散文教学的一般步骤

第一篇：散文教学的一般步骤

散文教学的步骤

面对各种压力，疲于探究语文教学，参加这次语文工作坊培训，让我有机会可以反思自己的教学工作，十分难得。对于散文的教学，我谈一下自己平时的教学步骤：我觉得一篇散文的教学，首先应该注重基础知识的积累，所以上课新课导入后的第一步是检查字词的预习情况，确保学生可以流利的朗读课文；然后让学生了解作家作品和写作背景，让学生对文章有更多的认识；第三采取多形式的朗读，老师先进行朗读提示（比如情感基调，抑扬顿挫等），并且引导学生带着问题去朗读，（这些问题的预设，应该是可以整体把我文章内容和作者思想情感的问题）；第四学生讨论之前朗读时布置的问题，并且派组员抢答，老师恰当的引导和鼓励，让学生抓住散文的“神”；第五老师针对文章出现的一些优美的段落和词句，引导学生去赏析，体会散文语言的优美和意境的深邃；第六引导学生小结课文，老师可以根据散文中出现的一些表现手法，对学生进行写作方面的指导，并让学生尝试去写散文。我想一篇散文的教学，应该突出重难点，目标达成即可，不应该做到面面俱到，应该给学生留有思考的空间。同时我觉得应该围绕考点进行点拨，讲的再生动，学生参与度再高，如果考试不能拿高分，教师的压力会更大。教无定法，但愿通过培训大家可以互相借鉴互相学习，还请多多指正。

初语工作坊第二次线下培训心得

乡村教师紧缺，平时教学工作和其他学校工作繁多，这次线下培训正好放在工作日，我本想请假，但几经思虑，抱着取经的心态，天没亮就起床，坐上了最早去县城的班车。到锦江中学三楼的多媒体教室时，工作坊的班主任、坊主和小滕老师已经在教室前面等候多时了，大家自觉排队签到，脸上挂着期待的微笑。

最开始，伴着《我爱我家》悦耳动听的旋律，美丽的李芸老师带着可爱的七年级学生，为我们带来了一次温馨的亲情和爱的体验，这是一篇散文《散步》的示范教学课。接着，各个小组以这堂散文课为契机，围绕“如何进行散文教学”为主题，进行了热烈的探讨，并且派代表做了讨论结果的分享。接下来，语文资深教师黄丽坊主为我们带来了一次精彩的讲座《教学内容的确定和教学环节的组织》，单刀直入，直奔主题，为我们解答了平时散文教学里的众多困惑。最后，可爱的小滕老师为大家做了九月网络培训情况的通报，也为接下来的培训布置了任务，指明了方向。

参加这次培训，不虚此行，受益颇多，我觉得这次培训有这几个亮点：

一、这是一次精心组织，目标明确，“真枪实干”，井然有序的线下培训；

二、这次培训全员参与，座无虚席，听课专注，讨论激烈，发言切中要害，有思想碰撞的火花；

三、名师示范课精彩纷呈，参训老师不仅耳濡目染，对于散文教学也有了新的认识和新的想法；

四、专家讲座，深入浅出。黄丽老师理论扎实，教学经验丰富，为我们解答了散文教学存在的困惑，还分享了她个人多年来的散文教学研究成果，都是满满的干货，对我们今后的教学有着重要的指导作用；

五、工作坊线上培训情况反馈及时，小滕老师分析细致入微，由面到点，还表扬了部分优秀学员，也点醒了个别认识不到位的学员，同时为下一阶段的培训任务敲了重点，明确了方向。

以上是我对这次培训的一些心得体会，希望我们“从牵着蜗牛去散步”变成“蜗牛带着我们去散步”，在接下来的语文教学工作中，不断创新思路，改革教学方式，将我县语文教学推向新的台阶。

