高二教案精選(九篇)

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第1篇：高二教案范文

人教版高二政治必修3實(shí)踐及其作用教案

教學(xué)目標(biāo)

知識(shí)方面

識(shí)記：實(shí)踐的概念，即實(shí)踐概念的兩層含義。

理解：比較實(shí)踐的三種基本形式及它們對(duì)社會(huì)發(fā)展所起的不同作用。

(1)實(shí)踐是客觀的物質(zhì)性的活動(dòng)。

(2)實(shí)踐是有意識(shí)、有目的的能動(dòng)性活動(dòng)。

(3)實(shí)踐是社會(huì)性、歷史性的活動(dòng)。

運(yùn)用：依據(jù)實(shí)踐的三個(gè)基本特征能用具體實(shí)例給予闡釋。

能力方面

通過教學(xué)，培養(yǎng)和提高分析理解能力。

使學(xué)生養(yǎng)成分析和綜合的思維能力，以及歷史地、辯證地分析問題的能力。

覺悟方面

(1)通過實(shí)踐觀點(diǎn)的學(xué)習(xí)，使學(xué)生樹立的科學(xué)實(shí)踐觀。

(2)結(jié)合實(shí)踐第一個(gè)特征的學(xué)習(xí)，使學(xué)生在實(shí)踐問題上堅(jiān)持唯物主義的世界觀。

(3)聯(lián)系實(shí)踐第二個(gè)特征的學(xué)習(xí)，培養(yǎng)學(xué)生在實(shí)踐中的創(chuàng)新意識(shí)。

教學(xué)重點(diǎn)

實(shí)踐是有意識(shí)有目的的能動(dòng)活動(dòng)。這是實(shí)踐的第二個(gè)特征，它最能表現(xiàn)實(shí)踐本質(zhì)的特征。因?yàn)閷?shí)踐是人們改造客觀世界的活動(dòng)，是主觀見之于客觀的活動(dòng)。它受意識(shí)能動(dòng)性的指導(dǎo)，有目的有計(jì)劃地進(jìn)行，最終要引起客觀世界的改變，創(chuàng)造出客觀世界原來沒有的物質(zhì)形態(tài)、物質(zhì)關(guān)系。意識(shí)的目的性、結(jié)果的創(chuàng)造性，這就是實(shí)踐最重要的特征，是其他什么東西絕不會(huì)具有的，只有實(shí)踐才獨(dú)有的本質(zhì)特征。所以說，實(shí)踐的第二個(gè)特征是教學(xué)重點(diǎn)。教學(xué)中要分析好這個(gè)特征，可以引導(dǎo)學(xué)生更深刻地理解實(shí)踐的含義。

教學(xué)難點(diǎn)

實(shí)踐是客觀物質(zhì)性活動(dòng)與實(shí)踐是有意識(shí)有目的的能動(dòng)性活動(dòng)的關(guān)系。實(shí)踐的第一個(gè)特征強(qiáng)調(diào)客觀性、物質(zhì)性，第二個(gè)特征強(qiáng)調(diào)有意識(shí)有目的的主觀性，學(xué)生學(xué)習(xí)中容易形成這二者是自相矛盾的，或者是用一個(gè)特征否定另一個(gè)特征的看法。如何把二者統(tǒng)一起來，是理解中的一個(gè)難點(diǎn)問題。

教學(xué)方法

講述分析相結(jié)合法。

教具準(zhǔn)備

投影材料

課時(shí)安排

一課時(shí)

教學(xué)過程排

[復(fù)習(xí)提問]

師：1.什么是理想?

2.理想與現(xiàn)實(shí)的關(guān)系?理想怎樣才能轉(zhuǎn)化為現(xiàn)實(shí)?

(設(shè)計(jì)此問題的目的在于通過復(fù)習(xí)，引出新課學(xué)習(xí)的內(nèi)容)(學(xué)生回答后，教師歸納)

理想是關(guān)于未來的藍(lán)圖和設(shè)想。理想源于現(xiàn)實(shí)，又高于現(xiàn)實(shí)。理想屬于社會(huì)意識(shí)，是社會(huì)存在的反映。理想產(chǎn)生于現(xiàn)實(shí)的需要，是時(shí)代的產(chǎn)物，是現(xiàn)實(shí)的發(fā)展方向。理想是比現(xiàn)實(shí)更高遠(yuǎn)、更美好的目標(biāo)。理想可以轉(zhuǎn)化為現(xiàn)實(shí)。但不是今天的現(xiàn)實(shí)，而是明天的現(xiàn)實(shí)。要把社會(huì)理想或職業(yè)理想轉(zhuǎn)化為現(xiàn)實(shí)，需要多方面的條件，特別需要艱苦奮斗。需要人們創(chuàng)造性的勞動(dòng)。

[導(dǎo)入新課]

認(rèn)為，人們對(duì)客觀世界的認(rèn)識(shí)和改造，人生價(jià)值和理想的實(shí)現(xiàn)，都離不開社會(huì)實(shí)踐。

師：什么是實(shí)踐?為什么要投身社會(huì)實(shí)踐?怎樣才能更好地投身社會(huì)實(shí)踐?為解決這些問題我們來學(xué)習(xí)第八課。

[講授新課]

第八課 自覺投身社會(huì)實(shí)踐(板書)

同學(xué)們先粗讀一下第一課的引語、節(jié)標(biāo)題、框標(biāo)題。從總體上大致了解一下這一課要學(xué)習(xí)哪些知識(shí)。

(學(xué)生閱讀后，教師用投影儀或幻燈出示第八課知識(shí)框架結(jié)構(gòu))

(放投影)

這堂課，我們先學(xué)習(xí)第一節(jié)中第一課時(shí)的內(nèi)容。

第一節(jié) 實(shí)踐及其作用(板書)

一、實(shí)踐的特征(板書)

引言中河北農(nóng)大的師生們?yōu)槭裁匆_展走“太行山道路”的活動(dòng)，這個(gè)活動(dòng)從哲學(xué)的角度說叫什么活動(dòng)，(學(xué)生回答后，教師歸納)知識(shí)分子與實(shí)踐相結(jié)合，與人民群眾相結(jié)合，才能有所作為。這個(gè)活動(dòng)從哲學(xué)角度說叫實(shí)踐。(緊接著提問并板書)

1.什么是實(shí)踐?(板書)

師：對(duì)實(shí)踐的觀點(diǎn)歷史上唯物主義與哲學(xué)有什么不同?

(1)歷史上唯物主義者關(guān)于實(shí)踐含義的觀點(diǎn)(板書)

(放投影)

荀子說：“不聞不若聞之，聞之不若見之，見之不若知之，知之不若行之。學(xué)至于行而止矣。行之，明也。”

(《荀子•儒效》)

師：如何理解?(學(xué)生回答)歷史上許多唯物主義者提出了一些有價(jià)值的思想，還指出了實(shí)踐或與實(shí)踐相近的概念。如行、行動(dòng)、行為、力行、活動(dòng)、生活、踐履等。但始終沒有對(duì)實(shí)踐作出解釋。

(放投影)課件展示若干命題，進(jìn)行判斷分析：

①實(shí)踐是人們的感官與客觀世界接觸的活動(dòng)。

②實(shí)踐是應(yīng)付環(huán)境的本能活動(dòng)。

③實(shí)踐是人們改造主觀世界的一切活動(dòng)。

④實(shí)踐就是認(rèn)識(shí)，認(rèn)識(shí)就是實(shí)踐。

⑤實(shí)踐就是履行諾言的行為。

⑥實(shí)踐就是經(jīng)商賺錢的活動(dòng)。

⑦實(shí)踐是人們改造自然的活動(dòng)。

⑧實(shí)踐是人們?nèi)粘Ｉ钪械囊磺谢顒?dòng)。

學(xué)生分組討論，推薦代表發(fā)言。

教師點(diǎn)撥、釋題：

①感官與客觀世界接觸的活動(dòng)，有的是實(shí)踐活動(dòng)，有的就不是實(shí)踐活動(dòng)。例如，植樹種花與觀賞花木，都是人的感官與客觀世界接觸的活動(dòng)。然而，前者是改造客觀世界的活動(dòng)，是實(shí)踐活動(dòng)，而后者是認(rèn)識(shí)世界的活動(dòng)，不屬于實(shí)踐活動(dòng)。

②把實(shí)踐看成是動(dòng)物的本能活動(dòng)，混淆了兩者的本質(zhì)區(qū)別。

③實(shí)踐是人們改造客觀世界的一切活動(dòng)。改造主觀世界的活動(dòng)不是實(shí)踐活動(dòng)。

④把實(shí)踐與認(rèn)識(shí)混為一談，劃上等號(hào)，顯然是錯(cuò)誤的。

⑤履行諾言的行為，有的是實(shí)踐，有的不是實(shí)踐活動(dòng)。

⑥經(jīng)商活動(dòng)只是實(shí)踐活動(dòng)中的一種具體形式。

⑦實(shí)踐是人們改造客觀世界的一切活動(dòng)，包括改造自然、改造社會(huì)的活動(dòng)。.

⑧把實(shí)踐看做是人們?nèi)粘Ｉ钪械囊磺谢顒?dòng)，縮小了實(shí)踐概念的外延，連實(shí)踐的三種基本形式都未包括在內(nèi)。

師生交流，共同導(dǎo)出什么是實(shí)踐?并說明為什么?教師必須緊扣實(shí)踐含義的兩個(gè)方面來說明。

(2)哲學(xué)對(duì)實(shí)踐含義的理解(板書)(學(xué)生回答，教師歸納)哲學(xué)第一次對(duì)實(shí)踐作出了科學(xué)的說明，認(rèn)為實(shí)踐就是人們改造客觀世界的一切活動(dòng)。它有兩層含義：一是指實(shí)踐是人類所特有的活動(dòng)，與其他動(dòng)物消極適應(yīng)自然的本能活動(dòng)有根本的區(qū)別;二是指實(shí)踐是人們變革客觀事物的活動(dòng)，它必然引起客觀對(duì)象的變化，不是純主觀的思維活動(dòng)。

具體內(nèi)容如下：

①“人們”——實(shí)踐的主體(板書)

這意味著實(shí)踐是人類特有的活動(dòng)，不同于動(dòng)物的本能活動(dòng)。

②“改造客觀世界”——實(shí)踐的對(duì)象(板書)

這意味著實(shí)踐以客觀世界(包括自然界和人類社會(huì))為對(duì)象，是發(fā)生在人與自然界、社會(huì)之間的活動(dòng)。而停留在人的頭腦中或口頭上的活動(dòng)——如思考、修行、辯論等——不是實(shí)踐。

實(shí)踐不是純粹的思維活動(dòng)、認(rèn)識(shí)活動(dòng)。

③“活動(dòng)”——實(shí)踐的性質(zhì)(板書)

這意味著實(shí)踐不是物質(zhì)的具體形態(tài)。以“蓋房子”為例，作為一種實(shí)踐，蓋房子不能等同于房子本身(當(dāng)然也不等同于設(shè)計(jì)方案)，它是把設(shè)計(jì)方案變?yōu)?ldquo;房子”的過程?？梢姡瑢?shí)踐是介于主觀世界和客觀世界之間的橋梁，是“主觀見之于客觀的活動(dòng)。”

(教師補(bǔ)充分析)掌握實(shí)踐概念必須注意：

不能擴(kuò)大其外延。如認(rèn)為“實(shí)踐是人們認(rèn)識(shí)世界和改造自然界的活動(dòng)”或“實(shí)踐是人們改造整個(gè)社會(huì)的活動(dòng)。”

不能縮小其外延。如認(rèn)為“實(shí)踐是人們改造自然界的活動(dòng)”或“實(shí)踐是人們改造社會(huì)的活動(dòng)。”

為了更深入地理解“實(shí)踐”，我們必須分析實(shí)踐的基本特征。

2.實(shí)踐的基本特征(板書)

人類產(chǎn)生以后，整個(gè)世界就分為兩大領(lǐng)域：物質(zhì)世界(客觀世界)和精神世界(主觀世界)。人的意識(shí)是人腦對(duì)客觀物質(zhì)世界的反映，但人腦怎樣反映物質(zhì)、物質(zhì)如何“進(jìn)入”到人腦中形成意識(shí)，則離不開溝通這兩大領(lǐng)域的“橋梁”——實(shí)踐。

正因?yàn)閷?shí)踐所處的這一特殊地位，使它具備了以下特征。

(1)實(shí)踐是客觀的物質(zhì)性的活動(dòng)(板書)

這是因?yàn)闃?gòu)成實(shí)踐的要素都是客觀的物質(zhì)的。實(shí)踐的基本要素有：實(shí)踐的主體、實(shí)踐的對(duì)象、實(shí)踐的手段。(閱讀教材)(聯(lián)系自己的實(shí)踐活動(dòng)、理解主體、對(duì)象、手段)。

人是自然界的一部分，像自然界的其他物質(zhì)形態(tài)一樣，也是客觀實(shí)在的，人總是處于客觀的社會(huì)關(guān)系中的人。人的智力和體力是在社會(huì)發(fā)展中客觀形成的。它的狀況歸根到底是由客觀條件決定的。所以，實(shí)踐主體是客觀的。

然而實(shí)踐總是有一定的客觀對(duì)象，否則，巧婦難為無米之炊。究竟什么是實(shí)踐的對(duì)象呢?

