说课稿幼儿园(12篇)

第页共页说课稿幼儿园(12篇)说课稿幼儿园篇一1、说教材的地位和作用《天上的街市》是苏教版第六单元的第一篇文章，本单元重点是训练学生的奇思妙想的，主要是对学生想象才能的培养。《天上的街市》是诗人郭沫假设1921年创作的一首现代格律诗。诗人由现实中街灯联想到天上的明星，再由天上的明星联想到街灯，进而想象天上的街市，想象天上美丽的风光，想象天上街市里的珍奇，想象过着幸福生活的牛郎织女。通过对天上美妙生活的描绘，表现了诗人旧时代黑暗现实的痛恨，对理想生活的向往，激发人们为实现这一理想而奋斗。因此，这首诗使那个时代的读者很自然的通过比照认识现实的黑暗，激起对理想的向往并为之而奋斗。今天，我们学习这首诗仍然有新的意义。2、说教学目的根据课标、教材安排的意图及本课的特点，我制定了如下教学目的：〔1〕、诵读目的：通过反复朗读，掌握朗读方法，使学生能准确、有感情地朗读这首诗，从而把握这首诗的意境。〔2〕、才能目的：通过创设情境，开发学生思维，鼓励大胆想像，从而初步培养学生的想象才能。〔3〕、情感目的：鼓励学生养成时时处处留心观察，展开想像的习惯；培养学生爱好诗歌阅读欣赏、热爱祖国优秀文化的精神。3、说重点难点这首诗节奏和谐，音韵优美，读来琅琅上口，语言清新朴素，描绘出一幅浪漫温馨的天国乐图，要注重学生的朗读；同时根据本单元的训练重点，特把以下两点作为本文教学的重点和难点：〔1〕、有感情诵读地朗读这首诗，把握作者的思想感情。〔2〕、开发学生思维，鼓励大胆想像，初步培养学生的想像才能。4、根据本课的内容和教学设计，安排一个课时。诗歌，要以丰富的联想和想象，从精炼的诗句中解诗读歌的丰富内涵来，根据这首诗节奏和谐舒缓，意境优美的特点，为了表达老师为主导，学生为主体的教学方式也为了培养学生养自主学习、合作探究的良好习惯，在教学理论中，我采用了以下教学方法。1、计算机多媒体辅助教学法“工欲善其事，必先利其器。”现代化教学手段对于优化语文教学方法，进步语文教学效率具有重要作用本课可以尝试利用多媒体计算机制作课件，精心编辑文字、图像、动画、声音、视频等，创设一个有歌有舞有诗有画，轻松活泼的学习诗歌的良好情境，激发学生学习语文的浓重兴趣。采用多媒体辅助教学法是现代教育技术的一项根本要求。新大纲规定：重视创设语文学习的环境，沟通课本内外、课堂内外、学校内外的联络，拓宽学习渠道，增加学生语文理论的时机。多媒体计算机的运用能很好地增加容量，实现这个重要目的。2、诵读法“书读百遍，其义自现”，诗歌的教学尤其注重朗读。老师应针对学生实际，理解学生实际朗读程度，有效地指导朗读，在停顿、轻重、节奏、情绪等的处理上着重指导强调。朗读可由老师表情范读、学生集体朗读、个别朗读、小组朗读等，形式灵敏多样；并进展配乐朗读，通过反复朗读品味，体会诗中巧妙的艺术构思，强烈的感情色彩，优美的意境，凝练的语言，鲜明的节奏，和谐的韵律，从而理解诗的内在思想意义。本文为现代诗，语言朴素易懂，更合适学生在反复诵读中理解掌握。3、讨论和合作探究法合作学习是课改所提倡的一种教学方法之一，也是一种行之有效的学习方法。本教学设计要求学生在小组合作的根底上共同讨论诗歌的思想内容，体会作者的思想感情；然后在此根底上让探究牛郎织女过着怎样的生活。学生通过合作探究，可以深化地体会作者的思想的思想感情，理解诗歌的内在思想意义。叶圣陶先生指出：“老师之为教，不在全盘授予，而在于相机诱导，必令学生运其才智，勤苦练习，领悟之广升，纯熟之功弥深，乃为善教者也。”1、自主学习法要求学生必须学会使用工具书，养成看课文注解，自学课文的好习惯，自主参与到教学的各个环节中去，如课前预习、课上积极考虑踊跃发言、课后及3时复习稳固等。对这样通俗易懂的现代格律诗，经过自学，应根本理解诗歌内容、读准字音、正确停顿、有感情地朗读。2、诵读品味法要求学生在自主学习，扫清文字障碍，初通文章后，指导学生朗读的一些方法，例如：在朗读诗歌时要诗歌的停顿、节奏、重音等，通过指导，要求学生反复涵咏朗读品味，读出诗歌的韵味，还课堂以朗朗书声。通过让学生读可以加深对诗歌内容的理解，培养学生对诗歌的阅读欣赏爱好，对学生进展美的熏陶，培养学生热爱祖国优秀文化的精神。好的教学程序必须通过教学理论来表达，为此，我是这样安排教学程序的。1、通过幻灯片，创设情境，激发兴趣，导入新课《天上的街市》意境优美，节奏舒展，结合这一特点及为了贯彻《亲课程标准》的精神，创设一堂情境优美，学生自主学习的探究课，首先用音乐和展示星空幻灯片创设情境，然后以一个想像小测试活动激发学生的学习兴趣导入课堂，这样充分调动了学生的想像兴趣。