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。大家想知道怎么样才能写一篇比较优质的范文吗？以下是小编为大家收集的优秀范文，欢迎大家分享阅读。
说课稿结束语篇一
我说课的题目是《------》。（板书）我主要从设计理念、教材分析、教法设计、学法指导、教学过程五个方面向大家做介绍，首先是设计理念。
一、设计理念
新课程明确提出教师要创造性地使用教材。依靠教材又不依赖教材，超越教材又不脱离教材。因此我将本课的教学资源与学生生活资源有机地结合起来，引导学生将所学知识与生活实际相联系，整个过程力求体现“让学生的生活成为教育内容”的新课程理念。
二、教材分析
首先、说教材的地位和作用
《-------》是鲁教版《思想品德》四年制七年级年级第---单元第--课第--个框题。这一框题它从-----几个层次上描述了-----。这一框题既是对上一课《-----》的感情延伸，又为下面内容的学习做了铺垫，在整个教材体系中起了承上启下的作用。因此，本框在教材中占有十分重要的地位。
或者：本课主要是学习----问题。在第一课时中，学生已经学习了有关---一些基础知识，如：----等等。本节课要进一步学习------。本节课内容与后面要学习的-----内容关系密切，它们前后递进、相辅相成，共同构成了本单元的主题内容：--------。（第一课第二框）其次、说教学目标：
根据新课标的要求、教材内容、以及学生身心发展特点，我确定以下三维目标：
1.情感态度价值观：培养
2.能力目标：辨析---------------能力。
3.知识目标：了解知道理解
再次、说教学重难点
本课的教学重点是----------，因为-------------。
本课的教学难点是----------，由于知识和能力的欠缺，学生对对--------理解往往停留在较浅的层次上，一时难以准确地理解和掌握。
三、教法设计
为充分调动学生的主动性，启发学生的思维，我主要采用活动探究法、情感熏陶法，并综合利用网络资源辅助教学。
四、学法指导
古人云：授人以鱼，不如授人以渔。笛卡尔也曾说：“最有价值的知识是关于方法的知识。”所以我在教学中也加强了学法指导。结合七年级学生具体情况，我设计了“自主、合作、探究”式的学习，引导学学生采用学案导学自主预习，小组讨论法的方法，让学生积极参与教学中来。
五、我要重点阐述一下本节课的教学过程
我设计了以下教学流程：创设情景，激发热情——预习交流，成果展示——合作探究，精讲点拨——巩固提高，情感升华
（一）创设情景，激发热情
多媒体展示：---------------------
由此引出课题（板书）---------------------------------。
（二）预习交流，成果展示
依据预习学案，让学生分组交流预习情况，相互印证预习成果。教师深入各小组收集信息，让学生展示自己解决的问题。
（三）合作探究，精讲点拨
根据交流时收集到的信息，确定合作探究和精讲的重难点内容。
1、突出重点：“---------”是本课的重点。（板书）
针对这一重点内容，首先设计情景一---------，让学生自主探究，分组讨论，在此基础上，教师加以点拨，从而得出--------------。
其次设计情景二-------------------，从而的出“----------”这一结论。这既发挥了学生的主体性，有培养了学生自主思考能力，又体现了自主、合作、探究的教法和学法。
2、突破难点：“--------------”是本框的难点。（板书）
针对这一难点，首先我采用（设计几组情景，让学生参与其中；阅读教材，合作探究）多媒体播放---------------------，学生通过对视频案例的分析，讨论得出---------------------。
其次我再采用即兴演讲《----------》（创设情境），采用这种方法，通过紧密联系学生自身实际，让他们懂得-----------------。将所学知识落实为实际行动，真正发挥思想品德课的作用。
