Observing water teaching reflection

Part 1: Observing the reflection of water teaching

In teaching, based on the previous teaching practice, I made some useful attempts in designing teaching programs, teaching content and teaching methods.
1. Partial adjustments were made to the order of the textbook. Let students participate in the process of searching for water after mastering the commonly used observation methods, which has a multiplier effect. Because the teaching materials arrangement first allows students to find water from four cups of objects, students can find them without knowing the method, which is not conducive to the operation of students. Students are also disordered in operation. Only the common methods of observing objects are given to students. The student operation is very easy and the observation is more orderly.
2. Set suspense to stimulate students' curiosity. Curiosity always lets us explore many things, wondering why it is like this, like that. Before the start of the class, I prepared a bottle of pure water, 4 plastic bags, one transparent, three black opaque, respectively, with 4 bottles of liquid, different shapes of containers, water transport tools, let students observe, say what is inside? Let the students become curious, and open the 4 plastic bags as the teaching process progresses.
3. Use the students' original life experience to enable students to consolidate their learning outcomes. When the student knows what is liquid, the student cites a lot of liquid objects. When the students answer the question of how to use the water transport tool in life, the students use different water transport tools in different occasions.
4. Through the experiment, the water will flow out of the plastic bag, pour the water into different containers, and “pour the water down” to let the students demonstrate and observe the podium, and promote the original sporadic knowledge of the students to the connotation property of the water. At the level, and in the process of concept promotion, the method of scientific understanding of objects is taught, and the students summarize the characteristics of “the water has no fixed shape”, thus developing the sporadic understanding to the conceptual level.
5. Let students appreciate the natural beauty of water by appreciating the beauty of water in the VCD, and let students experience the natural beauty of water, thus educating students to protect water resources, cherish water resources and save water.
6. The content of the water transport competition in this lesson is not arranged in this lesson and will be held in the next lesson. I want to start a competition, let the students know how to participate, what tools are suitable, and what rules are important. The road is near, the water is more and less, and it is related to what water transport tools are used. This part of the course has completed this part of the teaching. Organizing group cooperation - water transport competition, need to prepare, need the venue, more time, which can not be carried out in the classroom, can only be arranged outdoors, forty minutes is not enough for this lesson.
Overall, in the 40 minutes, the teaching tasks were completed satisfactorily. However, there are also some notable places: there are not many rural small experimental classes. During the experiment, some students only care about and taste the process, but they cannot fill the results on the “record form”; some contents are curious, only One person operates and the spirit of cooperation is not enough.

Part 2: Observing the reflection of water teaching

Through the teaching of this class, under the guidance of the lecturers, I have a deeper understanding of the science class. Based on this, I have revised this lesson. The revised course follows the spirit of the new curriculum standard and achieves three changes:
1. Realize the goal of teaching from the mastery of knowledge points to the understanding and cultivation of scientific skills and spirit.
The teaching goal of this class is to know what kind of water is, and to develop students' observation ability, comparative ability and analytical comprehensive ability in this cognitive process. The most successful part of the revised class is to allow students to fully perceive the research object. Through observation and hands-on operation, the students discovered a wealth of facts, accumulated representations, and then formed a concept about the characteristics of water on this basis. At the same time, I also have problems in teaching: in the process of class, teachers are eager to draw concrete conclusions during the lectures, which affects the students' thinking. For this lesson, it is mainly in these aspects. The first is that the materials obtained by students through perception are not directly related to the specific conclusions of this lesson. The teacher originally hoped to lead the students to the conclusions smoothly, thus losing the excellent opportunity to cultivate students' interests and abilities. Second, teachers are eager to make affirmative or negative judgments on issues related to specific conclusions in student discussions, thus making students focus on finding answers to teacher satisfaction, and it is difficult to actively study problems. It is even more difficult to draw information from classmates and get their own conclusions based on the facts they have obtained.
2, the realization of teaching methods from "teachers teach, students passively master" to "student initiative to explore, teachers to lead" change.
After the curriculum reform, the status and role of teachers and students are equal and interactive. Before the revision, I limited my activities to the podium, and involuntarily placed myself in a position of “exclusiveness”. I controlled the students. The thinking does not fully play the student's learning initiative. In the revised class, I tried to play the role of organizer, guide and collaborator of student learning, and often used encouraging language such as “very good, who has different opinions and supplements, please.” Actively create a situation for researching water, observe water with students, try to achieve two-way communication between teachers, students and students, and transform the classroom from a passive and obedient teacher-student relationship to a harmonious and interactive relationship. We should believe that children have experienced the whole process of scientific inquiry, and they have not only acquired what they saw on the surface, but more of what should be rooted in their minds after years of scouring.
3. Realize the transformation of teaching evaluation from single to multiple.
In teaching, the students no longer know how much knowledge is the main evaluation standard, but let the students participate in the evaluation, reflect on their own learning situation, and put forward their own views on the teacher's teaching status, so that students can actively participate in learning. In this lesson, I regard the textbook as a resource, not a holy book, organically combined with the actual teaching, giving the right to study to the students, let the students learn independently, and learn cooperatively; what to study around the topic, what to study, compare Who found more. Then give appropriate evaluation.

