"Skillful Umbrella" is a science and technology course based on the special study "Like an Engineer" in the first volume of the third grade science of Jiangsu Education Press. "Like an engineer" points to the professional training of engineering practice ability, so that students can experience six links of engineering activities and grasp three of them-defining problems, designing schemes and testing improvement for key guidance. This project is designed according to "the key of the project lies in the design" and "the available conditions and constraints need to be considered in engineering design, and it needs to be continuously improved and perfected" in the primary school science curriculum standards. This project is based on students' learning that "force can change the shape of objects" and "describe the characteristics of common materials", and completes the inquiry activities of design, manufacture, test and reflection around umbrellas. Through cooperative learning, students analyze the structure and function of umbrellas, make umbrellas according to the characteristics of materials, and test the rainproof effect of umbrellas. Through continuous exploration, we can improve students' ability of cooperation and communication and hands-on production, improve their ability to find and solve problems, and cultivate students' scientific spirit of being brave in exploration and willing to create.
It is suggested that two class hours be allocated to this course. In the teaching process, the knowledge of umbrella structure, umbrella size, user's body data and design will be taken as the teaching content of a class to pave the way for students' production. Making umbrellas, testing and expanding are the teaching contents of the second class. Under this arrangement, students can fully understand and apply knowledge and solve practical problems.
Second, the analysis of learning situation
The teaching object of this course is grade three students. From the knowledge level, students are familiar with the use and usage of umbrellas in life, but they lack understanding of the scientific nature of umbrellas. From the ability level, students have learned how to use simple tools in daily life, and have known the characteristics of wool sticks, tin foil, wooden sticks, fluorescent sticks, straws, oiled paper, rice paper and other materials. However, the ability to make an object with specific use value with limited materials through group cooperation is still lacking. From the emotional attitude level, students have a strong curiosity and thirst for knowledge. Teachers should actively guide students, give positive evaluation and encouragement, and help them successfully complete the project work.
Third, the analysis of teaching objectives
Engineering is a comprehensive application of science, mathematics and other disciplines. It is the general name of a discipline, aiming at making efficient, reliable and useful products for human beings. Engineering products are born on the basis of science and mathematics. They should follow scientific principles and use mathematical tools. The function of the product should be able to provide use value for individuals and groups. Based on the above analysis, combined with the engineering practice requirements in the field of technology and engineering in the Primary School Science Curriculum Standards, students can choose suitable materials according to their knowledge, make umbrellas and solve practical problems. Therefore, I set the goal of this class as:
1. By understanding the basic structure of umbrella, analyze the size and function of umbrella structure, and cultivate students' scientific spirit of being brave in exploration and willing to create.
2. Determine the size of the umbrella through measurement, think about the materials to be processed, and make the umbrella according to the engineer's workflow, so as to improve the students' cooperative communication ability and hands-on production ability.
3. By testing the rainproof effect of the group umbrella, students' ability to find and solve problems is improved, and students' good quality of positive thinking and willingness to explore is cultivated.
Fourth, the analysis of teaching difficulties
According to the teaching objectives of this class and the cognitive characteristics of junior three students, I have determined that the teaching focus of this class is to choose suitable materials to make umbrellas according to the characteristics of each structure.
Students often use umbrellas, but they lack understanding of the relationship between the size of umbrellas and the user's body data, so it is difficult to determine the length of umbrella structures by measuring the size of dolls.
Five, the analysis of teaching law
The new curriculum standard puts forward that technology and engineering practice activities can make students realize the success and fun of "doing" and form the habit of solving problems through "doing". Therefore, I mainly use task-driven method in this course, so that students can clearly understand the problems to be solved from the beginning.
In order to make students devote themselves to design and production better, fully mobilize their learning enthusiasm and ensure their dominant position in learning, the method of group cooperation is mainly used to cultivate students' communication and cooperation ability in the process of engineering practice. Through communication, we can promote students' ability to find and solve problems and experience the fun of engineering practice.
An analysis of the teaching process of intransitive verbs
This lesson mainly consists of five links: observation and discovery, creative design, cooperative practice, communication and sharing, and extension. Next, I will further elaborate on these five links.
Observation: scene creation
In this lesson, the method of scenario creation will be adopted. Taking the scene of "There was a grand party in Disney Castle, and the invited dolls were very happy. When everyone was about to go out, it suddenly rained heavily", we asked the students what they could do to help these dolls, and skillfully led to the theme-making umbrellas, so that they could enter this class in a relaxed and lively atmosphere, which was natural and vivid. While clarifying problems, students' initiative in solving problems is greatly improved, which is helpful to stimulate students' interest in learning.
(b) Creative design: science as the body and mathematics as the application.
This is an important link to break through the key points and difficulties of this course, and it is also an important opportunity to cultivate students' engineering literacy. From the point of view of task completion, there are two main activities in the design process. First, students should measure the size of the umbrella according to the figure of the doll; The second student analyzes the characteristics of the materials provided by the teacher and chooses the materials with umbrella structure.
