说课稿数学16篇(优质)

第页共页说课稿数学16篇(优质)说课稿数学篇一一、教材分析^p〔说教材〕：本单元的主要内容是复习已学过的四那么运算的根底上，对加减乘除四那么运算进展概括。在学生已掌握的整数四那么运算的根底上，对四那么混合运算顺序进展归纳总结。本节课处在第三局部，即解决实际问题。一.教材所处的地位和作用：本单元设置用两三步计算解决的实际问题，旨在让学生合理灵敏的运用相关知识解决问题，感受，领悟优化思想，进步解决问题的才能。本节内容在全书和章节中的作用是：《租船问题》是人教版数学教材第八册第一章第五节内容。在此之前学生已学习了综合运算，这为过渡到本节的学习起着铺垫作用。本节内容通过解决租船问题浸透优化思想。教材用租船的情境提供了现实素材。目的是让学生理解意图、发现问题、提出问题，进而全面理解题意，为分析^p解决问题奠定根底。根据上述教材分析^p，考虑到学生已有的认知构造心理特征，制定如下教学目的：二.教学目的：1.引导学生通过对“租船费用”问题的研究，掌握先假设再根据假设结果进展逐步调整的根本方法，培养学生的应用知识解决实际问题的才能。2.经历自主探究“租船费用”最省的过程，感受数据变化的规律性，培养学生独立考虑、独立解决问题和积极参与学习活动的才能和意识。3.体会数学与生活的严密联络，感受数学应用的灵敏性、广泛性和优化思想。三.重点，难点以及确定根据：结合教学内容的特点以及在实际生活中的运用，我确定了如下的重点难点：教学重点：掌握先假设，再根据假设逐渐调整的根本方法。教学难点：通过对现实数据的分析^p进展合理调整。下面，为了讲清重难点，使学生能到达本节课设定的目的，再从教法和学法上谈谈：二、教学方法为了完成教学任务，在教学方法方面，我会严密联络学生的实际生活，从学生的生活经历和已有的知识出发，创设有趣的情境，开展丰富多彩的教学活动，使学生在轻松愉快的气氛中掌握知识和技能。创设详细的教学情境，培养学生兴趣，开展学生的认知。让学生在轻松的学习气氛中学习，从现实生活的事例引出研究内容，不但可以激发学生的探究兴趣，而且可以提升学生用数学的目光观察生活，审视事物和用已有知识解决实际问题的意识。同时，使所学知识亲密联络生活，培养学生的数学意识。三.教学过程：〔1〕创设情境，激发兴趣，激活经历。用课件创设师生在公园准备租船游湖的情境，请学生用语言描绘并提炼相关的信息。让学生实在感受问题的现实性，激发学生对解决问题的兴趣、激活学生的生活经历与相应知识，促使学生积极探究租船的方案。〔2〕让学生经历解决问题的一般过程。首先，让学生自己弄懂题意，厘清信息数据和要解决的问题。分析^p与解答环节，先引导学生通过生活经历与数学知识发现“租大船廉价”然后再以“空出两个座位”激发学生寻找最省钱方案。回忆与反思环节那么应加强引导学生总结解决这类问题的一般策略。让学生通过考虑探究、议论交流等活动，明确解决问题的根本步骤，积累解决问题的经历。〔3〕稳固新课。变式延伸，进展重构，重视课本例题，适当对题目进展引申，使例题的作用更加突出，有利于学生对知识的串联，累积，加工，从而到达举一反三的效果。〔4〕总结结论，强化认识。知识性的内容小结，可把课堂教学传授的知识尽快化为学生的素质，数学思想方法的小结，可使学生更深化地理解数学思想方法在解题中的地位和应用，并且逐步培养学生良好的个性品质目的。说课稿数学篇二高中文言文教学主要是培养学生阅读粗浅文言文的才能。选修《诸子散文》共安排七个单元，即《论语》、《孟子》、《荀子》、《老子》、《庄子》、《墨子》、《韩非子》。先秦诸子选读不是一般的知识型课程，宗旨是通过向学生讲授先秦诸子的一些经典选文，启发和引导学生陶冶身心、修养德性，进步学生对我国文化传统的认识，加深学生对优良文化传统的热爱，增强学生阅读和分析^p古文的根本功，培养学生把握社会、人生问题的才能。众所周知，儒家文化是我国传统文化的核心，而《论语》那么是儒家文化的重要经典之一。这一单元详细教学目的主要有三个方面：一是向学生讲授选文，在讲授的过程中会涉及材料的思想、表达艺术及语汇等各个方面的问题；二是引导学生通过学习选文，比拟深化和系统地理解孔子的思想，尤其是理解他对社会人生问题的考虑；三是使学生通过理解孔子的思想、通过理解孔子对社会人生问题的考虑，找到立身处世的借鉴。《知之为知之，不知为不知》是《论语》选读的第三课。这一课我共安排了两个课时，第一课时的教学重点是通过师生配合，掌握文中的文言实词、虚词及特殊用法，还有特殊句式的用法，理解每节选文的内容。