下载文档原格式
3.7《0》（教案） 20232024学年数学一年级上册人教版教案：3.7《0》（教案） 20232024学年数学一年级上册人教版一、教学内容本节课的教学内容主要包括教材第37页的例题和练习题，以及第38页的课堂练习。
主要学习目标是使学生掌握0的概念，理解0的性质，能够进行0的加减法运算。
二、教学目标通过本节课的学习，使学生能够理解0的概念，知道0是一个数，也是一个数字，同时也是一个特殊的数，它既不是正数也不是负数。
让学生能够通过观察、操作、思考、交流等过程，掌握0的加减法运算方法，提高学生的数学思维能力。
三、教学难点与重点重点：使学生掌握0的概念，理解0的性质，能够进行0的加减法运算。
难点：理解0的加减法运算方法，能够正确进行计算。
四、教具与学具准备教具：黑板、粉笔、教学卡片、多媒体设备等。
学具：练习本、铅笔、橡皮等。
五、教学过程1. 课堂引入（5分钟）通过数数游戏，引导学生回顾已学的数字知识，为新课的学习做好铺垫。
2. 知识讲解（10分钟）利用多媒体展示教材第37页的例题，引导学生观察、思考，讲解0的概念和性质，以及0的加减法运算方法。
3. 课堂练习（10分钟）让学生独立完成教材第38页的课堂练习，教师巡回指导，及时发现和纠正学生的错误。
让学生谈谈对本节课内容的理解和收获，同时引导学生思考：0还有哪些有趣的性质和应用？六、板书设计板书设计主要包括本节课的主要知识点，如0的概念、性质和加减法运算方法等。
七、作业设计1. 教材第38页的课后练习题。
2. 设计一道有关0的加减法应用题，让学生独立解答。
八、课后反思及拓展延伸课后反思：本节课的教学目标是否达到？教学过程中是否存在不足？学生对0的加减法运算是否掌握？拓展延伸：引导学生思考0在实际生活中的应用，如购物、计算时间等。
重点和难点解析：在上述教案中，有几个关键的细节需要重点关注。
我通过数数游戏的方式引入新课，旨在激发学生的学习兴趣，并复习已学的数字知识，为新课的学习做好铺垫。
《教育学》(电子教材)目录第一章教育与教育学 (2)第二章人类发展与教育 (19)第三章个体发展与教育 (39)第四章教育与现代社会发展 (53)第五章教育目的 (71)第六章教师与学生 (85)第七章课程 (86)第八章教学（上） (87)第九章教学（中） (88)第十章教学（下） (89)第十一章德育（上） (90)第十二章德育（下） (91)第十三章班级管理 (92)第十四章综合实践活动 (93)第一章教育与教育学第一节教育的概念与教育的历史发展同学们都经历了12年左右的学校教育，并且一直都在接受家庭教育，应当说对学校教育、家庭教育是不陌生的。
同学们对学校教育、家庭教育以及教育有什么要说的吗？能不能给它们下一个定义呢？┅┅一个人对教育有自己关心的角度和把握的深度是很正常的，它既与一个人认识教育问题的方式和能力有关，也与一个人接触到的是什么样的教育素材有关。
给教育下定义是对教育现象进行理性认识的一个惯用手法。
一、教育的概念(一)“教育”的词源在我国，一般认为“教育”一词最早见于《孟子．尽心上》中的“得天下英才而教育之，三乐也”。
但由于20世纪前，人们很少把这两个字合起来作为一个词使用，所以这里的“教育”主要指“教”或“育”。
按东汉许慎所著《说文解字》的解释，即“教，上所施，下所效也”；“育，养子使作善也”。
在我国古代思想家的教育论说中，与“教”相伴出现的字多为“学”。
这与古代的“教”主要指“教学生学有关的知识”，“学”主要指“儿童在房子里学习有关的知识”，“教”与“学”只是从不同角度描述同一种活动有关系。
在现代英语中，教育是“education”；在法语中，教育是“éducation”；在德语中，教育是“erziehung”，三词都来源于拉丁文“educare”。
“educare”是名词，它是从动词“educěre”转换来的。
“educěre”是由前缀“e”与词根“ducěre”合成的。
武汉理工大学外国语学院《英语语言学》课程组English LinguisticsChapter 1 Invitations to Linguistics (2)Chapter 2 Speech Sounds (11)Chapter 3 Lexicon (24)Chapter 4 Syntax .........................................................................35 Chapter 5 Meaning ....................................................................50 Chapter 6 Language Processing in Mind ..................................60 Chapter 7 Language, Culture, and Society .................................63 Chapter 8 Language in Use .. (68)武汉理工大学外国语学院《英语语言学》课程组Chapter 1 Invitations to LinguisticsTeaching aims: let the students have the general idea about language and linguistics.Teaching difficulties: design features of language; some important distinctions inlinguisticsTeaching procedures Language 1.1 Why study language? A tool for communication A tool for access to other fields An integral part of our life and humanity If we are not fully aware of the nature and mechanism of our language, we will be ignorant of what constitutes our essential humanity. 1.2 What is language?1.2.1 different senses of languagewhat a person says( concrete act of speech)a person’s consistent way of speaking or writinga particular level of speaking or writing e.g. colloquial languagean abstract system1.2.2 definitions Language is a system of arbitrary vocal symbols used for human communication.语言是用于人类交际目的的一套任意的有声符号系统What is communication?A process in which information is transmitted from a source (sender or speaker) to agoal (receiver or listener).A system----elements in it are arranged according to certain rules. They cannot bearranged at will.e.g. He the table cleaned. (×) bkli (×)Arbitrary----there is no intrinsic (logic) connection between a linguistic form and itsmeaning.Symbols----words are just the symbols associated with objects, actions, and ideasby convention.