First of all, talk about textbooks.

The outline points out that high-quality preschool education under the background of lifelong education emphasizes that science education should first carefully care for and cultivate children's curiosity and desire to explore things and phenomena around them. In order to make the chemical experiment a practical activity in the field of children's science, we try to turn the chemical experiment into a game exploration activity that children are interested in, which not only keeps children interested in exploration from beginning to end, but also makes them feel the wonder of the chemical experiment. This activity is specially designed. Under the guidance of this spirit, the large class science class starchy food is suitable for guiding children to carry out inquiry experiments.

In daily life, children have more experience in the color and fragrance of various foods, and are constantly receiving scientific knowledge education such as non-partial eclipse and reasonable nutrition. But how can we tell which nutrients (such as starch) are contained in food? Therefore, this lesson has designed the following activity objectives:

1. Observe chemical magic to stimulate the interest in exploration and the desire to try actively.

2. Understand the phenomenon that starch turns blue when it meets iodine, and initially understand which common foods in life contain starch.

3. Try to use a variety of senses to perceive scientific phenomena in scientific games, and express your exploration results in words.

In order to let the children participate in the activities more intuitively and conveniently, taking into account the life experience of rural children and the problems that may be encountered in the experiment, I made full preparations and experimental operations before class to ensure the safety and smoothness of the operation process. The materials prepared are:

1. Some substances containing starch, such as potatoes, steamed bread, rice, sweet potatoes and lotus roots, and some substances without starch, such as radishes, apples, pears and cucumbers.

2. Small watering can, iodine, clear water, transparent cup, plate and dropper.

The teacher drew a demonstration picture with rice soup and a few sheets of white paper.

Second, oral teaching methods

In this class, I use magic to attract children's attention, and then organize children to participate in discussion and guessing by group learning, and let children participate in further learning by demonstration and operation.

Third, theoretical study.

In this class, children will participate in learning through observation, discussion and experimental operation.

Fourth, talk about the activity process

(A), magic show, understand the role of starch

1, the teacher shows white paper, sprays liquid with a small watering can, and the paper shows patterns. Children guess.

2. understand starch. Show some common starches.

3. The teacher briefly introduced the function of starch.

(B), children guess

1, show the record form and guide the children to identify the food on the record paper one by one.

2. Let the children guess which foods contain starch.

3. Guide children to record their guesses on the recording paper.

4. Share your guesses in the group.

(3) Experimental verification

1, show me iodine. The teacher told the children in a mysterious tone that this is the "magic water" we use to verify whether these foods contain starch.

2. Lead children to observe the color of "Shenshui". (Tan). Know that iodine is a white crystal.

3. Introduce that "Shenshui" will turn dark blue when it meets starch. The teacher demonstrated.

4. Children experiment in groups and record the experimental results.

5. The teacher guides the patrol in groups.

(4) communication and discussion

1, introduce your own experimental results.

2. According to the child's introduction, the teacher checks one by one.

(5), game expansion

1, children go home and guess which foods at home contain starch?

2. Try to paint with starch.

Article 2:

First of all, talk about textbooks.

In the eyes of children, the flowers and plants of nature are so beautiful and magical that there is no distinction between good and evil. Children are always accompanied by flowers and trees in their lives: in spring, they look at all kinds of open flowers in the park; In summer, enjoy the cool in the shade; In autumn, pick up leaves together; Put cotton-padded jackets on young trees in winter ... So children like flowers and plants and are willing to know them, and they are full of curiosity and desire to explore nature.

There are many kinds of plants in the world, and each plant has its own unique place. Plants have many differences in appearance and growth mode. Due to the destruction of environmental resources, some plants are over-propagated, while others are on the verge of extinction ... In such a vast plant world, they have various educational values.

Children in large classes have a certain knowledge and understanding of plants. Through various teaching activities, children have a preliminary understanding of all kinds of flowers and trees in the garden. Children's knowledge and experience about plants are scattered, which requires teachers to sort out and sort out children, help children form a relatively complete concept about plants, and more importantly, inspire children to love flowers and plants in nature, love the whole world and love the whole earth. This is the basic accomplishment of a complete child and a complete person. Through teaching activities, teachers can guide children to boldly express their understanding of the plant world through observation, comparison, exploration and discussion. Discover the differences between plants, explore the uniqueness of plants, understand the interdependence between the plant world and our human world, and inspire children to love and protect plants.

In the activity of "exotic flowers and exotic plants", I focus on the self-protection of plants. Because I think the self-protection of plants is closely related to their living environment and their different appearance characteristics. In addition, it is very important to carry out self-protection education for the only child, and carrying out plant self-protection teaching activities can arouse children's awareness of self-protection.

Second, state the goal of the activity.

Based on the characteristics of the textbook, I set the goal of this activity from three aspects: cognition, emotion and ability.

1, understand the methods of plant self-protection, and know the relationship between the methods of plant self-protection and its living environment and appearance.

2. Be able to boldly express the information of the observed plants in words and learn to classify them according to certain standards.

