Teaching design of Chinese comprehensive practical activity course 1 activity goal;
The world of Chinese education is vast, and society is a big classroom for Chinese learning. The new curriculum standard requires us to expand the new world of Chinese education and give children a free sky. Let children go out of the closed classroom, practice and explore in practice and exploration, feel life, experience life, care about life and love life, so as to cultivate students' practical ability, innovation ability and participation consciousness.
First, emotional goals
1. Cultivate students' spirit of unity and cooperation and sense of social participation through collective practical activities of cooperation groups.
By participating in this practical activity, we will enhance our environmental awareness and fulfill our environmental obligations.
Second, the ability goal
1, cultivate students' observation ability, comparative analysis ability and understanding thinking ability.
2. Through the integration with modern information technology courses, cultivate students' proficiency in the application of modern information technology and master the ability of collecting and sorting data through multiple channels.
Third, cognitive goals.
1, cultivate empathy in group cooperation, and dare to play a major role in the research of your own group.
2. Strengthen communication, realize resource sharing in communication, and make both sides win.
Activity preparation:
1, multimedia teaching equipment.
2. Photographs, data and written materials.
Activity flow:
I. Introduction
Moderator: The State Environmental Protection Administration of China recently announced the National Urban Garbage Disposal Action Plan to the public. According to this plan, in the future, China's urban garbage will be landfilled, and the gas generated by landfill will be collected to generate electricity. Today, we all recall that some time ago, we conducted an investigation on littering on campus. Now, please tell us the survey method adopted by your group.
(1) Members of each group communicate with each other in class.
(2) The teacher summed up the students' speeches: students divided into groups and adopted various methods, some of them enjoyed themselves in the sea of books; Some people surf the internet to their heart's content; Some go to the campus to take photos and interview and master first-hand information; Some people distribute questionnaires and collect data from classmates and teachers ... these methods are all used by classmates. In this class, we will ask each group to show their findings.
Second, the panel report.
(1) Report of the Photography Team
Scouts show and convey to everyone:
(1) Show a large number of beverage bottles photographed in the trash can of the school teacher's office, and photos of leftovers photographed in the trash can on campus at different time periods, and talk about your own ideas;
(2) Show a lot of waste paper (that is, exercise paper) found in the school trash can and your own feelings.
(3) Show a large number of snack bags and milk boxes for students photographed in the class trash can and talk about your feelings.
(2) Report of the Performing Arts Group
(1) Scene reappearance: "The formation of leftovers".
(2) Scene reappearance: "The formation of waste paper mountain".
(3) Scene reappearance: "The dustbin is crying".
(4) Random interview with the teacher: Although the sketch is exaggerated, is there a similar phenomenon in our study and living environment? Students talk about their behavior and habits in combination with reality.
(3) Report of the investigation team
(1) A paper survey of report exercise books. Then ask the students to talk about their feelings in combination with reality.
(2) Investigator B reported the investigation of students littering beverage bottles and snack bags, conducted random on-site interviews, and distributed questionnaires to students to verify the reliability of the survey figures.
(3) Investigator C reported the investigation of students' food residues, so we want to ask students to "cherish food and not waste it".
(4) Investigator D reports the investigation of garbage generated by each class, and guides students to discuss "Clean the campus, start with me" mentioned in the investigation report.
(4) Network Group Report
Students report the following related materials (combined with multimedia presentation materials and pictures)
(1) Information about the harm of garbage to the earth.
(2) Relevant information of garbage collection.
(3) Information about how to deal with garbage.
Third, students can show freely.
(1) Provide opportunities: As far as I know, not only the above four groups have achieved results in the previous stage of activities, but students certainly have a lot of gains and experiences. Next, please talk about it.
(2) Students' free display: Tell me what information they investigated and how they got it.
Students not only communicate in groups after class, but also break the restrictions of groups and cooperate with like-minded partners. Therefore, in the free exhibition, from the inside out, from the phenomenon to the essence; The exhibition forms are also very rich: there are painted posters, courseware made by ourselves after class, handmade and scientific experiments. )
Fourthly, the extension of tuberculosis.
(1) Talking about feelings: I don't know what the students think after listening to the data and survey results summarized by everyone.
1, students speak.
2, the teacher said.
Teachers and students all feel the seriousness of the garbage generated on campus and realize the serious damage of garbage to the earth's environmental resources. They made suggestions for reducing campus garbage.
(2) Quotation strategy:
1, please give full play to your wisdom and give your valuable ideas, so that our feelings can be turned into actions as soon as possible and more people can join our practice team.
