说课稿一等奖(8篇)2

第页共页说课稿完毕语说课稿一等奖(8篇)说课稿完毕语说课稿一等奖篇一在课的开场，我借助多媒体播放了一幅幅优美的山水图景，当学生发出一声声惊叹时，我又给屏幕上美丽如画的风光配上动听的诗歌朗读，这样，一下子就吸引了学生的注意力，使学生体验到山水之美。接着我让学生猜猜“诗中赞美的是谁”？这时孩子们是“小脸通红，小眼发光，小手直举”，“我知道！我知道！”“水！水！”孩子们的兴趣一下子被激发了起来，接着我就让他们考虑“为什么水会使小草变得嫩绿？使鱼儿游得欢畅？使地球变得美丽？”当学生畅谈感想后，一起找到了原因：因为水是生命之。理论证明，探究才能最好在小学阶段就开场培养。虽然这种培养德育、智育、体育、美育也可进展，但绝没有科学教育的层次高。因为科学教育的理论性、根底性、科学性和综合性决定了它在培养学生的探究才能方面具有独特的也是其它各育所不能代替的作用。为了让学生能在课堂上每人说出10个动物、植物和人离不开水的例子，课前准备工作在这里就显得尤为重要。所以课前我让学生通过查阅资料、搜集图片和请教大人等形式作了一些有关“生命离不开水”的调查，当课堂上学生在一起分享彼此的知识和经历，丰富对水与生命关系的认识时，他们原有的知识储藏便被激活，头脑中支离破碎的知识也融入到了完好的体系中。这时，我再一次利用多媒体课件展示有关水与生命的精巧图片，使学生在获得视觉体验的同时进一步理解了水对生命的重要性，知道人、动物、植物都需要“喝水”，生物维持生命活动需要水。最后，通过全班共同交流得出：水对生命来说真是太重要了。生物体的一切生命活动，如：呼吸和消化、蒸腾与光合作用等都离不开水。在科学课上如何利用科学教育的优势，使它成为培养学生探究才能的摇篮？我的体会是：确立学生的主体地位，施行开放教学，让学生“学会体验、学会探究”，通过操作、观察、质疑、想象、理论等丰富多彩的活动，引导学生多种感官参与，激发探究欲望，训练探究思维，从而充分开发学生的探究潜能。课堂上，我搬出课前与几个学生一起准备的用透明塑料袋罩住枝叶的盆栽菊花后，问学生：“××、××等几位同学都知道，塑料袋原来是干的，那如今塑料袋内壁上的水是从哪儿来的？”学生通过观察分析^p，讨论后得出结论：塑料袋内壁上的水是从菊花“身”上“跑”出来的，说明菊花体内有水。接着，我再让学生讨论：自己带来的植物是否也有水？能用什么方法将它们体内的水分“挤”出来？这样，让学生通过交流日常生活中如何发现植物体内有水来唤起他们的生活体验，分享各自的知识经历。其中，学生设计将植物体内的水“挤”出来的方法将学生原有的生活经历转化为实际的动手理论，既有一定的思维空间，又能激发学生尝试理论的欲望。后来，他们通过各种各样的方法：切碎后放在装喜糖的纱袋内用手挤、刀拍、放在小石臼里捣碎、榨汁机榨或用盐腌等将水从植物体内“挤”出，发现不同的植物都有水，但含水量有多有少。于是我趁热打铁：“植物体内含水量不同，那我们人体内含有多少水呢？我们吃的米饭、面条、鱼、白菜、鸡蛋等食物中有含有多少水呢？牛奶全是水做的吗？”先让学生根据自己的猜想和课前搜集的资料进展讨论，然后，我利用多媒体课件指导学生通过读图理解人体、各种食物中的含水量，让学生知道人们在吃食物补充营养的过程中，也补充了大量的水。开拓了学生的视野，使他们更加关注水对生命活动的重要性。为了更直观地展示动、植物的成长离不开水，我引导学生大胆设计实验证明“植物喝水”。并提早做了一套“植物喝水”装置，方法如下：准备两支富贵竹将它们分别插入装有水和干土的长身细颈的透明花瓶里，观察哪支富贵竹长得好。同时在装水的花瓶里滴一层油，在水面位置做好记号，观察这支富贵竹每两天喝多少水，并作好记录。这个活动需要学生用几天甚至十几天的时间观察，围绕“生命离不开水”这一目的，让学生在多样化的活动中演练他们的科学技能，同时这样做还表达了学生学习的可选择性，丰富了教学素材，培养了学生进展科学探究的恒心和毅力。学生通过搜集资料、讨论交流、动手实验等多种科学探究方式，对水与生命的关系已经有了更深层次的理解。于是，我又提出了“假如没有水，世界将会怎么样？”的话题。学生们各抒己见，在他们的讨论过程中，我还通过课前搜集的图片展示出缺水给大自然和生命带来的灾难，然后再通过课件观察小动物在缺水的情况下有什么反响，从而进一步使学生感受到生命离不开水。潜移默化地教育了学生要珍惜每一滴水，并使学生知道：滴水汇成河流，我们要从自己做起，从小事做起，节约用水。讨论完毕后，要求学生根据已有信息，画一幅以“没有水的世界”为题的想象画，进一步稳固、拓展对水与生命重要关系的认识。最后环节，再次出示本课开头的优美山水风光及动听的科学诗：“因为有你，小草变得嫩绿；因为有你，鱼儿游得欢畅……”并提出要求：“你们能续写科学小诗吗？”