高效课堂案例
三年级上册语文如何打造高效课堂案例
三年级上册语文如何打造高效课堂一、前言语文课是学生学习语言文字、感悟情感、培养审美情趣和语言思维的主要课程之一。
在三年级上册语文教学中，如何打造高效课堂，培养学生的语文能力是每位语文教师不断探索的课题。
本文将围绕这一主题，从教学目标、教学内容、教学手段、教学方法、评价方式等几个方面探讨如何打造高效的三年级上册语文课堂。
二、教学目标1. 培养学生对语文的兴趣和热爱。
语文教学的首要目标是培养学生热爱语文的情感，唤起他们对语文的浓厚兴趣。
只有学生热爱语文，才能有动力去学习语文，才能在语文教学中取得更好的成绩。
2. 提高学生的语言表达能力。
语文课程的重要性在于培养学生的语言能力，通过丰富多样的教学活动和任务，激发学生的语言表达能力，让他们通过语言表达自己的感受、情感、观点，提高语言的表达能力和语感。
3. 培养学生的阅读能力。
阅读是语文学习的基础，故事、诗歌、文章等文本的阅读和理解对提高语文素养至关重要。
通过丰富的阅读材料和阅读指导，提高学生的阅读水平，培养他们的阅读习惯和能力。
3. 培养学生的写作能力。
写作是语文学习的重要环节，通过各种写作任务，培养学生的写作能力，从句子组织到段落连贯，逐步提高学生的写作水平，让他们能够准确、得体地表达自己的思想和情感。
三、教学内容1. 课文教学在三年级上册语文课程中，教师应根据教材内容，精心设计课文教学，结合学生的实际情况和学习特点，注重情感体验、语言情趣，引导学生深入理解课文，感悟文本蕴含的情感和思想，提高学生的阅读水平和写作能力。
2. 诗词教学诗词是我国传统文化的瑰宝，通过诗词的朗诵和理解，可以培养学生的审美情趣，启发他们的想象力和表达能力。
教师应依据学生的认知水平和诗词的特点，设计生动有趣的教学活动，让学生在欣赏、理解、吟诵诗词的过程中感受语言的魅力，增强对语文的热爱。
3. 教学任务设计通过设立各种任务，激发学生的学习兴趣和动力，提高语文学习的效果。
任务的设计要符合学生的认知发展规律和学习规律，既要有针对性，又要有趣味性，让每个学生都能参与其中，取得实际进步。
八年级数学上册高效课堂(人教版)14.1.1同底数幂的乘法优秀教学案例
为了提高教学效果，教师应运用多样化的教学手段，如PPT、教学课件、数学实验等，将抽象的数学概念形象化、具体化，降低学生学习难度。同时，注重启发式教学，引导学生主动探究、积极思考，提高学生分析问题和解决问题的能力。
八年级数学上册高效课堂（人教版）14.1.1同底数幂的乘法优秀教学案例
一、案例背景
本案例背景针对的是八年级数学上册（人教版）14.1.1同底数幂的乘法章节。该章节是初中数学的重要内容，旨在让学生理解同底数幂的乘法法则，掌握幂的运算性质。通过对同底数幂的乘法的学习，培养学生逻辑思维能力、创新意识和解决问题的能力。
（2）注重培养学生的团队合作精神，让学生在合作中成长。
（3）联系生活实际，让学生感受数学与生活的紧密联系，提高学生的数学应用能力。
三、教学策略
（一）情景创设
1.生活情境：结合学生的生活实际，创设含有同底数幂的乘法问题的情境，让学生感受到数学与生活的紧密联系。
2.数学情境：通过展示数学史料、数学实验等方式，引发学生对同底数幂的乘法的好奇心，激发学生学习兴趣。
1.合理分组，确保每个小组成员都能发挥自己的优势。
2.明确合作任务和要求，引导学生有序进行合作。
3.关注小组合作的过程，及时给予指导和反馈。
（四）反思与评价
1.引导学生对学习过程进行反思，让学生总结经验、提高认识。
2.组织学生进行自我评价、同伴评价，让学生了解自己的优点和不足，激发学生自我改进的动力。
为实现上述目标，教师在教学过程中应注重以下几点：
高效课堂的设计与应用案例
高效课堂的设计与应用案例在当今教育领域，追求高效课堂已成为众多教育工作者的共同目标。
高效课堂不仅能够提高学生的学习效果和成绩，还能培养学生的综合素养和自主学习能力。
那么，如何设计并应用高效课堂呢？下面通过几个具体的案例来进行探讨。
案例一：初中数学课堂在一所初中的数学课堂上，教师采用了问题导向的教学方法。
课程开始时，教师没有直接进行知识点的讲解，而是抛出了一个与当天教学内容相关的实际问题：“如何计算学校操场的面积？”学生们立即被这个问题吸引，开始积极思考和讨论。
教师引导学生将操场的形状进行简化和分解，逐步引导他们运用所学的几何知识来解决问题。
在这个过程中，教师不是直接给出答案，而是通过不断提问，激发学生的思维。
比如，“我们可以把操场看成哪些基本图形的组合？”“计算这些基本图形的面积需要用到哪些公式？”通过这种方式，学生们不仅掌握了计算面积的方法，还学会了如何将实际问题转化为数学模型，提高了解决问题的能力。
同时，教师还组织学生进行小组合作学习。
每个小组都有不同层次的学生，他们互相交流、互相帮助。
对于学习困难的学生，小组内的其他成员会耐心讲解，共同进步。
在课堂练习环节，教师根据学生的实际情况，分层布置了练习题。
对于基础较好的学生，提供了一些具有挑战性的拓展题；对于基础薄弱的学生，则着重巩固基础知识。
案例二：小学语文课堂在一节小学语文课上，教师以一篇童话故事为教学内容。
首先，教师用生动的语言讲述了故事的开头，引起了学生的兴趣。
然后，教师让学生们分组进行阅读，并要求他们在阅读过程中圈画出自己喜欢的词句，同时思考故事所表达的主题。
小组阅读结束后，每个小组派代表进行分享。
有的小组分享了优美的词句，有的小组阐述了对主题的理解。
教师在这个过程中，及时给予肯定和引导，帮助学生深入理解课文。
为了进一步巩固学生的学习成果，教师还组织了角色扮演活动。
学生们根据自己对角色的理解，进行表演。
在表演中，学生们更加深刻地体会到了故事中人物的情感和性格特点。
外研版高中英语6+1高效课堂模式案例
外研版高中英语6+1高效课堂模式案例全文共6篇示例，供读者参考篇1The 6+1 Classroom Is So Much Fun!Hi there! My name is Lily and I'm 10 years old. I just started learning English this year and I love it! My teacher uses this really cool method called the "6+1 Effective Classroom Model" and it makes English class super engaging and fun.Let me tell you all about the 6 parts first. The first part is called the "Entry Task" or warm-up. We usually start class with a quick activity to get our brains working in English mode. Sometimes we sing a silly song, other times we play a guessing game or do a fun quiz. It's a nice way to ease into the lesson.Next is the "Study Cylce" which is the main learning part. This has 3 steps - we first figure out the learning goals and strategize how to achieve them. Then we go through the textbook materials like reading passages, listening exercises, vocabulary etc. While we work through these, the teacher walks around providing guidance tailored for each student's needs. The last step is where we practice using the new knowledgethrough interactive activities. My favorite part is doing roleplays and skits in groups!The third component is "Learner Scaffolding" where the teacher supports us in areas we're struggling with. They use different techniques like prompting, modeling, and giving us tools or graphic organizers to make things more understandable.I really appreciate this individualized help."Learning Strategy Focus" is the fourth part where we learn different strategies for skills like reading comprehension, vocabulary building, public