集体备课教案表格4

集体备课教案表格第一章：教学目标与内容1.1 教学目标了解集体备课的重要性掌握集体备课的基本步骤能够制定有效的教学计划1.2 教学内容集体备课的定义与意义集体备课的组织与实施教学目标的设定与分解教学内容的筛选与整合第二章：教学方法与手段2.1 教学方法讲授法：讲解集体备课的概念和步骤讨论法：分组讨论教学目标的设定和内容的整合案例分析法：分析实际教学中的集体备课案例2.2 教学手段投影仪：展示集体备课的流程和教学计划示例白板：记录教学目标的讨论结果和教学内容的整合要点笔记本电脑：用于编写和分享教学计划第三章：教学过程与组织3.1 教学过程导入：介绍集体备课的重要性和基本概念主体讲解：讲解集体备课的步骤和组织形式小组讨论：分组讨论教学目标和内容的设定案例分析：分析实际教学中的集体备课案例总结与反思：总结集体备课的要点和注意事项3.2 教学组织班级规模：根据班级人数合理安排座位和小组时间安排：确保每个环节有足够的时间进行讨论和总结教学资源：准备相关的投影仪和白板等教学资源第四章：教学评估与反馈4.1 教学评估课堂参与度：观察学生在讨论和案例分析中的积极参与程度教学目标达成度：评估学生对集体备课的基本概念和步骤的理解程度教学计划的质量：评估学生制定的教学计划的合理性和可行性4.2 教学反馈学生反馈：收集学生对集体备课教案的建议和意见自我反思：总结自己在教学过程中的优点和不足之处改进措施：根据学生的反馈和自我反思，调整教案和改进教学方法第五章：教学资源与支持5.1 教学资源教案模板：提供一份集体备课的教案模板，方便学生编写教学计划教学案例：提供一些实际教学中的集体备课案例，供学生参考和分析参考资料：提供相关的教学书籍和文章，帮助学生深入了解集体备课的理论和实践5.2 教学支持答疑解惑：在课后提供一定的时间，回答学生的问题和困惑学习小组：鼓励学生组成学习小组，共同讨论和完成教学计划辅导与指导：为学生提供个性化的辅导和指导，帮助他们改进教学计划和提高教学效果第六章：教学拓展与延伸6.1 教学拓展组织实地考察：安排学生参观学校或教育机构，观察和了解集体备课的实际操作。

集体备课教案模板表格1. 教学目标在这一部分，教师需要明确本节课的教学目标，以确保学生能够在课程结束时达到什么样的知识、技能和能力。

教学目标描述目标1目标2目标32. 教学内容在这一部分，教师列出了本节课的教学内容，以便有条理地呈现给学生。

教学内容应基于教学目标进行选择和安排，以确保学生能够逐步实现目标。

教学内容描述内容1内容2内容33. 教学重难点在这一部分，教师对本节课的教学重点和难点进行了分析和说明。

教学重难点的明确有助于教师在备课过程中把握教学重点，并针对教学难点采取有效的教学策略。

教学重难点描述重点1难点1难点24. 教学过程在这一部分，教师将详细描述本节课的教学过程，包括引入新知识、知识点讲解、示范与练习等环节。

教学过程应安排合理，环环相扣，确保学生能够有效地吸收和消化所学知识。

引导性问题：1.问题12.问题23.问题3教学过程表格：时间教师活动学生活动8:00 - 8:10 课堂准备学生入座并整理教材8:10 - 8:20 引入新知识学生倾听并参与讨论8:20 - 8:40 知识点讲解学生记录重要知识点8:40 - 9:00 示范与练习学生跟随示范并进行练习9:00 - 9:10 小结本节课学生复习所学内容并提问9:10 - 9:20 结束本节课学生整理教材并离开教室5. 教学资源在这一部分，教师列出了本节课所需的教学资源，如教材、课件、多媒体设备等。