第二课时重在鉴赏品读。重难点是联络实际，品读选文，感悟人生，领会孔子的生存智慧，进步自己的品性修养。《知之为知之，不知为不知》第二课时采用诵读法、导读法、讨论法完成教学任务。在这节课中，老师主要是引导、启发、组织学生讨论。学生是教学活动中的主体，老师采用形式多样的教学方法，都是为了学生更好更快地掌握所学内容。学生的学法应在老师的教法引导下进展。老师给学生教法是实现叶圣陶先生提出的“凡为教，目的在到达不教”这个目的。本节课主要是我设计了几个问题，让学生通过讨论交流，联络实际，感悟孔子的生存智慧。这就要求学生要自主讨论，学会讨论，学会联络实际，总结出自己的感想并将它运用到现实生活中，来指导自己的生活和学习。〔一〕导入新课人世间的智慧有很多种。孔子的智慧不是解析“1＋1为什么等于2”的那种智慧，不是关起门来冥思“世界为什么存在”“世界是由什么东西构成的”等形而上问题的那种智慧。孔子的智慧，是关于现实生存的智慧，是切合现实生存的智慧。今天，我们一起来领略一下孔子的生存智慧。〔二〕组织讨论交流问题设计1.结合文章的内容，考虑我们应该如何来对待自己的“无知”呢？2.根据文章的内容，说一说我们应该如何来对待自己的过错呢？3.子曰：“躬自厚而薄责于人，那么远怨矣！”这句话给了我们什么样的启发？4.同学们在读了“无欲速，无见小利。欲速那么不达，见小利那么大事不成”之后，联络自己的实际，可以得到哪些启示呢？5.孔子擅长从平常的事物和现象中，感悟出深化的哲理，请同学们从文章中找出一到两处，简单谈谈自己的理解。全班分成四组，一组又分成四个小组，一组一个问题，用非常钟时间充分讨论交流，然后各组派代表向全班发布交流结果。老师适时加以点拨补充。〔三〕课堂小结〔四〕反应练习本课时设计的这个板书〔板书设计附后〕，能表达这一课时的教学重点，即“联络实际，品读选文，感悟人生，领会孔子的生存智慧，进步自己的品性修养。”通过这个板书，学生可以一目了然理解本课时的重点内容。六、说作业与练习书面作业整理本文所涉及到的话题，就自己感兴趣的话题搜集相关素材，完成一篇300字左右的小论文。有才能的同学可以多整理几篇。附：板书设计为人处事————人贵有自知之明知错就改要讲信誉与人相处————严以律己，宽以待人为政做事————欲速那么不达，要有长远打算人需要磨砺懂得惜时说课稿数学篇三尊敬的各位评委、亲爱的同行们：大家好！今天我将从以下5各方面说说《蜡烛》这篇课文的教学。1说教材。2说教法3说学法4说教学过程。5说多媒体在教学中的运用。《蜡烛》是九年义务教材人教版八年级上册第一单元的一篇自读课文。本单元语文根本功训练的重点是：把握叙事性作品中的人物和形象，对作品中感人肺腑的形象和惊心动魄的情节有自己的体验和评价，而《蜡烛》正是一篇能表达这些训练重点的极好例子，《蜡烛》一文通过描写在二战期间一位饱受强烈侵略之苦的老妇人，不顾个人安危掩埋苏联红军的动人事迹，赞扬了反同盟的战斗友谊，讴歌南斯拉夫人民对苏联红军的深沉友谊。抓住人物和环境描写，体会人物内心情感是文章的主要写作特点，结合本单元的.训练重点和学生的年龄特点我把教学目的定位为：〔1〕知识与才能目的：整体把握课文内容，体会老妇人丰富的内心世界，体会对侵略者的仇恨，对苏联红军战士的深沉和强烈的母亲般的爱。〔2〕过程与方法目的：学习以《蜡烛》为线索，精心选择材料，详细描写老妇人，把握文章意蕴地方法。〔3〕情感、态度、价值观目的：正义战争中用血肉凝成的友谊为了充分发挥本教材的优势，教学重点：掌握详细描写老妇人地方法，把握文章意蕴。教学难点：为揣摩人物的内心世界。新课标指出阅读教学过程是学生精心读书获得个性体验和独特感受的过程，是老师引导学生不断实现自我构建，学会阅读，促进表达的过程。美国教育家杜威也说过“教育不是一种告知和被告知的事情，而是一个学生主动性建立的过程”为此我主要采用以下教法：朗读探究法，抓住重点词句品读感悟法，同时将创设情景法，指导学生自读法，运用多媒体教学法及想象体验法作为辅助教学。初二学生已具有一定的阅读才能，因此在阅读过程中我放手让学生去充分感知教材。采用以下学法：质疑提问法，自主合作探究式学法，朗读理解法，让学生自己读课文，自己去品味，自己去感悟。到达老师教是为了不教的目的。为了让教法学法充分运用，实现目的，突出重点，打破难点教学程序我从5各方面设计。一．激情导入，诱发兴趣。二．指导方法，轻松预习。三．讨论交流，重在鼓励。四．直奔重点，集中理解。