第三课沙漠之舟
《沙漠之舟》教案3篇
《沙漠之舟》教案3篇《沙漠之舟》教案篇1一、教学目标:1、学习本课生字。
理解、积累本课词语,并用“由于”、“因此”等词造句。
2、能正确、流利、有感情地朗读课文,了解骆驼的外型和特殊生理构造,学习抓住特点描写事物的方法。
誊写自身喜欢的词语。
3、培养同学爱动物的情感,增强维护动物的意识。
二、教学重点:有感情地朗读课文,学习作者抓住特点描写事物的方法。
三、学难点:理解为什么称骆驼为沙漠之舟?四、教学用具:投影仪、录像、电脑、图片五、教学时间:三课时六、公开课教案:第一课时一、教学目标:(一)初读课文,学习生字词。
(二)理清课文条理,了解课文从哪几方面写骆驼的?二、教学重、难点:理清课文条理,了解课文从哪几方面写骆驼的?三、教学过程:(一)板书课题,激发情趣。
1、齐读课题,问:“沙漠之舟”指什么?2、出示骆驼图片,谈谈你对骆驼的认识。
(二)初读课文,理清条理。
1、指名读课文,考虑:课文是从哪几方面写骆驼是“沙漠之舟”的?2、同学讨论、回答。
三个方面:(1)骆驼的外型特点。
(2)骆驼具有特殊生理构造,能适应沙漠生活。
(3)骆驼长途跋涉在沙漠中,担负着繁重的运输任务,成为交通工具,不愧为“沙漠之舟”。
3、分别请同学朗读这三局部内容。
(三)检查生字词预习情况。
1、出示词语,认读。
________、仓库、任务、恶劣、暑假、算术、蠢笨程度、酷爱、兼职、浩瀚、粗糙、长途、跋涉2、默字词并订正。
3、反义词:蠢笨《沙漠之舟》教案篇2教学目标:1、能正确、流利、有感情地朗读课文,渗透正确的审美观教育。
2、读懂课文内容,能有条理地讲述这个故事。
3、学会本课生字,其中田字格前面的只识不写;理解由生字组成的词语。
4、默读课文第3、4自然段,能简要口述骆驼的驼峰、脚掌、眼毛在沙漠里的特殊用处。
教学重点:学习课文抓住特点、选择有关材料、具体化的描写方法。
教学难点:理解为什么把骆驼称为“沙漠之舟”。
教学准备:1、学生查找有关描写骆驼身体特点和生活习性的相关资料。
小学语文课件-沙漠之舟
2
演变
随着时间的推移,沙漠之舟的制作材料逐渐升级,外形也变得更为美观。
3
作用
沙漠之舟逐渐演化成为交通工具、生存工具和文化传承的代表。
沙漠之舟的制作
制作材料 制作过程 制作技巧
羊毛毡、骆驼毛、细麻绳等 剪裁-缝制-封边-打版-固定装饰物 尺码要合适,固定要紧凑,细节要精细
沙漠之舟的运用
搭建帐篷
ห้องสมุดไป่ตู้沙漠之舟内部空间较大,可以 搭建帐篷供人们居住。
作为交通工具
沙漠之舟可以装载大量物资, 也可以让人们跨越沙漠。
其他用途
沙漠之舟还可以用于赛马、游 览沙漠等。
小结
沙漠之舟是一个具有悠久历史和独特文化内涵的物品,它不仅是沙漠中必不可少的交通工具,也是沙漠文化的 产物。
拓展知识
中国古代长途商队
古代长途商队中也曾使用沙漠之 舟,如丝绸之路上的骆驼队。
阿拉伯文化
阿拉伯国家中,骆驼文化占据重 要的地位,骆驼赛事经常举行。
柏柏尔人
柏柏尔人是非洲北部的游牧民族, 他们长期使用沙漠之舟生存。
知识问答
1 1. 沙漠之舟最早是用什么材料制作的?
毛皮和骨头。
2 2. 沙漠之舟可以用来作什么?
搭建帐篷、作为交通工具、赛马等。
3 3. 沙漠之舟的制作需要哪些技巧?
尺码要合适,固定要紧凑,细节要精细。
小学语文课件-沙漠之舟
沙漠之舟是沙漠中必不可少的交通工具和生存工具。它看起来和普通帐篷很 相似,但是内部结构和用途截然不同。
自然环境介绍
沙丘
沙漠中最典型的自然景观,一望 无际的沙丘让人望而生畏。
高温
沙漠中白天高温难耐,晚上温差 大,需要做好保暖措施。
北师大版语文《沙漠之舟》公开课教案优秀教案
北师大版语文《沙漠之舟》公开课教案优秀教案一、教学目标1.知识与技能:理解课文《沙漠之舟》的主要内容,体会文章的表达顺序和语言特点。
学习骆驼的相关知识,培养对大自然的敬畏之心。
提高阅读理解能力和写作能力。
2.过程与方法:通过自主学习、合作探讨,分析课文结构和写作方法。
运用多媒体手段,增强直观感受,提高学习兴趣。
3.情感态度与价值观:培养热爱自然、关爱生命的情感。
激发学生探索未知世界的兴趣。
二、教学重点与难点1.教学重点:理解课文内容,体会文章的表达顺序和语言特点。
学习骆驼的相关知识,提高阅读理解能力。
2.教学难点:分析课文结构,学习写作方法。
培养热爱自然、关爱生命的情感。
三、教学过程1.导入新课(1)展示图片,引导学生观察骆驼的特点。
(2)提问:你们对骆驼有什么了解?它们为什么被称为“沙漠之舟”?2.自主学习(1)学生自主阅读课文,理解课文内容。
(2)学生分享阅读感受,教师点评。
3.合作探讨(1)分组讨论:分析课文结构和写作方法。
(2)每组选代表发言,教师点评。
4.课堂讲解(1)讲解课文中的重点词语和句式。
(2)分析课文的结构,学习写作方法。
5.课堂练习(1)根据课文内容,完成练习题。
(2)学生展示答案,教师点评。
6.拓展延伸(1)展示骆驼在沙漠中的生活图片,引导学生感受大自然的神奇。
(2)学生分享自己的感受,教师点评。
四、课后作业1.结合课文内容,写一篇关于骆驼的作文。
2.收集有关骆驼的资料,进行交流分享。
五、教学反思本节课通过自主学习、合作探讨、课堂讲解等方式,使学生深入理解了课文《沙漠之舟》的内容,掌握了骆驼的相关知识。
在教学过程中,注重培养学生的阅读理解能力和写作能力,同时激发他们对大自然的敬畏之心。
课后作业的设计,旨在巩固课堂所学,提高学生的综合素质。
总体来说,本节课达到了预期的教学目标,但仍需在课堂组织和学生参与度方面加强。
1.教学效果:学生对课文内容有了深入理解,掌握了骆驼的相关知识。
