Reflection on water teaching on earth

Part 1: Reflection on water teaching on the earth

From the design process of the experience activities, I realized the truth: the design experience activities should consider the following aspects:
1. Let students experience in real life situations, cultivate their interest in science, and let them experience the learning activities based on inquiry and grow their scientific inquiry ability.
2, to use the activities of children who are common and neglected in real life to guide the experience, to help students care more about life.
3. Focus on inspiration and guidance, and infiltrate learning methods and environmental protection knowledge in teaching.
At the same time of harvesting, there are also failures. After teaching, I deeply realized my own shortcomings.
1. For the common phenomena in student life, students can observe and collect information before class, and students will have better interest in learning. For example, before I teach this class, if I ask students to investigate the drinking water situation in their hometown, some students may find that some water sources are polluted, and they realize that they need to protect the water and let the children experience it personally. Telling will have a better effect.
2. When introducing the design, not only must the students be interested, but the important thing is that the teacher's design should really arouse the students' desire for knowledge, let the students actively explore and learn, and change from "I want to learn" to "I want to learn." ", really become the master of learning.
3, teachers should thoroughly understand and explore the textbooks, and thoroughly read the textbooks in order to better teach.

Chapter 2: Reflections on Water Teaching on Earth

Science classes should carefully care for children's innate curiosity about the world around them, cultivate their interest in science and curiosity, let them experience the learning activities based on inquiry and increase their ability to explore science. In this lesson, I designed a situational introduction to stimulate interest—based on science and exploring the real world—to get out of the classroom and integrate into the real-world teaching model.
First, by watching a group of pictures of the earth, to stimulate students' interest, and to draw a picture to make students feel that the earth is a water polo. Although students know the general distribution of water, they are not aware of the characteristics of these waters. Using the courseware to play water-related materials not only allows them to feel the beauty of the water body, but also stimulate students' love for the country's great rivers and mountains, and initially establish salt water and fresh water. concept.
Then let the students experience the lack of fresh water resources that can be directly used by humans. This is the difficulty of this lesson. How to make students feel the lack of fresh water resources, I designed an experience activity, I let students use a cup of water to represent the earth's water, and then use a spoonful of water to represent the total amount of fresh water, drop with a dropper A drop of water represents fresh water, and the fresh water that can be used is also polluted to varying degrees. Let the students feel more deeply, so that students are strongly aware that wasting water is really terrible.
The third is to let students present information about the pollution and waste of water collected before class, so that they can not only cultivate their ability to collect information, but also make their impressions deeper. Through the understanding of the dangers of water pollution, I feel the stupidity of these behaviors.
Finally, by experiencing the necessity of saving water, the video is played: the last drop of water is the tears of human beings, which enables students to realize the importance of water conservation more deeply, and guide students to design water-saving slogans, make billboards, walk out of the classroom, and integrate Real society. With the development trend of modern social education, carrying out practical activities is conducive to cultivating students' ability to practice and explore and participate in society. In the future teaching, consciously carrying out such activities is a better development for students.

Chapter 3: Reflections on Water Teaching on Earth

The human beings and all living things on earth are closely related to water. It not only gives birth to life, but also provides humans with the basis for material resources and civilization development.
Through the teaching of this lesson, students learn about the distribution of water on Earth. Knowing the scarcity of freshwater resources in China has raised awareness of water conservation. In the teaching process, I first guide students to understand the stock of water on the earth and its distribution. Through the display of pictures and globes, it enriches students' knowledge horizons, enhances aesthetic tastes, and stimulates children's love for the country's great rivers and mountains. Really understand that there are very few fresh water resources that people can use. Everyone must promote water conservation, especially not to pollute fresh water resources.
Students walked into the lab with curiosity to explore how to purify water. The experiment of salt water turning into fresh water. Rethinking the entire teaching process, students understand the distribution of water, understand the preciousness of freshwater resources, and know why they need to save water and how to save water in their daily lives. At the same time, it is more proactive to go to the society to promote the importance of water protection.