（四）巩固提高，情感升华
这一环节重在考察学生学以致用的能力，首先让学生对所学知识进行回顾总结，谈谈自己的收获。然后设计情景活动，升华学生情感从而将整堂课再次推向高潮。
作业布置：不要笼统，要贴近生活。
我的说课到此结束，衷心的希望各位评委老师能提出宝贵的意见，谢谢大家！
说课稿结束语篇二
1、教材分析
本课采用的是看图读“词串”的方法识字，教材以图文并茂的形式把孩子们引进了一个神奇的动物世界，有凶猛的狮子、老虎，有顽皮的猴子、长鼻子的大象，还有美丽仙鹤、孔雀和聪明的鹦鹉等珍稀动物。
从整个小学阶段的识字教学来看，本册识字教学处于承前启后的重要位置，教学中可按照自主学习的策略，充分调动孩子们已有的经验去识字，使认识事物与识字同步发展，另外，十二种动物中大部分动物学生们都较熟悉，教师不必多讲，而仙鹤、麋鹿、棕熊等见得不多，可引导学生查找资料，让他们在课本以外去学语文。在教学中，教师还要领会编者意图，充分利用文中插图，渗透环抱教育。
2、教学目标根据教材编排和课文特点，制订如下教学目标：
（1）、学会本课生字，认识由生字组成的动物名称。会写田字格里的生字
（2）、观察图画，了解十二种动物的样子，建立起名称与实物的联系，丰富学生的知识，激发学生的学习兴趣，同时进行保护珍稀动物的教育。
（3）、正确朗读韵文。
3、教学重难点：
“识字”教学，顾名思义，教学重难点应以识字、写字为主，能按笔顺正确书写田字格中的生字，按字的结构把字写得美观、正确。
4、识字教学，顾名思义，教学重难点应以识字、写字为主，能按笔顺正确书写田字格中的生字，按字的结构把字写的端正、美观。能有感情的诵读。
5、课时安排：二课时
6、教具准备：词卡、动物图、多媒体课件
利用课本中精美的插图与词串中表示动物名称的词语相对照，通过看图识字，识字中认识动物，把看图和激活学生思维，训练学生说话、帮助学生识字结合起来，利用汉字造子的规律帮助学生识记生字，利用学生已有的识字能力激发学生识字的积极性，培养学生自学生字的能力和习惯。
根据学生的年龄特点和兴趣爱好，充分发挥学生的主体作用，叫小老师领度词串，小组合作学习，小组竞赛等多种手段方法，促使学生爱读乐读，熟读成吟，读成轻重缓急，突出不同动物的特点和喜爱动物的感情。
第一课时
一、动物儿歌导入
1、动物儿歌吟诵。
2、揭题：今天我们就来学习一篇有关“动物”的识字韵文。借助拼音，自渎韵文。
3、多种形式的读：指名读，小老师领读，开火车读等。
4、小组读，比一比谁读得准。
三、指导感悟
1、课文一共向我们介绍了十二种动物，你最喜欢哪种动物呢？把它的有关知识介绍给大家。小组成员拿出收集的动物图片交流，介绍自己喜欢的动物，动物的生活习性等。
2、汇报：用句式：我喜欢（），因为（）
3、是啊，这些动物都很可爱，是人类的朋友，保护动物，维护自然界的生态平衡，也就是保护我们地球，保护我们人类自己，你们能读出对这些动物的感情吗？
再读，注意词串间的连贯：词间停顿短，声断气不断，行间停顿长，气断情不断。
4、比一比，看谁读得有感情。
5、用词串说话,这些动物有什么生活习惯，平时都喜欢干什么，请你用一两句话说一说。
6、是呀，随着人们环保意识的不断增强，许多动物都得到了人们的保护。我国还设立了许许多多自然动物保护区，就连动物园的动物也不关在铁笼子里了，而把它们放养在野外，让他们自由自在地生活，你瞧，动物园里的饿动物真多啊！有什么动物呢？谁来说。我们能不能用这样的句式说：示：野生动物园里的动物真多呀！有（）的（），有（）的（），有（）的（），还有（）的（）。他们正在（）。
四、写字指导
1、示生字：狮虎。
2、指导读。
3、写字指导。
4、教师范写。
5、学生练写。
说课稿结束语篇三
（一）课标解读
（略）
（二）教材的地位和作用
本单元教材紧紧围绕大气环境与人类生存和发展关系这一主线，其中前两节主要介绍大气的受热、运动等方面的基础知识和基本理论。本课是在前两节的基础上，从生活实际需要出发，论述影响我国天气变化的几种常见的天气系统。通过本课的学习，使学生学会识读电视天气预报节目中常出现的简易天气图，听懂播放的天气形势预报。本课的学习还为后面气象灾害台风、寒潮等的学习提供理论基础。
