最新窗前的气球课文教案(10篇)

作为一名专为他人授业解惑的人民教师,就有可能用到教案,编写教案助于积累教学经验,不断提高教学质量。怎样写教案才更能起到其作用呢?教案应该怎么制定呢?下面是我给大家整理的教案范文,欢迎大家阅读分享借鉴,希望对大家能够有所帮助。

窗前的气球课文教案篇一

《窗前的气球》是义务教育六年制小学语文第三册中的一篇体现关心他人的讲读课文。课文讲述了科利亚同学得了传染病,住进了医院。病魔使科利亚与伙伴们隔开。正在科利亚孤单,寂寞时,他的伙伴们想了一个好办法。在一个红气球上画了一张可爱的笑脸,让红气球飘到了科利亚的窗前并一上一下地跳动。当科利亚看到这个红气球时,他露出了笑容。这是一个启发学生为了珍惜同学友谊而善于思考,动脑的故事。课文以“科利亚前后两次心情变化”为线索,给学生创设了良好的想象空间。在教学中,指导学生弄清楚科利亚的心情为什么会发生变化?是本课的教学重点。通过本篇课文的学习,每个学生都会从科利亚伙伴所想的办法中,受到启发,同时也受到珍惜友谊的良好教育。

语文课程标准”提出“阅读是学生的个性化行为 ”。是教师、学生、教材、多媒体之间的平等对话。教师既是学习的组织者,引导者,促进者,服务者,也是一个学习者。这就要求在整堂课的教学中,时时、处处都要体现一种良好的,平等的师生间对话。在阅读教学中,教师不仅要珍视学生独特的感受、体验和理解,还要让学生有所感悟,有所思考,有所创新。针对新课标及低年级儿童重趣味性教学实际。我以“多朗读,多感悟,多讨论,多交际”为模式,以训练学生思维为核心,尝试“自主—合作—探究”的教学方式。充分调动学生的学习积极性,让全体学生参与教学的全过程。在讨论交际中,在开启学生思维中掀起小高潮,让学生在余热未尽中体验学习的快乐。在教学中,我充分尊重学生的学习积极性,让学生用自己最喜欢的方式与小组同学合作学习。把学生轻松带进课堂,让学生愉快地融入课文,再找准突破口,联系生活实际,在知识点,能力点,育人点方面有的放矢,由虚到实,层层递进,循序渐进设计教学的全过程。具体教学目标如下:

1、认识“科、亚”等7个字。会写“户、亚”等8个生字。会用“可爱的”“高兴地”写句子。

2、 正确、流利、有感情地朗读课文,体会同学之间的真挚友谊。

3、懂得珍惜友谊。

认字,写字。有感情地朗读课文,体会同学之间的真挚友谊。

使学生在学习课文时,融入到课文中去。

多媒体课件。

两课时

一课时

基本教法:

指导学生用自己喜欢的方式读课文,用自己喜欢的识字方法认识二类生字、词,进而能美美地把课文读一读,初步感知内容。再反复朗读重点句段从而读懂课文内容,最后以小组为单位,通过读文,合作讨论交流探究的学习方式来学习课文内容。整堂课以多朗读,重学法指导,以多讨论,重交际,重创新思维训练,营造一个良好的、民主的,平等的课堂氛围。

一、创意激趣,谈话导入

语文课的教学以训练学生思维为核心,训练学生思维无时不在,无处不有。就课题“窗前的气球”而言,一个气球看似很平常,很直观,教师只需出示气球实物。但要创境激趣,训练思维,就要考虑导课的艺术策略。气球是圆的,利用这一特点,教师在教学新课前,画一个圆让学生观察后充分想,它会是什么呢?圆的东西很多,你能把它想成些什么呢?这样设计就利用好开课时一定时间、空间,把学生带入想象的天空,把学生的思维大门打开了。接着教师或学生再添上几笔,把刚才的圆变成了一个讨小朋友们喜欢的气球。“你们喜欢气球吗?为什么?最后教师再巧设过渡语,送你一个红气球,可能就是送你的一声问候,一声祝福,一种安慰,你相信吗?这样一来学生的学习积极性很快就调动起来了。这样教师就巧妙地,逐步地把学生带到课文的学习中去。

二、齐读课题,质疑问难

导课时,教师的巧妙过渡语,把学生的学习积极性调动了起来。当学生看了黑板上的气球图,听了老师的叙述时,或许他们会有更多的问题要问老师。教师应抓住学生融入新课学习的那一瞬间,让学生大胆质疑。读了课题,你有什么问题要问老师。这样做,为学生在学文中,更指明了方向,使学生能带着问题,有目的地去学习课文。

三 、 初读课文,初知课文大意

要让学生知道自己质疑的问题,及教师导课中,送你一个红气球,就是送你的一声问候,一声祝福,一种安慰,这是怎么回事?得从课文中寻找答案,寻找答案的最好方式就是读课文。在读中理解,在读中感悟。在学生初读课文时,我充分尊重学生的朗读方式,学习二类生字、词的方式。我让他们选择自己喜欢的方式读课文,选择自己喜欢的认记方式,认记二类生字、词。为了能更好体现语文教学所遵循的整——分——整的教学模式。我在让学生初读课文时,设计了这样一个问题:“你知道课文讲了一个什么故事,能说说吗?”让学生用自己的话说说课文大意。既训练了学生的口头表达能力,也体现了语文教学整——分——整的教学模式。