第一环节是：激情导入，诱发兴趣常说：良好的开端是成功的一半，为了激发学生的兴趣，我出示大幅相关配乐图片，看与思相结合，蜡烛让你想起了什么？学生自由谈，及时顺势而导，又提出文中的蜡烛你最想知道什么？这样顺利的进入了新课的学习。第二环节是：指导方法，轻松预习。苏霍姆林斯基说过：“在人的心灵深处，都有一种需要，那就是希望自己是一个发现者，研究者，探究者。”学生的这种需要尤为强烈，为此在上新课以前，我要求学生运用老师教的学法做好预习，准备好两个记录本，一本收获本，一本问号本，将在预习中读懂的问题记录在收获本里，如对作者的理解，背景的理解，生字词的理解，收获一收获二。不懂的问题记录在问号本里，问号一问号二，其实这也是学生应该掌握的读书批注法。第三个环节是：讨论交流，重在鼓励。著名特级老师于永正说过：教学的艺术不在于传授知识，而在于鼓励唤醒。要求学生用三分钟的时间分小组讨论交流预习情况，这时师参与其中，不是直接告诉学生答案而是重在鼓励唤醒。接着检查学生对生字词的理解情况，虽然到了初中，但对字词的理解仍然是根底。再检查课文内容的把握情况，之后在之后把不能解决的问题提交全班讨论，对于问题师要做的心中有数，分别处理，对于不涉及文章重点的问题引导学生及时解决，对于引领全文中心的问题，老师不要急于讲解，流到下一集中阅读环节，重点突出。第四个环节是：直奔重点，集中理解到了这一环节，我没有胡子眉毛一把抓，而是带着学生从以下方面着手：分析^p老妇人形象，感悟人物内心情感，我设计了以下几个小点首先请你用恰当的词语形容阅读后的感受，在这个地方我做了两个预设：悲哀，悲哀于战争带给人们的伤害，老师随时出示战争影片，加深对战争造成伤害的理解，这也是本课的背景，理解背景也是学习的一种方法。预设二：感人红军战士浴血奋战不顾个人安危的事迹感人，出示图片真实再现红军的感人事迹。老妇人不顾个人安危掩埋红军尸体的事迹感人，这也正是文章的重中之重，这就转到了对老妇人形象的分析^p，这是我要求学生找出老妇人不顾个人安危掩埋红军尸体的语句和段落，读一读，交流一下，这样对老妇人的形象和情感就有了初步的理解。接着老师出示重点句子与学生共同讨论，这时候老妇人的形象和情感便跃然纸上。在要求学生习作：老妇人的这种对苏联红军的超越国际的母亲般的爱，我们非常感动，那么你想对老妈妈说些什么呢？把它写出来，这样从读到写，读写迁移。读写迁移法的运用让学生对老妇人的形象和情感就更加透彻了。新课标指出，阅读是学生个性化的行为不应以老师的分析^p代替学生的理论，一方面我鼓励学生自己选择教学内容，同时发挥老师的主导作用，让学生自己读课文，又深化的体会，真正的表达了学习自主性。而师生共同讨论重点句段，有利于解决重难点，也表达了互动性。最后谈谈这一环节的学法:谈感受找句子品句子读句子写感想悟真情地方法。第五个环节是：品析内化，拓展延伸。既然是内化就要对文章的整体内容加以吸收，既然是延伸就要延伸到课堂之外。在这里我设计了以下两个问题：①文章的线索是什么？那麽为什么不是炮火呢？文章很多地方都出现了炮火很容易给学生以误导，这是师生共同交流，讨论得出结论炮火只是环境描写，起到衬托气氛的作用，能更好的为突出主题效劳。②出示文章最后一段，品蜡烛深意。指明学生有感情朗读，重点词句交流讨论，师适当的补充，说明。最后得出蜡烛深意。拓展延伸：结合实际谈谈在当今和平年代，战争的硝烟仍弥漫在世界的各个角落，如今的你会做些什么？今后的你会怎么做？让学生加深对战争的理解及认识。真正的让学生在生活中学语文，用语文。为了让学生更好的理解课文内容，在板书设计上，我力求遵循美观，实用，简洁的原那么。主题《蜡烛》，线索《蜡烛》，血肉之躯凝聚成的火焰所散发的光辉是永不熄灭，它是生命之光的延续，是在正义战争中各国人民用血肉之躯所凝聚的友情，友情永驻。说课稿数学篇四尊敬的各位评委、各位老师，大家好！今天我说课的课题是高三计算机应用根底课程中的《word图文混排》，在进展教学设计时为了突出学科特色，充分表达“做中学，做中教”的教学理念，设定老师讲授和学生学习操作的教学环境为多媒体计算机机房，这样有利于学生模拟老师对计算机进展操作，同时加大了知识与技能传授的信息量，保证课堂教学有较高的效率。一、教材分析^p本教材是中等职业教育课程改革国家标准新教材，共七章,以winxp为操作系统平台,以office20xx为办公软件安排内容,从实用性和操作性出发。通过本教程的学习，使学生对计算机的根本概念、计算机原理、多媒体应用技术和网络知识等有一个全面、清楚的理解和认识，并能纯熟掌握系统软件winxp和常用office办公软件的操作和应用。