3. Stimulate children's interest in exploring the mysteries of the plant world and establish a sense of self-protection.

Goal (1) combines cognitive goal and ability goal. Children's science education focuses on stimulating children's interest in scientific activities, giving them correct scientific knowledge and mastering certain scientific methods, so the key objectives are positioned in two aspects: cognition and ability. Among them, "understanding the relationship between plant self-protection methods and living environment and appearance, and learning to classify according to certain standards" is the difficulty of this activity, because children can analyze and classify various methods of plant self-protection, which is a higher level.

Goal (2) is a social and emotional goal, which stimulates children's interest in exploring the mysteries of the plant world through activities and establishes self-protection consciousness. These three goals include the cultivation of scientific ability, the acquisition of active exploration experience and the improvement of the ability to summarize things, and the comprehensiveness and hierarchy of the experience goal.

Third, talk about activity preparation.

Only by understanding the child's original experience can we improve the child's existing experience, so the following two experiences are a strong guarantee for the success of this activity.

1, knowledge preparation:

Know all kinds of plants, be interested in all kinds of plants, and learn how plants protect themselves by reading books, watching videos and asking adults.

2, material preparation:

(1), Rose

(2) Video: "Self-protection of plants"

3. Pictures, marks, white paper and pens of plants

Fourth, talk about teaching methods.

In order to achieve the purpose of this activity, I adopted the following methods: questionnaire survey, language discussion and games.

1, questionnaire method: teachers encourage children to use the methods of investigation, analysis, discussion and statistics to obtain various methods for plants to protect themselves, and encourage children to boldly express their investigation and analysis and share resources with their peers.

2. Language discussion: In teaching activities, discussion is a common method, but the opportunity of discussion at different operating times has different effects on children's specific operations and thinking activities. Therefore, in the classification of plant self-protection methods, I will guide children to discuss and share their own investigation and analysis, and at the same time collectively summarize the methods of plant self-protection.

3. Game method: Through the game of "protecting your own plants", children can further achieve the purpose of learning by playing competitive games, develop their thinking in the game, and turn passive into active, which not only consolidates and deepens their knowledge, but also improves their ability of analysis, comparison and generalization.

At the same time, in the process of children's learning, teachers should face the whole and pay attention to individual differences, so that each child can improve to varying degrees.

Five, said the activity process

(1) Introduce the topic: guide children to recall their experiences, take an interest in flowers and protect themselves.

1, show me roses. What is this? Please take a closer look. What are its characteristics?

2. It turns out that roses have thorns. Do you know what this thorn is for?

3. Summary: In order to prevent people from picking it, the rose is covered with thorns, and it uses thorns to protect itself.

(This link introduces the topic through children's memories of existing experiences, and at the same time arouses children's interest in activities. )

(2) Sharing questionnaires

Roses can find ways to protect themselves when they are in danger. You have investigated the self-protection of other plants, please take it out and talk to your good friends.

(In this session, the teacher encourages children to show and boldly express their own investigation and analysis, and share resources with their peers. )

(3) Discuss and analyze collectively, and classify flowers and plants with the same self-protection method.

Teachers require individual children to boldly state their own investigation, and at the same time classify flowers and plants with the same self-protection method, and show their own marks and children's common records at the same time, which are divided into the following protection methods:

1. Odor emission: tobacco and water hyacinth.

2. Toxic substances: yucca and agave.

3, there are thorns on the body: honeysuckle, rose, wild rose, rose.

4. Mimicry: Pebble Grass and Hornstone Grass.

5. Summary: Plants are smart, too. They tried many ways to protect themselves. Some rely on their own smells, some rely on their own thorns, and some use mimicry to protect themselves. These plants are really capable!

(In this session, teachers and children discuss and share their own investigation and analysis forms, and at the same time collectively summarize the similarities. Through expression, operation classification, analysis and discussion, recording and other methods. Key points can be broken through and difficult goals can be further solved. )

6. Watch the video "Plant Self-protection". In the process of watching, guide children to watch carefully and help them verify their investigation and analysis.

(In this link, through the visual video watching, help children to verify their own investigation, fully mobilize the enthusiasm of children to participate in activities, and make breakthroughs and improvements in important and difficult goals. )

(4) Consolidate the game: You will protect your plants.

Let's play a game called "plants that will protect themselves". When the teacher shows you the schematic diagram of plant protection method, please find out which plant uses this protection method, and then learn its actions to protect yourself and see who can find it fastest.

Using the form of games, children can further achieve the purpose of learning by playing competitive games, develop their thinking in games, and turn passivity into initiative, which not only consolidates and deepens their knowledge, but also improves their ability of analysis, comparison and generalization. )

(5) "My self-protection"

Plants try to protect themselves. Can we children create a way to protect ourselves for our imagination? Please think about it and draw it on paper.

In this link, children are encouraged to imagine and create self-protection methods through painting, so as to enhance their self-protection awareness, and finally deepen their activity goals and return to life. )

Article 3:

Let's talk about the activity materials first:

The scientific activity of the middle class "blowing bubbles" is the theme that I use ingenious methods to guide the birth and construction of children. In the process of children's "playing", I participated in children's activities as a playmate. With the help of an open question, "What is the secret of blowing bubbles?" Effective interaction with children naturally gave birth to this theme. The purpose is to keep children's curiosity, stimulate their enthusiasm for inquiry, and make them good at observation and discovery from an early age; Let children truly understand and love science and achieve truly valuable and meaningful learning purposes.

