請(qǐng)描述自己在日常教學(xué)中為某節(jié)課某一環(huán)節(jié)所設(shè)計(jì)的案例800字

請(qǐng)描述自己在日常教學(xué)中為某節(jié)課某一環(huán)節(jié)所設(shè)計(jì)的案例800字

請(qǐng)描述自己在日常教學(xué)中為某節(jié)課某一環(huán)節(jié)所設(shè)計(jì)的案例，并對(duì)其案例產(chǎn)生的教育價(jià)值進(jìn)行分析說(shuō)明《語(yǔ)文課程標(biāo)準(zhǔn)》強(qiáng)調(diào)閱讀“要珍視學(xué)生獨(dú)特的感受、體驗(yàn)和理解”。《荷花》這篇課文描寫(xiě)了夏日公園里一池荷花盛開(kāi)時(shí)的情景以及“我”沉浸在此景中，與荷花融為一體的感受。作者以豐富的想象力，描寫(xiě)了荷花的清新美麗，展現(xiàn)了一幅各具姿態(tài)、色彩明艷，活生生的水中荷花的畫(huà)面，表達(dá)了作者熱愛(ài)大自然的感情。因此，在本課的教學(xué)中，我要引導(dǎo)學(xué)生通過(guò)朗讀、想象去感受、體驗(yàn)和理解荷花的“形”之美，“神”之美，從而讓學(xué)生體會(huì)作者熱愛(ài)大自然的思想感情。［教學(xué)過(guò)程與教學(xué)策略］一、猜謎激趣，引入新課師：同學(xué)們都喜歡猜謎語(yǔ)，現(xiàn)在老師讓大家來(lái)猜兩則謎語(yǔ)，看誰(shuí)猜得既快又準(zhǔn)。(1)小小一姑娘，坐在水中央，身穿粉紅襖，陣陣放清香。(荷花)(2)泥里一條龍，頭頂一個(gè)蓮，身體一節(jié)節(jié)，滿(mǎn)肚小窟窿。(蓮藕)荷花，有“花中仙子”的美稱(chēng)，現(xiàn)在讓我們一起走進(jìn)課文，目睹一下荷花的風(fēng)采。二、初讀課文，了解內(nèi)容1.讓學(xué)生自由輕聲讀課文，要求：(1)把課文讀正確、讀流利。(2)圈劃出生字、新詞，憑借拼音多讀幾遍。2.同桌互讀課文。讀得好的由同桌加“☆”。3.鼓勵(lì)學(xué)生上臺(tái)讀自己最喜歡的段落。4.讓學(xué)生說(shuō)一說(shuō)：課文主要寫(xiě)了什么？三、品讀課文，理解內(nèi)容1.引導(dǎo)學(xué)生有感情地朗讀課文。(1)學(xué)生自讀課文，邊讀邊想象畫(huà)面。(2)分小組朗讀，并選派代表在班上讀。(3)班級(jí)賽讀，評(píng)選班級(jí)“朗讀能手”。2.抓重點(diǎn)詞句，啟發(fā)學(xué)生展開(kāi)想象。(1)讀了“白荷花在這些大圓盤(pán)之間冒出來(lái)”，你仿佛看到了什么？“冒”字用得好在哪里？(2)讀了“這么多的白荷花，一朵有一朵的姿勢(shì)”，想象一下，荷花有哪些姿勢(shì)？(3)為什么說(shuō)這一池荷花是“一大幅活的畫(huà)”？(4)如果你也是一朵荷花，你會(huì)看到、聽(tīng)到、想到些什么？這樣整堂課下來(lái)，老師教得有勁，學(xué)生學(xué)得有勁。達(dá)到了預(yù)期目標(biāo)。

第二篇：教學(xué)過(guò)程設(shè)計(jì)案例a3500字ATeaching-learningPlanUnit5I’mwatchingTV.SectionAByZhangChanglingTeachingProcedures:Pretask:Step1RevisionCheckthestudents’preparationforthenewlesson.Step2LearnthenewwordsT:LookatthenewwordsontheBbandreadthemtogether.Ss:(readandtheteachercorrectthewrongpronunciation)T:Turntopage25.Lookatthepicturesandtheverbphrases.Pleasematchthewordsandtheactivities.(1a)Ss:….T:Theanswersare…Ss:d,a,b,c,f,e.T:Right.Step3ListeningPracticeT:Nowlookat1b.Listentothetape.Whatarethesepeopledoing?Writenumbersfrom1a.(Playittwice,thenchecktheanswers,)T:Turntopage26,2a,Listenandanswerthesequestions.1)WhatisStevedoing?2)DoesStevewanttogotothemovies?I’llplayittwice.(Afterfinishinglisteningit.)T→S1:Giveusyouranswers,please.S1:No.1:She’swatchingTV.No.2:Yes,does.T:Rightorwrong?Ss:Right.T:Next,lookat2b,putthesequestionsandanswersinordertomakeaconversation.T:Haveyoufinishedit?Ss:Yes.T:Areyoucorrect?Listenagain.Ss:Yes.While-task:Step4Pairwork1.(SB1c)T:Lookatthepictures.(PointtoonepictureandaskS1)Whatishedoing?S1:He’sreading.T:Pleasepracticeinpairslikethis.Ss:(askandanswerinpairs)T:(chooseseveralpairspracticebeforeclass)2.(SB2c)T:Lookatthepicturesandguesswhatthepeoplearedoing.