第二篇：教学实施步骤

教学实施步骤：

一、确定项目目标，提出工作任务

（1）任务提出：教师展示任务及加工后任务成品，提出总体目标。（2）总体目标分解成若干子任务：

1.熟悉和掌握数控车床切削加工工艺及编制加工工艺过程卡 2.掌握数控车床切削加工零件的程序编制

3.掌握数控车床操作及加工调试及数控车床操作

4.复习数控车床的几个复合指令格式，画出复合切削路径并注解

（3）人员分组。根据学生性别、掌握专业知识的程度、个人特质，将不同层次的学生搭配分组，首先将本班学生分成六个小组，小组成员基数拟定为3-5人，由各小组成员讨论决定各小组负责人。

二、计划

学生针对该项目任务制订一个工作计划。教师根据需要给学生提供咨询。工作计划的内容包括各个工作步骤介绍、小组安排、权责分配、时间安排等。制订工作计划有助于培养学生独立设计项目实施的具体内容和方法以及自主分配项目任务的能力。

三、决策

六个小组分别开展技术信息搜集，如刀具参数、加工手册、使用说明书等技术资料和工作任务调研。在此基础上，各小组分别独立地开展工作，首先各小组复熟悉和掌握数控车床切削加工工艺及编制加工工艺过程卡。然后制订加工工艺过程卡和数控加工刀具卡片，形成各自的决策后，在大组内进行信息汇总，分析各小组的决策内容，探讨并调整，从而形成本大组的优化方案。

四、执行

以小组的形式，根据步骤3中确定的加工方案，编制数控加工程序，并将程序输人斯 沃数控仿真软件，在仿真软件下模拟机床的起动与关闭、程序的输入、工件的装夹、刀具的选择与安装、对刀、空运行、程序的调试、零件加工等操作过程，以提高实际操作数控车床的熟练程度，并提前预见在实际操作过程中可能出现的问题。最后由小组讨论，并经教师审核后，将调试好的程序拿到数控加工车间，实际操作加工。在实际加工过程中随时将当前结果与项目目标进行比较，并适时修改决策方案。

五、评价

评价分为两个步骤。(1)成果汇报

汇报内容包括任务分工，计划与决策过程，重点汇报实施过程中加工质量的控制与测 量方法，产品是否合格。(2)评价

评价形式包括小组自评、组间互评、组间交流、教师总结，内容包括加工的检验、项目过程中出现的错误及解决的方法、成功之处等。

成绩评定：成绩评定分为三部分，第一部分是现场操作规范评分，由教师根据现场操 作给定，这部分占20%;第二部分是成果汇报得分，由其他各组及教师根据汇报情况给 定，这部分占20%;第三部分为项目结果得分，根据对项目执行结果的检验评定，这部分 占60%。

六、迁移

第三篇：语言学教学步骤

来源：《英语语言学概论》课程组

发布时间：2007-5-6 21:42:00 已经阅读293次

Lecture one Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.What linguistics is

2.The scope of linguistics

3.Some important distinctions in linguistics

II.Procedures

A.Get to know each other(5’)

B.Introduce the book as well as the authors(10’)C.Requirements and evaluation of the course(5’)D.New Contents:

1.What linguistics is(20’)

2.The scope of linguistics(25’)

(1)The core of linguistics:

a.Phonetics

b.Phonology

c.Morphology

d.Syntax

e.Semantics

f.Pragmatics

(2)Interdisciplinary branches of linguistic study

a.Scociolinguistics

b.Psycholinguistics

c.Applied Linguistics

3.Some important distinctions in linguistics(23’)

(1)prescriptive vs.descriptive

(2)synchronic vs.diachronic

(3)speech vs.writing

E.Home work(2’)

(1)Qs 1-5(Pp.7-9)(oral)

(2)Gather information about Saussure and Chomsky

(3)Prepare the rest of 1.1.3

Lecture 2

Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.other important distinctions in linguistics

2.The definition of language

3.Some functions of language II.Procedures

A.Review questions(15’):

1.How do you understand that “linguistics is the scientific study of language”?

2.What's the difference between phonetics and phonology?

3.What's the difference between semantics and pragmatics?

4.Why is speech considered as the primary medium of human language?

