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1/53番茄太阳教案（10篇）作为一名教职工，总归要编写教案，教案是教学蓝图，可以有效提高教学效率。那么问题来了，教案应该怎么写？下面是我给大家分享的“番茄太阳教案（10篇）”，欢迎大家参考下载分享借鉴，希望对大家能够有所帮助。番茄太阳教案【第一篇】听完《番茄太阳》，深切地感受到了她“简简单单教语文，本本分分为学生，扎扎实实求发展”的教学理念。在整个教学过程中，盛老师自身情绪的渲染、精彩的过渡语言，在一定程度上带动了学生边读边悟，融入当时的情境。特别以“情”为纽带的教学，给我的启发不小。“感人心者，莫乎于情。”人的情感是在一定的情境中产生和发展的。本文中“明明的笑”可以说是牵动着作者的心弦，打动着每个阅读文本的读者。在教学过程中，盛教师紧抠“笑”，设计了发现、对比、迂回、深入理解的教学策略，比较有效地唤醒了学生情感的体验，同时，对学生人文价值观进行了积极地引领。主要通过以下几点：教学伊始，盛老师让学生自读课文，找出“明明的笑”的语句，让学生初步感悟“番茄太阳”的含义。接着，请学生朗读自己最喜欢的“笑”的语句子，再次去感受，去品味，去想象明明的笑脸。而后，请指名学生朗读喜欢句子，并进行了这2/53样几次自然的追问，“这笑听起来……”“让上我们感觉到……”“我们仿佛看到了女孩……”，这样学生不光从语言文字的表面感受到了明明那种灿烂的笑脸，活泼的身影，而是让学生在进一步的品味中，在单调的文字中读出了一个鲜活的明明——亲切天真可爱。“读了这么几句明明爱笑的语句，你有什么问题吗？”盛老师请学生自由质疑，顺势引出明明是个盲童的背景。然后通过读、说、议几个环节体味明明遭遇是不幸的，如这样的想象设计：明明怎么和外界接触？又如：明明在生活中会碰到的许多困难时，教师先是例举了“喝水时倒开水；出去和小伙伴玩等，请学生联系生活实际来展开想象，感受她的可爱让人“隐隐心疼”。在此基础上，请学生再读描写笑的语句，让学生内心产生强烈的对比、震撼，为明明虽是这样一位先天的眼盲孩子但又是如此乐观、开朗而深深地感染。盛老师引领学生在自读、品味、想象“明明的笑”后，问了这样一个问题：如果用一个词来概括的话，你会用怎样的词？学生有的说灿烂；有的说是天真，有的说可爱的。在深入了解明明的身体情况和探究作者“我”的心情变化的原因后，盛老师又问：“仅仅是我一个人在享受明明的笑吗？这是一种怎样的笑呢？”学生此时的答案是：灿烂、天真、乐观、温暖、爱生活。这样的一问两处设，有纵深有层次地突出了“笑”的深层内涵，学生再读那句“看着她的笑脸，觉得那就是世界上最美的‘番茄太阳’。”一句时，内心除了涌动着真诚的感动之3/53外，还能体味到了爱心包含的意义。是啊，残疾人尚且如此热爱生活，珍爱生命，向往光明，追求美好，那我们岂不是更应该如此？盛老师没有就此停住‘番茄太阳’的传递，她请学生读读课文说说“是什么能使孩子有这样灿烂的笑”，感受父母对明明浓浓的爱；请学生朗读课文最后一小节体味社会上的他人对明明纯纯的爱；介绍作者的背景资料感怀作者纯真的爱。相信在这节课之后，这“红红的‘番茄太阳’会一直挂每个学生的心中，挂在听课者的心中。如果盛老师在课堂上多关注学生的情感，多留一些空间和时间给孩子，鼓励孩子主动透过语言文字去感受人物的内心和情感的变化，我想教学的效果一定会更好。番茄太阳教案【第二篇】推荐初次读到这个题目，我觉得很奇怪，读读课文，还是有点不明，很是手足无措？第二次再读全文，才略有所悟。数次的读、细细咀嚼到最后的`教，最大的感受就是震撼了！明明的爱心温暖了作者，温暖了我，学生能否也感受到这份温暖呢？在教学中我抓住了三次“番茄太阳”展开，让学生从品味中感受明明那一颗富有童真的爱心。我首先让学生划出文中出现的三处“番茄太阳”。这个难度不高，学生不会有畏难情绪。接着让学生来体会这些句子中“番茄太阳”的含义，并尝试在自己的书上写一写，这是个高4/53难度的学习任务。我设置这个环节，不是想故意刁难学生，而是想给学生创造一个自己阅读文本，自己理解文本的机会。三句中，相对容易的第一、第二句中的“番茄太阳”的含义，学生如果能静心阅读文本是能够体会到的，只是可能知其然，不知其所以然。虽然难度较大，但我不能越俎代庖，剥夺学生思考的机会。学生的思考可能是正确的，那么他们收获的就是思考的喜悦，如果有偏差，那么，就会在讨论中拨正自己的理解。第一处“番茄太阳”的含义是三句中最简单的一句，我让学生上齤台边拿着番茄结合动作和神态读好明明的这句话？但教具番茄没有起到相应的作用。我的目的是想让学生能更好的想象明明抚摸番茄后对太阳的感受，并能排斥掉明明所说的“番茄太阳”就是番茄的想法，但事与愿违，其中交流的一位同学反而觉得“番茄太阳”就是番茄。我想：让学生先在读中品味这句话，知道“番茄太阳”的含义后，再让学生结合动作和神态读好明明的句话，体会明明心中对太阳的印象。第二处要让让学生体会“明明的笑脸”就是作者心中最美的“番茄太阳”是一个难点，我让学生走进了文本，捕捉作者对明明笑的描述，然后通过课件集中出示，让学生在读中感悟明明的笑是一种活泼、开朗、天真、像天使一般的笑……之后，以问题“但是，明明和我们一样吗？”来感悟明明的笑更是一种坚强、乐观、自信、勇敢……的笑，从而更好的理解作者所述“看着她的笑脸，觉得那就是最美的“番茄太阳”。这是对“番茄太阳”的含义由浅而深理解。5/53第三处“番茄太阳”就是明明的笑脸和美好的心灵，而明明的笑脸和她那美好的心灵就像明明心中那美丽的“番茄太阳”一样灿烂美好。在这处，我抓住作者的感情变化：灰暗-温暖-快乐-喜欢-感动。引导学生体会明明美好童心对“我”的感染，但是学生在这处的理解还是不够到位。学完这课文以后，我被明明感动了，学生们也被明明感动了，他们知道了要像明明一样坚强、乐观，快乐地生活着。番茄太阳教案【第三篇】����11��6����ð£ï¿½ëµ½ï¿½ï¿½é½ï¿½ï¿½ê¡ï¿½ï¿½ñ§ï¿½ï¿½ï¿½öºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ð£ï¿½ï¿½ï¿½î£ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ö´ï¿½ìµä¡ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½ï¿½ï¿½ï¿½ò»ï¿½îºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç³ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ç³ì¸ò»ï¿½ï¿½ï¿½òµï¿½ï¿½äµï¿½ï¿½ï¿½á¡£ï¿½ï¿½ï¿½ï¿½6/53�������ãµä¿ï¿½ï¿½ï¿½ï¿½ç³é¹ï¿½ï¿½ï¿½ò»ï¿½ë¡±ï¿½ï¿½ï¿½ú¿ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£¬ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