染雾舞蹈说课稿范文 篇一
标题：《经典古典舞蹈——芭蕾舞》
第一篇内容
一、教学设计目标
本节课的教学设计目标主要有以下几个方面：
1. 让学生了解芭蕾舞的起源和发展，培养对古典舞蹈的兴趣和欣赏能力。
2. 教授基本的芭蕾舞蹈姿势和动作，提高学生的舞蹈技巧和身体协调能力。
3. 培养学生的舞蹈表现力和舞台表演能力，提高他们的自信心和团队合作精神。
二、教学内容
1. 芭蕾舞的起源和发展
通过图文、视频等多媒体资料，向学生介绍芭蕾舞的起源和发展，让他们了解芭蕾舞的历史和文化背景。
2. 基本的芭蕾舞蹈姿势和动作
教授学生基本的芭蕾舞蹈姿势和动作，如立定姿势、大臂姿势、舞步等。通过反复练习，让学生掌握这些基本动作。
3. 练习舞蹈组合动作
将基本的芭蕾舞蹈动作组合成简单的舞蹈段落，让学生练习舞蹈的连贯性和流畅性。
4. 舞台表演
组织学生进行舞台表演，让他们展示所学的芭蕾舞蹈动作和姿势。通过表演，培养学生的自信心和团队合作精神。
三、教学方法
1. 多媒体教学法：通过图文、视频等多媒体资料向学生介绍芭蕾舞的起源和发展，让他们直观地了解芭蕾舞的特点和魅力。
2. 示范教学法：教师通过示范，让学生观察和模仿芭蕾舞蹈的动作和姿势，提高他们的舞蹈技巧和表现力。
3. 分组合作学习法：将学生分成小组进行舞蹈练习和表演，培养他们的团队合作精神和协作能力。
四、教学评价
通过观察学生的学习表现、舞蹈练习和舞台表演情况，进行综合评价。评价内容包括学生对芭蕾舞的理解和把握程度，舞蹈技巧的掌握情况，舞台表演的表现力和团队合作能力等。
舞蹈说课稿范文 篇二
标题：《民族舞蹈——中国舞》
第二篇内容
一、教学设计目标
本节课的教学设计目标主要有以下几个方面：
1. 让学生了解中国舞的特点和魅力，培养对民族舞蹈的兴趣和欣赏能力。
2. 教授中国舞的基本舞步和手势，提高学生的舞蹈技巧和协调能力。
3. 培养学生的舞蹈表现力和舞台表演能力，提高他们的自信心和团队合作精神。
二、教学内容
1. 中国舞的特点和魅力
通过图文、视频等多媒体资料，向学生介绍中国舞的特点和魅力，让他们了解中国舞的历史和文化背景。
2. 基本的中国舞舞步和手势
教授学生基本的中国舞舞步和手势，如齐步、扇子舞等。通过反复练习，让学生掌握这些基本动作。
3. 练习舞蹈组合动作
将基本的中国舞舞步和手势组合成简单的舞蹈段落，让学生练习舞蹈的连贯性和流畅性。
4. 舞台表演
组织学生进行舞台表演，让他们展示所学的中国舞舞步和手势。通过表演，培养学生的自信心和团队合作精神。
三、教学方法
1. 多媒体教学法：通过图文、视频等多媒体资料向学生介绍中国舞的特点和魅力，让他们直观地了解中国舞的特色和魅力。
2. 示范教学法：教师通过示范，让学生观察和模仿中国舞的舞步和手势，提高他们的舞蹈技巧和表现力。
3. 分组合作学习法：将学生分成小组进行舞蹈练习和表演，培养他们的团队合作精神和协作能力。
四、教学评价
通过观察学生的学习表现、舞蹈练习和舞台表演情况，进行综合评价。评价内容包括学生对中国舞的理解和把握程度，舞蹈技巧的掌握情况，舞台表演的表现力和团队合作能力等。
舞蹈说课稿范文 篇三
活动目标
1感受歌曲的优美旋律并愉快地和同伴一起歌唱。
2通过*作卡片和动作提示，记忆歌词内容，初步学会用柔和连贯的声音演唱歌曲，
活动准备
1音乐磁带。
2雪花卡片若干、雪人卡片，幼儿观察过下雪的景*。
活动过程
1谈话活动，引出课题。
教师：冬天到了，下雪了，雪花飘呀飘，一会儿高一会儿低，给大地穿上了白棉袄。今天我们一起来欣赏歌曲《雪花》。
2学唱新歌。
(1)播放歌曲磁带，*作卡片，幼儿欣赏歌曲。
提问：下雪了，小雪花是怎样飘的?(一会儿高一会儿低)
雪花飘到地上，像什么?(给大地穿上白棉袄)
小朋友们高兴吗?可以做什么游戏(堆雪人)
(2)教师在琴声伴奏下，有节奏地朗诵歌词。
(3)教师用卡片帮助幼儿记忆歌词。
(4)教师清唱歌曲，幼儿完整欣赏。
(5)幼儿用柔和连贯地声音学习演唱歌曲。
3学习表演。
将雪花卡片发给幼儿，请幼儿扮演小雪花。启发幼儿将雪花飞舞的动作迁移到歌曲中，合着音乐边唱边愉快地做动作。
活动建议：在下雪后进行本次活动。
托班健康综合活动《我要拉大便》
体育活动:百变金箍棒
【活动目标】
1、能恬静倾听故事，愿意大胆模仿故事中角*的对话。
2、能根据故事内容发挥想象，大胆表达。
3、丰富词汇：慢慢地、漫天飞舞。
重点：幼儿能基本进行各动物间的对话。
难点：幼儿能大胆投入扮演。
【活动准备】
小猫、小*、母鸡头饰各一个、故事挂图、下雪的flash。(幼儿园ppt课件制作)
【活动过程】
一、教师完整讲述故事一遍。
1、师提问："小朋友们，现在是什么季节?"(冬天)
"今天冬姑娘给我们带来了一个好听的故事，让我们一起来听吧!"