Second, say the activity goal:

According to the age characteristics and knowledge construction ability of the children in the middle class, I set the following three goals for this activity:

1, use various senses to perceive the characteristics of bubbles, and understand that the bubbles blown by tools with different shapes are round.

2. Try to express and communicate the process and results of exploration by recording, and cultivate the autonomy of learning.

3. Experience the fun of discovery in the process of inquiry activities.

Third, talk about the key and difficult points of the activity:

The ultimate goal of this activity design is to stimulate children's desire to explore the characteristics of bubbles. The bubbles blown out by tools of different shapes are all round. Therefore, I decided that the focus of this activity is to "use various senses to perceive the characteristics of bubbles and understand that the bubbles blown out by tools of different shapes are round". I think that "trying to express and communicate the process and results of exploration through records and develop the autonomy of learning" is the difficulty of this activity.

Fourth, say the activity method:

In order to construct active and effective interaction between teachers and students, let children actively construct knowledge and experience in an autonomous state, reflect truly valuable and meaningful learning, and thus improve the effectiveness of education. I consciously used the following three educational methods: first, "obedience", second, "introduction" and third, "assistance".

"Shun" means following children's activities, providing them with information on the theme and materials needed for activities, and letting them explore according to their own wishes. In this process, teachers give children free time and space and provide rich materials.

"Introduction" refers to the ingenious method of guiding children to be born and constructing new themes or knowledge. In this process, teachers participate in children's activities as playmates by observing, thinking and setting open strategies, and interact effectively with children. Let children "play" in middle school and "play" in school.

"Help" means that teachers "help" children at an appropriate time, give them a hand, and directly put forward the theme with the help of the scenes and materials at that time, thus pushing children's learning hobbies deeper.

Five, said the activity process:

This activity is divided into four parts:

The first link: set up doubts to stimulate interest.

In this link, provide them with the tools they need to "blow bubbles", so that children can observe and ask: "What can these tools do?" With questions, the topic "Blowing bubbles" game is introduced to stimulate children's learning enthusiasm and hobbies, paving the way for building new knowledge.

The second link: perceptual inquiry.

In this link, children can experience the process of exploring and solving problems by creating space and time for independent exploration. Teachers skillfully participate in children's activities as playmates by using various senses, actively observing, operating and experimenting, with the help of open questions: "What secrets did you find when blowing bubbles? See who found more? What are the common features you find when blowing bubbles? " Use the method of "introduction" to inspire and guide children to experience the characteristics of bubbles in "playing".

The third link: empirical verification.

In this link, teachers seize the opportunity of random education and choose their favorite bubble blowing tools (mainly squares, triangles, etc. ) With the help of children, when observing and recording the imaginary results, they are confused about the question "What should the shape of bubbles blown by different tools be?" Use open-ended questions: "What shape tools are you using? What secrets did you find in the blown bubbles? Timely choice can turn the difficulty of educational activities into problems that children are interested in, thus leading children's exploration hobbies to the direction required by teachers and pushing children's learning hobbies deeper. At the same time, seize the opportunity for children to communicate with each other, express and share the process and results of independent inquiry on the exhibition board, and set up an open question, "What's the secret of everyone's tools for blowing bubbles and the results of blowing bubbles? Guide children to think deeply and generalize further, let them reason about the results of the inquiry, and come to the conclusion that bubbles blown by different tools are round.

Attachment: Reflection on the teaching of "blowing bubbles" in science activities in middle schools.

Blowing bubbles is a game that children often play in their lives, and it is also a game that children like to play very much.

The main objectives are:

1, experience the fun of blowing bubbles.

2. Try to blow bubbles with different instruments and find that the bubbles blown out are all round.

3. Try to record the experimental results collectively.

At the beginning of the activity, I asked my children to observe the materials I provided them and asked them what they could do. They all said they could blow bubbles, so I let them play bubble blowing games by themselves. This year, all the bubble blowing appliances I provided for my children were round. Let the children tell us what secrets he found while playing. The children answered a lot, some said that the bubble was round, some said that the bubble would blow up, and some said that the bubble was big or small, so I guided them to observe the tools used to blow the bubble and see what shape it was. Children say they are round. Following this question, I showed them square and triangular tools and asked them to guess whether the bubbles blown by these tools were still round. Some children said yes, others said no, so I recorded their guesses on a big record. Let them do their own experiments to see if the bubbles blown by these tools are round. Children have high hobbies. When they did their own experiments, they found that no matter what shape tools they used to blow bubbles, they were all round. I asked them to talk about their experimental results and record them. The last part of the activity was to let the children play bubble songs with the music performance, and the children ended the activity easily.

But in this activity, I also found some problems. The children don't know how to play again, mainly because I didn't think it over before class. I always think it's very simple, and I don't need to say anything more. Through this activity, I learned something that seems simple to us adults and should be explained clearly to the children during the activity.