微格教学教案【汇集4篇】

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数学微格教学教案10分钟试讲【第一篇】

微格教学教案

题目：i am watching tv

班级： 2008级英语师范2班

姓名： 张路阳

学号：200803024202

unit5 i’m watching tv

language object

1、 in this unit students learn to talk about what people are doing. 2. students also learn to use the v-ing pattern in our daily life. 3. students manipulate the things and knowledge of “doing pattern “

language point

1、 what are you doing? i’m watching tv. 2. do you want to go swimming? yes i do 3. words such as watching, doing, eating, cleaning, playing, swimming, reading 4. location words such as pool, school, mall, library

section a

i hold some activities, and look at some pictures what i drew, and ask students the questions. “what is she doing?” guide them to

make appropriate response: for example, she is watching tv.

1a: introduce some basic words

step1. pay attention on the picture. （ask students to name as many of the activities they see in the picture as they can. then name all the activities and ask students to answer.） step2.

point out the numbered list of words. （say each one and ask students to repeat.） step3. then ask students to match each word or phrase with one of the pictures. （say, write the letter of each activity in the picture next to the correct word or words on the list. point out the sample answer.）

step4. check the answers

1b: practice listening and writing

step1. point out the names of the people. （let students read names loudly.） step2. listen to the tape about these three people. write the

number of the activity each person is doing

step3. check the answers.

1c: oral english with target language step1. point out the conversation in the picture of 1a. step2. organize a dialogue with a student, point to a picture of one of the people, and guide the students to answer using one of the words in activity of 1a.

2a: listen and write with target language step1. point out the two questions and read them to the class. step2. listen to the tape and fill in the blanks besides the questions, and ask two students to answer them. step3. check the answers

2b: listen and answer the questions in order with target language step1. read the four lines to students; explain that they are in the wrong order. when they are in the right order, they will make a clear conversation. step2. listen to the recording, and write the answers in the right order.

step3. check the answers by replaying the recording. ask two students to read the completed conversation.

2c：provide speaking practice with groups of four students, and present the pictures to cause the students to think of the actions of the pictures (what are they doing)。 and then let the students ask and answer in pairs based on the picture on power point software.

grammar focus talk about the rules of v+ing include formation, changes, and the changes of sentence pattern, and point out the difficulties and important grammatical points.

3a：reading practice using the target language step1. pay attention to each picture and ask question such as “what is he doing?”

step2. point to conversation a and conversation b, and conversation a is with one of these three pictures, and conversation b is with the other picture, and one picture has no conversation. step3. ask students to read the conversations in pairs.

step4. complete the task and check the answers.

3b: oral english practice using target language point out the conversations in 3a. ask different pairs of student to read the conversation in front of whole class. the most important thing is asking pairs of students to pretend themselves as the people in the pictures.

4: oral practice using the target language step1. do the activity with the students by paying attention on the pictures and ask the students the questions under the pictures. step2. let students work in pairs and help them make some stories with the pictures.

section b 1a: read and write practice using the target language. step1. point out the illustrations with the words under each one. （ask a student to read words under the pictures in the book) step2. pay attention to the words of places and activities on the chart. (ask students, what of these words are activities? what words are places?）

step3. set an example guide students to answer “library “on the first line under places, and match the activity with the place.

step4. ask students to complete the chart, and check the answers.

1b：guide oral practice using the target language. step1. pay attention to the contents in the pictures. (ask two students to read) step2. make questions and answers like in the chart.

2a and 2b: target language

listening and writing practice using the step1. point out the list of places in the chart in 1a.

step2. listen to the tape, and let students write down the answers. step3. check the answers

2c: oral practice using the target language. step1. pay attention to the complete charts in 2a and 2b and help students use the information to organize conversations. step2. point out the conversation in the speech bubbles in the picture.

step3. let students present their conversation.

3a: reading practice using the target language.

step1. pay attention to the photos. (ask students to talk about what they wan to describe. and receive any logical statements about the pictures)

step2. ask students to read the letter and ask questions.

step3. ask students to underline the “ing” pattern.

step4. check the answers.

3b: writing practice using the target language step1. pay attention to the letter and point out that it contains several blank lines. step2. read the letter to the class. and each time i come to a blank line. step3. let students complete this letter to bob step4. check the answers

3c: providing a chance for the open writing using the target language step1. ask students bring a photo from family or ask students to draw pictures of family members doing what they usually do. step2. ask student what you might say about your picture. step3. ask students to write sentences about their own

pictures.

4、 provide open oral practice using the target language. step1. point out the picture in which students are looking at some photos and ask two students to have the conversation to the class. step2. ask students to share their pictures and composition with other students around them.

self check step1. ask students to make a comprehensive review and check all the words what they know and not know. step2. ask students to write down the new words in their notebook. step3. ask students to complete the story with present progressive tense.

conclusion

let students know and use present progressive tense in their daily life through the whole class, and get more interest and fun from my class. at last, we need to solve problem of this class and reach the class objectives.