(AskS1)IsNancydoingherhomework?S1:No,sheisn’t.She’swritingaletter.T:Workinpairslikethis.Ss:…T:(Askthreepairstopractice)3.(SB3aand3b)T:Lookatthepicturesandthinkwhattheyaresaying.Pleasereadthetwoconversations.Thenmatchtheconversationswiththerightpictures,OK?Ss:OK?T:ConversationA=Picture3ConversationB=Picture2Areyouright?Ss:Right.T:Nowlookatthepicture1inactivity3a.Pretendyouarethepeopleinthispicture.Makeaconversationwithapartnerliketheconversationin3a.Pleaseworkinpairs.Ss:…T:NowI’llasksomepairstopresenttheirconversationstotheclass.4.(SB.4)(Pointtoeachpictureandasktheclassthequestionsunderthepictures.)T:WorkinpairsSs:…T:Nowtrytoexplainwhat’shappeningineachpicturewithoutlookingatthequestions.difficulties.)Post-task:Step5LanguagefocusStep6Ex.inclassI.Makesentenceswiththewords.1.watchingTV2.eatingdinner3.talkingonthephone4.doinghomework5.waitingforII.Fillintheblankswiththecorrectformsofthegivenverb1.—Whatareyoudoing?I’m__________clean)2.Look!Nancy____________________(write)aletter.3.--_________Tom__________(do)hishomework?--No,heisn’t.4.--_________Mary_________(look)atabird?--Yes,sheis.5.Who_________they__________(wait)for?6.Doyouwant___________(go)tothemovie?7.Let’s____________(go)atseveno’clock.III.CompletethedialogJack:Hello,Steve!Steve:Hi,Jack!Jack:Whatareyou________now?Steve:I’m___________TV.Jack:Doyouwant______gotothemovies.Steve:That__________good..Jack:Whendoyouwant________go?Steve:Let’sgo________sixo’clock.Ss:(Ssworkinpairs.TeachergoesaroundtheclasstosolvetheJack:OK.Seeyouthen.Steve:Seeyouthen.HomeworkCopythenewwordsandphrases.BlackboardDesignUnit5I’mwatchingTV(SectionA)1.Thenewwords:(見(jiàn)知識(shí)目標(biāo))2.Thetargetlanguages:(見(jiàn)知識(shí)目標(biāo))＋請(qǐng)描述自己在日常教學(xué)中為某節(jié)課某一環(huán)節(jié)所設(shè)計(jì)的案例發(fā)表于：2022.5.6來(lái)自：字?jǐn)?shù)：856手機(jī)看范文請(qǐng)描述自己在日常教學(xué)中為某節(jié)課某一環(huán)節(jié)所設(shè)計(jì)的案例，并對(duì)其案例產(chǎn)生的教育價(jià)值進(jìn)行分析說(shuō)明《語(yǔ)文課程標(biāo)準(zhǔn)》強(qiáng)調(diào)閱讀“要珍視學(xué)生獨(dú)特的感受、體驗(yàn)和理解”。《荷花》這篇課文描寫(xiě)了夏日公園里一池荷花盛開(kāi)時(shí)的情景以及“我”沉浸在此景中，與荷花融為一體的感受。作者以豐富的想象力，描寫(xiě)了荷花的清新美麗，展現(xiàn)了一幅各具姿態(tài)、色彩明艷，活生生的水中荷花的畫(huà)面，表達(dá)了作者熱愛(ài)大自然的感情。因此，在本課的教學(xué)中，我要引導(dǎo)學(xué)生通過(guò)朗讀、想象去感受、體驗(yàn)和理解荷花的“形”之美，“神”之美，從而讓學(xué)生體會(huì)作者熱愛(ài)大自然的思想感情。［教學(xué)過(guò)程與教學(xué)策略］一、猜謎激趣，引入新課師：同學(xué)們都喜歡猜謎語(yǔ)，現(xiàn)在老師讓大家來(lái)猜兩則謎語(yǔ)，看誰(shuí)猜得既快又準(zhǔn)。(1)小小一姑娘，坐在水中央，身穿粉紅襖，陣陣放清香。(荷花)(2)泥里一條龍，頭頂一個(gè)蓮，身體一節(jié)節(jié)，滿(mǎn)肚小窟窿。(蓮藕)荷花，有“花中仙子”的美稱(chēng)，現(xiàn)在讓我們一起走進(jìn)課文，目睹一下荷花的風(fēng)采。二、初讀課文，了解內(nèi)容1.讓學(xué)生自由輕聲讀課文，要求：(1)把課文讀正確、讀流利。(2)圈劃出生字、新詞，憑借拼音多讀幾遍。2.同桌互讀課文。讀得好的由同桌加“☆”。3.