确保在备课过程中提前准备好相应的教学资源，以支持课堂教学的顺利进行。

教学资源描述教材课件多媒体设备6. 课堂评价在这一部分，教师说明本节课的课堂评价方式和评价标准。

课堂评价可以帮助教师对学生的学习进行有效的反馈和总结，以便进一步调整教学策略和提高教学效果。

评价方式描述方式1方式2方式37. 课后作业在这一部分，教师给出本节课的课后作业内容。

课后作业有助于学生巩固所学知识，加深对教学内容的理解，并提供学习自主性和主动性。

课后作业描述作业1作业2作业38. 参考资料在这一部分，教师列出了本节课所使用的参考资料，供学生进一步学习和了解。

集体备课教案模板表格一、教案基本信息1.1 课程信息•课程名称：•授课时间：•授课班级：•教学目标：•难点：•知识点：•培养目标：•教学资源：1.2 教案编写人员•教师姓名：•学校：•时间：二、教学进程2.1 教学内容•教学内容1：•教学内容2：•教学内容3：•教学内容4：2.2 教学步骤2.2.1 导入新课•导入新课的方式：•导入新课的活动：•导入新课的时间：2.2.2 新课讲解•讲解1：•讲解2：•讲解3：•讲解4：2.2.3 课堂练习•练习1：•练习2：•练习3：•练习4：2.2.4 总结复习•总结复习方式：•总结复习活动：•总结复习时间：2.3 拓展延伸•拓展延伸活动1：•拓展延伸活动2：•拓展延伸活动3：•拓展延伸活动4：三、教学资源•教学资源1：•教学资源2：•教学资源3：•教学资源4：四、教学评价4.1 评价方式•评价方式1：•评价方式2：•评价方式3：•评价方式4：4.2 评价标准•评价标准1：•评价标准2：•评价标准3：•评价标准4：五、教学后记•教学心得：•教学问题：•建议改进：•下次备课注意事项：以上为《集体备课教案模板表格》的详细内容。

该模板可根据具体的教学内容和需要进行调整和补充。

通过使用该模板，教师们可以更加有条理地进行集体备课工作，确保课堂教学的质量和效果。

同时，该模板中的教学评价和教学后记部分也为教师提供了对教学过程进行反思和改进的机会，帮助教师不断提高教学水平。

小学集体学案（备课）用表编写时间：201 年月日教学课题小数的意义和性质学案编写者教学用课时八学案使用者第周星期用教学目标课（章节）教学目标知识与技能：1、使学生理解小数的意义，认识小数的计数单位，会读、写小数，会比较小数的大小。

2、使学生掌握小数的性质和小数点位置移动引起小数大小变化的规律。

3、使学生会进行小数和十进复名数的相互改写。

4、使学生能够根据要求会用“四舍五入法”保留一定的小数数位，求出小数的近似数，并能把较大的数改写成用万或亿作单位的小数。

过程与方法：根据学生的认知特点采用适当的措施帮助学生理解这些知识。

情感态度与价值观：让学生通过知识的学习，激发学生的学习兴趣。

课时目标第一课时使学生通过观察、测量了解小数是如何产生的。

使学生理解小数的意义，掌握小数的计数单位及相邻两个单位之间的进率。

第二课时理解小数的计数单位，掌握小数的读写方法。

第三课时初步理解小数的基本性质，并应用性质化简和改写小数。

第四课时理解、掌握比较小数大小的方法，能正确比较小数的大小。

第五课时使学生理解和掌握小数点位置移动引起小数大小的变化规律。

第六课时理解什么是名数、单名数和复名数，会利用单位间的进率把高级单位的名数改写成低级单位的名数，把低级单位的名数改写成高级的名数第七课时使学生能够根据要求会用：“四舍五入”法保留一定的小数位数，求出一个小数的近似数第八课时激情引趣、知识回顾——整理知识、形成网络——联系实际、解决问题教学重点与难点本单元训练重点：使学生掌握小数的性质和小数点位置移动引起小数大小变化的规律。

本单元训练难点：使学生会进行小数和十进复名数的相互改写。

教学准备与手段课件、卡片、米尺数位顺序表、平均分好的正方形、纸条两张空白卡片、一支水彩笔。

集体备课时间年级科第周星期集体备课共性意见小数的意义是本单元的一个重点。

这里教材把认数范围扩展到三位小数，加强了小数与分数的联系，使学生明确小数表示的书分母是10、100、10000……的分数，了解小数的记数单位以及单位间的进率，从而清楚地了解小数为什么可以仿照整数的写法。