此时，孩子们争先恐后地用诗句来赞美水，感受水对自然的恩惠，“因为有你，玉米才长得很棒；因为有你，稻子才笑弯了腰；因为有你，鸟儿才能高飞……假如没你，鱼儿就会死掉；假如没你，花儿将会枯萎；假如没你，大自然将一片荒凉……”他们的小诗表达了生命对水的依赖，明快的诗句展现出大自然因为有水才有的美丽。同时编小诗的形式也加深了学生对生命离不开水的理解，当然，小诗内容和形式的双重要求也使孩子们在回忆相关科学知识的同时，在浓浓的诗情中，在心灵深处构筑起对水的美妙感情，进一步拓宽了思维，使讨论向纵深开展，在潜移默化中让学生懂得要在日常生活中要珍惜每一滴水。本课的教学，在新课改理念的指导下，我运用了多媒体的教学手段，图文并茂、音像齐下，寓教于乐，为学生创造了良好的学习气氛，激发了学生的学习兴趣。而其中学生主动参与、亲自理论的“挤”水活动，使他们可以在象科学家那样进展科学探究的过程中，体验了学习科学的乐趣，增长了科学探究才能，既获取了科学知识，有使科学素养得到了全面培养。说课稿完毕语说课稿一等奖篇二《太空一日》是七年级下册第六单元第二篇课文，本单元以探险为主题，通过不同题材的学习，培养学生敢于探险的勇气、集体观念和为所热爱事业献身的崇高精神。《太空一日》选自航天员杨利伟撰写的个人传记《天地九重》。本文具有很强的变现力，普通的词汇，平实的语言，读起来却惊心动魄，扣人心弦。文章内容，理解关键语句。精神品质。篇幅较长，由四局部组成，每一局部都有小标题。所以第一课时的设计的重点是让学生通过小标题理清文章的构造顺序。本课的难点是感受杨利伟崇高的精神品质。在教学过程中我引导学生融入课文，品味【关键词】：^p句，翻开学生的内心世界，从而打破这一难点，到达深化阅读体验的目的。中国历史上的第一艘载人太空船“神舟五号”成功发射升空，这标志着中国正式参加了航天大国的行列。作为第一个进入太空的中国人，38岁的杨利伟成为第431位进入太空的地球人。这一天，多少炎黄子孙翘首以盼！大家可曾知道，这是一次充满挑战和惊险的太空之旅，下面就让我们随航天英雄杨利伟一道重温那令人既兴奋又紧张的天空一日。写作背景。精神。本文在形式上有什么什么特点？篇。精神。【课堂小结】本文采用小标题的形式，详尽地表达了“我”〔杨利伟〕的“太空一日”之旅，表现了航天英雄的沉着、冷静和严谨、科学的崇高精神。【作业布置】本文，你受到了怎样的启迪？【板书设计】篇好的文章会影响人的一生，同样一堂好课也会在学生的心中久久回荡。我们的课堂应该是智慧的铧犁，帮助学生开垦人类社会不断开展的希望，和他们一起去采摘那些文化领域的累累硕果，一起去分享那些伟大心灵闪烁的光辉。并在共同的学习和体验过程中，引导学生在知识的巅峰上捕捉受用一生的雨露阳光。这是我这堂课的追求，也是我平时教学过程中矢志不渝的思想。说课稿完毕语说课稿一等奖篇三《给予树》讲述的是在圣诞节到来之前，小女儿金吉娅把应该给家人买礼物的钱，买了一个洋娃娃送给了一个素不相识的需要帮助的女孩。课文表达角度独特，从妈妈“我”的角度来表达这个美丽的故事，通过“我”的观察、心理变化及行为来表达金吉娅仁慈、富有同情心的美妙品质，整篇课文处处洋溢着爱的思想、美的情感，时时闪烁着人文的光荣。三年级学生虽已能借助字典识字，但这并不意味着老师可以放弃字词教学。教学中，老师应重视容易混淆的字形、字音的教学。尤其这一课的音同形似的字词较多，老师可运用归类、辨析、比拟等多种方法帮助学生打破难点。在词语学习上，可引导学生学惯用同义词交换的方法或联络上下文的方法来理解词语。我班的学生已初步养成了课前预习的好习惯。但根据本单元目的，对学生预习提出了进一步的要求，要求学生对文中不理解的地方选择适宜的方法去解决。例如文中对于“圣诞节”、“给予树”这些学生不熟悉的国外事物和名词，可引导学生通过上网查找资料，来理解。对于三年级的学生来说，培养学生学习查找资料，并能按要求分类整理、归纳信息是至关重要的。三年级的学生已经具备一定的阅读理解才能和审美情趣，已初步掌握通过圈画文中的【关键词】：^p句的方法来理解课文的内容。现今时代的孩子，他们一直在享受着被爱的甜蜜，但不太懂得去爱别人。本文的主人公金吉娅是他们的同龄人，她的行为最容易被同龄人承受，被模拟，因此要通过反复品味文章的语言来唤醒沉睡于他们心中的爱。目的一：能认识本课的10个生字，重点引导学生辨清“予”和“裕”的字形，能用同义词交换或联络上下文的方法来理解“给予、担忧、宽裕、沉默不语”等词语的意思。本课在识字教学中，老师要对易读错、易写错的字要重点指导。需要注意读音的字：“给”是多音字，在这儿读jǐ不读gěi。有些字字形易混淆，如“予”和“矛”，有些字易写错，如“裕”，老师需引导学生予以关注。对于词语“给予、担忧、宽裕、沉默不语”可通过联络上下文来理解。目的二：通过联络上下文，读懂课文是通过妈妈心情变化这一线索来组织课文的写作特点。