【正文】 高中說(shuō)課稿范文（精選5篇） ?！对?shī)經(jīng)》產(chǎn)生于文學(xué)創(chuàng)作的樸素時(shí)代，千百年來(lái)，《詩(shī)經(jīng)》中，尤其是“國(guó)風(fēng)”部分的優(yōu)秀篇目流傳不衰，其中一個(gè)重要的原因，就是因?yàn)樗磻?yīng)的內(nèi)容貼近普通大眾的生活，表達(dá)的是廣大勞動(dòng)人民最樸素的感情，愛(ài)情是一個(gè)永恒的話題，那么對(duì)于新時(shí)代的學(xué)生如何讓其樹(shù)立正確的愛(ài)情觀、人生觀應(yīng)該是我們義不容辭的責(zé)任，由此，我安排了舒婷的《致橡樹(shù)》。在本環(huán)節(jié)中，通過(guò)“為什么自由戀愛(ài)竟以悲劇收?qǐng)?？”這一問(wèn)題的設(shè)計(jì)，引導(dǎo)啟發(fā)學(xué)生討論，圍繞著“悲劇原因”來(lái)展開(kāi)問(wèn)題，將本課的教學(xué)難點(diǎn)寓于其中，從而使教學(xué)難點(diǎn)得以突破。在對(duì)詩(shī)歌的內(nèi)容有整體把握，并且了解人物性格特點(diǎn)的基礎(chǔ)上，對(duì)本詩(shī)進(jìn)行進(jìn)一步的鑒賞。由教師導(dǎo)引，幫助學(xué)生理把握人物性格特點(diǎn)。這一階段分為學(xué)生領(lǐng)背與學(xué)生自讀兩個(gè)環(huán)節(jié)，在朗讀過(guò)程中，學(xué)生熟悉文本讓其對(duì)詩(shī)歌敘述的故事內(nèi)容有整體的感知。在此環(huán)節(jié)，使用多媒體課件展示相應(yīng)的文學(xué)常識(shí)知識(shí)點(diǎn)：第一部詩(shī)歌總集六義——風(fēng)雅頌賦比興四言為主，重章反復(fù)。　　五、說(shuō)教學(xué)過(guò)程　　本節(jié)課的教學(xué)可以分為以下幾個(gè)部分：　　結(jié)合初中及上節(jié)課所學(xué)，回顧《詩(shī)經(jīng)》的相關(guān)知識(shí)。　　學(xué)生領(lǐng)背與自己誦讀相結(jié)合，通過(guò)反復(fù)誦讀，培養(yǎng)語(yǔ)感，掌握四言詩(shī)歌的誦讀節(jié)拍，熟悉課文內(nèi)容理解人物形象并且深入探究其悲劇原因?！　∷摹⒄f(shuō)學(xué)法　　新的教學(xué)理論不僅要求學(xué)生學(xué)會(huì)，更重要的是會(huì)學(xué)。這些教學(xué)方法的妥當(dāng)運(yùn)用，可以提高學(xué)生的整體語(yǔ)文素養(yǎng)，達(dá)到本課的教學(xué)目標(biāo)。通過(guò)反復(fù)誦讀，培養(yǎng)學(xué)生的語(yǔ)感，熟悉課文內(nèi)容并加以強(qiáng)化；講解是為了開(kāi)啟學(xué)生思維，進(jìn)入語(yǔ)境，讓學(xué)生對(duì)詩(shī)中所涉及的文言知識(shí)點(diǎn)有清晰的認(rèn)識(shí)。本節(jié)課是第二課時(shí)。但相對(duì)于實(shí)驗(yàn)班而言普通班的基礎(chǔ)和接受能力還是弱了些，所以，我擬定了兩個(gè)課時(shí)。　　教學(xué)難點(diǎn)：樹(shù)立正確的人生觀。根據(jù)此特點(diǎn)，安排本課教學(xué)的三維目標(biāo)如下：　　知識(shí)與技能：概述詩(shī)經(jīng)的基本知識(shí)，熟練背誦本詩(shī)；　　過(guò)程與方法：通過(guò)認(rèn)知性誦讀、理解性誦讀、評(píng)價(jià)性誦讀，討論女主人公愛(ài)情悲劇原因；　　情感態(tài)度與價(jià)值觀：感受人物形象，樹(shù)立正確人生觀。語(yǔ)文課程標(biāo)準(zhǔn)指出，語(yǔ)文課程的基本特點(diǎn)，是工具性與人文性的統(tǒng)一。它以一個(gè)女子的自述的口吻，講述了她自己的戀愛(ài)悲劇?！睹ァ肥恰对?shī)經(jīng)》中的重要作品。　　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’ longterm 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 Indentifying 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 expression_r_r_r_r_rs or approaches to express the same thing or idea.　　Section 3 Teaching procedures　　In order to achieve the teaching aims mentioned above, I decide to choose guided reading and TaskBased Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to prehend the text, solve problems and plete different tasks. The teaching proce