Reflections on the teaching of small snails

The Little Snail is a popular science fairy tale full of childlike interest. The following are my thoughts on snail teaching (8 selected articles). Welcome to share.

Reflections on the teaching of small snails 1 The story of "Little Snail" tells that small snails have experienced four seasons on their way to and from the Woods and home because they climb very slowly. In a few short words the snail said to his mother, we saw a small forest that has been changing. After I finished the story, I didn't ask some plot questions as usual. I didn't confine myself to a few short sentences in the past, but paid attention to guiding children to associate.

The little snail said, "Mom, the small trees in the Woods are full of leaves and green, and there are many strawberries growing on the ground." I used inspiring language to show my children a beautiful artistic conception: "In summer, the trees in the Woods are covered with green leaves, the ground is green grass, and the green grass is full of bright red strawberries." What a wonderful world, what else do you seem to see? "

The little snail said, "Mom, there are no strawberries. There are mushrooms on the ground and the leaves are turning yellow." I will guide the children to imagine that "in autumn, the grove turns golden, and the Ye Er full of trees flutters with the wind and gently falls to the ground, making the earth golden. What do you think of the grove? What else do you seem to see? "

Through the children's association, the beautiful grove that changes color with the change of seasons seems to be really in front of us, and the children are intoxicated by the color beauty implied in the story.

Disadvantages: Interesting stories enrich children's lives and give them enjoyment with their unique artistic charm. However, when children listen to stories, they often only pay attention to the salient features of stories, and are easily attracted by some superficial things, while the implied beauty is not easy to be noticed by children, or even easily ignored by teachers, and some of these things are quite beneficial to children. In the story, it is beneficial, interesting and feasible to try to explore the beauty hidden in the story with children.

In the story "Little Snail", the little snail crawls and crawls, looking for the change from one season to another, aiming at introducing the seasonal changes in spring, summer, autumn and winter and the typical characteristics of the four seasons, and integrating knowledge and interest. What I should achieve is:

1. Knowing that there are four seasons in a year, and making clear the sequence of the four seasons, we can tell the main characteristics of the four seasons in nature.

2. Learn dialogue with acting skills and cooperate with the teacher to create new stories based on the story of the little snail.

When I started this language activity, I found that children's interest was very high. Children can accurately tell the characteristics of small snails, that is, "small head, slow crawling." When I tell stories to my children, I find that children can tell specific seasons according to the characteristics I said. The children in the big class have a certain understanding and experience of the four seasons, which also lays a good foundation for our story activities to be carried out better. So I adopted the method of drawing, using simple diagrams, pictures of small snails and arrows to show you the remarkable changes of the four seasons when snails crawl. It is also to help children better understand and remember. It turns out that with this method, most children can tell stories through pictures.

The difficulty of this language activity lies in creating new stories. In creation, we need to closely follow the headline of "Four Seasons Change". But the child is not active enough. Many children's thinking is very limited, and the change of flowers and plants tells us that the four seasons are constantly changing.

The Little Snail is a short and pithy story, and its development is described with exaggerated humor. Take the snail's slowness as a clue to interpret the characteristics of the four seasons. Through the tireless crawling of the little snail, the students felt the perseverance of the little snail and the invisible love of the mother for the little snail, which were vividly expressed in this little story.

However, it is very difficult for children in the first grade of primary school to learn these hidden things, and what form can make them feel it imperceptibly is the most important.

There is a calm and leisurely atmosphere in the story. It is such a scene that students are willing to listen with interest.

First of all, in the activity, I presented the characteristics and periodicity of the four seasons to the students in the form of map combination, so that the students could see at a glance. As in the past, the good word "Qingqing" may not be well understood by the first-grade primary school students, which requires the teacher to explain it briefly again. When the students meet again, they will find in their minds that the advantages outweigh the disadvantages for the children!

Second, during the activity, the students performed well and their thinking was active. They can feel that their classmates have been attracted by this little story, by their mother's love, by the tenacity of the little snail and by the slowness of the little snail. Although the little snail returns empty-handed again and again, it can feel the happiness of the little snail and the hidden education of the snail mother. In Invisible, it is told through the snail's own discovery, which naturally makes the little snail feel the characteristics and changes of the four seasons through his mother's love summary. This is the core of the story, and when we educate our children, do we really give them freedom to discover and feel for themselves? Are we really guides and participants?

Reflection on snail teaching Chapter 4 This course adheres to the teaching principle of "teaching as the leading factor, learning as the main body, thinking training as the main line and hands-on operation as the practice". Combine the leading role of teachers with students' dominant position in teaching activities, strengthen heuristic, inquiry, practice and appreciation teaching, give full play to students' dominant role, and strive to cultivate students' thinking ability, innovation ability, operation ability and appreciation ability. Snails made of various materials in this lesson attract students' attention, stimulate students' thinking, improve students' operation and give full play to students' performance ability by using various production methods. Through the exploration and practice of classroom mode, the design and operation level of grade two students in primary school can be improved.

