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高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：6.2《等差數(shù)列》教學(xué)設(shè)計(jì)
系（部）醫(yī)藥授課教師戚文擷授課班級(jí)11(5),11（6）班授課類型新授課授課時(shí)數(shù)2課時(shí)授課周數(shù)第一周授課日期2012.2.15授課地點(diǎn) 教室課題第六章數(shù)列分課題§6.2 等差數(shù)列教學(xué)目標(biāo)1. 理解等差數(shù)列的概念，掌握等差數(shù)列的通項(xiàng)公式；掌握等差中項(xiàng)的概念． 2. 逐步靈活應(yīng)用等差數(shù)列的概念和通項(xiàng)公式解決問(wèn)題． 3.等差數(shù)列的前N項(xiàng)之和 ． 4．培養(yǎng)學(xué)生分析、比較、歸納的邏輯思維能力． ． 2． 3．教學(xué)重點(diǎn)等差數(shù)列的概念及其通項(xiàng)公式． 教學(xué)難點(diǎn)等差數(shù)列通項(xiàng)公式的靈活運(yùn)用． 教學(xué)方法情境教學(xué)法、自主探究式教學(xué)方法教學(xué)器材及設(shè)備黑板、粉筆復(fù)習(xí)提問(wèn)提問(wèn)內(nèi)容姓名成績(jī)1．?dāng)?shù)列的定義？ 答： 2. 數(shù)列的通項(xiàng)公式？ 答： 板書(shū)設(shè)計(jì) §6.2.1等差數(shù)列的概念 1． 1.等差數(shù)列的定義 公差：d 2.常數(shù)列 3．等差數(shù)列的通項(xiàng)公式 an＝a1＋(n－1)d． 等差數(shù)列的前n 項(xiàng)和公式： 例題 練習(xí)作業(yè)布置習(xí)題第1，2題．課后小結(jié)本節(jié)課主要采用自主探究式教學(xué)方法．充分利用現(xiàn)實(shí)情景，盡可能地增加教學(xué)過(guò)程的趣味性、實(shí)踐性．我再整個(gè)教學(xué)中強(qiáng)調(diào)學(xué)生的主動(dòng)參與，讓學(xué)生自己去分析、探索，在探索過(guò)程中研究和領(lǐng)悟得出的結(jié)論，從而達(dá)到使學(xué)生既獲得知識(shí)又發(fā)展智能的目的．
【高教版】中職數(shù)學(xué)拓展模塊：1.2《正弦型函數(shù)》教學(xué)設(shè)計(jì)
教 學(xué) 過(guò) 程教師 行為學(xué)生 行為教學(xué) 意圖時(shí)間 *揭示課題 1.2正弦型函數(shù)． *創(chuàng)設(shè)情境 興趣導(dǎo)入 與正弦函數(shù)圖像的做法類似，可以用“五點(diǎn)法”作出正弦型函數(shù)的圖像．正弦型函數(shù)的圖像叫做正弦型曲線． 介紹 播放 課件 質(zhì)疑 了解 觀看 課件 思考 學(xué)生自然的走向知識(shí)點(diǎn) 0 5*鞏固知識(shí) 典型例題 例3 作出函數(shù)在一個(gè)周期內(nèi)的簡(jiǎn)圖． 分析 函數(shù)與函數(shù)的周期都是，最大值都是2，最小值都是－2. 解 為求出圖像上五個(gè)關(guān)鍵點(diǎn)的橫坐標(biāo)，分別令，，，，，求出對(duì)應(yīng)的值與函數(shù)的值，列表1-1如下： 表 001000200 以表中每組的值為坐標(biāo)，描出對(duì)應(yīng)五個(gè)關(guān)鍵點(diǎn)（，0）、（，2）、（，0）、（，?2）、（，0）．用光滑的曲線聯(lián)結(jié)各點(diǎn)，得到函數(shù)在一個(gè)周期內(nèi)的圖像（如圖）． 圖 引領(lǐng) 講解 說(shuō)明 引領(lǐng) 觀察 思考 主動(dòng) 求解 觀察 通過(guò) 例題 進(jìn)一 步領(lǐng) 會(huì) 注意 觀察 學(xué)生 是否 理解 知識(shí) 點(diǎn) 15
【高教版】中職數(shù)學(xué)拓展模塊：1.3《正弦定理與余弦定理》教學(xué)設(shè)計(jì)
教 學(xué) 過(guò) 程教師 行為學(xué)生 行為教學(xué) 意圖時(shí)間 *揭示課題 1.3正弦定理與余弦定理． *創(chuàng)設(shè)情境 興趣導(dǎo)入 在實(shí)際問(wèn)題中，經(jīng)常需要計(jì)算高度、長(zhǎng)度、距離和角的大小，這類問(wèn)題中有許多與三角形有關(guān)，可以歸結(jié)為解三角形問(wèn)題，經(jīng)常需要應(yīng)用正弦定理或余弦定理． 介紹 播放 課件 了解 觀看 課件 學(xué)生自然的走向知識(shí)點(diǎn) 0 5*鞏固知識(shí) 典型例題 例6一艘船以每小時(shí)36海里的速度向正北方向航行（如圖1－14）.在A處觀察燈塔C在船的北偏東30°，0.5小時(shí)后船行駛到B處，再觀察燈塔C在船的北偏東45°，求B處和燈塔C的距離（精確到0.1海里）. 解 因?yàn)椤螻BC=45°，A=30°，所以C=15°， AB = 36×0.5 = 18 (海里). 由正弦定理得 答：B處離燈塔約為34.8海里. 例7 修筑道路需挖掘隧道，在山的兩側(cè)是隧道口A和B(圖1－15），在平地上選擇適合測(cè)量的點(diǎn)C，如果C=60°，AB = 350m，BC = 450m，試計(jì)算隧道AB的長(zhǎng)度（精確到1m）． 解 在△ABC中，由余弦定理知 =167500． 所以AB≈409m. 答：隧道AB的長(zhǎng)度約為409m. 圖1－15 引領(lǐng) 講解 說(shuō)明 引領(lǐng) 觀察 思考 主動(dòng) 求解 觀察 通過(guò) 例題 進(jìn)一 步領(lǐng) 會(huì) 注意 觀察 學(xué)生 是否 理解 知識(shí) 點(diǎn) 40
【高教版】中職數(shù)學(xué)拓展模塊：3.1《排列與組合》優(yōu)秀教學(xué)設(shè)計(jì)
