Teaching plan of third grade scientific natural materials and artificial materials of Jiangsu Education Press, teaching plan of third grade of new Jiangsu Education Press, 12. Natural and man-made mat

Teaching plan of third grade scientific natural materials and artificial materials of Jiangsu Education Press, teaching plan of third grade of new Jiangsu Education Press, 12. Natural and man-made materials? New Soviet education printing plate third grade second volume teaching plan 12. Natural materials and man-made materials teaching material analysis

This course is the first lesson of Unit 4 "Materials Around" in Grade Three of Primary School Science published by Jiangsu Education Press.

This course is a guide and summary of the learning contents of the following three courses.

The core goal of this unit is to let students observe and understand common materials with various senses, and distinguish natural materials from man-made materials according to their sources.

The following contents are arranged in the textbook of this course. The first content is to let students know the materials through various feelings and methods according to the accumulation of daily life, show their observations and peacetime accumulation, open their horizons according to the observed facts, arouse interest in materials, and explore the scientific mysteries of the material world.

The second content: through the simple classification of common materials, fully grasp the characteristics of materials in the usual accumulation, so that students can expand their cognition in the discussion.

Part III: Understand natural materials and man-made materials. Through the discussion of materials, we know that materials can be roughly divided into natural materials and artificial materials, and clarify the relationship between them, so as to guide students to understand the composition, development and change of materials in specific case analysis.

The purpose is to find out the similarities and differences between cotton and acrylic fibers, and to understand the performance differences and sources between materials.

The textbook also writes about the reasons why things around you use natural materials and artificial materials.

The purpose is to consolidate the existing knowledge, guide students to actively carry out material exploration activities, establish the concept of protecting environmental resources, and expand students' understanding of materials.

Analysis of learning situation

Judging from the students' age structure and psychological characteristics, the junior three students are curious about everything and have a strong thirst for knowledge.

Through the study of the second-year science unit "What are they made of", students have a preliminary understanding of the materials in life and mastered certain experimental methods; Their observation experience has been greatly enriched, and they also have a certain ability to observe and explore, and they can record their observed phenomena.

But there are also shortcomings in cooperation and enjoyment. Everyone's cooperation in observing a material may cause contradictions, so the material must be sufficient.

Students in this age group tend to be distracted, grasp the rhythm of the class and have clear logic, which may stimulate students' interest in observation.

Scientific knowledge of educational objectives: 1. Can use a variety of feelings and methods to understand materials.

2. Ordinary materials are easy to classify.

I know there are natural materials and artificial materials.

Scientific exploration: 1. Common natural materials and artificial materials can be observed and distinguished through various senses.

2. Explore the similarities and differences between natural materials and artificial materials under the guidance of teachers.

Scientific attitude: 1. Can communicate, observe and analyze their findings.

2. According to the life experience of the materials around you, you can have a perceptual knowledge of common materials.

Social environment of science and technology: 1. Take care of resources and the environment.

Teaching focuses on knowing that materials can be divided into natural materials and artificial materials.

Difficulties in education can be compared with natural materials and artificial materials through experiments.

prepare lessons

Teacher information: courseware, video.

Student materials: cotton, acrylic cotton products, beakers, measuring cylinders, tweezers, lighters, sawdust, sandstone, paper, plastic, glass.

Teaching time 1, teaching process design 1, scenarios and problems 1. Teacher: Today, the teacher brought photos for everyone. Can you find the materials needed for construction? 2. On-site observation and answer.

3. Tutor: These are all the materials around us. Can you distinguish the materials around you according to the source? -Title on the blackboard [Design intention: strengthen students' original cognitive level by creating situations, and stimulate students' interest in inquiry by expressing common things in life.

(2) Explore and discover 1. Understand natural materials.

Tip: Gravel, Wood and Cotton Worker: What's this? Where can I get these materials? Health: naturally.

Teacher: Yes. Materials directly from nature, such as gravel, wood and cotton, are all natural materials.

2) Understand the tips of artificial materials) Ask questions in glass processing video) What material is glass, how is it processed, and can it be obtained directly from nature? Health: Glass is made of natural materials such as quartz sand.

Health: He can't get it directly from nature. Not a natural material.

Random (glass, plastic, metal, ceramic photographer) glass, plastic, metal and other items made by processing natural materials to change their properties are called artificial materials.

3. Teacher: Let's look at the picture above again. Can you directly find the building materials, which are natural materials and which are artificial materials? Health: Gravel is a natural material, and wood is a natural material.

Glass, steel and cement are all man-made materials.

[Design Intention: Teachers encourage students to observe things around them and let them discover them.

Encourage students to tell their findings and learn different materials in the discovery.

Develop and cultivate students' inquiry consciousness.

(3) Explore and discover 1. Teacher) Here, the teacher has prepared two things for everyone. Can you tell what they are made of? Health: Cotton-A Natural Material

Acrylic cotton-man-made materials II. Teacher: Can you find the features by looking, touching and dipping? Start the experiment, finish the experiment report and exchange the report.

Design intention: Through observation and experimental analysis, students can intuitively perceive natural materials and artificial materials, and discover the different characteristics of natural materials and artificial materials.

(iv) Extended application 1. What are the things around us and what materials are they made of? Do you think there are more natural products or artificial materials around us? Why? Teacher: What nature brings us is not endless. In order to adapt to the future development and progress, scientists have developed many new materials.

Students should also study hard and develop more materials in the future to facilitate people's lives.

[Design intention: Through life accumulation analysis, let students know more about natural materials and man-made materials.

blackboard-writing design

Reflection after school

This course focuses on the common things in daily life, so that students can know the materials in various ways and discuss what materials the items in the bag are made of through group cooperation.

So as to cultivate students' spirit of unity and cooperation and urge them to explore the scientific secrets of the material world.

In the process of teaching, I often do two things. 1. Educational content is closely related to life.

"Science Curriculum Standard" shows that through the study of science curriculum, we can understand the superficial scientific knowledge of common things around us, and apply it to our daily life to develop scientific behavior habits and living habits.

At the beginning of this course, I chatted with the house that my classmates were familiar with. What materials do you need to make a house? After that, guide students to use various senses and observe things around them in various ways.

During the observation, the students learned a lot of commonly used materials and developed good study habits.

2. Reflect that scientific learning takes inquiry as the core.

"Inquiry is the core of scientific learning" is one of the basic concepts of science curriculum.

In this course, I will create a good learning environment for students, provide students with sufficient opportunities for scientific exploration, guide students to observe what is on themselves and in their schoolbags, and experience the fun of learning science.

Education is a regrettable art, which has both advantages and disadvantages in the process of education.

1. The evaluation method and language are monotonous, which can't stimulate students' interest in learning.

Klingberg believes that "in all education, dialogue in the broadest sense is going on". No matter which education method is dominant, interactive "spiritual integration" and "dialogue" are the essential signs of high-quality education.

In the classroom, teachers are not welcome to "speak in one word" and "full house". I didn't grasp the students' evaluation when I took this course. For example, the enthusiasm of the whole class to participate in the report is not high. I just said it myself, and I don't want to find the advantages and disadvantages of others.

2. Not paying enough attention to details

In classroom teaching, teachers should have strong insight and be good at seizing opportunities to guide students' learning.

I was told that details determine success or failure.

In teaching, I think details can also determine the wonderful course.

For example, when instructing students to fill in the declaration form, some students write wrong words. We should fully realize the serious consequences of students' careless writing.

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