(二)講授新課:1、講授重點:文化與經(jīng)濟、政治的關(guān)系。我首先帶領(lǐng)學生分析課本上的活動探究,了解日常生活中的常見活動,讓學生們觀看視頻材料幫助學生對文化活動、經(jīng)濟活動、政治活動進行辨別和分類。然后讓學生們舉例說明,綜合探究,最后通過集體討論得出文化與經(jīng)濟政治的關(guān)系:經(jīng)濟是基礎(chǔ),政治是經(jīng)濟的集中表現(xiàn),文化是經(jīng)濟和政治的反映,一定的文化由一定的經(jīng)濟和政治決定,又反作用于政治和經(jīng)濟。這個問題是本課重點。要引導學生循序漸進,集體討論,得出結(jié)論。2、突破難點:(1)文化與經(jīng)濟政治相互交融,在時代發(fā)展的進程中。首先播放上海世博會視頻,讓學生體會文化、經(jīng)濟、政治活動,另外我會引導學生積極舉生活中的事例,來說明問題,讓學生學會舉一反三,充分理解這一知識,讓學生明白文化與經(jīng)濟、政治的聯(lián)系,讓學生清楚文化滲透的力量有多大,幫助學生樹立反對文化霸權(quán)主義的意識。
(二)引入內(nèi)容1、播放幻燈片,從名言引出思考,什么是文化,如何理解文化?學生探究,既可質(zhì)疑,也可談自己對文化的理解2、幻燈片,以三組幻燈,分三個階段,學生分別通過小組討論的形式,歸納總結(jié)文化現(xiàn)象的三個特征3、根據(jù)對文化現(xiàn)象的認識,歸納總結(jié)文化的內(nèi)涵及外延小活動:把不是文化的山、水、樹,由幾組同學畫出來,體會文化的含義4、一組判斷題,哪些是文化的,哪些不是5、理解文化的特點首先,根據(jù)前面,總結(jié)文化現(xiàn)象的特征,歸納出文化的普通性及特殊性其次,播放視頻,歸納總結(jié)文化是人類特有的現(xiàn)象第三,根據(jù)教材材料,小組探究總結(jié),文化是后天習得的第四,借助小活動的材料,歸納,文化需要一定的物質(zhì)載體6、文化的作用首先、觀看視頻,小組探究總結(jié),文化對于人的影響其次,觀看視頻,小組探究總結(jié),文化對社會的影響
探究一:高中階段功的含義是什么?投影:初中九年級《物理》105頁學生思考:①圖中物體的勢能、動能分別如何變化?②物體能量的變化和做功是否存在關(guān)系?學生:分組討論,得出結(jié)論:如果物體的能量發(fā)生變化時,說明有力對物體做了功。教師:進行點評和小結(jié)(設(shè)計意圖:對初中知識深化理論認識,并為以后功能關(guān)系的教學作準備)探究二:力對物體做功的兩個要素是什么?情景再現(xiàn):找體重相對懸殊的兩位同學,①A同學試圖抱起B(yǎng)同學,但沒成功。②B同學抱起A同學在教室內(nèi)勻速走動。學生思考:在①中,A是否對B做功?在②中,B是否對A做功?學生:分析得出做功的兩要素:物體受到力的作用,并且在力的方向上發(fā)生位移.教師:讓學生分別例舉生活中力對物體做功和不做功的例子,(設(shè)計意圖:讓學生親身參與課堂實驗,烘托課堂氣氛,相互協(xié)作增進同學情誼)探究三:如果物體的位移不再力的方向上,那么力是否還對物體做功?