课题8A Unit 4 Welcome to this unit 课型New教学目标To learn about the names of common tools. To talk about DIY in English.教学重点Useful expression教学难点To talk about DIY in English教学过程教师内容备课札记Comic stripStep1 Presentation1.1.Have a free talk: There’s something wrong withmy computer. I’m going to fix it today. I’m goingto do some DIY work. Do you know what DIY standsfor?Write “stand for” on Bb.2. Ask: When you do DIY work, you do things yourself.Can you do any DIY work?What can you do?Step 2 Listening1. Show the pictures of Hobo and Eddie without rthe script, say: Look at these pictures, please.Hobo has some work to do today. Do you think Eddiewill help him?2. Say: Now let’s listen to the dialogue betweenEddie and Hobo. Please answer some questions afterlistening.Play the tape.What’s Hobo going to do?What should Hobo do first?What does Hobo probably need?Step 3 Activities1. Say: Now open your books. Let’s repeat Eddieand Hobo’s dialogue after the tape. Pay attentionto your pronunciation and intonation.2. After reading, T: Well done! Now le t’s work inpairs and act out the dialogue. You can add yourown ideas.3. Walk around the classroom and invite severalpairs to act out in front of the classroom. T: Ok,some of you will come to the front and act out yourdialogue.Praise students: Good job!/Well done!Welcome to the unitStep 1 Presentation1. T: Hobo has to build his new house on his own.He needs some tools. What tools do you think heneeds?Give some hints: I think he needs a hammer to hitnails with./I think he needs a screwdriver to putall the parts together./…2. Ask students to turn to page 43, T: Please openyour books. Look at the young man in this picture.He loves DIY a lot./He has lots of tools.Lead the reading and explain the words.Ask ss to complete Part A.3. Ask ss to to talk about the use of these tools:Boys and girls, do you know what these tools areused for?Step 2 Activities1. T: Millie and Suzy are also talking about DIY.Listen to them and tell me what Suzy is going todo today. Play the tape.2. Have ss turn to page 43,T: Open your books, pleaseThese two teams will read Millie’s part and thosetwo will read Suzy’s part. Then change parts.3. T: Boys and girls, it’s your turn to talk aboutsome DIY work that you would like to do. You havethree minutes. You can use Millie and Suzy’sconversation as a model.Ss can prepare for three minutes, T walk around theclassroom and choose several pairs to act out.Praise ss that do well: Very good/Great!Step 3 Homework1. Read the words ,phrases and sentences fluently.2. Memorize Comic strip and part B.3. Preview Reading.板书设计教学反思课题8A Unit 4 Reading (1) 课型New教学目标To learn about vocabulary about DIY.To understand the article and finish relative exercise. To cultivate the sense of DIY.教学重点To understand the article and finish relative exercise. 教学难点To cultivate the sense of DIY教学过程教师内容备课札记Step1 Presentation1. Review the vocabulary of tools.2. T：Suzy’s cousin Andrew likes DIY a lot. He’scrazy about DIY.Write “be crazy about” on Bb.3. Present a picture of Andrew and ask : Look atthis picture. What happened to Andrew?Encourage ss to answer.Write “pipe, fill…with…”on Bb.T: Yes, it’s terrible.Write “terrible” on Bb and ask ss to guess itsmeaning.Lead the reading.Step 2 Practice1. T: Millie wants to retell Suzy’s story aboutDIY. Listen to Suzy’s article carefully and readthe sentences in Part B3 on page 46. Write a T ifthe sentence is true or an F if it is false.Play the recording of page 44, ask ss to do PartB3 on page 46.2.T: Read the sentences and correct those with wronginformation:(3) Suzy’s cousin wanted to put up a picture on thewall.(4) Suzy’s cousin thought the living room wasboring, so he painted it blue.(5) It took Suzy’s cousin five hours to put up theshelf on the wall.(6) Suzy’s cousin thinks he already knowseverything about DIY.Then read the corrected sentences together.Step 3 Reading1. T: Listen to the article again and make some notesabout it. Play the tape again. Pause between themiddle, give the ss enough time to finish the note.2.T: Please open your books and turn to page44.Let’s repeat the article after the tape sentenceby sentence. Pay attention to your pronunciationand intonation.Play the tape.Show some key words and phrases in each paragraph.3. Present all the key words and phrases.T: Close your books, please. Use these key wordsand useful phrases to retell the article.Paragraph 1: be crazy about, repair, decorate, look terribleParagraph 2: a brighter light, make a mistake, power cut, put up a picture, hit a pipe, fill…with…Paragraph 3: living room, boring, paint…blue, ceiling, floor, catParagraph 4: a shelf, above, spend five hours, not stay, much higherParagraph 5: buy, advise, make him angry, attend lessons, know much more4. T: Can you retell Suzy’s story about her cousin in your own words?Praise ss who can organize their language well and retell the article fluently.Jobs ProblemsPut in a brighter light in his bedroom The whole house had a power cut.Put up a picture on his bedroom wall. Hit a pipe and filled the room with water.Painted the walls in the living room blue. Painted the ceiling, the floor, and even his cat blue.Put up a shelf for Suzy. The books couldn’t stay there because one end of the shelf was much higher than the other.Step 4 Homework.1. Read the article fluently, memorize thevocabulary, phrases and sentences.2. More able students to recite the text.3. Finish the relative exercise.