Canberra, Australia, ASMA (1997) 22-35
GQM++ A Full Life Cycle Framework for the Development and Implementation of
Software Metric Programs
Andrew Gray and Stephen G. MacDonell
Software Metrics Research Laboratory
Department of Information Science
University of Otago
Dunedin, New Zealand
Abstract
One of the more challenging aspects concerning the development of a sound and maturing software process is the determination of an appropriate and relevant supporting measurement program. At one time process and product measurement was a fantasy, something that was undertaken by other organisations. With the advent of process improvement models, metric program development has now gained extensive support. Moreover, the use of frameworks such as the Goal/Question/Metric (GQM) approach has enabled managers to more effectively and confidently select candidate metrics or measures. It is our contention however, that GQM only takes us some way to the development of a feasible program, and that there are other considerations that should be made before embarking on organisation-wide collection schemes. These considerations include in particular an explicit acknowledgment of the costs and benefits of data collection, the specification of potential modelling and analysis methods, and the determination of how any results might be ‘fed back’ into the process. We therefore propose an extension to the GQM framework, which we have called GQM++, to enable the more formal consideration of such issues. Although as yet untested, it is our opinion that explicit specification of these other metric program characteristics will result in the development of more comprehensive, pragmatic and feasible data collection and analysis processes.
Introduction
Modern software development has become increasingly complex and difficult to manage as the size and functionality of systems have grown and as increasing numbers of competing and co-operative development tools and methodologies have become available. Such circumstances make the use of software metrics even more crucial than in the past. Software metric models can be used to predict, classify or analyze the effects of aspects of the software development process on other aspects. For example, development effort may be predicted based on a set of size and complexity measures, modules may be classified into those suitable for reuse and those that are not, and a particular methodology may be analyzed in terms of its effect on developer productivity as compared to another methodology. Metrics can be used at various stages of the software process – before development as part of project planning, during development to monitor and control, and after development is completed to assess the project’s ‘success’.
One major difficulty associated with the adoption of a metrics program is in the determination of the particular metrics that should be collected. All data collection has associated costs, both direct (as in terms of people employed and software purchased) and indirect (as in the costs of interruptions and delays as metrics are analyzed). For this reason, a commercial metrics program should be treated as an investment in the development process, requiring justification for expenditure and providing some quantification of the resulting benefits. For researchers in the metrics field similar concerns arise – data collection still generally incurs costs and the metrics selected must be capable of producing the desired outcome. Organizations are faced with a wide range of software metrics in both the research literature and as promoted by metrics consultants. This can lead to difficulties in the selection of the appropriate metrics to collect for a particular organization with particular goals in mind. Given the uniqueness of each organization, the application of some generic set of metrics is unlikely to be as effective as a more tailored approach. Similarly within a research context, a custom set of metrics, possibly including metrics that have not been used before, will generally provide more meaningful results and at the very least should advance the discipline into new areas.
When developing a set of software metrics, whether the purpose is for the actual management of a commercial software development project or as part of a research program, it is important to ensure that the optimal set of metrics is chosen. By optimal it is not just meant that the metrics should be those that would provide the greatest predictive power for the desired purpose. It is also important that the cost of data collection is minimized (or balanced with the benefits to be gained from the accuracy of the model). The possibility for reusing metrics collected for other purposes should also be considered as part of the collection cost. The data collected should of course be useful from the perspective of enabling appropriate models to be developed. Even more important however, is that the metrics should provide information that will enable progress towards some improvement-oriented goal or goals. As can be seen, there are several separate dimensions to the suitability (or optimality) of a given set of metrics for a particular organization or research program.
In order to develop a set of metrics that is optimal in this sense it seems useful to work within a framework that will assist with the decomposition of goals into the metrics that should be collected, that will identify the costs and benefits of the program, and ensure that the entire process is indeed feasible. This paper outlines the currently most popular such approach to selecting suites of metrics with some goal in mind, the Goal/Question/Metric (GQM) framework, and attempts to resolve some of its weaknesses through additional stages. Since the GQM framework is already widely used, it is hoped that these incremental changes will be comparatively simple for many organizations and researchers to use where appropriate.
The Goal/Question/Metric Framework
One method for selecting a suite of metrics to be captured with a goal (or set of goals) in mind is the Goal/Question/Metric (GQM) framework. GQM was proposed by Basili and others (Basili and Weiss 1984; Basili and Rombach 1988) with the aim of providing a systematic approach to the determination of project goals that can be refined into questions that can in turn be answered in a quantifiable manner by certain software metrics (Figure 1, with an example in Figure 2). A goal is usually defined in terms of a particular purpose (e.g. to evaluate, predict, classify) from a certain perspective (e.g. the manager, customer, developer) for a given object (e.g. specification correctness, code modularity), within a particular environment (e.g. the people, tools, methodologies).
Figure 1 The GQM Framework
Figure 2 An Example of a GQM Framework
Thus, the effective application of GQM helps to ensure that the metrics collected will indeed be useful for the purposes of achieving certain goals. It also assists with the conceptual understanding of those goals and metrics by providing a hierarchical framework within which the goal(s) can be broken down into questions, that then in turn determine the actual metrics.
GQM has been extended from this basic model by several authors. Extensions include those shown in MacDonell (1993) where the basic framework is extended into a hierarchy of goals, subgoals, domains, subdomains, questions, subquestions, characteristic measures, and finally measures at two separate levels appropriate to his domain of CASE and 4GL effort prediction (Figure 3, with an example adapted from MacDonell in Figure 4). While these extensions of GQM apparently reduce some of the simplicity and ease of use inherent in the original technique, it is felt that as long as these extensions are seen as optional, and therefore only used when necessary, they actually reduce the complexity of the hierarchy by enabling a more consistent and systematic breakdown of the components. For example, by breaking a goal into separate sub-goals the essential differences between metrics needed for each sub-goal can be identified, while still identifying the common measures used for both (Figure 5). This may be important if only one sub-goal is ultimately pursued, and assists with matching the costs and benefits of parts of a metrics program.
Figure 3 The Extended GQM Framework
Figure 4 An Example of the Extended GQM Framework (Based on MacDonell, 1993)
Figure 5 Common Versus Single-Use Measures in a GQM Framework
However, such extensions do not seem to go far enough. One criticism of GQM is that while it is useful for identifying objectives for measurement, it does not address the actual problems of measurement (Fenton and Pfleeger 1997). While Fenton’s focus is more on the technical aspects of measurement, such as appropriate data scales, the criticism can be extended to the absence of any feasibility, economic, or correctness checks in GQM. It is not merely that GQM does not enforce these checks, but in its simple and intuitive nature, it can actually lead to these problems, as Fenton points out with respect to problems of measurement.