speaking and so on. Having a bunch of strategies in our toolkit makes language learning easier and more effective.Number five is "Fluency Development" which has activities to get us using English more spontaneously and naturally. Examples are free-talking time, games, and reading passages out loud. Practicing fluency like this reduces our hesitation over time.Then there's "Lesson Comprehension" where the teacher checks how much we understood through quick formative assessments. They might ask us to summarize key points, do a mini-quiz, or rate our own comprehension levels.Lastly, there's the "+1" component which gets switched up constantly with things like project-based learning, extensive reading/listening, test-taking strategies and more. The variety keeps every lesson fresh and interesting!I love this 6+1 model because it makes learning English an incredibly rich and multidimensional experience. We get exposed to all four skills - speaking, listening, reading and writing through diverse materials and activities. The different components allow us to build a wide range of competencies beyond just language skills too.For instance, the cooperative learning activities have taught me how to communicate and collaborate effectively in a team setting. The teacher also emphasizes building learner autonomy, so I've become skilled at setting goals, monitoring my progress, and finding ways to improve independently. We even work on public speaking and presentation skills through the fluency practice.What really makes this model work though, is the supportive classroom environment created by my wonderful teacher, Ms. Roberts. She's extremely encouraging and caters to all our individual needs through the scaffolding and strategy instructioncomponents. The atmosphere is never intimidating - we all feel safe to take risks and make mistakes while learning.Another thing I appreciate is how Ms. Roberts relates the English lessons to our lives and cultures. The materials come from diverse, relatable contexts rather than being too disconnected from our experiences. She also facilitates lots of discussion around the topics, helping us explore different perspectives. My English skills are developing hand-in-hand with important life skills like critical thinking, empathy andcross-cultural understanding.Overall, the 6+1 model has transformed English class from something that could have been boring into an enriching, empowering experience. I've gained so much more than just English proficiency - I've become a motivated, independent learner ready to take on any challenge. I can't wait to see how much more I'll grow through continuing with this fantastic model in the coming years. Learning English is awesome!篇2The 6+1 Efficient Way to Learn EnglishHi everyone! My name is Lily and I'm 10 years old. I just started using these really cool new English textbooks at schoolcalled the "New Secondary School English Textbooks." They use this thing called the "6+1 Efficient Classroom Model" to help us learn English better. At first I was like "What? 6+1? Is this some kind of math problem?" But then my teacher Ms. Roberts explained it all to us and it actually makes a lot of sense!Basically, the 6 is for 6 different classroom activities we do to practice our English skills. The +1 is for using technology and multimedia as a helper. Let me tell you about each one:Learning InputThis one is when the teacher introduces the new language and concepts to us. But it's not just lecturing at us the whole time. The textbooks have lots of fun pictures, dialogues, and texts that make it way more interesting. The teachers use videos, audio clips, and PowerPoint slides too. It's a very multi-media learning experience.ReinforcementAfter we learn the new material, we practice over and over again until it really sticks in our brains. We do all kinds of exercises and activities that reinforce what we just learned. My favorite is playing language games where we have to use the new words