Reflections on bee teaching 1 Text "Bees" wrote an experiment he did in the first person, just to confirm whether bees have the ability to tell directions.
The narrative clues of the text are clear and the plot is complete. First, write "I". I heard that bees have the ability to tell directions and want to do an experiment. Then write the process of "I" experiment. Generally speaking, the process is to catch 20 bees in their own garden beehives, mark their backs, and let my little daughter stay by the nest. "I" walked out of Erli Road and released the bees. Then write out the observations and conjectures on the way to "I" and the results of the experiment. Results The next day, 17 bees did not get lost and returned home accurately. Finally, it is concluded that "I" can't explain why bees have the ability to tell directions.
At the beginning of the class, I played a children's song "The Work of Bees" for students to listen to and think about: Who is the owner in the song? The students listened carefully, raised their hands and said it was a bee, which led to the topic. Through the setting of this situation, the students' interest is fully mobilized. When talking about the meaning of the word "flying in all directions", four students were chosen to perform bees and one student to perform the wind. Although students' performance is not satisfactory, students can understand the meaning of words while laughing through image demonstration. When the students know the experimental results, I ask them to talk about their feelings and moods. Some students said, "Bees are amazing. It flies against the wind, and there are strange scenery all the way. It's admirable that it can fly back to the hive.
Reflections on bee teaching II. The Lesson of Bees is about Fabres, a French entomologist. He heard that bees have the ability to tell the direction, and no matter where they fly, they can always fly back to their original place. Fabrice decided to do an experiment to verify whether this statement is correct. Experiments prove that this statement is correct.
In teaching, I want to introduce "bees" with the "bee guide" that students have learned, and then reveal the theme; By reading the text, we can understand the content of the text, which comes from four questions: 1 Why did the author Fabres do this experiment? What did you learn from it? 2. How did Fabres do this experiment? If you remove one of the links, can you? What did you learn from it? 3. Is Fabres's conclusion the same as what he heard? 4. Besides, what conclusion did Fabres draw? Through the discussion and exchange of these four questions, students can not only understand the content of the text, but also appreciate Fabres's spirit of observation and exploration, as well as his rigorous scientific attitude and realistic scientific style.
Through teaching, I feel that I have thoroughly learned the lesson of bees this time, grasped the objectives of the text and the important and difficult points in teaching, and analyzed it appropriately and clearly in teaching, so the designed courseware is more applicable and practical. It's just that I don't have a good grasp of the implementation of the lesson plan in class, which is more casual, so I should pay more attention in the future. At the same time, we should strengthen the guidance and training in reading aloud.
Reflections on the teaching of Bee 3 Based on the teaching design of Bee course, this paper discusses some views on how to improve students' autonomous learning ability and realize the transformation from "learning" to "learning":
First, respect and trust students and guide them to determine their learning goals.
Learning goal is a part of students' learning motivation. When teaching, we should start from students' interests, hobbies and needs. How students like to learn can be decided by students themselves, so that students' learning becomes a psychological need. So at first, I asked students to read the text by themselves in their own way, and then guided them to read the sentences in the text with their own understanding and complete the blackboard with their classmates. I think teachers should respect and trust students in the process of guiding their learning, and allow students to put forward various opinions, including opinions that are contrary to or even wrong with teachers. Teachers should try to avoid simple accusations and reprimands, and avoid satire and sarcasm that undermine students' dignity. Only in this way can students be free in front of their classmates and teachers in the process of determining their learning goals. Show your heart and gradually develop the quality of self-esteem and self-confidence.
Second, let every student have the opportunity to show himself.
Suhomlinski pointed out: In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer. In the students' spiritual world, I especially want to express my opinions and taste the joy of success. Therefore, in classroom teaching, I grasp the psychological characteristics of students and provide them with enough materials, time and space to use their mouths and brains. For example, when instructing students to supplement blackboard writing, I just ask students to discuss with their classmates first, and then call the roll after each student has gone through the process of thinking and speaking, thus providing each student with an opportunity to show.
Third, let students read the text in various ways.
As the saying goes, if you read a book a hundred times, you will understand its meaning. In class, I use various forms to guide students to read the text, such as self-reading, rotation reading, guided reading, named reading and so on. After repeated emotional reading, students have a deeper understanding and more experience of the text, and at the same time let students learn the best self-study method.
Fourth, encourage students to participate in extracurricular learning.
After the lecture, I recommend reading "Litchi Honey" by Yangshuo to students, so as to extend the in-class to the out-of-class and expand students' knowledge.
In the teaching process, teachers should be student-oriented, let students become the masters of learning, think for students everywhere, try to stimulate students' interest in learning, let students learn new knowledge independently, use their brains and mouths enthusiastically, consolidate and expand their knowledge, and then let students learn new knowledge independently. Only by actively involving students can we continuously improve the efficiency of classroom teaching and change students from "learning" to "learning".
Reflections on bee teaching. The text "Bees" wrote an experiment he did in the first person, just to confirm whether bees have the ability to tell the direction.
