初中体育游戏课说课稿

初中体育游戏课说课稿（推荐6篇）

初中体育游戏课说课稿 篇1

今天我说课的内容是一节室内体育教学课。这节课的学习目标是：1）通过学习能正确的认识自己的身体特征，培养关注身体和健康的意识。2）通过积极参与教学活动和游戏，体验学习的乐趣。3）在学习和游戏中学会与他人和完成各项任务。教材内容：我选择了《人民教育出版社》《体育》教材的体育与健康常识“肥胖与瘦弱”及“游戏：打电话”。教学的对象是水平

（二）四年级学生。

教材简析：在发展中今天，你还能看见面黄肌瘦、骨瘦如才的孩子吗？答案肯定是：不能。但是我们却看见：优越的生活使孩子摄取了超过其身体所需要的营养，厌食、挑食、偏食、暴饮暴食、肥胖、瘦弱的现象随之上升，导致了学生健康意识的薄弱、运动能力的下降，这应该引起我们的关注。

学习的重点是：让学生通过亲身参与，找出肥胖与瘦弱的原因，并提出良好的改善建议。

难点是：树立终身体育的意识。

教学设计：教法：借助多媒体小网页，采用小组学习的形式：让学生参与—质疑—讨论—探究——交流，在自主学习中培养思维能力，在探究中提高解决问题的能力，在合作学习中学会交流。

学法：运用讨论法与合作学习的方法，让大家体验学习的乐趣。教学过程：

1、在设计《肥胖与瘦弱》时我考虑到这样一个问题：学生对肥胖与瘦弱十分敏感，不论我举什么例子他们都会联想到班级中某某孩子。这样无形中将伤害到孩子的自尊心。为了避免这样问题的出现，突出学生的主体性，小组合作能力，提高学生的发散思维能力，我设计了这样的教学环节： 1）（做一做）。带领大家做2个游戏：游戏1负重下蹲。发给六人小组一个10斤重的沙袋，请学生寄于腰间，在组长的安排下，组内学生负重进行下蹲比赛，看谁做的多。目的是：通过学生小组的测评，培养小组合作意识。通过体验负重的乐趣，使学生获得最真实的负重感受，激发学生学习的兴趣。

游戏2轻装下蹲，要求全班学生将沙袋解下，一起做下蹲比赛。目的是在负重基础上让学生感受到轻装的乐趣，为下面的教学做铺垫。

在体会了2 个游戏后，我立刻质疑：经过了2个游戏后，你有什么感受，为什么？由于学生都参与了游戏，自然有最深刻的感受：负重运动太辛苦，都是沙袋惹的祸。

2）想一想：根据大家的结论，教师导入动画，提出假设：如果把这个10斤沙袋变成了0斤的肉长在我们的身上，会产生什么影响？假设的提出是为激活学生的思维，激发学习的兴趣。通过动画给学生提供直观的视觉感受，使其产生更深刻的印象。

在进行激烈的讨论后，教师质疑：如果体重增加后，会加重身体的负担吗？对身体有危害吗？应该引起我们的关注吗？并指导小组讨论与交流。在交流后，教师利用多媒体展示：正常孩子与肥胖孩子疾病发病比例图。并及时小结：过于肥胖是不健康的，多余的脂肪会加重身体的负担，应该引起我们的关注。同时进行思想教育：对于这样的同学我们不能嘲笑，而是要积极帮助他们改善现状。设计的目的是：在学生获得最真实的感受后，希望能换位思考，设身处地的为他人着想，从而引发对肥胖问题的关注与深思。

