《司马光》课文的教后记1.doc

《司马光》课文的教后记1 《司马光》课文的教后记1提要：自己与司马光的比较。我提出问题：“同学们也动动脑筋，来当一当司马光，你还有什么办法能救出掉进大水缸里的小朋友呢 《司马光》课文的教后记1 我在教学《司马光》这篇课文时，主要通过比较理解课文内容。学习司马光遇事沉着、不慌张是本课的教学目标。理解司马光爱动脑筋，机智，方法巧妙而是本课的重难点。我是这样设计的： （1）课文中人物的比较。我问学生：当一个小朋友一不小心掉进地口大水缸里时，司马光的表现与别的小朋友的表现有什么不同？并让学生模仿着文中插图来学学司马光的动作，“举起”、“砸”等的动作的模仿让学生亲身感受司马光到底是个怎样的孩子？ （2）自己与司马光的比较。我提出问题：“同学们也动动脑筋，来当一当司马光，你还有什么办法能救出掉进大水缸里的小朋友呢？”这个问题让孩子们特别兴奋，刹时，有好多双手高高地举起来了，脸上都写着让我来说，我似乎感受到每个孩子都想说自己的好办法。于是，我给了好几个孩子阐述自己方法的机会，学生想出了很多办法，有的说可以用吸管把水吸掉，有的补充，吸管吸水太慢，改用抽水机把水抽出来；有的说可以用钩子钩住他的衣服，帮他拉上来；有的说他们可以一起把水缸推倒……听完学生们天真的想法，我也感受到了当代“司马光”的风采，虽然有些办法行不通，但是我仍微笑着点头鼓励他们，为他们的积极思考，融入课堂而感到欣慰。再来比较一下自己与司马光的方法，从而感受司马光的聪明机智。 是的，孩子们的潜力是无穷的，在很多时候他们的想像力、创造力远远超过大人，我想，我们应该尽量在课堂中为学生创设展示的舞台，让学生在课堂中自信的成长，让他们的个性在学习中淋漓尽致地表达。 Measures for the routine management of moral education in Middle SchoolsMethod of conventional management of moral education in middle schoolFirst, the guiding ideology:School moral education is an organic whole of the whole education work, always adhere to the school adhere to the moral education, education for this product, and actively promote the quality education, the school building efficient curriculum system of moral education, moral education, improve the sense of attraction and appeal, enhance the moral education work for through and timeliness. Teach everyone, service education and management education, and school moral education work must be with family education and community education closely together, to form a concerted pattern, and strive to create a good atmosphere for education, and to promote the all-round development of students, to establish a scientific moral education full of vigor the For long-term mechanism.Two, the goal of moral education:To guide the students to form the correct world outlook, outlook on life, values, to cultivate students unity and mutual assistance, honest and trustworthy, law-abiding, good quality, hard work, set a good XX students ideological quality, psychological quality and image quality. Th