第1篇：小学教师证面试数学教案
二、数学老师课题：
一、教学目标 1.知识与技能：
掌握平均数的计算方法及简单应用。2.过程与方法
通过观察分析的方法掌握平均数的运用。3.情感态度与价值观
能够通过本课学习，提高对数学学科的学习兴趣。
二、教学重难点
教学重点：理解平均数的含义，掌握求平均数的方法。教学难点：借助“移多补少”的方法理解平均数的意义。
三、教学方法 讲授法，直观演示法
四、教学过程
1、导入环节
话题引入——2盒小球 一盒有12个，一盒有14个 那怎么做可以让两个盒子里面的小球数量一样呢（请同学上来亲自动手整理 加深印象）
2、新授课
展示图片——四个人搜集水瓶 小组讨论思考：
A小红比小兰多收集多少个瓶子？（群体提问：2个）
B小明再给小亮几瓶，他俩的瓶子就一样多？（小组代表：2个）C他们平均每人收集了多少个瓶子？（小组代表：13个）你怎样才能让他们的瓶子数量一样多呢？（移动）
教师小结：求平均数也可以采用计算的方法，用他们一共收集的矿泉水瓶个数总和除以人数，得到平均每人收集多少个（14＋12＋11＋15）÷4＝13（个）
D深入提问：平均数13，它是不是每个人真正收集的矿泉水瓶数量？（引出总结）小结：平均数不是每个人真正收集的数量，是一个“虚拟”的数，反映了这组收集矿泉水瓶数的情况。
3、课堂总结 提问同学总结
4、作业布置
每人回家寻找身边用得到平均数的情景写在作业本上 板书：
平均数
小红：14 小兰：12 小亮：11 小明：15（14＋12＋11＋15）÷4＝13（个）平均数代表的是总体情况
第2篇：教师资格面试教案：小学美术
《花鸟画》教学设计
一、教学目标
1.尝试用中国画绘画工具作画，了解中国传统笔墨的技法并能运用到实践当中。
2.通过赏析与实践，了解中国画的笔墨技法与造型的关系，以及笔墨情趣在中国画中的审美作用。
3.提高学生绘画能力，培养学生热爱祖国文化和艺术的情感，以及对生活的热爱。 二、教学重难点 【教学重点】
掌握中国画的笔墨技法以及笔墨情趣在中国画中的体现。【教学难点】
很好的控制用笔和用墨，熟练的完成绘画。三、教学准备
绘画工具、挂图、ppt等。四、教学过程(一)导入新课
教师展示鹰嘴的局部图片，引导学生赏析，并提问图片当中表现的是哪种鸟类的喙? 学生观察回答，教师总结：老鹰，教师引导学生思考笔下的老鹰是什么样子的?顺势引出课题——《花鸟画》。(二)直观感知
教师展示“鹰”的整幅图片，引导学生赏析，并请同学介绍鹰的外形特征。
学生思考回答，教师总结：身体分为头、颈、躯干、尾、翅膀、腿六个部分，体表都披有羽毛，鹰的嘴呈钩状，足比较大、有长而呈钩状的爪。
教师继续展示画家笔下的鸟，引导学生赏析，并提问与自然中的鹰有什么不同? 学生思考回答，教师总结：笔墨情趣，生动等。(三)具体分析 教师展示画家作品局部图，引导学生赏析，并提问画家是怎样运用笔墨来表现的? 学生讨论回答：墨色有深有浅，用笔有实有虚。
教师总结并讲解：墨破色、浓破淡的技法。学生局部尝试，结合实践理解其技法。(四)示范讲解
教师讲解猫头鹰的画法：
1.先用浓墨点睛勾喙，然后用淡墨画出头和颈部; 2.用淡墨画出腹部，然后用浓墨破头部和腹部的淡墨;3.再用浓墨勾出爪部并画出枝干;4.用破墨色法画出叶子，并给其他部分上色，题款完成。(五)实践练习，作业展评 1.学习练习画一只猫头鹰。
2.教师巡回辅导。教师要有针对性地把一些较好的作品展示出来鼓励学生，指出优点、缺点，并对一些画得不够好的学生给予指导。(六)小结作业
学生临摹不同姿态的猫头鹰。五、板书设计略
第3篇：教师招考面试小学语文教案
小学语文试讲模板
一、课题：画家和牧童(人教版二年级下)二、课型：讲授课 三、课时：3 课时四、教学目标
认知与能力：掌握“野”“家”“芽”“牧”这四个生字； 1过程与实施：设置画家与牧童谈话的情景； 2 情感态度与价值观：认识艺术来源于生活。3五、教学重难点
教学重点：关于美术写生； 教学难点：生活中牛的斗架。六、教具：多媒体、图片
七、教学方法：启发式、谈话法等八、教学步骤(第一课时)1 新课导入(导语)
①春天来了，一位画家去野外写生，一不小心，画了一幅斗牛图，他是怎么画的呢？学习了《画家与牧童》一文，你就知道了；
②我们在电视上看过西班牙的斗牛比赛，那激烈争斗的场面使我们热血沸腾，那么生活中的斗牛是怎么样的呢？我们今天来学习《画家与牧童》一文，看生活中的牛是怎么斗的。
2 进入新课(复习上一节课内容)3 学习新课(中间贯穿板书内容)4 课堂练习5 小结
九、板书设计（略）
小学语文试讲模板
《白杨》教学设计一、教学目标
1.学会本课生字，能正确读写“晰、伞、疆”等 6 个生字；正确、流利有感情的朗读课文，体会白杨的特点。
2.通过联系上下文，抓住关键字词来理解爸爸话语的重要含义。
3.体会白杨高大挺拔、坚强的特点，学习白杨适应性强、守卫边疆的品性。二、教学重难点 【教学重点】
体会白杨高大挺拔、坚强的特点。【教学难点】
联系上下文理解爸爸话语的深刻含义。三、教学方法
朗读法、合作探究法、情境创设法。四、教学过程
（一）创设情境，导入新课歌曲导入：郁钧剑《小白杨》
导入语：同学们，在上课前，老师给大家唱一首歌曲，大家可要认真听，听后回答我两个问题：
1.这首歌唱的是什么？2.听完之后，你有什么感受？（白杨树根深干壮，守望边疆）今天跟着老师一起走向边疆，走进茫茫的戈壁滩，去看看那里的白杨到底是什么样的。（板书课题）（二）初读课文，整体感知
（默读课文，学习生字词，疏通文意）1.读准字音，认识生字。2.检查生字词掌握情况。
3.疏通文意：文中讲了一件什么事情？ （生回答并总结）（三）抓住重点，体会情感
1.指明同学大声朗读第一自然段，通过“茫茫”“浑黄一体”等词语体会戈壁滩环境的恶劣。并适时出示戈壁滩的场景图，让同学直观感受，给后文引出白杨做好铺垫。
2.自由朗读 2—4 自然段，读的过程中圈点勾画出作者刻画白杨特点的词语。其中通过“卫士”一词体会文中拟人的写作手法，感受白杨不但高大挺秀而且肩负重大责任的特点。
3.请同学们有感情的分角色朗读爸爸和孩子们对话的这一部分，读完之后给予相应的朗读指导，并请同学们思考以下几个问题： 哥哥妹妹在争论什么呢？ 他们俩谁说的对？