3）辩一辩：肥胖可以通过负重来体验，可是瘦弱却无法体验。针对这一点我设计了一个辩论，请大家展开辩论：“过于肥胖是不健康的，但是瘦弱是健康的”这句话是否正确。我先将学生分组：认为瘦弱是不健康的为甲方，认为是健康的是乙方。并提出要求：各方要找出最充分的理由说明你的观点。这下小组可热闹了，持有共同观点的学生聚集一堂，挖掘充足的理由。这促进了小组的凝聚力，让学生感受到合作的力量。又成分展示了学生的个人风采。经过激烈的辩论后，教师小结：瘦弱也是不健康的。这个环节的设计是希望通过辩论会的形式激发学生学习的兴趣，提高他们的主体参与能力，极为适合四年级学生的思维发展水平。同时也活跃了课堂气氛，有助于进一步的学习。4）结一结：在得出两个结论后，我请学生为有这样苦恼的同学找原因，想建议。在小组的交流中，教师将肥胖造成原因归为三类：1遗传：父母一方肥胖，其子女发胖率为40%；父母双放肥胖其子女发胖率为70%。2摄入的热量太多，脂肪大量堆积，3，缺乏体育锻炼。将瘦弱造成原因也归为三类：1患有慢性疾病。如贫血、寄生虫。2不良饮食习惯：厌食、偏食等。3缺乏体育锻炼。并通过多媒体将学生的答案展示。同时也将大家的建议归为1改善饮食结构，膳食均衡。2加强体育锻炼，树立终身体育的意识。本环节是本课的重点，目的是：经过前一段的交流与学习，使学生在不知不觉中找出原因，提出建议。

5）拓一拓：对照大家的建议，我请学生拓展思维：一定能有一个可以让我们不肥胖又不瘦弱的方法，请你制订“健康成长计划”。并给学生三点选择：1从饮食中思考；2从体育锻炼思考；3从你感兴趣的角度思考。请学生任选一点制订，并将制订计划用卡片的形式展现。这是一个延伸环节，是让大家感受生活时去展望未来。树立健康和体育的终身意识。

2、书包操：经过紧张的学习后，我带大家做书包操。因为书包是教室内特有的运动器械，它有一定重量，既可平举、上举发展上肢力量；又可下蹲、高抬腿发展下肢力量。通过负重练习，不仅可以锻炼身体，而且还能提高灵敏、协调、控制能力。也给大家在教室内活动机会。让学生边看光盘边练习，也有助于提高大家自学能力。当然我还引导学生思考：还有那些生活物品，可以被我们利用进行锻炼。这样不但能增加大家的知识面，还有助于体育运动资源的开发。

3、游戏：打电话。

电话已经成为我们不可以缺少的生活物品，作为交流手段，孩子再熟悉不过了。因此，我设计本课要传一个机密电话，不得大声说话，不能用手势交流，只能通过嘴巴对耳朵快速传递内容。做为比赛，胜利队将获得一面小红旗，失败对将完成一道智力题，而智力题将围绕本课重点设置。

初中体育游戏课说课稿 篇2

一、什么是体育选项课说课

体育选项课说课是教师在认真备课的基础上, 在一定的场合下, 对某一课时的教学内容、教学任务、教学目标、教学思路、教学方法等, 结合教学对象、场地器材等实际情况, 口头表述专项课的教学设想、假设及其理论依据, 并由听者对其评说的教研活动。实际上, 体育选项课说课就是上课前的一种实践演习, 是教师将备课过程中的创造性劳动置于集体的讲评之中, 把隐性思维显性化, 是一种有目的有计划的并从理论的角度对教学实践作一剖析的教研活动。

二、体育选项课说课的目的

体育选项课说课的观点源于上课, 为上课服务, 通过上课检验整体设计的适应性、可行性和科学性。体育选项课说课是教师按照专项课的教学设想、设计思路及理论依据, 利用几分钟或十几分钟的时间进行简明扼要的讲解、分析, 把自己的一个体育项目的教学特点加以阐述, 使之得到完善和发展, 逐渐形成自己的教学风格, 以达到互相交流、相互学习、集思广益、完善教学过程, 共同提高教学质量的目的。体育选项课说课是体育选项课教学研究的一种新形式, 是提高广大体育选项课教师的业务能力手段之一。

三、体育选项课说课的特点

1. 体育选项课说课的特点重在说, 不但要说出这个体育项目怎么样, 练什么, 而且能讲出为什么这样练, 要从运动心理学、教育学等教育理论来考虑。

2. 体育选项课说课打破了传统的体育课教学模式, 在备课与上课之间补充了这一新的环节, 把体育选项课教师个体的、静态的、隐性思维活动变成了在集体监督下的、动态的、显性的教研活动, 符合体育选项课教改的要求, 使原有的教学研究模式更加丰富和完善。