Other Issues in Developing a Suite of Software Metrics
While GQM provides an efficient means of selecting software metrics based on organizational goal(s), many other factors need to also be considered. These include the cost of data collection, the expected benefits of the metrics program, the type of modeling to be used, and the manner in which the program will affect the software development process (see also Card (1993) and Roche et al. (1996)).
Cost of Data Collection
In order to assess the actual worth of a metrics program it is first necessary to determine and associate the costs involved with each measurement recorded. While allocating costs at the individual measurement level may seem unnecessary, it allows for a more accurate matching of measurement costs to each particular goal or sub-goal. In the case of measurements where costs are not separable, some equitable division (usually shared evenly) can be used.
Costs should be estimated initially as with any investment, and compared with the expected revenues (as discussed in the following section). The actual costs should be monitored as they are incurred, allowing for corrective action if the estimates appear to be incorrect. Expected Benefits of the Metrics Program
The benefits of a metrics program are much more difficult to quantify than the costs. Despite this, some form of estimation is important, and while the values may be g uesstimates this should not be problematic, providing this fact is acknowledged. Since software metrics are similar to security and insurance in the sense that they are often regarded as only possibly necessary, until their absence incurs some substantial cost, this is a good opportunity for those involved in metrics to list the benefits that their services provide. While the aim of a metrics program will usually be to achieve some particular goal, it remains necessary to ensure that the benefits of achieving that goal will indeed surpass the costs.
Modeling Techniques
When developing a model using software metrics a large number of techniques are available. These include the more traditional regression and ANOVA approaches as well as some more recently adopted techniques such as neural networks, fuzzy logic, case-based reasoning, and more advanced statistical techniques (clustering, factor analysis, and robust estimators). Given the fact that each technique has its own requirements in terms of, for example, the size of the data set and the distribution assumptions of the data, it is important that the correct technique is selected. In many cases, a single technique may not be sufficient and several models may be developed simultaneously. It is important that all of the techniques chosen will remain effective under the data and operating conditions.
Each type of technique also provides different benefits. The worth of a technique depends on the accuracy required and the desired amount of interpretability in the final model. While it may appear trite, it is also important that an organization has available the required expertise to implement the model(s). It is often the case that the more advanced modeling paradigms,
such as neural networks, are adopted on the (unfounded) assumption that they are inherently better, even when the expertise to use them correctly is not available. Gray and MacDonell (1997) provide a summary of the worth of various techniques for software metric applications and MacDonell and Gray (1996a) illustrate the effectiveness of some techniques on software metrics data.
Effect of Metrics on Software Development
Once the models have been developed it is essential that the benefits are then realized. Quantifying the potential benefits, as discussed above, and actually achieving these benefits are sufficiently different that the implementation of the metric models is regarded here as deserving special attention. A number of qualities of successful metrics programs are discussed in MacDonell and Gray (1996b):
?user involvement
?management support
?clear requirements
?proper planning
?realistic expectations
?smaller project milestones.
The effective implementation of the software metrics program will require all of these characteristics. As user involvement and management support are essential components of a successful metrics program, all stakeholders should be involved in determining which metrics should be collected and how they should be used. In other words, the use of a technique like GQM cannot (or at least should not) be carried out by project managers in isolation from the rest of the organization.
The implementation plan for the program should cover such issues as how the models will be used to plan, monitor, control, or evaluate the development process. The allocation of responsibilities for who will interpret the models’ results is also important.
GQM++
We propose here an extension to GQM that adds a further three layers to the model proposed in MacDonell (1993), for data collection, modeling, and implementation. The extension also captures cost/benefit information and assesses the program in terms of economic justification and feasibility. These additional layers, while involving actions to be taken in phases subsequent to planning, are important to consider as early as possible since they involve the creation of a series of steps that will achieve the goals of the metrics program. If some of these steps are not feasible, due to measures not being available, costs of gathering those measurements exceeding some budget, or expertise with the analysis techniques being outside the model developer’s range of skills, then this is the time to make adjustments to the program. The sooner that the entire project is planned in a feasible manner the lower the costs of plans committed to but found impossible. These additional layers should therefore be filled in tentatively, not as contracts to be fulfilled. Changes can be made at any stage, but the metrics program as a whole must remain feasible in technical, economic and managerial senses.
The additional layers incorporate the data collection method, the data analysis method, and finally the method used for the model’s implementation into the organization’s future software development processes. Thus, the extended model could be referred to as the Goal/Question/Metric/Collection/Analysis/Implementation (GQMCAI) framework or more simply as GQM++. Further extensions as used in Shepperd (1990) and MacDonell (1993) for sub-goals, questions, and metrics are encouraged and discussed here. This leads to a total of up to eleven layers, although some of the sub-layers may not be necessary for all problems. Model stages are discussed below, and are shown in Figure 6 with an example in Figure 7.
Goal
The goal is a broad level specification of what the program hopes to achieve. For example, a goal may be to enhance productivity of developers. Such a goal needs to be consistent with the organization as a whole. Goals for commercial organizations seeking an improvement in their development process should not be specified in vague terms, such as to improve productivity, although such goals may be suitable for research studies. Instead, such organizations should use precise, albeit flexible, goals such as to enhance developer productivity by five to ten percent over the next two years. These details could be contained in a sub-goal as described below.
A goal of this nature is both visible (which makes achievement more likely) and measurable (which allows for recognition of how well the goal was in fact achieved). Some assessment of the benefits of achieving the goal is also important. While quantifying the benefits from, for example, a five-percent increase in developer productivity as measured in function points is very difficult, it is none-the-less essential that some estimation is made. If the uncertainty attached to the estimate is recognized, a realistic comparison between the expected benefits and actual benefits can be performed. Capital budgeting techniques, such as net present values and sensitivity analysis, can be used to assess the overall profitability of the program. Sub-goal
This is an optional step mentioned in Shepperd (1990) and MacDonell (1993) that can be used to break the goal, which in the above example is rather broad, into smaller, more manageable, sub-goals. For example, productivity measurement could be broken into measuring productivity for analysis and design, coding, and testing. Each of these would be a sub-goal, and while some overlap may exist between questions, metrics, collection procedures, analysis techniques, and implementation methods, for each of these goals it may be useful to treat each separately, while still providing some indication of commonalties. As with the goal above, the sub-goals for an organization seeking improvement of its development process should be realistic and clearly specified. Assessing the benefits of sub-goals can be accomplished, and in fact may be even easier to perform, in the same manner as for goals presented above. Domain
The domain provides the context for the sub-goal or goal above. This is another optional stage that allows different collection and analysis approaches to be taken for different types of system. So, as an example, a goal of improving testing productivity may be implemented differently for CASE-built systems than for systems constructed with a third-generation language such as C++.
