"Bear Treat" Lecture Notes 1 First talk about teaching materials:
"Bear treats guests" is a subject in Unit 5, Book 1, the standard experimental textbook of compulsory education curriculum.
In children's minds, animals are lovely, and they are partners and friends who can communicate and play with them on an equal footing. If we observe children's performance in front of animals (including animal toys), we will find that children will vividly show adults' attitudes, feelings and ways of love to them in small animals. It is children's nature to love animals. We can often see children imitating animals' sounds, movements and demeanor in entertaining themselves. In their eyes, animals are always lovely and amiable. Therefore, childhood is the best age to sow innocence and friendliness and to know animals and nature.
Through singing, painting, performing and other artistic forms, the bear treats the guests, which can make students feel the enthusiasm of the scene and the cheerful mood of the animals, arouse children's interest and care for animals, make students feel the close relationship between people and animals, animals and nature, and improve their perception and imagination of artistic elements. The whole class of "Bear Treat" is completed in three teaching hours, and I am talking about the first teaching hour today.
Second, tell the teaching objectives:
Goals have the function of guidance and encouragement. It is an activity guide for teachers to organize teaching and students' autonomous learning, and also a criterion for activities and development. In this lesson, according to the characteristics of teaching materials, as well as the age characteristics and psychological characteristics of first-grade primary school students, I have formulated the following teaching objectives:
1, learn the song "Go to Bear's Home".
2. Performing "Bear Treat" can stimulate students' imagination and expressiveness to the role, experience the fun of group activities and enhance their sense of cooperation.
3. Feel the enthusiasm of the bear's treat and the cheerful mood of the small animals, and stimulate students' interest and love for animals.
Third, talk about the difficulties in teaching:
Learn to sing the song "Go to Bear's Home", so that students can master the melody of the song and feel the happy and lively mood of the small animals.
Fourth, talk about teaching methods:
Art course is a humanities course, its purpose is to develop students' artistic imagination and creativity, at the same time cultivate students' humanistic qualities such as respect, care, communication, cooperation and sharing, and promote the perfection and development of students' personality. The teaching method of humanities is mainly experiential, that is, students can get real experience through trying practice and cooperation in the situation actively constructed by teachers. This is how I designed the teaching method of this class.
1, teaching method:
① Inspire associative teaching method;
② Body rhythm teaching method;
③ Conversation guidance method; Intuitive feeling method, etc.
2. Learning method: role experience method.
Five, the teaching process theory:
Setting teaching objectives scientifically and choosing teaching methods appropriately are the basis and premise of successful teaching. The key to truly cultivate students' artistic accomplishment is the teaching process. Let students get lively development in the multilateral interaction between teachers and students, students and students, students and teaching materials, and students and teaching situations. I designed this teaching process.
(1) Stimulate interest, introduce and perceive images:
The multimedia courseware shows the picture of the bear family treating guests. Ask the students: What do you know from the pictures? Can you imagine and guess what this story is like? After the students used their imagination and spoke freely, I said, yes, the bear family is treating us today. Let's go and see which small animals are involved, shall we?
Multimedia plays the first paragraph, the second paragraph and the third paragraph of Go to Bear House in turn. Q: Listen, who's here? The students answer in turn, and the multimedia jumps out of the small animals according to the students' answers.
Next, let's listen to the song completely. Ask children to look at pictures, listen to songs and imagine the lively scene of bear's treat. Here I stimulate students' imagination and association through sensory stimulation of hearing and vision, which can improve students' artistic sensibility.
(2) Rhythm game, familiar with melody;
1, playing different roles.
With so many small animals coming, Bear's home is really lively. Which students want to play the kitten? Who wants to play with dogs? Who wants to play with chickens? Here, I let students choose their favorite role to experience the role, which is conducive to mobilizing students' enthusiasm.
Let's go to bear's house with the music.
