过学习、讨论，学生的爱憎清楚，再充分发挥学生想象力、创造力，为小羊怎样脱险出谋划策，真正表达了语文学科的根底性、工具性、人文性的统一。〕教学设计方案篇六：苏教版九年义务教育六年制小学数学第八册p47—49三角形的面积,“练一练”及练习十第1—3题1、理解和掌握三角形的面积计算公式。2、通过操作、观察、比拟，进一步开展空间观念，进步分析^p、综合、抽象、概括和运用转化的方法解决实际问题的才能。：理解和掌握怎样用两个完全一样的三角形转化成平行四边形，推导出三角形的面积计算公式。1、假设干个完全一样的按比例放大的锐角三角形、直角三角形、钝角三角形。一套多媒体课件。2、每个学生准备一个长方形、两个平行四边形，一把剪刀。1、师：同学们，今天我们要学习三角形的面积，板书：三角形的面积〕，看到课题，你想知道什么？[可能出现:a、三角形面积计算公式是什么？b、三角形面积是怎样推导出来的？c、学三角形的面积有什么作用？]2、解决方案：师：要想知道三角形的面积怎样求，你想用什么方法来研究？你是怎么想到的？〔前面我们刚学过平行四边形面积的推导，是把平行四边形通过分割、平移、拼补转化成长方形研究的，所以我想到了转化的方法。板书：转化〕师:今天这节课让老师陪着大家运用转化的方法研究三角形的面积。[评析：谈话式导入，学生看课题提出自己想知道的问题，参与了课堂学习目的的制定。课堂导入找准教学起点，沟通了新旧知识的联络，让学生明白本课的学习也是运用转化的方法进展研究，激发了学生的学习兴趣，调动了学生的情感，为新知的学习打下了根底。]〔一〕实验一：剪1、师：下面让我们做几个实验，好不好？〔学生拿出准备好的一个长方形，两个平行四边形。平行四边形上画好底和高。〕2、〔1〕师：请大家拿出准备好的三个图形，平放在桌上，用剪刀沿虚线把它们剪开，剪开后一对一对的放在一起。〔标上1、2、3号〕〔2〕反应。师：你沿虚线把平行四边形剪开，得到了什么图形？〔让学生把得到的两个三角形举给大家看。〕师：其他的两个平行四边形剪开后能得到两个三角形吗？〔3〕师：通过刚刚的实验我们知道一个平行四边形可以分成两个三角形，这两个三角形大小、形状怎样？你怎么知道的？〔学生演示重合的过程〕师：重合了，在数学上叫“完全一样”〔板书：两个完全一样〕师：如今你能用“完全一样”说一说我们剪到的三角形吗？〔学生说1号是两个完全一样的三角形，2号、3号是两个完全一样的三角形〕学生演示重合过程，课件演示剪、重合的过程。师：谁能说一说根据刚刚的实验，你想到了什么？小结并出现字幕：一个平行四边形可以分成两个完全一样的三角形。〔4〕师：这两个三角形与原来平行四边形面积相等，〔课件演示两个完全一样的三角形拼成平行四边形的过程〕其中一个三角形的面积和原来平行四边形的面积有什么关系？〔课件闪动演示，学生答复，出现字幕：其中一个三角形的面积等于这个平行四边形面积的一半〕师：谁能完好地说一说，通过刚刚的实验，你得出什么结论？看字幕说：一个平行四边形可以分成两个完全一样的三角形。其中一个三角形的面积等于这个平行四边形面积的一半。说一说1号、2号、3号各是什么三角形？〔板书：锐角三角形、直角三角形、钝角三角形〕[评析：学生自主探究，动手理论。通过剪一剪、比一比、议一议，使学生多种感官积极参加学习活动，理解“一个平行四边形可以剪成两个完全一样的三角形，其中一个三角形的面积等于这个平行四边形面积的一半。”为学习三角形的面积指明了思维的方向。]教学设计方案篇七本次练____有6道题，分别进展了字、词、句、阅读的训练。第1、2两题是字的训练，目的.在于训练学生通过辨析音形相近、意思不同、易混淆的字，正确地连字组词，认识一字多义的现象，根据不同语言环境给多义字据词定义。这样的训练已经不是第一次了，对于根底好的班级，老师可以更加放手一些，侧重规律的指导。第3、4、5题是词句训练，目的在于训练学生正确辨析意思相近、使用时极易混淆的词，找出它们的不同点，选词填空，遣词造句，按例句提醒的规律，用把表示时间的状语提早的方法改写句子。懂得省略号在不同语言环境中的不同作用。选词填空虽然常练，但仍应重视，因为这是学生经常遇到且经常不能把握的学习内容。后两题是本册新知识点，应该学扎实。第6题是阅读训练，目的在于训练学生通过读短文，答复下列问题，用连接问题答案的方法归纳短文主要内容的才能。这是本单元阅读训练重点。1、会区别8组形近、音近字的字义和用法。给热字据词定义。2、会区别2组近义词的意义，选词填空，并用带点的词造句。3、学会把表示时间的状语提到句子的前面，仿写句子；懂得省略号的三种用法。4、会把问题的答案连起来归纳文章的主要内容。教学重点：用连接问题答案的方法，归纳短文的主要内容。教学难点：会给热字据词定义；恰当地组织语文字、连接问题的答案，归纳短的主要内容。《新华字典》，投影仪，小卡片。〔一〕教学目的指导并完成5、6题。〔二〕教学过程1指导练习第5题。〔1〕老师指点。举例说明少略号的三种用法。例子可在关关课文中找。〔2〕学生练习。先读读省略号的三种用法和3个句子，根据老师举例指点的方法完成作业，在括号里写上省略号3种用法的序号。有余力的学生可以在学过的课文里再找一些带有省略号的句子，分别标明省略号的作用。〔3〕交流反应，小卡片出示正确答案。2指导练习第6题。〔1〕说说题目的意思。明确这个题目是要通过读短文，答复下列问题，学会连接问题的答案归纳短文的主要内容。〔2〕一读课文，完成第〔1〕题。让学生先带着这个问题分别用划出可用以答复谢①、②两个问题的语句，然后做作业。〔3〕再读课文，先想想第〔1〕题两个小题的答案，再试着连接组织语句〔可以用语句连接法和词语组接法分别试着说说〕，完成第〔2〕题作业。〔4〕交流反应。〔1〕①朱老师的眼睛双眼皮儿、乌黑的眼珠又圆又大，有时还会说话。②我答复提问大心慌时，朱老师向我投来鼓励的目光，看了朱老师的眼睛，我胆子大了，说话声音也响了。