The design of the speech 1 on the phone;
Last week, children were very concerned about which children came to class every day. After the roll call, our teacher will talk to the children about each child's physical condition and rest at home. In this way, children will have an emotional experience of mutual concern.
Recently, in order to know the health status of children, our two teachers often call their children during holidays. Therefore, their contacts have expanded from family members to teachers, and they have a sense of identity and closeness to teachers.
Children in this class can sometimes express their feelings and needs to others in simple words, and can also describe things in life. The monologues of 3-4-year-old children are very unsmooth and have great situational characteristics. Use the public service advertisements in the current mass media to introduce "calling" music activities. Encourage and strengthen children to call many people and experience the joy of calling many friends.
This activity is suitable for the age characteristics of small class children, so that children can gradually become familiar with some social skills.
State the objective of the activity:
One, three goals
1, willing to participate in music activities, familiar with the melody of songs.
2, can learn to sing with the teacher, interested in song activities.
3. Experience the fun of playing games with your peers.
Second, the focus of the activity
Can sing the right rhythm and clear lyrics.
Analysis: Because this song is relatively simple. Therefore, in this music activity, children's singing ability and expressive ability can be cultivated.
Third, the difficulty of the activity
Do the corresponding actions according to the rhythm of the music.
Analysis: Small-class children's action learning is very imitative, and the performance ability of music is still in a poor period.
Say good activity flow:
Link 1: Stimulate children's interest through situational performance.
1, showing baby and beibei.
The teacher used the mysterious. Tone evokes children's observation. Look, who is here today?
2. Appreciate the plot of Call
The teacher performed what he said on the phone.
This link is mainly to attract children to appreciate. Service goal (1) "Willing to participate in music activities and be familiar with the melody of songs".
Link 2: Read the lyrics and imitate the actions to express the song initially.
1, using the model law:
The teacher has a lyrical expression, please let the children enjoy it.
Children in small classes like to imitate actions, and I can use the demonstration method to infect children to participate in imitation.
2, the use of singing:
Humming a song with a tape recorder.
Because the lyrics are relatively simple, children with actions have more emotional input.
3, the use of collective learning method:
The children imitate the movements and read the lyrics as they do.
Imitation learning serves for the bold expression of songs in the future. Therefore, only on the basis of experience can children develop themselves.
This link makes children familiar with the lyrics and serves the next goal (2) "Learn to sing lyrics from teachers and be interested in singing activities".
Good link 3: further express music by singing and doing actions.
1. Children sing and perform with their babies and Beibei.
I preset two dolls, Baby and Beibei (the motivation to guide children to participate in music activities).
2. Children listen to the piano and sing.
The teacher guided the children to learn to sing with piano accompaniment.
This link is a gathering place of key and difficult points. The key solution is mainly to use the guidance method and the performance of rhythmic movements.
Activity reflection:
In this music activity, I adopted various teaching methods, so that the children initially learned the whole piece of music, but there was no lack of interest in participating in the activity. Therefore, the classroom atmosphere is still relatively good, and the activity goals have basically been achieved. However, there are still some shortcomings in some aspects. For example, in the situational performance, it will be better if two children in the big class ask and answer questions to promote the activity atmosphere. Children's interest in learning will be stronger and more involved.
So I must learn a lesson, pay attention to my own shortcomings, learn from good teachers and make innovations in teaching.
On the Teaching Content of the Second Lecture of Call
The material used in Call is familiar to students, and the questions are closely combined with students' life experience. The students are very interested in the study of this problem. The problem of "making a phone call" provides a space for students to explore. When students try to find the "answer", they don't simply apply the known information, and there are no methods or formulas that can be used directly. Although not all students can finish the task well in the end, they all try their best to "walk" far enough to find a solution to the problem. Let students experience the joy of success in the process of independent inquiry, learn and share different strategies to solve problems in the process of cooperation and exchange, and find the best solution to the problem through comparison and induction. Through this comprehensive application, students can further understand the close relationship between mathematics and life and the application of optimization thought in life, and cultivate the ability of applying mathematical knowledge to solve practical problems. At the same time, they can discover the hidden laws of things through painting and cultivate their thinking ability of inductive reasoning.
Analysis of learning situation
The textbook "Wide Angle of Mathematics", the first volume of the fourth grade, arranged the study of optimization thought. Through some simple examples in daily life, let students try their best to find the best solution among various solutions to problems, and initially experience the application of operational research thinking in real life and game theory in solving problems.
