说课稿ppt(六篇)

无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。范文怎么写才能发挥它最大的作用呢?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。

说课稿ppt篇一

《黄山奇松》是苏教版小学语文五年级上册的一篇课文,文章用比喻、拟人、排比的修辞手法,生动优美地写出了黄山松的奇特与千姿百态,其中具体写了“迎客”“陪客”“送客”三大名松,突出显示了黄山松的“奇”,表达了作者对黄山松的喜爱之情。

1、学会本课的六个生字,理解由生字组成的词语;能用“屹立”和“饱经风霜”造句;能正确、流利、有感情地朗读课文,并背诵课文第二自然段。

2、通过语言文字的学习,感受黄山松的“奇”。

3、激发学生对祖国大好河山的热爱之情。

其中第二点为教学重难点。

为了促使学生在课堂教学中达到教学目标,我将采用如下教学方法,包括情境教学法,阅读法,讲授法。学法则有自主探究法,合作学习法,角色扮演法。

学生理解课文,感悟文章思想感情需要一个过程,因此整堂课的教学分两课时完成,下面我来说说第二课时的教学过程。

(一)创设情境,激发兴趣

同学们,上节课我们已经学习了课文的第一自然段,知道了被誉为“天下第一奇山”的黄山有四绝:奇松,怪石,云海,温泉。奇松是四绝之首,今天,我们就登上最妙的观松处——玉屏楼,去欣赏一下黄山的奇松。

这个环节,意在激发学生的学习兴趣。兴趣是最好的老师,只有积极性被调动起来,学生才能主动投入到学习中去。

(二)精读课文,体会松“奇”

这一环节,我会让学生先快速浏览一遍第二自然段,说说第二自然段主要写了哪几棵松。在学生回答出迎客松、陪客松、送客松之后,让学生默读一遍第二自然段,分别用直线、波浪线和虚线划出描写迎客松、陪客松、送客松的句子。在划对的基础上,让学生选择最喜欢的一棵松来读一读。

读完之后,我会提出这样一个问题:既然黄山的松被称为奇松,而且作者在那么多千姿百态的松树里挑了这三棵来写,想必这三棵松肯定是最奇的,那么这三棵松奇在哪里呢?请同学们思考一下这个问题,先来看看迎客松奇在哪里。

这时,我会把描写迎客松的句子出示在ppt上,让学生仔细阅读,并说说这些句子分别写了迎客松的哪些内容。通过我的引导,让学生归纳出这几句分别写了迎客松的姿态、名字由来和地位。关于迎客松的姿态奇,我主要引导学生注意“虽然……却仍然”这一句,让学生从这句带有转折意味的句子中感悟迎客松的姿态奇。

而迎客松的名字由来奇,我主要是让学生通过朗读加上看课文的迎客松插图,让学生通过图文直观感受迎客松长成欢迎客人的模样,这本身就是一奇。至于地位奇,我会引导学生看“乃至整个黄山的代表”一句,让学生感受到一棵树能代表一座山,这也是奇。

至于陪客松和送客松的奇,我就放手让学生以小组为单位,参照着迎客松,自主探究学习。学生是学习的主人,在这一环节,我让学生亲近文本,自读自悟,在阅读、思考与交流中感悟黄山松的奇。

第二自然段是要求背诵的,所以在学生感悟出黄山松奇的基础上,我会指导学生背诵第二自然段从开头到“整个黄山的象征了”这一部分。我首先会让学生集体朗读一遍这一部分的内容,然后隐去其中一些重要描写(如下),先让几位学生试着填一填,再全班试着填一填。

黄山最妙的观松处,当然是曾被_______称为“黄山绝胜处”的________了。楼前悬崖上有“_____”“______”“______”三大名松。迎客松_________,______________,虽然_______,却仍然___________,___________。它有一丛_______________,如同_________________,________________。如今,这棵迎客松已经成为_____________,乃至____________________。

(三)品词析句,探究修辞

《黄山奇松》这篇课文中运用了大量的拟人和比喻,还有排比。正是这些修辞手法,让黄山奇松更加生动传神,因此对修辞手法进行分析很有必要。这一环节,我会让学生看课文的第三自然段的第二句话:

它们或屹立,或斜出,或弯曲;或仰,或俯,或卧;有的状如黑虎,有的形似孔雀……

让学生试着分析一下这个句子,说说这个句子里包含哪些修辞手法,并点评一下这个句子好不好。我会做适当的提点,让学生感受到修辞的奇妙,仅仅只用了短短29个字,就把黄山松千姿百态的特点写活了。同时,我也会抓住时机,鼓励学生在以后的写作中灵活运用这些修辞手法。

(四)总结升华,运用训练

同学们,这节课,我们登上了玉屏楼,看了黄山三大名松,感受到三大名松的奇。现在,如果你是个小导游,你能把黄山奇松(选取一棵)介绍给游客听吗?请同桌之间互相配合,一人演游客,一人演导游,自行组织对话,注意要把黄山松的奇表达出来。这样设计,一方面锻炼了学生的语言表达能力,另一方面又训练了学生的知识运用能力。

除了课文介绍的黄山奇松,黄山还有三绝,课后选择其中一绝搜集资料,看看它到底绝在哪儿?明天课上交流。

16 黄山奇松

姿态

奇 名字由来

地位

黄山之松 比喻

千姿百态

说课稿ppt篇二

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说课稿ppt篇三

今天我说课的内容是浙美版小学二年级第16课,课题为《花瓶》,本次说课我将分成四部分来阐述,分别是说教材,说目标,说教学过程,说板书设计

首先是第一部分

1、 《花瓶》一课是二年级美术上册第三单元的内容,运用对称折剪的方法,设计出一个美观新颖的花瓶。是手工制作安排的第一课,学好这部分内容,可以为后一节 《瓶子变个样》的教学打下基础。本节课又运用了色彩的搭配,复习了前几课所学的内容,所以本节课在整体知识结构中起着承上启下的作用《花瓶》一课主要以生 活中常见的花瓶为例,引导学生自主探索花瓶的造型特点,在整个教学过程要求学生之间的交流与合作,相互启发,探索花瓶的美。

2、《花瓶》在课本32~33页,采用图片的形式,展示了生活中各种不同花瓶的造型特点,在探索观察花瓶时创造性表现自己的所见、所想、所感,培养学生创新意识、创新思维、创新能力及合作能力。

1、 本节课要面对的对象是小学二年级的学生,这一学龄的儿童对事物的认知还处于概念化的阶段,例如对于花瓶,他们只是从外观上看他们是个花瓶,很少从花瓶的造 型、图案等方向去分析。但是他们已经具有一定的动手能力和丰富的想象力、创造力。因此在教法上,我采用对话法,通过师生间的问答、对话引导学生得出结论达 到师生互动。还有讨论法,以四人为一组,讨论花瓶的外形设计已达到生生互动以及观察、教师示范等方法,调动学生的积极性,体会创作的快乐。

2、在整个过程中,教师只是作为学生主动构建知识的帮助者,促进者、传播者。因此在教法与学法上我采用自主探索与合作学习相互结合的方式,提高学生的感受力、观察力与创造能力。

3、根据这一学龄学生的特点和教材所承载的教学任务,我将知识与技能、过程与方法、情感态度与价值观等三维目标整合确定为:

(1)在了解花瓶的造型特点及美化方法的学习活动中,引导学生大胆尝试设计一个与众不同的对称花瓶。

(2)通过自主观察与实践,提高想像力与造型表现能力激发对美术的学习兴趣。

根据以上目标,我将重难点确定为:

教学重点:感受花瓶的造型魅力,大胆尝试和“秀”出与众不同的对称花瓶。

教学难点:如何使设计出来的花瓶更新颖、独特、更具合理性与协调性。

课前准备:教师 课件 花瓶实物 剪刀 彩纸、双面胶 展板

学生 彩纸 剪刀 双面胶

在本课的教学中,力求达到本课的教学目标,我主要从导入、新授、作品布置、课堂小结与拓展四个方面进行我的教学。

第一环节 导入新课 激发兴趣

兴趣是最好的老师,所以我在教学一开始,让学生通过掌声欢迎叮当猫,以他的好朋友大熊搬房子,叮当猫送花而找不到满意花瓶为由,在班级举办花瓶秀,让学生帮忙制作。

设计意图:通过学生熟悉的卡通动漫,能激发他们的学习兴趣

第二环节 讲授新课

教师课件展示中外、古代、现代以及生活中的花瓶,让学生认真观察他们各自在造型、图案以及色彩的装饰上有什么不同。再通过实物的展示,让学生仔细观察并说说这些花瓶在外形上的相似点以及组成部分

教师提问又快又准确剪一个花瓶的方法并直接示范剪对称的方法,并讲述各种外形的变化。

1、课件展示同龄人的作品,启发学生设计思路,激发学生的创作灵感。

2、教师布置这一节课的课堂练习要求,设计一个与众不同的花瓶,以小组合作贴与展板上,举行一次花瓶“秀”.