2022年四年级下册语文《沙漠之舟》原文及教案
2022年四年级下册语文《沙漠之舟》原文及教案老师要擅长用教案,借鉴、自编、改编一些题,作为补充题。
总之,谨慎的探究教案是钻研教材的一项非常重要的工作,它对教学质量提高有着重要好处。
下面我给大家带来关于四年级下册语文《沙漠之舟》原文及教案,盼望会对大家的工作与学习有所协助。
《沙漠之舟》原文骆驼生活在沙漠里。
它身体很高,颈部很长,能够7望到很远的地方。
沙漠里有水的地方很少,骆驼的嗅觉很灵敏,能协助人们找到水源。
每逢沙漠里刮起卷着沙子的旋风,它的鼻孔主紧紧地闭起来。
骆驼的腿上有一大片胼胝,它就是趴在被太阳晒得滚热的沙子上,也不会烫伤。
骆骆的脚掌又宽又厚,走路的时候,两个脚趾分开,不会陷到松软的沙子一局部养料变成脂肪贮存在驼峰里。
等到缺乏食物的时候,它就是用自己积蓄的养分来维持生命。
洮漠宽广无边,到处是高凹凸低的人很认路。
骆驼却能在沙漠里给我们带路。
沙漠里的大风是很可怕的,大风卷着沙粒飞滚,有时会移来整座沙丘,把人和牲口全埋在底下。
骆驼熟识沙漠里的气候,快要刮风了,它就跪下,旅行的人可以预先做好打算。
骆驼走得很慢,可是能驮许多东西。
它是沙漠里重要的交通工具,人们把它看做渡过沙漠之海的航船,称它为“沙漠之舟”。
《沙漠之舟》教案教学目标:1、学习课文,了解骆驼适应沙漠生活的生理特点,明白人们为什么把骆驼称为“沙漠之舟”。
2、学习课文抓住特点、选择有关材料、详细化的描写方法。
3、能将课后资料进展修改,插入课文相关段落,完善和补充课文内容。
4、能正确、流利、有感情地朗读课文5、造就学生爱动物的情感,增加爱护动物的意识。
教学重点:学习课文抓住特点、选择有关材料、详细化的描写方法。
教学难点:理解为什么把骆驼称为“沙漠之舟”。
教学打算:1、学生查找有关描写骆驼身体特点和生活习性的相关资料。
2、电脑课件。
教学过程:一、复习导入1、齐读课题2、通过上一节课的学习,你知道课题中的“我”是谁?3、引读1、2节。
小骆驼在小溪边照“镜子”,小红马望见了(点击课件,书上插图)就喷着响鼻对小骆驼说:“你的脚掌有又大又厚………”小骆驼觉得挺委屈……4、问“小红马觉得小骆驼哪些地方长得挺难看的?5、追问:正因为小红马说它难看,所以小骆驼觉得挺委屈的板书:委屈于是,妈妈确定和小骆驼到沙漠中去旅行一次。
沙漠之舟
沙漠之舟本课教材分析:《沙漠之舟》是一篇描写动物的说明文,课文以“沙漠之舟”为题,着重介绍了骆驼适应沙漠生活以及它如何帮助人们穿越沙漠,被称为“沙漠之舟”的原因。
全文共有四个自然段,按照内容的不同可以分为两个层次。
第一层次(第一自然段):讲骆驼适应沙漠生活的原因,在介绍骆驼适应环境的独特身体特点的过程中,也展示出沙漠广阔无垠、干旱炎热、缺少水草、风大沙烫、沙地松软的特点。
第二层次(第二至四自然段):介绍骆驼被称为沙漠之舟的原因。
三个自然段从骆驼能给人们带路、指引方向,预报大风和能驮东西,是沙漠里重要的交通工具这三方面介绍骆驼在沙漠中的重要作用。
也正因为这三方面人们才会把它看作渡过沙漠之海的航船,称它为“沙漠之舟”。
课文的两部分内容有着密切的联系,正因为骆驼适应沙漠的恶劣环境,能在沙漠环境中畅通无阻,所以才能给人引路,预报大风,驮运物品,才能当之无愧地被称为“沙漠之舟”。
教学目标:1、学习课文,了解骆驼适应沙漠生活的生理特点,明白人们为什么把骆驼称为“沙漠之舟”。
2、学习课文抓住特点、选择有关材料、具体化的描写方法。
3、能将课后资料进行修改,插入课文相关段落,完善和补充课文内容。
4、能正确、流利、有感情地朗读课文5、培养学生爱动物的情感,增强保护动物的意识。
教学重点、难点:1、学习课文抓住特点、选择有关材料、具体化的描写方法。
2、理解为什么把骆驼称为“沙漠之舟”。
教学准备:1、学生查找有关描写骆驼身体特点和生活习性的相关资料。
教学用具:投影仪、录像、电脑、图片教学时间:二课时教学设计:第二课时教学过程:一、激趣导入1、在上新课之前,老师给大家出个谜语,看看你能猜出来是什么吗?四腿长长脖子弯,背上驮着两座山。
膝盖上面带软垫,大脚掌儿分两半。
眼睛外面挂窗帘,鼻孔有门能开关。
冬天翻穿大皮袄,夏天又把单衣换。
一次吃饱水和草,几天不饿口不干。
担上重担走沙漠,不怕烈日和风寒。
对了,是骆驼。
同学知道人们对骆驼还有一个美誉吗?“沙漠之舟”是的,那就让我们打开课本,继续学习课文《沙漠之舟》吧。
《沙漠之舟》
:46:06| 分类:教案设计|举报|字号订阅本课教材分析:《沙漠之舟》是一篇描写动物的说明文,课文以“沙漠之舟”为题,着重介绍了骆驼适应沙漠生活以及它如何帮助人们穿越沙漠,被称为“沙漠之舟”的原因。
全文共有四个自然段,按照内容的不同可以分为两个层次。
第一层次(第一自然段):讲骆驼适应沙漠生活的原因,在介绍骆驼适应环境的独特身体特点的过程中,也展示出沙漠广阔无垠、干旱炎热、缺少水草、风大沙烫、沙地松软的特点。
第二层次(第二至四自然段):介绍骆驼被称为沙漠之舟的原因。
三个自然段从骆驼能给人们带路、指引方向,预报大风和能驮东西,是沙漠里重要的交通工具这三方面介绍骆驼在沙漠中的重要作用。
也正因为这三方面人们才会把它看作渡过沙漠之海的航船,称它为“沙漠之舟”。
课文的两部分内容有着密切的联系,正因为骆驼适应沙漠的恶劣环境,能在沙漠环境中畅通无阻,所以才能给人引路,预报大风,驮运物品,才能当之无愧地被称为“沙漠之舟”。
学校及学生状况分析:我班学生在课堂上的思维很活跃,理解能力和自读自悟方面的学习能力较强,而且大部分学生喜欢阅读课外书籍,常常会在课堂上结合自己的课外知识来理解课文内容,谈自己的认识。
