Small class "Fun Shadow" lecture notes 1 First of all, talk about the teaching materials.
1, teaching material analysis.
Science education should be closely linked with children's real life, and take the things and phenomena around them as the objects of scientific exploration. Shadow is always with us, but children often don't care about its existence in daily life. As long as children pay attention, they will have a strong curiosity about shadows. Curiosity is human nature, and children are curious and interested in things. The scientific goal in the syllabus mentions "being interested in things and phenomena around me, having curiosity and thirst for knowledge", so according to children's cognitive level, I started with people's shadows and gradually transitioned to exploring things and their shadows. From easy to difficult, gradually deepen.
2. Target positioning.
According to the age characteristics and actual situation of middle school children, referring to Bloom's classification of educational goals, cognitive, ability and emotional goals are established, which are both independent expression and mutual integration. The objectives are:
(1) A preliminary understanding of the shadow phenomenon caused by light being blocked by objects.
(2) By participating in practical activities, we can perceive the characteristics of shadows and experience the fun of cooperation with peers.
(3) sprout the interest and desire to explore science.
3. Key points and difficulties.
I think the main nature of kindergarten science activities is to let children explore specific phenomena of things and gain scientific experience as the main purpose. So I think the focus of this activity is: "The fun of perceiving shadows is mainly the formation of shadows". The difficulty lies in: "guiding children to participate in exploration, understanding the characteristics of shadows in cooperation with their peers, and initially obtaining the relationship between things and their shadows."
4. Activity preparation
1) white paper, flashlights, all kinds of toys, etc. Explore the characteristics of objects in the second link.
2) There is a slide projector in the multifunctional classroom. In the first link, the child walked in front of the beam and a shadow appeared.
3) It is difficult to find two video cards.
4) Some chalk to prepare for drawing shadows in the extension activities.
Second, teaching methods.
The new "Outline" points out: "Teachers should be supporters, collaborators and guides of learning activities". Strive to form a "cooperative inquiry" interaction between teachers and students in the activities. Therefore, in this activity, in addition to influencing children with full emotions and infecting children with their own forms, teachers also adopt appropriate methods to organize teaching. In the activities, I mainly adopted the inquiry teaching method to satisfy children's desire to explore the essential characteristics of things, and fully take children as the main body and teachers as the leading factor to cultivate children's interest in exploring scientific practice. Cultivate children's ability of observation, comparison and judgment, let children form the habit of actively exploring science from an early age, advocate children to experience the joy of success themselves, and further experience the pleasure brought by self-confidence.
Third, speaking and learning.
With children as the main body, create conditions for children to participate in inquiry activities.
Test method: Mr. Tao Xingzhi said, "Do Chinese education, do middle school, and do middle school." What happens when children are encouraged to play games with flashlights and toys in the second operation activity, and guided to shine toys with flashlights? In this process, children try to carry out experiments through consultation and cooperation.
Fourth, talk about the teaching process.
I organized this activity program in a interlocking way, and the activity flow is as follows:
1, stimulate interest. (5 minutes)
"Interest is the best teacher." At the beginning of the activity, I led the children through the open slide projector to show their shadows, let the children do different actions in front, feel the interest of shadows and stimulate their interest in exploring shadows.
Go back to your position and ask: What did you see just now? (Shadow) If the children can't say it, please ask one child to come up and demonstrate it again, and the other children will observe. Introduce the child to this black one, which is his shadow. Ask again: Why is there a shadow? If the child can't answer, please ask the child to go to the other side, let the child see if there is a shadow on the wall, and let the child make a comparison. With comparison, children will soon understand that with light, objects will block light and produce shadows.
The flashlight in life driven by the light of the slide projector will also emit bright light for children to explore and operate. Because nowadays children seldom use flashlights in their lives, let them know that flashlights can also emit light. "The teacher also invited a good friend, you know? What do you see when you turn on the flashlight? " The teacher demonstrated on the wall and a light appeared.