二、教学目的根据教材内容和特点，考虑到学生的实际情况，确定本课的三维目的是：〔1〕知识方面：掌握图片的插入和编辑方法，以及自选图形的绘制方法。〔2〕才能方面：可以纯熟运用图片设计版面，表达主题；并对图文混排的作品及其制作过程进展评价。〔3〕情感方面：1、激发学习计算机的兴趣，形成主动学习和积极操作的态度2、培养审美情操，培养团结协作精神，增强自信心三、教学重点和难点教学重点：插入图片的方法，文字的环绕方式的理解和操作教学难点：使文档中的图片等对象和文字到达协调美观。因为仅仅掌握了插入图片的各种方法还不够，并不是图片插入得越多越绚丽就好，还要有较强的审美才能，所以要到达图文并茂，主题突出，协调美观是很不容易的。我要求学生发扬团结协作，自主创新的精神，同时通过示范、讲解并付诸实际操作，在“作品展示”中打破这一难点。四、说教学方法先说教法知识技能的传授应以典型“任务”为主，根据学生心理，尽管他们是高三的学生，但对知识的吸收绝大局部还是建立在感性认识的根底上，兴趣和爱好仍然是他们学习最好的动力。现代的学生在性格上表现得好奇、大胆、追求自己的个性，比拟喜欢开放、自由的学习环境，主观意识较强，因此本课采用“作品欣赏——任务驱动——师生讨论——任务完成——效果评价——归纳总结”的六步教学形式。再说学法以学生开展为立足点，以自主探究为主线，以求异创新为宗旨，本节课采用“看、想、做、说、改”等教学形式引导学生观察辨析、动手操作、自主探究，让学生全面、全程、全心地参与每一个教学环节中。五、板书设计借用ppt课件进展本课内容板书，强化图文混排的重点步骤和考前须知，通过文字图表的布局给学生以知识和美感。〔当然老师还要提早准备好文字素材和图片素材〕六、说教学过程为了突出教学重点、打破教学难点，本节课的教学设计是以“学生练”为主，把学习的主动权交给学生，老师只充当一个引导者、组织者的角色。为此，我设计了以下几个环节：〔一〕、激发兴趣、导入新课：〔3分钟〕为了激发学生的学习兴趣，尽快切入正题，在新课导入阶段，我选用了最简单、最直观的一种方式，即让学生在优美的乐典声中欣赏往届学生的优秀作品。然后提几个问题导入新课，比方你喜这些作品吗？你会做这样的作品吗？想不想自己动手做出比这些还要好的作品？告诉学生学习完本节课后每个同学都可以动手做这样的作品，甚至还可以自己设计、创新做出比这些还要优秀的作品。从而激发学生的学习欲望，为新课的讲授打下良好的心理根底。〔二〕、新课讲授：〔14分钟〕让学生观察一个简单的样例，看学生能不能自己做出来。根据学生的答复，假如说自己能做的，那就让他尝试做，当然也会有学生碰壁的，这时由一个会操作的学生来演示并阐述过程。要是学生不会做，需要帮助，从而引出学习图片的插入方法。老师先示范一篇，动作稍慢，给学生留心观察的时间。让学生回忆刚刚的步骤，自己操作，老师巡视。当学生做完后，让学生与样张做比拟，作品远远没有样张哪样美观，从而引出对图片进展编辑方法的教授。于是老师示范操作方法，操作完后让学生复述操作过程，因为高三学生面临中职高考，光会做不会写操作步骤是不行的。再让学生看课件上列出的操作方法及步骤。〔三〕、布置任务、学生练习〔15分钟〕我安排了两个层次的练习〔学生任选其一〕1．第一层次：学生对照书本上的151页所给的样例进展排版〔提示：学生可以到素材库里去找文字素材及图片素材，要做好这个样张还必须用到以前学过的相关排版知识：艺术字、文本框、首字下沉等〕。此项练习的目的是稳固现学和已学过的内容。培养学生的对知识的综合应用才能和综合操作才能。2．第二层次：以环境保护为主题，把事先做好的范例在投影仪上展示，让学生可以模拟制作，也可以自由发挥，制作有个性的作品。这项练习一来可以稳固复习相关知识；二来还可以给学生一个自由发挥的空间，培养学生的理论才能和创新精神〔鼓励学生分组协同合作完成〕。学生练习期间，老师巡视查看学生的操作情况，随时发现、分析^p问题、然后再通过不同的渠道解决问题。〔四〕、成果展示与小结〔8分钟〕利用学生的好胜心理，也为使学生完全参与到教学中来，我将一些成功的、有创意的作品通过大屏幕展示给全班同学欣赏，并要求其中个别同学讲解制作过程，锻练学生的语言表达及概括总结才能，然后老师再进展简单点评，使学生感受到成功的喜悦和创作的快乐，从而激发他们的学习热情。我采取了互动式小结。在此过程中，我用多媒体一步一步展示此节所讲内容的目录，让学生答复每项操作的步骤及考前须知，最后我再加以强调补充。