《笔算加法》教学案例与评析
荒佃庄镇后王各庄完全小学 金向波
本节课在新课标理念的指导下，运用发展性评价的观点，在教学中根据学生学习情况的反馈修改教学进度、重组教材。学生在学习过程中对整百、整十数的计算不是用书本的口算方法，而是用笔算的思想进行计算，教材的学习梯度已经不适应学生知识水平。对教材进行重组，适当提高知识的难度对增强学生的学习兴趣有很大的帮助。
一、 针对学生的知识水平重组、整合教材，体现以生为本的精神。
教学改革是教学观念的改革，传统教学以教学用书为标准，执行教材不敢越雷池一步是对学生差异性的一种禁锢。不同地区、不同学校、不同班级或是不同的学生知识水平存在差异，如果只是按照教材按部就班的教学肯定不能让学生得到满足，所以提出了“一纲多本”的做法，基于这种思想重组《笔算加法》这课。我班的学生在学习《笔算加法》前已经运用了笔算的方法进行加法运算，在第一次接触三、四位数加法时有24人做对（占总人数的63％），如果按照原教材处理只会让学生对课堂感到厌烦（新的知识对他们缺少吸引力，已经是“旧知” ）。通过教材的重组、整合让新知识和学生的原有知识水平形成较好的跨度，学习充满了挑战。
二、 联系生活实际、创设情景，体现新课标“人人学有价值的数学”的精神。
通过设计旅游线路这生活事件，使学生感受到数学源于生活，把数学学习贯穿到一个现实的、有意义的、富有挑战性的生活问题中，培养学生把数学知识运用到现实生活、解决现实问题的能力。
三、 以小组讨论和自主探究展开学习，在充分感知下发现、认识三、四位数加法的计算方法。
小组讨论的步骤按照“感知—认识—归纳”的认知规律循序渐进，先让学生独立完成计算在小组里互相批改、交换意见感知计算方法；接着展示有针对性的题目进行小组讨论，加深对计算方法的认识；最后把零碎的知识整理、归纳成具有普遍性的指导方法。学生在积极、主动的探究下，通过实践、观察、比较、推理计算方法，注重学习的思维过程。在自主探索和合作交流的过程中真正理解和掌握基本的数学知识和技能。
四、 评价形式多样化，通过生生互评培养与人沟通的技巧和合作交流的能力。
评价作为新课标的一个重要环节对培养学生的情感和态度有着十分重要的作用。这节课通过生生的互评，培养学生发现问题和解决问题的能力，使学习遇
到困难的同学在别人的帮助下获得成功的体验，得到学好数学的信心。
第二篇：初中英语语法教学案例及分析
初中英语语法教学案例及分析
在英语教学中，语法教学历来就是一个难点，如何把枯燥无味的语法课上得趣味横生。这就要求英语教师要钻研语法教材,精心设计语法教法,为学生营造一种轻松愉快的英语氛围，从而轻松习得语法知识。以下案例就是通过游戏,情景,归纳,练习,活动等愉快教学方法使学生掌握语法。
案例分析
一..Teaching Content: 7BUnit5 Abilities Grammar
Grammar A:Using “can”/ “could” to talk about ability
二..Teaching Aims:
1. Use can to talk about the ability at present
2.Use could to talk about ability in the past.
三..Important and Difficult Points:
how to use “can” and “could” to express ability in the present and past.
四..Teaching Procedures:
Step 1. Warming up.
T: What can you do now?
S: I can sing.
S2: I can draw
S3: I can dance.
T: Can you ride a bike / swim / fly a kite / play football / play chess?
Ss:Yes , I can. / No, I can’t.
(Show the students’ answers and Ride a bike / Swim/ Fly a kite/ Play football / Play chess on the screen .)
本部分用来复习以前学过的情态动词can的用法,以及一些动词短语ride a bike fly a kite play .football等.自然的过渡到本科的语法, 用can.谈论能力..
Stept2 Playing a game
T: Now let’s play a game .Five students come to the front and perform for the class according to my instructions.and gestures.The others answer my questions.
T : What can she do?
Ss : She can ride a bike /swim/ fly a kite/ play football / play chess .
T: Can she / heride a bike /swim/ fly a kite/play football /play chess.
Ss: Yes ,She can? No, she can’t.
T: Say the whole sentences:
eg: A. can ride a bike.
He can’t / cannot swim.…
Step3 Work in pairs
T: Ask your partner more questions like above .
