首页 > 教学教案 > 教学反思 > 刷子李教学反思【最新13篇】正文

《刷子李教学反思【最新13篇】》

时间:

语文是一门有趣的学科,因为语文课文包含了各种有趣的知识。其中刷子李就是我们喜欢的一篇课文。读书破万卷,下笔如有神,如下是勤劳的小编飞白给家人们收集整理的13篇刷子李教学反思,希望对大家有所启发。

《刷子李》教学反思 篇1

《刷子李》是人教版小学五年级下册园地七的第二篇课文,选自冯骥才的《俗世奇人》。本单元围绕“作家笔下的人物”这一专题,向我们展示了描写人物的一些基本方法。“刷子李”是生活于市井里巷的凡夫俗子中的奇人高手,他绝妙的粉刷技艺无人可比。

作者首先极力写“刷子李”手艺之高,然后作者从一个小徒弟的视角印证了“刷子李”的真功夫。本文生动有趣,故事一波三折,人物形象富有传奇色彩,是一篇艺术性和趣味性都较强的文章,很容易吸引学生阅读。在上这一课前,刚好有幸听了赖志平校长的这一节公开课。他在课堂上重点讲述了“一波三折”的写作方法以及作者刻画刷子李技艺高超的描写人物的方法,对教材把握非常精准。而且在课前他搜集了学生为刷子李写的对联,让我们叹为观止。受赖老师启发,在上这节课的时候,我抓住了这两点,重点讲描写方法。课前备课时,我反复研读教材,最终将本课的教学设计定位为:从种种“奇”中感悟刷子李的技艺高超。如,在引导学生感悟“刷子李”是一“奇”人时,引导学生从以下方面品味——“衣着奇”、“效果奇”、“动作奇”各体现在哪些方面?引导学生自读课文,从文中找出有关语句。课上学生找得非常认真,画出体现“衣着奇”的语句有:“干活前,他把随身带的一个四四方方的小包袱打开,果然一身黑衣黑裤,一双黑布鞋。穿上这身黑,就好像跟地上一桶白胶较上了劲。”孩子们在找的过程中不仅仅感受到了“刷子李”的奇特之处,还感受到了作者幽默的语言,学起来更加带劲了。关于“一波三折”,我发现文中几个跟黑衣白点的中心情节密切相关的几个带“然”的词:“果然”──“居然”──“竟然”──“忽然”,另外,“悠然”这个词也能充分体现人物的性格和境界,于是让学生找出来一一细读,通过这些句子来体会曹小三心情的变化,进而理解作者一波三折的手法,深刻感受曹小三心理之变化、刷子李技艺之奇绝、一波三折的艺术魅力。在拓展部分,我也推荐了冯骥才的《俗世奇人》,学生很感兴趣。另外,也介绍了天津的方言、世俗人情,只是对课文的一个延伸,给课堂起到水到渠成的作用,让课堂就此结束,为课堂形成超级震撼力,让课堂和教材成为一个引子,吸引学生向更深、更广的知识世界探索。

我的不足之处是在细节品读时不够细致,只是蜻蜓点水似的一晃而过,对学生的掌握情况无法再课堂上及时发现,往往在课后做作业时才发现一些知识点没落实到位,一部分人没掌握。此外,课堂上的激情与幽默是我所欠缺的,幽默是一个老师得力的助手。

《刷子李》教学反思 篇2

《刷子李》是人教版教材五年级下册的一篇略读课文,本单元的三篇课文向我们刻画了几个栩栩如生的鲜活的人物形象,而本课选自冯骥才的民间世人轶事集《俗世奇人》,他文笔生动,妙趣横生。“刷子李”是生活于市井里巷的凡夫俗子中的奇人高手,他绝妙的粉刷技艺无人可比。本文生动有趣,幽默风趣,故事一波三折,人物形象富有传奇色彩。是一篇艺术性和趣味性都较强的文章。这篇课文以“刷子李”的高超手艺为话题,既为奇人,则轶事多多,但作者只选择一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。结合教学目标的要求,我从以下几个方面着手组织教学:

1、注重学生自主学习能力的培养。语文阅读课的学习重在培养学生的语感,增强学生的积累,提高语文素养。教学时,我放手让学生根据阅读提示的要求自读课文,让学生以自己喜欢的方式自行朗读课文,在学生充分自读课文的基础上,围绕“刷子李”的技艺高超表现在哪里?作者是怎样写出他技艺高超的?有哪些描写最精彩的句子等问题交流讨论。在此过程中,学生阅读,发现,欣赏,咀嚼,感受。要想真正品出文章的味道,没有读的过程是不行的。不仅增强了学生的学习兴趣,而且提高的阅读水平。

2、在学生交流过程中以课文内容为基础引导学习本文描写人物特点的方法:体会“刷子李”的技艺高超表现在哪儿,采用了直接描写“刷子李”刷墙的的情景:刷墙时的动作美,刷墙后的效果奇。组织学生一句一句地品读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。学生通过动作描写和生动形象的比喻感受“刷子李”的技艺高超,也直观地了解了可以怎样突出技艺高超。除此之外,作者还通过刷子李的徒弟检查黑衣服并发现小白点这种一波三折的侧面描写烘托刷子李的技艺高超。本文采用的就是直接描写和间接描写相结合的方法。

3、拓展:推荐学生读本文相似的文章,如《泥人张》、《张大力》等,也可课外阅读《俗世奇人》,增加语言积累。

由于在教学设计中结合了学生的学情,学生对最后两句话的体会很精彩:刷子李的技艺可不是吹出来的,而是靠平时刻苦练出来的,这可是师傅的经验总结,也是徒弟的感悟。学生整堂课都很专注,下课之后,普遍认为这节课时间过得太快,意犹未尽。

