刷子李教学反思优秀10篇

在快速变化和不断变革的新时代,教学是我们的工作之一,反思意为自我反省。反思应该怎么写呢?的小编精心为您带来了刷子李教学反思优秀10篇,如果对您有一些参考与帮助,请分享给最好的朋友。

刷子李教案教学反思 篇1

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《刷子李》教学反思 篇2

这篇课文以“刷子李”的高超手艺为话题。既为奇人,则轶事多多,但作者只选取一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。

本文通俗易懂。教学时,我放手让学生根据阅读提示的要求自读课文。在学生充分自读课文的基础上,围绕“刷子李”的技艺高超表此刻哪里?作者是怎样写出他技艺高超的?有哪些描述最精彩的句子等问题交流讨论。

为帮忙学生真切地体会“刷子李”的技艺高超表此刻哪儿,我采用了:

(1)抓住直接描述“刷子李”刷墙的重点句段的情景。组织学生一句一句地读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。

(2)围绕学生感兴趣的问题集中讨论,如“他刷浆时,干完活黑衣服上为什么没有一个白点”,透过集中讨论,学生们取长补短,从而感受“刷子李的技艺高超。

《刷子李》教学反思 篇3

细细咀嚼课堂细节,静静聆听行家教诲,默默享受语文的每一份情怀,心里涌起的尽是感动。感动于学生的精彩表现,感动于领导的悉心指导,感动于同行们真挚的鼓励和鞭策。滴水瓣花总关情,点点滴滴在心头。

在此,我首先说一说在教学设计方面,自己感觉比较满意的地方:

(一)主问题设计得好,找到一个点,拉出一条线,辐射全文。

一直以来,我都坚持简简单单教语文,即目标求简明,过程求简要,引导求简练。在这一思想指导下,我把本课教学设定为两大主问题:说奇论妙。

主问题一——评说人物之奇,锻炼学生对文本的分析理解能力。聚焦文本内容,以一个“奇”字设疑,牵一发而动全身,引导学生沉入文本,抓住重点词句,从细节描写中感知刷子李之“奇”,学生很快找出刷子李三大奇特之处,即着装奇、规矩奇、技艺奇。

主问题二——品读文章之妙,锻炼学生对文法的揣摩思考,并学习作者的写作手法。这个问题对于我们班的学生甚至五年级的学生来说难度比较大。这个环节很困难,我用学法指导的形式呈现了三个小问题,引导学生凭借对小说布局谋篇的初步认识,凭借对曹小三内心世界的揣摩,体会“巧设悬念”和“一波三折”的写作手法。

(二)个别细节把握得比较好,延伸了语文的内涵

从冯骥才的《俗世奇人》中开课,引导学生读名家的书,经典的书,结课,又走进《俗世奇人》,引导学生由读一篇课文到读一整本书,使课堂显得很完整。

拓展部分让学生转换角色,采用记者采访的形式,讲述曹小三学徒头一天见到听到学到的。这不但让学生领略了全文的内容,而且领悟到人生的哲理。

结束语“我们每一个人手中都有一把神奇的刷子。我们也可以让手中的刷子给自己刷出一片神奇的天地。”堪称画龙点睛之笔。

美好的愿望不等于现实。纵观整堂课,带给大家更多的还是遗憾:

(一)文本内容的理解与表达形式的渗透没有达到完美的融合。整节课大部分时间都在默读、思考、交流,训练的仅仅是思维能力、语言表达能力。

(二)文中的精彩语句很多,但我仅品一个片段,不够全面,不够深入。课堂上只让学生简单读了读,没有在品字上下功夫,没有看到学生朗读水平的明显提升,没有达到预期效果。

(三)由于顾虑太多,以至于信心不足、不能灵活的驾驭课堂。面对学生一次次的回答,有时会紧张得不知说什么好。由此我深知自己经验之不足,在教学艺术上的领悟之浅薄。

(四)语言赏析还不够地道,这也是我备课时深感困惑的地方,如何让学生深刻体会文本津味语言特色,从而深刻解读带有天津烙印的刷子李的生命形态,挖掘人物背后的厚重的民俗文化意蕴。对这一点,我自觉只做到了蜻蜓点水。

学然后知不足,教然后知困。我深知自己在教学上还很稚嫩,远不及同行们之渊博厚重。执教《刷子李》,有亮点,有败笔,留给我更多的是对如何真正践行新课改精神的思索。再次感谢各位同行对我课堂的关注与批评,感谢你们给了我参照系,给了我反思力,让我们为演绎精彩语文而一路同行!