2、教师完整讲述故事
师提问："小朋友们，这个故事里都有哪些小动物?"
"小猫和小*它们在说什么?那么天上下的是什么?小朋友们你们说说看天上下的是什么呢?"
3、幼儿自由讨论交流
二、出示故事挂图，师讲述故事。
1、在讲到小花*时，依次找到小花*、小花猫、老母鸡和小朋友并学说故事中的对话。
2、师重点解释"慢慢地、漫天飞舞"。
3、出示下雪的flash，让幼儿感受下雪时的情景。
三、请幼儿再次欣赏故事。
1、当出现角*时停下来让幼儿进行模仿对话。
2、故事讲完后，请幼儿想象飘落下来的雪花还像什么?(碎纸片、棉花等)请幼儿用肢体语言表示雪花飘落时的样子。
四、教师、幼儿分角*扮演对话。
1、教师旁白，请若干幼儿分角*扮演对话。
2、师评价
延伸活动：请幼儿回家观察一下雪的形态，将观察后的发现告诉家长，由家长记录下来带到幼儿园与大家分享。
故事：美丽的雪花
下了一天的大雪。房子上、树上、地上一片白。
小猫到小*家找它玩堆雪人。"小*小*快出来，我们一起去堆雪人吧。"这时候天上慢慢的开始下雪了。
小猫说："咦，小花*你看，从天上慢慢地掉下来的是什么呀?"
小*说："是糖吧。"小猫说："我想是应该是盐。"
小*说："那我们一起来尝尝吧。"
小猫和小*伸手接了一些雪花，放在嘴里尝了尝。
"咦，怎么冷冷的，没有味道呢?""我们去问问母鸡妈妈吧!"
小猫和小*一起来到母鸡妈妈家，母鸡妈妈正在准备午饭呢。
"母鸡妈妈，母鸡妈妈，外面下的是什么呀?""呵呵，傻小朋友，那是雪啊!""雪，什么是雪啊?""天气很冷，地上的水就升到天上变成了水汽，当它们碰到了冷空气，就又变成雨和雪下到地上啦。你看，现在的雪就是到天上旅行过的水哦，现在的雪就是水慢慢的从天上下下来的哦。所以它是没有味道的。"
小猫说："哦，原来是这样，这雪下的可真漂亮呀!"
母鸡妈妈说："是呀，雪花漫天飞舞，大地就像穿了一件白袍子。"
小*说："是呀是呀，我们一起去看雪花、堆雪人吧，母鸡妈妈谢谢你。"
1.幼儿园教师进修舞蹈《幼儿舞蹈教学》说课稿
2.幼儿园大班活动说课稿：舞蹈
3.幼儿园大班舞蹈说课稿《采茶》
4.幼儿园中班音乐说课稿：雪花和雨滴
5.幼儿园中班《雪花和雨滴》优秀说课稿范例
6.幼儿园教师进修舞蹈教材《幼儿舞蹈教学》优秀说课稿范例
7.幼儿园大班舞蹈《采茶》优秀说课稿范文
8.幼儿园大班舞蹈《采茶》优说课稿范文
9.中班音乐《雪花和雨滴》说课稿
10.幼儿园优秀说课稿
舞蹈说课稿范文 篇四
The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.
1. Analysis of Ss
Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.
Analysis of the textbook
The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.
Objectives
Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.
Points
The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”
The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
approaches.
舞蹈说课稿范文 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.
舞蹈说课稿范文 篇六
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.
