教学设计方案的特点十篇

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Word版本，下载可自由编辑教学设计方案的特点十篇教学设计方案的特征篇一

【教学目标】

1、熟悉9个生字，会写3个字。

2、能正确流利地朗读课文。

3、学会第一节课文。

【重点难点】

1、熟悉9个生字，会写3个字。

2、能正确流利地朗读课文。

【课前预备】

乌鸦图片。

【教学流程】

1、展示图片问：这是什么?板书乌鸦

同学看图介绍乌鸦形状。

想方法记住这两个字。乌──鸟进行区分。

2、板书喝水教学喝，说说什么时候需要喝水?依据回答教渴与喝比较。

3、质疑引领同学提有意义的问题。

1、提出要求：

⑴读准字音，不会读的想方法。

⑵读通句子，不连贯的地方要多读几遍。

⑶标出自然段的序号。

2、同桌互读，相互关心。

3、分节朗读，评价。(同学评)

4、依据反馈教同学字，订正字音。

5、区分形近字。

石──右喝──喝办──力

1、读文思索：课文讲了一件什么事?

2、指名读第一节，质疑。

3、看图说说，你从哪里看出乌鸦口渴了?

4、处处表演理解并造句。

1、看板书记字形。

2、描一描右什么发觉。

3、写田字格(生说师板书)

4、展现同学作业，评价后修改。

其次课时

【教学目标】

1、学懂课文内容，学习乌鸦遇到困难自己想方法解决。

2、能有感情地朗读课文，背诵课文。

【重点难点】

能有感情地朗读课文，学懂课文内背诵课文。

【课前预备】

试验器材(小口瓶红线小石子)

【课前预备】

1、猜谜：身穿黑袍子，长个丑样子，懂得爱妈妈，是个好孩子。

2、复习生字。

3、展示课题。

1、自己读读课文，想想你读懂了什么?

2、解疑从课文哪里感悟到?

3、解决学问点：

⑴联系课文，说说乌鸦喝不到水的缘由?指导朗读，合课文插图想像乌鸦喝不到水的焦急样子。

⑵做试验理解乌鸦喝到水的经过

①理解慢慢并仿造说句。

②看插图想想乌鸦喝水后开心的心情，指导朗读。

1、理解乌鸦心情变化的心情

焦急──开心──焦急──开心

2、利用多种形式进行朗读课文。

3、你觉得这是一只怎样的乌鸦?你会夸一夸吗?

4、指导背诵。

假如没有小石子，乌鸦会有什么方法?

教学设计方案的特征篇二

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教学设计方案的特征篇三

1、学会本课生字11个，会写6个生字，熟悉心字底“心”。

2、正确、流利、有感情地朗读课文，并能复述这个童话。

3、图文结合，理解词句意思，懂得植树造林的好处，并从身边做起，从我做起。

1、自同学字新词，读通课文。

2、课前收集有关小松鼠的资料(图片文字、音像等)。

两课时。

第一课时

教学目标

1、认读生字词。

2、图文结合，理解词句意思，懂得植树造林的好处，能从我做起，从身做起。

3、正确、流利地朗读课文。

教具预备</一、第一活动板块：激活学习动机

1、老师展示教学课件：

画面一：

小松鼠。

画面二：

松鼠和松果(一组图文)配上动听的音乐以及简短的文字说明。

说明一：

松鼠是一种漂亮的小动物，它玲珑的小面孔上，嵌着一对闪闪发光的小眼睛。一身灰褐色的毛，光滑得似乎搽过油，一条毛茸茸的大尾巴总是向上翘着，显得非常美丽。

说明二：

松鼠聪慧活泼，学会了摘松果吃，松果香甜可口，好吃极了，可是光摘松果，不栽松树，我们以后怎么办呢?

(同学听解说)

2、主体活动：

画面一：

说说你看到了什么?知道了什么?

画面二：

听了介绍后，你想到了什么?最想干什么?

3、奇妙过渡：

板书课题：松鼠和松果。

二、其次活动板块：总体感知课文

1、自由拼读课文。

2、小组长检查自学状况：

字音→课文→订正→沟通

3、全班反馈：

⑴抽读生字词卡片。

⑵小组长整理组员的沟通状况，反馈已知与未知：

①松鼠“聪慧、活泼”你觉得呢?