四、检查二类生字、词,认读情况,扫除生字、词障碍

在学生初知课文大意之后,接下来就是细读课文。通过入情入境多种方式朗读来理解课文内容。要做到入情入境,有感情地朗读课文。针对课文中的一些二类字、词,不解决,那从读中来理解就是一句空话。但低年级儿童在自学生字、词时可能会有一定的盲目性。这样教师就要有一定的检查,使他们有目的地学。所以在初知课文大意之后。我以生动,形象的课件展示,检查学生认读二类生字、词情况。

五、小组讨论,合作学习

在新课标理念下的教学,应改变传统那种教师讲,学生听,教师问,学生答的教学方式。而应放手让学生自学,教师只是参与他们的学习,辅助他们的学习,“窗前的气球”是一篇文质兼美,篇幅短小,内容浅显易懂的文章,学生一读就明白了,教师不必过多讲解,直接放手让学生读。让学生围绕自读提示小组互相合作,讨论学习。在设计自学提示时,我考虑到这是一篇叙述故事的文章,不能用目前很时髦的方式,即“你喜欢哪个自然段,读一读;交流一下你读懂了什么?”的方式来指导自学。而这种很时髦的自学应针对一些抒情味较浓的文章采用。所以我设计了这样的自学提示:“这篇课文一共有几个自然段?在小组中各自读一遍课文,边读边领会各段内容;在小组中交流读了课文后,你知道些什么?”来指导学生自学。学后教师对学生的学习结果作适当检查就行了。这样做既渗透了学法的指导,也为高年级学习做铺垫。在学生汇报自学情况时,我随学生的汇报学习,而去辅助。一但发现个别学生有疑难时。教师仍不可直接帮助,而应鼓励他再读课文去理解,或请教小组内其他同学给予解决。这样充分体现了合作意识,也体现了以学定教,顺学而导的教学方式。对一些有训练思维空间问题时,引导进行探究性学习。教师可相机提出,再次把学生思维大门打开,引导飞向想象的天空。这样再次把训练学生思维落到实处。对学生的创新给予肯定表扬,尤其是低年级儿童,那种学习的积极性就更增强了。

六、巧设儿歌,巩固二类生字、词,课文内容,深化理解

新课标为了让学生提前进入阅读,在每一课中或多或少地要求认识一些二类字。而这些只需会读的二类字,应采用多钟方式浮现,以加强对生字的巩固。而总结课文内容也是一个必不可少的环节。为了使儿童整堂课都在一种轻松,愉快的氛围中乐学。我在课堂结尾时,以儿歌的形式,让学生拍手对唱。不仅巩固了二类生字、词的认识,也总结了课文内容,渗透了思想教育。把低年级语文课的一个“趣味性”体现的淋漓尽致。

七、布置作业,准备下课

一堂完整的课应在课后设置一定的作业,以强化巩固课上所学内容。

窗前的气球课文教案篇二

人教版课改实验教材第三册的第22课《窗前的气球》。课文讲述了科利亚得了传染病,住在医院里。他的同学们借一个飘在窗前的红气球,给他送去问候,送去关怀的真情故事。窗前的气球将激动着孩子们的颗颗童心,引导着孩子们打开想象的大门,飞向真情的天空。

本课由两课时完成。第一课时教学字、词和进行初步的阅读。下面我仅就第二课时向大家介绍。教学目标有三:

1、知识目标:会用“可爱的”、“高兴地”写句子。

2、能力目标:正确、流利、有感情地朗读课文。在课文的学习中培养学生自主学习、独立思考的能力;让学生凭借教材展开想象,培养学生的创新能力和语言表达能力。

3、情感目标:带领学生感悟课文,使他们懂得珍惜友情。

本课的教学重、难点是让学生体会科利亚前后两次心情的变化,并凭借教材展开想象。同时受到珍惜友谊的良好教育。

语文教学是有情感、有生命的。《语文课程标准》指出:在自主阅读过程中,通过学生,教师,文本之间的对话,通过挖掘文本中的空白点,放飞想象,唤醒学生的人生体验,激活生活积累。因此我设计了以下四个教学环节:

教学伊始,我先出示一首体现课文内容的儿歌,让学生边拍手边读。学生的情绪一下子被调动起来,个个激情萌动。然后让学生找出儿歌中的生字“科”“亚”“呆”。接着,学生认读文中的生字词和部分短语。在这一过程中,文中的生字词以不同形式反复再现,教师不断以激励性语言对学生的表现加以肯定,让学生在复习的同时体验成功的快乐,并为接下来的读文做好铺垫。

上文是小学语文二年级上册窗前的气球说课稿,希望文章对您有所帮助!