or grammar.Skill DevelopingThis part focuses on improving our skills in the four areas: listening, speaking, reading, and writing. The textbooks have loads of practice activities for each skill, ranging from simple to super challenging. I'm working hard on improving my writing skills this semester.Integrated PracticeHere's where things get fun! We get to use everything we've learned in a more holistic way through extended activities and projects. We might have to give a presentation, conduct an interview, or analyze a long reading passage. It's great practice for real-life English application.AssessmentExtensionThis last classroom activity is all about going above and beyond. We get to explore topics more deeply, work on research projects, read supplemental materials, and just generally extend our English abilities past the textbook content. For students who are really passionate about English, this is our favorite part!+1. Technology IntegrationAh yes, the all-important +1: technology! These new textbooks make such great use of educational technology. We're always using the interactive e-books, watching videos, exploring online resources, even making our own multimedia projects sometimes. It makes learning English feel very modern and engaging.So that's the 6+1 model in a nutshell. I think it's a really smart way to structure our English classroom. By combining so many different activities, exercises, and technologies, it becomes a totally immersive experience. We're not just mindlessly memorizing textbook pages. We're actively using and practicing English in creative, social ways.My classmates and I have definitely leveled up our English abilities since starting these textbooks. The reading passages are a lot more challenging now, and I hardly ever panic when we have to communicate in English class. I'm speaking more fluently, writing longer compositions, and understanding most of what I hear and read. Best of all, my confidence has gone way up!I have to give a huge shoutout to our awesome teachers too. They work so hard to plan engaging lessons using all the different components of 6+1. Last week, Ms. Roberts had us do this multi-part unit on environmental protection that integratedevery single one of the 6+1 activities. We read articles, watched videos, did listening exercises, gave presentations, wrote reports, and even created an English podcast at the end. It was intense but so rewarding.Anyway, those are my thoughts on this 6+1 Efficient Classroom Model we're using. I'm really grateful to have such an interactive, multi-dimensional way of building my English skills. Who knows, maybe I'll be an English teacher myself one day so I can pass on this awesome model to future students! For now, I'm just going to keep working hard, step-by-step, using 6+1 to its fullest. English mastery, here I come!篇3My Big Sister's Cool English ClassHi friends! Today I want to tell you about my big sister Amy's English class. She's a junior at Central High School and her English teacher Mr. Wang is really awesome. They use this thing called the 6+1 classroom model and it makes Amy's English classes super fun and interesting!The 6 in 6+1 stands for six different activities they do in class - reading, writing, speaking, listening, viewing, and performing.The +1 is for putting it all together through a project at the end. I'll tell you about each part.ReadingFor the reading part, they don't just read boring textbook passages. Mr. Wang finds really cool articles, stories, and books for them to read. Sometimes it's something from popular culture that Amy and her friends are interested in. Other times it's classic literature. But it's always stuff that gets them engaged and thinking critically.They take turns reading parts out loud and discussing what they read. Mr. Wang asks them tons of questions to get them analyzing the deeper meaning and sharing their own perspectives. Amy says it really helps her comprehension and vocabulary instead of just