所以课前要求学生通过书本、影视、网络、问家长等手段,查找有关骆驼及沙漠的资料,积累一定的感性知识。
这样,在课堂上就容易与课文产生共鸣,较快地进入情境。
学生已经能够在小组长的带领下,通过合作进行探究学习,所以本课在突破重难点时,设计了小组合作学习,进一步培养学生自主合作的能力。
教学目标:1、学习课文,了解骆驼适应沙漠生活的生理特点,明白人们为什么把骆驼称为“沙漠之舟”。
2、学习课文抓住特点、选择有关材料、具体化的描写方法。
3、能将课后资料进行修改,插入课文相关段落,完善和补充课文内容。
4、能正确、流利、有感情地朗读课文5、培养学生爱动物的情感,增强保护动物的意识。
教学重点、难点:1、学习课文抓住特点、选择有关材料、具体化的描写方法。
沙漠之舟教案-教学教案
沙漠之舟教案-教学教案第一篇:沙漠之舟教案-教学教案1、能正确、流利、有感情地朗读课文,了解骆驼适应沙漠生活的生理特点,明白人们为什么把骆驼称为“沙漠之舟”。
2、学习课文抓住特点、选择有关材料、具体化的描写方法。
3、能将课后资料进行修改,插入课文相关段落,完善和补充课文内容。
4、培养学生爱动物的情感,增强保护动物的意识。
三、说学情和重难点:根据教材编排的特点,我确定本文教学的重点为:学习课文抓住特点、选择有关材料、具体化的描写方法。
难点为:理解为什么把骆驼称为“沙漠之舟”。
四、说教法:本课教学采用“问题探究”的教法,引导学生带着问题,自己去读懂课文,获得知识。
凡是学生能读懂的,都让学生自己去读。
每一次读,教师都提出明确的要求,引导学生主动探索、理解。
着重对学生自主合作能力的培养。
同时,引导学生通过查阅资料,充分利用课外资源补充课内有限的内容,加深对课文内容的理解。
五、说教学设计:本文教学分两课时完成。
第一课时的内容主要是围绕问题:为什么把骆驼称作“沙漠之舟”?引导学生自主合作学习课文;第二课时的内容主要是指导学生书写本课的生字及合理修改选择资料,补充课文内容;引导学生运用课文中所学到的方法,观察自己喜欢的动物,进行练笔。
一、启发谈话、揭示课题。
教师开课时先板书“舟”字,然后提问学生“舟”什么意思?船是在哪里航行的?紧接着出示沙漠的图片,板书:沙漠,问学生沙漠里有船吗?板书:之,指着板书问学生:沙漠之舟指的是什么?当学生异口同声的回答沙漠之舟指的是骆驼时,教师可以接着说为什么人们把骆驼称为沙漠之舟呢?激发学生的求知欲,很自然的过渡到学习课文这一环节。
二、初读课文,自学生字。
学生有了兴趣,读课文时的热情就会高涨,教师对学生提出明确的朗读要求:读准字音,读通句子,遇到不认识的字自己想办法解决。
想想还有什么不明白的字词和问题,全班一起解决。
三、精读课文,感悟理解。
在学生对课文有了初步的了解后,教师通过两个问题:骆驼为什么能在沙漠里生活?人们为什么把骆驼称为沙漠之舟?帮助学生理清文章的层次,方便下面的学习。
2024年四年级下册语文《沙漠之舟》北师版原文及教案
《沙漠之舟》北师版原文及教案一、教学目标1.知识与技能:1.1能够正确地朗读课文,理解课文大意。
1.2学习生字词,掌握生字的读音、书写和词义。
1.3了解骆驼在沙漠中的重要作用,认识沙漠环境的恶劣。
2.过程与方法:2.1通过查阅资料,了解沙漠和骆驼的相关知识。
2.2通过小组讨论,探讨骆驼为什么被称为“沙漠之舟”。
3.情感态度与价值观:3.1培养学生对自然环境的敬畏之心。
3.2培养学生合作、探究、创新的精神。
二、教学重点与难点1.教学重点:1.1课文的朗读与理解。
1.2生字词的学习。
1.3骆驼在沙漠中的重要作用。
2.教学难点:2.1沙漠环境的恶劣与骆驼的适应能力。
2.2骆驼被称为“沙漠之舟”的原因。
三、教学过程1.导入新课教师简要介绍沙漠和骆驼,引发学生对沙漠环境的兴趣。
2.课文朗读学生自由朗读课文,教师指导学生注意语气、节奏。
3.课文理解教师提问,引导学生回答,理解课文大意。
教师讲解生字词,帮助学生掌握生字的读音、书写和词义。
4.小组讨论学生分小组讨论,探讨骆驼为什么被称为“沙漠之舟”。
5.拓展活动学生查阅资料,了解沙漠和骆驼的相关知识。
6.课堂小结四、教学反思1.本节课通过朗读、讨论、查阅资料等多种形式,让学生全面了解沙漠环境和骆驼的特点,提高了学生的学习兴趣和参与度。
2.学生在小组讨论中积极发言,表达自己的观点,培养了合作、探究、创新的精神。
3.教师在课堂上注重启发式教学,引导学生主动思考,提高了学生的思维能力。
五、教学资源1.课文《沙漠之舟》原文。
2.生字词表。
3.沙漠和骆驼的相关资料。
六、教学建议1.在教学过程中,注意关注学生的学习进度,适时调整教学节奏。
2.鼓励学生在课堂上积极发言,培养学生的表达能力和思维能力。
3.结合实际情况,适当增加拓展活动,提高学生的学习兴趣。
4.教师在课堂上要注重情感态度的培养,引导学生树立正确的价值观。
七、教学评价1.课堂参与度:观察学生在课堂上的发言、讨论等表现,评价学生的参与度。
《沙漠之舟》3精品PPT课件
身体高、驼峰
身高2-3米,重约450公 斤,寿命可达35—40岁。
腿上有胼胝——不怕烫
骆驼的腿上有一大片胼胝, 它就是趴在被太阳晒得滚热的沙 子上,也不会烫伤。
脚掌宽厚、脚趾分开——不会下陷
鼻孔会闭——挡风沙
嗅觉灵敏——找水源,避旋风
驼峰—储藏养料
驼峰就像仓 库,里面贮藏着 大量的脂肪。当 骆峰在沙漠中长 途行走时,常常 又饿又渴,这时, 驼峰内的脂肪就 会分解,变成体 内急需的营养和 水分,使它能够 夏天十多天不喝 水,冬天三十天。
大风卷着沙粒飞滚 移来整座沙丘
单峰骆驼
双峰骆驼
思考: 自由读课文,课文分成几个部分?