（三）说教学目标的确立
根据教学大纲的要求以及学生已有的知识基础和认知能力，确定以下教学目标：1.知识目标；2能力目标； 3德育目标（ 具体见课件）
（四）说教材重点、难点的确定
1、教学重点：对我国天气有重要影响的锋面天气。 2、教学难点：冷锋、暖锋与天气的关系。
（一）说学生
（二）说教法
（三）说学法
共五步：（一）时间安排 1、复习导入 3分钟；2、新课讲授 30分钟；3、练习提高 10分钟；4、课后安排 2分钟；（二）导入新课；（三）讲授新课；（四）课堂练习；（五）教学反思
教学过程具体如下：
（一）导入新课：
展示几幅天气的画面，让学生了解常见天气状况，感性认识地理现象，最快进入学习状态，然后播放一段城市天气预报的视频。看完后，告诉学生要能够看懂和听懂这些天气预报图，首先要了解影响我国的主要天气系统及天气有关的基础知识。
（二）讲授新课： 1、重点概念详解—筑牢基础
教学内容：重点讲述气团、锋面系统、冷锋、暖锋等概念。
教师活动：利用多媒体播放锋面动画，通过教师一系列的提问，引导学生了解重点概念，结构特点，天气特点。学生活动：学生分组讨论分析重要概念，气团界面天气特点。
设计意图：通过这样设计，使学生从感官上接受概念并能运用以前的知识更好的理解念，为下面的知识做好铺垫。
2、巧妙过渡—理解谚语
一场秋雨一场冷
一场春雨一场暖
黄梅时节家家雨
设计意图：通过这样设计，重在贴近学生现实生活，激起学生参与的热情，增强学习兴趣，提高对传统地理文化的理解力。
3、教学重难点突破—能力提升
重要内容：各种锋面系统与天气状况
教师活动：动画演示，设计问题和表格，引导学生自主和合作学习，给学生进行有效指导和鼓励，最后进行重点内容总结。
学生活动：引导学生分析锋面移动时某个地方所经历的天气；相互讨论后完成表格内容；引导学生探究锋面引起的天气现象的差异和产生的原因。
设计意图：结合动画的展示，层层设问，依据学生的思维模式，由简入难，一步步的引导，启发学生，是他们通过自己亲身的参与，以及通过同学之间的合作，获的知识、得出结论
4、总结新课 巩固练习
通过活动课“试做天气预报员”和典型例题，检测学生对本节课的掌握情况，提高解题能力。
教师活动：以学生为主，教师为辅。
学生活动：分组练习。
设计意图：这样设计既能检验学生对所学知识的掌握程度，又能锻炼学生的个体，培养了学生的能力。
（课堂结束语）
几日来的黄山市阴云密布，阳光难得一见，我们期待着明天有一个好天气，因为我们相信――我们的明天更美好。
5、布置作业
（略）
6、教学反思：
本科内容是全节教材的基础和关键，重于原理，偏重空间模式，难度较大。通过空间模式法和对比分析法进行教学，便于学生理解掌握，多媒体的动画演示使抽象知识直观化，教师随时测试教学效果，及时获得即时反馈，查漏补缺，便于学生理解巩固知识，效果较好。
说课稿结束语篇四
我说课的内容选自湘教版八年级下册《大提琴》，下面我根据教材分析、教学目标、学情分析、教学策略及教学过程对该课进行分析。
《大提琴》以“造型·表现”学习领域为主要学习内容。通过学习活动使学生对抽象绘画有初步的认识，从而丰富学生的造型表现语言，提高运用绘画表达个性的能力。教材以介绍大提琴的音色、造型特点入手，进而把对乐器造型之美的分析作为学习侧重点，为进一步学习做好铺垫。安排剪贴画、线的构成等方法引导学生感受新奇的视觉效果，尝试不同的方法，逐步引入到抽象绘画的创作，体会抽象绘画的特点与魅力。
本课分为二课时，第一课时主要是帮助学生运用一定的造型表现方法获得新奇视觉的形象，对抽象绘画的形式特点与表现技巧产生初步认识。第二课时主要让学生尝试运用视觉形象的符号语言表达对音乐的理解，着力培养学生的个性与创新精神。