这种做法使学生在轻松愉快的气氛中掌握了重点难点。〔五〕、作业最后，根据本节内容布置作业。设计制作一篇关于“感恩”的文档，要求：图文并茂，主题突出，版面协调美观。以上是我本次说课的内容，谢谢。说课稿数学篇五教材：小学人美版美术第四册第2课《绘画游戏》课型：造型表现课时：1课时我说课的内容是小学人美版美术第四册第2课《绘画游戏》。下面我就从教材分析^p、学情分析^p、教学方法和教学过程四个方面谈谈我对本课的设计。《绘画游戏》这一课属于“造型表现”学习领域，目的是让学生在游戏中理解线的变化，根据线随意变化产生的图形进展联想设计，添画上各种具象或抽象的形象。激发学生学习美术的兴趣，充分发挥想象力，培养创新精神。让学生在新颖的教学活动中体验学习美术的乐趣，尝试新的绘画方法。详细目的为：1．理解本课绘画游戏的根本方法。2．会利用随意线条形成的图形，想象添加形象，完成一幅有趣的画。3．激发学生学习美术的兴趣，体验美术活动带来的乐趣，培养学生丰富的想像力。根据学生的实际情况，我把本节课的教学重点定为：学习利用随意线条形成的图形,想象添加具象或抽象的形象。教学难点定为：巧妙地利用随意形，添加生动有趣的形象。心理学家布鲁纳认为：学习是一个主动的过程。对学生学习内因的最好激发就是激发学生对所学内容的兴趣，即来自学习活体本身的内在动机，这是直接推动学生主动学习的心理动机。低年级学生活泼、好动，游戏是他们最喜欢的一种活动形式。因此，在设计活动时，我主要通过“形的联想”、“走迷宫”、“迷宫探宝”等游戏环节来引导学生考虑、探究、发现和创作。在整个教学过程中我尊重学生学习开展的规律，由易到难，由简单到复杂，由探究再到创新这样一个过程。在教学中，为了更好地突出重点、打破难点，表达课程设计注重人文关心，侧重学生的体验过程，针对低年级学生的心理特点和认知规律，我遵循“教为主导，学为主体”的教学思想，通过游戏情景的创设，引导学生主动探究，体验学习的过程，培养学生自主学习和主动探究的意识，开展学生的想象力、进步学生的创造力；通过评价鼓励，引导学生积极互动，体会创作的快乐。为了更好地激发学生参与活动的兴趣，我还设计了“摸奖”的游戏来奖励在活动中表现突出的学生，充分凸显美术活动的学科特点，同时也让这些图画带给学生更广阔的想象、思维空间。〔一〕课前组织教学。在轻柔的音乐声中，稳定学生情绪，提示学生准备好学惯用具，为上课做好准备。〔二〕谈话导入。在这一环节中我以“小朋友们，你们喜欢做游戏吗？今天老师为你们准备了许多有趣的绘画游戏。想不想一起去玩一玩？”这一谈话直接引出课题，激发学生参与活动的兴趣。〔三〕“形的联想”游戏。在这一游戏环节中，我引导学生从常见的圆形、三角形再到不规那么的图形展开联想，并通过添画的方法来创造新形象。使学生在联想添画的过程中发现不同的图形、不同的方向都会带来不同的联想。为后面学生对“迷宫道路”随意形成的图形展开丰富的联想和添画效劳。〔四〕“走迷宫”游戏。在这一游戏环节中，我首先向学生展示一幅幅线条随意画，请学生在音乐的伴奏下伸出手指跟着一起弯弯绕绕地画线，感受线条的连接性和随意性，同时也为下面的活动作铺垫。〔五〕“迷宫探宝”游戏。在这一游戏中，因为学生有了先前对图形的联想、添画经历，我就尝试先让学生来“探宝”，并利用小组讨论、交流、演示的形式来培养和锻炼学生自主学习的才能。然后再出示老师的范例，使学生感受不同个体联想、添画的内容也是不尽一样的，同时引导学生发现不同的图形可以组合起来联想、添画，感受绘画游戏的神奇、有趣。另外，我设计了一个看图考虑的练习，向学生出示四幅“迷宫图”，让学生说说哪张迷宫图最容易让我们添画，从而可以有效地指导学生创作。〔六〕作品欣赏。在“作品欣赏”过程中，我分别引导学生从画家的作品和学生的作品中感受画面的神奇、有趣和丰富的想象力，同时也理解线描装饰和涂色装饰的两种方法，拓宽学生的创作思路，激发学生的创作欲望。〔七〕学生练习。在这一环节中我鼓励学生用走迷宫、联想、添画的方法自己来创作一幅神奇而有趣的画，锻炼学生的想象才能和创作才能。我首先引导学生根据提示说说画画时要注意什么？然后在学生创作的同时，展示一些配有音乐的图片、作品等，营造轻松的学习气氛，让学生在优美的旋律中展开思路、大胆创作，体验绘画游戏带来的快乐。〔八〕活动评价。在这一过程中首先通过展示学生作业，引导学生自评、互评，感受不同作品丰富的想象力和兴趣性。然后老师再总结、评价，鼓励学生在美术活动中积极想象，大胆创新，实现美术活动的价值。