Sub-domain
This optional stage enables the further refinement of the domain above. Following on from the testing productivity example, the C++ testing productivity improvement goal may be implemented differently for libraries that are intended to be reused than for specialized, one-off use routines.
Figure 6 The GQM++ Framework
Figure 7 An Example of a GQM++ Framework
This level in the framework provides a number of questions for each (sub-)goal. These questions are selected in such as way as to make their answers sufficient, and ideally also necessary, in order to achieve the goal. Continuing the above example, questions may be proposed along the lines of
1.How do tools (such as editors and debugging utilities) affect productivity?
2.What effect do fourth-generation languages and CASE tools have?
3.Are visual programming environments assisting productivity?
4.Does team size affect productivity?
5.What effect does training for developers have on their productivity?
Sub-question
These, if necessary, allow the questions to be further broken down. The second question above (fourth-generation languages and CASE tools) could then be broken into specific questions on the individual effects of fourth-generation languages and of CASE tools. This may appear somewhat simplistic, and unnecessary, since we could have skipped the higher step and gone straight to the two sub-questions. While this can be done, it is considered useful to be able to recognize that the effects of fourth-generation languages and CASE tools, in this example, are likely to share considerable overlap in metrics used, but will probably also differ in some important ways depending on the particular processes employed. Characteristic Metrics
This is the set of metrics that will be used to answer the (sub-)questions above. Examples for our scenario in terms of CASE productivity would be to measure the size of the project, its complexity, and the effort expended on it.
Sub-metrics
This is another optional step, used in Shepperd (1990) and MacDonell (1993), since we could just provide the metrics at the higher stage. However, a number of size metrics exist (the data model size as measured by the number of entities or by the number of attributes, or the process model size as measured by the number of levels in the data flow diagrams, for example). We may therefore wish to look at using more than one metric of each type to reduce problems with contaminated data.
Data Collection
This is one of the additional layers proposed here. The data collection layer should state the time at which the data will be available, the way in which it will be obtained and the personnel responsible for this, and finally the cost associated with collection. The importance of this layer is in forcing the program to only use information that will actually be available. The potential exists for a metrics program to be created, only to find that some of the data cannot be collected, or not in sufficient quantities. A possible decomposition here is to separate this into a temporal source (for example, after analysis and after coding) and then the source itself (such as specification documents and the source code). However since we will normally use the most recently produced data source, for example measures from the code will supersede any from the specification, this option is not explored further here.
This is where the analysis procedures to be used will be specified. Since the quantity and nature of data actually collected will largely determine which techniques are suited to the particular analysis planned, this layer is relatively more likely to change. Some options here are for regression-based modeling, neural networks, fuzzy logic models, and case-based reasoning. At this level, it is important that the feasibility of the technique is examined, in terms of the data that will be available, the required characteristics of the model, and the technical expertise available. Since many measures may be used in one model, there will generally be far fewer models than metrics even with considerable sharing of measures between models.
Implementation
This layer describes how the models obtained will be implemented in order to achieve the goal(s) stated. For example, the selection of tools to be used by programmers may be made after investigating the impact of each. At this stage the benefits expected from the metrics program should be quantified as accurately as possible in relation to the benefits of the goals already estimated. This allows for a check that the implementation does in fact correspond to the goals in terms of benefits achieved. Specifying benefits from each measure may not always be practical, especially where several compound measures will be used together (such as several defect-tracking measures). Again, as above the models may be used in combination or in a single-shot manner.
Assessment
While not a layer in the hierarchy itself, this stage can be seen as the single point into which the entire framework is fed. This provides the opportunity to combine the costs and benefits from the program and to determine the parts of the program that should be proceeded with and those that will require adaptation or abandonment. The GQM++ process should be seen as iterative, with the possibility of working back up the hierarchy if some lower level cannot be sufficiently specified.
Conclusions
In this paper, an extension of the GQM framework that takes into account the data collection, model building, implementation, and program assessment stages has been presented. While not all of these stages will be required, or will even be desirable, for all metrics programs it is felt that many organizations would benefit from a more holistic approach to their selection of software metrics. The GQM++ framework encourages the hierarchical specification of software metrics, with the involvement of all stakeholders used to assess the profitability and feasibility of the metrics program.
References
Basili, V.R. and Rombach, H.D. (1988), ‘The TAME Project: Towards Improvement-Oriented Software Environments’, IEEE Transactions on Software Engineering 14(6),pp. 758-773.
Basili, V.R. and Weiss, D.M. (1984), ‘A Methodology for Collecting Valid Software Engineering Data’, IEEE Transactions on Software Engineering 10(6),pp. 728-738.
Card, D. (1993), ‘What Makes for Effective Measurement?’, IEEE Software November, pp. 94-95.
Fenton, N.E. and Pfleeger, S.L. (1997), Software Metrics – A Rigorous and Practical Approach, Chapman and Hall, London.
Gray, A.R. and MacDonell, S.G. (1997) ‘A Comparison of Techniques for Developing Predictive Models of Software Metrics.’ Information and Software Technology 39(6), pp. 425-437.
MacDonell, S.G. (1993), ‘Deriving Relevant Functional Measures for Automated Development Projects’, Information and Software Technology 35(9), pp. 499-512.
MacDonell, S. G. and Gray, A. (1996a), ‘Alternatives to Regression Models for Estimating Software Projects’, Proceedings of IFPUG1996 Fall Conference, Dallas TX.
MacDonell, S.G. and Gray, A. (1996b), ‘Software Process Engineering for Measurement-Driven Software Quality Programs - Realism and Idealism’, Proceedings of ACOSM’96, Melbourne.
Roche, J.M., Jackson, M. and Shepperd, M. (1996), ‘Improvement of the Goal-Question-Metric Method’, in Proceedings of the Software Process Improvement Conference (SPI’96), Brighton UK.
Shepperd, M. (1990), ‘Design Metrics: An Empirical Analysis’, Software Engineering Journal, January, pp. 3-10.