鼓勵(lì)學(xué)生上臺(tái)讀自己最喜歡的段落。4.讓學(xué)生說(shuō)一說(shuō)：課文主要寫(xiě)了什么？三、品讀課文，理解內(nèi)容1.引導(dǎo)學(xué)生有感情地朗讀課文。(1)學(xué)生自讀課文，邊讀邊想象畫(huà)面。(2)分小組朗讀，并選派代表在班上讀。(3)班級(jí)賽讀，評(píng)選班級(jí)“朗讀能手”。2.抓重點(diǎn)詞句，啟發(fā)學(xué)生展開(kāi)想象。(1)讀了“白荷花在這些大圓盤(pán)之間冒出來(lái)”，你仿佛看到了什么？“冒”字用得好在哪里？(2)讀了“這么多的白荷花，一朵有一朵的姿勢(shì)”，想象一下，荷花有哪些姿勢(shì)？(3)為什么說(shuō)這一池荷花是“一大幅活的畫(huà)”？(4)如果你也是一朵荷花，你會(huì)看到、聽(tīng)到、想到些什么？這樣整堂課下來(lái)，老師教得有勁，學(xué)生學(xué)得有勁。達(dá)到了預(yù)期目標(biāo)。

第二篇：教學(xué)過(guò)程設(shè)計(jì)案例a3500字ATeaching-learningPlanUnit5I’mwatchingTV.SectionAByZhangChanglingTeachingProcedures:Pretask:Step1RevisionCheckthestudents’preparationforthenewlesson.Step2LearnthenewwordsT:LookatthenewwordsontheBbandreadthemtogether.Ss:(readandtheteachercorrectthewrongpronunciation)T:Turntopage25.Lookatthepicturesandtheverbphrases.Pleasematchthewordsandtheactivities.(1a)Ss:….T:Theanswersare…Ss:d,a,b,c,f,e.T:Right.Step3ListeningPracticeT:Nowlookat1b.Listentothetape.Whatarethesepeopledoing?Writenumbersfrom1a.(Playittwice,thenchecktheanswers,)T:Turntopage26,2a,Listenandanswerthesequestions.1)WhatisStevedoing?2)DoesStevewanttogotothemovies?I’llplayittwice.(Afterfinishinglisteningit.)T→S1:Giveusyouranswers,please.S1:No.1:She’swatchingTV.No.2:Yes,does.T:Rightorwrong?Ss:Right.T:Next,lookat2b,putthesequestionsandanswersinordertomakeaconversation.T:Haveyoufinishedit?Ss:Yes.T:Areyoucorrect?Listenagain.Ss:Yes.While-task:Step4Pairwork1.(SB1c)T:Lookatthepictures.(PointtoonepictureandaskS1)Whatishedoing?S1:He’sreading.T:Pleasepracticeinpairslikethis.Ss:(askandanswerinpairs)T:(chooseseveralpairspracticebeforeclass)2.(SB2c)T:Lookatthepicturesandguesswhatthepeoplearedoing.(AskS1)IsNancydoingherhomework?S1:No,sheisn’t.She’swritingaletter.T:Workinpairslikethis.Ss:…T:(Askthreepairstopractice)3.(SB3aand3b)T:Lookatthepicturesandthinkwhattheyaresaying.Pleasereadthetwoconversations.Thenmatchtheconversationswiththerightpictures,OK?Ss:OK?T:ConversationA=Picture3ConversationB=Picture2Areyouright?Ss:Right.T:Nowlookatthepicture1inactivity3a.Pretendyouarethepeopleinthispicture.Makeaconversationwithapartnerliketheconversationin3a.Pleaseworkinpairs.Ss:…T:NowI’llasksomepairstopresenttheirconversationstotheclass.4.(SB.4)(Pointtoeachpictureandasktheclassthequestionsunderthepictures.)T:WorkinpairsSs:…T:Nowtrytoexplainwhat’shappeningineachpicturewithoutlookingatthequestions.difficulties.)Post-task:Step5LanguagefocusStep6Ex.inclassI.Makesentenceswiththewords.1.watchingTV2.eatingdinner3.talkingonthephone4.doinghomework5.waitingforII.Fillintheblankswiththecorrectformsofthegivenverb1.—Whatareyoudoing?I’m_________