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人教A版高中數(shù)學(xué)必修一函數(shù)的零點(diǎn)與方程的解教學(xué)設(shè)計(jì)（2）
本章通過學(xué)習(xí)用二分法求方程近似解的的方法，使學(xué)生體會(huì)函數(shù)與方程之間的關(guān)系，通過一些函數(shù)模型的實(shí)例，讓學(xué)生感受建立函數(shù)模型的過程和方法，體會(huì)函數(shù)在數(shù)學(xué)和其他學(xué)科中的廣泛應(yīng)用，進(jìn)一步認(rèn)識(shí)到函數(shù)是描述客觀世界變化規(guī)律的基本數(shù)學(xué)模型，能初步運(yùn)用函數(shù)思想解決一些生活中的簡(jiǎn)單問題。1.了解函數(shù)的零點(diǎn)、方程的根與圖象交點(diǎn)三者之間的聯(lián)系.2.會(huì)借助零點(diǎn)存在性定理判斷函數(shù)的零點(diǎn)所在的大致區(qū)間.3.能借助函數(shù)單調(diào)性及圖象判斷零點(diǎn)個(gè)數(shù)．?dāng)?shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：函數(shù)零點(diǎn)的概念；2.邏輯推理：借助圖像判斷零點(diǎn)個(gè)數(shù)；3.數(shù)學(xué)運(yùn)算：求函數(shù)零點(diǎn)或零點(diǎn)所在區(qū)間；4.數(shù)學(xué)建模：通過由抽象到具體，由具體到一般的思想總結(jié)函數(shù)零點(diǎn)概念.重點(diǎn)：零點(diǎn)的概念，及零點(diǎn)與方程根的聯(lián)系；難點(diǎn)：零點(diǎn)的概念的形成．
心理輔導(dǎo)活動(dòng)課優(yōu)秀教案集
【活動(dòng)目的】1, 通過拍賣會(huì)的角色扮演活動(dòng),讓學(xué)生辨析自己的價(jià)值觀.2,了解每個(gè)人的價(jià)值觀有所不同,進(jìn)而學(xué)習(xí)尊重不同的價(jià)值觀.【理論分析】人的價(jià)值觀,在哲學(xué)上屬于世界觀,人生觀范疇;在心理學(xué)上,則可以看作是一個(gè)人社會(huì)態(tài)度的重要組成部分.個(gè)人的價(jià)值觀,主要受到他的社會(huì)文化背景,特別是家庭傳統(tǒng)和教育的影響,同時(shí)也受制于一個(gè)人的個(gè)性,能力,情緒等心理因素.本活動(dòng)主要是角色扮演和價(jià)值辨析兩種心理輔導(dǎo)方法的綜合運(yùn)用.角色扮演的目的,在于運(yùn)用戲劇表演的方法,使學(xué)生發(fā)現(xiàn)問題,了解沖突所在,從而洞察人際關(guān)系.由于角色扮演能使人親身體驗(yàn)和實(shí)踐他人的角色,從而可以更好地理解他人的處境,體驗(yàn)他人在各種不同情況下的內(nèi)心情感,同時(shí)反應(yīng)出個(gè)人深藏于內(nèi)心的感情."魔術(shù)店"是角色扮演的一種方法,它是一種類似商店內(nèi)買賣的方法,如讓老師扮演店主,店里販賣各種東西,學(xué)生扮演買主,通過拍賣的方式,幫助學(xué)生了解有關(guān)愛情,友情,健康,金錢等多方面的價(jià)值觀念.在拍賣過程中,學(xué)生個(gè)人的價(jià)值觀念會(huì)直接影響他在拍賣時(shí)的選擇,學(xué)生從舍取中可以了解自己的價(jià)值觀和人生態(tài)度,這樣有助于學(xué)生對(duì)自己價(jià)值觀念的思考和澄清."價(jià)值澄清"是美國的大學(xué)教授路易斯·拉斯等人在對(duì)傳統(tǒng)價(jià)值觀教育進(jìn)行研究分析的基礎(chǔ)上提出來的.價(jià)值澄清的目的不是灌輸給學(xué)生一套事先安排的嚴(yán)謹(jǐn)?shù)膬r(jià)值觀,而是通過一定的過程,讓學(xué)生反省自己的生活,對(duì)自己的行為負(fù)起責(zé)任,從而澄清自己的價(jià)值觀.這種方法很適合在集體的情境中使用.學(xué)生可以在共同的價(jià)值辨析討論中,經(jīng)過一系列心理湖動(dòng)的過程來達(dá)到主動(dòng)學(xué)習(xí),自我評(píng)估,自我改進(jìn)的目的.【活動(dòng)形式】小組討論,價(jià)值拍賣會(huì)【活動(dòng)準(zhǔn)備】準(zhǔn)備拍賣會(huì)上需要的號(hào)碼牌,按學(xué)生學(xué)號(hào)做49個(gè).【適合對(duì)象】高中一年級(jí)【活動(dòng)課時(shí)】1課時(shí)【活動(dòng)過程】上節(jié)課我還欠大家一個(gè)回答,關(guān)于心理輔導(dǎo)活動(dòng)課呢,一些同學(xué)把它和心理咨詢弄渾了,以為心理嘛就是要去心理咨詢.個(gè)別咨詢是同學(xué)有了一些困難或苦惱來找心理老師進(jìn)行個(gè)別交流,尋求老師的幫助.而心理輔導(dǎo)課呢,面對(duì)的是全班同學(xué),大家在一起游戲,一起交流過程中能夠更好地認(rèn)識(shí)自己,也能進(jìn)一步了解他人,別人往往是自己的一面鏡子.通過這個(gè)課,希望大家能學(xué)會(huì)自助和互助.這樣說不知道大家有沒有清楚一些,課后可以再一起交流,現(xiàn)在回到我們今天的課上.課的主題呢我先賣個(gè)關(guān)子,先聽聽我接下來的這個(gè)問題.