四、体育选项课说课的作用

1. 体育选项课说课教学能提高体育选项课教师掌握新课标下专项教学的大纲, 钻研新课程教材和编写校本教材, 提高驾驭教材的能力, 能促进备课规范化管理。

2. 能提高体育选项课教师的理论水平和教育科研能力。

3. 能提高体育选项课教师的语言表达能力和普通话水平。

4. 能提高体育选项课教师的示范能力和教学应变能力。

五、体育选项课说课的内容

1. 说大纲:

说出大纲对本章节提出的教学要求, 自己对这些要求的体会和想法, 如何体现大纲要求。

2. 说教材:

说教学大纲对教材所要求完成的任务;教材的实质;教材的编写意图;教材的前后联系;教材的要点、重点、难点;教材的练习密度、负荷强度;教材的思想性、知识性、规律性;教材的理论依据和采用的处理方法;明确本节课内容与上下节及整个单元之间的关系。

3. 说技术:

说教授的技术动作名称、要领、重点、难点、注意事项、辅助练习、保护帮助等。

4. 说教法:

说出根据教材的特点、学生实际、教师特长、场地器材, 采用何种教学方法解决教学重点和难点, 采用何种讲解示范形式, 拟对学生进行什么样的学习方法的指导, 怎样有机衔接好各个具体教学环节, 突出重点, 突破难点, 如何激励和表扬学生等, 同时应重视现代化教学手段在体育选项课堂教学中的使用。

5. 说学法:

说出如何根据教师的讲解示范进行模仿与练习;如何激发学生学习兴趣, 调动学习的积极性, 更好地实现教学目标, 如何引导学生相互讨论与评价等, 拟培养学生什么能力, 预计达到什么效果, 如何促进优等生再提高和激发后进生的学习兴趣等。

6.

说学情, 就是体育选项课教师要依据学生身体素质与身心特征和认知规律, “说”学生的已有知识和经验, “说”学生身体练习的方法和技巧, “说”学生的个性发展和群体提高。

7. 说程序:

说课堂教学程序, 这是“体育选项课说课”的主体和重点。要求既要说出一个完整课时的教学设计思路和课堂结构, 又要说出课的结构中各部分的教学内容和组织工作的安排与时间分配等, 使整个教学程序符合人体机能活动变化的规律, 同时还要说出怎样教和为什么这样教, 使教学有理有据, 符合教学原则和动作技能的形成规律。

8. 说理论:

说出这节课的教学设想, 依据哪些体育选项课教育教学理论, 如何运用, 有何益处等等。

9. 说场地器材:

说如何根据班级人数、性别、个体差异设计相应的场地、器械布局;如何根据学校体育选项课的物质条件和教法组织的需要, 科学合理地利用场地器材和电教设备。

体育选项课说课要突出“说”字, 说课的类型不同, 要求就不同。因此, 体育选项课教师要根据不同体育项目来确定说课类型、自身的特点和学生的实际, 确定体育选项课说课的方式和内容。一般对重点难点、教学流程及理论依据等一定要详讲, 对一般问题可略讲, 另外, 还要处理好说课与备课的关系, 不论何种专项课型, 教师一般应先备课后说课。