设计意图:巩固这节课所学的知识,把所学的知识运用于实践,大胆自由的把所想的感受表达出来,体验活动的乐趣。

第三环节作品展示 突破难点

教师让学生小组派一代表把自己的作品放在展板上,教师展示不同的展板,采取自评、互评以及教师点评,从而让学生以高涨的热情投入到,最后投票推出“最佳创意奖”

设计意图:学生在轻松、愉悦的氛围中开展自评、互评,在众多的评价中,让学生发现自己在学习过程中存在的优势,发现自己长处,从而激发学生对美术学习的兴趣,增加学习的信心和勇气,进一步体验到学习带来的乐趣和成功的喜悦

第四环节 课堂小结 拓展延伸

课堂小结学生的作品,以及在生活上的各种事物的开发、创造

设计意图:充分肯定每位学生的作品,使学生始终保持学习的浓厚兴趣和创作欲望,鼓励学生主动到生活中挖掘美、感受美、创作美

根据教学活动的安排,板书设计分成四部分:课题《花瓶秀》,花瓶的基本特征,展示区,作业要求

设计意图:能够简练清晰的展示这节课的大概内容

以上是我对这节课的简单介绍

说课稿ppt篇四

《苏州园林》是八年级上册第三单元的一篇说明文,是一篇介绍园林建筑特点和风格的说明文。是作者为介绍《苏州园林》写的序文。本文先总括《苏州园林》从整体上呈现出的特点,在从各个方面分别加以说明。这样先总后分抓住特征条理清晰的介绍了《苏州园林》从而显示了苏州园林设计者和匠师们的智慧以及我国园林艺术平的高超。同时读者也从中获得了一些欣赏中国园林的方法。是一篇培养学生阅读能力的佳作,因此不仅在本册书中占有十分重要的位置,而且本册书的重点篇目。

本文是一篇准确地把握了客观事物特征的优美的说明文,因此领会作者的整体构思和语言特色是本课的学习重点。欣赏中国园林的图画美是本课的一个难点。如何突破这一重难点呢?在教学中,应尽量给学生以直观感受,如看苏州园林的照片,观看有关苏州园林的电视专题片等,与课文相配合,更方便学生理解和同时教给学生理清说明顺序的方法和欣赏苏州园林图画美的方法。

1、知识和能力目标

积累“标本,轩榭,败笔等词语;理解本文总说和分说的结构及说明语言的多样性。

2、过程和方法目标

整体感知课文,理清作者的写作思路把握文章运用的说明方法,培养说明文阅读能力,初步学写说明文。

3、情感态度和价值观目标

领略中国园林的建筑美,逐步培养学生的艺术鉴赏力;了解我国园林建筑的成就,激发热爱祖国的思想感情。

一、教师引领

(一)、情景导入

中国古典园林艺术家陈从国曾说,“江南园林甲天下,苏州园林甲天下”足见苏州园林之美。“上有天堂,下有苏杭“苏州之所以获得‘天堂’的美称,在很大程度上是由于它拥有一批全国以至世界知名的古典园林。下面让我们去苏州园林浏览一番一起来感受苏州的园林之美。

(二)、作者简介,背景提示

叶圣陶我国著名的教育家,名绍钧,字秉臣,江苏苏州人,现代著名作家,教育家主要作品《古代英雄的石像》《多收了三五斗》。背景提示:《苏州园林》是叶圣陶先生应香港一家出版社准备出版的一本介绍苏州园林的摄影集所写的序言。

(三)、课前(预习)自主学习

1、自渎课文,查工具书,字词难点

2、阅读课文,将不理解的地方做上记号

二、自主探究

(一)、速读课文,整体感知

1、明确说明对象是什么?

2、明确说明对象的整体特点是什么?

