2. Emotional attitude and values: Willing to cooperate and communicate; Through experimental inquiry, empirical scientific inquiry should respect evidence; Develop the habit of careful observation; From the relationship between buoyancy and people's lives, we realize that we can use what we have learned to improve our lives and those around us.
3. Scientific knowledge goal: to know that objects have the characteristics of floating and sinking in water; Recognizing that water has buoyancy, we can qualitatively describe the buoyancy of water; Understand the application of water buoyancy in people's lives.
Teaching emphasis: recognize that water has buoyancy, and can qualitatively describe the buoyancy of water and its application in life.
Teaching difficulty: let students understand that objects completely submerged in water will also be supported upward.
Teaching preparation:
1. Teacher's preparation: a gift (bag contains 12 typical materials),100g hook code, sink, etc.
2. Student preparation: See the activity preparation in the textbook.
Teaching process:
1. Talking about experiments to stimulate interest.
(1) Introduction: I am glad to have the opportunity to have a science class with the children. Students have been studying science for some time. Are you interested in science? You usually raise your hand before answering questions. Does the teacher allow you to answer? Today, you don't have to raise your hand or stand up to answer, but don't interrupt others when they are expressing their opinions. How impolite it is to interrupt others' speech! Today's study is conducted in groups. Let's give full play to our collective wisdom and see which group performs best. Moreover, we must pay attention to safety during the experiment! Let's begin our class. (Courseware shows pictures of river scenery) In a clear river, some objects float on the water surface, some objects sink at the bottom of the water, and some objects float and sink freely in the water, swimming around. In this lesson, we will learn the interesting phenomenon of ups and downs. (blackboard writing topic)
The teacher aroused interest: I brought some small gifts to everyone today. In this leather pocket, please choose a representative from each of the four groups to touch in the pocket. If you touch any gift, it will be considered as a gift from me. Each group of representatives can only touch three pieces. (The student representative touches the gift) Please guess first. Put these gifts in the sink. Are they floating or sinking in the water? Then do an experiment to see if your guess is consistent with the experimental phenomenon? Write it down on the experimental record sheet.
Students guess, experiment, observe and record. )
(3) Students report their grades.
(4) Teacher's guidance: The phenomenon just discovered in students' experiments is an interesting floating and sinking phenomenon. What other ups and downs do you know in life?
Students cite examples from life.
5. The teacher guides the students to answer: What questions do you want to study about the ups and downs of objects?
Students can answer freely.
2. A heated debate inspires wisdom.
(1) The teacher inspired the students to study "What kind of objects will sink to the bottom of the water? What kind of objects will float on the water? "
Students discuss, experiment, observe and analyze. )
(2) Students have a heated debate and put forward their own views.
3. Verify the conjecture and deepen the understanding.
(1) Teacher's instruction: Please watch the teacher cover the mouth of this cup with this paper (while operating). What if you put a small chalk head and a hook code on this thin piece of paper respectively?
(2) Students observe and discuss. The teacher guides the students to understand the relationship between putting things on white paper and putting things on water.
(3) Teachers inspire experiments; Water can hold some objects and make them float on the water, in other words, it is to press the objects floating on the water upward. So, how to prove this through experiments? Who will talk about your experimental method and conclusion? Fill in the conclusion in our experimental record.
(4) Students report the experimental results and newly discovered phenomena, and explain the reasons. Understand that objects floating on the water will be pushed up,
4. Design experiments to verify the idea.
(1) Teacher's inspiration and guidance: Students have proved through experiments that objects floating on the water will be supported upward, so will objects completely submerged in water be supported upward? Please tell me what you think?
(2) Students explain their ideas.
⑶ Each group designs experiments to study whether the submerged object and the submerged object are subjected to upward force. Make records during the experiment.
(4) After students discuss, experiment and explore, each group reports the research methods and conclusions.
Summary of teachers and students: an object completely submerged in water will also be pushed up.
5. Summarize the law and reveal the conclusion.
⑴ Teacher's guidance: What laws did the students discover through the two experiments just now?