本節(jié)課是人教社物理必修1第三章第三節(jié)的內(nèi)容,編排在彈力之后。該節(jié)知識既是力學的基礎(chǔ),也是組成整個高中物理知識的一塊“基石”,所以這節(jié)內(nèi)容的教學如何引領(lǐng)學生自主積極地探究摩擦力產(chǎn)生的條件和影響因素,體驗摩擦力特點規(guī)律的發(fā)生過程是本節(jié)課的重點,應(yīng)高度重視本節(jié)教學過程;由于摩擦力問題的復雜性,且在具體問題中又表現(xiàn)出“動中有靜,靜中有動”,尤其靜摩擦在許多情形下似乎又是“若有若無,方向不定”,因此,對于初學者也是有一定難度的。也正是由于教材內(nèi)容的上述特點,本節(jié)課又易于激起學生的求知欲,易于培養(yǎng)學生的辯證觀點,易于錘煉學生的物理素質(zhì)。要充分用好該節(jié)教材內(nèi)容,深入挖掘知識間的有機聯(lián)系,對學生開展針對性的思維訓練,進而提高學生應(yīng)用物理知識解決實際問題的能力和創(chuàng)新思維能力。高中物理《課標》對該知識點的要求是,“通過實驗認識滑動摩擦、靜摩擦的規(guī)律,能用動摩擦因數(shù)計算摩擦力”。其中,對靜摩擦力規(guī)律的認識應(yīng)該包括最大靜摩擦力。
(一)、復習提問1、請說出功的計算公式及功的單位2、我們用哪個物理量表示物體運動的快慢?(二)、創(chuàng)設(shè)情景,引入新課1、播放多媒體素材,用起重機和一個工人搬運幾百塊磚比較哪一種方法好?圖中的情景說明了什么問題?(教師通過所設(shè)計的情景,將學生引入怎樣比較做功快慢,讓學生發(fā)表自己的看法,初步知道物體做功是有快慢之分的。)(三)、進行新課1、比較做功快慢的方法播放多媒體素材并提出問題:怎樣比較兩個人誰做功快誰做功慢?教師啟發(fā):以前學習過要比較兩物體運動的快慢,可以先確定路程再比較時間,也可以先確定時間再比較路程。在路程和時間都不同時,通過計算速度比較兩物體運動的快慢。同理,要比較物體做功的快慢可采用什么方法?
二、為什么要學習?(插入學習歌)有一首歌這樣唱:中國有一句話,活到老,學到老,該學的真不少,書里書外都重要。(多媒體)古人荀子有言:不積跬步,無以至千里;不積小流,無以成江海。偉人毛澤東說:一天不學習,趕不上劉少奇今人說終身學習,學習能增進智慧,使人睿智。人生無坦途,跋涉多風雨,畏懼時,智慧是一柄利劍,助你披荊斬棘,笑傲人生;迷茫時,智慧是一盞明燈,為你點亮心靈,堅定方向;疲乏時,智慧是一彎山泉,讓你洗去塵埃,凈化心靈。
“深入探究,把握主旨”這一步則是解決教學的重點難點,這里涉及到課文的深層意蘊,學生理解有難度,教師在通過問題引領(lǐng)學生探討的基礎(chǔ)上,還要適時啟發(fā)、點撥,因為教學時間有限,讓學生漫無邊際的討論,可能難以完成預定的教學任務(wù),會使教學過程不完整。至于本文的寫作特點的教學視時間而定,有時間可以讓學生說一說,沒有時間用小黑板出示一下,讓學生了解就行,如果時間不夠,甚至可以不講。第三階段是“延伸練習,鞏固提高”。
一、說教材1.教材分析《涉江采芙蓉》是新人教版必修二第二單元《古詩三首》中的一首?!豆旁娛攀住吩谥袊糯姼璧乃囆g(shù)手法上起著承前啟后的作用,在高中語文古詩教學中也起著承前啟后的作用。這首古體詩不論是藝術(shù)上,還是在思想上都已經(jīng)達到了十分純熟的境界。因此,它十分重要。2.說學情這首詩歌在內(nèi)容上難度不大,可以做多角度解讀。新課程標準鼓勵學生作個性化解讀,我們可以引導學生就此作些探討。學生通過小學、初中的系統(tǒng)學習和本冊古詩部分的集中學習,有了一定的古詩鑒賞能力,對源遠流長的中華文化也有了一些積淀,興趣漸濃,這是進一步引導學生熱愛古代詩歌、學習古代詩歌的一個前提。3.教學目標依據(jù)學生特點,教材特色以及新課標的要求,制定教學目標如下:(用多媒體展示)1、了解關(guān)于《古詩十九首》的文學常識;2、感受詩歌的思想內(nèi)涵;3、運用想象描摹詩歌的藝術(shù)畫面。
“第二次鴉片戰(zhàn)爭”爆發(fā)的原因的講析,可通過出示英國在鴉片戰(zhàn)爭后在中國與洪都拉斯的正當貿(mào)易對比表,讓學生觀察和創(chuàng)設(shè)情景來得出結(jié)論。戰(zhàn)爭的經(jīng)過及影響,可以通過兩次鴉片戰(zhàn)爭形勢圖,以及一張相關(guān)的表格,從戰(zhàn)爭的根本目的、性質(zhì)、過程及影響等方面來比較兩次戰(zhàn)爭的異同,從而讓學生理解掌握“戰(zhàn)火再燃”其實就是中英鴉片戰(zhàn)爭的繼續(xù)和擴大。并理解“第二次鴉片戰(zhàn)爭”的如何使中國社會半殖民地半封建化的程度大大加深了。并突出英法兩國殖民者在占領(lǐng)北京期間所犯的滔天罪行。3、結(jié):結(jié)合板書設(shè)計,讓生自己總結(jié)這節(jié)課所學的內(nèi)容,并通過課后習題練于講相結(jié)合,來鞏固本課知識。在此基礎(chǔ)上對本課線索及主要知識點進行簡要的梳理。4、課題延伸:教材后探究學習總結(jié)中的一段材料,即《英國駐華商務(wù)監(jiān)督義律致英國外交大臣巴麥尊的機密件》,讓學生究義律對中國發(fā)動鴉片戰(zhàn)爭原因的說辭來展開探討,啟發(fā)學生運用辨證唯物主義的基本觀點,澄清和批駁在在一問題上的一些錯誤和謬論,從而提高學生辨別是非的能力和批判的能力.