板书设计教学反思课题8A Unit 4 Reading (2) 课型New教学目标1. To learn about vocabulary about DIY.2. To understand the article and finish relative exercise.3. To cultivate the sense of DIY.教学重点To learn some useful expressions and use them in different context教学难点To cultivate the sense of DIY教学过程教师内容备课札记Step 1. Leading inT: Yesterday we learnt the story of Andrew and hisDIY jobs. Can you say something about Andrew?Ste p 2. PresentationA. Reading: Let the Ss read the context carefullyand then answer the QS.1.） What is Andrew crazy about ?2.) What does he love to do ?3.) Is he good at DIY ? Why ?4.) How long did Andrew put up the shelf on the wall ?5.) If you were Andrew , how would you paint theliving room ?6.）What did Suzy advise him to do ?B、 Say Andrew and his DIY jobs and what problemshe caused , then discuss how to solve theseproblems.C、Translate the useful expressions:1. put in a brighter light2. have a powercut3. make a mistake4. put up a picture on thewall5. hit a pipe6. fill the room with water7.keep on doing sth. 8. not only...but also...9.put up the shelf 10. advise sb.to do11. take a course in DIY 12. make him angry13. attend lessonsD、Language pointsAsk Ss to highlight the words、phrases、sentences they do not know. Then ask them to discussthem in pairs and try to work out the meanings fromthe context . At last the teacher tries to help themand explain the language points .Step 3. practiceGet the students to read the passage together aloudagain,1） Now you know Andrew and his DIY jobs well. Canyou retell the text ?2） Complete the conversation on Page 46 B4.3) Here is a DIY advertisements ,can you finishit ？Want to ( 安装电灯 ) . ( put in a light )Want to ( 修理坏掉的水管 ) . ( repair the brokenpipe )Don＇t know how to deal with (停电 ) . ( a powercut )We ( 建议 ) you ( 修一门课程 ) in DIY . ( advise ,take a course )You can ( 上课 ) every weekend . （attend lessons）Call us on 88221546 .Step 4. ActivitiesEnjoy DIY ：Ask Ss to work in groups ,according to theteacher＇s instructions to do their DIY jobsA：Having a discussion in groupsGroup 1 : making a lovely envelopeGroup 2 : making a birthday cardGroup 3 :painting the paperB: Group presentationStep5 ExerciseFinish the relative exercise.Step 6 Homework1、To recite the text .2、Write a passage about how to do your DIY jobs( such as painting a room , fixing a bicycle , makingcakes, repairing computers )3、Preview Grammar板书设计教学反思课题8A Unit 4 Grammar A 课型New教学目标1. To master the new words.2. To use imperative sentences to give instructions.3. To use imperative sentences to give instructions in correct context.教学重点1. To use imperative sentences to give instructions.2. To use imperative sentences to give instructions in correct context.教学难点As above教学过程教师内容备课札记Step 1 GreetingsOne-minute speech about the article.Step 2 Lead in1. Play a gameGive instructions.E.g. Please have a seat!Sit down please!Open the door!Please don’t close the window!………Step 3 Presentation1. Write these sentences on Bb and ask ss to discussthe structure.Put up a picture on the wall.Don’t stand on the desk.Please pass the book to me.2. Sum up the structure: We start a sentence withthe base form of a verb when we want to tell peoplewhat to do. We add do not/don’t in front of the verbwhen we want to tell people not to do something.We often add please in a sentence if we want to giveinstructions politely.3. T: Now open your books and turn to page 47,please. Let’s read the sentences together.Step4 Practice1. Present the pictures of making cards: Please lookat these four pictures. What’s Millie doing?Then ask: Do you know how to make cards? What shouldwe do first?Have ss guess the meaning of “cut”, lead thereading.2. T: Open your books and turn to page 47. Look atthe pictures carefully. Can you help Milliecomplete the instructions?Have ss watch the pictures and finish the exercise.3. T: Let’s read the sentences together.Check answers together.Step 5 Activities1. T：Now let’s play a game. I’ll tell you whatto do and please follow my instructions.(1) Touch your nose.(2) Stand up.(3) Put up your books open.(4) Don’t keep your books open.(5) Don’t close your eyes.2. Play a game called “Eddie says …”Ask all thestudents to stand up, the teacher is the judge.Game begins, the teacher give the instructions.E.g.Eddie says “stand up”Ask ss to respond to teacher’s instructionsquickly.3. 将下列句子改成肯定否定祈使句Come here early.Ask him.Don’t climb the tree.Read the book carefully.Don’t wait for her.Homework1.Preview GrammarB2.Finish the relative exercise.板书设计教学反思课题8A Unit 4 Grammar B 课型New教学目标1. To master the new words.2. To use should/had better to give advice.3. To use should/had better to give advice in correct context.教学重点1. To use should/had better to give advice.2. To use should/had better to give advice in correct context.教学难点As above教学过程教师内容备课札记Step 1 Presentation1.Review Reading to introduce the usage of“should”T: Suzy doesn’t think her cousin knows much aboutDIY either. What did she advise him to do?T: What do you think she said to him about this?Write this sentence on Bb and mark the word shouldin red.2. T：Do you think we can use had better insteadof should in this sentence?Write “You had better take a course in DIY.”Ask ss to think and understand the meaning of thetwo sentences.3. Present more sentences, encourage ss to sum upthe rule: Here are some more sentences. Can youwork out when to use should and had better?（1）To keep fit, you should /had better have ahealthy diet.（2）You should not /had better not leave litter.