范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?这里我整理了一些优秀的范文,希望对大家有所帮助,下面是高考家长帮为大家整理的最新说课稿ppt精选3篇,希望能够给小伙伴们的写作带来一定的启发。
说课稿ppt 篇一
孩子天性好动,常常沉醉于游戏。他们一旦玩起来往往会忘了一切,甚至会闯下祸来。可是,当我们看到孩子闯祸后那沮丧的脸蛋儿,感受到孩子那惶恐的心情,又有谁再忍心责罚他呢?如果闯祸的孩子又能认识并改正自己的错误,我们能不为他高兴、为他骄傲吗?
人教版实验教材第4册的《我为你骄傲》讲的就是这么一件事——“我”一不小心,砸破了老奶奶家的玻璃,尽管当时没敢承认,但内疚的心理和责任感始终伴随着“我”。“我”用自己攒了三个星期的送报纸的钱赔给了老奶奶并附上便条说明了事情经过,还向老奶奶真诚地道了歉,这一切让慈爱而又善于教育后辈的老奶奶看到了孩子纯真的情、悔过的心,以及值得为孩子骄傲的美好品德——诚信。于是,老奶奶不仅回赠了“我”一袋饼干,还巧妙地把7美元退给了“我”,并附上一张便条,上面写着:我为你骄傲。
本文是一个非常感人的小故事,文中的孩子内心的懊悔,担心“做贼心虚”似的心理及我解脱的办法描写得细致而动人,而老奶奶回赠的那句包含着疼爱宽容和鼓励的话更是出乎意料。
1、知识与能力:掌握本课的生字、新词,理解课文内容,有感情的朗读课文。
2、过程与方法:尊重学生自己的学习方式,让学生在“自主、合作、探究”的过程中学会读书、思考、领悟、体验。
3、情感态度与价值观:培养学生责任感,学会宽容。
教学重点:有感情的朗读课文,学写两个词。
教学难点:理解课文内容,理会故事中的道理。
《语文课程标准》指出:阅读教学应该让学生在主动的思维和情感活动中,加深理解和体验,有所感悟和思考受到情感熏陶,获得启迪,享受审美情趣。给他们自读自悟的机会和个性化表达的机会,在整个教学过程我引导学生合作探究情感朗读,使学生感悟出小男孩是一个坦诚敢于承担责任的孩子,老奶奶慈爱,善良值得我们称赞,从而给孩子们受到情感的熏陶,感受人格的美,获得启迪。
本节课我的设计理念是合作探究,读中感悟,在课堂上注重了以学生发展为本,通过让学生充分地读课文后,产生自己对这篇课文的独特体验。下面结合这堂课的教学过程,来谈谈自己的设计思路:
上课之初我让学生以同桌互读的形式,复习了字词,学生的学习都是在有有意无意中进行的,学到的知识需要反复巩固,才能牢固的把所学的知识记住。此环节即能让孩子巩固旧知,让孩子愉悦的进入课堂。为后面的语文课打下了的伏笔。
1、问题导向
在出示课题后,我采取的是从问题入手的方法。引导学生先整体朗读课文,让学生先抓住课文的主要内容,说说你读懂了什么。然后再逐层深入研读。并且注意了方法的指导,强调了合作中学习,我认为这样处理很适合低年级的心理。因为这个阶段的学生对文本的把握能力还不是很强,所以需要老师指导定向,让学生围绕着问题来合作学习。
2、体现主体
《语文课程标准指出》“语文教学应在师生平等对话的过程中进行,学生是语文的主人”那么教师是学生学习的组织者、是引导者,我在课堂上问“你读懂了什么”和让学生找“小男孩心里想的句子”充分体现了学生的主体地位并按学生的思路来进行教学的。
3、移情感悟
我引导学生按照语文的先后顺序来自主交流的学生联系自己的实际说出自己的理解与感悟。通过学生发言,抓住学生所说的关键语句,引导学生多元理解。如“不自在是什么感觉”“你在什么时候有过不开心等”。这样也就把文中的人物情感转移到学生自身上,表里结合,自然宣泄。
4、以读为本
《语文课标准》指出“阅读是学生个性化行为,不应以教师的分析来代替学生的阅读实践。”我在教学中,以合作者促进角色出现,不断地调动,激发学生阅读的兴趣。采用了自由读、小组读、师范读,等多种形式,将每一个学生带入课文所表达的情境中。
5、解决困惑
在课前我也有这样一个困惑,本课的难点是让学生体悟出小男孩的诚信老奶奶的宽容,学生是否在学文之后能够真正体悟到呢?所以我在课堂上不是把答案直接告诉学生,而对其创造性加工,开放教材,活用教材,在阅读中引导学生掌握方法,在此基础上,形成知识,能力迁移在不同的环境中运用创新让学生自己通过读课文,感知教材,那么今天在这节课上还确实收到了比较不错的效果。
1、联系生活,领悟真情
让学生联系生活实际谈一谈,有关类似的事情,有像小男孩积极承担责任的人,有像老奶奶宽容的人,此环节给予学生谈论机会,体验情感,进一步感知。
2、学写词语