Teaching methods and learning methods
Adopt the teaching method of "two-way interaction" in our school. Multilateral activities between teachers, students and students in classroom teaching. It embodies the basic principles of modern teaching theory, conforms to the principles of primary school mathematics teaching, and is an effective method to cultivate students' active learning. By guiding, inspiring and cultivating students to form correct, stable and lasting learning motivation in teaching, we can ignite the spark of hope in students' hearts, constantly stimulate students' desire for knowledge, and make students change "want me to learn" into "I want to learn". At the same time, as far as possible to provide students with good opportunities for exploration and practice, mobilize their various sensory coordination activities, and participate in the process of "discovering" mathematical knowledge.
teaching means
Teaching method: students operate by hand, cooperate with the group and explain by the teacher.
Teaching objectives
1. Find the hidden rules of things by drawing and cultivate inductive reasoning ability.
2. Further understand the close relationship between mathematics and life and the application of optimization thought in life, and cultivate the ability of applying mathematical knowledge to solve practical problems.
3. Infiltrate the ideas of "optimization" and "transformation".
Teaching focus
Find the best solution to phone calls and similar problems.
Teaching difficulties
Discover the law and cultivate the ability of inductive reasoning
Teaching preparation
Courseware; Colored pencils (students)
Teaching assumption
1. Create situations to stimulate students' interest in learning.
First of all, the use of conversation to arouse students' memories of the call, timely telephone etiquette education, can not only improve students' interest in inquiry learning, but also improve some life skills, initially perceive the diversity of "call" ways and arouse the awareness of optimization.
Thirdly, it is necessary to call 15 villagers as soon as possible by creating a teaching situation where mudslides occur, because mudslides have caused great harm. The close combination of questions and students' life experience can stimulate students' interest in exploration. In the textbook, 15 people were told about the exploration scheme and laws. This data is too big and difficult. In the form of "preview homework", students are required to explore the scheme in advance and break through the difficulties.
2. "Optimize" the law in "comparison".
In the process of finding the best plan for making a phone call in this class, because of the different knowledge level of students, the designed plan is also different. For example, there is a scheme of "one notification at a time", a scheme of "group notification" and, of course, a scheme of "everyone is not idle". Through the display, comment and longitudinal comparison of these three schemes, students can experience the process of solving problems and the diversity and optimization of methods. How many people can get the news through "10 minutes" in the process of discovering the law? And how long it will take to inform 50 people, so that students can compare the discovered rules horizontally, so as to experience the value of n times the law of 2 and optimize the law in comparison.
3. Various exercises and the infiltration of the idea of "conversion".
The so-called "transformation" can be understood as transformation and attribution, and we generally understand it as "transformation" thought. Theoretically speaking, the method of "transformation" is a means and method for indexer to reduce the problem to be solved to a kind of problem that can be solved or easily solved through some transformation process, and finally get the answer to the original problem. Simply put, transformation is the standardization and patterning of problems.
This lesson mainly focuses on "making a phone call" and explores the optimal scheme and the laws followed in the process of "making a phone call". This law is not only contained in the event of "calling", but also exists in many places in life. "Calling" is only the epitome of these events. So, in practice, I presented the practice of plant growth, the practice of "happiness transfer" game in real life and the story of two generations' love, and transformed the laws contained in these events into "phone call" events, so that students could use the known laws to solve problems.
teaching process
First, create situations and ask questions.
At the beginning of the class, I created a situation for students to find ways to inform 15 villagers that the situation was critical and evacuate quickly. The teacher suggested that 1 person can be notified every minute if notified by telephone. How many minutes does it take * * *? How to inform? Let the students design the plan of telephone notification with pictures. In teaching, I think it is difficult for students to understand the content itself, so I use preview homework to prepare students for the difficult parts of new knowledge, and students also have some preparations for learning new knowledge.
Comments: It is good to put students in real situations to solve problems, but students have done pre-research and have their own thoughts and ideas. At this time, the teacher seems to think that it is a little late to put video questions, and the incentive effect on students may not be great. On the contrary, it may waste students' time. Why not give a brief introduction and write it on the blackboard?
Second, group communication (learning from each other)
In group communication activities, there may be some negative problems, such as improper design of problems in group communication learning, low communication efficiency in group communication learning, and students' lack of inquiry skills in group communication learning, which need our teachers to solve. So, how can we overcome the above problems and enhance the effectiveness of group exchange learning? This is what I did in group communication:
First, the purpose of exchange learning is to solve problems, so teachers should look for materials that are closely related to the content and can stimulate students' interest according to the teaching objectives, skillfully turn the learning content into a problem situation, and guide students to find and put forward problems that need to be solved. The establishment of questions plays a guiding role in the whole learning process of students. It can make students clearly explore the goal, guide the direction of thinking, induce the desire to explore and generate thinking motivation. It not only stimulates students' interest in learning, but also enhances the pertinence of teaching.