銀行領(lǐng)導(dǎo)干部關(guān)于金融相關(guān)工作研討發(fā)言匯編7篇
（一）數(shù)字化是供應(yīng)鏈金融發(fā)展的必然趨勢(shì)新的經(jīng)濟(jì)模式催生新的金融業(yè)態(tài)，傳統(tǒng)主體信用、財(cái)務(wù)數(shù)據(jù)、抵押保證等風(fēng)控手段已不能滿足當(dāng)前供應(yīng)鏈金融需求，供應(yīng)鏈金融業(yè)務(wù)必須向數(shù)字化轉(zhuǎn)型。數(shù)字化是供應(yīng)鏈金融新的風(fēng)險(xiǎn)防控之“錨”，通過數(shù)字技術(shù)穿透企業(yè)底層資產(chǎn)，解決銀企信息不對(duì)稱問題，使產(chǎn)業(yè)鏈條透明化，推動(dòng)優(yōu)質(zhì)金融產(chǎn)品和服務(wù)流向?qū)嶓w經(jīng)濟(jì)。供應(yīng)鏈金融數(shù)字化有助于提升業(yè)務(wù)效率，通過推動(dòng)業(yè)務(wù)申請(qǐng)審批線上化、審貸放貸自動(dòng)化批量化、貸后管理智能化實(shí)時(shí)化，提高企業(yè)融資可得性，確保金融活水對(duì)實(shí)體經(jīng)濟(jì)的“精準(zhǔn)滴灌”。
新人教版高中英語必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)四
3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.Step 4 Writing taskActivity 51.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.Step 5 Showing writingActivity 5T call some Ss to share their writing.Step 6 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過人物言行的對(duì)比分析道德故事的深層內(nèi)涵；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)故事的起因、經(jīng)過和結(jié)果來深入理解故事的情節(jié)，從而了解文章的層次結(jié)構(gòu)；4、結(jié)合現(xiàn)實(shí)生活案例發(fā)表自己的見解和看法,寫一篇觀點(diǎn)明確、層次分明的故事評(píng)論。
新人教版高中英語必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)二
Activity 41. Students complete the task of activity 4, then teachers and students check the answers. 2. The teacher organized the students to work together and asked them to use the tables and mind maps sorted out before to retold the important choices in Lin Qiaozhi's life and their resultsStep 5 Language points1. The teacher asks the students to read the text carefully, find out the core words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better. Step 6 Homework1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan. 1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)總結(jié)林巧稚的人生原則和人格品質(zhì)特征；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對(duì)人生抉擇發(fā)表自己的看法；能否全面地、客觀地、理性地看待問題，進(jìn)而對(duì)道德和人性有更加深入的思考和理解。
新人教版高中英語必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)三
