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<time class="level-item has-text-grey" datetime="2022-05-04T04:09:32.000Z">2022-05-04</time>
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教案3
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<p>教案3我用残缺的手掌</p>
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<h2 id="学习目标"><a href="#学习目标" class="headerlink" title="学习目标"></a>学习目标</h2><p>能够正确、流利、有感情地朗读、背诵诗歌。<br>正确理解诗歌所表达的情感以及表达情感的方法。</p>
<h2 id="学习过程"><a href="#学习过程" class="headerlink" title="学习过程"></a>学习过程</h2><h3 id="一、板题、示标"><a href="#一、板题、示标" class="headerlink" title="一、板题、示标"></a>一、板题、示标</h3><p>同学们，提及戴望舒，我们自然想到的是彷徨在寂寥的雨巷，撑着油纸伞，“丁香一样地接着愁怨的姑娘”，但卢沟桥的炮火点燃了民族郁愤，以“雨巷诗人”之名行世的戴望舒也收起了彷徨“雨巷”中的“油纸伞”，而在“狱中题壁”，并且“用我残损的手掌，摸索这广大的土地”，放声歌唱“永恒的中国”。今天，我们就一起走进诗人在侵略者的铁窗下献给祖国的恋歌——《我用残损的手掌》（板题）。<br> 本节课的学习目标是（投影显示）。</p>
<h3 id="二、资料助读"><a href="#二、资料助读" class="headerlink" title="二、资料助读"></a>二、资料助读</h3><p>1942年，诗人戴望舒因为在报纸上编发宣传抗战的诗歌，被日本宪兵逮捕。在狱中，他受尽折磨，但始终没有屈服。《我用残损的手掌》就作于<br>那个时候。这首诗是诗人在侵略者的铁窗下献给祖国母亲的歌</p>
<h3 id="三、第一次“先学后教”-一读诗歌，扫除生字词"><a href="#三、第一次“先学后教”-一读诗歌，扫除生字词" class="headerlink" title="三、第一次“先学后教” 一读诗歌，扫除生字词"></a>三、第一次“先学后教” 一读诗歌，扫除生字词</h3><ol>
<li>师： 下面先请同学们朗读这首诗，比谁能读准字音。.XX你先读，其余同学认真听，发现有读错的地方，请举手帮助纠正。<br>（一人读几句，如有读错字音的，则说停，并引导学生更正，教师板书；如无，则罢。）</li>
<li>齐读字词两遍。</li>
</ol>
<h2 id="四、第二次“先学后教”（二读诗歌，放录音，让学生有感情地朗读）"><a href="#四、第二次“先学后教”（二读诗歌，放录音，让学生有感情地朗读）" class="headerlink" title="四、第二次“先学后教”（二读诗歌，放录音，让学生有感情地朗读）"></a>四、第二次“先学后教”（二读诗歌，放录音，让学生有感情地朗读）</h2><ol>
<li>出示自学指导<br>请同学们边听录音边练习读，3分钟后比谁能够有感情地朗读诗歌。</li>
<li>指名学生朗读。</li>
<li>讨论：纠正朗读中存在的问题</li>
</ol>
<h2 id="五、第三次“先学后教”（三读诗歌，理解，背诵"><a href="#五、第三次“先学后教”（三读诗歌，理解，背诵" class="headerlink" title="五、第三次“先学后教”（三读诗歌，理解，背诵)"></a>五、第三次“先学后教”（三读诗歌，理解，背诵)</h2><ol>
<li>自学指导：<br>下面请同学们一边小声读背这首诗，一边思考课后一、二两题，体会诗中表达的感情。6分钟后比谁会背全诗，并能回答两个思考题。</li>
<li>学生自学，教师巡视，了解学情。</li>
</ol>
<h2 id="六、检查自学"><a href="#六、检查自学" class="headerlink" title="六、检查自学"></a>六、检查自学</h2><p>背诵诗歌</p>
<ol>
<li>指名背诵<br> 师：会背的同学请举手，比谁背的好，<br>（若举手多，则检查；若不多，则再给两分钟；生若背错了，请其他同学 更正）</li>
<li>男生、女生比谁背的好</li>
<li>齐背这首诗</li>
</ol>
<h3 id="（二）思考与练习"><a href="#（二）思考与练习" class="headerlink" title="（二）思考与练习"></a>（二）思考与练习</h3><ol>
<li>小组交流：<br> 师：同学们，大家已能熟背全诗了，通过自学能把课后练习一、二都正确回答出来的同学请举手。有不会的，哪道题不会，那就请前后桌讨论（可进一步弄懂某些词语的含义）</li>
<li>全班交流<br>（1）师：谁来回答第1题？（喊多名学生回答）<br>板书：先是凄楚忧愤——热切期盼<br>对解放区寄予了民族复兴的希望。 板书：更好地表达诗人内心深处的爱与恨。<br>师：同学们，消极的、冷色调的前半部分与积，极的、暖色的后半部<br>分形成鲜明的对比，使作者的感情倾向更加鲜明，同学们在以后的写作中也可以运用对比的手法来表达情感。</li>
</ol>
<h2 id="七、布置作业"><a href="#七、布置作业" class="headerlink" title="七、布置作业"></a>七、布置作业</h2><p>完成课后练习三<br>要求：</p>
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<li>写片断作文</li>
<li>300——500字</li>
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