刷子李的教学反思 篇4

1880年6月27日,海伦?凯勒诞生于美国亚拉巴马州北部的一个城镇。她的一生为人们树立了与命运拼搏的榜样。

海伦?凯勒是举世敬仰的作家和教育家。尽管命运之神夺走了她的视力和听力,这位女子却用勤奋和坚韧不拔的精神紧紧扼住了命运的喉咙。她的名字已经成为坚韧不拔意志的象征,传奇般的一生成为鼓舞人们战胜厄运的巨大精神力量。

安妮?莎利文老师半个世纪一直与海伦朝夕相伴,用爱心和智慧引导她走出无尽的黑暗和孤寂。海伦一生创造的奇迹,都与这位年轻杰出的聋哑儿童教育家密不可分。海伦在她的名作《假如给我三天光明》一文中深情地抒发她对莎利文老师的爱:“假如给我三天光明,我第一眼想看的就是我亲爱的老师。”

莎利文到海伦家担任家庭教师的那一天,就送给她一个玩具娃娃,并用手指在海伦的小手上慢慢地、反复地拼写“d-o-l-l”(玩具娃娃)这个单词。海伦立刻对这种游戏产生了浓厚兴趣。她一遍又一遍地模仿着老师的动作,从此开始懂得世间万物都有各自的名字,开始知道自己的名字叫“Helen Keller”(海伦?凯勒)。此后,海伦陆续学习并掌握了法语、德语、拉丁语、希腊语。聋盲却能掌握五门语言,海伦的成功被称为“教育史上最伟大的成就”。

海伦的“哑”是因为丧失听力而造成,声带并没有受损。十岁那年,海伦开始学习说话,因听不到别人和自己的声音,只能用手去感受老师发音时喉咙、嘴唇的运动,然后进行成千上万次的模仿和纠音。当首次像正常人那样说出“天气真热”这句话时,惊喜之余,她和莎利文老师都意识到,在她们顽强的毅力面前,再没有克服不了的困难。海伦的一生中,在世界各地巡回演讲甚至成为她事业的重要组成部分。

她除了嗜书如命,还喜欢骑马、游泳、划船,酷爱戏剧表演艺术,靠着不屈不挠的意志,海伦学会了唇读,可以通过“手”听到马克?吐温为她朗诵的短篇小说,以优等的成绩完成了世界名校哈佛大学的学业。读书不但使海伦成为一个学富五车的学者,也陶冶了她美好的心灵。

马克?吐温称她和拿破仑是19世纪最杰出的两个人物之一。

她为了改善美国盲人的工作和生活条件四处奔走,为美国盲人基金会和美国海外盲人基金会(现名为海伦?凯勒国际组织)广筹善款,她创造了非凡的业绩,获得了无数荣誉。

她给世界以爱心,世界回报她崇高的荣誉。1919年,海伦的故事被好莱坞搬上银幕,由她本人出任主演。1955年,她荣获哈佛大学的荣誉学位,成为历史上第一个受此殊荣的妇女。

她留给人们最大的启示就是,勇敢地接受生命的挑战就能够赢得生命中的光明。本书是对海伦?凯勒一生详细记述,被认为是文学史上最重要的两大贡献之一。

应该说在我小的时候,海伦凯勒曾给了我很大的影响,她是我们那个时代年轻人所追的“星”之一。所以我在准备这课书时自然就把情感态度价值观这一教学目标放在了第一位。

课前我将海伦凯勒的资料印发给了学生,并且提了几个问题,目的只有一个就是让学生了解海伦凯勒,让海伦凯勒打动学生,从而为课堂做好铺垫。

课前为了让学生读好书,我将学案发给学生,让他们带着问题去读书。

课上我精心设计了四个问题——

莎莉文是怎样教育“我”认识事物的?试举例说明。

幼年的海伦得病致残以后,愚昧而又乖戾,但后来却成为一个有文化修养的大学生。这个“再塑生命”奇迹的创造,在很大程度上,可以说是莎莉文老师隽永深沉的爱心和科学的教育方法结出的硕果。文中作者是怎样表达自己的感情的?

