化学实验教学说课稿

第1篇：化学实验教学说课稿

高中英语教学说课稿

在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。以下是小编整理的高中英语教学说课稿，欢迎阅读。

高中英语教学说课稿1

Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

2.Ability objects (技能目标：听，说，读，写)

(1) To develop the Ss’ abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student’s reading ability, especially their skimming and scanning ability.

(4) To train the Ss’ abilities of studying by themselves and cooperating .

3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .

1. Communicative Approach(交际教学法)

2. Whole Language Teaching(整体语言教学法)

3. Task-based Language Teaching (任务教学法)

4. Total Situational Action (情景教学) a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1. Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2. Pre-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

Task 2. (Individual work, pair work, group work, class work; _____min)

___________________________________________________________________

Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

Purpose of my design: (1) to get to know something about the _________________.

(2) To have a better understanding about the importance of ___________________.

Step 3. While-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

…

Task 2. (Individual work, pair work, group work, class work; _____min)

Scanning: Listen to the tape part by part to finish ___________________________.

Task 3. (Individual work, pair work, group work, class work; _____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4. (Individual work, pair work, group work, class work; _____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4. Post-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

(接task3)Ask Ss to close books and finish the summary according their notes.

(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.

Task 2. (Individual work, pair work, group work, class work; _____min)

Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5. Homework

1. __________________________________________________

2. __________________________________________________

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

高中英语教学说课稿2

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

A felt being part of another culture B be more independent

C found it challenging and rewarding D felt that it was a special experience

E ready to face challenges in the future F learnt how to deal with difficult situation

G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)

Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)

Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)

Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).

Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

A felt being part of another culture B be more independent

C found it challenging and rewarding D felt that it was a special experience

E ready to face challenges in the future F learnt how to deal with difficult situation

G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)

Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)

Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)

Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).

Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.

第2篇：对外汉语教学说课稿_第16课语法

大家好!

今天我说课的内容是句型课本第16课的语法部分——《钟点表示法和年、月、日、星期的表示法》，下面我将从学情分析、教材分析、教学目标、教学重点难点、教法学法、教学过程、板书等七个方面来说说我对本节课的理解和设计。诚请各位老师批评指正。

一、学情分析：

本班共有13名学生，来自世界各地，年龄从6岁到18岁不等。学生们大概可以分为3个层次：9个年龄较大的学生们是一个层次的，他们学习比较积极主动，理解能力和接受能力强。刘杰锋、朱佳茵和朱佳怡是一个层次的，他们年龄偏小，注意力和理解能力稍差，读写能力相对较差。LILAS是第三个层次，由于年龄较小，汉语零基础，所以她学习的教材是侧重听说的《快乐汉语》。

二、教材分析：

主要从以下二个方面进行分析： 1. 教材分析：

《汉语强化教程——句型课本》依照由浅入深，循环递进的原则进行了科学的编排。练习的设计重点突出，综合性强;语法点的解释简洁而严谨;词汇的选择面广而实用。整套教材既强调培养学习者的语言交际能力，又注重词汇量的积累。学习者通过本教材的学习，一方面可全面掌握并强化所学的知识，另一方面又能为进入中高级阶段的学习打下坚实的基础。 2.本课分析：

在同学们已经掌握了本课词汇的基础上学习两个重点语法——钟点表示法和年、月、日星期的表示法。使学生在巩固复习重点词汇的同时学习语法。本次课主要讲解语法知识点和做语法练习。

三、教学目标：

1.通过本课的学习，让学生巩固复习生词的意义和用法。

2.通过对语法点的讲解，让学生掌握钟点表示法和年、月、日、星期的表示法，并完成各项练习。 3.学会询问时间，用时间描述自己的生活等。

四、教学重点、难点：

根据以上教学目标，我把本课的教学重难点确立为：

教学重点：1.复习本课所学的生词：本课生词较多，个别词用法广泛，意义较多。对于生词，学生不仅要会读，更应掌握它们的大意和基本用法。

2.通过语法点的讲解让学生们掌握汉语中时间和日期的表达方式。

教学难点：1.掌握三种不同的描述钟点的方法。

2.区别中英文的日期表示法。

3.能询问并准确的回答时间并用时间来描述自己的生活。

五、教学方法： 1.说教法

俗话说“教学有法、教无定法、贵在得法”根据本课知识的教学特点，为了更好地突出重点、突破难点，按照学生的认识规律，我将采用以下的教法。 大的方面：

1.说教法由易到难，循序渐进，按照“生词——课文——语法”的顺序教学。因为课文在安排上无论是词汇难度还是语法难度都是体现这一特点。 2.突出重点和难点，充分利用课堂教学时间进行高频、有效的正面训练。 3.以学生为主体。通过各种方式，启发引导学生积极参与教学活动，促使学生思考并正确理解重点词语和难句的理解。 具体的教学：