At this time, play "Go to Bear House" and lead the students to dance familiar dances. Here, I ask students to be familiar with the melody of songs in personalized games with their familiar dances.
(3) Learning to sing songs and practical experience:
1, the teacher sings. The psychological characteristics of primary school students at this age are love and strong imitation. Model singing can stimulate students' desire to imitate and help them solve difficult problems in singing.
2. Sing. Next, the teacher sang the first half of the lyrics and asked the students to sing the second half. Pay attention, but keep up with the melody and sing the right beat!
3. Learn to sing the lyrics. Ask the students to sing the lyrics of three different roles.
When most students can sing the whole song coherently, I choose students at all levels to sing solo, and I inspire and guide the students "What role are you now?" What action did you add to it? "Let students enter the role.
After the students finished singing, I sent stickers to the animals in time, and at the same time suggested, "You sing beautifully and louder." "You have a good grasp of the rhythm, but you should sing more coherently." Your tone is really good. If you are more generous and natural, you can be a little singer. With such inspiring language, students can feel the pleasure of success, and are willing to accept opinions and make clear the direction of their efforts.
3. Sing the whole song together. Guide students to sing happy and lively emotions, and you can add corresponding actions.
(4) Reproduce the image and show yourself.
The children sing really well. There are so many guests in Bear's house that Bear is the happiest when we spend the holidays together. In order to keep this wonderful time, he will draw all the guests today, just like we will take pictures on holidays. Now he has attracted a small guest. Multimedia display of kitten image. There are too many guests for Bell. Shall we help him? Then ask the students to choose a favorite animal and draw a simple picture on the blank headdress paper.
Finally, I asked the students to wear headdresses with lyrics and appropriate movements. Then sing and perform.
End this class with a cheerful song and dance, so that students can feel the music image and the happiness of learning life, and this pleasant positive experience can strengthen students' interest in art and enhance their learning needs for art courses.
Classroom teaching is an art of regret. In this class, I focus on the feeling, perception, expression and creation of music. However, how to combine auditory art and visual art closely, fully develop students' artistic potential and improve students' artistic creativity may still require the complementarity of other units and my continuous efforts.
"Bear Treat" Lecture 2 teaching material analysis:
The main content of the lesson "Bear Treat" is the multiplication formula of 4, which is taught on the basis of students learning the multiplication formula of 5, 2 and 3. Here, starting with the situation of "bear skewers and red fruit skewers treat guests", students are guided to consciously experience the process of adding 4 to prepare for the formula of making up 4. When students derive the multiplication formula of 4, they should use the method of practical exploration to let them feel the formation process of knowledge. When communicating and summarizing, guide students to summarize the characteristics of export tactics. Based on the understanding and analysis of teaching materials and the actual situation of senior two students, starting from the new curriculum concept,
Teaching objectives:
1, knowledge goal: master the multiplication formula of 4, use the multiplication formula learned to do oral calculations, and solve some simple practical problems in life.
2. Ability goal: Through the compilation process of multiplication formula 4, students' analytical ability and comprehensive ability are initially cultivated, and their computing ability is improved.
3. Emotional goal: let students realize that mathematics exists in life in mathematics games, thus strengthening their interest in learning mathematics.
Teaching focus:
Derivation and mastery of multiplication formula of 4.
Teaching difficulties:
Using multiplication formula to solve practical problems skillfully.
Teaching rules:
According to the characteristics of teaching content and students' cognitive rules, the situation of "Bear Treat" is created, information is discovered and expressed through observation, and formulas are compiled with the help of multiplication meaning. And through various forms such as "driving a train" and "checking passwords", the fluency of students' memory formula and the accuracy of formula memory are observed. At the same time, we should pay attention to the interactive use of independent thinking and group communication in teaching, so as to develop intelligence, cultivate students' orderly thinking habits and preliminary thrust ability.
teaching process
First, create situations and ask questions.
