The first growth class of this semester was completed this morning with Teacher Nan. Different from the subject-based teaching and research last semester, the focus of the growth course teaching and research this semester is on integrated courses, that is, Teacher Nan and I choose one of the points according to the theme content to carry out integrated teaching of Chinese, mathematics and science.
Although our curriculum has always emphasized integration, of course our advantage is to open up the boundaries between major subjects and make primary school curriculum closer to children's life experience and cognition through integrated themes. develop. But precisely because of its innovation and leadership, we are still exploring and practicing how to integrate integrated classes and how teachers deal with the subjects in integrated classes. As the opening of the growth class this semester, I also endured a lot of pressure.
The first topic of this semester, "Does nature have a voice?" belongs to the field of diverse expressions, from the chirping of birds and insects, the sound of flowers blooming and falling leaves, to the symphony of echo music, although it is more scientific Sexual and biological, but nature also presents a lot of poetic beauty. When choosing the content of the growth course, Teacher Nan left more decision-making power to me. Taking into account the entry of science and mathematics, after some consideration, I chose the picture book story "Moon, Happy Birthday".
The content of the picture book is very simple. A kind and lonely little bear wanted to celebrate his birthday. After he walked through the forest and climbed up the mountain, he had an air conversation with the moon. He gave the moon a hat and also received the moon's birthday wishes. Was it really the moon that he was talking to? No, it's an echo. The short story content vividly expresses the little bear who is always kind and cute, but also a little silly and honest.
Many children have read this story when they were in kindergarten. As they grow older, the dialogue between the bear and the moon is no longer mysterious. From the first repetitive question and answer, the children learn about it. I understood that it was not the moon talking to the little bear, but the echo, the little bear's own questions and answers. If too much rationality is involved in the story, it will be much more difficult to create the scene. How to make the course rich and interesting is the first problem to be solved.
After selecting a picture book, I began to collect a large number of interpretations about this picture book. When I read this story for the first time, the ending sentence "It doesn't matter, I still like you just the same" made people feel warm in my heart, such a loving little bear. The second time I read it, I realized how cute and silly the bear is. The third time, I read loneliness and the desire for friendship. The further you read, the sadder and more touching you become. If our hearts are as innocent and pure as the little bear, then the world will respond to us with innocence and purity like an echo. If this is the case, the loneliness at this time is not very sad, because we still have a best friend like the moon, which is ourselves.
The three stages of reverse design:
Stage 1: Determine the expected results
“Teachers must first think hard before thinking about how to carry out teaching and learning activities. What is the purpose of this type of learning, and what evidence can show that the learning has achieved the purpose? ——? "Teaching Design for Pursuing Understanding"
1. Ability. Let students experience the kindness and warmth of the little bear in the story, and feel the innocent friendship of sharing each other's happiness
2. With the help of echo, they can express their inner emotions loudly and bravely
3. Be able to have a simple understanding of "echo"
Stage 2: Determine appropriate evaluation evidence
Write and draw works
Stage 3: Design learning experience and Teaching
Introducing Mirei Kaneko - "Is it an Echo?"
When I tried out the class in the field classroom for the first time, I introduced the echo game into the classroom. Later, with the help of Teacher Gao, I introduced Kaneko Mirei's poem "Is it an Echo", which gave the story a poetic foreshadowing and feeling.
Storytelling
During the story telling, there are points of pause and thinking:
1. What did the little bear say, and how did the moon respond?
We know the answer is the bear. Are we smarter than the bear? No, it’s just that the bear is in the story and we are outside the story. The bear is an actor on the stage, and we are a group of audiences sitting below the stage watching the play. This is the effect of the drama. The author reveals the answer to the mystery right from the beginning in order to give children a sense of being inside and outside the play, but this does not prevent them from listening to the story at all.
The children easily answered the question - echo. Next, they were assigned tasks. The boys were to be the bear, and the girls were to be the moon, and they participated in the story together.
