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學弈教學設計王崧舟 篇三
師:同學們,我國是一個文明古國,它有燦爛的民族文化,有傳統的民族美德,有浩如煙海的文學藝術瑰寶。它們大都以文言文的形式記載下來。
今天,我們第一次學習文言文,[板書課題:25學弈]齊讀,你有信心學懂嗎?
(出示孟子的簡介)這篇課文的作者是孟子,他是我國古代思想家、教育家,是孔子以後的儒學大師,被尊稱爲“亞聖”,後世將他與孔子合稱爲“孔孟”,本文節選自《孟子·告子》。
師:古人早以總結出學習文言文的方法“讀書百遍,其義自見。”
1、打開課本,聽錄音範讀,要求聽清楚字音,注意句子間的停頓,初步感知文言文的語言特點。
2、自由讀,出示要求:讀清楚字音,注意句子間的停頓。指名讀。
3、出示課文(標有停頓符號),指名讀,評議,點撥,教師抓住難句範讀。
4、師領讀——賽讀——齊讀(10分鐘)
(一)出示以下三點學習要求,小組合作完成。
1、自讀,把註釋的意思放到句子裏,揣摩句子的意思。
2、小組交流,說說句子意思。
3、提出疑難問題。(5分鐘)
(二)全班彙報交流。
1、學生質疑,不解答。
2、學生逐句說句子意思:先讀原文,後說意思。
3、小組訓練,把全文意思的連起來說。指名說。
4、小結:大家基本能讀這篇文言文,也理解了它的大意。誰來說說文章主要講的是一件什麼事?[板書:前一人後一人]
5、過渡:在學習這篇課文的過程中,大家有沒有發現在一篇文言文中相同的一個詞卻表達不同的意思?哪個詞?(之、爲)
6、出示句子,共同討論。
(一)理解“之”在句子中的意思。
a、通國之善弈者也(之:的)
b、惟弈秋之爲聽(之:的)
c 、一人雖聽之(之:弈秋的教誨)
d、雖與之俱學(之:他。指前一個人)
(二)理解“爲”在句子中的意思。
a、一心以爲有鴻鵠將至(爲:認爲)
b、惟弈秋之爲聽(爲:教導)
c、爲是其智弗若與(之:謂,說)
師:經過大家的努力,我們終於弄懂本篇文言文的意思。接下來,讓我們學習背誦這篇文言文。(10分鐘)
分男女生、師生對背——指名背——齊背(3分鐘)
1、這篇文言文跟我們說明一個什麼道理呢?請大家回顧故事情節。
2、播放《學弈》一文錄象,文章提出一個什麼問題?[板書:爲是其智弗若與?]
3、學生髮表自己得看法。
4、教師小結:無論做什麼事,都必須專心致志,絕不可三心二意,否則就不能把事情做好。(5分鐘)
5、聯繫身邊的例子,談談做事一心一意的好處?。
6、總結學法,出示。
7、推薦讀物:閱讀淺顯易懂的文言文,如《揠苗助長》、《掩耳盜鈴》、《鷸蚌相爭》等。
寫一篇讀後感。
板書設計:25學弈
前一人:惟┉之爲聽
爲是其智弗若與?做事必須專心致志
後一人:思┉而射之
課後反思:
1、個別學生的回答比較模糊時未能及時給予點撥或肯定。
2、對學生的質疑未能給予反饋。
3、聯繫身邊的例子學生楊楷談的是古代的人物,教師沒有及時發現糾正。
4、“惟弈秋之爲聽”這句話的。解釋不能按詞序語序直譯,教師課堂未能點明。
5、第三環節屏幕出現的學習要求表達不恰當,“學習要求,小組合作。”
建議:
1、學生在解釋每句話的意思時隨機出示全篇課文,以便更好的講解。
2、錄音範讀變爲教師自己讀。
3、課件背景應考慮與上課的內容相協調。
4、第五個環節的看錄象是否可以提在導入環節,激趣作用。
學弈教學設計王崧舟 篇四
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學弈教學設計王崧舟 篇五
1、學生通過教師引導,小組自主合作,能根據課後註釋疏通課文,自讀自悟並掌握學習文言文的方法。
2、學生能有感情的朗讀課文,瞭解故事內容並用自己的話講解。背誦課文,做到正確、節奏停頓得當、抑揚頓挫,從反覆誦讀中初步感悟文言文中特殊的語言現象。
3、學生能從課文中體會到做事必須專心致志,不可三心二意的道理。
4、學生能從課內延伸到課外,進一步瞭解體會我國輝煌燦爛的古代文化,積累成語和文言文成語故事,提高語文綜合素養。
重點:理解課文,書讀課文,學會背誦
難點:文言文閱讀方法的掌握課前準備:課件
一、聽音樂,出示課件——大海的畫面。
師問:看圖,你想到了那句名言?
