《静夜思》教学设计一.pdf

1/4 6 静夜思教案设计一一、教案要求认识 10 个生字，会写“目、耳、头、M”4 个字。认识 2 个偏旁“亠、攵”。朗读古诗，背诵古诗。并在诵读过程中体会古诗的意思。二、教材说明这是本册教材中第二次出现古诗。该诗语言凝练，感情真挚，意境深远。背景图是诗句内容的形象反映，可帮助学生理解古诗，进入诗句描绘的情境。朗读、背诵古诗和认字，是本课教案的重点。三、教案建议(一)课前准备可准备描绘宁静月夜的图画、音乐，也可让学生选一处较为空旷的地方，观察夜空。(二)认字、写字认字10 个生字，“静”“床”“光”“望”“乡”是后鼻音，要读准。“静、夜、望、故”笔画较多，字形复杂，让学生多读读，多认认。要结合“夜、故”的认记，认识“亠、攵”这两个偏旁。写字2/4“目、耳、头、M”是要求写的字，要让学生观察它们在田字格中是怎样摆放的。“头、M”的最后两笔是“”和“”(或“丶”)，写时，要注意这两个笔画的呼应。(三)朗读要先让学生读准诗中的每一个字，在读准、读通的基础上告诉学生，古诗的朗读，速度要稍慢，要有抑扬顿挫。五言诗，每句都有停顿，可一句句标出并示范朗读。在学生对诗意大概有所了解后，可让学生在音乐声中边做动作边朗诵，最后达到能够背诵。床前/明月光，疑是/地上霜。举头/望明月，低头/思故乡。(四)词句诗中的“疑”，可联系诗句理解；“霜”，可让学生联系生活实际，回忆初冬时看到的霜；“低头”、“举头”这组反义词，可用动作示意。对于诗句的意思，只要大体了解就行，不必要求学生用自己的话讲解。(五)实践活动课后安排了一项“我会说”的练习，目的是引导学生观察和说话。学完这首诗，可布置学生留心观察夜晚的天空。观察以后，可通过小组交流、全班交流等方式把看到的夜空说一说。对学生的发言，要注意保护他们的积极性，让学生相互吸取长处，丰富说话的内容。文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 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课时。四、教案设计举例(一)释题“思”，思念的意思。诗人在什么时候，思念什么?(二)初读古诗自由朗读，读准字音，把生字多读几遍。(三)细读古诗互相交流，读懂了哪些词句。如，说说自己见过的“霜”，用动作表示“举头”“低头”的意思等。配乐朗读静夜思。(四)指导有感情朗读、背诵(五)认记生字用生字卡片检查生字读音。学生交流认记生字的方法。(六)练习写字(七)布置作业看看夜晚的天空，把看到的说给同学听。五、参考资料文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 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HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I84/4 李白(701762)，字太白，号青莲居士。唐代大诗人。李白祖籍陇西成纪(今甘肃秦安附近)，出生于中亚的碎叶城，五岁时随父全家迁居四川江油，因此他一直把四川当作自己的故乡。李白的一生主要生活在唐朝的鼎盛时期，同时也经历了唐朝由极盛到衰落的转折时期。他的一生中，既亲见了历史上的太平盛世，也遭遇到惨不忍睹的战乱祸端，他的诗歌创作是与这样一个特定的时代分不开的。李白一生怀着远大志向，但是生活道路坎坷难言，在政治上也未能展翅凌云。一生中写下了上千首诗歌，其诗风格豪放，想象丰富，语言流畅，是中国文学史上继屈原之后最伟大的浪漫主义诗人。文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 ZQ7G10W2V7I8文档编码:CK6Y5P7K2A3 HN10Y9V3F7B8 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