2、通过幻灯片，简介作者的情况3、诵读欣赏，采用配乐渲染和多种形式的朗读，让学生在理论中丰富语言的积累，培养语感，开展语感，理解诗歌的内容和体会作者的思想感情。4、通过朗读法加深体验与领悟，在此根底上进展讨论，合作探究问题，自主学习，引导学生学习诗歌的内容、情感等。5、进展延伸拓展，展示幻灯片，让学生根据情境进展想像训练，通过灵敏的题目激活学生思维，充分培养学生的想象才能，让学生体验成功的喜悦，很好的完成了教学目的6、最后小结本节课内容，本诗通过由远远的街灯产生联想和想象描绘了天上的街市及美妙的生活，表现了作者对黑暗现实的痛恨，对光明、自由、幸福、快乐生活的向往和追求，激发人们为实现这一理想而奋斗。4让学生再一次插上想象的翅膀，遨游天上的街市，全班齐读全文，完毕本课。说课稿幼儿园篇二尊敬的各位评委老师：大家好!我是今天面试的第一号考生，我说课的题目是____的《大堰河我的保姆》〔板书〕，下面我将从教材分析^p、教学重难点和教学过程等方面对本课的设计进展说明。本课安排一个课时完成。《大堰河我的保姆》〔手势〕选自人教版高一语文必修一第一单元讲读课文。这篇课文是____一首带有自传性质的诗歌，诗人以饱含真情的笔墨，回忆了自己的乳母大堰河的生活片段，表达了他对大堰河真挚的思念和热烈的赞美以及对旧世界的仇恨和诅咒之情。对于高一的学生而言，虽然经过了初中阶段诗歌的.学习，具备了根本的诗歌鉴赏才能，但是诗歌的鉴赏程度还停留在初步阶段。因此，本诗的学习，不仅有助于进步学生的诗歌鉴赏程度，而且有助于加深他们对旧社会广阔劳动妇女悲惨命运的理解。根据以上对教材和学情的分析^p，以及结合新课标的要求，“阅读古今中外优秀的诗歌、散文作品，要理解作品的思想内涵，探究作品的丰富意蕴，领悟作品的艺术魅力。”因此，我将本文教学目的确立如下：1、理解作家及作品创作的背景，2、分析^p诗中的细节描写和反复、排比等修辞手法的运用，并揣摩其表达效果。3、把握大堰河的形象及其象征意义，体会诗人对大堰河深挚的思念和对旧世界的仇恨和诅咒。根据以上教学目的及本文的特点，本文的教学重点是从细节描写中去分析^p和鉴赏大堰河的形象。教学难点是体会诗人对如大堰河般广阔劳动妇女的赞美讴歌之情，领会诗人感时伤世、忧国忧民的爱国情怀。第四方面教法与学法为了完成教学目的，打破教学重难点，我主要采用朗读法来教学，以“读”贯穿始终，以“情”为打破口，引导学生在朗读中分析^p，在分析^p中理解，在理解中感悟，在感悟中升华，力求在朗读的过程中循序渐进地完成教学目的，其中参插问答法、启发法加以辅助，引导学生运用朗读法、质疑法、自主、合作、探究法来鉴赏诗歌。在“全面进步学生的语文素养，充分发挥语文课程育人功能”理念的指导下，本文的教学过程分为五个环节同学们，你留心过你母亲牵着你过马路时那种小心翼翼吗？你观察过在你回家时你母亲脸上微扬的嘴角吗？你还记得那头你母亲对你的反复叮咛吗？你体会到你母亲对你浓浓的爱了吗？……今天就让我们一起走进《大堰河——我的保姆》,去认识一位伟大的母亲。这一导入方式既将学生置于母爱的气氛当中，又激发了他们的学习兴趣。首先，让学生自由大声地朗读诗歌，边读边标记诗歌中的生字词，然后我将用多媒体向学生展示诗歌中生字词的正确读音。初读是为了让学陌生通生字词，整体感知课文内容，初步体会诗歌的情感。在读通字词的根底上，接下来让学生再全班齐读。再读是为了让学生有感情地朗读，进一步体会诗人情感。在经过以上两次朗读后，我将请同学们借助参考书，理解作家生平及作品的创作背景。老师在此时可适当的给予解释和说明，诗人在铁窗之中睹雪思人，回忆起乳母大堰河艰辛的劳作及悲苦的命运，挥笔写了这首母亲的赞歌。让学生理解诗歌创作背景是为下一步理解诗歌内容做铺垫。然后便进入到对诗歌详细内容的理解阶段，此时请一位朗读程度较好的学生示范朗读，其他学生边听边考虑：本首诗主要写了什么内容？本诗可以分为几局部？每个局部写了什么内容？所以第三次读是为了深化分析^p和理解诗歌内容。此处我将给予及时的解释和分析^p。在同学们整体把握课文内容之后，请同学们默读诗歌，边默读边考虑探究以下问题：1、诗人是通过哪些细节来刻画大堰河的形象。2、文中写了哪些事情，表现了大堰河对诗人的深爱？3、第12节，诗人为什么说大堰河的魂灵是“紫色的”，大堰河的形象意义仅是指大堰河本身吗，还有其他含义吗？