First of all, talk about textbooks.
Teaching material system
Today, the content of my lecture is lesson 1, unit 4 "knowledge of eating" in the science textbook for grade four of Jiangsu Education Press. The unit of "knowledge of eating" is compiled according to the corresponding provisions of "material world" and "life and matter" in the Curriculum Standard for Science (Grade 3-6). Presentation document
This lesson is learned on the basis of students' familiarity with what they usually eat, but their understanding of what nutrients the various foods they eat can provide for human growth and development is still vague, which will just affect the formation and maintenance of students' eating attitudes and habits, and also lay a good foundation for later learning about reasonable nutrition, the composition of digestive organs and health care.
PPT (teaching content)
Learn the knowledge of eating, starting with why people eat food and what they eat. Students can only care about their diet if they know that the nutrients necessary for human life-sustaining activities and different nutrients have different functions, and that different kinds of foods contain different main nutrients. Starting from studying what to eat is also beneficial for students to learn nutrition knowledge from what they are familiar with and establish related concepts. In order to help students think about the relationship between food and nutrients, the main line of this lesson is to classify food.
This lesson consists of the following four parts:
The first is to guide students to recall what food they usually eat and what food they like best, and present colorful and varied foods. When teaching, students can selectively bring some food they have eaten to class, making the activities more intuitive and vivid.
The second is to guide students to know food by classification. There are many kinds of food, and there are many standards for the classification of food. In this process, students can classify food according to their own standards. Classified food can be brought by students themselves, or teachers can provide students with some pictures of food.
The third is to understand the main nutrients contained in food through reading materials, to help students understand the main nutrients needed by the human body and their sources and functions, and to know that no food contains all the nutrients needed by the human body. This piece of content can use multimedia to present knowledge, which will be more intuitive, vivid and flexible. At the same time, let the students find out which nutrients are contained in the food they bring, and learn to classify the food they have eaten according to the nutrients. This classification is the analysis and arrangement of the nutrition contained in food.
The fourth piece guides the students to count the three favorite foods in the class. There are some changes in the arrangement of this order and the arrangement of teaching materials. The purpose of doing this is to let students carry out statistical activities on the basis of mastering nutrition knowledge, and then analyze whether the diet of students in the class is scientific and reasonable. This practice can not only guide students to pay attention to their eating habits, but also help to cultivate students' quality and ability of calculation, cooperation and operation.
PPT (Analysis of Learning Situation)
Before learning this lesson, students are familiar with what they usually eat, but they are still vague about what nutrients the various foods they eat can provide for human growth and development, which will affect the formation and maintenance of students' eating attitudes and habits. In order to help students establish a correct concept of diet, we designed lively multimedia courseware, so that students can easily and clearly grasp the main points of scientific knowledge in the process of reading, listening and speaking, prepare for later learning "how to match food" and lay a solid foundation for building correct eating habits and healthy life concepts.
PPT (teaching goal)
According to the actual situation of students and the characteristics of teaching materials, the teaching objectives of this course are determined as follows:
Process and method
● Classify foods according to custom standards;
● Use charts to count the three favorite foods of the class.
Knowledge and skills
● Understand the main nutrients needed by human beings and their sources;
● Understand the importance of comprehensive and reasonable nutrition.
Emotions, attitudes and values
● Care about diet, be willing to use what you have learned to improve the quality of diet and develop good eating habits;
● Enhance students' health awareness.
PPT (teaching emphasis and difficulty)
Key point: Understand the main nutritional components of food.
Difficulties: Classify foods according to their nutritional components.
Second, the teaching method PPT (teaching method)
According to the specific content of this class and the teaching objectives set, the teaching method I adopted is the inquiry guidance teaching method. Science classes are mainly hands-on. American science education standards point out: "Learning science requires students to do it themselves, not to show them." Students can experience the generation of knowledge and appreciate the mysteries of science in the process of doing it. Therefore, the students' learning style in this class is mainly independent experimental exploration, and the teachers assist them with corresponding explanations and demonstrations. Wei Yu, the leader of the research group of new curriculum standards for science, pointed out in the new round of curriculum standards revision that students' classroom inquiry can not be separated from teachers' necessary help and guidance. The basic process is: ask questions, let students make predictions, verify their guesses through specific operations, and then draw conclusions.
PPT (teaching preparation)
Students prepare:
Count your favorite foods, collect nutrition labels of foods before class, and snacks that you think are oily.
Teacher preparation:
1, grouping materials-① supporting food classification cards;
(2) potatoes, radishes, steamed bread, dropper, iodine.
Demonstration materials-① iodine and rice;
2 pieces of meat, opaque paper;
③ An egg white, alcohol lamp, lighter and clip.
2. Courseware, statistics and experimental records.
In this class, we are going to do two groups of experiments. The first group, food classification experiment, needs equipment: ① supporting food classification card. Students need to classify the prepared food cards independently according to their existing experience. According to what standards, what are the classifications? Then let the students know the nutritional components and functions of various foods, and then classify them with food cards.
The second group of experiments is to test the main nutrients contained in food. The required equipment is ② potatoes, radishes, steamed bread, droppers and iodine. Students can judge whether the food contains starch by dropping iodine on the prepared food and observing the color change of iodine.
I carefully selected all kinds of materials used in this course, which are typical materials, and these materials can help students effectively establish a scientific concept of food nutrition. Through independent operation and cooperative inquiry, students can gain sufficient scientific experience, get information from the experimental process as efficiently as possible, and effectively construct scientific concepts beyond their own understanding and development level in the processing process.
Third, theoretical study.
The new curriculum standard emphasizes students' learning methods of experience, practice, participation, cooperation and communication in teaching activities. Combined with their learning situation, the main learning methods of students in this class are experiment, observation and group cooperation. Through students' independent inquiry learning, students' experimental ability and comprehensive generalization ability are cultivated.
Fourth, talk about the teaching process
(A) the introduction of conversation, revealing the topic
PPT (Courseware: Food Appreciation with Music) guides students to think and communicate about "Why do people eat food" through relaxed and attractive food appreciation. What if we don't eat? From this, it is concluded that "people must have food", so what should we eat? Naturally introduce new courses and reveal topics. This kind of introduction can not only arouse students' interest in learning, but also arouse students' attention to nutrition topics, and play a "focus" role. At the same time, we can know the students' diet, make the teaching more targeted, and prepare for counting the three foods that the whole class likes to eat.
(b) Self-defined food classification standards
1. In order to facilitate our study, the teacher specially prepared some pictures of food. Presentation document
2. Let the students discuss how to classify these foods in the group first, and then take out the materials to classify these foods according to the standards discussed in the group, and ask each row to represent a category. Then ask students to report different classification methods (such as classification by color, shape, size, taste, etc.). ).
In this way, students can classify food according to their daily life experience, which further broadens their thinking channels and space. The teacher gives a reasonable evaluation of the classification of students who can make sense and encourages students to imagine boldly. This teaching method is more in line with children's cognitive rules, full of children's interests, and allows all students to participate in cooperation and exchange activities. Students score according to their own standards, and teachers are not limited, which can provide students with more room to play and tap more potential of students. Teachers' timely encouragement can make students more confident