染雾小学说课稿范文 篇一
标题：《让数学变得有趣》
第一篇内容
尊敬的评委、老师们，大家好！我是XXX小学的数学老师，今天我将为大家带来一堂关于数学的有趣课程。
本节课的教学目标是：通过创设情境，培养学生对数学的兴趣，提高他们的计算能力和解决问题的能力。
为了激发学生的兴趣，我将采用游戏化教学的方式。首先，我会通过一个小故事引入课题。故事中，有一个迷宫，学生需要找到出口。但是，迷宫中的每个房间都有一个数学题，只有答对了才能继续前进。通过这个情境，我可以引导学生思考数学与生活的联系，让他们感受到数学的乐趣。
接着，我会进行一些趣味的数学游戏和活动。比如，我会给学生发放一些数学谜题，要求他们在规定时间内解决。这样的活动不仅可以培养学生的逻辑思维和解决问题的能力，还能增强他们对数学的兴趣和自信心。
同时，我会结合学生的实际情况设计一些个性化的数学练习。比如，对于喜欢运动的学生，我会设置一些与运动相关的数学题目，让他们在运动中体会到数学的存在；对于喜欢音乐的学生，我会设置一些与音乐相关的数学题目，让他们在音乐中感受到数学的美妙。
最后，我会引导学生进行数学游戏的总结和反思。通过让学生分享他们在游戏中的收获和体会，我可以进一步激发他们对数学的兴趣，并对自己的学习进行总结和反思。
通过这样的教学设计，我相信学生们会在愉快的氛围中学习数学，提高他们的计算能力和解决问题的能力。谢谢大家！
小学说课稿范文 篇二
标题：《培养学生的创造思维》
第二篇内容
尊敬的评委、老师们，大家好！我是XXX小学的语文老师，今天我将为大家带来一堂关于培养学生创造思维的课程。
本节课的教学目标是：通过培养学生的创造思维，提高他们的语文写作能力和解决问题的能力。
为了激发学生的创造思维，我将采用启发式教学的方式。首先，我会通过一段精彩的短片引入课题。这个短片中，有一个神奇的故事，学生需要在观看后自己编写故事的结局。通过这个情境，我可以引导学生思考创造力与语文写作的关系，让他们感受到创造思维的重要性。
接着，我会进行一些有趣的创意写作活动。比如，我会给学生发放一些图片素材，要求他们根据图片进行创作。这样的活动不仅可以培养学生的想象力和创造力，还能增强他们对语文写作的兴趣和自信心。
同时，我会结合学生的实际情况设计一些个性化的写作练习。比如，对于喜欢音乐的学生，我会要求他们根据一首歌曲的感受进行创作；对于喜欢运动的学生，我会要求他们根据一次运动比赛的经历进行创作。通过这样的个性化设计，我可以激发学生的创造思维，并让他们在写作中体会到语文的魅力。
最后，我会引导学生进行创意写作的总结和反思。通过让学生分享他们的作品和创作经验，我可以进一步激发他们的创造思维，并对自己的写作进行总结和反思。
通过这样的教学设计，我相信学生们会在愉快的氛围中培养创造思维，提高他们的语文写作能力和解决问题的能力。谢谢大家！
小学说课稿范文 篇三
儒家学说，亦称儒学，起源于东周春秋时期，和“道家”、“墨家”“法家”等诸子百家之一，汉朝汉武帝时期起，成为中国社会的正统思想，如果从孔子算起，绵延至今已有两千五百余年的历史了。随着社会的变化与发展，儒家学说从内容、形式到社会功能也在不断地发生变化与发展。如果对儒家学说的内容、形式和社会功能等进行综合的宏观考察，我认为中国儒学在不同历史发展阶段有着不同的特点。
提及儒学，首先想到的便是以孔子、孟子、荀子等为代表的先秦原始儒学, 春秋末年，孔子创立了以“仁”和“礼”为核心的思想体系，同时主张“为政以德”，创立儒学。儒学提倡“仁”、“义”、“忠”、”恕”，中庸之道是儒家的一种主张，主张待人接物不偏不倚，调和折中的态度。“仁”的主张是“仁者爱人”，这一主张是要求统治阶级体察民情，反对苛政。孔子认为，要实现“爱人”，还要遵循“忠恕”之道，就是“己所不欲，勿施于人”的要求;“礼”的主张是“克己复礼”，就是说要克制自己，使自己符合“礼”要求。但是由于当时奴隶制度趋于瓦解，各国君主无暇顾及孔子提倡的“以礼治国”的思想，儒学在当时并未受到太多重视。
战国时期，在孔子学说的基础上，孟子提出“性善论”，在政治上实行仁政，并提出在当时颇受争议的“民贵君轻”的主张。现实主义流派的荀子也从性善论出发，强调理的规范与教化作用。战国时期，儒学成为显学，却因为诸侯纷争，其主张不能满足地主阶级的要求而受到冷落。
同样，荀子设计的治国原则：“明分使群”、“群居和一之道，”包括理想的“王制”与具体的“富国”、“强国”之策，乃至他的“礼论”、“乐论”、“君道”等等，可以说都是非常富于现实主义的。它都是在肯定当时已经形成的社会等级和职业分工的基础上，来规定社会每一个成员的名分和位置，并要求其各尽其职，从而达到整个社会的和谐一致。当然，这并不是说在荀子提出的治国原则中没有一点理想主义的成分。因为，如果它的学说中一点理想主义成分都没有，那么，他的学说就不会有什么感染力，而他也就不能称为一名思想家。
儒学发展的第二个时期便是两汉时期，汉武帝重用董仲舒的思想，实行“废黜百家，独尊儒术”。是儒学逐渐成为了正统思想。董仲舒的理论是阴阳家与儒
家的合流。我认为，“天人三策”是体现董仲舒和西汉时期儒学政治以及思想特点的最好体现。“天人感应，君权神授；推明孔氏，抑黜百家；春秋大一统，尊王襄夷”。董仲舒在儒学中增加了天人合一，君权神授的内容，并且提出了如后归纳为三纲五常的学说。这一切都适应了君主专制的需要。
