刷子李教案教學反思多篇
刷子李的教學反思 篇一
學生對課後三個問題的精彩交流,也是超乎我的預想的。尤其是第二處問題(第一課時:爲什麼凡卡給爺爺寫信乞求爺爺帶他回家?第二課時:多數同學認爲凡卡受盡折磨、苦不堪言,生不如死,但是有一個同學卻認爲凡卡很堅強,你認爲凡卡到底有沒有堅強?)的交流,具有“史無前例”的突破!多數孩子一開始都認爲凡卡的學徒生活“再也受不住了!”“我就要死了!”“只有死路一條了!”“沒有指望了,連狗都不如!”……只看到凡卡悲慘遭遇的一面,卻沒有發現凡卡骨子裏還隱藏着堅強的另一面!不少人在可憐凡卡的同時,唾罵的是鞋店的老闆、老闆娘、幾個夥計,怪罪的是黑暗深重的資本主義社會。這課的教學,我沒有引導學生去同情凡卡,也沒有引導學生去唾罵和怪罪,學生的交流中已經蘊含這些了,我爲何還要再去強化這些呢!因爲這些都不能觸動我和學生的心絃,不能撞擊我和學生的心靈!
凡卡在如此險惡的環境中,始終保持着對自由幸福生活的嚮往,始終堅信能夠回到爺爺身邊;在經受折磨和屈辱之後,凡卡頑強地挺過來了;雖然凡卡的忍受力達到了極限,甚至想到了死,但是他最終還是選擇了生存,他沒有自暴自棄!這就是凡卡的堅強!這就是震撼人心的堅強!我和學生被凡卡的堅強感動着,不斷地感動着……
刷子李的教學反思 篇二
有人說,“一堂好的語文課,存在三種境界:人在課中、課在人中,這是第一種佳境;人如其課、課如其人,這是第二種佳境;人即是課、課即是人,這是第三種佳境。境界越高,課的痕跡越淡,終至無痕。因此,課的最高境界乃是無課。我在設計上下了功夫。從字詞的預熱、環境的把握、情節的切入、語言的品味、人物的解讀到文本的感悟與拓展,無不留下我精心設計的心血。我先是熟讀文本,以至成誦。其間,發現了三個可以帶動全文教學的點:一是文中用了52個“一”。細品之,我把它概括爲“一個綽號藏奇絕”、“一個傳說話奇絕”、“一段實錄證奇絕”、“一襲黑衣襯奇絕”、“一手絕活寫奇絕”、“一番教誨表奇絕”;二是文中幾個跟黑衣白點的中心情節密切相關的幾個帶“然”的詞:“果然”──“居然”──“竟然”──“忽然”,另外,“悠然”這個詞也能充分體現人物的性格和境界;三是人物的雙重解讀,即人生意義上的人物解讀和文化意義上的人物解讀。
在設置教學環節時,我時刻謹記“以生爲本”,“貼着學生教”,一切的教學環節都以學生的學情爲設計的中國。
整體教學設計便基於此展開。其中,選擇以曹小三的口吻來複述的方法以期達到一石三鳥的效果:進一步領會情節一波三折之魅力;深刻感受曹小三心理之變化、刷子李之奇絕;在學生的個性解讀中深入體會本色、津味之語言特色。然而,靜心思之,這堂課在“三個維度”──溫度(教師情感的溫熱度)、廣度(在主題的範圍內旁延擴展)、深度(語文性、情感性和思想性的深刻和恆久)的體現上,明顯地感到了廣度和深度的不足!我也曾想用結尾的人物系列來彌補這一點,然而正如專家點評,這“只是對課文的一個延伸”,“給課堂起到水到渠成的作用,讓課堂就此結束”,“未關注刷子李們的苦難生活”。是的,課堂因此沒有生命的超級震撼力,也就沒有好課應有的高度而流於平庸!拓寬備課視野,深化文本處理和加強課堂的厚重感是我急需補的課程!