The joke set her crying.這個(gè)玩笑使她哭起來。Step 5 ReadingActivity 31. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people?*Why did Dr Bethune come to China?*How did he help the Chinese people during the war?*What did Chairman Mao Zedong say about him?2. Ss try to rewrite some sentences using the -ing form. Then check the answers. When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments.Answers:1. he became very interested in medicine, deciding to become a doctor.2. …after hearing that many people were dying in the war.3. Helping to organise hospitals, he taught doctors and nurses, and showed people how to give first aid./ He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid.4. …praising Dr Bethune as a hero to be remembered in China.Step 6 PracticeActivity 4Students complete grammar activities 2 and 3 on page 69 of the workbook.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握動(dòng)詞-ing形式作賓語補(bǔ)足語語和狀語語的功能和意義；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否正確使用動(dòng)詞-ing形式描述人物的行為、動(dòng)作及其經(jīng)歷；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否獨(dú)立完成練習(xí)冊(cè)和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
新人教版高中英語必修3Unit 2 Morals and virtues教學(xué)設(shè)計(jì)一
(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects the most touching story in the group and shares it with the whole class. Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all, then, after that, later, finally logical relationship :so, however, although, butTeachers can also appropriately add some transitional language to enrich students' expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a result, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of "moral dilemma" and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理解理解“道德困境”的定義；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過說話人所表達(dá)的內(nèi)容、說話的語氣、語調(diào)等來判斷其態(tài)度和情緒；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對(duì)具體的道德困境發(fā)表自己的看法和見解，能否掌握聽力理訓(xùn)練中的聽力策略。
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)二
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)了解文章的結(jié)構(gòu)和作者的寫作邏輯；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否了解舊金山的城市風(fēng)貌、文化特色，以及加利福尼亞州的歷史，體會(huì)多元文化對(duì)美國的影響。
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)四