B.New Contents:

1.other important distinctions in linguistics(25’):

(4)Langue Vs.Parole

(5)Competence Vs.performance

(6)Traditional grammar Vs.modern linguistics

2.The definition of language(15'):

a.The definition

b.How to understand the definition

3.Some of the functions of language(33'):

a.Informative

b.Interrogative

c.Interpersonal

d.Performative

e.Directive

f.Emotive

g.Expressive

h.Phatic

i.Recreational

j.Metalingual

C.Home work(2’)

1.Pp.12 6(written)

2.Prepare the rest of the chapter.Lecture 3

Chapter 1 Introduction

I.Objectives: Ss are to know the following from this lecture

1.Some design features of language

2.Some theories as to the origin of language II.Procedures

A.Review questions(15’):

1.What’s the difference between langue and parole?

2.What’s the difference between competence and performance?

3.What’s the difference between the distinction of langue Vs.parole and that of competence Vs.performance?

4.Please name and explain with examples some functions of language.B.New Contents:

1.Five design features of language(25’):

a.Arbitrariness

b.Productivity

c.Displacement

d.Duality

e.Cultural transmission

2.Some theories as to the origin of language(15):

a.The Divine-Origin Theory

b.The Invention Theory:

1.The Bow-wow theory

2.The Pooh-pooh theory

3.The “Yo-he-ho” theory

4.The Ding-dong theory

c.the evolutionary theory

1.Children are born with both thought and language.2.The development of the physical apparatus for speech.3.It is labor that created the necessity for language.C.Home work(2’)

1.P.12, Q8(oral)

2.Prepare 2.1&2.2.Lecture 4 Chapter 2 Phonology

I.Objectives: Ss are to know the following from this lecture

1.The phonic medium of language

2.The branches of phonetics

3.Organs of speech

4.Orthographic representation of speech sounds

5.Classification of English speech sounds II.Procedures

A.Review questions(10’):

Give examples to show the following features that make human language different from animal communication system:

1.Arbitrariness

2.Productivity

3.Duality

4.Displacement

5.Cultural transmission

B.New Contents:

1.The concept of phonic medium of language and speech sounds(10’)

a.The phonic medium of language

b.Speech sounds

2.Three branches of phonetics(10’):

a.articulatory phonetics

b.acoustic phonetics

c.auditory phonetics

3.Organs of speech(15’)

a.the pharyngeal cavity

b.the oral cavity

c.the nasal cavity

4.Classification of English speech sounds(43)

a.consonants Vs.vowels

b.Consonants

c.vowels

C.Home work(2’)

1.P.31: 2-5(oral)

2.P.31: 6(written)

3.Prepare 2.3: Phonology

Lecture 5 Chapter 2 2.3 Phonology

I.Objectives: Ss are to know the following from this lecture

1.The differences between phonology and phonetics

2.The concepts of phone, phoneme, allophone, phonemic contrast, complementary distribution, and minimal pair

3.Some rules in phonology

4.Some suprasegmental features II.Procedures

A.Review questions(10’):

1.In what ways can English consonants be classified?

2.In what ways can English vowels be classified?

B.New Contents:

1.Phonology and Phonetics(10’)

a.Phonology

b.Differences between Phonology and Phonetics

2.Phone, Phoneme, and Allophone(15’):

a.Phone

b.Phoneme

c.Allophone

3.Phonemic contrast, complementary distribution, and minimal pair(20’)

a.Phonemic contrast

b.complementary distribution

c.minimal pair

d.Minimal set

4.Some rules in phonology(15’)

a.Sequential rules

b.Assimilation rule

c.Deletion rule

5.Suprasegmental features(18’)

a.Stress

b.Tone

c.Intonation

C.Home work(2’)

1.Review

2.P.31: 7-10(oral)

3.Prepare Chapter 3

Lecture 6

Chapter 3 Morphology

I.Objectives

Ss are to know the following through this lecture:

1.Types of Morphemes a.Prefix/suffix

b.Free/bound c.Derivational morpheme/inflectional morpheme 2.English word formation a.derivation b.compound II.Procedures

A.Review question s(10’)

1.How are English consonants classified? 2.How are English Vowels classified?