教 學(xué) 過(guò) 程教師 行為學(xué)生 行為教學(xué) 意圖時(shí)間 *揭示課題 3．1 排列與組合． *創(chuàng)設(shè)情境 興趣導(dǎo)入 基礎(chǔ)模塊中，曾經(jīng)學(xué)習(xí)了兩個(gè)計(jì)數(shù)原理．大家知道： （1）如果完成一件事，有N類方式.第一類方式有k1種方法，第二類方式有k2種方法，……，第n類方式有kn種方法，那么完成這件事的方法共有 = + +…+（種）． （3.1） （2）如果完成一件事，需要分成N個(gè)步驟．完成第1個(gè)步驟有k1種方法，完成第2個(gè)步驟有k2種方法，……，完成第n個(gè)步驟有kn種方法，并且只有這n個(gè)步驟都完成后，這件事才能完成，那么完成這件事的方法共有 = · ·…·（種）． （3.2） 下面看一個(gè)問(wèn)題： 在北京、重慶、上海3個(gè)民航站之間的直達(dá)航線，需要準(zhǔn)備多少種不同的機(jī)票？ 這個(gè)問(wèn)題就是從北京、重慶、上海3個(gè)民航站中，每次取出2個(gè)站，按照起點(diǎn)在前，終點(diǎn)在后的順序排列，求不同的排列方法的總數(shù). 首先確定機(jī)票的起點(diǎn)，從3個(gè)民航站中任意選取1個(gè)，有3種不同的方法；然后確定機(jī)票的終點(diǎn)，從剩余的2個(gè)民航站中任意選取1個(gè)，有2種不同的方法．根據(jù)分步計(jì)數(shù)原理，共有3×2=6種不同的方法，即需要準(zhǔn)備6種不同的飛機(jī)票： 北京→重慶，北京→上海，重慶→北京，重慶→上海，上?！本虾！貞c. 介紹 播放 課件 質(zhì)疑 了解 觀看 課件 思考 引導(dǎo) 啟發(fā)學(xué)生得出結(jié)果 0 15*動(dòng)腦思考 探索新知 我們將被取的對(duì)象（如上面問(wèn)題中的民航站）叫做元素，上面的問(wèn)題就是：從3個(gè)不同元素中，任取2個(gè)，按照一定的順序排成一列，可以得到多少種不同的排列. 一般地，從n個(gè)不同元素中，任取m (m≤n)個(gè)元素，按照一定的順序排成一列，叫做從n個(gè)不同元素中取出m個(gè)元素的一個(gè)排列，時(shí)叫做選排列，時(shí)叫做全排列. 總結(jié) 歸納 分析 關(guān)鍵 詞語(yǔ) 思考 理解 記憶 引導(dǎo)學(xué)生發(fā)現(xiàn)解決問(wèn)題方法 20
【高教版】中職數(shù)學(xué)拓展模塊：3.2《二項(xiàng)式定理》教學(xué)設(shè)計(jì)
一、定義： ，這一公式表示的定理叫做二項(xiàng)式定理，其中公式右邊的多項(xiàng)式叫做的二項(xiàng)展開(kāi)式；上述二項(xiàng)展開(kāi)式中各項(xiàng)的系數(shù) 叫做二項(xiàng)式系數(shù)，第項(xiàng)叫做二項(xiàng)展開(kāi)式的通項(xiàng)，用表示；叫做二項(xiàng)展開(kāi)式的通項(xiàng)公式．二、二項(xiàng)展開(kāi)式的特點(diǎn)與功能1. 二項(xiàng)展開(kāi)式的特點(diǎn)項(xiàng)數(shù)：二項(xiàng)展開(kāi)式共（二項(xiàng)式的指數(shù)+1）項(xiàng)；指數(shù)：二項(xiàng)展開(kāi)式各項(xiàng)的第一字母依次降冪（其冪指數(shù)等于相應(yīng)二項(xiàng)式系數(shù)的下標(biāo)與上標(biāo)的差），第二字母依次升冪（其冪指數(shù)等于二項(xiàng)式系數(shù)的上標(biāo)），并且每一項(xiàng)中兩個(gè)字母的系數(shù)之和均等于二項(xiàng)式的指數(shù)；系數(shù)：各項(xiàng)的二項(xiàng)式系數(shù)下標(biāo)等于二項(xiàng)式指數(shù)；上標(biāo)等于該項(xiàng)的項(xiàng)數(shù)減去1（或等于第二字母的冪指數(shù)；2. 二項(xiàng)展開(kāi)式的功能注意到二項(xiàng)展開(kāi)式的各項(xiàng)均含有不同的組合數(shù)，若賦予a，b不同的取值，則二項(xiàng)式展開(kāi)式演變成一個(gè)組合恒等式．因此，揭示二項(xiàng)式定理的恒等式為組合恒等式的“母函數(shù)”，它是解決組合多項(xiàng)式問(wèn)題的原始依據(jù)．又注意到在的二項(xiàng)展開(kāi)式中，若將各項(xiàng)中組合數(shù)以外的因子視為這一組合數(shù)的系數(shù)，則易見(jiàn)展開(kāi)式中各組合數(shù)的系數(shù)依次成等比數(shù)列．因此，解決組合數(shù)的系數(shù)依次成等比數(shù)列的求值或證明問(wèn)題，二項(xiàng)式公式也是不可或缺的理論依據(jù)．
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：10.1《計(jì)數(shù)原理》教學(xué)設(shè)計(jì)
授課 日期 班級(jí)16高造價(jià) 課題： §10.1 計(jì)數(shù)原理 教學(xué)目的要求： 1.掌握分類計(jì)數(shù)原理與分步計(jì)數(shù)原理的概念和區(qū)別； 2.能利用兩個(gè)原理分析和解決一些簡(jiǎn)單的應(yīng)用問(wèn)題； 3.通過(guò)對(duì)一些應(yīng)用問(wèn)題的分析，培養(yǎng)自己的歸納概括和邏輯判斷能力. 教學(xué)重點(diǎn)、難點(diǎn): 兩個(gè)原理的概念與區(qū)別 授課方法： 任務(wù)驅(qū)動(dòng)法 小組合作學(xué)習(xí)法 教學(xué)參考及教具（含多媒體教學(xué)設(shè)備）： 《單招教學(xué)大綱》、課件 授課執(zhí)行情況及分析： 板書(shū)設(shè)計(jì)或授課提綱 §10.1 計(jì)數(shù)原理 1、加法原理 2、乘法原理 3、兩個(gè)原理的區(qū)別
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：10.2《概率》教學(xué)設(shè)計(jì)