在宋、明、清时期，儒学进入了第三个发展阶段——性理之学的儒学, 宋朝儒学历史发展的背景是独特而鲜明的：动荡衰弱的历史背景，三教合一的文化趋势以及传统儒学的陷入困境。由此，新的儒学必然产生。新儒学产生后第一个关心的问题是宇宙论，这与传统儒学只关心社会以及政治的角度不同。周敦颐发明“太极图”，并提出精神修养的方法即成圣之方——无欲：静虚之心，动直之心。邵雍、张载等人也提出了自己的宇宙观点，如太极即是气的观点等。朱熹的理学，强调的是“形而上者，无形无影即是理；形而下者，有情有状是此器。”朱熹认为，太极包含万般之理，又是一切理的概括。在宋代，程朱理学曾经被斥为伪学，几次被查禁。到了元代才被确立为正统思想以此持续到明清时代。宋朝时期的儒学逐渐被官方化，是因为当时理学以儒学为宗吸收道教佛教之长补儒学之短，把天理、仁政、人欲内在的统一为一体，是儒学更加完整和哲理化，因此更有效的维护了封建统治等级特权制度，适应了加强封建统治的需要。
到了明朝中期，程朱理学成为人们求取功名利禄的敲门砖而逐渐失去了寻求圣贤学文的精神。陆王心学与理学相对。他们认为并不存在“理的世界”，宇宙是一个自身完整的精神实体。而这个世界即是我们经验中的世界。有心才有理。朱熹强调做学问，而阳明强调行动。阳明创的王学的内在结构是由知行合一和致良知构成的。在这一结构中，阳明以心(良知)立言，又以良知释心。心(良知)就构成了王学的基石。而“致良知”是如何为圣的过程。
明清时期，儒学体系较为活跃。活跃的儒学思想对传统儒学体系的批判和继承促使我国的传统文化重新焕发了生机，但并未占据思想主流，性质上也并非是资产阶级政治学说。尽管这种思想与明清之际的商品经济相适应有一定的联系，但是其产生的原因是xxx和阶级矛盾的尖锐。由此可见，儒学的历史地位也与当时国家的经济情况密切相关。
近现代的新儒学是儒学发展的第四个阶段。孔子学说在近现代以来的新发展就是在中西方文明的碰撞下产生了新儒学。在新儒学的准备和发展阶段，儒家学者曾经有过“中学为体，西学为用”等被动接受西方文化的思想。近现代以来中国社会的动荡，包括新中国建国前和建国后，儒学都不再有太大的发展和变化，当然也说不上有很高的历史地位。而从上世纪九十年代再次产生的“儒学热”又是国人重新开始对中国古典文化感兴趣的表现。儒家文化是一种和谐文化，这正对应了现在中国人对生活和社会的期待。同时还有在经济发展的副作用中蓬勃起来的道德的沦陷和社会形态的复杂，这些都促使人们开始把目光重新放到中国传统经典思想上去。
儒家思想是我们中华文华的重要组成部分。虽然当今我国社会受西方文化影响，社会西化很严重，但传统思想在国民意识形态中仍占有不可替代的地位。日常生活中，我们的行为会不知不觉的以儒家规范为准则，受到儒家规范的约束，我们要好好学习儒学，继承和发扬中华民族的优良传统。
小学说课稿范文 篇四
Good afternoon, teachers. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is the second reading of Unit 10, Book I. I’ll be ready to begin with this lesson from six parts: Analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. First, let me talk about my students.
Part I Analysis of ss
My students are from Grade One in vocational schools.
They have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
There are distinct inpidual among them.
They are quick in thinking and long for victory. They may raise interest in the topic because of its familiarity, and are eager to know these differences.
In my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
Part II Analysis of the teaching material
Our textbook is taken from English Book I for vocational schools. It emphasizes on interest and utility.
Since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing inpidual differences and building the sense of cross-cultural communication.
Reading II will demonstrate cultural differences further and occupies an important position. It will take up two periods, and I’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using English fluently.
Part III Teaching aims
