2022年五年级上学期校本教案 .pdf

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1、水浒传导读教学目的：了解水浒传的艺术魅力，学会阅读名著。了解我国古典名著的辉煌成就，激发阅读古典名著 水浒传的兴趣。引导学生正确看待对名著只“看”不“读”的现象,养成良好读书的好习惯。教学思路：水浒传是我国四大名著之一，是一部伟大的古典名著。在一节课的时间里向学生推荐阅读这部作品，关键要调动起学生的阅读热情。因此，教学时应从“激趣”入手，激发学生对这部名著的兴趣。并且，通过赏析中央电视台的子午书简浅谈水浒了解水浒传的内容，引导学生正确看待对名著只“看”不“读”的现象。教学重难点：重点：赏析浅谈水浒传难点：引导学生正确看待对名著只“看”不“读”的现象。教学活动情境设计：运用多媒体设备，展示水浒人

2、物的图片，创设生动的情境；准备央视浅谈水浒传的视频片段，学生通过观看了解大致内容。教学过程：步骤教师活动学生活动第一块导入：运用多媒体展示，了解水浒传的概况观看子午书简中有关水浒的片段观看多媒体，进入课堂学习。了解有关内容。第二块我讲我知道调动热情，激发兴趣水浒英雄绰号知多少？展示水浒人物的姓名或绰号，学生抢答。抢答自己知道的水浒英雄绰号第三块我看我记牢精彩图片赏析，说说有关人物的故事。引发学生学习这一片段的兴趣。说说水浒人物性格学生观看图片，交流自己喜欢的水浒故事学生讨论、交流第四块老师考考我水浒知识小测发表各自的看 法和见解第五块我品我明了推荐名著水浒传教师推荐：书中还有更多的精彩在等着你

3、们，请同学们在课后去读一读水浒传这部名著。精彩之处：一部水浒传精彩纷呈，故事情节跌宕起伏，水浒人物不胜枚举，短短一节导读课无论如何也不可能把其中的精彩全部教授给学生。那么，水浒人物、小说主题、成书背景、艺术成就等等需要讲的好像很多很多，究竟该从哪里入手呢？面面俱到显然不可能，也确实办不到。于是我就把重点定在激发学生对水浒的兴趣上，利用一切可以利用的教学资源，采用尽可能多的教学手段，让学生从多个方面、多个角度去感受水浒的精彩，进而想去读、想去品味，这样就达到了导读的目的。文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H

4、3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编

5、码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H

6、3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编

7、码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H

8、3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编

9、码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H

10、3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1因此，这一节课我就没有涉及关于写作背景、小说主题等方面的内容，甚至对水浒的艺术特色也讲的很少。因为将来如果他们认真的读了，这些肯定会接触到、体会到的。我把这节课分成了“我讲我知道”、“我看我记牢”、“我品我明了”、“老师考考我”等四个板块，让学生去讲、去看、去品、去悟。让他们成为课堂的主人，通过比较、品读、思考、竞争，阅读水浒成了他们的阅读目标和阅读需要。遗憾之处：还有四五个孩子没有准备好水浒传，发动工作做得不够到位。班上的女生们对水浒传不够感兴趣，提前了解的很少，课堂交流时不在状

11、态。整改之处：引导学生读名著，就如同引导学生与大师共携手，作为语文教育工作者的我们，一定要多用心、多实践、多思考、多努力，想尽一切办法放开手脚激发学生阅读名著的兴趣，引领学生在书籍的海洋里遨游，让名著阅读成为学生放飞“自由的读书灵魂”的精神家园！：导读课，利用优美的语言、精彩的故事、波澜起伏的情节，充分调动起学生的读书兴趣及积极性，让每个孩子都沉浸在读书的乐趣中。二、谈水浒话英雄教学目标：引导学生了解 水浒传 的主要内容，感受作品的艺术魅力，培养学生阅读古典名著的兴趣。学会读书：看前言、看目录和后记，了解小说思想内容、特点、以及后人评价等。从 16 章中通过故事情节认识英雄人物，能互相介绍自己

12、喜欢的水浒人物及其经典的小故事。教学准备：学生写出自己喜欢的人物及小故事、老师准备根据名著水文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5

13、B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1

14、U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5

15、B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1

16、U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5

17、B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1

18、U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1浒传改编的电视连续剧（前六章出现的人物）、课件。学情分析：五年级的学生刚刚开始阅读名著，理解能力不高，阅读的方法还有所欠缺，阅读和自觉性还没养成，所以在课堂中要想各种方法，让学生喜欢并能自觉读书。教学过程：播放电视剧水浒传主题曲好汉歌节选。1、学生根据名著水浒传改编的

19、电视连续剧，交流感受。2、课件：喜欢的英雄人物的照片及该人物相关的一个小故事。学生阅读学习。3、四人小组，学生交流自己喜欢的人物的故事。每组选出一个优秀的学生，全班交流，进行评价表扬。4、学生交流自己搜集的与水浒传的英雄人物有关的歇后语。积累老师搜集的歇后语。（课件）5、老师发表格，学生用自己喜欢的方式画上自己喜欢的人物，旁边写出他们的经典小故事。6、阅读7 14 章节，课堂上没有完成的可以利用每天晚上的 30 分钟阅读时间继续完成。把自己每天阅读的感受写在家庭作业本，希望家长也能和你一起读书。教学反思：精彩之处：学生从阅读中了解到英雄人物的性格及发生在他们身上的一些劫富济贫的感人故事，拓展阅

20、读了许多歇后语，学生读书的积极性得到很大的提高，为继续阅读奠定了良好的基础。不足之处：学生交流喜欢的人物的故事时语言有些不通顺，还有些本末倒置，可以看出学生在说完整话，概括故事内容等方面还要加强。整改之处：随时和学生交流自己的读书收获，多交流自己心目中的英雄人物。文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7