那妹妹为什么会以为是伞呢？她给出了怎样的理由？
哥哥问：“为什么这么直，长得这么大”，爸爸给了怎样的解释。体会爸爸话语的重要含义。
（请同学们联系上文，进行小组合作探究，通过“从来”，两次的“哪儿”和两次的“不管”体会白杨树对生长环境适应性快而且坚强，不软弱，不怕艰险和抵御灾害的特点）
（四）拓展延伸，情感升华
再次播放戈壁滩上一排排白杨的图片，请同学们把爸爸的话再次齐声朗读。（五）总结全文，回顾知识
请同学说说本节课后的收获，可以从字词、修辞、情感等方面来谈谈。（六）课后作业 1.背诵爸爸的话语。
2.给你心中的白杨说上几句心里话。五、板书设计
小学语文试讲模板
一、课题：桂林ft水甲天下水二、教学目标：
1.通过自主学习，认识生字、新词。
2.指导学生正确、流利有感情地朗读课文。背诵课文。
3.读中入景，读中悟情，了解桂林ft水的特点，感受桂林水的美，感受课文的语言美。
4.通过自读自悟，领悟作者细致观察、抓住特点、运用对比描写景物的方法。教学重点：引导学生感受漓江江水、桂林ft水独特的美。三、重点、难点
重点：了解桂林ft水的特点，激发学生对祖国的无限热爱，对探索大自然的浓厚兴趣。
难点：通过自读自悟，领悟作者细致观察、抓住特点、运用对比描写景物的方法。四、教学准备：桂林ft水的挂图或有关录象等。学生外出旅游拍的风景照。五、教学过程：(一)故事导入，激发兴趣；
1.同学们，在我们幅员辽阔的祖国大地上，有着数不清的美景胜境。先看看ft吧。著名的五岳是各具特点，还有天下第一ft——黄ft、难识真面目的庐ft等座座都令人流连忘返；再看看水，浩浩荡荡、滚滚东流的第一大河长江，中华民族的摇蓝黄河振撼人心，秀美的西湖，明镜般的天池又让人心旷神怡。正是这样的ftft 水水将祖国大地装典得格外美丽。
在祖国众多美景中有一处非常特别，她的ft水极为巧妙地融合在一起，她以雄奇秀逸的丰采，使每一位到这游览的人的心灵受到触动，古往今来，许多文人用最美好的语赞美她，讴歌她。老师这儿就有一首诗，我给大家读读：诸峰如笋拔垢起，碧玉含翠竖云端。群峰倒影ft浮水，无ft无水不入神。今天就让我们来走进 《桂林ft水》，共同去领略那儿的独特景象。(二)整体感知，初读课文。1.范读课文。(播放桂林ft水的录像)2.此时，你最想说的一句话是什么?(让学生说出自己真实的感受)3.小结并引读第一节。怪不得人们都说“桂林ft水甲天下”。(板书：甲天下)(三)精读第二节，体会感情。1．自由朗读。
要求：把最吸引你、最美的地方用笔划出来，好好地练一练，把感受到的美用朗读表达出来，说说你为什么这么读。
2．交流朗读，在读中体会水的：“静”、“清”、“绿”。
出示文字：漓江的水真静啊，静得让你感觉不到它在流动；漓江的水真清啊，清得可以看见江底的沙石；漓江的水真绿啊，绿得仿佛那是一块无瑕的翡翠。（1）通过范读、指名读、齐读等形式，突出漓江水的静、清、绿。（“静”这句读得轻而缓慢，让人感到水在轻轻地慢慢地流；“清”这句读出惊喜，读得让大 家都看见江底的沙石；“绿”这句读出赞叹之情。）（2）感悟作者表达“绿”的精妙。
引导学生把“无瑕的翡翠”与“碧绿的草坪、“绿色的玻璃”加以比较，体会作者描写的形象性和对漓江水的喜爱之情。
（3）读了这句话，你对漓扛的水有怎样的印象?请概括地说。(板书：静清、绿)3.激情点拨
既然这一节写的是漓江水的静、清、绿，为什么这节开头，还写大海和西湖呢？ 这不是多此一举吗?(让学生理解对比写法可以衬托漓江水独特的美。)4.理清叙述顺序，指导学生背诵。
（1）这段话共三句。先用大海、西湖引出漓江的水，再具体写漓江水的特点，最后一句是感受，也写出了水的静。（2）播放画面，音乐伴奏，学生试背。（四）学法迁移，自学课文第三、四节。1.小结学法。
刚才，我们感受了漓江的秀丽风光，是通过读读、划划、练练、说说的方法来学的，下面请同学们用这种方法以小组交流的形式自学第三、四节。2.出示自学要求。3.朗读比赛。
要求：
①把感受到的美读出来； ②读给一个老师或同学听 ③记住他们对你朗读的评价。
4.全班交流，并请进步特别大的同学为画面配音，其他同学欣赏。 5.谈谈值得学习的写(五)读写结合，延伸课外。
1.其实，同学们也游览过很多名胜。让学生交流所带来的风景照或自己所了解的
第4篇：教师招考面试小学英语教案
小学英语试讲模板
Topic：What are you doing？ Leon Type：Grammar cla Stage 1 Teaching Objectives 1.Knowledge and Skills（1）Students understand clearly the meaning of the sentence pattern“What are you doing？”and can answer it in real life appropriately by “I am doing…”.（2）Students correctly transform some verbs that they have learned into v.ing form.2.Proce and Methods（1）Students use inductive methods to conclude the rules of transforming verb into v.ing after observation of several sentences.（2）Students use the present progreive grammar to do tasks independently or corporately.3.Emotional Attitudes and Values Students actively take part in the learning activities and confidently finish the tasks.Stage 2 Teaching Key and Difficult Points 1.Key points（1）Students understand clearly the meaning of the sentence pattern“What are you doing？”