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实用说课稿结束语 说课稿一等奖8篇精编

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【导读预览】此篇优秀范文“实用说课稿结束语 说课稿一等奖8篇精编”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!

说课稿结束语 说课稿一等奖【第一篇】

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说课稿结束语 说课稿一等奖【第二篇】

各位老师、同学大家好!

今天我说课的内容是人教版高中生物教材必修一《分子与细胞》第二章的第三节《遗传信息的携带者——核酸》

1、 教材的地位与作用

本章站在分子的高度叙述了组成细胞的分子,这是一个最基本的生物学观点,也是理解细胞的理论基础。所以该章在本书中乃至本学科中都占有重要地位。

本节内容首先简要概括了核酸的概念,然后重点讲述了核酸的种类——dna和rna两种,核酸在细胞中的分布,核酸的结构和功能等三部分内容。它是建立在前面细胞中元素和化合物与蛋白质的基础上来探究的,也为今后学生学习《遗传与进化》这一版块奠定了基础。

2、 教学目标

基于以上对教材的分析,结合新课程标准的新理念,我确定了如下教学目标:

(1) 知识目标:通过多媒体展示,让学生说出核酸的种类,简述核酸的结构和功能,以特定的染色剂染色,观察并区分dna和rna在细胞中的分布。

(2) 能力目标:通过引导学生进行探究实验,培养学生科学探究能力。

(3) 情感目标:通过学生观察dna和rna在细胞中的分布,培养学生实事求是的科学态度和不断探究的精神。

3、 教学重点

本节教学重点是核酸的结构和功能。在初中学习有关细胞的升华的内容时,学生已经知道了细胞核内具有储存遗传信息的物质——dna。但是受认知水平的限制,学生还不知道dna的结构,因此在讲述核酸的结构时,要以学生已有的知识为基础,利用学生现有的化学知识,让学生看懂脱氧核糖核苷酸和核糖核苷酸结构图解、dna和rna在化学组成上的区别图解以及核苷酸长链的特点,为《遗传与进化》模块的学习奠定基础。故为本节的重点。

4、 教学难点

本节教学难点是“观察dna和rna在细胞中的分布”,由于高中生具备了一定的认识能力,他们对事物的探究充满激情,但往往对探究的目的性及过程、结论的形成缺乏理性的思考。故“观察dna和rna在细胞中的分布”为本节的教学难点。

结合教材特点和学生实际,本节课主要采用探究法、实验法、讨论法、比较法、归纳法相结合的教学方法,并运用多媒体辅助教学,启迪学生思维,激发学习热情,并遵循从感性认识到理性认识的规律。

通过观察讨论,分析去发现知识,逐渐培养自主学习的习惯和能力。通过课上的探究活动,感悟科学探究的方法,体会学生间合作的魅力,尝到探究性学习的乐趣,同时也提高了分析问题的能力,语言表达能力,并进一步掌握科学探究的一般方法。

基于以上对教法和学法的分析,我确立了如下的教学程序:

1、导入新课

通过问题讨论——dna指纹法在案件侦破中的重要用途,提问“为什么dna能够提供犯罪嫌疑人的信息?”、“那么什么是dna呢?通过预习,同学们知道dna就是核酸,那么核酸是不是就是dna呢?”从而引入新课“遗传信息的携带者——核酸”的学习,唤起学生对遗传物质的记忆,激发学习兴趣,为下面学习其他内容奠定基础。

2、引导探究,新知学习

接下来设疑:核酸分成哪几类?核酸在细胞中的分布?来激发学生的探究x望,指导学生对“dna和rna在细胞中的分布进行探究”

首先引导学生提出问题,同学间进行相互合作,最后提出问题“dna和rna在细胞中的分布情况如何?”然后依据所探究的问题可以进行师生互动、生生合作进行讨论。

依据讨论的情况,我会提出“既然物质存在,那么就可以被检验存在”的观点,提供指定的实验器材及材料用具等学生可以根据“甲基绿和吡罗红两种染色剂对dna和rna的染色不同,甲基绿使dna呈现绿色,吡罗红使rna呈现红色。利用甲基绿和吡罗红混合染色剂 将细胞染色,可以显示dna和rna在细胞中的分布。”的原理设计出以下实验:

(1)在洁净的载玻片上,滴一滴质量分数为%的nacl溶液和 8%的盐酸溶液。

我会让同学们思考为什么要选用这种浓度的溶液?

