In order to ensure the orderly and effective development of activities, it is usually required to make an activity plan in advance, which is a written plan after comprehensively considering the relevant factors of activities. So what kind of activity plan is good? The following is the design scheme of interdisciplinary theme activities I collected for you (5 articles in total), which is for reference only and I hope it will help you.
Design scheme of interdisciplinary theme activities 1 I. theme:
Song "Spring Dawn"
Second, the learning objectives:
1. Chinese Subject: Appreciate ancient poetry and feel its charm and artistic conception. Can recite ancient poems in the right voice.
2. Music subject: Learn the rhythm and melody of songs by using colvin sign language, and experience the fun of two-part chorus.
3. Art discipline: use network information technology to find the spring scenery in your heart and draw it.
3. Learning objectives:
Xx-level art students
Four. Activity flow
Students, speaking of spring, what can you think of? Landscape, poetry. When it comes to poetry, everyone must think of the poem "Spring Dawn", right?
1. Appreciation of Ancient Poetry: Dawn in the Spring is a famous ancient poem in China, written by Meng Haoran, a poet in the Tang Dynasty. This poem was written when the poet lived in seclusion, and its artistic conception is very beautiful. The poet seized the moment when he just woke up in the spring morning to describe and associate, vividly expressing the poet's love and pity for spring.
Lyrics: In the spring morning, I wake up easily, and birds are singing everywhere. But now I remember that night, that storm, what does Hua know? Insert pictures and audio to create a real spring scene for students and stimulate their interest in learning.
Students recite ancient poems in the form of traditional Chinese classes, and initially feel the emotions of ancient poems.
Group discussion: what kind of rhythm and sound do you use to express the poet's love and pity for spring in groups of four?
Making Atlas: Ask students to use network information technology to find pictures that match their own spring, and show the results of the discussion by drawing.
Rhythm processing: spring sleep/unconsciously/dawn, everywhere/smell/crow. When the night comes/the wind and rain/the sound, it takes so-and-so/knowledge/how much.
Voice processing: the first two sentences are recited in a soft and soothing tone, showing the gratifying sight of seeing spring; You can reread the word "fallen flower" in the last two sentences to express your regret for the fallen flower.
Expression recitation: recite the lyrics rhythmically and emotionally with self-made atlas.
2. Perception of melody: Students open their hands and swing left and right according to the rhythm of four beats. After two eight beats, the main theme of the song "Xiao Chun" began to accompany them.
3. Humming melody: Teachers use the method of playing and singing sentence by sentence to guide students to hum sentence by sentence and keep the previous state.
4. Hand gestures: Use colvin pitch sign language and hum sentence by sentence.
5. Learn to sing: learn to sing the first two sentences with moderate intensity and speed, and the coherent and soft breath flows; learn to sing the last two sentences with moderate intensity, faster speed, more flexibility and shorter voice. Pay attention to the singing of decorative notes and rests.
6. Outward bound exercise: Under the teacher's command, carry out two-part cannon rotation.
Verb (abbreviation for verb) learning resources:
Mobile phone, computer, red river whiteboard
Technical tools and application strategies of intransitive verbs;
Use the Internet to search, and make maps to show and communicate.
Seven. Learning assessment:
This activity is a "localized" Orff music teaching practice, aiming at feeling the combination of China's ancient poetry and modern music art, and being able to recite ancient poetry and sing songs with proper voice. In the process of exploratory learning, students actively participate, give full play to their teamwork ability, and share the exploration results in an orderly manner, so as to achieve the predetermined learning goals.
Design scheme of interdisciplinary theme activities 2 I. Activity objectives:
In order to enrich the activity form of mathematics class in our school, practice and experience the function of mathematics, cultivate students' hands-on ability and brain thinking ability, stimulate students' enthusiasm for learning mathematics, participate in mathematics research activities, enrich students' extracurricular life and cultivate students' mathematics literacy. This semester, I arranged this math activity-interesting fractal diagram.
Second, the purpose of the activity:
Stimulate students' desire to learn mathematics, provide opportunities for the development of students' mathematical literacy, let students learn, use and love mathematics, and fully show themselves in the process of activities.
Third, the activity slogan:
Wonderful mathematics, endless fun.