感受金吉娅的仁慈、关爱别人的美妙情感。通过联络上下文，读懂课文是通过妈妈“我”的观察及心情变化这一线索来表达金吉娅的仁慈和同情心，培养关爱别人的美妙情感。在圣诞节降临前，妈妈担忧家里不宽裕，没有更多的钱让孩子们购置礼物;当看见金吉娅买的棒棒糖时，妈妈有些生气，同时又有些疑惑;听完金吉娅的讲述后，妈妈为金吉娅的送礼行为和诚挚的爱心而快乐、冲动。要注意的是，妈妈心情变化无非是突出金吉娅的美妙心灵的陪衬。老师可以提问引导学生：“妈妈为什么会有这些变化呢?”从而引领全文的学习。目的三：能展开想像拓展写话，为小音乐家杨珂、小珊迪、卖火柴的小女孩等文学作品中的一些穷苦孩子写一张爱心卡。老师要引导学生在语言的理解和运用的过程中通过鲜活的学，灵动地进入文本角色，借助多种生活情境的创设，再现文本情境，把握文本主人公的形象，做到以文启人，以情动人。教学结尾，通过创设情景让学生为文学作品中的穷苦孩子写“爱心卡”，从而给“爱”赋于新的生命，又带动了名篇的阅读。能根据一定的情境展开想象，并用通顺的语句连接地写清楚一段话，这也是本学年段学生应该具备的写作才能。以上制定的教学目的并非是孤立的，它们是互相联络，又是层层深化的。理解词语的意思只是外表的;通过语言理论的手段，如朗读、说话等，感受词语的内涵是内在的;联络上下文提醒出文章里面的深意才是最核心的。圣诞节是西方最重要的节日，这是一个爱意流动的日子。在这样的一个特殊的节日里，一个小女孩渴望拥有一个洋娃娃的愿望，另一个素不相识的小女孩金吉娅帮她实现了，这是一个多么美丽的故事。金吉娅小小的年纪，却可以将心比心，设身处地为别人着想，从中可以看到她金子般的心灵。因此，在本课教学中我采用“情境导入法、读思议结合”等方法进展教学。(一)创设情境，引发真情：课的开场，我从课题入手，从圣诞树引发到圣诞节的介绍。并播放西方圣诞节欢乐的情境，让学生感受到圣诞节是西方最重要的节日，相当于我们中国的春节。在这欢乐的节日里，人们围着圣诞树跳舞，互相交换礼物。所以圣诞节是人们最快乐的节日，也是孩子们最喜欢的节日。(二)品读课文，体会妈妈的心情。在这一环节中，我让学生根据“妈妈担忧什么——妈妈为什么生气——妈妈为什么冲动”这三个问题来划找句子。学生在自主研读的根底上，与主人公进展情感交流，从整体上感受文本情感的变化线索，“航拍”妈妈心情变化的过程。在自主感悟的根底上，提升学习的整体效益。(三)细读课文，体会金吉娅的做法。这一环节着重品读课文重点词句，用美妙的心灵去感受心灵的美妙。主要围绕着“金吉娅拿着这二十美元到底做了什么?金吉娅在拿卡片时是怎么想的看到卡片上写着19美元50美分，她决定买吗?”这一语言训练点引导学生体会金吉娅矛盾的心理，让学生明白“给予就是这样，在获得的同时，还意味着放弃”，“给予不仅仅是放弃，也不仅仅是得到，给予更是仁慈、仁爱、同情、体贴、友谊……这时的学生与文本、作者展开精神、情感、生命的对话，从感性的认识走向理性的体验，在对话中增添新的信息，内化语言，加深情感，对“给予”一词赋予新的生命。(四)研读课文，升华情感。课件出示最后一段话，让学生反复读，体会妈妈此时的心情，让学生说说从金吉娅的做法中你感受到了什么?最后设计拓展练习：在不少文学作品中有许多穷苦的孩子，像生疏女孩一样需要帮助的人，如：小音乐家杨珂、小珊迪、卖火柴的小女孩，读读相关故事，当你看到或听到她们的情况后，你愿意将自己的爱心献给她们，为他们实现心中的愿望吗?(老师发放爱心卡)在《让世界充满爱》的音乐声，学生将自己的爱心写在小卡片上，并进展交流。最后小结只要我们每个人心中都有一棵给予树，那么我们的世界就一定会充满——仁慈、仁爱、同情、体贴、友谊……这样的课堂结尾，借助写愿望卡进一步丰富爱的内涵，给爱赋于新的生命，使每个学生都明白给予树本身就是仁慈、仁爱、同情、体贴，要使自己成为有益于社会的参天大树，并为自己的心灵修筑一座符合自己梦想、合适自己精神生活的理想家园。1、创设情景引发情感陶醉。由于儿童生活区域的局限性，这篇课文讲述的是外国儿童的生活，有些风俗与我们孩子生活仍相距甚远，那么就需要未成曲调先有情，因此我针对学生的最近开展区提供引导性材料，建立起与课文的联络，以引导学生的注意与兴趣，诱发积极情感。创设情景，让学生自己置身于故事中。于是上课伊始，我从圣诞节的快乐气氛导入教学，给学生展示一些圣诞节的图片，播放圣诞节的音乐，激发学生的阅读兴趣，让学生明白圣诞节是西方最重要的节日，也是最快乐的节日。对于一些学生不熟悉的国外事物和名词，如：“援助中心”、“给予树”可以通过让学生读文找句或让学生在预习时查找相关资料来予以理解，是慈善组织办的赞助机构，他们在圣诞树上挂上反映孩子心愿的卡片来恳求人们赞助。使学生身临其境，诱发学生的情感。