Keywords: graphics, translation, fusion, reflection
This is my first growth class. Looking back on the grinding class these days with everyone, I stepped on many pits all the way and experienced the hardships of grinding class. I have learned a lot from collective lesson preparation, lectures and class evaluation, and gained valuable advice and guidance with the help of collective brainstorming and old teachers. Although the growth class is over, the growth can't stop there, because the box of integration class may have just been opened. What is in the box and what should be in it is still a question that needs to be explored constantly for me.
In order to explain how this class is presented, there are several questions that need to be sorted out.
2. 1 What class is this?
2.2 How is this lesson prepared?
Under the encouragement and leadership of Mr. Wang Jian, the fifth-grade math teachers collectively prepare lessons, give lectures, try out lectures and evaluate classes. The lecturer compiled the first edition of the teaching plan, and Teacher Wang Jian helped to grasp the main direction and basic logical thinking. After the revision, the lecturer will give a lecture and all the teachers will help to revise it. When it is mature, give it a try, and all the teachers will come to evaluate the class. Revise it repeatedly until it meets the requirements.
2.2. 1 First Edition of Curriculum Design
? I referred to the teaching ppt and behavior design provided in the resources and determined the teaching goal to be achieved. Through the patterns on Zheng He's treasure ship, this paper introduces the translation of graphics, and studies the translation of graphics with the help of diamond lace, triangle, goose and other patterns provided by textbooks.
The first edition of the design activities can achieve the curriculum objectives and continue the traditional classroom model. At that time, I didn't know what integral was, and I imitated the methods I heard in most growth classes. I used the theme of "the age of great navigation" in the course introduction, and the learning of the course content in the back is still a traditional course.
2.2.3 Second Edition Curriculum Design
Because they don't know what the integrated curriculum is like, the communication between teachers also means that it is difficult to design and implement the integrated curriculum without standards. I searched many famous teachers' classroom records and teaching plans on the Internet, among which Huang Aihua's Translation Classroom Teaching Records caught my attention and was deeply inspired by his "big problem" teaching method, paying special attention to inspiring students to actively explore and think, cultivating students' practical ability and encouraging group cooperation, which is also reflected in the comprehensive class. Therefore, the integration of ability, discipline and learning style is regarded as an important embodiment of the integrated curriculum in this version. Under the guidance of this idea, the "game class" is designed.
Students unconsciously enter the course in Tetris game, which can fully arouse the enthusiasm of learning, and is more enlightening, which everyone thinks will be very interesting. Teacher Wang pointed out that interesting classes are not necessarily good classes. Too many activities are sometimes not a good thing, and too scattered forms can't achieve academic goals. Activities must be placed in the theme background, otherwise students can't be convinced that this is theme-based learning.
2.2.3 Curriculum Design of the Third Edition
Introducing translation learning through Magellan's navigation route; With the help of "Spice Adventure" game, students choose the best route between islands to collect spices, and draw the translated figure of the ship on grid paper. Finally, an example of the application of translation in life is given.
The game strategy designed in this version is too complicated, and a lot of time in class is spent playing instead of thinking about the relevant knowledge of "translation". Audition class, after learning this lesson, the child can't do the problem and the main points are not clear. It can be seen that this way of class has not achieved the goal of the subject, and the effect of integration is not good.
2.2.4 Curriculum Design of the Fourth Edition
The fourth design idea is: under the background of the topic of "the age of great navigation", students can find the direction and distance of ship translation through the ship translation on the navigation route; Then, through the task of the fleet's trip-collecting spices, draw the translated graphics; Through blindfold translation and other games, students can apply translation to solve problems and realize the fun and value of translation.
This version of the design has been more recognized, and everyone feels that it can achieve the academic goals, and there is a good integration from the introduction of knowledge to learning. Finally, it has been recognized by everyone in the growth class, but there are still some problems.
3. 1 collective class evaluation
A. In the game of blindfolded translation, students come to the stage and ask: What should I say? This shows that students have not grasped the key points of translation. Students' questions show that teachers need more appropriate hints.
B: Today's course is designed to translate ships in spice scenes. If you don't choose the spice route and put it on Magellan's sailing route, the translation of the ship will be smoother. But it's really hard to find such a real scene.
