Design Unit and Name: Mao Liping, Hebei Street Primary School, Ruijin City
Student grade: suitable for grade five.
Activity background:
With the continuous improvement of living standards, people pay more attention to their own health and have higher and higher requirements for diet. Through this activity, students can realize that a reasonable diet is inseparable from health, so as to establish a healthy diet concept and develop good eating habits. It is based on this thinking that the theme of this activity was chosen.
② The teaching of comprehensive practical activities is different from other subjects. The content of comprehensive practical activities is presented in the form of themes. The completion of a theme needs to go through the preparation stage, implementation stage and summary exchange stage, and it takes at least three class hours to complete the research on a theme.
Specific objectives of the activity:
1. Learn to make an activity plan through comprehensive practical activities.
2, to carry out the actual investigation, understand the reasonable diet, cultivate correct and scientific eating habits.
3. Cultivate the spirit of unity, cooperation and inquiry by participating in activities.
The specific process of activity implementation:
Stimulating students' interest in inquiry is the premise of effectively implementing comprehensive practical activities. Curriculum standards point out that education should return to life and attach importance to the educational value of life, especially children's ongoing real life.
(A) the preparatory stage of activities
Before the activity, arrange students to record recipes for a week, and then introduce them into this theme activity.
I take the foreign fast food that students are familiar with and like as an example to lead to the research topic. The courseware shows a set of pictures: "Please look at the big screen. What is this place? " ? Do you like the food here? "Children speak freely. Then he asked, "If we often eat foreign fast food, what effect will it have on our health?" This question leads to "experts' explanation of the harm of foreign fast food" In the high interest of students, the teacher concluded that "everyone wants to have a healthy body, but what can be eaten to ensure health?" Today, we will carry out research activities around this theme. Write on the blackboard-what to eat.
There are many foods in life that can't be eaten as often as foreign fast food? Do you know what they are? Guide students to actively find problems in life, then we will determine "which foods can't be eaten often in life" as the first topic in our study today. Write on the blackboard: What foods can't be eaten often in life?
Teachers often hear students say, "My dining table is full every day, don't worry!" " "I just like meat, not vegetables." Do you think this eating habit is good? Guide the students to compare their recipes for a week and get the second research topic: How to reasonably match three meals a day is a healthy diet? Write on the blackboard.
With regard to "diet and health", besides the two research topics we have just identified, what other knowledge about diet and health do students want to study? Or what question do you want to ask most? Discuss and communicate in the group first, and then determine the theme of the activity. According to the students' questions, the teacher summarized and arranged them to form a research topic and presented it on the blackboard.
Choose a research topic. Make an activity plan
We chose a subject that we want to study most. Please start making our plan under the leadership of the group leader and see which group's plan is specific and detailed. Everyone has a clear division of labor and strong operability. Let's brainstorm and start making plans now! Send out the group activity plan, and the group begins to make the plan. Teachers patrol and guide, participate in the formulation, and give necessary supplements and guidance to the feasibility of the scheme in the report and exchange of the scheme.
We have made an activity plan, and hope that all groups of students will cooperate closely. The teacher hopes that the students will achieve the expected research results.
(2) The implementation stage of the activity
The curriculum standard points out: "Comprehensive practical activities should embody the principle of taking students as the main body and run through students' practical activities. "
At this stage, students are guided to discover and solve problems in life and experience and feel life through investigation, interview, on-the-spot investigation and after-school data collection according to the formulated plan. Although the course of comprehensive practical activities emphasizes that students are the main body of activities, this does not mean that teachers' guidance is not needed. Teachers need to follow up in time, give necessary guidance to the implementation of student activities, remind supervision and even participate in cooperation.
(3) Summary communication stage (achievement display stage)
After a period of student activities, we have made some achievements. Today, we will report and communicate in groups. Encourage students to show their achievements in different forms: ① Oral report on the implementation of small projects in the class, with the group leader as the main report and other team members as the supplement. (2) Expressed in the form of sketch. (3) In the form of painting. (4) In the form of tabloids or health brochures. ⑤ Writing method of experimental report. ⑥ Personal experience in writing activities.
After the students report, the teacher makes a summary. As the saying goes, "Food is the most important thing for the people". We should not only pay attention to eating well, but also pay attention to eating well, nutrition and health. May every student become a "nutritionist and health expert" in the family!
Teaching reflection:
What to Eat, which I teach, is a textbook for comprehensive practical activities in grade five.
The teaching of comprehensive practical activities is different from other subjects. The content of comprehensive practical activities is presented in the form of themes, and the completion of a theme has to go through preparation, implementation, summary and communication. Generally speaking, it takes at least one month to complete the research on a subject. The curriculum of comprehensive practical activities is designed to change students' learning style. Curriculum standards point out that comprehensive practical activities take "activities" as the main way, emphasize students' personal experience, and require students to actively participate in various activities, and discover and solve problems, experience and feel life, and develop innovative ability of practical ability in a series of activities such as "doing", "investigating", "exploring", "serving" and "working".
Looking at the teaching of this course, I think there are several successes:
1, vivid situation creation lays the foundation for the whole class's learning and inquiry activities.
Stimulating students' interest in inquiry is the premise of effectively implementing comprehensive practical activities. The curriculum standard points out that "education should return to life and pay attention to the educational value of life, especially the real life that children are carrying out." This lesson takes the foreign fast food that students are familiar with and like as an example to lead to the research theme, and the children show great interest in the research, which lays the foundation for the later research activities.
2. Fully embodies the characteristics of comprehensive practical activities: give full play to students' autonomy.
The curriculum standard points out: "Comprehensive practical activities should embody the principle of taking students as the main body and run through students' practical activities. "Therefore, I fully respect students' hobbies in teaching and open up a broad space for students to give full play to their autonomy. Grade five students have been carrying out comprehensive practical activities for two years, which has a certain foundation for the development of practical activities. So in class, children can let themselves carry out this link. In the classroom, students choose their own research topics, research groups, research methods, contents, presentation forms and tutors. In this process, I am just an organizer and instructor, and I am not responsible for students' activities. It is precisely because of such a democratic and relaxed learning environment that children can speak freely in class, actively participate in activities and give full play to their autonomy.
3. Pay attention to the activity process and give full play to the effective guiding role of teachers.
The course of comprehensive practical activities emphasizes that students are the main body of activities. However, this does not mean that teachers' guidance is not needed. Without the guidance of teachers, even the best courses can hardly achieve the expected results. In teaching, I also paid attention to the guidance of determining the theme of the activity and the guidance of research methods and means, which pointed out the direction for the smooth implementation of the theme in the next stage.
Precautions:
1, in the preparation stage of activities, we should pay attention to stimulating students' interest in participating in activities, guiding and broadening students' ideas, and realizing effective guidance.
2, pay attention to guide students to make a good activity plan, and can be carried out as planned according to the activity plan (to ensure the safety of the activity).
3. In the stage of summarizing, communicating and displaying the results of activities, students should be encouraged to show their activities in various ways.