Four. Activity requirements:
1. Adhere to full participation and point-to-face integration. Let students learn by doing, playing and having fun. Let students of different levels get different development in the activities.
2. The school math group uses their spare time to mobilize and publicize. Each class should do a good job in propaganda and mobilization, and use the class meeting to mobilize. Let parents know about this activity by looking up mathematicians and mathematical historical materials, and create a strong activity atmosphere. Combine propaganda with activities, discover fractal graphics and create fractal graphics, and make full use of the network and students' free materials to discover and create the beauty of mathematics.
3. Highlight the characteristics of grades, take students as the foundation according to students' reality, closely combine the characteristics of mathematics education in our school, pay attention to fully mobilize the enthusiasm of each student to participate, give play to students' creativity, expand students' thinking, and combine congruence and similarity to find mathematical knowledge in fractal diagrams. .
Verb (short for verb) activity:
Collection: Combined with the comprehensive practical activity class, arrange students to complete the collection and arrangement of interesting fractal graphics in groups, and then compete in groups to judge the excellent groups.
Creative article:
Students study in groups to find the characteristics of fractal images, and they will send out interesting fractal images themselves. Each group will take out three beautiful pictures and participate in the class selection.
Summary:
Learn to discover, discover the beauty in life, discover the mathematics in life, learn to appreciate, appreciate the charm of art, and focus on the art of mathematics.
Design scheme of interdisciplinary theme activities 3 I. Guiding ideology
Pay attention to cultivating students' innovative spirit and social practice ability, enrich primary school students' summer vacation life, and pay attention to process and participation. Stimulate the enthusiasm of primary school students to love, learn, speak and use science, show their creativity, publicize their personality, promote the development of science and technology education in primary and secondary schools, and comprehensively promote quality education.
Second, the theme of the event
Exploration and innovation
III. Contents of activities
1, the creative activities of primary school students
2. Pupils' computer production activities
3, popular science knowledge publicity and education and competition activities
4, to carry out reading activities (classics, popular science books, etc.). )
Fourth, the implementation steps
(1) Publicity stage
All schools should attach great importance to the activities of science and technology festival for primary school students, and carry out publicity and launch through various forms. Strive to create a strong atmosphere of science and technology education in primary schools, set off a climax of science and technology education activities in primary schools, and ensure that the activities are implemented. Focusing on the theme of "exploration and innovation", we should mobilize teachers and students to take the initiative to participate and carry out scientific and technological innovation activities in a down-to-earth manner.
(2) Organizing the implementation stage
On the basis of extensive publicity in the early stage, make full use of summer vacation time, make good arrangements for activities, and actively organize and guide the majority of primary school students to carry out a series of activities of the Science and Technology Festival.
1, popular science knowledge publicity and education and competition activities
We should publicize popular science knowledge by holding blackboard newspapers, science and technology galleries, lectures on popular science knowledge and recommending popular science books to students, so as to guide students to further understand the development history of human social science and the relevant knowledge of scientists at all times and at all times, understand the great impetus of science and technology to economic and social development, understand the relationship between scientific and technological progress and educational development, stimulate students' enthusiasm for loving, speaking, learning and using science, and cultivate their spirit of being brave in exploration and innovation. On the basis of extensive publicity and education on popular science knowledge, various forms of popular science knowledge competitions should be organized. The contents of the competition include: the history of scientific development (ancient, modern and modern science and technology), the knowledge of scientists at home and abroad, and the knowledge in textbooks of all grades. The central school will organize a "popular science knowledge contest for primary school students" at that time.
2. Students' creative activities.
It mainly includes four categories:
(1) Inventions: refers to the novel, unique and practical scientific and technological achievements made by primary school students with relevant scientific theoretical knowledge, that is, what people usually call "small inventions", "small creations" and "small productions".
(2) Creative design: refers to the innovative design that primary school students failed to invent and create objects due to the limitations of raw materials and technology, but completed according to the scientific principles and methods of invention and creation.
(3) Science fantasy painting: refers to pupils focusing on the great changes that may occur in human production and life in the new century due to the development of science and technology, and depicting a beautiful picture of future science and technology life through science fantasy. Requirements: The works can be expressed by painting techniques and styles such as oil painting, traditional Chinese painting, watercolor painting, gouache painting, pencil drawing, crayon drawing, printmaking, paste painting and other materials (excluding other non-painting arts and crafts); The specifications of the works are 400mm×600mm, regardless of location; On-site display needs to be mounted or mounted.
