相信对于很多优秀的教师来说，写教案并不是一件陌生的事情，教案在完成的过程中，教师务必要考虑文字表述规范，以下是范文社小编精心为您推荐的初一教案5篇，供大家参考。
初一教案篇1
一：教材分析：
1：教材所处的地位和作用：
本课是在接一元一次方程的基础上，讲述一元一次方程的应用，让学生通过审题，根据应用题的实际意义，找出相等关系，列出有关一元一次方程，是本节的重点和难点，同时也是本章节的重难点。本课讲述一元一次方程的应用题，为学生初中阶段学好必备的代数，几何的基础知识与基本技能，解决实际问题起到启蒙作用，以及对其他学科的学习的应用。在提高学生的能力，培养他们对数学的兴趣
以及对他们进行思想教育方面有独特的意义，同时，对后续教学内容起到奠基作用。
2：教育教学目标：
（1）知识目标：
（a）通过教学使学生了解应用题的一个重要步骤是根据题意找出相等关系，然后列出方程，关键在于分析已知未知量之间关系及寻找相等关系。
（b）通过和；差；倍；分的量与量之间的分析以及公式中有一个字母表示未知数，其余字母表示已知数的情况下，列出一元一次方程解简单的应用题。
（2）能力目标：通过教学初步培养学生分析问题，解决实际问题，综合归纳整理的能力，以及理论联系实际的能力。
（3）思想目标：
通过对一元一次方程应用题的教学，让学生初步认识体会到代数方法的优越性，同时渗透把未知转化为已知的辩证思想，介绍我国古代数学家对一元一次方程的研究成果，激发学生热爱中国共产党，热爱社会主义，决心为实现社会主义四个现代化而学好数学的思想；同时，通过理论联系实际的方式，通过知识的应用，培养学生唯物主义的思想观点。
3：重点，难点以及确定的依据：
根据题意寻找和；差；倍；分问题的相等关系是本课的重点，根据题意列出一元一次方程是本课的难点，其理论依据是关键让学生找出相等关系克服列出一元一次方程解应用题这一难点，但由于学生年龄小，解决实际问题能力弱，对理论联系实际的问题的理解难度大。
二：学情分析：（说学法）
1：学生初学列方程解应用题时，往往弄不清解题步骤，不设未知数就直接进行列方程或在设未知数时，有单位却忘记写单位等。
2：学生在列方程解应用题时，可能存在三个方面的困难：
（1）抓不准相等关系；
（2）找出相等关系后不会列方程；
（3）习惯于用小学算术解法，得用代数方法分析应用题不适应，不知道要抓怎样的相等关系。
3：学生在列方程解应用题时可能还会存在分析问题时思路不同，列出方程也可能不同，这样一来部分学生可能认为存在错误，实际不是，作为教师应鼓励学生开拓思路，只要思路正确，所列方程合理，都是正确的，让学生选择合理的思路，使得方程尽可能简单明了。
4：学生在学习中可能习惯于用算术方法分析已知数与未知数，未知数与已知数之间的关系，对于较为复杂的应用题无法找出等量关系，随便行事，乱列式子。
5：学生在学习过程中可能不重视分析等量关系，而习惯于套题型，找解题模式。
三：教学策略：（说教法）
如何突出重点，突破难点，从而实现教学目标。我在教学过程中拟计划进行如下操作：
1：“读（看）——议——讲”结合法
2：图表分析法
3：教学过程中坚持启发式教学的原则
教学的理论依据是：
1：必须先明确根据应用题题意列方程是重点，同时也是难点的观点，在教学过程中帮助学生抓住关键，克服难点，正确列方程弄清楚题意，找出能够表示应用题全部含义的一个相等关系，并列出代数式表示这相等关系的左边和右边。为此，在教学过程中要让学生明确知晓解题步骤，通过例1可以让学生大致了解列出一元一次方程解应用题的方法。
2：在教学过程中要求学生仔细审题，认真阅读例题的内容提要，弄清题意，找出能够表示应用题全部含义的一个相等关系，分析的过程可以让学生只写在草稿上，在写解的过程中，要求学生先设未知数，再根据相等关系列出需要的代数式，再把相等关系表示成方程形式，然后解这个方程，并写出答案，在设未知数时，如有单位，必须让学生写在字母后，如例1中，不能把“设原来有x千克面粉”写成“设原来有x”。另外，在列方程中，各代数式的单位应该是相同的，如例1中，代数式“x 字串7 ”“—15%x”“42500”的单位都是千克。在本例教学中，关键在于找出这个相等关系，将其中涉及待求的某个数设为未知数，其余的数用已知数或含有已知数与未知数的代数式表示，从而列出方程。在例1中的相等关系比较简单明显，可通过启发式让学生自己找出来。在例1教学中同时让学生巩固解一元一次方程应用题的五个步骤，特别是第2步是关键步骤。
