小学作文教学设计（优秀5篇）

教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。下面是小编精心为大家整理的小学作文教学设计（优秀5篇），希望能够帮助到大家。

内容导航

小学作文教学设计 篇1小学作文教学设计 篇2小学作文教学设计 篇3小学作文教学设计 篇4小学作文教学设计 篇5

小学作文教学设计 篇1

设计理念：

Design concept:

让学生对常见的小蚂蚁产生浓厚的观察兴趣，带着“蚂蚁的身体是怎样的”的观察任务，在自主的观察中，不断改进观察方法，获得对小蚂蚁的直接认识，实现学习表达的多元化，自主化。

Let the students have a strong interest in observing common ants. With the observation task of "What is the body of an ant?", they can constantly improve the observation methods in the independent observation, obtain a direct understanding of the ants, and realize the diversity and autonomy of learning and expression.

设计目标：

Design objective:

1、通过观察，了解蚂蚁的身体特点；

1. Understand the body characteristics of ants through observation;

2、尝试解决观察蚂蚁过程中碰到的困难，培养学生的观察能力；

2. Try to solve the difficulties encountered in the process of observing ants and cultivate students' observation ability;

3、能不拘形式地写下观察过程，自己的感受和想象，注意表现自己觉得新奇有趣的内容。

3. Be able to write down the observation process, my feelings and imagination in an informal way, and pay attention to the expression of new and interesting content.

4、培养学生关注、亲近自然的感情。

4. Cultivate students' feelings of concern and closeness to nature.

教学工具：

Teaching tools:

放有蚂蚁的杯子、白纸、放大镜、昆虫观察盒、小木块、小塑料泡沫、纸条、画笔、水槽、烧杯、小红纸等。

Cup with ants, white paper, magnifying glass, insect observation box, small wooden block, small plastic foam, paper, brush, sink, beaker, small red paper, etc.

课前准备：布置学生捕捉几只蚂蚁。

Preparation before class: assign students to catch some ants.

教学时间：2课时

Teaching time: 2 class hours

教学过程：

Teaching process:

一、画蚁

1、 Painted ant

1、同学们，课前老师让大家捕捉几只小蚂蚁，你们捉到了吗？

1. Boys and girls, the teacher asked us to catch some ants before class. Did you catch them?

2、你们是怎么捕捉的？

2. How did you catch it?

（用饼干引诱；用糖果引诱……）

(seduce with cookies; seduce with candy...)

3、看来同学们捕捉的方法真多，现在老师请你用笔画一只蚂蚁，你行吗？

3. It seems that there are many ways for students to capture. Now, the teacher asks you to draw an ant with a pen, can you?

4、请画得最快三位同学把画贴到黑板上展示。

4. Please draw as fast as possible. Three students can paste the picture on the blackboard.

（学生画蚂蚁，然后到黑板上贴蚂蚁图。）

(Students draw ants, and then paste ants on the blackboard.)

二、观蚁

2、 Ant watching

1、我们捕捉的蚂蚁是不是与他们画的一样？那么我们来看看捕捉来的小蚂蚁。

1. Are the ants we catch the same as they painted? Let's take a look at the captured ants.

（设计说明：教师的这一问，旨在引起学生的注意：我们捉的小蚂蚁到底是怎么样的？促使学生从内心出发迫不及待想去观察的欲望。）

(Design description: The teacher's question aims to attract students' attention: what exactly are the ants we caught? It urges students to start from the heart and eager to observe.)

（学生观察蚂蚁）

(Students observe ants)

2、哪位同学代表小组来说说？

2. Which student will speak on behalf of the group?

（学生发言，但会有分歧：

(Students speak, but there will be differences:

小蚂蚁有八只脚；小蚂蚁有六只脚……

The little ant has eight feet; The little ant has six feet

小蚂蚁分成头和身子两部分；小蚂蚁分成头、身子、尾巴三部分……）

The little ant is divided into head and body; The ants are divided into three parts: head, body and tail.)

3、看来，小组间是同学出现了分歧，是不是观察中遇到了困难？

3. It seems that the students in the group had differences. Did they encounter difficulties in observation?

（蚂蚁小，看不清楚；蚂蚁总是爬来爬去的，很难看清楚。）

(Ants are small and can't see clearly. Ants always crawl around and can't see clearly.)

4、怎么办呢？各小组可以讨论一下，想出方法进行观察，想出一种就在纸上打一个五角星，看哪个组的五角星多。

4. What should we do? Each group can discuss and think of a way to observe. One way is to put a five pointed star on the paper to see which group has more five pointed stars.

（设计说明：问题不是老师给的，而是学生在观察中生成的，新的问题促使学生探究。）

(Design description: the problem is not given by the teacher, but generated by the students in the observation. New problems urge students to explore.)

（学生思考、讨论）

(Students think and discuss)

5、你们组得了几个五角星？（学生回答）

5. How many five pointed stars did your group get? (Answer by students)

6、有没有比他们多的？（学生回答）

6. Are there more than them? (Answer by students)

7、比他们还要多的组有吗？没有。那就请你们小组来介绍一下最好的三种方法，其他的组听仔细，有没有说到你们的方法，如果没有，一会儿你来介绍。

7. Are there any more groups than them? No, Then ask your group to introduce the three best methods. The other groups listen carefully. Did they mention your methods? If not, you will introduce them later.

（拿食物来引诱它，不让它乱跑；

(lure it with food to prevent it from running around;

有毛笔上的毛夹住蚂蚁，然后用放大镜来观察；

The hair on the brush caught the ant, and then observed it with a magnifying glass;

用胶水站住蚂蚁来观察；

Stop ants with glue to observe;

把蚂蚁放在水中的泡沫塑料块上观察……）

Put the ant on the foam plastic block in the water to observe...)