生1:海納百川,有容乃大;壁立千仞,無欲則剛。
生2:書山有路勤爲徑,學海無涯苦作舟。
生3:世界上最廣闊的是大海,比大海廣闊的是天空,比天空更廣闊的是人的胸懷。
師談:一個人要有所舍,纔會有所得。捨去懶惰,得到勤奮;捨去玩耍,得到知識;捨去三心二意,得到成功。這節課,希望同學們能成爲大海,容納更多的知識,學會更多的道理。
二、聯繫生活,激趣導入:
師:大家平時有何愛好?(生說)
師:看來,大家的愛好可真不少。(課件出示)看這個人的愛好是什麼?
生:我看出來了,他們在下棋。
師:這幅圖的背後有一個小故事,兩千多年前的大思想家、大教育家孟子寫下了這篇文章。(板書:學奕)
三、啓發質疑,初步理解
師:“奕”是什麼意思?(生答)
師:“學奕”是什麼意思?看到題目,你還想了解什麼?
生1:兩個學生是怎樣學習下圍棋的?
生2:他們兩個學習之後的結果如何?(板書問題)
師小結這一環節學生提出的問題,引入下面環節。
四、教授課文內容:
一、自學提示:(出示課件)
1、自己學習,掃清生字詞,劃出不會讀,弄不懂得語句;
2、小組合作,互讀找不足;
3、派出一名代表,用自己的話講一個故事給大家聽。
二、理解大意讀通順。
1、找學生讀;
2、小組比賽讀;
3、學生齊讀;
4、老師範讀;
5、師生互讀。
三、抓關鍵語句,分析
師:你感到文章中的兩個學生是怎樣學習的?劃出,默讀一遍(出示課件)
師:兩個學生的表現有什麼不同?(學生答)
再次指讀此句,讀出文言文的韻味。
五、背誦,抽查。
六、聯繫實際,理解感悟。
師:課前大家談了自己的愛好,現在看來,光有興趣行不行?誰來背誦課文?(學生舉手,叫起兩位學生)
師:如果他們二人現在開始比賽,你能料到結果嗎?
師:爲是其智弗若與?
生:非也。
師:爲是其智弗若與?是他們的老師不同嗎?他們的老師是一個怎樣的人?兩位學生又是怎樣的人?
師:“專心致志”這個成語就出自這個故事。
師:在你的學習生活中,你做過三心二意的事嗎?說給大家聽。從這個事情當中你有何認識?
總結:我們看,不管下棋還是幹其他事。智力不是最主要的,最主要的是什麼?是態度,這真是態度決定一切。
七、總結文言文的閱讀方法(課件)
學弈教學設計王崧舟 篇六
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學弈教學設計王崧舟 篇八
1、會寫本課3個生字,能根據課後註釋疏通全文,瞭解故事內容。
2、正確、流利、有感情地朗讀課文,背誦課文。
3、理解重點詞句,領悟文中所講的道理。
(一) 揭課,質疑
1、直接導課
我們這一節來學習第九課《文言文兩則》中的一則《學弈》。(板書課題,放課文內容插圖幻燈片)
2、解題。《學弈》節選自《孟子、告子》,孟子是個什麼樣的人物呢?題目“學弈”又是什麼意思呢?請打開課本看註釋1
(1)指名讀註釋1。(2)點擊鼠標,出示:下棋
3、質疑。看插圖,讀課題,你最想從課文中知道什麼問題?(根據學生回答,歸納兩方面的內容:一是瞭解故事內容,二是明白文中蘊含的道理。並明示學生這也是本節課的學習目標。)
(二)讀通課文
1、老師範讀(放2號幻燈片,出示帶有停頓符號的全文內容)。
2、學生看着大屏幕,試着讀課文,注意讀準字音,讀對停頓。3、指名讀,正音,指導停頓。
4、老師領讀。
5、學生練習讀。
6、再次指明讀。
7、齊讀。
(三)理解課文
1、回憶、總結以前學習文言文的方法。
2、結合註釋及參考有關資料,先自行理解課文,然後與同桌交流。(老師巡視,瞭解學生自學情況)
2、集體交流:你讀懂了哪些句子?(根據學生交流的順序,依次出示相應的句子,適機指導理解重點字詞的意思。)
3、針對本文內容,誰還有什麼問題要問?