武汉理工大学外国语学院《英语语言学》课程组V ocal--------the primary medium for all languages is sound, no matter how well developed their writing systems are. Writing systems came into being much later than the spoken forms. People with little or no literacy can also be competent language users. Human ----language is human-specific. Human beings have different kinds of brains and vocal capacity. “Language Acquisition Device”(LAD) bird songs and bee dances(×) 1.3 Design features of language 语言的结构特征 Design features refer to the defining properties of human language that distinguish it from any animal system of communication. a. Arbitrariness ----the form of linguistic signs bear no natural relationship to their meaning.(Saussure) The link between them is a matter of convention. E.g. “house” uchi (Japanese) Mansion (French) 房子(Chinese) E.g 2. eat (in English) manger (in French) 吃 (in Chinese) conventionality----It means that in any language there are certain sequences of sounds that have a conventionally accepted meaning. Those words are customarily used by all speakers with the same intended meaning and understood by all listeners in the same way.There are two different schools of belief concerning arbitrariness. Most people, especially structurallinguists believe that language is arbitrary by nature. Other people, however, hold that language isiconic, that is, there is a direct relation or correspondence between sound and meaning, such asonomatopoeia.(cuckoo; crash) For the majority of animal signals, there does appear to be a clear connectionbetween the conveyed message and the signal used to convey it, And for them, thesets of signals used in communication is finite.b. Duality ----language is simultaneously organized at two levels or layers, namely, thelevel of sounds and that of meaning.the higher level ----words which are meaningful武汉理工大学外国语学院《英语语言学》课程组the lower or the basic level----sounds which are meaningless, but can be grouped andregrouped into words.each of the two levels has its own principles of organization.e.g. /k/ /a: / and /p/ --carp & parkwoof (but not “w-oo-f ” )This duality of levels is, in fact, one of the most economical features of human language, sincewith a limited set of distinct sounds we are capable of producing a very large number of soundcombinations (e.g. words) which are distinct in meaning.The principle of economy c. Creativity ----language is resourceful. It makes possible the construction and interpretation of new signals by its users.(novel utterances are continually being created.) a. We can create new words; b. We can create endless new sentences with limited number of words Duality and recursiveness lead to creativity. e.g. “A three-eyed white monkey is sleeping soundly on the bed of the King ofFrance.”He bought a book which was written by a teacher who taught in a schoolwhich was known… (Go on endlessly)non-human signals ,on the other hand, appears to have little flexibility.e.g. an experiment of bee communication:The worker bee, normally able to communicate the location of a nectar source ,will fail to do so if the location is really ‘new’. In one experiment, a hive of beeswas placed at the foot of a radio tower and a food source at the top. Ten bees weretaken to the top, shown the food source, and sent off to tell the rest of the hiveabout their find. The message was conveyed via a bee dance and the whole gangbuzzed off to get the free food. They flow around in all directions, but couldn’tlocate the food. The problem may be that bee communication regarding locationhas a fixed set of signals, all of which related to horizontal distance. The beecannot create a ‘new ’ message indicating vertical distance.d. Displacement ----human languages enable their users to symbolize objects, eventsand concepts which are not present at the moment of communication.