First, video import to stimulate students' interest in learning.
Before class, according to the teaching content of this lesson, carefully design the content of the video, so that students can watch the video carefully, talk about what they have seen and heard, and introduce new lessons with novel methods and natural connections.
Second, gradually present the situation map of the textbook.
In teaching, I present the situation map of tea making problems in layers and batches. First, I will show several things that need to be done when making tea, so that students can talk about what needs to be done in turn according to their own life experience, and then show the time needed to do each thing, so that students can better understand several processes that need to be done when making tea, and lay a good cognitive foundation for students on how to make tea in the future.
Third, choose flexible and diverse teaching methods according to students' characteristics.
After students understand the process of making tea, the courseware shows three main problems in the textbook, so that students can discuss in groups around the problems first, talk about how to make tea, and then let students choose their favorite methods. You can put a flow chart of making tea prepared before class, or draw one on the homework list, and at the same time find individual students to show their design plans on stage. When reporting and communicating, use the projector to show the students' works, choose the appropriate one from the various schemes designed by the students, and then choose the most reasonable and time-saving scheme from the appropriate scheme, so that students can talk about their own design ideas many times. In class, we strive to give students the initiative to learn, stimulate students' desire to learn through hands-on operation, and let students solve optimization problems according to their own thinking. Through stage display and self-explanation, students have cultivated their thinking ability, hands-on operation ability, language expression ability and awareness of cooperation and communication. This kind of teaching not only enlivens students' thinking, but also enables students to study easily and actively, so that students can truly become the masters of learning.
Fourth, we can skillfully handle the presupposition and generation phenomena in the classroom.
In classroom teaching, teachers and students discuss the most reasonable scheme together, which can accomplish two things: washing teacups and looking for tea while boiling water. At this time, a boy said loudly, "Teacher, I still have the most time-saving method." I said, "Well, please tell me!" The student immediately stood up and said loudly, "I can find tea in one minute!" " Then another boy said, "Teacher, I don't agree with him." "Then please tell me the reason. "
The boy swished to his feet and said loudly, "If you look for tea while receiving water, it will overflow the kettle and waste water!" " ""Look, how strong this student's consciousness of saving water is! " As soon as the voice fell, another girl scrambled to say, "Teacher, I don't agree with him either. Because there is a plug-in interface under the current electric kettle, if you look for tea when you pick up water, the water will overflow to that interface and it will explode when it burns! " "wow! How agile her thinking is and how strong her safety awareness is! "All the teachers and students were surprised by the students' wonderful answers. At this time, the boy was still unwilling and said softly, "Teacher, I am really like this at ordinary times." I said, "Do you think what those two students just said is reasonable?" He nodded and said, "That makes sense." I went on to say, "It takes eight minutes to boil water here, and it takes time to wash the teacups. At the same time, we have to find tea. There's more than enough time. Don't worry. Is safe and saves water resources. Why not? " The boy finally nodded and said, "I know!" " "This generation phenomenon in the classroom has never appeared in many previous seminars and seminars, and it has never been preset in preparing lessons. Teachers make full use of students' questions and answers to skillfully solve this generation phenomenon.
Of course, there are still some regrets in this class:
First, the classroom evaluation language is not rich enough. When evaluating students' answers, we can't give an incentive evaluation flexibly and skillfully according to students' actual answers. Although there are sometimes appropriate praise and encouragement, the language of evaluation is relatively simple, which will be continuously improved and improved in future classroom teaching.
Second, in group activities, there is not too much emphasis on the requirements of activities and no guidance, which leads to the failure to achieve the preset effect, so spend more time collecting students' works. Students' lack of input in activity time has delayed classroom teaching time.
In short, this course has been polished many times, the teaching design is complete, the teaching methods are flexible and diverse, the teaching effect is remarkable, the students actively raise their hands to answer questions, the learning interest is strong, and the classroom atmosphere is very active. In the future teaching, we should continue to learn, enrich our classroom and improve our teaching level.