回顾整个课堂,存在许多不足之处,虽然我十分注重对学生的评价,但在评价中不免有些流于形式,如评价的不够新颖,不能针对个体进行准确评价。今后要加强评价的新颖性和准确性的训练,要让学生更多地体验成功的喜悦。再者,要进行写作方法的归纳时,可尝试让学生试着用这种方法口头作文,做到现学现用。此外,语言赏析还不够地道,这也是我备课时深感困惑的地方,如何让学生深刻体会文本津味语言特色,从而深刻解读带有天津烙印的刷子李的生命形态,挖掘人物背后的厚重的民俗文化意蕴。

刷子李教案教学反思 篇3

��������ñ¡ï¿½ô·ï¿½ï¿½ï¿½ï¿½åµä¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¶ï¿½à£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö»ñ¡ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï·ï¿½ï¿½ï¿½ôµï¿½ð¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ï¿½õ¸ß³ï¿½ï¿½ä¡ï¿½ë¢ï¿½ï¿½ï¿½î¡±ï¿½ï¿½ï¿½ï¿½ï¿½ú¿ï¿½ï¿½äµä¹ï¿½ï¿½ï¿½ï¿½ï¿½ú±è½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½è¤ò²ï¿½è½ï¸ß¡ï¿½ï¿½ï¿½ñ§ê±ï¿½ï¿½×¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¼ï¿½ï¿½ã£º

����

���������ô¶ï¿½ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ö½ï¿½ñ§ï¿½ï¿½ò»ö±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ü¶ï¿½ï¿½é»ó¡£°ï¿½ï¿½õ½ì²ï¿½òªï¿½ï¿½ï¿½ô¶ï¿½ï¿½ï¿½ï¿½ï¿½ó¦ò»ï¿½ã¿î½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºü¶ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö¯ï¿½ï¿½ñ§ê±ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½óµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ï¿½ö´ê£ï¿½ï¿½ý²ý´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½î½ï¿½ñ§ï¿½ð£ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ó¼ï¿½é£¬ï¿½ï¿½ï¿½öºü¶ï¿½ï¿½ö´ï¿½ñ§ï¿½ï¿½ï¿½ôµã»ï¿½é¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ô¤ï°ï¿½ã²ï¿½ï¿½ï¿½ï¿½ï¿½ö£ï¿½ô¤ï°ï¿½ï¿½ï¿½ãµä¿î²ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½ë£ï¿½ï¿½ö¸ï¿½ï¿½ï¿½10���ó£ï¿½ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ï¿½ö´ê£ï¿½îªï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã»ï¿½ï¿½ï¿½ï¿½ï¿½

����

�����ú½ï¿½ñ§ï¿½ï¿½ö»ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ö±ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½å¹äµã£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ô¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½æ·ï¿½ï¿½ï¿½ï¿½ì¸ï¿½ï¿½á£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ë¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ç½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¸ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó»ô¾ï¿½ä·ï¿½ï¿½ô£ï¿½ï¿½ï¿½áµ½ë¢ï¿½ï¿½ï¿½î¼¼ï¿½õµä¸ß³ï¿½ï¿½ï¿½ï¿½ï¿½öµï¿½ï¿½ï¿½ï¿½å£ï¿½ï¿½í¶ô¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ü²ï¿½ï¿½ï¿½ï¿½ï¿½î¶ï¿½ï¿½ï¿½ï¿½

����

�������ߵ�ôªï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï£¬ï¿½ï¿½ñ§ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½è·ï¿½ï¿½ï¿½ò»ò»ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½îºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºã¼ï¿½ï¿½î¹û²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¡ï¿½ï¿½ï¿½ê£ï¿½ó¦ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½üµï¿½î»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½ó¿ï¿½ï¿½ï¿½ëºü¶ï¿½ï¿½ï¿½ï¿½é«ï¿½ï¿½ï¿½ï¡£

《刷子李》教学反思 篇4

本文选自冯骥才的《俗世奇人》,自初中学过之后便印象深刻,买了两本《俗世奇人》来读,便觉冯骥才深厚的写作功力,他通过细腻的动作等细节描写,将一位位大千世界中的能人活灵活现地展现在读者面前,非常神奇,但我依旧相信书中的人物都是真的。

《教师教学用书》中说,选编课文的目的:一是让学生感受人物形象;二是体会作者抓住细节描写人物的方法。本文教学的重难点是领悟并学习作者刻画人物形象的方法。

在教学过程中,我让学生自己寻找刷子李奇在哪里?绝在哪儿?学生们句子找得都非常准确,而且速读很快。之后出示交流:

(1)他要是给您刷好一间屋子,屋里什么都不放,单坐着,就如同升天一般美。

(2)最叫人叫绝的是,他刷浆时必穿一身黑,干完活,身上绝没有一个白点。

你所见的过的粉刷匠的样子是怎样的,描述一下。这就是我们平时所说的近朱者赤,近墨者黑。近白者也就自然——白。刷子李穿一身黑衣,身上却没有一点白点,用4个字来概括,可以说——黑衣无暇。

(3)他还给自己立下一个规矩,只要身上有白点,白刷不要钱。

(4)但刷子划过屋顶,立时匀匀实实一道白,白得透亮,白得清爽。

(5)只见师傅的手臂悠然摆来,悠然摆去,好赛伴着鼓点,和着琴音,每一摆刷,那长长的带浆的毛刷便在墙面“啪”地清脆一响,极是好听。

这5句话,我自认为在讲解的过程中不够细致,没有很深入。只是让学生感受刷子李技艺的高超,学生们也能理解刷子李本领大,但是作者是如何把刷子李这高超的本领描写出来的呢?除了告诉学生此处运用了动作描写之外,还是要让学生多读,细节描写的渗透还是不够。

