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alt="教學設計-地球爺爺?shù)氖?/></p><p>　　1.學生是學習和發(fā)展的主體，教師是學習活動積極的組織者和引導者。語文教學應以學生自讀自悟、自學探究為基礎，大力提倡自主合</p><p>　　作、探究的學習方式，充分發(fā)揮師生雙方在教學中的主動性和創(chuàng)造性。而要一年級小學生達到這個理想目標還不太可能，因此教師的有效引導顯得更為重要。</p><p>　　2.架設生活與教材聯(lián)系的橋梁，引導和調動學生的情感體驗，關注學生的內心感受，注意培養(yǎng)學生對事物有正確的情感態(tài)度。</p><p>　　3.使朗讀成為學生學習和探究的重要手段。讓學生在自主、民主的氛圍中學習，自主地讀、說;在自讀自悟、主動探究中認識生字，讀懂故事，初步了解“地心引力”，同時對我們賴以生存的地球中的科學奧秘產生興趣。</p><p>　　<strong>教學目標</strong></p><p>　　1.認識“倆、摘”等7個生字，能讀準字音，認清字形。</p><p>　　2.能正確、流利、有感情地朗讀課文，讀好有請求語氣的句子。</p><p>　　3.能讀懂課文的內容，對“地心引力”現(xiàn)象發(fā)生濃厚的興趣，并大致了解這一科學常識;從而對身邊的一些科學現(xiàn)象探求的欲望更強烈。</p><p>　　<strong>教學流程</strong></p><p>　　<strong>一、激趣導入。</strong></p><p>　　同學們，你們喜歡玩紙飛機嗎?你在玩紙飛機的時候最希望的是什么?(學生各抒己見。預測學生心理：最希望紙飛機能飛得更高更遠……)</p><p>　　好，現(xiàn)在你們想玩一次嗎?我們來比比誰的紙飛機飛得遠、飛得高。(學生放飛自己折好的紙飛機。然后老師也放飛一次紙飛機。)</p><p>　　(遺憾地) ——呵，不管我們的紙飛機能飛多遠、多高，最后它們總是會掉下來。想知道這是為什么嗎?我們讀懂了課本上的這個故事 (板書課題) ，你們就能找到答案了。(齊讀課題《地球爺爺?shù)氖帧贰?</p><p>　　[興趣是最好的全師。所學知識越貼近學生的生活實際，學生就越感興趣。學生們愛玩紙飛機，而紙飛機必然落下這一現(xiàn)象，正與課文的`核心內容密切相連。因而以此為切入點，讓生活走進語文學習，走進學生的認知世界和情感世界，激發(fā)他們的求知欲。]</p><p>　　<strong>二、讀文、識字、探究、感悟。</strong></p><p>　　1.提出自讀要求：讀準字音，讀通句子，標出自然段。 (學生根據(jù)要求獨立讀課文。)</p><p>　　[明確讀的要求，對一年級的學生來說十分必要，這樣可以提高讀書的效率，有利于養(yǎng)成良好的閱讀習慣。]</p><p>　　2.認讀帶有拼音的生字：倆、摘、伯、而、且、踢、引。 (反饋時，學生想讀哪個就讀哪個，讀對了的，其他學生跟著將這個字讀 3遍。)</p><p>　　[鼓勵學生以主人翁的態(tài)度對待學習，培養(yǎng)自主學習的習慣。創(chuàng)設寬松、和諧、民主的學習氛圍，努力使學生獲得成就感。]</p><p>　　3.認讀沒有拼音的生字：以小組比賽的形式讀。 (小組“開火車”認讀生字，讀得全對的小組能得到 5顆星。)</p><p>　　[比賽是學生特別喜歡的方式，而小組比賽更有助于培養(yǎng)團結合作意識和競爭意識。]</p><p>　　4.認讀本課的生詞：他倆、摘桃子、伯伯、而且、踢到、地心引力。 (學生先獨立認讀，然后再給大家讀自己想讀的那個詞，最后集體邊擊掌邊認讀所有的詞 2遍。)</p><p>　　5.這篇課文共有多少個自然段? (讓學生用手勢表示。)</p><p>　　6.你喜歡讀哪個自然段就給大家讀哪個自然段。 (先自由練習讀，然后指名自由選自然段讀。其中著重讀第 5、7、10自然段。)</p><p>　　[打破傳統(tǒng)的“串講”形式。從學生的自主閱讀為主。學生自己能讀懂的教師就不再去多講，充分讓學生自讀、自悟，讓學生學會主動學習。]</p><p>　　7.