memorizing definitions from a list.WritingThe writing part is where they get to be creative. Mr. Wang has them write all sorts of different things - stories, poems, scripts, letters, essays, you name it. But he doesn't just assign a boring prompt from the textbook. He relates it to the reading materials or finds inspiring prompts online that fire up their imaginations.They also do lots of freewriting, where they just write whatever comes to mind for a set time without stopping. Amy says this helps get her ideas flowing when she has writer's block. After drafting, they revise and edit each other's work, giving constructive feedback. By the end, they've crafted really polished creative pieces.SpeakingThis is one of Amy's favorite parts - she loves being able to practice her English speaking skills in a safe, supportive environment. Mr. Wang has them do all kinds of speaking activities like role plays, debates, presentations, and discussions.For debates, they get assigned controversial topics and have to research both sides, then debate in teams. The presentations are on engaging topics they get to choose, like trends, social issues, hobbies, etc. This gives them a chance to teach the class about something they're genuinely interested in.The role plays get them using English in realistic situations, like shopping dialogues, job interviews, meeting new people, and more. Sometimes they even put on little English play performances for the class!ListeningListening is hugely important for learning a language, so they practice it a ton. Mr. Wang has them listen to all kinds of recordings - podcasts, videos, songs, radio clips, you name it. The topics are always really relevant to their lives and interests as teenagers.After listening, they discuss what they heard, answer comprehension questions, and sometimes extend the activity into debates or presentations. Amy says it's helped her listening comprehension improve a bunch because the content is so engaging.ViewingFor the viewing part, they analyze all kinds of multimedia in English - movies, TV shows, ads, music videos, you tube clips, you name it. Sometimes it's just for fun, but often Mr. Wang has them break it down and analyze the deeper meanings, cultural context, persuasive techniques, and so on.It's really gotten Amy thinking critically about the media she consumes instead of just zoning out. She's become an advanced viewer instead of a passive one. Plus, she gets exposure to so many different accents and varieties of English through all the multimedia.PerformingThis part lets them get up and move around instead of just sitting at their desks. They'll act out skits and role plays they've prepared. Or they'll recite English poems, speeches, and tongue twisters just for pronunciation practice in a low-stress way.Sometimes they even put on little English talent shows where they can dance, sing, play music, or do stand-up comedy routines in English. Amy says this boosts their confidence like crazy to perform in front of a friendly audience. It's also just a blast!The +1 ProjectAt the end of each unit, they have to do a big culminating project that pulls together everything they've learned - the reading, writing, speaking, listening, viewing, and performing. Mr. Wang lets them choose the topic and design of the project themselves.Some that Amy's class has done are English videos, blogs, magazines, radio shows, picture books, and more. The projects are always so creative and allow them to share their diverse interests and skills with the whole class.Working on these big projects makes the units feel meaningful and lets them apply all their learning in an enriching, authentic way. Plus, it means they get to spend lots of class time working together in groups, building teamwork and cooperation.So yeah, that's the 6+1 model that Amy's English class follows. I'm only in 4th grade, but I already can't wait for my English classes to be that engaging when I get to high school! Mr. Wang seems like such an awesome, innovative teacher. Thanks for reading about Amy's cool English class!