小小竹排画中游导入(13篇)

第页共页小小竹排画中游导入(13篇)小小竹排画中游导入篇一1．以读代讲，读中感悟。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。因此，在教学中将采用自由读、小组读、指名读和同伴读等多种方式让学生自读自悟，在读中培养语感，积累词语。2．游戏激趣，稳固识字。针对学生的心理特点，采用游戏形式调动全体学生参与，在玩中认字，稳固识字效果。3．注重评价，鼓励主体。评价是教学有机组成局部，在课上以即时性的口语评价鼓励和赞赏每一个人，让他们在愉悦轻松的气氛中学习。4．开放语文学习空间。树立一种大语文观，把语文从课内延伸到课外。老师活动1．同学们，你们喜欢旅游吗？你都到过哪些地方，快给大家介绍一下。2．这节课老师也想带你们去一个美丽富饶的地方看看，你们愿意吗？演示江南水乡图。3．看到这样的风光你不想对同学说点什么吗？看看谁观察得认真仔细而且说话完好，试一试吧！4．同学们看得很细，说得也很好，我也想把自己观察到的跟大家交流一下：小小竹排顺水飘流，两岸是郁郁葱葱的树木、绿油油的禾苗，鸟儿在尽情欢唱，鱼儿欢喜地跳出了水面，江南的风光多美呀！同学们听得都陶醉了，有首诗歌仅仅用了琅琅上口的几句话就把江南的美景描绘得如诗如画，你们想读读吗？赶快翻开书读读第3课。板书课题。1．你能试着读好吗？先把不认识的字用笔画下来，借助拼音或请教别人读准字音，动脑筋想一想，该用什么方法记住它。2．小组交流识字情况，快把你的方法在小组内交流一下。3．〔大屏幕出示生字〕老师检查识字情况，及时正音并介绍3个偏旁“山、木、”。老师适时出现带有“山”“木”的字，启示学生关注其偏旁与本字的区别。4．你如何在生活中使用这些字呢？5．游戏：拼飞机同学们愿意做游戏吗？小组每位同学都读对词才能拼好飞机，飞机轮廓内有“江南、江水、禾苗。树苗、树本、树叶、竹排、木排、两岸、两天、绿色、绿地”等词。〔屏幕出示没有注音的儿歌〕6．在诗歌中再认生字。这些淘气的生字又跳回了诗歌中，在没有拼音提示的情况下你能把诗歌读准吗？1．认识句号。数一数，这首诗歌有几句话？2．读中感悟。〔1〕自由练读。这首诗每句都描写了江南的美丽，柳对确的喜欢之情读出来吧！〔2〕选句朗读。你最喜欢哪一句，然后把你最拿手的一句读给大家听。你怎么读，才能让人家一听就知道你喜欢这句呢？〔有感情，带表情，加动作〕你认为这个同学读得怎么样？谁来简单地评价评价。老师随着学生的思路，相机进展指导点拨。例：第一句“游”和“流”押韵，读出韵脚。你怎么读才能读出鸟和鱼自由自在得意的样子呢？板贴：竹排、鸟、鱼第二句“密”是什么意思？“绿油油”是什么样？要把绿绿的感觉读出来。“油”要读成“u”。你还会说类似“绿油油”这样的词吗？板贴：树木、禾苗第三句：借助保件演示渔民捕鱼、收割等场面，理解“江南鱼米乡”。板书：小小竹排画中游〔3〕回归整体，熟读成诵。除了熟悉之外，你还有哪些好的背诵方法，不妨介绍给大家。1．质疑问难你有哪些问题提出来，老师和同学想方法帮你解决。老师从江南的地理环境及气候等特点给予提示讲解，并鼓励学生查阅资料。适时语言鼓励学生是爱提问题的好孩子等。2．扎实积累介绍描写江南风光的诗词。江南自古以来就是让人神往的地方。清朝的乾隆皇帝屡次下江南，一些文人墨客也拿起笔赞美江南。你会背哪些描写江南的诗词？描写江南的诗词很多，不妨在课下搜集。3．课外作业江南确实很美，我们的家乡也有自己独特的地域风情，有兴趣的同学搜集东北的图片或资料，记在〔知识小宝库》里。学生活动学生兴致勃勃地回忆并说出旅游的地名或景点名称。生可能概括“这个地方的风光真美”“太美了”或其他独特感受。生观察至“竹好”“鸟”“树”“禾苗”等并把看到的景物用带有个性风格的语言加以试述。生仔细倾听老师的语言描绘。学生迫不及待地读书。学生选择识字方法，用自己喜欢的方式识记。小组长组织学习，每名同学读生字，其它组员仔细听，纠正读音。学生正确读准字音，认识3个偏旁，并相机点拨“岸”“排”的字义和“南”的反义词。可能还会说出许多带有三个偏旁的字。生可组词造句，或说出在什么地方见到过这些字。用开火车的方式读生字并答复相关的问题，同学们齐心协力合作愉快。生试读后再指名读。学生可能会各抒己见，但经过点拨后会正确数出有三句话。学生自由练读，通过有感情地朗读，表达内心的情感。让学生读后点拨，感悟一些重点词，然后再通过指名读、小组读等形式，丰富感受。生把自己当成荡着竹排的孩子，顺水飘游，把自己当成鸟儿和鱼儿，读出欢快的语气。学生说出“红彤彤”“白花花”“亮晶晶”“光闪闪”等同语，相机积累语言。生通过录相片理解江南是“鱼米之乡”，物产丰富，进一步理解课文内容。学生和老师带动作、有感情、有表情地表演背诵。学生可能会提出“江南怎么会有竹排呢？”“江南和东北还有什么不同的地方？”“有江南有江北吗？”等等。学生可能会背《忆江南》《采莲曲》等诗词。设计说明“课的第一锤重音要敲在学生的心坎上”。从学生感兴趣的生活实际引入，抓住学生的兴趣点。“对于我们的眼睛，不是缺少美，而是缺少发现”，指导学生按照整体一局部──整体的顺序观察，教给方法。民主的交流、声情并茂的讲解，配以美丽迷人的画面，给学生美的享受，陶冶了性情，更为读文做情感的铺垫和示范。针对孩子的知识点和根底，激发自主识字的信心，并通过小组协作学习，交流到达知识共享，同时培养学生的合作交往才能。语文素养是靠点点滴滴的语文根底和长期持之以恒的语文理论积淀、整合而成，低段语文教学的根底和才能是语文素养摩天大厦的基石根基，扎实和结实程度至关重要。自主学习和协作学习之后，老师要检查自主学习是否真正落到实处，并相应随机点拨。“学以致用”充分发挥语文植根于现实，应用于生活的重要作用。一个字由生疏到熟悉乃至识记在心，是需要反复稳固练习的，而这种富有童趣的识字游戏有效地防止了识字的枯燥，稳固了生字识记。生字教学在学生逐步开展和层层进步的过程中完成了知识构建。新课程说明：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，应让学生在主动积极的思维和情感活动中有所感悟和考虑。使学生评价成为学生朗读进步的推动力，同时也在正面、互动的评价中为课堂教学营造民主和谐的气氛。“有一千个读者，就有一干个哈姆雷特”，关注学生内心的情感体验，并唤起学生积极的学习热情。语文教学要重视培养学生的语感，积累词语。运用生动形象直观的感知扩大学生的知识视野，使教材更显其生动有活力。老师随学生读文。相机在黑板上贴画，最后整体感受，再现学生发现美、欣赏美的过程。