（3）It’s going to rain. You should/had better takean umbrella.4.Work out the rule with ss: We use should and hadbetter when giving advice and telling people whatwe think is the best or right thing to do. The toneof had better is strong than should.5. Please open your books and turn to page 48.Let’s read the sentences together.Step 2 Practice1. T: Suzy is giving DIY advice to her classmates.Can you help her make sentences with should(not)and had better(not)?Have ss do exercise on page 48, and then read andcheck answers together.2. T: You’re giving advice to your friends. Rewritethe following sentences using should(not) and hadbetter(not):(1) It’s time for class. Put your comic books away.(You should/had better put your comic books away.)(2）Your English is not good enough. Read more toimprove it.(You should/had better read more toimprove it)(3)Turn your mobile phone off in class.(You should/had better turn your mobile phone offin class.)(4) Don’t make the mistake again.(You should/had better not make the mistake again.)3.T: Boys and girls ,you have learnt how to giveadvice. I have a problem and I need your help. Ican’t sleep well at night and I feel tired duringthe day. Can you give me some advice?Encourage ss to give advice:You should drink a glass of milk before going tobed./ You should not watch TV just before going tosleep./You had better do some reading before yougo to sleep./…4.T: Work in pairs. Talk about your problems andtry to give useful advice.Homework1.Preview Grammar2.Finish the relative exercise.板书设计教学反思课题8A Unit 4 Integrated skills 课型New教学目标1. To obtain relative information through listening.2. To talk about DIY in English.3. To strength the listening, speaking, reading and writing skills.教学重点1. To talk about DIY in English.2. To strength the listening, speaking, reading and writing skills.教学难点As above教学过程教师内容备课札记A .How to make a fruit saladStep 1 Presentation1. Communicate with ss to lead in new lessons: Whatdid you have for breakfast/lunch today? What fooddo you like best? Do you have a healthy diet? Canyou cook dinner on your own?2. Present the picture of salad and ask: Look atthe picture .This is my favorite food. What is it?Yes, it’s a salad.Write salad on Bb and teach the new words.T: Salad is healthy. Do you like it? Do you thinkit’s easy to make a salad? Can you make a salad?3. T: What do you need when making a salad?Write spoon and cream on Bb, teach the new wordsand explain.Step 2 Listening1. T: Open your books and turn to page 49. Look atthe pictures in Part A1.T: When we make a salad, we need some tools andwe can add anything we like. Can you name the thingsin the pictures？Write grape and strawberry.2. T: Any and Suzy are making a fruit salad. They’retalking about what they need. Listen to theirconversation and tick the things they need.Play the tape.3. T: Any volunteers? Have a try. The rest of youcan check the answers together.If they can’t obtain correct information, play thetape again, pause if necessary.4. T: Amy is making some notes of how to make a fruitsalad. Read her notes and put the sentences in thecorrect order.Play the tape again, ask ss to finish Part A2 onpage 49.5. Ask ss to read together and check answers.Step 3 Listening1. T: Amy wants to make a fruit salad. She’s askingSuzy for some tips. Please listen to theirconversation and help Amy complete her notes in PartA3 on page 50.2. Ask ss to read together and check answers.B.Speak upStep 4 Activities1. Have a free talk.What do you often have for lunch?Do you like sandwiches for lunch?Sandy and her mum are talking about what to eat forlunch.2. Play the tape.Are sandwiches quick and easy to make ?What do they put on the bread?Do they just need one piece of bread?3. Play the tape and ask ss to repeat after the tape.4. Work in pairs: Work in pairs. It’s your turn tomake similar dialogues. Talk about what you can makefor lunch. You can use Sandy and her mother’sconversation as a model.Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills.板书设计教学反思课题8A Unit 4 Study skills 课型New教学目标1. To add un-,in-and im- to form a new word.2. To use adjectives with un-,in-and im- to express negative meanings.教学重点1. To add un-,in-and im- to form a new word.2. To use adjectives with un-,in-and im- to express negative meanings.教学难点As above教学过程教师内容备课札记Step 1 Presentation1.Show some words on the blackboardold-young easy-hard tall-shortrude/impolite-polite happy-unhappy kind-unkindNow，we know they are prefixes.2.PresentationSay: With some adjectives, we can change the meaningby adding a prefix. Adding the prefixes “dis”,“im” “in” or “un” to an adjective will expressthe opposite meaning of the word. These prefixesmean “not” or “the opposite of”e.g. Trainers are comfortable to wear.But smallones are uncomfortable.If someone shows good manners to others, he is apolite person.If someone does not show good manners to others,he is impolite.Step 2 Practice1.Tell the students that “un-”is not the onlyprefix. There are more prefixes like this. Invitethe students to open their book and ask them to matchthe words on the left with their opposites on theright.1.certain—uncertain2.important—unimportant …2. Show some sentences and fill in the blanks withprefixes.Zhalong is a protected area. It isn’t allowed tohunt or fish there. It is incorrect to kill wildanimals. (correct)These trainers are comfortable to wear. But thoseare uncomfortable. (not comfortable).If someone shows good manners to others, he is apolite person. If someone doesn’t show goodmanners to others, he is impolite. (not polite )3.Try to pronounce the underlined words。