課程課題隨機(jī)事件和概率授課教師李丹丹學(xué)時(shí)數(shù)2授課班級(jí) 授課時(shí)間 教學(xué)地點(diǎn) 背景分析正確使用兩個(gè)基本原理的前提是要學(xué)生清楚兩個(gè)基本原理使用的條件；分類用加法原理，分步用乘法原理，單純這點(diǎn)學(xué)生是容易理解的，問(wèn)題在于怎樣合理地進(jìn)行分類和分步教學(xué)中給出的練習(xí)均在課本例題的基礎(chǔ)上稍加改動(dòng)過(guò)的，目的就在于幫助學(xué)生對(duì)這一知識(shí)的理解與應(yīng)用 學(xué)習(xí)目標(biāo) 設(shè) 定知識(shí)目標(biāo)能力（技能）目標(biāo)態(tài)度與情感目標(biāo)1、理解隨機(jī)試驗(yàn)、隨機(jī)事件、必然事件、不可能事件等概念 2、理解基本事件空間、基本事件的概念,會(huì)用集合表示基本事件空間和事件 1 會(huì)用隨機(jī)試驗(yàn)、隨機(jī)事件、必然事件、不可能事件等概念 2 會(huì)用基本事件空間、基本事件的概念,會(huì)用集合表示基本事件空間和事件 3、掌握事件的基本關(guān)系與運(yùn)算 了解學(xué)習(xí)本章的意義,激發(fā)學(xué)生的興趣. 學(xué)習(xí)任務(wù) 描 述 任務(wù)一，隨機(jī)試驗(yàn)、隨機(jī)事件、必然事件、不可能事件等概念 任務(wù)二，理解基本事件空間、基本事件的概念,會(huì)用集合表示基本事件空間和事件
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：10.3《總體、樣本與抽樣方法》教學(xué)設(shè)計(jì)
教 學(xué) 過(guò) 程教師 行為學(xué)生 行為教學(xué) 意圖時(shí)間 *揭示課題 10.3總體、樣本與抽樣方法（一） *創(chuàng)設(shè)情境 興趣導(dǎo)入 【實(shí)驗(yàn)】 商店進(jìn)了一批蘋(píng)果，小王從中任意選取了10個(gè)蘋(píng)果，編上號(hào)并稱出質(zhì)量．得到下面的數(shù)據(jù)（如表10－6所示）： 蘋(píng)果編號(hào)12345678910質(zhì)量（kg）0.210.170.190.160.200.220.210.180.190.17 利用這些數(shù)據(jù)，就可以估計(jì)出這批蘋(píng)果的平均質(zhì)量及蘋(píng)果的大小是否均勻． 介紹 質(zhì)疑 講解 說(shuō)明 了解 思考 啟發(fā) 學(xué)生思考 0 10*動(dòng)腦思考 探索新知 【新知識(shí)】 在統(tǒng)計(jì)中，所研究對(duì)象的全體叫做總體，組成總體的每個(gè)對(duì)象叫做個(gè)體． 上面的實(shí)驗(yàn)中，這批蘋(píng)果的質(zhì)量是研究對(duì)象的總體，每個(gè)蘋(píng)果的質(zhì)量是研究的個(gè)體． 講解 說(shuō)明 引領(lǐng) 分析 理解 記憶 帶領(lǐng) 學(xué)生 分析 20*鞏固知識(shí) 典型例題 【知識(shí)鞏固】 例1 研究某班學(xué)生上學(xué)期數(shù)學(xué)期末考試成績(jī)，指出其中的總體與個(gè)體. 解 該班所有學(xué)生的數(shù)學(xué)期末考試成績(jī)是總體，每一個(gè)學(xué)生的數(shù)學(xué)期末考試成績(jī)是個(gè)體． 【試一試】 我們經(jīng)常用燈泡的使用壽命來(lái)衡量燈炮的質(zhì)量．指出在鑒定一批燈泡的質(zhì)量中的總體與個(gè)體． 說(shuō)明 強(qiáng)調(diào) 引領(lǐng) 觀察 思考 主動(dòng) 求解 通過(guò)例題進(jìn)一步領(lǐng)會(huì) 35
高教版中職數(shù)學(xué)基礎(chǔ)模塊下冊(cè)：10.4《用樣本估計(jì)總體》教學(xué)設(shè)計(jì)
教 學(xué) 過(guò) 程教師 行為學(xué)生 行為教學(xué) 意圖時(shí)間 *揭示課題 10.4 用樣本估計(jì)總體 *創(chuàng)設(shè)情境 興趣導(dǎo)入 【知識(shí)回顧】 初中我們?cè)?jīng)學(xué)習(xí)過(guò)頻數(shù)分布圖和頻數(shù)分布表，利用它們可以清楚地看到數(shù)據(jù)分布在各個(gè)組內(nèi)的個(gè)數(shù)． 【知識(shí)鞏固】 例1 某工廠從去年全年生產(chǎn)某種零件的日產(chǎn)記錄(件)中隨機(jī)抽取30份，得到以下數(shù)據(jù)： 346 345 347 357 349 352 341 345 358 350 354 344 346 342 345 358 348 345 346 357 350 345 352 349 346 356 351 355 352 348 列出頻率分布表． 解 分析樣本的數(shù)據(jù)．其最大值是358，最小值是341，它們的差是358－341=17．取組距為3，確定分點(diǎn)，將數(shù)據(jù)分為6組． 列出頻數(shù)分布表 【小提示】 設(shè)定分點(diǎn)數(shù)值時(shí)需要考慮分點(diǎn)值不要與樣本數(shù)據(jù)重合． 分 組頻 數(shù) 累 計(jì)頻 數(shù)340.5～343.5┬2343.5～346.5正 正10346.5～349.5正5349.5～352.5正 ￣6352.5～355.5┬2355.5～358.5正5合 計(jì)3030 介紹 質(zhì)疑 引領(lǐng) 分析 講解 說(shuō)明 了解 觀察 思考 解答 啟發(fā) 學(xué)生思考 0 10*動(dòng)腦思考 探索新知 【新知識(shí)】 各組內(nèi)數(shù)據(jù)的個(gè)數(shù)，叫做該組的頻數(shù)．每組的頻數(shù)與全體數(shù)據(jù)的個(gè)數(shù)之比叫做該組的頻率． 計(jì)算上面頻數(shù)分布表中各組的頻率，得到頻率分布表如表10－8所示． 表10－8 分 組頻 數(shù)頻 率340.5～343.520.067343.5～346.5100.333346.5～349.550.167349.5～352.560.2352.5～355.520.067355.5～358.550.166合 計(jì)301.000 根據(jù)頻率分布表，可以畫(huà)出頻率分布直方圖（如圖10－4）． 圖10－4 頻率分布直方圖的橫軸表示數(shù)據(jù)分組情況，以組距為單位；縱軸表示頻率與組距之比．因此，某一組距的頻率數(shù)值上等于對(duì)應(yīng)矩形的面積． 【想一想】 各小矩形的面積之和應(yīng)該等于1．為什么呢？ 【新知識(shí)】 圖10－4顯示，日產(chǎn)量為344~346件的天數(shù)最多，其頻率等于該矩形的面積，即 ． 根據(jù)樣本的數(shù)據(jù)，可以推測(cè)，去年的生產(chǎn)這種零件情況：去年約有的天數(shù)日產(chǎn)量為344~346件． 