2023年学弈教学设计王崧舟优秀10篇

在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。写范文的时候需要注意什么呢?有哪些格式需要注意呢?下面是的小编为您带来的2023年学弈教学设计王崧舟优秀10篇,如果对您有一些参考与帮助,请分享给最好的朋友。

学弈教学设计王崧舟 篇1

1、学生通过教师引导,小组自主合作,能根据课后注释疏通课文,自读自悟并掌握学习文言文的方法。

2、学生能有感情的朗读课文,了解故事内容并用自己的话讲解。背诵课文,做到正确、节奏停顿得当、抑扬顿挫,从反复诵读中初步感悟文言文中特殊的语言现象。

3、学生能从课文中体会到做事必须专心致志,不可三心二意的道理。

4、学生能从课内延伸到课外,进一步了解体会我国辉煌灿烂的古代文化,积累成语和文言文成语故事,提高语文综合素养。

重点:理解课文,书读课文,学会背诵

难点:文言文阅读方法的掌握课前准备:课件

一、听音乐,出示课件——大海的画面。

师问:看图,你想到了那句名言?

生1:海纳百川,有容乃大;壁立千仞,无欲则刚。

生2:书山有路勤为径,学海无涯苦作舟。

生3:世界上最广阔的是大海,比大海广阔的是天空,比天空更广阔的是人的胸怀。

师谈:一个人要有所舍,才会有所得。舍去懒惰,得到勤奋;舍去玩耍,得到知识;舍去三心二意,得到成功。这节课,希望同学们能成为大海,容纳更多的知识,学会更多的道理。

二、联系生活,激趣导入:

师:大家平时有何爱好?(生说)

师:看来,大家的爱好可真不少。(课件出示)看这个人的爱好是什么?

生:我看出来了,他们在下棋。

师:这幅图的背后有一个小故事,两千多年前的大思想家、大教育家孟子写下了这篇文章。(板书:学奕)

三、启发质疑,初步理解

师:“奕”是什么意思?(生答)

师:“学奕”是什么意思?看到题目,你还想了解什么?

生1:两个学生是怎样学习下围棋的?

生2:他们两个学习之后的结果如何?(板书问题)

师小结这一环节学生提出的问题,引入下面环节。

四、教授课文内容:

一、自学提示:(出示课件)

1、自己学习,扫清生字词,划出不会读,弄不懂得语句;

2、小组合作,互读找不足;

3、派出一名代表,用自己的话讲一个故事给大家听。

二、理解大意读通顺。

1、找学生读;

2、小组比赛读;

3、学生齐读;

4、老师范读;

5、师生互读。

三、抓关键语句,分析

师:你感到文章中的两个学生是怎样学习的?划出,默读一遍(出示课件)

师:两个学生的表现有什么不同?(学生答)

再次指读此句,读出文言文的韵味。

五、背诵,抽查。

六、联系实际,理解感悟。

师:课前大家谈了自己的爱好,现在看来,光有兴趣行不行?谁来背诵课文?(学生举手,叫起两位学生)

师:如果他们二人现在开始比赛,你能料到结果吗?

师:为是其智弗若与?

生:非也。

师:为是其智弗若与?是他们的老师不同吗?他们的老师是一个怎样的人?两位学生又是怎样的人?

师:“专心致志”这个成语就出自这个故事。

师:在你的学习生活中,你做过三心二意的事吗?说给大家听。从这个事情当中你有何认识?

总结:我们看,不管下棋还是干其他事。智力不是最主要的,最主要的是什么?是态度,这真是态度决定一切。

七、总结文言文的阅读方法(课件)

学弈教学设计王崧舟 篇2

师:同学们,我国是一个文明古国,它有灿烂的民族文化,有传统的民族美德,有浩如烟海的文学艺术瑰宝。它们大都以文言文的形式记载下来。

今天,我们第一次学习文言文,[板书课题:25学弈]齐读,你有信心学懂吗?

