小学科学说课稿万能(十篇)

第页共页小学科学说课稿万能(十篇)小学科学说课稿万能篇一今天，我说课的课题是小学科学教科版五年级上册第二单元《光》第3课时。下面我将从教材分析^p、教学理念、教法学法、教学过程等四个局部进展说课。在本课内容之前学生探究了光和影的关系，建立了一些感性的认识。在这一根底上再研究光是怎样传播的。我认为编者的意图是让学生稳固光和影子的科学关系，又为后续学光在传播途中碰到障碍物会怎样的研究打下根底，使学生的动手才能、思维才能、创新才能、探究精神得到全面的开展。这一课的内容分二大局部。第一局部是“光是怎样照到物体上的”；第二局部是“验证光的传播道路”。五年级学生的已经有一定的科学素养，同时对实验课兴趣非常浓重。但是在思维上，逻辑性、严谨性不强，考虑问题不周全，实验操作，对学生而言都是很好的锻炼。本节课无论是实验设计还是实证光是直线传播的探究活动，强调让学生在老师的指导下通过亲身经历、发现、探究、推测、验证的科学探究过程，开展学生对科学的理解力，思维力及多方面的素养。根据“科学课以培养小学生科学素养为宗旨，积极倡导让学生亲身经历以探究为主的学习活动”的课程理念结合学生的实际情况。我将确定以下教学目的：1、科学概念：光是直线传播的。2、过程与方法：有根据地推测光的传播途径；设计验证光是直线传播的实验；利用光的传播规律解释为什么会有影子。3、情感、态度、价值观：培养学生爱考虑的习惯，以及擅长考虑的才能；知道推测要有根据；在实验中能认真观察、勤于考虑，根据实验结果实事求是地进展分析^p、推理。本课教学的重点是通过实验验证光是直线传播的。难点：寻找假设的根据说明光是直线传播的。教具准备：手电筒、3张在同一位置打孔的长方形卡纸、屏、空心管和直管。老师演示的图片和课件。有人将科学比喻为引导学生过河，老师在教学过程中，必须运用好的教学策略，为学生提供“过河”的下脚石，但又不能越过这个度，老师只作启发式点拨，引导学生自主探究。根据《新课程标准》以“培养学生的科学素养”为宗旨，及结合学生的实际情况，我将本课的教学法确定如下：从教的方面来说，本课主要采用“引导—发现—探究”的教学方法。学生是学习的主体，让每位学生都能像科学家那样研究科学，从而让学生学到探究科学规律的本领。本课通过让学生对光是沿着直线传播的实验观察、研讨、推测、验证、解释。为了能使教学目的得以落实，获得良好的教学效果，本课中我还同时综合运用了〔讨论法、实验法、探究——研讨法等〕多种教学方法来组织课堂教学从学的方面来说，本课主要采用〔观察法、探究实验法、小组合作、自主探究法等〕多种学习方法，指导学生通过多种感官对光传播的现象进展有意识的初步认识，充分发挥学生的创造力，使学生能独立进展探究实验，能充分发挥手、脑、眼的功能，从而获取新知识，培养技能技巧。从小组合作中培养学生的合作意识和探究意识，使他们乐于交流，并擅长发表自己的意见。我的教学设计是以“探究、开放、自主、合作”为根本指导思想的。下面是我对这节课的教学设计的说明。〔一〕、创设情境，提出问题活动一创设情境，引导学生观察日常生活中光照的现象〔出示图片及课件〕清晨，太阳出来，房间洒满了阳光；黑夜，翻开手电筒，灯光照亮了前面的路；在观察中提出问题。这些光是怎样到达被光照的物体上的？组织学生进展讨论、猜想，激发学生利用实验获得证据，证明自己的观点是否正确。创设这样的问题情境引入，使学生的思维产生强烈的碰撞，这一锤就敲到了学生的心坎上，充分激发了学生的探究欲望，可以很快使学生积极思维，进入科学探究的活动中来，到达了预期的教学目的。〔二〕组织探究，得出结论。〔重点〕需修改活动二出示有构造的材料，组织学生讨论实验的方法，猜想实验的结果。因为教科书上学生操作的验证实验，器材简单，操作容易，可以放手让学生自行合作制定实验方法和步骤，自行操作，但要务实事求是的记录实验结果，在图中的卡纸上直接用箭头标出光前进的道路。在过程与方法中推测根据很重要。通过实验得出小孔在一条直线上，手电筒的光就能到达最后的屏上，形成小斑点。否那么就不会有此结果。在这一环节的活动中，先让学生自主合作、大胆猜想光的传播是否沿着直线的方式进展的问题产生认知的矛盾，也就有了探究、验证的需求。这时，老师让学生进展验证也就水到渠成了。同时学生的小组合作学习在这个环节中所起到的作用也是科学、有效的。小组活动中，同学们在小组长的安排下，有的到实验材料区去选取实验所需的材料，有的负责记录，有不同的看法互相交流，然后小组长把全组的意见整理、汇报，得出了“光是直线传播”这一结论。这符合学生的认知规律，又充分的表达新课程自主探究的精神。〔三〕扩展探究，培养热情接着激发学生用其他的方法也来验证光的传播道路，可以是直管和弯管的比照观察，直管眼睛就能看到另一头的光，弯管就不能，进一步证明光是直线传播的。同时提醒学生不要用眼睛只对很亮的光。还要给学生留个考虑的空间，说说还有哪些方法验证光的直线传播。再利用光是直线传播的理论解释影子总是在光的反面的道理。为了更有效知识延伸，还可以用课件图片出示，光的传播速度以太阳为例，进一步扩展了学生的探究活动，使学生所形成的概念得以稳固。令科学知识从书本走向理论，由课堂走向社会。〔四〕、板书设计为了紧扣教学目的，突出教学重点，我用简洁明了的词语进展板书，概况了本节课的主要内容，让学生一目了然，让对所学知识留下深化的印象。小学科学说课稿万能篇二������î»ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½òºã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì£¬ï¿½ï¿½ëµï¿½îµä¿ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ñ§ï¿½ì¿æ°ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½ï²ï¿½ú¶ï¿½ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3��ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½ï¿½ó½ì²ä·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½î¡¢ï¿½ì·ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