(4) Scientific papers: refers to the scientific achievement papers written by primary school students from scientific and technological activities. Such as: experimental report, investigation report, observation report, investigation report, research report, etc.
3. Pupils' computer production activities
It mainly includes five categories:
(1) Computer painting: painting works made by various painting software or graphic image processing software, including single painting with a theme, group painting or cartoon showing a unified theme, or computer-aided design works of art made for a certain purpose and purpose. Simple photographic images do not belong to the scope of this work.
(2) Computer animation: Through character drawing, sound effect processing and animation production, a two-dimensional or three-dimensional computer animation work is completed by using various animation software. A work can be an animated sketch that shows a story or an animated program with complete meaning. The capacity of the work should not exceed 20MB (uncompressed file). Real pictures based on digital video recording are beyond the scope of this work.
(3) Electronic newspapers and periodicals: electronic newspapers or publications produced by using various text, animation, graphics and image processing software. An electronic newspaper should have (real or virtual) registration, serial number, publishing unit or publisher, publication date, page number (at least 4 pages), guide column and other elements contained in newspaper publications. You should set a hyperlink in the wizard bar. Electronic publications should have the elements of publications, such as cover, back cover, table of contents, (real or virtual) title, serial number, organizer, editor-in-chief and editorial board, publication date, etc. In addition to the front cover and back cover, the text page should be more than 4 pages, and hyperlinks should be set on the directory page.
(4) Web pages: works that use language or web page making tools to explain a certain theme or convey a certain information. The capacity of the work shall not be greater than 50MB (uncompressed file).
The production of the above works requires primary school students to create, design and create independently. Tutors can guide, but they can't directly participate in the production.
4. Carry out reading activities
It is necessary to make full use of summer vacation time, organize and guide students to carry out campus reading activities with "reading famous books, praising famous poems, reading business cards and learning celebrities" as the main content, strengthen the cultivation of students' literary literacy and scientific attitude, develop students' thinking in images and logical ability, improve students' thinking mode, broaden their horizons and master scientific knowledge in learning. Each school organizes itself and reports the organization to the central school in writing.
Several requirements of verb (abbreviation of verb)
1, insist on popularization, pay attention to actual effect, and carry out various scientific and technological activities in the school in a solid manner. All primary and secondary schools should adhere to the principle of combining popularization with improvement, combine with the implementation of curriculum reform and comprehensive practical activities, and extensively carry out scientific and technological innovation activities for all primary and secondary school students. Innovation should also be highlighted in the design of the activity plan of the science and technology festival. Schools should discover and pay attention to innovative and unique inventions, excellent creative designs and scientific papers with practical value in time to improve the quality of scientific and technological activities. We should take the science and technology festival as an opportunity to establish a science and technology festival with its own characteristics, promote the long-term popularization of popular science knowledge, and form a strong atmosphere for learning and applying science and technology. During the Science and Technology Festival, students can be organized to choose their own scientific and technological contents and make scientific and technological exhibition boards. On the basis of layer-by-layer selection, a scientific and technological exhibition designed and made by students can be held.
(A) the importance of scientific and technological activities plan
1. Science and technology activity plan is a concrete measure to implement quality education.
Activity plan is the blueprint of scientific and technological activities and the concrete measures to implement quality education.
The plan of scientific and technological activities should reflect the training objectives, principles and contents of scientific and technological activities.
There are generally two kinds of scientific and technological activities:
① Master plan of scientific and technological activities: A primary school should have a master plan of scientific and technological activities, usually a master plan for one school year and a detailed plan for one semester; A scientific and technological community should have the design idea of the overall scientific and technological activity plan, and each semester should have a specific scientific and technological activity plan; A grade's activity class should have an overall plan, and each semester should have an overall plan for scientific and technological activities.
(2) Plan of a scientific and technological activity: Every scientific and technological activity must have a scientific and technological activity plan, which should be very specific.
2. Science and technology activity plan is the combination of human science and technology activities and students' psychological needs.
