《祝福》说课稿我说课的题目是《祝福》，我将从以下四个方面进行讲述：一、说教材《祝福》是人教版高中语文必修三中的一篇课文，因为这是高中生在高中阶段第一次接触到小说的鉴赏，所以整个单元的教学目标也是力图让学生掌握鉴赏小说的基本方法，提高阅读欣赏小说的能力，为以后的学习打下基础。
小说《祝福》通过祥林嫂一生的悲惨遭遇，反映了辛亥革命以后中国的社会矛盾，深刻地揭露了地主阶级对劳动妇女的摧残与迫害以及封建礼教吃人的本质。
文章对人物的肖像描写在继承传统以白描为主的基础上有所创新，肖像描写细致入微浓墨重彩，是对中国文学表现手法的丰富与发展。
学好本课有助于学生学习重点鉴赏人物形象，品味人物语言受。
二说学情高二的学生对于小说并不陌生，相对的也比较喜欢阅读小说。
但是学生阅读中关注的更多的是小说的故事情节。
仅停留在感性的认识上，缺乏理性的思考，能说出好，但不知从哪些角度说出好在哪，知其然，不知其所以然，缺乏鉴赏小说的基本知识所以老师要适时采取情况，引导学生从情节入手，学会归纳总结人物形象，深入分析文章的主题，学会鉴赏小说的基本方法三、教学目标根据教材的地位、作用及本单元的教学重点“学习分析人物形象和环境描写所起的作用”，我确定我的教学目标是：（一）知识与技能1掌握小说的基本要素，理清小说的情节。
2、分析主要人物祥林嫂的性格特征，学习刻画人物的方法，提高学生的分析鉴赏评价能力。
（二）过程与方法用探通过合作探究体验作者对文中人物的情感态度（三）情感态度与价值观：深入认识造成祥林嫂人生悲剧的社会原因，认识到封建思想和封建礼教的吃人本质。
教学重点：对祥林嫂这一人物形象的分析，学习刻画人物的方法，提高学生的分析鉴赏评价能力。
教学难点：深入认识造成祥林嫂人生悲剧的社会原因，认识到封建思想和封建礼教的吃人本质。
四说教法新课程理念很强调学生的自主探究性学习。
基于此，再结合本篇课文的实际特点，确定本课教法的指导思想是：设法引起学生的注意，引导他们积极思维，独立自主的解决问题。
具体做法如下：1、提问法——逐步引导，逐步深入2 、自主探究法——学生实践，巩固提高3 、讨论法——积极参与，总结规律4、点拨法——展开联想，拓展思路教学方法的最本质特征就是要促进大多数学生在课堂上积极参与，促进全体学生积极动脑。
因而，我较多的采用了分组讨论，师生对话、探究等方式。
五、说学法叶圣陶先生曾说“凡为教者必期于达到不教”。
因此，加强对学生的学法指导尤为重要。
这也符合新标准指出的，必须转化学生的学习方式。
本课在学生学习方法上力求体现：1、预习：此文长达万余字，要在课堂上让学生通读全文是不现实的，因此，要强调预习，培养阅读的自觉性。
2 、重视自学指导。
学生是学习的主体，教师是主导，要教给学生的是学习方法，是想让学生成为学习的主人3、师生共创，设立情境。
为了让学生展开充分的联想，还可以借助音乐、图片等形式，提供与新课题有关条件，创造适当的情境，激发学生的想象空间。
并创造共同研讨的氛围，让学生亲身经历发现问题，提出问题，解决问题的过程，体验探索成功的成就感，养成他们对于优秀文学作品细细品读的习惯六、说教学过程第一环节导入新课上课伊始，我先播放电影《祥林嫂》结局片断，以浓厚的悲剧色彩和强烈的视觉冲击激发情感，创设氛围，以激发学生阅读兴趣。
环节二检查预习理清文章脉络1、挑选几位同学复述祥林嫂的不幸经历。
要求：（1）只作纯粹的叙述，不带议论分析。
（2）叙述时要突出与悲惨命运有关的细节（3）要有感情地复述，尽可能进入祥林嫂的情感世界，真切地体验祥林嫂的痛苦与不幸。
2、理清情节在复述课文的基础上，依据小说的基本模式归纳概括，得出本文的线索提纲：为下一环节中对祥林嫂的人物分析，奠定基础第三环节精读文本方法探究古语说：“授之以鱼，不如授之以渔”本环节主要由我和学生结合文本阅读共同对祥林嫂的人物形象进行分析意在使学生在教师的点拨下初步掌握鉴赏人物形象的方法。
在这一过程中我会扮演学习活动的组织者和引导者的角色逐步设置一系列的问题引导学生一步步由浅入深，进行思考分析，从而完成从感性体验到形成理性思维过程。
如我会创设如下问题：1按照时间顺序，找出祥林嫂初到鲁镇一直到最后寂然死去的几次形象的变化，分析人物命运的变化。
2鲁迅说：“要极俭省地画出一个人的特点，最好是画出它的眼睛。
”请找出文中对祥林嫂眼睛描写的部分，分析人物形象特点。
3找出有关祥林嫂动作的描写，从其动作中可以看出她具有怎样的性格?对于学生能回答上的问题绝不越俎代庖，学生回答不全面地问题，我会加以提示引导，进行点拨。
第二题是重点的问题，要重点分析，它的解决是关系本文教学重点的关键。
通过师生共同分析不仅祥林嫂的认识得以深化，还体会了文章高超的艺术技巧，提高了鉴赏能力。
在欣赏之后，教师组织学生讨论：我如何看祥林嫂？意在让学生对人物形成自己的评价和认识。
最后教师总结：透过祥林嫂的人生轨迹，我们看到了一个勤劳善良的劳动妇女就这样被不幸的生活一点点吞噬了。
也许生活的挫折没有彻底击垮这个女人，但当她内心的痛苦被那些愚昧的人们一次次拿出来兜售时，她被一步步逼向生命的绝境。
她的悲剧不是个人的悲剧，而是社会的悲剧。
即使她没有寻死的意愿，即使她还有生存下去的勇气，她还是会被当时的那个社会中所淹没。
这样的总结将学生的思想境界又拔高一个水平，逐渐的把学生引向对祥林嫂悲剧的深刻意义的思考和认识。
第三环节自主赏析新课标中明确指出：“阅读是学生个性化的行为，不应以教师的分析来代替学生的阅读实践。
”所以上一环节的方法探讨就是为了本环节对的自主赏析做准备。
让学生依据祥林嫂的分析方式对鲁四爷和柳妈进行人物性格特点的分析。
在人物形象赏析环节完成之后，教师适时的归纳总结本课刻画人物的方法如眼神的刻画、细节描写、侧面描写等，目的在于使学生对人物赏析的方法有更清晰明确的理性认识。
第四个环节拓展延伸小组探究的方式活跃学生思维（1）谁是杀害祥林嫂的凶手？老师可引导学生从小说情节的角度进行分析，即祥林嫂为什么去做工，为什么改嫁，为什么捐门槛，为什么行乞?最后剔除表层的凶手，包括鲁四老爷、四婶、柳妈、鲁镇上冷漠的人们，甚至是祥林嫂自己，我们往深处挖掘，让学生理解，杀死祥林嫂的是封建制度和封建礼教。
祥林嫂既是封建制度的自觉维护者，也是封建制度的受害者。
（2）小说为什么以《祝福》为题，而不是祥林嫂？属于小说艺术技巧的考查，教师需要规范学生思路，提示：主要从情节线索、内容结构、人物形象、主题思想几个方面入手。
作者在一开篇就首先为鲁镇笼罩了一片喜庆的祝福气氛，直到文末，仍然让人们沉浸在祝福的欢乐中。
小说起于祝福，结于祝福，中间一再写祝福，情节的发展与祝福有着密切的关系，祥林嫂却在这样的氛围中倒毙在雪地上，把悲剧性的情节安排在喜庆的大背景下，更显其悲哀，更令人思索。
题目用《祝福》，与祥林嫂一生的悲惨遭遇形成鲜明对比，增加了祥林嫂遭遇的悲剧性。