武汉理工大学外国语学院《英语语言学》课程组Displacement gives human beings the power to handle generalization and abstraction. Bee communication : When a worker bee finds a source of nectar and returns to the hive, it can perform a complex dance routine to communicate to the other bees the location of this nectar. Depending on the type of dance (round dance for nearby and tail-wagging dance, with variable tempo, for further away and how far), The other bees can work put where this newly discovered feast can be found. Bee communication has displacement in an extremely limited form. However, it must be the most recent food source. e. Cultural transmission----genetic transmission You acquire a language in a culture with other speakers and not from parental genes. The process whereby language is passed on from one generation to the next is described as cultural transmission. 1.4 Origin of language The Biblical account Language was God’s gift to human beings. The bow-wow theory Language was an imitation of natural sounds, such as the cries of animals, like quack, cuckoo . The pooh-pooh theory Language arose from instinctive emotional cries, expressive of pain or joy. The yo-he-ho theory Language arose from the noises made by a group of people engaged in joint labour or effort – lifting a huge hunted game, moving a rock, etc. The evolution theory Language originated in the process of labour and answered the call of social need. 1.5 Functions of language 1.5.1 Informative function: 信息功能 Language is used to note down and to pass information. It is predominantly the major role of language. Language is the instrument of thought and people often feel need to speak their thoughts aloud as when they are working on a math problem. The use of language to record the facts is a prerequisite of social development.武汉理工大学外国语学院《英语语言学》课程组1.5.2 Interpersonal function: 人际功能 Language is used for human communication/for communication among people. It is the most important sociological use of language, by which people establish and maintain their status in a society. E.g. the ways in which people address others and refer to themselves. Dear Sir, Dear Professor… 1.5.3 Performative function: 行事功能 We can use language/words to do things. a. We can use it to make others do something; b.We do something ourselves at the time when we are saying something. The performative function of language is primarily to change the social status of persons. E.g. marriage ceremonies, the sentencing of criminals, the blessing of children etc . The performative function can extend to the control of reality as on some magical or religious occasions. 岁岁平安（every year be safe and happy ） 1.5.4 Emotive function: 感情功能 Language can be used to express feelings or emotions. Egs. “My God.” “Alas!” “Ouch!” “Damn it!” “Wow.” 1.5.5 Phatic communication: 酬应功能 交感性谈话 Language can be used to maintain relationship. This function originated from Malinowski’s study of the functions of language. Egs. “Good morning.” “God bless you.” “I’m sorry to hear it.” “Good day.” “Hello!” “Good-bye.” 1.5.6 Recreational function: 娱乐功能 Language can be used for joy, fun, amusement, or recreation. Egs. Jokes, Chinese cross talk, lyrics, poetry in general 1.5.7 Metalingual function: 元语言功能 Language can be used to talk about itself.