说课稿数学篇六尊敬的各位评委老师，大家好，我叫高杰，来自凌市朝阳街小学，我今天说课的题目是《浪花》〔板书课题〕，下面我将从说教材、说教法、说学法、说教学过程、说板书设计五个方面来对本课的进展说明。《浪花》是义务教育课程标准实验教科书，语文s版一年级上册第六单元第四篇课文。第六单元的课文题材多样，内容丰富。从体裁的角度看，有古诗、儿歌、故事、散文等。而主题那么是“生活多美妙，世界真奇妙”，鼓励儿童“快快乐乐的生活、认认真真的考虑”。《浪花》一课用诗一般的语言、儿童的口吻，描绘了海边的景物，具有很强的亲和力，有利于激发学生热爱大自然的情感，给学生以美的熏陶。根据教材的特点，结合单元目的及新课标的要求，充分考虑一年级学生的心智程度及年龄特征，本课教学我觉得应到达以下目的：1.知识与技能:正确认读12个生字，会写6个字。理解“迈着”“捧来”“轻轻的”“悄悄地”等词语。正确、流利地朗读课文。体会海边玩耍的乐趣。2.过程与方法:利用课文插图和重点词语感悟课文内容，培养语感3.情感态度与价值观:让学生受到美的熏陶，激发学生热爱大自然的感情。三个方面互相浸透,融为一体,注重学生语文素养的整体进步识字、写字和指导学生有感情地朗读课文。体会作者的思想感情，培养学生热爱大自然的感情，是本课的教学重点理解课文内容，体会海边玩耍的乐趣，激发学生热爱大自然的感情，是本课的教学难点。学情分析^p由于学生在前几个单元的学习中已经掌握了利用象形字的方法,说顺口溜的方法,采用比照加一加.减一减的方法,联络生活事物等方法进展认字,所以在本课的认字过程中引导学生用换部首的方法,猜谜语等方法进展认字,对于学生发现.寻找到的好的认字方法,应给予肯定和鼓励。一年级学生的思维处于形象思维阶段，学习语言习惯于直接体验、整体接收、综合感受，教学中，我根据学生这一思维特点，采用动作演示、多媒体再现情景等多种方法，让学生反复品味，体会表达的精妙及语言的内在情感，以激发学生的内心感受，并用读的方式表现出来。基于本课教材持点、学生的年龄持点及新课标的要求，我在教学中采用情景教学法、变式教学法、动作演示及鼓励等教学方法引导学生自主探究、读中感悟，实现与文本对话。古人云：“授之以鱼，不如授之以渔。”新课标要求，语文课程一定要使学生“掌握最根本的语文学习方法”。学生掌握了正确的学习方法，才能有“学会”变为“会学”；由“被动的学”转变为“主动的学”，从而到达“无师自通”的境界。教给学生一个终身受益的学习方法远比灌输有限的知识来得重要，所以在整个教学过程中，我会采取“自主、合作”的学习方式，给学生相宜的课堂学习“自由度”，表达在朗读课文环节，让学生“自由读”“同桌互读互听”“评价读”等方式中。为了完本钱课的教学目的，解决教学重点打破教学难点，针对本课的第二课时我设计了如下五个环节：环节一：复习词语，激情导入。首先我会出示生词卡片，带着学生用齐读和开火车读的方法复习所学生字词。浪花，贝壳，小虾，篮子，轻轻的。然后我会问：同学们，你们想看浪花、贝壳、小虾吗？让我们一起到海边去看看吧。此时我会利用多媒体课件播放海边风光和浪花声。设计意图：创设情境，诱发兴趣，实现学生与文本的对话。引发学生的共鸣，使其如临其境。环节二：品读感悟，细细体味首先我一边出示课文插图一边问：同学们快来看呀，我正在沙滩上玩耍，谁来了？〔预设学生回答：浪花〕。浪花一共来了几次呢？〔预设答复：两次〕浪花来了两次，都做了什么呢？请你用自己喜欢的方式读课文，喜欢哪一自然段，就把它多读一遍。学生自由读文后，我会引导学生学习感悟第一自然段，学生在汇报读第一自然段的同时，我相机板书：“轻轻、走”。接着我通过运用多媒体课件、让学生模拟浪花的动作、用词说话、找关键字等方法，让学生理解“迈着”“搔痒”“捧着”“又”等词语，体会文中“我”和“浪花”的快乐。并让学生把自己的体会用读表达出来。接下来，我抛出问题，引导学生继续汇报学习第二自然段：不久，得意的浪花又来了，这次，它是怎样来的？学生汇报读，我会相机板书“笑着、跑”，然后让学生用手、口表演出浪花唱笑跑来的样子。并带着学生比拟读“第一次走来的句子”和“第二次跑来的句子”。浪花唱得多快乐，笑得多开心呀。你看它还给我送礼物来了呢！学生汇报读相关句子。我出示课前搜集的贝壳，小虾的图片给学生欣赏。然后抓住捧字体会浪花的得意，这一环节中，我还将设计问题，启发学生想象：浪花还可能“捧”来什么呢？浪花又能唱又能笑，还给小朋友带来这么多的礼物，你喜欢它吗？