Activity target 1. Experience the fun of transporting water and perceive the characteristics of water in the process of transporting water. 2. Try to transport water with tools and know what can and can't transport water. 3. Be able to boldly express your findings in words, and be willing to try and think. The activity will use a swimming pool, some water tools, a SLR digital camera and the background music of the aquarium. Activity flow 1. Situation creation-organize children to play with water, let them experience the fun of playing with water and perceive the characteristics of water Teacher: Look, children, what did the teacher bring you today? Take off the lid and play in the pool. ) Teacher: Do you want to play? Toy baby loves you! I want to play with you, too, but it has a small requirement. Don't get your clothes and floor wet when you play, okay? Roll up your sleeves and let's play together! According to the age characteristics of small class children, make clear the learning requirements in a game tone and cultivate children's good study habits; Happy and free play can give children the opportunity to learn more languages and gain more experience. Teacher: It's time for a rest. Please put the toy baby back in the pool, find a small chair to sit down, take a towel, dry your hands, and then put the towel back. Teacher's action demonstration, using silent language to help small class children master learning routines. ) teacher: which baby will introduce it? What did you just play? How to play? What did you find? (Guide children to communicate and express boldly in language, learn to speak complete words and enrich vocabulary. ) Teacher's summary: The child found that water would flow out of the hole. Second, hands-on operation-ask questions, guide children to find water transport tools and try to use them, and explore what can and cannot transport water 1. Guide children to guess and understand their current level. Teacher: Do you still want to play? There is too little water in the pool. It would be more interesting if there were more. Is there any good way to make the water in the pool more? Teacher: We can bring the water from the basin. There will be more water in the pool. How to transport it? Do you have any good ideas? Children in small classes have specific thinking images and like to imitate and follow the trend, so direct hands-on experiments are the best choice. 2. Guide children to choose water vehicles and try to use them, and encourage them to try boldly. Teacher: Oh, we can ask the toy baby to help. Look, children, the teacher has prepared many toys for everyone. Please look for them and try to transport water from the basin to the pool. Let children fully interact with materials, feel and accumulate relevant experience, and children will have intrinsic learning motivation when using materials, and enjoy and experience the joy of inquiry; Teachers observe and guide, remind children to find problems and keep trying; Teachers use digital cameras to record the process of children's inquiry learning and shoot typical scenes for comments; Background music can stimulate children's thinking well. Third, experience communication-comment with photos, guide children to express their findings boldly, and classify tools. Teacher (playing with photos) Question: Who is this? What do you use to transport water? What's its name? Please find it out and give it a try. Help children recall and reproduce real-time scenes, and show and share experiences. ) teacher: can it carry water? Please tell the children loudly. (Learn to speak completely, "XX can carry water" or "XX can't carry water, and the water flows away from the hole". ) teacher: this is the home of things that can (or can't) carry water. Please take it home. Teacher: It turns out that not everything can carry water, some can and some can't. The remaining toys want to go home. Let's help send them home, shall we? Think carefully when you send it. Oh, don't send it wrong. If you don't know where to put it, please think about it, try it and send it home. Teacher: Have they all found their own homes? Did you find anything? Teacher: With the help of the children, they all found their own homes. Thank you. They have gone home, so it is time for us to go home. Let's go home and see what can carry water and what can't. Extension 1. Guide children to continue to look for tools that can transport water in their lives, and explore ways to change so that some tools that can't transport water can also transport water. 2. If the child is not satisfied, ask to continue playing. Children can be organized to learn to choose tools suitable for long-distance water transportation. For example, let children transport water outdoors, so that children's learning experience can be used and developed on the original basis. Design Intention and Thinking This case comes from the theme activity "Water Motion" in our small class, and the content selection comes from children's life experience, which is in line with children's hobbies. The learning characteristics of small class children determine that "play" is the key to this activity. The whole activity process is not only a process of "playing", but also a process of "exploring" and "learning" each other. Therefore, through the four links of "situation creation-hands-on operation-experience exchange-life development", I let children learn through inquiry, enjoy learning and love learning, and truly become the masters of learning. Every link of the activity embodies the four characteristics of "liberation, playfulness, experience and neglect of results". "Liberation" is the basic principle of inquiry-based enlightenment teaching, that is, to realize self-learning and self-development in the true sense. This activity sets the situation according to children's learning characteristics, arouses children's initiative, enthusiasm and creativity to the maximum extent, liberates children's brains and makes them happy. Provide diversified, hierarchical and open materials, so that children can fully interact with the materials, free their hands and make them willing to start work; Provide opportunities for experience and communication, encourage children to express their findings in language, and share them interactively, so as to free children's mouths and make them happy to say: life expansion leads children to perceive more interesting phenomena in life, free children's space and time, and make children happy to learn. "Game" is the basic way of inquiry-based enlightenment teaching, and its essence is "learning by playing". Children's world is the world of games, children's life is the life of games, and children's learning is the learning of games. Through the setting of the game situation, this activity allows children to easily and actively construct knowledge in the game state, learn in the situation, discover in the inquiry, express in the communication and imagine in the game. When children acquire and use knowledge and skills, their emotions, morality, creativity and aesthetics, etc. It's all fully developed. "Experience" is the basic content of inquiry-based enlightenment teaching, emphasizing personal practice and learning and understanding from personal feelings. Therefore, in all aspects of teaching, I attach great importance to the choice of various inquiry objects and the creation of scenarios, so as to arouse children's positive experience psychology and freely express, question, discuss and even associate with the world around them in independent and cooperative experience scenarios. At the same time, the activity pays great attention to the design of the exploration object and the exploration scene, which conforms to the reality of children's life and promotes the new development of children's lifestyle and attitude towards life. "Light results" is the basic requirement of inquiry-based enlightenment teaching, that is, the whole teaching does not pay attention to children's final results, but to their performance in the whole process of participation, including observation, thinking, imagination, recording, experiment and discussion ... I encourage children to operate by themselves and try their own ideas. Using one's own findings to support one's point of view, but not pursuing the only standard answer, this process is "value" and "result". In addition, this activity broke the inherent mode of "recording" of scientific activities, and applied digital photography to the recording process of small-class scientific activities, trying to record children's truest practices and ideas by modern means, helping children reproduce real-time scenes, summing up and perfecting experiences, and solving the problem that small-class scientific activities are difficult to record.