这样还为凸显文中金吉娅广博无私的爱心做铺垫。2、抓住文本主旨，引领学生深化文本。语文是学生精神栖息的家园，语文最终的意义是对学生心灵的滋润、灵魂的塑造和精神的引领。因此，在课堂教学中我们就要引领学生走进文本的最深处。给予是快乐的、幸福的，这是文本言说的主旨，亦是全文的灵魂。课文学完后，我引导学生找一找课文中还有几种不易发现的爱。这一环节的教学设计，进一步丰富爱的内涵例如，“母子之爱”和“手足之爱”，母亲在家里并不宽裕的情况下，仍然给每个孩子钱让他们买圣诞节礼物，这是母子之爱的表现;妈妈听完金吉娅的陈述后，没有责备她，却为她的行为而感动，也是母子之爱的表现。买礼物前，孩子们“希望送出最诚挚的祝福，收到最甜蜜的笑容”，这是手足之爱的表现;买完礼物后，孩子们“你给我一点儿暗示，我让你摸摸口袋，不断让别人猜想自己买了什么礼物”，这也是手足之爱的表现。这两种爱，是为金吉娅对生疏人的爱做铺垫的，更衬托出金吉娅对小女孩的爱的可贵。同时我们也可以感受到，金吉娅的“给予”行为虽然于她仁慈的本性，但和她成长在这样一个“爱”的家庭气氛中也有很大的关系。让学生多角度地去诵读文本、感悟文本，同时又超越文本，去感受文字背后金吉娅那颗仁慈、仁爱之心、那种同情、体贴之意，引领学生层层剥笋式地感受文中人物的内心世界，让课堂教学过程成为学生心灵自由驰骋的过程，成为学生情感自在滋养的过程，成为学生精神自然丰厚的过程。3、在形式多样的朗读中开展语言。阅读是学生的个性化行为。老师要以学生原有的知识经历为根底展开教学，通过激发学生的阅读兴趣，引导学生自读自悟，在经历感知、考虑、质疑、探究、发现、交流等多种学习活动中，从而让他们在积极的思维活动中加强理解和体验，进而有所感悟和生成。我努力将以上思想运用教学理论中。在本课的朗读教学中，我通过指名读、引读，感情朗读来推进教学，而且每次读的要求不一样，层次也不一样。如：抓住重点语句，我尝试通过引读来帮助学生感悟。在理解课文最后一段时，我和学生配合读：“金吉娅虽然放弃了给家人买漂亮礼物的时机，然而她却得到了(小女孩的感谢，妈妈的拥抱……)，给予不仅仅是放弃也不仅仅是得到，给予更是(仁慈、仁爱、同情、体贴……)以此帮助学生去体会课文所蕴涵的情感。让学生在感情朗读的同时理解课文的深意，开展了语言。4、深化主题。人文是语文的底色，是语文的生命。课堂即将完毕时，我让学生为小音乐家杨珂、小珊迪、卖火柴的小女孩等一些穷苦的孩子写爱心卡，为他们实现心中的愿望。这一写话练习无不是对课题《给予树》，以更深化的理解。“给予树”实际上是人化了的树，暗示金吉娅像给予树一样能送给人们仁慈、仁爱、同情、体贴……这篇课文的人文关心是唤醒、培养学生关爱别人的感情。学生们学习课文后，通过发放爱心卡，使情感得以内化，更为深化地领会了课文的主旨，引发了学生的深层考虑。说课稿完毕语说课稿一等奖篇四����������ì«ï¿½ï¿½ò»ï¿½õ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¼¶ï¿½â²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôªï¿½ú¶ï¿½æªï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ì½ï¿½ï¿½îªï¿½ï¿½ï¿½â£¬í¨ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½äµï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½õµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½è°ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï¿½ä³ï¿½ï¿½ï¿½ï¿½ï¿½ñ¡£¡ï¿½ì«ï¿½ï¿½ò»ï¿½õ¡ï¿½ñ¡ï¿½ôºï¿½ï¿½ï¿½ô±ï¿½ï¿½ï¿½ï¿½î°×«ð´ï¿½ä¸ï¿½ï¿½ë´ï¿½ï¿½ç¡ï¿½ï¿½ï¿½ø¾ï¿½ï¿½ø¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¾ï¿½ï¿½ðºï¿½ç¿ï¿½ä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¨ï¿½ä´ê»ã£¬æ½êµï¿½ï¿½ï¿½ï¿½ï¿½ô£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è´ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