“学起于思，思于疑。”爱因斯坦也说过：“提出一个问题往往比解决一个问题更重要。”因此要鼓励学生敢想、敢说、敢问。语文学习的理论告诉我们：语文学习的重要途径是靠积累。因此要在一年级就打好积累的根底，使学生语文的知识储藏越来越丰富。由爱江南到爱祖国、爱家乡、情感再次升华。小小竹排画中游导入篇二�𾴵ä¸ï¿½î»ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òºã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½îµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë½ì°ï¿½ò»ï¿½ê¼¶ï¿½ï¿½ï¿½ï¿½ï¿½ï²ï¿½56��57ò³ï¿½ï¿½ð¡ð¡ï¿½ï¿½ï¿½å»ï¿½ï¿½ï¿½ï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½î°ï¿½ï¿½ï¿½ñ¡ï¿½â±³ï¿½ï¿½ï¿½ï¿½ï¿½ü¡ï¿½ëµï¿½ì²ä¡ï¿½ëµï¿½ì·ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ëµï¿½ì¾ï¿½ñ§ï¿½ï¿½×¼ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ëµï¿½îºï¿½ï¿½ï¿½òµï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ¡ï¿½ëµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½8�󲿷ö¡ï¿½ï¿½ï¿½ï¿½ï¿½ì¸ì¸ï¿½ï¿½ï¿½ú¿îµï¿½ñ¡ï¿½â±³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ö½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½äºï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë°ï¿½ï¿½õ¿î±ï¿½òªï¿½ï¿½ï¿½ü½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ´ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½òª×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ö·ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½à»¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½êµä½ï¿½ñ§ï¿½ð³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1����æ´ï¿½ï¿½ï¿½á·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2���ø½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3���ø¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å£»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ê¼¶ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ê¶ï¿½ö½ï¿½ñ§ï¿½ï¿½×¨ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½èºï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1������ר��ö¸ï¿½ï¿½ï¿½ï¿½í¬ï¿½é»¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½êµï¿½ï¿½ï¿½è£ï¿½ñ°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö§ï¿½å£ï¿½ï¿½ï¿½ï¿½ï¿½×¨ï¿½ï¿½ï¿½ð¾ï¿½ï¿½äºï¿½ï¿½ä£ï¿½ï¿½ï¿½ö¤ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��ã¿î»ï¿½ï¿½ê¦ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë±¸ï¿½ï¿½ï¿½ï¿½î¡ï¿½ï¿½ï¿½ï°ï¿½ï¿½æ¡ï¿½ï¿½ï¿½ï¿½ã¹û²ì£¬ï¿½ï¿½ð´ï¿½ã¹û¿î±ï¿½ï¿½æ£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ£¬½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ð¡ï¿½ï¿½ï¿½å»ï¿½ï¿½ï¿½ï¿½î¡ï¿½ï¿½ï¿½ò»ï¿½ï¿½ê«ï¿½è£¬ï¿½ì¶ï¿½ï¿½ï¿½ï¿½ä£¬ï¿½ï¿½ð´ï¿½ï¿½ï¿½ë½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ï¿½í·á¸»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹á´©ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¾³ö®ï¿½ð¡ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ë³ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï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