此外,語言賞析還不夠地道,這也是我備課時深感困惑的地方,如何讓學生深刻體會文本津味語言特色,從而深刻解讀帶有天津烙印的刷子李的生命形態,挖掘人物背後的厚重的民俗文化意蘊。對這一點,我自覺只做到了蜻蜓點水。
刷子李教案教學反思 篇三
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《刷子李》教學反思 篇四
《刷子李》是人教版國小五年級下冊第七組課文中的第二篇課文,選自馮驥才的《俗世奇人》。這是一篇略讀課文,課文以“刷子李”高超的技藝爲話題,借一件極富戲劇性的小事窺見人物的大本領,大智慧。本文生動搞笑,故事一波三折,人物形象富有傳奇色彩,是一篇藝術性和趣味性都較強的`文章,很容易吸引學生閱讀。
我在教學中緊緊抓住孩子們的心,從而學習作者描述人物的方法呢?課中緊緊抓住一個“奇”字,讓學生在“讀”中曉“奇”,在“議”中悟“奇”,從種種“奇”中感悟刷子李的技藝高超。如,在引導學生感悟“刷子李”是一“奇”人時,引導學生從以下方面品味——“規矩奇”、“動作奇”、“效果奇”各體此刻哪些方面?
我把本課教學定爲兩大板塊:聚焦文本資料,從細節描述中感知“技藝高超”;聚焦表達形式,在揣摩曹小三內心活動中感知“一波三折”。我始終思考學生的需要,立足於學生的發展,對教學資料進行了調整和取捨,重點突出,條理清晰,學生學得興趣盎然。這些收穫,使我意識到:心裏有文本,眼裏有學生。這樣的教學設計就應是可行的、有效的。
《刷子李》教學反思 篇五
今天上午,我和學生共同學習了《刷子李》這篇課文,上課的時候我內心覺得很充實,因爲學生聽得很認真,回答問題也很積極。
這篇文章的作者是馮驥才,課文描寫了一個刷牆師傅高超的。技藝,內容簡單易懂。刷子李刷漿的時候,總是會穿一套黑衣服。而且還給自己立下規矩:只要身上有白點,白刷不要錢。
這是篇略讀課文,我引導學生緊扣文前導讀來閱讀本篇課文,“刷子李”技藝高超表現在哪裏?學生準確地找到了“但刷子劃過屋頂,立時勻勻實實一道白,白得透亮,白得清爽。”等相關句子。
最後我把教學的重點放在了引導孩子做人的教育上,其實語文教學重點就是引導孩子在日常生活中如何做人做事,所以我把一大部分時間放在最後的談論環節,你認爲刷子李爲什麼會成功?
立馬學生的熱情倍漲,他們分析出了種種原因。一是他比較看重真本事,因爲他告訴曹小三說“好好學本事吧。”二是他很自信,他告訴所有人如果他的黑衣服上沾上了白點,他就不要一分錢,這樣一來很多家粉刷房子都會找他,如果有白點就不用掏錢了。三是他肯定很刻苦,我們現實生活中看到過很多粉刷匠,他們的衣服上都是一個一個的小白點,而刷子李刷完一整套房子,黑衣服上一個白點也沒有,就說明他的功夫深,他能做得這麼好肯定是下了很多功夫的,所以這樣他也會成功。四是他心態很好,刷牆的時候手臂擺來擺去,悠然自得,在刷牆時他的心裏一定很寧靜,開心,心情很放鬆,所以纔會做得這麼好。
在逐漸地分析中,學生明白了一個成功人士應該具備的本質,我想那些想成功的孩子,日後一定會潛移默化地向刷子李學習的。
點評:面對這樣簡單易懂的課文,實在沒有必要具體分析那麼多,我覺得譚老師這樣的教法更切合生活的實際,學生會更喜歡。
《刷子李》教學反思 篇六
語文是一門搞笑的學科,因爲語文課文包含了各種搞笑的知識。其中刷子李就是我們喜歡的一篇課文。在那裏,我們學大語文教師,就針對課文的學習,爲大家總結出來了,刷子李教學反思。