and can use the sentence in real life appropriately.（2）Students transform some verbs that they have learned into v.ing form correctly.2.Difficult points（1）Students pronounce the v.ing form correctly.（2）Students understand the present progreive grammar and know how and when to use it.Stage 3 Teaching Procedures Step 1 Warm up Game：TPR T：Hello boys and girls，let s start our cla.We ve learned many verb phrases.Now I will say some verb phrases.Then you should act it out.OK？I need some students come here and the rest of you do it next to your seats.Any volunteers？
（The teacher writes down the verb phrases on the blackboard while students act it out correctly，such as play ping pong，draw a picture，read a book，answer the phone，shake hands, etc.）
（Justification ： Through TPR，students review what have learned and prepare for the new leon.）Step 2 Presentation T：Boys and girls.Here s a ping pong ball.Do you like playing ping pong?Please look at me.What am I doing now？You can ask me “what are you doing？”Ask me together.Ss：What are you doing？
T：I am playing ping pong.（Write on the blackboard “What are you doing？—playing ping pong”）Say “I am playing ping pong.” Ss：I am playing ping pong.T：What are you doing？ Ss：I am playing ping now？
Ss：What are you doing？
T：I am drawing a picture.（Write on the blackboard “drawing a picture”）Ss：I am drawing a picture.…
Students read the v.ing phrases on the blackboard after the teacher and do it together several times.（Justification ： Through imitation，students perceive the present progreive grammar and the v.ing form.）Step 3 Practice The teacher writes down some verbs and asks students write down their v.ing forms.T：Do you finish it？ Ss：Yes.T：OK.Let s do a task.I will ask you “What you are doing？”If I point to “swim”，a student should answer me by the phrase “I am swimming.” Then the student will be a master and asks another student to answer what he has pointed to.Understand me？ Ss：Yes.T：Let s begin.What are you doing？（Point to “write”）S1：I am writing.What are you doing？（Point to “sing”）
pong.T：Good job.（While drawing a picture on the blackboard）What I am doing
S2：I am singing.…
While the game，the teacher writes down the v.ing，and highlights the ing in each word.（Justification：The chain games can drill the v.ing and let students use it correctly.）Step 4 Production Game：Match The teacher hands out some cards and on the back of each card there is a verb phrase.Two students will have the same verb phrases.Students should find out their partners by interviewing other students.For example： A：Hello.What are you doing？
