8灯光 教案

8*　灯　　光
【教学目标】
知识与能力:
1.学习并积累“战地、围歼、茂密……”等词语。
2.正确、流利、有感情地朗读课文。
3.理清课文的表达顺序。
过程与方法:
1.阅读课文,了解课文的主要内容。
2.抓住灯光,感受文中描写深刻的句子,体会郝副营长无私奉献的精神。
情感态度与价值观:
感受郝副营长的美好心灵及不怕牺牲的精神,珍惜今天来之不易的幸福生活,努力学习,报效祖国。
【教学重点】
体会郝副营长无私奉献的精神。
【教学难点】
理解郝副营长所“憧憬”的内容与他的英雄壮举之间的联系。
【教学准备】多媒体课件
【课时安排】1课时
【教学过程】
一、谈话导入新课,简介作者。
1.出示课件1,你认为灯光在我们生活中都有哪些作用?
学生讨论后总结:是啊,灯光不仅可以为我们驱走黑暗,带来光明,它还点缀着我们的生活,是我们生活和工作中不可或缺的朋友。今天,我们要学习的课文为我们讲述的就是一个关于灯光的故事,那是一个怎样的故事呢?让我们一起走进当代作家王愿坚的《灯光》。
2.出示课件2,本文作者王愿坚,当代著名作家,1945年参加八路军,在抗日战争和解放战争中当过随军记者,新中国成立后创作了不少革命历史题材的小说。
设计意图:
本课的导语直观、形象,吸引力强,可充分调动学生的积极性,激发学生的学习兴趣。
二、理清课文的叙述顺序,整体感知课文。
1.学生默读课文,边读边想:课文哪些地方是写现在?哪些地方是写往事?
(第1、2自然段和最后一个自然段写的是现在,其余写的都是往事。)
2.学生自读课文,想想课文写了一件什么事。
学生自己先想一想,然后同桌互相说一说。
设计意图:
这个问题,可锻炼学生对文章内容的整体把握,便于学生更好地理解课文内容。这符合《新课标》中对语文教学“要重视培养学生良好的语感和整体把握能力”的要求。
三、深入探究,感悟人物。
1.出示课件3,(1)找找文中写“灯光”的句子,想想从这些句子中,你体会到了什么。
(2)课文中天安门前璀璨的灯光、插图中的灯光、战场上微弱的火光,三者之间有什么联系?它们与课文的题目又有什么联系?
2.学生讨论交流。
3.教师点拨,学生汇报。
(1)写灯光的句子:
第一句:广场上千万盏灯静静地照耀着周围的宏伟建筑,令人心头光明而又温暖。
第二句:书上有一幅插图,画的是一盏吊着的电灯,一个孩子正在灯下聚精会神地读书。他注视着那幅图,默默地沉思着。
第三句:他又划着一根火柴,点燃了烟,又望了一眼图画,深情地说:“赶明儿胜利了,咱们也能用上电灯,让孩子们都在那样亮的灯光底下学习,该多好啊!”他把头靠在胸墙上,望着漆黑的夜空,完全陷入了对未来的憧憬里。
第四句:在天安门前璀璨的华灯下面,我又想起这位亲爱的战友来。
(2)第一句和第四句是写天安门前璀璨的华灯(出示课件4:天安门前璀璨灯光的图片,学生谈感受。感悟华灯的美、亮)第二句和第三句是写插图中的灯光以及郝副营长对未来充满了希望。
(3)找找写火光的句子:
①黑暗里出现一星火光,一闪,又一闪。这火光虽然微弱,对于寻找突破口的部队来说已经足够亮了。
②这位年轻的战友为了让孩子们能够在电灯底下学习,不惜牺牲自己的生命,他自己却没有来得及见一见电灯。(联系句子,进一步感悟郝副营长无私奉献的精神)
(4)它们之间的联系:正因为有郝副营长不怕牺牲,为了光明而无私奉献的举动,才会有今天的幸福生活。
(5)与题目的联系:珍惜今天的幸福生活。
设计意图:
引导学生通过理解句子的意思,明白我们今天的幸福生活是由郝副营长及无数个像他那样的先烈用生命换来的,我们应该学会珍惜,懂得报答。
四、拓展延伸、读写结合。
读完此文,你们一定被郝副营长为了让孩子们能在灯光下学习而英勇献身的精神深深感动了,此时此刻你想对郝副营长说些什么?
设计意图:
锻炼了学生的想象力和语言表达能力,可收到一举两得的效果。
五、课堂小结。
今天,当我们再一次回到“灯光”,说到“多好啊!”,不会忘记今天的“灯光”中有着那么多美好的期盼,除了感动,还有无限的“怀念”。那么现在就把这点点“火光”与“灯光”一起融入我们的朗读中吧,再次读课题。
设计意图:
课堂小结能最大限度地激发学生爱烈士、爱祖国的强烈情感。
【板书设计】
8*　灯　　光
一、引起回忆
二、回忆往事——点燃书本
三、怀念战友——献出宝贵生命、无私奉献







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