〔2〕朱老师的眼睛有时会说话，我答复提头号心慌时，她向我投来鼓励的目光，使我胆子大了，说话声音也响了。〔3〕爱动脑筋的同学可以考虑一下，第〔1〕题的两个问题是根据什么提出来的呢？所以，我们还要学会提问这样才能真正掌屋整理问题答案归纳主要内容这一方法。教学设计方案篇八什么是问讯处?用一个词说出你亲身理论后，对问讯处的印象，这节课就让我们起去倾听一个来自西班牙的也是有关问讯处的真实故事。1、出示课题，学生齐读课题：用心灵去倾听怎样的听是倾听?2、读题后你想知道什么?(谁用心灵去倾听?我想知道怎样才能用心灵去倾听的?)1、自由朗读故事，注意把句子读通顺、读正确，读得不畅的地方再多读一遍。2、同桌轮流接读故事，假设有读错的地方请真诚地指正。读后完成填空：《心灵的倾听》是一篇____文，是按照____写的，先写____，再写____，接着写____，最后写____。课文的主人公是____和____，课文主要写的是____。3、简单说说苏珊给了小时候的我哪些帮助?1、这是一个发生在西班牙的真实故事，故事中的哪些内容感动了你?请默读全文，用画出感动你的句子，并多读几遍。待会儿和大家一起交流。2、交流最受感动的句子(重点关注描写人物言行、心理的语句)，预设：⑴我找到了听我说话的人，不由得放声大哭。(找到了倾诉的对象，感到抚慰)⑵你够得着冰箱里的冰块吗?小精灵用悦耳的声音问我。(悦耳?请用悦耳的声音说这句话。苏珊为什么要用悦耳的声音问我?再读句子。)⑶我总是问她很多事情，比方，怎么计算一个长方形的面积西班牙的首都在哪里修理这个词怎么拼写。小精灵总是耐心地答复我的问题，一遍遍地向我解释。(怎样答复才叫耐心地答复?当我听不懂时，她总是一遍遍地解释给我听，虽然对成年人来说这些问题显得如此的幼稚和简单，你觉得苏珊是个怎样的人?有爱心。齐读，读出苏珊的爱心来。)⑷你知道吗，这只得意的小鸟，它要到另一个世界去歌唱。是什么原因让苏珊说这番话的?你怎么知道我很伤心?作者告诉苏珊自己很伤心了吗?一起读我说的话。那苏珊是怎么知道的呢?老师再读我的话，你们用心听，看听出了什么?你们都有一颗仁慈的心。这些苏珊听出来了吗?是的。她是一直用心在倾听我说的话，当然听出来了。那么，苏珊为什么不直接告诉作者金丝雀死了呢?这说明了什么?是的。让我们学着苏珊的语气来读这句话。听了苏珊的话，我的心情有什么变化吗?请你读读8～11自然段。⑸但是我非常想认识苏珊，认识这个从未谋面却如同我第二个母亲的人。请同学们想一想，我为什么会把从未谋面的苏珊当作自己的第二个母亲。小练笔：但是我非常想认识苏珊。因为________。(要求：联络上下文进展合理想象，话尽量用文中的语言进展补白。)3、用自己的语言说说你心中的苏珊。4、因为苏珊在线那头用心倾听，给我带来的帮助和抚慰，使我变得快乐和幸福。那么，你是一个好的倾听者吗?在这个大千世界中，值得我们用心灵倾听的有些什么?板书：人间真情冷暖四、总结深化让我们用心灵去倾听人间真情冷暖，用爱心去对待绚烂美妙的明天吧!同学们，让我们再次读响课题：用心灵去倾听。五、附板书用心灵去倾听苏珊汤米人间真情冷暖教学设计方案篇九������������-ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1����òªï¿½ï¿½ï¿½ï¿½ï¿½8�����ö£ï¿½ï¿½ï¿½ð´15�����ö£ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ð´ï¿½ï¿½ê¯ï¿½ï¿½ï¿½ï¿½ï¿½ê¡ï¿½ë®ï¿½þ¡ï¿½ï²ï¿½ï¿½ï¿½ï¿½ï¿½â¡¢ï¿½ò´ï¿½ã¦ã¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¸ï¿½ï¿½ï¿½ï¿½ì²ï¿½×¡ï¿½ï¿½ï¿½ï¿½ä­ï¿½ï¿½ó¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµè´ï¿½ï¿½ï¡£ï¿½ï¿½ï¿½ï¿½2�ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½3��ë®ï¿½þµï¿½ò»ï¿½î´î±ä»¯ï¿½ð£ï¿½ï¿½ï¿½á°®ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªí¯ï¿½ï¿½ï¿½á¸»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½4��ᶮ�ã¹ï¿½ï¿½ä±ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã°ï¿½ï¿½ä¶ô´ï¿½ï¿½ï¿½ï¿½î¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¾ãºü¾ï¿½ï¿½ï¿½ç°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï·ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½î´ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ê£¬ã¿ï¿½ì¶¼ï¿½ç»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½ï¿½ï¿½ë¿ï¿½ï¿½å´ï¿½ø¡ï¿½ï¿½ï¿½ð©ï¿½ï¿½ï¿½çºï¿½ï¿½ï¿½ï¿½ï¿½éµä£ï¿½ï¿½ï¿½ï¿½ãµæ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµäºï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½éºï¿½ï¿½ë£ï¿½ï¿½ï¿½ä¾ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½×¯ï¿½ï¿½ò²ï¿½ï¿½ï¿½é¿ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºí¶ï¿½ï¿½ï¶¼ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç°ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ë®ï¿½ï¿½î¶ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½òªï¿½ô£ï¿½ï¿½ç£¬ï¿½ï¿½ï¿½ï¿½ö®ë®ï¿½ï¿½ï£ï¿½ï¿½ö®ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ã»ï¿½ï¿½ë®ï¿½ï¿½ï¿½è´ï¿½ï¿½ëºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ä³ò»ï¿½ï¿½ò¹ï¿½ï£¬ò»ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½øµãµï¿½ï¿½ï¿½ò»ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½ë®ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½â¸ï¿½ï¿½ñµï¿½ï¿½ì´½ï¿½ï¿½ã°ï¿½ï¿½äºï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ù¸ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºè£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü»ø¼ï¿½è¥ï¿½ï¿½ï¿½ï½ï¿½ï¿½í¸ï¿½ï¿½ô¼ï¿½ï¿½ä°ö°ï¿½ï¿½ï¿½ï¿½è¡¢ï¿½üµï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½û£ï¿½ï¿½çµä£ï¿½ï¿½ï¿½ï¿½ñ¾ï¿½ï¿½ü¿ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ç¸ï¿½ð¢ë³ï¿½äºï¿½ï¿½ó£ï¿½ï¿½ã»¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ç°ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªñ§ï¿½ï¿½ï¿½ï¿½ï¿½í¯ï¿½ï¿½ï¿½ï¿½ï¿½â¡ï¿½ï¿½ß¿ï¿½ï¿½ï¿½ê¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£©ï¿½ï¿½ï¿½ï¿½î§ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë²»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¿½ã³ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¶ï¿½ï¿½ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ö´ê£ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1������ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ç¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½â´ï¿½òµï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½î£ï¿½ï¿½ï¿½4�����������ç¾ï¿½ï¿½ï¿½ï¿½ï¿½î»í¬ñ§ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½í¬ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãºã»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¶ï¿½ï¿½ãºã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½û£ï¿½ï¿½ï¿½ã´ï¿½ìµï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¶ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¸é£ï¿½öªï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ü¼ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãºï¿½í¶ï¿½ë£¬ï¿½ï¿½ò¶ï¿½ï¿½ï¿½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