《鹿和狼的故事》教学设计.pdf

鹿和狼的故事教学设计一、教材依据鹿和狼的故事选自人教版六年级上册第14 课二、设计思想本文以罗斯福总统为了保护鹿而下令消灭狼，从而导致巨大生态灾难为例，阐述了自然界里的每一种生物都是自己的角色，不同生物之间相互制约、相互联系的道理。本文是一篇略读课文，必须让学生自学，知道作者的思路：先叙述具体事例，再分析这一事例产生严重后果的原因，最后从教训中概括出人们必须尊重自然规律的道理，从而实现学习目标。根据新课标要求，在学习中既要注重共性发展，又要珍视学生的个性感受。三、教学目标（一）知识与技能（1）掌握新词：繁殖、狩猎、锐减、相悖、乃至、一命呜呼、难逃厄运、面目全非、罪魁祸首、苟延残喘。（2）、读懂课文内容，初步懂得生物之间存在着相互制约相互联系的道理。领悟作者通过具体事例的分析概括来说明道理的表达方法。（3）、正确、流利、有感情地朗读课文（二）过程与方法（1）、课堂上适时使用多媒体电化教学，创设情境，同时采用自读自悟，充分想象等方法，激发学生的学习积极性，充分发挥教师的主导作用。（2）、把学生放在课堂教学的主体位置，在自主、合作、探究的过程中，引导学生完成听、说、读、写活动，让学生通过朗读、思考、讨论、交流、学会学习，培养阅读能力。（三）情感态度与价值观1、通过学习理解课文内容，懂得自然界里的生物都有自己的角色，人类要尊重生物之间相互制约、相互联系的关系，维护生态平衡。2、学习体会作者通过具体事例说明道理的表达方法。四、教学重点和难点弄清罗斯福下令捕杀狼这一决策的错误所在，理解本文最后一个自然段的内涵。五、教学准备课前布置学生搜集生物界中相互制约、相互联系的故事；制作课件。六、课时安排：1 课时七、教学过程（一）、启发谈话，激起兴趣1、同学们，你们喜欢鹿吗？一提到鹿你的脑海中会浮现出哪些词语？你们听过有关狼的故事吗？狼给你们留下文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 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ZC1O6A2V8V5了什么印象？（出示狼的图片及资料。）是啊！提起狼我们就会想到“凶恶残暴”这些词，而在故事、童话、小说中狼更是一种最坏的形象，什么“狼心狗肺”“鬼哭狼嚎”“披着人皮的狼”等（边出示课件，并配上恐怖的叫声），可以说狼在我们心中就是罪恶的化身，应该毫不留情的消灭掉。可哪一天我们将狼赶尽杀绝时又会猛然发现：得引狼入室！这是怎么回事吗？学完这篇课文后我们就明白了。2、板书题目，齐读。【设计意图：课内外结合，充分整合多方面的课程资源，多角度演绎阐释主题，并设计悬念“为什么要引狼入室”，调动学生的学习积极性，激发起学生的探究欲望。】（二）、初读课文，整体感知1、初读课文，出示自学提示：自由读课文，读准字音，把你认为好的和不懂的词语划下来，弄懂词义，并写在积累本上。用自己的话说说课文主要讲了一件什么事。）2、检查习题1 的自学效果。（投影出示：给带点的字选择正确的读音。四字词的积累。）3、检查习题 2 的自学效果：谁能用自己的话说说课文主要讲了一件什么事？（指名答）同学们快速浏览一遍课文，文中哪几个自然段是讲这个故事的。4、请同学简单复述这个故事。文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 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ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V55、学生就思想内容质疑，将重点的有价值的问题板书。【设计意图：扫清字词的障碍，理清文章思路，整体把握课文内容，为后面的学习奠定基础；学生质疑，以学定教，顺学而导。】（三）、围绕重点，合作探究1、被摧毁前的凯巴伯森林是怎样的？老师将“松杉葱郁，生机勃勃”用描绘性的语言进行渲染，学生闭眼在头脑中再现形象。老师出示几幅充满生机的森林图片，让学生说说感受。在想象、感受的基础上让学生读文章第一段，充分感受和谐美丽的自然。2、被摧毁后的森林又是一番怎样的景象？同学们闭上眼睛，你仿佛看到了什么？（引导说话：美丽的鹿在嬉戏，生活在天堂里。）