½äºï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£¬ï¿½õµï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½â²ï¿½ï¿½ï¿½ï¿½ï¿½è¥ë¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½â£¬ï¿½ï¿½è¤ê®ï¿½ï¿½ï¿½ñ§ï°ï¿½â¿î¡ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä£ï¿½ï¿½ï¿½í¬ñ§ï¿½ç£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡ï¿½ï¿½ï¿½ï¿½ï¿½ì«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ä¿ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê²ã´ï¿½ï¿½ï¿½ï¿½ï¿½ð¡±£ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿7/53½ï¿½ï¿½ï¿½ë¼î¬ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ç²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¡ï¿½îªê²ã´ï¿½ñ·ï¿½ï¿½ñºï¿½ì«ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½í¬ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ò»ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½îªê²ã´ï¿½ñ·ï¿½ï¿½ñ±ï¿½ï¿½ï¿½ì«ï¿½ï¿½ï¿½ø£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½êµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ñ§ï°ï¿½ï¿½è¤ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ëºï¿½ï¿½ï¿½ï¿½ï¿½ç¿ï¿½òµä¶ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ç¼ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë½ï¿½ï¿½ï¿½äµï¿½ï¿½ï¿½ï¿½ýµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è»ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªï¿½ï¿½ï¿½ï¿½îªï¿½ï¿½ò»ï¿½ï¿½ï¿½ï¿½ï¿½ã¿ï¿½ï¿½äµì¶¨ï¿½ë»ï8/53¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½è£ï¿½ï¿½ï¿½ï¿½ï¿½ê¦×¢ï¿½ï¿½ï¿½ëºï¿½ï¿½ä±ï¿½ï¿½ä¶ô»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ç°í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ð½ì²ä£ï¿½ï¿½ï¿½ï¿½ì²ï¿½ëµï¿½ï¿½ï¿½ï¿½×¼è·ï¿½ï¿½ìµï¿½ï¿½ï¿½ï¿½ï¿½ë±ï¿½ï¿½ßµï¿½ï¿½ï¿½í¼ï¿½í±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½öªê¶ï¿½ä½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¡¢ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¡¢ï¿½ï¿½ï¿½ì£ï¿½ï¿½ï¿½öªê¶ï¿½ã½²ï¿½ï¿½ï¿½ï¿½èºï¿½ë³ï¿½ï¿½ï¿½ø¡ï¿½ï¿½ñµï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ã¶ï¿½ï¿½øµï¿½ï¿½ï¿½ï¿½ï¿½í¸ï¿½ï¿½ü£ï¿½×¼è·ï¿½ä°ï¿½ï¿½ï¿½ï¿½ë½ì²ä¡ï¿½ï¿½ï¿½ò²ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½9/53�í¿ï¿½ï¿½ä½ï¿½ï¿½ð¶ô»ï¿½ï¿½ä»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½î£ï¿½×¢ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ä±ï¿½ï¿½ä¶ô»ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½úµï¿½ò»ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½í¨ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½é¡¢ö¸ï¿½ï¿½ï¿½ï¿½ï¿½é¡¢ï¿½ï¿½ê¦ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ù¶ï¿½ï¿½ï¿½ï¿½ù´ï¿½ö¸ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê½ï¿½ï¿½ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½ö¶ï¿½ï¿½ï¿½ï¿½ê±ï¿½ä£¬ï¿½ï¿½ï¿½é¶ï¿½ï¿½ï¿½ï¿½ä±ï¿½ï¿½ï¿½êµï¿½ï¿½ï¿½ï¿½ñ§ï°ä¿ï¿½ê¡£ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê±ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ê¦ï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½è·ï¿½ï¿½òªï¿½ï¿½òªï¿½ï¿½ñ§ï¿½ï¿½ï¿½ï¿½×¼ï¿½ï¿½ï¿½ï¿½ï¿