B.New Contents(77’)

1.definition 2.types of Morphemes a.Prefix/suffix b.Free/bound c.Derivational morpheme/inflectional morpheme 3.English word formation a.derivation b.compound a)grammatical category b).stress c).meaning 4.contrast between English and Chinese word formation

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.40 Ex.1-4(oral)3.Prepare Chapter 5

Lecture 7

Chapter 5 Semantics(5.1-2)

I.Objectives: Ss are to know the following from this lecture

1.The scope of phonetics

2.A brief history of semantics

3.4 views concerning the study of meaning

4.Classification of meaning II.Procedures

A.Review questions(10’):

Q1.What’s the difference between phonetics and phonology?

Q2.Define the following terms:

a.phoneme

b.allophone

c.minimal pair

B.New Contents:

1.The scope of semantics(10’)

a.Definition

b.Scope

2.A brief history of semantics(10’): preparatory

a.etymological

b.structuralist

c.pluralist

3.4 views concerning the study of meaning(43’)

a.the naming theory

b.the conceptualist view

c.contextualism

d.behaviorism

4.Classification of meaning(15)

a.Grice's

b.Kitty's

c.Leech's

C.Home work(2’)

1.Review

2.Q1, Pp82.(oral)

3.Prepare 5.3: Lexical meaning

Lecture 8

Chapter 5 Semantics(5.3)

I.Objectives: Ss are to know the following from this lecture

1.The distinction between sense and reference

2.Major sense relations on the lexical level

a.synonymy

b.polysemy

c.homonymy

d.hyponymy

e.antonymy II.Procedures

A.Review question(10’):

What are the major views concerning the study of meaning?

B.New Contents:

1.Sense and reference(20’)

a.sense

b.reference

c.sense Vs.reference

2.Major sense relations on the lexical level(58’):

a.Synonymy

i.dialectal

ii.stylistic

iii.differing in their emotive or evaluative meaning

iv.collocational

v.semantically different

b.polysemy

c.homonymy

d.hyponymy

e.antonymy

i.gradable antonyms

ii.complementary antonyms

iii.relational opposites

C.Home work(2’)

1.Review

2.Qs 2-4, Pp82.(oral)

3.Prepare 5.4: Sense relations between sentences

Lecture 9

Chapter 5 Semantics(5.4/5.5)

I.Objectives: Ss are to know the following from this lecture

1.Major sense relations between sentences:

a.X is synonymous with Y

b.X is inconsistent with Y

c.X entails Y

d.X presupposes Y

e.X is a contradiction

f.X is semantically anomalous

2.Major presupposition triggers

II.Procedures

A.Review questions(10’):

1.What’s the difference between sense and reference?

2.What are the major sense relations on the lexical level? Explain.B.New Contents:

1.Major sense relations on the syntactic level(35’):

a.X is synonymous with Y

b.X is inconsistent with Y

c.X entails Y

d.X presupposes Y

A brief introduction of presupposition triggers

1)definite descriptions

2)factive verbs

3)implicative verbs

4)change of state verbs

5)iteratives

6)verbs of judging

7)adverbial clauses of time

8)cleft sentences

9)structures and expressions indicating comparison

10)counterfactual conditionals

11)non-restrictive attributive clauses

12)questions

e.X is a contradiction

f.X is semantically anomalous

2.Componential analysis(23’):

1.Definition

2.Examples

3.Classification of semantic features

4.Abstraction of semantic features

5.Strong Points

6.Weak Points

3.Predication analysis(20’)

1.Sentence Meaning

2.Grammatical meaning

3.Selection Restriction

4.Predication Analysis

5.Examples

6.More Examples

7.CA+PN

8.Strong points of formalization of meaning

9.Weak points of formalization of meaning

C.Home work(2’)

1.Review

2.P82: 2-5(written)

3.Prepare 6: Pragmatics

Lecture 10 Chapter 6 Pragmatics 6.1 Some Basic Notions

I.Objectives: Ss are to know the following from this lecture

1.definition of pragmatics

2.difference between pragmatics and semantics

3.context

4.difference between sentence meaning and utterance meaning

II.Procedures

A.Review question(10’):

1.Define the following 2 terms:

(1)Componential analysis

(2)Predication analysis

2.What does a predication consist of?