武汉理工大学外国语学院《英语语言学》课程组Eg. “book” is a word that we use to refer to something that we read…What teachers do in class is mainly the use of language of this function-to uselanguage to explain language.Linguistics1.6 What is linguistics?Linguistics is a scientific study of language .It is a major branch of social science.Linguistics studies not just one language of any society, but the language of allhuman society, language in general.A scientific study is one which is based on the systematic investigation of data,conducted with reference to some general theory of language structure.observation------generalization-----hypothesis------tested by furtherobservation------theory1.7 Main branches (scope) of linguisticsphonetics 语音学phonology 音系学（音位学）morphology 词法学syntax 句法学semantics 语义学pragmatics 语用学1.7.1 Phoneticsa branch of linguistics which studies the characteristics of sounds and providesmethods for their description, classification and transcription.Any speech sound whether it distinguishes meaning or not will be described.Eg. three “p”s are noted in “speak”(un-aspirated, as [p=]), “peak”(aspirated, asindicated by the diacritic h in [p h ]), “deep”.1.7.2 Phonologya branch of linguistics which studies the sound patterns of languages. --of theminimal meaningful sounds.--of the minimal sounds that distinguish meaning.Eg. the three “p”s in 1) above don’t distinguish meaning. They are of onemeaningful phoneme.Yet, in “tip” and “sip”, or “tip” “dip” the change of “t” to “s” or “t” to “d” bringsabout another word, therefore, “t” and “s” are two independent phonemes.武汉理工大学外国语学院《英语语言学》课程组1.7.3 Morphology a branch of linguistics which is concerned with the internal organization of words. --of the formation of words. Prefix, suffix, root. Eg. friend | ly glob | al | iz | ation dialogue, monologue 1.7.4 Syntax a branch of linguistics which studies the rules that govern the combination of words and phrases into sentences. Words are organized into structures more than just word order. E.g. a. The children watched [the firework from the hill ]. b. The children watched [the firework ][from the hill ]. 1.7.5 Semantics a branch of linguistics which studies the meaning of language. --meaning of words and their relations; --meaning of sentences/ sentence meaning. 1.7.6 Pragmatics a branch of linguistics which is the study of meaning in the context of use. Eg .a. A: How do you think of my new dress? B: The one you had last week was really beautiful. b. A: Shall we go to the cinema? B: I have to complete the homework. 1.8 Macrolinguistics External branches: inter-disciplinary divisions 1.8.1 Psycholinguistics --study of language to psychology 1) How human mind works when we use language 2) How infant acquire mother tongue 3) How we process the information we receive in course of communication 1.8.2 Sociolinguistics -- study of social aspects of language 1.8.3 Anthropological linguistics --are interested in the history and structure of formerly unwritten language 1.8.4 Computational linguistics 1) machine translation: translating from one language to another 2) Information retrieval: finding relevant document in large Collection of text 3）corpus linguistics武汉理工大学外国语学院《英语语言学》课程组1.9 Important distinctions in linguistics 1.9.1 Descriptive vs. prescriptive “描写式”和 “规定式” They represent two different types of linguistic study. If a linguistic study aims to describe and analyze the language people actually use, it is said to be descriptive (how things are); if the linguistic study aims to lay down rules for “correct and standard” behavior in using language, i. e. to tell people what they should say and what they should not say, it is said to be prescriptive(how things ought to be). 