（设计说明：教师充分放手，让学生尝试自主、合作、探究的学习方式，开启学习的思维。事实上，学生虽小，但其创造力和想象力极其丰富，往往出乎教师的意料之外。）

(Design description: The teacher gives full play to let the students try to learn independently, cooperatively and explosively, and open their minds to learning. In fact, although the students are small, their creativity and imagination are extremely rich, often beyond the teachers' expectations.)

8、大家的方法真多。老师这里有这样的观察仪器（出示）它叫昆虫观察盒，把小蚂蚁放在里面，便直接可以观察了。我们每个小组选用一种观察方法，需要的器具请各小组长选择领取，看看蚂蚁到底是怎样的？它有多少节？多少脚？脚长在哪里？头又是怎样的？观察到的东西用自己的话说说看。

8. We have so many methods. The teacher has such an observation instrument (show it). It's called an insect observation box. Put the ants in it, and you can observe them directly. Each group of us selects an observation method, and each group leader is requested to select the tools needed to see what the ants are like? How many knots does it have? How many feet? Where are your feet? What about the head? What you have observed can be described in your own words.

（学生观察，老师巡回参与活动）

(Student observation and teacher tour)

三、说蚁

3、 Say ant

（一）按顺序说说蚂蚁的身体

（1） Talk about the body of ants in order

1、谁能代表自己小组说说小蚂蚁的身体是怎样的？说话前先考虑一下说的顺序。

1. Who can talk about the body of the small ant on behalf of his team? Think about the order before you speak.

2、你打算用哪一句话作开头呢？例：好奇怪的蚂蚁。

2. What sentence are you going to begin with? Ex.: What a strange ant.

（头——米粒般的；有触角嘴——尖尖的眼睛——小小的身体——分三节；三对足脚-——细长，比身子长颜色——褐色）

(Head -- like rice grains; tentacle mouth -- pointed eyes -- small body -- divided into three sections; three pairs of feet -- slender, longer than the body -- brown)

（二）拓宽思路

（2） Broaden thinking

1、刚才我们初步观察了蚂蚁的身体，现在我们再来看看蚂蚁在干什么？

1. Just now, we have preliminarily observed the body of the ant. Now let's see what the ant is doing?

（爬来爬去很着急的样子）

(Climbing around in a hurry)

2、小蚂蚁在想什么？

2. What is the little ant thinking?

（想家想同伴想妈妈……）

(Missing home, missing friends, missing mom...)

3、那怎么办？

3. What about that?

（送小蚂蚁回家）

(Send the ants home)

4、小蚂蚁的家在哪里？

4. Where is the home of the little ant?

（在大树下；小蚂蚁经常在墙角边的缝隙中爬进爬出；花坛里也有小蚂蚁……）

(Under the big tree; small ants often crawl in and out of the cracks at the corner of the wall; there are also small ants in the flower bed...)

5、那我们一起送蚂蚁回家吧。

5. Let's take the ants home together.

（三）综合（说说观察蚂蚁的过程。）

（3） Synthesis (Talk about the process of observing ants.)

1、刚才我们对捕捉来的小蚂蚁进行了仔细的观察，有了许多新的发现，最后我们还把小蚂蚁送回了家。现在我们把整个观察过程连起来说说看。

1. Just now we had a careful observation on the ants we caught, and made many new discoveries. Finally, we sent the ants home. Now let's connect the whole observation process.

（学生自由练说）

(Students practice freely)

2、小组内交流，教师参与有困难的小组交流。

2. In group communication, teachers participate in difficult group communication.

3、集体交流，师生评议。

3. Collective communication, teacher and student evaluation.

四、写蚁

4、 Writing ant

1、来，我们给习作拟个响亮的题目。

1. Let's draw up a loud topic for the exercise.

（小蚂蚁观察记奇怪的小蚂蚁我送小蚂蚁回家……）

(Observation of Little Ants Strange little ants, I will send them home...)

2、学生练习，教师巡视并对学习有困难的学生作个别辅导。

2. Students practice, teachers inspect and give individual guidance to students with learning difficulties.

特色提示：

Featured tips:

本设计采用了“捕、画、观、说、写”五步法进行观察作文的教学，旨在创导自主、合作、探究的学习方式，充分激发学生的主动意识和进取精神，体现新课程的新理念。

This design adopts the five step teaching method of "catching, drawing, observing, speaking and writing" to observe composition, aiming to create a learning mode of autonomy, cooperation and exploration, fully stimulate students' initiative and enterprising spirit, and reflect the new concept of the new curriculum.

1、创设轻松的氛围，丰富的材料——张扬学生的个性。在整个探究性学习中，小组合作学习作为基本的组织形式贯穿始终。学生的自主学习一直与合作紧密地联系在一起。在探究小蚂蚁的方法中，学生围绕初次观察中生成的问题，让学生以小组位单位充分地、自主地展开讨论和交流。

1. Create a relaxed atmosphere and rich materials to publicize students' personality. In the whole process of inquiry learning, group cooperative learning as a basic organizational form runs through. Students' autonomous learning has been closely linked with cooperation. In the method of exploring small ants, students can fully and independently discuss and communicate with each other in small groups around the problems generated in the initial observation.