ý£ï¿½ï¿½ï¿½ï¿½ï¿½ø¼ï¿½ï¿½ï¿½ä¡£ï¿½ï¿½ï¿½ï¿½æ·ï¿½ê¡ï¿½æªï¿½ï¿½ï¿½ï³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä²ï¿½ï¿½ï¿½ï¿½ï¿½é£ï¿½ã¿ò»ï¿½ï¿½ï¿½ö¶ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ôµï¿½ò»ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½æµï¿½ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½í¨ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½âµä½á¹¹ë³ï¿½ò¡£±ï¿½ï¿½îµï¿½ï¿½ñµï¿½ï¿½ç¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î°ï¿½ï¿½ßµï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ê¡ï¿½ï¿½ú½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½æ·î¶ï¿½ø¼ï¿½ï¿½ê¾ä£¬ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç£¬ï¿½ó¶ï¿½í»ï¿½ï¿½ï¿½ï¿½ò»ï¿½ñµã£¬ï¿½ïµ½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¿ï¿½ä¡ï¿½ï¿½ð¹ï¿½ï¿½ï¿½ê·ï¿½ïµäµï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½õ´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¡ï¿½ï¿½é¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ£ï¿½ï¿½ï¿½ï¿½ö¾ï¿½ï¿½ï¿½ð¹ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½îªï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½õµï¿½ï¿½ð¹ï¿½ï¿½ë£ï¿½38�������î°ï¿½ï¿½îªï¿½ï¿½431î»ï¿½ï¿½ï¿½ï¿½ì«ï¿½õµäµï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ò»ï¿½ì£¬ï¿½ï¿½ï¿½ï¿½ï¿½×»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£ï¿½ï¿½ï¿½ò¿ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½î³ï¿½ï¿½ï¿½ï¿½ï¿½õ½ï¿½í¾ï¿½ï¿½õµï¿½ì«ï¿½ï¿½ö®ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æº½ï¿½ï¿½ó¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î°ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ë·ï¿½ï¿½ö½ï¿½ï¿½åµï¿½ï¿½ï¿½ï¿½ò»ï¿½õ¡ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ê²ã´ê²ã´ï¿½øµã£¿æªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä²ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ê¾¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ò¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î°ï¿½ï¿½ï¿½ä¡ï¿½ì«ï¿½ï¿½ò»ï¿½õ¡ï¿½ö®ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½ó¢ï¿½ûµä³ï¿½ï¿½å¡ï¿½ï¿½ä¾²ï¿½ï¿½ï¿½ï½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ä³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½üµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æªï¿½ãµï¿½ï¿½ï¿½ï¿½â»ï¿½ó°ï¿½ï¿½ï¿½ëµï¿½ò»ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ò»ï¿½ãºã¿ï¿½ò²ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ã¾ã»øµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµä¿ï¿½ï¿½ï¿½ó¦ï¿½ï¿½ï¿½ï¿½ï¿½ç»ûµï¿½ï¿½ï¿½ï¿½ç£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½á²»ï¿½ï·ï¿½õ¹ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½è¥ï¿½ï¿½õªï¿½ï¿½ð©ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¶ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©î°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¸ï¿½ä¹ï¿½ã¢ï¿½ï¿½ï¿½ï¿½ï¿½ú¹ï¿½í¬ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ï¿½ï¿½û·ï¿½ï¿½ï²ï¿½×½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¶ï¿½ï¿½ï¿½â¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¿îµï¿½×·ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½æ½ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¸ö¾ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ë¡£说课稿完毕语说课稿一等奖篇五本次说课的题目是高中语文新课标必修三第二单元李商隐的《锦瑟》。下面本稿将逐步从教材地位及作用、学生特点、教学目的、教学重点难点、教学思路、教学方法、教学手段、教学过程等方面对这首诗进展详细的教学说明。一、教材地位及作用《锦瑟》一诗是人教版新课标高中语文必修三第二单元的讲读课文，而本单元是专列的“唐诗单元”，众所周知唐诗是古典美学的象征，因此《锦瑟》一诗亦处于相当重要的地位。又因为此诗的详细意境具有朦胧性，很多评论者都发出过“一篇《锦瑟》解人难”的慨叹，故而对此诗的理解有助于我们从更深层理解古典诗词的意境美，更有助于学生稳固本单元前面所理解到的古典诗歌的鉴赏知识和才能，即——通过详细的诗歌意象把握诗人的情感特征，以透视诗歌本身的“境界”。另外由于《锦瑟》一诗还具有“多义性”的特点，因此对它的讲解可以让学生及早的领悟我国古典诗歌的美学特质和魅力，即——易引起读者的共鸣情绪、诗无达诂。总而言之借助本文可以给学生开展“美育教学”以及培养学生的阅读审美才能，帮助、引导他们更好的体悟人生、生命的悲欢离合之情，自然有助于学生良好人格精神的培养。二、学生特点《锦瑟》一诗按照教学进度的安排，是高二年级应该讲授的内容。对于高二年级的学生来说，正处于承上启下的时期，因此其知识程度以及解决问题的才能急需得到恰当而且有效的进步，另外对于他们的人生成长来说，也应该需要接触一些对生命底色有感悟意义的题材。最后，这个阶段的学生已具备相当的才能程度，是故此诗的讲授显得必要而实在可行。三、教学目的根据《锦瑟》诗的地位作用以及学生的实际情况，还有在古诗词教学方面课程标准的相关要求，现确定以下“三维教学目的”：〔一〕知识与技能目的：感受体悟古典诗歌的意境美，发挥合理的主观能动性进展创新性的阅读鉴赏，正确认识意象在诗歌意境中的重要作用。并在上述的根底上进步鉴赏才能和审美情操。