• 连片集体备课《四季》教学设计

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    马军庄学区、武家沟学区连片集体备课《四季》第一课时教学设计

     授课人    马中华

    • 教材分析

      《四季》是义务教育课程标准实验教科书语文(人教版)一年级上册课文第二课。课文分为四小节,以拟人化的口吻描述了四季不同的特点和代表性事物,篇幅不长,读起来朗朗上口,从而激发学生对大自然美丽景观的赞赏和热爱。

    • 学情分析

    学生刚刚结束对拼音的学习,总的识字量不大,但是已经能够借助拼音来认读课文。一年级学生的生活经验较少,对四季的概念不清晰,只停留在天气、温度的变化较浅薄的认知上,无法理解不同的季节有不同的代表事物,而且是第一次接触到课文教学,对于课文教学的流程还不熟悉,但学生的学习兴趣会很高,比拼音教学等更容易激发学习兴趣。在教学中教师应注重课前布置学生收集有关四季的儿歌和图片,让学生在收集整理的过程中有一个初步的概念。在课堂教学中应以读代讲,让学生通过反复地朗读来感悟四季的美景和变化,避免过多琐碎的提问。

    • 设计思路

     朗读是学生学习和探究活动的重要手段,尤其是一年级的学生,朗读尤为重要。因此,教师在教学中,应将时间留给学生,让学生在自主、民主的氛围中学习,通过各种方式的朗读,在朗读中识字,在朗读中感悟课文、在朗读中激发学生的情感体验,从而达到教学目标的实现。同时,还要注重培养学生的创新精神,让课堂教学成为学生创新学习的过程,让学生成为学习的主人,用富于积极性的评价语言和鼓励方法,使学生感受到成功的愉悦,增强学生的学习兴趣。

    • 第一课时目标

    知识与技能

    1、认识11个生字,会写4个字。学会“竖弯钩,横折弯钩”两种笔画,认识“口、禾、雨、月”4个偏旁。

    2、借助拼音,正确、流利地朗读课文。

    3、初步了解四季的特点,感受各个季节的美丽。

    4、根据提示,在10分钟内说出几句与四季有关的话。

    过程与方法

    1、运用“211”模式,通过拓展阅读、写话练习巩固教学成果

    2、自学与两两合作学习相结合、巩固识字方法,认识生字。

    情感、态度与价值观

    激发学生热爱四季的情感。

     

    • 教学重点

    1、能熟练地认读课文中出现的“对、是、说”等十一个生字。会写4个四会字。

    2、认识4个新偏旁。

    教学难点:运用本节课所学的生字进行说话练习。

     

    • 教学过程

    第一课时

    一、欣赏激趣导入

    教师播放课件演示四季美景。

    师:同学们,一年四季的景色都很美丽,你们想看看吗?出示图片

    今天我们就一起走进《四季》这篇课文。

    (设计意图:课件播放四季的美丽风景图片,直观的感官刺激能够极大的吸引学生学习的兴趣。)

    二、整体感知课文,在情景中学习生字

    1、课件范读请同学轻轻打开语文书61页,一边听录音一边用手指字。  

    2、自主识字

    师:四季这么美你们想读一读吗?好我们自己喜欢的方式读课文,圈出认字条中的11个生字宝宝。完成的同学用你的行动告诉老师。

    师:请同桌检查,

    师:字宝宝出现了,我们怎样记住他们叫什么?请同桌说一说你是怎样认识这些字的。教师巡视,相机指导。

    (设计意图:这一环节,使学生对儿歌所描写的四季风景和要学习的生字有了初步的感知,锻炼了学生自主识字的能力和两两合作识字能力。)

    3、检查识字。

    (1)加拼音读生字,集体交流识字方法,重点指导“圆、雪、秋、肚”。

    (2)去拼音开火车摘苹果读,巩固识字;

    (3)学生再读课文,在语境中巩固识字。

    (设计意图:识字是教学的重点,要让学生在短时间内认识生字,教师应设计有层次、有第进感多种方法增加学生与生字见面的次数,又没有枯燥感。        

    三、写字教学

    1、观察“儿、七、无、九”在田字格中的占格以及笔顺,学生跟着大屏幕书空。师指导认识新笔画竖弯钩、横折弯钩,重点写儿和九范写。;

    2、学生描红之后写两个。

    四、拓展阅读。

    1、学生自读:

    《识字通:猜一猜》,《握手》必读;

    完成前两篇的同学可以再读《叶子的聚会》。

    2、谜语弱反馈谜底,握手指导冬季之后是春季。

    五、说话练习

    用本节课学的生字,组词,并说一句话。

    六、小结

    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