篇4My English Class is Really Fun!Hi there! My name is Xiaoming and I'm 10 years old. I go to an elementary school here in Beijing. Today I want to tell you all about my amazing English class and how we use this really cool method called "6+1".In my school, we use these English textbooks that are green and yellow. They're from a company called the Foreign Language Teaching and Research Press. My English teacher, Miss Wang, is the best! She always makes learning English super interesting and fun.The "6+1" method we use has 6 main parts, plus 1 extra part. Let me explain each one:Pre-class PreviewBefore each lesson, Miss Wang has us preview what we're going to learn. We look at the pictures, read the titles, and try to guess what the lesson will be about. It's like a warm-up to get our brains ready!In-class LearningThen in class, we dive into the actual lesson. Miss Wang uses all kinds of activities to make it interactive. Sometimes we watch videos, other times we play language games or act things out. We practice listening, speaking, reading and writing. It's never boring!After-class AssignmentAfter we learn something new, Miss Wang gives us homework to practice on our own. The assignments aren't too hard and they help reinforce what we just learned in class. My mom sometimes helps me if I get stuck.Self-evaluationMy favorite part is the self-evaluation! We get to rate how well we understood the lesson and identify what we need to work on more. It's like giving ourselves a little test.Extended LearningFor topics I find really interesting, there are extended learning resources like extra readings, audio clips, or even apps and websites to explore. Miss Wang encourages us to dive deeper into what fascinates us.Cultural ExperienceEnglish comes from countries with such fascinating cultures! We get to learn about their foods, customs, music, and more. Last month we made Christmas cards and sang carols. It's an amazing way to experience different cultures.And what's the +1? It's...Learning Strategy GuidanceThroughout each unit, Miss Wang teaches us strategies for how to learn English more effectively. Things like memorizing new words, improving pronunciation, or taking better notes. These strategies help make me a better student overall.With the "6+1" approach, English class is always an adventure! We get to explore the language through so many fun ways. Even though I'm just a kid, I feel like I'm becoming a great English learner.Miss Wang is always telling us that the key is taking an active role. The textbook gives us a clear path, but we have to engage and apply what we learn. Sometimes it's challenging, but I know I'm building really important skills.My friends think English class is boring, but they just don't realize how much fun we actually have. Thanks to the "6+1" method, I'm excited to continue my English journey. Who knows, maybe I'll be an amazing English speaker when I grow up!Well, that's all I wanted to share about my awesome English class. Let me know if you have any other questions! I'll do my best to explain. Okay, gotta run - Miss Wang is waiting for me! Bye!篇5My English Class is Super Fun!Hi everyone! My name is Timmy and I'm in 5th grade. I really love my English class this year because my teacher Mr.Thompson does things in a really cool way called the "6+1 Model." It makes learning English fun and easy to understand.First, there are the 6 parts that happen every class:Building the "Field"At the start of each unit, Mr. Thompson introduces the broad topic we'll be covering. Like for the unit on sports, he showed some videos of people playing different games and asked us what sports we liked. This gets us thinking about the theme.Modeling the TextThen we read through a main text about the topic, like an article or story. Mr. Thompson models how good readers think by asking questions, making predictions, and tracking confusing parts. It really