B：Hi.I m answering the phone.What are you doing？ A：I m drawing pictures.B：Oh，we are not partners.See you later.A：See you.What are you doing，C？
C：I m drawing pictures.What are you doing？ A：Me，too.I m drawing pictures.C：Wow，we are partners.…
（Justification：Interview tasks can practice both students and listening skills.）Step 5 Summary and Homework Summary：The teacher and the students work together to make a chant about the present progreive tense.（Justification：To summarize the cla by making a chant that is related to the present progreive grammar is suitable for pupils learning habits.）Homework：
Pick up one of the tasks as your homework and do it earnestly.（1）Draw a picture and depict what the people in the picture are doing.（2）After school，please give your friend a call in English and talk
speaking about what you are doing at home.（3）Please write a short paage to depict what your parents are doing after dinner.（Justification：The hierarchical homework not only extends the cla task into real life but is good for different students
development.）
Stage 4 Board Plan What are you doing? play + ing→playingplaying ping pong draw+ ing→drawing drawing pictures read+ ing→reading I m reading a book answer+ ing→answeringanswering the phone shake+ ing→shakingshaking hands swim+ ing→swimming write+ ing→writing
小学英语试讲模板
Ⅰ．Contents Today I’m going to talk about Part B of Unit 2，PEP Primary English，Book 3．This leon includes two parts：Let’s talk and let’s practice．In section 1，it mainly deals with the dialogue about “What’s in the schoolbag？” and the answers．And in section 2，it provides a real situation for the Students to practice the pattern：
How many +n．(pl．)+ do you have？ And the answer：I have 23 +n．(pl．)Ⅱ．Teaching aims 1．Aims on the knowledge 22(1)To enable the Students to understand and speak：“My schoolbag is heavy．What’s in it？ Thank you so much．”Make sure that Students can use these sentences in real situations．
(2)To help Students to finish the survey．
(3)Let Students finish the aement of “Let’s check” in this unit． 2．Aims on the abilities(1)To develop Students ’ abilities of listening and speaking．(2)To foster Students ’ abilities of communication and their innovation． 3．Aims on the emotion To foster Students ’ consciousne of good cooperation and proper competition．
Ⅲ．Key points of this leon