每部分讲了什么?
第一部分(1):骆驼生活在 沙漠的原因
第二部分(2~4):介绍骆驼被称 为“沙漠之舟”的原因
轻声读第一自然段,想一想:
(1)用括号括出第1自然段的总起句。并用笔标出 这个自然段共有几句话。 (2)思考:为什么骆驼能在沙漠中生活?用横线 画出。
沙漠之舟
骆驼是沙漠里重要的交通工 具,人们把它看做渡过沙漠之海 的航船,称它为“沙漠之舟”。
你会读吗?
骆驼 沙漠 嗅觉 灵敏 每逢 旋风 胼胝 烫伤 脚趾 陷入 脂肪 缺乏 储藏 积蓄 营养 维持 跪下 沙丘 宽广无边
滚热的沙子
松软的沙子
陷进沙子里 卷着沙子的旋风
沙漠宽广无边
到处是高高低低的沙丘
课后作业
▪ 1、观赏有关骆驼的影像资料。 ▪ 2、熟读课文。
写在最后
经常不断地学习,你就什么都知道。你知道得越多,你就越有力量 Study Constantly, And You Will Know Everything. The More
沙漠之舟上课课件
身高、脖子长——望得远。 嗅觉灵敏—找水源,避旋风。
鼻孔会闭——挡风沙。
腿上有胼胝—不怕烫。
脚掌宽厚、脚趾分开—不会下陷。
背上有驼峰——储存养料。
▲ 人们为什么把骆驼称为“沙漠之 舟”?
先读读课文2、3、4自然段,然后讨论, 找出答案。
● 骆驼身体高,脖子长,能望到很远的地 方,能够为旅行的人带路;骆驼嗅觉灵敏,能 帮助人们找到水源;骆驼有宽厚的脚掌,腿上 有胼胝,背上有驼峰,人们可以利用它做沙漠 里的交通工具,所以人们把骆驼称为“沙漠之 舟”。
沙漠之舟
滚热的沙子 松软的沙子 陷进沙子里 大风卷着沙粒飞滚 刮起卷着沙子的旋风
谁来说一说这组词语有什么特点?
(都是描写沙漠的)
▲ 骆驼为什么能在沙漠里生活?
①分组学习,在书中找出相关词句,画 出来。 ②边读边讨论:骆驼身体各部分有什么 特点?这些特点跟骆驼在沙漠里的生活 有什么关系?
沙漠环境 骆驼的身体特点 作 用
例如:由于骆驼腿上有胼胝, 因此不会被滚热的沙子烫伤。
这一段作者是按什么顺序介绍 骆驼身上的这些特点?
● 从上到下,从头到脚的顺序。
小结:这一段写骆驼身体各部分的特点和作用。
是按从上到下、从头到脚的顺序介绍的。这一段除了第 一句外,其他的句子有一个共同的特点:前半句介绍特 点,后半句说明作用。这样有利于理解,条理清晰,也 说明作者对骆驼很熟悉,能抓住特点,写得具体。而且 第一句是总起句,围绕总起句,作者选择有关材料,抓 住重点进行具体描述。是 “总—分”方式构段,值得 我们借鉴。
沙漠宽广无边,到处是高高低低 的沙丘,旅行的人很难认路。骆驼 却能在沙漠里给人们带路。
(会认路)
沙漠里的大风是很可怕的,大风卷 着沙粒飞滚,有时会移来整座沙丘,把人 和牲口全埋在底下。骆驼熟悉沙漠里的 气候,快要刮风了,它就跪下,旅行的人可 以预先做好准备。
高级英语第一册第三课沙漠之舟汉语翻译
第三课沙漠之舟艾尔?戈尔1.我头顶烈日站在一艘渔船的滚烫的钢甲板上。
这艘渔船在丰收季节一天所处理加工的鱼可达15吨。
但现在可不是丰收季节。
这艘渔船此时此刻停泊的地方虽说曾是整个中亚地区最大的渔业基地,但当我站在船头向远处眺望时,却看出渔业丰收的希望非常渺茫。
极目四顾,原先那种湛蓝色海涛轻拍船舷的景象已不复存在,取而代之的是茫茫的一片干燥灼热的沙漠。
渔船队的其他渔船也都搁浅在沙漠上,散见于陂陀起伏、绵延至天边的沙丘间。
十年前,咸海还是世界上第四大内陆湖泊,可与北美大湖区五大湖中的最大湖泊相媲美。
而今,由于兴建了一项考虑欠周的水利工程,原来注入此湖的水被引入沙漠灌溉棉田,咸海这座大湖的水面已渐渐变小,新形成的湖岸距离这些渔船永远停泊的位置差不多有40公里远。
与此同时,这儿附近的莫里那克镇上人们仍在生产鱼罐头,但所用的鱼已不是咸海所产,而是从一千多英里以外的太平洋渔业基地穿越西伯利亚运到这儿来的。
2.我因要对造成环境危机的原因进行调查而得以周游世界,考察和研究许多类似这样破坏生态环境的事例。
一九八八年深秋时节,我来到地球的最南端。
高耸的南极山脉中太阳在午夜穿过天空中的一个孔洞照射着地面,我站在令人难以置信的寒冷中,与一位科学家进行着一场谈话,内容是他正在挖掘的时间隧道。
这位科学家一撩开他的派克皮大衣,我便注意到他脸上因烈日的曝晒而皮肤皲裂,干裂的皮屑正一层层地剥落。
他一边讲话一边指给我看。
从我们脚下的冰川中挖出的一块岩心标本上的年层。
他将手指.到二十年前的冰层上,告诉我说,“这儿就是美国国会审议通过化空气法案的地方。
”这里虽处地球之顶端,距美国首都华盛顿两大洲之遥,但世界上任何一个国家只要将废气排放量减少一席在空气污染程度上引起的相应变化便能在南极这个地球上最偏而人迹难至的地方反映出来。
3.迄今为止,地球大气层最重要的变化始于上世纪初的工业命,变化速度自那以后逐渐加快。
工业意味着先是煤、后是石油消耗。
沙漠之舟教学课件
骆驼的外形有什么特点呢?