3：针对学生在列方程解应用题中可能存在的三个方面的困难，在教学过程中有意识加以解决，特别是学生抓不准相等关系这方面，可以让学生通过表格，图表等形式帮助学生找出相等关系表示成方程。如例1在分析过程中通过表格让学生明了清楚直观解决列方程的难点。
4：通过图表对比使学生更直观，理解更深刻，同时，降低了理论教学的难度和分量，提高课堂教学效益（教学手段）。
5：在课后习题的安排上适当让学生通过模仿例题的思想方法，加深学生解应用题的能力，这主要由于学生刚刚入门，多进行模仿，习惯以后，再做与例题不一样的习题，可以提高运用知识能力，同时让学生进行一题多解，找出共同点，区别或最佳列法，以开阔学生的思路。
四：教学程序：
（一）：课堂结构：复习提问，导入讲授新课，课堂练习，巩固新课，布置作业五个部分。
（二）：教学简要过程：
1：复习提问：
（1）：什么叫做等式？
（2）：等式与方程之间有哪些关系？
（3）：求x的15%的代数式。
（4）：叙述代数式与方程的区别。
（理由是：通过复习加深学生对等式，方程，代数式之间关系的理解，有利于学生熟练正确根据题意列出一元一次方程，从而有利降低本节的难度。）
2：导入讲授新课：
（1）：教具：
一块小黑板，抄212例1题目及相对应的空表格。
左边右边
（2）：新课引述：
（3）：讲述课文212例1：
（目的是：要求学生认真读懂题目，寻找反映题目的全部含义的相等关系，必须根据题目关系，切勿盲目性）通过理解启发学生寻找出以下关系：原来重量—运出重量=剩余重量（a）（在指导学生分析寻找题意相等关系时，可能存在学生分析问题思路不同，会找出如下关系：原来重量=运出重量+剩余重量,原来重量—剩余重量=运出重量的相等关系来，这主要由于学生思路不同，得出的关系表面不同，但思路是正确的，应加以鼓励培养学生这种发散思维能力。）
指导学生设原来重量为x千克。这里分析等式左边：原来重量为x千克，运出重量为15%x千克，把以上填入表格左边。 字串7 分析等式右边：剩余重量为42500千克，填入表格右边。
（目的是：通过分析使学生易看出，先弄懂题意，找出相等关系，再按照相等关系来设未知数和列代数式，有利于降低列方程解应用题的难度）
把以上左边和右边的代数式分别代入（a）中，同时要求学生注意方程的左边和右边的单位要一致，就可以列出方程。
同时要求学生在解答过程中勿漏写“答”和“设”，且都不要漏写单位。
结合解题过程向学生介绍一元一次应用题解法的一般步骤：
课本215黑体字
3：课堂练习：
课文216练习1，2题
（目的是：让学生通过适当的模仿例题的解题思想方法从而加深对本课的内容的理解掌握。）
4：新课巩固：
学生对本节内容进行要小结：
列方程解应用题着重于分析，抓住寻找相等关系。解一元一次应用题的一般步骤及注意事项。
（目的：让学生加深对应用题的解法的认识和该注意事项的重视。）
5：作业布置：
课文221习题4-4（1）a组1，2，3题
（目的：在于检验学生对本节内容的理解和运用程度，以及实际接受情况，并促使学生进一步巩固和掌握所学的内容。）
五：板书设计：
4*4一元一次方程的应用：
例题：小黑板出示例1题目解：设原来有x千克面粉，那么运
相等关系：原来重量—运出重量=剩余重量出了15%x千克，依题意，得
等式左边：等式右边：x—15%x=42500
原来重量为x千克，剩余重量为42500千克。解这个方程：
运出重量为15%x千克。85/100*x=42500
解一元一次方程的一般步骤：x=50000（千克）
小黑板出示课文215黑体字内容提要答：原来有50000千克面粉。
初一教案篇2
学习目标：
1．理解平行线的意义两条直线的两种位置关系；
2．理解并掌握平行公理及其推论的内容；
3．会根据几何语句画图，会用直尺和三角板画平行线；
学习重点：
探索和掌握平行公理及其推论.