关于公开课说课稿的几点思考 篇3

一、说课稿要规范表现形式

一篇完整的说课稿，首先要求表现形式规范。在综合多位老师说课稿的基础上，总结出一篇说课稿要包括的几个基本环节：

1.说教材

说课教师首先要阐述自己对教材的理解，包括本册教材的特点、本单元特点，以及所说课例的特点。

2.说教学目标

关于教学目标，多说教师采用新课改三维目标方式，即知识与能力、方法与过程、情感态度与价值观三个维度。

3.说教学重点和难点

在说课中对教学重点和难点要分开表述，不能混为一谈。重点可以就教学目的而言，难点则根据学生的能力确立。

4.说教法和学法

课程改革重视学法，在说课时，要对教法和学法分别表述。相对而言，说法重于教法。

5.说教学过程

教学过程即教学的基本流程。总结十多位老师说课稿特点，选修课教学过程一般包括导入部分、文本研读部分、拓展延伸部分、作业布置部分四个环节。

6.说板书

板书是课堂教学的眼睛，其重要性不言而喻。说课中，对板书的说明必不可少。

二、说课稿要突出重点环节

在上面所谈的七个方面，教学过程这一环节是说课的重点。在说课中要讲清以下几个方面：

1.导入

在导入中，以什么导入，为什么这样导入，导入的目的是什么，要一一交代清楚。

2.文本研读

文本研读是教学过程的重点。在这部分，除了要表现文本解读的层次性，不能把前面的教法和学法丢到一边，要把教法和学法具体体现在教学过程的表述中。

3.拓展延伸

就选修课看，不少教师把这一环节作为重点，重视程度甚至超过文本研读。我觉得拓展延伸要简而精，不能随意发挥；要注重学情，贴近学生，贴近现实。

4.作业布置

三、说课稿要体现个人智慧

当我们面对教材时，摆在我们面前的是教材上有什么、教师教什么、学生学什么、教师怎么教、学生怎么学等五个问题。对这五个问题得处理，体现的是教师的个人智慧。

1.教材上有什么

一般认为，只要反复地熟悉教材，对教材了然于胸，也就掌握了教材上有什么了。这种认识是不准确的。不同的教师在熟悉教材时，虽然有共同的认知，但肯定也会产生教师的个性认知。这些带有个性特点的认知，反映的是教师的个体智慧。

2.教师教什么，学生学什么

《全日制义务教育语文课程标准》知识从整体上提出学生通过学习要达到的目的和要求，具体到每一个文本的学习，还要求我们教师运用自己的智慧，明确最适合学生的学习内容和目标。

3.教师怎么教，学生怎么学

从教的角度看，涉及教学方法的使用和教学环节的安排两个方面。從学的角度看，涉及教师如何引导学生运用最合理的方法学习，以达到最大的学习效果。

四、说课稿要与多媒体投影互补

要将说课与多媒体幻灯片配合起来运用，这样声像并茂，能取得最佳的效果。

（作者单位 安徽省无为县襄安中学）

初中英语公开课说课稿 篇4

1.Knowledge Objectives:

(1) Students can get themain idea of this passage: it is difficult to search for American products inUS;

(2) Students can masterthe usage of these words and phrase: brand, hardly and avoid doing sth, etc.

2.Ability Objectives:

Through reading practice, studentscan develop their reading skills (such as skimming, scanning and guessing) andlanguage competence;

3.Emotional Objectives:

(1) Students get more interested inlearning English and in learning the culture of different countries.

(2) Students can realize that Chinais playing a great role in international business and feel proud of it.

Ⅱ.Teaching Key and Difficult Points

1.Teaching key point: Masterthe useful expressions in this passage, like avoid doing sth., and apply theminto their daily conversation;

2.Teaching difficult point: How to develop students’ reading skills like skimming and scanning.

Ⅲ.Teaching Procedures

Step 1Pre-reading

1. Free Talk: atthe beginning of class, the teacher asks students to talk about their travelingexperience freely and think about what they want to buy if they go abroad.

2. Content Prediction:the teacher asks students to read the title of this passage and predict whatthe passage may talk about.

(Justification: This step will arouse students’ interest in learning this lesson and encourage students to think about the topic by predicting.)

Step 2While-reading

Task 1. Fastreading

1. Skimming: studentsskim the passage quickly, and try to explain why it is difficult to search forAmerican brands in US.

2.Scanning: the teacher asks students to scan this passage and do the “Ture or False” exercise:

(1) Kang Jian is a 17-year-oldstudent from Shandong.

(2) Toys are the only things madein China.

(3) Kang Jian wanted to buy a pairof baseball shoes.

(Justification: This task can helpstudents get the main idea of this passage and develop their reading skills ofskimming and scanning.)

Task 2.Careful reading

1. The teacher asks students toread the para. 1 carefully with the two following questions in their mind:

(1) Who is Kang Jian? Why did he goto San Francisco?

