下面是范文网小编整理的高中体育微格教案模板共3篇(体育微格教案模板范文)，供大家赏析。
高中体育微格教案模板共1
消元——解二元一次方程组优质课教案整理
消元——解二元一次
1、教学目标：
知识目标：使学生掌握并能灵活运用“代入消元法”解二元一次方程组。
过程与方法：学生自主探索，经历解方程组的过程，体会解方程组的基本思想是“消元”，化二元一次方程组为一元一次方程；通过代入消元法，使学生体会把“未知”转化为“已知”和把复杂问题转化为简单问题的数学化归思想。
情感、态度、价值观：鼓励学生积极主动地参与到教与学的整个过程，通过研究解决问题的方法，培养学生的合作交流意识与探究精神。
2、重点难点
重点：用代入法解二元一次方程组。
难点：选择将哪个方程适当变形，使所选择的方程变形后系数较简单，使得代入后化简较容易并最终使方程组的运算较为简单。
（一）阅读静心：（读一读）
阅读提示：阅读、理解并记忆以下相关概念。
1． 含有两个未知数，并且所含未知数的项的次数都是1的方程叫做二元一次方程。
2．什么是二元一次方程组？
方程组中有两个未知数,含有每个未知数的项的次数都是1，并且一共有两个方程，像这样的方程组叫做二元一次方程组。
3． 使二元一次方程两边的值相等的两个未知数的值,叫做二元一次方程的解.
4． 二元一次方程组的两个方程的公共解,叫做二元一次方程组的解。
学生活动：学生提前候课，课代表组织进行理解性阅读。
设计意图：一是课前静心，使学生快速进入上课状态；二是通过课前阅读加深对前节课相关概念的理解。
（二）旧知检测（抢答游戏）（比一比）
看谁掌握最好，看谁反应最快。
1.判断题：
下列方程是二元一次方程吗？如果不是，请说明理由。
（1） （不是，因为方程有三个未知数）
（2） （不是，因为含有未知数的项的次数是2）
（3） （不是，因为含有未知数的项的次数是2）
2．选择题：下列哪一对值是二元一次方程组 的解？（
）
3．已知方程 ，(1)请用含x的代数式表示y;(2)再用含y的代数式表示x。并比较哪一种形式更简单。
学生活动：注意力高度集中，快速抢答，如果前面学生答错，后面学生可立即起来补充。
设计意图：此环节将对旧知的检测设计成题目的形式，并且以抢答的方式进行，目的是为了提高学生学习热情，调动学习积极性,对前面知识掌握情况进行检测。前两题主要是检测学生对二元一次方程和二元一次方程组的解这两个概念的理解，第3题涉及的知识是用代入消元法解二元一次方程组最关键的一步，所以放在这里练习也是为本节课的学习做铺垫。 活动2【讲授】消元—二元一次方程组的解法
创设情境 ，引入新课（想一想）
用身边的实例，引出问题：成都市盐道街中学为了激发学生学习数学的热情、培养学生的运算能力，在七年级举行了“数学高斯争霸赛”，赛制规定：每班胜一场得5分，负一场扣2分，我班为了挺进决赛，想在全部10场比赛中得到36分，那么应胜多少场？负多少场？
问题导思：
1. 题中有几个未知量？
2. 题中包含有几个等量关系?你能勾出题目中体现等量关系的句子吗？并写出等量关系。
3.你能设适当的未知数，列出方程（组）解决此问题吗？（只列方程（组），不求解）
学生活动：在老师的引导下，积极思考，并尝试着用两种不同的方法来解决。
学生可能会有两种不同的方法：
（1）解法一：设胜x场，则负（10-x）场。
（2）解法二：设胜x场，负y场。
列一元一次方程得：
列二元一次方程组得：
设计意图：用贴近学生生活的例子引入，比较能引起学生共鸣，让学生明白数学来源于生活又服务于生活，数学就在我们身边。对比学生的两种不同解法，一元一次方程我们学过，会求解，二元一次方程没有学过，所以绝大部分同学都不会求解，怎么办？引出学生求知欲。
【第三环节】师生合作，探究新知（议一议）
问题：对比二元一次方程组 和一元一次方程 ，你有什么发现？你能通过什么数学方法将这个二元一次方程组转化成我们熟悉的一元一次方程吗？试试看。
学生活动：小组讨论，派代表讲解思路。
高中体育微课教案模板
高中政治微格教案模板
高中数学微格课教案模板
微格课 高中化学教案模板
微格高中英语教学教案模板
高中体育微格教案模板共2
高中数学微格教学教案【篇1：微格数学教学教案】
学生微格教学教案
说明：
微格教案的内容应包括以下几点。
（1）教学目标。表达应具体、确切，不贪大求全，便于评价。
（2）教师的教学行为。按教学过程，写出讲解、提问、演示等教师的活动。
（3）应用的教学技能要素。在教学过程中教师的某种行为可以归入某类技能，应在对应处注明。对重点训练的技能应注明其构成要素。这样便于检查教师教学技能的训练成果，是训练教师对教学技能的识别、理解和应用能力的一项内容。 （4）学生行为。教师能估计到的学生在回
忆、观察、回答问题时的预想行为。对于学生行为的预先估计是教师在教学中能及时采取应变措施的基础。
（5）教学媒体。将需要用的教学媒体按次序注明，以便准备和使用。
（6）时间分配。教师预计教学行为、学生行为所需的时间。
【篇2：高一数学微格教学教案 (2)】
微格教学教案
班级： 主讲人： 学号: 日期：
【篇3：微格教案高一集合】
微格教学教案
设计者：学号：教学对象： 高一学生科目：数学
课题：高一的集合的含义与表示 主要的教学技能： 提问技能、板书技能、强化技能
教学目标:
知识与技能：了解集合的含义，掌握常用数集及其记法
体会元素与集合的关系，能判断某一元素“属于”或“不属于”某一集合 能选择三种方法描述不同的具体问题，感受集合语言的意义和作用 过程与方法：讲授形式，由旧知识引出新知识启发学生思考 情感态度与价值观：引导学生将数学与生活中例子相结合， 教学重点：集合中元素的三个特征，元素与集合的关系，集合的三种表示方法 教学难点：集合的三种表示方法 教学过程：
高中体育微格教案模板共3
微格教学教案
题目：I am watching TV
班级: 2008级英语师范2班
姓名： 张路阳
学号：
Unit5 I’m watching TV
Language object
this unit students learn to talk about what people are also learn to use the V-ing pattern in our daily manipulate the things and knowledge of “doing pattern “
Language point
are you doing? I’m watching you want to go swimming? Yes I do such as watching, doing, eating, cleaning, playing, swimming, reading words such as pool, school, mall, library
Section A
I hold some activities, and look at some pictures what I drew, and ask students the questions.“What is she doing?” Guide them to
make appropriate response: for example, she is watching TV.
1a: Introduce some basic words
Step1. Pay attention on the picture.(Ask students to name as many of the activities they see in the picture as they name all the activities and ask students to answer.) Step2.
Point out the numbered list of words.(Say each one and ask students to repeat.) Step3. Then ask students to match each word or phrase with one of the pictures.(Say, write the letter of each activity in the picture next to the correct word or words on the out the sample answer.)
the answers
1b: Practice listening and writing
out the names of the people. (Let students read names loudly.) to the tape about these three the
number of the activity each person is doing
the answers.
1c: Oral English with target language out the conversation in the picture of a dialogue with a student, Point to a picture of one of the people, and guide the students to answer using one of the words in activity of 1a.
2a: Listen and write with target language out the two questions and read them to the to the tape and fill in the blanks besides the questions, and ask two students to answer the answers