該板塊的活動(dòng)主題是“介紹一個(gè)有顯著文化特征的地方”( Describe a place with distinctive cultural identity)。該板塊通過介紹中國城繼續(xù)聚焦中國文化。本單元主題圖呈現(xiàn)的是舊金山中國城的典型景象, Reading and Thinking部分也提到中國城,為該板塊作鋪墊。介紹中國城的目的主要是體現(xiàn)中國文化與美國多元文化的關(guān)系,它是美國多元文化的重要組成部分。中國城也是海外華人的精神家園和傳播中國文化的重要窗口,外國人在中國城能近距離體驗(yàn)中國文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)一
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)三
The price is the same as(the price was)before the war.價(jià)格與戰(zhàn)前相同。(4)定語從句中的“關(guān)系代詞＋助動(dòng)詞be”可以省略。The ticket(that/which was)booked by his sister has been sent to him.他妹妹訂的那張票已送到了他那里。Step 5 PracticeActivity 3(1) Guide students to complete the four activities in the Using Structures part of exercise book, in which activities 1 and 2 focus on ellipsis in dialogue answers, activity 3 focus on signs and headlines, two typical situations where ellipsis is used, and activity 4 focus on ellipsis in diary, an informal style.(2) Combine the examples in the above activities, ask students to summarize the omitted situations in groups, and make their own summary into a poster, and post it on the class wall after class to share with the class.(This step should give full play to the subjectivity of students, and teachers should encourage students to conclude different ellipsis phenomena according to their own understanding, they can conclude according to the different parts omitted in the sentence.)Step 6 Homework1. Understand and master the usages of ellipsis;2. Finish the other exercises in Using structures of Workbook.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握省略的用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)上下文語境或情景恢復(fù)句子中省略的成分，體會(huì)使用省略的效果；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否獨(dú)立完成練習(xí)冊(cè)和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
高中語文人教版必修二《歸園田居》說課稿
一、說教材本節(jié)課選自于人教版語文必修二第二單元詩三首中的一首詩歌，它是陶淵明歸隱后的作品。寫的是田園之樂，實(shí)際表明的是作者不愿與世俗同流合污的心聲，甘愿守著自己的拙志回歸田園。學(xué)習(xí)該詩，有助于學(xué)生了解山水田園詩的特點(diǎn)，感受者作者不同流俗的高尚情操，同時(shí)可以培養(yǎng)學(xué)生初步的鑒賞古典詩歌的能力。
人教A版高中數(shù)學(xué)必修一正切函數(shù)的圖像與性質(zhì)教學(xué)設(shè)計(jì)（2）
本節(jié)課是三角函數(shù)的繼續(xù)，三角函數(shù)包含正弦函數(shù)、余弦函數(shù)、正切函數(shù).而本課內(nèi)容是正切函數(shù)的性質(zhì)與圖像.首先根據(jù)單位圓中正切函數(shù)的定義探究其圖像，然后通過圖像研究正切函數(shù)的性質(zhì). 課程目標(biāo)1、掌握利用單位圓中正切函數(shù)定義得到圖象的方法;2、能夠利用正切函數(shù)圖象準(zhǔn)確歸納其性質(zhì)并能簡(jiǎn)單地應(yīng)用.數(shù)學(xué)學(xué)科素養(yǎng)1.數(shù)學(xué)抽象：借助單位圓理解正切函數(shù)的圖像； 2.邏輯推理： 求正切函數(shù)的單調(diào)區(qū)間；3.數(shù)學(xué)運(yùn)算：利用性質(zhì)求周期、比較大小及判斷奇偶性.4.直觀想象：正切函數(shù)的圖像； 5.數(shù)學(xué)建模：讓學(xué)生借助數(shù)形結(jié)合的思想，通過圖像探究正切函數(shù)的性質(zhì). 重點(diǎn)：能夠利用正切函數(shù)圖象準(zhǔn)確歸納其性質(zhì)并能簡(jiǎn)單地應(yīng)用； 難點(diǎn)：掌握利用單位圓中正切函數(shù)定義得到其圖象.
