As a faculty member, you often need to prepare lecture notes, which help to carry out teaching activities smoothly and effectively. So how should the course manuscript be written appropriately? Below is the lesson plan for the large class science activity "Naughty Shadow Talk" that I compiled for you. It is for reference only. I hope it can help you. Lecture Notes on Naughty Shadows in Scientific Activities for Large Classes 1
Design Intention
Students are the main body of cognition, but as first-year students, their main consciousness and main ability are not very strong. It is necessary to create situations in which students' subjectivity is brought into play, and to guide students to use their "hearts" to think about language and text, appreciate the context of the text, enhance understanding and enrich experience during communication.
1. Arouse interest and feel fun
The Chinese curriculum standards regard "like reading and feel the fun of reading" as the first goal of reading teaching in lower grades. It can be seen that reading teaching in lower grades must start with stimulating interest in reading. "Shadow" brings students into the situations they yearn for by demonstrating multimedia animation courseware, and then talks about what is interesting about shadows. Encourage students to actively participate in the text and express their initial feelings about shadows in their own way. In this class, I also used a variety of games to create a good atmosphere for teaching this class and fully mobilize students' interest. For example, I use animated courseware to guide students to generate interest in reading, actively participate in reading, and experience the joy of success in reading.
Teacher: Today I brought a cartoon. Let’s take a closer look at the sun, shadows and children to see who is the smartest to discover their secrets.
The teacher plays the animation: in the bright and beautiful music, a child walks happily towards the cute sun doll. The sun is on the left, and the shadow is on the right; the sun is in front, and the shadow is behind... The shadow is like a cute little black dog, following its owner; like a good friend, it always stays by people's side.
For lower grade students who are naturally active and have difficulty concentrating, using audio-visual media to feel the artistic conception of the text actually opens a small window into the students’ minds and widens their eyes of wisdom. This will stimulate their interest in learning and actively participate in teaching.
2. Deepen the experience and strengthen reading aloud
As the initial stage of reading teaching, it is particularly important to cultivate the sense of language. Reading aloud is an important way to cultivate and improve students' sense of language, and it is also a way to further experience the article. A common method of expressing emotions. This lesson uses concise, vivid and vivid language to introduce to children the important feature that "shadow" and "person" are always "inseparable". It is readable, lively and playful, and is very suitable for children's age characteristics. During the class, I created a variety of reading methods and conducted reading training. For example, starting from the interesting feelings about shadows, individual reading, critical reading, comparison reading between boys and girls, model reading, discussion reading, large group comparison reading, reading in your own favorite way... Various forms are used throughout, and enlightenment is achieved through reading. Middle school reading allows students to participate in reading, and achieve the effects of reading to teach, reading to stimulate thinking, reading to assist lectures, and reading to understand emotions.
3. Guide experience and proactive inquiry
"Active inquiry-based" reading teaching is to start from respecting students' spiritual needs, fully mobilize students' initiative in learning, and actively inspire students to be independent thinking so that students can actively participate in learning. Actively create conditions to guide students to use their brains, words, and hands to actively explore knowledge, develop their abilities in self-understanding, self-education, and self-management, and achieve independent development of personality.
1. Question and ask questions to transform students.
Students must have questions when reading, and "questions" make students' thinking truly work. For example, in the lesson "Shadow", I first asked students to talk about what is interesting about shadows, and then guided them to think: Is there anything you don't understand about these interesting phenomena? It enables students to transform from "relying on others' learning" and "passive learning" to "self-learning" and "learning actively on their own." As a result, many students raised their own questions:
Why is the shadow in front for a moment? Behind, on the left, on the right?
Why does the shadow look like a little black dog?
Why does the shadow always follow me?
In this way, students have a strong interest in learning, are highly focused, and can actively participate in the entire learning process.
2. Cooperate, help each other, and understand each other.
"Active inquiry" reading teaching focuses on communication between students. Each student is both a teacher and a student, a questioner and a questioner. They constantly change roles and inspire each other. Unfettered activities reveal emotions, develop language, and burst out sparks of wisdom. For example, when teaching difficult points in this lesson, I ask students to watch the cartoon first and then conduct group discussions. During the exchange, innovative thinking and different thinking were cultivated. They discovered and practiced independently, stimulating their enthusiasm for exploring knowledge.