In order to make students understand umbrellas more comprehensively and scientifically, the teacher described the structural composition of umbrellas through illustrations: the structure of umbrellas generally consists of four parts: umbrella handle, umbrella handle, umbrella rib and umbrella cover. The umbrella cover is the most important part of the umbrella and bears the responsibility of sheltering from the rain. The umbrella rib supports the whole umbrella surface, which can be folded and unfolded, and is convenient to carry; The umbrella handle is the backbone of the umbrella, supporting the whole umbrella; The umbrella handle is a place where people can easily grasp and lift umbrellas. This will enable students to understand the task of designing umbrellas more clearly and accurately, and lay a good theoretical foundation for subsequent production.
1. Measure the doll's body data to get the umbrella size. In order to let students know the scientific concept that the size of the umbrella is closely related to the user's physical data, the teacher showed the real umbrella and demonstrated it. Through dialogue, students can analyze and draw the following conclusions:
Umbrella width ≈ doll width ×2
Length of rib ≈ width of canopy ≈ 2
The length of umbrella handle ≈ the length of umbrella rib (to ensure that the line of sight is not blocked and the umbrella can move freely).
The length of umbrella handle ≈ the width of hand.
After clarifying the relationship between the umbrella and the user's body data, students began to use tools to measure and calculate the doll's body data, and scientifically obtained the data to make umbrellas, laying a solid foundation for making umbrellas. After such measurement, the scientific nature and use value of the student umbrella have been effectively guaranteed. In the process of measurement, fully exercise students' mathematical application ability of accurate measurement and accurate calculation.
2. In order to let students choose suitable materials to make umbrella handles, handles, ribs and umbrellas, teachers should first show the materials that can be used in this lesson: 1 straws, 8 fluorescent sticks, 8 hair roots, 1 foam mud, 1 sticks, 1 tinfoil,/kloc-
Through full thinking and communication, a variety of design schemes are born, and then students mark the corresponding serial numbers of materials on the design drawings through group discussion. Through sharing, students can be sure of their own designs and discover the bright spots of others' designs. The scientific selection of materials also provides a good guarantee for the scientificity and use value of the final product. At the same time, through observation and comparison, students' logical thinking ability is exercised.
(c) Practice making umbrellas.
This link is the teaching focus of this course. Students choose suitable materials to make umbrellas according to the characteristics of each structure through independent inquiry learning.
1. In order to help students make umbrella structures efficiently and accurately, teachers break through technical difficulties in the form of micro-lessons. Show students how to make an approximately circular umbrella surface by folding, marking, measuring and cutting. Secondly, guide students to analyze the arrangement of ribs on the umbrella surface so as to determine the position of ribs according to the crease. Finally, in order to facilitate the raindrops to slide down, an umbrella cover similar to a hat can be made by cutting and pasting.
2. After making clear the production method, students adopt cooperative learning method, make use of existing materials and make production according to design drawings. Students will experience the magic of engineers-turning design drawings into objects, and the final products can be used to solve practical problems in life, thus improving students' engineering practice ability and understanding that engineering products can only be used to solve real-life problems. In order to finish the work efficiently, teachers use task-driven method to clarify the actual requirements:
(1) Complete the production according to the design drawings;
(2) the production time is 25 minutes;
(3) discuss softly and complete the cooperation.
In order to help students complete the production smoothly, the teachers in the group provide personality counseling during the production process. For example, when students stick umbrella ribs, they should pay attention to reminding students of the arrangement of umbrella ribs and the aesthetics of gluing, and pay attention to marking the center point when cutting the umbrella cover. When cooperating, they should remind students with low participation to fully participate in the cooperative exploration process.
(4) Testing and sharing-testing the waterproof performance of umbrellas, sharing advantages and improvement schemes.
In order to create a real environment for children to test whether the umbrella is waterproof, the teacher simulated rain. Make clear the rules in the test: the tester puts the umbrella above the doll and sprinkles water on the umbrella. If the doll is not wet, the challenge is successful!
In order to cultivate standardized language expression and communication skills, in this session, teachers show sharing paradigm sentences to help students share. Students use the method of summary and reflection to introduce the successes or areas that need improvement from the aspects of appearance design, waterproof effect, firmness and practicality.
(5) Expanding-comparing the differences between finished umbrellas and works in life.
The extension link of this course is to extend the teaching method. The teacher shows the photos of the finished umbrella and guides the students to think about the difference between the finished umbrella and the umbrella made today. Students will find that different materials make the design of umbrella ribs more complicated and can be folded. "What kind of structure of the umbrella rib can be flexibly folded?" Let students leave the classroom with such questions, return to life, continue to explore, and reflect the curriculum nature that science comes from life and returns to life.
Seven, blackboard writing design and evaluation
1. Blackboard design
Blackboard writing mainly reflects the main knowledge context of the course content. Present the key points of this lesson clearly and clearly.
draw
Step 2 evaluate
This lesson focuses on students' positive thinking and hands-on practice, and mainly evaluates it from three dimensions.
(1) Whether it can respond to teachers' instructions and requirements quickly;
② Whether the task of making umbrellas can be designed and completed;
(3) Whether you can communicate, share and express your opinions in accurate language.