We have demonstrated before that primary school science and technology activities are part of human science and technology activities and primary education. Scientific and technological activities should cultivate primary school students' awareness of participation and disseminate contemporary scientific and technological information. How to combine the contemporary advanced scientific ideas with the psychological needs of primary school students and stimulate them to actively participate in scientific and technological activities is a major problem in the compilation of scientific and technological activities.
What are the modern high technologies? It is generally believed that the frontiers of contemporary science are: revealing the mystery of matter, exploring the universe, earth science, the origin of life and intelligence, nonlinear science and complexity research. The main frontiers of contemporary technological development are computer technology, communication technology, biotechnology and agricultural technology, new material technology, laser technology, aerospace technology, energy technology, transportation technology, environmental protection technology, human engineering technology and new medical technology.
Science is to explore the unknown, and the frontier of science is the frontier of human exploration of the unknown. Do you want students to know? According to the traditional educational viewpoint, an inconclusive hypothesis cannot be used in textbooks. Many educators have questioned this. Science is the exploration of the unknown world by all mankind, and science is the process of exploring the unknown. On the road of science, people should advance wave after wave, why not tell students the information of the frontier of science in time; Why not tell students scientific conjectures, scientific fantasies and scientific questions; When making the plan of scientific and technological activities, we should consciously collect the frontier information of science and conduct it through interesting activities.
For example, let the students look at a perforated paper box, and they all say they don't see anything. Teachers guide students to think about how to explore the truth of "black box" without opening the box. Ask students to look up the "black box system" of scientific vocabulary and stimulate their interest in the frontier of science.
Should we tell the next generation such a phenomenon that is still inconclusive in science? Of course, students should be told that the problem is how to design a plan of scientific and technological activities and how to stimulate the exploration spirit of primary school students. If how to explore the mystery of UFO, a practical way is to study whether a saucer-shaped UFO can fly first. In scientific exploration, the model is made first. Through half a year's research, the science and technology counselor drew a picture on the card paper with a simple method, and let the first-grade pupils cut and paste it to make a model to see if the flying saucer can fly.
Then ask the students to discuss what to do if they encounter a UFO. What if cosmic people come? The design difficulty of this scientific and technological activity lies in how to design a flying saucer model that can be made by first-grade primary school students, and 90% students can succeed. This requires that the designers of scientific and technological activities, like primary school students, have a deep understanding of saucer-shaped flying objects.
3. The procedure of scientific and technological activities is the result of educators' creative work.
First of all, we should participate in human scientific and technological activities, gain some experience in scientific and technological activities, collect a lot of scientific and technological materials, and obtain knowledge background materials. This is the first step in designing a scientific and technological activity plan. First of all, educators should be educated, and the directors of scientific and technological activities should personally participate in scientific and technological activities and become active participants in scientific and technological activities. There is no doubt that participating in human scientific and technological activities is a creative activity.
Secondly, it is undoubtedly a creative work to study primary school students, their own students, their psychological status, their knowledge level and ability, and their personality traits.
The embodiment of scientific and technological activity plan, that is, the performance of labor results, includes scientific and technological activity plan, scientific and technological activity teaching materials, scientific and technological activity equipment, scientific and technological activity computer software, scientific and technological activity place design, etc.
(B) the overall design of scientific and technological activities
1. Establish the overall activity objectives.
The first step in designing the scheme of scientific and technological activities is to establish the objectives of scientific and technological activities, which should conform to the overall training objectives of scientific and technological activities and be concrete and feasible.
The goal of the overall scientific and technological activities is generally expressed by the educational achievements of the activities-the gains of primary school students in the activities.
Example 1 The overall scientific and technological activities of an astronomy group in a primary school are aimed at arousing members' interest in astronomy, expanding their knowledge, participating in astronomical exploration, and cultivating the spirit of exploration, observation, operation, thinking and creation.
Example 2 The overall scientific and technological activity goal of the feeding group in a rural primary school: according to the actual situation of pig raising in the village, stimulate the interest of members to participate in the pig raising scientific and technological development activities in the village, and require members to make inventions and creations in the pig raising scientific and technological development activities in the village.
2. Overall knowledge background research
To determine the overall plan of scientific and technological activities, it is necessary to study relevant knowledge background materials. For example, writing a design plan for computer science and technology activities requires collecting computer science and technology materials, studying computer equipment in our school, choosing computer software and understanding computer networks.
