说课稿一等奖(14篇)2

第页共页说课稿一等奖(14篇)无论是身处学校还是步入社会，大家都尝试过写作吧，借助写作也可以进步我们的语言组织才能。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。说课稿一等奖篇一钓鱼对于大多数人来说不过是一种娱乐消遣的方式。但对于一个11岁的男孩来说却是一次令他终生受益的经历。今天，让我们一起走进义务教育课程标准实验教科书小学语文〔s版〕第八册第3课《钓鱼》。课文按事情的开展顺序讲述了一个这样的故事：34年前的一个黄昏，“我”和父亲去钓鱼，在间隔捕捞鲈鱼开放时间还有两个小时的时候钓起来一条大鲈鱼，正在“我”兴高采烈之时，父亲却坚决让“我”把鱼放回湖里去，“我”意外、委屈、不服，最终还是无可奈何地把鱼放了回去，但是“我”从中得到了一个受益终生的启示——面对诱惑时要有抵抗的勇气和力量。大量细致入微的心理活动描写，是本文的一大特点。根据教材内容，结合学生已有的知识经历和生活体验，我将本课的教学目的确定为：1、知识目的：掌握本课生字新词，引导学生理解课文内容。2、才能目的：正确、流利、有感情地朗读课文，理解含义深化的句子，体会人物的情感变化过程。3、情感目的：领会文章中蕴含的深化的做人道理。教育学生从小严格要求自己，坚决地抵抗各种诱惑，做一个老实守信的人。本课的教学重点是引导学生体会“我”的情感变化过程，理解父亲要“我”放鱼的良苦用心。难点是理解课文中含义深化的句子，领会课文中蕴含的深化的做人道理。“阅读教学是学生、老师、文本之间平等对话的过程。”老师作为学生学习的组织者和引领者，要引导学生积极主动地走进文本去朗读、去感悟、去探究、去运用。根据这一教学理念，我在本课的教学活动中进展了以下的尝试：1、在教法上，重视学生的情感体验。从学生已有的生活经历出发，努力创设一种和文本相和谐的情境，激发学生的阅读兴趣，同时采用角色互换，补充空白、启发学生想像等方法，引导学生把自己当成故事中的主人公，通过入情入境地自读自悟，体会人物的内心活动及情感变化。2、在学法上，落实以读为本，把朗读贯穿始终，通过多种形式的朗读，让学生自读自悟，读文悟情，并引导学生开展小组合作探究活动，从而使学生主动走进文本，与文中人物进展对话，从而真切地体会人物内心真实的情感历程，领会课文中蕴含的深化道理。〔一〕感受钓鱼的乐趣，激发学生探究的欲望语文教学应充分利用学生已有的生活经历，只有从学生的生活实际出发，才能充分调动学生学习的积极性。于是上课伊始，我便用轻松愉快的口吻让学生回忆自己钓鱼时的感受，他们有了强烈的表达欲望，一个个争先恐后地答复。当学生沉浸在钓鱼的乐趣之中时，我把话题引入文本：有一个11岁的男孩跟着父亲去钓鱼，这次钓鱼的经历却让他收获了一个终生难忘的启示。我顺势引导学生质疑。相近的年龄与经历一下子拉近了学生与文中主人公的间隔，不同的收获又激发了学生探究的欲望。老师相机提醒课题，引导学生带着疑问走进文本。〔二〕体会人物的内心，引发学生情感的共鸣1、初读课文，整体感知学生带着自己的疑问自由朗读课文，整体把握课文内容，理清文章的脉胳，理解文章是按照钓鱼—放鱼—启示的顺序记叙的。2、精读课文，理解感悟在理解课文时，我紧紧抓住两个主要问题：面对大鲈鱼时，“我”的内心活动首先让学生默读3-9自然段，划出描写“我”的言行的句子，引导学生朗读这些句子，抓住“得意、急迫、争辩、乞求、依依不舍”等重点词语进展理解，初步体会“我”的情感变化。学生此时的体会还只是停留在对语言文字的理解这个层面，并未深化人物的内心。接着引导学生感受鲈鱼宏大的诱惑力。大屏幕出示一条漂亮的大鲈鱼，给学生带来视觉上的直观感受，再结合课文中描写鲈鱼的句子让学消费生一种强烈的感受：这条鲈鱼实在是太吸引人了。顺势引导学生进展换位体验：假如你钓到一条这样吸引人的鲈鱼你会怎样呢？假如让你把它放回去你又会怎样？就这样通过角色互换让学生亲身体验这条大鲈鱼对“我”的诱惑，一步步引导学生走进人物的内心世界。此时学生的体会不再只停留在语言文字这个层面，而是可以真切地感受到主人公的喜怒哀乐，学生的情感和“我”的情感已融为一体。在此根底上再次引导学生品读重点语句，使学生与“我”产生情感上的共鸣。此时的朗读已不仅仅是简单意义上的朗读，而成为学生内心世界的一种倾诉。教室里书声朗朗，不一样的理解，不一样的朗读，学生的个性得到充分张扬，整个课堂精彩纷呈。面对大鲈鱼时，父亲的态度首先让学生再次默读课文，划出描写父亲言行的句子，通过研读相关语句初步理解父亲让“我”放鱼的坚决态度。然后围绕“父亲为什么一定要我把鱼放回去？难道父亲不喜欢这条大鲈鱼吗？”这一中心问题，组织学生小组合作，自主探究。经过讨论，学生知道父亲很喜欢这条鲈鱼，但如今还没到开放捕捞鲈鱼的时间，所以父亲坚持让“我”把鱼放回去。此时，学生对父亲这样做的用意的理解还是浅层面的，并未真正理解父亲的良苦用心。老师适时引导学生发挥想像，揣摩父亲在做出放鱼的决定时内心是怎么想的，从而引领学生真正进入父亲的内心世界，这时学生才能深化地体会到父亲这样做是为了教育儿子从小做一个老实的，自觉遵守社会公德的人。这样，学生对人物的内心活动有了真实的体验。指导学生分角色朗读已是水到渠成，父亲态度的坚决，儿子内心的委屈通过学生入情入境的朗读淋漓尽致地表现出来。这时我引导学生对课文的留白处进展想象补充，大屏幕出示：我再次把乞求的目光投向了父亲，说：“______________________”父亲用不容争辩的语气对我说：“____________________________”这时，学生会结合自己已有的生活经历用各种充分的理由来说服儿子，不贪小廉价，老实守纪的高尚情操已潜移默化的根植于学生的心田。在这里引导学生进展超文本对话，可以进一步提升对父亲要求“我”放鱼的真正用意的理解，感悟父亲对“我”的严格要求和教育，父亲的崇高品格就会深深地印在学生的脑海之中。我适时出示贺拉斯的名言“父母的美德是孩子最大的财富。”