Reflection on the Teaching of "Rapeseed Flowers"

Part 1: Reflection on the Teaching of "Rapeseed Flowers"

This lesson is the first lesson of the new life unit in the fourth grade, which is the introduction of the entire unit. Although there is not much knowledge, but far from the student life, I always feel that the understanding is slightly worse.

Because there is no real thing, this class is undoubtedly a piece of paper. In order to facilitate students' understanding, I collected a large number of pictures, made courseware, and used slide teaching. Although there is a gap with the real thing, it is always stronger than the empty one.

Anatomy is a common method used in scientific research. One of the main activities of this lesson is to dissect rapeseed. As the saying goes, it is difficult for a clever woman to be without rice. No physical objects, no anatomy. I can only tell the children first how to dissect the rape, and then play the video of the anatomy of the rape. In this way, the students not only know the anatomical method, but also know the structure of the rape flower.

The flowers have many similarities in the process of growing up, so the students are very good at guessing the future changes of the flower buds and how the rape blossoms bear fruit.

On the whole, the knowledge target of this lesson is relatively realistic, and it can be completely zero in terms of student ability development, especially in hands-on operation. In the future class, I will pay special attention to the cultivation of this ability.

Chapter 2: Reflection on the Teaching of "Rapeseed Flowers"

Today is a sunny day. Starting today, the fourth-grade science class entered the second unit of "New Life," and the first lesson was "Rapeseed Blossoms." In order to get this text well, I have already arranged for the students to pick 2-3 rapeseeds yesterday, which will be used in today's class. The class bell rang, and as usual, I took the textbook and walked into the classroom with a smile. "Class!", "Let's stand!", "Classmates are good!", "Teacher is good!". Then I asked: "The teacher asked you to bring a few rapeseed flowers to each of your classmates today. Did you bring up your classmates?" To my surprise, not as usual, the students They raised their hands with confidence; only two or three students in the class raised their hands, and other students lowered their heads. My face quickly turned from sunny to cloudy, and then cloudy to cloudy. How is this going? I ordered a more serious classmate's name and asked him why he didn't bring it. He said with aggrieved: "I went back yesterday, looking for a long time near my house, and told my father to take me to look for it. I didn't find the rape. Flowers." There are other students who have begun to whisper. "I have also looked for it, but I have not found it." "Me too."... I wonder, is it so difficult to find a few rapeseeds? I asked the students who brought the rapeseed. "Where did you pick it from?" "I took it from the garden of a relative in the Tianhe Community on the riverside." ... Originally, It’s so hard to pick a few rapeseeds!
This class has no need for rapeseed, and there is no object for students to explore. But there are science classes tomorrow. If this is the case, there is always no way. At noon, I rode a locomotive to the surrounding area of ​​Fuyang and went around. I always rode to the Third Bridge and did not see the rape blossoms. Really difficult to collect, what should I do? I started thinking after I got back to school.
The science curriculum standard emphasizes that the "Science" textbook is only the carrier of students' classroom learning. Our teachers in the science class are "teaching materials" rather than "teaching textbooks". We should use the textbooks creatively. Yes, the textbook is only a carrier. Since rapeseed is difficult to collect, why can't I use the rich teaching resources in our school or around? I turned my attention to the school. The rhododendrons bloom in the flower beds in front of the school pool, purple and red, and the opening is very lively. By the way, is azalea not a good research object? Rhododendron is also a complete flower, with 5 petals, 5 sepals, a pistil, and a number of stamens. The next day, I prepared two azaleas for each group to replace the rape, and achieved good results. In the next few observations of flowers, I used azaleas instead of rapeseeds, because the flowers of rhododendrons are much larger than rapeseed, and the stigma of the pistil is also more sticky, making it easier for students to observe, so they all get A good result.
The science curriculum emphasizes that in order to make students' scientific learning have a broad intellectual background, science education cannot be limited to traditional textbooks, and various curriculum resources must be utilized and developed. The concept of curriculum resources has broad and narrow meanings. The broad curriculum resources refer to various factors that are conducive to achieving the objectives of the curriculum. The narrow curriculum resources refer only to the direct source of the curriculum. At present, the development and utilization of curriculum resources advocated in China's basic education reform refers to the relatively broad curriculum concept, which is the source of the factors that form the curriculum and the necessary and direct implementation conditions. In the past, we generally materialized curriculum resources and thought that curriculum resources were textbooks, reference books, etc. In fact, this is a very one-sided understanding. Because, from the perspective of the realization of the curriculum objectives, all the factors that are beneficial to them should be attributed to the curriculum resources, including material resources such as textbooks, reference books and teaching places, as well as human resources such as subject experts, teachers and students. . The development and utilization of curriculum resources should be comprehensive and scientific, so that all these factors can serve the teaching well, so as to promote the realization of teaching objectives. However, in the development of teaching resources, many schools tend to focus on textual materials, and even solidify textbooks as the only curriculum resource, but not enough to develop non-literal resources such as ecological resources, cultural landscapes, and other diverse curriculum resource carriers. . Or only pay attention to the development and utilization of curriculum resources in the school, but not enough to expand and utilize the resources of off-campus curriculum, including parks, memorials and other rich social curriculum resources and a wide range of rural land, folk customs, traditional culture, production and life experience. Local resources. In this way, students' learning will still be limited to books, classrooms, and schools. This is not only not conducive to providing students with a rich learning environment, but also often leads to the separation of teaching from today's changing social needs, making it difficult for students to form lifelong learning. . Then, how to combine the developed curriculum resources with the students' learning, enter the teacher-student interaction teaching process, and better reflect the value of the local learning resources?
Our school has a unique geographical advantage, and the school is the Spring and Autumn Garden, where the natural environment is beautiful. Birds and flowers, green willows, and pond fish frogs are busy. Spring has spring flowers, summer has Ziwei, autumn has Guiju, and winter has plum. There are more kinds of trees, such as willow, red maple, magnolia, oleander, holly, cedar, as well as metasequoia and ginkgo, which are known as plant fossils, as well as frogs, insects, fish, birds, etc. Intuitive, ready-made materials. In addition, we have Fuchun River in Fuyang, as well as the ancient Chinese paper-printing culture village, or the important whiteboard paper production base in the country. As long as we can use them reasonably, we can play a more important role in improving the teaching effectiveness of science classes.