课文文笔优美,充满诗情画意。请学生再读全文,品评并积累文中优美而精警的语句。

在这些事件中,作者表现出来的老师是怎样一个人。请结合具体的语句进行分析。课文展示了儿时海伦的性格特点和人生起步的足迹。请学生通读全文,联系作者的生平经历,说说海伦性格中的特点。

这四个问题从宏观到微观,从抽象到具体,从事件到中心,从人物到情感,从情节到语言,层层深入,由浅入深, 便于学生的理解。

设计问题时要特别明确提问的目的是什么,学生理解的难度在哪里,因此不仅要追求问题的新颖性(激发学生的学习热情),更要注意问题的梯次性,让学生像爬坡一样一点点的不知不觉中走到终点,不能在学生面前树立壁垒。

这些我懂,庆幸的是这节课我做到了,学生自然就表现的比较活跃。

遗憾的是在处理情节时有些拖沓,课没有完全讲完。

刷子李教案教学反思 篇5

1、本文通俗易懂。教学时,我放手让学生根据阅读提示的要求自读课文。在学生充分自读课文的基础上,围绕“刷子李”的技艺高超表现在哪里?作者是怎样写出他技艺高超的?有哪些描写最精彩的句子等问题交流讨论。

2、为帮助学生真切地体会“刷子李”的技艺高超表现在哪儿,我采用了:

(1)抓住直接描写“刷子李”刷墙的重点句段的情景。组织学生一句一句地读,边读边想象情景:刷墙时的动作好似跳舞,刷墙时发出的声音好似乐曲,完成的作品好似一面天衣无缝的屏障等。

(2)围绕学生感兴趣的问题集中讨论,如“他刷浆时,干完活黑衣服上为什么没有一个白点”,通过集中讨论,学生们取长补短,从而感受“刷子李的技艺高超。

3、拓展:读读与本文相似的文章,如《泥人张》、《快手刘》等。

学后感悟:要想技艺高超,刻苦、勤奋、好学、钻研——,今日的付出,将来的收获。学习更应如此。

《刷子李》是人教版教材五年级下册的一篇略读课文,本单元的三篇课文向我们刻画了几个栩栩如生的鲜活的人物形象,而本课选自冯骥才的民间世人轶事集《俗世奇人》,他文笔生动,妙趣横生。“刷子李”是生活于市井里巷的凡夫俗子中的奇人高手,他绝妙的粉刷技艺无人可比。本文生动有趣,幽默风趣,故事一波三折,人物形象富有传奇色彩。是一篇艺术性和趣味性都较强的文章。

这篇课文以“刷子李”的高超手艺为话题,既为奇人,则轶事多多,但作者只选择一件小事来写,借一件极富戏剧性的小事窥见人物的大本领、大智慧。

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

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

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

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

回顾整个课堂,存在许多不足之处,虽然我十分注重对学生的评价,但在评价中不免有些流于形式,如评价的不够新颖,不能针对个体进行准确评价。今后要加强评价的新颖性和准确性的训练,要让学生更多地体验成功的喜悦。

刷子李的教学反思 篇6

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

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

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

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

《刷子李》教学反思 篇7

破天荒,第一次未试课而录课。虽然用心备了课,但一直忐忑不安,有太多的顾虑萦绕心头:课的容量是否合适?教学环节是否恰当?这样的设计学生是否有兴趣……加上自己今年教一年级,凡事开头难,常常忙得焦头烂额,也顾不上去高年级熟悉学生,心中自然更加惶恐。

向别的老师借了一节课用来录相。因为没有多余的时间熟悉学生,直接就开始上课了。下课铃响时,我的课也接近尾声。回顾整节课,颇有感触:

一、平平淡淡也是一种不足

一堂课上有些环节,学生心不在焉,或者毫无兴趣的时候,往往在告诉我们:这个环节或许无效,起码需要改进。因为不能在学生的心里激起任何涟漪的课堂,也不可能让他们从中受益,促进其发展。

在这节课上,学生默读课文,画出“体现刷子李‘奇’的句子”这一环节时,学生显得很无趣,似乎懒得动手在书上标画。何以如此?是这个问题激不起学生的兴趣,对此类问题他们早已麻木?还是他们觉得这类问题太简单,缺乏思维含量?值得思考。默读之后的交流环节,也不够热烈,平平淡淡波澜不惊。这跟我步步为营生怕出错的心理有关。在交流时我一直强调要“按顺序交流”,只是为了与课件上重点句的顺序相吻合,若学生不按文章叙述顺序来交流,我点课件就会出麻烦。由于老师的拘谨,在一定程度上影响了学生的积极性,他们似乎也囿于“按顺序”这个圈,而不敢大胆作答。