本文的语言朴素,有浓郁的天津风味,并且幽默传神,极富表现力,在语言方面我没有提及,但是让学生阅读了《泥人张》,当时已经下课,学生急着去吃饭,因此阅读时速读很快,或许只是知道了故事内容,并没有感受到作者语言的精妙,这篇课文同理,只是知道了刷子李技艺的高超,并不清楚作者是如何运用细节描写来刻画人物形象的。

对于曹小三的心理活动,他的出乎意料,相关语句学生都找得很准确,在我出示折线图时,学生也都能准确快速地说出曹小三的心理变化,并且让学生选择这三处中的一处用两三句话写出曹小三的内心感触时,几位举手发言的学生也说得非常好。

对于课文的结尾,刷子李对曹小三说的话,也是一个难点,我课堂上没有提及,导致学生作业时有困难。

这段时间学生表现有进步,上课举手发言的学生也越来越多,课堂纪律相对以前较好,虽然还是有个别男生很会讲闲话,课堂上心不在焉,但是个别女生表现有进步,发言特别积极,整体来说课堂效率有所提高,学生比以前更听话。

《刷子李》教学反思 篇5

《刷子李》是人教版教材五年级下册第七单元的一篇略读课文,本单元的三篇课文向我们刻画了几个栩栩如生的鲜活的人物形象,而本课选自冯骥才的民间世人轶事集《俗世奇人》,他文笔生动,妙趣横生。“刷子李”是生活于市井里巷的凡夫俗子中的奇人高手,他绝妙的粉刷技艺无人可比。本文生动有趣,幽默风趣,故事一波三折,人物形象富有传奇色彩。是一篇艺术性和趣味性都较强的文章。这篇课文以“刷子李”的高超手艺为话题,既为奇人,则轶事多多,但作者只选择一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。

师傅引领明方向

在严师蒋铭老师的帮助下,我的基本教学流程是“自学——交流——拓展(积累)”。结合教学目标的要求,我从以下三个方面着手组织教学:

1、注重学生自主学习能力的培养。语文阅读课的学习重在培养学生的语感,增强学生的积累,提高语文素养。教学时,我放手让学生根据阅读提示的要求自读课文,让学生以自己喜欢的方式自行朗读课文,在学生充分自读课文的基础上,围绕“刷子李”的奇表现在哪里?谁还能从课文中感受刷子李之奇等问题交流讨论。在此过程中,学生阅读,发现,欣赏,咀嚼,感受。要想真正品出文章的味道,没有读的过程是不行的。通过朗读不仅增强了学生的学习兴趣,而且提高了阅读水平。

2、在学生交流过程中以课文内容为基础。引导学习本文描写人物特点的方法:体会“刷子李”的技艺高超表现在哪儿,采用了直接描写“刷子李”刷墙的的情景(刷墙时的动作美)。让学生尽情地品读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。学生通过动作描写和生动形象的比喻感受“刷子李”的技艺高超,也直观地了解了可以怎样突出技艺高超。除此之外,作者还通过刷子李的徒弟检查黑衣服并发现小白点这种一波三折的侧面描写烘托刷子李的技艺高超。本文采用的就是直接描写和间接描写相结合的方法。

3、拓展:推荐学生读本文相似的文章,如《泥人张》、《快手刘》等,也可课外阅读《俗世奇人》,增加语言积累。

同课异构炼身手

能和陆国伦老师一起比武,我感到万分荣幸。综观两位老师的课堂教学(这里陆国伦老师和我的课将以A案和B案以示区分),可以看出主要有以下相同点:

1、在“单元整组主题教学”模式下进行略读课文的教学

“整体感知——部分体验——整体感悟”是“单元整组主题教学”的流程。“整体感知”指的是在单元内容学习之前上的“单元导读课”。导读课上,教师要指导学生站在整体角度上充分感知整个单元的内容,明确学习任务,做好学习计划,为整个单元的学习做充分的准备。两个教案的设计中都谈到了导读课,也体现了对导读课上让学生完成的查资料任务做了检查和落实;在单元整组主题教学的大背景下,呈现出从不同的角度去感受“作家笔下的人”这一单元主题的教学,很好地把握了单元各课之间的联系与区别。

2、确定略读课文在整个单元教学中的地位,体现略读特色

两堂课,很好地把握住了略读课的定位和教学特点,突出了运用学法的训练。如A和B案以四人小组合作的方式导入课文的学习,既检查了导读课前布置的任务,又直观地了解了“粉刷”这一行当,为理解刷子李的职业和后面的练笔做了很好的铺垫,真是一举数得。两案中都有练笔的训练设计,而巩固迁移写法是略读课文的一大重要功能。两堂课,都注意了略读课教学大板块、大框架的设计,避免了精读课的线性设计,给学生留下整块的自主阅读空间。

3、以教材为拓展点考虑了阅读拓展,注重了阅读的积累

略读课文的教学,要注意阅读的拓展功能。以教材为拓展点,一篇带多篇,或一点带一篇,内引外联,进行课前、课中、课后拓展阅读训练。两位老师都注意到了这一点,都进行了由课内到课外的阅读设计。

A、B案中同中存异,不同之处在于:

第一,同是“单元整组主题教学”的教学模式。A案在单元导读课上只引导学生进行了课前预习的准备。而B案却让学生上网或查找相关资料,了解有关粉刷的工作,着重了解其工作特色。

第二,同是“板块式教学”。A案设计了“动作之奇”,“规矩之奇”和“效果之奇”三个板块来理解课文内容。而B案从刷子李“技艺之奇”和“规矩之奇”以及曹小三“内心世界”来展开教学。