(出示孟子的简介)这篇课文的作者是孟子,他是我国古代思想家、教育家,是孔子以后的儒学大师,被尊称为“亚圣”,后世将他与孔子合称为“孔孟”,本文节选自《孟子·告子》。

师:古人早以总结出学习文言文的方法“读书百遍,其义自见。”

1、打开课本,听录音范读,要求听清楚字音,注意句子间的停顿,初步感知文言文的语言特点。

2、自由读,出示要求:读清楚字音,注意句子间的停顿。指名读。

3、出示课文(标有停顿符号),指名读,评议,点拨,教师抓住难句范读。

4、师领读——赛读——齐读(10分钟)

(一)出示以下三点学习要求,小组合作完成。

1、自读,把注释的意思放到句子里,揣摩句子的意思。

2、小组交流,说说句子意思。

3、提出疑难问题。(5分钟)

(二)全班汇报交流。

1、学生质疑,不解答。

2、学生逐句说句子意思:先读原文,后说意思。

3、小组训练,把全文意思的连起来说。指名说。

4、小结:大家基本能读这篇文言文,也理解了它的大意。谁来说说文章主要讲的是一件什么事?[板书:前一人后一人]

5、过渡:在学习这篇课文的过程中,大家有没有发现在一篇文言文中相同的一个词却表达不同的意思?哪个词?(之、为)

6、出示句子,共同讨论。

(一)理解“之”在句子中的意思。

a、通国之善弈者也(之:的)

b、惟弈秋之为听(之:的)

c 、一人虽听之(之:弈秋的教诲)

d、虽与之俱学(之:他。指前一个人)

(二)理解“为”在句子中的意思。

a、一心以为有鸿鹄将至(为:认为)

b、惟弈秋之为听(为:教导)

c、为是其智弗若与(之:谓,说)

师:经过大家的努力,我们终于弄懂本篇文言文的意思。接下来,让我们学习背诵这篇文言文。(10分钟)

分男女生、师生对背——指名背——齐背(3分钟)

1、这篇文言文跟我们说明一个什么道理呢?请大家回顾故事情节。

2、播放《学弈》一文录象,文章提出一个什么问题?[板书:为是其智弗若与?]

3、学生发表自己得看法。

4、教师小结:无论做什么事,都必须专心致志,绝不可三心二意,否则就不能把事情做好。(5分钟)

5、联系身边的例子,谈谈做事一心一意的好处?。

6、总结学法,出示。

7、推荐读物:阅读浅显易懂的文言文,如《揠苗助长》、《掩耳盗铃》、《鹬蚌相争》等。

写一篇读后感

板书设计:25学弈

前一人:惟┉之为听

为是其智弗若与?做事必须专心致志

后一人:思┉而射之

课后反思

1、个别学生的回答比较模糊时未能及时给予点拨或肯定。

2、对学生的质疑未能给予反馈。

3、联系身边的例子学生杨楷谈的是古代的人物,教师没有及时发现纠正。

4、“惟弈秋之为听”这句话的。解释不能按词序语序直译,教师课堂未能点明。

5、第三环节屏幕出现的学习要求表达不恰当,“学习要求,小组合作。”

建议:

1、学生在解释每句话的意思时随机出示全篇课文,以便更好的讲解。

2、录音范读变为教师自己读。

3、课件背景应考虑与上课的内容相协调。

4、第五个环节的看录象是否可以提在导入环节,激趣作用。

学弈教学设计王崧舟 篇3

1、学会本课3个生字。

2、能够根据注释疏通全文,了解课文内容。

3、能够正确、流利地朗读课文,背诵课文。

4、知道跟弈秋学弈的两个人的表现不同,明白学习必须专心致志,不可三心二意的道理。

5、能够说出学习课文后的体会。

正确,流利地朗读课文。

理解文意。

一课时。

小黑板。

一、板书课题,疑问引入

1、板书“文言文”和课题“学弈”,初步了解文言文并解释课题的意思。

2、观察课文插图,初步感知课文内容,明白两个学弈人的不同表现。

3、疑问引入:

这位看下棋的老者是谁?他与这两个下棋的孩子之间发生了什么故事呢?我们来学习课文。

二、读通课文

1、学生自由练读课文,要求读正确,读清楚。

2、指读,评价并正音。

3、学生再练读。

4、指读。

5、齐读。

6、小节过渡:下面我们来理解课文的意思吧!

三、理解课文

1、根据注释,疏通全文:

学生根据课后注释自主理解句子的意思,不会的地方小组商讨。

2、学生交流汇报(出示小黑板):

⑴ 你都理解了那些句子的意思?是什么意思?