頻率分布直方圖可以直觀地反映樣本數(shù)據(jù)的分布情況．由此可以推斷和估計(jì)總體中某事件發(fā)生的概率．樣本選擇得恰當(dāng)，這種估計(jì)是比較可信的． 如上所述，用樣本的頻率分布估計(jì)總體的步驟為： (1) 選擇恰當(dāng)?shù)某闃臃椒ǖ玫綐颖緮?shù)據(jù)； (2) 計(jì)算數(shù)據(jù)最大值和最小值、確定組距和組數(shù)，確定分點(diǎn)并列出頻率分布表； (3) 繪制頻率分布直方圖； (4) 觀察頻率分布表與頻率分布直方圖，根據(jù)樣本的頻率分布，估計(jì)總體中某事件發(fā)生的概率． 【軟件鏈接】 利用與教材配套的軟件（也可以使用其他軟件），可以方便的繪制樣本數(shù)據(jù)的頻率分布直方圖，如圖10－5所示． 圖10?5 講解 說(shuō)明 引領(lǐng) 分析 仔細(xì) 分析 關(guān)鍵 語(yǔ)句 觀察 理解 記憶 帶領(lǐng) 學(xué)生 分析 25
冬季安全教育國(guó)旗下講話稿：冬季安全知識(shí)教育
尊敬的老師、親愛(ài)的同學(xué)們：早上好！今天我在國(guó)旗下講話的題目是《冬季安全知識(shí)教育》。天氣漸漸寒冷，冰霜雪霧，惡劣的天氣必將會(huì)給我們的學(xué)習(xí)和生活帶來(lái)諸多不便和安全隱患，因此，多了解一些冬季安全知識(shí)，尤為重要。為確保校園安全和師生安全，學(xué)校對(duì)全體同學(xué)特進(jìn)行冬季安全知識(shí)教育，請(qǐng)同學(xué)們謹(jǐn)記于心，并且遵照?qǐng)?zhí)行。一、冬季注意交通安全冬天寒風(fēng)凜冽，雪花飄飄。地面上結(jié)起了一層冰，道路又濕又滑，很容易摔跤，同學(xué)們上下學(xué)行走時(shí)一定不能急奔快跑。不能在道路上堆雪人、打雪仗和滾雪球，這樣既不安全，又會(huì)影響交通，甚至發(fā)生車禍。根據(jù)國(guó)家規(guī)定，學(xué)校嚴(yán)禁小學(xué)生騎自行車上學(xué)，尤其在冬天，道路結(jié)冰，騎車很容易造成打滑摔跤，甚至造成交通事故，因此為了自身安全，全體同學(xué)應(yīng)該遵照學(xué)校要求，不坐無(wú)證、無(wú)牌、報(bào)廢車輛。上、放學(xué)路上，一定要注意交通安全，雨雪天道路路況很差，車輛的制動(dòng)效果不好，司機(jī)視線也差，同學(xué)們要嚴(yán)格遵守交通規(guī)則，過(guò)馬路時(shí)要密切關(guān)注來(lái)往車輛，不要搶紅燈。此外，有的同學(xué)由于天氣寒冷戴上了帽子和口罩，請(qǐng)大家可千萬(wàn)不要遮住了自己的眼睛，以免影響視線而造成交通事故的發(fā)生。
XX年秋安全教育國(guó)旗下講話稿：加強(qiáng)安全教育 增強(qiáng)防范意識(shí)
XX年秋安全教育國(guó)旗下講話稿：加強(qiáng)安全教育增強(qiáng)防范意識(shí)老師、同學(xué)們：上午好！今天，我講話的題目是《加強(qiáng)安全教育，增強(qiáng)防范意識(shí)》。校園安全與我們大家密切相關(guān)，它關(guān)系到同學(xué)們能否健康成長(zhǎng)，能否順利地完成學(xué)業(yè)；也關(guān)系到我們的老師能否在一個(gè)安全的環(huán)境中教書(shū)育人。我們必須清醒地認(rèn)識(shí)到“安全無(wú)小事”。為進(jìn)一步做好我校的安全教育工作，現(xiàn)提出以下十點(diǎn)要求，希望全體同學(xué)認(rèn)真做好。1、要時(shí)刻保持高度的安全意識(shí)。認(rèn)真學(xué)習(xí)相關(guān)的安全自護(hù)、自救知識(shí)，切實(shí)提高自我防護(hù)能力。2、要注意課間休息文明。不大聲喧嘩，不追趕打鬧，出進(jìn)教室不奔跑，不嬉戲，不在教室門(mén)口、走廊玩耍。上下樓梯注意樓道安全。3、要注意運(yùn)動(dòng)安全。上體育課前要作好準(zhǔn)備活動(dòng)，運(yùn)動(dòng)時(shí)要遵照體育老師的要求，不劇烈碰撞，不違規(guī)運(yùn)動(dòng)。防止運(yùn)動(dòng)器材傷人。
人教版高中歷史必修3文藝復(fù)興和宗教改革說(shuō)課稿2篇
師：在科學(xué)發(fā)展過(guò)程中，前一個(gè)理論體系的不完善之處，往往是新的研究和新的發(fā)現(xiàn)的突破口。開(kāi)普勒之后，意大利天文學(xué)家伽利略創(chuàng)制了天文望遠(yuǎn)鏡，用更加精確的觀察繼續(xù)發(fā)展和驗(yàn)證哥白尼創(chuàng)立的新天文學(xué)理論。除了用望遠(yuǎn)鏡進(jìn)行天文觀察以外，伽利略還開(kāi)始進(jìn)行自然科學(xué)的實(shí)驗(yàn)研究，哪位同學(xué)能給大家講一講伽利略在比薩斜塔上所作的關(guān)于物體自由下落的實(shí)驗(yàn)？生：（講述這一實(shí)驗(yàn)）師：所以，伽利略在科學(xué)方面更加重要的貢獻(xiàn)是奠定了近代實(shí)驗(yàn)科學(xué)的基礎(chǔ)。（2）實(shí)驗(yàn)科學(xué)和唯物主義師：伽利略從實(shí)踐上開(kāi)辟了實(shí)驗(yàn)科學(xué)的方法，而英國(guó)唯物主義哲學(xué)家培根則從理論上闡述了實(shí)驗(yàn)科學(xué)的方法——?dú)w納法。培根和伽利略同被稱為實(shí)驗(yàn)科學(xué)之父，培根還有一句影響深刻的名言：“知識(shí)就是力量”，表明了他注重知識(shí)，尊崇科學(xué)的精神。我們?cè)賮?lái)概括一下意大利哲學(xué)家布魯諾的唯物主義思想，是否有同學(xué)可以簡(jiǎn)述布魯諾的生平事跡？
人教版高中歷史必修3現(xiàn)代中國(guó)教育的發(fā)展說(shuō)課稿