師：它是由什么決定的呢?(請同學(xué)們閱讀課文后回答)(學(xué)生回答后教師歸納)

生產(chǎn)活動(dòng)的對(duì)象是自然界，其中既有自然物，又有人工制成品。改造社會(huì)活動(dòng)的對(duì)象是社會(huì)關(guān)系。可見，實(shí)踐的對(duì)象就是自然界和社會(huì)，它們都是客觀的物質(zhì)性的東西。在自然界和社會(huì)的萬事萬物中，究竟哪些事物能夠成為人們當(dāng)時(shí)、當(dāng)?shù)氐膶?shí)踐對(duì)象?歸根到底不是由人們意識(shí)所決定的，而是由生產(chǎn)力發(fā)展的狀況和其他客觀條件決定的。

實(shí)踐的物質(zhì)手段是工具和其他設(shè)備。人們進(jìn)行實(shí)踐活動(dòng)不僅需要發(fā)揮其體力和智力的作用，而且只有使用某種物質(zhì)手段，才能把自身的體力和智力作用于實(shí)踐對(duì)象，以達(dá)到實(shí)踐的目的，實(shí)踐越發(fā)展，越需要物質(zhì)手段這個(gè)基本要素。構(gòu)成實(shí)踐手段的材料是物質(zhì)的東西;制造實(shí)踐手段不能隨心所欲。它們都是由客觀歷史條件決定的?？梢?，實(shí)踐的手段也是客觀的。

總之，由實(shí)踐主體、實(shí)踐對(duì)象、實(shí)踐手段有機(jī)結(jié)合而構(gòu)成的實(shí)踐活動(dòng)，是客觀的物質(zhì)性的活動(dòng)。堅(jiān)持實(shí)踐的客觀性，就是在實(shí)踐問題上堅(jiān)持了唯物主義。

(2)實(shí)踐是有意識(shí)、有目的的能動(dòng)性的活動(dòng)(板書)

師問：人改造自然界和動(dòng)物適應(yīng)自然界的活動(dòng)有什么異同?舉例說明(學(xué)生回答，教師歸納)

雖然實(shí)踐活動(dòng)是客觀的物質(zhì)性活動(dòng)，但它與動(dòng)物的純粹適應(yīng)自然界的本能活動(dòng)有著本質(zhì)的區(qū)別。實(shí)踐是在意識(shí)指導(dǎo)下的有目的的活動(dòng)。因?yàn)槿耸怯兴季S、有理性的社會(huì)性動(dòng)物，人在行動(dòng)之前會(huì)有明確的目的和方案，然后才動(dòng)用一定的物質(zhì)手段去改造客觀世界，從而達(dá)到自己的目的。人們在實(shí)踐中變革客觀事物，就是把原有的東西改造為新的東西，創(chuàng)造出新的東西。改造社會(huì)的實(shí)踐，就是要不斷地創(chuàng)造新的社會(huì)關(guān)系。這種有目的的創(chuàng)造就充分顯示了實(shí)踐的能動(dòng)性。意識(shí)的目的性、結(jié)果的創(chuàng)造性是實(shí)踐最重要的特征，也是實(shí)踐才獨(dú)有的本質(zhì)特征。

實(shí)踐是有意識(shí)、有目的的能動(dòng)性的活動(dòng)，這與實(shí)踐是客觀的物質(zhì)性的活動(dòng)，二者是統(tǒng)一的，這個(gè)關(guān)系實(shí)質(zhì)是實(shí)踐中主客觀的關(guān)系。(請同學(xué)們回憶一下物質(zhì)和意識(shí)的辯證關(guān)系原理)。實(shí)踐的第一個(gè)特征主要體現(xiàn)了唯物主義的觀點(diǎn)，第二個(gè)特征主要體現(xiàn)了辯證法的觀點(diǎn)。二者互相滲透。因?yàn)橐庾R(shí)的目的性、計(jì)劃性、創(chuàng)造性都以客觀性為基礎(chǔ);而主體的客觀性又滲透著能動(dòng)性?？浯蟮谝粋€(gè)特征否定第二個(gè)特征，會(huì)導(dǎo)致機(jī)械唯物主義;夸大第二個(gè)特征否定第一個(gè)特征，會(huì)導(dǎo)致唯心主義。意識(shí)根源于物質(zhì)，只有人們的意識(shí)符合客觀的要求，人們才能達(dá)到改造世界的目的，實(shí)踐的創(chuàng)造性才能真正發(fā)揮出來。

(投影或多媒體展示文字)

A.“蜘蛛的活動(dòng)與織工的活動(dòng)相似，蜜蜂建筑蜂房的本領(lǐng)使人間的許多建筑師感到慚愧。但是，最蹩腳的建筑師從一開始就比最靈巧的蜜蜂高明的地方，是在他用蜂蠟建筑房以前，已經(jīng)在自己的頭腦中把它建成了。”

B.“勞動(dòng)終結(jié)時(shí)取得的成果，已經(jīng)在勞動(dòng)過程開始時(shí)存在于勞動(dòng)者的觀念中了。”

可見，人類從遠(yuǎn)古開始就從事的實(shí)踐活動(dòng)，都是按人的目的、意識(shí)、想法去改造客觀世界，以適應(yīng)自身生存和發(fā)展的需要。如果沒有“能動(dòng)性”這個(gè)特點(diǎn)，某種活動(dòng)和行為即使改變了客觀世界，也不能被稱為實(shí)踐。所以，這一特征是最能體現(xiàn)實(shí)踐本質(zhì)的特征。

(教師總結(jié))以上兩個(gè)基本特征是統(tǒng)一和相互滲透的。由于實(shí)踐所處的特殊地位——是聯(lián)系客觀事物同主觀認(rèn)識(shí)的“橋梁”，因此它同時(shí)兼有客觀性和能動(dòng)性兩個(gè)特征。其中“客觀性”使其區(qū)別于純粹的意識(shí)活動(dòng)，“能動(dòng)性”使其區(qū)別于動(dòng)物的本能活動(dòng)。

如果就實(shí)踐的自身性質(zhì)而言，它還具有第三個(gè)特征。

(3)實(shí)踐是社會(huì)性歷史性的活動(dòng)(板書)

舊唯物主義哲學(xué)中，有的哲學(xué)家把實(shí)踐看做是孤立的個(gè)人的活動(dòng)。哲學(xué)認(rèn)為實(shí)踐不是孤立的個(gè)人的活動(dòng)，而是處于一定社會(huì)關(guān)系中的人所進(jìn)行的活動(dòng)。

“實(shí)踐的社會(huì)性”是指任何實(shí)踐都是在一定社會(huì)關(guān)系(如經(jīng)濟(jì)關(guān)系、政治關(guān)系)中進(jìn)行的，是處于一定社會(huì)關(guān)系中的人才能進(jìn)行的活動(dòng)，必然帶有一定社會(huì)的烙印。

“實(shí)踐的歷史性”是指歷史上每一階段實(shí)踐的內(nèi)容、范圍和水平都不相同，都受到一定歷史條件的制約，是一定歷史條件的產(chǎn)物。

(投影展示)

A.農(nóng)業(yè)生產(chǎn)中工具和耕作方法的變化：刀耕火種——青銅工具，鐵制、木制農(nóng)具(中國古代)——農(nóng)業(yè)機(jī)械化;

B.通信工具和手段的變化：古代的烽火傳信和驛書——傳統(tǒng)的郵遞馬車——現(xiàn)代的電話、電報(bào)——當(dāng)代的互聯(lián)網(wǎng);

C.建筑方法的變化：中國古代堆土砌塔——現(xiàn)代重型建筑機(jī)械。

時(shí)代的發(fā)展變遷為我國社會(huì)主義建設(shè)實(shí)踐注入新的內(nèi)容。過去自力更生搞建設(shè)，在當(dāng)今時(shí)代已遠(yuǎn)遠(yuǎn)不夠?，F(xiàn)代社會(huì)發(fā)展要求各國實(shí)行對(duì)外開放，加強(qiáng)國際間的合作與交流，我國同樣不能例外。這同樣體現(xiàn)了實(shí)踐的歷史性。

附：重難點(diǎn)分析

[實(shí)踐是有意識(shí)、有目的的能動(dòng)性活動(dòng)]是學(xué)習(xí)的重點(diǎn)。

從全框的內(nèi)容看，一個(gè)是講了實(shí)踐的含義，一個(gè)是講了實(shí)踐的特征。課本中僅對(duì)實(shí)踐的含義略作解釋，只有進(jìn)一步理解實(shí)踐的幾個(gè)特征，特別是這個(gè)根本特征，才能深刻理解實(shí)踐的含義。

從三個(gè)特征與實(shí)踐的相關(guān)性來說，實(shí)踐的客觀物質(zhì)性，不是實(shí)踐單獨(dú)具有，自然界、人類社會(huì)、規(guī)律、運(yùn)動(dòng)等都具有這一特征。當(dāng)然，實(shí)踐這一特征的具體內(nèi)容，即構(gòu)成實(shí)踐的要素則是“特別”的，因而實(shí)踐的客觀物質(zhì)性是實(shí)踐的第一個(gè)特征。同樣，第三個(gè)特征，實(shí)踐的社會(huì)性、歷史性也不是實(shí)踐所獨(dú)有。因而最能體現(xiàn)實(shí)踐本質(zhì)的特征，只能是第二個(gè)特征：實(shí)踐是有意識(shí)的、有目的的能動(dòng)性的活動(dòng)。因?yàn)閷?shí)踐是人們改造客觀世界的活動(dòng)，是主觀見之于客觀的活動(dòng)，它受意識(shí)能動(dòng)性的指導(dǎo)，有目的、有計(jì)劃地進(jìn)行，最終引起客觀世界的變化，創(chuàng)造出世界原來沒有的物質(zhì)形態(tài)、物質(zhì)關(guān)系。這就是實(shí)踐最重要的、區(qū)別于其他事物的本質(zhì)特征。

[實(shí)踐的第一個(gè)特征與第二個(gè)特征的關(guān)系]是難點(diǎn)。

實(shí)踐的客觀性、物質(zhì)性與實(shí)踐的有意識(shí)、有目的的能動(dòng)性是一致的。這兩個(gè)特征之間的關(guān)系實(shí)質(zhì)上是實(shí)踐中主客觀的關(guān)系。實(shí)踐的第一個(gè)特征體現(xiàn)了唯物主義的觀點(diǎn)：意識(shí)是物質(zhì)的產(chǎn)物，是人腦的機(jī)能，是對(duì)物質(zhì)的反映，意識(shí)依賴于物質(zhì);第二個(gè)特征體現(xiàn)了辯證法的思想，意識(shí)的目的性、計(jì)劃性、創(chuàng)造性都以客觀為基礎(chǔ)，而主體的客觀性又滲透著能動(dòng)性，實(shí)踐的要素應(yīng)該是“活”的，而不是“死”的，只有能動(dòng)地使用它、改造它，才能真正成為實(shí)踐的要素。我們不能用第一個(gè)特征去否定第二個(gè)特征，夸大第一個(gè)特征而否定第二個(gè)特征，會(huì)導(dǎo)致機(jī)械唯物主義(形而上學(xué)的唯物主義);夸大第二個(gè)特征否定第一個(gè)特征，顯然會(huì)導(dǎo)致唯心主義。第一個(gè)特征與第二個(gè)特征并不矛盾，兩者相互滲透，統(tǒng)一于、根源于世界的物質(zhì)性，不能用一個(gè)特征去否定另一個(gè)特征。

[課堂小結(jié)]

本課作為全書的總結(jié)，又是全書的根本落腳點(diǎn)。學(xué)習(xí)本課應(yīng)把握一個(gè)根本觀點(diǎn)——實(shí)踐的觀點(diǎn);實(shí)踐的觀點(diǎn)是辯證唯物主義認(rèn)識(shí)論首要的和基本的觀點(diǎn)。強(qiáng)調(diào)一個(gè)結(jié)合——世界觀與人生觀、價(jià)值觀的結(jié)合;貫徹一個(gè)思想教育中心——提高參加社會(huì)實(shí)踐，走與人民群眾相結(jié)合道路的自覺性。第一課時(shí)，重點(diǎn)把握實(shí)踐及其特征，學(xué)生重在理解。本課時(shí)的學(xué)習(xí)使我們初步了解了什么是實(shí)踐、實(shí)踐的基本特征及其密切聯(lián)系。這是學(xué)習(xí)全課的重要的理論基礎(chǔ)，對(duì)這些問題的正確理解將有助于今后的深入學(xué)習(xí)。(放投影)

 看了高二政治必修3實(shí)踐及其作用教案的人還看：

1.高二政治必修3意識(shí)的作用教案

2.高二政治必修3在實(shí)踐中追求和發(fā)展真理教案

3.高二政治必修3文化與社會(huì)教案

4.高二政治必修3在奮斗中實(shí)現(xiàn)理想教案

5.高二政治必修3在認(rèn)識(shí)的根本任務(wù)教案

6.高二政治必修3價(jià)值與價(jià)值觀教案

第2篇：高二教案范文

這就是我——槐幼一位普通教師每天都想對(duì)您說的請求，這也是槐幼所有教師的共同心聲。因?yàn)槲覀兊挠變簣@就在商業(yè)繁華交通繁忙的槐樹路邊，馬路對(duì)面就是風(fēng)景優(yōu)美的槐樹公園。每逢天氣晴朗的日子，我們都會(huì)帶著孩子們，通過川流不息的馬路，去槐樹公園散步，感受大自然的美好。如果你碰巧在這個(gè)時(shí)候走過這里，你會(huì)看到，槐樹大道上一道獨(dú)特的風(fēng)景：我們幼兒園的門衛(wèi)和保安神情嚴(yán)肅，守在馬路兩邊，我們的老師帶領(lǐng)排著整齊隊(duì)伍的孩子們，迅速穿過馬路。天真無邪的孩子或許邊走邊在說笑，可我們除了緊張，還有沉甸甸的責(zé)任。

我想，你會(huì)理解我們的心情，用寬容和耐心回應(yīng)我們的請求——有什么比孩子更重要？有什么比孩子的安全和生命更重要？安全是什么？安全是一種仁愛之心。安全靠什么？安全靠的是責(zé)任心。在我們?nèi)粘Ｉ畹拿繒r(shí)、每分里，安全的隱患隨時(shí)都象兇殘的野獸張著血盆大口，盯著我們脆弱的身軀、麻痹的神經(jīng)。你是否目睹過一個(gè)鮮活的生命活生生地從你眼前消逝？你是否聽聞過一個(gè)原來充滿歡笑的家庭在一天之內(nèi)就陷入永久的哀慟？生命在突然而來的災(zāi)難面前，永遠(yuǎn)是那樣的脆弱、那樣的無助、那樣的不堪一擊！

作為一名幼教工作者，面對(duì)的是一群天真無邪、懵懵懂懂的幼兒，面對(duì)的是一個(gè)個(gè)稚嫩柔弱的小生命。他們不涉世事，安全意識(shí)薄弱，缺乏自我保護(hù)能力，在每天的學(xué)習(xí)生活中，一不小心就會(huì)發(fā)生這樣那樣的意外，我們精神的那跟弦一直繃得緊緊的，直到他們被大人接走時(shí)揮著小手跟我們說再見的那一刻，才能放下。要知道我國每年有多少小生命在意外事故中消逝？各種安全隱患時(shí)刻在威脅著孩子們的健康成長。北京一所幼兒園的門衛(wèi)在精神失常后砍傷十多名師生，其中一名幼兒因傷勢過重，搶救無效死亡。江西某幼兒園的保育員老師在孩子們睡覺以后，離開寢室，導(dǎo)致蚊香引燃被絮，14名活潑可愛的幼兒還沒等到背著書包進(jìn)學(xué)堂的那一刻就在“好高級(jí)好高級(jí)”的幼兒園內(nèi)被不該發(fā)生的烈火吞噬，他們再也不能夠過他們快樂的六一兒童節(jié)了。我分明感受到，那一個(gè)個(gè)鮮活的生命和天真的容顏在如花般凋零時(shí)的本能掙扎，他們是那么的無奈和不甘。我的耳畔仿佛響起孩子們凄厲的慘叫聲、無助的求救聲：“老師，我好痛，老師，救救我！” 這是多么令人傷心的一幕！

第3篇：高二教案范文

一、高校二級(jí)學(xué)院教學(xué)檔案的作用

隨著我國高等教育體制體制改革的不斷深化，本科院校內(nèi)部管理體制發(fā)生了巨大的變化，高校二級(jí)學(xué)院被賦予更多的自主權(quán)；教學(xué)檔案作為高校二級(jí)學(xué)院開展教學(xué)和管理工作的重要依據(jù)，承擔(dān)責(zé)任也越來越重要。如今，高校二級(jí)學(xué)院在教學(xué)檔案管理方面發(fā)生了實(shí)質(zhì)性的變化，教學(xué)檔案所具有的憑證作用、參考作用獲得更加充分的發(fā)揮，同時(shí)教學(xué)檔案也被作為教學(xué)評(píng)估活動(dòng)的重要依據(jù)，可以保證教學(xué)信息的完整性，為高校二級(jí)學(xué)院教學(xué)和管理工作的開展過程中發(fā)揮著重要的作用。

高校二級(jí)學(xué)院教學(xué)檔案主要包括學(xué)院管理類文檔、學(xué)生的學(xué)習(xí)成績單、試卷文檔、課程考核文檔等幾個(gè)主要的類別，任何一種類型的文檔在高校二級(jí)學(xué)院教學(xué)管理工作中都有著重要的地位，因此，必須要加強(qiáng)對(duì)檔案管理的重視。