(二)、跳读课文,具体探究

1、苏州园林的整体特点主要体现在什么地方。

2、说说本文的结构特点:_______及总的说明顺序:__________。

(三)、赏读课文,交流品析探究

1、听朗读录音。(让学生感受)美。

2、品析你认为能体现苏州园林美的语段、词、句,说说美在哪里?

3、自主品读,你认为美的语句、段,用铅笔圈点勾画。(高声朗读)

4、小组合作交流:说说你认为美的理由。(在小组内开展读、辨、析、究、悟)

方法指导、欣赏园林美的方法(图画),读感受、体会、心情、想象是一幅怎样的图画。

5、练习。本文说了苏州园林的哪些美呢?

小黑板演示:亭台轩榭布局的_____美,______美,花草树木映衬的_____美,_____美,每个角落的图画美、门和窗的图案美,________的和谐美。

一、品析本文说明语言的多样性和准确性

1、多种表达方式的运用。

①回顾学生学过的几种表达方式②到文中找表达方式,并说说其表达效果。

2、用词的精练、准确、和周密。

①举例“大多引用活水”“及少采用彩绘”的好处?

②学生找类似的词语,并品析其好处,然后师生交流。

3、多种修辞方法的运用

①回顾学过的修辞方法

②学生找文中运用的修辞方法,并分析其好处。

二、学习说明方法

①回顾说明方法

②找出运用说明方法的语句,并分析其好处。

③师生交流

三、置疑探究

说说学习本文后你还有那些困惑?师生互动、生生互动,交流解疑。

四、谈收获、感悟

①自我完善

以“我”了解了______________的句式谈谈自己的感悟。

领会了______________

体会了______________

学习了______________

感受到了_____________

②学以致用

仿照课文,用一段文字介绍你所在学校的一处风景。

要求:①抓住学校的特征②学习本文语言特点,运用一定说明方法。

五、教法说明和学法分析

陶行知先生说过:“好的先生不是教书,不是教学生,而是教学生学。”现代教育理论也认为,比传授现成知识更为重要的是激励学生学习兴趣和培养获取知识的能力。因此,教学中最重要的是研究如何调动学生学习语文的主动性、积极性,如何教给学生学习的方法。鉴于此,我决定在教学中首先与学生建立真挚、融洽的师生关系,营造宽松、和谐民主的课堂气氛;其次本着启发式原则,通过多种具体的教学方法激发学生兴趣,突破教学重难点,以发挥教师的主导作用和学生的主体作用,教会学生学习。

1、教法说明

本次语文课的主体是八年级学生,他们已具有一定的自学能力和认识能力,但欣赏能力有限。鉴于此,本节课我主要采用了“创设情景,学生自主探究,小组合作交流法”通过教师创造情景学生自主探究,小组合作交流,借助课文图片增强教学的'直观性,在教师的适当引导下来、培养学生阅读说明的能力和艺术鉴赏力。

2、学法说明

本节课主要教给学生阅读说明的方法,以及自主探究、小组合作交流的方法和园林欣赏法,在赏析苏州园林的美时我就采用合作的学习方式。品味园林美这一块,可先让同学们用“我发现文中表现美的句子是,美在……”说话,然后以学习小组的方式,整理上述发言,共同探讨苏州园林的美,来锻炼他们分析问题解决问题的能力。 使学生真正成为学习的主体,引导他们鉴赏园林的美和学会阅读说明文,培养他们自主学习的能力。

六、说课题

课题:如何在教学中创设情景

情境教学法一般在文学作品教学中常用,但我认为,本文的说明对象是具备审美条件的园林艺术,文章又是文笔优美的典范,完全可以运用情境教学法达成教学目标,并且情境教学法可以激发兴趣,促进学生知、情、意、行各方面的协调发展,所以说明文教学中也应恰当运用。这篇课文的难点是欣赏苏州园林的美和体会说明文语言的多样性,为了突破这一难点,我首先精心设计了一段情景导入,大大激发了学生的学习热情,其次听录音,让学生从语言上感受苏州园林的美,然后观看苏州园林照片从直观上感受它的美,如果有条件还可以采用多媒体课件(苏州园林的照片、故宫和西方园林的照片、)、投影仪等,尽量给学生以直观感受,刺激学生的多种感知觉器官,增强教学效果。因为心理学实验表明:形声并举同时刺激学生感官,可使其对信息的接受与记忆保持收到1+1=3的效果。最后在欣赏美的基础上来体会说明文语言的多样行。

说课稿ppt篇五

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