我是这样过渡的:“复习了生词再读课文,相信你们会把课文读得更加流利。读课文前,谁当小老师给大家提提要求?”学生再一次兴奋起来,有的说要读准字音;有的说要读出感情;还有的说要把句子读通顺……当我说:“请打开书自己大声读吧!”教室里顿时一片书声朗朗。这里通过学生自己提出读书要求,体现了自主学习的理念。

在这一环节,我设计了三个问题引导学生阅读第1、2自然段。(1)、窗前的气球代表什么?(2)、科利亚生病了,同学们为什么不去医院看望他?(3)、这时的科利亚心情怎样,你是从哪知道的?

我把课文的第二自然段作为了阅读的重点。先请一名同学读一读,其他同学思考:这一段有几句话?主要说了什么?在数句子的同时,复习了标点符号的使用,并引导学生抓住中心句:他觉得真没意思。我又接着问:“你从哪能体会到科利亚的心情?”学生再一次细读第2段,找到了静静地、呆呆地、什么也看不见、真没意思,来体会科利亚的孤独和寂寞。这时有学生问道:“老师,为什么这里说一角天空呢?”这正是我要解决的一个小问题,没想到学生竟在自主阅读中产生了质疑。我立刻把握住学生这一提问的闪光点,赞赏地说:“真不错,你能边读边思考,我们要向你学习。是啊,我们平时都说一片天空,这里怎么用角呢?”一个学生立即说道: “因为科利亚只能看到窗口露出的天空,就像《坐井观天》里的青蛙一样,就看到井口大的天。所以用角更好。”我赞扬道:“你说得很好,还联系了前面学过的知识,太棒了。看来抓住文章中的重点词句,可以帮助我们更好地理解和朗读课文。”

这一教学过程从文本中的词句入手,引领学生入境生情,集中全部的心智与文本对话,去感受科利亚的无奈。同时渗透了初步的阅读方法,并教会了学生思考。

在学生读有所悟的基础上,我播放了一段动画。看后,我问道:“现在你有什么感受?想想你生病的时候,心情怎样?”这一问题掀起了一个小高潮。孩子们纷纷表达着自己对科利亚地理解和同情。例如:我觉得科利亚真可怜。我都替他难过。我感到科利亚好孤独啊!我生病的时候,又难受,又没意思,想快点好起来。

顺着孩子的回答,我继续引导“你们都是情感丰富的孩子,能通过朗读把你的感受表达出来吗?学生一个个声情并茂,紧皱的眉头,噘起的小嘴,以自己的感悟表达着科利亚的孤独和无奈。

读中体验,是阅读教学的基本策略。这个环节,是让学生在自我阅读中,联系生活的体验,放飞自己的想象,以我心比他心,深入的体会科利亚的心情。当有了这样的情感体验,感情朗读自然到渠成。

读后,注重教师的评价和同学之间的评价。为了让学生能更好地使用普通话,正确、流利、有感情地朗读,我让学生当小老师,评价其他同学读的怎么样。学生们听说要当小老师,个个把小手高高举起,跃跃欲试。于是,小老师们在热闹的气氛中一个个产生。他们争着指出朗读同学的优点和存在的不足,我对学生的朗读和评价也给予肯定和鼓励,这样在阅读中构建起鼓励和评价机制,既锻炼了学生的听说能力,又让学生始终保持着那份读的热情与渴望。

“科利亚这么孤单,我们再一起去看看他。”这是我再播放一段动画。当学生看到科利亚的笑脸和窗前的红气球时,自然产生疑问:“气球是从哪来的?科利亚为什么笑得这么开心?”一些有价值的问题一一呈现出来。我随即鼓励道:“你们这么聪明,自己到文中去找找答案吧。”于是我放手让学生自主阅读第3至5段,并在自己有所发现,有所感悟的地方或者是不懂的地方做些记号,然后在小组中交流,全班交流。

在理解“气球是怎样飘到窗前”这一问题时,我让学生找出第三段中自己喜欢的词语,引导学生抓住“摇摇摆摆”、“一上一下”两个词想象气球的动态,有的学生还配上动作演一演,展现出儿童的天真。

学习第四段,让学生注意体会“气球上画着一张可爱的小脸”和“他好像看见米莎拉动拴着气球的绳子,几个同学站在四周,叽叽喳喳地指手画脚”这两句话蕴含的感情。科利亚由这张“可爱的笑脸”联想到的,是一幅多么美好的画面!这里让学生展开联想,描述自己头脑中的画面。有的说科利亚想到和同学们在教室里上课,有的说科利亚想到和小伙伴一块踢足球,总之,孩子们尽情地想象着校园里的美好生活。

理解“指手画脚”时,学生有一定困难。我引导学生想 象科利亚的同学站在四周可能会说些什么,做些什么。这样,边说边做动作指挥别人,就是指手画脚。

这一环节,让学生自主读书,动笔墨读书,激发学生阅读欲望。在学生充分阅读,充分感悟之后,再一次让童心飞翔,让想象驰骋,把他们带到科利亚的世界,让他们领悟到科利亚的高兴是由于他想到了一幅幅多么美好的画面,使学生的情感再次得到升华。