抽象绘画需要抽象思维和造型表现能力，初中二年级正是促进学生多元思维发展的关键时期，很多学生的思维方式还处在具象思维和抽象思维转化的模糊边缘。就本校学生对于抽象绘画的接触较少，大部分学生只是在七年级下册《绿洲》、八年级上册《与米罗游戏》这一课中接触到抽象艺术。而《绿洲》侧重与创造新奇视觉形象的表现，《与米罗游戏》这课侧重对浮雕和圆雕作品的认识。因此，对于利用“点、线、面、色”等造型元素进行抽象绘画的表现对学生来说难度是比较大的。由此可见，引导学生先了解点、线、面的构成再延伸到抽象造型表现有利于学生对抽象绘画的认识和表现。
根据教材结构和内容分析，结合初二学生的认知结构及其心理特点，我制定了以下的教学目标。
教学目标：
1、初步理解打散重构的概念，尝试运用“打散重构”方法进行操作体验。
2、能够把握乐器造型的特点，领悟造型的独特魅力。
3、学会以点、线、面的构成为基础，利用“打散重构”的表现方法绘制新奇视觉形象，对抽象绘画技巧产生初步的认识。
以新课程标准，在吃透教材基础上，我确定了以下的教学重点和难点：
教学重点：引导学生理解打散重组的概念，把握乐器造型特点，鼓励其运用“打散重构”方法进行操作体验，领悟造型的独特魅力。
教学难点：以面、线的构成为基础，用“打散重构”的表现手法绘制新奇视觉形象，对抽象绘画技巧产生初步的认识。
三、说教法
基于本节课内容的特点，我主要以活动探究法为主，欣赏、分析、讨论法为辅，引导学生通过创设情景等活动形式获取知识。以学生为主体，使学生的独立探索性得到了充分的发挥，培养学生的自学能力、思维能力、活动组织能力。
四、说学法
这节课在指导学生的学习方法和培养学生的学习能力方面主要采取思考评价法、分析归纳法、自主探究法等方法，让学生在探究、体验操作中得到感悟。
教学过程：
一、预习反馈「ppt：“鸭梨”大比拼」
1、学生谈以点、线、面构成的黑白装饰画作品创作感受。
2、探究“打散重组”的表现方法。
3、播放大提琴mp3并导出图片，学生分析其造型及音质特点。
4、以大提琴为造型元素，用“打散重构”方法进行“面”的切割与重构练习。
【设计意图：利用知识的交融性和扩充性创设教学情境，引发学生探究新知。】
二、赏析体会
1、欣赏毕加索《吉他》
师：请你们感受一下艺术家是怎么去处理这个画面的？
分析并总结出“打散”、“重构”的要点。
打散：要保持物体的造型特点，分割形状不能太琐碎。
重组：构图（均衡、疏密有致、饱满）
2、作品《圆号》欣赏
图片与作品比较，
师生共同分析，①作品抓住了圆号的什么特点？②构图处理。
师引导学生赏析两组乐器“打散重构”作品。（打散处理方式、构图处理方法）
【设计意图：赏析中感悟出“打散重构”表现方法的要点，突破教学重点。】
三操作体验
1、用简化、夸张的手法，概括出大提琴特征的线条，进行重新组构，使画面产生新奇的视觉效果。（表现形式不限。）
2、学生作品展示
【设计意图：把理论认识转化为技能操作，提高抽象绘画表达能力，体验成功喜悦。突破教学难点。】
四、问题情境
学生作品提出问题：点、线、面的构成与节奏韵律的关系。
寻访大师（欣赏名师作品）
师：在大师的作品中你发现或感悟到了什么？
师生共同总结点、线、面的情感表达及与色、肌理的结合，节奏与韵律的表现。
【设计意图引导学生对抽象艺术表现从初步技能的掌握到情感表达的升华做一铺垫。】
五、拓展延伸
请根据你对音乐的理解，用线的组合来表现音乐的节奏与韵律。
【设计意图：把音乐和美术有机的结合起来，为第2课时的学习埋下伏笔。】
说课稿结束语篇五
《青海高原一株柳》是六年级上册第五单元的一篇课文，这是一篇以酣畅淋漓的笔触介绍了生长在青海高原上的一株粗壮的柳树，这棵柳树虽然是一株极其平常的柳树，但是又是一株令人敬而生畏的、有着顽强精神的、神奇的柳树，告诉人们面对人生的困境和艰难，不能抱怨命运，应该以顽强的毅力和韧劲与生存环境抗争。全文首先用两个自然段点明青海高原一株柳的神奇，其次从青海高原这株柳树生长环境的恶劣和这株柳树的巍然撑立写出其强大的生命伟力，继而猜测和想象那株柳树存活、长粗的生长过程，进一步体现出青海高原一株柳的顽强毅力，接着又写了家乡灞河柳树的极易生长，从侧面烘托出青海高原一株柳敢于与命运抗争。最后以震撼人心的话语点明了这株柳树没有抱怨命运，而是以超乎想象的毅力和韧劲生存下来，从而揭示出人生哲理。