身高、脖子长——望得远。 嗅觉灵敏——找水源,避旋风。
鼻孔会闭——挡风沙。 腿上有胼胝——不怕烫。 脚掌宽厚、脚趾分开——不会下陷。
背上有驼峰——储存养料。
△ 朗读第一自然段。
骆驼身上的这些特点是按什么顺序介绍的? ● 从上到下,从头到脚的顺序。
小结:这一段除了第一句外,其他的句子有一个共同的特点:前半句介绍外形特点,后半句说明作用。
课堂巩固练习
根据课文内容选择 1.骆驼有( 一、两、三 )个脚趾 2.骆驼的( 视觉、听觉、味觉、嗅觉 )很灵敏。 3.骆驼的鼻子( 嗅觉灵敏;能认路;能挡风沙 )。 4.沙漠刮风时,骆驼就( 站着、跪着、趴着、卧倒 )。 5. 驼峰里储藏着( 脂肪、水、食物 )。
小组合作学习,思考并讨论:为什么把骆驼称为“沙漠之舟”?(骆驼的作用)
帮助人们认路 预报天气 驮东西
运用课文中所学到的方法,观察自己喜欢的动物,进行课堂练笔。
谢谢!
沙漠之舟教学课件
九里堤小学 赵艳梅
“舟”是什么意思? 船在哪里航行? 沙漠里有船吗? 沙漠之舟指的是什么?
看了课题,你有什么问题吗?
自由朗读课文,读准字音,读通读顺课文,不理解的地方多读几遍,并联系上下文理解生字新词。mò 漠mǐnFra bibliotekxiàn
敏
陷
chǔ
xù
yíng
wéi
储
蓄
营
维
沙漠 灵敏 陷入 储蓄 积蓄 营养 维持
沙漠
沙漠
沙漠
沙漠
沙漠
沙漠
课文是从哪几方面写骆驼是“沙漠之舟”的?
三个方面: (1)、骆驼的外形特点。 (2)、骆驼具有特殊生理构造,能适应沙漠生活。 (3)骆驼长途跋涉在沙漠中,担负着繁重的运输任务,成为交通工具,不愧为“沙漠之 舟”。
幼儿园大班语文《沙漠之舟》教案
幼儿园大班语文《沙漠之舟》教案
一、教案名称:幼儿园大班语文《沙漠之舟》
二、教学目标:
1. 让孩子们了解“沙漠之舟”骆驼的生活环境和特性。
2. 通过故事的形式,激发孩子们对自然生物的兴趣和好奇心。
3. 提高孩子们的语言表达能力和理解能力。
三、教学准备:
1. 故事书《沙漠之舟》
2. 骆驼的图片或模型
3. 画纸和彩色笔
四、教学过程:
1. 导入(5分钟):
教师出示骆驼的图片或模型,引导孩子们观察并提问:“这是什么动物?它长什么样?你在哪里见过它?”引发孩子们的好奇心和兴趣。
2. 主体活动(20分钟):
(1) 教师讲述《沙漠之舟》的故事,让孩子们初步了解骆驼的生活环境和特性。
(2) 讲述过程中,教师可以适时提出问题,如:“为什么人们称骆驼为‘沙漠之舟’?”、“骆驼有什么特别的能力?”等,引导孩子们思考和回答。
3. 扩展活动(10分钟):
(1) 组织孩子们用画纸和彩色笔画出自己心目中的骆驼,鼓励他们发挥想象力。
(2) 完成后,请几位孩子分享自己的画作,并简单描述一下他们的骆驼有什么特别的地方。
4. 总结(5分钟):
回顾本节课的内容,强调骆驼的特点和其在沙漠生活中的重要性。
鼓励孩子们在生活中多观察、多思考,培养他们对大自然的热爱和尊重。
五、教学反思:
本节课通过讲述《沙漠之舟》的故事,成功吸引了孩子们的注意力,让他们对骆驼有了初步的认识。
但在扩展活动中,部分孩子在画画时显得有些困难,可能是对骆驼的形象还不够熟悉。
因此,在以后的教学中,可以适当增加实物展示或者视频讲解,帮助孩子们更好地理解和记忆。
2023年四年级下册教案:沙漠之舟
2023年四年级下册教案:沙漠之舟2023年四年级下册教案:沙漠之舟1本课教材分析:《沙漠之舟》是一篇描写动物的说明文,课文以“沙漠之舟”为题,着重介绍了骆驼适应沙漠生活以及它如何帮助人们穿越沙漠,被称为“沙漠之舟”的原因。
全文共有四个自然段,按照内容的不同可以分为两个层次。
第一层次(第一自然段):讲骆驼适应沙漠生活的原因,在介绍骆驼适应环境的独特身体特点的过程中,也展示出沙漠广阔无垠、干旱炎热、缺少水草、风大沙烫、沙地松软的特点。
第二层次(第二至四自然段):介绍骆驼被称为沙漠之舟的原因。
三个自然段从骆驼能给人们带路、指引方向,预报大风和能驮东西,是沙漠里重要的交通工具这三方面介绍骆驼在沙漠中的重要作用。
也正因为这三方面人们才会把它看作渡过沙漠之海的航船,称它为“沙漠之舟”。
课文的两部分内容有着密切的联系,正因为骆驼适应沙漠的恶劣环境,能在沙漠环境中畅通无阻,所以才能给人引路,预报大风,驮运物品,才能当之无愧地被称为“沙漠之舟”。
学校及学生状况分析:我班学生在课堂上的思维很活跃,理解能力和自读自悟方面的学习能力较强,而且大部分学生喜欢阅读课外书籍,常常会在课堂上结合自己的课外知识来理解课文内容,谈自己的认识。
所以课前要求学生通过书本、影视、网络、问家长等手段,查找有关骆驼及沙漠的资料,积累一定的感性知识。
这样,在课堂上就容易与课文产生共鸣,较快地进入情境。
学生已经能够在小组长的带领下,通过合作进行探究学习,所以本课在突破重难点时,设计了小组合作学习,进一步培养学生自主合作的能力。
教学目标:1、学习课文,了解骆驼适应沙漠生活的生理特点,明白人们为什么把骆驼称为“沙漠之舟”。
2、学习课文抓住特点、选择有关材料、具体化的描写方法。
3、能将课后资料进行修改,插入课文相关段落,完善和补充课文内容。
4、能正确、流利、有感情地朗读课文5、培养学生爱动物的情感,增强保护动物的意识。
教学重点、难点:1、学习课文抓住特点、选择有关材料、具体化的描写方法。
《沙漠之舟》教学设计与反思
《沙漠之舟》教学设计与反思1、《沙漠之舟》教学设计与反思本课教材分析:《沙漠之舟》是一篇描写动物的说明文,课文以沙漠之舟为题,着重介绍了骆驼适应沙漠生活以及它如何帮助人们穿越沙漠,被称为沙漠之舟的原因。
全文共有四个自然段,按照内容的不同可以分为两个层次。
第一层次(第一自然段):讲骆驼适应沙漠生活的原因,在介绍骆驼适应环境的独特身体特点的过程中,也展示出沙漠广阔无垠、干旱炎热、缺少水草、风大沙烫、沙地松软的特点。
第二层次(第二至四自然段):介绍骆驼被称为沙漠之舟的原因。
三个自然段从骆驼能给人们带路、指引方向,预报大风和能驮东西,是沙漠里重要的交通工具这三方面介绍骆驼在沙漠中的重要作用。
也正因为这三方面人们才会把它看作渡过沙漠之海的航船,称它为沙漠之舟。
课文的两部分内容有着密切的联系,正因为骆驼适应沙漠的恶劣环境,能在沙漠环境中畅通无阻,所以才能给人引路,预报大风,驮运物品,才能当之无愧地被称为沙漠之舟。
教学目标:1、学习课文,了解骆驼适应沙漠生活的生理特点,明白人们为什么把骆驼称为沙漠之舟。
2、学习课文抓住特点、选择有关材料、具体化的描写方法。
3、能将课后资料进行修改,插入课文相关段落,完善和补充课文内容。
4、能正确、流利、有感情地朗读课文5、培养学生爱动物的情感,增强保护动物的意识。
教学重点、难点:1、学习课文抓住特点、选择有关材料、具体化的描写方法。
2、理解为什么把骆驼称为沙漠之舟。
教学准备:1、学生查找有关描写骆驼身体特点和生活习性的相关资料。
2、电脑课件。
教学过程:第一课时一、提示课题。
(板书课题)提问:舟是什么意思?(船)船在哪里航行?(江、河、湖、海)沙漠里有船吗?(没有)沙漠之舟指的是什么?(骆驼)看了课题,你有什么问题吗?(为什么人们把骆驼称为沙漠之舟?)二、初读课文,整体感知。
1、学生自由读课文,自学生字新词。
2、采用联系上下文等多种方法解释文中生字新词。
3、教师出示词语,检查学生认读。
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Ships in the DesertAL GoreI was standing in the sun on the hot steel deck甲板 of a fishing ship capable of processing加工能力 a fifty-ton catch on a good day. But it wasn' t a good day. We were anchored[‘æŋkə]锚 in what used to be the most productive fishing site in all of central Asia, but as I looked out over the bow船头 , the prospects前景 of a good catch lookedbleak. Where there should have been gentle blue-green waves lapping against the side of the ship, there was nothing but hot dry sand – as far as I could see in all directions. The other ships of the fleet were also at rest in the sand, scattered in the dunes沙丘 that stretched all the way to the horizon . Ten years ago the Aral咸海 was the fourth-largest inland sea in the world, comparable to the largest of North America's Great Lakes. Now it is disappearing because the water that used to feed it has been diverted in an ill-considered irrigation scheme to grow cotton In the usert. The new shoreline was almost forty kilometers across the sand from where the fishing fleet was now permanently docked. Meanwhile, in the nearby town of Muynak the people were still canning fish –brought not from the Aral Sea but shipped by rail through Siberia from the Pacific Ocean, more than a thousand miles away.我头顶烈日站在一艘渔船的滚烫的钢甲板上。
这艘渔船在丰收季节一天所处理加工的鱼可达15吨。
但现在可不是丰收季节。
这艘渔船此时此刻停泊的地方虽说曾是整个中亚地区最大的渔业基地,但当我站在船头向远处眺望时,却看出渔业丰收的希望非常渺茫。
极目四顾,原先那种湛蓝色海涛轻拍船舷的景象已不复存在,取而代之的是茫茫的一片干燥灼热的沙漠。
渔船队的其他渔船也都搁浅在沙漠上,散见于陂陀起伏、绵延至天边的沙丘间。
十年前,咸海还是世界上第四大内陆湖泊,可与北美大湖区五大湖中的最大湖泊相媲美。
而今,由于兴建了一项考虑欠周的水利工程,原来注入此湖的水被引入沙漠灌溉棉田,咸海这座大湖的水面已渐渐变小,新形成的湖岸距离这些渔船永远停泊的位置差不多有40公里远。
与此同时,这儿附近的莫里那克镇上人们仍在生产鱼罐头,但所用的鱼已不是咸海所产,而是从一千多英里以外的太平洋渔业基地穿越西伯利亚运到这儿来的。
My search for the underlying causes of the environmental crisis has led me to travel around the world to examine and study many of these images of destruction. At the very bottom of the earth, high in the Trans-Antarctic Mountains, with the sun glaring at midnight through a hole in the sky, I stood in the unbelievable coldness and talked with a scientist in the late tall of 1988 about the tunnel he was digging through time. Slipping his parka back to reveal a badly burned face that was cracked and peeling, he pointed to the annual layers of ice in a core sample dug from the glacier on which we were standing. He moved his finger back in time to the ice of two decades ago. "Here's where the U. S Congress passed the Clean Air Act, ” he said. At the bottom of the world, two continents away from Washington, D. C., even a small reduction in one country's emissions had changed the amount of pollution found in the remotest end least accessible place on earth.But the most significant change thus far in the earth' s atmosphere is the one that began with the industrial r evolution early in the last century and has picked up speed ever since. Industry meant coal, and later oil, and we began to burn lots of it – bringing rising levels of carbon dioxide (CO2) , with its ability to trap more heat in the atmosphere and slowly warm the earth. Fewer