部編版八年級語文上冊《紀念白求恩》聽評課記錄共含2課時一.基本信息

聽課日期為2023年10月26日，聽課時間為上午第二節(jié)課，授課教師為李明，學科/課程名稱為語文，班級/年級為八年級（2）班，教學主題或章節(jié)為部編版八年級語文上冊第四單元《紀念白求恩》第一課時。聽課人姓名為王華，聽課人職務為語文教研組長，聽課目的為教學研究，旨在探討如何在初中語文教學中有效落實社會主義核心價值觀教育，并結合文本特點提升學生的語言文字運用能力和思維品質(zhì)。

二.課堂觀察記錄

1.教學準備

教師的教學計劃清晰，圍繞《紀念白求恩》文本特點，制定了明確的教學目標，包括了解白求恩的生平事跡、學習文章的敘事結構和情感表達方式，以及體會作者對白求恩的崇敬之情。教學資源準備充分，教材使用得當，教具包括白求恩生平事跡的圖片和視頻資料，多媒體設備運行正常，PPT課件內(nèi)容與教學目標高度契合，重點突出了白求恩的奉獻精神和對學生的啟示意義。

2.教學過程

開始階段，教師通過播放白求恩的名言視頻導入新課，以“什么是真正的共產(chǎn)黨員”這一問題引發(fā)學生思考，激發(fā)學習興趣。導入方式生動形象，效果顯著，學生普遍表現(xiàn)出較高的參與熱情。展開階段，教師采用講授與討論相結合的方法，首先講解了白求恩的生平事跡，并結合教材內(nèi)容分析文章的敘事結構和情感表達方式。在講授過程中，教師注重引導學生思考白求恩精神的現(xiàn)實意義，通過小組討論的形式，讓學生交流自己對白求恩精神的理解。教學方法的選擇與應用恰當，講授清晰，討論有序，學生參與度高，思維活躍。結束階段，教師通過總結歸納的方式，引導學生回顧本節(jié)課的學習內(nèi)容，并布置作業(yè)：以“學習白求恩精神”為主題，寫一篇800字的讀后感?？偨Y歸納簡潔明了，作業(yè)布置合理，符合學生認知水平。

3.師生互動

師生交流頻率高，質(zhì)量好。教師通過提問、追問、點評等方式與學生互動，及時了解學生的學習情況，并給予針對性的指導。學生參與度高，反應積極，能夠主動回答問題，并提出自己的見解。在小組討論環(huán)節(jié)，學生之間能夠相互交流，共同探究問題，表現(xiàn)出良好的合作學習意識。

4.學生學習狀態(tài)

學生的學習積極性和專注度高。在導入階段，學生通過觀看視頻和思考問題，表現(xiàn)出較高的學習興趣。在展開階段，學生認真聽講，積極思考，能夠跟隨教師的思路進行學習。在小組討論環(huán)節(jié)，學生積極參與，認真交流，表現(xiàn)出良好的合作學習精神。學生之間的合作學習情況良好，能夠相互幫助，共同進步。

5.課堂管理

課堂紀律狀況良好，學生能夠遵守課堂紀律，保持安靜，認真聽講。時間分配合理，課堂節(jié)奏控制得當。教師能夠根據(jù)教學內(nèi)容和學生反應，靈活調(diào)整教學進度，確保教學任務順利完成。課堂氛圍活躍，學生能夠積極參與課堂活動，表現(xiàn)出良好的學習狀態(tài)。

6.教學技術使用

教師有效利用了現(xiàn)代教育技術和工具，PPT課件內(nèi)容豐富，圖文并茂，能夠直觀地展示白求恩的生平事跡和文章的重點內(nèi)容。視頻資料的播放，進一步增強了學生的學習體驗，使學生對白求恩精神有了更深刻的理解。技術對教學效果的支持作用明顯，提高了學生的學習興趣，增強了教學效果。

三.教學效果評價

1.目標達成

本課時的教學目標明確且適切，緊密圍繞《紀念白求恩》文本特點及八年級學生的認知水平設定。教學目標主要包括三個層面：一是知識目標，即了解白求恩的生平事跡，把握文章的敘事線索和結構特點；二是能力目標，即學習文章對比、敘述等表達方式，提升學生分析文本和語言表達的能力；三是情感態(tài)度價值觀目標，即體會文章蘊含的崇高精神和情感，理解白求恩的無私奉獻精神，初步形成正確的價值觀。從課堂觀察來看，教學目標的設定符合新課標要求，也符合本單元的教學重點和難點。