(2) What did Kang Jian findinteresting?

2. The teacher asks students toread the para. 2 carefully and answer the two questions below:

(1) What did Kang Jian realize? (2) What is Kang Jian’s wish?

3. Students listen to the tape of this passage and circle the words they are not familiar with. Then, the teacher lead students to guess the meaning and usage of them by linking the context.(key words and phrase: brand, hardly and avoid doing sth.)

(Justification: This task will helpstudents have a further understanding of this text.)

Step 3 Post-reading

The teacher divides students intoseveral groups, and gives them an assignment. Students can first discuss it ingroups, give their own opinions and choose a member to present their opinionsto the whole class:

Assignment: Suppose you are a Chinese businessman and plan to develop the Americanmarkets. What products would you sell and advertise? List out the product andexplain the reason.

(Justification: The group work could practice students’ ability ofspeaking and develop their spirit of cooperation with others.)

Step 4 Summary

Choose any students to summarize what theyhave learned in this lesson by themselves, and then make supplement timely. Atlast, the teacher stresses the importance of making high-technology productsand advise students to be creative in thinking and brave to express.

(Justification: students can have an overallstructure of this passage and realize the emotional aims of this lesson.)

Step 5 Homework

The teacher asks students to share what theyhave learnt about Kang Jian’s travelling experience with their parents orfriends. Meanwhile, students can interview their parents’ or friends’ opinionson it and share their reports of interview next class with the whole class.

初中体育游戏课说课稿 篇5

Good morning，everyone！

It’s a great honor for me to stand here to present my teaching plan.Today my topic is ________（板书）.In order to make all of you have a good understanding of my teaching design, I divide it into 6 parts: the analysis of teaching material, the analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.Now I will present them one by one.Part 1.The analysis of teaching material This is an important lesson in this unit even in this book.It is the ___part in the unit.If students can learn it well, it will be helpful for them to learn the rest of this unit.Besides, today’s topic is about_____, which is closely to daily life, so it’s easy to arouse their interest.Just as everyone knows, interest is the best teacher.Based on the New Curriculum Standard, my teaching aims are as follows.1.Knowledge aims To learn some words and language points, such as ___________ To understand the main idea and seek more information of the passage.2.Ability aims To improve students’ reading and speaking skills.To develop students’ ability of working in pairs.3.Emotional aims __________________________（文章主旨）

Now let’s come to the key points and difficult points.Key points:

To grasp the new words and language points.To understand the passage.Difficult points: To enable students to know how to read with focus.To _________________________（结合文章）Part2.The analysis of students Students of Grade____ have studied English for several years.On one hand, they have mastered some English knowledge, so they are eager to show, and eager to learn.They can cooperate with each other to finish a task.On the other hand, students’ ability of using English is limited.Their abstract thinking is not fully developed and they can be easily distracted.As a result, all of these will be taken into consideration.Part3.Teaching methods According to the analysis of teaching material and students, I will use communicative teaching method, task-based teaching method and situational teaching method.Using different teaching methods can make students more active in class.Part4.Learning methods Learning methods include cooperative method and practice.Students will finish a series of activities to learn related language points.Part5.Teaching procedures OK, this is the most important part of the lesson.I will demonstrate them from the following steps.Step1.Warm-up 1.First，I will divide the students into 4 groups.If a student’s answer is right, I will give him a cartoon cat like this.（贴卡纸），In the end, the group who gets the most cats will be the winner.2.Ask students a question:_________________（板书）

3.Show some pictures(a video).Then ask a question:______________ Purpose: To arouse students’ interest in the topic and encourage them to think actively.Step2.Pre-reading 1.Let Ss guess the main idea according to the title.2.Introduce reading strategy: reading with focus.Purpose: To learn to predict the passage and master some reading skills.Step3.Fast reading Ask students to listen to the tape and then try to find the general idea of the passage.Purpose: It’s easier to focus on the passage while listening.In addition, getting the main idea is the first step in understanding the passage.Step4.Careful reading 1.Ask students to read the passage carefully, then match the right topic sentence with each paragraph.2.Read paragraph ____, answer a question:______________ Then read paragraph___, answer the questions:___________ Then read paragraph___, fill in the blanks with the words or phrases from the passage.3.Ask students to underline the important and useful expressions by themselves.Then I will present the expressions and explain them on PPT，such as__（板书）4.Practice.I will design some exercises related to the language points.5.Find the beautiful sentences ,then appreciate and recite them.Purpose: To fully understand the detailed information of the passage.Step5.Post-reading 1.Discussion___________________________________.2.Retelling.Ask students to retell the passage according to key words:_______（板书）