本課是一篇略讀課文,緊緊抓住課前閱讀提示進行組織教學的,“熟讀課文,想想‘刷子李’的技藝高超表此刻哪兒,作家馮驥才又是怎樣寫出他技藝高超的。再把描述最精彩的句子找出來,讀一讀,體會一下表達的效果。”
在熟讀課文的基礎上,學生很快地找出了第5自然段,作者透過動作和效果描述,較好的表現了刷子李高超的技藝。學生透過再三再四地讀和體會揣摩,理解了刷子李粉刷牆壁如藝術創作,藝術表演一樣,那樣出神入化、嫺熟的技藝,令人驚歎,令人稱奇道妙。
於是,從“情景”、“效果”這兩個正面感受刷子李的高超技藝後,我拋出了一個問題:“作者爲什麼還要安排曹小三呢是不是剩餘的呢”帶着這個問題,學生再去瀏覽課文,劃出曹小三的相關語句,填一填描述他心理活動的詞語,學生髮現作者安排“曹小三”這個人物有着特殊的含義,對主要人物起襯托作用,穿針引線和見證者的作用,這樣文章的寫作手法也就表現出來了,實現了人文性與工具性的統一。
刷子李教學反思,在上面文章中我已經爲大家帶來了分析整理。期望你在學習語文課文的時候,參考利用我們學大專家總結的知識,記憶更多的知識點。
《刷子李》教學反思 篇七
如果我們在精講課文中不敢放棄自己的主導地位,那我們可以在自讀課文中試一試:自讀課文,本來就是要求以學生自讀自悟爲主。爲此,我們可以利用自讀課文的特點,將文本教學上成“一課一得”:在一篇文章當中,關注一個焦點可以是一個重要知識點或者閱讀點,把課上成“閱讀指導課”“閱讀欣賞課”等等。不貪多,要的是“一課一得”,讓學生這節課能有所收穫就夠了。讓學生在一篇課文當中獲得一個方面的知識或者技能,總比我們“眉毛鬍子一把抓”要來得好一些。
這篇課文,寫法上有許多巧妙的地方,例如標題的妙,場景的妙,懸念設置的妙,黑衣的妙,白點的妙,尤其是它的“側面描寫”:在本篇課文描寫刷子李技藝精湛的過程中,是用曹小三其人的觀察和情感變化來進行描述和襯托的。尤其是當曹小三發現白點的時候,內心的感受極其複雜,文章的描寫也跌宕起伏。這正是文章描寫方法的獨到之處。我們可以引導學生髮現側面描寫的妙處,從中領悟這種巧妙的寫作方法。我們在教學中可以抓住描寫的關鍵詞語,在進行教學之後,將本節課的重點放在用“果然悠然居然竟然”這四個情節連接詞語,來指導學生進行一段描寫,提高學生寫作能力,培養學生利用關鍵詞語進行佈局謀篇的能力。
刷子李教案教學反思 篇八
1、學習掌握6個生字;學會兩個輕聲“包袱、師傅”;學習一個多音字“和”以及文章的新詞。
2、在默讀課文的基礎上提煉內容,感情朗讀相關句子。
3、通過曹小三跟隨師傅學藝的過程,親歷親聞,感受刷子李技術高超,一手絕活,以及故事的跌宕起伏,體會側面描寫和“一波三折”的寫作手法。
一、聊《俗世奇人》
1、書本《俗世奇人》
2、簡介:
①《俗世奇人》是著名作家馮驥才創作的同名小說集。全書由19個短篇小說連綴構成,各篇文字極精短。
②書中所講之事,又多以清末民初天津衛市井生活爲背景,每篇專講一個傳奇人物生平事蹟,素材均收集於長期流傳津門的民間傳說,人物之奇特聞所未聞,故事之精妙歎爲觀止。
二、揭示課題:刷子李
1、引出刷子李。
2、聊刷子李
①從名字中你明白了哪些信息?
②爲什麼叫他“刷子李”?
【他姓李,刷牆的本領高超。】
③師總結:
是的。在天津衛這個地方,某一行有絕活的人,人們用他的行當加姓稱呼他。 比如在天津,有個姓張的,泥人捏得特別好,就叫他——
還是在天津,有個姓劉的風箏做得特別好,就叫他——
比如在天津,有個叫唐老師的書教得特別好,就叫他——
(油漆張?)