学生在考虑上述问题的过程中，容易从大堰河“用厚大的手掌把我抱在怀里抚摸我”、“在她流尽她的乳液后就开场用抱我过的两臂劳动”，以及“做梦梦见我结婚”等细节描写中，去分析^p出大堰河博爱、勤劳、仁慈等高贵的品质，以及深化体会诗人对大堰河亲切的思念和热烈赞美之情。但对于最后一个问题的理解可能会遇到困惑，此时我加以引导，“紫色象征着高贵，大堰河虽然身份卑微，是朴素的劳动妇女，但是她具有勤劳、仁慈、慈祥、博大的高贵品质，用紫色来形容她的魂灵，表达出诗人对他赞美、讴歌之情。通过第一局部的初读和第二局部的精读，我已完成了前两个教学目的，而学生也离学习目的更进了一步。接下来进入第四环节在学生精读诗歌，仔细分析^p诗歌内容后，让学生合作讨论以下问题，旨在培养学生语文应用、审美、探究的才能，促进学生平衡而有个性的开展。1、说说诗人笔下的大堰河是怎样的形象，体会诗人对这一形象所寄托的情感。2、这首抒情长诗中有许多叙事成分和细节描写。试找出几例，说说它们对表达诗人情感所起的作用。3、这首诗大量使用排比句式，多个诗节的首尾重复。反复朗读有关诗节，揣摩其表达效果。通过以上问题的解读，学生不将从“呈现给大地上的一切，我的大堰河般的保姆和她们的儿子，呈现给爱我如爱她自己儿子般的大堰河”等诗句中，深化体会大堰河形象的社会意义，她不仅是指乳母大堰河本身，更是指千千万万贫困劳动妇女。诗人借抒写大堰河的悲剧命运，实那么是对造成大堰河悲剧命运的不合理社会，发出强烈的控诉和诅咒。通过以上问题的探究，学生将把握大堰河这一形象及其象征意义，深化体会诗人对大堰河深挚的思念和对旧世界的仇恨和诅咒。同时也将掌握诗歌中反复、排比等修辞手法的运用____以深沉、真挚的感情，表达他对乳母大堰河思念、同情、赞美之情，歌颂了她勤劳、仁慈的美妙品质。在描写了大堰河的悲惨命运时，诅咒和揭露了造成她悲剧命运的黑暗社会。最后，我将学生在朗读诗歌中完毕本课，并布置作业：作业：截取生活中的细节来抒写你和你母亲的故事。此题意在引导学生运用现代观点审视作品内容，鼓励他们进展个性化阅读和创造性的解读。最后说一说我板书设计，在我板书的右边呈现是大堰河的形象特征及作者抒发对大堰河的情感，左边呈现的是本诗运用的艺术手法及其作用，中间是课题和作者，这样的板书设计既把握了文章的主要内容，又突出了文章的重难点。以上就是我说课的全部内容，我深知路漫漫其修远兮，吾将上下而求索，谢谢大家！说课稿幼儿园篇三黄土坎小学高铮各位评委、老师，大家好！今天我说课的内容是小学语文人教版一年级上册拼音教学的第9课《aieiui》。一、设计理念：汉语拼音是帮助学生认读汉字、普通话的重要工具，但学习起来有些枯燥乏味，易引起学生厌学情绪。《语文课程标准》中的“施行建议”指出：“汉语拼音教学尽可能有兴趣性，宜以活动和游戏为主。”因此，本课我设计了游戏、竞赛活动贯串整个课堂，为孩子们营造了良好的乐学气氛，从而激活了孩子们的思维，使孩子们在会心的笑声中动手动脑，自主探究。二、教材分析^p：《aieiui》是一年级上册拼音局部第9课，是复韵母教学的起始课。教材包含四局部内容：复韵母aieiui的读音和它们的四声读法。aieiui的形体和书写规那么。aieiui与声母的拼读练习。本课配有情境图，营造一个有教育意义的语境，逐层剥离出aieiui这三个复韵母来进展认读，并让学生承受绿化祖国、保护树木的思想熏陶。根据本组拼音练习的主要意图和学生学前有一定的根底这一实际情况，我确定了本课的教学目的：知识与技能：学会复韵母aieiui及其四声，读准音，记清形，正确书写。过程与方法：通过创设情境，多种形式地读，引导学生正确拼读声母与“aieiui”组成的音节。重点指导二声、三声的发音读清、读准。情感态度价值观：培养学生发现题目和勤于动脑的习惯，乐于运用所学知识。感受学习拼音的乐趣，积极主动地学习汉语拼音。教学重、难点：学会复韵母的读音，把握aieiui的发音方法，可以自主地用发音方法学习它们的四声，到达读准音，认清形，并能正确书写。在教学设计中，我努力做到以教材为本，以学生为本，采用多种教学方法，调动学生的学习积极性，发挥学生的能动性、主动性，在自然、流畅的教学过程轻松地完成教学任务。三、教法、学法：一年级的学生记得快、忘得快，学生的年龄小，好动、爱表现、记忆力强有较强的好奇心和求知欲但留意力时间短的特点，我综合了情境教学法、实物教学法、游戏法，引导学生在理论中轻松、愉快地学拼音，感受学习的乐趣。本课的教学中，浸透了观察法、迁移法、自学尝试的学法，把主动权还给学生，初步培养他们的自主学习才能。四、教学过程：1、复习导进法，新旧链接循序渐进在新授前，我安排了复习旧知——单韵母的发音，这样在教学新知——复韵母时，学生很快在头脑中形成新旧知识的链条，解决了复韵母发音难、轻易混淆的题目，使学生感到新知识只是旧知识的延伸和拓展。