二、高校二級(jí)學(xué)院教學(xué)檔案管理存在的問題

1.對(duì)教學(xué)檔案管理的重要性認(rèn)識(shí)不足

目前，很大一部分的二級(jí)學(xué)院是由原來本科院校的院系發(fā)展而來，因此往往在教學(xué)方面具有很強(qiáng)的能力，但是對(duì)于教學(xué)的檔案的管理意識(shí)卻較為薄弱，無論是管理者，還是普通的教師，都沒有認(rèn)識(shí)到教學(xué)檔案管理的重要性，所以在日常工作中形成的資料也沒有給予足夠的重視。他們認(rèn)為，檔案管理工作就是對(duì)教學(xué)材料進(jìn)行收集和整理，并沒有將自身工作中積累的經(jīng)驗(yàn)和成果視為優(yōu)質(zhì)的檔案資源，這在一定程度上也對(duì)檔案資源的開發(fā)和利用造成了阻礙。

2.缺乏完善的檔案管理制度

二級(jí)學(xué)院在教學(xué)檔案管理制度的建設(shè)方面相對(duì)較為滯后，對(duì)于檔案管理工作的重要性、檔案管理人員的職責(zé)等都沒有進(jìn)行明確的規(guī)定，同時(shí)在檔案管理工作如何開展、如何對(duì)檔案管理的成果進(jìn)行評(píng)估等，都缺乏相應(yīng)的制度做指導(dǎo)和保障，所以也影響了檔案管理工作的有效開展。

3.檔案管理人員素質(zhì)有待提升

二級(jí)學(xué)院由于建立在本科院校的院系基礎(chǔ)上，所以在人員編制方面較為緊張，有的檔案管理工作只能由學(xué)院教務(wù)科的普通管理人員兼任，無法全身心的投入到檔案管理工作中。與此同時(shí)，這部分檔案管理人員在沒有經(jīng)過系統(tǒng)培訓(xùn)的情況下就上崗，所以在檔案管理的理論知識(shí)和實(shí)踐經(jīng)驗(yàn)方面較為薄弱；加之工作任務(wù)繁重，沒有過多時(shí)間和精力進(jìn)行學(xué)習(xí)，所以檔案管理的效率受到極大影響。

三、創(chuàng)新高校二級(jí)學(xué)院教學(xué)檔案管理的思考

1.強(qiáng)化檔案管理意識(shí)

為了促進(jìn)高校二級(jí)學(xué)院教學(xué)檔案管理工作的有效開展，首要的就是強(qiáng)化檔案管理的意識(shí)。根據(jù)《高等學(xué)校檔案工作規(guī)范》的相關(guān)規(guī)定，開展檔案管理知識(shí)的學(xué)習(xí)，從學(xué)校領(lǐng)導(dǎo)到普通教職員工，都要從思想上提高對(duì)檔案管理工作的重視，并且將檔案管理工作深入到學(xué)校管理的各個(gè)環(huán)節(jié)中，將其融入到教學(xué)活動(dòng)和管理活動(dòng)中，才能充分發(fā)揮檔案管理的作用，為教學(xué)活動(dòng)的開展服務(wù)。

2.構(gòu)建完善的檔案管理制度

隨著高等教育體制改革的不斷完善，對(duì)高校二級(jí)學(xué)院教學(xué)檔案管理工作帶來了更多的契機(jī)，因此，二級(jí)學(xué)院必須要適應(yīng)新時(shí)期的新要求，將檔案管理制度的建設(shè)提上日程。因此，要積極轉(zhuǎn)變傳統(tǒng)檔案管理工作單純收集和存儲(chǔ)資料的工作方式，通過管理制度的建設(shè)明確檔案管理的目標(biāo)和內(nèi)容，并且將檔案管理各項(xiàng)工作的開展進(jìn)行明確，同時(shí)明確規(guī)定相關(guān)人員的責(zé)任范圍，為檔案管理工作的有效開展提供保障。

3.加強(qiáng)檔案管理人員隊(duì)伍的建設(shè)

高素質(zhì)的檔案管理人員是促進(jìn)檔案管理工作有效開展的基礎(chǔ)和保證，所以要加強(qiáng)二級(jí)學(xué)院檔案管理人員隊(duì)伍的建設(shè)。選拔一批優(yōu)秀的教務(wù)管理人員成立專門的檔案管理隊(duì)伍，一方面，通過學(xué)習(xí)和培訓(xùn)活動(dòng)，加強(qiáng)檔案管理人員的理論水平和實(shí)踐能力，只有扎實(shí)的理論基礎(chǔ)才能為實(shí)踐工作的開展提供指導(dǎo)；另一方面，加強(qiáng)檔案管理人員的思想道德培養(yǎng)，強(qiáng)化他們的檔案管理意識(shí)，培養(yǎng)工作的責(zé)任心，使他們可以全身心的投入到檔案管理工作中。

4.加快檔案管理的信息化進(jìn)程

科學(xué)技術(shù)的快速發(fā)展為高校二級(jí)學(xué)院教學(xué)檔案管理工作的開展提供了更多技術(shù)支持，也可以有效的促進(jìn)檔案管理效率的提升。通過科學(xué)技術(shù)的有效運(yùn)用，可以提高二級(jí)學(xué)院教學(xué)檔案的收集、分類和整理效率，也可以利用信息技術(shù)實(shí)現(xiàn)檔案資源的優(yōu)化配置，有利于促進(jìn)二級(jí)學(xué)院的檔案資源獲得更大程度的開發(fā)和利用。另外，二級(jí)學(xué)院由于創(chuàng)辦時(shí)間短，在教學(xué)檔案的資源含量方面仍然有很大的提升空間，所以要積極借鑒本科院校的成功經(jīng)驗(yàn)和管理模式，促進(jìn)檔案管理工作的有效開展，為二級(jí)學(xué)院教學(xué)活動(dòng)的發(fā)展提供更多資源。

第4篇：高二教案范文

學(xué)生觀和教材觀的變化對(duì)教師提出了更高的要求。教師需要善于發(fā)現(xiàn)新案例、合理組織案例、創(chuàng)造運(yùn)用案例。其中，地理案例的選編和組織是案例教學(xué)能否成功的前提。因此，為提高案例使用效率，教師需要對(duì)地理案例進(jìn)行二次開發(fā)，使案例更符合學(xué)生的學(xué)習(xí)需求，才能更好地提高課程教學(xué)效率。

一、案例二次開發(fā)的流程

“教材二次開發(fā)”將教師定位為課程的開發(fā)者，將目光聚焦于教材，將課程標(biāo)準(zhǔn)、學(xué)生的需要、評(píng)價(jià)和反思作為整個(gè)系統(tǒng)中必不可少的構(gòu)成要素。這些要素之間錯(cuò)綜復(fù)雜的交互關(guān)系構(gòu)成了一個(gè)動(dòng)態(tài)的、不斷生成的“教材二次開發(fā)”系統(tǒng)[2]。由此可見，地理案例二次開發(fā)同樣是一個(gè)復(fù)雜的開發(fā)系統(tǒng)。因此，案例二次開發(fā)就需要地理教師對(duì)課程標(biāo)準(zhǔn)、教學(xué)目標(biāo)、教學(xué)設(shè)備、教學(xué)資源進(jìn)行全面分析，在此基礎(chǔ)上開發(fā)出適合學(xué)生需求的地理案例。

（一）案例二次開發(fā)的一般流程

（二）案例二次開發(fā)的教育訴求

高中地理教材一綱多本的格局使案例的呈現(xiàn)多樣化，案例運(yùn)用個(gè)性化。因此，地理教師需要根據(jù)本地區(qū)、本校實(shí)際情況，綜合考慮學(xué)生特點(diǎn)，對(duì)教材案例進(jìn)行適切的二次開發(fā)。地理案例的二次開發(fā)應(yīng)以備課組或教研組為依托，集思廣益，充分發(fā)揮備課組的教研功能，選取適合自己學(xué)生的案例進(jìn)行二次組織。地理教師在案例教學(xué)過程中需要根據(jù)課堂教學(xué)的進(jìn)程、學(xué)生需求、突發(fā)的意外情況及時(shí)調(diào)整地理教學(xué)案例，這就需要地理教師提高自身專業(yè)素養(yǎng)，在平時(shí)的教學(xué)與自身學(xué)習(xí)過程中注重積累地理案例，從而有效促進(jìn)地理教師專業(yè)成長。

二、 案例二次開發(fā)的策略

（一）增加鄉(xiāng)土案例 提高學(xué)習(xí)興趣

《標(biāo)準(zhǔn)》建議教師可以選擇學(xué)生熟悉的地理事象，學(xué)生生活中遇到的地理問題，符合學(xué)生興趣和年齡特征的地理問題，對(duì)學(xué)生發(fā)展自己生存能力有啟示、有幫助的地理素材等[3]。因此，地理案例具有實(shí)踐性、時(shí)代性等突出特征，所以它適合作為生活中地理教材的教學(xué)。由于地域差異，地理教材中很多案例與學(xué)生的生活經(jīng)驗(yàn)與背景差距較大，學(xué)生在理解這些案例的時(shí)候往往比較困難，因此在實(shí)際地理教學(xué)中應(yīng)注意選取學(xué)生熟悉的鄉(xiāng)土地理案例進(jìn)行教學(xué)。比如，在講解教材案例臺(tái)風(fēng)及其危害時(shí)，增加南京市近年來受臺(tái)風(fēng)登陸影響的時(shí)間、次數(shù)、危害等內(nèi)容的案例，讓學(xué)生了解家鄉(xiāng)臺(tái)風(fēng)登陸的有關(guān)知識(shí)，繼而引導(dǎo)學(xué)生根據(jù)教材分析南京受臺(tái)風(fēng)影響的時(shí)間段、臺(tái)風(fēng)帶來的天氣特征及其危害，然后自然地引出面對(duì)臺(tái)風(fēng)我們應(yīng)該采取怎樣的措施的問題思考。再比如，在講解工業(yè)區(qū)位選擇時(shí)，利用多媒體展示南京市工業(yè)分布圖，給出南京市揚(yáng)子石化及南鋼等工廠的選址布局，引導(dǎo)學(xué)生思考這些工業(yè)布局的問題、合理性及以后隨著城市擴(kuò)張應(yīng)如何更加合理布局等問題。面對(duì)熟悉的案例，學(xué)生參與的積極性高。這既提高了課堂教學(xué)效果，又能激發(fā)學(xué)生的學(xué)習(xí)興趣。

（二）利用地理信息技術(shù) 創(chuàng)設(shè)案例情境

隨著學(xué)校教學(xué)硬件的日益完善及多媒體教學(xué)的普及，地理信息技術(shù)輔助地理教學(xué)已經(jīng)成為高中地理教學(xué)的重要手段。我們可以運(yùn)用ARCGIS MAPGIS等地理信息技術(shù)工具對(duì)城市道路圖層和人口密度圖層進(jìn)行疊加，分析南京市商業(yè)網(wǎng)點(diǎn)選址。

（三）不同版本教材案例整合 提高教學(xué)效率

全國性高中地理教材主要有四個(gè)版本：人教版、中圖版、湘教版、魯教版。不同版本教材的案例選擇、案例編排都存在一些差異。因此，在實(shí)際教學(xué)中，教師可根據(jù)教學(xué)要求和學(xué)生實(shí)際，對(duì)不同版本案例進(jìn)行選擇性整合或重新編排。例如，在學(xué)習(xí)“流域開發(fā)與治理”這節(jié)課時(shí)，由于人教版教材是以美國田納西河為例，學(xué)生對(duì)田納西河比較陌生，缺乏一定的感性認(rèn)識(shí)，學(xué)生難以結(jié)合自身經(jīng)驗(yàn)進(jìn)行有效學(xué)習(xí)。因此，對(duì)教材內(nèi)容的理解與運(yùn)用存在困難。在此情況下，筆者選用魯教版教材“流域開發(fā)與治理”中以長江流域?yàn)槔陌咐?，結(jié)合南京位于長江附近的實(shí)際進(jìn)行流域開發(fā)與治理的講解，提高了學(xué)生對(duì)知識(shí)點(diǎn)的認(rèn)同感，且有利于學(xué)生結(jié)合自身經(jīng)驗(yàn)對(duì)本節(jié)課知識(shí)的同化，最終提高課堂教學(xué)的效率。

三、案例二次開發(fā)應(yīng)注意的問題

（一）案例的選取應(yīng)具有典型性

地理案例應(yīng)該是具有普遍性、代表性的典型例子，它真實(shí)地反映了社會(huì)生產(chǎn)與生活情境中一個(gè)地理問題，一個(gè)地理事物的發(fā)生、發(fā)展和演變過程。因此，地理教師應(yīng)選取具有典型性的地理案例進(jìn)行教學(xué)，這些案例應(yīng)緊貼課程標(biāo)準(zhǔn)和教學(xué)要求，并與教材內(nèi)容具有高度的契合性和互補(bǔ)性，這樣才能提高教學(xué)的針對(duì)性和教學(xué)效率。因此，教師在案例的二次開發(fā)中，應(yīng)該關(guān)注的是開發(fā)的案例能否促進(jìn)學(xué)生深度學(xué)習(xí)，而不能根據(jù)自己的意愿隨意地開發(fā)地理案例。教師開發(fā)的案例只有符合教學(xué)目標(biāo)、符合學(xué)生需要時(shí)才能被學(xué)生所接受，并最終促進(jìn)學(xué)生的發(fā)展。

（二）調(diào)動(dòng)學(xué)生積極參與地理案例二次開發(fā)

學(xué)生是課堂學(xué)習(xí)的主體，案例只是學(xué)生自主學(xué)習(xí)的工具和載體。因此，學(xué)生需要的滿足是案例二次開發(fā)的出發(fā)點(diǎn)和歸宿。地理教師可以引導(dǎo)學(xué)生根據(jù)自己的興趣搜尋案例、積累案例，提高學(xué)生參與地理案例二次開發(fā)的積極性。學(xué)生開發(fā)的教學(xué)案例往往來源于學(xué)生自身生活體驗(yàn)或熟悉的情境。這些案例就地取材，貼近學(xué)生生活，親近學(xué)生自身文化和經(jīng)驗(yàn)知識(shí)，可以提高學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)積極性。

（三）充分挖掘地理案例的有效信息

地理案例不等同于地理素材，地理素材主要通過詳細(xì)的地理材料豐富教學(xué)內(nèi)容，幫助學(xué)生理解知識(shí)重難點(diǎn)。而地理案例往往隱含了大量的地理信息，一些地理概念、地理原理則包含或者蘊(yùn)含在地理案例之中，從這些案例中可以提煉出地理事件發(fā)生的原因、發(fā)展、特點(diǎn)、變化及影響等一系列相關(guān)的地理信息。這些重要的地理信息往往會(huì)被地理教師所忽略，尤其是年輕教師因?yàn)榻虒W(xué)經(jīng)驗(yàn)不足，對(duì)地理案例缺乏一定的敏感性，案例教學(xué)時(shí)不能有效提取案例的有效信息。這就需要地理教師加強(qiáng)對(duì)案例的學(xué)習(xí)與研討，學(xué)習(xí)案例教學(xué)與案例二次開發(fā)的科學(xué)方法，充分發(fā)掘案例中的地理信息，豐富教學(xué)內(nèi)容。

（四）教師應(yīng)注重日常教學(xué)案例的積累

新教材給地理教師留出了可利用的空間，教師可以根據(jù)自己的需要對(duì)教材案例進(jìn)行二次開發(fā)。教師首先應(yīng)該樹立案例二次開發(fā)意識(shí)。教學(xué)過程不是教教材的過程，而是對(duì)教材不斷充實(shí)、調(diào)整、創(chuàng)造、完整的動(dòng)態(tài)過程。教師只有具備案例二次開發(fā)意識(shí)，才會(huì)對(duì)生活及教學(xué)實(shí)踐中的各種案例具有敏感性，才能把教材內(nèi)容與開發(fā)的案例進(jìn)行有效的整合和拓展，最終為教學(xué)所用，提高教學(xué)效率。其次，教師要善于從日常生活及各種信息來源中提煉地理案例?？茖W(xué)而準(zhǔn)確地捕捉與提煉地理案例，需要地理教師具備較強(qiáng)的專業(yè)素養(yǎng)和對(duì)地理教材進(jìn)行深入研究。教師只有在完全理解教材意圖的基礎(chǔ)上才能有效整合案例并進(jìn)行二次開發(fā)，從而在教學(xué)設(shè)計(jì)時(shí)做到有的放矢，心中有數(shù)。這就需要地理教師加強(qiáng)對(duì)地理教材的研究和專業(yè)知識(shí)的學(xué)習(xí)。因此，地理教材案例的二次開發(fā)也是促進(jìn)教師專業(yè)成長的一種途徑，有利于地理教師的專業(yè)發(fā)展。

參考文獻(xiàn)：

[1] 地理課程標(biāo)準(zhǔn)研制組.普通高中地理課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）解讀[M].南京：江蘇教育出版社，2003：11.