在知識目標方面，教師通過講授、圖片展示、視頻播放等多種方式，幫助學生了解了白求恩的生平事跡，特別是他在抗日戰(zhàn)爭中的貢獻和犧牲精神。學生能夠積極參與課堂互動，回答教師提出的問題，并就白求恩的生平進行討論，表現(xiàn)出對知識的渴求和理解。通過課堂提問和小組討論，可以看出大部分學生能夠準確說出白求恩的主要事跡，并對文章的敘事結構有基本的認識。

在能力目標方面，教師通過引導學生分析文章的對比手法，如白求恩與“一些人的”對比，幫助學生理解了這種手法的表達效果。學生能夠積極參與分析，并嘗試運用對比手法進行表達。在小組討論環(huán)節(jié)，學生能夠就文章的敘述方式進行分析，并提出自己的見解。從課堂表現(xiàn)來看，大部分學生能夠掌握文章的對比和敘述手法，并嘗試運用到自己的表達中。

在情感態(tài)度價值觀目標方面，教師通過引導學生體會文章蘊含的崇高精神和情感，如對白求恩的崇敬、對中國人民的熱愛、對革命事業(yè)的堅定信念等，幫助學生理解了白求恩精神的內(nèi)涵。學生能夠積極參與課堂討論，表達自己對白求恩精神的理解和感悟。從課堂表現(xiàn)來看，大部分學生能夠被白求恩的精神所感動，并產(chǎn)生了學習白求恩精神的愿望。

總體來看，本課時的教學目標達成度較高，學生基本達到了預期的學習目標。在教學過程中，教師能夠根據(jù)學生的學習情況，及時調(diào)整教學策略，確保教學目標的順利達成。

2.知識掌握

學生對知識點的理解和記憶情況良好。在導入階段，通過播放白求恩的名言視頻，學生能夠被白求恩的精神所吸引，并產(chǎn)生學習興趣。在展開階段，教師通過講授、圖片展示、視頻播放等多種方式，幫助學生了解了白求恩的生平事跡，特別是他在抗日戰(zhàn)爭中的貢獻和犧牲精神。學生能夠積極參與課堂互動，回答教師提出的問題，并就白求恩的生平進行討論，表現(xiàn)出對知識的渴求和理解。

通過課堂提問和小組討論，可以看出大部分學生能夠準確說出白求恩的主要事跡，例如，白求恩不遠萬里來到中國，放棄優(yōu)越的生活條件，投身抗日救亡事業(yè)；他在手術臺上連續(xù)工作數(shù)小時，救死扶傷；他在敵人面前堅貞不屈，最終被殺害。這些事跡深深地感動了學生，也幫助學生理解了白求恩精神的內(nèi)涵。

在技能的掌握程度方面，教師通過引導學生分析文章的對比手法，如白求恩與“一些人的”對比，幫助學生理解了這種手法的表達效果。學生能夠積極參與分析，并嘗試運用對比手法進行表達。在小組討論環(huán)節(jié)，學生能夠就文章的敘述方式進行分析，并提出自己的見解。從課堂表現(xiàn)來看，大部分學生能夠掌握文章的對比和敘述手法，并嘗試運用到自己的表達中。

例如，在討論環(huán)節(jié)，有學生提到：“文章通過對比白求恩的無私奉獻和‘一些人的’自私自利，突出了白求恩的高尚品質(zhì)?！边€有學生提到：“文章的敘述方式清晰流暢，通過一件件具體的事例，展現(xiàn)了白求恩的精神風貌。”這些發(fā)言表明，學生能夠?qū)ξ恼碌谋磉_方式進行分析，并嘗試運用到自己的表達中。

當然，也有部分學生在理解和記憶知識點方面存在一些問題。例如，有學生在回答教師提問時，對白求恩的生平事跡記憶不清；有學生在分析文章的表達方式時，對對比手法的理解不夠深入。針對這些問題，教師可以在后續(xù)教學中，采用更加多樣化的教學方法，幫助學生鞏固知識點，提升技能水平。

總體來看，學生對知識點的理解和記憶情況良好，對技能的掌握程度也達到了預期水平。在教學過程中，教師能夠根據(jù)學生的學習情況，及時調(diào)整教學策略，確保學生能夠掌握知識點，提升技能水平。

3.情感態(tài)度價值觀

本課時的教學較好地促進了學生的全面發(fā)展，特別是在情感態(tài)度價值觀方面。教師通過引導學生體會文章蘊含的崇高精神和情感，如對白求恩的崇敬、對中國人民的熱愛、對革命事業(yè)的堅定信念等，幫助學生理解了白求恩精神的內(nèi)涵。學生能夠積極參與課堂討論，表達自己對白求恩精神的理解和感悟。從課堂表現(xiàn)來看，大部分學生能夠被白求恩的精神所感動，并產(chǎn)生了學習白求恩精神的愿望。