②松鼠在摘松果时想起了什么?你同意他的看法吗?

③后来他们又是怎么做的，你认为他这样做对吗?

④学了课文，再来说说松鼠是多么的“聪慧、活泼”的。

⑤你平常又是怎么做的呢?

4、想想你最喜爱文中哪一部分的描写，为什么?

三、第三活动板块：品读感悟

1、指导朗读：

采纳引读的方式。

重点词句：

“学会了，高开心兴，一个又一个，那么，眨刺眼睛”。

读出怀疑与担忧。

重点段4～6，指导读出活泼、向上，布满盼望。

2、自由读。

3、同桌来当小老师，小啄木鸟，相互啄虫，治病。

4、齐读。

四、第四活动板块：总结延长，画将来

多招人喜爱的小家伙呀!我发觉咱们班也有很多可爱的小松鼠，你说他们在哪儿?哈哈，对了，就是你们，行动起来吧，可爱的小松鼠们，比比看，谁做得最好。咱们开头动手吧!以后的是什么样呢?咱们把它画出来吧!

其次课时

1、连续流利地、正确地朗读课文。

2、认读生字，并会书写6个生字。

一、复习检查

1、分组朗读课文。

2、师生交换读。

二、学习内容

1、认读生字(巩固字音)。

2、同学单独分析字形，想想说话的方法。

3、汇报沟通：

重点提示：

更、主、后、以、意、总。

4、用生字口头组词。

三、师示范，生临写

四、练习

读句子，把括号里的词放到句子中去：

1、松鼠走进大森林(高开心兴地)

____________________________。

2、森林里长出了松鼠(高大的)

____________________________。

3、松鼠学会了摘松果(可爱的)

____________________________。

教学设计方案的特征篇四

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教学设计方案的特征篇五

同学比较喜爱三国的故事和人物，充分发挥老师的主导作用和同学的主体作用。实行讲学结合，一学为主的方法，培育同学的自学力量。强化同学的自主、合作、探究水平。

1、学习生字、生词，读通读懂课文。

2、认识古代军事学问：都督、军令状、水寨、弓弩等。

3、深刻领悟诸葛亮神机妙算在什么地方。

熟悉诸葛亮借箭胜利的主要缘由。

同学踊跃发言老师小结，对于课外积累多的同学鼓掌表扬。

关于三国的歇后语：

草船借箭————满载而归东吴招亲————陪了夫人又折兵

张飞吃豆芽————小菜一碟张飞吃秤砣————铁了心

诸葛亮吊孝————装模作样周瑜打黄盖————一个愿打一个愿挨

诸葛亮借箭————有借无还

关于三国的成语：

望梅止渴三顾茅庐味如鸡肋士别三日刮目相看

手不释卷老马识途木牛流马

（1）自同学字生词，不懂的。老师巡察。

（2）依据写事的连续问的特征分清课文的挨次

立下军令状—————奇妙支配—————草船借箭—————如期交箭

（3）熟悉诸葛亮是人而不是神，深刻领悟诸葛亮神机妙算表现在三方面：一是谙熟人，二是具有丰富的天文学问，三是通晓地理。

（4）知道事情的前因后果。

（1）《草船借箭》是什么意思？为什么草船借箭？结果怎样？

（2）草船借箭胜利的缘由有哪些？

在于诸葛亮对借箭妙计的通盘考虑和周到的支配

a、诸葛亮算到天气，知道第三天四更时分肯定有大雾，回来时顺水顺风；

b、他算好了受箭的方法。二十条船以绳索相连，一字排开，两面手箭。

c、诸葛亮算好了人，知道鲁素忠厚狡猾守信，特地向他借船，知道周瑜聪慧过人，所以不让鲁素向周瑜提借船之事，知道曹操谨慎多疑，看不清虚实不会轻易出兵，因而大张旗鼓，雾夜佯攻曹营。鲁素见证了诸葛亮取箭的经过，周瑜不得不佩服诸葛亮的神机妙算。