2b: Listen and answer the questions in order with target language the four lines to students; explain that they are in the wrong they are in the right order, they will make a clear to the recording, and write the answers in the right order.
the answers by replaying the two students to read the completed conversation.
2c：Provide speaking practice with groups of four students, and present the pictures to cause the students to think of the actions of the pictures (What are they doing).And then let the students ask and answer in pairs based on the picture on Power Point software.
Grammar Focus Talk about the rules of V+ING include formation, changes, and the changes of sentence pattern, and point out the difficulties and important grammatical points.
3a：Reading practice using the target language attention to each picture and ask question such as “What is he doing?”
to conversation A and conversation B, and conversation A is with one of these three pictures, and conversation B is with the other picture, and one picture has no students to read the conversations in pairs.
the task and check the answers.
3b: Oral English practice using target language Point out the conversations in different pairs of student to read the conversation in front of whole most important thing is asking pairs of students to pretend themselves as the people in the pictures.
4: Oral practice using the target language the activity with the students by paying attention on the pictures and ask the students the questions under the students work in pairs and help them make some stories with the pictures.
Section B 1a: Read and write practice using the target out the illustrations with the words under each one.(Ask a student to read words under the pictures in the book) attention to the words of places and activities on the chart.(Ask students, what of these words are activities? What words are places?)
an example guide students to answer “library “on the first line under places, and match the activity with the place.
students to complete the chart, and check the answers.
1b：Guide oral practice using the target attention to the contents in the pictures.(Ask two students to read) questions and answers like in the chart.
2a and 2b: target language
listening and writing practice using the out the list of places in the chart in 1a.
to the tape, and let students write down the the answers
2c: Oral practice using the target attention to the complete charts in 2a and 2b and help students use the information to organize out the conversation in the speech bubbles in the picture.
students present their conversation.
3a: Reading practice using the target language.
attention to the photos. (Ask students to talk about what they wan to receive any logical statements about the pictures)
students to read the letter and ask questions.
students to underline the “ING” pattern.
the answers.
3b: Writing practice using the target language attention to the letter and point out that it contains several blank lines. the letter to the each time I come to a blank line. students complete this letter to Bob the answers
3c: Providing a chance for the open writing using the target language students bring a photo from family or ask students to draw pictures of family members doing what they usually student what you might say about your students to write sentences about their own
pictures.
open oral practice using the target language. out the picture in which students are looking at some photos and ask two students to have the conversation to the cla. students to share their pictures and composition with other students around them.
Self Check students to make a comprehensive review and check all the words what they know and not students to write down the new words in their students to complete the story with present progreive tense.
Conclusion
Let students know and use present progreive tense in their daily life through the whole cla, and get more interest and fun from my last, we need to solve problem of this cla and reach the cla objectives.