（播放凌乱的枪声及凄厉的叫声。）同学们，当我们睁开眼睛，25 年过去了，凯巴伯森林已变成这番模样（出示图片）指导朗读课文中描述森林的句子。【设计意图：走进文本，从语言文字入手，采用悟读、想象、比较等方法，让学生去体会语言文字后面蕴含的思想内容，】看到那面目全非的森林了吗？看到那苟延残喘的鹿了吗？让我们亲眼目睹一下吧（出示画面）！文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 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ZC1O6A2V8V53、鹿正用哀怨的眼睛看着我们，它们至死也不明白，为什么绿色会消退，疾病会蔓延，温馨的家园早已不复存在，灾难是怎样降临的？同学们，这场悲剧是谁造成的？（出示罗斯福的资料）就是罗斯福总统一个错误的决定导致了这场林毁鹿死的悲剧。（出示问题：罗期福为了保护凯巴伯森林里的鹿采取了哪些措施？结果怎样？找出你感受最深的语句有感情地读一读，并与伙伴们交流。）4、学生分组学习。【设计意图:本文是一篇阅读课文，老师应该放手让学生自学、探究，向学生的思维开放。】5、重点品味表示鹿群数量变化的句子。枪声在森林中震荡。在猎人冰冷的枪口下，狼接连发出惨叫，一命呜呼。得到保护的鹿成了凯巴伯森林中的“宠儿”。十万多只鹿在森林中东啃西啃，灌木丛吃光了就啃食小树，小树吃光后又啃食大树的树皮 一切能被鹿吃的食物都难逃厄运。到 1942 年，整个凯巴伯森林中只剩下不到八千只病鹿在苟延残喘。【设计意图：鹿群数量变化的后面隐藏着维护生态平衡的重要性，而这正是这篇文章的重点目标，这一组句子就是一文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 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ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5个“牵一发而动全身”的点，也是引导学生学习文章的一条线。】（四）悟出道理，揭示主旨：1、造成这样的局面并非罗斯福所愿意的，现在他想听听大家的建议。鹿、狼还有明白真相的你都七嘴八舌地说开了。（出示课件：鹿、狼、我对罗斯福说 ）【设计意图:读书，是接纳，是吸取，更是思考和创新，在接纳吸取中拓展思维的广度，提升思维的高度，向思维开放。】2、根据同学们的回答归纳出道理，并体会作者的写作方法（这个道理是作者通过具体事例的分析概括出来的）。3、出示课文最后一段，创设情境多读课文。（1）、让我们把道理告诉罗斯福总统听。（齐读最后一段）（2）、只让罗斯福总统知道就行了吗？不。那让我们响亮地读给大家听。（再次齐读最后一段）【设计意图：让学生在感性认识的基础上去谈自己的看法，以本为本，培养学生感悟语言和运用语言的能力，让学生的思想在交流和读书中得到充实和提高。】（五）深化主题，拓展延伸1、大自然中那么多动物，都有存在的理由，是相互依存的，不能简单破坏，不要好心干了坏事，为了让森林再次回到以前的样子，他们引狼入室（出示美国政府“引狼文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 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ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5文档编码:CB5O8Y9E6V3 HI9E2X7P8O4 ZC1O6A2V8V5入室”计划。）2、为了不重蹈覆辙，为了让凯巴伯森林万古长青，请你给凯巴伯森林设计一块警示牌。3、生物界中还有许多这样的相互制约的例子，你能说一说吗？蛇与庄稼【设计意图：让学生相互分享收集的资料，同时我也为学生提供短文挽救了澳大利亚的蝴蝶作为课内教学的拓展，扩大学生的阅读量，努力建立大信息容量的语文课堂。】4、学生小结本节课收获。八、作业写出读这篇课文的感受，可以写从中懂得的道理，也可以写知道的类似事例。九、板书设计：文档编码:CB5O8Y9E6V3 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