〔二〕过程与方法目的：《锦瑟》诗的讲解采用“引导与自我生成”的方法，从老师的引导开场，以学生的研讨交流再加之老师的总结完毕。利用老师引导和师生互动刺激学生的领悟力，进步学生的认知程度与才能。〔三〕情感态度价值观目的：培养学生在尊重传统文化的根底上热爱祖国自己文化的态度，让学生正确认识古典诗词的精神美。最后在自我感悟中陶冶情操，明心启智。四、教学重点及难点《锦瑟》诗因其美学色彩的不好把握而著名，但它又是一首家喻户晓的难解而有魅力的古典诗歌，所以对它的讲解重点应该放在恰到好处的品味诗歌的意境，领会诗歌的美方面。在此重点根底上，难点显然就是如何寻找打破点或者说切入角度去理解诗歌本身，即“结合详细意象，理解诗歌的多义性。”五、教学思路对于像《锦瑟》这样的古典诗歌，以往一般人的讲解思路是朗读、作者及写作背景介绍、结合注释讲解诗歌的表层意思、学生提问老师解答、客观知识点的识记，再到布置作业任务完毕。明显可以看出，这样的教学思路不仅机械毫无兴趣、而且很大程度上只是老师的一味灌输，没有学生自己心灵的参与与才能生成。鉴于此，这里以“让学生充分参与、发挥自己的思维力去获得自己体悟的学识”为根本目的，而设置了“老师巧妙引导、师生互动、学生交流生成、老师总结”的教学思路。只有这样，学生才能承受活的才能，而不是死的知识。作为老师要“授之以渔”，不要“授之以鱼”。另外，让大家在课堂上分享自己的所得，与大家交流既可以像“野人献曝”那样以一份知识获取更多的知识，而且可以到达“授人玫瑰，手有余香”的.道德情操体验，无形中潜移默化培养学生积极乐观、擅长分享的合作精神以及开放的人格和心灵。六、教学方法鉴于对教学思路确实定，以及对《锦瑟》诗鉴赏阅读的目的、价值期待，本次教学以引导探究、对话生成、拓展延伸的方法贯穿于教学过程的始终。七、教学手段由于《锦瑟》诗是诞生于我国古典时期的文学作品，所以如何能让教学的情景更加切合当时的语境，在教学设置中这是一个比拟重要的问题。考虑到这样的事实，本次教学拟采用电脑多媒体为根本辅助手段，通过屡次的配乐朗读带着学生进入“古典的情景”，再通过诗画图片的幻灯片展示给学生营造一种朦胧美妙的古典感受环境。利用这所有以激荡学生的求知心灵，更好更顺利的到达教学的预期目的。八、教学过程〔一〕用崔珏《哭李商隐》诗句“虚负凌云万丈才，一生襟抱未曾开”进展导入。之后顺水推舟简单进展作者及写作背景的介绍。〔二〕进展朗读指导，让学生自己体验朗读后利用多媒体播放古典式的配乐诵读音乐。〔三〕讲解这首诗的题目由来及特点，对诗歌文本中疑难词语的解读进展点拨。〔四〕讲解正文，抓住每联的关键意象，引导学生从意象所反映的情感特点入手带有个性、仁者见仁智者见智般的理解诗歌的根本意境。在详细的操作过程中，老师引导，互相交流，在学生分享与自我生成的根底上加以合理的总结，最后以板书的形式在黑板上呈现研究学习的“成果”。〔五〕再次引导学生找寻此诗的“核心意象”，以此为基点，引导讲解此诗的多义性，在理解诗歌多义性的根底上自觉学习、应用鉴赏古典诗歌的方法与才能。〔六〕进展开放性的总结：尽管对《锦瑟》的理解人们都各持己见，但千百年来谁也没有说服谁，正如梁启超所说：义山的《锦瑟》等诗，讲的是什么事，我理睬不着；拆开来一句一句解释，我连文义也解不出来。但我觉得它美，读起来令我精神上得到一种新颖的愉快，因此大家唯一共同的感受就是此诗“含有一股朦胧哀伤的情感”，所以对于这首《锦瑟》诗的理解完全是开放的，抓住关键意象和角度，反复品味之，大家可以有自己合理的见解。〔七〕布置作业：写一篇随笔，谈谈自己对《锦瑟》诗意境的感受与心得，自拟题目、自选角度，特别要加进去自己的理解以及从诗歌鉴赏的技能方面说清自己这样理解的可能。〔八〕再次播放朗读录音，整体感受诗境。之后下课。附加局部：板书设计《锦瑟》李商隐首联：锦瑟牵情，回首往事颔联：往事如梦，感伤深沉颈联：对月而泣，人事如烟尾联：追忆此情，当时惘然说课稿完毕语说课稿一等奖篇六�����úµï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¶¼ï¿½ï¿½ë®ï¿½ï¿½ï¿½å¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµä¹ï¿½ïµï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½á¹©ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¹ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½îµä¹ï¿½ïµï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