篇一：高中语文说课模板通稿 各位评委老师：大家好，我是几号考生，我今天说课的题目是《》。下面，我将会从说教材、说教法、说学法、说教学过程等部分来进行我的说课。 一、说教材 教材简析：本篇课文是人教版高中语文课本必修几第几册第几单元第几课的课文，是一篇什么体裁的文章。文章主要叙述的容是什么，表现了作者什么样的思想感情。本篇课文具有什么样的地位，和什么特色。学习教材的目的是为了让学生能够触类旁通，举一反三，能将知识由课向课外延伸。通过对本篇课文学习，能够更好的培养学生的鉴赏能力和归纳总结能力。 教学目标： （一）诗歌：根据教学大纲的要求，诗歌教学要以诵读为主，在诵读中使学生领悟诗的思想感情，鉴赏文学作品能够感受形象，品味语言。同时，本篇诗歌通过典型意象创造出优美的意境，巧妙的将诗人的情感融入其中。确立教学目标如下： 我的知识目标是：品味诗的意象美，领悟诗的意境，体会诗人的真情。 能力目标是：培养学生鉴赏诗歌的能力。 德育目标是：体悟作者情怀，引发共鸣，逐渐养成良好的审美情趣，培养审美能力。 本节课的教学重点是：领反复诵读，鉴赏诗歌意象，体会诗歌的意境美，体悟诗情，获得情感体验。教学难点是：把握诗歌的思想感情，以及意象的体味与把握。 （二）文言文：根据教学大纲的要求，文言文教学要求培养学生阅读浅显文言文的能力，把握文章的思想容，积累语言知识。同时本课情节、结构、语言等的特点，确立教学目标如下： 知识与能力目标：了解作者的基本常识；理解文中所出现的生僻词以及意义特殊的词语；把握文中的主要思想感情，初步鉴赏文中的形象与个性。 过程与方法：通过诵读质疑、自主探究、合作解决，培养学生借助注释和工具书阅读浅显文言文，理解重点词句的含义以及初步的研究分析能力并积累文言文实词、虚词和句式，培养学生的自学能力和翻译能力。情感态度与价值观目标：理解作者在作品中所流露出的情感，培养正确的审美观/价值观/人生观。 我确定以上的三个目标是体现新课标所提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。教学重点：诵读课文，在把握文意的基础上理解词句，积累一些文言实词、虚词和句式。 教学难点：掌握文章的写作风格和特点；深入分析文章涵，并作出评价，激发学生的学习兴趣。 （三）现代文：新课标强调了要全面提升高中学生的语文素养，初步形成正确的人生观、世界观、价值观，并学会收集判断、处理信息，具有人文素养、创新精神与实践能力。同时本篇课文，感情真挚，感悟深刻，具有典型的人文性，结合本单元的教学目标以及本篇课文在语言，结构设置等方面的特点，确立本课的教学目标如下： 知识能力目标：领悟本文的写作手法，揣摩语言，体会语言的感情和特色，学习作者运用语言的技巧。同时学习本文对比喻、拟人等修辞手法的运用。 过程与方法目标：在教师恰当的提升引导下，培养学生“自主、合作、探究”的学习方式，并掌握一定的赏析语言的能力与方法。 情感与态度目标：理解作者在作品中所流露出的情感，培养正确的审美观/价值观/人生观。 我确定以上的三个目标是体现新课标所提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。我的教学重点是：理清本篇文章的思路，领会课文的思想感情。教学难点
Teaching plan SUBJECT : ENGLISH INSTRUCTOR: LIU LI CLASS: CLASS THREE , GRADE TWO Teaching content: A healthy life ( Warming up and Reading) Teaching aims: 1.Improve the students’ reading ability. 2.Get the students to understand the text fully. 3.To talk about the importance of health and the harmful effects of smoking. Teaching important and difficult points: How to help the students understand the text fully. Teaching aids: A computer , a microphone and a tape . Teaching time:45 Mins. Teaching procedures: Step 1. Greetings. Greet the Ss as usual. Step 2. warming up 1.Ask students that what their hobbies are. 2. Show some pictures on the screen and get the students to answer the following questions: 1) What are they doing? 2) Which are healthy activities while which are unhealthy activities? 3. Get the students to answer the following questions in class. 1). What kind of person can be regarded as a healthy person? 2). Do you think the people in the pictures are healthy? Conclusion:A truly healthy person is someone who is healthy in both body and mind. Step 3. Pre- reading. 1. Have you ever smoked? 2. Why do you think people start smoking? 3. Look at the following pictures and try to tell what the harmful effects of smoking are. 4. What advices would you give to someone who wanted to stop smoking? 5. Where could you get good advices on stopping smoking? Step 4. (part1) Skimming Listen to the first part and find out the main idea of each paragraph. A. The writer leads to the topic of the letter by talking about James’ problem of smoking. B. Introducing some different ways of becoming addicted.