这篇课文是一篇散文，词句堆砌华丽，语言流畅，气势磅礴，恰当的比较、合理的想象使事物特征的描写更具感染力和震撼力，如文中把青海高原一株柳与家乡灞河柳树作了比较，第6、7、8三个自然段的想象占据了文章的一半，有力地写出了青海高原一株柳的精神意象。
虽然六年级学生的想象能力和逻辑思维能力有了较大的发展，感悟和品析能力有了明显的提高，对柳树也是其熟悉的事物，也学过关于咏物、表现生命力强的文章，但学生并没有接触过侧重通过环境的描写、多角度的比较来咏物并表现人生哲理的文章。还由于学生对青海高原特有的气候和地理特点普遍缺乏感知和体验，再加上课文中只是运用语言直接描述，因此通过语言文字来体会环境的恶劣是教学的难点，而在此基础上对青海高原一株柳精神实质的朗读感悟和解读以及人生哲理的把握是教学的重点。
鉴于以上分析，从知识与技能、过程与方法、情感态度价值观三个维度考虑，把这篇课文的教学目标定位为：
1、学会课文中8个四会字和5个二会字，重点理解锻铸虐杀摧毁等10个词语。
2、通过研读语言文字和合理的想象能够体会出青海高原一株柳的神奇，进而能够理解以顽强的毅力和韧劲与命运作抗争的人生哲理。
3、凭借语言材料激发学生热爱生命、不抱怨命运、敢于与艰难环境作抗争的情感。
4、能够正确、流利、有感情地朗读课文。
这篇课文分两课时教学，第一课时分两个板块开展教学，一是以青藏铁路通车的鲜活事例和青海高原地貌的图片、录像导入，让学生直观感知青海高原的气候和地理特点。二是通过放声自由朗读课文、指名分节检查读课文、快速浏览课文了解大意、默读课文初步感知怎样的柳树等四遍目的不同、要求不同、形式不同的读书，为第二课时进一步精读课文扫除障碍。[小第二课时根据课文特点，紧扣神奇展开教学，这是明线，以作者的情感深化为线索，这是暗线。通过品读语言文字去触摸作者受震撼的心灵，进而去感悟青海高原一株柳的生命伟力，去感悟不抱怨命运，以顽强毅力和韧劲与艰难环境作抗争的人生哲理，从而实现师生与文本、与作者之间的心灵对话。为此预设了以下四个学习活动：
1、投影一幅广袤无垠的青海高原图片（没有树），创设学习情境，学生自由读读课文3-5自然段，想一想并说一说，这株柳树是极其平常的柳树，为什么它生长在青海高原上就使得它神奇。
2、在交流的过程中引导学生分三个层次体会柳树的神奇：
第一层是图文对照，想象青海高原环境的恶劣，能长出一株唯一的柳树，这是神奇的，然后体会哦的一声的想法和情感；
第二层是图（稍远）文对照，想象这株柳树的生长环境比其它地方更恶劣，却还能长出这样的柳树，这是神奇的，并通过反复读反问句提升学生的情感；
第三层是通过图（近影）说柳树的神奇，通过文字想柳树的神奇，通过朗读感悟柳树的神奇，然后通过讨论这株柳树好像在向我们诉说着什么来体会柳树的生命伟力和作者的情感。
[扣住神奇，学生的学习活动有了落脚点，并依据课文特点采用了比较、环境渲染、图片创境设情等方法体会神奇，同时巧妙地抓住每节最后一句话让学生感悟作者情感的提升，也感染了学生自己。说、读、悟融为一体。]
1、指名学生有感情朗读课文第6、7自然段，体会在作者的想象中，这株柳树的生长过程又表现出怎样的神奇。
2、在交流中引导学生读第6自然段的语句并抓住有幸萌发保存生命继续存活三个方面体会柳树的神奇，然后用（什么条件下）其它的而只有的句式灵活地说一说在这三个生长过程中柳树的神奇，接着通过朗读和体会奇迹般一个不可思议的奇迹来感悟作者的情感和提升学生的情感。
3、在初步体会柳树长粗过程的语句的基础上想象柳树遇到高原风雪、雷轰电击以及其它灾难的情景，并扣住多少一次又一次用想象读增强体验，然后抓住一种多么顽强的精神，通过说和读来感悟作者情感的进一步提升。
