Production flow charts of small bottle caps, scissors, drawing paper, hard paper, sticky paper and double-sided tape.

Activity process

1, the conversation leads to the topic.

Teacher: Have you ever seen a car? What is it like?

Child: The little turtle has four wheels, a steering wheel and a flag.

Teacher: Do you want to make your own car?

2. Show the materials to the children for discussion.

Teacher: The teacher has prepared a lot of things here. What part of the car can they make?

3. Teachers show the production flow chart to stimulate children's interest in production. The children came up with many ways to make cars. Now the teacher has some pictures of building a car. Please look at the picture above and choose the right material to make it, ok?

4, children make their own, teachers tour observation and guidance.

After most children finished their works, the teacher asked individual children to introduce their cars and evaluate them.

6. Children appreciate each other's works.

Teaching reflection

There are always strong differences in children's abilities, but in the eyes and faces of our teachers, children are all capable people, explorers and successful people. From the above process, we can easily find that in order to prove that their ideas are correct, children must study with problems, think about problems from multiple angles, and find ways to solve them. In the hypothesis and verification, children's thinking is constantly developing, and scientific methods and attitudes are also developing.

It is inevitable that children will encounter difficulties in the process of inquiry learning. As teachers, they should judge the limit of every child's frustration. When children fail repeatedly, they should intervene to help them shorten the process of making mistakes, so as not to lead to the disappearance of children's interest and enthusiasm for inquiry.

Children are naive and active. They are curious about everything around them. They are like a "little Columbus", discovering the "New World" every day. They use their own eyes and hands to explore the mysteries of nature and the magic of science, and construct problems that plague them. This kind of curiosity and inquiry is the child's nature, so as a teacher, we should protect the child's desire to explore, trigger the child's "multi-solution" operation and thinking, give the child timely encouragement and praise, and make the child's self-confidence stronger and stronger.