than a hundred yards from the South Pole, upwind from the ice runway where the ski plane lands and keeps its engines running to prevent the metal parts from freeze-locking together, scientists monitor the air sever al times ever y day to chart the course of that inexorable change. During my visit, I watched one scientist draw the results of that day's measurements, pushing the end of a steep line still higher on the graph. He told me how easy it is – there at the end of the earth – to see that this enormous change in the global atmosphere is still picking up speed.Two and a half years later I slept under the midnight sun at the other end of our planet, in a small tent pitched on a twelve-toot-thick slab of ice floating in the frigid Arctic Ocean. After a hearty breakfast, my companions and I traveled by snowmobiles a few miles farther north to a rendezvous point where the ice was thinner – only three and a half feet thick – and a nuclear submarine hovered in the water below. After it crashed through the ice, took on its new passengers, and resubmerged, I talked with scientists who were trying to measure more accurately the thickness of the polar ice cap, which many believe is thinning as a re-suit of global warming. I had just negotiated an agreement between ice scientists and the U. S. Navy to secure the re-lease of previously top secret data fromsubmarine sonar tracks, data that could help them learn what is happening to the north polar cap. Now, I wanted to see the pole it-self, and some eight hours after we met the submarine, we were crashing through that ice, surfacing, and then I was standing in an eerily beautiful snowcape, windswept and sparkling white, with the horizon defined by little hummocks, or "pressure ridges " of ice that are pushed up like tiny mountain ranges when separate sheets collide. But here too, CD, levels are rising just as rapidly, and ultimately temperature will rise with them – indeed, global warming is expected to push temperatures up much more rapidly in the polar regions than in the rest of the world. As the polar air warms, the ice her e will thin; and since the polar cap plays such a crucial role in the world's weather system, the consequences of a thinning cap could be disastrous.Considering such scenarios is not a purely speculative exercise. Six months after I returned from the North Pole, a team of scientists reported dramatic changes in the pattern of ice distribution in the Arctic, and a second team reported a still controversialclaim (which a variety of data now suggest) that, over all, the north polar cap has thinned by 2 per cent in just the last decade. Moreover, scientists established several years ago that in many land areas north of the Arctic Circle, the spring snowmelt now comes earlier every year, and deep in the tundra below, the temperature e of the earth is steadily rising.As it happens, some of the most disturbing images of environmental destruction can be found exactly halfway between the North and South poles – precisely at the equator in Brazil – where billowing clouds of smoke regularly black-en the sky above the immense but now threatened Amazon rain forest. Acre by acre, the rain forest is being burned to create fast pasture for fast-food beef; as I learned when I went there in early 1989, the fires are set earlier and earlier in the dry season now, with more than one Tennessee's worth of rain forest being slashed and burned each year. According to our guide, the biologist Tom Lovejoy, there are more different species of birds in each square mile of the Amazon than exist in all of North America – which means we are silencing thousands of songs we have never even heard.But one doesn't have to travel around the world to wit-ness humankind's assault on the earth. Images that signal the distress of our global environment are now commonly seen almost anywhere. On some nights, in high northern latitudes, the sky itself offers another ghostly image that signals the loss of ecological balance now in progress. If the sky is clear after sunset -- and it you are watching from a place where pollution hasn't blotted out the night sky altogether -- you can sometimes see a strange kind of cloud highin the sky. This "noctilucent cloud" occasionally appears when the earth is first cloaked in the evening dark-ness; shimmering above us with a translucent whiteness, these clouds seem quite unnatural. And they should: noctilucent clouds have begun to appear more often because of a huge buildup of methane gas in the atmosphere. (Also called natural gas, methane is released from landfills , from coal mines and rice paddies, from billions of termites that swarm through the freshly cut forestland, from the burning of biomass and from a variety of other human activities. ) Even though noctilucent clouds were sometimes seen in the past., all this extra methane carries more water vapor into the upper atmosphere, where it condenses at much higher altitudes to form more clouds that the sun's rays still strike long after sunset has brought the beginning of night to the surface far beneath them.What should we feel toward these ghosts in the sky? Simple wonder or the mix of emotions we feel at the zoo? Perhaps we should feel awe for our own power: just as men "ear tusks from elepha nts’ heads in such quantity as to threaten the beast with extinction, we are ripping matter from its place in the earth in such volume as to upset the balance between daylight and darkness. In the process, we are once again adding to the threat of global warming, be-cause methane has been one of the fastest-growing green-house gases, and is third only to carbon dioxide and water vapor in total volume, changing the chemistry of the upper atmosphere. But, without even considering that threat, shouldn't it startle us that we have now put these clouds in the evening sky which glisten with a spectral light? Or have our eyes adjusted so completely to the bright lights of civilization that we can't see these clouds for what they are – a physical manifestation of the violent collision between human civilization and the earth?Even though it is sometimes hard to