Teaching aims
After studying the teaching material and analyzing ss’ present situations, I think the teaching aims are the followings:
1. Knowledge aims
1) To master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) To understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) To retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. Ability aims
1) To better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) To improve ability of using English fluently as well as logical thinking after dealing with tasks.
3) To foster the ability of cooperation in group activities.
3. Emotion aims
1) To have a general knowledge of differences in table manners, esp. between Chinese and American cultures, and foster the sense of cross-cultural communication.
key & difficult points
1. Key Points
1) To get the information from the reading;
2) To communicate with partners fluently.
2. Difficult Points
1) How to improve the reading abilities because my students are weak in English, esp. in reading strategies.
2) How to help ss put their learning into practice with references.
Part IV Teaching &Learning methods
A good method requires that the teacher act as a guide while ss as the real masters in class. In my class, ss are mainly guided by tasks progressively.
1. So according to the analysis of the teaching material and the students’ learning background, I will use the following teaching methods.
1) Task-based language teaching
2) Activity teaching
3) Delamination teaching
4) Question-and-Answer activity teaching
2. The learning methods are the followings:
1) Cooperative learning
2) Autonomous Learning
Part V Teaching aids
Multi-media
Non-testing evaluation
1). A piece of paper to evaluate themselves.
Part VI Teaching procedures.
As for the concrete procedures, it includes 5 parts.
Task II:checking words & answering questions. Ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. Ss finish it before class and present keys on the blackboard. Some music will be played to calm ss down and create a situation to learn English.
Purposes: The easy item may help them build confidence.
Task II: Lead-in. Ss may watch a video about cultural differences, and then finish the sentence with brainstorming. This item is open to answers. As far as students get to the point, their group may get marks.