Part 3: Observing the reflection of water teaching

1. Rethinking the whole teaching process, I believe that this class has completely completed the teaching tasks and achieved the teaching objectives. The teaching has fully mobilized various positive factors and created an atmosphere of student learning. During the study, the students showed a strong desire to participate, learn to be proactive, and have more mobile phones. The entire teaching process reflects that the student is the master of learning and a successful experience in implementing the new curriculum standard.
2, children are naturally active, their cognitive activities are mostly based on interest and curiosity. As long as we cater to the learning characteristics of students in teaching, students will be regarded as fun. Piaget said well: all intellectual work depends on interest. Practice has proved that the more concentrated the interest in learning, the more concentrated the attention, the more careful the observation, the more positive the thinking, the more sensitive the response, the more profound the memory, the higher the quality of learning. Therefore, in teaching, I try to create a lively, relaxed and pleasant classroom environment and atmosphere. Through each student’s personal experience of the learning tools and the comprehension and resonance of the elaborate courseware animation, let the students play middle school. In the music middle school, enjoy the happiness of success, improve the learning effect, and discover the scientific laws.
3. Use the teaching materials well and use the teaching materials creatively, change the static to dynamic, change the local to the whole, and truly play the guiding function of the teaching materials. To enable students to accumulate experience in scientific activities during observation activities; to develop spatial concepts in the process of exploring the characteristics and nature of water; to develop scientific thinking in judgment and identification activities.
4, "Try it, think about it" inquiry and discussion let go of student activities. The open activities allow students to experience the process of observation-imagination-operation-inference-verification. The discussion of group experiment discussion gives students a great divergent thinking space, cultivates students' space concept, and makes a foreshadowing of learning enumeration in the future. Students truly feel the joy of scientific inquiry and cooperative learning during the event.