一、教材分析下面我來(lái)談一談對(duì)教材的認(rèn)識(shí)：主要從教材的地位和作用、以及在此基礎(chǔ)上確立的教學(xué)目標(biāo)、教學(xué)重難點(diǎn)這三個(gè)方面來(lái)談。首先，來(lái)談教材的地位和作用：本課教材內(nèi)容主要從三個(gè)方面向?qū)W生介紹了現(xiàn)代中國(guó)教育的發(fā)展?fàn)顩r和趨勢(shì)：人民教育的奠基、動(dòng)亂中的教育和教育的復(fù)興，全面講述了新中國(guó)教育的三個(gè)階段。本課是文化史中中國(guó)史部分的最后一課， 也是必修三冊(cè)書(shū)中唯一涉及教育的一課。而教育是思想文化史中的重要組成部分，江澤民同志在談到教育的時(shí)候曾經(jīng)說(shuō)過(guò)，“百年大計(jì)，教育為本。教育為本，在于育人”。教育是關(guān)系國(guó)計(jì)民生的大事。學(xué)生通過(guò)學(xué)習(xí)新中國(guó)教育發(fā)展的史實(shí)，理解“科教興國(guó)”、“國(guó)運(yùn)興衰，系于教育”的深刻含義。最終由此激發(fā)學(xué)生樹(shù)立“知識(shí)改變命運(yùn)、讀書(shū)成就人生”的信念，樹(shù)立勤奮學(xué)習(xí)、成人成才、報(bào)效祖國(guó)、服務(wù)社會(huì)的崇高理想。故本課的教學(xué)有極大的現(xiàn)實(shí)意義。談完了教材的地位和作用，我再分析一下教學(xué)目標(biāo)：
新人教版高中英語(yǔ)必修3Unit 1 Festivals and celebrations-Discovering Useful Structure教學(xué)設(shè)計(jì)
4.That was an experience that frightened everyone. →That was _____________________. 答案：1. taking 2. being discussed 3. in the reading room 4. a frightening experienceStep 6 The meaning and function of V-ing as the predicative動(dòng)詞-ing形式作表語(yǔ)，它通常位于系動(dòng)詞后面，用以說(shuō)明主語(yǔ)“是什么”或“怎么樣”一種表示主語(yǔ)的特質(zhì)、特征和狀態(tài), 其作用相當(dāng)于形容詞; 另一種具體說(shuō)明主語(yǔ)的內(nèi)容, 即主語(yǔ)等同于表語(yǔ), 兩者可互換。The music they are playing sounds so exciting. 他們演奏的音樂(lè)聽(tīng)起來(lái)令人激動(dòng)。The result is disappointing. 結(jié)果令人失望。Our job is playing all kinds of music. 我們的工作就是演奏各種音樂(lè)。Seeing is believing. 眼見(jiàn)為實(shí)。Step 7 Practice1. It is ________(amaze) that the boy is able to solve the problem so quickly.2. Buying a car is simply _______(waste) money. 3. Please stop making the noise—it’s getting ________(annoy). 4. complete the passage with the appropriate -ing form.La Tomatina is a festival that takes place in the Spanish town Bunol every August. I think many food festivals are __________ because people are just eating. however, this festival is _________ because people don't actually eat the tomatoes. Instead, they throw them at each other! the number of people ________ part in this tomato fight, can reach up to 20,000, and it is a very __________ fight that lasts for a whole hour. The _______ thing is how clean Bunol is after the tomatoes are washed away after the fight. this is because the juice form tomatoes is really good for making surfaces clean!答案：1. amazing 2. wasting 3. annoying4. boring interesting taking exciting amazing
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations-Reading and Thinking教學(xué)設(shè)計(jì)
The topic of this part is “Discover the reasons for festivals and celebrations.The Listening & Speaking & Talking part aims at talking about the experiences and feelings or emotions about the festivals and celebrations. This section aims at detecting the reason why the people celebrate the festivals, the time, the places, the types and the way of celebrations. It also explains why some traditions in the old celebrations are disappearing, like the firecrackers in the big cities and some new things are appearing like the prosperity of business or commerce. 