第5篇：高二教案范文

1.注意通行安全。

（1）會(huì)走行橫道和人行道，過馬路時(shí)會(huì)看紅綠燈，會(huì)跟著大人走，過馬路時(shí)不瘋打、瘋跑，不獨(dú)自一人橫穿馬路。

（2）認(rèn)識(shí)一些簡單的交通安全標(biāo)志。

2.注意用電安全。

認(rèn)識(shí)電源插座，不用手或?qū)щ娢铮ㄈ玷F絲、釘子、別針等金屬制品）去接觸、探試電源插座內(nèi)部。

3.注意燃放煙花、爆竹安全。

不自己燃放煙花、爆竹，不用鞭炮玩打“火仗”的游戲，這樣很容易傷人，在大人燃放煙花、鞭炮是，站在距離其遠(yuǎn)些的安全地帶。

第6篇：高二教案范文

Module 1

1―5 BCBAA 6―10 BCABB 11―15 CBABC

16―20 CABCB 21―25 BDACD 26―30 DACCB

31―35 AABBD 36―40 CDDBD 41―45 ADBDC

46―50 DBCDA 51―55 BDCBB 56―60 ACDCB

61―65 ADBAD 66―70 BBBCB 71―75 DACBC

短文改錯(cuò)

Last summer, I went to work as a volunteer teacher in a small village, that is located in the south of our country. The children there

which

were all from poorer families, so they didn’t have nice clothes to wear

poor

or enough food∧eat. They had to do much housework as our parents

to their

had been gone to work in cities to make money. Although they live a

lived

hard life, they were eager to learn less about the outside world. When

more

asking about their dreams, they said they hoped they could return to

asked

their small villages after graduating from college. Thus, they can

village

make their hometown the more beautiful.

One possible version:

Dear Wang Lin,

I’m writing to discuss with you about how to make good friends.

Everybody needs friends, so how to make true friends is very important to anybody. In my opinion, to make friends, the most important thing is that you must be friendly to others. Smile at others and you are always sure to get a smile in return. Besides, never judge a person only by his appearance. What’s more, you should think more of others than of yourself. On the other hand, if you don’t agree with others on a certain matter, don’t argue but discuss with him.

Always remember, a true friend is the one that is coming in the door while everyone else is going out, as the saying goes, “A friend in need is a friend indeed”.

Yours sincerely,

Li Ping

聽力原文

Text 1

M: The lecture starts at 9:00.

W: Don’t rush. We still have fifteen minutes left.

Text 2

W: How do you find the dinner?

M: It’s quite delicious, but the pork is a bit well done.

Text 3

M: Your T-shirt is very beautiful. How much is it?

W: Well, it used to sell at $100, but I was offered 30% off.

Text 4

W: I’m free today.

M: Great! You’ve worked for 8 days. Why not take a ride in the country?

W: Good idea. We haven’t gone out for ages. Will we take the children?

Text 5

M: I’m looking forward to the match.

W: So am I. If only it hadn’t rained so much last night.

M: Well, it is sunny now anyway.

W: But the field is so wet. I’m worried the game won’t be very exciting.

Text 6

W: I think David should learn to play basketball.

M: Why? Can’t you see that he has never been interested in it? He doesn’t like doing sports.

W: Just because of that, he should take part in sports and do more exercise. It is good for his health. Don’t you think so?

M: Sorry, I can’t agree with you. I think David should learn what he is interested in. Maybe he is interested in painting.

W: Why not learn both basketball and painting?

M: Good idea! However, we must ask David for his opinion before signing him up for these programs.

W: All right.

Text 7

W: Bob! What’s wrong with you?

M: Sorry, Mum. I was up late last night. My friend had a party. I only slept four hours.

W: So what are you going to do this morning?

M: I have to meet my study group at the library. We have a big test next week.

W: A big test? Why didn’t you study last night instead of going to the party?

M: Oh, it’s OK. I studied a lot before the party.

W: Maybe that’s not a good idea. I read a report. It says that if you don’t get enough sleep after you study, you may forget 30% of what you’ve studied.

Text 8

M: Hi, Kate. Is it true that you’re moving to Beijing?

W: Yes, it is.

M: But why?

W: Oh, I think I’ll be able to find a better job there.

M: You’re probably right. But where are you going to live?

W: I hope I’ll find a flat to share with somebody. It will be cheaper that way.

M: Yes, that’s a good idea. Are you taking your cat with you?

W: No, I don’t think I will have the time to look after it. My parents have offered to take care of it.

M: But aren’t you afraid of feeling lonely?

W: Not really. I believe I will find many new friends there. What’s more, I’ll always come back to our village and see my parents.

M: Well, I just hope you’ll invite me to visit Beijing when you get settled.

W: Of course, I will.

Text 9

M: Hello! You’re Lily, aren’t you?

W: Oh, Johnny? Oh, my goodness! I haven’t seen you for ages!

M: Nice to see you! What have you been doing?

W: Well, I tried many things after I left university. I’m now working for an international trade company. So I’ve traveled a lot all over the world.

M: That’s great! You must really enjoy that.

W: Yes, it’s lovely. It’s quite tiring though, but...What about you, Johnny? What do you do?

M: I teach chemistry at a university.

W: Oh, that is interesting.

M: Yes. I’m happy doing what I do.

W: Good.

M: Anyway, it’s great to see you. We didn’t see you last summer at the class reunion.

W: Well, I was told about it, but I was in Japan at that time.

M: I have a class in fifteen minutes. Let’s meet tomorrow for a chat.

W: All right.

Text 10

Good afternoon, ladies and gentlemen. This is your captain speaking. First I’d like to welcome everyone on Rightwing Flight 86A. Thank you for choosing Rightwing Flight. The time is 1:30 pm and we are now leaving for London. Our flight time today is four hours and fifteen minutes. We are now flying at an average height of 33,000 feet and our speed is about 400 miles per hour. The present weather looks good. With the wind on our side we are expecting to land in London about fifteen minutes ahead of time. The weather in London is now clear and sunny, with a high of 25 degrees for this afternoon. If the weather stays fine, we should get a great view of the city as we land, but the report says there is a chance of rain in the late afternoon. The airhostesses will be coming around in about twenty minutes to offer you some food and drinks, and the in-flight movies will begin shortly after that. I’ll talk to you again before we arrive in London. Until then, sit back, relax and enjoy the rest of the flight. Thank you!

Module 2

1―5 CBBCA 6―10 ACBCB 11―15 CBCCA

16―20 CBCBC 21―25 CBBAC 26―30 BDCAC

31―35 DADAB 36―40 DABDC 41―45 ABDAC

46―50 CABCC 51―55 DBACA 56―60 BCDAD

61―65 CCADB 66―70 ACADC 71―75 CADBC

短文改錯(cuò)

Dear Ron,

I was very exciting to hear that you are coming to our school

excited

soon. Now let me to introduce our school to you. Our school is a famous school with∧long history. We have lots of experienced

a

teachers and excellent equipments. There are two teach buildings, one

equipment teaching

for seniors and the other for juniors. There is too one lab building and

also

one dorm building. Beside Chinese, maths, English, physics or

Besides and

chemistry, we still have some electives. The students can choose wherever they like to attend. We love our school. I am looked forward

whatever looking

to meeting you soon.

Yours,

Linda

One possible version:

Here I am going to share my favorite book with all of you in class. The book is My Life Story, which was created by an American writer―Helen Keller. My Life Story described her hard struggle to become an outstanding writer and educationist. In the book, she wrote that she had not been able to see, hear or speak since the age of one year and seven months. When she was seven years old, she knew Miss Sullivan, her good teacher. Then, Miss Sullivan helped her learn how to write words. Later, she wrote and published many famous works in her life.

The book shows us a universal truth: Nothing is difficult if you put your heart into it! This is why I like the book best.

聽力原文

Text 1

W: You can change planes in either Chicago or Denver.

M: You mean there’s no direct flight from New York to Phoenix?

Text 2

M: How much will it cost my son and me to go to Shanghai?

W: It’s 60 yuan for you and half that price for your son, as he is below one meter.

Text 3

M: This is the third time you’ve been late this week. You have to do better than that, or I might let you go.

W: It won’t happen again, sir.

Text 4

W: What do you do at weekends? Read or watch movies?

M: Well, these days I’m preparing for my graduation paper, but once I’m free, I’ll go to concerts.

W: Really? I often do that.

Text 5

W: Do you work out here every day?

M: No, just three days a week.

W: What machines do you use?

M: I usually start on the running machine for half an hour. Then I use the bicycle machine for twenty minutes before lifting weights.

Text 6

M: Hello!

W: Hello! This is Dr Smith’s office. Is Mrs Black there?

M: No, she is now at work. But I’m her son and can I take a message?

W: Yes. Please tell her that her appointment with Dr Smith has changed. The doctor can’t see her this Friday because he has to perform a big operation, so the appointment will have to be put off till three days later. Ask your mother to call our office.

M: What’s your number?

W: The number here is 665-4920.

M: I’ll tell my mother once she comes back from work.

Text 7

W: Come in, Tom. Take a seat.

M: Thank you, Rose. Oh, what a lovely room!

W: Thanks. I call it my second home. I’ve sent some photos of my room back to my parents in the USA. I’m proud of it.

M: I see. It’s nice that you enjoy your stay here.

W: Sure!

M: By the way, how do you find things in this city?

W: Everything is OK, except that it’s a bit hot and wet in summer. Another cup of tea?

M: No, thank you. The tea tastes really good.

W: It’s a gift from one of my Chinese friends. She’s also teaching me to cook Chinese food. And to tell you the truth, I can make some Chinese food now.

M: That’s great!

Text 8

W: Why not change your job, Jack?

M: But I like my job.

W: Look, planting trees is not a good job for a university graduate.

M: But there is plenty of fresh air here. It’s good for my health.

W: If I were you, I would become a doctor.

M: Doctor? Anything but that.

W: Come on! You really must think of the future.

M: Maybe I’ll be a lawyer in the future.

W: Maybe you should think seriously about that. It means a lot of study, and then working all kinds of hours.

M: Yes. But a lawyer is well paid. Once I have decided, I’ll go to study law.

Text 9

W: Congratulations on your wonderful performance, Mr White.

M: Thanks.

W: I read about you in the newspaper and decided to come and hear you play. You played so beautifully.

M: It’s very kind of you to say so. At present, I’m giving a lot of concerts. Fortunately, people want to come and hear me play, but I’m getting very tired of traveling.

W: Why do you have to work so hard?

M: I’m trying to earn as much money as possible.

W: Do you have any plan?

M: I’m planning to start a school.

W: What school?

M: I am considering one for disabled children. I think they have the right to receive music education like normal children.

W: That’s great. At the moment, there are few such music schools in our country.

M: Yes. That’s why I must work hard and earn a lot of money.

W: I think a lot of people will support you, and I’m sure your dream will come true.

Text 10

If you want to study in an American college, you should learn about the cost of studying there. The first thing to know is that prices are different from school to school. Generally, private colleges cost more than public ones. The average price for undergraduate study at a four-year public college is about 7,000 dollars a year. That is only for students from “in state”. Students from other states as well as foreign countries have to pay more than 18,000 dollars a year. International students often have to pay the highest prices. What’s more, they also have to pay about 12,000 dollars a year for food, housing, books and other supplies. A private college may charge about 26,000 dollars studying charges a year. Many students save money by starting their education at a two-year public college, also known as a community college.

W: Well, I didn’t sleep well. I quarreled with my son for a long time last night.

M: Why? I hear Jack came back the day before yesterday.

W: That’s right. But he said he wants to go to China for further education. As you know, I’ve been hoping he will come and work here for a few years and then take over the snack bar from me.

M: Yes. How long does he plan to stay in China?

W: Well, usually it takes about three years for a student to get a master’s degree. But Chinese medicine is difficult to learn for foreigners, and so it will take him four years.

M: That is a bit long. But he can come and see you during the vacation.

W: But he said he is going to get married next year. I’m afraid he will settle down in that country.

M: Then you can go and open a snack bar in China.

W: You must be joking.

Text 10

Our county was large. It had a population of about 90,000. The county produced most of its own clothes, farm tools, and household goods. But education there was in a very poor state. It was not until 1824 that the first school of our county was built. It was a one-room building and only one teacher worked in it. The number of students was fifteen, and they were of different ages from five to eighteen. It was just a typical example of schools of the early 19th century. In those days schools were known as Pay Schools because the teachers were paid not by the government, but by the families of the pupils. The teachers (mostly men) would stay in one area as long as the children’s parents could afford to pay them. The main subjects taught in the schools were spelling, reading, writing and math. But some teachers even taught Greek and Latin. Most of the schools were in very bad condition. Some of them had no windows or chimneys. A large hole in the roof let in light and let out smoke from the fire in the middle of the floor. The door was a narrow hole cut in the mud wall. Today there are more than 100 schools in our county and they are all well built. The first school built in 1824 has now been turned into a museum.

Module 1―3 綜合檢測題

1―5 BBCCC 6―10 BACBC 11―15 CBAAB

16―20 AACBC 21―25 CBDAB 26―30 DCCBA

31―35 BDDCB 36―40 CBCBD 41―45 DACBC

46―50 DBDBA 51―55 BCCDB 56―60 CDDAB

61―65 ACBCC

66. form 67. bent 68. trusting 69. scolded 70. tiny 71. favour 72. anyhow 73. doubt 74. punished 75. loss

76. A true friend will stay the same even when the situations change.

77. Be a good / true friend to people around you.

78. You should keep a balance between you and your friends.

79. How to get on with your neighbors.

80. Respect for their feelings, concern for their property, and a helping hand when it’s needed.

短文改錯(cuò)

We were having such a bad weather in London. Robert suggested spend the Christmas week in an Italy seaside town we had

spending Italian

visited the previous summer. We thought this idea over∧a day or two

for

and then made up our mind to go. When I asked my brother whether I

minds

could lend some money from him, he advised me not to go

borrow

somewhere at that time. But he finally agree to help me. And he gave

anywhere agreed

me some advices and information about our trip from London to Italy,

advice

or the type of clothes to take.

and

One possible version:

The Value of Time

A proverb says, “Time is money”. But in my opinion, time is even more valuable than money. When money is spent, we can earn it back. However, when time is gone, it will never return. Time is extremely valuable.