开课我采用了以旧引新的导进方式。〔1〕同学们，我们这拼音王国李熟悉了哪几个单韵母朋友?〔2〕复习单韵母的发音及口型赋予了单韵母生命，让本来枯燥的复习也变得兴趣盎然可以调动学生学习新课的爱好。2、借助情境、语境学习复韵母教学中我引导学生从读准音、记清形、正确标调、读调这三方面来学习复韵母“ai”,接着再按照同样的步骤学习复韵母“eiui”，这个教学过程主要表达了以下几个特点：〔1〕、利用情境激活儿童的参与热情，如：教学ai时，同桌动作表演认清ai的形。3、自主探究、师生互动在教学复韵母发音上我先范读，学生认真观察老师的口型、发音通过听和看说说你发现了什么？学生各抒己见随后，我再对学生的话进展回纳，指明复韵母发音时要先发a音声音响亮再迅速滑向i音一气呵成。学生试读。接着老师再以学习伙伴的身份参与学生的活动：纠正学生的读音，与学生对读。让学生在真实，生动的师生互动情境中悟到自主学习的乐趣。同样，教学标调时，师：如今老师要给ai戴四顶小帽子，应该戴在谁的头上呢？当学生各抒己见说出自己的猜测时，老师并不急于给出正确的答案，而学生却迫切地想知道答案，这就极大地激发了学生主动学习的积极性，变“要我学”为“我要学”，这时老师再出示标调歌，生借助童谣标调到黑板上练习并说明标调的原因。就会事半功倍，标调歌也深深地印在学生的脑海中。一改学生被动学习的地位，促使学生多动脑多动口，主动参与学习。4、童谣诵读法。低年级小朋友特别喜欢童谣，由于童谣富有童趣、琅琅上口、便于记忆，通过诵读童谣，可以使学生在不知不觉中结实地把握知识。挨着挨着。拔萝卜呀——〔生：ei、ei、ei〕,用点劲呀——，齐心协力——，加油干哪——学生运用平时积累的语言知识自编童谣活泼了课堂气氛也加深记忆。不仅使学生牢牢地记住了复韵母的发音，还让学生在积极的参与中调动起眼、耳、口、手、脑往完成活动中的各种要求。充分激发了学生的学习爱好，使学生始终在愉快、轻松的气氛中，学习知识，开展才能，一举多得。5、指导书写在指导书写时，我采用了“让学生观察老师书写”〔感知三个复韵母在四线格中的位置，由几笔写成，明确要写得紧凑、匀称。〕错误发现——“指导书空”——“模拟书写”——“展示互评”这四个步骤，在反复地看与写中稳固三个复韵母的书写。四、学导结合，学以致用。汉语拼音是一串枯燥无味的字符，要让学生学得快，把握得牢，就要变无趣为有趣。大家都知道爱好是学好汉语拼音的关键，整堂课我设计以游戏来带大家学习，通过学生的参与和体验，极大地调动了学生学习的积极性和主动性，改变了“空洞说教”和“概念灌输”的场面，我想只要我们能精心设计教学过程，运用多种教学手段，巧妙地创设学习环境，就一定能调动起孩子们的学习热情，享受到语文学习的欢快。音的才能。说课稿幼儿园篇四年幼的孩子非常喜欢小动物，对于奇特的动物尾巴更是兴趣盎然。在学前教育中大多数孩子们都接触过有关动物尾巴的故事或儿歌，生活中也积累了一定的常识。这些有利因素为本节课的教学奠定了坚实的感情根底。教学上的一些考虑：《比尾巴》这首儿歌抓住了各种小动物尾巴特点，以“比”的形式为主线，充分调动孩子学习探究的积极性。它以三问三答的形式，介绍了六种动物尾巴的特点，语言琅琅上口、简明易懂、极富儿童情趣。教学中可以以朗读训练为切入口，拓展学习资，让学生理解各种动物尾巴的特点。低年级的每一课识字教学都是重点，所以生字的学习应该贯穿始终，整堂课还应该参加写字的环节，学写一到两个字，而不是把写字放到一课时去完成，这样可以分散写字的难度，孩子们能更加轻松地把字记牢、写好。我是教学《比尾巴》的第一课时，目的是在认读生字的根底上正确、流利地朗读课文第一、二节，并理解其内容，引导学生理解一些动物尾巴的特点，激发学生喜欢动物的情感。对此，我做了如下设计：在孩子们眼中，动物是他们最亲近的朋友。由此我设计了猜谜语的形式导入课题：“昨晚我在头脑中装进了几那么谜语。今天，我就考考你们谁反响快，猜得对。”张词卡：公鸡、鸭子、兔子、猴子、孔雀、松鼠。在与动物打招呼中，把字宝宝送到小动物的手里的活动中，孩子们兴高采烈地与生字见了第一次面。接着我向孩子们介绍一位粗心的小画家丁丁〔课件〕，启发孩子用慧眼去发现小画家画的小动物们都缺了尾巴。孩子们根据自己在生活中积累的常识，畅畅而谈这三个小动物的模样，结合孩子的答复，穿插教学生字长、短、把。轻易地理解了字意，也分散了识字任务。随后，我设计了两道关口：识字挑战与朗读课文挑战。