《画家和牧童》教学反思

1、画家和牧童教学反思马栏小学 周颖一、 满意之处（一） 关注生字词教学一二年级以识字教学为主，所以在课堂中我十分重视识字教学。1、 采用多种形式的读课堂中采用了自读、指读、找小老师领读、开火车读、全班齐读等多种学生喜欢的形式来读。2、 突破读音的难点生字中需要注意的读音，是由学生自主汇报的“请大家注意请大家跟我读一遍”这种形式学生已经形成习惯，因为平日的每一课都是这样汇报的，既发挥了学生的自主作用，又突破了生字读音方面的重难点读音。（二） 整体通读课文对于一二年级的学生来说，通读全文是必须而且重要的环节，所以我安排了四次不同程度的通读全文。、自读课文（第一次读文：读准字音）、把生字放到课文里，再

2、次自读课文（第二次读文：读通句子）、指生分段读课文（第三次读文，正音）、默读课文，了解主要内容。（三） 理解课文1、 注重读书方法的指导借助第一段的学习，引导学生抓住重点的词句来理解课文，然后让学生就用这种读书方法来学习24段，由扶到放，注重读书方法的传授。2、 紧扣中心问题14段的理解，主要是通过学生抓住重点词句来汇报的，但无论汇报哪句话，哪个词，都是在围绕“从哪可以看出戴嵩是一位着名的画家？”这一中心问题来学习的，既教师心中的一个主线。但是，学生是自由汇报没有固定的顺序，所以在备课时，我既背教材又被学生，我把学生有可能汇报的句子都分条列出，并设计好了每一个汇报点的过渡语，所以无论学生汇报到

3、哪里，我都能从容自然的与主线问题相连，引导学生体会戴嵩的“着名”，为下文的学习做好铺垫。3、 创造性的使用教材在理解“纷纷夸赞”一处是，为了让学生切身的通过此处来体会戴嵩的“着名”，我设计了这样四个层次的理解：、联系下文找“夸赞”的近义词，来理解“夸赞”的意思。、读书联想，别人还会怎样夸赞？体会“纷纷”（理解+想象+说话练习）、能用一个四字好词来夸赞吗？（理解+积累）、用夸赞的语气分角色朗读此处。通过这层层递进的四个环节，学生不仅理解了什么是“纷纷夸赞”，还积累了夸赞的好词、好句，更重要的是进一步的体会到了戴嵩的“着名”，突破了中心问题的理解。我个人认为这是本课理解环节设计上最满意之处。4、

4、图文结合在汇报主要内容和理解“夸赞”时，我都引导学生结合插图来理解，巧妙的利用插图，帮助学生理解。二、 不足之处1、 对于“看画的没有不点头称赞的。”这句话，老师提出换个说法的要求，结果难倒了学生，课后我仔细想了想，原因可能有以下2个：（1）老师的要求没有提清楚，只说“换个说法”，应该加上一句“让意思不变”，如果加上这句话，就不会出现第一个学生把句子意思正好说反的情况。（2）学生从未接触过“双重否定”改为“肯定”的句子，所以此处的要求过于偏难，超出了学生的能力范围。2、给学生思考的时间不够因为本文的设计容量很大，尤其在理解课文的环节，所以为了能准时的完成教学任务，不拖课，所以备课时每个环节占几

5、分钟，我都做了严格的安排，但真正上课时，学生的回答汇报中，未必那么准确，老师的纠正和引导就耽误了一些时间，为了赶时间，所以，后面就有点急了，没有给学生足够的时间，我想如果理解环节上稍微降低点难度，让容量稍小一些，时间就会更充裕些，所以在今后的理解环节中不要太追求完美，不要理解的过于细致，要突出重难点就行。3、有口误的现象有几处小口误的现象，如该看屏幕时，老师说成“拿起书”，结果又得马上说“把书放下”，而且有两三次这样相同的口误，这是不应该的，也许是因为有点紧张。08、5 tgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50c

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