It is a pity that there are a lot of people who do not know the importance of time. They do not realize that wasting time is equal to wasting part of their valuable life.

As students, we should make full use of our time to do useful things. We must devote our time to our studies so as to serve the society and our nation in the future. Moreover, we should get into the good habit of saving time.

聽力原文

Text 1

W: Are you going swimming this afternoon, Jim?

M: I doubt it. The forecast says the weather will be bad.

W: Why don’t you go to the indoor swimming pool?

Text 2

W: Have you ever been to Australia?

M: I want to go there someday. So far I’ve been to Austria, Korea and America. How about you?

W: I hear it’s worth visiting, but I haven’t even had a chance.

Text 3

M: It’s hard to believe that Lisa has already handed in her homework.

W: Well, she copied Martin’s and only made a few changes.

M: No wonder she finished it so quickly this time.

Text 4

M: I wonder if I could borrow your bicycle.

W: You certainly could if I had one.

M: Well, in that case I will ask someone else for help.

Text 5

W: How I regret making so many mistakes in this exam!

M: It doesn’t make any sense to talk about that exam.

W: It’s true. It’s no use crying over spilt milk.

Text 6

W: Has Maria’s plane arrived?

M: I’m not sure, but I guess so.

W: I hope we haven’t missed her.

M: Grace, look! The passengers are coming from the plane, and there’s Maria.

W: Which one?

M: The tall one with fair hair.

W: The one with the suitcase?

M: No. The one with the backpack.

W: Oh, yes! That’s Maria.

M: Hello, Maria! How was the trip?

Text 7

M: What a lot of rubbish and waste! I just wonder how people can deal with these things every day.

W: Don’t worry. There are many ways of dealing with them. I hear that a big rubbish plant is being built near our town.

M: A rubbish plant? To produce rubbish or to deal with rubbish?

W: To deal with rubbish, of course.

M: How much rubbish can it deal with each day?

W: Maybe 3,000 tons. I’m not sure.

M: I hope the plant will not bring about other pollution.

W: I don’t think it will. I’m sure things will get better after the plant is built.

M: I hope so.

Text 8

M: I wonder if you could help me―I’m looking for a room.

W: I have got a spare room.

M: What price are you asking?

W: Eight pounds fifty a week, dinner not included.

M: How large is it?

W: 10 square metres, on the second floor.

M: Is it convenient to see the room?

W: Sure, but can you call back later? We’re right in the middle of lunch.

M: OK. I’ll call later. Thank you very much.

Text 9

W: Mr Smith, we are very happy to have you on our television program this evening.

M: I am very glad to be here.

W: I’ve got some questions for you. My first question is: what do you think of our morning newspaper? Would you say it’s giving us all the latest news?

M: Yes, I would say so. I think it is a good newspaper: interesting, objective and instructive as well.

W: What is your opinion of our television? Do you think all the programs are good?

M: No, I don’t. Some of the programs are interesting.

W: Please give me your opinion directly on our schools, Mr Smith. Do you believe our teachers are doing a good job?

M: I think your schools are fairly good, but there’s a great deal of room for improvement. The first problem that must be solved at once is that the amount of the students’ homework should be greatly reduced. So I believe the teachers are doing a hard and tiring job.

W: I am sure our television audience has enjoyed listening to your opinions. Thank you, and good night.

M: It’s my pleasure.

Text 10

Shopping for clothes is not the same experience for a man as it is for a woman. A man goes shopping because he needs something. His purpose is settled and decided before his action. He knows what he wants, and his aim is to find it and buy it; the price is a secondary consideration. All men simply walk into a shop and ask the assistant for what they want. The job can be finished in less than five minutes.

Now how does a woman go about buying clothes? In almost every respect she does so in the opposite way. Her shopping is not often based on her needs. She has never fully made up her mind what she wants, and she is only “having a look around”. The most important thing in her mind is the thought of finding something that everyone thinks suits her. It is a long and hard job, but obviously one to be enjoyed. Most dress shops provide chairs for the waiting husbands.

Module 4

1―5 CCABB 6―10 ABCBC 11―15 BACBA

16―20 BCBAB 21―25 CBABC 26―30 ADBCD

31―35 BCCBC 36―40 ACBDC 41―45 ABDAD

46―50 ABDBB 51―55 DACBA 56―60 CDCDC

61―65 BDADD 66―70 BDCBC 71―75 CDBAC

短文改錯(cuò)

Are you afraid of snake? If you are, you’re not lonely. But

snakes alone

farmers like them. That’s why they eat insects and mice which eat a

because

lot of crops. They protect crops indirect. Snakes are covering with

indirectly covered

hard and flat pieces, which feel dry and cool. Many snakes look like the things around them. Some snakes have brown bands, that look

which

like the leaves that had fallen to the ground where the snakes live. But

have

others do have a bright bands. They have bands∧black, red, yellow,

of

or white. When a snake grows, its skin comes off. Sometime you can

Sometimes

see it on the ground.

One possible version:

Dear David,

Thanks for your letter. You asked me something about the music in my life. Let me tell you briefly.

Well, I like many kinds of music, such as classical music, Chinese folk music, and American country music, but my favourite music is light music. Whenever I am in trouble, the soft melody will make me feel relaxed.

Modern popular music like hip-hop, rap, blues, and rock& roll isn’t my cup of tea. It is too loud and very difficult for me to understand! I can’t stand the strong beat, which nearly makes me mad!

In conclusion, music plays a very important part in my life. Just like meals and sleep, I can’t live without music.

Yours,

Wang Hua

聽力原文

Text 1

M: How about going on a picnic tomorrow, Helen?

W: Alright, but what’s a picnic without good weather?

Text 2

M: I’ve just brought your ladder back. Thanks for lending it to me. Where shall I leave it?

W: Please place it against the wall there and you can use it again any time you like.

Text 3

M: I haven’t seen you for ages. Where have you been?

W: In the hospital. The doctor gave me an operation. I left the hospital ahead of time and have to stay here in the library to make up the missed lessons.

Text 4

W: Why were you late again this morning? Our boss was very angry.

M: I had set the clock. But once the alarm stopped. I fell asleep again.

Text 5

W: How far away do you live from the university, Mr Smith?

M: It is about a l5-minute drive. But during the rush hour, it will take another 5 minutes.

Text 6

W: Hello, Mike. As you know, I haven’t seen most of our classmates for years. So I want to hold a party and invite them to it.

M: Where do you want to hold the party, Mary?

W: In Mr Clinton’s restaurant. It is near our school. It will be easy for all of us to find it.

M: That’s right. How many of our classmates will be present, do you know?

W: Well, I don’t know exactly. But I can give them a call. By the way, do you know how to get in touch with Betty and Frank?

M: Certainly. Betty’s number is 88465713 and Frank’s is 88465796.

W: OK.

Text 7

W: What terrible photos! Where did you take them?

M: Well, I’m a journalist and wherever there is a war I will go like a soldier and report the things there.

W: Where did you take this one, please?

M: It was taken near Baghdad, the capital of Iraq.

W: What was burning in the big fire? Was it oil?

M: Right. Somebody put a bomb near an oil tank and it set it on fire. The fire lasted for three days.

W: That was terrible.

M: And lots of people lost their lives in it and many buildings were destroyed.

W: By the way, aren’t you afraid of losing your life when you take these photos?

M: A little. But I must go and report what’s going on in a war and show people the great suffering a war brings about.

Text 8

M: Hello! You must be Professor White. I’m here to meet you representing my company.

W: Oh, great! Can I have your name?

M: You can call me James. I work in the Public Relations Department. How was your trip?

W: It was OK. Actually I am a little bit tired.

M: You’ll feel better after a good rest. Let me help you with your suitcase. Is that all?

W: Yes. Thank you very much.

M: Our driver is waiting for you outside. He’ll drive you to our hotel.

W: Good. May I know the schedule?

M: Sure. We’ll have a small dinner in honor of your arrival this evening, and tomorrow morning we’ll enjoy your lecture. Will that be fine?

W: That’s great! What time will the lecture begin, and how long should it last?

M: We hope the lecture can begin at 9:30 am if that’s OK with you.

Text 9

W: Don’t you think we should get a larger apartment?

M: What do you mean? This apartment is fine. It’s big enough for us.

W: It’s obvious that this apartment is too small. We don’t even have a dining room. We’ve lived here since we got married. It’s time we moved.

M: I’d rather stay here. I like this old place. Besides, we don’t need all those extra rooms.

W: Yes, we do. We need a larger apartment with an extra bedroom. Then it’ll be more comfortable for my mother when she visits us.

M: Your mother? Wait a minute. No, we just can’t afford it.

W: That’s not true! Of course we can afford a more expensive apartment. You got a raise last month and my salary certainly helps.

M: Well, if it means that much to you, I guess we can look at a few apartments.

W: Thanks, honey. You know we really need the extra room.

M: Okay, okay. You’re probably right.

Text 10

Last night I had a frightening experience. While I was having supper at the fast-food restaurant where I normally go when I’m in a hurry, the manager announced that everybody had to leave the building. The place was crowded and that made the situation dangerous, as everyone was determined to get out first. To make matters worse, an elderly woman, who must have weighed 300 pounds, had just come up to the entrance, which was also the only exit. Meanwhile, I remembered that I had left my purse in the chair next to my seat when the announcement was made. It was certainly not convenient to return and get it, but I had to do it. When I finally got outside, I saw that the police bomb team had arrived and the men were studying the area. They finally found out that it was all a false alarm and the crowd went away.

Module 5

1―5 ABBCA 6―10 CABCA 11―15 BCCBA

16―20 CCCAB 21―25 DAAAD 26―30 BBCDD

31―35 CDDCC 36―40 ABCDA 41―45 BADBC

46―50 ACADD 51―55 CCBAB 56―60 BADAB

61―65 DCBAD 66―70 CDCAD 71―75 BAADC

短文改錯(cuò)

Our school newspaper is looking at an editor for its English

for

edition. The job mainly include two parts. One is to choose suitable

includes

English articles from other newspaper, magazines or the Internet for

newspapers

us students. The other is to pick out articles from those written by the students in our school and edit them for useful. We hope that the

use

person could meet the following requirements: First, he is willing to

can

devote some of his spare time to serve others. Second, it’s necessary

serving

for him to be good at both English or fine arts. Beside, the ability to

and Besides

use the computer is not important. Those who are interested in the

job, please get∧touch with the Students’ Union this week.

in

One possible version:

After-class Activities

Nowadays, after-class activities are becoming more and more popular in high schools.

In our school, there are various kinds of activities, for example, arts and sports. We enjoy them very much. Playing football and reading stories are my favorites which do me lots of good. Besides building my body and enriching my knowledge, they also free me from the heavy work of study.

Here I have some suggestions. To students, you’d better choose the activities which interest you and suit you; to schools, they should organize more activities for students and leave students more time for activities by giving them less homework.

Dear friends, please take an active part in after-class activities, which will not only make your school life colorful, but also improve your learning.

聽力原文

Text 1

W: Something has gone wrong with the door. It won’t open.

M: Then we’ll have to drive to the garage.

Text 2

M: If you had asked Mr Johnson, you would know how to do it now.

W: But I couldn’t find him anywhere.

Text 3

W: Tom, if you don’t finish your homework, I won’t take you to Aunt Helen’s tomorrow.

M: But I can do my homework after we come back.

W: What if we come back very late? You want to stay up late again?

Text 4

M: When will the new term begin, Jenny?

W: September 1. Have you decided where to spend your summer vacation?

M: Yes. We’ll go to Hawaii. I have never been there.

W: Hawaii is a great place. I have been there three times.

Text 5

W: John, have you turned in your exercise book?

M: No, Miss Black. Yesterday evening my mother was ill and I had to take her to the hospital.

W: But your father came yesterday. He didn’t say anything about your mother’s illness.

M: I’m sorry.

Text 6

W: I will make some fried chicken and a few apple pies for supper, Jack.

M: OK. Please make a salad, too. Dad likes it very much.

W: All right. Do you want to have tomato egg soup?

M: Yes, Mom. But don’t make too much. Dad won’t have any if he drinks too much beer.

W: Right. I want to cook some beef.

M: That will be too much. Why do you want to cook so much, Mom?

W: Well, I’ll go to London on business tomorrow. Then you’ll have to cook meals by yourselves.

Text 7

W: That shirt looks very nice. How much is it?

M: 150 dollars, Madam.

W: Oh, why do you want so much for it? An ordinary silk shirt costs only about 50 dollars. So what is so special about this one?

M: It is made of Chinese silk. If you’re wearing a shirt made of real silk, you’ll feel very cool on a hot day.

W: Well, since it’s so good, I’ll buy one.

M: If you buy two, you can have them for 120 dollars each.

W: OK. I can give one to my mother.

Text 8

W: How long have you worked in your factory, Mr Hanks?

M: Ever since I graduated from university, Miss Green.

W: Can you tell me when it was started?

M: Certainly. It was started in 1982 by Harry Ford.

W: But I hear you did not produce cars at first.

M: Right. We produced motorbikes, and most of our products were sold to African countries.

W: They say the motorbikes were well received in those countries. But why have you stopped producing them?

M: Because cars can bring in more profit.

W: I see. Where do you sell your cars? Also in African countries?

M: Yes. And we also sell some of them in some developing Asian countries.

Text 9

M: Hi, Paula!

W: Hi, Bob! It’s so nice to see you again. When did you get back home?

M: Yesterday afternoon. What about you?

W: I came home the day before yesterday. How long is your summer vacation this time?

M: Six weeks. But I won’t stay home all the time. I will go back to our university to learn Taiji. Will you stay at home the whole vacation?

W: Yes. I’m going to write my novel. By the way, who will you learn Taiji from?

M: A Chinese professor in our university. He teaches Chinese medicine there, and he’s very famous for curing many kinds of cancers. What is your novel about?

W: It’s about the early life of people in our village.

M: I’m sure it will be popular with the people here.

W: Thanks. By the way, our maths teacher is now ill in hospital. Shall we go and see him?

M: OK. Let’s go.

Text 10

When students first meet their host family, they will feel nervous. They will ask themselves a lot of questions such as “Are we going to be able to communicate? Have they got a sense of humor? Will we feel comfortable in their country?” Having hosted students myself, I know that host families also feel nervous, and ask themselves the same questions. Staying in a family can teach you something completely new―even if it is for a short period. The learning that comes from interacting with families of the culture that you’re visiting can be much greater than the learning that is got from staying in just hotels or renting an apartment.

Traveling to new cultures and interacting with strangers teaches you as much about yourself as it does about other people. Dealing with new situations can show you that you are able to achieve, or succeed in, so much more than you had thought. Learning about different cultures can teach you things about your own culture―things you had not realized before.

Doing volunteer work can also bring you into contact with volunteers from other countries and cultures. When you do volunteer work, do not only look for the differences―try to seek the common things that bring you closer together. Do not expect to learn just about others―you should also try to learn about yourself!

Module 6

1―5 BCBBA 6―10 CBBCC 11―15 CACAB

16―20 ACBAC 21―25 BACCA 26―30 BBDDA

31―35 ADCBB 36―40 CBACD 41―45 ACDBA

46―50 CDACD 51―55 DABAB 56―60 BDACB

61―65 DCACA 66―70 ADBBC 71―75 DCBAC

短文改錯(cuò)

Keep a good habit is very important. But I am a little lazy. Lazy

Keeping

people usually felt it is hard to keep a good habit. A week ago, I went

feel

to play the basketball with some of my classmates. It was already

about ten o’clock when I got home. I was tired and went straight to bed instead∧taking a bath first. The next morning, we went to take a

of I

bath and then went to school. However, it was cold that morning so I

and

didn’t dry my hairs. I got a cold. I felt terribly the whole day and I

hair terrible

started to regret what I had done. If I had taken a bath immediate as I

immediately

got home, I wouldn’t have got a cold. See, a good habit are really

is

important.