The narrative clues of the text are clear and the plot is complete. First, write "I". I heard that bees have the ability to tell directions and want to do an experiment. Then write the process of "I" experiment. Generally speaking, the process is to catch 20 bees in their own garden beehives, mark their backs, and let my little daughter stay by the nest. "I" walked out of Erli Road and released the bees. Then write out the observations and conjectures on the way to "I" and the results of the experiment. Results The next day, 17 bees did not get lost and returned home accurately. Finally, it is concluded that "I" can't explain why bees have the ability to tell directions.
The purpose of writing this text is to let students know the author's observation method, thinking method, experimental method and exploration spirit while training their Chinese ability.
How to achieve the teaching goal through the student-based teaching mode is my primary consideration.
First of all, I summed up the recent problems in student-based teaching: 1, students' preview is not sufficient, most children just stay in the preview of new words, and only a few students can read the text and collect relevant information according to the teacher's requirements. 2. Group cooperative learning can only stay on the surface of the article and cannot be experienced in detail. 3, group cooperation, each group has only one or two top students, how to produce a collision of ideas between them? 4, group cooperation, display time is too long, it is difficult to achieve the teaching objectives within the specified time.
Then, I determined the teaching ideas: detailed division of labor in groups and open discussion.
With the idea, the implementation of the teaching process has a weather vane. In the first class, the first round of group learning, let the group leader organize the group members to check each other's learning situation of the same student's words, and make a detailed division of labor for the group. If student number one points out to student number two, listen to others; Then point the number two to the number three for identification. When others listen, mark the words you don't know, and be responsible for teaching the students you don't know, so that everyone can pass the exam before showing them. Although the preview effect of word is good, it took 8 minutes. In the second round of group study, I asked the group leader to check the text and read it through, so that everyone could have a chance to read it. Then show, evaluate and read again. Because the goal is not difficult, students are highly motivated and have a wide range of participation, it is easy to achieve the goal. But it takes time. Reading-commenting-reading went back and forth for several rounds, and more than twenty minutes passed. In the third round, I asked the students to discuss in groups: What is the main content of this text? Children are full of language and spirit. Then the group will show it. All four groups spoke: "This text says that bees have the ability to tell directions." "This text says that bees can fly two miles away from home." "The author of this text walked more than two miles with bees and set them free. Bees can also fly home. " "This text says that bees have the instinct to tell directions." From the speeches of four groups, we can easily see that they all used their brains. Then the team leader further asked, "Is there anything to add or have different opinions?" There was silence below. I think the situation will be much the same if we hold another demonstration. What should we do? I had to take advantage of the teacher and ask, "Who can connect their speeches?" Hit the nail on the head, several children raised their hands, and one of them could summarize the content of the text. In the first class, the teaching task was also completed, but it was delayed for a few minutes.
Reflection in this lesson: Students really move, so students who are usually inattentive can listen to other students' speeches; Students who don't like to think at ordinary times are thinking, although their words may not be correct; Children who usually don't like to talk are a little nervous and quiet on the stage, but they can also be shown on the stage under the leadership of other students. Isn't this the class we need? From the students' point of view, this first class has completely achieved its goal, which is a good start. However, the efficiency of unit time needs to be improved to ensure the completion of teaching tasks within the prescribed teaching time. Through this class, I also have some doubts: when students have problems or the class is very cold, how can the teacher give directions to truly reflect the students' origins? In the future student-based teaching process, I will continue to explore hard.
Reflections on bee teaching. The teacher introduced hardworking bees with passionate words and showed pictures of bees. Then, she asked: What else do the students know about bees? Next, the students took out the materials collected in advance and scrambled to raise their hands to speak. The atmosphere was very warm. It can be seen that students (especially those who have completed the collection task) have a high interest.
However, a regrettable and thought-provoking phenomenon also appeared: the students who had a pleasant chance to speak did stand up, but when they read the materials, they were incoherent, stuttering and insincere, and did not express themselves. No wonder all their materials are downloaded from the Internet. The third-grade students and their parents must have helped. I don't know if my parents don't quite understand, but I managed it. Anyway, the introduction is like a highly professional academic paper. Don't talk about students, even I am confused when I sit next to them, don't talk about students. In addition, the teacher is a novice, students stand up, always let students stutter, angrily to the end. It's really hard to introduce classmates, and it's even harder to sit in the unpleasant ones.
I have been in a similar situation. This has to make people think deeply: Is it wrong to ask students to collect information? The answer is yes and no!
The Chinese Curriculum Standard requires students to "have the preliminary ability to collect and process information".
In the teaching process, make full use of the materials collected by students and actively organize students' communication, which is not only an opportunity for students to show their labor achievements-"materials", but also an effective way for students to interact, enjoy resources and exercise their oral expression ability. In this process, students not only tasted the joy of success, but also expanded their knowledge and exercised their ability, thus stimulating students' interest in collecting information and increasing their motivation to collect information. What's the matter?