⑵ 有什么地方不理解, 提出来。

⑶ 用自己的话完整地讲讲课文的意思。

3、引读课文,加深理解:

引读设计内容:

⑴ 弈秋是谁?

⑵ 让弈秋干什么?

⑶ 跟弈秋学弈的两个人表现有什么不同?

相机板书:

一人 惟弈秋之为听

一人 思援弓缴而射之

⑷ 后一个人与前一个人相比学习效果如何?

(相机板书:弗若之矣。)

⑸ 是最后一个人的智力比不上前一个人吗?

四、感悟道理,谈出感受

1、不是智力不如别人,为什么“弗若之矣”?

(引导并相机板书:专心致志、三心二意。)

2、从这两个学弈人的身上你明白了什么?

(相机介绍本文的述说者孟子,增强学生民族自豪感。)

3、学习了这篇文章你想对自己说些什么呢?

五、练习诵读,读出韵味

六、总结全文, 布置作业

1、这一课你学会了吗?为什么学会了?

2、回去之后,把自己心得体会写下来,好吗?

学弈

一人 惟弈秋之为听 (专心致志)

弗若之矣

一人 思援弓缴而射之 (三心二意)

学弈教学设计王崧舟 篇4

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学弈教学设计王崧舟 篇5

1、会写本课3个生字,能根据课后注释疏通全文,了解故事内容。

2、正确、流利、有感情地朗读课文,背诵课文。

3、理解重点词句,领悟文中所讲的道理。

(一) 揭课,质疑

1、直接导课

我们这一节来学习第九课《文言文两则》中的一则《学弈》。(板书课题,放课文内容插图幻灯片)

2、解题。《学弈》节选自《孟子、告子》,孟子是个什么样的人物呢?题目“学弈”又是什么意思呢?请打开课本看注释1

(1)指名读注释1。(2)点击鼠标,出示:下棋

3、质疑。看插图,读课题,你最想从课文中知道什么问题?(根据学生回答,归纳两方面的内容:一是了解故事内容,二是明白文中蕴含的道理。并明示学生这也是本节课的学习目标。)

(二)读通课文

1、老师范读(放2号幻灯片,出示带有停顿符号的全文内容)。

2、学生看着大屏幕,试着读课文,注意读准字音,读对停顿。3、指名读,正音,指导停顿。

4、老师领读。

5、学生练习读。

6、再次指明读。

7、齐读。

(三)理解课文

1、回忆、总结以前学习文言文的方法。

2、结合注释及参考有关资料,先自行理解课文,然后与同桌交流。(老师巡视,了解学生自学情况)

2、集体交流:你读懂了哪些句子?(根据学生交流的顺序,依次出示相应的句子,适机指导理解重点字词的意思。)

3、针对本文内容,谁还有什么问题要问?

4、把每句话的意思连起来,说一说全文的意思。(同桌先互相说,然后指名说,最后看着大屏齐说。)

(四)领悟道理

1、在解决第二个学习目标之前,我建议大家先关注一下文中的两个主要人物,对他们做一下评价。

(根据学生的回答,老师相机板书:专心致志,三心二意)

2、从二人的身上,我们悟出了一个什么道理?

(五)回顾总结

1、让我们联系本节所学,完成填空。

《学弈》这则文言文讲了( )的事,告诉人们()的道理。

2、练习背诵。

《学弈》教学反思

《学弈》这则文言文选自《孟子、告子》,其内容和道理比较适合学生的认知水平,但文言文与现代文相比,在词语、句式等方面差别较大,能否正确地断句,流利地朗读,是首先遇到的困难,所以我把指导学生朗读和背诵作为本课教学的重点。作为小学生,他们接触到的文言文还比较少,所以本课的教学难点在于让学生参考注释读懂每句话的意思,只有句子的意思弄懂了,才能正确地断词,断句,把句子读通顺。

围绕本节课的重难点我设计了以下教学步骤:

一、导课、解题、质疑。在质疑中让学生明白本节课的学习目标及重点、难点。

二、朗读课文。这是学习本课的重点,所以在这一环节我设计了多种形式的读,尤其是范读、领读是不可少的。

三、理解课文。这是一个教学难点,所以在这个环节我遵循了循序渐进的学习原则,先让学生结合注释自行解决文意,为了减轻学生对文言文翻译的压力与恐惧,接着安排同桌合作学习,交流意见,其后,在集体交流汇报中,允许学生只说出对一句话的理解,降低了要求与难度,同时也给更多的学生参与表现的机会。课堂效果的确不错。