第三,同是“学法迁移,练习表达”。A案除了练习写曹小三的心理,还设计了对刷子李的赞美,以此升华对刷子李的敬佩之情;B案则练习了写曹小三的心理。

A、B两案均有值得优化的地方。如,A案在资料整理与交流上要加强,可能要引导学生了解作家冯骥才为抢救天津的历史文化所做出的努力,来提高课堂教学的深度和广度。B案在朗读方面要加强。因为略读课教学还应把握“整体求略”、“部分求精”的指导思想。虽然要略逐词逐段的分析,但不略重点难点的品读。

课后反思忆收获

回顾整个课堂,存在许多不足之处。虽然我十分注重对学生的评价,但在评价中不免有些流于形式,如评价的不够新颖,不能针对个体进行准确评价。今后要加强评价的新颖性和准确性的训练,要让学生更多地体验成功的喜悦。再者,要进行写作方法的归纳时,可尝试让学生试着用这种方法口头作文,做到现学现用。此外,语言赏析还不够地道,这也是我备课时深感困惑的地方,如何让学生深刻体会文本津味语言特色,从而深刻解读带有天津烙印的刷子李的生命形态,挖掘人物背后的厚重的民俗文化意蕴。

一堂课进行了三次试教,一次次解读文本,一次次修改教案,一次次交流探讨——这样的授课经历,我如今想来实属难得。看到这篇课文时,我很茫然。略读课文该怎么上?师傅教我,光看别人的教案是不行的,更多的得自己去品语言文字:多去读读课文,很多自己不懂的地方恰恰也是学生不理解的知识点。于是我捧起书本仔仔细细读起来,本指望能读出点“人所未见、人所未发”之类的独门秘笈来,可惜,我的脑中一片空白。不过既然没有出彩点,倒是踏踏实实上的好。《大学》开篇就说:“知止而后有定,定而后能静,静而后能安,安而后能虑,虑而后能得。”我想备课要有得,心定是必须,我再重新读,边读边把自己的体会简单写下,并将想教给学生的知识都记录下来。撂下书本,转而又去寻找关于他人评鉴该课文的各种文字。经过几番整理,第一份教案成形了。我把自己不成熟的教案,先与师傅交流,她给我提了很多宝贵的建议,启发我整理教学板块,拉出一条线来组织教学内容。晚上,我又重新整理了一次教案。

第一次,在504班进行了试教,徐国勤老师和周颖老师,给我提了很宝贵的意见。她们告诉我,语文的语言一定要美,衔接要自然。于是从头到尾我对所有语言进行了翻修。备课间,近乎是每时每刻都在想教案,那个刷子李到底奇在哪里?吃饭想,睡觉想,骑车想,走路想。而后几个晚上,我常常做梦,梦见自己也与刷子李一起在刷墙,痴痴地笑了。一时惊醒,顿觉奇妙,恍恍睡去,又觉眼前刷子悠然划过,那刷子李刷过的墙面,如同升天一般美。

第二次,我在505班又上了这节课,这次师傅、郑静老师、沈秋凤老师和胡丽美老师都来听课了。说自己一点也不紧张,那是骗人的。刚开始上课就忘了一个环节,心里一下着急,还好后来说出来了,这是我傻人有傻福。在前半节课我很享受课堂,也尽情地带动学生演绎自己的阅读情感,但后半节课与学生的互动就不多了。这节课上,我遭遇了出乎意料的生成,学生提到了我所想不到的知识点,幸而自己准备较为充分,有效地应对了课堂生成。这让我深刻体会到“文本细读”的重要性。但是,师傅告诉我还有许多地方要好好琢磨。课后,老师们给我的建议更让我受益匪浅。

这篇课文通俗易懂,学生理解刷子李技艺高超。但是怎样让学生内心的这种情感激发出来呢?这就需要朗读,指名读、合作读、齐读,各种形式的读,以读感悟,以读促情。此外,图片、音乐作为辅助工具都要根据课文需要,物尽其用。另有,体会关键语句的情感需要层层递进,这样才能将学生的情感调动起来。两堂课下来,有种灵魂抽离身体的感觉,自己似乎有了选择性过滤声音的特异功能,无论外界多吵,我也能留在自己的安静世界里,只想我的课。当然这种感觉伴随着疲惫,趁周末好好调整下状态。

我又要在504班上这节课了。这次我设计的教案与前两次大不相同,完全由学生去品味语言文字,不知道上课后的感觉会如何,当时自己充满期待。第三次,我在504班又上了这节课,整个课堂气氛很沉闷,我挺难过的。师傅给我提了很中肯的建议:词语环节及时抓住学生不理解的地方进行讲解;评价语与过渡语,更自然,更有带动性些。一天中午,和胡老师和沈老师交流。她们给我提出了建议:课堂的连贯性可以靠过渡语来解决。这让我很受启发。之前去参加培训,潘小英老师和穆洪英老师告诉我,上课的连贯性还要加强,可以列一列提纲。平时,与周老师和汤老师交流,她们也给了我很多启发。我发现这份教案还有许多需要改进的地方。苦苦思索后,我终于找出了问题之所在:环节与环节间的联系不紧密;学情预设不到位。我把教案又重新修改了一遍。正式上课前,师傅要去培训,还在百忙之中,与我交流这堂课。上课前,师傅拍了一下我的肩膀,告诉我:小清,胆子大点。我恍然有了一种上课的动力。上课的时候,师傅就在后面坐镇,我有种“大着胆子去干”的感觉。上好课后,钱亮老师告诉我:你的师父在后面比你还着急。我的内心充满了感激与自豪,我为有这么一位严师而感到骄傲!