1. Students can talk about what festivals they know and the reasons and the way of celebrating them.2. Students should learn the reading skills such as the headline and get the topic sentences, the structures of articles.3. Students can understand the past, the present situation of some festival around the world and why there are some changes about them. 4. Students can have the international awareness about the festivals.1. Students should learn the reading skills such as the headline and get the topic sentences, the structures of articles.2. Students can understand the past, the present situation of some festival around the world and why there are some changes about them.Step 1 Lead in---Small talkWhat festival do you like best ? Why ?I like the Spring Festivals because I can set off the fireworks, receive the lucky money and enjoy the Gala with my families.Step 2 Before reading---Pair workWhy do people celebrate different festivals ?The Spring Festivals is to celebrate the end of winter and the coming of spring and new life.The Mid-autumn Day is to celebrate the harvest and admire the moon.
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations-Listening &Speaking＆Talking教學(xué)設(shè)計(jì)
The theme of this section is “Talk about festival activities and festival experiences”.Festival and holiday is a relaxing and interesting topic for students. This part talks about the topic from the daily life of students’. In the part A ---Listening and Speaking, there are three conversations among different speakers from three countries(Japan, Rio and China), where the speakers are participating in or going to participate in the festivals and celebrations. So listening for the relationship among them is a fundamental task. Actually, with the globalization and more international communication, it is normal for Chinese or foreigners to witness different festivals and celebrations in or out of China. In the Conversation 1, a foreign reporter is interviewing a Japanese young girl who just had participated in the ceremony of the Coming-of-Age Day on the street and asking her feeling about the ceremony and the afterwards activities. Conversation 2, Chinese girl Li Mei is witnessing the Rio Carnival for the first time, and her friend Carla gives her some advice on the costumes which enables her to match with the carnival to have a good time. Conversation 3, a Chinese guide is showing a group of foreign visitors around the Lantern Festival and introducing the customs of the festival to them. The three conversations have a strong vitality and insert the festival and cultural elements from different countries. So perceiving the festivals and cultures from different countries is the second task. At the same time, the scripts also insert the targeted grammar --- v-ing as attributive and predicative, which students can perceive and experience in a real context and make a road for the further study. That is the third task. In the Part B--- Listening and Talking, the theme is “Talk about festival experience”, which is the common topic in our daily