读是阅读的基础,运用才是学习的目的。因此,我还设计了比较句子和用“可爱的”“高兴地”写一句话的练习。先用可爱的、高兴地说短语,再让学生把短语扩展成句子说一说,最后完成书上的读读写写。这样说写结合,循序渐进,加强了词、句的训练,使学生真正将课文中规范的语言内化成自己的语言。

学到这里,学生的心情已经随着科利亚轻松了许多,再进行朗读训练,孩子们的脸上自然带着微笑,语气也随之欢快起来。

“窗前的气球在说话,心里暖洋洋的科利亚在说话。”为了给学生提供一个想象说话的空间,我设计了这样一个情境。让学生成为剧中人,让气球撞击打开想象的大门,带着自己的情感体验走进课文,走进爱心小世界。孩子们畅所欲言:“科利亚,祝你早日康复!” “科利亚,你寂寞的时候就想想我们吧。”“谢谢同学们,有了你们的关心,我一定很快好起来。” 这一环节的教学让人始终沉浸在一种温馨的氛围中。一句句充满童真的问候语,包含着孩子们浓浓的情谊。使在座的每一个人,心中都顿生暖意。

最后教师小结:科利亚也许是被“可爱的笑脸”逗乐而笑;也许是为米莎的“创举”而开心的笑;也许是忘了病房里的孤独而高兴地笑……总之,这个飘在窗前的红气球,给科利亚带来的是一声问候,一个惊喜,它代表着全班同学真诚的心。

当学生借助气球向科利亚表达问候之后,我再一次开启学生的思维:一个学生“你还有什么好办法问候科利亚?”一个学生说:“老师,现在科技发达了,有一种遥控飞机,我可以把要说的话写在纸上,用遥控飞机送到科利亚窗前。”其他孩子也争先恐后地回答:放风筝、打电话、写信、录音等等,孩子们在想办法的同时,也感受到了现代化设备给人们带来的方便。

最后我说:“老师的心里暖融融的,你们有什么感受?学生谈要和同学友好相处,要能替他人着想,有的讲了发生在自己身边的友情故事,深化了文章主题。

这节课我设计了这样的作业:班级中有哪些同学需要你帮助、鼓励?用你喜欢的方式向他表达友谊,可以给他画个可爱的笑脸,说几句鼓励的话,或写几句知心话等。

板书设计主要采用“图文式”板书,内容突出了课文的重点,能吸引学生的注意力。

总之,对于二年级的学生来说,人文性首先以童心为基础。我在教学中努力追寻童心,以童心与儿童对话,让学生在语文实践中感受语文,体悟情趣,拥抱美好的生活。

窗前的气球课文教案篇三

我今天说课的内容是义务教育课程标准教科书语文二年级上册,第22课《窗前的气球》。

这篇课文叙述了一个动人的故事。天真活泼的科利亚因患有传染病而被医院隔离治疗,躺在病床上的科利亚特别孤单,非常想念以前的伙伴,想和他们一起在操场上奔跑、欢笑。心有灵犀的伙伴们感受到了科利亚的孤独,给他送去一个飘在窗前的气球,气球给科利亚带来了一声问候、一张笑脸,更是一阵惊喜。通过这篇课文让我们看到了孩子们之间那一份真挚的友谊,这正是一篇面向孩子们进行情感熏陶的的好教材。

本课由两课时完成,我认为阅读教学最重要的是指导学生把课文读准、读正确、读流利、读出感情;其次就是认字,同时积累语言的运用,在这个理念指导下,我定下以下课时目标:

1.认识会读“科、亚”等7个字。会写“病、角”等八个字。

2.正确、流利、有感情地朗读课文。值得重视的是通过学习阅读课培养学生的语言表达能力,促进语言的积累和运用。

3.体会同学之间的真挚友谊。

根据学习目标和孩子的认知水平、心理特点,我确定了本课的教学重、难点。

1、教学重点:在学会生字的基础上,引导学生通过朗读课文,体会科利亚的心情变化。

2、教学难点:能展开想象,想象如果你是科利亚,你躺在病床上会想些什么?想象小伙伴们通过气球想对科利亚说什么?

下面我就简单地说一说我的教学步骤以及各个步骤的教学理念

因为本课的难点是体会人物前后的情感变化进而让孩子们感受到同学之间的深情厚谊,特别是科利亚一开始的那种真没意思的心情二年级的孩子不一定能完全体会,所以一开始,我通过课前谈话,让学生生说说开心的事,引出假如有一天你不能再享受这些快乐了,你有什么感受,引导学生通过对比初步体会失去这些快乐后的孤独、难过的心理,为课文的情感体验做好一定铺垫。

识字、写字是低年级语文教学的重要内容。但是二年级学生已经掌握了初步的识字方法,我觉得应该把识字的主动权交给学生,突出学生富有个性化的识字方法,因此,不仅在本课,以后的生字教学中我会抛弃了原先的要学生先看拼音读、再去拼音读、然后记字形这样按部就班的方法教学,而是利用小组合作学习的方法,四人一小组,每一小组各自选一个生字宝宝,两人讲讲是如何记住它,另外两个小朋友想想组词,这样给学生自主合作学习的空间、时间,让他们自己突破识字难关, 之后再互相做交流。