第五环节作业设计第六环节板书设计板书设计序幕：鲁镇祝福景象和鲁四老爷结局：祥林嫂寂然死去祝开端：祥林嫂初到鲁镇福发展：被卖改嫁高潮：再到鲁镇尾声：祝福景象和我的感受篇二：优秀说课稿unit 2, book 3 固镇一中秦玮玮i. now let’s start with part 1. my understanding of this lesson:1. at first i’d like to introduce the analysis of the teaching material.2. now i’ll talk about my teaching aims of this period the knowledge aims of this period are to enable the students to master some usefulwords and expressions and by the end of the lesson, the students will have a betterunderstanding of the meaning and structure of the text. and developing the students reading ability by fast reading and intensive readingand let them learn different reading skills are the ability aims. for motional aims i’ll stimulate the students’ sense to form a healthy eatinghabit and develop the students’ sense of cooperative learning.3. in my opinion the teaching important points in this period is how to improvethe student’s reading ability. the teaching difficult points for the students are how to understand the textbetter and how to use the learned phrases and sentences to retell the text. ii. now let’s focus on the second part about my teaching theories, methods andaids:and i will adopt fast reading to get a general idea of the text and careful readingto get the detailed information; pair or group work to get every student to be activein class; question-and-answer activity teaching method and free discussion methodto make the students smooth away the difficulties, and retelling to sum up the wholeperiod.i have designed the following steps to train the students’ ability of listening,speaking, reading and writing, especially reading ability. step1.revisionas it is the second period of this unit, i’ll first check the students’ homeworkand then get a student to tell the class what a healthy diet contains. thus i canoffer a chance for the students to review the content in the first period. step2.lead-ini will lead in the topic of the unit by showing the students a short film abouthealthy eating, in which a fat man and a thin man are eating different kind of diet,and they are both unhealthy. and then discuss the following questions to lead in thetopic: what kind of food does each man like? are they healthy? why?through this activity i can arouse the students’ interest of study and bringin new subject.step3.prediction for reading i’ll get the students to look at the title and the pictures and guess what thetext might be about .it draw the students’ attention to the contain of the text.. step4. fast readingask the students to read the passage quickly and get the main idea and thestructure of text. guide the students to find out key words and sentences or payattention to the first sentences of each paragraph to get the main idea and thestructure of the text.by doing this, i will train the students for fast reading skills to improve thestudents’ reading ability and let the students understand the general idea of eachparagraph.step5. intensive readingstep 6.discussion:1. what are the weakness and strength of the diet in wang peng’s and yong hui’s restaurant?step7. listeningplay the tape of the passage for the students to listen and