学习难点：
对平行线本质属性的理解,用几何语言描述图形的性质
一、学习过程：预习提问
两条直线相交有几个交点？
平面内两条直线的位置关系除相交外，还有哪些呢？
（一）画平行线
1、 工具：直尺、三角板
2、 方法：一"落"；二"靠"；三"移"；四"画"。
3、请你根据此方法练习画平行线：
已知:直线a,点b,点c.
(1)过点b画直线a的平行线,能画几条?
(2)过点c画直线a的平行线,它与过点b的平行线平行吗?
（二）平行公理及推论
1、思考：上图中，①过点b画直线a的平行线，能画 条；
②过点c画直线a的平行线，能画 条；
③你画的直线有什么位置关系？ 。
②探索：如图,p是直线ab外一点,cd与ef相交于p.若cd与ab平行,则ef与ab平行吗?为什么?
二、自我检测：
（一）选择题:
1、下列推理正确的是 （ ）
a、因为a//d, b//c,所以c//d b、因为a//c, b//d,所以c//d
c、因为a//b, a//c,所以b//c d、因为a//b, d//c,所以a//c
2.在同一平面内有三条直线,若其中有两条且只有两条直线平行,则它们交点的个数为( )
a.0个 b.1个 c.2个 d.3个
（二）填空题:
1、在同一平面内，与已知直线l平行的直线有 条，而经过l外一点，与已知直线l平行的直线有且只有 条。
2、在同一平面内，直线l1与l2满足下列条件，写出其对应的.位置关系：
（1）l1与l2 没有公共点，则 l1与l2 ；
（2）l1与l2有且只有一个公共点，则l1与l2 ；
（3）l1与l2有两个公共点，则l1与l2 。
3、在同一平面内，一个角的两边与另一个角的两边分别平行，那么这两个角的大小关系是 。
4、平面内有a 、b、c三条直线，则它们的交点个数可能是 个。
三、cd⊥ab于d，e是bc上一点，ef⊥ab于f，∠1=∠2.试说明∠bdg+∠b=180°.
初一教案篇3
language goal
in this unit, students learn to talk about jobs.
new language
what do you do? i'm a reporter
what does he do.' he's a student.
what do you want to be? i want to be an actor .
what does she want to be? she wants to be a police officer
names of jobs and professions
section a
brainstorm with students a list of jobs that friends or relatives do. ("brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) write the word jobs on the board and list all the jobs students mention.
point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.
la this activity introduces the key vocabulary.
focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.
point to the numbered list of words. say each one and ask students to repeat.
then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.
1 b this activity gives students practice in understanding the target language in spoken conversation.
point to the different people shown in the picture.ask various students to tell what they do as you point to each one,
say, now you will hear three conversations. the conversations are about three of the people in this picture.
play the recording the first time. students only listen.
play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
correct the answers.
1 c this activity provides guided oral practice using the target language-
ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.
say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.
say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.
as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.
2a this activity gives students practice in understanding the target language in spoken conversation.
ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?
play the recording the first time. students only listen.say, you will hear conversations about the people in these pictures.
play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.
correct the answers.
2b this activity gives students practice in understanding the target language in spoken conversation.
point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? (it is not the job the person lias now. it is the job the person wants in the future.)
play the recording the first time. students only listen.say, you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.
play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample
2c this activity provides guided oral practice using the target language.
point out the pictures in activity 2a. ask who each person is. (they are susan's brother. anna's mother, and tony's father.)
say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"
say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
3a this activity introduces the names for the places where people work, and gives reading practice using the target language.
call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.
point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.
ask students to work alone. say, write the number of each job in the square next to each workplace.
check the answers.
3b this activity provides guided oral practice using the target language.
point out the pictures in activity 3a. ask students to name the workplace shown in each picture.
then point out the conversation in the speech bubbles. ask two students to read it to the class.
say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.
say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a restaurant.then ask. what does he do? and guide the student to answer, he's a waiter.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
4 this activity provides listening and speaking practice using the target language.
call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.
demonstrate by drawing a picture on the board of a stick figure reporter. add details (microphone, notebook,etc.) until students guess what job it is.
ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
ask two different students to ask questions about the job, and then ask a third student to guess what job it is.
play the game using drawings by several different students.
alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.
section b
new language
words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
additional materials to bring to class:
help wanted ads from an english-language newspaper
1 a this activity introduces the key vocabulary.
focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?
point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.
then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.
check the answers.
1 b this activity provides guided oral practice using the target language.
call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.
then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.
1 c this activity provides an opportunity for oral practice.
say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.
ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a this activity provides listening and writing practice with the target language.
call attention to the two headings and ask a student to read die headings to the class.
point out the blank lines where students will write the name of a job (under the words wants to be).
play ihe recording the first time. students only listen.
say, now i will play the tape again. this time write the name of a job under the words "wants to be."
2b this activity provides listening and writing practice with the target language,
call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.
play the recording again. students only listen.
then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"
play the recording. students write their answers.
check the answers.
2c this activity provides open-ended oral practice using the target language.
say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.
ask individual students to tell the class about what they want to be and why.
3a this activity provides reading and writing practice using the target language.
call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.
then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.
ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.
check the answers.
3b this activity provides reading and writing practice using the target language.
call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct word.suggest that they look at the names of jobs and the words that describe jobs in the first part of section b.
check the answers,
3c this activity provides writing practice using the target
language.
point out the blank strip of newspaper where students can write their own ads.
ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police officer.call the smithtown police station at 555-2323.
ask students to read their ads to a partner. ask the pairs to correct each other's work.
4 this activity provides guided oral practice using the
target language.
ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.
then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.
as students ask questions, move from group to group. rephrase any incomplete or incorrect questions.also rephrase any inaccurate answers.
初一教案篇4
一、介绍
在此处向学生们简要介绍这个webquest的有关情况。如果在此webquest中包括角色扮演或闯关游戏（如“你现在是一个鉴别神秘诗人的间谍”），则应在此处设置情境。也可以使用这部分做先期的组织或概述工作。
二、任务
清晰明了地描述学习者行为的最终结果将是什么。任务可以是：
·一系列必须解答的问题；
·对所创建事物进行总结；
·一系列需要解决的问题；
·阐明自己的立场并对此进行说明；
·一项具有创意的工作；
·任何需要学习者对自己所收集的信息进行加工和转化的事情。
三、资源
利用这一部分指明学习者可以用于完成任务的网址。在每一个链接中嵌入对此资源的描述，以便学习者可能在点击前知道自己将通过访问该网址获得什么。
四、过程描述
介绍学习者完成任务应遵循的步骤。这一部分是探究学习的关键所在。一定要使这些步骤简明清晰。
（1）第一步
（2）第二步
（3）第三步
五、学习建议
在此处，你要为学生提供一些建议，以帮助他们组织所收集的信息。“建议”可以包括使用的流程图、总结表、概念地图或其他组织结构，“建议”也可以采用由复选框组成的问卷形式，问题旨在分析信息或提请对要考虑的事物的注意。
如果将“学习建议”部分嵌入到“过程描述”中，可能效果会更好。不过如果你提供了大量的建议，或者数据的收集和分析过程不是几步就可以完成的事情，那么还是将这两个部分分开的好。
六、评价
创建量规，向学生展示他们将如何被评价。另外，你可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。
七、总结
用一两句话概述学生通过完成此webquest将会获得或学到什么。
初一教案篇5
一、教学目标
1、知识与技能
(1)通过本课的学习，使学生比较清楚的掌握宋元时期辉煌的科学技术成就的基本情况，由此进一步了解中华民族对世界文明的重大贡献。
(2)初步培养学生进行历史感知，历史想象的形象思维能力以及学生全面系统的思考问题的初步能力和概括归纳的能力。
2、过程与方法师生互动，合作探究
3、情感态度与价值观激发学生的爱国主义情感和民族自豪感;学习古代科学家勤于探索坚持不懈勇于创新的精神。
二、教材分析
本课主要介绍了宋元时期的科技成就，向学生展现了我国古代的重大科技发明和中华民族对人类文明的杰出贡献。本课重点是活字印刷术的发明指南针和火药的应用及向世界的传播。难点是充分认识中国古代四大发明对世界历史的影响。
三、教学准备
教着准备雕印好的“灿烂的宋元文化”几个大字。学生准备橡皮泥橡皮檫小??