Purposes: Brainstorming may activate ss and catch their attention quickly. At the same time, it may act as a foreshadowing for the reading.
Task III: Presentation with tasks. It includes two items.
Item I: (skimming) Ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
Purposes: This task will train ss to get quick information and foster a good reading habit.
Item II: (careful reading) In order to cope with the reading clearly, there are three portions. Portion A is for Para1. It is about the writer’s experience in China, and then there are some questions. Portion B is for Para2. It is about a Chinese staying in America, and then there are some multiple choices. Portion C is for Para3. It is about solutions, and then ss rectify the table. Similarly, they read inpidually, and then discuss in groups to get an agreed answer. Representatives will be sent to the bb to present keys.
Purposes: The three portions will help ss work out the writer’s opinions clearly. Cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. And praise goes first no matter how they do. Till now, ss may realize cultural differences further.
Task IV: Consolidation in time. It includes 3 items: Five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. Similarly, ss do them on their own, and then discuss problems in groups.
Purposes: The three items will give a clear reflection to ss.
Last task, I will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: Watch another video about differences between China and the West, and discuss whether the points from the video are reasonable or not. The item is also open to keys. Ss are encouraged to write down notes.
Purposes: This task will help ss dare to speak because of the good input about cultural differences from the reading. Each one may have a chance to express them, and experience the feeling of success. In the process of communicating, they help and encourage each other, and use the language gradually. It will help ss transfer passive learning into active acquisition and see the meaning of learning.
Design of writing on the blackboard
When in Rome, do as the Romans do A foreigner stays in China awkward.
Do as the Romans do.
A Chinese in America indirect.
After class, to ss, they have two assignments:
1. Ss finish the table to evaluate themselves.
2. Ss surf the Internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
Purposes: The first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. Writing actually is necessary for all steps. After class, they may do it more relaxed. When finishing it, they may pay more attention to the written language and then improve their English.
Reflection after teaching.
On the one hand, ss can be guided by tasks progressively, and act well. They also have foster cooperation in group activities. On the other hand, the teacher needs to pay more attention to inpidual differences and ensure overall participation. The teacher also needs to improve the ability of monitoring the class efficiently.
小学说课稿范文 篇五
The Introduction of the teaching plan
for section B(1-2c) unit 5 (go for it)
I have the honor to reveal my analysis of English lesson
here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts
into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”
Part One: Analysis of the Teaching Material and students
(一) status and function
The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is pided into two parts: Section A and Section
B. Section B is pided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking
(二) Teaching Aims and Demands
The teaching aims basis is established according to Ju
nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands
1. Knowledge objects
Key vocabulary: agent; make money;
travel around the world; get an education
Target language:
I think you should go to college
But if I go to college, I’ll never become a great
soccer player.
2. Ability objects:
To train students’ ability of listening and speaking
To train students’ ability of communication
3. Moral objects:
Money isn’t everything.
To be interested in taking part in activities in English class
(三)Teaching key points and difficult points
1. Key points:
key phrases:
travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…
2. Difficult points:
how to train and improve students’ listening ability.
(四) Analysis of the students
The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.
1. The students don’t have large vocabulary.
2. The students seldom communicate in English
in normal times.
3. The students are lacking in listening and speaking skills.
4. The gap of the Ss’ knowledge level in the same class is quite wide
(五) Teaching aids
Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. listening and speaking methods
3. Task-based teaching method
As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’ abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.
Part Three The Learning Method─cooperation
The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.
Part Four Teaching Procedure
一Teaching steps
Step 1 Leading in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: (Take out a piece of bill) Look! What’s this?
Ss: Money.
T: Who likes it? Hands up?
Ss: (Ss all put up their hands)
T: (kiss the money) me, too. (Put the bill in the pocket)
Ss: (Ss all laugh)
T: (Show a man who is holding plenty of money)
Ss: Wow.
T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk
about it.
(Students are talking about it in pairs; they have enough words to say)…
(Talk about the question with many students.)