三、積累新詞、學習生字
1、生字填寫——活學活用(一)。
刷子李刷(漿)時,必穿一身黑,幹活前,先把裝有黑衣黑褲黑鞋的包(袱)打開並穿上,幹完活絕沒有一個白點。曹小三第一次跟在師(傅)刷子李(屁)股後面做事,發現了一個白點,以爲師傅露(陷)了,以爲他的名氣有(詐),但事實並非如此。
2、檢查反饋:根據意思寫詞語:
刷漿、半信半疑、派頭十足、悠然、鼓點、天衣無縫、威嚴、露餡、詐、難堪、發怔、勻勻實實
3、指導讀音兩個輕聲:包袱、師傅
4、多音字“和”:和着琴音
四、填寫刷子李名片,感受技術高超
1、填寫刷子李的名片
師:名片是爲了推銷自己,爲了讓別人在極短的時間認識自己。所以在這個小小的紙上應該寫最關鍵、最有用的信息。
仔仔細細默讀課文,聯繫全文,用文中的詞語或自己概括的詞語填一填。
2、交流簡介,聚焦問題。
①反饋預設:美術家、音樂家、能工巧匠、技藝高超、奇人一個、一手絕活? ②問題聚焦:奇在哪裏?高超在哪?
③句子展示:學生讀,老師點評。
④積累背誦(活學活用二):
只見師傅的手臂悠然擺來,悠然擺去,如同伴着鼓點,和着琴音,每一擺刷,那長長的帶漿的毛刷便在牆面啪地清脆二響,極是好聽。啪啪聲裏,一道道漿,銜接得天衣無縫,刷過去的牆面,真好比平平整整打開一面雪白的屏障。
⑤一手絕活、技藝高超、俗世奇人(總結、板書)
五、寫作手法感悟、拓展延伸
1、側面描寫(正面描寫)
師:爲了寫出刷子李的技藝高超,他的奇,作者馮驥才派了一個人來見證、說明,這種寫法叫“側面襯托”。
2、比如說:你外面穿了一件黑色或者灰色的衣服,裏面配一件白色襯衫,這就把你整個臉蛋都襯托出來了,都烘托出來了。
3、再比如說:
寫武松的勇猛我們可以用?襯托;
《草船借箭》學過吧,我們寫諸葛亮的'足智多謀,我們可以用?來襯托。
再回憶我們去年學過的《慈母情深》,寫母親工作的辛苦我們可以用廠房?來烘托。
4、一波三折(比喻事情進行中意外的變化很多)
①找到文章含有“然”字的句子。
師:的確,曹小三這個人物的出現讓我們覺得故事的跌宕起伏。請同學們找出文中含有“然”字的6處句子,體會體會故事的跌宕起伏。
②讀句子,簡單交流,體會寫法。
③一波三折的敘事,引人入勝──起初,徒弟是“半信半疑”,但大半天下來,居然連一個芝麻大的粉點也沒發現,他真覺得這身黑色的衣服有種神聖不可侵犯的威嚴。正當徒弟對師傅佩服得五體投地時,卻突然發現“刷子李”褲子上有一個白點:師傅那如山般的形象轟然倒去。不料“刷子李”最後揭開謎底:那白點原來是黑褲燒了個小洞造成的,使“刷子李”的“奇”得到了一次次的渲染。
4、有效拓展(課後作業)
△備註:(細節描寫、對比的寫法)
注重細節描寫,塑造人物個性──文中“刷子李”的黑衣黑褲,刷牆時嫺熟的動作,還有那個讓人吃了一驚的白點等細節描寫都使“刷子李”這個人物活了,神了。
採用對比手法,烘托人物形象──曹小三對師傅“半信半疑”的態度和主人公“藝高膽大”的自信進行對比,充分表達了作者對“刷子李”這個具有超凡技藝的“奇人”由衷的讚歎和肯定。
六、總結提升、鏈接提升
1、總結出示對聯:(上聯)如同仙境,刷板顯功底
(下聯)黑衣無瑕,絕活傳真諦
(橫批)俗世奇人
2、課後作業:
①自己編一個小故事,簡單嘗試運用“一波三折”的寫法。
②閱讀鏈接:《俗世奇人》之泥人張、快手劉、張大力、馮五爺。
附:板書設計
刷子李
技藝高超俗世奇人
側面烘托一波三折
(一)授與學的思考
課堂,短短的幾分鐘如何讓學生的有所獲、有所得?