I introduce a story about a bear entertaining a friend with red fruit on his birthday, and then show a colorful theme map on the big screen to arouse students' interest in learning, and then guide students to observe the mathematical information on the theme map and show it to everyone. Then organize students to put forward mathematical problems solved by multiplication. Students may ask how many red fruits are needed for three strings, four strings, nine strings and so on. Students are really good at asking questions, and I believe you can solve these problems, too. This design enables students to enter the classroom with a happy mood from the beginning. By displaying mathematical information, we can cultivate students' language expression ability and realize the integration of disciplines. Design concept: let students get the happiness of finding and solving problems, so as to enjoy and love learning, which is exactly what the new curriculum standards require. In addition, this method can also let students experience the diversity of algorithms and explore the unknown by using known thinking methods.
Second, cooperate to explore, build new knowledge, and compile the multiplication formula of 4.
If you want to solve the math problem raised by your classmates just now, fill in 20 pages of the textbook independently, think about it and count it. After the completion, my deskmates exchanged views to check whether the results were correct, and at the same time, I went to patrol to help students with difficulties. Finally, please ask a classmate to report the results. Just now, everyone filled it out quickly. How hard you study! Can you work out the multiplication formula of 4 according to the table just finished and the solution method of the multiplication formula of 5, 2 and 3? The group discussed how to compile the multiplication formula of 4, and completed the multiplication formula table of 4 on page 20 of the textbook. In the process of students' discussion, I went to patrol, found problems in time, and reminded students who had difficulties in writing formulas in time so that they could use their existing knowledge to write formulas correctly. Finally, the group reports the results. Then, I guide students to observe the characteristics of the multiplication formula table of 4, and some students may find that there is a difference of 4 between two adjacent formulas. At this time, I threw out "If you know 4*5=20, but forget 4*6=? , what should I do? Arouse students' thinking. Some students may say 20+4=24. After that, I helped students to be familiar with and memorize the multiplication formula of 4 through teachers and students, men and women, driving trains and so on. In the whole process, I didn't give too much guidance on the compilation method of multiplication formula of 4, because the students have already gone through the compilation process of multiplication formula of 5, 2 and 3, and have this experience. Students mainly do it through cooperation, communication and exploration. All these reflect the new teaching ideas advocated by the new mathematics curriculum standards. This teaching process is a process of students' experience. Many group studies can improve students' cooperative ability and cultivate their team spirit.
Third, practice and consolidate new knowledge in class.
The first thing I designed was to look at the formula and say it. There are 10 questions here. Boys and girls each say 5 questions, which is better than anyone else. The second exercise is to look at the formulas and say the two corresponding formulas. Please read the formula aloud, and the others will check it. Finally, I organize students to tell an example of using the multiplication formula of 4 in life. Student 1: A desk has four legs. Our group has four desks, namely "446" and a *** 16 leg. We have four classes every morning, five days a week and 20 classes every Monday morning. Student 3: In front of the classroom, the national flag has four characters on one side and eight characters on both sides. "Twenty-four gets eight". The diversification of practice forms makes students willing to accept and actively participate, which arouses their enthusiasm for learning. Let students feel that mathematics is around us, and there is mathematics everywhere in life.
Fourth, the class summarizes.
Teacher: Today, we learned the multiplication formula of 4. Now, what is your biggest gain from this lesson?
Health 1: I know the multiplication formula of 4.
Health 2: I remember the formula of 4.
Health 3: I will use the multiplication formula of 4 to solve the problems in life.
Teacher: It seems that everyone has gained a lot! When you get home, please tell your parents what you have gained.
Verb (abbreviation for verb) assigns homework.
In life, there are many problems that can be solved by the multiplication formula of 4. Please look for it again and write it in math diary to see who finds the most. This not only consolidates the knowledge learned, but also cultivates students' ability to observe things around them, which makes life and mathematics closely linked, and at the same time cultivates students' writing ability. It is a supplement to traditional homework and an operation method that students are willing to accept.