conversations. During the conversation, Song Lin, a Chinese student, asked Canadian friend Max about how to spend Christmas. In the conversation, Song Lin talked about experience and the feelings during the Chinese Spring Festival, during which there are not only some enjoyable things but some unpleasant things. After the listening, perhaps students find there are some similarities between Christmas and the Chinese Spring Festival as there are some differences in the origins and celebrations. For example, people always visit friends and relatives, decorate their houses, have a big dinner together, chat and give presents to each other.
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations-Reading for writing教學(xué)設(shè)計(jì)二
Step 3 Analyzing article structureActivity 31. Teachers raise questions to guide students to analyze the chapter structure of this diary and think about how to describe the festival experience. (1)What should be included in the opening/body/closing paragraph(s)?(2)How did the writer arrange his/her ideas?(3)What kind of interesting details did the writer describe?(4)How did the writer describe his/her feelings/emotions during the event?2. Students read and compare the three sentence patterns in activity 2. Try to rewrite the first paragraph of the diary with these three sentence patterns. After that, students exchange corrections with their partners. Such as:●This was my first time spending three days experiencing the Naadam Festival in China’s Inner Mongolia Autonomous Region and it was an enjoyable and exciting experience. ●I'll never forget my experience at the Naadam Festival because it was my first time to watch the exciting Mongolian games of horse racing, wrestling, and archery so closely. ●I'll always remember my first experience at the Naadam Festival in China’s Inner Mongolia Autonomous Region because it was so amazing to spend three days witnessing a grand Mongolian ceremony. Step 4 Accumulation of statementsActivity 41. Ask the students to read the diary again. Look for sentences that express feelings and emotions, especially those with the -ing form and the past participle. Such as:● …h(huán)orse racing, wrestling, and archery, which are all so exciting to watch. ● some amazing performances● I was surprised to see…● I was a little worried about. . . ● feeling really tiredOther emotional statements:●I absolutely enjoyed the archery, too, but the horse races were my favourite part. ●I'm finally back home now, feeling really tired, but celebrating Naadam with my friend was totally worth it. ●He invited me back for the winter to stay in a traditional Mongolian tent and cat hot pot. I can’t wait!2. In addition to the use of the -ing form and the past participle, the teacher should guide the students in the appreciation of these statements, ask them to memorize them, and encourage them to use them reasonably in writing practice.
