Reflection and summary of adolescent education and teaching Part I: Adolescence is my second teaching.
When teaching this lesson for the first time, for fear of encountering some sensitive problems, we mainly adopted a didactic teaching mode to explain the various changes of teenagers entering adolescence from three aspects: physiological characteristics, psychological characteristics and mental health. From the students' classroom performance, it can be seen that the questions that students are interested in and have doubts have not been solved.
In the preparation of the second teaching, I discussed with my classmates how they taught this course, and also exchanged some ideas with you to further modify the teaching design.
First, the introduction of new courses.
In this teaching, I use photos of people's life growth in different periods to ask students to tell which period of life the people in each photo are in, and combine many successful teaching cases to design different questionnaires about adolescent men and women, so that students can make corresponding answers in their hearts. Through these two contents, we can arouse students' curiosity about this course and break students' tension and anxiety. They can take a positive view of the teaching content of this class and boldly ask questions they want to know.
Through the classroom experience of the first class, it is found that this lead-in form will make students integrate into the classroom quickly, without shyness and timidity, with more questions and knowledge. In this way, students can not only learn wrong knowledge from incorrect ways, but also actively guide students.
Second, the goal breakthrough.
1, the students speak freely, telling what differences have gradually appeared between men and women in adolescence, when they entered adolescence and whether they have not yet entered it.
2. Adolescence is both the beginning of maturity and the end of immaturity. Through students' own interpretation of some common cases in life, some characteristics of psychological development are reflected.
3. After entering adolescence, students are interested in getting along with students of the opposite sex. They hope to get the answers of alienation, appreciation and understanding of the opposite sex, as well as their original friendship with the opposite sex and adult views. At this time, they also have their own answers in their hearts. Let the students speak for themselves and communicate with them with an equal attitude, so that students can realize the three stages of adolescent sexual psychological development and guide them to actively deal with heterosexual relations.
Third, enjoy the fruit.
Question: How do you want to spend this important period of your life now?
Through the study of this lesson, the students all gave their most wanted answers. They not only learned about their physical and psychological changes in adolescence, but also handled their troubles better.
After this lesson, I think a successful biology lesson is not simply about introducing the characteristics of biology, but more about how to help students solve practical problems. If I have another class of "adolescence", I plan to record some typical cases in students' lives as videos, design questions, and let these contents unfold in the classroom in the form of debate to see what new problems can be found from them.
Part II: The new curriculum advocates generative teaching. Under the new curriculum concept, the classroom is dynamically generated and full of changes. Teaching process is a common life course for teachers and students, and it is a comprehensive generation process of unrepeatable passion and wisdom. There may be some unexpected factors in teaching at any time, which go beyond the preset and complicate things. This is synonymous with the classroom. The arrival of "Dai" may disrupt the classroom and presupposition, but as long as we handle it properly and guide it skillfully, Dai will be "used by me" and more "wonderful things that cannot be reserved" will be staged in the classroom.
In the teaching of Youth Story, I designed an activity according to the content of the textbook, asking students to describe their youth in English according to the shape of 26 letters. After a brief discussion and exploration, the students began to speak enthusiastically. Some people say that youth is a lowercase n, a door waiting for us to open with wisdom; Some people say that youth is V, which is a hammer to overcome one problem after another in life. Some people say that youth, like Z, is one ladder after another, waiting for us to climb; Some people say that youth is J, a saxophone instrument that can play sweet and romantic music ... "I think youth is M, like a girl's chest." Suddenly, a loud voice is amazing! The students burst out laughing. When I look at it, it is the most naughty boy at ordinary times. The girl blushed and the boy snickered. ...
Sex, the most sensitive topic for middle school students, has been put on the table. What are we doing? The students are waiting for the show! I had a brainwave and quickly boasted: "Hey, Li is really an associative person! Last class, we talked about that after puberty, the bodies of boys and girls begin to develop and present different physiological characteristics, and the change of female body curve is the expression of female secondary sexual characteristics. However, the teacher wants to know why Li has such an association? " It's Li's turn to blush. He scratched his scalp and looked embarrassed. "Because he is lewd!" Another naughty boy shouted. The whole class burst into laughter. "Wrong!" I immediately retorted: "even if Li pays special attention to the physiological changes of girls, he is not lewd!" Have you ever paid attention to the physical changes of the opposite sex? Haven't you ever wondered? " The class slowly quieted down. "In fact, when we step into the door of youth and our sexual consciousness wakes up quietly, we will pay attention to the opposite sex around us. They are mysterious and hazy to us, and this mystery will expand our curiosity. So sometimes we may often talk about the opposite sex students behind their backs, right? This is in line with the sexual psychological law of our adolescence. If any student has never paid attention to the opposite sex, it is not normal! " A classroom "crisis" passed, and I quietly put down my heart.
The most wonderful part in the classroom is the ideological spark generated by teachers and students under unpredictable circumstances, and it is the teaching wit that flows out with the change of teaching links. The purpose of designing activities to interpret youth with letters is to make students have a more comprehensive understanding and grasp of youth, and to urge them to rise from paying attention to their physical and mental changes to a spiritual pursuit. Li Tongxue's "accident" is the embodiment of his concern about the physiological changes of the opposite sex. So I seized this "accident" and guided students to understand the law of psychological changes in adolescence from the perspective of physiological changes in adolescence, and designed several scenarios to guide them to think about the meaning of youth step by step, which not only faced up to this accident, but also solved some psychological questions about adolescence. Really-turn decay into magic! Teachers must arm themselves with the new curriculum concept, promote classroom generation with accidents, and achieve the preset teaching goals.