1.精讲多练，讲练紧密结合。

2.结合课文内容讲解语法点。抓住课文中的语法范句，并精选学习对象容易理解的例句，讲解语法点，并立即进行相应的练习。 2.说学法

古人云：授之以鱼，不如授之以渔。如何使学生真正变成学习的主人，让学生不仅会学，而且会学，这是教学的关键。根据本课教学内容的特点和学生的认知特点，我采用了预习法、归纳法、比赛法等学习方法。在保持学生的学习兴趣的基础上，提高学生的语言表达能力，为学生的发展提供了有利保证。 3.说教学手段

1,多媒体教学 PPT课件。

2,图片展示，例如展示时间让同学们说。 3.字卡展示，复习生词。

六、 教学过程： 导入：(1分钟)

首先给学生们看几张有时钟钟点的图片，然后让全体同学看自己的手表或挂钟，试着用中文说出现在时间(说错了没有关系)。 复习生词：(5分钟)

1.打开书师生齐读生词。

2.老师出示字卡，让同学们“开火车”一个个读。

3.老师领读同学们发音不标准或者掌握不牢固的生词，学生跟读。 复习多音字和反义词：(2分钟)

老师把多音字或者反义词写在白板上，找同学来回答。 语法精讲：(25分钟)

讲解本课的语法点——钟点表示法和年、月、日、星期的表示法。 1. 讲解三种钟点的表达方式：没讲完一种表达方式就播放PPT，做有针对性的替换练习。

2. 讲解年、月、日、星期的表示法。 A. 介绍汉语年份的读法。 B. 介绍汉语里十二月的名称。 C. 介绍一个星期七天的名称。 D. 介绍表示日期的格式。 E. 介绍时间词语的顺序。

课堂练习：(5分钟)

1.以小组竞赛的形式进行，老师用PPT出示钟点的图片，请同学们来说。 2.完成纸制的练习题。 本课小结：(2分钟)

在这节课的尾声，用大约3分钟的时间来简要介绍和回顾一下儿本课所学的内容。

七、板书：

本课主要知识点用ppt展示，因而板书以补充实例为主。

第3篇：诊断学说课稿(体格检查)

正常心脏检查说课稿

尊敬的各位评委老师上午好，我是临床学院诊断教研室的**，我今天的说课题目是《正常心脏检查》(转身写板书)，下面我将从教材分析、教学目标、教法学法、教学过程、教学反思五个方面来对本课进行说明。

一、教材分析：

本节课理论教材采用第8版人民卫生出版社的《诊断学》，主编：万学红;实训教材采用我校自行编写的《诊断学实验指导》。诊断学是论述诊断疾病的基础理论、基本技能和基本方法的一门学科。在此之前学生已学习了诊断学体格检查的相关理论知识，为本节课的学习奠定基础。本节课的内容在全身体格检查中占据重要地位，为今后的临床见习、实习打下基础。正常心脏检查是临床医生必备的操作技能，同时也是执业医师资格考试的重要内容。

二、教学目标：

本节课为本学期第五次实验课的内容，授课对象是临床专业大三学生，根据本节课的内容，结合学生的理解和掌握程度，制定了以下教学目标。

1、知识目标：通过本节课的学习掌握心脏检查的顺序、内容及方法;准确叩出心脏相对浊音界(重点+难点);心脏听诊能分辨第一心音与第二心音(重点);掌握心脏检查结果的正确描述方法。

2、能力目标：通过本节课学习首先掌握心脏检查的正确手法;其次通过模拟临床实景分组互相练习，锻炼学生动手操作能力，培养学生沟通交流、解决问题的能力;最后使学生逐渐树立一种医生的责任感。

3、情感目标：通过本节课的学习使学生了解临床工作中需要的态度。不断激发 并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以 使他们树立自信心，增强克服困难的意志。(认真、细致、谦虚、谨慎)。

