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","p":{"h":21.06,"w":10.53,"x":505.364,"y":477.704,"z":25},"ps":{"_enter":1},"t":"word","r":[4]},{"c":"出示课件，指名回答，教师归纳：像牧羊人（一个人）这样犯了错误，","p":{"h":21.06,"w":648.833,"x":148.356,"y":510.824,"z":26},"ps":null,"s":{"letter-spacing":"-0.134"},"t":"word","r":[0]},{"c":"只要肯接受意见，认真改正，就不算晚。（板书","p":{"h":21.06,"w":441.068,"x":106.416,"y":543.764,"z":27},"ps":null,"s":{"letter-spacing":"-0.059"},"t":"word","r":[0]},{"c":")","p":{"h":21.06,"w":20.97,"x":547.484,"y":543.764,"z":28},"ps":{"_enter":1},"s":{"letter-spacing":"-0.089"},"t":"word","r":[4]},{"c":"4","p":{"h":21.06,"w":10.53,"x":148.356,"y":576.704,"z":29},"ps":null,"t":"word","r":[4]},{"c":"、思考：在日常生活中，还有类似“亡羊补牢”的事吗","p":{"h":21.06,"w":504.113,"x":158.79,"y":576.704,"z":30},"ps":null,"t":"word","r":[9]},{"c":"?","p":{"h":21.06,"w":10.529,"x":663.09,"y":576.704,"z":31},"ps":null,"t":"word","r":[4]},{"c":"下面请大家","p":{"h":21.06,"w":105.11,"x":673.53,"y":576.704,"z":32},"ps":null,"t":"word","r":[10]},{"c":"联系自己的生活学习实际，谈谈自己的感想。（出示课件）","p":{"h":21.06,"w":546.008,"x":106.416,"y":609.824,"z":33},"ps":null,"t":"word","r":[12]},{"c":" ","p":{"h":21.06,"w":10.529,"x":652.245,"y":609.824,"z":34},"ps":{"_enter":1},"t":"word","r":[4]},{"c":"学生交流回答，教师指名汇报，评价后出示课件进一步畅谈：","p":{"h":21.06,"w":567.113,"x":148.356,"y":642.764,"z":35},"ps":null,"t":"word","r":[9]},{"c":" ","p":{"h":21.06,"w":10.529,"x":715.29,"y":642.764,"z":36},"ps":null,"t":"word","r":[4]},{"c":"（","p":{"h":21.06,"w":21.06,"x":148.356,"y":675.734,"z":37},"ps":null,"t":"word","r":[0]},{"c":"1","p":{"h":21.06,"w":10.53,"x":169.41,"y":675.734,"z":38},"ps":null,"t":"word","r":[4]},{"c":"）衣服破了个小洞；","p":{"h":21.06,"w":189.16,"x":179.85,"y":675.734,"z":39},"ps":null,"t":"word","r":[10]},{"c":" ","p":{"h":21.06,"w":73.529,"x":369.075,"y":675.734,"z":40},"ps":null,"s":{"letter-spacing":"-0.029"},"t":"word","r":[4]},{"c":"（","p":{"h":21.06,"w":21.06,"x":442.515,"y":675.734,"z":41},"ps":null,"t":"word","r":[0]},{"c":"2","p":{"h":21.06,"w":10.529