目录 1、《荷塘月色》说课稿 (3) 2、《故都的秋》说课稿1 (6) 2、《故都的秋》说课稿2 (8) 3、《囚绿记》说课稿 (11) 4、诗经两首《氓》说课稿 (12) 5、《离骚》说课稿 (15) 6、孔雀东南飞说课稿 (17) 7《涉江采芙蓉》说课稿一． (18) 7、短歌行说课稿 (19) 8、归园田居其一说课稿 (20) 9、兰亭集序》说课 (23) 10、赤壁赋说课稿 (24) 11、《游褒禅山记》说课稿（2则） (26) 12、就任北京大学校长之演说 (30) 13、我有一个梦想说课稿 (35) 14、《在马克思墓前的讲话》说课稿 (38) 15、林黛玉进贾府说课稿 (39) 16、《祝福》说课稿 (43) 17、《老人与海》说课稿 (45) 18蜀道难说课稿 (46) 19、《秋兴八首》（其一）教案 (48) 20、杜甫诗三首》说课稿 (49) 21、琵琶行说课稿 (51) 22、李商隐诗2首 (53) 23、《寡人之于国也》说课稿 (55) 24、《劝学》说课稿 (58) 24《劝学》创新课说课稿 (59) 25、过秦论说课稿 (61) 26、师说》说课稿 (63) 27、动物游戏之谜 (65) 27-1动物游戏之谜 (67) 28、《宇宙的边疆》 (69) 13-1、宇宙的边疆 (70) 29、一名物理学家的教育历程》说课稿 (71) 30、《窦娥冤》说课稿 (75) 30-1、《窦娥冤》说课稿 (76) 30-2《窦娥冤》说课稿 (77) 31、《雷雨》说课稿 (79) 32、《哈姆雷特》说课稿 (81) 33、《望海潮》说课稿 (82) 34、《雨霖铃》说课稿 (83) 35、《苏轼词两首》说课稿 (84) 36、《念奴娇赤壁怀古》说课稿 (86) 37、《水龙吟》教案 (89)
Unit2 The Olympic Games Period 1 Warming up I. Teaching aims and demands 1. Learn and master the new words and expressions in this period. 2. Train the reading and speaking ability. 3. Train the ability to use the Internet to search for some useful information. II. Teaching important and difficult points Train the reading ability—skimming and scanning. Step1 Warming up 【知识链接】 你对奥运会了解吗？试着翻译以下词汇 Emblem (会徽) Motto (口号)Torch (火炬)Mascot (吉祥物) Stadium (体育馆)Green Olympics _________ The Olympic flag __________ Test your knowledge with this quiz. 1.How often are the Olympic Games held? A. once every 2 years B. once every 4 years C. once every 3 years 2. What events were there in the ancient Olympic Games? A. Running, jumping, shooting, throwing, wrestling, B. Table tennis, jumping, volleyball, swimming 3. When did the ancient Olympic Games stop? A. 398 AD B. 393AD 4. How many competitors from how many country competed in 1896 Olympic Games? A. There were 311 competitors from 13 countries. B. There were 1131 competitors from 113 countries. 5. When did China first take part in the Olympic Games? A. In 1932 B. In 1940 6. What’s the motto of Beijing Olympic Games? A. welcome to Beijing B. new Beijing, new Olympics C. One world, one dream. 7. How many competitors from how many country take part in the 27th Summer Olympics in Sydney? A.Over 10,000 athletes; 199 countries B. Over 10,000 athletes; 184 countries 8 .How many gold medals did China get in the 2008 Beijing Olympics? A. 50 B. 49 C.51
文网站"Healthy Life"正在征集关于健康的文章。请你根据下面的内容,写一篇文章,并发表自己的看法。 建议: 1. 注意选择合适的饮食,并注意合理搭配； 2. 加强锻炼,多运动； 3. 戒除不良嗜好； 4. 科学对待工作、学习的压力。 要求: 1. 应包含以上所有信息； 2. 词数120左右。 分析: 1.本写作任务要求根据提示内容写一篇短文。写这种类型的文章时,要先对提示内容进行分析,结合题目所提供的标题,分析各项内容所服务的写作意图,即理清所提供的信息所要表述的真正意思。提示中给出了四条内容,即保持健康应该注意的四个方面。在写作时应注意将这四个方面都包含在文章当中。 2. 明确了各项信息的真正含义后,我们就可以进入第二步的准备工作了,即组织句子描述这些含义。这并不是说对表格中的汉语提示进行逐字翻译,而是要用个性化的语言将信息表达出来。本写作任务并没有给出很多限定性内容,却仅仅是简单限定了一个大体框架,具体的遣词造句则无统一要求。这样,个人观点部分的开放性就会更强一些,符合题目所要求的"发表自己的看法"。 3. 根据题目要求,本文必须包括两个部分:第一步要将获取的信息表达清楚。由于内容较多,在全文中的比例大约为2/3；第二步就是发表个人见解部分。首先应用一句话总述自己的观点,然后要进行简单论证,最后应该提出自己的建议或倡议。 4. 尽管题目没有具体要求,但是文章应该在描述信息前有所铺垫,以一至两个句子导入本文的话题——健康。同时,各项内容的衔接要自然、流畅,尤其是在表达个人观点时,不妨使用一些连接性词汇或短语,如:in my opin-ion, I think ...等。在结尾时可以使用"To be concluded, ...","In all, ..."等短语。 初稿: The different choices of what you eat and drink can make a big difference to your health. Eating more fruits and vegetables and less fat can help improve your health. It doesn’t take a lot of time or money to do exercise. Find fun ways to stay in shape and feel good, such as dancing, gardening, swimming, walking or jogging. Smoking can cause many health problems like cancer and lung disease. Second-hand smoke —smoke that you breathe in when others smoke —is very bad for your health too. Job stress is also very bad for our health. Protect your physical health by dealing with the stress at work and at home.
《永远的校园》 教学目的: 1.了解北大，走近北大，感受北大，思考北大 2. 借助演讲、辩论等形式培养学生思辨说理的能力 3.对比谢冕心中的北大与现实中北大的差异，并揣摩这种差异的根源，从而树立正确的大学观、人生观 教学难点： 如何看待理想中北大与现实中北大的差异 教法与学法： 1．课型：讲读课、公开课、研讨课、活动课 2．教法：质疑、讨论、辩论 3．教具及能力培养方向：多媒体课件（包括图片、音频、视频及文字材料）；培养学生思辨能力 课时安排：2课时（第一课时主要诵读文章，感知大意；第二课时主要展开拓展、延伸的活动） 教学过程： 一、新课导入 2003年2月25日，在首都北京发生了二起震惊中外的爆炸案，先后发生在清华大学的荷园餐厅和北京大学的农园餐厅，虽然比不上恐怖份子驾机撞毁世贸大楼那样引人注目，但在很少发生恐怖流血冲突的中国大陆来说，这的确也算得上是惊天动地的事情了，最引人深
思的是：恐怖份子为什么要选择清华和北大进行作案呢？案情侦破之后，答案浮出水面，而这个答案竟让人哭笑不得，因为犯罪谷子声称：“制造爆炸案的目的是为了出名。” 对于这起事件，我不想多作分析了，我只是想说：为什么炸清华、北大就能出名呢？那是因为这两所大学太有名了，本身就是名望的象征。我们这就容易理解了：为什么从古至今那些杀人的罪犯很少留下姓名，而刺客荆轲的故事却被广为传诵，不仅仅是因为荆轲的大义凛然、高风亮节，还因为他刺杀的对象是权倾天下、赫赫有名的秦王。 的确，清华、北大太有名气了，不仅是每一位莘莘学子梦寐以求的地方，就连没有丁点儿文化常识的人可能也会对他们肃然起敬。江泽民同志作为一国主席，日理万机，我不知道他曾去过哪些大学，但我知道北大他是去过的，就在北大建校一百周年的校庆典礼上，还作了热情扬溢的讲话，因此，才有了我们课本上这篇文章。 大凡有名望的人、事、物都难得一见：比如卢浮宫珍藏的那些传世珍品；比如我们的局长、县长、市长或者更高的官员。于是我们容易对那些有名望的东西产生神秘感，认为他们与众不同，认为他们超凡脱俗，认为他们高不可攀，或许真的如此，或许未必竟然。那么，今天，我们就一起走进北大著名学者、中国当代著名诗歌理论家、朦胧诗派的倡导者谢冕先生用他的眼、他的手、他的心为我们搭建的北大校园，去感受北大的那一份脱俗和平凡吧！ 二、感受北大