2. Free exploration.
According to children's curious and active characteristics, using Piaget's cognitive development theory, I arranged for children to explore freely in the second link. I provided each group with enough exploration materials for the children to operate.
In this process, teachers are guides, supporters and collaborators. In a relaxed atmosphere, children fiddle with the operating materials, create a shadow between the flashlight and the object, and find the characteristics of the shadow. This part is an exploration of the transition from people's shadow to things and things' shadows, which is in line with children's cognitive level. However, it is difficult to find the characteristics of shadows between flashlights and objects. How to break through? In this link, children are guided to observe the color and shape of shadows through language prompts.
3. Free discussion.
In this process, the experience gained by children is fragmentary, so how to deal with it? To this end, through free exploration, I will sort out the experience of children getting shadows through their introduction and collective comments. Q: "What did you find while playing? How do you play? " Please show some children different findings. To sum up: the shadow is black, just an outline, and there are many invisible things on the shadow. Because the material is placed in front of the child's line of sight, it avoids the emptiness when commenting.
4. Consolidate the exercises.
Practice looking for shadows and consolidate children's understanding of shadows. The surgical materials are divided into two parts: one is the connection of different shadows; The other is to circle the same shadow as the previous figure in two similar shadows, which can improve children's observation ability and morphological cognition ability.
Small animals want to play games with shadows, but they don't know where their shadows are. Are you willing to help them find their own shadow? Explain how to operate the card.
5. Extended Activities: Drawing Shadows
Many times in life, there are many things that can make objects cast shadows. Then let's go outside and bask in the sun. Is there a shadow? Draw a shadow together. Here, in order to let children not be limited by space, we choose a large space to draw shadows. Children can choose toys to draw pictures or cooperate with their peers to draw their own shadows, thus cultivating children's cooperative spirit and active cooperation ability. With the comparison of paintings, we can explore deeply: "The shadow of an object will change with the change of light source."
Lecture Notes of Small Class "Interesting Shadow" 21. Speaking of teaching materials:
Shadow is a common phenomenon in our daily life. Children usually like to play with each other, step on other people's shadows, or run happily with their own shadows, and have a strong interest in shadows. The new "Outline" points out: "Science education should be closely linked with children's real life and make use of things and phenomena around us as the objects of scientific inquiry." Children in large classes are curious and have a strong desire to explore things. Moreover, they have accumulated rich life experience and have a certain perceptual knowledge of shadows. In addition, they also have certain language expression and thinking ability, and can communicate their findings with their peers and teachers. Therefore, I designed a comprehensive activity "Fun Shadow" involving the fields of science and art, so that children can "explore, discover and improve themselves" in lively and interesting activities. Teachers are the cooperators, supporters and guides of children's activities, pay attention to children's performance and reaction in activities, be sensitive to their needs, give timely and appropriate guidance, and strive to form a cooperative inquiry-based interaction between teachers and children.
Second, say the activity goal:
Activity goal is the starting point and destination of education and teaching activities, and plays a guiding role in the activities. I think we should follow the principle of "compactness, conciseness and outstanding education" in setting goals. Based on the analysis of teaching materials and children's situation, from the perspective of satisfying children's "cognition, emotion and ability", combined with the spirit of the syllabus and the overall goals in the fields of science and art, I have reached the following goals:
1, explore the desire for shadow formation and understand the reasons for shadow formation.
2. I am interested in exploring shadow activities and get the joy of success from it.
3. Cooperate with peers to make simple shadow play and perform it, so as to improve hands-on operation ability and cooperation ability.
Key point: Understand the causes of shadow formation.
Difficulties: cooperate with peers to make shadow play props.
Third, say activity preparation:
Activity preparation serves the goal of activity, and children develop through the interaction of environment and materials. The new syllabus points out that "children should be provided with rich and operable materials, so that children can use various senses and ways to explore the' conditions' for providing activities". To this end, I have made the following preparations:
1, experience preparation: go to find the shadow with mom and dad, observe the shadow, and find the secret of shadow formation together.