,"x":463.575,"y":675.734,"z":42},"ps":null,"t":"word","r":[4]},{"c":"）雪天结冰摔倒；","p":{"h":21.06,"w":168.11,"x":474.044,"y":675.734,"z":43},"ps":null,"s":{"letter-spacing":"-0.052"},"t":"word","r":[0]},{"c":" ","p":{"h":21.06,"w":10.529,"x":641.984,"y":675.734,"z":44},"ps":null,"t":"word","r":[4]},{"c":"（","p":{"h":21.06,"w":21.06,"x":148.356,"y":708.854,"z":45},"ps":null,"t":"word","r":[0]},{"c":"3","p":{"h":21.06,"w":10.53,"x":169.41,"y":708.854,"z":46},"ps":null,"t":"word","r":[4]},{"c":"）眼睛近视及时矫正；","p":{"h":21.06,"w":210.275,"x":179.85,"y":708.854,"z":47},"ps":null,"t":"word","r":[13]},{"c":" 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五、总结学法，布置作业。","p":{"h":21.06,"w":253.118,"x":148.536,"y":873.734,"z":60},"ps":null,"s":{"letter-spacing":"0.036"},"t":"word","r":[6]},{"c":" 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第2篇：亡羊补牢教学设计
《寓言两则》教学设计
咸阳市乾县金岭完小王维
学习目标：
1.朗读课文，能用自己的话讲讲这个寓言故事。 2.了解故事内容，结合生活实际体会故事蕴涵的道理。教学重点：
1.引导学生在体会寓意故事内容的基础上，体会寓意，并能联系生活实际，谈一谈感想。
2.了解课文内容，初步懂得“出了差错应该及时想办法补救，免得再受损失。”的道理。
第二课时
教学过程：
寓：寄托。言：讲道理。
寓言的特点：通过一个简短的故事，揭示一个深刻的道理。
一、看图猜成语
（掩耳盗铃.画蛇添足.坐进观天.揠苗助长）
二、情景再现
大家刚刚看到这个有趣的故事就是我们今天要学习的课文。
三、板书课题，自由读课文质疑：谁能告诉我亡羊补牢是什么意思。亡：丢失 亡羊：丢了羊 补：修补 牢：羊圈 亡羊补牢：丢了羊后去修补羊圈。
四、读课文思考问题。
1.养羊人丢了几次羊？为什么丢了羊？ 2.第一次丢羊之后，养羊人是怎么想的？怎么做的？结果怎样？ 3.第二次丢羊之后，养羊人又是这么想的？怎么做的？结果怎样？
五、学习课文，解决问题。
1.读1-4段.思考：养羊人丢了几次羊？为什么丢？ 2.请同学们读课文找出第一次丢羊的原因。
原来羊圈破了个窟窿，夜里狼从窟窿钻进去，把那只羊叼走了。请你用“因为„„所以„„”的句式说说丢羊的事。
3.思考：养羊人第一次丢羊是因为羊圈破了。那么第二次丢养是因为什么呢？（不听街坊劝告）
4.街坊是怎么劝告他的呢？
指名读接访和养羊人的对话。课件出示对话
养羊人有那么多羊，只丢了一只羊，他当然满不在乎，而他的街坊却着急了。
你能当当这位好心的邻居来劝劝养羊的人吗？
5.羊已经丢了，还修羊圈干什么呢？你能给句子换个说法吗？ 养羊人的这种想法对吗？为什么？（想法不对，因为他不修羊圈还会再丢，他只想到已经丢的养回不来了，却没有想到还会在丢羊）6.养羊人不听劝告的后果是什么？齐读第四段。思考：“又”是什么意思？
（这一次丢养的过程跟第一次是一样的）
由此可见，不听劝告，没有及时补救过失，不好的结果就会重演。同学们这样的道理也适应于学习。比如：作业如果做错了，一定要好好分析原因，及时改正错误，下次不在出错。
7.读课文第五自然段，画出第二次丢羊后养羊人的想法。 他很后悔，不该不接受街坊的劝告。“后悔”是什么意思？说明什么？ 感到自己以前的行为是错误的，说明养羊人认识到自己以前的想法和做法都是错误的。
他很后悔，不该不接受街坊的劝告。（给句子换个说法）8.思考：养羊人现在修养圈晚不晚，为什么？
现在修羊圈不晚，这样以后就不会丢养了。这一次养羊人思考问题比第一次有了进步，想问题更全面了。
课文中哪一句说明现在修羊圈不晚？（从此，他的羊再也没丢过）“再也”一词说明了什么?(强调从此以后他的羊一直都没有丢过)9.课内拓展：