ìµï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ö½ï¿½ï¿½ï¿½ëµï¿½î¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ç°ñ§ï¿½ï¿½ì½ï¿½ï¿½ï¿½ë¹ï¿½ï¿½ó°ï¿½ä¹ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ð©ï¿½ï¿½ï¿½ôµï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ßµï¿½ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ì¹ï¿½ï¿½ó°ï¿½óµä¿ï¿½ñ§ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ú´ï¿½ï¿½ï¿½í¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½â»ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½è«ï¿½ï¿½ä·ï¿½õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½îµï¿½ï¿½ï¿½ï¿½ý·ö¶ï¿½ï¿½ó²¿·ö¡ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµä¡ï¿½ï¿½ï¿½ï¿½ú¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ö¤ï¿½ï¿½ä´ï¿½ï¿½ï¿½â·ï¿½ß¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ñ¾ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ä¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ê±ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½è¤ï¿½ç³ï¿½å¨ï¿½ñ¡£µï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï£ï¿½ï¿½ß¼ï¿½ï¿½ô¡ï¿½ï¿½ï½ï¿½ï¿½ô²ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â²»ï¿½ï¿½è«ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ô¶ï¿½ï¿½çºüºãµä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½æ»ï¿½ï¿½ï¿½êµö¤ï¿½ï¿½ï¿½ï¿½ö±ï¿½ß´ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ú½ï¿½ê¦ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¡ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½æ²â¡¢ï¿½ï¿½ö¤ï¿½ä¿ï¿½ñ§ì½ï¿½ï¿½ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½õ¹ñ§ï¿½ï¿½ï¿½ô¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½à·½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¡ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ö¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½î¶¯ï¿½ï¿½ï¿½ä¿î³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½â½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½1����ñ§ï¿½ï¿½ï¿½î£ºï¿½ï¿½ï¿½ï¿½ö±ï¿½ß´ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ï¿½2�������뷽���������ýµï¿½ï¿½æ²ï¿½ï¿½ä´ï¿½ï¿½ï¿½â·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¤ï¿½ï¿½ï¿½ï¿½ö±ï¿½ß´ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½é£»ï¿½ï¿½ï¿½ã¹ï¿½ä´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é½ï¿½ï¿½ï¿½îªê²ã´ï¿½ï¿½ï¿½ï¿½ó°ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ï¿½3����ð¡ï¿½ì¬ï¿½è¡ï¿½ï¿½ï¿½öµï¿½û£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß£ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½æ²ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û²ì¡¢ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½çµø½ï¿½ï¿½ð·ï¿½ï¿½ï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