4、把每句話的意思連起來,說一說全文的意思。(同桌先互相說,然後指名說,最後看着大屏齊說。)
(四)領悟道理
1、在解決第二個學習目標之前,我建議大家先關注一下文中的兩個主要人物,對他們做一下評價。
(根據學生的回答,老師相機板書:專心致志,三心二意)
2、從二人的身上,我們悟出了一個什麼道理?
(五)回顧總結
1、讓我們聯繫本節所學,完成填空。
《學弈》這則文言文講了( )的事,告訴人們()的道理。
2、練習背誦。
《學弈》教學反思
《學弈》這則文言文選自《孟子、告子》,其內容和道理比較適合學生的認知水平,但文言文與現代文相比,在詞語、句式等方面差別較大,能否正確地斷句,流利地朗讀,是首先遇到的困難,所以我把指導學生朗讀和背誦作爲本課教學的重點。作爲國小生,他們接觸到的文言文還比較少,所以本課的教學難點在於讓學生參考註釋讀懂每句話的意思,只有句子的意思弄懂了,才能正確地斷詞,斷句,把句子讀通順。
圍繞本節課的重難點我設計了以下教學步驟:
一、導課、解題、質疑。在質疑中讓學生明白本節課的學習目標及重點、難點。
二、朗讀課文。這是學習本課的重點,所以在這一環節我設計了多種形式的讀,尤其是範讀、領讀是不可少的。
三、理解課文。這是一個教學難點,所以在這個環節我遵循了循序漸進的學習原則,先讓學生結合註釋自行解決文意,爲了減輕學生對文言文翻譯的壓力與恐懼,接着安排同桌合作學習,交流意見,其後,在集體交流彙報中,允許學生只說出對一句話的理解,降低了要求與難度,同時也給更多的學生參與表現的機會。課堂效果的確不錯。
四、領悟道理。在這一環節,我先讓學生評價文中的兩個主要人物,根據兩人不同的學習態度帶來的不同的學習效果,學生很容易就領悟到了其中的道理。
這一課我總共上了兩次。第一次在我們班,我沒佈置預習,主要是認爲文言文的預習起不到多大的作用,另外,我也想挑戰一下,看一看在學生沒預習的情況下,我能否按教學計劃完成教學任務。結果,在讀課文環節花費了不少時間,但基本上還是完成了當節課的教學任務。第二次是在五(2)班上的。他們班學生提前預習了,所以在讀文環節節省了一點時間,在完成本節教學任務後學生又進行了背誦。
通過這兩節課的對比,我發現不管什麼類型的課,課前佈置學生預習還是有必要的。
學弈教學設計王崧舟 篇九
1、學會本課3個生字。
2、能夠根據註釋疏通全文,瞭解課文內容。
3、能夠正確、流利地朗讀課文,背誦課文。
4、知道跟弈秋學弈的兩個人的表現不同,明白學習必須專心致志,不可三心二意的道理。
5、能夠說出學習課文後的體會。
正確,流利地朗讀課文。
理解文意。
一課時。
小黑板。
一、板書課題,疑問引入
1、板書“文言文”和課題“學弈”,初步瞭解文言文並解釋課題的意思。
2、觀察課文插圖,初步感知課文內容,明白兩個學弈人的不同表現。
3、疑問引入:
這位看下棋的老者是誰?他與這兩個下棋的孩子之間發生了什麼故事呢?我們來學習課文。
二、讀通課文
1、學生自由練讀課文,要求讀正確,讀清楚。
2、指讀,評價並正音。
3、學生再練讀。
4、指讀。
5、齊讀。
6、小節過渡:下面我們來理解課文的意思吧!
三、理解課文
1、根據註釋,疏通全文:
學生根據課後註釋自主理解句子的意思,不會的地方小組商討。
2、學生交流彙報(出示小黑板):
⑴ 你都理解了那些句子的意思?是什麼意思?
⑵ 有什麼地方不理解, 提出來。
⑶ 用自己的話完整地講講課文的意思。
3、引讀課文,加深理解:
引讀設計內容:
⑴ 弈秋是誰?