如果养羊人再不修羊圈，会出现什么样的后果？ 10.想一想：读完这个故事，你懂得了什么？ 小结：
一个人有错，只要及时纠正，就不算晚。亡羊补牢，未为迟也。
四、拓展：
在你平时的学习生活中有没有遇到这样的问题？
五、总结：
《亡羊补牢》这则寓言故事告诉我们：一个人做错了事，只要肯接受意见，认真改正，就不算晚。
六、作业
1.把这则寓言故事用自己的话讲给爸爸妈妈听。 2.联系学习生活实际，谈谈你读了这则寓言的感想。
第3篇：亡羊补牢 教学设计
《亡羊补牢》教学设计
第四小学郭静
说课
一、说教材
今天我即将要上的课是寓言《亡羊补牢》，这篇课文选自人教版第六册第九课《寓言二则》中的一则。这个寓言故事内容浅显易懂，故事情节简明有趣，但寓意深刻。选这篇课文的主要意图是让学生了解寓言表达上的特点，把握故事内容，结合生活实际体会故事蕴含的道理。同时，增加学生对传统文化的积累，引导他们喜欢寓言，学习读懂寓言的方法。
二、说目标
基于对教材的理解，结合本组课文的训练意图和我们班学生的实际情况，我制定了以下教学目标：
1、学会本课的生字新词，注意多音字“圈”的读音。
2、通过朗读课文，能用自己的话说说“亡羊补牢”，以及这个成语的意思。
3、理解《亡羊补牢》这则寓言故事的内容，体会寓言所蕴含的道理，懂得做错了事要及时纠正。
三、说教学重难点
根据教学目标和本课的内容、特点，我确定了本课的重难点为： 引导学生在理解故事内容的基础上体会寓意，并能联系学习、生活实际，谈一谈感想。
四、说教法和学法
1、选择教法，明确思路
培养学生良好的人文素养和语文素养，以及自主合作精神，创新精神，是新课标的重要的理念。为了实现这一理念，体现新课标的三维目标，充分调动学生学习的积极性和主动性，教学本课，我主要采用了情景教学法和点拨法。
2、学法指导，形成能力
通过学生自读自悟，读悟结合，以读促悟，以悟生情。使学生形成能力。在以上理念的指导下，我力求通过教学环节的精心设计，达成三维目标。于是，我设计了以下教学过程。
五、说教学设计
1、为了和孩子们谈话的过程中学到知识拉近距离我采用了谈话激趣法揭示课题。
2、然后初读解题。
3、精读课文，理解内容。孩子都具有表现欲，在课堂上分角色朗读，是孩子们喜闻乐见的。因此我设计了分角色朗读这一环节。在这环节中，学生既是表演者，又是观众。既能锻炼了胆量，又能训练观察力。
4、明理，通过学生以物生情，学到的知识得到升华，突破重难点。
5、拓展补充，激发学生学习寓言的兴趣。
6、书写生字:三年级是个特殊时期，由低段的识字教学向高年级阅读阶段的过渡时期, 虽说字词的教学是一二年级的教学重点，但是对于三年级的学生来说还是有必要进行个别难写、难认的字进行辅导。
7:总结
教学设计：
一、谈话激趣、揭示课题
1、孩子们，经过这段时间的学习，我们感受到大自然的美好，又知道了要爱护周围的环境。第三组课文为我们讲了几个有趣的故事，告诉我们应该怎样看问题，想问题，这也是我们第三单元的主题，相信大家会受到一些启示。
2、板书课题:这节课我们学习一个寓言故事亡羊补牢
3、亡羊补牢指名读，齐读。“亡羊补牢”是个成语，请给“亡”组词（预设：
“死亡、灭亡”，请给“牢”组词。“监牢、坐牢”。）
师：那“亡羊补牢”里的“亡”、“牢”是什么意思呢？（预设： ①“亡”是丢失的意思，因为被狼叨走了，养羊人的羊丢失了。②“牢”的意思呢？是指羊圈，羊圈就是羊住的地方。对，街坊说的修羊圈就是补牢。③那“亡羊补牢”连起来就是丢失了羊后去修羊圈。你真会学习。（查工具书、联系上下文来理解词语这是我们学习词语的好方法）
4、用一句话完整地说说“亡羊补牢”的意思。真会总结。
二、问题引领：《亡羊补牢》这个故事讲了一件什么事？你又从中明白了什么道理？
三、自主学习。
1、请一组同学读课文，其他同学想课文讲一件什么事？
2、小组汇报
3、养羊人丢羊的原因是什么？那养羊人共丢失了几只羊？他是怎样做的、又是怎样想的、前后结果怎样？请你找出句子读一读。
4.请在小组内交流你的预习单。教师巡视参与小组交流.四、汇报交流
1、小组交流汇报组长组织好小组成员
2、养羊人丢了几次羊？第一次他是怎样做的的呢？请其他小组继续汇报。 其他组有补充的吗？
对呀，羊丢失的原因，主要是羊圈破了个窟窿→这该死的窟窿让他丢失
了两只羊，太可惜了，谁来读。
5、养羊人丢了第一只羊，又丢了第二只羊，其中还有别的原因吗？→你说，对他不听街坊的劝告。→师“街坊”就是指谁？（邻居）→下面就请同桌同
学一人当街坊，一人当养羊人来演一演，说一说，开始练习。→展示表演读：→看了他们的表演，你们有什么要说的吗？→
生1：这位街坊在劝别人，让人感觉到他的真诚。
生2：街坊的劝说让人感到他非常担心谁再来当当街坊劝一劝。
→养羊人表演得怎样？→