2、任务驱动，问题激励，教师指导——实现学生的自主探究。学生在画蚁后，教师指出；我们捕捉来的小蚂蚁是不是和画上的蚂蚁有同样多的节，同样多的脚？这促使学生迫不及待想去观察小蚂蚁，教师顺应学生的愿望作第一次对蚂蚁的观察，但显然要看清如此小的而且在不停地爬动的蚂蚁是非常困难的。观察中生成了新的问题，在任务的驱动下，促使学生找到问题的所在，然后各组在教师提供自助餐式观察材料中选择器材，进行第二次的观察尝试，学生在不断改进的观察方法中也完成了对小蚂蚁身体特点的观察。

2. Task driven, problem driven, teacher guidance - to achieve students' independent inquiry. Students are drawing queen ants, the teacher pointed out; Do the ants we catch have the same number of knots and feet as the ants in the picture? This prompted students to be eager to observe the ants. The teacher complied with the students' wishes to observe the ants for the first time, but it was obviously very difficult to see such small and constantly crawling ants. New problems were generated in the observation. Driven by the task, the students were urged to find out where the problems were. Then, each group selected equipment from the buffet observation materials provided by the teacher and made a second observation attempt. The students also completed the observation of the body characteristics of the ant in the continuous improvement of the observation method.

3、注重观察，重视发现，表达个人的独特感受——“用我手写我口”。学生捕捉到的蚂蚁虽然大同小异，但也会有品种的不同，大小的不同等产生差异。因自己的观察而有所发现，产生强烈的表达欲望。按顺序说，不仅仅是一般的告诉，它蕴含着自己丰富的情感，抒发出对蚂蚁的认识和思考。表达的多元化，自主化为完成作文打下了坚实的基础。

3. Pay attention to observation, attach importance to discovery, and express personal unique feelings - "use my handwriting and my mouth". Although the ants captured by students are almost the same, there are also differences in species and size. Because of his own observation, he finds something and has a strong desire to express himself. In order, it is not just a general telling, it contains its own rich feelings, expressing the understanding and thinking of ants. The diversification and autonomy of expression have laid a solid foundation for the completion of composition.

小学作文教学设计 篇2

《介绍我自己》人教版小学语文三年级下册《语文园地三》的一篇习作。这次习作，让我们来向别人介绍自己。可以说说自己的性格、爱好，也可以说说自己的优点和缺点。总之，要抓住自己的特点来说，要说真话，向别人展示一个真实的你。写完以后再加个题目，如《我给自己画张像》《这就是我》《爱哭鼻子的女孩》。还可以把习作读给了解你的人，听听他们的意见，并认真改一改。

"Introducing myself" is an exercise of "Chinese Garden 3", Volume 2, Grade 3, Primary School Chinese, People's Education Press. This exercise, let's introduce ourselves to others. You can talk about your personality and hobbies, as well as your strengths and weaknesses. In a word, we should grasp our own characteristics, tell the truth and show others a real you. Add another topic after writing, such as "I draw a picture of myself", "This is me", and "A girl who loves crying". You can also read the exercises to people who know you, listen to their opinions, and carefully revise them.

小学三年级习作既是低年级看图说话、写话训练的自然延伸，又是高年级作文训练的准备。《课标》指出：“在写作教学中，应注重培养观察、思考、表达、评价的能力。要求学生说真话、实话、心里话，不说假话、空话、套话。”三年级学生习作处于起步阶段，因此要求不能太高。在教学中着眼于学生的实际，创设氛围使学生敢说，鼓励学生发现自己，说真话，在习作中尝试运用平时积累的语言，特别是有新鲜感的词句等。愿意将自己的习作读给别人听，与他人分享习作的快乐。同时将口语交际与写作有机地整合在一起，重视“说”的练习，让学生先充分地说，在说的基础上让学生写，学生写作时就不会感到困难了。做到“我口说我心，我手写我口”。体现课程整合的思想。而学生作文时，遇到的困难便是写什么和怎样写的问题，因此，此次作文指导，应从内容入手，与口语交际紧密结合，在训练学生的听、说、评的一系列活动的基础上，引导学生看一些有关写自己的文章，启发思路。所以，本教学设计做了两件事：一是明确内容、范围，让学生知道自己应该写什么；二是拓宽思路，使每个学生都有内容可写。

The third grade exercises in primary school are not only a natural extension of the training of reading pictures and speaking and writing, but also a preparation for the training of writing in senior grades. The Curriculum Standards points out that "in the teaching of writing, attention should be paid to the cultivation of the ability to observe, think, express and evaluate. Students are required to tell the truth, the truth and the truth, and not to tell lies, empty words or platitudes." The third grade students' homework is at the initial stage, so the requirements cannot be too high. In teaching, we should focus on students' reality, create an atmosphere to make students dare to speak, encourage students to find themselves, tell the truth, and try to use the language accumulated at ordinary times, especially the words and sentences with a fresh sense, etc. I am willing to read my homework to others and share the happiness with others. At the same time, we should organically integrate oral communication and writing, attach importance to the practice of "speaking", let students speak fully first, and let students write on the basis of speaking, so that students will not feel difficult when writing. Do "I say my heart, I write my mouth". Reflect the idea of curriculum integration. When students write a composition, the difficulty they encounter is what to write and how to write. Therefore, this composition guidance should start with the content and be closely combined with oral communication. On the basis of a series of activities to train students to listen, speak and evaluate, students should be guided to read some articles about writing themselves to inspire ideas. Therefore, this teaching design has done two things: First, it is to clarify the content and scope, so that students know what they should write; Second, we should broaden our thinking so that every student can write something.

教学目标

Teaching objectives

1、通过说写活动使学生能抓住自己一两个特点，写写自己。在交流中比较客观地认识自己的优点和不足，学会正确评价自己和别人。

1. Through speaking and writing activities, students can grasp one or two characteristics of themselves and write about themselves. In communication, we should objectively recognize our own advantages and disadvantages, and learn to correctly evaluate ourselves and others.