In addition to the content in the text, the students also said, "When the sun rises, the shadow becomes smaller; when the sun sets, the shadow becomes larger." "When the sun sets, the shadow disappears." "The shadow changes with the sun." "The moon also has "Shadow"...and in the next "shadow game" where students used flashlights and small objects to work in groups, they further expanded their experience and understood the shadow phenomenon, which played an important role in students' thinking and language expression, allowing them to truly become part of the classroom. owner. Top Class Science Activity Naughty Shadow Talk Lesson 2
1. Analysis of teaching materials (design intention)
A child in the class brought a disc with some shadow puppet plays on it , the children are very interested in it. Therefore, I firmly grasped what the children were interested in and designed this activity. It started with playing with hand shadows and deepened it step by step, so that the children could comprehensively and systematically master the perceptual experience of "light and shadow". . That is: when light shines on an object, the object blocks the light and creates a shadow. Moreover, the "Outline" points out: Scientific education should be closely connected with the actual life of children, and use the things and phenomena around them as the objects of scientific exploration. Therefore, this is another basis for me to choose the phenomenon of "shadow" as the content of science education. During the activity, I used experimental comparisons and exploration to discover the reasons for the formation of shadows, stimulate children's desire to explore, and promote children's innovative thinking.
2. Goal determination
Children in the upper class have accumulated certain experience in observing the surface characteristics of things. In this activity, through searching, exploring and discovering the mysteries of shadows, children are stimulated to be interested in exploring the essential characteristics of things. Science education activities are a process that guides children to personally explore and develop to gain relevant experience. The "Outline" points out: Scientific education promotes the development of children's emotions, attitudes, abilities, knowledge, skills and other aspects from different perspectives. Therefore, based on the characteristics of early childhood science education in this class, I have determined the following goals:
1. Guide children to observe the characteristics of shadows and know the existence of shadows.
2. Explore and discover the causes of shadow formation. That is: when light shines on an object, a shadow is produced when the object blocks the light, and the relationship between the position of the light source and the position of the shadow is discovered.
3. Grow children’s interest in exploring science and desire for knowledge, and develop children’s abilities of observation, comparison, cooperation, and judgment.
3. Key points and difficulties
1. Difficulty: the relationship between the position of the light source and the position of the shadow
2. Key point: the light shines on the object, and the object blocks the light It creates a shadow.
4. Teaching preparation:
According to the teaching objectives and what is pointed out in the "Outline", try 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 For the joy of discovery, I made the following preparations:
1. Choose a sunny day for teaching activities
2. Decorate the multi-functional hall into a light and shadow laboratory and projector< /p>
5. Teaching and Learning Methods
The "Outline" points out that teachers should become supporters, collaborators, and guides of children's learning activities, and pay attention to children's performance and performance in activities. respond, be sensitive to their needs, respond promptly and in an appropriate manner, and form a cooperative and inquiry-based teacher-student interaction. According to the teaching objectives, I use the form of collective teaching. In the teaching process, I mainly use:
1. Observation guidance method: In view of the randomness of scientific exploration activities and the independent construction process of children, teachers use sensitive methods to Through careful observation, you can provide targeted guidance. You can also discover things that children are interested in and the educational value contained in them during observation, seize the opportunity, and actively guide.
2. Exploratory teaching method: satisfy children’s desire to explore the essential characteristics of things, and fully ensure that children are the main body and teachers are the leader. Cultivate children's interest in exploring scientific time, develop children's ability to observe, compare, and judge, so that children can develop the habit of actively exploring science from an early age, experience the joy of success, and further experience the pleasure brought by self-confidence.
6. Teaching process
For this activity, I mainly designed four links:
1. Play hand shadow games to arouse children's interest.
2. Guide children to find shadows and understand the characteristics of shadows.
3. Explore and discover the relationship between the position of the light source and the position of the shadow.
4. Extended activities.
(1) Playing hand shadow games to stimulate children's interest
First of all, I designed hand shadow games, such as hand shadows of peacocks, birds, foxes, puppies, etc.
(Let the children freely operate and play to experience the fun, and stimulate the children's interest in learning and desire to explore) At this time, I can give instructions like this: Why is the shadow produced?
(In this link, children can play freely and speak freely, reflecting the principle of initiative and autonomy of children in learning knowledge, which leads to this topic)
(2) Looking for shadows and understanding Characteristics of Shadow
Take your children outdoors. Can you find your shadow? Toddlers look for shadows.
Take a look at where the shadow comes from? Through experimental observations, children can understand that when the sun shines on their bodies, shadows are produced when the body blocks the sun's rays.
(This link is the focus of this activity. The teacher provides the children with a sunny natural environment, guides the children to explore, improves the children's ability to explore independently, and accumulates experience for subsequent explorations. It also provides a basis for subsequent activities.)