由于本篇课文的重点是需要孩子走进科利亚的内心,懂得科利亚的内心情感变化。但是健康快乐的孩子不一定能体会病床上的科利亚的孤单与寂寞。因而,可能有些学生只是浮在语言的片面上,不能真正理解课文的用意。因此我在设计这一环节的时候我会运用直观教学,先用课件出示科利亚一个人静静地躺在病床上,呆呆地望着窗户的情景图,加上科利亚的独白:我生病住在医院里觉得真没意思。当学生进入情境后,让学生结合课文中的词句谈谈为什么科利亚会觉得没有意思?接着马上出示自学提示,让学生自主学习课文第一第二自然段。同时引导学生说说科利亚在医院里不能做什么,只能怎么样?来体会科利亚的孤独、没意思。在这方面我需要学生不仅亚欧走进科利亚“没意思”那种心情,同时培养学生语言的积累和运用,比如用上关联词因为,所以来说一说科利亚为什么会觉得没有意思。在这个基础上,开始趁热打铁,进入第四环节。

基于本课文的难点,同时也为了培养孩子们的语言的积累和运用,我在第一第二自然段进行了第二个自学提示:如果你是科利亚,你躺在病床上会想些什么呢?让孩子们发挥想象的空间,各抒己见。然后我给学生一个句式,进行随堂练笔:科利亚静静地躺在病床上,呆呆地望着窗户,他想起以前……而现在……这样一个句式去写。

就在学生们走进科利亚那种“没意思”的内心后,马上进行转折,学习第三第四自然段。因为课文3、4自然段内容浅显易懂,根本不用老师多讲。所以在处理这两段文字的时候我会采取略处理,请孩子们自读3、4两段,然后让学生重点读读第四自然段想想此时科利亚的心情又是怎样的,你从哪里体会到了?进而引出本课的重点也是难点——小伙伴们通过气球给科利亚送去的是什么?让学生体会同学之间的那一份真挚的友谊。在交流中引出课文最后一自然段,让学生一起走进科利亚的内心,开心地笑了。

由于本文的价值在于教育学生“懂得珍惜友情,获得美好的人生体验”。所以在最后一环节我还会让学生在纸气球上为科利亚写上自己的祝福,同时播放一段《歌声与微笑》的音乐,让学生能在轻松快乐的氛围中表达自己的心声,而后可以进行交流。

以上是我粗糙的教学步骤,我的课堂还很稚嫩,课堂中还存在很多不足之处,希望各位老师多多批评指正,让我尽快地站稳我的语文课堂,这是我的板书,谢谢大家!

窗前的气球课文教案篇四

我今天说课的内容是义务教育课程标准教科书二年级上册,第22课《窗前的气球》本文叙述了一个动人的故事。天真活泼的科利亚因患有传染病而被医院隔离治疗,躺在床上的科利亚是多么的孤单,多想飞到伙伴们的身边一起去感受那朗朗的书声,一起去操场奔跑、去欢笑。心有灵犀的同学们感受到了科利亚的孤独,给他送去了一个飘着的气球,气球给科利亚带来了一声问候、一张笑脸、一阵惊喜。通过这篇课文让我们看到了一份真挚的友谊,窗前的气球将激动着孩子们的颗颗童心,净化着孩子们幼小的心灵,引导着孩子们打开想象的大门,飞向真情的天空。这是一篇面向孩子们进行情感熏陶的好教材。

我认为阅读教学最重要的是指导学生把课文读准、读正确、读流利、读出感情;还有认字,积累语言和体现正确价值观,在这个理念指导下,我根据二年级学生特点,定下以下课时目标:

◆知识与能力:认识“科、亚”等7个字。会写“病”“猜”两个字。

◆过程与方法:正确、流利、有感情地朗读课文。

◆情感、态度与价值观:体会同学之间的真挚友谊。

教学重点为,认识7个生字,读准?“亚,猜,拴,逗”字音,正确、流利、有感情地朗读课文,真切体会科利亚与同学之情的友情;难点为,真切体会科利亚与同学之情的友情。

课件、生字卡片、气球。

语文学习不仅要帮助学生学习和掌握知识,尤为重要的是让学生学会求知,让学生学会学习方法,变“我学会”为“我会学”,真正实现“教是为了不教”的目的。而阅读是高度个性化的心智活动,小学生在搜集、组织以及提取材料信息相对成人较缓慢,而且学生之间又有差异,所以,这节课主要采取自主、合作的学习方式,给学生相宜的课堂学习“自由度”,给学生“自主感受体验的时间和空间块”,给学生独立阅读、思考的时间,让学生自由读,读中思,思中悟,体会课文中温馨的友谊。

课文语言文字蕴涵着丰富的情感因素,这正是体现了语文学科的人文性。而这样情感充沛的文章,最易打动孩子们的心。所以,整堂课我将情感目标贯穿课文的始终。具体的教学步骤如下:

1、谈话导入新课,揭示课题

一开课,通过了解什么是“传染病”?在全班情绪处于讨论热时,我引出“科利亚生病了……”由这一段直接引入课题。

2、在初读感知中悟情

让学生带着疑问,借助拼音自由读文,随后再采用多种识字方法学习生字,为学生正确朗读课文打下基础。学生能正确读课文后,再提出更高的朗读要求,流利地朗读课文,在学生进行充分练读后,根据自己的感情,分段在全班展示朗读,师生共同评价。学生有了读书的充分自由,就变得爱读,想读,他们也真正成为了学习的主人。

3、再进一步朗读中抓重点词、句、段深入体会文意。

感情朗读不仅是体会课文思想感情的有效方法,也有助于学生情感的调动。因此,在引导学生悟情后,还应重视引导学生有感情朗读。学生展示朗读第二段时,老师伺机提问:当你们生病独自在家时,心情怎样?(孤独,难受)是啊,科利亚离开爸爸妈妈,离开他的伙伴,这种孤独的、无奈的感觉就会更加深刻。那好吧,把你们的感受都读出来吧!通过调动学生自身的心里体验,让学生更深刻地体会科利亚得了传染病后的孤独、无奈。学生自然而然地体会到情感,从而动情地朗读。

4、在拓展延伸中表情

课上到这,教师的任务并没有完成,为了使学生的情感得到升华,我引导学生从课文内容想开去,让学生围绕“如果你去看科利亚,你还会想对科利亚说点什么?”,“你觉得可能还有哪几种办法看望科利亚”,课堂上积淀了许久的感情,这时得以释放,每个同学通过小组合作讨论,把自己想对科利亚说的话以及想出的其它看望科利亚的方法写在画有笑脸的气球上,以自己独特的方式表达对朋友的友谊与关怀。这样做,不但把学生课堂所获得的情感态度、价值观迁移到实际生活中,引导学生去关注生活,让他们懂得珍惜友谊,同时又培养了学生了创新能力。

采用简笔画配文字的板书,此板书直观、形象,有效突破本课的重难点。

教学内容:熟读课文,识字写字。

(一)谈话导入新课,揭示课题。

1.谈话导入。

同学们,你们知道什么是传染病吗?(指名生说)那你都知道哪些传染病吗?是呀,传染病最大的特点是传染性强,所以我们在日常生活中一定要做好一些传染病的预防工作,比如:出门时戴口罩,不到人多人杂的地方去凑热闹等等。那么在这里老师来打个比方,如果你自己得了传染病被隔离起来了,例如甲型h1n1流感,手足口病等。你的家人和伙伴不能去看望你,你会有什么感受呢?是呀,我们会感到难过、孤独、伤心……大家看这里,(出示图加第一段),那可怎么办呢?好,今天我们来学习一下《窗前的气球》一课。

2.板书课题,齐读课题。

3.平时,你在哪些地方看到过气球?看来,气球给我们的生活带来了很多乐趣,不过,今天我们要学习的课文中的气球,却有一些特殊的作用,它呀,成了一剂治病的良药。这到底是怎么一回事呢?让我们一起去读读课文吧,相信大家一定会找到答案的。

(二)初读课文,学习生字新词。

1.在课文中圈画出蓝色通道里的7个生字。在自然段前标上序号。

2.自由轻声读课文,读准字音,读到圈画的生字时,多读两遍。(学生自由读书,教师巡视了解读书情况。)

3.课件出示带有拼音的要求认识的字:科??亚??呆??始??猜??拴??逗,学生借助拼音,自由练读。

4.组内交流互读生字。

5.指名代表读,全班交流。

6.指名分自然段读课文,检查读通读顺情况。

(三)进一步学习课文。

引言:刚才咱们讲到科利亚得了传染病,被送进的医院,他的情况到底怎样呢?请大家自己来读一读课文的一、二段。

1.指导朗读第一、第二自然段。

(1)齐读课文第一自然段,一边读一边想,这里的“谁”指的都是哪些人?(学生读后指名说。)

(2)练习说话。

课件出示:见不到__________、见不到__________、见不到__________……病床上的科利亚__________

(3)在课文中找出表现科利亚孤单、难受的词语或句子,练习读第一、第二自然段。

(4)课件出示科利亚一个人静静地躺在病床上,呆呆地望着窗户的情境图,指名配乐读第一、

第二自然段,教师相机指导。

2.指导朗读第三自然段。

(1)(课件演示一个气球飘上来,在窗前停了一会儿,开始一上一下动起来的情景。)看,一个红气球摇摇摆摆地飘了上来,在科利亚窗前停了一会儿,开始一上一下地动起来,这是怎么回事?课文的第三自然段描述了这个情景,让我们来读一读吧。这段中只有两个句子,第2句是个疑问句,注意读出疑问句的语气。

(2)指名读第三自然段,教师简要评价。

3.指导朗读第四自然段。

(1)过渡:是呀,这到底是怎么回事呢?读完课文的第四自然段就知道了。

(2)提问:谁能告诉老师气球是怎么回事?