Unit2 The Olympic Games优质课课教案 Period 2 Reading I. Teaching aims and demands 1.Learn and master the new words and expressions in this period. 2.Train the students’ reading and speaking ability. 3. Train the students’ ability to use the Internet to search for some useful information. 4. Train the students’ ability to cooperate with others. II. Teaching important points Train the students’ reading ability—skimming and scanning. III. Teaching difficult points Describe the disasters. IV. Teaching aids CAI, reading mp3 V. Teaching procedures Step1 Warming up 1. Enjoy a video with a song which is to celebrate that Beijing win the right to host the 2008 Olympic Games to lead in the topic: the Olympic Games. 2. Guessing game: Which number is concerned with the Olympic Games? five rings flag
Unit 7 Protect the Earth (Story time) (江苏省优质课评比教案) Step1: Pre-reading 1.Lead-in T: Good morning, boys and girls. Ss: Good morning, Miss Zheng. T: I’m very happy to be your teacher today. I hope we can enjoy this lesson. OK? Ss: OK. T: Thank you. As you kno w I’m from… Ss: Yancheng. T: Yes. It is a very beautiful city. There are some rare wild animals in Yancheng. Can you guess what are they? Ss: They are… (展示丹顶鹤和麋鹿的图片问学生) T: Look, They are red-crowned cranes and milu deers. They live happily in Yancheng. Today I bring you a short story about an animal. Look, what’s this? S: It’s a bird. T: Yes. Let’s watch the cartoon. After watching it, please tell me: What can you see in the cartoon? T: What can you see in the cartoon? S: I can see a river? T: Is the river clean? S: No, it’s dirty. …… T: What can you feel about the cartoon? S: … T: Yes. There are so many bad things. Who did these bad things? Ss: People. T: What do you want to say to these people? Ss: … T: Yes. We should protect the Earth, right? Ss: Yes. T: So t oday we’re going to learn Unit 7 Protect the Earth. (揭题，带领学生读课题)
高中语文新课程标准教材 语文教案( 2019 — 2020学年度第二学期 ) 学校： 年级： 任课教师： 说课稿 / 高中说课稿 / 高中说课稿范文 编订：XX文讯教育机构
高中语文《鸿门宴》说课稿模板 教材简介:本教材主要用途为通过学习语文的内容，培养学生的阅读能力、交流能力，学习语文是为了更好的学习和工作，为了满足人类发展和实现自我价值的需要，本说课稿资料适用于高中语文科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。 各位评委，各位同仁： 大家好!今天我说课的题目是《鸿门宴》。下面我将从：教材、教法、学法、课时安排、教学过程五个方面来进行我的说课。 一、说教材 1、教材简析及该课所处的地位作用： 《鸿门宴》是人教版新教材高一年级《语文》必修1第二单元 第6课，节选自《史记》。所选情节描写的是刘邦、项羽在推翻秦王朝后，为争夺天下而进行的一场惊心动魄的政治斗争。鸿门宴是项羽在新丰鸿门设下的一个富有杀机的宴会，是刘、项之间政治矛盾由潜滋暗长到公开化的表现，是长达五年的楚汉相争的序幕，名为宴会，实则是一场激烈的政治斗争。作者以娴熟的艺术技巧，生动地刻画了不同性格的人物形象，描绘了众多富有戏剧性的令人难忘的场面，情节波澜起伏，扣人心弦。鸿门宴一文充分展示了刘、项之间不可调和的矛盾，并预示了胜负的必然结局。因此具有很高的史学价值和
文学价值。如何通过本课激起学生学习的兴趣，树立学生学好文言文的信心和领悟我国传统文化的精髓，这是一个关键所在。 2、教学目标： 高中语文教学大纲对文言文学习的要求是：诵读古典诗词和浅易文言文，背诵一定数量的名篇。掌握文中常见的文言实词、虚词和句式，能理解词句含义，读懂课文，学习用现代观念审视作品的内容和思想倾向。 根据课文特点，结合大纲要求，我确立了如下教学目标：(课件展示) 板书一二三 (1)知识和能力目标：一个巨匠，一部巨著：了解作家作品及相关史实，积累文言词句知识，学习创造性阅读。 (2)过程和方法目标：两个英雄，两种性格：利用人物个性化语言，分析人物性格，学习作者运用对照的方法和在矛盾斗争中描写人物的方法，学习一分为二地评论历史人物，树立正确的读史观。 (3)情感和价值目标：三种认知态度： ①学以致用的态度，感受司马迁隐忍发愤的著书精神，从容应对学习生活中的各种困难和挫折 ②领悟态度：分析项羽悲剧的原因，到底“败”在哪里?领悟良好的性格决定一生的命运
高中语文说课稿范文 篇一：高中语文说课稿范文(共7篇) 篇一：高中语文说课模板通稿 各位评委老师：大家好，我是几号考生，我今天说课的题目是。下面，我将会从说教材、说教法、说学法、说教学过程等部分来进行我的说课。 一、说教材 教材简析：本篇课文是人教版高中语文课本必修几第几册第几单元第几课的课文，是一篇什么体裁的文章。文章主要叙述的内容是什么，表现了作者什么样的思想感情。本篇课文具有什么样的地位，和什么特色。学习教材的目的是为了让学生能够触类旁通，举一反三，能将知识由课内向课外延伸。通过对本篇课文学习，能够更好的培养学生的鉴赏能力和归纳总结能力。 教学目标： （一）诗歌：根据教学大纲的要求，诗歌教学要以诵读为主，在诵读中使学生领悟诗的思想感情，鉴赏文学作品能够感受形象，品味语言。同时，本篇诗歌通过典型意象创造出优美的意境，巧妙的将诗人的情感融入其中。确立教学目标如下：我的知识目标是：品味诗的意象美，领悟诗的意境，体会诗人的真情。 能力目标是：培养学生鉴赏诗歌的能力。
德育目标是：体悟作者情怀，引发共鸣，逐渐养成良好的审美情趣，培养审美能力。本节课的教学重点是：领反复诵读，鉴赏诗歌意象，体会诗歌的意境美，体悟诗情，获得情感体验。教学难点是：把握诗歌的思想感情，以及意象的体味与把握。 （二）文言文：根据教学大纲的要求，文言文教学要求培养学生阅读浅显文言文的能力，把握文章的思想内容，积累语言知识。同时本课情节、结构、语言等的特点，确立教学目标如下：知识与能力目标：了解作者的基本常识；理解文中所出现的生僻词以及意义特殊的词语；把握文中的主要思想感情，初步鉴赏文中的形象与个性。 过程与方法：通过诵读质疑、自主探究、合作解决，培养学生借助注释和工具书阅读浅显文言文，理解重点词句的含义以及初步的研究分析能力并积累文言文实词、虚词和句式，培养学生的自学能力和翻译能力。情感态度与价值观目标：理解作者在作品中所流露出的情感，培养正确的审美观/价值观/人生观。 我确定以上的三个目标是体现新课标所提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。教学重点：诵读课文，在把握文意的基础上理解词句，积累一些文言实词、虚词和句式。 教学难点：掌握文章的写作风格和特点；深入分析文章内涵，并作出评价，激发学生的学习兴趣。
高中英语译林版模块四Unit2 Sports events《Reading(1)：The Olympic Games》优质课公开课教案教师资格证面试试讲教案 1教学目标 Teaching Aims: Check and enhance students’ reading abilities. Train Ss to gain an overall understanding of the article and learn to adopt different reading strategie s. To understand new words, phrases and sentence patterns in the reading passage。 2学情分析 above average 3重点难点 Help Ss know some background knowledge about the history and the development of the Olympic Games about. Help them learn some language items. To help the students master the use of some important language points. Teaching difficult points: how to read a speech how to grasp the new words. 4教学过程 4.1第一学时reading 4.1.1教学活动 活动1【导入】M4U2Reading Teaching procedures: Step 1.lead in Talk about the Olympics: ask some questions. Encourage the students to share their information they have already know and to express their opinions freely.. Step 2.Fast Reading