孩子要读的想法强烈。为了朗读好，理所当然得承受第一个挑战：识字——比比谁的记性好，识字本领大。一年级的孩子们好表现，一见要挑战，要展示自己的聪明，情绪高涨，积极主动地参与学习，思维活泼，同桌合作想方法记字效率也会高。字宝宝装进了记忆宝库，可是它淘气地躲进了课文中，你能学着阿姨响亮、流利、有感情地朗读吗？孩子们快乐地模拟朗读。在多形式地比赛朗读中，孩子们自我评议、合作纠正，朗读才能不断进步。然后我引导孩子从读中体会，读后谈谈猴子、松鼠、小兔的尾巴长得啥模样。在孩子们交流的根底上，我又引导孩子们去考虑小小的一条尾巴，为何长得各不一样，有什么作用？孩子们在互相交流中增长见识，感受着动物尾巴的奇妙，在孩子畅所欲言后，我也相应地介绍了一些动物尾巴的知识，一定程度上激发了学生喜欢动物的情感。趁机我要求感兴趣的孩子在课外多多观察、搜集小动物图片，去理解更多小动物尾巴的作用。设计时我也动了一些脑筋，但一个人的力量小，考虑不周全，很多地方肯定存在许多欠缺的地方，愿大家多多指点，多提意见。说课稿幼儿园篇五各位领导、同志们：你们好！我选择说的课是：岳麓版初一历史第五单元《繁荣与开放的社会》中的第7课内容，题目是：《隋唐的文学艺术》。1、教材地位和作用：隋唐时期是我国封建社会开展的鼎盛阶段，这一时期的文学艺术，在我国和世界文学史都处于重要地位,是增强学生民族自豪感,对学生进展爱国教育的好教材。2、教学目的知识与才能唐诗及代表人物，楷书、草书的代表人物，画家阎立本、吴道子，石窟艺术敦煌莫高窟，隋唐的音乐和舞蹈等。通过阅读教材与课后的阅读与考虑、解析与探究，在老师的引导下，和在小组的讨论、合作的根底上，能使学生初步理解政治、经济与文艺关系。过程与方法感知隋唐文学艺术，学会跨学科综合分析^p问题的方法。情感态度和价值观隋唐时期文学艺术名家辈出，成就辉煌，在我国和世界文学史上占有重要地位，由此激发学生的民族自豪感。3、教材重点与难点重点：诗歌的黄金时代。难点：敦煌莫高窟保存至今的原因？〔1〕多媒体辅助的导谈法：增加课容量，同时把繁杂的问题简易化，这样既能激发学生的兴趣，又可进步教学效率。〔2〕引导讨论法：通过师生与生生的互动，以培养学生观察、分析^p、解决问题的才能。〔3〕观察学习法：所谓观察学习法是指学生能主动地运用自己的观察力从各种历史材料中获取有效历史信息的学习方法。学生在学习中可以通过观察实物，如历史文物、历史遗迹、古人的诗歌等，从中发现它们的特点、所反映的历史内容，并与所学内容联络，如此为学生的思维力的开展、想象力的开展，以及创造才能的开展打下坚实的根底。〔4〕理论学习法：学生通过社会调查和情景模拟的途径来学习历史，让学生在生活中亲身体验历史和感受历史。我所讲的这节课面对的是初一学生，他们好奇心强，思维活泼，喜欢动手去做，动口去表达对事物的认识，但仍处于感性认识阶段。而我所讲的内容侧重文学艺术方面，理性强，学生理解难度较大。为此在教学中，我利用多媒体课件辅助教学，为学生创设直观的思维情境，鼓励启发学生动脑、动手、动口，从而完成知识的“认知—理解—内化”。1、导入：〔采用问题导学探究法，引入课题〕隋唐时期领先世界的科技成就有哪些？〔学生答复〕同学们答复非常好。隋唐的科技领先于世界，那么，你知道吗？隋唐的文学艺术成就，也是享誉世界的，今天，让我们共同来学习隋唐的文学艺术。2.讲授新课：〔多媒体课件展示〕一、诗歌的黄金时代〔1〕唐诗的空前繁荣。学生阅读教材考虑“为什么到唐代会出现诗歌的黄金时代？”〔2〕李白：①学生介绍李白生平。②展示其作品：《蜀道难》。③欣赏《望庐山瀑布》、《下江陵》。〔3〕杜甫：①学生介绍杜甫生平。②欣赏《春望》、《闻官军收河南河北》。〔4〕白居易：①学生介绍白居易生平。②琵琶诗及白居易。学生讨论“李、杜、白的诗各有什么特色？”二、书法与绘画〔挂图展示师生欣赏学生谈感受〕〔1〕书法：楷书：颜真卿、柳公权草书：张旭、怀素〔2〕绘画：阎立本吴道子〔欣赏作品〕三、敦煌莫高窟〔1〕地理位置：〔出示挂图〕〔2〕欣赏塑像和壁画考虑：“联络当地自然地理条件，保存较好原因？”四、音乐和舞蹈〔师生共同欣赏〕3.稳固练习〔略〕4.作业布置〔略〕5.板书设计〔略〕通过简明实用的板书，使学生对当堂所学的知识一目了然，起到了画龙点睛的作用。6.总结〔学生总结〕通过本节课的学习，使学生对隋唐的文学艺术有了一定的理解，隋唐时期文学艺术在我国和世界文学史上占有重要地位，由此激发学生的民族自豪感及爱国情感。使学生树立自立自强的信心，为祖国的辉煌而拼搏。