Teaching plan 1 1, teaching material analysis and its treatment of "tea set" in big class science.
Through the systematic study of the basic knowledge of tea culture in the second chapter and tea knowledge in the third chapter, the goal and orientation of tea set knowledge learning in the fourth chapter are determined: how to choose the right tea set to make tea according to the characteristics of tea, so the types of tea sets and their use characteristics (advantages and disadvantages) are the key contents of this chapter and this section. Therefore, the content of this lesson (the type and origin of the first tea set) is a link between the preceding and the following in this chapter, with strong generality, overlapping history and reality, rich content and many knowledge points. The learning task of a class is relatively heavy, which requires teachers to strengthen guidance and sort out students' guiding knowledge. Therefore, the treatment of teaching materials is as follows:
1. Explain the development of tea sets closely with the changes of tea drinking methods in different times, and deepen students' impression with objects, pictures and classroom exercises;
2. Make use of classroom exercises, combine lectures with practice, and urge students to master the development characteristics and usage methods of different kinds of tea sets;
3. Use classroom exercises to let students master the origin of modern main tea sets.
Second, the teaching objectives
1, cognitive goal: master the types and functional characteristics of tea sets, and master the origin of the main tea sets today;
2. Skill goal: Learn to choose the appropriate tea set for storage, making tea and drinking tea according to the characteristics of tea and the way of drinking tea;
3. Emotional goal: Infiltrate industry value education and strengthen students' sense of identity and pride in the industry.
Third, the focus and difficulty of teaching
1, teaching focus: the types of tea sets and the origin of the main tea sets today;
2. Teaching difficulty: the development of tea sets.
Fourth, teaching methods and learning methods.
1. Situational teaching method: use objects and pictures to guide students into teaching situations, arouse students' experience consciousness, and use intuition principle to make students break through the key and difficult points of teaching;
2. Combination of lectures and practice: Combining teachers' explanations with students' practice, strengthening the connection between old and new knowledge is conducive to cultivating students' inductive memory ability.
V. Teaching AIDS
Pictures, objects, cake tea, loose tea and serving tea about tea sets.
Sixth, the teaching process.
(A) the introduction of new courses
After organizing the teaching, the teacher writes on the blackboard and asks the students to answer the following related knowledge points in time:
1. What are the three stages of the origin of tea? P6
2. When and where did our tea drinking begin? What four stages did P9 go through? P 10- 16
3. What is tea art? P 19 does making tea and drinking tea have anything to do with tea? P20
4. What is a tea set? P65 What was the name of modern tea set in ancient times? P65
5. How is the relationship between tea, water, utensils and fire elaborated in Tea Sparse?
(B) new curriculum teaching
Give the blank form to the students, one for each. When teaching a new class, the teacher refers to the form he has filled out and asks the students to draw the main points in the textbook so that the students can complete the form in class or after class.
(A) the development process and characteristics of tea sets
(2) Types (by material) and characteristics of tea sets
3. New lesson: According to three forms, the focus and difficulty of this lesson.
4. Homework: Complete three forms and memorize three forms.
Teaching Plan 2 Activity Target of Tea Set for Large Class Science
1. Understand the efficacy of tea in the process of tea tasting.
2. Master the name, purpose and placement of tea set by watching tea ceremony.
3. Enjoy designing your own tea set.
4. Willing to try boldly and share experiences with peers.
5. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
Activities to be prepared
1. Material preparation: basic tea set, tea set with pictures, tea making video.
2. Experience preparation: children have a certain understanding of tea and have had the experience of drinking tea.
Activity process
(A) through tea and conversation, so that children understand the efficacy of tea.
1. The teacher gives the child tea, and the child tries to tell the effect of tea.
Teacher: Today, the teacher brought a cup of tea to the children. Please let the children taste the tea on their desks. After drinking, please put the cup back in place and tell the teacher what your tea tastes like.
2. The teacher asked the children the taste they drank from it, and tried to let the children tell the efficacy of tea themselves.
3. The teacher supplements and summarizes the answers given by the children.
Teacher: The children speak very well. Drinking tea can refresh the mind, help digestion, improve immunity and grow taller. It can also make our girls more and more beautiful and boys more and more handsome.
(b) Learn about tea sets and their uses and usage by watching videos.
1: The teacher plays the video for the first time, and the children initially perceive the function of the tea set.
Teacher: Tea is good for our health. Does the child know what to use to make such a fragrant cup of tea?
Teacher: The children all know that it is a tea set. Next, let's watch a video to see which tea sets the tea teacher uses to make tea. What are their names? What are they used for?
(3) While playing the video, the teacher will explain.
When the teacher plays the video for the second time, the children can tell the name and function of the tea set.
Teacher: The tea teacher in the video performed beautifully. Do the children want to watch it again? ! . ! Listen to the name of the tea set while watching the video? Think about what they are used for.
(2) Children can tell the name and purpose of the tea set they see by answering the teacher's questions.
3. Teachers guide children to know the name and use of tea sets and the use posture of individual tea sets by asking questions, demonstrating and explaining.
Every time you introduce a tea set, you should introduce the corresponding use posture of this tea set. (Including: instant bubble, tea box, teapot, fair cup, teacup, saucer, tea towel, tea ceremony six gentlemen, tea mat, tea tray)
(3) Operate independently and learn to place tea sets.
1. Independent design of tea sets for fun.
(1) The teacher shows all the tea sets, and the children pick out the tea sets put in the tea tray.
Teacher: Tea makers have many tea baby. Which can be put in the tea tray and which can be put outside the tea tray? (Show PPT and ask children to name and classify tea sets)
(2) The teacher puts forward the task, and the children try to set the tea set by themselves.
Teacher: Little friend, we made friends with the baby tea set. Children have their own places in the class, and tea set babies also have their own places on the tea tray. Let's find a suitable place for the baby tea set on the tea tray! See how to put it beautifully so that we can make tea. They are fragile, so handle them with care.
(3) Children put tea sets independently, and teachers give guidance.
2. Demonstrate correct placement and unified guidance.
(1) Children share their placement results.
Teacher: What tea set is there in your tea tray? How are they placed? Why (show individual children to everyone)
(2) Show the correct pictures and put forward requirements: A: Fair mugs and teapots can't face the guests; B: Teapots can't be blocked; C: Fairmark Cup and Zisha Cup are good friends. They should get closer face to face. D: Don't put the tea set too loosely.
Teacher: Let's adjust it according to the requirements.
Extended activities:
Let the children go home and show them to their parents, and see how their parents make them with baby tea sets.