follow. then ask themto read the text aloud. tell them to pay attention to the pronunciation and intonation.at the some time, they can enjoy the beauty of the english language. and it can prepare the students for the retelling the text in the next step. step8.summary and retelling the text since the students in the class are in different levels, first i will let themto fill in the blank to get an expression of the general idea of the text. and i’ll ask the students to retell the story in their own words. step9. homeworkat the end of the lesson, i’ll tell the students to copy the useful phrases andsentences they like in their notebook and retell the passage and write it down intheir own words.i think homework is important. it is necessary for the students to do someextensive exercises after class to consolidate the knowledge they learned. i wantto improve the ability of their writing. at the same time, train the ability ofdo-it-yourself.iv. part 4. blackboard design the blackboard design is to let the ss have a clear idea to get the main contentof this period, and it should be clear and artful. in this lesson, i lead the students understand the passage step by step, and helpthem to retell the text. in the whole period i just act as a director, giving thestudents some detailed task and letting the students explore the knowledge bythemselves or in teamwork. the students are very active, and i fulfill the teachingaims very well. but there are some new language points in the passage, so i will explainthem for the students next period. thank you for listening blackboard design: extensive reading exercises: 1,true or false1. usually wang peng’s restaurant was full of people. t2. yong hui could make people thin in two weeks by giving them a good diet. f3. wang peng’s regular customers often became fat. t4. yong hui’s menu gave customers more emery-giving food. f5. wang peng’s menu gave customers more protective food. f1. why did wang pengwei go to yong hui’s restaurant? he wanted to___.a. know where his customers had goneb. spy on the slim lady yong huic. have lunch with li maochangd. have something special2. wang pengwei found the following except ___ in yong hui’s restaurant.a. there were only raw vegetables, meat and water.b. there were a lot ofcustomers.c. the prices here were higher.d. the only drink here is water.3. what’s wrong with yong hui’s menu? the following statements are right except___.a. the food here was too limited.b. it didn’t give enough energy-giving food.c. the food on the menu was more delicious.d. it offered slimming food only.4. which of the following is true according to the passage?a. wang pengwei’s customers often became fat after eating in his restaurant.b. wang pengwei provided a balanced diet.c. yong hui could make people thin in 2 weeks by giving them a good diet.d. wang pengwei’s menu gave people food containing enough fibre.（key：1.a 2.a 3. c 4.a）篇三：高中语文说课稿(全)精编版(优秀说课)一、说教材（一）教材分析新的语文课程标准在阅读上的要求是“感受文学形象，品味文学作品语言和艺术技巧的表现力，初步鉴赏文学作品。