人教A版高中數(shù)學(xué)必修二圓柱、圓錐、圓臺(tái)和球的表面積與體積教學(xué)設(shè)計(jì)
1.圓柱、圓錐、圓臺(tái)的表面積與多面體的表面積一樣，圓柱、圓錐、圓臺(tái)的表面積也是圍成它的各個(gè)面的面積和。利用圓柱、圓錐、圓臺(tái)的展開圖如圖，可以得到它們的表面積公式：2.思考1：圓柱、圓錐、圓臺(tái)的表面積之間有什么關(guān)系？你能用圓柱、圓錐、圓臺(tái)的結(jié)構(gòu)特征來解釋這種關(guān)系嗎？3.練習(xí)一圓柱的一個(gè)底面積是S，側(cè)面展開圖是一個(gè)正方體，那么這個(gè)圓柱的側(cè)面積是（ ）A 4πS B 2πS C πS D 4.練習(xí)二：如圖所示，在邊長(zhǎng)為4的正三角形ABC中，E，F(xiàn)分別是AB，AC的中點(diǎn)，D為BC的中點(diǎn)，H，G分別是BD，CD的中點(diǎn)，若將正三角形ABC繞AD旋轉(zhuǎn)180°，求陰影部分形成的幾何體的表面積．5. 圓柱、圓錐、圓臺(tái)的體積對(duì)于柱體、錐體、臺(tái)體的體積公式的認(rèn)識(shí)(1)等底、等高的兩個(gè)柱體的體積相同．(2)等底、等高的圓錐和圓柱的體積之間的關(guān)系可以通過實(shí)驗(yàn)得出，等底、等高的圓柱的體積是圓錐的體積的3倍．
中班美術(shù)手工活動(dòng)教學(xué)教案設(shè)計(jì)《小小插花瓶》
佛山石灣陶瓷發(fā)展歷史悠久，為了讓幼兒感受這張靚麗的歷史“名片”的魅力，了解石灣陶瓷栩栩如生的形象和一道道制作工序，在幼兒自己動(dòng)手制作的過程中掌握簡(jiǎn)單的制作方法，體驗(yàn)成功感并領(lǐng)略石灣陶瓷的藝術(shù)美。
人教版高中生物必修3第三章第三節(jié)《其他植物激素》說課稿
二、應(yīng)用生長(zhǎng)調(diào)節(jié)劑的注意事項(xiàng)1、效果不穩(wěn)定。2、使用時(shí)期。3、使用濃度和方法。4、使用生長(zhǎng)調(diào)節(jié)劑僅是葡萄栽培管理的輔助手段，不能盲目孤立地依賴生長(zhǎng)調(diào)節(jié)劑。生2：我們小組查的資料是關(guān)于小麥?zhǔn)褂蒙L(zhǎng)調(diào)節(jié)劑。小麥應(yīng)用植物生長(zhǎng)調(diào)節(jié)劑，可以調(diào)節(jié)植株的生長(zhǎng)發(fā)育，具有控旺促壯、增強(qiáng)抗逆性、增加粒重、提高產(chǎn)量并有利于優(yōu)質(zhì)、早熟等多重效果。生3：我找了一篇生長(zhǎng)調(diào)節(jié)劑對(duì)矮牽牛大型穴盤生產(chǎn)。師：上面三位同學(xué)利用課下的時(shí)間，在網(wǎng)上查的三段文字都相當(dāng)?shù)牟诲e(cuò)，大家可以從中學(xué)到一些書本上沒有的知識(shí)，請(qǐng)大家結(jié)合剛剛?cè)煌瑢W(xué)的三段文字以及自己平時(shí)所積累的知識(shí)，討論以下幾個(gè)問題。師：你知道哪些農(nóng)產(chǎn)品在生產(chǎn)過程中使用了植物生長(zhǎng)調(diào)節(jié)劑？師：哪些水果在上市前有可能使用了乙烯利？師：生產(chǎn)過程中施用植物生長(zhǎng)調(diào)節(jié)劑，會(huì)不會(huì)影響農(nóng)產(chǎn)品的品質(zhì)？師：如果你是水果銷售員，面對(duì)半青不熟的水果，你認(rèn)為應(yīng)當(dāng)使用乙烯利催熟嗎？作為一個(gè)消費(fèi)者，你又怎么看？
人教版新課標(biāo)高中物理必修2追尋守恒量—能量說課稿2篇
［小結(jié)］師：下面同學(xué)們概括總結(jié)本節(jié)所學(xué)的內(nèi)容。請(qǐng)一個(gè)同學(xué)到黑板上總結(jié)，其他同學(xué)在筆記本上總結(jié)，然后請(qǐng)同學(xué)評(píng)價(jià)黑板上的小結(jié)內(nèi)容。 （學(xué)生認(rèn)真總結(jié)概括本節(jié)內(nèi)容，并把自己這節(jié)課的體會(huì)寫下來、比較黑板上的小結(jié)和自己的小結(jié)，看誰的更好，好在什么地方。） 生：本節(jié)課我們通過伽利略理想斜面實(shí)驗(yàn)，分析得出了能量以及動(dòng)能和勢(shì)能的概念，從能量的相互轉(zhuǎn)化角度認(rèn)識(shí)到，在動(dòng)能和勢(shì)能的相互轉(zhuǎn)化過程中，能的總量保持不變，即能量是守恒的。通過這節(jié)課的學(xué)習(xí)，使我們建立起了守恒的思想。 點(diǎn)評(píng)：總結(jié)課堂內(nèi)容，培養(yǎng)學(xué)生概括總結(jié)能力。 教師要放開，讓學(xué)生自己總結(jié)所學(xué)內(nèi)容，允許內(nèi)容的順序不同，從而構(gòu)建他們自己的知識(shí)框架。［布置作業(yè)］課后討論 P3“問題與練習(xí)”中的問題。［課外訓(xùn)練］以豎直上拋的小球?yàn)槔f明小球的勢(shì)能和動(dòng)能的轉(zhuǎn)化情況。在這個(gè)例子中是否存在著能的總量保持不變？