生1：→养羊人在说这句话时感受到无所谓，满不在乎的→谁再来说一说→“羊已经丢了，还修羊圈干什么呢？”意思就是说……你说，对，意思就是不用修羊圈了。→哪两位孩子还愿意来表演。刚才我们学习的片段，如果用题目中的两个字来概括，就是——（亡羊）。
6、养羊人不听街坊的劝告，不修羊圈，结果养羊人丢失了两只羊后，他
心里可能怎么想，怎么做呢？展开你们的想象→
生1：如果我丢失第一只羊后马上修羊圈，就不会丢失第二只羊了。→
生2：如果我听从街坊的劝告，马上改正，那就好了。→
生3：现在我已经丢了两只羊，第三只羊可不能再丢了，现在得马上去修补羊圈。
7、齐读第5段。
1、对，养羊人就是这样想，这样做的，出示最后一段。此时的他非常后
悔，请同们读一读最后一自然段。
后悔的句子谁还想读？→老师也想读（故意去掉“赶快”。）→
生：不能去掉，因为修羊圈的事不能再拖延了。→
生2：加上赶快说明他不想再丢羊了。→
生3：加上“赶快”说明他想马上改正自己的错误。→是呀，你看（看图）养羊人正拿着锤子正在认认真真的修羊圈呢。养羊人为什么会这么做呢？ 此时他在想什么呢？将这句话换一种说法。（要是……就……如果…就……）他的做法对不对？从哪儿读出？（从此，他的羊再也没丢过。）
→我们齐读最后一段。
2、指名表演这个片段，注意：可适当增加一些内容，如人物的心理活动可通过语言、动作来表现。
五、明理
1、小朋友，而对正在修羊圈的养羊人，你心里有什么话想对他说？
生1：老大爷，如果你肯接受别人的意见，你就不会丢第二只羊。
生2：大伯，知错能改永远是不嫌迟的。
生3：你做错事能及时补救，我向你学习。
2、在我们的生活中，也常常发生类似的事情，联系自己的生活实际，谈谈你的看法。你说，你说。是呀，这些都告诉我们：一个人做错了事，只要肯接受意见，认真改正，就不算晚。
这些都可以用一个词语来概括——“亡羊补牢”。
六、拓展补充
1、“亡羊补牢”这个故事原来出自于一个八字成语，后面还有四个字，你们知道吗？
出示：亡羊补牢,犹未迟也。
他还有另外两种说法，你们想知道吗？
出示：亡羊补牢,未为迟也。
亡羊补牢,为时不晚。
（读读记记）
2、孩子们我们来回顾一下学习这篇语言的过程。理解题意—理解内容—联系实际，体会寓意。我们以后可以用这样的方法学习寓言故事。
3、谁能把你知道的寓言故事给大家讲一讲，并说说你明白什么道理？
七、总结：
我们祖国文化源远流长，博大精深，像这样的故事很多，课后希望你们多去看看寓言故事，下节课，我们要举行一个寓言故事交流会。推荐《伊索寓言》、《中国古代寓言故事》、《伴随小学生成长的寓言故事》。有的同学手中有寓言故事，大家可以相互传阅。
板书设计：
想法已经丢后悔
亡羊补牢做法不补赶快堵（未为迟也）
结果又少再没丢
《亡羊补牢》教学反思
第四小学郭静
亡羊补牢是一个成语故事。由于这则寓言较短，所以一课时完成。在设计教学时，我根据学习寓言的三个步骤来教学。首先是理解题意。我以文章题目为突破口，直奔重点。“亡羊补牢” 这个题目是对文章的高度概括，抓住了课题，也就抓住了文章的重要脉络。因此在教学中，我就以选择“亡,补,牢”这几个个字意思，让学生读课文。这样做既培养了学生要根据课文内容选择字意，又为对下文的学习做好了铺垫。然后在理解题意的基础上，组内学习课文内容。在这节课的教学中，我注意了使用自由读，引读，分角色读等多种方法的读、多层次的读让学生体会感悟，从读中受到情感的熏陶，让学生如临其境。在理解课文时，采用了多种方法引导学生理解。例如：在理解“羊已经丢了，还修羊圈干什么呢？”这句话时，就让学生用自己的话说说此句的意思。接着引出养羊人的这种态度对不对？你作为他的朋友快劝劝他吧。让学生发挥合理想象，自由表达。最后联系实际理解寓言。在总结全文时，我没有直接让学生说读了课文的感受，而是让学生读读养羊人第一次丢羊后的言语，说说你对他的印象，再找他第二次丢羊后的行为，再读你又觉得他是一个怎样的人？学生在对这个人的评价中，自然就总结了寓言的教育意义。为了让学生能联系实际理解这则寓言的寓意，我让学生展示了生活中的亡羊补牢事件。
在教学的过程中我始终坚持以学生为主体，让学生自主地去内学习。本课我是采用回答问题与朗读指导及学习生字相结合的方式展开的。为了培养学生的合作精神及提高学生朗读水平，我设计了朗读对话这一环节，让学生切身体会对话的语气，增强了合作精神。生字在最后做了短时呈现。以上是我认为这节课的成功之处。
本节课还存有许多不足之处：１、语言运用不恰当。有罗嗦现象，导致课堂延时。（还有不该自己讲的东西自己讲了。）２、由于时间关系没让学生联系生活实际说一说生活中亡羊补牢的例子。这是讲课中的一个失误。
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