这节课上完,我的内心特别感慨,想写一写这次备课的感受时,我就开始整理这节课我所准备的材料。厚厚的一叠打印稿,好几个压缩包、文件夹,几本教参书,出现在了我的面前。我惊叹:这么多。一个普通的新教师在准备一节课时,要准备这些资料,那长期站在讲台上的老师呢?当我看到办公室的汤老师在准备一节思品课时的用心与付出,我的心中充满了感激与敬佩。不仅是这件事情,我在办公室和老师们的相处让我感到前所未有的满足与钦佩。他们忙碌的身影,他们教育学生时包容与理解的话语;他们与家长谈心时流露的对学生的真心;他们迟迟不下班在准备明天的教学任务的情景,这些都深深地刻在我脑海里。我想,每个人都有懈怠的时候,我也不例外。但看到老师们的兢兢业业,我想我要更加努力地在师傅们的引领下尽快成长,做一个合格的小学语文教师。在努力前行的道路上,任何人都希望得到他人的一份尊重与理解。而在这些老师的身上,我学到了豁达与勤勉。

这就是我备课的前前后后,我知道,我能做的还有很多,我也能做得更好!

刷子李教案教学反思 篇6

����

������ë¢ï¿½ï¿½ï¿½î¡·ñ¡ï¿½ô·ï¿½ï¿½ï¿½ï¿½åµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¡ï¿½ë¢ï¿½ï¿½ï¿½î¡±ë¢ç½ê±ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½â·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±è´ã»ï¿½ï¿½ò»ï¿½ï¿½ï¿½×µã£¬ï¿½ï¿½ëµï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ß³ï¿½ï¿½ï¿½ë¢ç½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ë±ï¿½ï¿½â²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½å¨ï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ò¡±·ï¿½î¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¬ï¿½ï¿½ï¿½ñ£¬¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ñ§ï°ï¿½ï¿½ï¿½ï¿½ï¿½ó¡ï¿½ï¿½ø¹ï¿½ï¿½ï¿½ï¿½ã¿îµä½ï¿½ñ§ï¿½ï¿½ï¿½ü½ï¿½ï¿½ï¿½ï¿½â£ï¿½

����

�����������ä£ï¿½ï¿½ù¶ï¿½ï¿½ï¿½ï¿½ï¿½

������ñ§ê±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ù¶ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ó¡ï¿½ï¿½ï¿½ï¿½ìµï¿½ï¿½ï¿½ê²ã´ï¿½ê£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ø´ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ç°×µã¡±ï¿½ï¿½ï¿½çµä£ï¿½ï¿½×µï¿½ï¿½ç¹á´®è«ï¿½äµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç£ï¿½ï¿½ú¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äµï¿½ê±ï¿½ï¿½ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½í½ï¿½ü²ï¿½ð¡ï¿½ï¿½ï¿½ä¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ¡ï¿½ï¿½ï¿½ëµï¿½×µã¡ªï¿½ï¿½î´ï¿½ï¿½ï¿½×µã¡ªï¿½ï¿½ï¿½ï¿½ï¿½ö°×µã¡ªï¿½ï¿½ï¿½ï¿½ï¿½ø°×µã¡±ï¿½ï¿½ë³ï¿½ò£¬½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â°×µã¡·ï¿½ä¹ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôµï¿½ò»ï¿½ë³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ñ¿ï¿½ï¿½ä¸ä³ï¿½ï¿½ô¼ï¿½ï¿½ä»ï¿½è¥ï¿½ï¿½ï¿½ï¿½ê¹ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä»ï¿½ï¿½ï¿½öªê¶ï¿½í¿ï¿½í·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ãµï¿½ï¿½ï¿½ï¿½ûºï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä·ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â¾ï¿½ï¿½ï¿½ä±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½

����2.

���������â¿î£ï¿½ï¿½ï¿½õ¹ï¿½ï¿½ï¿½ì¡£

�������⺬�ðºü¶ï¿½ï¿½ï¿½ï¢ï¿½ï¿½ñ§ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ä¡ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ê¼ï¿½ï¿½ï¿½ï¿½ï¿½ã¶ï¿½ã½ï¿½ï¿½î¼ï¿½ï¿½ï¿½ê¾ï¿½ï¿½ï¿½ó¡ï¿½ï¿½ï¿½õ½èºó¢ï¿½á¡·ï¿½ï¿½ä¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¾ï¿½ï¿½ï¿½õ¹ê¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¹ï¿½ï¿½ò¡±µï¿½í¼æ¬ï¿½ï¿½í¬ê±ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø·ï¿½ï¿½ï¿½ä³ò»ï¿½ï¿½ï¿½ð¾ï¿½ï¿½ï¿½ï¿½ï¿½ë£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ðµï¿½ï¿½ï¿½ï¿½õ³æºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð¸ï¿½ï¿½ï¿½ï¿½åµä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø±ï¿½ã£ï¿½ï¿½í½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø±ï¿½ãµä£ï¿½ï¿½ë³æ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å³ï¿½ê¾ï¿½ï¿½ï¿½â¡°ë¢ï¿½ï¿½ï¿½î¡±ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½×£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ç½ï¿½ø±ï¿½ã£ï¿½ï¿½ï¿½ï¿½ô²å½ð¡ï¿½ë¢ï¿½ï¿½ï¿½î¡±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ú¾ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ß½ï¿½ë¢ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ß³ï¿½ï¿½ï¿½ë¢ç½ï¿½ï¿½ï¿½õ°é£ï¿½