Unit 3 A healthy life Reading Ⅰ.Teaching Aims 1.To improve the students’ reading ability. 2.To understand the general idea and details. 3.To help the students know some knowledge and importance of a healthy life and the harm of smoking. Ⅱ. Teaching Important Points 1.To improve the students’ reading ability. 2.To help the students to understand the general idea and details. Ⅲ.Teaching Difficult Points How to help the students really understand how to lead a healthy life and avoid smoking. Ⅳ.Teaching Procedures Step 1. Lead-in Q1. What’s a healthy person? A truly healthy person is someone who is healthy in both body and mind. Q2. What’s a healthy life? A healthy life is a life healthy in mind, body and spirit. Step 2. Warming-up Look at the following pictures. Q1. What are they doing? Q2.Which are healthy activities while which are unhealthy activities? Q3. Can you tell any harmful effects of smoking? Step 3.Pre-reading Q1. Have you ever smoked? If you have, have you ever tried to stop? Q2. Why do you think some adolescents start smoking? Q3. Where could you get good advice on stopping smoking? ——Reading: Advice from grandad Step 4. Reading Read the passage for five minutes and then answer some questions . Q1.James’ grandad is trying to advise him to get out of a big problem. what is James’ problem? He has started smoking and is finding it difficult to give up. Q2.How much do you know about James’ grandfather ? He is fit and healthy and leads an active life. He takes an interest in
篇一：高中语文省级说课一等奖《李清照词两首》说课稿 《李清照词两首》说课稿 嘉峪关市一中张红丽 尊敬的各位评委、各位老师： 大家下午好！ 我今天说课的题目是《李清照词两首》，这是高一第二学期后半学期的学习内容。下面我将从教材分析、学情介绍、教学目标、教学过程四个部分来进行说明。 第一部分——教材分析 《李清照词两首》是人教版必修四第二单元中的篇目，这一单元选编的是宋词，在新课标实验教材五个必修模块中，这是唯一的宋词单元。本单元选取的是柳永、苏轼、辛弃疾、李清照四位词人的作品，四者基本完整地体现了宋词的发展脉络和艺术价值。李清照的词《醉花阴》《声声慢》放在最后，属略读篇目，安排一课时完成教学。《醉花阴》是作者南渡前的作品，抒发“相思闲愁”，《声声慢》是作者南渡后的名篇之一，将重点赏析，写词人历遭国破家亡夫丧劫难后的愁苦悲戚，是词人晚年生活的真实写照，也是时代苦难的象征。本课的学习将引导学生深入熟悉诗词鉴赏的基本方法，为以后进行诗歌与散文系列的选修打下坚实的基础。 第二部分——学情介绍 通过本单元前面六首词的学习，学生对豪放派和婉约派的风格特点已有了大体认识，对词的文体常识和基本鉴赏方法已有所掌握，这一点对学生学习本课是很有利的，但李清照的这两首词如果不了解词人的人生遭遇就很难把握两首词中深层的感情内涵。 针对学生学习本课的不利因素，我安排学生在课前 1.回顾以前学过的李清照的作品 2.查找相关资料了解李清照生平 3.利用早读熟读成诵，初步感知两词。第三部分——教学目标 基于以上教材地位、学情特点以及新课标的要求，我确立了本课的三维教学目标： ①背诵这两首词，因为《语文课程标准》中明确要求学生要背诵一定数量的名篇。 ②通过反复诵读，对比探究，品味意象，体会“闲愁”与“悲愁”的区别，熟悉诗词鉴赏的基本方法，学会知人论世。因《语文课程标准》中要求学生“要加强诵读，在诵读中感受作品的意境和形象，领悟作品的丰富内涵和深层意义”，还提出要培养学生的探究意识，要学习鉴赏诗歌的基本方法，学会知人论世，了解与作品相关的作家经历、时代背景等，加深对作家作品的理解”，依据这两点所以我确立了教学目标二，同时这也是本课的教学重难点。 ③体会真情之美，培养学生对古诗词的热爱及审美情趣。《语文课程标准》中提出“高中语文课程应关注学生情感的发展，培养学生自觉的审美意识和高尚的审美情趣”，因此我确立了教学目标三。 教法与学法 依据教学目标，及《语文课程标准》中“语文教学要为学生创设良好的自主学习情境，倡导自主、合作、探究学习方式”的要求，本课将通过诵读法、情境 法、对比探究法来进行教学，学生通过诵读法、自主合作探究法来学习。 说完了教法与学法，紧接着我将要说的是“教学过程”，分五步走。 第四部分、教学过程 一、新课导入 课前播放《菊花台》歌曲，学生欣赏完我会问：为什么说“菊花残，满地伤”？菊花有什么象征意义？学生对《满城尽带黄金甲》这部电影比较熟悉，可能会想到铺满皇宫的菊花，宫廷军变的失败，生命的凋残消逝??我会顺势总结到：菊花在影片中象征①对已逝辉煌的伤感②对生命凋残的悲悼。“花”这个意象在中国古典诗词中有着深刻的文化内涵，古人有以花
A Teaching Plan for Module2 Unit2 Olympic Games Reading An Interview Designed by Xu Wenlu No.1 Middle School of Danzhou City Teaching Aims a. To know some basic information about the ancient and modern Olympics b. To catch the key words or phrases in the reading c. To enhance the skills fast-reading and careful-reading Teaching Keys Points a.To bear some new and important words and phrases in minds, such as ancient, take part in, stand for, Greece, magical, volunteer, athlete, slave, host, olive wreath. b.To improve the reading and speaking skills Teaching Difficult Points a.To summarize the similarities and difference between the earlier and latest Olympics through the long dialogues. b.To arouse the students’ interests of English-speaking. Teaching Aids Blackboard, Multi-media, and other normal teaching tools. Teaching Methods Students-centered approach and Task-based teaching and learing. Teaching periods Period 1 Warming up(3’) 1. Enjoy a video which is to celebrate that Beijing win the right to host the 2008 Olympic Games to lead in the topic: the Olympic Games. 2. Guessing game: Which ring is concerned with the Olympic Games? five rings flag five continents The five interlocking rings stand for friendship of five continents.