四、教学过程
(一)导入新课：
教师展示雕印的“灿烂的宋元文化”提问：这是怎么制出来的?(雕印)师：中国古代印刷术起源于印章和石刻，发展到隋唐时出现了什么技术?(雕版印刷术)雕版印刷术经过五代，到了两宋时期兴旺发达。雕版印刷术出现以后，我国刊印了大量精美的书籍。唐朝印制的《金刚经》是世界上最早标有确切日期的印刷品，那么同学们有没有思考雕版印刷的欠缺与不便之处呢?教师举例说明如：宋太祖时官方主持刻印《大藏经》，耗时12年，雕版13万块，印完后堆积如山的雕版派不上用场。另外，当时一个刻工一天只能雕刻四五十个字，一本六万字的书就需要三四年才能刻完。学生通过示例归纳出结论：费时费工浪费性大。师由此可见雕版印刷术需要改革创新了，于是到北宋时，有人发明了活字印刷术，这个人是谁?(北宋平民毕升)
(二)授新课
1.活字印刷术的发明师：观察毕升画像，阅读小字部分，简要归纳出活字印刷中的四道工序。(刻制单字排版印刷拆版)学生动手体验，完成活动探究(1)师：同学们想一想，活字印刷与雕版印刷相比较有哪些优点?在学生回答的基础上教师指出：活字印刷突出两个变，变死字为活字，变死版为活版，既经济又省时。由此可见，活字印刷把印刷术推进了一个新的阶段，。元朝时王贞发明了木活字，才广泛推广和应用。但是，毕升的这一创举比欧洲早400年。师：今天的印刷业又有什么新的发展呢?(激光照排电脑排版高速印刷机等)
2.指南针的应用师：同学们见过大海吗?假如你是一名海员，驾驶一艘船在茫茫的大海上行驶，那么船上首先要具备什么?(指南针)师：说道指南针，这里有一个小故事：秦始皇统一六国后，在咸阳修建一座阿旁宫，大门用磁石做成，如有人暗藏兵器入宫行刺，就会被磁石吸住。这个故事告诉我们：古代劳动人民很早就掌握了磁学知识，早在战国时，人们就制成了指示方向的仪器——司南。观察汉朝的司南模型思考：司南由哪两部分组成，是根据什么原理制成的?师：到了北宋，人们制成指南针。观察宋朝的罗盘针模型思考：罗盘针比司南有哪些进步?它是用什么方法制成的?出示材料分析：舟师识地理，夜则观星，昼则观日，隐晦则观指南针
——北宋朱《萍州可谈》
渺茫无际，天水一色，舟舶来往，惟以指南针为则。昼夜守视惟谨，毫厘之差，生死系矣。——南宋赵汝适《诸蕃志》思考：从以上材料中分别获得了什么信息?突出的变化是什么?师：在学生讲解的基础上讲解，“沉石寻孤屿，浮针辨四维”，南宋诗人朱继芳的诗句更道出了那个时代人们由于小小的浮针而打开崭新视野的豪情。指南针的应用使人类可以全天候航行，将“原始航海时代推至终年。”由此指南针也被世人誉为“水上之友。”南宋时，经阿拉伯人传人欧洲，为后来欧洲航海家的环球航行创造了条件。
3.火药的应用和传播古代中国，不但有纷呈异彩的冷兵器，而且也最先跨入火器国家行列。师：火药是怎样发明的?它有哪些作用?师：中国是火药的故乡，火药在唐朝末年用于军事，宋元时期广泛用于战争。指导学生观察“突火枪”图片，并说明其原理。活动探究：比较一下金元时期的火箭发射与今天的火箭发射原理是否相同?师：宋元时与科技成果相伴随的还出现了许多科学家，书中提出的主要是哪两位?其主要成就是什么?
(三)总结
元朝的统一经济的发展以及隋唐文化的基础，使宋元科技水平发展到一个高峰阶段，四大发明的应用及传播，促进了人类文明史的发展，与天文历法方面的成就，共同构建了宋元文化的繁荣。学完本课后，你最大的感受是什么?
