First of all, make clear the role of lead-in activities in the whole teaching activities.
The purpose of lead-in activities is to attract children's attention, stimulate their interest in learning or understand the original experience, or review old knowledge to prepare for learning new knowledge, and at the same time play a smooth transition role. Although it is very important and indispensable in the whole teaching activity, we must never usurp the role of master in order to seize its supporting role. Generally speaking, it only accounts for one-third of the activities, so it is necessary to leave more time for children to learn new content, so that children have sufficient opportunities for independent learning. Otherwise, it will lose the role of importing activities. For example, in the teaching of looking at pictures and talking, the lead-in link designed by the teacher exposes the contents of pictures excessively, which is too tedious and lengthy, making children lose their freshness and interest in the follow-up links of looking at pictures, and feel lazy, which of course greatly reduces the effect of activities.
Second, starting from the pertinence, it embodies the personalization and artistry of the import activities.
(a) targeted. The time for collective teaching activities is tight, so it is necessary to prevent nonsense when introducing activities. It must be carefully designed according to the established teaching objectives, and it is not allowed to forcibly add content unrelated to the teaching objectives, and it is not allowed to be introduced out of the teaching content, wasting limited teaching time.
(two) the import method should conform to the characteristics of the field and the specific content.
There are various import forms, including riddle import, problem solving import, review import, game import, suspense import, story telling import, direct import and so on. According to different fields, different contents and different educational values, we should fully display the educational value contained in the teaching materials and choose a reasonable introduction method. ?
For example, generally speaking, the introduction of songs, scenes, poems and stories is not suitable for mathematics and science teaching activities, because science and mathematics activities require children's thinking to be logical and rigorous, and the activities themselves are exploratory, so they should be prepared with certain knowledge and experience. However, because children's abstract logical thinking has not yet developed well, intuitive image thinking still dominates. Therefore, when organizing such educational activities, it is more suitable to introduce experience, materials, environment and review. For example, you can contact your child's existing knowledge and experience. Although the children have only accumulated some intuitive and superficial experiences, what the children personally feel is closely related to their lives, which can always activate their excitement and make the exploration activities go smoothly. You can also review the knowledge points you have learned, so that children can naturally enter the activities. You can also give materials first. Through watching, touching, pinching, knocking and other game activities, children will have a strong desire to explore, which can enhance the effectiveness of activities. In the activity of organizing snails, I asked the children to remember: Where did you find snails? What was the snail doing when you caught it? How does a snail climb? What did you find where the snail crawled? Before class, the teacher arranged for the children to catch snails on weekends, so the children are no strangers to these phenomena. They had something to say, and the children responded positively. Through mutual communication, they also helped the children understand the living environment of snails. When children notice these problems and guide them to explore the reasons, they have the desire to explore some deeper or unknown problems, and the exploration activities have achieved good results. For example, during the ups and downs, I prepared many materials for my children, such as paper, plastic blocks, wood, nails, cotton, stones, marbles, boats, table tennis, glass basins filled with water, etc. It is every child's nature to love playing with water. Seeing these materials, many children are already eager to try. I quickly said, "children, please put these things in the water to play. What will you find?" The children were so happy that they rolled up their sleeves and started playing. Through the operation of the lead-in, children have accumulated a wealth of perceptual experience about ups and downs, preparing for teachers to analyze the relationship between the texture of materials and ups and downs.
Another example: riddle introduction, conversation introduction and appreciation introduction are more suitable for the art field. In the art activity "Spring Girl", I first introduced to the children: It is said that there is a beautiful spring girl in the sky with black hair, round face and beautiful clothes. Wherever she goes with the wind, green grass, beautiful flowers and leaves will sprout, because she has a wonderful skirt. Then discuss: What's the difference between Miss Chun's skirt and ours? What does she have a skirt made of? What do you think of her? What will she bring us? This naturally enters the theme and artistic conception of drawing a spring girl, so that children not only clearly want to draw a spring girl, but also know that they can add willow trees, green grass, small flowers, butterflies and other beautification pictures, and draw a beautiful spring girl through imagination, so that they can enjoy beauty. In the art activity "Dragonfly", I first asked the children to guess a riddle: "A pair of eyes are round and bulging, and the body is like a thin stick. Two pairs of wings are thin and light, rising and falling, drawing a circle on the water, or a little expert in catching mosquitoes." The children's interest was aroused, and in the process of guessing, they got a better understanding of dragonflies. When the teacher took out the model drawings, everyone focused on the dragonfly and observed it carefully to prove it. Because riddles reveal the physical characteristics of dragonflies and describe their life habits to a certain extent, they can naturally enter the demonstration painting session, without having to explain it stiffly, but simply. The children's final works are eclectic and colorful.
Of course, there is no absolute limit to the application of various import methods in various fields, and we should grasp the relative characteristics here. For example, situational introduction is more suitable for teaching in health and social fields, but it is also suitable for some arts.