在情感態(tài)度價值觀方面，教師通過創(chuàng)設情境、情感渲染、價值引導等方式，引導學生深入理解白求恩精神的時代意義和現(xiàn)實意義。例如，教師通過播放白求恩的生平事跡視頻，讓學生直觀地感受到白求恩的崇高精神；通過引導學生討論白求恩精神的現(xiàn)實意義，讓學生思考如何在日常生活中踐行白求恩精神。

在課堂討論中，學生能夠結合自己的實際情況，談談對白求恩精神的理解和感悟。例如，有學生提到：“白求恩精神是一種無私奉獻的精神，我們應該學習他這種精神，為國家和人民做出貢獻。”還有學生提到：“白求恩精神是一種國際主義精神，我們應該學習他這種精神，為世界和平做出貢獻?！边@些發(fā)言表明，學生能夠?qū)浊蠖骶衽c自己的實際生活聯(lián)系起來，并產(chǎn)生了學習白求恩精神的愿望。

當然，也有部分學生在情感態(tài)度價值觀方面存在一些問題。例如，有學生對白求恩精神的理解不夠深入，對白求恩精神的現(xiàn)實意義認識不清；有學生對如何踐行白求恩精神缺乏具體的想法。針對這些問題，教師可以在后續(xù)教學中，加強情感態(tài)度價值觀的教育，引導學生深入理解白求恩精神的內(nèi)涵，并思考如何在日常生活中踐行白求恩精神。

總體來看，本課時的教學較好地促進了學生的全面發(fā)展，特別是在情感態(tài)度價值觀方面。教師能夠通過多種教學手段，引導學生深入理解白求恩精神的內(nèi)涵，并思考如何在日常生活中踐行白求恩精神。在教學過程中，教師能夠根據(jù)學生的學習情況，及時調(diào)整教學策略，確保學生能夠形成正確的價值觀，促進學生的全面發(fā)展。

在今后的教學中，教師可以進一步加強情感態(tài)度價值觀的教育，引導學生深入理解白求恩精神的內(nèi)涵，并思考如何在日常生活中踐行白求恩精神。同時，教師可以采用更加多樣化的教學方法，幫助學生鞏固知識點，提升技能水平。

四、總結與建議

1.總體評價

本節(jié)課整體印象良好，是一節(jié)目標明確、內(nèi)容充實、方法得當、效果顯著的語文課。授課教師李明老師展現(xiàn)了扎實的專業(yè)素養(yǎng)和豐富的教學經(jīng)驗，能夠準確把握教材重難點，并有效地將其轉(zhuǎn)化為適合八年級學生認知水平的教學內(nèi)容。課堂教學中，教師能夠圍繞《紀念白求恩》一文，引導學生深入了解白求恩的生平事跡，把握文章的敘事結構和情感表達方式，并體會作者對白求恩的崇敬之情，教學目標達成度較高。

最突出的優(yōu)點是教學設計巧妙，環(huán)節(jié)過渡自然，師生互動頻繁且有效。在導入環(huán)節(jié)，教師通過播放白求恩的名言視頻，并設置“什么是真正的共產(chǎn)黨員”這一問題，成功地激發(fā)了學生的學習興趣，為深入學習課文奠定了良好的基礎。在展開環(huán)節(jié)，教師采用了講授與討論相結合的方法，首先講解了白求恩的生平事跡，并結合教材內(nèi)容分析文章的敘事結構和情感表達方式。在講授過程中，教師注重引導學生思考白求恩精神的現(xiàn)實意義，通過小組討論的形式，讓學生交流自己對白求恩精神的理解，這種教學方式不僅加深了學生對知識的理解，也培養(yǎng)了學生的合作學習能力和表達能力。在小組討論環(huán)節(jié)，教師能夠巡視指導，及時了解學生的討論情況，并給予針對性的指導，保證了討論的有效性。在結束環(huán)節(jié)，教師通過總結歸納的方式，引導學生回顧本節(jié)課的學習內(nèi)容，并布置作業(yè)：以“學習白求恩精神”為主題，寫一篇800字的讀后感，作業(yè)布置合理，符合學生認知水平，也體現(xiàn)了對學生課外延伸學習的引導。

此外，教師對教學資源的運用也值得肯定。教具包括白求恩生平事跡的圖片和視頻資料，多媒體設備運行正常，PPT課件內(nèi)容豐富，圖文并茂，能夠直觀地展示白求恩的生平事跡和文章的重點內(nèi)容，這些資源的運用，不僅豐富了教學內(nèi)容，也增強了學生的學習體驗，使學生對白求恩精神有了更深刻的理解。同時，教師的教學語言清晰流暢，教態(tài)自然大方，能夠很好地調(diào)動學生的學習積極性，營造了良好的課堂氛圍。