〔三〕领悟钓鱼的启示，拨动学生感悟的心弦孩子的心灵是一片神奇的土地，播上思想的种子，就会有行为的收获。那么“我”从这次钓鱼中收获到了什么呢？引导学生再次与文本对话。学生通过深化研读第10、11自然段，领悟到虽然34年前那个月光如水的夜晚，我失去了一条大鲈鱼，但却收获了一个令我终生受益的启示——面对诱惑时要有抵抗的勇气和力量。这时，顺势引导学生想像：“我”在人生旅途中可能遇到过哪些诱惑。相机出示句子“但是，在人生的旅途上，我却不止一次地遇到与那条鲈鱼相似的诱惑人的‘鱼’。”老师调动学生已有的生活经历，帮助学生理解诱惑人的“鱼”指的是金钱、名利、地位等吸引人的事物。在学生对“我”获得的启示有了深化的感悟之后，再次引导学生走进“我”的内心世界：34年后“我”成为纽约一位著名的建筑设计师，假如此时父亲站在我的面前，“我”会对父亲说些什么呢？学生便会真情流露。我相机出示孟德斯鸠的名言“衡量真正的品德，是看他在知道没人觉察的时候做些什么。”此时，文字定格在屏幕上，我和学生一起注视着，默念着这句话。教室里那么安静，那么安静，但我相信：道德美的丰碑一定已在孩子们心中筑起。〔四〕拓展训练，升华启示在学生充分感悟课文内容后，将话锋转向学生：在今后的生活中，你们也一定会遇到许多诱惑人的“鱼”，那么你们的选择和作者34年前的选择一样吗？我根据学生的生活实际，选择了一些有代表性的事例出示在大屏幕上：放学路上捡到一支向往已久的笔，我决定_________________________。老师没有发现我的错题给了我100分,我决定______________________。父母不在家，电视节目很精彩，但我作业没做完，我决定_____________。引导学生表达出自己内心真实的想法，让钓鱼的启示不仅使“我”受益终生也让学生受益终生。最后，让学生把自己学习课文后的启示用一句话写下来作为自己的座右铭。在本课的教学设计中，我将教书与育人，读书与做人，课内与课外有机地结合起来，让学生读进去再走出来，从中获得对人生有益的启示。说课稿一等奖篇二��������������ú´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç²ï¿½ä·ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½11����ðºï¿½ï¿½ï¿½ëµè´ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ß½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î³ì±ï¿½×¼êµï¿½ï¿½ì¿ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ä£ï¿½s�棩�ú°ë²ï¿½ï¿½3�î¡ï¿½ï¿½ï¿½ï¿½ã¡·ï¿½ï¿½ï¿½ï¿½ï¿½ä°ï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½õ¹ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½â£ï¿½34��ç°ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¡ï¿½ï¿½í¸ï¿½ï¿½ï¿½è¥ï¿½ï¿½ï¿½ã£¬ï¿½ú¾ï¿½ï¿½ë²¶ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ªï¿½ï¿½ê±ï¿½ä»¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ê±ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£¬ï¿½ï¿½ï¿½ú¡ï¿½ï¿½ò¡ï¿½ï¿½ë¸ß²ï¿½ï¿½ï¿½ö®ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è´ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ò¡ï¿½ï¿½ï¿½ï¿½ï¿½å»øºï¿½ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½ï¿½ò¡ï¿½ï¿½ï¿½ï¿½â¡¢î¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ»ï¿½ï¿½ï¿½ï¿½þ¿ï¿½ï¿½îºîµø°ï¿½ï¿½ï¿½ï¿½ï¿½ë»ï¿½è¥ï¿½ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ò¡ï¿½ï¿½ï¿½ï¿½ðµãµï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ»ï¿½ê±òªï¿½ðµï¿½ï¿½æµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¸ï¿½ï¿½ï¿½ï¿½î¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ð´ï¿½ï¿½ï¿½ç±ï¿½ï¿½äµï¿½ò»ï¿½ï¿½ï¿½øµã¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý½ì²ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½öªê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é£¬ï¿½ò½ï¿½ï¿½ï¿½ï¿½îµä½ï¿½ñ§ä¿ï¿½ï¿½è·ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1��öªê¶ä¿ï¿½ê£ºï¿½ï¿½ï¿½õ±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â´ê£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½ï¿½2������ä¿ï¿½ê£ºï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½âº¬ï¿½ï¿½ï¿½ï¿½ìµä¾ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð±ä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小冬瓜，又像是个胖鼓鼓的花生米。2.那富婆一身珠光宝气，五根手指像五根胖墩墩的香肠。七、命题写话，当堂训练请写一段话，介绍老师或者同学的外貌，比一比，看谁写得最像。人物的外貌描写1.要有一定的顺序2.抓住特征3.巧用修辞说课稿一等奖篇六�������ä£ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ê¦ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ñµã¡£ò»ö±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ê¦ï¿½ï¿½ï¿½ú²ï¿½ï¿½ïµï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ·ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ã¹ï¿½ò»ð©ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é«ï¿½ì·ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ä¸ä¸ï¿½æµï¿½ï¿½ï°ù»ï¿½ï¿½ï¿½å£ï¿½ï¿½ï¿½ê·×³ê£ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½è»ï¿½ç³ï¿½ï¿½ï¿½ï¿½ï¿½ã«ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½ç°ð¡ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ò»ï¿½ï¿½í»ï¿½ï¿½ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å´ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ê³ï¿½ï¿½ï¿½ï¿½ï¿½îªñ§ï¿½ï¿½ï¿½ø¹é³£ì¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êºï¿½ï°ï¿½ï¿½ï¿½ï¿½îªñ§ï¿½ï¿½ï¿½ï¿½ï¿½â¸ï¿½ï¿½ï¿½ä´ï¿½ï¿½ï¿½ï¿½õ¼ä£¬ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ë´ë´ï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ö®ï¿½ï¿½ã²ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ö±ï¿½ó¿ì»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ã²ï¿½ï¿½×°ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã²ï¿½ï¿½ð´ï¿½ãºã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü½ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ô¸ñ£¬»ï¿½ï¿½ü¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ìµï¿½ó¡ï¿½ó£¬¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµ½ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý½ì²äµä±ï¿½ð´ï¿½øµï¿½ï¿½ô¼ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªë®æ½ï¿½ï¿½îªï¿½ë¸ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¬ä¿ï¿½ê£¬ï¿½ò´ï¿½ï¿½ï¿½ï¿½â¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ú¿î½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½1.��öªä¿ï¿½ê£ºï¿½ï¿½ã²ï¿½ï¿½ð´ï¿½ä¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ï¿½ï¿½2.����ä¿ï¿½ê£ºí¨ï¿½ï¿½ï¿½û²ì²»í¬ï¿½ëµï¿½ï¿½ï¿½ã²ï¿½ï¿½ï¿½ï¿½ï¿