����

������ë¼ï¿½ï¿½î½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿ï¿½ê±ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½×¥×¡ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã²ï¿½ï¿½ï¿½ï¿½ì¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î¶¯è¥ï¿½ì»ï¿½ï¿½ï¿½ï¿½ï£¬ã»ï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½òªï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ï¿½å£¬ï¿½ï¿½îªï¿½ëºï¿½ï¿½ï¿½ï¿½ç·ö²ï¿½ï¿½ï¿½ï¿½ä£ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½à´¦ï¿½ï¿½ê±ï¿½ò£¬²ï¿½ï¿½ô³ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½øµã£¬ï¿½ï¿½ï°ï¿½ï¿½ï¿½ï¿½òª×¢ï¿½ï¿½ñ¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½

����

������ò»ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ë¢ç½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ü´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ôºï¿½ï¿½ñ§ï¿½ð£ï¿½ï¿½ø±ï¿½ï¿½ï¿½ï¿½ú½ï¿½ñ§ï¿½ï¿½ö»ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ö±ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½å¹äµã£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ ó¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ë¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½î»¹ï¿½ç·ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ë¢ç½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½èµ¸ï¿½ò¡ï¿½ï¿½ï¿½ï¿½ï¿½ö¸ï¿½ó¼ò¡ï¿½ï¿½é·¨ï¿½ï¿½ï¿½ï¿½ïµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½á¶¯ï¿½ï¿½ö®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð³ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ý£ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½ï¿½è¥ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½î¶¯ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½

刷子李教学反思 篇7

《刷子李》是人教版小学五年级下册第七组课文中的第二篇课文,选自冯骥才的《俗世奇人》。这是一篇略读课文,课文以“刷子李”高超的技艺为话题,借一件极富戏剧性的小事窥见人物的大本领,大智慧。本文生动趣味,故事一波三折,人物形象富有传奇色彩,是一篇艺术性和趣味性都较强的文章,很容易吸引学生阅读。

我在教学中紧紧抓住孩子们的心,从而学习作者描述人物的方法呢?课中紧紧抓住一个“奇”字,让学生在“读”中晓“奇”,在“议”中悟“奇”,从种种“奇”中感悟刷子李的技艺高超。如,在引导学生感悟“刷子李”是一“奇”人时,引导学生从以下方面品味——“规矩奇”、“动作奇”、“效果奇”各体此刻哪些方面?

我把本课教学定为两大板块:聚焦文本资料,从细节描述中感知“技艺高超”;聚焦表达形式,在揣摩曹小三内心活动中感知“一波三折”。

不足之处:

对于学生的需要研究的。不足,没有对教学资料进行了调整和取舍,重点突出的不明显。

改善措施:

要立足于学生,研究学生的需要,突出重点。

刷子李的教学反思 篇8

这一课的重点是z、c、s的发音与zi、ci、si的整体认读以及认识5个生字,而我上的这堂课的课时目标是学会zi、ci、si 3个整体认读音节及它们的四声;认读5个生字,会读儿歌。在教学过程中激发学生主动参与课堂学习的热情,感受学习与劳动的快乐。

在教学整体认读音节时,通过“戴帽子”游戏,让学生轻松地掌握其四声。然而不足之处颇多:1、由于常规训练不到位,教师花费太多时间于维持课堂纪律,导致课堂任务没完成;2、四声的表掉学习应该先明确标调方法再请学生上讲台标出声调;3、整体认读音节的学习应该与声母相比较以加深学生的印象。4、在讲解发音技巧时,可多采用几种比较直观形象的方法,让学生轻松愉快地学习;4、多给时间让学生读,多种形式的读;5.在看图说话环节,是让学生拼拼音说话而不是让学生猜也不是靠教师引导,而是拼出来。

教师应该多研读教材,看透教参,做到心中有教材。在教学环节的设计上应该更富于趣味性。一年级的学生,注意力不能长时间集中,需要教师运用生动有趣的教学环节来吸引学生的注意力。课中休息做游戏环节,可将学习内容融合到游戏之中,使学生在休息游戏时也能学到或巩固知识,寓学于玩,激发学习兴趣。

刷子李教学反思 篇9

《刷子李》是一篇略读课文,作者是著名作家冯骥才,出自《俗世奇人》课文以“刷子李”的高超手艺为话题。既为奇人,则轶事多多,但作者只选择一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。

通过钻研教材,发现这篇文章是通过对刷子李的人物描写来赞颂他高超的技艺。因为本文通俗易懂。教学时,我放手让学生根据阅读提示的要求自读课文。在学生充分自读课文的基础上,围绕“刷子李”的技艺高超表现在哪里?作者是怎样写出他技艺高超的?这两个问题展开教学。

鉴于“略读课文是精读课文的有机延伸,是将精读学习所习得的方法进行实践运用”,教学时我有意侧重于学法的指导和运用,像正面描写、侧面描写、一波三折。聚焦文本内容,从细节描写中感知“技艺高超”。在揣摩曹小三内心活动中感知“一波三折”。对教学内容进行了调整和取舍,重点突出,条理清晰,学生学得兴趣盎然。

本文细节描写对于塑造人物个性起到了重要作用。作者在塑造主人公形象的时候,就注重了细节描写。这是课文在写法上的一个显著的特点。文中“刷子李”的黑衣黑裤,刷墙时娴熟的动作,还有那个让人吃了一惊的白点等细节描写都使“刷子李”这个人物活了,神了。为了烘托人物的形象,文中也采用了对比的手法:“刷子李”大胆的“承诺”,充满自信,豪气千丈,同时又心细如发,对于小徒弟细微的内心活动体察入微。而曹小三开始听说师傅有手绝活时,“半信半疑”;师傅刷墙时,“最关心的还是身上到底有没有白点”;看见师傅身上出现白点时,以为师傅“名气有诈”。这样把曹小三对师傅“半信半疑”的态度和主人公“艺高胆大”的自信进行对比,充分表达了作者对“刷子李”这个具有超凡技艺的“奇人”由衷的赞叹和肯定。