Purpose: To develop students’ ability of working in pairs and understand the topic fully.Step6.Emotional education 总结主题，情感升华

Purpose: To help students_________________________.Step7.Summary Let students to sum up what we have learnt in this class.Purpose: To train students’ expressive ability.Step8.Homework Consolidation homework: Write down the important expressions on the notebook.Extension homework: __________________ Purpose: Different homework can help different leveled students master the lesson better.Part6 Blackboard design As you see, this is my blackboard design.That’s all.Thank you for your listening.听说课

Good morning，everyone！

It’s a great honor for me to stand here to present my teaching plan.Today my topic is ________.（板书）In order to make all of you have a good understanding of my teaching design, I divide it into 6 parts: the analysis of teaching material, the analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.Now I will present them one by one.Part 1.The analysis of teaching material This is an important lesson in this unit even in this book.It is the ___part in the unit.If students can learn it well, it will be helpful for them to learn the rest of this unit.Besides, today’s topic is about_____, which is closely to daily life, so it’s easy to arouse their interest.Just as everyone knows, interest is the best teacher.Based on the New Curriculum Standard, my teaching aims are as follows.4.Knowledge aims To learn some words and language points, such as ___________（知识点如单词短语）语法

5.Ability aims To make a dialogue by using new language points.To develop students’ ability of working in pairs.6.Emotional aims __________________________（话题）

To help students know more about _____.Encourage students to______.Now let’s come to the key points and difficult points.Key points:

To grasp the new words and language points.Difficult points: To grasp the sentence pattern To _________________________（结合话题）Part2.The analysis of students Students of Grade____ have studied English for several years.On one hand, they have mastered some English knowledge, so they are eager to show, and eager to learn.They can cooperate with each other to finish a task.On the other hand, students’ ability of using English is limited.Their abstract thinking is not fully developed and they can be easily distracted.As a result, all of these will be taken into consideration.Part3.Teaching methods According to the analysis of teaching material and students, I will use communicative teaching method, task-based teaching method and situational teaching method.Using different teaching methods can make students more active in class.Part4.Learning methods Learning methods include cooperative method and practice.Students will finish a series of activities to learn related language points.Part5.Teaching procedures OK, this is the most important part of the lesson.I will demonstrate them from the following steps.Step1.Warm-up and lead-in 4.First，I will divide the students into 4 groups.If a student’s answer is right, I will give him a cartoon cat like this.（贴卡纸）In the end, the group who gets the most cats will be the winner.5.Show some pictures(a video).Then ask a question:______________(板书)6.Creat a real situation about ____, then ask related questions and finish the exercise 1a.It’s designed to arouse students’ interest in today’s topic and encourage them to think actively.Step2.Presentation Show some pictures to learn new words and expressions, such as________（板书).While learning them, I will lead them to read loudly.After that, ask them to finish the words quiz on the paper.Then check the answer.The purpose is to help students understand the meaning of new words and expressions.After that, it will be easier to learn the rest.Step3.Listening Ask students to listen to the tape twice and fill in the blanks on a paper.Then read after the tape and try to recite the important expressions.Listening and reading are very important in English learning.Filling exercises are helpful in focus students’ attention.Step4.Pair work Make a dialogue with deskmate by using new sentences structure.Then I will ask 5 groups to show their dialogues.(板书重点句式)·

The purpose of my designing is to help students learn English by using and speaking.Step5.Listening and answer 1.题目要求