微格教学的心得体会【第二篇】

首先，我觉得这几节课的学段目标总体把握还是比较准确、恰当，重点突出，能创造性开发、处理和运用教材，着力激发、点拨、诱导学生，重视习作的过程和方法，良好习作兴趣和习惯的培养，以生为本，以学定教，体现了指导—习作—讲评的环节，从而提升学生的作文素养。教学设计体现了老师很好的语文功底，无论是课的引入，还是教学过程中的引导，都能感受到一位优秀的语文教师的魅力所在。值得学习的是，老师舍得放时间让学生明确要求，再层层深入，指导学生学会运用各种感官描述田园风光，并有意识地提示学生运用学过的方法和积累的词句，教给方法，真正发挥了文本的示范引领作用，做到了一课一得。

注重激趣，创设良好的写话环境。

《语文课程标准》非常重视写作教学中的情感态度因素的优化，重点强调要培养学生的写作兴趣和自信心，激发学生愿意写作，热爱写作的情趣，巧妙实现“要我写”向我要写的升华与过渡。有了好的氛围，才能更好地调动学生情绪，激发学生的写话激情，最终迸撞出思维的火花。

《语文课程标准》在教学建议中指出；“应引导学生关注现实，热爱生活，积极向上，表达真心实感。”所以，在写作教学中，我们应从“生活”入手，让学生切身感受到“生活处处”是作文。如桂岭小学赖老师执教的《为别人画张像》，她课前亲切的语言，深情地描述，通过让学生观察模特，激起学生的兴趣。学生明确要求，习得写法后，又出示孩子畅所欲言，一步一步打开学生的思路，一步一步引导学生深入关注，认真感受，从生活出发，擦亮了学生观察生活的眼睛，也打开了学生观察生活的思路，使得学生从自己的生活中提炼出很多用于习作的素材。

利用范文的引领和示范，引领学生读、赏析、悟、写，引导学生学习作者如何加工材料组织成文，从例文中借鉴有用的方法，由扶到放，这样的方式基于学生现实生活，又指导学生的习作，学生乐于接受。如：防城港第四中学小学部黎老师执教的《人物描写》，黎老师巧妙地分阶段指导，先看人物图片抓特点，整体感知人物的外貌，明确要求后，老师重点把写话内容缩小到写人物的样子，通过猜职业让学生初步感知如何抓人物的外形特点写话，再具体指导孩子观察，先抓部分，引领孩子从词到句，——的眼睛，——的眼睛像——，用上平时积累的词句，展开想象把特点说清楚，再抓整体，让学生完整地说说样子，教师适当点拨，告诉孩子可以先总的说，再细细地说，也可以先细细地说，再总的说，不知不觉渗透观察、写话的方法。这样先说后写，由浅入深，层层深入，体现了作文指导的梯度。再比如桂林市回民小学的刘老师在指导孩子学写人物对话时，教师在孩子们发言中穿插进行的随机评价，指向的不只是学生的语言，同时还在潜移默化地评价归纳中提炼出表达的方法，让我明白了润物无声的真谛。这其实就在告诉孩子们应抓住动作把事写清楚；又如：“你能用上”一边……一边”把人们高兴的样子

说出来了”这又在告诉孩子如何连词成句……我觉得这样的训练是扎实有效的，不同程度地发展了学生的表达能力。

“文章不厌百回改。”修改是学生习作实践不可或缺的一部分。《语文课程标准》“重视对作文修改的评价。要考察学生对作文内容、文字表达的修改，也要关注学生修改作文的态度、过程和方法。强调写作教学”要引导学生通过自改和互改，取长补短，共同提高写作水平。这次老师们都能舍得留下出时间给学生进行自我修改和互相修改、评赏。比如：贺州市建设路小学的邹老师在指导孩子修改时先让孩子自评找优点，再同桌互改，让同桌帮忙用上好词好句，使内容更优美，最后再全班推荐评改，这样有层次地引导学生评议，有利于提高学生的写作水平。

总之，老师们的课堂表现亮点很多，值得我学习的地方更多，需要我在以后的教学中细细品味。下面就谈谈我个人一些不成熟的看法：

1、习作教学要把准课标要求，不随意拔高、降低

《语文课程标准》对观察的要求在第一学段仅仅是“留心观察周围事物”，不同于《语文教学大纲》的“学习按一定顺序观察图画和简单事物”。不难看出，课程标准更侧重学生观察的兴趣和态度，关注学生对周围事物即生活本身的观察，不在观察的顺序方面过多要求。直到第二学段，仍然坚持“观察周围世界”，第三学段“养成留心观察周围事物的习惯：，始终没有观察技法方面的要求，所以我觉得在低段提出按一定顺序，条理清楚是否拔高了要求。再如，排比句式在中段应仅仅是认识而已，是否一定要让孩子掌握呢？