3. Investigation on the overall situation of primary school students
To determine the overall plan of scientific and technological activities, it is necessary to investigate the situation of the whole primary school students.
For example, a survey of students' scientific quality in a primary school shows that students' operational ability is relatively poor, so the school determines the focus of scientific and technological activities this school year as cultivating operational ability, and draws up a series of activities and measures.
For example, the computer activity group of a science and technology activity station made a survey of the team members. The results show that most team members have mastered the basic operation of WPS, but they are not familiar with Word and computer structure, so they mainly pay attention to Word.
Interdisciplinary theme activity design scheme 4 teaching objectives:
1, let students experience the whole process of exploring the area formulas of rectangles and squares, and truly understand the area formulas of rectangles and squares.
2. Make students master the formula for calculating the area of rectangle and square, and can apply the formula to solve some simple practical problems.
3. Cultivate students' estimation ability, so that students can correctly use area units to estimate the area of rectangles and squares.
Teaching focus:
1, the process of exploring rectangular and square area formulas
2. Apply the area formulas of rectangle and square to solve practical problems.
Prepare teaching AIDS and learning tools:
Small square with an area of 1cm2, courseware and cardboard as shown in Figure ① ② ③.
Teaching process:
First, create situations and introduce new lessons.
1. Show the courseware: The bear organized a competition to let rabbits, ponies and lambs answer the following questions. Would you?
(1) What is an area? What are the commonly used area units?
(2) How to know the size of the graph? See how many area units it contains. )
2. Point out the topic: Today we will learn the area of rectangle and square.
The area of rectangle and square.
Second, innovation and innovation.
1, showing P48 (Figure ①, Figure ②, Figure ③ courseware) ① Ask students to estimate which rectangle has the largest area? (2) Which area unit is appropriate to represent the areas of these three figures? (3) How to express the precise areas of these three rectangles?
2. Explore the area formula of rectangle.
(1) Grouping operation (the first group and the second group use the small square layout diagram ①, the third group and the fourth group diagram ②, the fifth group and the sixth group diagram ③, and fill the data of the number and rows of small squares in the corresponding cells in the table below. ) collective communication.
(2) Collective communication, so that each group can report the results.
(3) draw a conclusion.
What laws did you find in the course of your research? The total number of squares is equal to the product of the number of rows and the number of rows. )
How to calculate the area of a rectangle? (blackboard writing: rectangular area = length× width) Why is rectangular area equal to length× width? (find the answer)
(4) Application exercises
Find the area of a rectangle.
3. Summary:
How to calculate the area of rectangle and square?
(2) What should I pay attention to when calculating the area? (Use area units)
Third, thinking training and practical activities.
P49, 1, 2, 3, 4 questions
Fourth, class summary.
1, talk about the harvest
2. The teacher emphasized that
In today's lesson, we use the method of placing area unit (square) to get that the area of a rectangle is equal to length× width, and according to the area formula of a rectangle, we deduce that the area of a square is equal to side length× side length, which can be used to solve many practical problems. I hope students will keep these two formulas in mind and solve more problems.
Design scheme of interdisciplinary theme activities 5 I. Basic situation of the class
There are 8 students in Class 60 1 Department of Special Education for the Hearing Impaired in Lishui City. Among them, six students in group A have good overall learning ability and actively participate in classroom teaching, while two students in group B usually go to day school in grade three.
Teaching place: recording and broadcasting classroom on the fifth floor.
Teaching resources: courseware, scientific equipment and physical props.
Teaching staff: Zhu Junfei
Second, the theme and content of learning
Learning theme: interdisciplinary integrated learning of mathematics and science
Subjects involved: the basic subject is mathematics, and other subjects are science.
Learning content and combination mode: Unit 12, the experimental textbook for full-time schools for the deaf, focuses on explaining basic mathematics knowledge points, leading students to practice with scientific equipment, and helping them intuitively perceive abstract mathematics knowledge.
Third, the teaching objectives
Analysis of students' starting point behavior: students have mastered the relevant knowledge of the paper, have good hands-on operation and understanding ability, and can accurately accept the teacher's task information.
Personalized learning objectives:
Group a:
1. Know the commonly used unit of volume: liters and milliliters, and know 1 liter = 1000 milliliters; Know measuring tools, measuring cylinders and measuring cups.