One possible version:

As more and more people use the Internet to chat or communicate, a new thing called Net Language comes into being.

I prefer to use Net Language. First, Net Language is simple and convenient. I can express my feelings and opinions directly and easily. Second, Net Language can make people’s communication interesting. For example, 3Q means “thank you”, and OIC means “Oh, I see”. These expressions are not only interesting but also easy to remember.

On the other hand we should view Net Language critically. Some of the useful Net Language may stay alive. After all, Net Language is not regular, which can only be used in certain areas. We should use normal language in our daily life especially in public places and the media. We students shouldn’t use Net Language as written language in our compositions.

聽力原文

Text 1

M: When will Eric leave for Chicago?

W: He has already gone. Last Friday, when I called at his home, his brother told me he had left for there on Tuesday.

Text 2

M: Madam, the sweater sells for 95 dollars and the tie for 50 dollars.

W: OK. I’ll take both the sweater and the tie.

Text 3

W: I heard that Sue had become the manager.

M: Really? She is so young, and has only worked here for no more than half a year.

W: Yes, but she is really very hard-working and outstanding.

Text 4

W: Excuse me. Could you tell me when and where the Oxford train leaves?

M: It leaves at 9:10 from Platform No. 16.

W: How long does the journey take?

M: About two hours and forty minutes.

Text 5

M: Could you tell me where I can get my MP4 player repaired?

W: Yes, I know a place on Fifth Street.

M: How far is it?

W: About three blocks. Keep on walking and you’ll see a bank. The small shop next to it is the store.

Text 6

M: Susan, I hear you will travel to Canada. When are you going to leave?

W: In just about two weeks. But there are still a few things to be dealt with.

M: Like what?

W: Renewing my passport, going to the travel agency to buy my plane ticket, and considering what to do with my flat while I am away.

M: Won’t you leave it to Jessie?

W: No! She’s going on the trip with me. But maybe Linda can help me.

Text 7

W: Roy, is there any news about your job?

M: Yes, I was told to take an interview in Washington D. C. next Tuesday.

W: Great. Do you think you can get the job?

M: Probably. They seemed in great need of people like me. I do think they will offer me the job.

W: So you are going to Washington D. C. right?

M: It depends. They may offer me the job, but I won’t take it unless they pay for a return ticket. It’s not easy to be a good architect. In addition, supporting a family with two boys and a girl is not a piece of cake. So I need a good salary.

Text 8

W: Who is the girl talking with your daughter in the garden?

M: My niece. She came here last Friday morning.

W: Is she still a student?

M: Yes, she is studying at Harvard. She is our family’s pride. She does very well in her subjects, such as physics and biology. Last year she got national awards in physics and later in engineering.

W: Wow, that’s something!

M: Yeah.

W: How long will she stay here?

M: Uh … It’s hard to say. She is very busy.

W: But it is the summer holiday now.

M: Yes, but she has found a part-time job and will start next week. So perhaps she won’t leave until this Saturday evening.

Text 9

W: Good morning, Mr Gibbon. I’m from the local newspaper. I wonder if you could tell me something about your hobby of coin collecting.

M: OK, what do you want to know?

W: Well, how old were you when you started to collect coins?

M: Let me see. I started when I was at secondary school... So about eleven years old.

W: Eleven? Wow, that means you have kept this hobby for more than 20 years!

M: Yes, I’m 36 years old this year.

W: How did you start to collect coins?

M: My father used to collect coins, and I was interested in his collection. He gave me my first coins. They were British ones.

W: How many coins have you collected?

M: Roughly about 10,000.

W: That’s a lot! How much do you think they are worth?

M: At least￡450,000, I guess.

W: Hmm! And which is the oldest coin in your collection?

M: Well, a coin made in 395 BC in Scotland.

Text 10

As we all know, Indians were the first people living in North America. After the European people settled down in North America, Indians were forced to move to the center and the west to live. But over the past century, Indians of many different tribes have moved to Washington D. C. With them they brought their own traditions and festivals, and gradually built up their own community. They always looked for companionship with other people of similar history and interests.

In 1966, Indians living in the Washington area decided to found a group that would fill the need for a central organization representing as many tribes as possible. They formally organized the American Indian Society of Washington D. C. (AIS) in August 1966. It is a non-profit organization. The young group of less than 20 original members has grown to nearly 300 members from over 50 different tribal groups ranging from Maine to California and from Alaska to Florida. Some of these memberships are family memberships, so the actual number of people that are members is much larger. In this organization, business meetings are held monthly, and a monthly newspaper keeps everyone up-to-date on the Society’s activities.

Module 1―6 綜合檢測題

1―5 BBCCA 6―10 BACCA 11―15 ABBCA

16―20 CAABC 21―25 DACDC 26―30 BCDCA

31―35 ACABA 36―40 DBCCA 41―45 BDBBA

46―50 DAACC 51―55 DBDAC 56―60 CDDDB

61―65 CACAB

66. confidently 67. adjustment 68. incredible 69. reproduced 70. condemn 71. memorable 72. combines 73. consequence 74. amount 75. collections

76. Pubs in the UK

77. If you don’t buy a drink for everyone in your group, you are socially wrong.

78. A pint of bitter, please / A half of lager, please

79. I prefer soft drinks if I’m in a pub because soft drinks will do good to my health. (possible answer)

80. In pubs, they mix to talk, do business, or just spend a couple of quiet hours before heading home in the evening.

短文改錯(cuò)

Dear Tom,

I was glad to hear from you but I would like to tell you anything

and something

about health. Yesterday we had an activity about health problems and a famous nutrition expert∧invited to give us a lecture. The expert

was

spoke of some terrible illnesses as well as their reason. By show us

reasons showing

some pictures, he explained the serious diseases caused by eating too much food with lots of fat, oil, and sugar. They learned more about

We

the dangers of junk food through an activity. After the lecture, we had

the

a heat discussion. We decided to say goodbye to junk food and took

heated take

more exercise to make our bodies much more stronger than ever. I

hope you can tell me more about your story.

Best wishes,

Zhang Lei

One possible version:

Music or Noise

Recently, many old people did morning exercises to music at about 5 o’clock in the morning, which dissatisfied young people. They complained that the noise had disturbed their sleep.

As we all know, music plays an important role in our lives. Music can produce a lively and happy atmosphere. Listening to light music also makes us feel happy and comfortable.

However, as the saying goes, every coin has two sides. Music at wrong places or time may be noise to others, especially with your loud music. If your music becomes others’ noise, it can destroy your relationship with your neighbors. Whatever we do, we should think about other people’s feelings.

聽力原文

Text 1

M: I’m planning to go to New Mexico.

W: Why not take the train? You’ll see more scenery than from a plane.

Text 2

W: What kind of dress are you looking for?

M: Since it’s getting warmer this time of the year, I want something lightweight for my wife. What do you think would be the best?

Text 3

W: I’d like a room for myself and my husband.

M: For how many nights?

W: We’ll stay three nights.

M: Two people for three nights, fine. I’ll give you Room 302.

Text 4

W: Can we get the computer before Friday?

M: It depends. If it is less than 10 kilometers, we can send it over on Thursday.

W: But my office is just at the corner of the street.

M: OK. I am sure you can get it in half an hour then.

Text 5

M: Oh, no, I haven’t got my camera.

W: But you used it just now to take a photograph at the tower.

M: Oh, I remembered. I put it on the stairs while I put on my coat.

W: OK, let’s get it back quickly. It might still be there.

Text 6

W: What do you usually do on Saturday?

M: Well, I usually visit my aunt. She lives alone and hasn’t many friends.

W: Do you visit her every Saturday?

M: I try to. She is quite old and can’t walk very far so I often do some shopping for her.

W: Does she live near the shops?

M: Yes, but she finds it difficult to carry heavy things because of her poor health. There is something wrong with her left leg.

W: Did she have an accident?

M: Oh, no. I think it’s just because she is old.

Text 7

W: Hello, I’d like to speak to Mr Rick Stone.

M: This is Rick speaking.

W: Oh, this is Jane Black. My living room window was broken this afternoon. Can you repair it?

M: Sure, I will come over tomorrow afternoon. Is that OK?

W: Could you come now?

M: OK, I’ll come over and take a look in a little while.

W: You charge about $100, don’t you?

M: Usually, if it’s a small window. Say, didn’t I repair a window for you a few weeks ago?

W: Yes, you did.

M: Oh, your children have broken the window again? Were they playing ball in the house?

W: Well, no. I told them not to do that again. This time I broke it. I was practicing volleyball.

Text 8

M: Hello, Han Mei. I hear you’re going to the United States.

W: Yes, I’m going with my grandma. We’re going to see my parents in New Jersey.

M: When are you leaving then?

W: This Friday evening.

M: How long will you stay there?

W: Six months.

M: Six months! Are you going to travel to many places?

W: Of course. I want to see as many places as I can. Now you’ve been there twice. Can you tell me how I can travel there?

M: Most people travel by car. The roads are very good.

W: But I don’t have a car and I can’t drive. Is there any other way to travel?

M: You can travel by bus. It’s very cheap.

W: Can’t I travel by train?

M: Yes, you can. But the train is too expensive in the States.

W: Oh, I see. Thank you.

Text 9

W: I hear you’ve given up sailing.

M: Not completely. I still go every now and then, but I’m much more interested in surfing nowadays. It’s more of a challenge, but I still go out in a boat occasionally.

W: When did you begin to show interest in surfing?

M: It was last summer. My friend invited me to go with him. He is an expert in surfing. At first I just watched. But he kept encouraging me to have a try. So I did it. I felt it was fantastic. Always up and down with the waves, and it was just one race after another between the surf rider and the waves. I like the sport because it can always keep me in high spirits.

W: Do you like any other sport? Like football?

M: I have no interest in ball games or any other sports. But I like all water sports. Besides sailing and surfing, in the future, I may try water skiing, windsurfing or something else.

Text 10

How many of you drink coca-cola? Nearly everybody. Did you know that cola started out not as a soft drink, but as a cure for headache back in the late eighteen hundreds?

第7篇：高二教案范文

【關(guān) 鍵 詞】生命關(guān)懷；兒童；教學(xué)；安全感

中圖分類號(hào)：G42 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：1005-5843（2012）02-0016-03

隨著社會(huì)的發(fā)展和教育的變革，人們越來越關(guān)注學(xué)生的個(gè)性發(fā)展和生命需要。但由于種種原因，小學(xué)生普遍存在著焦慮、逆反、孤獨(dú)的心理，他們?nèi)狈W(xué)習(xí)安全感，不能正常生活和學(xué)習(xí)，這種現(xiàn)象不利于他們學(xué)習(xí)效率的提高和健全人格的形成。

一、課堂教學(xué)過程中兒童安全感存在的問題

“安全感”作為一個(gè)心理學(xué)概念，最早見于弗洛伊德的精神分析研究。安全感是對(duì)可能出現(xiàn)的對(duì)身體或心理的危險(xiǎn)或風(fēng)險(xiǎn)的預(yù)感，以及個(gè)體在應(yīng)對(duì)處置時(shí)的有力或無力感，主要表現(xiàn)為確定感和可控制感。[1]安全感對(duì)于人非常重要，對(duì)于心智還沒有成熟的小學(xué)生更是如此。可是在現(xiàn)代教育教學(xué)過程中，有些教師忽視了學(xué)生的安全感，致使有些學(xué)生在課堂上缺乏安全感，導(dǎo)致了學(xué)生心理發(fā)展的不穩(wěn)定，甚至是學(xué)生生命的異化。具體來說，兒童缺乏安全感的表現(xiàn)有：

（一）焦慮

最近的一次對(duì)江西省贛西、贛南、贛中等地區(qū)12所城鄉(xiāng)小學(xué)的1267名學(xué)生的心理健康狀況調(diào)查中顯示：有45.22%的小學(xué)生有不同程度的心理焦慮異常表現(xiàn)，這些學(xué)生在學(xué)習(xí)焦慮方面尤為突出。[2]也有很多調(diào)查研究顯示：不少小學(xué)生因緊張而不能集中注意力于當(dāng)前的學(xué)習(xí)內(nèi)容，心理常處于緊張狀態(tài)，導(dǎo)致學(xué)習(xí)成績差。對(duì)于有些學(xué)生，學(xué)習(xí)對(duì)他們來說是一種沉重的心理負(fù)擔(dān)。有的學(xué)生因?yàn)榭荚嚊]有取得好成績而害怕被輕視、笑話或懷疑，自己的心里產(chǎn)生冷落和焦慮意識(shí)，他們對(duì)考試或某些課程的學(xué)習(xí)存在比較嚴(yán)重的恐懼心理，有明顯的厭學(xué)情緒和行為。

（二）逆反

國外研究表明，兒童情緒調(diào)節(jié)能力對(duì)其學(xué)業(yè)成績有顯著相關(guān)，其貢獻(xiàn)率高于其它認(rèn)知變量。一些小學(xué)生上課時(shí)逆反心理特別強(qiáng)。所謂逆反心理，是指人們在一定因素作用下，對(duì)某類事物產(chǎn)生厭惡、反感，并由此導(dǎo)致與該事物發(fā)展常理背道而馳的行為的一種心理狀態(tài)。逆反心理嚴(yán)重影響了學(xué)生的健康發(fā)展，妨礙了學(xué)生學(xué)習(xí)活動(dòng)的正常進(jìn)行。2009~2011年，徐州對(duì)沛縣鹿樓鎮(zhèn)曹文小學(xué)的一次調(diào)查結(jié)果中顯示：有將近30%的學(xué)生存在著較嚴(yán)重的逆反心理。當(dāng)今很多小學(xué)生存在著不同程度的逆反心理傾向，他們表現(xiàn)出與教師要求相反的對(duì)立情緒和行為意向，上課想方設(shè)法與老師唱反調(diào)，對(duì)老師的話和要求總是加以拒絕和對(duì)抗，他們厭惡學(xué)習(xí)，不專心聽講，干擾老師講課，故意搗亂，欺負(fù)其他同學(xué)。

（三）孤獨(dú)

還有一種學(xué)生最容易被老師忽視，即“孤獨(dú)的學(xué)生”。有很多調(diào)查研究中顯示孤獨(dú)的學(xué)生雖然所占比例很少，但我們也應(yīng)該引起重視，這種學(xué)生往往害怕與老師的目光接觸，他們在課堂上不破壞紀(jì)律，不和老師作對(duì)，對(duì)學(xué)習(xí)喪失信心，缺乏主動(dòng)學(xué)習(xí)的習(xí)慣，抱著消極的態(tài)度聽課。他們不愿意和別人交流自己的真實(shí)感受，也不善于合理宣泄自己的不良情緒，更容易產(chǎn)生抑郁、悲觀等消極情緒體驗(yàn)，這種孩子的臉上寫著冷漠和失落，課堂對(duì)于他們是不安全的。

二、課堂教學(xué)過程中兒童安全感缺乏的原因剖析

教學(xué)過程中缺乏安全感原因很多，有外在的原因，如環(huán)境的壓力、教師的態(tài)度、學(xué)業(yè)負(fù)擔(dān)過重等；也有內(nèi)在的原因，如學(xué)生的心理和生理發(fā)展。由于學(xué)生受這些因素的影響，從而產(chǎn)生課堂的不安全感。