B.New Contents:

1.Definition(25’):

1.different definitons

2.common place

3.topics in pragmatics

4.origin and development of pragmatics

2.pragmatics vs.semantics(15’)

1.research methods

2.scope

3.key in the distinction

3.Context(15’)

1.definiton

2.cognitive context

3.importance of context

4.examples

4.Sentence meaning vs.utterance meaning(23’)

1.Sentence vs.utterance

2.sentence meaning vs.utterance meaning

3.examples

4.more examples

C.Home work(2’)

1.Review

2.Pp.94: Ex.1-3(oral)

3.Prepare 6.2

Lecture 11 Chapter 6 Pragmatics 6.2 Speech Act Theory

I.Objectives: Ss are to know the following from this lecture

1.Austin’s model of speech acts

2.Searle’s classification of speech acts

3.Speech act theory and indirectness of speech

II.Procedures

A.Review question(15’):

1.What’s the difference between pragmatics and semantics?

2.What’s the difference between sentence meaning and utterance meaning?

• 3.Try to think of contexts in which the following sentence can be used for other purposes than just stating a fact: •

“The final examination is drawing near.”

B.New Contents:

1.Austin’s model of speech acts

(35’)

1.Origin of the theory

2.Examples of performatives

3.Main idea

4.Felicity/Happiness conditions

5.Grammatical and lexical criteria

6.Counter examples

7.More counter examples

8.Cancellation of the distinction

9.Development of the theory

10.“Three act” model

11.Example

12.Austin’s classification of IA

13.Austin’s Place

2.Searle’s classification of speech acts(25’)

1.Criteria for the classification

2.5/6 types of IA

3.Speech act theory and indirect speech(13’)

1.Indirectness of speech

2.Examples

3.Speech act theory and indirect speech

C.Home work(2’)•

1.Review • 2.Pp.94: Ex.4-6(oral)• 3.Prepare 6.3

Lecture 12 Chapter 6 Pragmatics 6.3 Principle of Conversation

I.Objectives

Ss are to know the following through this lecture:

1.The main ideas of CP 2.The flouting of the maxims and conversational implicature 3.The flouting of the maxims and rhetoric 4.Development of CP II.Procedures

A.Review questions(10’)

1.According to Austin, what are the three acts a person is possibly performing while making an utterance.Explain with the following example: “Oh!What nice apples!”

2.Explain with examples the five types of illocutionary act classified by Searle:(1)representatives

(2)directives

(3)commissives(4)expressives(5)declarations

B.New Contents:

1.CP Proper(25’)

1.Origin of the theory 2.Main idea 3.CP explained 4.The maxims

2.The flouting of the maxims and conversational implicature(35’)

1.Main idea 2.Examples 3.Exercises 4.More exercises 5.Features of conversational implicature

3.Flouting of the maxims and rhetoric(10’)

1.Main idea 2.Examples 3.More Example

4.Post-Gricean Developments(8’)1.Some weak points of CP 2.Post-Gricean developments

C.Summary(1’)

III.Home work(1’)

1.Review 2.Pp.94: Ex.7(written)

3.Prepare Chapter 7

Lecture 13

Chapter 7 Language Change

I.Objectives

Ss are to know the following through this lecture: 1.Changes at different levels of language a.sound b.grammar c.vocabulary 2.Recent change in normal English usage 3.Causes of language change

II.Procedures

A.Review question(10’)

What are the four maxims of the CP? Try to give your own examples to show how flouting of these maims gives rise to conversational implicature.B.New Contents(77’)

1.Sound change 2.morphological and syntactic change a.change in “agreement” rule

b.change in negation rule c.process of simplification d.loss of inflections 3.Vocabulary change a.addition of new words b.loss of words c.changes in the meaning of words 4.Some recent trends

1).Moving towards greater informality 2).The influence of American English 3).The influence of science and technology

a.space travel b.computer and internet language

c.ecology 5.Causes of language change 1).The rapid development of science and technology 2).Social and political changes and political needs 3).The way children acquire the language 4).Economy of memory 5).The desire to be intelligible

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.109: 1-8(oral)3.Prepare Chapter 8(1-2)