21、H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9

22、 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7

23、H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9

24、 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7

25、H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9

26、 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1：在交流时，教师用眼神鼓励那些不善于表达的学生、提示回答有困难的学生、表扬积极发言的学生。让每个

27、学生都能体会到成功所带来的喜悦。三、阅读策略指导教学目标：“阅读方法指导课”是有目的、有计划地教给学生阅读方法的一种课型。目的是让学生掌握系统的、科学的读书方法，养成习惯，形成能力，最终达到“自能读书”。其现实性和针对性，是针对学生好读书却不得要领，或只看热闹，或纯为猎奇，读书不少却收效不大的现状而设置的。教学时间：3 月 13 日教学过程：一、主要读书方法21 世纪是信息飞速发展和快速传递的社会。面对琳琅满目的书籍报刊，人们既没时间也完全没有必要全部精读细读，而应依据书目和实际需要区别对待，有所选择。1三读法（1）浏览性的泛读。对大部分浅显易懂的书或阅读价值不高的书籍报刊，可采取浏览法，即“

28、随便翻翻”，以大致了解其主要内容，或通过看标题、目录、内容提要、前言等，以求在有限的时间内获取更多有价值的信息。（2）探求性的速读。有时读书是为了达到某个特定的目的或完成某项任务，如寻求某个问题的答案，专门搜集某方面的知识等，这就要求“一目十行”。快速阅读的奥秘在于让大脑跑在眼球前面，掌握快速阅读的孩子每分钟能读200 多个字，未受训练的每分钟只能读八九十字。速读能求得新知识新信息成倍成倍增长，赶上时代发展的需要。文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U

29、1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO

30、3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U

31、1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO

32、3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U

33、1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO

34、3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U

35、1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1（3）品味性的精读。对名篇名著和其他文质兼美的优秀作品，需要静心细读，体会立意构思，揣摩布局谋篇，欣赏妙词佳句，像人吃东西那样，经过细嚼慢咽，才能把书中的精华变为自己的知识营养。有的好文章要反复地读几遍，甚至熟读成诵。2“不动笔墨不读书”的方法（1）圈点勾画。即用相关的符号在书或文章上记录下自己阅读时的见解、感受，或爱，或憎，或疑，或思，如用“。”、“？”、“=”符号分别标示重点词句、疑难困惑、偏差错误等。（2）作批注。即在文章旁边写出自己的见解和感受。可以品评遣词造句的精妙，写出自己的理解、体会和感想，可以谈谈对同一问题的不同见解或由

36、此引发的联想，还可以指评原文的纰漏等。（3）写读书笔记。可作摘抄、编提纲、写体会。（4）作卡片。为了便于记忆和积累，鼓励学生把名言警句、精彩片断、佳词妙句等写在卡片上，以随身携带，随时翻阅、背诵。（5）进行再创作。包括续写、扩写、缩写、改写等形式。改写又包括改人称、改写法、改体裁等。以上“动笔墨”的方法，要根据学生年级不同，在要求上体现差异。低年级主要是圈点勾画、作摘记、作卡片；中年级编提纲、作批注；高年级写体会、再创作。3边读边思考的方法边读边思考是阅读的基本要求，也是其他各类方法的基础和前提。应通过概括内容、复述原文、体会思想感情、分段分层、理清文章条理等多种形式的专项训练，引导学生逐步掌

37、握分析、概括、比较、综合、联想等思维方法，达到以读促思、以读促写的境界。二、“阅选方法指导课”的结构文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3

38、U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 Z

39、O3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3

40、U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 Z

41、O3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3

42、U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 Z

43、O3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X11专题阅读方法指导此环节是关键，教师要在“专题”上动脑筋，花功夫。指导内容要目标集中，每次只能教给学生一种阅读方法甚至一种方法的一个方面。如品味性的精读可以分为词句的品味、段的品味、篇的品味等多个专题。指导方式要灵活多样，可以让学生结合个人读书实践，谈做法、谈

44、体会，在充分交流的基础上，师生总结出方法；可以学生先阅读尝试，然后总结方法；也可以由教师运用实例进行专题讲座。无论采用哪种方式，都要使学生真正认识某种阅读方法的精髓，并通过阅读实践，切实掌握，以提高读书的品味和质量。但本阶段时间不宜过长，一般控制在15 分钟以内。2学生阅读实践在学生掌握一定的方法后，应安排充足的时间，让他们运用所学方法进行阅读体验。通过实践，加深认识，巩固所学，形成技能。指导了探求性的速读方法后，可向学生提出一个思考性问题，让学生阅读与此相关的材料寻找答案；而指导了品味性的精读方法后，就要引导学生欣赏有代表性的经典之作。在学生阅读期间，教师巡视，回答学生的质疑，发现问题随时指

45、导，尤其要注意帮助阅读能力较差的学生。倡导学生查用工具书，自行解决疑难问题。在阅读一段时间后，允许学生之间互相交流，共同探讨。3畅谈收获体会要让学生结合阅读实践体验，谈出自己是怎样运用所学方法进行阅读的，这样阅读的好处、收获，以及在实践中领悟出的新方法、发现的问题等。通过检查学生对所学方法的运用情况，不仅利于教师掌握情况，及时调控矫正，还有利于学生间的启迪、提高。三、课堂总结1、总结各种读书策略。2、评出三国演义读书之星。文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH

46、7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S

47、9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH

48、7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S

49、9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH

50、7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S9 ZO3D1U1C3X1文档编码:CH7H3U1U5B4 HT3N2H3V3S