4、把本课的内容演一演，同学评价。

5、课外读一读《三国演义》中跟本课有关的部分

教学设计方案的特征篇六

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教学设计方案的特征篇七

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教学设计方案的特征篇八

说明：信息技术支持导入、讲授、评价等环节优化的三项作业，能够是同一节课中不同环节的技术应用，也能够是不同课中相应环节的技术应用。信息

第一步：设计前的分析

其次步：技术支持的导入设计

说明：在这一步里，请将你在导入环节上要说的话，预估的时间，所采纳的信息技术支持（请详细说明如何利用信息技术来优化导入效果，并截取重要画面，链接相应的文档）呈现在下表中。

第一步：设计前的分析

其次步：技术支持的讲授设计

说明：在这一步里，请你在下表左栏简述讲授环节的主要教学活动（一至二个），并在下表

第一步：设计前的分析

说明：请依据本节课的教学过程，针对一至两个详细的教学活动进行评价设计，在表格呈现您设计此项评价的目的、所采纳的评价方法、及需使用的信息技术工具。

其次步：技术支持的评价设计

说明：在这一步里，请将你在该环节的教学、评价目的、评价方法和评价工具呈现在下表中。在“评价工具”一栏中，除量规外，其他均需信息技术的支持

教学设计方案的特征篇九

【教学目的】

１、利用理解课文内容，感受晚霞的漂亮景色，激活同学观看大自然的爱好，培育想象力。

２、学习抓住火烧云颜色和外形的变化进行观看的方法。

３、有感情地朗读课文，背诵课文。

４、利用本课学习，让同学争蓝精灵章下的子章：动听章、神笔章。

【教学重点】

利用语言文字的学习和朗读的训练，使同学认识火烧云的颜色和外形的变化。学习的观看、写作方法和特色。

【教学难点】

学习的观看、写作方法，培育同学丰富的想象力。

【教学预备】

制作教学课件，搜集云的图片和有关文字材料。

【教学过程】

一、导入

上节课我们初读了课文，火烧云给你一种什么感受？

二、学习

这节课我们深化体会火烧云的奇妙奇异。自由读课文，选出你认为写得最奇妙、最喜爱的自然段。

（结合争章要求动听章。）

同学汇报：

１、其次自然段：

觉得这句话写得怎么样？好在哪里？

（烧、着了火）

把句中的烧字换成红通不通？既然也通顺，为什么用烧，不用红？课件展示火烧云的图片，目的：观赏、加深理解。练习朗读。

（评动听章）

２、霞光一段：

先指名读，再同桌合作轮读。

（评动听章）

３、颜色一段：

写得好在写出了火烧云颜色变化的快和变化得多。画出写颜色的词语。写的这些颜色的词语已经够精彩的了，可是她却还有的说也说不出来，见也没见过的颜色，那么，我们来试试说这些颜色。

（课件展示图片）

读的层次：

指名体会读／同学互评议读（语气轻快，节奏跳动）／齐读。

（如同学体会不到位，老师能够插入范读。）

（评动听章）

４、外形一段：

⑴马：

好在写出了云的动态，想象力丰富。以此段为例，学学的写作方法。先写（消失了什么），再写这种事物（怎么样），然后描写它（有什么变化／怎么变化的），最终写它慢慢（消逝／不见）。

学法展示，指导朗读：

消失──叙述的语气，较平稳。

什么样──一下子发觉的喜悦。

变化──神奇感，时而轻，时而上扬。

不见──惋惜之情，似在查找。

（评动听章）

⑵狗：

感觉在不断变化。

指名读。

你为什么这么读？

（评动听章）

⑶狮子：

连气概都写出来了。

指名读。

你为什么这么读？

（评动听章）

５、火烧云的外形就这些吗？

（又像这个又像那个）

你能想象一下火烧云还能够有那些外形？

（展示课件云的图片）

你能够仿照的写作方法（课件展示学法），能够同桌沟通，也能够动笔写一写。

同学汇报。

（评神笔章）

６、小结过渡：

真像说的那样又像这个又像那个。可是又说其实什么也不像，什么也看不清晰。这不是前后盾吗？小组争论解疑。

三、作业

你觉得学完这课你想写什么作业呢？制造性地仿写云（雪、雾、雨的片断）。

教学设计方案的特征篇十

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