helps me follow along better.Joint ConstructionAfter reading, we work together to analyze the text. Mr. Thompson has us identify things like the main idea, supporting details, word meanings, and text structure. We build understandings as a class through discussions.Independent ConstructionNow it's our turn to practice on our own! We might read another text independently and answer questions, or write a paragraph summarizing the key points. I feel prepared after the modeling and joint practice.Individual SelectiveThis part focuses on skills we each need to improve. Some classmates work on vocab, others on grammar. I usually practice speaking and listening. The activities match our personal goals.Class SelectiveTo wrap up, we all do an activity together targeting a common need. Like before a test, we review the strategies for analyzing texts or writing effective paragraphs. It's great reinforcement.On top of those 6 parts, there is 1 more essential piece:+1. Sustaining FeedbackThroughout every lesson, Mr. Thompson gives us tons of helpful feedback. If we are reading aloud, he gently corrects mispronunciations. When we answer questions, he praises strong points and guides us to improve weak areas. The feedback keeps pushing us forward.I'll give an example of how all 7 parts worked in our last unit about sports. In the Building the Field stage, Mr. Thompson had us discuss our favorite sports. I said I like basketball because it's fast-paced and exciting.Then for Modeling the Text, we read a magazine article profiling a famous basketball player. Mr. Thompson tracked the text structure, noting how it described the player's early life, biggest achievements, and future goals. He asked prediction questions like "What challenge do you think she'll face next?"During Joint Construction, we analyzed the word choices and imagery the author used to make the player sound determined and hardworking. Like describing her as "tenacious" and "leaving it all on the court."For Independent Construction practice, I wrote a paragraph summarizing the key details about the player's career using examples from the text.In the Individual Selective part, I worked with a partner taking turns asking and answering questions about the text to build our speaking skills.Then as a whole Class Selective activity, we learned strategies for analyzing nonfiction texts, like identifying the author's purpose and looking for bias.The best part was all the Sustaining Feedback throughout the lesson. When I mispronounced "tenacious", Mr. Thompson had me repeat it correctly. He also circled areas to improve in my paragraph, like using more transition words. The feedback really helps me get better!I've learned so much from the 6+1 model this year. The reading, writing, listening and speaking practice have all come together to boost my English skills. Plus, it's interactive and fun with all the discussions, teamwork, and personal practice.I'm so glad my school uses this approach to teaching English. It makes every class engaging and lets us build our abilities step-by-step. I'm already looking forward to next year's English course! Hopefully they'll use the 6+1 model again because it really works for kids like me.That's my take on this awesome way of learning English. Let me know if you have any other questions! Thanks for reading about my super fun class!篇6Yay, Story Time! The 6+1 Cool Way to Learn EnglishHey there, friends! Today, I'm going to tell you an exciting story about a super cool way of learning English. It's called the 6+1 Effective Classroom Model, and it's like having a bunch of awesome helpers to make your English classes even more fun and interesting!First, let's meet the six helpers. They're called the "Six Key Elements," and they're like superheroes with special powers to make your English learning experience amazing!The Questioning HeroThis hero is all about asking questions. They'll help you learn to ask great questions in English, so you can understand everything better and never feel lost or confused.The Summarizing Super。
