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实用狼教案设计精选4篇

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【导读预览】此篇优秀范文“实用狼教案设计精选4篇”由阿拉题库网友为您整理分享,以供您参考学习之用,希望此篇资料对您有所帮助,喜欢就复制下载支持吧!

狼教案设计【第一篇】

一、教学目标

1. 认识"狩、宠、厄、悖"4个字。

2. 能正确、流利、有感情地朗读课文。

3. 理解课文内容,初步懂得生物之间存在着相互制约、相互联系的关系,增强维护生态平衡的意识。

4. 领悟作者通过具体事例的分析概括说明道理的表达方法。

二、教学重点

弄清罗斯福下令捕杀狼这一决策错在哪里,理解本文的结论。

三、媒体运用

1. 课前查阅有关生物链的资料。

2. 大屏幕演示总结语,引起学生注意。

四、教学流程

〈一〉导入

同学们,你们喜欢动物吗?喜欢什么动物?为什么?在美丽的大森林里,由生活导入鹿给你留下了什么印象?狼呢?学文,增加是啊,鹿通常是美丽善良的化身,而狼却凶恶残暴,今天我们共同来学习学文兴趣《鹿和狼的故事》(板书课题),看看课文又给我们讲了一个什么故事呢?

〈二〉初读

1. 请同学们打开书,轻声读课文,注意读准字音,读通句子,遇到不懂的字词可以借助工具书和联系上下文理解。

2. 指名读。思考:课文讲了一个什么故事?

理解"苟延残喘"、"罪魁祸首"。

3. 指名说主要内容。

〈三〉理解

1. 导言

是啊,昔日的森林松杉葱郁,而今却面目全非;原来的鹿群活泼自由,现在却苟延残喘。这严重的生态灾难不能不使我们感到痛心疾首。然而,罗斯福无论如何也想不到,他下令捕杀的恶狼,居然也是森林的保护者。如果有人能够劝阻他不再继续这个错误的决定,必将会挽救森林,挽救鹿群,挽救整个生态系统,可惜,罗斯福身边没有这样的人。同学们,让我们快快行动起来,向总统先生进见直言吧!我们来以形式的创给他写一封信,好吗?新达到激发要想使这封信更具有说服力,我们需要以课本为依据,可以用事实说学文欲望话,可以讲明道理,可以引用身边的例子,要有理有据的阐明你的观点。

2. 自由研读课文,思考如何写信。体现自主与

3. 小组交流。合作

4. 集体交流。

(根据学生信的内容适时小结出:生物之间的关系相互制约、相互联系;不要以惯有的眼光片面的认识事物)

〈四〉总结

同学们一封封发自肺腑的信,不仅使罗斯福醒悟,也会使更多的人警醒。

我们的目的只有一个:这个惨痛的教训不要再重演。

在这节课即将结束时,请同学们再回味全文,此时,你最想说什么?回味全文,老师这也有一句话,送给大家:尊重动物,尊重自然,也就是尊重自己。领悟文旨。

狼教案设计【第二篇】

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狼教案设计【第四篇】

1.掌握生字生词,七年级下第30课狼教案设计(新课标)。

2.学习记叙的顺序和结构。

3.理解文章的内容和中心意思。

学生刚刚接触文言文,课堂教学的每一个环节都必须知识引路。教师要清醒地认识文言文阅读的一般规律,从整体到局部,从熟读到理解,从语言形式到思想内容,一步一步地引导学生自己进入学习的领域,从自己的学习实践中逐步掌握文言文阅读的基本方法。

本文篇幅较短,内容并不难懂,但字词、句式难点很多,语言障碍较大,故教学时重点应放在字词句的串讲上。但字词句的解决一点也不能离开语言环境,要从上下文意中去掌握字词的含义。

本文可用两课时进行教学。第一课时初步解决生字生词,以熟悉课文为主;第二课时掌握文章的结构形式和思想内容。教学方法仍以学生的活动为本,教师只能处在引导、点拨的地位。

1.朗读课文熟悉课文。

2.参看注解,理解生字生词。

3.复述故事大意。

(1)学习文言文和学习现代文不同的地方有两点:一点是由于社会生活的变迁,造成内容的差距、认识的困难;一点是由于语言的演变,造成文字的差异、理解的障碍。这两点又以语言障碍为主。

(2)文言文的语言障碍主要在词和句上,有很多词和句在意义和用法上都和现代文不同,学习时要特别注意这些不同的词句。

(3)文言文阅读的方法最重要的是熟读。开始时参看注解,会认会读;然后就要朗读,读得琅琅上口、滚瓜烂熟才便于理解。

(4)今天学习课文《狼》,就要按照上述的认识和方法来安排教学活动。

这篇课文的有关知识要记住这样几点:

①出处。本文节选自《聊斋志异》。

②作者。蒲松龄,字留仙,号柳泉居士,清朝山东人,是我国著名的文学家。他自幼勤学、聪敏,但一生考场不利,自学成才,在家乡设馆教书,创作了许多鬼怪故事,后来汇编成书,就是《聊斋志异》。

③《聊斋志异》是我国著名的文学作品,是短篇小说集。作者通过谈狐说鬼,讽刺当时社会的黑暗、官场的腐败、科举制度的腐朽。作品的艺术成就很高,具有现实意义,故事曲折离奇,人物形象鲜明生动。很多篇目已改编成电影电视,为大家所熟悉。

这一部分主要由教师讲授。

(1)教师布置学生自读课文。要求参看注解,划出生字生词;试通文句,弄清内容大意;

小声默读一遍。

(2)学生发问。

除注解以外,文中还有不懂的字词,要求学生当场发问,教师当堂解决。

第一遍:要求读音准确。

第二遍:要求大体顺畅。

第三遍:要求读出语气。

每一遍,教师均有讲评。

教师给三五分钟让学生再默读识记,要求能大体复述故事情节。

找三个学生复述,每一次复述都有不同的要求,教师要作出讲评。

第一次,找中间程度的学生,让他看着课文复述,实际上是对着课文口头翻译,大体译对即可。

第二次,找中间偏上学生,要求对着课文较为准确地翻译。

第三次,找上等程度学生,背着课文复述,要求不遗漏主要情节。

在这三次复述过程中,其他学生主要熟悉古今不同意义的字词。教师随订正随理出掌握的主要词语。

拟挑出常用的、比较容易掌握的单音词,随讲随写黑板,让学生笔记,以便复习掌握。

常用字词:

惧:恐惧。 从:跟随。 故:原来(一样)。 驱;追赶。 窘:困窘。 恐:恐怕。 顾:看到。 瞑:闭眼。 暴:突然。 毙:杀死。股:大腿。 寐:睡觉。 黠:狡猾。

止:有两讲——

上述的`生字生词要入文作出准确解释,可让学生当堂翻译原句,不要只是单个记词义。

另有两个词用的是引申义,书上有注释,教师可略加提示,学生懂得文中意思即可,不必深究。这两个词是:

缀:原意是连结,文中意是紧跟。

弛:原意是放松,文中意是卸下。

其它不论实词还是虚词,可不单独讲解,以能理解文意为准。

1.按照记叙的顺序,看看本文叙述的故事可分成几个部分,用一个词(或词组)给每个部分作出概括。

2.用现代汉语翻译最后一个自然段。

3.思考练习一。

4.做练习二、三,答案做在书上。

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