2. Material preparation: various materials for making shadow play.
3. Preparation of teaching AIDS: video about the performance and production of shadow play.
Four, said the activity process:
In this activity, I adopted the principle of "interlocking, step by step" to guide children to perceive and explore things from the superficial to the deep, from the outside to the inside. The main process includes "stimulating interest, introducing activities-discussing the formation of shadows-making simple shadow play and creating shadows". Now let me analyze it in detail:
(A) to stimulate interest, import activities
Let children watch shadow play to stimulate their interest in learning. The teacher asked after the children enjoyed it:
1, do you know what this is?
2. How did this performance come about? (It takes about three minutes) In this session, children can find shadows through shadow play, which can not only concentrate children's attention, but also stimulate their enthusiasm for learning, paving the way for exploring the formation of shadows in the future.
(2) Experience and discuss the causes of shadow formation (this is the key part)
Question: 1. When did you see a shadow?
2. What are the characteristics of shadows?
3. How is the shadow formed?
The teacher summed up: the causes and characteristics of shadow formation, and let the children find that shadow play is also produced by using this principle.
In this session, the teacher guides the children to discuss the shadow, and the children will tell the secrets about the shadow that they and their parents got together, so that they can gain more knowledge about the shadow. Here, the teacher provides a relaxed environment for children to explore and let them tell each other about their findings. At the same time, it also provides children with opportunities to express themselves in front of peers or groups, which enhances their self-confidence. In the activity, the principle of interaction between students, teachers and children was also realized. (About 8 minutes here)
(3) Making simple shadow play
Teacher: Shadow play is also made by using the principle of shadow formation. Do you know how to make shadow props? Here, after the children's discussion, the teacher showed the children the video of making shadow play. This is the difficulty of the whole activity. The teacher guides the children to say how to do it, and then lets them watch the video of shadow play. After watching it, let the children cooperate in groups and make a simple shadow play (activity time is about 15 minutes).
(d) Play shadow play and create shadows (set up game scenes to encourage children to perform boldly)
1. After the production, ask the children to cooperate with the performance (also create shadows). At this time, children can perform cooperative roles according to their own works, where their successful experiences are rendered and the activities reach a climax. (time is about 7 minutes)
2. The teacher evaluates the children's activities.
(5) Activity extension:
Bring children's works into the region and let children continue their free artistic creation.
Verb (abbreviation for verb) talks about the characteristics of activities:
1. In the introduction part of the activity, I let the children watch a short shadow play to arouse their attention and interest in learning, and naturally lead to the theme of "shadow" by asking questions. Here I am concerned about the wonderful "guidance", because the teacher's way and language play a great role in children's interest in inquiry.
2. Multimedia was used in the activity, which enabled children to learn and appreciate intuitively, stimulated their interest in learning and concentrated their attention.
3. Always put children in the leading position in the activities, and follow the concept of "people-oriented". Teachers are always only guides, collaborators and supporters in the activities, paying attention to children's performance and reaction in the activities, giving timely and appropriate guidance and help, and forming cooperative inquiry-based teacher-child interaction.
4. Pay attention to children's main position and activity process in the activity, and let children enrich their experience and express themselves actively with language, thinking, operation and action in the interaction with teachers and peers.
Mr. Chen Heqin put forward the concept of "learning by doing", which has long been recognized by our kindergarten teachers. In the activity, I always insist that children learn by doing and discover and understand through operation. For example, when children learn to make props for shadow play, the teacher asks them to talk about the production method first, and then let them watch the produced video. There is no demonstration, so that children can learn in cooperation with their peers, so that children will gain more experience.
6. The concept of integration: In "Interesting Shadow", I combine the two fields of science and art, let children make shadow play on the basis of gaining experience in shadow formation, and encourage children to boldly imagine and create in activities. Teachers affirm their ideas and creations, and at the same time share the happiness they create.