中华文化教案案例分享：帮助你打造高效课堂
中华文化是一个历史悠久、底蕴深厚的文明体系，作为一名教师，了解并传承中华文化是我们不可或缺的职责。
在教学过程中，如何利用中华文化的优秀教案帮助学生更好地理解并吸收知识，打造高效课堂，是每一位教师都需要思考的问题。
在本文中，我会与大家分享几个中华文化优秀教案案例，帮助大家在教学过程中更好地应用中华文化。
一、《范仲淹弹琴》教案这是一份非常好的中华文化教案，通过展示范仲淹弹琴的壮丽场面，让学生感受到音乐的魅力。
教师会在课前放一段短片，短片展示范仲淹在琴前安详自若的身影，慢慢地点起烛火，开始弹奏《广陵散》。
视频通过特效调制让学生产生强烈的身临其境的感觉，也有利于吸引学生的注意力。
在感受音乐魅力的同时，通过询问学生关于范仲淹出仕的背景、思想等问题，让学生了解范仲淹的大公无私的品德，这对于学习中华文化更是有着难以估量的意义。
教师抓住这些教育点，使教学有条理有重点，而同时也提出了生动的问题，有利于学生更好地理解知识，为资深反复回味，更好地消化课程内容。
二、《汉字的演变与特点》这个教案旨在通过学习汉字的演变过程和特点，让学生对中华文化的底蕴有更深的认识。
它通过一个互动小游戏进行引入，通过游戏了解早期汉字的结构和特点，让学生互相帮忙掌握汉字，并在游戏中进行学习。
教师会通过项目演示和图文互试的方式，深入浅出地讲解汉字演变的历史和发展趋势。
老师会利用视频和文字双重呈现，详细介绍汉字排列顺序、字形、构造等特点，在讲解的过程中，显得生动有趣。
教师会利用汉字瞬间分类接龙等游戏互动方式，为课程画上完美的句号，帮助学生培养汉字的综合应用能力。
三、《饺子文化课》中国饺子是中华文化中的一个重要食品象征，揉面、包馅、烹煮的过程，寄托了中国人每年新年对家庭美满幸福的期望，这个教案带领学生了解饺子文化和传统习俗，加深对中华文化的理解。
老师会播放节目《舌尖上的中国》中有关饺子的片段，并通过饺子的制作过程和背后的文化元素，向学生的传达中华文化的独特魅力。
巧用时政热点+打造高效课堂+教学案例+-以九年级下册3.1中国担当+一课为例
巧用时政热点打造高效课堂教学案例——以《中国担当》一课为例道德与法治是一门与时俱进的学科,九年级下册的教材聚焦世界,以中国与世界的关系为组带,引导学生面向未来,走向世界。
教材内容政治性较强,感受性较弱,学生理解起来难度较大。
巧用时政热点,既能够丰富道德与法治课堂,也能有效地拉近学生与知识间的距离,有助于学生将知识内化为个人的价值取向,实现教书育人的目标。
时政热点在道德与法治课堂中的应用,也应遵循一定的方法,下面以《中国担当》一课为例加以说明。
首先,时政热点的选择要以教学内容为依托。
时政热点信息丰富、时效性强,在教学中如何去选择呢?这就要以教学内容为依据。
《中国担当》一课第一目主题是“积极有作为”,旨在引导学生了解中国面对区域性和全球性的危机与难题时,不推诿、不逃避,也不依赖他人,积极主动地承担起相应的责任。
九年级学生对大国责任的认知更多的来自于(红海行动》(战狼)等影视作品,他们为中国军人的行为感到无比自豪,同时也向往走进中国维和军人的真实生活,因而教学中我选择了这一时政热点:有这样一群人,在和平年代,他们却身处最真实的战场,他们远离祖国,驻扎在战火纷飞的异国他乡,他们时刻直面死亡,代表中国成为维护和平的坚强力量。
他们就是被称为蓝盔勇士的维和军人。
截至日前,我国累计派遗3.6万余人次,参加24项联合国维和行动,在世界多个冲突地区都能看到头戴蓝盔的中国维和人员的身影,中国被联合国誉为“维和行动的关键因素和关键力量。
杨树朋、中亮亮等21位战士都是中国维和部队的一员,他们与战友一起将和平的希望带给世界,却献出了自己宝贵的生命,他们用鲜血和生命在战火中维护和平,为中国在世界人民心中赢得了友谊与尊重。
通过分析这一热点,既调动了学生学习的积极性,满足了学生的求知欲,又符合“积极有作为”这一教学主题。
其次,时政热点的问题设置要体现层次性。
时政热点引入课堂,其目的是以此为载体,引导学生阅读、思考、感悟、收获。
因此问题的设置要充分考虑学生的认知水平,做到由浅入深、由易到难、由生活到知识,体现设问的层次性。
高效课堂的构建与实施案例
高效课堂的构建与实施案例在当今教育领域，构建高效课堂已成为众多教育工作者追求的目标。
高效课堂不仅能够提高学生的学习效果，还能培养学生的综合素质和创新能力。
下面，让我们通过一些具体的案例来探讨高效课堂的构建与实施。
一、明确教学目标教学目标是课堂教学的出发点和归宿，明确的教学目标能够为高效课堂的构建指明方向。
例如，在一节初中数学“二次函数”的课堂上，教师将教学目标设定为：学生能够理解二次函数的概念、掌握二次函数的图像和性质，并能运用二次函数解决实际问题。
在教学过程中，教师始终围绕这一目标展开教学，通过引导学生观察、分析、推理和实践，使学生逐步达到教学目标。
二、优化教学设计教学设计是构建高效课堂的关键环节。
合理的教学设计能够激发学生的学习兴趣，提高课堂教学的效率。
在一节小学语文“古诗词鉴赏”的课堂上，教师采用了情境教学法。
上课伊始，教师播放了一段优美的古典音乐，并展示了一幅与古诗词意境相符的画面，让学生在音乐和画面的感染下进入古诗词的世界。
然后，教师通过朗读、讲解、讨论等方式，引导学生理解古诗词的含义和意境。
最后，教师让学生根据自己对古诗词的理解，进行绘画或写作，进一步加深对古诗词的感悟。
三、运用多样化的教学方法多样化的教学方法能够满足不同学生的学习需求，提高课堂教学的效果。
在一节高中物理“牛顿运动定律”的课堂上，教师采用了实验探究法、小组合作法和讲授法相结合的教学方式。
首先，教师通过实验演示，让学生观察物体的运动状态与受力情况之间的关系，引发学生的思考。
然后，教师将学生分成小组，让学生通过实验探究，自己总结牛顿运动定律的内容。
在小组探究过程中，教师进行巡视和指导，及时解决学生遇到的问题。
最后，教师对学生的探究结果进行总结和讲授，使学生对牛顿运动定律有了更深入的理解。
四、营造积极的课堂氛围积极的课堂氛围能够激发学生的学习热情，提高学生的参与度。
在一节小学英语“动物单词”的课堂上，教师通过游戏、歌曲和故事等方式，营造了轻松愉快的课堂氛围。
“优化教学模式构建高效课堂”教学案例之“一案三单”(1)
你们组是用什么液体来实验？实验看到什么现象？说明这种液体有什么性质？
归纳总结：通过实验，我们发现液体受热和受冷后有什么共同的性质？
小结：像醋、饮料、酱油等等，液体具有热胀冷缩的性质。（板书：液体的热胀冷缩）
简单说明，进行验
选择液体进行实验
汇报实验情况
个性
补充
1分钟
那我们知道许多液体有热胀冷缩的性质，生活中哪些地方可以利用这一点呢？请你动脑筋想一想
把它们放进温度不同的两个大烧杯中应该可以看到什么现象呢？换过来看一下，你们能不能从看到的现象判断出哪个烧杯的水热呢？通过气球皮的鼓起程度，我们无法判断这两杯水的冷热了。那我们可以怎样设置一个实验来观察呢？老师给大家提供了以下的材料（一一出示）：杯子、试管、瓶塞、细管、红墨水、滴管。你们能用这些材料来设计一个实验，看看水受热、受冷会发生变化吗？等会请小组讨论一下，并思考这两个问题：老师给大家提供的红墨水有什么作用？用一根细管子有什么好处？
导入
1分钟
出示一瓶水、饮料。
去超市买饮料，本想挑选一瓶装满的饮料。但是却发现货架上的瓶装饮料都没有装满，这是什么原因呢？
观察、思考
问题
聚焦
3分钟
有的同学认为这是热胀冷缩的原因？那到底什么是热胀冷缩？水会不会热胀冷缩？我们今天一起来研究一下。
共学
探究
教师
辅学
25分钟
观察：两个气球皮的变化
把气球皮包口的装满水的大试管放进热水中，会看到什么现象？
小组汇报实验情况
小结:我们把水受热体积膨胀，遇冷体积收缩的这种性质叫做水的热胀冷缩（板书：热胀冷缩）。
水有热胀冷缩的性质，那其他液体有没有这种性质呢？除了水，你还知道有哪些液体？
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高效课堂教学案例什么是高效课堂？我认为的高效课堂关注学生的进步和发展。
教学不是唱独角戏，离开了“学”，就无所谓“教”，因此，教学必须确立学生的主体地位。
关注教学效益，要求教师要有时间与效益的观念。
教师在教学时既不能跟着感觉走，又不能简单地把“效益”理解为“花最少的时间教最多的内容”。
教学效益不取决于教师教多少内容，而是取决于对单位时间内学生的学习结果与学习过程综合考虑的结果。
需要教师具备一种反思的意识。
每一个教师要不断地反思自己的日常教学行为：“我的教学有效吗？”“什么样的教学才是有效的？”“有没有比我更有效的教学？”关注可测性和量化。
如教学目标尽可能明确与具体，以便检测教师的工作效益。
如作业和试卷的设计，要能检测出这一节课、这一段时间内学生的学习所得和学习效果，教与测要紧密结合。
但是并不能简单地说量化就是好的、科学的。
应该科学地对待定量与定性、过程与结果的结合，全面地反映学生的学业成就与教师的工作表现。
当然针对语文教学的现状，适当的强调可测性和量化是必要的。
通过对有效教学的概念、相关因素和基本理念的学习，希望老师们对有效教学有一个比较清晰的认识。
厘清概念，才便于有效实施。
下面我就以六年级的文言文教学为例：一、教学内容湘部编版小学语文六年级下册《文言文二则》二、教学目标知识与技能:1、学会本课生字,理解本课的生词。
