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Teaching plan of research papers for large classes in kindergarten
Analysis of teaching resources:

"Research paper" is an important part of material unit. Taking a paper as an example to study a certain kind of material will easily lead to the deepening of scientific inquiry activities and achieve the effect of drawing inferences from others.

Material is a new content in science. It is a transitional content from object (concrete) to material (abstract), reflecting the level of social and technological development. Looking back on the thousands of years of human civilization from birth to today, we use materials every day and explore new materials every day. Historians regard the development of materials as a symbol of human civilization and social progress. It is for these reasons that the standard adds this content to the concrete content standard of the material world. This unit "What are they made of" is an introduction to this topic. The unit is divided into five lessons: 1, common materials 2, research papers 3, what we wear 4, glass ceramics 5, the use of materials and the environment. Through the study of this lesson and this unit, let students actively participate in various activities of understanding materials, collect materials, exchange information, observe and compare the different characteristics of materials, so as to realize the close relationship between materials and human life, realize the important role of science and technology, and establish the consciousness of saving materials and protecting the environment.

The main content of the research paper is divided into four parts:

First of all, understand the diversity of paper uses.

Second, study the characteristics of different papers.

Third, understand the invention of paper and other related knowledge.

Fourth, make recycled paper.

When teaching this part, teachers focus on the following points:

1. Pay attention to students' information collection channels. Before class, let students collect different kinds of papers to study their characteristics. At the same time, let them inquire about some information about paper. They can ask teachers and parents, or go to the library to find information. You can also inquire online in any form.

2. Choose structured materials, pay attention to comparative study, and help students choose some representative papers from various papers: kraft paper, tissue paper, plain white paper, horse manure paper and wrapping paper, and pay attention to the guidance of methods;

3. Infiltrate the education of emotional attitudes and values, cooperate with peers, share the collected information, and realize the importance of saving materials;

4. Cultivate students' innovative thinking. Therefore, in teaching this class, the teacher made appropriate adjustments to the content.

Before class: students collect all kinds of papers and related materials (types, functions, etc. )

In class:

1. Understand the paper and exchange the collected information.

2. Study the characteristics of paper.

3. Make a paper specimen.

4. Design the thesis.

After class: make recycled paper.

Teaching objectives:

Processing method: collect all kinds of paper.

Can use all kinds of senses and tools to conduct simple research on paper.

Be able to express the query results and communicate with each other by means of language and text symbols.

Knowledge and skills: understand the general characteristics and common uses of paper, and be able to tell the nature and uses of paper.

Emotion, attitude and values: form a good habit of saving paper.

Recognize the advantages of using tools to explore.

Teaching process design:

First of all, understand paper.

1. Students introduce their papers.

2. The teacher introduced several kinds of special paper (paper money, carbon paper, sticky rice paper).

Show paper money, students must know, but few students collect paper money as a kind of paper.

Narrator: There are people's heads on the paper money, there are blind spots on it, and there are words of several nationalities. But paper money is a national currency symbol, and we should protect it. We won't study it in class today.

(Comments: Although there are not many students with paper money to observe in class, I believe that after listening to the teacher's introduction, I will observe and verify it after class. At the same time, it is also a comparison to educate students to protect RMB with paper money.

Good patriotism education. )

3. Exchange other information about the collected papers.

Students can introduce the invention, function, types and characteristics of paper.

The teacher prepared a portrait of Cai Lun and several pictures of ancient papermaking, and showed them when the students put forward four great inventions-papermaking: papermaking was invented by China people, more than 1000 years earlier than western countries, and they were educated in patriotism.

(Comments: At the beginning of class, we should firmly grasp the students' hearts. When students meet from the classroom to the laboratory, it must be a famous paper brought by mutual communication. These papers are closely related to their lives, and they are also the objects they will study next. They are bound to pay more attention to these papers that they don't usually care about. The special paper introduced by the teacher at the beginning is also to stimulate students' desire to explore paper. )

Second, research papers

1. Classification: There are many documents on the desk. Please classify the papers according to certain standards.

(Note: The process of classification is actually the process of students' preliminary comparison. Classification standards can be classified by use, texture and color, and the standards do not require unity, but only scientific basis. )

2. Paper selection: Choose one article from different categories as the research object.

(Note: The purpose of this move is to make students relatively concentrate on the research objects and avoid repeated research. The rest of the papers are placed under the table. )

3. Research papers:

(1) Question: How are you going to study these papers?

Students discuss in groups.

(2) Large group communication.

When students say the research methods that can be used, teachers should give appropriate guidance, arouse students' enthusiasm and pay attention to the importance of tools, such as rulers, scales, knives and magnifying glasses. When students talk about methods, teachers can choose one or two methods for detailed guidance, while others give inferences.