2. Distribute each group's "Golden Ideas" questionnaire to schools and society, and ask for your effective strategies to reduce garbage. So as to do a good job in environmental protection.
Teaching design of Chinese comprehensive practical activity course 2 I. teaching material analysis:
"All kinds of voices" is the unit theme of Unit 2, Volume 5 of the experimental textbook of compulsory education curriculum standard of Beijing Normal University. This unit chooses two theme texts and a language world with sound as the theme. Through the study of this unit, students' listening awareness and habits are cultivated, and they can experience the colorful sounds of nature and know the noise and its harm to people.
Second, the activity background:
These students were born and raised in the countryside. No matter at home or outside, they often hear some noisy sounds, such as the barking of sheep, the barking of dogs, the horn of cars on the expressway and so on. Students have heard all kinds of voices since childhood. Therefore, it will be easy for students to carry out this activity in combination with their real life, and I believe the effect of the activity will be very good.
Three. Activity objectives:
1, let students pay attention to listening and feeling all kinds of sounds, and explore the principle of sound generation and some problems related to sound.
2. By feeling the diversity of sounds, I experienced a process of asking questions and solving problems, and accumulated experience in processing and processing all kinds of information.
Fourth, activity preparation:
1, please prepare some information about sound.
2. Paper, pens and record forms.
Verb (abbreviation of verb) activity flow:
(1) Listen to the surrounding sounds.
1, feel the sound you hear carefully and record it. What is the sound, its size, strength, etc.
2, group discussion, design record form.
Collect recordings
group member
I-word duration
Observation record
Sound description
Sound source position
Where does it come from?
Sense of harvest
(2) Organize data, ask questions and make research plans.
1, sort out the collected sound related data, and put forward the problems I want to study.
2. Teachers and students classify and summarize the questions raised.
(1) How the sound is generated.
(2) the level and strength of the sound.
(3) Harm of noise.
3. Set up a research group and make a research plan.
Experimental record sheet
experiment
group
experiment
time
recorder
Problems to be studied:
Equipment required for the experiment:
Specific practices
The phenomenon produced
Findings after the experiment:
Any questions:
(3) Group action and research.
1, through the school library, school computer room and other ways to find information to understand the harm of sound to human beings.
2. Ask the science art teacher to understand the causes of sound and the changing law of sound level.
3. Instruct students to write a good survey report and harvest.
(four) the results of each group exchange:
1, the exchange results of each group.
You can use words, tables and other forms to display research results and communicate.
2, the group exchanges the feelings of practical activities.
Teachers guide students to exchange their true feelings in the process of research.
(5) expand thinking:
Encourage students to innovate boldly and put forward new research questions.
Teaching design of Chinese comprehensive practical activity class 3 teaching material analysis:
Tourist Ambassador is the oral communication of S version of Chinese 12. Ask the students to choose a historic site or scenic spot, pretend to be a tourist ambassador, and introduce it to everyone in an orderly way.
Analysis of learning situation:
In Unit 5, students learned the Forbidden City, Dunhuang murals and other texts, and also learned about some places of interest or famous mountains and rivers in China from movies, TV, newspapers, magazines or personal travel. Students also have a certain ability to collect and process information, but how to introduce scenic spots and historical sites or natural landscape features to others in an orderly and appropriate way requires effective guidance from teachers.
Design concept:
The theme of this oral communication is tourism ambassador, and this design mainly embodies the following ideas.
1. Guide students to improve their ability to collect and analyze information and learn some knowledge about historical sites or scenic spots through observation, consultation or reference.
2. By playing courseware, create communicative situations, and fully stimulate students' communicative interest.
3. In the process of communication, through listening, speaking and commenting, each student's communication ability has been improved.
Teaching objectives:
1, through the process of collecting, sorting and analyzing data, cultivate students' ability to process information.
2. I can share the places of interest or natural scenery I have seen with you.
3. Sort out the introduction sequence, draw a schematic diagram of the tour route, and use examples or data to illustrate that this is a tourist attraction.
4. In communication, learn to listen, gain knowledge and have fun.
Teaching focus:
1. Students' choice of collected information and how to flexibly apply knowledge and turn it into their own communication content.
2. Draw a schematic diagram of the tourist route, and use examples or data to show that this is a tourist attraction.
Teaching difficulties:
By sorting out the introduction order, draw a schematic diagram of the tour route, and use examples or data to explain that this is a tourist attraction.
