The secret lesson plan of the big class in the box 1 design intention:
The core experience of children's scientific exploration activities includes observation, comparison, classification, communication, measurement, reasoning and prediction. Among them, observation, comparison, communication and classification are considered by the American Association for the Advancement of Science to be beneficial to children's intellectual development. Can you cover the elements of the above-mentioned process science exploration activities in one activity? With this in mind, I designed the activity "What's in the box", which contains most of the key experiences of scientific exploration mentioned above and highlights the value of this activity design.
Activity objectives:
1. Actively observe, classify, compare, infer, exclude and predict during the activity.
2. Actively participate in activities and be willing to share your findings with you.
Activity preparation:
1, several boxes of the same size (equal to the number of children), each box is equipped with a tennis ball, and the lid of the box is fixed with a belt. There are the following situations outside the box: some boxes have small business labels, such as kity cat and Mickey mouse; Some boxes are smeared with rose essential oil; One corner of some boxes has been painted with crayons several times.
2. Prepare four other boxes: an empty box, one filled with balloons, one filled with some napkins, and one filled with a candy fixed at the bottom of the box with tape.
3. A towel, a ruler, a small round bottle filled with vinegar, a pair of bells, a small dish of soybeans, a tennis ball and a tennis ball.
Activity flow:
First, children initially contact the box that can't be opened, distinguish whether there is anything in the box, and explain the reasons.
Teacher: Is there anything in these boxes that can't be opened for the time being? Please try to divide the boxes into two categories: those with things and those without things. (children's operation)
Teacher: Everyone thinks there is something in these boxes. Please tell me your reasons. Summary: Someone heard the sound coming from the box, so make sure there is something in it. Some people think the box is heavy, so make sure there is something in it. ...
Second, children touch the unopened box again and infer the contents of the box by exclusion.
Teacher: What are these boxes that can't be opened temporarily? Please feel and explore again.
Teacher: Here is a towel, a ruler, a small round bottle filled with vinegar, a pair of bells, a small dish of soybeans and a tennis ball. Please choose the item that is definitely not in the box and give the reason. Summary: the ruler is long, the stone ball is heavy, there are many soybeans, the bell rings, the towel is light, and the vinegar bottle is sour. These are not the things in the box. By excluding inference, everyone thinks that the box is filled with tennis balls. Let me open it and verify it. The teacher opened one of the boxes to verify the result. )
Third, the child touches the unopened box for the third time and infers what is in the box from its appearance.
Teacher: We know that every box contains tennis balls through exploration. So, what have these boxes been filled with before? Please come up again to observe, explore and judge carefully.
Fourth, open the boxes that children think are not loaded and expand their experience.
1, Teacher: These four boxes are what you think are empty. Is there really nothing in the box? If so, what might it be?
2. The teacher opened four boxes one by one to verify the children's guesses.
Teacher: Only one box is empty. There are things in the other three boxes. Why do you think these boxes are empty? Summary: Although these four boxes are light and can't hear anything, three of them have something in them. It seems that we still need to learn more judgment methods.
The secret big class teaching plan in the box 2 Design intention:
For the children in large classes, they have encountered simple statistics in their daily life and study, such as raising their hands to select "civilized pacesetter" and deciding who should be the group leader, but they have little contact with the normative elements of statistics such as the use of scorekeepers, especially the statistics of floating data. It's challenging for children. Therefore, this activity intends to organize floating data as the main content, so that children can learn the basic methods of statistics. In the design of teaching methods, this activity considers respecting children's original experience and their respective learning methods as much as possible, starting with independent learning, understanding children's original experience, forming new experiences in the process of peer help and teacher promotion, and mastering new experiences in small steps and continuous attempts.
Activity objectives:
1. Try to collect flowing data through records and solve problems in life.
2. By comparison and judgment, choose a fast and accurate method for recording.
3. Experience the success of learning statistics.
4. Let children learn simple math problems.
5. Experience the life of mathematics and the fun of mathematics games.
Activity preparation:
Experience preparation: basic statistical experience material preparation: ppt record form; pen
Activity flow:
First of all, arouse children's interest, explain the theme and introduce activities.
1. Play ppt to stimulate children's interest in guessing. Play ppt as a gift, let the children guess what it is and stimulate their interest in getting gifts.
Teacher: Everyone wants presents. What shall we do to draw out the game "Rock, Scissors, Paper"
2. In pairs, play the game of "Rock, Scissors and Cloth" with music.
Teacher: There are so many competitions that I can't remember how many times I have won. What can be done?
Children play this game again and try to record the win or lose for the guessing game.
Requirements: two people record on a piece of paper.
4. Exchange recording methods to improve the statistical experience of marking papers and recording with points.
Teacher: Introduce how you record yourself, "How to let others know it is your own at a glance", and lead to the method of drawing symbols or writing names as marks.
Second, count the number of prizes
1. Play the prize ppt, show the statistics, and learn to record the prize in your own way.
(1) Play ppt quickly and guide the children to continue recording through recording.
(2) Show statistical tables and learn the method of recording with tables.
Teacher: What kind of marks can we make for the three awards in ppt just now?
(3) Children's records and teachers' guidance.
2. Communicate and record the prizes.
Collective discussion: how to record quickly and accurately?
3. Count the number of prizes again and improve the new experience of "recording with fast and accurate methods" in the record.
(1) first guide the children to draw a form and mark it on the white paper.
Teacher: There is nothing on the white paper this time, so what shall we do first?
(2) Children's records and teachers' guidance.
4. Collective verification and exchange of statistical results.
distribute prizes
Activity reflection:
At the beginning of box teaching, I caught the students' curiosity and approached the students' real life, so that students could imagine it as soon as they saw the box and stimulate their interest. Therefore, in teaching, I draw materials from students, which on the one hand makes them easy to accept and on the other hand can stimulate students' curiosity. At the beginning of teaching, students can observe pictures and concentrate by importing pictures. Then take out the prepared box and put it on the lecture table. Let the students guess what's in it. Through such questions, stimulate students' curiosity and imagination. Let the students have fun in the process of guessing. In this way, the classroom atmosphere soon became active and the students' enthusiasm was mobilized.
Then I ask students to pay attention to the actions, expressions and language of teachers and classmates when guessing the box. Let students observe while playing games, combine games with learning, make students happy to observe and talk, and enliven the classroom atmosphere. The students are asking about the next step, and then I ask the students to divide the game into three parts and write them down. Through games and observation, students can clearly write down their own observations and other people's actions, language and expressions, which are true, concrete and vivid. In this way, the whole class is completed in students' interaction, in students' games and in students' observation.
The extension of Chinese learning is equal to the extension of life. Students are afraid to write compositions because some topics are not closely related to real life. In this exercise, the teacher asked the students to talk about themselves and their classmates. Students have something to say, because they know everything about themselves and have their own real ideas; And the students who live with him day and night, the children can say that they know everything he says and does, so they can also express their unique opinions endlessly. Mr. Ye Shengtao once said: "The purpose of composition teaching for primary school students is to let students express their feelings in words without obstacles;" Simple reasoning, no fallacies. "Of course, there are still many shortcomings in this kind of teaching. First of all, the time arrangement is unreasonable, which leads to no summary after class. Secondly, in the process of the game, there is no separation between playing and observing, which leads some students to play without observing during the game, so there is nothing to write when writing. Thirdly, concise language should be used in teaching to make teaching more effective. In short, there are still many shortcomings. I will continue to improve and learn in teaching and strive to improve my teaching quality.