2、培养写话兴趣，使学生能把自己想说的话比较清楚、有条理地写下来，在写话中乐于运用从阅读和生活中学到的词语。

2. Cultivate the interest in writing, so that students can write down what they want to say clearly and orderly, and are willing to use the words learned from reading and life in writing.

3、学会评价和修改自己或别人写的文章。

3. Learn to evaluate and revise articles written by yourself or others.

教学重难点

Key and difficult points in teaching

教学重点:

Teaching focus:

１、通过介绍自己，归纳出介绍自己的一些方法，如，抓住人物的外貌、穿着、性格、爱好、优缺点等，还可以通过一、两件事例来说明。

1. By introducing yourself, summarize some methods of introducing yourself, such as grasping the appearance, clothing, personality, hobbies, advantages and disadvantages of the characters, and can also be illustrated by one or two examples.

２、在具体介绍自己时，注意突出一两方面的特点。

2. When introducing yourself specifically, pay attention to highlighting the characteristics of one or two aspects.

教学难点：

Teaching difficulties:

１、如何为学生创设出一种口语交际的对话情景和交流平台。

1. How to create a dialogue situation and communication platform for students in oral communication.

２、介绍自己的同学如何把话说完整、说通顺、说具体、说生动，听同学发言时如何听清楚、抓要点、找问题，并提出恰当的改进和补充意见。

2. Introduce how your classmates can speak completely, fluently, concretely and vividly, and how to listen to students' speeches clearly, focus on key points, find problems, and put forward appropriate suggestions for improvement and supplement.

通过创设课堂情景为学生的口语交际提供帮助。

Through the creation of classroom situations to help students in oral communication.

教学准备

Teaching preparation

教师:课件资料（包括关于人物外貌和性格特点的词语，自我介绍的有关习作范文）

Teacher: Courseware materials (including words and expressions about the appearance and personality of characters, and sample essays about self introduction)

学生：小镜子，习作练习本。

Student: Small mirror, exercise book.

课时安排:二课时

Class hour arrangement: two class hours

教学过程:

Teaching process:

第一课时

Section A

一、创设情境，启发写作热情

1、 Create a situation to inspire writing enthusiasm

1、教师出示两例自我介绍的例子，学生说一说哪一个介绍得好，为什么？

1. The teacher shows two examples of self introduction. Tell me which one is good and why?

2、同学们在一起相处已经有很长一段时间了。我相信，细心的人一定会发现我们每个人都是不一样的，哪怕是双胞胎，都有区别的，比如我们班的两对双胞胎，也不是完全一样。想一想：一个人有哪些地方和别人不一样呢？（学生自由发言，并上台板书：外貌性格爱好？?）你打算用什么方法介绍自己，让别人一下子就能记住呢？

2. The students have been together for a long time. I believe that careful people will find that each of us is different. Even twins are different. For example, the twins in our class are not exactly the same. Think about it: What makes a person different from others? (Students speak freely and write on the blackboard: appearance, personality, hobbies?) How do you plan to introduce yourself so that others can remember it at once?

3、教师总结：声音、外貌、年龄、个性、爱好、经历的事？?其实，与别人不同的地方，还有很多很多，这也就是指一个人的特点。（板书：特点）

3. Teacher's summary: voice, appearance, age, personality, hobbies, experience?? In fact, there are many differences with others, which refers to a person's characteristics. (blackboard writing: characteristics)

二、说写结合，尝试写作

2、 Combination of speaking and writing, try to write

（一）指导外貌描写

（1） Guide appearance description

1、过渡：每个人都有自己的特点，让我们对着小镜子照照自己，找找自己外貌中最具特点的地方，运用我们学过的描写人物外貌的方法，表现一个与众不同的“我”哦！

1. Transition: Everyone has his own characteristics. Let's look at ourselves in the small mirror, find the most characteristic part of his appearance, and use the methods we have learned to describe the appearance of the characters to show a different "me"!

2、学生观察，指名说。

2. Students observe, name and say.

（生说，师评价，引导学生用幽默风趣的语言讲出自己与众不同的外表特点，还可以告诉学生在讲述自己外表的同时还可以加插议论。）

(Student said, teacher evaluation, guide students to speak their distinctive appearance characteristics in humorous and humorous language, and also tell students to talk about their appearance at the same time.)

3、（铺桥引路）出示：有关人物外貌特点的片段，让学生读一读并了解怎样进行外貌描写。

3. (Pave the bridge to lead the way) Show: the fragments about the appearance characteristics of the characters. Let the students read and understand how to describe the appearance.

4、动笔写一写：描写自己的外貌，表现一个与众不同的“我”。（别写名字，为后面“猜一猜”游戏做准备。）

4. Write: describe your appearance and express a distinctive "me". (Don't write your name. Prepare for the "Guess" game.)

（二）指导个性描写

（2） Guiding personality description

1、过渡：画好了外形，还得展示自己的个性！你是一个什么性格的孩子？兴趣爱好是什么？用一两件具体的事例来说一说，注意写好动作，语言，表现自己的个性，让大家记住你！

1. Transition: After drawing the shape, you have to show your personality! What character are you a child? What are your hobbies? Let's use one or two specific examples to say that we should pay attention to writing good actions and words to express our personality and let everyone remember you!

2、课件出示人物性格描写的片段。

2. Show the fragments of character description in the courseware.

3、你对小作者留下什么印象？为什么会有这样的印象？你受到了什么启发？（总起句——叙事——议论）

3. What impression do you have on the young writer? Why do you have such an impression? What inspired you? (Total sentence narrative discussion)

4、同学们也迫不及待地想要把自己的性格特点，爱好特点写下来了吧？学生写片段，教师巡视。

4. The students can't wait to write down their personality characteristics and hobbies, right? Students write clips and teachers patrol.