Textbook: Senior English for China (Book 4), by Liu Daoyi Time Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalk I. Text Analysis (教材分析)This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives (教學目標)By the end of the lesson, students will be able to:1. Language Skill Objective(語言技能目標): develop reading ability (skimming and scanning)as well as speaking ability.2. Cultural Knowledge Objective(文化知識目標): know about the cultural differences of using body language.3. Affective Objective(情感目標): increase students’ awareness of using body language correctly in different cultures. III.Teaching Focuses and Difficulties(教學重點和難點)1. Teaching Focuses(教學重點): the difference and similarity of body language in many parts of the world.2. Teaching Difficulties(教學難點): develop students’ reading abilities of skimming and scanning and ask the students to show their opinions with fluent English.
Ⅲ. Analysis of the teaching material:The topic of this unit is cultural relics. Students are quite interested in topics about different cultures around the world. This is the second period of the whole unit. As a reading class, the passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching reading, much emphasis should be put on training the students’ reading skills.Ⅳ. Teaching objectives1. Language objectives:1) Students are required to master the key words and phrases occurred in the passage (e.g. amazing, decorate, belong, in return, less than etc.)2) Students are required to learn the attributive clause and acquire the sentence pattern.2. 1) Students are required to describe a certain thing by using the new sentence patterns.2) Students are required to master two kinds of reading skills—skimming and scanning, and learn to use them in their daily reading.3. 1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance of protecting them.Ⅴ. Teaching important and difficult points1) the new words, phrases, and sentence pattern in the course of reading.2) Teaching difficult point: Help the students master two kinds of reading skills—skimmingand scanning and learn to apply them in daily use.Ⅵ. Teaching methods:Task-based method & Top-down model Ⅶ. Teaching aids: PPT, pictures, blackboard Ⅷ. Teaching procedure:
Purpose of my design:To ask the students to do these two tasks will make the Ss predict the story of this passage. As a result, it will deepen Ss’ memory of this story because they will have their own understanding of this story.Step 3. While-readingTask 1. (Individual work _____min)Skimming: ask students to skim the text and the main ideas of each paragraph in this passage. Please read it quickly and then match the sentences with the letters.Task 2. (Individual work _____min)Scanning: read the text quickly and decide the whether the following statements are true or false and give reasons.Task 3. (Pair work _____min)Listen to the tape and fill in the banks. Then read the paragraph with expression to your partner.Task4 (individual work min)Listen to the tape again and write down the main idea in one sentence.Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here todevelop the Ss’ ability of communication and also their ability of co-operation will be well trainedStep 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min)Discussion (group of 4):1. If you were Hippomenes, would you run against Atlanta?2. Do you think Hippomenes deserved to win the race? Why or why not?Step 5. HomeworkPlease read the story again carefully after class and imagine: What will happen during the race between Hippomenes and Atlanta? Who do you think will win the race? Do you think Atlanta would marry Hippomenes? Write an end for the story with thses questions.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 5 Blackboard design
Good morning, distinguished judges:It’s my honor to talk about my teaching ideas with you. Today my topic is Women of Achievement. My presentation consists of six parts: the analysis of teaching material and student, teaching aims, key and difficult points, teaching and studying method, teaching procedures and blackboard design.First, let’s focus on the analysis of teaching material. This lesson is from New Senior English for China Student’s Book 4 Unit 1, the reading part. The main topic of the passage is the introduction of a student of Africanwildlife. After this lesson, the students will learn more information about her studying chimps in Africa, and their reading and speaking abilities can be developed as well.The next part is the analysis of students. My students are in senior high students. They have learnt English for many years, they’ve known many words and sentences, but their speaking and reading abilities are still not very good. So I will practice their speaking and reading abilities through different exercises.According to the New Standard Curriculum and the present situation, I set the teaching aims as follows: firstly, knowledge aims. Students can grasp some new words, such as worthwhile, move off. Moreover, students can understand the content of the passage and get familiar with the topic of studying chimps in wildlife. Secondly, ability aims. Students can use reading strategies such as skimming and scanning in reading process. Thirdly, emotional aims. Students can have the awareness of protecting animals and care about animals.Based on the above analysis, the key point of this lesson is to get the main idea and the detailed information from the passage; the difficult point is to talk about the wildlife protection and use reading strategies.
