First, the origin of the problem
? The origin of the problem was caused by the teacher in the activity area after the children in the construction area built branches with natural materials last week. On that day, children used branches to build tile roofs and pave roads. Based on this, the teacher triggered the children to use branches in the building area in addition to tiling. What other uses do branches have? After brainstorming, everyone came to a conclusion: make a sharp roof and decorate it with space mud to make a big tree. This also laid a foundation for the continuous encounter and solution of problems in the later construction area.
Second, practice, problems and discussion and analysis
? Combined with the comments of the last activity area, this time the children tried to build big trees and pointed roofs with branches. But after many attempts, it was found that the pointed roof could not be completed because the branches could not be balanced. Therefore, when commenting on this activity area, I analyzed and demonstrated the reasons with the children in combination with the problem that the branches could not keep balance during construction. Summarize the reason: branches are too thin or too thick to stand easily, so choose branches with relatively uniform thickness to keep balance. You can choose a branch with branches and try to build it by putting one end of the branch together. Through field experiments, four branches with uniform branches can stand in balance.
Third, try again and encounter problems again.
? After the last field experiment and successful experience, children's interest in building pointed roofs with branches only increased. In the building area, I saw the children try again. Unexpectedly, in the process of building, the children encountered another problem-they could not successfully build the pointed roof with branches at the top of the built building. We immediately analyzed the reason why the last experiment was successful, but this one could not be successfully built. Draw a conclusion: 1 The last experiment teacher was on the ground, and his height was not high. The building built today has a certain height for children and is not convenient for children to operate. 2. The ground roughness is not high, there is a certain friction, and the surface of the building blocks is smooth, which is not conducive to the branches to stand. We are all in favor of blocking the lower ends of branches to prevent them from slipping, or building the original building shorter to facilitate children's operation. After understanding the reasons and discussing the countermeasures, continue to try.
Fourth, think with questions and discuss collectively.
? After the practice in this activity area, it seems that the problem has not been completely solved. I think it's time to discuss it with all the children. So in the comment section of the activity area, we told you the attempts and ideas of the children who built the area today, and analyzed and practiced with all the children: you can organize the branches to slide back with building blocks, but can you use any building blocks? Through collective discussion and field experiments, it is known that solid blocks, hollow blocks with too large gap in the middle, hollow blocks with too high height and light weight are not allowed. Finally, the combination of triangular hollow block and small rectangular hollow block is selected for the final experiment, which is successful. It is concluded that only by selecting hollow building blocks with small gaps and heavy weights can branches be inserted into the gaps, which can not only prevent the branches from sliding backwards, but also facilitate the adjustment of the direction and angle of the branches and prevent the building blocks from tilting due to excessive weight of the branches. In addition, when selecting branches, it is more convenient to choose branches with little difference in thickness and length.
Verb (abbreviation for verb) solves problems and makes new attempts.
After the success of the new construction method experiment, the children are still eager to try and want to verify it themselves. And in the next few days, some children kept trying new ways to play with branches and solve pointed roofs in the building area. For example, build an arch bridge with branches that fluctuate up and down, and fix four branches that are easy to fall with Lego figures in the splicing area.
? My feelings are at the end. In the whole process, it is mainly about the construction of a pointed roof. In fact, this is an extremely simple construction work, with only four or five branches and several auxiliary building blocks. Even from another perspective, it is not beautiful enough, and it is not as beautiful as a building built with regular solid building blocks or hollow building blocks. But I think its value should not be limited to appreciation and complexity. Its greater value and function lies in the process of children's experiments and confidences over and over again. The knowledge and ability involved in the construction process are the biggest gains for children in this whole process: the comparison of length and thickness, the magnitude of friction, the structure of branches and roofs, the perception and maintenance of balance, guessing and verification, divergent thinking about new ways of playing branches, and fixing branches with the help of tool figures. These are the precious experiences that children have gained through constant trial, guess and verification. Therefore, as a teacher, we should put the so-called problem consciousness and curriculum consciousness more on children. When we can find the problems found by children, we can preset and trigger them along their problems to help them find big mysteries in small problems and gain sufficient "knowledge".