(3)比较句子。

课件出示:

科利亚的心情好了许多。

科利亚的心情一下子好了许多。

读一读,体会哪一句好,为什么?

4.指导朗读第五自然段。

(1)过渡:刚上课时,老师说过,窗前的气球有着特殊的作用,它究竟代表着什么呢?大家一起来读一读课文的第五自然段。

(2)齐读第五自然段(板书:高兴地笑了)。

(3)结合全文,想一想:科利亚为什么高兴地笑了,先在四人小组里说一说,再完成填空练习。

出示课件:想一想,说一说:科利亚_________________,高兴地笑了。

学生小组讨论,教师巡视、点拨。

(4)指名学生汇报、交流。

5.小结。

同学们,科利亚虽然生病了,但是,有了同学的关心、朋友的问候,我们相信,他不会再觉得孤单、难过。相信不久,他将病愈出院,重新回到学校,和伙伴们一起快乐地学习。

(四)指导写字。

1.自由认读课后田字格中的生字。

2.重点指导书写学生认为难写的字。

3.教师边范写边讲解。

4.学生练习在写字卡上写字,教师巡视、指导。

5.展示交流。

(五)布置作业

1.继续练习写生字,每字写2遍组一个词。

2.练习正确、流利、有感情地朗读课文,和家人或小伙伴赛一赛。

3.想一想:假如你的红气球也能飘到科利亚的窗前,你想在上面写些什么,画些什么?

板书设计:

22?窗前的气球

孤单??难受??真没意思

高兴地笑了

教学内容:读中理解,拓展延伸,指导写字,完成课后练习。

(一)复习导入

1.课件出示本课要求认识的生字和熟字组成的新词(科学?亚军?发呆开始??猜想??逗人??拴着),指名学生认读,开火车读。

2.讨论:课文讲了一件什么事。

(二)读中理解,拓展延伸

1.出示两幅图片,观察并体会表情和心情的转变。

2.细读课文,明白心情变化的原因。

科利亚的心情为什么会发生这么大的变化呢?自由读第三至第五自然段,在文章中找出依据并在四人小组中交流。

3.体会气球蕴含的真挚情意。

此时此刻,窗前的气球已不仅仅是一只气球了,在科利亚的眼里,这只气球还包含着太多太多的东西。你认为,这只气球代表着什么呢?

学生思考并交流汇报。

4.拓展延伸,表达情意

假如你的红气球也能飘到科利亚的窗前,你想在上面写些什么,画些什么?

学生想好后和小伙伴交流,然后写一写,画一画

(三)有感情地朗读全文。

1.小结并过渡:科利亚得了传染病很不幸,可是他又是多么得幸福,因为有这么多同学关心他。虽然飘在窗前的只是一个小小的气球,却是同学们的一张张笑脸,一声声问候,一片片真情。让我们一起再来读一读课文吧。

2.课外拓展。同学们,今天老师还有一个故事要讲给大家听一听,希望大家听后能够有所收获。(见教师用书《老师住院了》)

3.谈谈自己的收获。

(四)据情总结全课。

窗前的气球课文教案篇五

我今天说课的内容是义务教育课程标准教科书二年级上册,第22课《窗前的气球》。

说教材: 本文叙述了一个动人的故事。天真活泼的科利亚因患有传染病而被医院隔离治疗,躺在床上的科利亚是多么的孤单,多想飞到伙伴们的身边一起去感受那朗朗的书声,一起去操场奔跑、去欢笑。心有灵犀的同学们感受到了科利亚的孤独,给他送去了一个飘着的气球,气球给科利亚带来了一声问候、一张笑脸、一阵惊喜。通过这篇课文让我们看到了一份真挚的友谊,窗前的气球将激动着孩子们的颗颗童心,净化着孩子们幼小的心灵,引导着孩子们打开想象的大门,飞向真情的天空。这是一篇面向孩子们进行情感熏陶的好教材。我教的是第一课时。我认为阅读教学最重要的是指导学生把课文读准、读正确、读流利、读出感情;还有认字,积累语言和体现正确价值观,在这个理念指导下,我根据二年级学生特点,定下以下课时目标: 知识与能力:认识“科、亚”等7个字。会写“病”两个字。 过程与方法:正确、流利、有感情地朗读课文。 情感、态度与价值观:体会同学之间的真挚友谊。

下面我就简单讲讲我昨天这堂课的设计意图:

一、设置悬念,导入新课 因为本课的难点是体会人物前后的情感变化进而让孩子们感受到同学之间的深情厚谊,特别是科利亚一开始的那种真没意思的心情二年级的孩子不一定能完全体会,所以一开始,我通过课前谈话,让学生生说说开心的事,引出假如有一天你不能再享受这些快乐了,你有什么感受,引导学生通过对比初步体会失去这些快乐后的孤独、难过的心理,为课文的情感体验做好一定铺垫。