Part 4: Observing the reflection of water teaching

Some experimental supplies can be provided by students, such as vinegar, milk, etc., vinegar can be provided by the students themselves in small groups, and milk can use the students' class meals, which not only reduces the workload of the teachers, but also allows students to participate. The preparation of the experiment came to mobilize their enthusiasm.
Some students will ask: “Why is water odorless? I feel sweet when I drink some spring water.” This requires the teacher to have an early preparation, and if possible, prepare a simple distilled water experiment to simulate the formation of natural water. Let the students understand that the sweetness of the spring water is not the original taste of water, but the reason for the minerals.
The new curriculum reform emphasizes the cultivation of students' self-learning ability. The spirit of students' active learning requires teachers to inspire, point, and guide frequently. It needs to be cultivated in a long-term and planned manner. This is closely related to the leading role of teachers. Therefore, when designing the course of "Water", I always designed various links around the center of how to give active learning awareness to students.
Psychologist Bruner believes that learning is an active process. The best motivation for students to learn internal factors is to arouse students' interest in the materials they learn, that is, the intrinsic motivation from the learning activities themselves. This is the psychological motivation that directly promotes students' active learning. Therefore, in order to make students' learning initiative play out, first of all, students should be interested in the lessons they want to study. So when I was in the course of "Water", I prepared a touch bag for each line and gave it a gift. The mysterious name - the magic bag, then let the students touch and guess what is inside. Because the bag is made of cloth, I can't see what is inside, I can only feel it by hand, so I am very interested in the third grade primary school students.
After touching it by hand, some students said that they might be filled with water. Some students said that they were wearing stone, because the things he touched were very hard, and some students said that they contained sponges and so on. Seeing the high interest of the students, I went on to say, “There is water in the bag, but why do you say it is water? Can you tell me what is the reason for determining that it is water?” To: "Can". "So, we will organize a water-seeking activity in this class." Then, the students discussed the reasons for judging that it was water. Under the guidance of the teacher, the children began to discuss. As the saying goes: "Let the sheep to eat well," in the study of self-opening teaching and cultivating students' self-learning ability, "putting" can be one of the effective strategies. In order for students to take the initiative to study, the teacher must be able to open up and grasp a "degree". Therefore, in the students' own research, I let go of the students, let them tell the reasons and then in the group. Discuss the basis for his inference. After all, different students have different basis for inferring. In this way, the initiative of the students is also mobilized.
In the reporting session, I also made it possible for the students to take the initiative to play as much as possible, so that they can report to the front as a small teacher. When the report is submitted, the students are required to report and the other students are added. This gives the reporter a full expression. And the ideas of others are not lost.
Of course, when I fill in the mesh diagram later, I find that the children are completely dependent on the teacher's explanation because of the weak foundation of the language learning or the child's understanding of the words. So when filling in the water at the beginning, they will Do not pay attention to the meaning of the problem, see the text suggesting ice and fresh water, many children will open their mouths to say that river water, sea water, river water, underground water, salt water, etc., all come out, of course, in the guidance of me, the existence form The interpretation of the words is not very accurate, so many students still do not understand the scope of this existence.
Of course, the cultivation of students' active learning consciousness is a subtle process. It is not a one-time process. Not only in the class, teachers should pay attention to cultivating their habit of active learning, but also pay attention to the continuation of the class. I designed this part at the end of the class. Think about it and see what people can do with water. Record your findings. More than one who recorded more content. At the same time, let the children design a slogan or slogan to save water, so that children can understand the water. This is also to motivate students to learn.

Part V: Observing the reflection of water teaching

From delving into textbooks to teaching design to the final class, I found many places worthy of my attention.
Reduce the teacher's activity time, preset the flexible design, and improve the classroom effectiveness: Many teachers have complete teaching in the pre-class teaching, and they can go down one after another. There are often many situations that we did not expect, in order to deal with these In the situation, we often feel that time is not enough, and in order not to undermine the integrity of the class, we have to drag the class. However, because of the shallower content of the knowledge in this class, there is no such thing as an "accident" in the class. After a class, I feel that the time is very abundant, and the summary behind it seems to be deliberately dragged. Tugging, students are not interested in listening to it, but also affect the students to study in the next class, not good. The remaining time, not taking full advantage of the precious 40 minutes, does not work. So how do you grasp the class for 40 minutes and really improve the effectiveness of classroom teaching? I did the following considerations: reducing the teacher's speaking time. The science inquiry class should give most of the time to the students to carry out the inquiry activities. The teachers often can't open them. They are afraid that the children will deviate from the theme, so they often repeat the experimental requirements and precautions and waste a lot of time. The teacher has to talk nonsense in the classroom and make a long story short. The language of instruction should be simple and powerful, not repeated, and not mentioning some invalid questions. When asking a question, don't spend too much time choosing which student to answer. As long as we pay more attention, we will be able to save a lot of time in the classroom to give students more full inquiry activities. Preset elastic design. For example, in my class, if you do not delete the water transport competition from this lesson, but presuppose it in the last link, and see that the time is still abundant, then you can let the students carry out activities, so that I can Make full use of it. Time is precious. To improve the timeliness of the class, teachers should first learn to master the class for 40 minutes and improve the utilization of time. Finally, at the end of the game, I did not pay attention to the student's summary, and hurriedly ended the course, so that the most general purpose of the game was not achieved.
Experiments are an important part of the classroom. Experiments are to seek truth, but some experiments, especially comparative experiments, to control variables often lead to experimental results that differ from reality. At this time, the teacher should guide the students to think, seek truth from facts, face the reality, analyze the reasons in time, and take the opportunity to generate a second inquiry to stimulate students' desire to explore!