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations-Reading for Writing教學(xué)設(shè)計(jì)一
The topic of this part is “Write about your festival experience”.During the Listening and Speaking and Talking, students are just asked to say out their festival experiences such as the Spring Festival, Mid-autumn Day, but this part students will be asked to write down their own festival experiences. During the reading part, it introduces the Naadam Festival in Inner Mongolia Autonomous Region, which can give students a good example to imitate. Students not only learn the festival, but touch and feel the Inner Mongolian’s character, the spirit and cultural atmosphere, which can help students form the cultural awareness and learn to enjoy and value the diversity of Chinese culture.Concretely, the dairy tells the experience that the author spent the Naadam Festival in Inner Mongolia Autonomous Region with his/her friend. The structure is clear. In the opening paragraph, it introduces the topic of the Naadam Festival and the whole feeling. Then it introduces the items of the festival like the ceremony, wrestling and horse racing. Finally, it summarizes this experience. Because this part is a travel journal, we must guide students pay more attention to these details: 1. use the first person. 2. use the past tense to tell the past thing and use the present or future tense to describe the scenery. 3. use the timeline to tell the development. 4. be careful for the author’s psychology, emotion and feeling, etc.1. Read quickly to get main idea; read carefully to get the detailed information about Naadam Festival.2. Learn the structure of the reading article and language.3. Write an article about a festival experience4. Learn to use the psychology, emotions and feeling in the writing.1. Write an article about a festival experience.2. Use the structure of the reading article and language.
新人教版高中英語(yǔ)必修3Unit 2 Morals and Virtues-Discovering Useful Structure教學(xué)設(shè)計(jì)
1. 表示時(shí)間。Hearing these stories, I’m skeptical about the place. = When I heard these stories. . . 2. 表示原因。Not knowing his address, I can’t send this book to him. = Because/Since/As I don’t know his address. . . 3. 表示結(jié)果。His father died, leaving him a lot of money. =. . . and left him a lot of money4. 表示條件。Going straight down the road, you will find the department store. = If you go straight down the road. . . 5. 表示讓步。Being tired, they went on working. =Although they were tired. . . 6. 表示行為方式、伴隨情況或補(bǔ)充說(shuō)明。He lay on the grass, staring at the sky for a long time. =. . . and stared at the sky for a long time注意：非謂語(yǔ)動(dòng)詞作狀語(yǔ)時(shí), 如所提供的動(dòng)詞不能和句子中的主語(yǔ)保持一致, 動(dòng)詞-ing形式必須有自己的邏輯主語(yǔ), 通常由名詞或代詞來(lái)?yè)?dān)任, 這就是獨(dú)立主格結(jié)構(gòu)。The last bus having gone, we had to walk home. (having gone的邏輯主語(yǔ)是the last bus, 而不是we)Weather permitting, the football match will be played on Friday. (permitting的邏輯主語(yǔ)是time, 而不是the football match)Step 7 Practice1. ________(study) hard, you are sure to get first prize. 2. People use plastic in their daily life, _______(leave) large amounts of waste. 3. ________(work) hard at your lessons, you are to succeed. 4. The old man, ____________(work) abroad for twenty years, is on the way back to his motherland. 5. ______________(finish) his homework, he was playing on the playground. Answers: 1. Studying 2. leaving 3. Working 4.having worked 5. Having finishedStep 8 HomeworkFinish the homework on Page 22.
新人教版高中英語(yǔ)必修3Unit 2 Morals and Virtues-Listening &Speaking＆Talking教學(xué)設(shè)計(jì)
Example:One day, a poor boy who was trying to pay his way through school by sending newspapers door to door found that he only had one dime(一角）left. He was so hungry that he decided to beg for a meal at the next house.However, he lost his nerve when a lovely young woman opened the door. Instead of a meal he asked for a drink of water. She thought he looked hungry so she brought him a large glass of milk. He drank it slowly, and then asked, “How much do I owe you?” “You don’t owe me anything,” she replied, “Mother has taught me never to accept pay for a kindness.” “Then I thank you from the bottom of my heart.” With these words, Howard Kelly left that house.Years later the woman became badly ill and was finally sent to the hospital in a big city. Dr. Howard Kelly, now famous, was called in. When he heard the name of the town she came from, a strange light filled his eyes. Dressed in his doctor’s clothes, Dr. Kelly went into her room and recognized her at once. From that day on, he gave special attention to her, and decided to do his best to save her life.At last the woman was saved. Dr. Kelly asked the business office to pass the final bill to him. He looked at it and then wrote something on the side. The bill was sent to the woman’s room. She was afraid to open it because she was sure that it would take the rest of her life to pay for it off. Finally she looked, and the note on the side of the bill caught her attention. She read these words: “Paid in full with a glass of milk, Dr. Howard Kelly.” Tear of joy flooded her eyes.