2. How can we put a hat on the moon when it is so far away from us?
The design of this question has a little room for imagination and also brings a lot of joy to the classroom. Especially boys opened their minds and talked about everything from rockets to aircraft. When I almost couldn't take it back, I showed the next picture of the little bear hanging his hat on the treetop. The moon moved little by little towards the hat on the treetop.
When I said the words "It looks just right", I saw the children's happy smiles. At this moment, every child became a bear.
3. When the bear and the moon met for the last time, the boy acted as the bear and the girl acted as the moon, and they completed the story together.
The classroom was slightly chaotic. The children's literacy level limited their ability to read aloud. The effect of "one call and one harmony" in actual teaching did not meet expectations, and the preset climax of the story was not reached.
4. Preset question: At the end of the story, the moon said "Happy Birthday" to the little bears. How are you feeling now, little bears?
In actual teaching, because the preset story scenario at the end of the story did not meet expectations, and because of my negligence, the problem was not raised in class.
Thinking and Discussion
After telling the story, start discussing the content.
1. Do you like bears?
——Like it. Cute, kind, and know how to share
——I don’t like it. Silly, I can’t tell the difference between the moon and the echo
2. Why does the little bear want to celebrate the moon’s birthday?
——Because the moon is his good friend
——Because he likes the moon
Because our friends are around us, so we will not be like little bears Climb up a high tree and talk to the moon. Because the little bear has his birthday tomorrow, he wants to celebrate the moon's birthday. The little bear is silly and cute. He cares about the moon and receives gifts from the moon. Giving love and receiving love are both a happy thing.
Writing
The little bear was a little lonely. He could only tell the moon his birthday wishes. We all want to be good friends with this silly, cute little bear. Now it's his birthday, what kind of birthday gift do you want to give him? If you have anything to say to Little Bear, please draw it.
1. The introduction of the course should be concise and clear. Students can fully experience the poem, trigger thinking, and create a situation to achieve the purpose of introduction. At this time, they can summarize and enter the theme course.
2. The design of the problems in the story should have a sense of hierarchy. Students experience story characters and experience emotions—reflecting themselves, weaving with the children themselves—emotional sublimation.
3. When the Bear Moon echoes the dialogue, students are guided to simulate the dialogue in a real way, and penetrate the scientific principles in the "echo" by using hand amplification and shouting loudly. Without more opportunities for children to interact and express themselves, goal 2 was not fully achieved.
4. The on-the-spot reaction ability in the classroom is insufficient. There are always some children with out-of-the-box thinking who inadvertently disrupt the rhythm of the story. How to grasp the rhythm of the classroom and move freely, and how to organize and manage classroom discipline are still The biggest challenge for novice teachers. Childification and poeticization of classroom language. The ups and downs of your voice, changes in speech speed, and emotional investment when talking to children are all manifestations of storytelling ability.
5. There should be sufficient guidance before writing and painting. Many children do not know where to start when painting. Ask some simple questions: What gift would you like to give the bear? //Where did your gift come from? //How did you find the bear and give it to him? //What would you say to him? Question-based guidance will allow students to think more concretely and imagine.
6. Integrated courses are not simply about mixing Chinese, mathematics, and science knowledge together to complete a class, but about finding the joint points of the disciplines and eliciting "echo" topics through picture book stories, which provide the basis for the next lesson. The teacher's class talks about the principle of echo and the understanding of numbers, providing a context and foreshadowing for entry.
The education of language expression and reading stories creates the encounter between people and language, using this language to form the meaning and image of the world, forming self-existence, and using these languages ??as a link to find connections with others.
? ——"The Joy of Learning-Towards Dialogue"
After this class, when I was packing my things, a child came over with his painting and followed me. I said that I became friends with Little Bear and gave him 100 yuan to buy him a plane ticket and take him to Disneyland. The children's thoughts are very naive, but also very warm. I'm thinking that the goal of this lesson should be completed in this child's work.
Thanks to Teacher Gao for his help and guidance during the course preparation. Every time I feel that I have fully understood the story, he will give me new inspiration and thinking. I would also like to thank the teachers for their comments on the course. Every class evaluation and teaching research is an experience and growth.