see their meaning, we have by now all witnessed surprising experiences that signal the damage from our assault on the environment --whether it's the new frequency of days when the temperature exceeds 100 degrees, the new speed with which the -un burns our skin, or the new constancy of public debate over what to do with growing mountains of waste. But our response to these signals is puzzling. Why haven't we launched a massive effort to save our environment? To come at the question another way' Why do some images startle us into immediate action and focus our attention or ways to respond effectively? And why do other images, though sometimes equally dramatic, produce instead a Kin. of paralysis, focusing our attention not on ways to respond but rather on some convenient, less painful distraction?Still, there are so many distressing images of environ-mental destruction that sometimes it seems impossible to know how to absorb or comprehend them. Beforeconsidering the threats themselves, it may be helpful to classify them and thus begin to organize our thoughts and feelings so that we may be able to respond appropriately.A useful system comes from the military, which frequently places a conflict in one of three different categories, according to the theater in which it takes place. There are "local" skirmishes, "regional" battles, and "strategic" conflicts. This third category is reserved for struggles that can threaten a nation's survival and must be under stood in a global context. Environmental threats can be considered in the same way. For example, most instances of water pollution, air pollution, and illegal waste dumping are essentially local in nature. Problems like acid rain, the contamination of under-ground aquifers, and large oil spills are fundamentally regional. In both of these categories, there may be so many similar instances of particular local and regional problems occurring simultaneously all over the world that the patter n appears to be global, but the problems themselves are still not truly strategic because the operation of- the global environment is not affected and the survival of civilization is not at stake.However, a new class of environmental problems does affect the global ecological system, and these threats are fundamentally strategic. The 600 percent increase in the amount of chlorine in the atmosphere during the last forty years has taken place not just in those countries producing the chlorofluorocarbons responsible but in the air above every country, above Antarctica, above the North Pole and the Pacific Ocean – all the way from the surface of the earth to the top of the sky. The increased levels of chlorine disrupt the global process by which the earth regulates the amount of ultraviolet radiation from the sun that is allowed through the atmosphere to the surface; and it we let chlorine levels continue to increase, the radiation levels will al-so increase – to the point that all animal and plant life will face a new threat to their survival.Global warming is also a strategic threat. The concentration of carbon dioxide and other heat-absorbing molecules has increased by almost 25 per cent since World War II, posing a worldwide threat to the earth's ability to regulate the amount of heat from the sun retained in the atmosphere. This increase in heat seriously threatens the global climate equilibrium that determines the pattern of winds, rainfall, surface temperatures, ocean currents, and sea level. These in turn determine the distribution of vegetative and animal life on land and sea and have a great effect on the location and pattern of human societies.In other words, the entire relationship between humankind and the earth has been transformed because our civilization is suddenly capable of affecting the entire global environment, not just a particular area. All of us know that human civilization has usuallyhad a large impact on the environment; to mention just one example, there is evidence that even in prehistoric times, vast areas were sometimes intentionally burned by people in their search for food. And in our own time we have reshaped a large part of the earth's surface with concrete in our cities and carefully tended rice paddies, pastures, wheat fields, and other croplands in the countryside. But these changes, while sometimes appearing to be pervasive , have, until recently, been relatively trivial factors in the global ecological sys-tem. Indeed, until our lifetime, it was always safe to assume that nothing we did or could do would have any lasting effect on the global environment. But it is precisely that assumption which must now be discarded so that we can think strategically about our new relationship to the environment.Human civilization is now the dominant cause of change in the global environment. Yet we resist this truth and find it hard to imagine that our effect on the earth must now be measured by the same yardstick used to calculate the strength of the moon's pull on the oceans or the force of the wind against the mountains. And it we are now capable of changing something so basic as the relationship between the earth and the sun, surely we must acknowledge a new responsibility to use that power wisely and with appropriate restraint. So far, however, We seem oblivious of the fragility of the earth's natural systems.This century has witnessed dramatic changes in two key factors that define the physical reality of our relation-ship to the earth: a sudden and startling surge in human population, with the addition of one China's worth of people every ten years, and a sudden acceleration of the scientific and technological revolution, which has allowed an almost unimaginable magnification of our power to affect the world around us by burning, cutting, digging, moving, and trans-forming the physical matter that makes up the earth. The surge in population is both a cause of the changed relationship and one of the clearest illustrations of how startling the change has been, especially when viewed in a historical context. From the emergence of modern humans 200 000 years ago until Julius Caesar's time, fewer than 