2.Listen to the tape again and imitate.Pay attention to the intonation.3.There are 4 envelopes in my hand.I will ask students to choose an envelope.In each envelope, there’s a question about the grammar and the student should answer it as quickly as he can.It’s designed to consolidate the key points and train students’ quick reaction capability.Step6.Practice Work on 2c.____________(题目要求)It’s designed to help students apply what they have learnt.Step7.Role-play

1.图片引入对话，简单介绍。如：Look at the picture.This is….this is…提一个问题________________________.2.With the question, ask students to listen to the dialogue.Then check the answer.3.Explain the key points.4.Ask students to read after the tape and imitate.Try to recite the beautiful sentences.5.Role –play the conversation.I will ask 5 groups to show in the front.The purpose is to help students speak standard English and become more confident.Step8 Summary

公开课说课稿 篇6

一、本节课的教学目标主要是：

1、在学生已有知识经验的基础上，通过带领学生系统回忆，梳理小学阶段所学的运算定律和运算性质，使学生重新构建对简便计算的认识；

2、引导在对错例的查找、分析和交流中正确分析错因，在找错处的错因的过程中加深对运算定律和性质的理解，学会并善于观察算式中的数据特点，正确、合理、灵活地运用运算定律和性质进行简便计算，提高学生简便计算的能力；

3、在不断纠错、分析、交流、总结的过程汇总，体验简算的妙趣，降低学生对简算的心理恐慌，激发学生数学学习的兴趣的自信心。

二、教学重难点分析：

重点：对五大运算定律和三大运算性质的系统回顾与梳理；引导学生在理解算理的基础上，能够熟练的运用这些定律和性质进行简便计算。

难点：学会并善于观察算式中数据的特点，灵活采用正确合理的方法进行简便计算。

三、教学设计安排与设想：

本节课我的思路设想共分四个环节

第一和环节：我主要先通过带领学生系统回顾所学的运算定律和性质，帮助学生先建立知识结构，使学生进一步明确简便计算的主要依据。在这个环节，我主要通过提问，填表的方式引导学生全面熟悉五大运算定律和三大运算性质。我采用先回顾字母表达式，在指名根据字母表达式表示他们分别表示的实际意义，这样能更好的加深学生对这些定律和性质的理解。

第二个环节：通过出示4个错例，让学生在观察后找（圈）出错处，分析错因，，然后独立修正，交流评价等活动，目的是促使学会自我检验，自我反思，在找错因、该错误的过程中加深印象，理解简便计算的算理。同时也进一步明确简便计算出错往往是在计算前没有认真观察思考，盲目简便，任意改变运算顺序就可能改变得数的大小。第三个环节是：对比练习，深化对简便计算的认识与理解。通过让学生独立观察并完成两个题的计算，学生在计算，同桌相互检查，讨论方法和交流理由的过程中加深对简算的认识，在实际的计算题中，我们不能被算式数据的表象所蒙蔽，不能为简便而简便，这样往往会掉进题目预设的陷阱之中，在下笔之前要先仔细观察算式中数据的特点，认真分析后再确定是否能简便，采用哪种方法能使计算变得简便。

第四个环节：灵活应用，及时巩固练习。通过让学生完成预设的不同典型简算题目，训练学生在实际计算中采用合理的方便进行简算。进一步促使学生熟练掌握并能更加正确地进行简便计算，本环节重点是为及时巩固，加深理解。

四、教学效果自我评估：简便计算本属于一个知识难点，学生在实际学习中对其理解掌握不透，往往出错较大。涉及的知识面也较广，但到了六年级系统复习阶段又难以将其割裂开来进行复习。所有我自认为本节课教学效果没有完全达到预期的设想，课堂容量太大，对于班上中间及以下水平的学生难于完全理解和掌握。其次，学生对运算定律比较熟悉，但很多是死记硬背的结果，缺乏灵活应用的技能，面对不同的题不知该用什么定律；对运算性质比较陌生，更是缺乏应用能力。再有就是平时我的课堂教学时有急于求成，对学生的放手不够，引导学生自主学习探究的力度不够，方式方法与技能缺乏，教师讲演的比重有些大，其结果往往事倍功半，同样的问题，反复讲多次学生还是屡次出错，效率较低。关注不同层次水平的学生的需求方面也做得不够合理。总之效果不太理想。