T: S1, If you have so much money, what will you do?
S1: If I have so much money, I will give some money to my
parents.
T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)
S1: I think I will.
T: S2, what about you?
S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.
T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.
T: If you work hard, I think you will go to college.
S2: I think so.
T: S3, if you have so much money, what will you do?
S3: I will open up a company and make more money.
T: That’s great. May you success!
S3: Thank you.
( Ask more students to talk about it )…
T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)
S4: I think money isn’t everything.
T: I agree with you. Money isn’t everything.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
Step 2 Study the phrases
T shows the phrases in Activity 1 and let Ss read and learn.
Step 3 Circle and survey
1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.
(Ss circle. Wait for a moment)
T: What is the most important thing to you?
S5: To go to college.( help if necessary)
T: What’s the second?
S5: …
T: What’s the third?
S5: …
(Ask more students to say)
2. T: Please work in groups of six, and count up the number of
Show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion
Step 4 Listen and write “A” or “P”
T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.
A----- a soccer agent
P----- Michael’s parents
(Make sure they know the letters’ meaning)
(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)
Correct the answers with the students.
Purpose of my designing: to give students practice n the target languages in spoken conversation
Step 5 Listen and complete
T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)
T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.
小学说课稿范文 篇六
论语，在穿越时空的千年中，是智慧的碰撞与思想的交合。--题记静静地坐在窗前，听着“雨打梨花深闭门”的音韵，耳畔回荡着清扬明快的读书声，一句句古话，一章章论语，把我带回了中华大地那个百花齐放、百家争鸣的时代。
我看到了荀子，他采儒家、法家、道家等各家之长，提出了“制天命而用之”学说主张；我看到了孟子，他看透了战争的残酷与暴虐，明白了“春秋无义战”，提出了以“仁政”为主张，安抚民生……这些学说成就，令我惊叹，让我折服。在诸子百家学说中，我最欣赏的学说是儒家，最欣赏的人当然也就是儒家学说的代表人——孔子。
透过历史的面纱，我眼前看到的是一个“仁以为己任”的孔子；一个“有教无类”孔子；一个“己所不欲，勿施于人”的孔子……尽管他的思想不全部正确，偶有错误；尽管他的思想为不能为当时统治者所接受；尽管他周游列国施教，却仍穷困潦倒，但是却不妨碍他在教育上的所取得了辉煌的无人能及的成就，后世之人把他尊为“万世师表”、“至圣先师”。
捧读孔子智慧的结晶--《论语》，书里“温故而知新”告诉我们复习是好的学习方法；“三人行，必有我师”让我们明白人外有人，天外有天，不能目光短浅，自以为是；“己所不欲，勿施于人”指导我们怎样为人处事，与他人和睦相处……。在这么多金玉良言中，我最喜欢的一句是，子曰：“君子食无求饱，居无求安，敏于事而慎于言，就有道正焉，可谓好学也已。”
当我在小学时，说话经常不经大脑思考就脱口而出，横冲直撞、口无遮拦，因而得罪了不少人，与同学的关系也没有相处好。再加上与一些学习不努力及志不同道不合人做了朋友，使得我有一段时间，学习心不在焉，成绩飞速下降。当我读到这句话时，它仿佛当头棒喝，使我恍然大悟：物以类聚，人以群分，对待朋友要“择其善者而从之，其不善者而从之，其不善者而改之”。
从此，我说话做事开始三思而后行，努力地修补与同学之间的关系，与萍水相逢的朋友只可点头相交，话说天气；与志同道合的朋友则在一起谈天文，说地理，讲政治，聊理想……我们共同“指点江山，激扬文字，粪土当年万户候”。随着我的朋友相处之道的改变，我的心思又回到在了学习上，成绩当然也逐步地提高了。
论语，是历史长河中的一颗晨星，细细品读，你会理解两千年前孔子仁爱的思想。一个有着温文尔雅学富五车的气质，有着仁为已任的思想的孔子，永远在我眼前浮现，耳边飘荡。