说课稿幼儿园篇六各位评委、老师：大家好，今天我说课的课题是《广告——就在我们身边》。生活中广告无处不在，它以色彩鲜艳、画面精彩、构思巧妙、广告语精炼，深深吸引着少年儿童。如何能使学生理解广告的特点，正确对待广告的宣传呢？我和学生共同选择了《广告——就在我们身边》作为活动主题，引导学生积极接触社会，融入社会，从而为学生提供一次理解社会、关注社会的时机。综合理论活动是老师与学生合作开发施行的，师生既是活动方案的开发者，又是活动方案的施行者，所以这次活动前，我和我班的学生一起制定了以下活动目的。认知方面：通过互相交流广告形式，使学生理解广告的特点，感受到生活中广告无处不在。情感方面：通过课题小组的研究性学习和理论活动，培养学生参与意识、合作意识和创新精神。通过设计广告，感悟祖国语言文字的独特魅力，体验成功的快乐。才能方面：通过查找广告的，进步学生搜集、处理信息的才能。通过制定方案、方案和参与社会调查活动，在发现问题、研究问题、解决问题的根底上，培养学生独立考虑和解决问题的才能。重点：培养学生搜集、分析^p和利用信息的才能。这次活动共分三各阶段，第一阶段——制定和交流小组活动方案；第二阶段——分组活动。根据制定的方案，通过多种途径搜集调查、整理学习的资料；第三阶段——展示、交流活动成果。第一、三阶段安排在课堂，第二阶段安排在课外。把学习的主动权完好地交给学生，充分发挥学生的主体性，老师只是有针对性的加以引导，让学生自己可以在研究性学习过程中发现问题、提出问题、解决问题。主动去探究、发现、体验、交流、总结归纳，亲历亲为。对于整个活动的施行一共分三个阶段，即“活动导航”、“理论体验”、“成果展示”。今天我说说课的内容是第一阶段——活动导航〔一〕创设情境引入话题据一项调查说明，儿童喜欢看电视的比例高达93%以上，所以上课伊始，我抓住学生这一心理，播放动画广告，创设情境，激发了学生对广告的喜欢，引发他们探究的欲望。〔二〕联络生活生成问题小学三年级，学生已经具备了一定的知识和经历，他们对身边的生活环境充满了好奇和兴趣。为了使学生联络社会生活实际，唤醒学生的旧知，挖掘自己对身边广告的初步认识，我首先提问：老师想知道大家在什么地方见到过什么样的广告？同学们纷纷举手答复，气氛非常热烈。通过这一问题的落实，学生已经认识到广告多种多样，体会到广告已经走进了千家万户，来到了我们身边。为了增加学生对广告更深层的理解，老师在学生根底上对广告进展了分类拓展，展示了招牌广告、宣传画广告、电视广告，边展示边使学生理解丰富多彩的表现形式及发现每类广告的独特优势。如：招牌广告造型独特、色彩鲜艳、摆放位置醒目；宣传画广告图片精巧、文字精炼；电视广告节奏快、广告词琅琅上口，带给我们视觉、听觉上的冲击和美的享受。学生在不知不觉中，增强了对广告鉴赏才能，受到美的熏陶。综合理论强调活动过程是师生交流互动，共同开展的过程，老师不只是知识的传授者，还是学生开展的促进者和引导者。在学生理解多种多样形形色色的广告根底上，开阔了眼界，拓展了学生思维，激发了学生的兴趣。此时为进一步培养学生深化探究的才能和生成问题的才能，我适时提问：关于广告，你还想理解什么，有什么问题或者有什么想法要提吗？一石激起千层浪，学生探究的欲望被充分调动了起来，提出了许多有价值的问题，如：我想理解广告的制作过程、为什么请明星做广告、最吸引人的广告应具备什么条件、我想自己设计广告其过程中，我非常注重保护学生的好奇心和探究精神，对于较简单的问题我鼓励学生自行解决，从而使学生自觉主动、积极地参与学习和探究过程。〔三〕分组研究建构方法综合理论活动课程主要特点是以学生为主体，以活动为主要开展形式，以学生兴趣和内在的需要为根底。因此，在教学活动中我重视了让学生自主选择问题，参与设计、理论，激发学生探究意识，让学生在理论活动中把握自主探究的学习方法和探究才能，并在探究过程中培养创新意识和理论才能。在学生积极提出了有价值的问题之后，学生兴趣盎然，参与意识正浓，我趁热打铁，充分发挥学生的自主性，引导各组同学选择感兴趣的问题，从活动时间、地点、方法、过程、分工及平安事项等方面，组织学生讨论研究，制定比拟详细的研究方案，并互相交流，逐步完善，建构方法。本环节的活动，我注重了对学生兴趣的引导，自始至终都以学生为中心，老师只起到引导的作用。说课毕竟不同于当堂授课，它存在自很大的意愿行，如进展课堂授课难免存在问题和缺乏之处，望各位老师批评指导，谢谢！