Lecture 14

Chapter 8 Language and Society(8.1-8.2)

I.Objectives

Ss are to know the following through this lecture: 1.The scope of sociolinguistics a.The relatedness between language and society b.Speech community and speech variety c.Two approaches to sociolinguistic studies 2.Varieties of language a.dialectal varieties

b.register c.degree of formality II.Procedures

A.Review question(20’)

1.Define the following 4 terms: 1)bound morpheme 2)free morpheme 3)derivational morpheme 4)inflectional morpheme

2.List as many as possible methods for the addition of new words.3.What are the 3 processes for semantic change of words?

B.New Contents(67’)

1.The scope of sociolinguistics a.The relatedness between language and society b.Speech community and speech variety c.Two approaches to sociolinguistic studies 2.Varieties of language a.dialectal varieties 1).regional dialect 2).sociolect 3).language and gender 4).language and age 5).idiolect 6).ethnic dialect b.register c.degree of formality

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.126 Ex.1-6(oral)3.Prepare Chapter 8(3-5)

Lecture 15

Chapter 8 Language and Society(8.3-8.5)

I.Objectives

Ss are to know the following through this lecture: 1.standard dialect 2.pidgin and Creole 3.bilingualism and diglossia

II.Procedures

A.Review question(15’)

1.What are the ways that language is related with society? 2.List as many dialectal varieties as possible.3.What are the three social variables that determine the register? What is each concerned with?

B.New Contents(72’)

1.standard dialect a.definition b.features 2.pidgin and Creole a.pidgin 1).definition 2).features b.Creole 1).definition 2).features 3.bilingualism and diglossia a.bilingualism b.diglossia

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.126 Ex.7-8(oral)3.Prepare Chapter 9(1-4)

Lecture 16

Chapter 9 Language and Culture(9.1-4)

I.Objectives

Ss are to know the following through this lecture: 1.the scope of the study 2.what culture is 3.the relationship between language and culture 4.Sapir-Whorf hypothesis

II.Procedures

A.Review question(15’)Define the following 4 terms: 1.Pidgin 2.Creole 3.Bilingualism 4.diglossia

B.New Contents(72’)

1.the scope of the study a.language and culture b.language and thought 2.what culture is a.definition b.culture Vs.nature 3.the relationship between language and culture a.example b.specific relationships c.summary 4.Sapir-Whorf hypothesis a.definition b.weak version c.strong version d.comment

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.141 Ex.1-2(oral)3.Prepare Chapter 9(5-8)

Lecture 17

Chapter 9 Language and Culture(9.5-9.8)

I.Objectives

Ss are to know the following through this lecture:

1.linguistic evident of cultural differences 2.significance of cultural teaching and learning 3.cultural overlap and diffusion 4.intercultural communication

II.Procedures

A.Review question(15’)

Define the term: Sapir-Whorf hypothesis

B.New Contents(72’)

1.linguistic evident of cultural differences a.greetings and terms of address b.thanks and compliments c.color word d.privacy and taboos e.rounding off numbers f.words and cultural-specific connotations g.cultural-related idioms, proverbs and metaphors 2.significance of cultural teaching and learning 3.cultural overlap and diffusion a.cultural imperialism b.linguistic imperialism c.linguistic nationalism 4.intercultural communication

C.Summary(1’)

III.Home work(2’)

1.Review 2.Pp.141: 3-6(oral)3.Get prepared for the exam

第四篇：太极拳教学步骤

太极拳教学步骤

一、先快后慢原则

“先快后慢“原则是指，先以较快的动作速度教会学员部分或全套动作后，再进行慢速练习的方法。教学时，教师先以比太极拳正常快一至两倍的速度，教会动作的运动过程和基本方法，可称做“慢拳快教”，使学员再较快的时间内先粗掌握动作技术，待学员能够把部分或全套动作基本掌握后，教师再仔细“抠”每一个动作细节，此时，可配合太极拳音乐进行，让学员逐步体会合掌握太极拳“缓慢柔和”的运动特点。

