Lecture notes on scientific activities of heavy floating in large classes 1 1. Teaching materials:
1, design intent: water is indispensable in our daily life, we can't live without water every day, and everyone can't live without water. Because water is closely related to our life, children have been in contact with water for a long time. It can be said that children are naturally fond of playing with water, and many interesting and novel phenomena are found in the process of playing with water. The new syllabus points out that science education should be closely linked with children's real life and make use of things and phenomena around them as the objects of scientific inquiry. So I chose the phenomenon of "ups and downs" of objects in water as the content of scientific activities. During the activity, I provided rich operational materials for children, and provided conditions for each child to explore in various senses and ways. By guiding children to actively participate in group discussion and exploration, they have cultivated their awareness and ability of cooperative learning, and learned to express, communicate and share the process and results of exploration in various ways.
2. Target positioning:
It is pointed out in the new "Outline" that the contents of the five major fields permeate each other and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles. Therefore, according to the age characteristics and actual situation of children, I have set the following three goals:
(1) Willing to participate in scientific experiment activities, able to actively explore with hands and brain.
(2) Perceive the ups and downs of objects and learn to record the experimental results.
(3) Understand the way of ups and downs.
3. Teaching emphases and difficulties:
(1) Teaching emphasis: Understanding the ups and downs of objects.
(2) Teaching difficulties: learn to record the experimental results and explore the methods of fluctuation.
4. Activity preparation:
The "Outline" puts forward that "providing rich and operable materials will provide conditions for every child to explore in a variety of senses and ways." I made the following preparations:
(1) One experimental material for each group: washbasin filled with water, small stones, plasticine, small wooden blocks, foam board, plastic bottles, glass beads and hand towels. Cover it with a cloth to avoid distracting the child. )
(2) Recording materials: each group 1 color recording card and pencil.
(3) Teacher's demonstration materials: fish tank, small stones, plasticine, small wooden blocks, foam board, plastic bottles, glass beads, and teaching courseware.
Second, teaching methods:
The new "Outline" points out that teachers should become supporters, collaborators and guides of children's learning activities, pay attention to children's performance and response in activities, be sensitive to children's needs, respond promptly and appropriately, and form cooperative inquiry-based teacher-student interaction. Therefore, I adopted the following teaching methods:
1, demonstration method:
(1) The big fish tank helps children to clearly observe the ups and downs of the objects demonstrated by the teacher, and there are corresponding pictures on PPT.
(2) The child has never seen a record card for this activity and needs a teacher to demonstrate. Through the teacher's explanation and demonstration, let the children directly understand the recording method of the record card and reduce the possibility of blind exploration.
2. Observation and guidance method: In view of the randomness of scientific exploration activities and the process of children's self-construction, observation and guidance method is more appropriate. Teachers guide children through keen observation, find out what children are interested in and the educational value contained in it, seize the opportunity and actively guide them.
Third, the methods of speaking and learning:
It is pointed out in the outline that we should try our best to create conditions for children to actually participate in inquiry activities, so that they can feel the process and methods of scientific inquiry and experience the fun of discovery. Therefore, in this activity, children's specific learning methods are:
1. Operation method: This is the main method of children's learning activities in this activity. The new syllabus points out that teachers should create a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt. Therefore, I have prepared a variety of rich and operable materials for children, so that children can find the ups and downs of objects during the operation.
2. Recording method: Let the children record the exploration results and provide a basis for future discussion activities.
3. Experiential communication method: After the exploration activities, teachers organize children to discuss and communicate, which develops children's language expression ability and also reflects the interaction between teachers and students and between children.
Fourth, the activity process:
1, import activities (show pictures of PPT experimental items and let children say what they have. Show the fish tank, cover it with cloth in advance, and guess: which of these things will sink and which will float? The teacher set a suspense for the children from the beginning, and mobilized the children's curiosity through guessing activities at once, laying the foundation for the later inquiry activities.
2, demonstration activities: first demonstrate the ups and downs of two objects, wood and stone.
3. Consciousness activity (Do you know what this sign is? Here, the teacher explained and demonstrated how to use the recording card and the arrow signs indicating "floating" and "sinking" to prepare for the following recording activities.
4. Operation activities (Please try it and see if the result is the same as you think? ) The group operation activity in this link is the focus of this activity. Teachers provide rich and operable materials for children and guide them to explore in groups, which not only improves children's independent exploration ability and brain ability, but also cultivates children's cooperative spirit. In this link, we should first explain the operating rules, and teachers often use indirect guidance and individual guidance.
5. Record activities (what will sink and what will float, please mark the record with ups and downs and show the record sheet. ) Let one child in each group record. Through recording, children can see at a glance whether various objects are sinking or floating in the water, which also provides a basis for summing up communication activities in the future.
6. Exchange summary activities (show the record forms of each group) 7. Inquiry activities: (Let the children continue to explore with questions, so that their interest will continue. Think about how to change the ups and downs, such as how to make plasticine float or the water bottle sink. In this session, children actively think and imagine, and everyone explores ways to change the ups and downs. The teacher conducted experiments and demonstrations according to the children's methods.
8. Extended activities: What are the inventions that make use of ups and downs in life? 5. Analysis of teaching effect This activity aroused children's high interest. In the process of children's hands-on operation, they met the imagination that the teacher didn't expect before class. Plaster is packed. Some groups did not take apart the experiment, while others took apart the experiment, so two different experimental results were produced on this experimental material. This also unexpectedly inspired the later exploration to change the ups and downs of the imagination.