[首先抓住关键词语引发学生与作者一起想象，情景交融，接着在作者想象的基础上，进而描述情境引发学生再展开更为具体的想象，让学生对柳树顽强的感悟更加直观和强烈。同时，学生想象的过程中在口头表达和思想认识方面的语文素养都有了展示和提升的空间。]
1、在与名贯古今的家乡灞河柳树的比较中，还能看出青海高原一株柳的神奇吗？边读课文第8自然段，边找到关键词句来体会灞河柳树的特点，并适时用图片来展示两种柳树的形象和生长环境的不同。
2、用引读的方式比较两种柳树在外形特点、生长过程、吸引人处等方面的不同，然后抓住同是一种柳树，生活的道路和命运相差何远一句话来体会它们之间的本质不同处，并说说青海高原一株柳面对自己的命运它是怎样做的，从而使情感又一次升华。
[这一设计让学生联系上文、结合图片来感悟这两种柳树的不同，真正体会到这一段落的写作意图，并逐步渗透到人生哲理的感悟，这既是情感上的感悟，也是学法上的指导。]
1、小结上文的学习，引出命运给予它的几乎是九十九条死亡之路，它却在一线希望之中成就了一片绿阴。，然后引导学生联系上文体会九十九条死亡之路。
2、探讨柳树是靠什么成就了一片绿阴，然后以这篇课文仅仅是在写柳树吗？你从中感悟到了什么？引导学生在平等对话中揭示人生哲理。
[对人生哲理的认识不是简单的说教，而是充分利用文末的点睛之笔由物及理，由现象到本质，让学生联系上文从整体上解读青海高原一株柳的生命伟力，在此基础上感悟到人生也应该不抱怨命运，以顽强的毅力和韧性与环境作抗争。]
说课稿结束语篇六
正确流利有感情地朗读课文。
理解课文内容，知道人与人之间都需要关心和鼓励。要主动地关心和鼓励别人，也要珍惜别人的关心和鼓励。
引导学生整体把握课文内容，感受英子在掌声前后的变化以及掌声的内在含义。
一、复习导入。
这节课我们继续学习《掌声》这篇课文。还记得这掌声是谁送给谁的吗？
你知道吗？小英来信了！想看看她信里说了什么吗？
【出示投影】我永远也忘不了那一次掌声，它使我鼓起了生活的勇气。我永远感谢这掌声。师读。
小英为什么说忘不了那掌声？让我们一起回忆一下小英是个怎样的孩子。
【投影出示】
在我上小学的时候，班里有位叫小英的同学，她总是默默地坐在教室的一角。因为小时候生病，一条腿落下了残疾，她不愿意让人看到她走路的样子。
说也奇怪，从那次演讲以后，小英像变了一个人似的。她不再忧郁，开始和同学们一起交谈、游戏，甚至还走进了学校的舞蹈房……
（1）你能通过朗读让大家感受到小英的改变吗？分男女生读两段话。
（2）男生的朗读向我们展现了一个怎样的小英？用一个词语来形容一下。
那么女生的朗读又把一个怎样的小英带到我们面前的呢？也用一个词来形容一下。
读到这儿，在我们心中一定留下一个很大的问号，是什么让小英产生这么大的变化？
【投影出示】我永远也忘不了那一次掌声，它使我鼓起了生活的勇气。我永远感谢这掌声。
指名读。（你是多么迫切地想告诉别人你的想法啊！）（老师感受到了你面对生活的勇气。）
再指名读。（听了她的朗读，我感受到了小英发自内心的感激。）
过渡：掌声竟会有这么神奇的作用！让我们回到那次难忘的演讲中去。
自由读课文2-4段，画出描写掌声的句子。思考：这掌声是在什么情况下出现的？为什么要给小英掌声？
指名读句子。
理解第一次掌声
【投影出示】
就在小英刚刚站定的那一刻，不知是在谁的带动下，骤然间响起了一阵掌声。那掌声热烈、持久，小英感动得流下了眼泪。(指名读
这次掌声是在什么情况下给小英的？（小英在大家的注视下，终于一摇一晃地走上了讲台。）
师述：一天上演讲课，老师让同学们轮流走上台讲故事。轮到小英的时候，全班同学的目光一起投向了那个角落。
老师是刚调来的，所以不了解小英的情况。那你们作为小英的同学，应该对小英有一定的了解。谁来说说小英的情况？
现在你就是小英的同学，结合小英平时的表现，说一说当你的目光投向小英时，你在猜测什么？
（不知道她会不会上台呀？平时她从来不发言的，今天不知道讲的好不好？）
看来，同学们还是很关心小英的。
那么小英发现所有人的目光一齐投向自己这里时，是怎样想的？
（大家说的那么好，我说的不如他们。）（大家都在看我，我害怕，我不想让这么多人看到我走路的样子。）