Second, when students communicate to a certain extent, teachers should promptly organize students to summarize different opinions and put forward correct ideas. At the same time, students who actively speak in the discussion should be affirmed, students who have original opinions should be praised, and typical views expressed in the discussion should be evaluated to improve students' correct thinking ability and analytical judgment ability. This can not only optimize the inquiry process, but also improve the effectiveness of students' communication.
Third, teachers should give necessary guidance. Teachers should create a democratic, harmonious and free learning atmosphere for group inquiry learning, respect and protect students' enthusiasm for participation, and encourage students, especially those with learning difficulties, to actively participate in various forms of activities. It is necessary to guide students to listen attentively to other people's speeches, try to understand other people's speeches, let them think while listening, remember the main points, consider whether this speech is reasonable, and help students develop good analytical and expressive skills. Teachers can also participate in the discussion as equal as students.
Fourth, teachers should make a correct and appropriate evaluation of the communication results. Because inquiry-based communication learning is a process in which students solve problems by themselves, it is impossible to unify the conclusions of inquiry. Therefore, the teacher's comments can not be judged by unified right or wrong, but by analyzing the students' specific conclusions, so that the students' personality can be fully developed. Comments should be based on incentives. Even if students have a little success and progress, they should be praised and affirmed, so that students can appreciate the fun of exploring success and cultivate their spirit of inquiry.
Students' pre-research is well completed, so students' communication is very active and the participation rate is high; If the teacher makes clear the requirements and main points of communication with students before communication, such as: how do you make a phone call? In what way? How long did it take?
Third, presentation (intra-group communication, intra-class presentation)
Whether it is intra-group communication or intra-class demonstration, it should be clear that demonstration is promotion, and it is by no means that each group repeats the answers to homework questions. To this end, we should highlight three principles, namely, problem, interaction and creativity.
"Problem-oriented" refers to the need to show problems or error-prone points with high degree of * * * in terms of display content; "Interaction" refers to the way of display, which should reflect the communication between teachers and students, which can be various forms of interactive communication such as asking for help, dialogue and communication, asking questions and confrontation; "Creativity" refers to the value embodiment of display, including the summary of learning methods, the exploration of laws, the display of new discoveries, new ideas, new insights or new achievements. In this way, the inefficient display is avoided and the necessity of the display link is truly reflected. This kind of generation includes both preset generation and classroom immediate generation. Any generation must be effective, not rambling and irrelevant.
Intra-group communication is a demonstration organized by the group leader. The purpose is to show the unsolved problems in the learning process, and the person in charge of learning will report the learning results or exposed problems to the teacher, so that the teacher can master the learning situation and make a big demonstration.
In-class display is the display organized by teachers in the whole class, and the leading role of teachers and classroom teaching mechanism will be displayed in this link. Specifically embodied in: dialing, asking questions, instant evaluation, etc. Teachers ask questions, guide, inspire and guide students in time during the exhibition, so that students can "pick peaches in one jump" and find solutions to problems independently. At the same time, teachers should evaluate students' statements in time, create learning situations and stimulate students' learning motivation.
Students are very active in communication and can make corresponding supplements. In fact, the role of teachers in this link is also very important. Teachers should think quickly on the basis of listening carefully to students' communication and guide students to the core of the problem and the focus of knowledge. At the same time, teachers should always remind students of the speed and way of communication. The students speak too fast in this class, and the display is blurred, which greatly reduces the effect of communication. In addition, it will save more time if the form is completed after class.
Fourth, knowledge is up to standard
In practice, I presented the practice of plant growth, the practice of "happiness transfer" game in real life and the story of two generations of love, and transformed the laws contained in these events into "making a phone call" events, so that students could solve problems by using the known laws. By designing several forms of exercises, such as basic exercises, key exercises and extended exercises, we not only deepen our knowledge, but also stimulate our interest in learning, cultivate students' ability to solve simple practical problems by comprehensively applying what they have learned, and embody the cognitive law of students in learning mathematics. At the same time, it also shows that different people learn different mathematics, and different people get different development in mathematics.
Fifth, class summary.
The design of exercise questions is focused, hierarchical and practical, and students can solve practical problems according to what they have learned. Summing up is concise, highlighting the key points, and infiltrating the ideological education of students.