（三）游戏点评，提升写法

（3） Game review, improve writing

1、“猜一猜”游戏。老师把学生刚才描写的外貌特点、性格特点、爱好特点的段落放在一起，随机抽出读一读，让同学们猜一猜他是谁？老师有意识地抽出两对双胞胎的，让学生猜一猜究竟是其中哪一个？

1. "Guess" game. The teacher put together the paragraphs about the appearance characteristics, personality characteristics and hobbies described by the students just now, and read them randomly. Let the students guess who he is? The teacher consciously picked out two pairs of twins and asked the students to guess which one was it?

2．学生说一说哪个同学的写得准确，为什么？

2. Let's say which student wrote it correctly, and why?

小学作文教学设计 篇3

一、布置观察，积累素材

1、 Arrange observation and accumulate materials

学完《童年的发现》后，给学生较充裕的时间，用心去观察周围的人、事、物，看看自己有什么新的发现；用心去回忆自己脑海中积累的材料，想想自己曾有过什么样的发现。

After learning Discovery of Childhood, give students plenty of time to observe people, things and things around them and see what new discoveries they have; Try to recall the materials accumulated in your mind and think about what discoveries you have made.

二、激发兴趣，拓展思路

2、 Stimulate interest and expand ideas

1、谈话导入 ，激发学生习作的欲望。如，可以这样说：著名的艺术家罗丹曾经说过，对于我们的眼睛，不是缺少美，而是缺少发现。牛顿因为发现苹果落地的秘密而发现了万有引力；瓦特因为发现了壶盖跳动的原因而发明了蒸汽机有多少发现，就给人带来多少惊喜。可见，发现是一个特别了不起的本领，谁掌握了这个本领，谁就有可能成为有本事的人！正值童年的你们，一定也有自己独特的、有趣的发现，想把你的发现告诉我们吗？

1. The conversation is introduced to stimulate the students' desire for writing. For example, it can be said that the famous artist Rodin once said that our eyes are not short of beauty, but lack of discovery. Newton discovered gravity because he discovered the secret of apple falling; Watt invented the steam engine because he discovered the reason why the lid of the kettle jumped. How many discoveries he made, how many surprises he brought to people. It can be seen that discovery is an extraordinary skill. Anyone who has mastered this skill is likely to become a capable person! As you are in your childhood, you must have your own unique and interesting discoveries. Do you want to tell us about them?

2、让学生自由说一说都发现了什么。学生可能说到日常生活中的发现。如，发现妈妈爱美了，爸爸勤快了；发现马路边的路灯按时亮起来，公园里的动物多起来了；发现种子怎样发芽，向日葵如何转动了；发现电视里的环保广告多了，发现人们都在学英语了；发现战争太可怕了，美国太霸道了。还可能说到学习生活中的发现。如，发现语文书变了，课文比以前有趣了；发现老师讲课方式变了，学校活动多了；发现应用题有五种解法，记生字也有窍门；发现新老师像朋友一样，同桌也不讨厌了。教师根据学生说的，适当总结评价：你们几位说的是日常生活中的发现，你说的是学习中的发现，真是有心人！通过这样来肯定学生的发现，开启学生的思路。

2. Let students freely say what they have found. Students may talk about discoveries in daily life. For example, I found that my mother loved beauty and my father was diligent; I found that the street lights along the road were on on time, and there were more animals in the park; Discover how seeds germinate and how sunflowers rotate; I found that there are more environmental advertisements on TV and that people are learning English; It is terrible to find war, and the United States is too domineering. It may also refer to the discovery in study and life. For example, find that the Chinese books have changed and the texts are more interesting than before; I found that the way teachers teach has changed and there are more school activities; It is found that there are five solutions to word problems, and there are also tips for memorizing new words; I find that the new teacher is like a friend, and my deskmate is no longer annoying. According to what the students said, the teacher should properly summarize and evaluate: you are talking about the discovery in daily life, and you are talking about the discovery in learning. It's really thoughtful! In this way, we can affirm students' discoveries and open their minds.

3、引导学生读习作提示，想一想：怎样才能把自己的发现清楚地告诉别人。要求把发现了什么以及发现的过程写清楚。题目可以用我发现，也可以自拟。

3. Guide students to read the exercise tips and think about how to tell others clearly about their findings. It is required to write clearly what has been discovered and the process of discovery. The topic can be found by me or drafted by myself.

三、自主习作，因材施教

3、 Practice independently and teach students in accordance with their aptitude

学生构思后自主习作时，教师对有困难的同学个别指导。对全班的习作情况做到心中有数，选择典型的习作（如，过程写不清楚的，语言表达存在问题的），相机评价，具体指导。

The teacher will give individual guidance to the students who have difficulties when the students write their own compositions after they conceive. Be sure of the situation of the class's exercises, select typical exercises (such as those with unclear process and problems in language expression), evaluate them carefully, and give specific guidance.

四、朗读习作，评议修改

4、 Read the exercise aloud, review and revise it

选典型习作三至五篇，读一个评一个，师生共同评议。从是否把发现的过程写清楚了、语言是否流畅、用词是否准确等方面进行评议。结合评议，引导学生对所评习作口头修改或补充。然后，各自修改习作，进行誊抄。修改时先自己修改，再请小伙伴帮助修改。

Choose three to five typical exercises, read and evaluate one by one, and the teachers and students will evaluate them together. Evaluate whether the discovery process is clearly written, whether the language is fluent, and whether the words are accurate. In combination with the evaluation, guide the students to orally modify or supplement the assessed work. Then, revise the exercises and transcribe them. When modifying, you should modify yourself first, and then ask the partner to help you.