1.9.2 Synchronic vs. diachronic “共时”和 “历时” The description of a language at some point of time in history is a synchronic study; the description of language as it changes through time is a diachronic study. A diachronic study is a historical study; it studies the historical development of language over a period of time. e.g. a. the features of English used in Shakespeare’s time －Synchronic b. the study of the changes English has undergone since then － Diachronic 1.9.3 langue & parole “语言” 和 “言语” The distinction was made by the Swiss linguist Saussure in the early 20th century. Langue refers to the abstract linguistic system shared by all members of a speech community. Parole refers to the realization of language in actual use. What linguists should do is to abstract langue from parole, i. e. to discover the regularities governing the actual use of language and make them the subjects of study of linguistics. 1.9.4 Competence and performance 语言能力和语言运用 The distinction is discussed by the American linguist N. Chomsky in the late 1950’s. Competence----the ideal user’s knowledge of the rules of his language. Performance----the actual realization of this knowledge in linguistic communication.武汉理工大学外国语学院《英语语言学》课程组1.9.5 Etic vs. Emic 音素的或非音位的/位学的a) Etic —Being etic means making far too many, as well as behaviouslyinconsequential, differentiations.b) Emic —An emic set of speech acts and events must be one that is validated asmeaningful via final resource to the native members of a speech communityrather than via appeal to the investigator’s ingenuity or intuition alone.HomeworkQuestions and Exercises1,4,6,12 Self-study guide Read “A New Concise Course On Linguistics For Students Of English” Chapter 1 Introduction.武汉理工大学外国语学院《英语语言学》课程组Chapter 2 Speech SoundsTeaching aims: let the students have the general idea about phonetics and phonology.Focal points: description of consonants and vowels; basic knowledge aboutphonologyTeaching difficulties: phoneme; allophone; minimal pair; complementary distributio.Teaching procedureLanguage is a “system of vocal symbols”. Speech sounds had existed long beforewriting was invented, and even today, in some parts of the world, there are stilllanguages that have no writing systems. Therefore, the study of speech sounds is amajor part of linguistics.As we know, there are two branches in linguistics, which deal with speech sounds.They are phonetics (the study of sounds) and phonology (the study of sound patterns).In this chapter, we will discuss these two branches.Phonetics2.1 Speech production and perceptionThe speech sound can be studied in three different ways, thus in phonetics there are three mainbranches Articulatory phonetics----the study of the production of speech sounds. 发声语音学Acoustic phonetics ----the study of the physical properties of the sounds produced inspeech. 声学语音学 Auditory phonetics----the study of the perception of speech sounds, how sounds arereceived and understood 听觉语音学2.2 Speech organs (vocal organs)Refers to the parts of the human body involved in the production of speech.The three cavities of the vocal tract : the pharynx (pharyngeal cavity), the mouth (oral cavity), the nose (nasal cavity).The air- stream coming from the lungs is modified in various ways in these cavities,resulting in the production of various sounds. The pharyngeal cavityLarynx: a t the top of the trachea, the front of which is the Adam’s apple. This is the武汉理工大学外国语学院《英语语言学》课程组first place where sound modification might occur.vocal folds (vocal cords): V ocal cords are two membranes, the positions of whichgives different sounds.