（一）環(huán)境的壓力

環(huán)境對(duì)一個(gè)人的影響至關(guān)重要，對(duì)于學(xué)生而言，環(huán)境包括家庭環(huán)境和社會(huì)環(huán)境。由于小學(xué)生長時(shí)間在學(xué)校，我們在這里所說的環(huán)境主要是學(xué)校環(huán)境。現(xiàn)代學(xué)校被喻為“監(jiān)獄”，雖然說有些偏激，但是在學(xué)校整個(gè)教學(xué)安排、教材以及教學(xué)進(jìn)度都是統(tǒng)一的，這在使學(xué)生有“軌”可尋之時(shí)，也使他們失去了個(gè)性化“選擇”的自由，他們會(huì)由于達(dá)不到要求而感到無所適從，從而產(chǎn)生無助感、不安全感。

學(xué)校的課堂管理是嚴(yán)格的，鮮活的生命被異化在一個(gè)安靜的環(huán)境和井井有條的秩序中。有的學(xué)校在教室和校園中安置監(jiān)控系統(tǒng)，不時(shí)對(duì)學(xué)生和教師進(jìn)行“抽查”，很多學(xué)生因害怕被監(jiān)控到而變得“規(guī)規(guī)矩矩”，不敢發(fā)揮自己的個(gè)性氣質(zhì)。[3]同時(shí)，不少學(xué)校將學(xué)生的分?jǐn)?shù)看作高于一切，成績不好的學(xué)生不被重視，學(xué)生長時(shí)間在這種壓抑的環(huán)境下，難免產(chǎn)生緊張焦慮的心理，不安全感油然而生。

（二）教師的態(tài)度

教師在課堂上的態(tài)度對(duì)學(xué)生安全感的形成也會(huì)產(chǎn)生重要的影響。在我國，特別是小學(xué)，老師往往“高高在上”，很少與學(xué)生進(jìn)行交流溝通，長此以往，學(xué)生與老師便會(huì)產(chǎn)生“陌生”感和“距離”感。還有一些教師在課堂上對(duì)學(xué)生實(shí)施體罰或變相的心理體罰，對(duì)學(xué)生的某些個(gè)性、創(chuàng)新的行為實(shí)施以冷漠或者壓制的行為，導(dǎo)致學(xué)生的心理壓力無形之中增大。同時(shí)，由于學(xué)校重視分?jǐn)?shù)，尖子生備受老師們的關(guān)注，會(huì)經(jīng)常得到老師的關(guān)心，而其他同學(xué)很少得到老師的關(guān)注，這種不公正的待遇會(huì)使其他同學(xué)產(chǎn)生壓迫感，引起心理上的焦慮、恐慌，進(jìn)而失去安全感。也有的同學(xué)心理承受能力差，由于總是受到冷落，沒有地位，缺乏安全感、成就感，得不到老師關(guān)注，他們?yōu)榱艘鹄蠋煹淖⒁舛室庾鲂?dòng)作破壞課堂氣氛，從而產(chǎn)生逆反心理。

（三）過重的學(xué)業(yè)負(fù)擔(dān)

童年應(yīng)該是幸福的，尤其是在今天這樣物質(zhì)豐富、科技發(fā)達(dá)的時(shí)代，童年更應(yīng)該是多姿多彩、無憂無慮的。但是，現(xiàn)在沉重的學(xué)業(yè)負(fù)擔(dān)剝奪了學(xué)生自由活動(dòng)的時(shí)間。現(xiàn)在小學(xué)生放學(xué)沒有玩耍的時(shí)間，作業(yè)占據(jù)了整個(gè)活動(dòng)時(shí)間，有些家長反映學(xué)生由于寫作業(yè)而得不到正常的睡眠，有的學(xué)生因害怕完不成作業(yè)而受老師批評(píng)。學(xué)業(yè)負(fù)擔(dān)過重還表現(xiàn)在考試繁多。小學(xué)生課課有測驗(yàn)，單元有考試，而且有的老師喜歡當(dāng)眾公布學(xué)習(xí)成績，排名次，學(xué)生由此而懼怕考試，擔(dān)心成績不好受老師和家長的批評(píng)，經(jīng)常處于焦慮之中。

（四）學(xué)生的自身發(fā)展

根據(jù)皮亞杰兒童思維發(fā)展階段的經(jīng)典理論，小學(xué)生處于具體運(yùn)算思維向形式運(yùn)算思維發(fā)展的階段，其中小學(xué)低年級(jí)兒童主要以具體形象思維為主，中年級(jí)開始由具體形象思維向抽象邏輯思維過渡。在學(xué)習(xí)過程中，老師對(duì)很多知識(shí)點(diǎn)都需要多角度講解和練習(xí)才能夠接受，由于班級(jí)授課不可能完全滿足其需要，再加之有的學(xué)生性格內(nèi)向、孤僻，有的自我意識(shí)存在問題，因此他們在課堂中難免遭受挫折。屢經(jīng)挫折，學(xué)生就會(huì)對(duì)自己的學(xué)習(xí)能力產(chǎn)生懷疑，導(dǎo)致學(xué)習(xí)焦慮緊張等不安情緒，從而產(chǎn)生不安全感。另外，身體上的原因也會(huì)造成學(xué)生在課堂產(chǎn)生不安全感。有些孩子的身體發(fā)育要比同齡的孩子遲緩，智力發(fā)育也較緩慢，因此當(dāng)自己達(dá)不到老師要求的時(shí)候，也擔(dān)心會(huì)被同學(xué)嘲笑，產(chǎn)生自卑感，久而久之會(huì)產(chǎn)生不安全感。

三、提高兒童安全感的策略：基于生命關(guān)懷的視角

教育的生命關(guān)懷要求我們在教育教學(xué)過程中應(yīng)當(dāng)對(duì)學(xué)生的自然生命和精神生命予以關(guān)切，使學(xué)生在充滿生命關(guān)懷的環(huán)境中健康快樂的成長。加拿大教育學(xué)家馬克斯?范梅南說：“不關(guān)心的學(xué)校會(huì)培養(yǎng)出不關(guān)心他人的學(xué)生，而充滿關(guān)懷的學(xué)校則能讓學(xué)生的生活發(fā)生變化?！盵4]

（一）創(chuàng)設(shè)充滿生命關(guān)懷的環(huán)境

心理學(xué)研究表明，個(gè)體只有在輕松愉快的氣氛中無拘無束的學(xué)習(xí)，才能更好地發(fā)揮積極主動(dòng)性。美國心理學(xué)家羅杰斯認(rèn)為，成功的教學(xué)依賴于一種真誠的理解和信任的師生關(guān)系，依賴于一種和諧安全的課堂氣氛。學(xué)生在課堂學(xué)習(xí)中有足夠的安全感，其主體性才能順利發(fā)展，從而使他們有勇氣面對(duì)學(xué)習(xí)中的挑戰(zhàn)，因而創(chuàng)設(shè)一個(gè)充滿生命關(guān)懷的課堂環(huán)境至關(guān)重要。

環(huán)境心理學(xué)認(rèn)為：教室光線、色彩、地面軟硬度、擺設(shè)和各種裝飾等都對(duì)學(xué)生的學(xué)習(xí)效率有一定的影響。那么，為了提高學(xué)生的學(xué)習(xí)效率、激發(fā)教師的上課熱情，也從尊重學(xué)生這一層面講，學(xué)校應(yīng)該盡量為學(xué)生提供一個(gè)適宜學(xué)習(xí)的物理環(huán)境，從而構(gòu)建出生動(dòng)活潑、師生良性互動(dòng)的課堂教學(xué)氛圍。另外，課堂的氣氛也至關(guān)重要，因此在教育教學(xué)中，教師要?jiǎng)?chuàng)設(shè)情境，利用愉悅的氣氛來激發(fā)學(xué)生探索新知識(shí)的興趣，從而促進(jìn)其學(xué)習(xí)效率的提高。

（二）創(chuàng)立充滿生命關(guān)懷的師生關(guān)系

作為教師，在課堂上要把學(xué)生當(dāng)作一個(gè)完整的生命，要關(guān)心、接納、尊重、信任學(xué)生，不要隨意對(duì)學(xué)生進(jìn)行體罰。教師要經(jīng)常給予學(xué)生鼓勵(lì)，讓其體會(huì)到成功的喜悅，增強(qiáng)學(xué)生的“自我”意識(shí)，積極發(fā)現(xiàn)學(xué)生的優(yōu)點(diǎn)并給予肯定。只有教師對(duì)學(xué)生給予生命的關(guān)懷，學(xué)生才會(huì)與老師關(guān)系融洽，把老師當(dāng)作是良師益友，獲得充足的安全感，才能夠?qū)蠋熕v的內(nèi)容充滿興趣，并且能夠積極主動(dòng)的學(xué)習(xí)。在課堂上老師不但要尊重、信任、理解學(xué)生，還要積極引導(dǎo)兒童接納生活、品味生活，感知生命的復(fù)雜性、偶然性和神秘性，培養(yǎng)兒童對(duì)于生命的莊嚴(yán)感、神秘感與敬畏感，使其正確認(rèn)識(shí)自己，正確認(rèn)識(shí)生命，也要教導(dǎo)學(xué)生遠(yuǎn)離危險(xiǎn)的事物，珍愛自己的生命。

（三）實(shí)施充滿生命關(guān)懷的教學(xué)

課堂教學(xué)新課改雖然要求課程內(nèi)容改變以往的 “難、繁、偏、舊”和過于注重書本知識(shí)的現(xiàn)狀，關(guān)注學(xué)生的興趣和體驗(yàn)。但是，很多老師在教學(xué)過程中還是只注重書本知識(shí)，強(qiáng)調(diào)知識(shí)的邏輯體系，與學(xué)生的生活世界相去甚遠(yuǎn)。教師雖然不能改變所教授課程的內(nèi)容，但是教師在教學(xué)過程中，應(yīng)該采取直觀、生動(dòng)形象的教學(xué)手段。要符合中小學(xué)生的心理特征和認(rèn)知規(guī)律，不僅僅要把預(yù)定的課程方案落在實(shí)處，更重要的是從學(xué)生的整體出發(fā)，綜合考慮學(xué)生多方面的發(fā)展需要，創(chuàng)造性地開發(fā)課程資源，注重課程內(nèi)容，根據(jù)學(xué)生的認(rèn)知水平和思維發(fā)展來進(jìn)行教學(xué)，給學(xué)生以生命關(guān)懷。教師通過各種活動(dòng)創(chuàng)造性地實(shí)施教學(xué)，不僅使學(xué)生能夠形成合理的知識(shí)結(jié)構(gòu)，也能夠提高學(xué)生的學(xué)習(xí)興趣和減輕學(xué)生的課業(yè)負(fù)擔(dān)，使沉重的課業(yè)負(fù)擔(dān)在教師的精心設(shè)計(jì)下易懂易學(xué)，能夠促進(jìn)學(xué)生對(duì)自己以及生命的認(rèn)識(shí)，提高學(xué)生的生命體驗(yàn)，進(jìn)而增加學(xué)生的安全感。

（四）構(gòu)建充滿生命關(guān)懷的評(píng)價(jià)

傳統(tǒng)的課堂教學(xué)評(píng)價(jià)片面重視分?jǐn)?shù)的高低，在一定程度上壓抑、阻礙了學(xué)生的發(fā)展，影響了教學(xué)效果，降低了學(xué)生的安全感，忽視了學(xué)生作為完整的人所應(yīng)有的情感、道德、審美、信仰、意志等方面的發(fā)展。殊不知，學(xué)生除了智力的發(fā)展成長外，還包括情感、意志等方面的發(fā)展。在進(jìn)行評(píng)價(jià)時(shí)，要注意評(píng)價(jià)的全面性。所以，充滿生命關(guān)懷的教學(xué)評(píng)價(jià)顯得尤為重要。

充滿生命關(guān)懷的教學(xué)評(píng)價(jià)就是要把學(xué)生當(dāng)作有血有肉、有情感、有尊嚴(yán)的生命個(gè)體。在教學(xué)評(píng)價(jià)中，教師不要只看重學(xué)生的成績，應(yīng)充分關(guān)注學(xué)生的興趣愛好和個(gè)體差異，這樣教學(xué)評(píng)價(jià)才能實(shí)現(xiàn)對(duì)個(gè)性生命的認(rèn)可與尊重，學(xué)生也才能在輕松愉快的心境中掌握知識(shí)，培養(yǎng)高尚的人格。教師應(yīng)合理利用激勵(lì)評(píng)價(jià)機(jī)制，鼓勵(lì)學(xué)生大膽地去追求自我、實(shí)現(xiàn)自我，最終體現(xiàn)自己的生命價(jià)值。

參考文獻(xiàn)：

[1]安莉娟.安全感研究述評(píng)[J].中國行為醫(yī)學(xué)科學(xué),2003,(6).

[2]李玲.城鄉(xiāng)小學(xué)生心理焦慮異常的成因分析及對(duì)策[J].職業(yè)時(shí)空,2010,(2).

第8篇：高二教案范文

在講解《牛頓第二定律》這一課中，從理論知識(shí)方面來說，首先要求學(xué)生能夠掌握牛頓第二定律的概念，通過控制變量法來研究加速度、質(zhì)量和力三者之間的關(guān)系，并學(xué)會(huì)用圖像來進(jìn)行數(shù)據(jù)分析和處理。除此之外，還要了解力學(xué)中基本的國際單位以及導(dǎo)出單位。

從實(shí)踐過程方面來說，采用實(shí)驗(yàn)教學(xué)法，讓學(xué)生仔細(xì)觀察實(shí)驗(yàn)過程，動(dòng)手進(jìn)行測量，根據(jù)實(shí)驗(yàn)結(jié)果來歸納物體加速度、質(zhì)量與外力之間的關(guān)系，然后由教師引導(dǎo)學(xué)生更深入地理解牛頓第二定律，以發(fā)散學(xué)生的思維能力，鍛煉學(xué)生的邏輯推理能力，培養(yǎng)學(xué)生的動(dòng)手實(shí)踐能力，從而發(fā)現(xiàn)物理規(guī)律。

從情感態(tài)度和價(jià)值觀方面來說，要培養(yǎng)學(xué)生的合作能力，使學(xué)生自主投入到教學(xué)過程中，培養(yǎng)學(xué)生實(shí)事求是、追尋真理的精神。

二、教材分析

牛頓第二定律是高中物理課程中的重點(diǎn)教學(xué)內(nèi)容，是整個(gè)動(dòng)力學(xué)的核心規(guī)律，而經(jīng)典力學(xué)的學(xué)習(xí)也要以動(dòng)力學(xué)為基礎(chǔ)，因而牛頓第二定律的教學(xué)具有重要的意義。而且牛頓第二定律的學(xué)習(xí)可為學(xué)生日后對(duì)熱學(xué)和電學(xué)等內(nèi)容的學(xué)習(xí)奠定基礎(chǔ)。

三、教法建議

可采用實(shí)驗(yàn)法、歸納法等方法實(shí)施教學(xué)，通過多媒體技術(shù)制作課件和表格來幫助學(xué)生理解牛頓第二定律的知識(shí)點(diǎn)。

四、教學(xué)重點(diǎn)

《牛頓第二定律》的教學(xué)重點(diǎn)在于如何通過實(shí)驗(yàn)來得出相應(yīng)的結(jié)論，推導(dǎo)出牛頓第二定律。

五、教學(xué)難點(diǎn)