In this class, I have 3 teaching aims, that is, knowledge aims, ability aims and emotion aims.1) Knowledge-Teach students new words and expressions, such as temporary, bleed,sprain choke, first aid, fall ill and so on.-Enable students to have a better understanding for some basic knowledge of first aid.2) Ability-Train students’ speaking, reading and writing abilities by different teaching activities, such as skimming, comprehending, team work, role play, retelling and writing.-Develop students’ reading strategy on how to move general idea to specific information.3) Emotion-Promote students’ awareness of giving first aid.- Cultivate students’ creativities.Then let’s come to my teaching methods and activities.III. Teaching methods and activities:To achieve different teaching aims, various kinds of teaching methods and activities will be adopted throughout this period, such as TBL (task-based learning), skimming, team work, brainstorm and others, which can offer students opportunities to fulfill tasks in which they can use language to achieve a specific outcome.IV. Teaching aids:Computer and blackboardV. Teaching important points:1) Make students have a clear mind for the structure of the text.2) Help students understand the theme of the text.VI. Teaching difficulties:1) So many new words may affect students’ understanding.2) How to get students to know about the functions of the skin and thecauses, characteristics and treatments for different degree burns,and the knowledge about giving first aid. VII. Blackboard design:
今天我們來介紹一下必修五第四單元的授課方式。這個單元的題目是Making the news。應(yīng)該是學生比較感興趣的話題,學生往往對新聞工作充滿好奇,所以我們可以利用這個機會多設(shè)計一些師生互動和學生互動,來激發(fā)起學習的積極性,提高學習效率。同時我們可以利用這個單元不僅幫助學生掌握語言知識,培養(yǎng)語言能力,同時讓其了解新聞工作的重要性,培養(yǎng)起社會智能感。這個單元分為六個課時,它的教學目標是這樣的:語言目標是掌握詞匯表中的常用單詞和短語,掌握倒裝句的一些基本用法。 技能目標是能初步掌握約會的基本句型并在真實的場景下正確運用。新聞報道類文章的寫作技能。采訪的基本規(guī)范和溝通技能。情感目標是對新聞報道的客觀性和真實性有更好的理解。對新聞記者的職業(yè)有更深入的了解,并能體會其工作的重要性。下面我們來介紹一下第一課時的授課方式,第一課的教學目標是這樣的第一課時的教學目標語言目標:單詞:Occupation, journalist, editor, photographer, curious, personality, enthusiasm