(2)用消毒牙签在自己漱净的口腔内侧壁上轻轻刮几下,把牙签上附有碎屑的一端,放在上述载玻片上的液滴中涂抹几下。

(3)点燃酒精灯,将涂有口腔上皮细胞的载玻片烘干。

(1)在小烧杯中加入30ml质量分数为8%的盐酸,将烘干的载玻片放入小烧杯中。

(2)在大烧杯中加入30℃温水。

(3)将盛有盐酸和载玻片的小烧杯放在大烧杯中保温5分钟。

接下来我会让同学思考为什么要先加入盐酸?为什么把小烧杯放入到大烧杯中?

用蒸馏水的缓水流冲洗载玻片10秒。

让学生思考:为什么用蒸馏水的缓水流冲洗?

(1)用吸水纸吸去载玻片上的水分。

(2)将甲基绿和吡罗红染色剂滴2滴在载玻片上,染色5分钟。

(3)吸去多余染色剂,盖上盖玻片。

(1)低倍镜观察:选择染色均匀、色泽浅的区域,移至视眼中央,将物象调节清晰。

(2)换用高倍镜观察:观察细胞核和细胞质的染色情况。

实验结束我会给同学时间研究和讨论实验结果说明了什么?

之后,我由核酸在细胞中的分布讨论rna与dna有何区别,从而转入核酸的结构和功能的学习。

接着我会讲述核酸与蛋白质的区别,与蛋白质水解成氨基酸想比较得出核酸水解后也得到许多的核苷酸。

设疑:核苷酸的基本组成单位是什么?转入核苷酸的学习。

关于核苷酸结构的具体教学,对照多媒体进行具体讲解。

一个核苷酸是由一分子的含氮的碱基、一分子五碳糖和一分子磷酸组成的。根据五碳糖的不同可以将核糖分为脱氧核苷酸和核糖核苷酸‘

接着我会出示脱氧核苷酸和核糖核苷酸的结构图片,引导学生看懂脱氧核糖核苷酸和核糖核苷酸结构图解。(展示幻灯片4和5)以学生已有的知识为基础,利用学生具有的化学知识,让学生看懂脱氧核糖核苷酸和核糖核苷酸结构图解、dna和rna在化学组成上的区别图解,以及核苷酸长链的特点,为《遗传与进化》模块的学习奠定基础。

讲解完核酸的基本组成单位、核苷酸的结构,接着转入组成dna和rna碱基种类的讨论,通过多媒体图片的比较让学生得出组成二者的碱基有所不同。

之后,以学生已有的知识基础,利用学生具有的化学知识和本节课所学的内容,参考脱氧核糖核苷酸和核糖核苷酸结构图解,dna和rna的化学组成上的区别图,让同学列表比较dna和rna的区别,从而进一步巩固本堂课所学的知识。

最后再次设疑:由10个脱氧核糖核苷酸组成一条dna单链最多有多少种种类?通过师生互动,学生讨论,引导学生得出“组成dna的脱氧核苷酸虽然只有4种,但是如果数量不限,在连成长链时,排列顺序就是极其多样化,所储存的信息也就非常大”的结论。

3、归纳总结

最后对本堂的知识作一个归纳总结,帮助学生在头脑里形成结构化的知识体系。

4、反馈运用

至此,本节课的教学任务已基本完成,为及时巩固所学的知识,我会布置相应的检测练习,使学生所学的知识得到迁移和升华。

本节课充分利用多媒体现代教育手段支撑了整个教学过程,为学生创造了自我表现的舞台,充分体现了课堂教师的主导作用和学生的主体地位。

说课稿结束语 说课稿一等奖【第三篇】

《校园里的画》是新疆维吾尔自治区中小学义务教育课程标准实验教材,双语班使用的四年级下册第一课的交际活动课。通过对这篇口语课的学习可以培养学生的广泛的兴趣,爱好,虚心学习别人长处,待人宽容友好,并敢于正确面对比自己强的人。

1. 师创设情境,以“画”为主题展开讨论,引导生介绍一 下自己的特长。(提高学生口语能力)

2.加强“拓展阅读”方面的引导,提高生的课外阅读水平。 3.加强学生写作的指导(适当的提高写作能力) 过程与方法:

1. 通过自主探究,师指导讲解生掌握本课内容。 2. 采用多种方法进行提高学生的口语。 情感态度与价值观:(在教学过程中进行) 1.让学生养成爱护学校的每一个地方的好习惯。

2. 培养学生的广泛的兴趣,爱好,虚心学习别人长处,待人宽容友好,并敢于正确面对比自己强的人。(取长补短)

1、提高学生的课堂表现与口语能力。 (鼓励大胆发言)

