19青山不老 教案

19*　青 山 不 老
【教学目标】
知识与能力：
1.正确、流利、有感情地朗读课文，了解这篇课文的主要内容。
2.理解含义深刻的句子，领悟老人开辟山林、绿化家园的精神与造福子孙后代的情怀。
过程与方法：
能够利用导读解决疑难，培养略读课文的阅读方法。
情感态度与价值观：
通过本课的学习，感受老人改造山林、绿化家园的艰辛和决心，领悟老人植树造林、无私奉献的精神。
【教学重难点】
理解文章的内容，理解语言背后所蕴藏的深刻含义，体会人物的思想感情。
【教学准备】多媒体课件
【课时安排】1课时
【教学过程】
一、文字描述，激情导入。
1.出示课件1，描述一幅如诗如画的山林图：
师：同学们，在我国的晋西北有这样一个山沟，参天的杨柳，如臂如股，劲挺山腰;林间的波浪，此起彼伏，绿风荡漾。在这令人如痴如醉的林海背后，凝聚着一位可敬老人毕生的心血和执着的追求。他为青山披绿衣，青山为他献钟情。
2.同学们，你想认识他吗?(想)好，这节课我们就来学习《青山不老》，齐读课题。
设计意图：
由如诗如画的山林图激发学生学文的乐趣。
二、初读课文，整体感知。
出示课件2：
1.打开课本，请同学们大声读课文，把课文读得通顺、正确、流利。
2.想想：课文主要讲了什么内容?
晋西北的一位山野老农，面对自然条件的恶劣和生活条件的艰辛，义无反顾地植树造林，用十五年时间奇迹般地创造了一片绿洲，实现了自己的人生价值，造福后代。
三、感悟奇迹。
(一)出示课件3，自读“阅读提示”，明确要求。
1.默读课文，思考：这位老人创造了怎样的奇迹?这一奇迹是在什么样的情况下创造的?
2.作者为什么说“青山是不会老的”?
(二)指导阅读，感受“奇迹”。
1.自由读课文，根据提示思考问题，勾画答案，批注感受。
2.交流：老人创造了怎样的奇迹?出示课件4：
(1)“我们盘腿坐在土炕上，就像坐在船上，四周全是绿色的波浪，风一吹，树梢卷过涛声，叶间闪着粼粼的波光。”(作者用比喻的修辞手法，描写了漫山遍野绿意盎然，林间松涛阵阵、叶间微泛绿波的画面，喻示着老人投身山林、为改造山沟所作出的巨大贡献。)
(2)“十五年啊，绿化了的八条沟，造了七条防风林带，三千七百亩林网，这是多么了不起的奇迹。去年冬天，他用林业收入资助每户村民买了一台电视机。”
引导学生想象，这是怎样的一个奇迹?
(3)课文的哪些部分还具体写到了这一奇迹?学生自读课文第1—5自然段。
设计意图：
抓住句子感悟老人创造的伟大奇迹。
3.讨论：老人是在什么样的情况下创造奇迹的?
出示课件5—8：
(1)“大环境”——险恶
你从哪里感受到了这个地方的险恶?学生用文中语句回答。
①肆虐是什么意思?(任意破坏)
哪些词句让你充分感受到了“肆虐”?
A.过去，这里风吹沙起，能一直埋到城头。
B.当地县志记载：“风大作时，能逆吹牛马使倒行，或擎之高二三丈而坠。”
想象西伯利亚大风来的时候，还有可能发生哪些事?
②“是干旱、霜冻、沙尘暴等与生命作对的怪物盘踞之地”，这句话又让你感受到了什么?(理解“盘踞”“怪物”)
③把自己的体会通过朗读展示出来。(齐读)
在这样险恶的大环境下，这个手端一杆旱烟袋的瘦小老头坚持十五年植树造林，绿化了八条沟，造了七条防风林带，三千七百亩林网，怪不得作者这样赞叹：这是多么了不起的奇迹!
让我们带着这种感悟再齐读。
出示课件9：
(2)“小环境”——艰苦
你从哪些地方看出这里环境艰苦?
师：八十多岁的老人过着如此艰苦的生活，(板书：艰苦)放弃与女儿团聚、颐养天年的幸福，十五年如一日，每日耕耘在荒山野岭中，又在干什么呢?(引读中心句“十五年啊，绿化了八条沟，造了七条防风林带，三千七百亩林网，这是多么了不起的奇迹。”)这真是一个了不起的奇迹!
设计意图：
体会环境的艰苦，老人执着的精神。
(三)交流：作者为什么说“青山是不会老的”?
1.引导：从贫瘠的山沟到如今葱郁的青山，老人把自己的一生都奉献了出来，这就是他生命的价值。因此，当告别老人的时候，“我”不由得想到了——“作为一个山野老农……与日月同辉了”，这位普通老人让“我”领悟到——“青山是不会老的”。
2.指导“与山川共存、与日月同辉”是什么意思?
老农能和山川共存，像日月一样永放光辉吗?联系上下文想想作者为什么这样说。
四、课堂小结。
1.是啊，老人不仅留下了这片青山，还留下了更为宝贵的东西——与环境作斗争的不屈精神;绿化家园、保护环境的奉献精神;造福人类的精神;这一切将与山川共存、与日月同辉。带着这份感动，让我们一起再读一读描写作者感受的话。
2.总结：老人用自己的勤劳善良创造了这片绿洲，作为一个山野老农，他就这样来实现自己的价值。他已经将自己的生命转化为另一种东西。他是真正与山川共存、与日月同辉了。这位普通老人让“我”领悟到：青山是不会老的。
3.出示课件10，课堂小练笔(5分钟)：以“青山是不会老的”为话题写一写自己的感想。
4.指名交流感受。
设计意图：
学生对文本的感悟是多方面的，尊重每个学生的独特感受和体验。
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