一、教材分析1、教學對象分析《再別康橋》的教學對象是高一學生,高一學生往往對那種純粹的、原始的、本真的情感體會較為膚淺,《再別康橋》是新月派詩人徐志摩的傳世之作,有極高美學價值,它所抒發(fā)的離愁別緒是人類共同的情感經(jīng)歷,通過誦讀容易將學生帶人詩境,喚醒他們沉寂的真情,從而引起強烈的共鳴。 2、教材地位及作用 高中語文第一冊第一單元為詩歌單元,本單元收錄了中國現(xiàn)當代的一些優(yōu)秀詩篇?!对賱e康橋》安排在本單元的第二課,屬于必讀課。雖然本詩向來眾說紛紜,但其藝術(shù)之美人所共知,培養(yǎng)學生高尚的審美情趣和良好的審美創(chuàng)造力是語文學科的任務(wù),因此,從語言賞析入手,從情感體驗切入,就可以讓學生通過學習本課體會現(xiàn)代詩歌的特點,多方面感受體悟詩歌的情感,受到美的熏陶。
(2).教學手段為了使我根據(jù)教材而設(shè)計的三個教學目標以及重點難點得以的突出和突破,達到最大化的展示境界,同時也為了配合以上我選擇的四種教法得以完滿實現(xiàn),我決定采用“多媒體”教學手段進行全程教學。利用電腦的信息容量大,操作簡便等優(yōu)點,形象生動的直觀展示教學內(nèi)容,不但提高學習效率和質(zhì)量,而且容易激發(fā)學生的學習興趣和調(diào)動學習的積極性。四、說學法我為學生設(shè)計了三個學習方法:1.讓學生學會在探究中學。通過“對黑人嚴酷處境的探究”和對文中重點語句的探究,培養(yǎng)學生在探究中學習的能力。2.讓學生學會在讀中學。通過“誦讀法”指導學生在誦讀過程中感受演講詞內(nèi)在的魅力,學會在讀中學。3.讓學生學會在練習中學。通過“課外延伸練習法”,對所學的知識進行運用,培養(yǎng)學生的創(chuàng)新和自學能力。
(一)解題:包身工──舊社會一種變相的販賣奴隸的形式。被販賣的多是女孩子由承辦人送到工廠做工,無人身自由,所得工資全部歸承辦人所有,在這種形式下做工的人也稱包身工。包身工是指二三十年代(時間),在上海東洋紗廠里(地點),為外國人工作的女工(工作性質(zhì))。因為這些女工在進廠時已經(jīng)簽訂了賣身契,失去了人身的自由權(quán),所以被稱為“包身工”。標題中的“包身”二字,突出了帝國主義、封建勢力對中國女童工的殘酷剝削的罪行,控訴了他們的野蠻殘暴的統(tǒng)治手段,以激起人們的義憤和同情,這是全文的中心思想。(二)關(guān)于報告文學:《包身工》屬于報告文學。(同類題材有初中的《地質(zhì)之光》、《誰是最可愛的人》)報告文學,是文學體裁的一種,散文的一類,是文藝通訊、速寫、特寫的總稱,是文學創(chuàng)作中的“輕騎兵”。
4、本文的重點是說辭,雖僅百余字,卻委婉曲折,步步進逼,層層深入,表現(xiàn)出高超的勸說藝術(shù)、游說技巧。讓學生細細品味并概括說辭中包含幾層意思。第一層(“秦、晉圍鄭,鄭既知亡矣”),分析形勢,以退為進,博得好感。第二層(“若亡鄭而有益于君”至“君之薄也”),亡鄭陪鄰,動搖聯(lián)盟。第三層(“若舍鄭以為東道主”至“君亦無所害”),存鄭有益,利益引誘。第四層(“且君嘗為晉君賜矣”至“唯君圖之”),追溯歷史,深入離間??梢姞T之武面對大國的君主,巧舌如簧,不卑不亢,從容辭令,既不刺激對方也不失本國尊嚴,語言的分寸掌握得恰到好處。表現(xiàn)出燭之武機智善辯的外交才能。5、面對風云突變的局勢,晉侯沒有感情用事,而表現(xiàn)了清醒的頭腦和理智的判斷。這種隱忍不發(fā)、隨機應(yīng)變的胸懷和謀略,正是晉文公終成霸業(yè)的根本原因。設(shè)計意圖:本環(huán)節(jié)的重點是全面把握燭之武這一人物性格特征,以及退秦師過程中體現(xiàn)出的非凡的膽識以及高超的謀略和語言藝術(shù)。
一、說教材《短歌行》是普通高中課程標準實驗教科書必修(二)第二單元的一篇略讀課文,本單元安排的是先秦到南北朝時期的詩歌?!抖谈栊小肥侵渭?、軍事家、文學家曹操的作品。詩中抓住“憂”字來寫詩人為什么“憂”,如何解“憂”,從而表達希望能夠招攬人才、完成統(tǒng)一天下的雄心壯志。所以本單元安排《短歌行》一詩,對學生全面了解曹操,感受曹操在短暫的人生中竭力創(chuàng)造偉業(yè)的氣概。二、說學生我這一課的教學對象是高一學生。他們進入高中學習的時間只有三個多月,現(xiàn)在已經(jīng)完成了必修(一)的學習。學習了現(xiàn)代詩歌單元,有了一定的詩歌學習基礎(chǔ),初步掌握了讀詩的基本方法,但是還未能形成成熟的穩(wěn)定的學習方式。同時,本單元學習是高中第一次接觸古代詩歌,詩歌語言上的障礙和時間上的跨度對他們來說都是學習上的困難。因此教師要引導學生自主學習,合作學習,為他們設(shè)置新的學習情境,提供合作探究的機會。