學生是學習的主體,這話的確不假,甚至是千真萬確的至理名言。然而老師的導和引畢竟是一個前提,老師的定向和定位直接導致學生的自主性的發揮。
所以備課,老師的思考軌跡尤爲重要,甚至一些根本性的東西就在這裏埋下了伏筆。 授什麼,引什麼,學生就會自主地學到什麼,畢竟在五年級這個年段,學生的主體地位並不是絕對的,我始終相信老師具有至關重要的作用,即指明燈,指路人,一旦方向錯了,即使可以殊途同歸,那其間的不少冤枉路不是三言兩語能夠說清道明的。
拿到《刷子李》這篇略讀課文,首先要定位,它處於第五單元的人物描寫組,並且要學生學會如何寫人。所以在傳授的過程中唯有抓住線索讓學生真正領悟兩種寫人的手法,可謂是深諳於心。
細讀文本是一位老師必須具備的基本功。自認爲文本中幾個帶“然”字的詞語被抓住是一個命脈的線索,這對於學生閱讀文本,掌握“一波三折”的寫法那是水到渠成。如果有足夠的時間進行拓展,那更是精益求精,好上加好。
(二)賽課展示的是什麼
賽課,要展示的是什麼?花裏胡哨的東西似乎已經不能適應當前的語文教學。所以在
開課前的談話《俗世奇人》、課文詞語的根據意思寫詞語以及後面重點段落的背誦都是一一落到了“語言”、“文字”的實處。只有這樣才能紮實學生的基本功,才能真正做到日積月累、厚積薄發。
(三)時間的分配以及課堂的淡定
一堂課,除了學生的學有所得,老師的演繹不可忽視。
淡定,課堂的駕馭能力足可以看出一個老師的功底。
在35分鐘的時間內,沒想到最後一個對聯環節還是沒有展示出來,頗有遺憾。
綜上,還是應驗了老教師的一些訓導:要學會反思,當寫完這些文字的時候,真正感到思考帶來的魅力,作爲老師,這應該是一門必修課,無論有多忙,反思比寫教案更爲重要。是矣!
《刷子李》教學反思 篇九
一、以學定教,突顯學生主體地位:
我們要追求真實有效的教學,必須把學生放在主體地位,從學生的實際出發。許多老師常常把學生的學習起點設爲“零”,在沒有考證學情的情況下,盲目地按照既定的教學思路開展學習活動,往往達不到預期的效果。學習每一篇課文前,我們得了解學生的興趣點、知識的盲點、斷點、空白點在哪裏,這樣對症下藥,才能事半功倍。學習《刷子李》這篇課文,我也將學習時間還給學生,讓學生在充分閱讀課文的基礎上,充分地交流:文中的刷子李給你留下了怎樣的印象?在學生的交流中,我隨機提煉出一些重要的信息:刷子李着裝奇特、規矩奇怪、技藝高超。並隨機板書。這些信息有些是顯性的,有些是隱性的,教師的作用是當學生自己能學懂的時候,放手讓他們自己學懂;當學生感到困難時,適當地加以指導。這些才能真正體現學生的主體地位,讓學生感受到學習的樂趣。
二、品味“高超”,緊扣略讀課文目標:
這篇課文前的一段提示語告訴我們,學習這篇文章的主要目標是“想想刷子李的高超技藝表現在哪裏”“課文是怎樣寫出他的技藝高超的”。研讀目標一,課文主要是通過兩個方面“刷牆時的情景”和“刷牆後的效果”來表現刷子李的技藝高超。因此,在交流研讀時,我緊扣目標,採用多種形式展開教學。“刷牆時的情景”在學生品讀重點語段後,讓學生抓關鍵詞,想象當時的情景,來細心品悟。而學習“刷牆後的效果”則讓學生羅列三個重點語句,在自由讀,指名讀的基礎上,讓學生抓住關鍵詞來談自己的感受。學生有的放矢,學得認真投入,讀得入情入境,達到預期目標。
三、探討“曹小三”,落實寫作方法:
這篇課文寫作方法獨特,作家特地安排了“曹小三”這個人物來側面烘托刷子李的高超技藝。於是,從“情景”、“效果”這兩個正面感受刷子李的高超技藝後,我拋出了一個問題:“作者爲什麼還要安排曹小三呢?是不是多餘的呢?”帶着這個問題,學生再去瀏覽課文,劃出曹小三的相關語句,填一填描寫他心理活動的詞語,學生髮現作者安排“曹小三”這個人物有着特殊的含義,對主要人物起襯托作用,這樣文章的寫作手法也就表現出來了,實現了人文性與工具性的統一。
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