二、先分后合原则

“先分后合”原则是指，把一个完整的动作分解，化繁为简，变难为易，先教会学员分解动作并使之基本熟练，再把分解动作连合起来进行完整动作教学的方法，教学时，教师要根据动作的不同机构，选择合理的分解时机与方法：有的动作适合于分解成几个小分动，有的动作则适合于先上、下肢分解的方法。无论采用哪种分解方法，一旦分解动作基本熟练后，就应把分解动作连合起来，尽快向完整动作的教学过渡。

三、先静后动原则

“先静后动”原则是指，先教会每个动作的静止架势，再教会每个动作的运动过程，以及教会动作与动作之间连接的教学方法。教学时，教师先按太极拳套路动作的前后顺序，使学员明确每一个动作静止姿势的规格标准和要求，并通过对每个静止架势采用“站桩”似的练习，让学员在一定时间的静止姿态下体会身体各部位的感觉和技术要求，待把架势做的基本正确，规范后，再对每一个动作的运动过程进行讲示呵领做练习，以使学员逐步掌握动作的运动特点和配合方法。在此基础上，再让学员学会动作与动作间的连接方法，从中把握其技巧和规律。

四、先高后低原则

“先高后低”原则是指，先以较高的重心姿势使学员学会部分或全套动作，再降低重心进行练习的方法，教学时，教师先把太极拳中各种步型的重心升高，而步型不变，如虚步可做高虚步，弓步可做高弓步等，降低动作速度，待学员学会了全套动作后，老师再按标准姿势领做，强调步型到位，虚实分明，降低重心练习，以此达到太极拳运动对重心的要求。

五、先方后圆原则

“先方后圆”原则是指，先让学员按类似于长拳的方法划出动作，摆正架势，再进行动作圆活，连贯教学的方法，教学时，教师先让学员在不用力的情况下划出动作，摆正架势，简化动作过程，降低路线要求，此时动作会有棱有角，也可停顿。待学员大体掌握动作后再及时向圆活，连贯方面要求发展。

六、先外后内原则

“先外后内”原则是指，先求外部形体动作的准确、规范，再求内在意、气、神、劲的运用和配合。教学时，教师先教会动作的外形，通过讲示、领做等手段，使学员学会动作的运动过程和架势结构，待较为熟练、规范、准确后，再进行意念、呼吸、劲力、精神等方面的教学。逐步要求用意念引导动作，精神贯注道每个细小的动作中，呼吸与动作相配合，劲力刚柔相济等。

第五篇：成语故事教学步骤

成语故事

一、千字文

女慕贞洁 男效才良 知过必改 得能莫忘 罔谈彼短 靡恃己长信使可复 器欲难量 墨悲丝染 诗赞羔羊

二、巧记成语

最瘦的人——瘦骨嶙峋最大的嘴——气吞山河

最高的人——顶天立地最大的声响——惊天动地

最有学问的人——学富五年最好的年份——风调雨顺

最年轻的老人——鹤发童颜最结实的墙——铜墙铁壁

谚语

三、怎样对成语故事进行分类呢？

内容上分类：

1、寓言故事成语：画蛇添足、滥竽充数等。

2、历史故事成语：望梅止渴、纸上谈兵等。

3、神话故事成语：精卫填海、夸父追日等。

字数上分类：

四字成语故事居多。如：三顾茅庐、惊弓之鸟等。

三字成语故事。如：下马威、东道主等。

五字成语故事。如：庐山真面目、十八般武艺等。

六字成语故事：如：上气不接下气等。

四、例文

八仙过海

1、这个成语故事是个（神话）故事。

2、八仙过海比喻各自有一套办法或本领去完成任务。

望梅止渴

1、这个成语故事是个（历史）故事。

2、望梅止渴这个成语说明（用空想安慰自己或他人。）

买椟还珠

1、这个成语故事是个（寓言）故事。

2、这个故事告诉我们：不要做目光短浅,取舍不当的人

五、读写链接

1.选择两个或者三个成语，让学生了解掌握其意义。

2.创编一个成语故事，可以是现代社会发生的或者身边发生的事。

3.要求不改变成语原意，大胆想象，故事完整。注意有细节描写。