A healthy life 重点词汇 1、abuse n. & vt.滥用；虐待 alcohol/drug abuse酗酒/滥用毒品 abuse one's power滥用权力 abuse one's trust/confidence背信弃义 2、stress n.压力；重音vt. 加压力于；使紧张 under the stress of在......的压力下 lay/put/place stress on sth.强调/重视某事 3、ban vt.禁止；取缔n.禁令；谴责 ban sb. from doing sth.禁止某人做某事 a ban on...关于......的禁令 place/put...under a ban 禁止...... 辨析：forbid/ban/prohibit forbid：普通用词，指一般意义上的禁止 ban：指权威机关的正式禁止，含有严厉谴责之意 prohibit：指通过法律或政府法令禁止某事 4、due adj.欠款的；预定的；到期的
due to因为、由于 be due to到期；预期的；约定的 5、addicted adj.入了迷的；上了瘾的 be/become/get addicted to对......上瘾 addict oneself to...沉溺于 addiction n.上瘾 addictive adj. (使人)上瘾的 6、accustom vt.使习惯于 be/become/get accustomed to 习惯于...... accustom oneself/sb. to doing sth.使自己/某人习惯于 be accustomed to短语中的to是介词，其后面要跟名词、代词或动名词7、mental adj.精神的；智力的 go mental气疯了 mental age智力年龄；心理年龄 mental power智力 mental treatment精神病治疗 8、quit vt..停止（做某事）；离开 quit doing sth.停止做某事
（封面） 高中语文优秀说课稿范文3篇 授课学科： 授课年级： 授课教师： 授课时间： XX学校
高中语文优秀说课稿范文3篇 高中语文优秀说课稿范文1 一．关于教材： 我所说课的篇目是两千年前的爱国主义诗人屈原的代表作《离骚》，它是高中二年级的教学内容，具体编排在第三册第一单元（古典诗歌） 的第二篇。该单元所选中国古代古体诗8首，其中《诗经》中3首，汉 魏晋五言诗3首，《孔雀东南飞》并序以及《离骚》节选。在该单元中，《离骚》节选占有及其重要的位置。一方面，以屈原的作品为代表的楚 辞是继北方黄河流域出现《诗经》之后，在南方长江流域出现的具有独 特艺术魅力的新诗体，其本身在中国诗歌发展史上具有重要地位；另一 方面，楚辞作品，尤其是屈原的《离骚》从词句的角度看，地方特色鲜明，学生理解的难度较大。 从作品的内容看，《离骚》是一首规模宏伟的政治抒情长诗，全诗373句2400余字，既具有诗人自传的性质，又具有某些幻想性的浪漫主 义成分，整首诗歌感情回环激荡，撼人心魄。课文节选了长诗的第一节，内容主要是诗人自述身世、品质、政治理想以及自己的忠诚不为君王理 解的苦闷之情，表现了屈原坚持“美政”、至死不渝的高尚情操，抒发 了诗人忧国忧民、献身理想的爱国情感。 二．关于教学方法 结合作品特点，按照课程标准对高中阶段在古典诗歌方面阅读能力 的要求，我把《离骚》节选的教学目的确定为以下两点： 一是了解屈原的生平，理解诗人忧国忧民的高尚品质，培养学生的
爱国忧民的思想感情；二是反复诵读，抓住关键词语，疏通诗句，培养学生初步评价鉴赏古典诗歌的能力。学生是学习的主体，每当我们向自己的学生教授新知识的时候，自然要考虑到我们的教学对象在学习本课知识时的原有基础、现有困难及某些学习心理特征，从而有针对性地确定学习的重点、难点及教学对策。高中二年级学生，具有一定的古代诗歌的评价能力，但对于时代久远的楚辞作品，评价的前提――读懂诗歌的内容方面，仍存在困难，根据大纲要求结合学生的实际情况以及本文特点，我确立本文重点及难点如下： 教学重点： 鉴赏重要的语句，感受屈原高尚的人格美。 教学难点： 关键词句的疏通。如何突破重点、难点，有效完成本课的教学任务呢？我决定从教材特点和面临的具体学情出发，首先要把握两个原则：第一，注意高视角、低起点，先把基础知识落到实处，再循序渐进进行教学；第二，重视素质教育，有意识地对学生进行人文素质的培养。 具体教学措施如下： 第一，充分预习。要求学生课下预习，早读检查（内容包括：A作家作品；B写作背景；C掌握生字生词；D熟读课文），逐步培养学生的认知能力和自学能力。 第二，分解重点、难点。本课将分两课时进行，把教学难点，即词句的疏通安排在第一课时中，把教学重点，即作品思想内容的理解安排在第二课时，以确保学生真正做到一课一得。