2、习作教学要指导到位，增强语感的训练。

小学生怕写作文的根本原因不是“没有生活”，而是“不会用笔表现生活”。教会学生如何用笔将自己现有的生活“说出来”，并尽可能说得好些，才是小学教师写作教学的任务。而习作教学难，难在课堂生成的捕捉和处理。关注学生的学习状态，灵活处理课堂生成，直接关系到课堂教学的有效程度。这时，教师的主导作用显得尤为重要。我想习作教学教师应主要从习作和修改这两方面入手，习作就要求我们要打开学生的思路，做到一课一得。比如，在让学生悟得写法后，畅谈自己敬佩的一个人时，我们不应简单地停留在你准备采用什么方法把事例写具体，应该指导学生怎么把事例说具体。当孩子在说某种物体样子时，除了找出外形特点相似的，我们又应如何引导孩子说出其中的不同之处呢？还有，在修改习作时，我们除赏识学生的习作外，我觉得还应重在指导学生修改。如：学生在习作中写道：“在菜园里，一个个苹果也不甘示弱，把自己的全部力量都展示给我们看，香蕉也登台了，弯弯的像个月亮”虽然学生写得很美，但这不符合实际，还有孩子在回答问题时说到：“爱戴学生、熊猫长着黑白相间的羽毛”“耳朵可以听到很远很远”兔子长着火红的眼睛（应该是紫红色的眼睛）……这些显而易见的错误我们也应该及时给孩子指出。

作为老师，，无论外界如何，真是浮躁不得，我们还是要多读书，多思考，静下心来做教学。

美术微格教学教案【第三篇】

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小学美术微课教案

小学微课教学设计模板 微课名称：剪团花 应用目的圆形最终剪成团花，是团花教学的重点。因此，这个过程用微课的形式使学生能看得更清晰。教学目标

1、在观察、比较的学习过程中，了解团花的特点：外圆、对称、内连。

2、在讨论与尝试剪团花的过程中，掌握团花折与剪的基本方法。 3、体验团花美化生活、表达喜庆的艺术魅力，热爱民间艺术。应用模式 应用阶段

□课前 √课中 □课后

教学组织形式

□独立学习□协作学习√集体学习

应用过程描述

团花的剪制分为剪圆和剪花纹的两个过程。本视频旨在解决剪花纹的过程。过程大致是２－４分钟。

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内容分析

圆形最终剪成团花，是团花教学的重点。因此，这个过程用微课的形式使学生能看得更清晰。

活动设计

思考：如何才能剪一个对称的团花呢？

停顿：引发思考。停顿时间可由任课教师自行调整。总结：通过折叠的方法可以剪一个对称的团花。

出示媒体，引发思考：这里有四种花纹，哪个展开后纹样内连可以成为团花，哪个不可以？

揭示谜底：打开纸片，揭示谜底。总结：团花内部纹样要： 上下相连

左右相连

内部相连

交互设计出示媒体，引发思考：这里有四种花纹，哪个展开后纹样内连可以成为团花，哪个不可以？

在此环节中，操作的教师可以稍作停顿，请学生进行思考并回答。

多媒体设计

在区别“四种不同纹样是否能变成团花”环节中用媒体进行演示。

微格教学工作体会总结【第四篇】

疫情的到来延迟了学生走进校园的时间，也延缓了开学上课的时间。我们学校积极响应国家“停课不停学”的号召，在疫情期间积极进行教研和备课，周一至周四下午3：40给学生们按时上课。

通过这一段时间的线上课程，学生在家也能按时学习，每天积极完成学习任务和课堂作业，这些行为都非常值得表扬！

每天在下午3：38的时候我就会准时打开钉钉直播平台，提前一分钟就行直播，这一分钟我会给孩子提出上课要求，让孩子做好课前准备，等待还没有进入课堂学习的孩子快速进入学习等等，然后就开始了今天的课程学习。

上课过程中由一开始只是我单纯在讲授内容慢慢过渡到通过连麦，语音，图片等形式与学生进行互动。特别是连麦，一下子就调动了学生学习的积极性，每个孩子都期待着与老师连麦进行回答问题。同时我也会通过观看消息来及时了解同学们学习掌握的情况，然后对同学们的学习及时进行反馈。

课程结束后，我们班是通过运用微信学习小组来进行作业的批改，学生们在完成作业后会把当天的作业发到微信群例，然后我通过学生作业情况有针对性地进行评价和讲解，这是掌握学生学习的有效方法。

线上教学还存在着一些问题，这周我会努力克服这些问题，提升线上教学水平！