在课前我设计了写字环节,我深知写字指导是一个比较枯燥的环节,想让学生乐于参与课堂并认真的把字写好,取到良好的效果,教师必须有目的让学生参与写字,所以我巧用一封信的形式揭开写字环节,来调动学生的积极性。
本节课前我做到了认真备课,但还存在着一定的不足:
教师的主导作用还是过于严重,有牵引的痕迹,需要进一步改变教学方式。我的评价语还不够及时,生动等。在这里恳请各位领导,老师给予本人这节课批评指正留下您宝贵的意见,使本人成长的更快。
说课稿数学 说课稿ppt 篇二
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说课稿数学 说课稿ppt 篇三
各位老师:
大家好!今天我说课的题目是《修饰倡议书文字》,我将从以下几个方面来进行说课:说教材,说学生,说目标,说教法,说学法,说媒体,说设计,说小结。
本课是选自电子工业出版社《小学信息技术》第3册第1单元 班级环境齐关心中的《第3课 修饰倡议书文字》,教学对象是小学四年级的学生。
:格式工具栏中的`“字体”、“字号”、“字体颜色”的设置以及格式刷的使用。
本课是教材关于word20xx文字处理知识的铺垫延伸,并且贯穿着以后整个的word知识教学,是学生能够顺利、快捷操作使用word的基础之一,也是形成学生“了解熟悉-技巧掌握-综合运用”这一合理知识链的必要环节。
:(1)文字字体、字号的设置方法;字号的表示方法及大小比较。(2)文字颜色的设置方法。(3)格式刷工具的使用。教学难点:(1)对文字进行合理地美化。(2)各种文字格式的搭配。
学生在学习前两课的基础上,已经初步认识了word软件,基本掌握了文字输入及选中、修改等相关操作。本课将让学生了解和掌握word软件中设置文字格式的基本操作,并在学习过程中感受美,欣赏美,培养审美意识。
另外,本课的教学对象是四年级的学生,他们对学习计算机非常感兴趣。不喜欢计算机理论知识的学习,非常喜欢实践知识,擅长于动脑动手,但很难把握操作技巧,因此在本课的教学中,注重学生自己动手去探索,去实践。
根据信息技术课程标准的要求和教材特点,结合四年级学生的认知规律,我将本节课的教学目标确定如下,它们分别是:
⑴ 学习了解文字修饰的基本方法,并能熟练掌握。
⑵ 了解格式刷,并能使用格式刷进行快速设置。
通过教师讲解和学生探索实践,逐步掌握文字美化的方法,能够根据实际需要完成文字修饰工作。
通过学习培养学生良好的审美能力,在不断尝试中激发学生的求知欲和创新思维,同时,继续培养学生“先选定,后操作”的操作规范。
说教法:通过对学生学习情况的了解,以及新课程标准要求:课堂教学要以学生为中心,充分发挥学生的自主能力和创新能力,调动学生学习的积极性,本着这个主导思想,结合四年级学生的特点,在教学过程中教师作为引领者,通过情境教学,创设情境,激发学生的学习动机和学习兴趣,有效运用心理激励,让学生乐学;通过任务驱动法,引导学生积极思考,让学生动起来,成为课堂上学习的主体;通过尝试教学法,放手让学生做力所能及的事,体验收获成功的快乐。
说学法:课堂不仅是让学生获得知识,更重要的让学生掌握学习知识的方法。为了更好的体现学生的主体地位,因而在课堂中以“动中学-学中探-探中悟”的形式,通过让学生动手实践、自主探究、合作交流,使整个学习过程活起来,动起来,学生在课堂上通过动口动手又动脑,既获取了知识,又培养了能力。
1、硬件资源:计算机网络教室及教学系统;2、软件资源:powerpoint
根据本课的教学内容及信息技术课程学科特点,结合学生实际认知水平和生活情感,我设计的教学流程大体如下:
1、创设情境,激发好奇;
2、导入新课,揭示课题;
3、由扶到放,学会学习;
4、创作交流,发现问题;
5、成果展示,课外延伸;
下面我将逐步进行解说:首先,创设情境,激发好奇心。爱因斯坦说过,兴趣是最好的老师。小学生对新奇事物充满好奇心,因此,在新课导入时,我利用一段外星小朋友爱丽丝来地球求学的视频,以爱丽丝的三个难题贯穿整个教学过程,创设情境,充分激发学生的好奇心和学习兴趣,为后面的课堂教学服务。
具体呈现如下:同学们,今天在咱们的课堂上来了一位特殊的朋友,让我们一起来看看他是谁吧?(播放视频)原来是火星小学来的爱丽丝,她想和大家一起来学习,同学们,你们愿意和爱丽丝一起学习吗?既然同学们都说愿意,那我们就把爱丽丝请进咱们的课堂中来吧!爱丽丝还带来了三个难题,你们愿意帮助爱丽丝,和她一起解决吗?看来,咱们班的同学们还真是一帮热心的好人呐!