对于课件的问题,现在想来很容易解决:在主页做个目录,然后链接到想要的语句就可以了。一个简单的技术就可以化解拘谨的尴尬,让教学更自如。

对学生的无趣,原因可能在教学环节本身的安排上。那么这个理解课文内容的重要环节——让学生抓住重点语句理解,该如何在课堂上实施?又有什么好方法?固有的思路与经验暂时解决不了这个问题,需要用时间去探索与实践。

二、学生兴奋的课堂可能是成功的

当然,这只是可能,而且前提是课堂必须是有效的,符合学生年龄特点和课标要求的。这节课,最成功的地方,就是学习《张大力》这一环节。当学生感知了一波三折的故事情节后,迫不及待地阅读了《张大力》这个故事。但我为他们印发的故事没有结尾,读完后让他猜测故事的结尾,激起了他们的思维,一下子调动了他们已有的经验和智慧,思维的火花也在对未知的猜测中被点燃。虽然他们的结尾无非是两种:拿银子离开或老板赖帐这种直线式的结尾,但在这个过程中他们经历了一次构思的尝试。此时再读完冯骥才先生的结尾,鲜明的对比让他们不得不佩服作者构思的巧妙。读完这个结尾,他们都不禁哑然失笑,为自己的意想不到而惊叹不已。从他们兴奋的眼神中,我感到了欣慰。

起码这个环节是受学生欢迎的,而且在他们心中激起了层层涟漪,也给他们固有的思维带来了冲击,更感受到大作家的魅力,为课外阅读冯骥才的书奠定了基础。

不过,这个环节还可以做得更好。虽然这个环节是这节课的一个重头戏,但从时间比例上来说,显得不相衬。可以让学生在此驻足停留,比如可以多叫几个学生猜测结尾,事实上我只请两个学生发表了自己的意见;也可以让学生尝试写一个结尾,写完之后再与作者的原文进行对比。在这个原本可以做好的环节我却有点蜻蜓点水,做得不够扎实,效果自然也要打折扣。

三、把学生的视角引向课外也算一种功德

在阅读完《刷子李》和《张大力》两篇文章后,我向学生推荐了《俗世奇人》这本书。下午放学,他们老师就来问我《俗世奇人》这本书到底是否到底如何,她说他们班的孩子说这学期想共读这本书。我想,即使孩子在课堂上收获甚少,而愿意去阅读我推荐的一本书,不能不说是别样的收获。

整节课,总的来说还是按照之前的预设进行得有条不紊,学生的发言也与之前的预设出入不大,这说明对学情的把握还可以。但这也恰恰是自己最应改进的地方——预设有余,而生成缺乏。一节没有生成的课,往往是死板的,也是缺乏灵气的,同时它也透露出老师对学生的不信任和教师本身循规蹈矩的保守思想。

“艺术止于创造,始于模仿。”教学也同样如此,要想创造出精彩的课堂就得走出保守模仿的境地,从大胆尝试开始。

五年级下册语文《刷子李》教学反思 篇8

(一)以学生为中心,设计教学环节。在设置教学环节时,我本着“以生为本”,“贴着学生教”的设想,设计了“我来读――读精彩篇章,整体感知课文;我来品――品情节、人物、语言之奇绝”等教学环节,以期达到教学流程清晰、合理、紧凑的效果。

(二)以教材为根本,理清文章脉络。从某种程度上说,小说的艺术就是情节的艺术,悬念、波折是小说的精彩华章。而理情节往往是析人物、明主旨的前提。因此,我以“曹小三找白点”这个细节作为梳理情节的切入点,让学生找出与情节发展密切相关的几个带“然”的词(“果然”——“居然”——“竟然”——“忽然”),以期实现使学生对小说的情节有一个整体把握的目的,进一步领会小说尺水兴波、一波三折的情节魅力;深刻感受曹小三心理之变化、刷子李手艺之奇绝;在学生的个性解读和创造性复述中深入体会本色、津味之语言特色。

(三)以品析为手段,探究文本之奇。《俗世奇人》奇妙双绝,奇在人物,妙在故事和语言。那着一袭黑衣却不沾白点,那挥舞朴实刷子却悠然享受,那道出人生教诲却举重若轻,那守望平凡却追求卓越的刷子李令人暗暗叫绝。那曲折有致丝丝入扣的情节,那形神兼备出神入化的精湛描写,那津味十足本色朴素的精妙语言也令人拍案称奇。因此,我认为品情节之奇妙、人物之奇绝、语言之奇美是文本的美之所在,也应该是教学的着力之处。