《牛頓第二定律》的難點(diǎn)在于如何引導(dǎo)學(xué)生真正掌握牛頓第二定律的含義和其延伸意義。

六、教學(xué)過程

1.復(fù)習(xí)導(dǎo)入

教師在開講之前，要先幫助學(xué)生回復(fù)之前所學(xué)的牛頓第一定律，讓學(xué)生回憶起牛頓第一定律的概念：一切物體，在沒有收到力的作用時(shí)，總保持靜止或勻速直線運(yùn)動(dòng)狀態(tài)。另外，還要幫助學(xué)生鞏固力和質(zhì)量的關(guān)系，不同質(zhì)量的物體在同樣大小的力的作用下，會(huì)有不同的反應(yīng)，質(zhì)量越大的物體，其運(yùn)動(dòng)的速度則越慢，慣性越大。

2.新課引入

在復(fù)習(xí)導(dǎo)入之后，教師則要引入新課內(nèi)容。教師可以向?qū)W生提出問題，當(dāng)一個(gè)物體受三個(gè)變量的影響，如何發(fā)現(xiàn)這三個(gè)變量之間的關(guān)系和規(guī)律。采用控制變量法，來固定其中一個(gè)變量，從而研究其他兩個(gè)變量。讓學(xué)生自行設(shè)計(jì)小實(shí)驗(yàn)，舉出生活中的實(shí)例來證明加速度與物體質(zhì)量及所受外力總和之間的關(guān)系。

3.實(shí)驗(yàn)設(shè)計(jì)

第一個(gè)實(shí)驗(yàn)：改變小車運(yùn)行的軌道，讓小車在無外力的情況下受到平衡力的影響。在這個(gè)實(shí)驗(yàn)過程中，教師可做相應(yīng)的講解。當(dāng)小車在運(yùn)行的時(shí)候會(huì)受到摩擦力的影響，致使小車產(chǎn)生加速度。為了使小車不受摩擦力的影響，則可以將小車行駛的木板墊高，使小車不受拉力的影響而做勻速運(yùn)動(dòng)，讓小車行駛的重力和摩擦力相平衡，然后再使其受拉力的影響，便能使其只受拉力一個(gè)力的影響。

第二個(gè)實(shí)驗(yàn)：使M保持不變，讓小車受不同的外力影響做勻速直線運(yùn)動(dòng)。讓小車?yán)瓌?dòng)紙帶并通過所設(shè)定的打點(diǎn)計(jì)時(shí)器，利用相應(yīng)的公式來求得拉力不同情況下的小車加速度值，并以表格的形式呈現(xiàn)出來。

第三個(gè)實(shí)驗(yàn)：重復(fù)第二個(gè)實(shí)驗(yàn)，保持F值固定不變，登記不同質(zhì)量小車的加速度值，并同樣將其以表格的形式呈現(xiàn)。

完成實(shí)驗(yàn)之后，則可以將第二個(gè)實(shí)驗(yàn)和第三個(gè)實(shí)驗(yàn)的表格數(shù)據(jù)進(jìn)行比較，然后畫出相應(yīng)的圖像，并對(duì)兩個(gè)圖形進(jìn)行分析，以聯(lián)想二者間的關(guān)系。最后在分析之后則要進(jìn)行總結(jié)和歸納，可得出：當(dāng)物體的質(zhì)量相同的時(shí)候，物體的質(zhì)量則與加速度成反比。

七、例題

某省的高速列車在運(yùn)行的時(shí)候最快的速度可以達(dá)到270 km/h，機(jī)車持續(xù)牽引力為150 N。假設(shè)此高速列車的總質(zhì)量是100噸，而高速列車所受到的重力則為0.1×103N。問：列車受牽引力的影響進(jìn)行勻速直線運(yùn)動(dòng)，那么需要多長時(shí)間其將會(huì)達(dá)到最大運(yùn)行速度？

解：根據(jù)列車的總質(zhì)量為100噸，其最快運(yùn)行速度為75 m/s，而牽引力為150 KN，列車阻力則為f=0.1×103N

可依據(jù)牛頓第二定律得到一下式子：

a=（F-f）/m=（1.57×103-1.0×103）/1.0×105=0.57（m/s）

t=（V1-V2）/a=（75-0）/0.57≈131.6（s）

八、板書設(shè)計(jì)

1.實(shí)驗(yàn)探究：討論三個(gè)變量之間的關(guān)系和規(guī)律

（1）當(dāng)質(zhì)量一定的時(shí)候，加速度和物體所受合外力成正比。

（2）當(dāng)合外力一定的時(shí)候，加速度與物體質(zhì)量成反比。

2.牛頓第二定律

（1）概念。

（2）公式：a=F/m。

（3）特性：矢量性；瞬時(shí)性。

3.力學(xué)單位

（1）力學(xué)國際單位包含基本單位和導(dǎo)出單位兩個(gè)部分。

（2）基本單位有三個(gè)分別是：長度單位m，質(zhì)量單位kg，時(shí)間單位s。

第9篇：高二教案范文

一、教學(xué)目標(biāo)

1、簡述生態(tài)工程的概念；

2、簡述生態(tài)工程的基本原理。

3、舉例說出生態(tài)工程建設(shè)的實(shí)例。

二、教學(xué)重點(diǎn)難點(diǎn)

教學(xué)重點(diǎn)

1、簡述生態(tài)工程的原理，舉例說出各原理的內(nèi)容；

2、嘗試運(yùn)用生態(tài)工程原理，分析生態(tài)環(huán)境問題及解決對(duì)策。

教學(xué)難點(diǎn)

嘗試運(yùn)用生態(tài)工程原理，分析生態(tài)環(huán)境問題及解決對(duì)策。

三、教學(xué)過程

1、創(chuàng)設(shè)生動(dòng)情境，激活學(xué)生學(xué)習(xí)動(dòng)機(jī)。

教師：講新課前給同學(xué)展示長江流域的洪水照片資料，隨著經(jīng)濟(jì)建設(shè)的快速發(fā)展，環(huán)境問題也日漸突出。請大家結(jié)合生活實(shí)際，簡要分析洪水給人們的生活帶來哪些災(zāi)害。

學(xué)生：房屋倒塌，土地被淹，造成巨大的經(jīng)濟(jì)損傷問題……

教師：剛才大家發(fā)言很踴躍，體會(huì)很真切，這些是環(huán)境破壞的結(jié)果，那除了這些環(huán)境問題，同學(xué)們還能想到哪些環(huán)境問題呢？

學(xué)生：霧霾、地震、酸雨、冰雪融化……

教師：環(huán)境問題很嚴(yán)峻而且有是全球性的，可見，愛護(hù)環(huán)境，人人有責(zé)，那么，如何保護(hù)環(huán)境呢？

2、引入生態(tài)工程的概念

師：1989年聯(lián)合國會(huì)議提出了“可持續(xù)發(fā)展”的內(nèi)涵：經(jīng)濟(jì)發(fā)展不僅要滿足當(dāng)代人的需求，還要不危害后代人的發(fā)展能力。旨在解決環(huán)境與經(jīng)濟(jì)發(fā)展協(xié)調(diào)問題的一門新學(xué)科——生態(tài)工程應(yīng)運(yùn)而生。請同學(xué)們閱讀課本p105右下角的一段文字，思考“生態(tài)工程的操作對(duì)象？生態(tài)工程的目的？原理？特點(diǎn)？”同學(xué)們以小組為單位，進(jìn)行自主學(xué)習(xí)和討論

學(xué)生：生態(tài)工程的概念：人類應(yīng)用生態(tài)學(xué)和系統(tǒng)學(xué)等學(xué)科的基本原理和方法，通系統(tǒng)設(shè)計(jì)、調(diào)控和技術(shù)組裝，對(duì)已被破壞的生態(tài)環(huán)境進(jìn)行修復(fù)、重建，對(duì)造成環(huán)境污染和破壞的傳統(tǒng)生產(chǎn)方式進(jìn)行改善，并提高生態(tài)系統(tǒng)的生產(chǎn)力，從而達(dá)到自然環(huán)境與經(jīng)濟(jì)和諧發(fā)展的目的。

教師：為什么我們要進(jìn)行生態(tài)工程建設(shè)呢？通過下面一個(gè)例子我們來了解一下生態(tài)工程相比傳統(tǒng)經(jīng)濟(jì)模式有哪些優(yōu)點(diǎn)。分析這兩幅圖的不同點(diǎn)，哪個(gè)生態(tài)系統(tǒng)的能量能夠更多地被人類所利用?

為什么?

學(xué)生：圖b比圖a多了生產(chǎn)者的成分，能量得到充分利用。

教師：圖b所示生態(tài)系統(tǒng)中流向分解者的能量還有一部分以生活能源的形式被人類再度利用，因此，該生態(tài)系統(tǒng)實(shí)現(xiàn)了能量的多級(jí)、充分利用，提高了能量的利用率?？梢姡鷳B(tài)農(nóng)業(yè)使廢物資源化，提高能量轉(zhuǎn)化效率，減少環(huán)境污染。與傳統(tǒng)的工程相比，生態(tài)工程是一類少消耗、多效益、可持續(xù)的工程體系。

3、生態(tài)工程的基本原理

教師：為了達(dá)到少消耗、多效益、可持續(xù)的目的，生態(tài)工程建設(shè)過程中勢需要遵循一定的基本原理

請大家閱讀課本p109頁，思考我們的祖先如何長時(shí)間維持土壤肥力，引出物質(zhì)循環(huán)再生原理。

學(xué)生：我們的祖先通過積極種植能夠固氮的豆科植物，以及收集一切可能的有機(jī)物質(zhì)，包括人畜糞便、枯枝落葉、殘羹剩飯、河泥、炕土、老墻土以及農(nóng)產(chǎn)品加工過程中的廢棄物等，采用堆肥和漚肥等多種方式，把它們轉(zhuǎn)變?yōu)橛袡C(jī)肥料，施用到農(nóng)田中，改善了土壤結(jié)構(gòu)；培育了土壤微生物；實(shí)現(xiàn)了土壤養(yǎng)分加氮、磷、鉀及微量元素的循環(huán)使用。

教師：“無廢棄物農(nóng)業(yè)“是我國古代傳統(tǒng)農(nóng)業(yè)的輝煌成就之一，也是生態(tài)工程最早和最生動(dòng)的一種模式。所以生態(tài)工程建設(shè)過程中要遵循的第一個(gè)原理是物質(zhì)循環(huán)再生原理

教師：我們學(xué)了物質(zhì)循環(huán)再生的原理，你知道物質(zhì)循環(huán)的主渠道是什么嗎？如果食物鏈過于單一，很可能會(huì)使渠道不暢。請大家看p110的資料4，思考下面的問題。為什么樟子松林的松毛蟲會(huì)肆虐，幾十億株楊樹會(huì)毀于一旦？而珊瑚礁區(qū)卻能夠在養(yǎng)分稀少的深海中，保持著很高的生物多樣性？

師生共同總結(jié)：物種越豐富，生態(tài)系統(tǒng)的自我調(diào)節(jié)能力越強(qiáng)，生態(tài)系統(tǒng)的抵抗力穩(wěn)定性越強(qiáng)。因此，我們生態(tài)工程建設(shè)的第二個(gè)原理——物種多樣性原理。

教師：同學(xué)們說得很對(duì)，我們在進(jìn)行生態(tài)工程建設(shè)時(shí)應(yīng)該遵循物種多樣性原理，但是如何選擇物種，是不是隨意的增加新物種呢？這時(shí)候我們還需要考慮生物與環(huán)境的協(xié)調(diào)與平衡。另外，我們能不能為了保護(hù)環(huán)境，而不顧及農(nóng)民的收入呢？那我們?nèi)绾魏侠淼卦O(shè)計(jì)生態(tài)系統(tǒng)才能全面解決這些問題呢？展示圖片資料，請同學(xué)們小組合作分析：西北地區(qū)

“灰色長城”例子以及如果在西北地區(qū)發(fā)展畜牧養(yǎng)殖業(yè)，你認(rèn)為應(yīng)該注意什么問題？

學(xué)生：兩個(gè)例子說明生態(tài)工程建設(shè)過程中要因地制宜，考慮環(huán)境的承載力。

教師：也就是說生態(tài)工程建設(shè)過程中要遵循生物與環(huán)境的協(xié)調(diào)與平衡原理。其實(shí)，進(jìn)行生態(tài)工程建設(shè)時(shí)，不但要考慮到自然生態(tài)系統(tǒng)的規(guī)律，更重要的是，要考慮到經(jīng)濟(jì)和社會(huì)等系統(tǒng)的影響力。另外，社會(huì)習(xí)慣、法律制度等也都對(duì)生態(tài)工程建設(shè)有著重要影響。請同學(xué)們閱讀課本P112的一段文字，加深理解生態(tài)與經(jīng)濟(jì)的關(guān)系，只有把生態(tài)與經(jīng)濟(jì)結(jié)合起來，才能從根本上達(dá)到造林與護(hù)林的目的?？梢?，自然-社會(huì)-經(jīng)濟(jì)是一個(gè)復(fù)合系統(tǒng)，所以生態(tài)工程建設(shè)過程中還要遵循整體性原理，只有應(yīng)用整體性原理,才能統(tǒng)一協(xié)調(diào)當(dāng)前與長遠(yuǎn)、局部與整體、開發(fā)與環(huán)境建設(shè)之間的關(guān)系，保障生態(tài)系統(tǒng)平衡和穩(wěn)定。同學(xué)們閱讀課本P112最后兩段話，思考生態(tài)工程建設(shè)過程中還需要遵循什么原理，以計(jì)算機(jī)網(wǎng)絡(luò)結(jié)構(gòu)示意圖為例，還能舉出別的例子嗎？小組討論。

學(xué)生：系統(tǒng)學(xué)和工程學(xué)原理中的系統(tǒng)結(jié)構(gòu)決定功能原理，通過改善和優(yōu)化系統(tǒng)結(jié)構(gòu)，從而達(dá)到功能改善的效果，我國南方的?；~塘也運(yùn)用了這個(gè)原理，達(dá)到了高效的利用資源的目的。

教師：生態(tài)工程建設(shè)過程中在遵循系統(tǒng)學(xué)和工程學(xué)原理時(shí)還要考慮系統(tǒng)整體性原理，比如珊瑚礁形成的高效營養(yǎng)體系，得益于系統(tǒng)各組分之間要有適當(dāng)?shù)谋壤P(guān)系，只有這樣才能順利完成能量、物質(zhì)、信息等的轉(zhuǎn)換和流通，并且實(shí)現(xiàn)總體功能大于各部分之和的效果，即“1+1>2”。同學(xué)們還能舉出系統(tǒng)整體功能大于部分之和的例子嗎？

學(xué)生：豆科作物和固氮菌的共生，固氮菌為豆科作物提供氮素，而豆科作物為其提供能量和其他營養(yǎng)，當(dāng)把它們分開時(shí)，兩者的生長都要受到損害。

教師：所以為了維護(hù)環(huán)境，生態(tài)工程建設(shè)過程中要遵循以上五大原理。

4、小結(jié)：1.生態(tài)工程的概念？

2.生態(tài)工程的優(yōu)點(diǎn)？

3.生態(tài)工程遵循的原理

1）.物質(zhì)循環(huán)再生原理

2）.生物多樣性原理

3）整體性原理

4）生物與環(huán)境的協(xié)調(diào)與平衡原理

5）系統(tǒng)學(xué)和工程學(xué)原理

①?系統(tǒng)結(jié)構(gòu)決定功能原理

②系統(tǒng)整體性原理

5、板書設(shè)計(jì)

1.生態(tài)工程的概念

2.生態(tài)工程的優(yōu)點(diǎn)

3.生態(tài)工程遵循的原理