2.改進建議

雖然本節(jié)課整體表現(xiàn)優(yōu)秀，但也存在一些可以改進的地方，以便進一步提升教學質(zhì)量。

首先，在深入挖掘文本內(nèi)涵方面，可以更加深入。雖然教師引導學生分析了文章的對比手法和敘述方式，但對于文章中蘊含的更深層次的思想內(nèi)涵，如對“中國人”的定義、對“國際主義精神”的闡釋等，還可以進一步挖掘。例如，在分析白求恩與“一些人的”對比時，可以引導學生思考這種對比背后的意義，即作者想要表達什么樣的價值觀？這種價值觀對于當代社會有何啟示？通過這樣的引導，可以幫助學生更深入地理解文章的思想內(nèi)涵，并形成自己的思考。

其次，在學生個性化表達方面，可以給予更多關注。雖然課堂上進行了小組討論，但主要還是以教師引導為主，學生個體的思考和表達機會相對較少。例如，在討論環(huán)節(jié)，可以設置更多個體思考的時間，讓學生先獨立思考，再進行小組討論，或者設置更多的個別提問環(huán)節(jié)，讓學生有機會表達自己的觀點。此外，在作業(yè)布置方面，也可以考慮增加一些開放性的題目，鼓勵學生進行個性化表達，例如，可以讓學生選擇自己最感興趣的一個方面，寫一篇500字的短文，談談自己對白求恩精神的理解。

再次，在課堂節(jié)奏的把握上，可以更加精細。雖然教師能夠根據(jù)學生的學習情況，及時調(diào)整教學進度，但在某些環(huán)節(jié)，仍然存在時間分配不夠合理的情況。例如，在導入環(huán)節(jié)，播放視頻和設置問題的時間相對較長，可以考慮精簡視頻內(nèi)容，或者將部分問題作為課前預習的內(nèi)容，以節(jié)省課堂時間。此外，在小組討論環(huán)節(jié)，也可以提前設定好討論時間，并提醒學生注意時間分配，以確保討論的有效性。

最后，在情感態(tài)度價值觀的教育方面，可以更加注重實踐引導。雖然教師通過創(chuàng)設情境、情感渲染、價值引導等方式，引導學生深入理解白求恩精神，但在實踐引導方面還可以進一步加強。例如，可以組織學生開展一些與白求恩精神相關的實踐活動，如志愿服務、主題演講等，讓學生在實踐中體驗白求恩精神，并將其內(nèi)化為自己的行為準則。

如何進一步提升教學質(zhì)量？除了上述建議外，還可以從以下幾個方面入手：

***加強集體備課：**鼓勵教師之間加強集體備課，共同探討教學問題，分享教學經(jīng)驗，共同提升教學水平。

***開展教學反思：**教師要及時進行教學反思，總結教學經(jīng)驗，發(fā)現(xiàn)問題，并及時改進。

***參加教學培訓：**教師要積極參加各種教學培訓，學習新的教學理念和方法，不斷提升自己的專業(yè)素養(yǎng)。

***利用網(wǎng)絡資源：**教師可以利用網(wǎng)絡資源，尋找更多優(yōu)質(zhì)的教學資源，豐富教學內(nèi)容，提升教學效果。

3.后續(xù)跟蹤

建議進行后續(xù)聽課跟進，以觀察改進情況。后續(xù)聽課可以聚焦于教師對上述建議的落實情況，特別是針對深入挖掘文本內(nèi)涵、學生個性化表達、課堂節(jié)奏把握和情感態(tài)度價值觀實踐引導等方面進行重點觀察。通過后續(xù)聽課，可以了解教師的教學改進情況，并及時給予反饋和指導，幫助教師不斷成長。

計劃采取以下支持措施幫助教師成長：

***提供專業(yè)指導：**教研組長或其他資深教師可以提供專業(yè)指導，幫助教師分析教學問題，并提供改進建議。

***組織教學研討：**定期組織教學研討會，讓教師分享教學經(jīng)驗，共同探討教學問題，共同進步。

***推薦學習資源：**推薦一些優(yōu)質(zhì)的教學資源，如教學書籍、教學視頻等，幫助教師提升專業(yè)素養(yǎng)。

***鼓勵教學創(chuàng)新：**鼓勵教師進行教學創(chuàng)新，嘗試新的教學理念和方法，不斷提升教學效果。

***建立成長檔案：**為教師建立成長檔案，記錄教師的教學成長歷程，并定期進行回顧和總結，幫助教師更好地認識自己，明確努力方向。

通過持續(xù)的跟蹤和支持，相信李明老師能夠不斷改進教學方法，提升教學水平，成為一名更加優(yōu)秀的語文教師。同時，also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also,also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