Teaching preparation:
1. Before class, let the students get in touch with the existing knowledge, and learn about the places of interest or natural landscapes in China or hometown through observation, consultation or reference. Collect related words and pictures.
2. Teachers make their own multimedia courseware.
Teaching time:
One class hour
Teaching process:
First, create a communicative atmosphere and stimulate interest in communication
1. Play the pictures of the scenic spots that the students are familiar with, and ask the students to tell which one they are. Broadcast the hometown first, and then broadcast the whole country.
2. What other scenic spots or famous mountains and rivers do you know about China?
Teacher Transition: What we are going to communicate in this class is related to places of interest or famous mountains and rivers in China. Please open the book on page 127.
Second, students should read the introduction themselves and make clear the requirements.
(A) the topic content
1, read the introduction by roll call, and other students think about the topic of this oral communication.
2, students say, the teacher writes on the blackboard: As a tourism ambassador, talk about scenic spots and scenery.
3. Understand the meaning of the idiom "read thousands of books and take Wan Li Road". Describe knowledgeable and well-informed.
Teacher's guidance: In other words, the contents of this tour ambassador's exchange should include both book knowledge and life knowledge, and combine the knowledge learned or collected from books with the knowledge gained from observation and practice.
(2) communication requirements.
1, be familiar with what you want to introduce. According to the sketch map of your own tour route, introduce a scenic spot or natural landscape in an orderly way, and speak at an appropriate speed and intonation.
2, with examples or data to illustrate the characteristics of cultural relics or scenery, convincing.
(3) Activity evaluation
1. Can you introduce a scenic spot or natural landscape in an orderly way, and is the speaking speed and intonation appropriate?
2. Whether you can cite examples and figures to illustrate the characteristics of cultural relics or scenery is convincing.
3. When listening to the introduction, we should pay attention to the place names and words expressing places, and also pay attention to the beautiful sentences describing places of interest or natural landscapes. Listening students should pay attention, ask questions in time if they don't understand, and let the "tourism ambassador" answer them. These two contents are the main methods to write the article in an orderly, vivid and concrete way. Teachers make students pay attention to these two items, which is of great help to train students to describe the scenery in an orderly way.
Third, intra-group communication
1. Free to form a "tour group" and give your own tour group a name.
2. Intra-group communication: Take turns to be "tourism ambassadors" and introduce you to the scenic spots you know. Encourage students to flexibly use the travel route map, text or pictures prepared before class.
3. Select the best "tourism ambassador" in the group to communicate with the whole class on behalf of the group.
Fourth, show exchanges and select the best "tourism ambassador"
1, the best "tourism ambassadors" from each group came on stage to introduce the whole class. (Put pictures on the booth for everyone to watch or paste a schematic diagram of the tour route on the blackboard) Pay attention to standardizing students' spoken English. Give correct guidance at the right time.
2. The audience interviewed their favorite tourist ambassadors and asked for more details. In the process of explanation, the audience can ask questions to the introducer appropriately, and the introducer can answer them, so as to strengthen the overall and interactive oral communication.
3. Teacher-student evaluation: How are they introduced? The evaluation should be based on the evaluation requirements put forward by this oral communication. There must be comments from teachers and students; It is necessary to point out the shortcomings and make suggestions, but also to affirm the advantages and express approval. Reflect the timeliness and initiative of oral communication evaluation.
4. Choose the best tourism ambassadors and the most enthusiastic audience!
Verb (abbreviation of verb) activity summary
1, awarded the best "tourism ambassador" award.
2. How do you feel about being named the best "tourist ambassador"?
3. What have you gained or felt from this oral communication? Students should be inspired to talk from many angles, such as: protecting historical sites; In the future, we should read more books, read good books, deepen our understanding of the motherland and love the motherland; Communicate with classmates more to improve the level of communication; Want to witness the mountains and rivers of the motherland ...
Sixth, the class summary
"Reading thousands of books" and "Taking the Wan Li Road" are two indispensable parts of life. Just "reading thousands of books" instead of "following Wan Li Road" will only be an armchair strategist. Only "Wan Li Road" without "thousands of books" will make it more difficult to achieve great things. Only by combining "reading thousands of books" with "taking the Wan Li Road" can knowledge be transformed into strength and books become wealth. Therefore, we should study and practice constantly to improve our comprehensive quality.
Seven, expand the exercise:
Students with the same communication theme form a cooperative group and sort out the materials they collected into a newspaper clipping.
Blackboard design:
Oral communication: tourism ambassador
As a tourist ambassador, talk about places of interest and scenery.
Read thousands of books and take Wan Li Road.