五、佳作欣赏，激励评价

5、 Appreciation of excellent works and incentive evaluation

此环节安排在批阅习作之后。首先，选出选材、结构、语言等方面各具特色的习作，请小作者读给大家欣赏，师生简要地进行品析；然后请这次习作有较大进步的学生读他们的作品，教师点评鼓励。最后，教师总结，不仅表扬学生作文的成绩，更要表扬学生的发现和创造。

This link is arranged after reviewing the exercise. First of all, we will select the exercises with different characteristics in terms of material selection, structure, language, etc., and ask the young writers to read them to everyone for appreciation. Teachers and students will briefly analyze them; Then ask the students who have made great progress in this exercise to read their works, and the teacher will comment and encourage them. Finally, the teacher concluded that he should not only praise the students' achievements in writing, but also praise their discovery and creation.

小学作文教学设计 篇4

课时安排：

Course schedule:

1课时

1 class hour

教学过程：

Teaching process:

一、谈话导入：

1、 Conversation import:

一本好书，一篇好的文章，读过之后那动人的情节、优美的文辞会让我们激动不已，从中受到启发、教育，甚至终身难忘，把这些感受、感想写下来，就是读后感。这节课，我们将要学习的内容就是探讨如何写好读后感。

A good book, a good article, after reading the moving plot and beautiful words, we will be excited, inspired, educated, and even unforgettable for life. Writing down these feelings is the feeling after reading. In this lesson, we are going to learn how to write a good feeling after reading.

二、小组讨论，表达共识：

2、 Group discussion and consensus expression:

1、我们在四年级就曾经接触过读后感，根据自己的阅读经历和写作实际，说说应该怎样写读后感。

1. In the fourth grade, we have been exposed to the feelings after reading. According to our own reading experience and writing practice, we can talk about how to write the feelings after reading.

2、小组讨论，班内交流，师随机板书：

2. Group discussion, in class communication, random blackboard writing by teachers:

读后感，顾名思义就是指读一篇文章或一本书后的感想。读后感作文教学，读是前题，感是写作重点，也是教学的目的。学生只有认真读懂课文，把握课文的主要内容和中心思想，才能体会作者的思想感情，写出自己的真情实感，并从中受教育和启迪。

The feeling after reading, as the name implies, refers to the feeling after reading an article or a book. In the teaching of composition after reading, reading is the foreword, feeling is the focus of writing, and it is also the purpose of teaching. Only when students carefully understand the text and grasp the main content and central idea of the text, can they understand the author's thoughts and feelings, write their true feelings, and receive education and enlightenment from it.

（1）仔细阅读原文，认真领会文章精神是写好读后感的前提；

(1) Carefully reading the original text and understanding the spirit of the article are the premise of writing a good reading impression;

（2）选择自己感受最深的东西去写，是写好读后感的关键；

(2) Choosing what you feel the most about is the key to writing a good impression;

（3）要密切联系实际，是读后感的重要内容；

(3) It is an important part of the reading experience to closely link with the reality;

（4）要处理好“读”与“感”的关系，做到议、叙述、抒情三结合。

(4) We should handle the relationship between "reading" and "feeling", and combine discussion, narration and lyricism.

3、探讨读后感的一般写法（或结构）：

General writing method (or structure) of the feeling after reading:

3. Discuss the general writing method (or structure) of the feeling after reading:

开头：简要介绍所读作品的书名，总的感受。

Beginning: Briefly introduce the title of the works read and the general feelings.

Beginning: Briefly introduce the title of the works read and the general feelings.

中间：谈感受感想，联系生活实际中的人、事作比较、谈感想。恰当地引用名人事件，贵在真。

Middle: Talk about feelings and feelings, compare with people and things in real life, and talk about feelings. It is important to quote celebrity events properly.

Middle: Talk about feelings and feelings, compare with people and things in real life, and talk about feelings. It is important to quote celebrity events properly.

结尾：回到所读的作品，概括提升主题提出自己努力的方向

Conclusion: Return to the works read, summarize the theme of improvement and propose the direction of your efforts。

Conclusion: Return to the works read, summarize the theme of improvement and propose the direction of your efforts.

4、教师总结读后感写作方法。

4. The teacher summarizes the writing method of the feeling after reading.

新课标小学语文五年级上册第七单元编排了读后感作文教学。学生初次遇到写读后感作文，总会碰到新的问题——难写，甚至不会写。因为小学生作文大多是以写记叙文为主，学生一般能按事情发展的顺序把事情的经过写出来。而写读后感作文却有别于记叙文，它必须写出因读后感的内容。可以写课文中某一个词的理解，也可以写对一个句子或一段话的理解和感悟；当然也可以写对一篇文章或一本书的总体感受或见解。在写读后感中提出自己的质疑，经过分析，表达自己的观点，抒发自己的情感。可见，读后感作文又带有议论文的写作成分。因此，读后感作文教学时，关键要教给学生的写作方法。

In the new curriculum standard, the seventh unit of the fifth grade volume one of primary school Chinese arranges the teaching of composition after reading. For the first time, students will always encounter new problems when they are writing a post reading composition - difficult to write, or even unable to write. Because most primary school students' compositions are mainly narrative, students can generally write out the course of events in the order of their development. However, writing a composition with feelings after reading is different from narratives. It must write the content with feelings after reading. You can write the understanding of a word in the text, or you can write the understanding and perception of a sentence or a paragraph; Of course, you can also write the general feelings or opinions about an article or a book. Put forward your own doubts in the post reading feeling, express your own views and feelings through analysis. It can be seen that the composition after reading has the composition of argumentation. Therefore, in the teaching of composition after reading, the key is to teach students the writing methods.