本部分通过做游戏,让五位同学表演,其余的学生猜, 这些同学在干什么,他们能干什么?学生便可轻松愉快的气氛中掌握了can的用法.再者,学生的参与率较高.积极性较高.
Step4 Playing a guessing game
T:Now let’s play a game .Please listen carefully and guess what I am.
I can fly.
I can sing.
I can repeat the words you say .
what am I?
Ss:It is a parrot.
再次用游戏把气氛推向了高潮.学生异常兴奋.
Step4. Presentation.
T: Can you ride a bike now?
S1:Yes. Ican
T:Could you ride a bike five years ago ?
(Help him answer: Yes, I could./ No, I couldn’t)
S1:Yes, I could./ No, I couldn’t.
T: we can use “could” to talk about the past
.e.g I can play compute now .But, last year I couldn’t play.
T: Could you row a boat last year?
S1:Yes I could . No, I couldn’t.
T: Could she he row a boat last year?( Ask other students)
Ss: Yes she he could . No she he couldn’t
T:Yes , A could ride a bike five years ago.
He couldn’t swim five years ago.
(Teach the students to say the whole sentences):
A could ride a bike five years ago.
He couldn’t swim five years ago.)
(Ask other students in the same ways)
Step5 Work in pairs
T: Ask your partner more questions like above
Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)
……
通过现在推测过去的能力,自然过渡到下一个教学环节.
Step 6Working out the rules
T: Let’s work out the rule.
① Positive: can
could
② Negative: can’t
Couldn’t
③ Question: Can …？
Could …？
水到渠成,总结规律,归纳can could 的肯定句,否定句,疑问句,
Step 3. Practice.
T:Please complete the sentences in PartA1 Work alone.(Part A1)
T: Let’s check the answers together.T: Please Talk about the tables freely.with your partners .
eg. Can Sandy row a boat now?
Could he do it last year?
T: Please Complete the conversation of Part A2.
Step6 Explanation:
T:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.
eg.①Mike can sing more than 20 English songs.
Mike is able to …
②She could speak English when she was four.
She was able to…
T: Please give more examples.
Step7 Summing up:
T:In this class we learnt the use of can and could about talking about abilities .Who knows the differences between “can” and “could”
让学生总结本科所学内容,在一次回忆can could 的用法.从而加深学生的印象.
Step 8. Consolidation:
一、单项选择
( )1.Can you write a letter in English? No,I-----------.
A.may not B.mustn’t C.can’t D.needn’t
( )2.He said that he-------------swim when he was six.
A.might B.could C.can D.would
( )3. ---------------I have some bottles of orange?
A.Do B.Could C.Don’t D.Would
( )4.That man ----------be her son.He left for Shanghai this morning.
A.can’t B.mustn’t C.needn’t D.shan’t
二、你能用适当的情态动词填空吗？
1.It is hot summer in Lianyungang. We---------- go swimming there.
2.The library is closed now. We ------------borrow many books today.
3.Dainel is very clever. He ----------solve the problem.
4.Helen -----------learn from books because she was blind（瞎的）when she was young.
5.Mary------------ ride a bicycle when she was six. Look at the picture. She was falling off her bike.
三、句型转换
1.Rose can swim in the big river.(改为否定句)
2.Sandy can dance.(改为一般疑问句并作肯定回答)
3.Simon could play tennis last year.( 改为一般疑问句并作否定回答)
4.Amy could climb trees and hills. (改为否定句)
四、翻译句子
1.他们会跳舞.
2.Neil过去会打篮球吗？是的，会.
3.他去年不会划船.
4.她们可能在操场上.
5.你明天可能去游泳吗？不,不可能.
课时练习用来巩固所学知识.
Step 6. Homework:
1.Memorize the phrases :row a boat fly a kite ride a bicycleetc
2.revise theuse of can and could
3.Preview Grammar2
本节课符合新课表标的要求,算是一堂很成功的课。从教学步骤上看,教学环节衔接自然，环环相扣，逐层递进，一气呵成。从教学设计上看,设置了游戏,表演,总结,练习等方法新颖独到,不仅游戏生动有趣v,情景逼真, 调动了学生主体的主动性、积极性.而且适时的练习总结,巩固了所学知识。总之,本节课在老师的引导下, 一节课以快乐的“游戏复习”开始，在“游戏竞猜”的高潮中结束，让学生整节课中都感到轻松愉快.不知不觉中学到了知识。