《刷子李》教学反思 篇9

《刷子李》选自冯骥才的《俗世奇人》。这是一篇略读课文,课文以“刷子李”高超的技艺为话题,借一件极富戏剧性的小事窥见人物的大本领,大智慧。本文生动有趣,故事一波三折,人物形象富有传奇色彩,是一篇艺术性和趣味性都较强的文章,很容易吸引学生阅读。

一、教学效果

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

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

二、成功之处

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

三、不足之处

虽然我十分注重对学生的评价,但在评价中不免有些流于形式,如评价得不够新颖,不能针对个体进行准确评价。

四、改进措施

今后要加强评价的新颖性和准确性的训练,要让学生更多地体验成功的喜悦。要进行写作方法的归纳时,可尝试让学生试着用这种方法口头作文,做到现学现用,从而深刻解读带有“天津烙印”的“刷子李”的生命形态,挖掘人物背后的厚重的民俗文化意蕴。

刷子李教案教学反思 篇10

1、学习掌握6个生字;学会两个轻声“包袱、师傅”;学习一个多音字“和”以及文章的新词。

2、在默读课文的基础上提炼内容,感情朗读相关句子。

3、通过曹小三跟随师傅学艺的过程,亲历亲闻,感受刷子李技术高超,一手绝活,以及故事的跌宕起伏,体会侧面描写和“一波三折”的写作手法。

一、聊《俗世奇人》

1、书本《俗世奇人》

2、简介:

①《俗世奇人》是著名作家冯骥才创作的同名小说集。全书由19个短篇小说连缀构成,各篇文字极精短。

②书中所讲之事,又多以清末民初天津卫市井生活为背景,每篇专讲一个传奇人物生平事迹,素材均收集于长期流传津门的民间传说,人物之奇特闻所未闻,故事之精妙叹为观止。

二、揭示课题:刷子李

1、引出刷子李。

2、聊刷子李

①从名字中你明白了哪些信息?

②为什么叫他“刷子李”?

【他姓李,刷墙的本领高超。】

③师总结:

是的。在天津卫这个地方,某一行有绝活的人,人们用他的行当加姓称呼他。 比如在天津,有个姓张的,泥人捏得特别好,就叫他——

还是在天津,有个姓刘的风筝做得特别好,就叫他——

比如在天津,有个叫唐老师的书教得特别好,就叫他——

(油漆张?)

三、积累新词、学习生字

1、生字填写——活学活用(一)。

刷子李刷(浆)时,必穿一身黑,干活前,先把装有黑衣黑裤黑鞋的包(袱)打开并穿上,干完活绝没有一个白点。曹小三第一次跟在师(傅)刷子李(屁)股后面做事,发现了一个白点,以为师傅露(陷)了,以为他的名气有(诈),但事实并非如此。

2、检查反馈:根据意思写词语:

刷浆、半信半疑、派头十足、悠然、鼓点、天衣无缝、威严、露馅、诈、难堪、发怔、匀匀实实

3、指导读音两个轻声:包袱、师傅

4、多音字“和”:和着琴音

四、填写刷子李名片,感受技术高超

1、填写刷子李的名片

师:名片是为了推销自己,为了让别人在极短的时间认识自己。所以在这个小小的纸上应该写最关键、最有用的信息。

仔仔细细默读课文,联系全文,用文中的词语或自己概括的词语填一填。

2、交流简介,聚焦问题。

①反馈预设:美术家、音乐家、能工巧匠、技艺高超、奇人一个、一手绝活? ②问题聚焦:奇在哪里?高超在哪?