The change and fluctuation method of the seventh link of reflection activities can deepen children's impression if children are allowed to operate at will and then discuss together, but it needs to control the time of each activity link, otherwise it will be overtime.
Activity reflection:
In this "ups and downs" scientific activity, children feel in the operation and observe the state of different objects in the water. Children have a strong interest, like hands-on operation, and speak their minds boldly. Think clearly in class and summarize every link of the activity. Summarizing the language is still very accurate and effective, helping children understand the secrets of ups and downs.
But as a scientific activity, I need to be concise when the teacher asks questions, and I need to keep learning in this respect. When children guess, they can record the hours they guess and do internships on the spot. It is not necessary for all children to do scientific activities, but they can also combine their existing experience and remember not to mislead children.
In short, every activity has different gains, and I hope the next activity will be better.
Lecture notes on scientific activities of heavy floating in large classes II. First of all, talk about textbooks.
1, design intent:
Water is indispensable in our daily life, and we can't live without water every day. Everyone can't live without water, just because water is closely related to our life. Children have been exposed to it for a long time. It can be said that children are naturally fond of playing with water, and many interesting and novel phenomena are found in the process of playing with water. The new syllabus points out that science education should be closely linked with children's real life and make use of things and phenomena around them as the objects of scientific inquiry. Therefore, I chose the phenomenon of "ups and downs" of objects in water as the content of early childhood science education. In the activity, I provided rich and operable materials for children, and provided conditions for each child to explore in various senses and ways. By guiding children to actively participate in group discussion and exploration, we can cultivate children's awareness and ability of cooperative learning and learn to express, communicate and share the process and results of exploration in various ways.
2, the new "outline" in the target positioning pointed out that:
The content of the five fields permeates each other and promotes the development of children's emotion, attitude, ability, knowledge and skills from different angles. Therefore, according to the age characteristics and actual situation of young children, I have set the following three goals:
1, interested in scientific activities, able to actively explore and find answers.
2. Understand the ups and downs of objects and learn to record experimental results.
3. Cultivate children's ability to unite and help each other.
3. Emphasis and difficulty in teaching
1, teaching focuses on understanding the ups and downs of objects.
2. Understand the teaching difficulties and record the experimental results.
4. Activity preparation
The "Outline" points out that "it is necessary to provide rich and operable materials to provide every child with various senses and ways to explore conditions." I made the following preparations:
1, various business information:
Large basin, paper, wood, metal, stone, sponge, plastic, table tennis, leaves, feathers and other things that can be collected in daily life.
2. Recording materials:
Record cards and markers marked with up and down marks.
Second, oral teaching methods
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. Pay attention to children's performance and reaction in activities, be sensitive to children's needs, respond in a timely and appropriate way, and form cooperative inquiry-based teacher-student interaction. Therefore, I adopted the following teaching methods.
1, observation and guidance method In view of the randomness of scientific inquiry activities and the process of children's self-construction, observation and guidance method is more suitable. Through keen observation, teachers can guide children, find out what children are interested in and the educational value contained in it, and seize the opportunity to actively guide them.
2. Demonstration method For the record card used in this activity, children have never seen it. Therefore, the teacher's demonstration is necessary. Through the teacher's explanation and demonstration, children can directly understand the use of the record card, which reduces the possibility of blind exploration.
Third, theoretical study.
It is pointed out in the outline that we should try our best to create conditions for children to actually participate in inquiry activities, so that they can feel the process and methods of scientific inquiry and experience the fun of discovery. Therefore, the specific learning methods of children in this activity are:
1, operation method This is the main method of children's learning activities in this activity. The new syllabus points out that teachers should create a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt. Therefore, I have prepared a variety of rich and operable materials for my children, so that they can discover the secrets of the ups and downs of objects in the process of operation.
2. The recording method allows children to record the exploration results and provide a basis for children's discussion and communication activities.
3. After the exploratory activities of experiential communication, teachers organize children to discuss and communicate. It develops children's language expression ability and reflects the interaction between teachers and students.
Four. Activity flow
1, guessing activities
Explanation: Guess which of these things will sink? What will float? )
The teacher set a suspense for the children from the beginning, and mobilized the children's curiosity through guessing activities at once, laying the foundation for the later inquiry activities.
2. Operational activities
Description: Please have a try and see if the result is what you think? )
The group operation activity in this link is the focus of this activity. Teachers provide rich and operable materials for children and guide them to explore in groups. It not only improves children's ability of independent exploration and hands-on thinking, but also cultivates children's cooperative spirit. In this link, teachers often use indirect guidance and individual guidance.
3. Awareness-raising activities
Description: Do you know what this sign is? )
Here, the teachers let the children know how to use the record card and the signs of "floating" and "sinking" through explanations and demonstrations to prepare for the next recording activities.
Step 4 record activities
(Description: What will sink? What will float? Please mark the record with ups and downs and show me the record sheet. )
Through recording, children can see at a glance whether various objects are sinking or floating in the water, which also provides a basis for summing up communication activities in the future.
5. Classification activities
Note: Please put the sunken and floating objects in two baskets respectively. )
Classification activities, let children consolidate the ups and downs of objects.
6, exchange summary activities
(Description: Tell me about the record sheet, how you operated it and what you found. )
Here, teachers provide a relaxed environment for children to record their achievements. Children can express themselves freely, which not only develops their friendly language, but also broadens their thinking.
7. Extended activities
Let the children go back and look for it. What else will sink? What will float to the surface? And talk about the reasons for their ups and downs. )
Here, the activity is not over yet, and the teacher asks the children to continue to explore with questions, so that the children's interest can continue and the deeper reasons can be found.