(3) Selection of research papers

A. Ask students to say some precautions (safety, floor cleaning, etc.). ) before studying.

B. Record form of student research

research method

study found

C. when students study, they should supplement the information they have learned appropriately. Make sure that each group has at least the following kinds of paper: kraft paper, cotton paper, plain white paper, wax paper, toilet paper and wrapping paper.

D. In students' research, it is not necessary to remind students of all methods, but observation and research should be in-depth.

E. Ask students to take notes while studying, and the notes should be concise and clear.

(4) exchange research results

4. Discussion: What is the function of studying paper characteristics?

Note: The purpose is to link the characteristics of paper with the functions of paper. The characteristics of paper determine the use of paper. Studying the characteristics of paper is to better grasp the characteristics of paper and help to design new paper suitable for other special purposes and better serve human beings. )

(Comments: This part of the teachers pay attention to the guidance of learning methods and provide students with structured materials so that students can learn something. Students should pay attention to the intervention of guiding opportunities while exploring. Early guidance stifled students' thinking time. If the guidance is too late, students will find it difficult again, thus losing the courage to explore. In scientific inquiry, students often stay on the superficial phenomena of things and often do not study them deeply enough. Here, teachers don't ask students to adopt all methods, but let students choose several methods, thus ensuring students' learning time in a certain aspect and making the research in depth. )

Third, make paper specimens.

Narrator: In order to better preserve today's research results, we can preserve them by making specimens.

1. Preparation: cardboard, glue and scissors for the "paper specimen" in the activity record manual.

2. Tell students to pay attention to cleanliness.

3. Remind the group to cooperate and cut and paste the writing in an orderly manner.

4. Write the name and function of the paper beside the specimen.

5. Communicate and show each other after doing it.

6. Prepare garbage bags for students to collect the remaining paper, which can be used to make recycled paper after class. (Education on saving paper)

Fourth, design the thesis.

1. Narrator: Sometimes, people will design some new materials for the needs of life.

2. Create a situation: it's raining, and the cyclist doesn't have a poncho, so it's too expensive to buy one. Do you have a disposable poncho?

Students design waterproof paper, which can be used to make disposable ponchos.

Students design other new types of paper.

Requirements: a explain the special function of paper; B introduces how to make C paper (without actual production, just give ideas and ideas). Take one word from this piece of paper.

Give the students the third piece of paper: paper information design paper, and draw or write the design ideas.

At this point, the students have three tables around them:

(1) research paper

(2) Paper specimens

(3) Design paper

Then send students a cover of "paper materials" with classes and names on it to form a complete "paper materials" and save it.

Appreciation of teaching clips:

After students choose papers, discuss how to study.

Teacher: How are you going to study these papers?

Health: You can look at it with a magnifying glass.

Teacher: (writing on the blackboard: have a look) What are you reading?

Health: Look for holes and lines in the middle of the paper.

Health: You can also look at the edges of the paper.

Teacher: What kind of paper do you want to see?

Health: Look at every kind of paper, so that we can have a comparison.

Health: You can also drop water on paper with a dropper to see which paper will absorb water.

Teacher: (writing on the blackboard: drop a drop) How do you know if water will absorb water?

Health: See if water droplets can spread on the paper. If the water droplets spread too much, it means that the paper absorbs water.

Health: Touch it. (Teacher's blackboard: Touch) What kind of paper is smoother?

Health: You can carve words on paper with a knife (writing on the blackboard: for a while) to see what kind of paper is strong.

Health: You can also scrape a knife on the paper to see what's inside.

Teacher: Guess what might be there.

Health: There may be sawdust.

Health: And grass and bark.

Teacher: Why do you say that?

Student: Because I have read extracurricular books, paper is made of these things.

Teacher: Is there any other way?

Health: Compare them and put them together to see who is thicker.

Teacher: I want to know how thick a piece of paper is. What should I do?

Health: Measure with a ruler. (Teacher writes on the blackboard: test)

Health: Thin paper, fold them up, measure the total thickness with a ruler and divide it by how many layers, and you can get the thickness of one layer.

Student: (Seeing the scales) Weigh them with scales (Teacher's blackboard: Weigh them) and compare their weights.

(Next, students choose two or three methods for group research. )

(Comment: Natural science education has gone through three stages: imparting scientific knowledge-paying attention to scientific methods-cultivating scientific literacy, and each stage has its own emphasis. The world is developing towards multipolarization, and so is the educational goal. Science education is no longer simply memorizing some items, but doing some experiments. Science education pays more attention to students' ability development, is closer to students' daily life, is closer to students' personal experience of learning science, is closer to students' emotional experience, is closer to students' scientific attitude of bold imagination, respect for evidence and innovation, and is closer to students' correct and positive values and outlook on life. In science courses, students are individuals, and teachers should not be stereotyped. They should create various situations and provide structured materials for students to give full play to their personalities. )