集体备课教案表格一、教案基本信息1. 学科：语文2. 年级：五年级3. 课题：《草原》4. 课时：2课时5. 编写人：二、教学目标1. 知识与技能：（1）能够正确地朗读课文，理解课文大意。

（2）学习生字词，并能灵活运用到实际情景中。

（3）了解草原的特点，以及作者表达的思想感情。

2. 过程与方法：（1）通过自主学习、合作探讨的方式，分析课文结构，品味语言。

（2）学会从文中提取关键信息，概括文章主题。

（3）培养学生的朗读能力和口头表达能力。

3. 情感态度与价值观：（1）感受草原的美丽，培养对大自然的热爱。

（2）学习作者乐观向上的精神，树立正确的人生观。

三、教学重点与难点1. 教学重点：（1）正确朗读课文，理解课文内容。

（2）学习生字词，提高词汇运用能力。

（3）分析课文结构，品味语言。

2. 教学难点：（1）描绘草原景色的句子理解与欣赏。

（2）作者思想感情的把握。

四、教学过程1. 导入新课：（1）图片展示：草原风光图片，引起学生兴趣。

（2）教师简要介绍草原的特点，引入课文。

2. 自主学习：（1）学生自读课文，理解大意。

（2）学生合作探讨，解决生字词问题。

3. 课堂讲解：（1）分析课文结构，讲解重点句子。

（2）品味语言，体会作者描绘草原的手法。

4. 练习巩固：（1）学生朗读课文，体会语气、情感。

（2）学生进行口头表达练习，描述草原景色。

5. 课堂小结：（2）学生分享学习收获。

五、课后作业1. 熟读课文，巩固生字词。

2. 结合课文内容，写一篇关于草原的短文。

3. 思考：作者为什么喜欢草原？你最喜欢草原的哪个特点？六、教学策略1. 情境教学：通过展示草原图片和播放相关音频资料，为学生营造一个真实的学习情境，增强学生对草原的直观感受。