2. Establish the concept of volume and the expressions of 1l and 1l through hands-on operation, observation and communication.
3. Cultivate the attitude of actively participating in learning and inquiry activities, experience the connection between mathematics and life, experience the fun of learning mathematics in the process of exploration, and stimulate interest in learning.
Group b:
With the help of teachers and classmates, know litres and milliliters, master the speed of progress between unit of volume, and try to read the specific volume.
Teaching focus:
Understand the concept of volume and establish the expressions of 1 liter and 1 ml.
Teaching difficulties:
Establish the concepts of volume and unit of volume.
Learning environment support: Schiavo whiteboard 5 scientific tools: measuring cylinder and measuring cup syringe spoon water object teaching aid
Fourth, the process of teaching activities.
First, situational import
The courseware shows a bottle of medicine and its usage and dosage, and leads to unit of volume milliliter.
Exhibition topic: Volume and unit of volume.
Second, explore new knowledge.
(1) Understand the concept of volume
1. Understanding containers
The courseware shows pictures of some things, and students are divided into two categories according to whether they can take things or not. Please go on stage all your life to operate. Teacher's summary: Objects that can hold other things are called containers.
2. The concept of volume
Courseware demonstration: the volume of objects that can be accommodated in boxes, oil drums, warehouses, etc. Often referred to as their volume.
3. Consolidate the concept of volume
Thinking: Do all objects have volume? Show me some articles. Please classify which ones are voluminous. According to the student teacher's emphasis, only empty objects that can hold things have volume.
(2) Know unit of volume
1. Introduced to unit of volume
Unit of volume is generally used to measure volume. However, the volume of liquids, such as water and oil, is usually measured in liters and milliliters. The letters are l and ml Guide the students to read the volumes of these two units.
2. Connect with reality and have a deep understanding of unit of volume.
Please tell the students which items in life are marked with liters and milliliters, and then show some items marked with liters and milliliters, and ask the students to read aloud.
3. Understand the measuring tools
Show measuring cylinder and measuring cup, and introduce the name and the method of reading scale through courseware.
4. Observe the operation to establish the expressions of 1 ml and 1 liter.
First, the teacher demonstrated how to extract 1ml from a syringe and put it in a spoon, and then pointed to the amount of water to guide the students to read 1ml. Then help each other collect 1 ml water at the same table and intuitively perceive 1 ml.
Activity: each group takes 10 ml water with the help of a measuring cylinder, and then pours it into a spoon for observation.
Show a measuring cup with 1000ml of water, and point out that1000 ml =1l.
5. Explore the relationship between liter and cubic decimeter, milliliter and cubic centimeter.
Pour 1 liter of water into the container of 1 cubic decimeter, and just fill it up, and come to the conclusion that 1 liter = 1 cubic decimeter. Then the teacher leads the students to introduce 1ml = 1cm3.
Third, solve the problem.
Transition: Does anyone know how much water a person should drink every day to be healthy? Courseware shows drinking tips. Question: If the teacher's cup is 500ml, how many cups should I drink a day to be healthy?
Follow-up: Every time you drink 200ml, can you take 200ml out with disposable cups? Please challenge and focus on verification and compare who gets the closest 200ml.
Fourth, class summary.
What did you get from this lesson?
Five, layered operation
1. Practice the first lesson one lesson at a time (Group AB)
2. Investigation: Calculate the unit price of a large barrel of about 5 liters of mineral water and a bottle of 500 ml mineral water. A big barrel of mineral water is equivalent to several bottles of such small mineral water. How to buy more economically? (group a)
Five, the characteristics of instructional design
The content of this teaching is volume and unit of volume. In the process of understanding volume and unit of volume, with the help of scientific measuring cylinder and measuring cup, students can be guided to operate, intuitively feel the specific number of unit of volume, and help students to establish abstract concepts in experience activities.
At the same time, many objects in life are selected to make students feel the connection between mathematics and life and enhance their interest in learning mathematics. In practical application, I designed a situation of how much water to drink every day and how much water to drink every time, so that students will not be monotonous in the process of applying mathematics knowledge and increase their interest. In the process of solving problems, they will naturally use the mathematical knowledge they have learned, and their memories will be deeper and their knowledge points will be more firmly grasped.