C. When drawing a translation picture, the teacher emphasized that students should draw arrows, which is not handled well here. Actually, it's not necessary Students can just say directions. The teacher's handling of painting a boat is divided into two steps. In fact, it is ok to give it directly to students here, because the previous treatment is already very good, and students have the ability to draw it at one time.
D in the design of exercises and examples, we should first talk about the application of translation in life, so that students can find translation materials in life and enrich their understanding. From graphics to living space, there will be a level upgrade. The exercise questions have been adjusted in order, which is not handled well here and is not considered comprehensively enough.
E. The teaching style is natural, like a teacher, leisurely and stable, and well combined with the theme. The whole class can't see the shadow of the textbook, but I have finished all the contents required by the textbook. The key points are outstanding, the translation direction is the key point, and the teacher constantly strengthens the practice to ensure the students' basic mastery.
F. The distance of translation is the difficulty and error-prone point in this class. Students don't find the corresponding points, they present answers in 7, 6 and 4 boxes. This is because I don't understand what the translation of graphics really means. The translation of graphics is actually the translation of points. The movement of graphics can be divided into axial symmetry, translation, rotation, enlargement and reduction. What are the characteristics of translation? At the end of this lesson, we should sum up: the size remains the same, the direction remains the same, and the position changes.
3.2? self-assessment
Basically realize the smooth presentation of classroom ideas and give targeted feedback to students' words and deeds. The existing problems: when drawing the translation map, some students draw incompletely, which is more valuable for the students who draw the wrong picture; There are few examples in life for students to quote their own translations. What else needs to be solved urgently: integration is not done well, or the essence of integration is not understood in place, and real integration is not achieved-solving problems under the theme or understanding the theme content.
What is integration? Why should we merge? There must be a reason for integration. Only by finding the reasons behind it can we better implement the integration.
The national curriculum implementation plan of Qingdao Middle School comes from the primary school project PYP(Primary Years Program) of the International Diploma Organization (IBO). PYP is designed by the International Diploma Organization for students aged 3- 12 with long-term educational needs. Its core is to form an understanding of important concepts, form a positive attitude, master basic knowledge and skills, and take responsible actions. PYP's six interdisciplinary themes: who are we; What time and space are we in; How do we express ourselves? How the world works; How do we organize ourselves? * * * Enjoy the Earth. Children of different ages can explore different knowledge points in these six themes. While ensuring the breadth of knowledge, it can also help children to explore in depth on specific knowledge points.
The IB primary school project breaks the traditional subject-based learning and adopts the concept-led subject setting to help children integrate knowledge. We call it "interdisciplinary" learning. Actively use the group inquiry teaching method to create a real learning situation for children, so that students can establish contact with the known real world through inquiry, stimulate their inner learning motivation, form their own problems, design their own inquiry thinking, learn to cooperate, construct knowledge and reach understanding.
In order to achieve real understanding, we should consider the psychological characteristics of people's learning.
People's learning is contact, and contact can achieve educational effect and make people satisfied in the right situation, and finally learn for a long time. In order to realize interdisciplinary learning in real situations, primary school curriculum must be integrated. I extracted two key words: real scene and understanding, which correspond to teaching design and teaching objectives.
You can't judge whether you are integrated from a class, but you need to put it in the logic of the whole stage of the course. What should an integration class look like and what core problems is it solving? If learning is still based on subject goals, theme goals and domain goals, then the current integration methods need to continue to explore how to do this. I still have a lot of questions, and I need to study and dig deeper.
Finally, I would like to thank Mr. Wang Jian for taking the trouble to revise the teaching plan for me in great detail. All the math teachers in grade five spend their time making suggestions for this class. Thanks to Mr. Ji for his wonderful comments. The math teachers in grades 3-4 put forward valuable suggestions. I look forward to seeing other teachers share their growth experiences and learn from them.
[ 1]? Huang Aihua, Hu Aimin. A Record of the Classroom Teaching of Translation [J]. Young teachers in primary schools, 2006 (18):14-17.
[2] International Diploma Organization. https://www.ibo.org/.
[3] Thorndike. Outline of educational psychology [M]. Renmin University of China Press, 20 15.