不足之处:课堂是一门缺憾的艺术,这节课也不例外,课堂上语言赏析还不够地道,未能让学生品味冯骥才作品的津味语言精华,个性朗读不够充分,所以未能深刻解读带有天津烙印的刷子李的生命形态,挖掘人物背后的厚重的民俗文化意蕴。

刷子李的教学反思 篇10

本课导入的设计,我进行了三四次的设计。一是采取师生问话的形式,“同学们知道我国古代有哪些体现少年儿童聪明智慧的故事?”“曹冲称象!”“司马光砸缸!”……事后发现学生回答的问题要么是学生太熟悉的,老掉牙!要么是学生根本没有听过的,如果让一位学生讲下来,可能导入的部分就要五六分钟,从时间上不划算,给人头重脚轻的感觉。二是老师直接导入,“自古以来,出现过许许多多聪颖机智的少年儿童,关于他们的美谈,至今流传。我们今天也来了解这样一位儿童——陈元方。”事后想到这既然是堂公开课,怎样让学生和听课老师迅速进入状态,还是让老师讲个故事好些(谭君的建议)。这样决定下来,我在一个班就以“文彦博树洞取球的故事”导入,结果发现我的故事还刚讲一半,学生就把最终的情节说出来了,搞得老师讲故事有点尴尬。在赛课的前两天,陈君告诉我有个好故事,陈元方十一岁时也有个巧妙应答的故事,与本课元方七岁时的故事,有种水天相接的感觉,最终敲定教师讲《元方善对》的故事。

文言文教学的一个重点就是文言字词的积累,如“期、舍、去、顾、尊君、家君”,如何让学生将所学知识达到举一反三、融会贯通目的,我当初设计了几个成语让说意思,如“不期而遇、舍近求远、瞻前顾后”。有几个班我是分为两大版块来进行的,先积累后运用,结果发现这种模式不灵活,说成语意思有点费时间,干脆直接就“就字论字”还好些,积累一个词语,运用一个词语,课堂显得更紧凑。另外老师还补充了一个表尊称与谦称词语的知识,“家大舍小令外人”(谦称一家人中比自己大的用“家”字,比自己小的用“舍”字,尊称别人用“令”字),小知识,宽天地,学生受益匪浅。

本堂课上最显著的特色就是学生主宰课堂。从开始的自主学习,学生自由朗读,读准通假字,小组合作学习,疏通大意,学生质疑,到学生分角色读,学生表演,学生各抒己见……学生在知识的掌握方面由易到难,到课内到课外,在能力的训练方面由浅入深,由动口到动手,由朗读到辩论,在情感价值观的体验方面由诚信到宽容,由做人到处世……回想起谭局长(玉兰)的一句话“课堂要让学生‘乱’起来”!真是无不道理。课堂上教师滔滔不绝,学生“正襟危坐”,这样的课事倍功半。

本堂课也有不足之处:一是学生齐读后,老师的掌声有点突兀的感觉;二是学生精彩的表演后,教师评价不到位,过渡到下一环节的分角色朗读不自然;三是学生对知识点的掌握程度仍然是个迷。

刷子李教案教学反思 篇11

�����������磬�òºï¿½ñ§ï¿½ï¿½ï¿½ï¿½í¬ñ§ï°ï¿½ë¡ï¿½ë¢ï¿½ï¿½ï¿½î¡·ï¿½ï¿½æªï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿îµï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¾ï¿½ï¿½ãºü³ï¿½êµï¿½ï¿½ï¿½ï¿½îªñ§ï¿½ï¿½ï¿½ï¿½ï¿½ãºï¿½ï¿½ï¿½ï¿½æ£¬ï¿½ø´ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ü»ï¿½ï¿½ï¿½ï¿½ï¿½

������æªï¿½ï¿½ï¿½âµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç·ï¿½ï¿½ï¿½ï¿½å£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð´ï¿½ï¿½ò»ï¿½ï¿½ë¢ç½ê¦ï¿½ï¿½ï¿½ß³ï¿½ï¿½ä¼ï¿½ï¿½õ£ï¿½ï¿½ï¿½ï¿½ý¼ï¿½ï¿½×¶ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ç»á´©ò»ï¿½×ºï¿½ï¿½â·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ô¼ï¿½ï¿½ï¿½ï¿½â¹ï¿½ø£ï¿½ö»òªï¿½ï¿½ï¿½ï¿½ï¿½ð°×µã£¬ï¿½ï¿½ë¢ï¿½ï¿½òªç®ï¿½ï¿½

��������æªï¿½ô¶ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç°ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¶ï¿½ï¿½ï¿½æªï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½î¡±ï¿½ï¿½ï¿½õ¸ß³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï£¿ñ§ï¿½ï¿½×¼è·ï¿½ï¿½ï¿½òµï¿½ï¿½ë¡ï¿½ï¿½ï¿½ë¢ï¿½ó»ï¿½ï¿½ï¿½ï¿½ý¶ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½êµêµò»ï¿½ï¿½ï¿½×£ï¿½ï¿½×µï¿½í¸ï¿½ï¿½ï¿½ï¿½ï¿½×µï¿½ï¿½ï¿½ë¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ø¾ï¿½ï¿½ó¡ï¿½