250 million people walked on the face of the earth. When Christopher Columbus set sail for the New World 1500 years later, there were approximately 500 million people on earth. By the time Thomas Jefferson wrote the Declaration of Independence in 1776, the number had doubled again, to 1 billion. By midway through this century, at the end of World War II, the number had risen to just above 2 billion people. In other words, from the beginning of humanity's appearance on earth to 1945, it took more than ten thousand generations to reach a world population of 2 billion people. Now, in the course of one human lifetime -- mine -- the world population will increasefrom 2 to more than 9 million, and it is already more than halfway there.Like the population explosion, the scientific and technological revolution began to pick up speed slowly during the eighteenth century. And this ongoing revolution has also suddenly accelerated exponentially. For example, it is now an axiom in many fields of science that more new and important discoveries have taken place in the last ten years that. in the entire previous history of science. While no single discover y has had the kind of effect on our relationship to the earth that unclear weapons have had on our relationship to warfare, it is nevertheless true that taken together, they have completely transformed our cumulative ability to exploit the earth for sustenance -- making the consequences, of unrestrained exploitation every bit as unthinkable as the consequences of unrestrained nuclear war.Now that our relationship to the earth has changed so utterly, we have to see that change and understand its implications. Our challenge is to recognize that the startling images of environmental destruction now occurring all over the world have much more in common than their ability to shock and awaken us. They are symptoms of an underlying problem broader in scope and more serious than any we have ever faced. Global warming, ozone depletion, the loss of living species, deforestation -- they all have a common cause: the new relationship between human civilization and the earth's natural balance. There are actually two aspects to this challenge. The first is to realize that our power to harm the earth can in-deed have global and even permanent effects. The second is to realize that the only way to understand our new role as a co-architect of nature is to see ourselves as part of a complex system that does not operate according to the same simple rules of cause and effect we are used to. The problem is not our effect on the environment so much as our relationship with the environment. As a result, any solution to the problem will require a careful assessment of that relationship as well as the complex interrelationship among factors within civilization and between them and the major natural components of the earth's ecological system.There is only one precedent for this kind of challenge to our thinking, and again it is military. The invention of nuclear weapons and the subsequent development by the Unit-ed States and the Soviet Union of many thousands of strategic nuclear weapons forced a slow and painful recognition that the new power thus acquired forever changed not only the relationship between the two superpowers but also the relationship of humankind to the institution at war-fare itself. The consequences of all-out war between nations armed with nuclear weapons suddenly included the possibility of the destruction of both nations –completely and simultaneously. That sobering realization led to a careful reassessment ofevery aspect of our mutual relationship to the prospect of such a war. As early as 1946 one strategist concluded that strategic bombing with missiles "may well tear away the veil of illusion that has so long obscured the reality of the change in warfare – from a fight to a process of de struction.”Nevertheless, during the earlier stages of the nuclear arms race, each of the superpower s assumed that its actions would have a simple and direct effect on the thinking of the other. For decades, each new advance in weaponry was deployed by one side for the purpose of inspiring fear in the other. But each such deployment led to an effort by the other to leapfrog the first one with a more advanced deployment of its own. Slowly, it has become apparent that the problem of the nuclear arms r ace is not primarily caused by technology. It is complicated by technology, true; but it arises out of the relationship between the superpowers and is based on an obsolete understanding of what war is all about.The eventual solution to the arms race will be found, not in a new deployment by one side or the other of some ultimate weapon or in a decision by either side to disarm unilaterally , but ratter in new understandings and in a mutual transformation of the relationship itself. This transformation will involve changes in the technology of weaponry and the denial of nuclear technology to rogue states. But the key changes will be in the way we think about the institution of war far e and about the relationship between states.The strategic nature of the threat now posed by human civilization to the global environment and the strategic nature of the threat to human civilization now posed by changes in the global environment present us with a similar set of challenges and false hopes. Some argue that a new ultimate technology, whether nuclear power or genetic engineering, will solve the problem. Others hold that only a drastic reduction of our reliance on technology can improve the conditions of life -- a simplistic notion at best. But the real solution will be found in reinventing and finally healing the relationship between civilization and the earth. This can only be accomplished by undertaking a careful reassessment of all the factors that led to the relatively recent dramatic change in the relationship. The transformation of the way we relate to the earth will of course involve new technologies, but the key changes will involve new ways of thinking about the relationship itself.第三课沙漠之舟艾尔•戈尔我因要对造成环境危机的原因进行调查而得以周游世界,考察和研究许多类似这样破坏生态环境的事例。