2、理解课文内容,懂得文言文的寓意。
3、朗读课文并背诵。
过程与方法:复习旧知,了解并体会“文言文”行文的特点。
引导学生反复诵读,图文结合领悟寓言的寓意,谈谈读后感受。
情感态度与价值观:教育学生学习要专心致志，知之为知之，不知为不知。
三、教学重点与难点【教学重点】学会生字,懂得文言文的寓意,理解成语。
【教学难点】理解寓意,懂得道理。
四、教学准备教学课件五、教学过程(一)导入1.了解掌握文言文这种体裁【学习内容】回顾之前学过的文言文,回顾内容及道理。
从而让学生说说什么是文言文。
【学习方式】教师以谈话导入,回顾旧知识,从而让学生说说什么是文言文。
引导学生回顾,进行师生互动。
【设计意图】以旧知识导入,勾起他们的认知,让学生用自己的话说说什么是文言文,激发学生的成就感。
这比单纯的由老师介绍什么叫文言文要有趣得多,学生能很快的参与课堂,与教师互动。
且学生记忆更为深刻。
【教学效果】成功吸引学生注意,勾起了学生的认知与成就,激发了学习兴趣,活跃了学习氛围。
2.了解“文言文”的特点【学习内容】让学生快速阅读,与之前学过的做比较,谈谈在语言的表达上有什么不同?生能很快的答出,且能谈到文言文。
回顾之前学过的古文,了解文言文(古文)的特点,回顾之前学习文言文的方法。
1【学习方式】了解文言文的特点,回顾学习文言文的方法。
【设计意图】充分体现学生的自主性,让学生发现、探究,从而得出结论。
回顾旧知,是为了更好的引入新知。
我认为:学生的主动探索,比老师的单纯介绍会生动,有趣得多。
六年级的复习与归类应放入到文本中去,这样在不知不觉中学生便已掌握。
【教学效果】本以为学生对文言文的掌握会比较弱。
他们可能没办法很好的说出语言表达上的不同,可谁知出乎我的意料,学生很快的答了出来,而且还用自己的话介绍了一下文言文的特点,以及之前学习文言文的方法。
(二)初读课文,整体感知1. 交流生字【学习内容】本课的生字，流利的朗读。
【学习方式】先让学生自己读,划出生字,词语,标记不理解的字、词,然后交流。
学生举手读,上黑板上书写,找出这个生字所在的句子,并结合句子说说字的意思。
将文言文的停顿划分出来板书在小黑板上,练习流利诵读。
【设计意图】让学生参与,当小老师,找出生字所在的句子,及联系上下文理解字意。
一方面可以让学生快速掌握生字的拼音,正确的书写,学会认读句子;另一方面提高学习参与面,让每位学生都会认读句子,掌握联系上下文理解字意的方法。
划分文言文的停顿,是为了让学生更好的诵读文言文,培养学生的语感。
【教学效果】学生学会生字,会正确的书写,认读句子,掌握了联系上下文理解字意的方法,学生学习很有成就感,兴趣慢慢加浓,而诵读的比赛更是让热烈的课堂氛围再次升级。
2. 交流句意,及整则文言文的意思【学习内容】每句话的意思,整篇的意思。
【学习方式】老师读一句,学生翻译一句。
指名讲述这个故事。
【设计意图】在之前理解了字意的基础上,一句一句的翻译,降低难度,师生更好的互动。
由学生来组织语言,用自己的话表述,锻炼学生的语言组织与表达能力。
同时希望在理解故事的基础上,自然过渡到明白寓意,达到水到渠成效果。
【教学效果】这个环节老师与学生互动,配合,在老师的引导下,充分发挥学生的主题作用。
由学生讲述整个故事,师抓重点词句板书,明了简单。
这个环节其实是在复习学习古文的方法,通过注释、查字典、工具书等方式了解决句意,掌握文言文的学习方法,同时步步紧扣,学生学起来并不难,成就感有了,兴趣自然就来了。
并由此导出后面所学,做到水到渠成。
(三)理解文章,明白寓意,拓展延伸【学习内容】理解文章,明白这则寓言的寓意。
【学习方式】师层层质疑,让学生步步释疑。
抓住重点字、词来体会人物的心情。
教学都是师生互动,教师问,学生答。
拓展延伸,扩充课外知识。
【设计意图】层层质疑,动手操作,抓住重点字、词来体会人物的心情,从而为揭示寓言打下基础。
拓展延伸,扩充课外知识。
【教学片段截取】讨论“虽与之俱学，弗若之矣”的原因是什么？从中能得出一个什么道理？大家谈谈自己是否有这种经历和体会。
师：同学们，你们觉得奇怪吗？两个人一起学习，可是学习效果却不相同。
用书上的话说说原因。
指名读“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。
”【出示课件】师范读，让学生体会，再指出老师停顿的地方然后试着自己读读。
【出示课件】“为是其智弗若与？”这句意思是什么？思考讨论：（1）两个人同时在最好的老师指导下学棋，为什么会产生不同的结果？因为一个人专心致志学习，而另一个人三心二意。
（2）通过学习，你从中得到了怎样的启示？（课文告诉我们一个什么道理？）课文告诉我们学习要专心致志，绝不可三心二意。
师：哪个词是第二个人？这句话该怎么读呢？指名读，齐读。
【教学效果】这一环节学生完全进入书本,融入课堂。
师层层质疑,生步步释疑,从而突破了文章的重难点。
(四)熟读成诵1. 设计动作,演一演【学习内容】在理解文章,明白寓意的基础上,根据文章内容,同桌之间合作设计动作演一演。
【学习方式】先同桌之间设计动作,演一演;然后请一组学生上台表演动作(一人读,一人演);接着老师与学生一起确定动作,边读边演。
再全体站起来,一边读一边演;请一生上台做动作,其他学生根据动作尝试背诵;全体背诵。
【设计意图】在读文言文除了应注意停顿外,还应注意人物的动作、心情,这样才能将文言文读好,培养学生的语感。
小学生的表现都很强,自我创新能力也很好,演一的环节很好的激发了学生的兴趣,让学生在玩中学。
【教学效果】学生丰富多彩的表演,赢得满堂喝彩。
全班跃跃欲试,课堂氛围活跃,学习效果好,学生的学习热情和主动性完全被调动起来。
(五)课堂总结,布置课外作业1. 课堂总结和主题升华,布置家庭作业【学习内容】总结本堂课的重点难点,并升华主题【学习方式】师生互动一问一答总结本堂课的重难点。
【设计意图】总结整课内容,再次呈现本课重难点;进行主题升华,提高学生的思想认识;布置课外作业,让有表演兴趣的同学根据课文内容,加入自己的语言、动作,或者是发挥自己的想象,把故事补充的更生动。
还可以续编故事,争取使这则寓言故事更生动,更有趣。
【教学效果】,总结本课重难点,升华主题,完成三维目标。
板书设计:学弈专心致志三心二意教学反思文言文与现代文相比，在词语、句式等方面差别较大，小学生对文言文接触的少，能做到正确的断句，流利地朗读就已经很不容易。
教学中我把指导学生朗读、背诵作为本课的教学重点。
课文所写的事情和其中蕴含的道理并不难理解，难就难在如何让学生读懂每句话的意思，只有每句意思都懂，才能正确的断词断句把句子读通顺。
教学中我在这方面下了不少功夫。
其效果还是很明显的。
在教学中我还注意了以下问题：一、不必采取对译法老师认识的误区是小孩子不懂文言文，又是初次接触，。
一定要逐词逐句的对译，不然学生可能学不会。
有效的方法是，学生反复读懂课文，根据注释初步理解字词和每句话的意思。
学生如有不懂，教师进行必要的点拨，使学生能在理解的基础上贯通全文。
二、充分发挥范读的重要性教师范读课文本身作用不可小觑，范读文言文更是重要，第一遍要读的有声有色，流畅自如，起到感染学生的作用。
第二遍一定要让学生注意断词断句，做到准确。
三、指导文言文的读法一要把朗读的速度放慢，二要停顿得当，三要读出不同句式的语气。
四、注重小组讨论交流小组合作探究是一种较新的教学方法，我在教学中也经常尝试使用。
教学这一课同样适用。
让学生讨论文中所蕴含的道理，讨论文中对人物的评价。
在这课的教学中，我还有意的传授了一点儿文言文知识，这样，以后对孩子还是有好处的。
教学后记本堂课整体上还是比较成功的,教学过程自始自终对“学“进行着引导、激励和唤醒。
突破了文章的重难点。
以“演一演”为主线,让学生的表演贯穿整个课堂教学中,以表演来调动学生的学习兴趣。
同时基于教材又再生教材,使学生依据教材展开想象与联想。
而激活学生的想象无疑是为培养学生的创新能力插上了腾飞的翅膀。
从学生的表演中,我们可以看出,他们已经理解了这则寓言所蕴含的深刻寓意;而从学生们的表演中,我们可以发现,学生的表演欲很强,想象力很丰富。
整堂课学生学习兴趣被调动,学生学习积极性提高了很多,学生参与课堂的能力得到了增强。
整堂课课堂掌控能力较强,做到教学设计新颖,教学过程使用的学习方法多种多样,将六年级的知识点复习很巧妙的融入课堂当中,教学效果上基本上达到全班学生都理解了这则故事。
时间把握较好。
教学思路清晰,师生互动很好。
当然也有值得争议的地方:一、有老师说导入部分过长。
其实我个人觉得导入有很多种方式,更多人会崇尚简洁的风格,但如若不是啰嗦,也不能说它就不简洁。
在此堂课中,我觉其实一开始我就已经导入了正题。
而我的目的就是为了让学生去自己学习掌握,了解文言文的特点,是融复习于课堂中,都是为了更好的学习做铺垫的,也是学习这篇课文不可或缺的地方,并不是啰嗦。
二、部分老师说应把更多的时间放在解释文言文的字意,词意上。
在这堂课中可能这部分花的时间不是很多,但是个人觉得也足够。
因为六年级的学生已经有一定的学习能力,他们掌握了学习文言文字词的方法,通过注释、查字典,教辅资料,这些他们都可以做到的,都能明白的,为什么要花费很多的时间去重复呢?我以为学习文言文在了解字意、词意、句意的基础上,应该把更多的时间放在诵读上。
学习文言文是培养汉语语感的需要,也是为了奠定现代语言读写的根底。