Chapter 3: Reflection on the Teaching of "Rapeseed Flowers"

"Rapeseed Flowers" is the first lesson of the "New Life" unit. The purpose of this lesson is 1. Scientific knowledge: The name of each component of rapeseed can be said, and the rapeseed is a plant of the cruciferous family. 2. Scientific inquiry ability: Learn to use anatomical methods to carefully observe the structure of various parts of rape flower. After observing the flower of a rapeseed, the flower change process can be inferred and recorded in the form of scientific painting. 3. Scientific emotions, attitudes, and values: Through the observation activities of rapeseed, the emotional experience of being close to nature is obtained, and a strong interest in exploring various flowers is generated. Dissecting a rapeseed and carefully observing the various parts of the flower is the focus of this lesson.
After class, there are many places to ponder:
1. Pay attention to details and pay attention to habit cultivation. The routine development of the classroom is the key to the success of each lesson. In the general experimental operation class, the students are very excited, paying little attention to it, and the organization is not in place, it seems messy and affects the completion of teaching tasks. In normal times, we should pay great attention to the development of students' classroom routines, so that the order is well-organized and freely retracted. When I was teaching this class, the experimental guidance for the students was not so detailed, so that the rapeseed flowers dissected by the students were scattered on white paper, and the number of parts was not complete, and some of them were lost. Good to get the structural characteristics of rapeseed, the experiment has no value.
2. The experimental materials are not well controlled, and the experimental teaching lacks hierarchy.
There are four classes in the fourth grade. The first class is in the fourth class. It doesn't feel very good. The main problem is that the main activity time of rapeseed flower is not enough. After the dissection, the various parts of rapeseed are not arranged properly. The students are not careful enough to observe and valuable. There are not many valuable discoveries. Without controlling the teaching materials, a string is taken from the beginning. The rapeseed flower was sent to the students. After the students got a bunch of flowers, they did not tear off one according to the requirements. Instead, they peeled off a few flowers. The table scattered a lot of petals, which was not conducive to the cultivation of attitudes and emotions such as cherishing flowers and cherishing life; The teaching process is not very smooth. Observing a rape flower, observing a bunch of rapeseed, and speculating on the development of rape buds, the internal relations and hierarchical relationships of these activities are not well handled; the teaching is too hasty and there is a taste of passing. The biggest gain was due to the fact that a bunch of rapeseed flowers were sent to the students at the beginning, asking students to describe a rape flower. This requires students to choose a careful observation from this bunch of flowers, so that students have experienced how to choose one. The blossoming rapeseed is such a problem-solving process.
Subjective reasons: 1. The teachers are not prepared enough. Although the experimental utensils such as rape, slides, scorpions and plates are prepared, the scorpion of the rapeseed flower has not been tried, blindly believe in the supporting materials, so that it was discovered during class. These scorpions are not easy to use in the hands of the students. They can't hold the tiny bracts and the flowers. Finally, the students have to tear them by hand. It is no wonder that the students are not able to rip them off. 2. The teachers are themselves concerned, not the teachers themselves. The development of students, in order to complete the teaching tasks regardless of the student's learning process, reduced the time for students to observe rapeseed; 3, did not control the experimental materials.
In response to the problems in the first class, I made the following changes in the following classes:
1. Change the tip of the stainless steel tweezers.
2. Give the student a piece of paper that is used to place the various parts of the dissected flower.
3, control the materials, initially observe a rapeseed, only a demonstration; observe a rape flower, discuss how to observe, and then give students materials, and finally give students a bunch of rape, speculate on the development of rape buds.
After such improvement, the second class came down and found that because students gave more time to dissect the rapeseed, the students' observations were more detailed, and the valuable findings were also increased, indicating that the students' observation ability has been improved. . Reasonable control of materials, teaching a lot smoother