Whether it is floating on the water or sinking in the water, it will be pushed up. )
⑵ The teacher concluded that an object is supported upward by water in water, and this force is called the buoyancy of water. Tell me about your understanding of the buoyancy of water.
(3) Students talk about their own understanding.
6. Contact life and expand.
The teacher leads us to talk about the feeling of buoyancy of water in life.
⑵ Teachers inspire students to talk about the application of water buoyancy in life.
The teacher concluded that the buoyancy of water is widely used in life. There are many scientific mysteries about the ups and downs of objects. Please continue studying after class.
Reflection after class:
1. Children are naturally curious about things around them. Curiosity is the best psychological basis for cultivating scientific interest. By observing "gifts", guessing whether they are floating or sinking in the water, doing experiments and discussing in groups, this class can stimulate students' interest in science, make them actively learn scientific knowledge, and gradually form their interest in science and desire to explore. It better embodies the new curriculum concept.
2. Teachers need to change their roles. The role of science teachers in the classroom is the cooperator, guide and participant of students' scientific inquiry, and students should be provided with sufficient activity space to give full play to their intelligence and experience the fun of exploring science. In this class, in the process of experiment, discussion and communication, I walked among the students and participated in activities. The role of teachers has changed from teachers to collaborators and participants.
3. "Students are the main body of science learning", and learning science should be a process in which students actively participate and give full play to their initiative. In the past, one-sided emphasis was placed on teacher-centered, and teachers took students for experiments, which made students in a passive state, inhibited their psychological development and affected their emotional attitudes. The new teaching concept emphasizes "teaching with textbooks" rather than "teaching textbooks". The teaching of "textbook" aims at imparting knowledge, while "teaching with textbook" is to integrate knowledge into the process of cultivating ability and attitude to a greater extent. In this class, I leave more time for students to communicate and experiment, so that students can freely discover, guess and experiment in their study, and their thinking, emotion and will can be effectively developed. During the experiment, students not only have their own division of labor, but also discuss with their classmates and listen to different opinions. Studying in such an atmosphere can cultivate students' spirit of cooperation with others and learn to live in harmony with others, which is a necessary accomplishment for human survival. Let them give full play to their scientific inquiry ability, explore scientific mysteries and experience the fun of finding and solving problems.
4. "Science learning should focus on inquiry", "Experiencing inquiry learning activities is the main way for students to learn science." Scientific knowledge is obtained by scientists through numerous observations and experiments. The teaching of this course embodies this feature. Under the inspiration and guidance of teachers, students use scientific methods like scientists, and finally come to a conclusion by asking research questions, guessing questions and experimenting by themselves. This will help to cultivate students' attitudes and methods of scientific research.
5. "Science courses should be open". The openness of this course is mainly reflected in creating a space for students to explore. Let students plug in the wings of imagination and fly freely, so that their exploration and discovery are unique. This is exactly what we expect, and it is also the cornerstone of scientific invention.
6. Integrate teaching materials according to the characteristics of Qingdao Science Edition. First of all, according to the characteristics of "flexible goals", in actual teaching, the first part of activity 1 "Are they floating or sinking in water" is a new lesson, and the second part of experimental equipment is given to students in the form of "gifts". And move free activities to extracurricular activities as expansion activities. Let classroom teaching leave more flexible space. Secondly, according to the characteristics of "life is the main line", students' understanding of water buoyancy in life is the starting point, students' "common use" and "play" are the main lines, students' interest in science is the auxiliary line, and hands-on experiments are the core. Let students explore the mysteries of science actively.
7. The shortcomings of this course are mainly the transition from natural teachers to science teachers, with traces of natural teachers. Mainly manifested in:
① Pay too much attention to students' "learning" and less attention to students' "development". In actual teaching, teachers are always afraid of students' accidents and always let students learn according to their own ideas.
(2) It is mainly "spontaneous inquiry" and less "free inquiry". In the actual teaching of this class, when the teacher asked the students to explore buoyancy, the students' will was greatly influenced by the teacher, and they were not completely free to explore, but some spontaneously explored.