2. 互动式教学：鼓励学生主动参与课堂讨论，引导学生通过合作、探究等方式解决问题，提高学生的自主学习能力。

3. 情感教学：引导学生在朗读和写作中表达自己的情感，培养学生的情感表达能力。

部编版语文四年级上册第一单元集体备课教案记录表一. 教材分析部编版语文四年级上册第一单元的主题为“欢迎秋天”，包括《秋天的雨》、《停车坐爱枫林晚》、《暮江吟》三篇课文。

这个单元的课文内容丰富，语言优美，富有诗意，旨在引导学生感受秋天的美丽，体会作者对秋天的喜爱之情，培养学生的朗读兴趣和审美情感。

二. 学情分析四年级的学生已经具备了一定的独立阅读能力，对秋天的景色和情感有一定的认识。

但在朗读、感悟诗意方面，还需要老师的引导和启发。

此外，学生对文言文的接触较少，需要特别关注文言文的朗读和理解。

三. 教学目标1.知识与技能：学生会正确认读“钥、匙、趁”等10个生词，理解由生字组成的词语，会用“清凉、温柔”等词语造句。

2.过程与方法：通过多种阅读形式，提高学生的朗读能力，培养学生的审美情感。

3.情感态度与价值观：引导学生体会作者对秋天的喜爱之情，激发学生对秋天的热爱。

四. 教学重难点1.学会生字词，理解由生字组成的词语。

2.体会课文中描绘的秋天的美丽，感悟诗意。

3.理解文言文《暮江吟》的内容，体会作者对秋天的喜爱。

五. 教学方法1.情境教学法：通过图片、音乐、朗读等方式，营造秋天美好的氛围，引导学生进入课文情境。

2.启发式教学法：通过提问、讨论等方式，激发学生的思考，培养学生的审美情感。

3.示范法：教师示范朗读，指导学生正确朗读课文。

4.小组合作学习：学生分组讨论，共同完成学习任务。

六. 教学准备1.课件：秋天的图片、音乐、生字词卡片等。

2.黑板：用于板书课题和重点内容。

3.课文：学生用书和教师用书。

七. 教学过程1.导入（5分钟）利用课件展示秋天的图片，播放轻松愉悦的音乐，引导学生进入美好的秋天氛围。

教师简要介绍课文内容，激发学生的学习兴趣。

2.呈现（10分钟）教师带领学生朗读课文，让学生感受秋天的美丽。

学生自读课文，注意生字词的读音和词义。

教师讲解生字词，引导学生理解由生字组成的词语。

3.操练（10分钟）学生分组讨论，共同完成学习任务。

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五年级道德与法治上册第一单元集体备课（教案）记录表
（1）同学们，你们都在课余时间做些什么呢？你认为你的课余生活有意义吗? （学生各抒己见）课余生活中，我们可以选择自己感兴趣、有意义的活动。

这些活动能够激起求知欲望，磨练意志，开发潜能，陶冶情操，促进自身发展。

这节课我们学习《过好我们的课余生活》
（2）通过本课学习，同学们至少要达到以下两个目标：1．知道哪些课余活动是有意义的。

2．懂得如何合理的安排课余活动。

2、检查《课前预习案》的“预习自测”部分，学生汇报。

二、合作探究、交流展示
（一）认识健康的课余生活。

1.观察图片，小组讨论，下面哪些活动是健康的？
（学生各抒己见）
生1：上网要适量，浏览健康的内容，如果沉迷于网络会影响我们的身心健康。

生2：读书是一个很好的课余活动，可以增长见识，提高理解和阅读能力。

生3：课余时间跑步，可以锻炼身体，非常的健康。

[来源:学+科+网
Z+X+X+K]
生4：唱歌也是非常健康积极的课余活动。

可以培养我们高雅的情趣，还可以提高肺活量。

生5：踢足球是有益身心的课外活动。

既锻炼身体，又可以提高我们的合作能力。

生6：如果课余时间都在看电视不但对眼睛不好，还会影响我们的身
体健康。

2. 判断下面的课余活动，哪些是积极健康的，为什么？
生1：弹琴、唱歌、绘画、书法是积极的兴趣爱好。

培养这样的兴趣爱好能丰富生活、开阔视野、陶冶情操，促进能力的发展。