让我们带着欢快的语气来读一读吧。浪花一会儿跑来，一会儿跑去，像一群什么？齐读第三自然段。这群娃娃怎样呢？预设学生汇报：淘气我会相机板书：淘气你喜欢淘气得意的小浪花吗？让我们再去看看它吧？有感情地朗读全文。设计意图：《新课程标准》指出“语文教学应以学生自读自悟、自学探究为根底，大力提倡自主合作、探究的方式，并通过读把自己的体会表达出来。低年级的学生要到达这理想目的并不容易，因此引导学生进展“品读、感悟”显得更为重要。低年级的学生的思维处于形象思维阶段，学习语言习惯于直接体验、整体接收、综合感受，教学中，我根据学生这一思维特点，采用动作演示、多媒体再现情景等多种方法，让学生通过做动作学习词语，让学生模拟“浪花迈着轻轻的步子走来”，还让学生“悄悄地搔痒同桌的小脚丫，感受被浪花搔痒的感觉”等做法，让学生在直接、整体触摸语言现象中，有所感悟，并在“悟”中自得。同时挖掘文本的情感因素，让学生反复品味，体会表达的精妙及语言的内在情感，以激发学生的内心感受，用“心理视线”去读书，去领悟语言文字，并用读的方式表现出来。我认为，这一过程本质是学生由对语言文字的自主探究、感悟品味到对内在情感的真切流露，更是学生内心与文本产生共鸣的过程。这也就到达了真正意义上的与文本对话。环节三：拓展视野，情感升华。播放《海底世界》动画，拓宽学生的视野，让学生得到情的激发、智的启迪，美的熏陶。继而让学生用一句热情洋溢的话表达自己对海、或浪花、或沙滩、或海底世界的热爱和赞美之情。设计意图：在本课教学中，我充分挖掘各种各样的教育资，根据教育目的对资进展组合和调整，为学生的学习提供感性的材料。美丽的《海底世界》的动画，把学生的视野及情感向纵深拓展，继而让学生用一句热情洋溢的话把情感释放出来。环节四：指导写字在此环节，我会出示认写生字，先让学生认真观察，注意每个字摆放的位置，认识笔画的特点，让学生学会了下笔前先观察，起到了“磨刀不误砍柴工”之效。然后我会让学生抬手和我一起范写，特别提示“贝”字的第三笔是竖撇，从竖中线起笔，第四笔是点，和第三笔对应，再让学生按笔顺在书上的田字格里描红、临写。学生练写时，我会桌间巡视并提醒学生注意三个一，随时进展个别指导，并展示好字，鼓励学生自评和互评。环节五：课堂小结，分享快乐师生共同小结本课的收获，让学生体验收获，分享快乐，感受语文学习的乐趣。这是我第二课时教学的板书设计。教学中我随机抓住学生汇报过程中出现的“闪光点”进展板书，帮助学生更好地把握文本的重点，起引领作用。同时，随机板书也作为一种肯定学生探究成果的形式，促进学生进一步探究的热情。如上就是我说课的内容，请各位老师批评指正，谢谢！板书设计：轻轻走浪花淘气笑说课稿数学篇七《坐井观天》是九年义务教育六年制小学语文第三册第四单元第十二这是一篇寓言故事,讲的是青蛙和小鸟争论天的大小,告诉我们像青蛙这样目光狭小,所见有限,还自以为是,是不对的,《坐井观天》位于本单元四篇课文中的第三篇,上承《捞月亮》,《狐狸和乌鸦》下跟《小马过河》.它处于由知识的学习向知识的运用转化的过渡位置,因此,它是本单元从感性认识上升到理性认识阶段中的一步棋子,是从掌握知识逐步向才能转换的一架桥梁.教学目的根据《全日制义务教育语文课程标准》,结合教材特点和学生实际,拟定以下教学目的:1,学会7个生字和由这些生字组成的词语,着重理解坐井观天,大话,无边无际等词的意思.2,理解课文内容.懂得坐井观天这个成语的比喻意思.3,正确,流利,有感情地朗读课文.教学重点,难点课文四至七自然段青蛙和小鸟的对话是教学的重点.理解坐井观天的寓意是教学的难点.创新点为打破教学难点,让学生创造性地学习,可采用以下方式来培养学生自主探究的才能:(1)图文结合,理解词意,学生模拟动作,理解词意;(2)做实验,体验观天.学生用纸圈成筒体会青蛙之所以认为天只有井口大,是因为高高的井壁挡住了它的视线,从而提醒寓意;(3)借助情境,动画演示小鸟遨游,体会小鸟见多识广;(4)设计跳出井口,启迪学生创造性地想象,深化认识.根据寓言故事的特点及本课的语言特色,教学中,以青蛙与小鸟的三次对话为线索,以读代讲,以读促学,让学生在读中悟情明理.引导自由阅读,自由表达,打好自主学习语文的根底.再有,低年级学生喜欢直观,形象,生动的画面,为贴近学生实际,可采用简笔画,录像,动片演示等手段,激发学生学习兴趣.根据新课标的精神,我运用了谈话法,比照法,表演法,理论法等教学方法,鼓励学生全面参与,主动学习,培养创新才能和理论才能.