��������ò°ñ½ï¿½ñ§ï¿½ï¿½ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëµä½ï¿½ï¿½ï¿½ï¿½ï£ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ä½ï¿½ñ§ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½õ³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò°ï¿½ò»ï¿½ó²¿·ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¸ï¿½û»ï¿½ï¿½ú£ï¿½ï¿½ï¿½ï¿½ï¿½îªë¢ï¿½ï¿½ï¿½ï¿½îªê²ã´ï¿½ï¿½é¹ï¿½ï¿½ï¿½

��������ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é±¶ï¿½ç£ï¿½ï¿½ï¿½ï¿½ç·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ô­ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½è½ï¿ï¿½ï¿½ï¿½ï¿½æ±¾ï¿½â£ï¿½ï¿½ï¿½îªï¿½ï¿½ï¿½ï¿½ï¿½ß²ï¿½ð¡ï¿½ï¿½ëµï¿½ï¿½ï¿½ãºï¿½ñ§ï¿½ï¿½ï¿½â°é¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½å£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½äºï¿½ï¿½â·ï¿½ï¿½ï¿½õ´ï¿½ï¿½ï¿½ë°×µã£¬ï¿½ï¿½ï¿½í²ï¿½òªò»ï¿½ï¿½ç®ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ü¶ï¿½ò·ï¿½ë¢ï¿½ï¿½ï¿½ó¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð°×µï¿½í²ï¿½ï¿½ï¿½ï¿½ï¿½ç®ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¶ï¿½ï¿½ü¿ì¿à£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ð¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ü¶ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½çµï¿½ï¿½â·ï¿½ï¿½ï¶ï¿½ï¿½ï¿½ò»ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ð¡ï¿½×µã£¬ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ò»ï¿½ï¿½ï¿½×·ï¿½ï¿½ó£ï¿½ï¿½ï¿½ï¿½â·ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½×µï¿½ò²ã»ï¿½ð£ï¿½ï¿½ï¿½ëµï¿½ï¿½ï¿½ï¿½ï¿½ä¹ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ã¿ï¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºü¶à¹¦ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò²ï¿½ï¿½é¹ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ì¬ï¿½üºã£ï¿½ë¢ç½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ö±û°ï¿½ï¿½ï¿½ï¿½ï¿½è¥ï¿½ï¿½ï¿½ï¿½è»ï¿½ôµã£ï¿½ï¿½ï¿½ë¢ç½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½ï¿½ï¿½ü·ï¿½ï¿½é£ï¿½ï¿½ï¿½ï¿½ô²å»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½ã¡ï¿½

�������𽥵ø·ï¿½ï¿½ï¿½ï¿½ð£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½é¹ï¿½ï¿½ï¿½ê¿ó¦ï¿½ã¾ß±ï¿½ï¿½ä±ï¿½ï¿½ê£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð©ï¿½ï¿½é¹ï¿½ï¿½äºï¿½ï¿½ó£ï¿½ï¿½õºï¿½ò»ï¿½ï¿½ï¿½ï¿½ç±ï¿½ï¿½ä¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¢ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ä¡ï¿½

��������������������׶��ä¿ï¿½ï¿½ä£ï¿½êµï¿½ï¿½ã»ï¿½ð±ï¿½òªï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã´ï¿½à£¬ï¿½ò¾ï¿½ï¿½ï¿½ì·ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ä½ì·ï¿½ï¿½ï¿½ï¿½ðºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½êµï¿½ê£ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï²ï¿½ï¿½ï¿½ï¿½

《刷子李》教学反思 篇12

语文是一门搞笑的学科,因为语文课文包含了各种搞笑的知识。其中刷子李就是我们喜欢的一篇课文。在那里,我们学大语文教师,就针对课文的学

本课是一篇略读课文,紧紧抓住课前阅读提示进行组织教学的,“熟读课文,想想‘刷子李’的技艺高超表此刻哪儿,作家冯骥才又是怎样写出他技艺高超的。再把描述最精彩的句子找出来,读一读,体会一下表达的效果。”

在熟读课文的基础上,学生很快地找出了第5自然段,作者透过动作和效果描述,较好的表现了刷子李高超的技艺。学生透过再三再四地读和体会揣摩,理解了刷子李粉刷墙壁如艺术创作,艺术表演一样,那样出神入化、娴熟的技艺,令人惊叹,令人称奇道妙。

于是,从“情景”、“效果”这两个正面感受刷子李的高超技艺后,我抛出了一个问题:“作者为什么还要安排曹小三呢是不是剩余的呢”带着这个问题,学生再去浏览课文,划出曹小三的相关语句,填一填描述他心理活动的词语,学生发现作者安排“曹小三”这个人物有着特殊的含义,对主要人物起衬托作用,穿针引线和见证者的作用,这样文章的写作手法也就表现出来了,实现了人文性与工具性的统一。

《刷子李》教学反思 篇13

这是一篇略读课文,以“刷子李”的高超手艺为话题。作者借一件极富戏剧性的小事——曹小三学徒时窥见师傅黑裤子上的白点而怀疑师傅徒有虚名来表现大人物的大本领、大智慧。

教学从课文前面的阅读提示入手,让学生熟读课文,弄清“刷子李的技艺高超表现在哪”,再把描写精彩的句子找出来读读,体会表达的效果。引导学生深入文本,潜心揣摩。本文的教学目标之一是体会作者抓住细节描写人物的方法。教学时,我着重从刷子李的绝活入手,体会作者是怎样突出这个“绝”字的。

学生读到刷子李刷墙动作时,抓住他娴熟的动作描写还有那令人吃惊的白点等细节描写,感受他的“绝”。品读之中,刷子李的形象在作者笔下油然“活”了起来。

为了拓展学生的阅读范围,我推荐了冯骥才的《俗世奇人》这本书。本册自读课文中就收录了其中的《苏七块》。学生在课堂上浏览阅读,按着本文的学习方法体会苏七块的“绝活”。