怎样教学生写好读后感作文呢？总体可围绕“引、析、联、结”这四个环节来开展作文教学。

How to teach students to write a good composition after reading? In general, composition teaching can be carried out around the four links of "introduction, analysis, connection and connection".

引：或引原文观点，或引原文的内容。

Quote: or quote the original point of view, or quote the content of the original.

议：所引原文体现出观点。

Argument: The original text cited reflects the viewpoint.

联：在所给原文的基础上为基点生发开去，发表议论，由此及彼的联系现生活中相类或相反的现象，联系相关的种种问题。

Couplet: On the basis of the given original text, it starts to develop and make comments. From here to there, it connects with similar or opposite phenomena in modern life and related issues.

结：从说明原文给人什么启示的角度提出看法，总结全文。

Conclusion: Put forward opinions from the perspective of explaining what enlightenment the original text gives, and summarize the full text.

三、动笔成文，师巡视指导。

3、 Write in writing, and the teacher will patrol and guide.

四、作文讲评

4、 Composition comments

1、指明学生读自己的作文，师生共同点评，防止作文步入以下误区：

1. Point out that students should read their own compositions, and teachers and students should comment on them together to prevent the composition from entering the following mistakes:

（1）叙述原文过多，无感、少感；

(1) The original narration is too much, without feeling or feeling;

（2）无感而发，牵强附会；

(2) Feelless and far fetched;

（3）空洞抽象，缺乏联想；

(3) Empty and abstract, lacking association;

（4）蜻蜒点水，面面俱到。

(4) Dragonflies can drink water in every way.

2、佳作欣赏，体会读后感的写作特点，边听边想怎么写的：

2. Appreciate the excellent works, understand the writing characteristics of the feeling after reading, and think about how to write while listening:

开头：由读引发感想，开门见山，概括感受。

Beginning: Reading leads to feelings, so as to get straight to the point and summarize feelings.

中间：(1)感受具体，边叙边议，叙情节不照抄原文，议感受得体。

Middle: (1) Feel concrete, talk while talking, and do not copy the original story to discuss and feel appropriately.

（2）结合现实生活中的人、事，指导自己行动，不然写作无意义。 结尾：概括升华主题。

(2) Combine people and things in real life to guide your actions, otherwise writing is meaningless. Conclusion: Summarize the theme of sublimation.

3、生汇报自己的收获及疑问，提升认识。

3. Students report their gains and questions to improve their understanding.

4、总结选材：人无我有，人有我优，想人未想之点，写人未写之材 好的开头：起句如爆竹，骤响易彻，使人一见钟情。

4. Summary and selection of materials: no one has his own advantages, no one has his own advantages, no one thinks about what he has not thought about, and a good beginning to write about what he has not written: a sentence is like a firecracker, which makes people fall in love at first sight.

好的结句：结尾如撞钟，清音有余。

Good conclusion: The ending is like ringing a bell, with a quiet voice.

事真实生动：有说服力，有味道

Real and vivid: persuasive and tasty

5、质疑：同学们，心中有什么收获或疑惑说出来评议。

5. Questioning: students, what gains or doubts do you have in mind.

“文章不厌百遍改，佳作常自改中来。”

"I am not tired of revising articles hundreds of times, and good works often come from their own revision."

每个人的生活积累、知识积累、语言积累都不同，有差别才能相互启发，形成互补，根据自己的理解，修改自己的作文。

Everyone's life accumulation, knowledge accumulation and language accumulation are different. Only when there are differences can they inspire each other, form complementarities, and revise their compositions according to their own understanding.

五、课后自我修改作文，补充完善。

5、 Revise the composition after class, supplement and improve it.

六、板书设计：

6、 Blackboard design:

读后感的一般写法（或结构）：

General writing method (or structure) of the feeling after reading:

开头：简要介绍所读作品的书名，总的感受。

Beginning: Briefly introduce the title of the works read and the general feelings.

Beginning: Briefly introduce the title of the works read and the general feelings.

中间：谈感受感想，联系生活实际中的人、事作比较、谈感想。恰当地引用名人事件，贵在真。

Middle: Talk about feelings and feelings, compare with people and things in real life, and talk about feelings. It is important to quote celebrity events properly.

Middle: Talk about feelings and feelings, compare with people and things in real life, and talk about feelings. It is important to quote celebrity events properly.

结尾：回到所读的作品，概括提升主题提出自己努力的方向

Conclusion: Return to the works read, summarize the theme of improvement and propose the direction of your efforts

小学作文教学设计 篇5

1、学习目标

1. Learning objectives

①同学相互交流自己身边值得敬佩的人的事迹。做到态度自然大方，语句通顺，能够根据口语交际的要求表达和评议，内容清楚具体。

① Students exchange stories of people around them who are worthy of admiration. Be natural and generous in attitude, fluent in sentences, able to express and comment according to the requirements of oral communication, and clear and specific in content.

②写自己敬佩的一个人，内容具体，语句通顺，认真修改。

② Write a person you admire, with specific content, fluent sentences and careful modification.

③发现引号的不同用法。

③ Different usages of quotation marks were found.

④积累描写精神意志的成语。

④ Accumulate idioms describing spiritual will.

⑤阅读成语故事，大致了解意义，提高阅读能力。

⑤ Read idiom stories to understand the meaning and improve reading ability.

2、课前准备

2. Preparation before class

①拜访自己身边最值得敬佩的人，进行观察或记录，为口语交际和习作做好准备。

① Visit the most admired people around you, observe or record them, and get ready for oral communication and practice.