新课标要求,语文课程一定要使学生掌握最根本的语文学习方法.学生掌握了正确的学习方法,就会产生两个飞跃:一是由学会变为会学,二是由被动地学变为主动地学,到达自能读书,不待老师讲.的理想境界.这样,学生的主体精神被大大激发,其学习效率就会大大进步,做到事半功倍.学无定法,贵在得法,教学本课时,指导学生自由选用读,说,背,演等学习方法,结合比拟朗读,想象情境,直观理解,做实验等学习方法,真正到达教是为了不教这一教学的最高境界,在阅读习惯方面,着重培养学生解疑阅读,学会自学,学会积累的良好习惯.积累和运用是新课标强调的又一重要内容,在这个环节中,以学生的开展为出发点和归宿点,精心设计练习,训练学生的听说读写的才能.(1)学生听老师范读,听学生朗读,在听中感悟语言;(2)动画演示小鸟遨游各地后,让学生练说,抓重点词让学生练说,想象青蛙跳出井口后练说;(3)个别读,齐读,小组读,分角色读,比赛读,引读等形式到达读书百遍,其义自见的效果;(4)布置学习课后续写青蛙跳出井口后的故事,延伸课文的内涵,培养学生的创新思维.围绕教学目的,紧扣新课标和教材,表达学生为主体,老师为主导,训练为主线的教学思想,表达以读为本,以读促学教学方法,注重看,听,说,读,练的教学思想,可安排两个课时完成.下面详细说第一课时的教学步骤:(一)启发谈话,引入新从学生实际生活中,所见到事物谈起,说自己认为天有多大,引入课题,释题质疑.(二)图文结合,理解词意.借助图片动画弄懂落,井沿,在简笔画中贴图找青蛙与小鸟的位置.(三)指导朗读,启发想象.重点引导体会问号和感慨号的语句所表达的不同语气,从小鸟遨游的画面想象走过的地方,领悟出小鸟眼界宽,看得多,见识多.(四)突出重点,解决难点.(1)通过动作表演理解课文;(2)通过卷纸筒观天,懂得青蛙认为天只有井口大的原因.(五)总结学法,引导自学.检查效果,完成练习.(六)角色表演.假设情境,创造思维,练说:青蛙跳出井口的情境.(七)归纳总结,提示寓意.一个好的板书,能激发学生学习兴趣,能把课文的思路,老师的教路,学生的学路融为一体,本着板书为教学效劳的目的,在板书中,我利用简笔画和图片吸引学生,理解课文,提示寓言,板书如下:12,坐井观天天无边无际看得多见得多天井口大看得少见得少说课稿数学篇八这次我执教的是五年级上册的品德与社会课题，为了把我们的每一节思品课扎实有效，总结好每堂课的好的上课经历，特从设计理念、教材分析^p、教学目的、教学过程、教后反思等方面来总结一下我讲的这堂课：“寻找身边的科技”是“身边的科技”的第二主题活动，本堂课的设计理念我旨在引导学生在生活的各个领域中寻找身边的科技，体会科技给人们的生活带来的极大便利。在教学时引导学生广泛寻找科技产品，充分调查研究、搜集资料，课上交流、共享、互相学习的我方式，旨在培养学生积极参议调查研究，用于发表自己的见解，学会与人交流，进步搜集和处理信息的才能。设计“我的创造”，给学生留有书写的空间，目的是培养学生关注生活，改善生活，发挥自己的创造性，培养学生创新思维，锻炼学生动手动脑的才能。人类社会经过漫长的开展历程，生存环境已发生了深化的变化。如今我们的周围都已成为科技的世界，可以说科技无处不在。人们创造了科技，科技又在改变着人们的生活。我们与科技息息相关，密不可分。“身边的科技”由“我家买了洗衣机”和“寻找身边的科技”两局部内容组成。“寻找身边的科技”是上一主题的拓展延伸，由对一种科技产品的研究，扩展为对科技的全方位的关注：领域设计家庭、学校工厂、农田，生活涉及衣食住行。通过调查研究，整理信息、交流共享，使学生亲身感受科技的普遍存在，科技给人们的生活带来的可喜变化。安排鲁班创造“锯子”的故事，是为了激发学生创新欲望，让学生掌握创新的方法。1、使学生认识到现代生活离不开科技，科技就在身边，科技在改变着人们的生活。2、知道一些常用物品所包含的科学道理。3、能尝试和改良生活中的缺乏，进展创造创造，培养学科学、爱科学、用科学的情感。4、积极参与调查研究，勇于发表自己的见解，学会与人交流，进步搜集和处理信息的才能。其中教学目的1、3、4是本课学习的一个重点，教学目的3、4既是本课学习的重点，又是本课学习的难点，为了有效地抓重点、突难点，在教学过长中我设置了以下环节：主要分三步进展：1、以小组为单位整理自己课前的调查表，在整理的过程中假如发现有同学的说法有错误，小组中的同学一定要一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