(3) Explore the relationship between the position of the light source and the position of the shadow.
Why are there shadows? The teacher led the children back to the classroom to do another experiment: they found that without light, shadows would not exist, but with light, shadows would exist.
At this time, I can use this guidance: Take a look, are the light and shadow together? On which side of the light is the shadow? Guide the children back to the pasture with two more questions. What was the light source of your shadow? Is your shadow on the other side of the sun? (Children’s free communication and narration) Obtain: The shadow is always on the other side of the light.
(This link is the difficulty of this activity. I provide a relaxed environment for children. Children can discover the positional relationship between shadows and light sources based on their own exploration, and inspire children to use their brains to know that shadows are always in the light. On the other hand, children can express themselves as much as they want, which not only develops children's language expression ability, but also broadens children's thinking. In this link, I use more indirect guidance and individual guidance.)
(4) Extension of activities
1. Children can fully experience the fun of stepping on shadows, and it is really endless fun. Let the children finish the activity in a cheerful atmosphere with interesting questions.
(This link mobilizes all parts of the child's body and fully satisfies the child's active nature)
2. Guide the child to continue to observe "light and shadow" in daily life Interesting phenomenon, besides sunlight can produce shadows, what else can also produce shadows?
(Here, the activity is actually not over yet. I let the children continue to explore with questions, so that the children's interest can continue and further explore the interesting phenomenon of shadows.) (Yin Juhua)
Kindergarten science lecture notes: How objects move
When children play with toys, they always like to push and pull them around. In order to stimulate children's interest in exploration and experiment, cultivate children's willingness to try and do things, discover some scientific knowledge and phenomena through observation and operation, and the ability to engage in simple technical learning, while targeting the cognitive level and daily games of children in large classes. I designed a scientific activity that is tentative, creative and exploratory - how objects move based on the questions that arise in the classroom and the topics in entertainment exchanges.
In addition to teaching children the specific experience needed to move objects, "Movement of Objects" also teaches children relevant scientific knowledge and generates technical goals and content based on scientific exploration. , organically and naturally combine children's science and technology learning.
Before teaching children "how objects move", I preset the preschool goals of "how objects move": first, guide children to try to make objects move by themselves during play. Young children feel the relationship between object movement and force, and gain specific experience about the force required to move objects. Secondly, do the objects move the same when children try to use more force than when they use less force? Again, let the children think of ways to make the objects move without touching them with their bodies. Finally, it is necessary to cultivate children's observation skills and stimulate their interest in exploring natural phenomena.
When learning "how objects move", the teacher prepared various objects for the children. Such as: building blocks, cars, paper, ballpoint pens, various toys, ropes, wheels, wooden boards, etc.
In order to allow the children to better participate in the activities, before entering the classroom, I led the children to do some outdoor activities.
Then I turned on the music, and the children came to the classroom listening to the music "Bumper Cars". They saw various toys on the ground, and they immediately became interested.
I took the opportunity to say: "Children, there are so many toys on the ground. I really want to play with them. Do you want to play?" After saying that, I took the toys and started playing alone, and the children also Play along. Under my inspiration and guidance, the children started their first attempt at the activity. In this link, the teacher gave the children space and materials to explore freely, allowing the children to discover that the objects themselves were motionless through attempts. The object will only move if you push it and touch it.
I came among the children and asked the children around me: "Wenwen, Jiajia, what are you playing? How do you play? Wenwen said: "I am playing with building blocks. I can "Build a tall building." Jiajia said, "I'm playing with the ball. If I touch it, it will roll." “I was playing with the car and I pushed it and it ran.
”
The children had various answers. I did not stop the children, but when a child answered the theme of this activity (it moves when I touch it, it moves when I push it), I caught it in time. Live and bring up the topic: "What the children said is great, things placed on the ground do not move by themselves, so how can you make them move? "
The child tried again. This time, I made clear requirements, so the child was more involved. At this time, I carefully observed the child's operation. On the one hand, I discovered the creative thinking in the child's operation and gave me affirmation; On the other hand, I also helped some children who had difficulties in thinking and operation, and gave them guidance so that they could make discoveries.
After a while, the children rushed to me to demonstrate to me. , when the children were sitting around me, I asked: "Who can take the initiative to tell you how to make objects move? "I pushed it with my hands, and my blocks started to move as soon as I pushed them." "I pulled it by hand, and my car started running as soon as I pulled it." "I blew it with my mouth, and the paper floated as soon as I blew it." "I kicked it with my feet, and the ball moved as soon as I kicked it."