●When the vocal cords are apart, the air can pass through easily and the soundproduced is said to be voiceless . e.g. [p, s, t ]●When they are close together, the airstreams causes them to vibrate and producesvoiced sounds. e.g. [b, z, d]●When they are totally closed, no air can pass between them, then produce the glottal stop [?] The oral cavity The oral cavity provides the greatest source of modification. Tongue: the most flexible Uvula, the teeth and the lips Hard palate, soft palate (velum) Alveolar ridge: the rough, bony ridge immediately behind the upper teeth Various obstructions created within the oral cavity lead to the production of varioussounder [p] [b]; [s] [z]; [k] [g] The nasal cavityThe nasal cavity is connected to the oral cavity at the back of the mouth .The soft partof the roof of the mouth; the velum (soft palate) can be draw back to close the passageso that the air can only go through the mouth and produce vowels and most consonants.The passage can also be left open to allow air to exit through the nose and producenasal consonants [m] [n] [g] 2.2 Segments, divergence, and phonetic transcription2.3.1 Segments and divergenceSegments-- the individual soundsDivergence between sound and spelling—there are more sounds in English than itsletters can represent, each letter must represent more than one sound.2.3.2 Phonetic transcriptiona method of writing down speech sounds in a systematic and consistent way.武汉理工大学外国语学院《英语语言学》课程组2.3.2.1 IPA (International phonetic Alphabet)IPA : the abbreviation of International Phonetic Alphabet, which is devised by theInternational Phonetic Association in 1888 on the basis of the phonetic alphabetproposed at the time. It is a standardized and internationally accepted system ofphonetic transcription.The Danish grammarian Jespersen first proposed the idea in 1886.The first version of IPA was published in August 1888.The latest version was devised in 1993 and corrected in 1996.The basic principle : using a separate letter selected from major European languagesfor each distinctive sound and the same symbol should be used for that sound inany language in which it appears.2.3.2.2 Two ways to transcribe speech soundsBroad transcription : transcription with letter-symbols only. This is the transcription normally used in dictionaries and teaching textbooks. Narrow transcription : transcription with letter-symbols together with the diacritics. This is the transcription required and used by the phoneticians in their study ofspeech sounds.Diacritics: A set of symbols added to the letter-symbols to show that it has a soundvalue different from that of the same letter without the mark.2.4 Consonants2.4.1 Consonants and vowels Consonants: sounds produced by constricting and obstructing the vocal tract at someplace to divert, impede, or completely shut off the flow of air in the oral cavity.When the vocal cords vibrate, the sound produced is a voiced sound (浊音)。
大班语言教案绘本克里克塔教案及教学反思一、教学内容本节课选自大班语言领域教材《绘本克里克塔》，具体章节为第37页。
内容讲述了一只名叫克里克塔的小蛇，在成长过程中与各种动物结伴，共同体验生活，最终成为好朋友的故事。
通过该故事，引导幼儿了解友谊、互助、成长的道理。
二、教学目标1. 让幼儿理解故事内容，感受友谊的美好和互助的重要性。
2. 培养幼儿的语言表达能力，学会用恰当的词汇描述故事情节。
3. 引导幼儿从故事中汲取成长的力量，培养他们勇敢、自信的品质。
三、教学难点与重点重点：理解故事内容，掌握故事中的友谊、互助、成长等主题。
难点：用恰当的语言表达自己对故事的理解，学会用词汇描述故事情节。
四、教具与学具准备1. 教具：绘本《克里克塔》、挂图、卡片、磁性板、故事角色手偶。
2. 学具：彩笔、画纸、剪刀、胶棒。
五、教学过程1. 导入：通过讲述一个关于友谊的小故事，引发幼儿对友谊的思考，为新课学习做好铺垫。
教学细节：教师讲述故事，引导幼儿关注故事中的友谊主题。
2. 讲解新课：教师带领幼儿翻阅绘本，共同学习第37页的内容。
教学细节：教师用生动的语言讲述故事，引导幼儿关注故事中的角色和情节。
3. 实践情景引入：请幼儿扮演故事中的角色，进行角色扮演活动。
教学细节：教师分配角色，指导幼儿进行表演，培养幼儿的语言表达能力和自信心。
4. 例题讲解：结合故事内容，设计相关问题，引导幼儿思考和回答。
教学细节：教师提问，幼儿回答，教师给予评价和指导。
5. 随堂练习：让幼儿用画笔、彩纸等学具，创作与故事相关的画作。
教学细节：教师指导幼儿进行创作，鼓励幼儿发挥想象力和创造力。
六、板书设计1. 绘本克里克塔教案2. 内容：故事主题：友谊、互助、成长重点词汇：克里克塔、友谊、互助、勇敢、自信角色扮演：幼儿扮演故事角色，进行表演七、作业设计1. 作业题目：请用画笔描绘出你心中的友谊。
2. 答案：幼儿作品。
八、课后反思及拓展延伸1. 反思：本节课通过生动有趣的故事，引导幼儿了解友谊、互助、成长的重要性，培养了幼儿的语言表达能力和创造力。