人教版高中地理必修3產(chǎn)業(yè)轉(zhuǎn)移—以東亞為例說課稿
【情感態(tài)度及價(jià)值觀】 通過創(chuàng)設(shè)探究情境，展示典型顯示案例激發(fā)思考，與學(xué)生共同感受當(dāng)前區(qū)域經(jīng)濟(jì)一體化與經(jīng)濟(jì)全球化浪潮的沖擊，以及當(dāng)前我國、我省發(fā)展的機(jī)遇、成就和危機(jī)，培養(yǎng)學(xué)生的時(shí)代感和使命感。五、重點(diǎn)難點(diǎn)【重點(diǎn)】1、產(chǎn)業(yè)轉(zhuǎn)移的影響因素2、產(chǎn)業(yè)轉(zhuǎn)移對(duì)區(qū)域地理環(huán)境的影響【難點(diǎn)】1、如何從圖文材料中分析出影響產(chǎn)業(yè)轉(zhuǎn)移的主要因素2、產(chǎn)業(yè)轉(zhuǎn)移對(duì)產(chǎn)業(yè)遷出區(qū)和移入?yún)^(qū)的不同影響六、教學(xué)方法1、材料分析法。提供分層次的問題與材料，并進(jìn)行方法指導(dǎo)，學(xué)生通過思考和討論自行分析發(fā)現(xiàn)知識(shí)、構(gòu)建知識(shí)。使不同層次的學(xué)生均有發(fā)展。這是本節(jié)設(shè)計(jì)主要采用的教學(xué)方法。2、合作探究法3、多媒體教學(xué)法七、 教學(xué)過程（一） 引入 ：假如某同學(xué)買彩票中大獎(jiǎng)，想投資生產(chǎn)面臨幾項(xiàng)選擇1、投資高端智能手機(jī)制造還是普通服裝廠？2、廠址選擇在濮陽市還是南樂縣？
人教版高中政治必修2世界多極化-不可逆轉(zhuǎn)說課稿
環(huán)節(jié)四 課堂小結(jié) 鞏固知識(shí) 本節(jié)課我采用線索性的板書，整個(gè)知識(shí)結(jié)構(gòu)一目了然，為了充分發(fā)揮學(xué)生在課堂的主體地位，我將課堂小結(jié)交由學(xué)生完成，請(qǐng)學(xué)生根據(jù)課堂學(xué)習(xí)的內(nèi)容，結(jié)合我的板書設(shè)計(jì)來進(jìn)行小結(jié)，以此來幫助教師在第一時(shí)間掌握學(xué)生學(xué)習(xí)信息的反饋，同時(shí)培養(yǎng)學(xué)生歸納分析能力、概括能力。環(huán)節(jié)五 情景回歸，情感升華我的實(shí)習(xí)指導(dǎo)老師告訴過我們，政治這一門學(xué)科要從生活中來到生活去，所以在課堂的最后布置課外作業(yè)，以此培養(yǎng)學(xué)生對(duì)理論的實(shí)際運(yùn)用能力，同時(shí)檢驗(yàn)他們對(duì)知識(shí)的真正掌握情況，以此達(dá)到情感的升華，本節(jié)課，我根據(jù)建構(gòu)主義理論，強(qiáng)調(diào)學(xué)生是學(xué)習(xí)的中心，學(xué)生是知識(shí)意義的主動(dòng)建構(gòu)者，是信息加工的主體，要強(qiáng)調(diào)學(xué)生在課堂中的參與性、以及探究性，不僅讓他們懂得知識(shí)，更讓他們相信知識(shí)，并且將知識(shí)融入到實(shí)踐當(dāng)中去，最終達(dá)到知、情、意、行的統(tǒng)一。
人教版高中語文必修1《人性光輝：寫人要凸顯個(gè)性》說課稿2篇
人教版新課標(biāo)教材必修一的“表達(dá)交流”部分，有一個(gè)專題是“人性的光輝——寫人要凸顯個(gè)性”。其中的“寫法借鑒”部分列舉了兩則人物描寫實(shí)例，并歸納出人物描寫的幾個(gè)要點(diǎn)。其訓(xùn)練的思路和方法是很明顯的，但所列舉的人物描寫的實(shí)例卻不夠典型。而必修一第三單元正好是學(xué)習(xí)寫人記事散文，其中的兩篇自讀課文《記梁任公先生的一次演講》《金岳霖先生》又是寫人記事非常典型的文章，故而我嘗試將這兩篇文章作為實(shí)例和。寫人要凸顯個(gè)性。寫作指導(dǎo)結(jié)合起來教學(xué)。這樣設(shè)計(jì)還有一個(gè)目的，那就是解決課程改革中教學(xué)內(nèi)容多而課時(shí)緊張的矛盾，提高課堂教學(xué)效率。師：今天，我們一起來學(xué)習(xí)“寫人要凸顯個(gè)性”。這兩堂課分四個(gè)步驟來完成：一、先學(xué)習(xí)教材中關(guān)于寫人方法的介紹，約15分鐘；二、快速閱讀第三單元的《記梁任公先生的一次演講》和《金岳霖先生》兩篇文章，具體感受其寫人的方法，約30分鐘；