那么，在这段话中，哪一个词语最能反映小英此时的心情呢？“低”。
请一个小组用朗读把小英此时的心情表现出来？指名小组读。（你们读的真好，老师感受到了小英的自卑和胆怯；老师感受到了同学们对小英的关心。）
课文中还有一个自然段也能描写了小英此时的心情？指名读第3段。
（她读的真棒，此时的小英犹豫不定，不知道该怎么办。不想去，可又不能不去。）谁能再一次把小英的这种犹豫展现给大家吗？指名读。
（她的朗读不但展现了小英的犹豫，还读出了小英那红红的眼圈儿和内心的难过。）你能读出小英此刻那难过的'心情吗？）
师述：尽管犹豫，尽管眼圈儿红了，小英最终还是——慢吞吞地站了起来，然后，在大家的注视下，一摇一晃地走上了讲台。这需要鼓起多少的勇气啊！
轮到小英的时候，全班四十多双眼睛一齐投向了那个角落，小英立刻把头低了下去。
小英犹豫了一会儿，最后慢吞吞地站了起来。我们注意到，小英的眼圈儿红了。
小英在大家的注视下，终于一摇一晃地走上了讲台。
你能把小英内心的这种情感变化读出来吗？齐读。
多少双眼睛都在注视着小英啊！当你看着小英一摇一晃地走上讲台，你的心里是怎么想的？想对小英说什么？
（小英,不要怕，你能行！只要有勇气,再难的事也可以完成!）（加油小英，你已经做的很好了！今天你已经很有进步了！你能站在台上，真是勇敢呀！）
你已经完全把自己当成是小英的同学了。
你真勇敢，你一定能讲的很好！)（有你的鼓励，小英一定能成功）
（你可以的，世上无难事，只怕有心人。）
大家是多么的关心小英啊,多么想给小英一点力量，多么想给小英一点勇气和信心啊！
所以——【投影出示】就在小英刚刚站定的那一刻，骤然间响起了一阵掌声。齐读。
师述：这热烈持久的掌声犹如一阵阵和煦的春风轻轻拂过小英那脆弱的心，犹如一阵阵暖流涌入小英的心。掌声响得如此突然，响得让小英出乎意料。
【投影出示】那掌声热烈、持久，小英感动得流下了眼泪。
你能读出小英内心的感受吗？指名读。（我感受到了小英的感动了）再指名读。（我仿佛看见了小英流下了激动的泪水。）
齐读两句。好好体会小英内心的感动。
理解第二次掌声。
掌声渐渐平息，小英也镇定了情绪，开始讲述她童年的故事。
【投影出示】当她结束演讲的时候，班里又响起了经久不息的掌声。
同学们为什么要给小英掌声？（故事十分动人，她的普通话也很好。）
你认为，她的故事怎么能讲的这么好的？和之前的第一次掌声有什么关系？如果没有同学们给小英的第一次掌声，没有同学们对小英的鼓励，小英的演讲是不可能成功的。
如果你就是她的同学，听了小英的演讲，你想对小英说什么？
（你真棒！你的演讲太精彩了！小英，你真了不起！你比很多人都做的好！你是我们学习的榜样！）
千言万语都化作一阵阵——经久不息的掌声。
再次听到这经久不息的掌声，看到同学们眼中那真诚的肯定和赞扬，小英的内心是多么——感激啊！无数的话语在小英的心头涌动。
【投影出示】小英向大家深深地鞠了一躬，然后，在同学们的掌声里微笑着走下讲台。
这深深地一躬，包含着小英多少的感激啊！和她走上讲台时所不同，现在，她是怎样走下讲台的呢？
当她微笑着走下讲台，心里又会想些什么？
（原来我也挺棒的。原来我也能和别人一样上台演讲，我也能和别人做的一样好。别人能做到的我也能做到呀。）
齐读第二次掌声。
师:两次掌声给了小英多少的勇气和信心啊！让我们一起再来感受一下这两次掌声。分组读两次掌声。
师：是掌声给了小英生活的勇气，使小英对自己充满了自信。
【投影出示】我永远也忘不了那一次掌声，它使我鼓起了生活的勇气。我永远感谢这掌声。
齐读。
小英忘不了的不仅是那次掌声，更忘不了的是掌声中包含的同学们对她的关心，支持，尊重，鼓励，通过那次演讲，使小英能坦然地面对自己那残缺的腿……
现在你能体会到为什么掌声能有如此神奇的作用了吧！
再齐读。
三、
引导说话，读背作者的感想
学到这儿，你有什么感受？你想说对大家说些什么？
【投影出示】是啊，人人都需要掌声，特别是当一个人身处困境的时候。让我们珍惜别人的掌声，同时，也不要忘记把自己的掌声献给别人。