二、自主识字 识字、写字是低年级语文教学的重要内容。但是二年级学生已经掌握了初步的识字方法,我觉得应该把识字的主动权交给学生,突出学生富有个性化的识字方法,因此,本课教学中我抛弃了原先的那个要学生先看拼音读、再去拼音读、然后识记字形这样按部就班的方法教学而是利用小组合作学习的方法,给学生自主合作学习空间、时间,让他们自己突破识字难关。并利用请生字宝宝下来的游戏巩固识字效果并以趣激发。保持学生持续学习的热情。

三、以角色体验来解读文本、朗读课文。 健康的孩子不一定能体会病床上的科利亚的.孤单与寂寞。因而,可能会出现学生对这一部分课文领会不深、掌握不牢的情况。教师在此环节应引导学生联系生活实际,进行角色转换,让学生与科利亚融为一体。这样才能真正进入科利亚的内心世界,达到进入文本的目的。刚开始设计这份教案的时候,我是这样设计的:让学生所以教学1、2自然段时为了让学生理解课文中科利亚的真没意思,我先用课件出示科利亚一个人静静地躺在病床上,呆呆地望着窗户的情景图,并配上让人感到孤独寂寞的低调音乐,加上科利亚的独白,:我生病住在医院里觉得真没意思。当学生进入情境后,让学生结合课文中的词句谈谈为什么科利亚会觉得没有意思?引导学生说说科利亚在医院里不能做什么,只能怎么样?来体会科利亚的孤独、没意思。 四、以空白点为突破点来激发想象,鼓励创新 爱因斯坦说过:“想象力比知识更重要,因为知识是有限的,而想象力概括着世界上的一切,推动着进步,并用是知识进化的源泉”。人的童年时期是培养、发展想象力的最佳时期。 课文留有不少空白点,例如:科利亚独自一人躺在病床上时的孤独心理,这为孩子们的想象提供了广阔的空间。同时,这个空白点也是学生们理解文本中科利亚没意思的心理的突破点。刚开始设计这一环节的时候我是这样想的:让学生先说说科利亚会想什么?然后我给学生一个句式:科利亚静静地躺在病床上,呆呆地望着窗户,他想起以前……而现在……这样一个句式去写。试教的时候,学生表现不是很好,也体会不到科利亚的这种孤独,没意思,而且这样教费时很长。所以我就改成利用多媒体课件播放一段动态的画面,让学生耳濡目染,刺激学生的感官。很快地进入了科利亚的心理,从而激发他们进一步想象:假如你是此时的科利亚,你还会想什么?我觉得这一环节比起原先的教法课堂效果好了很多。学生有所感悟反过来影响了我,上课的时候我看到一个孩子在听的时候,眼睛微微红了一下,就在那一刹那我心里涌过一阵酸楚。

五、略读课文,感悟情感 我觉得课堂40分钟是十分有限的,怎样用有限的时间去获取尽可能多的收效。我认为我们教师对教材的取舍是非常重要的。因为课文3、4自然段内容浅显易懂,根本不用老师多讲。因此,我在这里采取了略处理,通过过课件播放第三自然段引出第四自然段,然后让学生读读第四自然段想想此时科利亚的心情又是这样的,你从哪里体会到了?进而引出本课的重点也是难点,小伙伴们透过气球给科利亚送去的是什么?让学生体会同学之情,我本来想让学生能说出:问候、关心就行了,但是东城小学二(5)很不错,他们能体会到气球带来的是温暖、同学友谊等等。

六、拓展延伸 情满课堂 本文的价值在于教育学生“懂得珍惜友情,获得美好的人生体验”。所以这一环节让学生写祝福的预设实质是发现学生的爱心,教育学生关爱他人,是人生最快乐的事情。最后老师送出礼物让学生有感情读儿歌回归整体,让师生达到情感的共鸣,点明了主题。这里我本来还有一段《歌声与微笑》的音乐,让学生能在轻松快乐的氛围中表达自己的心声,可是由于我的疏忽,忘记放音乐,我觉得挺遗憾的。最后,我谈谈我上了这节课后的一点小感触。我记得有位老师说过这样的故事,他说在犹太人的家庭里,当孩子稍微懂事的时候,母亲就会翻开《圣经》,滴上几滴蜂蜜,让孩子去吻《圣经》,这种仪式的用意不言而喻,书是甜的。是的,书是甜的;我希望,语文,也应该是甜的。这节课我感受到了两个“甜”。体验创设情境,读“可爱的”一句,孩子仰起一张张可爱的笑脸,他们感受到了科利亚的开心,他们的内心也是甜的。我的心也是甜的。指导长句读扎扎实实地带学生读长句子,一遍一遍又一遍,孩子们读通了,读顺了,也读好了,他们也感受到进步是“甜”的。

我想:语文的甜,是认识与发现的快乐,是品味与赏析的愉悦,是表达与交流的酣畅;语文的“甜”,是一次精彩的发言,是一个会心的眼神,是一抹自信的神采;语文的甜,更是师生心灵交汇的那一瞬间……

但是,毕竟我还年轻,我的课堂还很稚嫩,课堂中还存在很多不足之处,还不可能体会到这么多的甜,希望各位多多批评指正,让我今后的语文课堂能多感受一点“甜”,谢谢大家!

窗前的气球课文教案篇六

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