接下来,进入第二个环节,导入新课,揭示课题。也就是爱丽丝的第一个难题:展示两份倡议书,一份未修饰文字的倡议书,一份修饰过文字的倡议书,比较这两份倡议书,揭示课题。
具体呈现如下:首先我们一起来看看爱丽丝的第一个难题吧!这是两份倡议书,爱丽丝要我们帮忙选一张最好看的贴在他们班级的宣传栏里。请同学们仔细观察这两份倡议书,说说它们有什么不同,哪一份倡议书更适合张贴在宣传栏里呢?嗯,文字的大小不一样,颜色不一样,字体也不一样。说的真好,你观察的可真仔细。那你们知道这份好看的倡议书是如何制作的吗?今天就让我们一起来学习《第3课 修饰倡议书文字》
第三个环节,由扶到放,学会学习。以教师提醒文字的美化可以使用“格式工具栏”为线索,以尝试设置倡议书标题文字格式为:“黑体”、“一号”、“深蓝”为任务,鼓励学生自己去探索发现“格式工具栏”中各个按钮作用,放手让学生动手实践。
在此环节中,我设置了两个部分,第一个部分是以教师展示格式工具栏在word界面的位置,简要介绍利用格式工具栏可以设置文字的字体、字号以及字体的颜色,之后布置任务:鼓励学生尝试设置倡议书标题文字的格式为:“黑体”、“一号”、“深蓝”,在操作过程中注意思考以下几个问题 :(1)“一号”文字和“四号”文字,哪一种字号的文字更大一些?(2)“8”和“28”,哪一种字号的文字更大一些? (3)你能将你的操作秘籍分享给大家,分享给爱丽丝吗?遇到问题可以从课本中寻找答案。由于学生的计算机水平存在差异,因此,已经完成操作的同学可以帮助自己身边的同学完成任务。在这一部分的教学中,可以请完成的比较熟练的同学演示操作,分享经验。通过这一部分的教学,不仅可以培养学生遇到问题从课本中寻找答案的习惯,也可以通过学生之间相互帮助,促进学生之间友谊的加深。第二个部分,爱丽丝的第二个难题:利用提前用屏幕录制专家录制好的视频,提出问题:为什么爱丽丝的操作不正确,你能帮她找到原因吗?引导学生得出结论:没有提前选定正文的内容,然后再操作。通过这个环节的设置,可以帮助学生养成“先选定后操作”的操作习惯。同时也能帮助学生进一步明确文字字体、字号以及颜色的设置的方法。
第四个环节,创作交流,发现问题。爱丽丝的第三个难题。展示爱丽丝的语文、数学作业以及作业要求,你能帮助爱丽丝解决这个难题吗?选择你最感兴趣的那一份作业帮帮爱丽丝。
在这一个环节中,学生可以根据自己的喜好选择一个任务进行操作。但在这两个任务中,都有同样的一个问题,要对不同位置的文字进行同样文字格式的设置,如果要一个一个进行设置,那肯定会比较麻烦。就此提出问题:“有没有什么办法可以让我们更加快捷的帮助爱丽丝完成作业要求?”引出格式刷的教学。教师先演示格式刷的使用方法,之后学生自己动手进行操作。这样进行设计,更能突出使用格式刷进行文字格式设置的便捷性,也使格式刷的介绍变得更加顺理成章了。
最后一个环节,成果展示,课外延伸。收集学生帮助爱丽丝完成的作业,采用学生自评、互评、教师评多种评价方式相结合的方法,评选出最佳作业,给与表扬和奖励。
同时,为了鼓励学生学以致用,将课堂中学到的知识应用到生活中,建议学生自己书写一份班级倡议书,并根据自己的审美观,设置文字的格式,做好文字美化工作。在这一环节中,我采用了学生自评、生生互评,教师评价多种评价方式相结合的方法,一方面可以培养学生的语言表达能力,能够正确客观的评价自己及他人,另一方面可以培养学生形成正确的审美观。在这一部分当中,我还将采取小组的推荐的形式,选取几份有代表性的,做的好的作品展示给全班同学看,激励学生不断学习,培养学生的竞争意识。
课堂中知识的学习也是为了能够更好的方便生活,服务生活,因此,我鼓励学生能够将课堂中学到的知识应用到生活中,能够了解计算机在生活中的应用,培养学生的计算机使用意识。建议学生自己书写一份班级倡议书并进行文字的美化,不仅贴近学生的实际生活,容易引起学生的兴趣,同时也能帮助学生巩固课堂所学。
最后,说小结:本课在教学中以教师为引导,以学生为主体,对本节课的内容进行回顾,说说自己的本节课的收获,以及自己在操作过程中能和大家分享的一些小窍门。通过这一环节 的设置,让学生及时对自己的学习成果进行回顾总结,做到温故而知新,分享小窍门更能让集思广益,这些也为下节课的学习打下了基础。
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