Part 4: Reflection on the Teaching of "Rapeseed Flowers"

"Rapeseed flowers are opened" is the first lesson of the "New Life" unit of the fourth grade of the textbook of the National Science and Technology. The selection of rapeseed as an example of observation is familiar to students, and the structure is relatively simple and representative. The activity of this lesson begins with an observation of a canola, which implies an order of observation from the whole to the part. Students are required to distinguish the roots, stems, leaves, flowers, fruits and seeds of rapeseed, and learn to consciously compare with the Impatiens, so that students have added a new extension to the concept of "plant's life".

The strength of this lesson is guided by a driving problem or task, which transforms the teaching content into activities that students want to explore from the heart, and enhances the participation of students. When observing the whole plants of rapeseed, try to develop the fruits of rapeseed. This question came over and guided the students to “observe a rape flower”. In the process of observation and expression, some characteristics of the cruciferous family were obtained. In order to observe more clearly, it is more detailed to “dissect a rape flower”. See how the rape blossoms develop, and let the students get involved in "observing a rape blossom."

Observing a rape flower is the focus of this lesson. It is developed by dissecting rapeseed, recording observations, and collaborative discussions surrounding the above issues. Let students actively explore and suggest that only the anatomical method can be used to observe and understand the structure of each part of the flower more carefully. And lay the foundation for further study for the next lesson, "Various Flowers."

Through the teacher's guidance, the students will solve and observe the growth and changes of various parts of a rape flower and a rape flower, so that students can learn the knowledge of this lesson deeply. Through the use of tweezers and magnifying glasses, students' practical ability is improved. Through group learning and discussion and exchange, students' ability to speculate and explore natural knowledge is cultivated, so that students can cherish flowers and love nature.

To minimize picking and educate plants, schools can plant some canola on campus for students to experiment.

Chapter 5: Reflections on the Teaching of "Rapeseed Flowers"

In the rotation class of the Science Group, I coached the lesson "The Rape Blossoms". This lesson is the first lesson of this module, focusing on the use of anatomical methods to observe the characteristics of various parts of rapeseed. Have a relatively complete understanding of rape. In teaching, I try to use the overall perception, then decompose, detailed observation and record the observation results, help the analysis, and finally summarize. In the overall perception stage, due to the inaccurate grasp of the students' learning level, when the overall structure of a rape flower was introduced, the structure name and the exact position were not marked on the map, causing the students to appear in the structure when they observed it. The name and location are unclear, making the observation effect unsatisfactory. At the same time, due to the lack of experimental equipment, we prepared a rapeseed for each student to dissect, observe and record. On the one hand, it controls the discipline of the classroom, and at the same time, every student can participate in it, which is also conducive to improving observation. Effectiveness. However, the difficulty in breaking the flower formation process is not enough. In the grasp of the time of the horizontal bar, more emphasis should be placed on the analysis and communication with the students' experiments and experiments. Maybe the effect will be better.

The effectiveness of scientific experiments is very important. In the large class teaching, the grasp of the effectiveness of the students' experiments must also try to find ways to continuously improve the efficiency of the classroom.