Classroom is not a stage for teachers to perform, but a stage for teachers and students to communicate and interact; Classroom is not a place to train students, but a place to guide their development; Classroom is not a place to impart knowledge, but a place to explore knowledge; Classroom is a rich life course for teachers and students ... If students are often asked to find materials related to the text before class, not only can they reach the new curriculum standard of "learning to use commonly used Chinese reference books and initially having the ability to collect and process information", but they can also make Chinese teaching go out of the classroom and pay attention to the integration of students' knowledge inside and outside class. What's the matter?
In the current Chinese classroom teaching, teachers have begun to consciously cultivate students' information literacy, and often ask students to consult materials related to the text before class, and then communicate and report in class. It should be said that these are all beneficial attempts, but the question is whether we have guided the collection of children and properly regulated the communication in the classroom.
For example, in the early stage of collecting materials, many students may have collected them with the help of their parents, but they have not studied the contents of the collection, and some even know nothing about the contents of the materials, so "collecting materials" has lost its meaning. At this time, it is necessary to give students timely guidance on methods: parents should tell you the content of the materials, not necessarily much, but the key is that you should understand the content of the materials. Encourage students to do it themselves and collect it themselves. As for what to collect, the teacher can point out in advance, such as the above bee information, which can allow students to collect as much data as possible about the living habits and activity characteristics of bees, but less about their physiological characteristics. Because it is too difficult for students, students are not interested.
Collecting materials serves students' study, and our classroom should not be an "information exhibition hall". Information exchange should be carried out in a timely manner according to academic conditions. The purpose of information exchange is to help students better understand textbooks, broaden their reading horizons and sublimate their knowledge. Therefore, this link can't be handled simply, and we can't communicate for the sake of communication. In teaching, we should seriously consider how to combine materials and teaching materials organically, give full play to the role of materials, and organize students to exchange information timely and accurately according to teaching needs.
Reflection on bee teaching 6 "Bee" is the second text of Unit 4 in the first volume of Chinese Grade Three, and the title of this unit is "Observe carefully". The author of the text is Fabres, a French biologist. He wrote an experiment in the first person to confirm whether bees have the ability to tell directions. It embodies the author's rigorous scientific attitude and realistic style. The teaching of this paper aims to help students understand the author's observation method, thinking method, experimental method and exploration spirit while cultivating their Chinese ability. The key and difficult point in teaching is to find out how the author did it and how the conclusion was drawn, so as to verify whether bees have the ability to distinguish directions.
In the first class, I designed the following teaching steps around the above points: First, lead in the dialogue and lead out the topic. Let's start with the familiar bees, such as diligence, being able to show the way, collecting pollen, brewing nectar and so on. Then understand the contents of the after-class information package, deepen the understanding of bees, and then lead to this lesson. Second, read the text for the first time and learn new words. In this link, we mainly learn new words through different forms of reading, especially correcting some difficult pronunciations. For example, in the test, some students read it as "true", which proves that "syndrome" is not only a retronasal sound, but also a tongue sound, and "resistance test" is a flat tongue sound. In addition, there are three polyphonic words in the text. Ask the students to read sentences and make friends with different pronunciations. In this way, students can master the pronunciation of polyphonic words in a specific language environment. 3. Read the text silently and think: What experiment did Fabres say? First, students should know what silent reading is, and then practice silent reading. This leads to the reason why Fabres did the experiment. In order to confirm what he heard, let students realize that Fabres did not blindly follow other people's conclusions, but had a scientific attitude of doing experiments by himself. Fourth, find the experimental process and realize the thoroughness of Fabres. Let the students read first and mark the exam steps with serial numbers; Then read these steps and think: are these practices necessary to ensure the success of the experiment? Why? In the process of thinking and communication, students can deeply understand Fabres's thoughtful, thoughtful and comprehensive scientific attitude. For example: capture in your own garden, in order to facilitate observation; Put it in the bag so that it can't see the surrounding environment; Mark it, in order to prove that it was put by yourself; Let the daughter wait, in order to accurately grasp the time when bees fly back; Fly two miles to make sure that bees know the way home. After reading the discussion, the students soon found that Fabres was thoughtful and conscientious. Fifth, writing guidance. It is mainly for students to read and observe, and then give suggestions to everyone. Some students talked about their own good ways to remember words, and some students talked about the points that should be paid attention to when writing. In this process, the methods of memorizing words accumulated by students, such as adding one plus, changing radicals and comparing similar words, are all used. It's really good! Especially under the guidance of the teacher, the words "restore, package and try" will be remembered together, and the impression will be deeper. There is also a word "almost" in this lesson, which has a left, middle and right structure. The teacher will follow suit, starting with the structure and making no mistakes in the middle.
The whole class teaching is clear and clear, and the teaching is smooth. However, in Silent Reading and Thinking: What did Fabres do? At that time, the students immediately thought of how to do the experiment, so they didn't summarize it. I think, if we ask directly: Why did Fabres do this experiment? Students' thinking will be clearer. So the direction of the problem needs to be more clear.