三、教法学法：

1、板书讲授(5min)：采用黑板板书方式讲解实验课安排。根据每个班级学生的知识掌握程度来适时的调整讲课时间快慢。

2、教学视频播放(10min)：采用多媒体播放全身体格检查中正常心脏检查教学录像。(录像形象、生动;可重复播放重点;调动学生的注意力及兴趣)。

3、教师演示(30min)：教师示教更直观，更清晰，重点手法可重复演示。学生更集中注意力，教师更易观察学生学习的反应反馈，便于及时的调整教课内容、速度。

4、学生练习(90min)：模拟临床实景学生两人一组交替练习，教师巡回，指出错误。

四、教学过程：(160min) i. 导入新课5min

因为本节课重点在于心脏的叩诊，而我们采用的是间接叩诊法，因此我会先带领学生一起回忆并练习一下之前学过的间接叩诊的手法，注意事项并及时纠正同学们的错误。便于接下来本节课的学习。 2.讲授新课15min

首先，我会采用黑板板书形式书写本节课目的要求、实验内容概要，并用符号强调其中的重点、难点。然后采用播放视频的方式，化抽象为具体，使学生更清楚本节课所要学习的内容，心中有一个大致的概念、轮廓。并带着针对视频中不清楚的问题开始接下来的教师演示示教。 3.教师演示示教30min

看过视频后学生会对本节课的学习产生兴趣，跃跃欲试，此时，我会请一个学生作被检查者由我进行正常心脏检查的示教，示范时重点强调检查的顺序，叩诊的顺序(先左后右，由外向内，自下而上，并进行标记，测量);听诊的顺序(五个区)。重点内容强调手法。与此同时，我也会观察学生们的反应，来调整我的示教速度。并且我将适时提出一些小问题来集中学生的注意力。

4.分组练习90min

学生两人一组交替练习，中间我会巡回指导，一组一组的查看，保证每个人的手法操作我都看过一遍，及时纠正学生练习过程中的错误手法，并回答学生练习中提出的问题。 5.学生演示15min

在本次实验课结束之前选1~2名同学做1~2项正常心脏检查项目，操作演示，其他人一起在旁观看，纠错，及时发现问题，最后指出同学最常见的共性错误。

6.留置作业 5min

本节课快结束时我会布置一下作业，便于督促学生回去后加强对本节课知识的回顾复习。自己先根据自身的表现，总结自己的优点、缺点;并通过学生的反馈和评价作出相应的调整和改进，从而更好地提高自己的教学水平、方法。

五、教学反思：

通过实际的教学后，进行反思。 对教学目标的反思

1、对知识、能力、情感三维教学目标是否全面落实。

2、对重点、难点是否把握准确。

3、对学生的知识、心理状态是否了解。

对教学技能的反思

1、讲授的知识是否正确，语言是否规范简练。

2、板书设计是否合理，书写是否工整。

3、教具的使用是否得当，实验操作是否熟练、规范。

对教学方法和手段的反思

1、是否面向全体学生，兼顾两头。

2、是否注重了学生的参与意识。

3、教学方式、手段是否多样化。

总之，对课堂的设计，我始终在努力贯彻以教师为主导，以学生为主体，以问题为基础，以能力、方法为主线，有计划培养学生的自学能力、观察和实践能力、思维能力、应用知识解决实际问题的能力和创造能力为指导思想。并且能从各种实际出发，充分利用各种教学手段来激发学生的学习兴趣，体现了对学生创新意识的培养. 以上就是我的说课内容，谢谢各位老师的聆听!望提出改进意见!谢谢!

第4篇：九年级化学下册《生活中常见的盐 第一课时 》 说课稿 新人教版

黑龙江省青冈县兴华镇中学九年级化学下册《生活中常见的盐 第一

课时 》 说课稿 新人教版

各位领导、老师大家好，我是兴华中学的于静。今天我要说课的内容是人教版九年级《化学》下册第十一单元课题一……《生活中常见的盐》。下面我从教材分析、教法分析与学法分析、课时安排、教学设计、板书设计等几个方面进行说课。

一、教材分析

1、教材的地位和作用

本课题主要介绍了氯化钠、碳酸钠、碳酸氢钠、碳酸钙四种盐。根据它们的组成特点，将其分为两部分：第一部分是氯化钠，简介氯化钠的用途、在自然界中的存在及晒制，并由此引出粗盐提纯的活动与探究，学习蒸发操作，进一步训练溶解，过虑等操作技能。第二部分简要介绍了碳酸钠、碳酸氢钠和碳酸钙在生产、生活中的用途之后，通过前面已学的碳酸钙与盐酸的反应及含碳酸钙的建材被盐酸腐蚀的照片，自然地引出碳酸钠、碳酸氢钠相关性质的探讨实验，进而总结含碳酸根和碳酸氢根的盐的共性，掌握碳酸根离子的检验方法。最后根据所学过的酸、碱、盐之间的反应，概括出复分解反应的概念及反应发生的条件。