③句子展示:学生读,老师点评。

④积累背诵(活学活用二):

只见师傅的手臂悠然摆来,悠然摆去,如同伴着鼓点,和着琴音,每一摆刷,那长长的带浆的毛刷便在墙面啪地清脆二响,极是好听。啪啪声里,一道道浆,衔接得天衣无缝,刷过去的墙面,真好比平平整整打开一面雪白的屏障。

⑤一手绝活、技艺高超、俗世奇人(总结、板书)

五、写作手法感悟、拓展延伸

1、侧面描写(正面描写)

师:为了写出刷子李的技艺高超,他的奇,作者冯骥才派了一个人来见证、说明,这种写法叫“侧面衬托”。

2、比如说:你外面穿了一件黑色或者灰色的衣服,里面配一件白色衬衫,这就把你整个脸蛋都衬托出来了,都烘托出来了。

3、再比如说:

写武松的勇猛我们可以用?衬托;

《草船借箭》学过吧,我们写诸葛亮的'足智多谋,我们可以用?来衬托。

再回忆我们去年学过的《慈母情深》,写母亲工作的辛苦我们可以用厂房?来烘托。

4、一波三折(比喻事情进行中意外的变化很多)

①找到文章含有“然”字的句子。

师:的确,曹小三这个人物的出现让我们觉得故事的跌宕起伏。请同学们找出文中含有“然”字的6处句子,体会体会故事的跌宕起伏。

②读句子,简单交流,体会写法。

③一波三折的叙事,引人入胜──起初,徒弟是“半信半疑”,但大半天下来,居然连一个芝麻大的粉点也没发现,他真觉得这身黑色的衣服有种神圣不可侵犯的威严。正当徒弟对师傅佩服得五体投地时,却突然发现“刷子李”裤子上有一个白点:师傅那如山般的形象轰然倒去。不料“刷子李”最后揭开谜底:那白点原来是黑裤烧了个小洞造成的,使“刷子李”的“奇”得到了一次次的渲染。

4、有效拓展(课后作业)

△备注:(细节描写、对比的写法)

注重细节描写,塑造人物个性──文中“刷子李”的黑衣黑裤,刷墙时娴熟的动作,还有那个让人吃了一惊的白点等细节描写都使“刷子李”这个人物活了,神了。

采用对比手法,烘托人物形象──曹小三对师傅“半信半疑”的态度和主人公“艺高胆大”的自信进行对比,充分表达了作者对“刷子李”这个具有超凡技艺的“奇人”由衷的赞叹和肯定。

六、总结提升、链接提升

1、总结出示对联:(上联)如同仙境,刷板显功底

(下联)黑衣无瑕,绝活传真谛

(横批)俗世奇人

2、课后作业:

①自己编一个小故事,简单尝试运用“一波三折”的写法。

②阅读链接:《俗世奇人》之泥人张、快手刘、张大力、冯五爷。

附:板书设计

刷子李

技艺高超俗世奇人

侧面烘托一波三折

(一)授与学的思考

课堂,短短的几分钟如何让学生的有所获、有所得?

学生是学习的主体,这话的确不假,甚至是千真万确的至理名言。然而老师的导和引毕竟是一个前提,老师的定向和定位直接导致学生的自主性的发挥。

所以备课,老师的思考轨迹尤为重要,甚至一些根本性的东西就在这里埋下了伏笔。 授什么,引什么,学生就会自主地学到什么,毕竟在五年级这个年段,学生的主体地位并不是绝对的,我始终相信老师具有至关重要的作用,即指明灯,指路人,一旦方向错了,即使可以殊途同归,那其间的不少冤枉路不是三言两语能够说清道明的。

拿到《刷子李》这篇略读课文,首先要定位,它处于第五单元的人物描写组,并且要学生学会如何写人。所以在传授的过程中唯有抓住线索让学生真正领悟两种写人的手法,可谓是深谙于心。

细读文本是一位老师必须具备的基本功。自认为文本中几个带“然”字的词语被抓住是一个命脉的线索,这对于学生阅读文本,掌握“一波三折”的写法那是水到渠成。如果有足够的时间进行拓展,那更是精益求精,好上加好。

(二)赛课展示的是什么

赛课,要展示的是什么?花里胡哨的东西似乎已经不能适应当前的语文教学。所以在

开课前的谈话《俗世奇人》、课文词语的根据意思写词语以及后面重点段落的背诵都是一一落到了“语言”、“文字”的实处。只有这样才能扎实学生的基本功,才能真正做到日积月累、厚积薄发。

(三)时间的分配以及课堂的淡定

一堂课,除了学生的学有所得,老师的演绎不可忽视。

淡定,课堂的驾驭能力足可以看出一个老师的功底。

在35分钟的时间内,没想到最后一个对联环节还是没有展示出来,颇有遗憾。

综上,还是应验了老教师的一些训导:要学会反思,当写完这些文字的时候,真正感到思考带来的魅力,作为老师,这应该是一门必修课,无论有多忙,反思比写教案更为重要。是矣!

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