齐读。
是啊，人人都需要掌声，特别是当一个人身处困境的时候。
【投影出示】残奥会运动员图片。这些都是参加北京残奥会的运动员，对于他们而言，掌声还可以是什么呢？请听——
师配乐读诗歌。
掌声是一首美妙的歌,能唤起人们的自信！
掌声是一把钥匙,可以打开勇气的大门！
掌声是闪闪的星星,能把孤独的黑夜照亮！
……
【机动】仿写句子：掌声是，。
掌声是，。
现在老师相信同学们一定对掌声有了新的理解。再齐读。读出你对掌声的理解。
总结：身患残疾而忧郁自卑的小英在掌声的激励下，鼓起了生活的勇气，变得自信开朗。在我们的身边有多少像小英一样的同学啊！你愿意献出自己的掌声吗？请大家用真诚的朗读回答老师！再读课文第7段。
赠人玫瑰，手留余香。课后，请你选择班级里的一位同学或身边的一个人，写一句鼓励的话语吧！
说课稿结束语篇七
小小班幼儿的思维正处于直觉行动思维向具体形象思维过度的时期,他们情感外露,不稳定,带有很大的情绪性。他们学习、或殴打能够的特点是只关心活动的过程,不关心活动结果,因此,小小班的教学活动应更注意游戏化、情景化,强调让幼儿在愉快、轻松、自由的游戏中自娱自乐、玩中学、玩中获发展。
《小小ji》是一首外国歌曲创编而来的一首幼儿歌曲,小小班幼儿思维的特点决定了他们喜欢在动作模仿和游戏情景中学习。因此,我所选择的音乐将情景性和趣味性放在首位,节奏鲜明,形象性强的音乐引起幼儿活动的愿望,另外,活动设计小小ji到草地上玩和允许自己喜欢的小小ji,在唱唱玩玩中,反复感受音乐的旋律和歌词。从看小ji,做小ji,一直到唱小ji的整个过程中,幼儿自然地产生了爱小小ji、爱ji妈妈的情感。幼儿始终保持活泼,愉快的积极情绪,真正做到玩中学,学中乐。
1、乐意用动作、歌曲、表情,表达对小小ji和ji妈妈的喜爱之情。
音乐学习心理学告诉我们:多种感知通道参与,特别是大肌肉运动的参与,能有效地提高儿童对音乐的感知兴趣和感知音乐的效果。新《纲要》中强调:“提供自由表现的机会,鼓励幼儿用不呕吐能够的艺术形式大胆地表达自己的情感、理解和想象。目标1是本次活动的重点。
2、在唱唱玩玩中学习做音乐游戏《小小ji》。
皮亚杰指出:在前运算时期(幼儿时期)要发展智慧,关键是让幼儿做各种各样的游戏,从娱乐中学、从玩耍中学,脱班幼儿很喜欢一边哼唱一边做模仿动作,小动物是幼儿最亲密的朋友,幼儿对小动物的叫声及
托班音乐游戏《小小鸡》说课稿
感兴趣,并好模仿动物的动作,因此对这首歌有强烈的兴趣成了游戏的基础,目标2是目标1的基础上进行,又是目标1的突破口,而遵守游戏的规则幽将是成为本次活动的难点。
为了引起幼儿的兴趣,调动对音乐的积极性以及帮助他们对歌词内容的理解,加强节奏感等,我适当地使用了一些能活动的教具,本次活动我作了以下准备:
1、情景课件。
2、区域活动中,幼儿自由听赏过歌曲的旋律。
3、创设在游戏中学习的氛围。
4、准备ji妈妈头饰一只,音带,录音机。
一、引出课题:听小ji叫,问“谁来了?”幼儿回答,打开课件引出小ji及音乐。
二、看小ji、听节奏、做动作。
1、引导幼儿看小ji,模仿学做各种小ji的动作,激发幼儿的兴趣。
2、引导幼儿欣赏音乐,并学做小小ji。
托班幼儿正处在听觉感官发展时期,听觉的发展比其他感官快而需求多,因此对音乐能表示出明显的情绪反应,这一环节是幼儿的听觉感受及动作感受,使幼儿对音乐有初步的印象。
3、教师听音乐,表演小小ji,让幼儿模仿。
4、引出ji妈妈。教师表演ji妈妈找小ji。(初步感知游戏规则)
5、告诉幼儿这是一个音乐游戏,游戏是有规则的。(幼儿表演小小ji在草
托班音乐游戏《小小鸡》说课稿
地上玩耍,做各种动作,ji妈妈来找小ji,按音乐旋律进行游戏)
6、边听音乐,边哼唱歌曲进行游戏,再次激发幼儿爱小ji的情感,强化游戏规则,以此来突破本次活动的重难点。
7、在游戏中结束本次活动。精品源自(哦)
说课稿结束语篇八
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