2022年人教版语文七上《静夜》word教案 .pdf

名师精编优秀教案静夜教 学 设 计实验中学许彩萍朱利民高巧英导入新课上节课，我们与诗人郭沫若先生一起遨游仙境。今天，我们再面对月光淡淡的静夜，看看它能引起你多少美妙的遐思，使你产生多少奇瑰的想像。朗读课文教师范读，可配背景音乐：钢琴曲星空，并投影出示朗读节奏、重音。学生边听边注意老师朗读的声音的大小，速度的快慢，节奏的强弱和语气的轻松舒缓。学生模仿，自由朗读课文，然后再集体朗读。探究学习讨论，理解内容与写法。a这首诗哪部分写实?哪部分想像?写实与想像部分都突出了夜晚的什么特点?b这首诗的两个小节之间有着什么内在联系?c这首诗的结构与天上的街市有哪些异同?d你最喜欢诗中的哪些句子?为什么?通过讨论，教师可以帮助学生明确：名师精编优秀教案a诗的第一小节描绘了静谧的夜景，属写实；第二小节属想像。无论写实还是想像都突出了夜晚的“静”。b第二小节开头的劈头一问“天河何处”，结束了第一小节的写景思路，把读者的视野与心胸引向了广袤宇宙，又以“远远的海雾模糊”收拢读者放飞的心神。叫咱会有 鲛人在岸，对月流珠”写出诗人的想像已经像脱缰的野马穿过茫茫海雾，想像着有“鲛人”立在岸边，对着月亮留下串串珠泪多么奇瑰的想像。第一节的景物描写，是想像的基础，而没有了第二节的想像，第一节的景便没有活力，没有生气。有了第二节的想像，才使看似平淡无奇的景变得空灵、美丽。c两首诗的结构大致相同，都是先写景，以写景为基础，再展开想像。不同的是天上的街市在写景部分由“街灯”、“明星”的联想把读者的视线由人间转到天上，为第二小节具体描绘“天上的街市”做了铺垫。而静夜则是靠第二小节的“天河何处”结束写景，转而想像的。d第 4 小题属于开放性题目，可重点引导学生多角度思维，如喜欢第一小节的诗句，可扣住写景的细腻形象，像“笼罩”一词，写出村外的松林沐浴在淡淡的月光下，朦胧而又神秘。“漏出了几点疏星”的“漏”，写出了淡淡月光照耀下的团团白云，而白云之间的空隙里，有隐约可见的闪烁的几颗星星。如喜欢第二小节的诗句“天河何处”，则可以抓住诗人跳动的思绪，由普通的乡间夜景一下子把读者的思绪带到了广袤的宇宙之中，使全诗的境界得以拓宽和提升。但紧接的“远远的海雾模糊”又把读者刚刚放飞的心绪往回收拢，模糊的海雾中有什么?文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 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ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6名师精编优秀教案使人想到什么?自然引出下文。而喜欢后两句的则又可以把思维转到想像的角度，为什么流珠?喜极而泣?伤心落泪?抑或无穷思念?想像的精妙自不待言。指导学生练习，学习运用联想与想像的手法。a发挥联想与想像，续写句子。牵牛花开放了我不在父母身边的时候b指导学生有感情地、轻柔地、舒缓地、带点神秘味的反复朗读最后两句，再讨论翻译“南海水有鲛人，水居如鱼，不废织绩，其眼能泣珠”。然后引导学生展开想像，用自己的话描述这首诗的想像世界。可让学生对鲛人做合理的推想，也可以选择 天上的街市中的想像部分，用自己的话加以描绘。这个练习也属于开放性的，要鼓励学生大胆想、说，互相补充，培养学生联想与想像的能力、口头表达能力。总结课文让学生反复朗读，当堂背诵。教师小结。“鲛人在岸，对月流珠”的故事，激发了我们多么精妙的幻想。它启示我们，多关注身边的生活，热爱生活吧，你会发现生活是多么美好!布置作业熟练背诵两首诗，会默写。想像练习。文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 ZN10Z3F7P4Z6文档编码:CZ10S7Q5I1I10 HM5C10Z3W2L2 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