2. 训练学生的口头表达能力和想象力。(通过画画) 四、教学方法

师:引导点拨法,创设情境法,指导法。 生:自主、合作、探究法。 五、说教学过程

(一).导入新课(利用光碟与课件)

(让学生学习每天课前3-5分钟的学双语)为的是提高学生的口语能力,为口语打下基础。

(二).口语交际

1.通过让学生分别男,女,一组一组最后齐读是来回顾课文加深印象为回答而第一题打基础。

2.让学生说出他的同学的特长,达到学生之间团结友爱,增进友谊的效果。

3.说出自己的特长来锻炼学生的大胆发言的能力,师为学生创造一个发挥自己长处的好机会。 4. 老师不断鼓励让学生相信自己是最棒的。

(三)比画画(通过画画让学生发挥自己的想象力,来进行写作,即达到了提高画画和写作水平。

六、布置作业:通过布置作业让学生回家能够养成预习的好习惯,并将所学的内容用口语表达给自己的父母, 以上,我从以上五个方面对本课进行了说明,我的说课到此结束,谢谢各位评委老师。

说课稿结束语 说课稿一等奖【第四篇】

各位评委老师:

大家好!今天我向大家展示的是义务教育教科书五.四学制鲁教版小学美术一年级上册第九课的《鱼儿游游》。

根据新的《美术课程标准》编写,内容新颖,形式多样,本身就具有较强的趣味性,对于低年级小学生有很大的吸引力,同时也给授课教师提供了活用教材、用活教材的广阔空间。根据《美术课程标准》要求,本课在设计教学时,紧紧抓住教材,挖掘教材的潜在内容,依托教材进行相应的、有针对性的扩充与拓展,以原教材提供的“鱼”为主题,从各个层面围绕“鱼”展开教学活动。该课涉猎了自然、音乐、环保、表演等门类,是一节综合的美术课。本课为造型表现领域,课时安排一课时,主要是让学生了解鱼的外形特点,使用画、剪、撕、贴和彩泥等方法表现鱼儿游动的情景,培养学生珍惜自然,热爱自然的情感。

形态各异、五颜六色的鱼是我们中国人喜欢的、带有吉祥寓意的生灵。在儿童的世界里,鱼儿也是他们熟悉和喜欢表现的对象。通过表演鱼儿游泳的律动、观看鱼儿游动的视频由浅入深地引导学生尝试用彩色笔、彩色纸、彩泥、树叶等多种材料制作形态各异、色彩斑斓的鱼儿,鼓励学生大胆表现与众不同的鱼儿造型,从而促进学生个性的形成和发展,引导学生感受大自然、亲近大自然,进而激发其对大自然的珍爱之情和保护愿望。

一年级学生已经初步认识了美术工具和材料,会用简单的线条和色块来表现他们所知道的东西。现在的孩子思维活跃、想象丰富、联想奇特,他们以自我为中心,喜欢按照自己的想法自由的表现画面,好奇心重,爱表现自己,但动手能力较差,只能用简单的工具和绘画材料来稚拙地表现自己的想法。而《鱼儿游游》这节课就是让他们在轻松愉悦的氛围中无拘无束地表现自己的想法,符合学生发展的特点。

1、基于对教材的理解和学生情况的把握,确定本课教学目标:

认知领域:引导学生欣赏美丽的海底世界,让学生用不同的材料来表现鱼儿。

操作领域:学会运用剪、贴、画、拼接等手段在各种材料上制作鱼儿,锻炼动手能力。

情感领域:让学生在欣赏的过程中得到美的熏陶,在动手制作中懂得珍惜自然,爱护生灵,增强学生对大自然的热爱及保护自然的责任感,激发学生对人类生态保护的意识。

2、教学重点、难点:

教学重点——通过引导学生欣赏、观察各种各样的鱼儿,感知鱼的外形和色彩,表现鱼儿结构特征和游动时的姿态变化,并能用自己喜欢的方式来装饰鱼儿。

教学难点——能用绘画、撕纸或剪纸、捏制等多种方法表现水中游动的鱼,组织一幅鱼和相关背景的画面。

教具准备:多媒体课件、海底世界背景图。

学具准备:学生根据自己的喜好以小组为单位准备彩色纸、水彩笔、剪刀、橡皮泥、树叶、胶水、彩纸等。

根据新课标中的要求,为促进学生的发展而进行评价,我采用以下的评价方法:

采用学生自评、互评和教师评价相结合的评价方式。针对学生的特点,创设利于学生在发展的评价环境,通过比赛活动展示作品,让学生积极主动地进行评价,发表自己独特的见解。

根据新一轮美术课程改革的需要,依据《美术课程标准》的要求,面向全体学生,为促进每个学生的全面发展,体现创新精神,我精心设计了以下六个教学环节:

(一)谜语引入,激发审美期待

根据学生的年龄特点和认知特征,以谜语的形式,抓住学生的兴趣点,并使这种兴趣转化成持久的情感态度。接着师生一起跟随音乐来做鱼儿游泳的律动,在蹦蹦跳跳中,将课堂气氛推向第一个高潮。然后揭示今天的学习主题——《鱼儿游游》,由鱼儿舞蹈的节奏与韵律到本课课题,遵循了学生的心理特点,使学生保持对绘画的兴趣。

(二)观察发现,感知鱼儿结构

通过观看海底世界不同鱼游动的视频,并提醒学生注意观察鱼的形状、颜色、花纹,你最喜欢哪一条?让学生在欣赏的过程中带着问题去观察,再结合自己的观察来说一说。色彩丰富的画面,使学生一下就发现这些鱼颜色鲜艳、花纹美丽。在这里强调鱼的不同几何形状和鱼的结构,从而让学生直观掌握了绘制鱼的方法,可以概括成各种简单的几何形进行组合,稍作裁剪或装饰,再给它们穿上美丽的花衣裳就能创造出许多美丽的海洋鱼儿来。让同学对结构有所认识,以儿童所特有的天性,绘画语言会更生动,更具表现力。

(三)欣赏作品,走进鱼儿世界

通过欣赏同龄小朋友的作品,并交流作品的特点,体验不同材料的美术作品的美。在此基础上也激活了原有学生对绘画制作方法的探讨,问学生:“你会用什么美术的方法来将鱼儿打扮的更漂亮呢?”学生会选择自己喜欢的方式,如:绘画、剪纸贴画、彩泥制作、树叶贴画等,激发了学生的创作欲望,使他们的个性得到了自由地发展,培养了学生的合作精神、创作想象能力和动手能力。

(四)画鱼做鱼,展开创作过程

鼓励学生大胆表现自我,接着课件提出作业要求:

1、小组合作任选一种自己喜欢的形式完成一幅鱼类的美术作品。

2.作业要求造型大方,色彩丰富,形式多样。在学生创作过程中鼓励学生多种方法结合使用,画出做出和别人不同色彩和形状的鱼儿,展开比赛,这样既激励了学生的创新,又培养了学生的合作精神和动手能力。在此期间播放背景音乐,让学生在充满愉快感的艺术氛围中进行创造,让他们在无形中受到美的熏陶。

(五)展示评价,情感得到升华

一段时间后,让先画完的学生讨论:哪条鱼儿最好看,为什么?让学生评出最好看的鱼儿,并说明原因。接着出示挂图,挂图上画有蓝色的海水,绿色的水草,红色的珊瑚……将学生创造的鱼儿“摆”上布置美丽的“海底世界”,这样在美丽的创造中评价,既吸引了学生的兴趣,又培养了学生的审美能力、语言表达能力,增强了学生的自信心,促进了学生个性的形成和全面发展。一幅小小的作品,就是一个小小心灵对世界的探索,其想象之奇特,构思之大胆,手法之自由,尽情宣泄之色彩,不受任何约束,这正是儿童作品最动人、最精彩的价值。

(六)延伸拓展,渗透环保教育

首先课件出示:著名画家韩美林先生的作品、唐三彩、民间艺术剪纸、中国结、雕塑及具有我们威海特色的七夕节巧果等,培养学生对中国传统文化的热爱,让学生在生活中发现美,寻找美。然后通过出示鱼儿成群死亡的图片,让学生知道我们应该爱护鱼类,不破坏生态平衡,让我们的海洋更加美丽,渗透环保教育,让学生感受人与自然,小动物之间美好的情感。并让学生课后搜集鱼的有关资料,了解鱼的更多知识,并和爸爸妈妈一起动手制作“水族箱”,进一步将艺术课的美延伸到课外。

(七)课堂总结,喜谈收获

先让学生自己畅谈收获,有利于学生概括能力和口语表达能力的提高;最后由教师画龙点睛,把本节课的主要内容进行梳理,不但能使学生对所学内容加深印象,还有利于知识建构。

板书的设计是在黑板中央粘贴艺术字课题《鱼儿游游》,下面是海底世界的背景图,上面有学生的作品,做到简洁而又美观。

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