½áµ½ï¿½ï¿½ï¿½ï¿½ï¿½ë²»ï¿½ï¿½ë®ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ê¶ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½òªï¿½ô²ï¿½ï¿½ü¹ï¿½×¢ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î»·ï¿½ï¿½ï¿½ï¿½ï¿½â¼ï¿½êµï¿½ä»ï¿½ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ú¡ï¿½ï¿½ï¿½ï¿½ï¿½ö®ô´ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ôªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë²»ï¿½ï¿½ë®ï¿½ï¿½ò»ï¿½îµä½ï¿½ñ§ï¿½ð£ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¾ï¿½ì²ä£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¹ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ç¿ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ú½ï¿½ê¦ö¸ï¿½ï¿½ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½û½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì½ï¿½ï¿½öªê¶ï¿½ä·ï¿½ï¿½ï¿½ï¿½í·ï¿½õ¹ï¿½ï¿½ê¹ï¿½ï¿½ï¿½ç¶ô¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½à·½ï¿½ï¿½ä¿ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¿îµä¿ï¿½ê¼ï¿½ï¿½ï¿½ò½ï¿½ï¿½ï¿½ï¿½ï¿½ã½ï¿½å²¥ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é½ë®í¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¾ê±ï¿½ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç»­ï¿½ä¾ï¿½é«ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ó¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½éµ½é½ë®ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½â²â¡ï¿½ê«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë­ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç¡ï¿½ð¡ï¿½ï¿½í¨ï¿½ì£¬ð¡ï¿½û·ï¿½ï¿½â£¬ð¡ï¿½ï¿½ö±ï¿½ù¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë®ï¿½ï¿½ë®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½ï¿½ï¿½è¤ò»ï¿½ï¿½ï¿½ó±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½ï¿½ï¿½ï¿½îªê²ã´ë®ï¿½ï¿½ê¹ð¡ï¿½ý±ï¿½ï¿½ï¿½ï¿½ï¿½ì£ï¿½ê¹ï¿½ï¿½ï¿½ï¿½îµã»ï¿½ï¿½ï¿½ï¿½ï¿½ê¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ì¸ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½òµï¿½ï¿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