⑵ 讓弈秋幹什麼?
⑶ 跟弈秋學弈的兩個人表現有什麼不同?
相機板書:
一人 惟弈秋之爲聽
一人 思援弓繳而射之
⑷ 後一個人與前一個人相比學習效果如何?
(相機板書:弗若之矣。)
⑸ 是最後一個人的智力比不上前一個人嗎?
四、感悟道理,談出感受
1、不是智力不如別人,爲什麼“弗若之矣”?
(引導並相機板書:專心致志、三心二意。)
2、從這兩個學弈人的身上你明白了什麼?
(相機介紹本文的述說者孟子,增強學生民族自豪感。)
3、學習了這篇文章你想對自己說些什麼呢?
五、練習誦讀,讀出韻味
六、總結全文, 佈置作業
1、這一課你學會了嗎?爲什麼學會了?
2、回去之後,把自己心得體會寫下來,好嗎?
學弈
一人 惟弈秋之爲聽 (專心致志)
弗若之矣
一人 思援弓繳而射之 (三心二意)
學弈教學設計王崧舟 篇十
1、藉助拼音,讀通課文。
2、對照註釋,瞭解故事內容。
3、正確、流利、有感情地朗讀課文,背誦課文。
4、聯繫生活,感悟學習必須專心致志,不可三心三意。
學生有感情地朗讀課文,熟讀成誦。理解課文內容,明白課文中蘊含的道理。
學生根據註釋讀懂課文內容,並用自己的話講講。
一、激趣揭題
1、激趣。談話交流,導入新課。
2、板書課題,學生讀課題。
3、解題。“弈”字是什麼意思,“學弈”又是什麼意思?(引導學生看註釋)
二、初讀課文,感悟文章大意。
1、初讀激趣。同學們,文言文無論是閱讀還是理解都比本站難得多,今天,我們比一比,看哪位同學能自己把課文讀通,那他一定是學習文言文的高手。
2、學生練習讀,藉助漢語拼音把課文讀通。
3、教師範讀。聽教師範讀,動筆在沒有標點卻拖長了字音的地方畫一條斜線。
弈秋,通國之/善弈者也。使/弈秋/誨二人/弈,其一人/專心致志,惟/弈秋之/爲聽;一人/雖聽之,一心以爲/有鴻鵠/將至,思/援弓繳/而射之。雖/與之/俱學,弗若/之矣。爲/是其智/弗若與?曰:非/然也。
4、學生練習朗讀。(可自由讀,互相讀等)
三、自主研讀,合作探究。
1、自讀自悟,揣摩句意。
師:文言文不僅在朗讀上與本站有很大的區別,就是在理解上也較本站困難。誰能在老師不講的情況下,對照註釋,理解文章大意?試試看,先結合註釋把每句話的意思讀出來,再連起來說整篇課文,不理解的地方做上記號,一會兒我們一起來討論。
2、小組交流,取長補短。學生在小組中先交流自己通過自學讀懂了哪些句子,提出自己不能解決的,小組討論交流。
3、全班交流,突破難點。圍繞四個問題引導學生深入探究。
(1)弈秋是個什麼樣的人?引導理解“通國之善弈者也”和“者”的意思。
(2)兩個學生是如何學習下棋的?藉助註釋,結合上下文,引導理解:“其一人專心致志,惟弈秋之爲聽;一人][雖聽之,一心以爲有鴻鵠將至,思援弓繳而射之。”這句話中出現三個“之”字,前兩個“之”字都是指弈秋說的話,後一個指的是天鵝。
(3)這兩個學生學習的態度不一樣,那他們學習的結果又如何呢?引導理解:“雖與之俱學,弗若之矣。”。重點引導理解句中兩個“之”字都是指第一個人。
(4)造成他們學習結果不一樣的原因是什麼?理解文末的一問一答:“爲是其智弗若與?曰:非然也。”用自己的話把它解釋出來。
4、試着把每個句子的意思連起來說一說。
四、創設情境,悟理熟誦
1、師:兩人在一起學習下棋,結果卻不一樣,不是因爲智力的原因,那是什麼原因呢?假如我們召開一個“學弈經驗總結會”,在會上師徒三人會說些什麼?
2、自由練習背誦,最後集體背誦。
五、總結學法,課外延伸
1、說一說你是怎樣學懂這篇課文的?
2、通過這篇古文,你學到了一個什麼道理?請你結合實際談談。(學生結合實際談道理)
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