说课稿幼儿园篇七��������1��ëµï¿½ì²äµäµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµä½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½õ½ì°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôªï¿½äµï¿½ò»æªï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ôªï¿½øµï¿½ï¿½ï¿½ñµï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½òªï¿½ç¶ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµä½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ê«ï¿½ë¹ï¿½ä­ï¿½ï¿½1921�괴����ò»ï¿½ï¿½ï¿½ö´ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ð½öµï¿½ï¿½ï¿½ï¿½ëµ½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµ½ï¿½öµæ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ïµä½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¾ï¿½é«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å£ï¿½ï¿½ö¯å®ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ë¾ï¿½ê±ï¿½ï¿½ï¿½ú°ï¿½ï¿½ï¿½êµï¿½ï¿½í´ï¿½þ£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªêµï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¶ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ê«ê¹ï¿½ç¸ï¿½ê±ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ßºï¿½ï¿½ï¿½è»ï¿½ï¿½í¨ï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ê¶ï¿½ï¿½êµï¿½äºú°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªö®ï¿½ï¿½ï¿½ü¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì£¬ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½è»ï¿½ï¿½ï¿½âµï¿½ï¿½ï¿½ï¿½å¡£ï¿½ï¿½ï¿½ï¿½2��ëµï¿½ï¿½ñ§ä¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý¿î±ê¡¢ï¿½ì²ä°ï¿½ï¿½åµï¿½ï¿½ï¿½í¼ï¿½ï¿½ï¿½ï¿½ï¿½îµï¿½ï¿½øµã£¬ï¿½ï¿½ï¿½æ¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â½ï¿½ñ§ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1�����ð¶ï¿½ä¿ï¿½ê£ºí¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½×¼è·ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ó¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½â¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��������ä¿ï¿½ê£ºí¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ£¬´ó¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3�������ä¿ï¿½ê£ºï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¹û²ì£¬õ¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½í¡ï¿½ï¿½è°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä»ï¿½ï¿½ä¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½3��ëµï¿½øµï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿ú£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¼ï¿½ï¿½òª×¢ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½í¬ê±ï¿½ï¿½ï¿½ý±ï¿½ï¿½ï¿½ôªï¿½ï¿½ñµï¿½ï¿½ï¿½øµã£¬ï¿½ø°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½øµï¿½ï¿½ï¿½ñµã£ºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1�����ð¸ï¿½ï¿½ï¿½ï¿½ð¶ï¿½ï¿½ï¿½ï¿½ê¶ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ßµï¿½ë¼ï¿½ï¿½ï¿½ï¿½é¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½2��������ñ§ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ£¬³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½4�����ý±ï¿½ï¿½îµï¿½ï¿½ï¿½ï¿½ýºí½ï¿½ñ§ï¿½ï¿½æ£ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½è£¬òªï¿½ô·á¸»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó£¬´ó¾ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ð½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ä·á¸»ï¿½úºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½æ»ºï¿½ï¿½ï¿½â¾³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½øµã£¬îªï¿½ï¿½ï¿½ï¿½ï¿½ö½ï¿½ê¦îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ê½ò²îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ß£ï¿½ï¿½ú½ï¿½ñ§êµï¿½ï¿½ï¿½ð£ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½1���������ã½ï¿½å¸¨ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö´ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ö¶î¶ï¿½ï¿½ï¿½ï¿½å»ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä½ï¿½ñ§ð§ï¿½ê¾ï¿½ï¿½ï¿½ï¿½ï¿½òª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