感悟地球爺爺說的話：讀了地球爺爺說的話，你們知道了什么? (先以 4人學習小組為單位進行組內交流和討論，再以小組的形式發(fā)表交流和討論的結果。)</p><p>　　[從小培養(yǎng)學生的合作學習的意識和習慣。]</p><p>　　8.讀了課文，你們有沒有不明白的地方? (自由質疑，學生能解答的就讓學生自己去說，教師不作具體的答復。)</p><p>　　[“學而不思則罔”。質疑是思維的火花：質疑應該從一年級開始培養(yǎng)。]</p><p>　　9.類比感受，體驗“引力”。 (讓學生以 4人小組的形式做實驗，觀察當回形針靠近磁鐵時，會產生什么現(xiàn)象;然后讓學生說說自己的發(fā)現(xiàn)。)</p><p>　　[化抽象為具體，努力讓學生親自感受。“引力”本來就是抽象的，一年級的小學生更難建立“地球引力“的概念。但這個小小的實驗卻能讓學生直觀而形象地感受到它。]</p><p>　　10.指點：我們地球爺爺?shù)男呐K就像這些磁鐵一樣具有引力，而且它的引力要比磁鐵的不知大多少，能吸引住地球上的一切，它的這種引力就叫“地心引力”�，F(xiàn)在你們能明白為什么紙飛機不管多輕，最后總是會掉下來了嗎?(板書：地心引力)</p><p>　　11.練習分角色讀課文。 (以 4人小組的形式練習，再分別請愿意展示的小組給大家戴頭飾表演讀。)</p><p>　　<strong>三、拓展與鞏固</strong></p><p>　　1.你們還能舉出哪些例子說明地球爺爺有“手”——也就是“地心引力”? (學生聯(lián)系自己的生活感受，各抒己見，師生共同評議。)</p><p>　　2.指點、展示：我們的地球爺爺，它用那雙有著很大很大力氣的“手”——“地心引力”，牢牢地抓住了地球上的一切�？础� (在地球儀上粘貼高樓、人等立體模型。)大家想想：如果地球爺爺沒有“手”了，我們的世界會是什么樣? (自由想像說。)</p><p>　　3.總結談話：關于我們的地球爺爺還有許多有趣的事情呢!只要同學們能多看多想，就會有很多新的發(fā)現(xiàn)。讓我們睜開雙眼，開動腦筋吧。</p><p>　　<strong>四、作業(yè)設計。</strong></p><p>　　努力把課文讀得更好。朗讀全文給家人聽，說說自己學到的新知識。</p><p>　　找找有關地球知識的書刊讀一讀，并帶到學校來和同學交換著讀。</p> <script>s("content_relate");</script><p>【教學設計-地球爺爺?shù)氖帧肯嚓P文章：</p><p><a target="_blank" href="http://crossfitfinalpush.com/jiaoxuesheji/1698252.html" title="地球爺爺?shù)氖值慕虒W設計">地球爺爺?shù)氖值慕虒W設計</a><span>06-20</span></p><p><a target="_blank" href="http://crossfitfinalpush.com/jiaoxuesheji/1698850.html" title="《地球爺爺?shù)氖帧返慕虒W設計精選">《地球爺爺?shù)氖帧返慕虒W設計精選</a><span>06-21</span></p><p><a target="_blank" href="http://crossfitfinalpush.com/jiaoxuesheji/1697597.html" title="地球爺爺?shù)氖纸虒W設計">地球爺爺?shù)氖纸虒W設計</a><span>06-20</span></p><p><a target="_blank" href="http://crossfitfinalpush.com/jiaoxuesheji/1693708.html" title="“地球爺爺?shù)氖帧苯虒W設計">“地球爺爺?shù)氖帧苯虒W設計</a><span>06-19</span></p><p><a target="_blank" href="http://crossfitfinalpush.com/jiaoxuesheji/1696140.html" 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