1.To help Students ask and answer the question：What’s in it？ 2.To develop Students ’ interest in English． Ⅳ．Difficult points To help the Students ask and answer the question “What’s in it？” and make sure they can use the plural nouns correctly． Ⅴ．Teaching methods As we all know：the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language．So in this leon，I will let the Students learn in real situations，finish a task by making a survey to help the Students to get a better understanding of the key structure of the dialogue．I will arrange four kinds of activities ： singing，gueing game，finishing a survey and having a competition．And in this leon a recorder，CAI，school things and a printed form will be needed． Ⅵ．Teaching procedures and purposes of my designing I’ll finish this leon in five steps． Step 1．Warming up and preview 1.Free talk between T and Students about things in the claroom． 2．Sing the song together：Books and pencils． 3．Do some TPR，for example：Show me your English book．Show me your crayon． 4．Review the numbers by asking：“How many crayons do you have？” Purpose: It is important to form a better English learning surrounding for the Students by singing and doing some total physical response.Step 2．Presentation Now I’ll mainly talk about this step． 1．Present the pattern：“My schoolbag is heavy．” “What’s in it？” Help the Students understand the meaning with the help of my body language and answer the question．Make sure they can say it correctly．Let the Students read the sentence．
2．Play a gueing game．Divide the whole cla into four groups to have a competition.Proper competition can arouse the Students ’ interest in English learning． 3．With the help of the CAI to present the dialogue． 4．Play the caette．Let the Students listen and imitate the dialogue．Pay attention to their pronunciation and intonation．
Purpose: CAI can provide a real situation for the Students to understand
the dialogue better.Tell the Students we should show our loveline to the Students Step 3．Practice 23 Divide Students into groups of six children．Each one would finish the printed form by asking and answering：How many storybooks do you have？ Find out which group finishes faster．
Purpose：Task based teaching method is used here to develop Students ’ ability of communication and also their ability of cooperation will be well trained． Step 4．Aement Help Students finish “Let’s check” of this unit and workbook． Purpose: To check the knowledge Students have learned in this period.Step 5．Adding activity 1．Let Students tell each other how many school things they have after cla．Tell their parents how many school things they have at home． 2．Take care of everything they have．
Purpose：Revision is so important that Students should speak English as much as they can in cla or after cla．It is neceary for the Students to do some extensive exercises after cla to consolidate the knowledge they learned．