四、领悟道理。在这一环节,我先让学生评价文中的两个主要人物,根据两人不同的学习态度带来的不同的学习效果,学生很容易就领悟到了其中的道理。

这一课我总共上了两次。第一次在我们班,我没布置预习,主要是认为文言文的预习起不到多大的作用,另外,我也想挑战一下,看一看在学生没预习的情况下,我能否按教学计划完成教学任务。结果,在读课文环节花费了不少时间,但基本上还是完成了当节课的教学任务。第二次是在五(2)班上的。他们班学生提前预习了,所以在读文环节节省了一点时间,在完成本节教学任务后学生又进行了背诵。

通过这两节课的对比,我发现不管什么类型的课,课前布置学生预习还是有必要的。

学弈教学设计王崧舟 篇6

1、借助拼音,读通课文。

2、对照注释,了解故事内容。

3、正确、流利、有感情地朗读课文,背诵课文。

4、联系生活,感悟学习必须专心致志,不可三心三意。

学生有感情地朗读课文,熟读成诵。理解课文内容,明白课文中蕴含的道理。

学生根据注释读懂课文内容,并用自己的话讲讲。

一、激趣揭题

1、激趣。谈话交流,导入新课。

2、板书课题,学生读课题。

3、解题。“弈”字是什么意思,“学弈”又是什么意思?(引导学生看注释)

二、初读课文,感悟文章大意。

1、初读激趣。同学们,文言文无论是阅读还是理解都比难得多,今天,我们比一比,看哪位同学能自己把课文读通,那他一定是学习文言文的高手。

2、学生练习读,借助汉语拼音把课文读通。

3、教师范读。听教师范读,动笔在没有标点却拖长了字音的地方画一条斜线。

弈秋,通国之/善弈者也。使/弈秋/诲二人/弈,其一人/专心致志,惟/弈秋之/为听;一人/虽听之,一心以为/有鸿鹄/将至,思/援弓缴/而射之。虽/与之/俱学,弗若/之矣。为/是其智/弗若与?曰:非/然也。

4、学生练习朗读。(可自由读,互相读等)

三、自主研读,合作探究。

1、自读自悟,揣摩句意。

师:文言文不仅在朗读上与有很大的区别,就是在理解上也较困难。谁能在老师不讲的情况下,对照注释,理解文章大意?试试看,先结合注释把每句话的意思读出来,再连起来说整篇课文,不理解的地方做上记号,一会儿我们一起来讨论。

2、小组交流,取长补短。学生在小组中先交流自己通过自学读懂了哪些句子,提出自己不能解决的,小组讨论交流。

3、全班交流,突破难点。围绕四个问题引导学生深入探究。

(1)弈秋是个什么样的人?引导理解“通国之善弈者也”和“者”的意思。

(2)两个学生是如何学习下棋的?借助注释,结合上下文,引导理解:“其一人专心致志,惟弈秋之为听;一人][虽听之,一心以为有鸿鹄将至,思援弓缴而射之。”这句话中出现三个“之”字,前两个“之”字都是指弈秋说的话,后一个指的是天鹅。

(3)这两个学生学习的态度不一样,那他们学习的结果又如何呢?引导理解:“虽与之俱学,弗若之矣。”。重点引导理解句中两个“之”字都是指第一个人。

(4)造成他们学习结果不一样的原因是什么?理解文末的一问一答:“为是其智弗若与?曰:非然也。”用自己的话把它解释出来。

4、试着把每个句子的意思连起来说一说。

四、创设情境,悟理熟诵

1、师:两人在一起学习下棋,结果却不一样,不是因为智力的原因,那是什么原因呢?假如我们召开一个“学弈经验总结会”,在会上师徒三人会说些什么?

2、自由练习背诵,最后集体背诵。

五、总结学法,课外延伸

1、说一说你是怎样学懂这篇课文的?

2、通过这篇古文,你学到了一个什么道理?请你结合实际谈谈。(学生结合实际谈道理)

学弈教学设计王崧舟 篇7

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学弈教学设计王崧舟 篇8

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