②《成语故事》。

② Idiom Stories.

第一课时 口语交际

Lesson One Oral Communication

3、谈话导入

3. Conversation induction

在本组教材中，我们认识了一个个闪烁着精神光辉的人，有十七世纪执著追求真理的伽利略，如痴如醉全神贯注工作的罗丹，勤奋专注让鱼游到了纸上的聋哑青年，坚持不懈、勤劳朴实的农民。他们都让我们肃然起敬。其实只要我们有一双善于发现的眼睛，在我们的身边就有值得我们敬佩和学习的人。这次口语交际课我们就来说说身边值得敬佩的人。

In this group of teaching materials, we have known people with brilliant spirit, including Galileo, who was dedicated to the pursuit of truth in the 17th century, Rodin, who was obsessed with his work, deaf and dumb youth who made fish swim on paper with diligence, and persistent, industrious and simple farmers. They all made us respect. In fact, as long as we have a pair of eyes that are good at discovery, there are people around us who are worthy of our admiration and learning. In this oral communication class, let's talk about the people around us who are worthy of admiration.

4、小组交流

4. Group communication

①提出要求：要把事情说清楚说具体，表达出敬佩之情。

① Put forward a request: make things clear and specific, and express your admiration.

②拿出自己课前所做的观察记录或人物照片，想一想如何把他（她）介绍给大家。

② Take out the observation records or photos of people you have done before class and think about how to introduce them to everyone.

③在小组内轮流说说自己身边最敬佩的人。

③ Take turns in the group to talk about the people you admire most.

④小组评选：一是评选出所说的人物，谁最值得大家敬佩和学习；一是评选说得最具体生动的同学。

④ Group selection: First, select the people who are most worthy of our admiration and learning; First, select the most specific and vivid students.

⑤各小组推选一位代表参加全班交流，小组同学共同帮助他把事例说得清楚具体。

⑤ Each group selects a representative to participate in the class exchange, and the group students help him to explain the case clearly and concretely.

5、全班交流

5. Class communication

①各组代表轮流说，全班同学进行评价：一是评价说的内容是否清楚具体，能否表达出敬佩之情；二是评价表达时是否态度大方，声音响亮，情感浓厚。

① The representatives of each group take turns to say that the whole class will evaluate: First, whether the content of the evaluation is clear and specific, and whether it can express admiration; The second is to evaluate whether the expression is generous, loud and emotional.

②教师引导学生积极评价，双向互动，既可以接受同学和老师的建议，重说某一部分内容，也可据理力争，说得真实自然。

② Teachers can guide students to actively evaluate and interact with each other. They can not only accept the suggestions of students and teachers, but also speak a part of the content again.

③引导学生把自己最敬佩的人的名字写在黑板上，说一说他们身上值得学习的是什么风范。

③ Guide the students to write the name of the person they admire most on the blackboard and tell them what style they are worth learning.

6、延伸拓展

6. Extension

小组同学共同办一张手抄报，把“观察记录”和人物照片等材料合理安排在报上。

The students in the group should work together to make a copy of the newspaper, and arrange the "observation records" and photos of people in the newspaper reasonably.

第二、三课时 习作

Exercises for Class Two and Three

7、激发习作兴趣

7. Stimulate interest in writing

上节课，通过口语交际我们认识了那些生活中值得我们学习和敬佩的人，这节课，让我们把这些人物写下来，并编辑一本《我们敬佩的人》班级作文集。

In the last class, we met those people who are worthy of our study and admiration in life through oral communication. In this class, let's write down these characters and edit a class composition collection of People We Admire.

8、明确习作要求

8. Clarify the requirements for writing

学生自读习作提示，明确要求：通过人物的形象和所做的具体事例来表现人物的特点；内容要具体，语句要通顺，写完后要认真修改。

The students read the exercises by themselves, with clear requirements: show the characteristics of the characters through their images and specific examples; The content should be specific, the sentences should be smooth, and after writing, it should be carefully revised.

9、精彩回顾

9. Wonderful review

①回忆口语交际时，自己在小组用说的受到组员认可的部分。

① Recall the part of oral communication that was recognized by the group members.

②回忆在全班交流时，被老师和同学称赞的同学是怎样说的。

② Recall what the students who were praised by the teachers and classmates said during the class communication.

10、习作

10. Exercises

①学生试写，教师巡视，了解情况，个别指导。

① Students try to write, teachers patrol, understand the situation, individual guidance.

②要求按照要求写完后自己修改。

② It is required to modify it after writing as required.

11、评议

11. Comments

①先轻声读自己的作文，把自己认为写得较好的段落做上标记。

① First read your composition quietly and mark the paragraphs that you think are better written.

②与小组内同学互换习作，找一找对方写得好的段落做上标记，并写几句评语；找到对方需要修改的地方也做上标记，并帮助对方修改。

② Exchange the exercises with the students in the group, find the good paragraphs written by the other party, mark them, and write a few comments; Mark where the other party needs to modify, and help the other party to modify.

③再次修改后小组内朗读欣赏，每组推选出一篇完整习作和一个优美片段，参加全班交流。

③ After the revision, the group will read and enjoy the composition in a long way. Each group will select a complete composition and a beautiful piece to participate in the class exchange.

④全班交流中注意从以下几点引导学生进行赏析：内容具体、语句通顺，人物描写能够表现人物特点等。

④ During the whole class communication, students should be guided to appreciate the following points: specific content, smooth sentences, and the character description can show the character characteristics.

12、眷抄习作，编辑班级作文集《我们敬佩的人》

12. Copy the exercises and edit the class composition collection The People We Admire