Chapter 4: Reflections on Water Teaching on Earth

I mainly talk about personal reflection from the creation and implementation of experience activities in science classes.
We have realized the importance of experiencing activities in the science class. Therefore, in every teaching design, we try to create the most inspiring experience. When I was designing the "Water on Earth" lesson, I designed such an experience: in the classroom, let the students wash the fruits or vegetables with water, and then use the bottle to measure how much water is used. Therefore, I realized the behavior of daily unconscious waste of water. However, during the trials, I found that because of the limitations of the classroom conditions, the students used very little water at that time. Basically, there was no waste of water. After class, think about it because we could not be in the classroom. Restoring the scenes in life does not allow students to complete the “real experience”. This design has failed, so how can we make students feel this unintentional waste? After thinking over and thinking with other teachers, I designed two kinds of experience activities: one is the experience activity at home: “Record the situation of household water in a week.” After the students go home, they carefully observe and carefully measure. The truthful record, and then the results were reported to the class, the students realized the close relationship between water and life in the exchange. Another experience was an experiment in the classroom to "connect a 20-second water stream with a beverage bottle." This experiment comes from "people wash their hands often with faucets, and everyone does not realize that this is a waste." However, this experience in the classroom deeply touched the students, and in just 20 seconds, most of the bottle of water, about 600 ml! The student was shocked. When the teacher continued to ask: Is it a waste of washing hands, one day? What about a family? A building? ... This kind of associative thinking deepens the students' thinking and makes the students' experience deeper. The students' hearts are indeed touched. They are strongly aware that wasting water is terrible. This waste of water is ubiquitous. But it is not noticed by everyone. So the students spontaneously produced the idea of ​​stopping waste, thus achieving the effect of education.
From the process of modifying this experience activity, I realized the truth: design experience activities should consider the following aspects:
1. The experience of the experience must be completed in the real life situation of the students, and cannot be created by the teacher.
2, to grasp the common but neglected activities of children to guide the experience, to help students pay more attention to life.
3, the role of teacher guidance in the experience activities is particularly important, to play a finishing touch.
4, the Lenovo experience should be timely and appropriate, based on a full emotional experience.

Chapter 5: Reflections on Water Teaching on Earth

The water on the earth is the last lesson of the third source of life in Jiangsu Science and Technology Publishing House, the third source of life. This lesson is to understand the distribution of water on the earth after understanding the various properties of water. The analysis knows the lack of freshwater resources that can be directly utilized, raises students' awareness of water conservation, and understands the current state of water pollution. The following is my reflection on this lesson:
advantage:
In the teaching design of this lesson, I mainly used a vivid demonstration of courseware, so that students can fully appreciate the wide distribution of water resources on the earth and feel the beauty of the water body. Enrich students' knowledge, improve students' aesthetic taste, and stimulate students' love for the beautiful rivers and mountains of the motherland. Moreover, through the courseware, some abstract data is visualized, so that students can experience the lack of fresh water resources that can be directly utilized on the earth, and through the hands-on activities of students, further let the students realize that the water resources on the earth are rich but can be directly developed. The use of fresh water is rare. Using courseware and video can stimulate students' interest in learning, improve their learning efficiency, and enable students to improve their awareness of water conservation and develop water-saving habits through learning. In the teaching, observation, questioning, group discussion and research, student hands-on activities, etc. are used as carriers to enable students to learn independently and in an inquiry manner. Under the guidance of teachers, they are allowed to experience, feel and internalize in their own learning.
insufficient:
1. Scientific practice activities are a good learning method for students to study science and conduct scientific inquiry. The experiment of purifying water is relatively simple. You can try to let the students do it under the guidance of the teacher, and the students' interest in learning will be stronger.
2. Measures for water conservation Because of the time relationship, most of the students talked about measures in family life, but not in industry or agriculture. If it is involved, it will further enhance students' awareness of using science to change their lives.