2、教学目标 知识与技能：

(1)了解氯化钠的组成及其在生活中的主要用途。

(2) 学习蒸发操作并综合运用相关操作分离、提纯固体混合物。 过程与方法：

(1)学会分析实验中出现的问题;

(2)学会观察实验现象，并能通过讨论，分析，归纳整理实验现象。 情感态度与价值观：

(1) 体会化学知识来源于生活，并服务于生活，生活中处处有化学; (2) 了解前人的经验，增强学生学习化学的信心。

3、教学重点

过滤、蒸发等分离提纯物质的基本操作技能。

4、教学难点

分析粗盐提纯实验的误差。

二、教法分析：

联系实际、启发讲述、多媒体教学等。用丰富的表现形式保证学生的视听结合，调动学生多种感官参与课堂活动，展现化学魅力，激发学生的学习兴趣和探究欲望。

三、学法分析：

实验探究、交流合作。让学生展示自己所了解到的氯化钠的一些性质和用途。给每一个学生提供平等的学习机会，使他们都能具备适应现代生活及未来社会所必须的化学知识、技能，增强学好化学的信心。让学生体会化学与人类的生产、生活紧密相联，真正体现“从生活走向化学”，“从化学走向社会”。

四、课时安排

2课时

第一课时：氯化钠。

第二课时：碳酸钠、碳酸氢钠和碳酸钙。

五、教学设计：

第一课时

1 为了体现教学的创新，实现教学目标，突出重点，突破难点，我将本课设计为以下几个环节。

第一环节：知识回顾，启发思考 列举一些常见的化学式，由学生判断分类，师生问答的形式让学生再次明确盐类的特点。温故而知新，由此进入新课程的学习。

第二环节：师生互动 导入新课

在这部分我通过对实验重要性的小故事导入新课，让学生对食盐的重要性有一个感性的认识，进而激发学生的学习兴趣，增强学生的探究欲望

第三环节：组织活动 学习新课 食盐是学生非常熟悉的物质，所以在这一环节我首先让学生联系生活说一说生活中常见的盐都有哪些?对食盐有怎样的了解。再简单介绍几种生活中常见的盐。进而重点介绍氯化钠，介绍主要通过氯化钠的物理性质、组成、用途、分布、制法及粗盐的提纯几个方面让学生深刻的认识氯化钠。

在本部分我搜集了大量图片，并用多媒体展示。让学生在自己熟悉的生活情景中学习化学，理解化学与日常生活的密切关系。解决生活中有关的实际问题，可以激发学生学习化学的积极性。

科学探究是一种重要的学习方式，是学生积极主动地获取化学知识、认识和解决化学问题的重要实践活动。本节课创设了一个探究活动，通过亲自经历和体验科学探究过程，激发学生学习化学的兴趣，增强学好化学的自信心和求知欲，使学生感到学有所用。

第四环节：形成知网、盘点收获

在这一环节我先让学生谈谈通过本节课的学习有哪些收获，我再以提问的方式补充没有说到的知识重点，并通过一段视频小结本课，本节课我们主要学习了氯化钠，了解了它在生活中的重要用途，在自然界的存在及晒制。同时练习了粗盐提纯的各步操作，学习了蒸发操作，进一步训练了溶解、过滤的操作技能。加深学生对氯化钠相关知识的了解。

第四环节：回顾活动 测试应用

通过具体练习，在巩固所学知识的同时，增强学生对知识的理解，提高了学生运用知识的能力。习题的设计由易到难，体现了知识的层次性和系统性，符合初中学生的认知规律，同时渗透化学知识与生活的联系，在分析、解决问题的过程中让学生感受化学就在我们身边，生活中处处有化学。

以上是我对《生活中常见的盐》第一课时的设计，还很不成熟，恳请各位老师予以指正，谢谢大家!

六、板书设计：

课题1 生活中常见的盐——氯化钠

1.化学式及俗名： 2.氯化钠的物理性质： 3.氯化钠的用途： 4.氯化钠的分布： 5.氯化钠的制法： 6.粗盐的提纯：

设计意图：运用这种框架结构高度概括主要内容，便于学生抓住提炼主要知识点，也有利于课后同学自己梳理知识点，便于学生的识记。