The children talked and demonstrated to other children.
In this attempt, the children were very focused and engaged.
The teacher said: " What the kids said was great! Just now, the children used various methods to move objects. They could push and pull objects with their hands, blow with their mouths, and kick them with their feet ------- The children are really smart. " (Teacher summary)
Then I raised a new question.
"As long as the child pushes hard, the object will move. When the force is strong and the force is small, the object will move. Is it the same? "
The children tried again. This was a new and brain-intensive question. The children were attracted. As soon as I finished speaking, the children tried it by themselves. I walked back and forth and observed After about seven or eight minutes, the children sat down next to me.
"Just now, the children were doing experiments seriously. Let me ask the children to talk about the objects when the force is strong and when the force is small. Does it move the same? How did you do it? ”
The children scrambled to demonstrate their experiments, talking and doing them at the same time. At this time, I asked the children to describe the operation process in a more complete language. If some children are not fluent enough in the introduction, I will patiently explain it to them. At the second opportunity, encourage them to speak completely and do better.
"I was playing with a car. I found that if I pushed hard, the car would go very fast. It's far away, but with a small push, the car will run very slowly and very close. "I play with paper. I blow hard with my mouth, and the paper floats far away. I blow gently with my mouth, and the paper floats very close." "I play a ball. I kick it hard with my feet, and the ball goes very fast and far. I kick it gently, and the ball goes very close." ”
In this link, the children can all find that objects move differently with greater force and less force. It can be seen that children’s thinking and attention are very concentrated.
The teacher said: " The children's experiments were all successful, and they said it was great. When the force is strong, the object moves faster and farther. When the force is weak, the object moves slower and closer. (Teacher’s summary)
Facing the perceptual experience of young children, I then raised another question.
“If a child touches this object with his body, the object will move. Can you think of a way to make this object move without touching it with your body?”
The children tried again. Due to their previous experience and exploration foundation, they experimented individually and cooperatively, trying and operating at the same time. The teacher's questions provide the direction for the children's exploration. The children's interest, imagination and creativity are fully exerted in this link. The children's existing knowledge and experience are transferred. The teacher's affirmation and encouragement make each child Gaining a sense of success pushed this exploration activity to a climax.
After a while, the children sat around me, eager to demonstrate their experiments. Before I could ask, the children's little hands were raised high.
"I wanted the car to move. I didn't use my hands. I put the rope on the building blocks. When I pulled the rope, the building blocks moved." "I put one end of the board high and the other At a low place, put the car at a high place, and the car will run down by itself as soon as the wooden board is moved. "I threw the paper into the air and kept blowing it, and the paper started to move." The children became more and more excited. Out: To move an object, the force used is different, and the object moves differently. If the force is greater, the object will move faster and farther; if the force is less, the object will move closer and slower.
Seeing the positive performance of the children, I put the extension activities outdoors.
"Children, there are many secrets about moving objects. Just now, the children have not discovered a better method. Now let's try it in the yard to see if there is any new method, and then please Children carefully observe how people move heavy and light things from below to above, or from the inside to the outside. You can also try it yourself. ”
Let the children go further through this activity. The relationship between experience and movement.
I remember that I once saw such a passage: When trying to teach, don’t forget to try first and then teach. In trying teaching, children must be given the opportunity to try, and children must be allowed to ask questions, Go for the purpose of trying, don't think about whether the child can succeed in the attempt, focus on the process, and give the children a chance to communicate after trying, so that children can learn from each other. Therefore, throughout the entire activity, I put the development of children's exploratory spirit and creative thinking methods in the first place, so that each child has the opportunity to try, communicate, discover, and speak, which fully reflects the children's autonomy in the activities. The curriculum model of experimental teaching has also been fully reflected in the activities.
After this class, I did not end this activity. Instead, I would discuss the problems with the children together when I encountered the problem of moving objects in my daily life.
Nowadays, trial teaching has been widely carried out in our kindergarten. Children can try, and trying to succeed is an important part of trying. Trying is the premise of creation, and trying is the ladder to success. Let children learn by trying. . When encountering a problem, let the children try to solve it. The children can try this or that, leaving room for self-exploration and innovation. Experimental teaching brings challenges to teachers, and also gives children space to explore and create, so that children's creative thinking can be greatly developed. In the atmosphere of trying teaching, the children have spread their wings of imagination and flown into the vast blue sky.