The textbook of this lesson takes the small snail that children love and are familiar with as the starting point, understands the morphological characteristics of the snail, grasps the spiral characteristics of its shell, and simulates the shell of a paper snail by using the spiral shape formed by winding slender paper strips. Guiding children to learn how to combine and decorate a small snail's handmade works by painting, cutting, spelling, rolling and gluing belongs to the field of "modeling and expression" learning. In order to plant a simple seed of "design" consciousness in the hearts of junior children, the activities of "adding pictures and cutting and pasting lace" are added to the teaching materials, prompting students to draw and post repeated patterns on the slender edges of snail shells, so that the snails made are more aesthetic and childlike. At the same time, it also educates students to learn the strong and persistent spirit of snails.

Senior two students have rich and active imagination and creativity, and they can express what they know with simple paintings and productions. They have mastered some basic art knowledge, have the ability to learn and use various painting and operating tools, and can express things by watching, painting and doing. I also have a strong interest in art, but I still lack the ability to observe and make. But as long as you make more hands-on and give full play to creative thinking, you can make all kinds of decorative snails.

Pupils do things tentatively, casually and symbolically. Students learn about snails and their basic structures, and explore the decorations on snails and snails' shells independently. In the process of learning, students systematically understand, study and make snails step by step, from simple to rich.

The teaching of this lesson guides students to explore snails through the following links.

1, perception (Appreciate snail pictures through multimedia, show handmade snail products, get a preliminary understanding of the basic morphology of snails, and understand the shape and function of snail shells. )

2. Exploration and discovery (students explore and summarize the methods of making snails by comparing and analyzing some handmade snail products. )

3, understand the production (students understand and appreciate the design and decoration of snail shells, draw and cut various snail shell patterns and head and tail cutting. )

4, the use of innovation (students try to make and design decoration, create painting, cutting, rolling, folding, gluing and other methods, combination and decoration, to produce handmade snail works. )

5, appreciation evaluation (through the evaluation of handmade snail products, improve the aesthetic level of appreciation and get the pleasure of success. )

This process is that students make snails by hand on the basis of perception. The teaching combines students' drawing and making, mainly decorating snail shells, supplemented by snail head and tail for homework exercises. Heuristic, exploratory and demonstrative methods are used in teaching, which are interlocking at different levels and easy to understand. Students are always the main body of learning. Teachers take snails as teaching clues to guide students to discover the spiral shape of snail shells and show them with design and decoration.

Using network environment to develop curriculum resources and optimize classroom teaching process. In the fields of "Understanding Production" and "Appreciation Evaluation" of this course, students are required to appreciate and comment on the visual world such as snails with different designs and snails made of different materials, so as to gradually form aesthetic interest and improve their artistic appreciation ability. These can make use of my good comprehensive use of information technology and network environment to develop curriculum resources and make multimedia courseware.

Children's specific childish and playful nature is easily influenced by the surrounding things and environment. Before the teaching of this course, beautify the art room, arrange some pictures and handmade snails with great visual impact, broaden students' horizons and stimulate their creative desire. And created a pleasant learning environment, relaxed game environment and art room environment for students to show themselves. In the environment created by students, students learn happily through group cooperation and personal innovation.

Reflections on the teaching of small snails 5 This lesson takes the small snails that children like as the starting point, and guides children to learn to combine decoration with painting and cutting to complete a paper small snail handmade work.

Children's world is a world of games and fairy tales. In this art class, I always keep students in interesting perceptual activities. With the enhancement of interest, students take the initiative to explore and gain knowledge and happiness in the changes of teaching links. In order to break through the difficulties, I made full preparations before class, made a small snail model and distributed it to all groups to guide students to appreciate it carefully and observe and analyze how the small snail was made. Children can quickly analyze the basic methods and steps: drawing, rolling, pasting, etc. In teaching, students' speeches are very wonderful. During the 20 minutes of the whole class, I put my children in the exquisite production of snails. The design of teaching links plays a great role in mobilizing and stimulating children's interest.

I have to say that every polishing class will have some problems, and there are also many problems in this polishing class: First of all, when teaching snail shell patterns, the requirements are too detailed and the production time is not considered.

Secondly, when teachers demonstrate the production of artillery shells with physical projectors, students are not focused. If you shoot it with a camera and then play it, the effect will be better.

Thirdly, in the evaluation process, the evaluation of some students' works is not detailed enough.

After this grinding class, I found that there is a certain lack of emotional education in the class. I only pay attention to cultivating children's spirit of exploring and studying nature, but ignore the good quality of making children insist on learning from snails.

Details determine success or failure. This sentence is the best way to sum up my grinding class. In the classroom, one link is connected with another, no matter which link or small detail goes wrong, it will have a butterfly effect. Although the grinding class is over, in my future teaching activities, I hope to keep the attitude of grinding class and treat each of my regular classes. Pay attention to details in class and treat each class strictly. Like a snail, make unremitting efforts towards your goals.

Reflections on the teaching of Snail 6 (1). Accurately grasp the teaching materials This lesson is to observe small animals like snails. In the activity, I started with the characteristics of animals and the age characteristics of students, and made targeted and careful consideration on environmental layout and material selection. Because snails are timid, afraid of being disturbed and like dark and humid environment, I use curtains to block the light and ask students to be quiet, so as not to scare our animal friends and create a physical environment suitable for snails to crawl out. Snails are very active in class. In the selection of materials, the place where snails crawl is a piece of paper, and below it is a piece of white paper. White paper is to prevent the table from being confused by the color similar to snail's observation and judgment. The use of bright film has two major functions. The first is to reduce friction and facilitate snail crawling. The second is to enable students to observe snails from multiple angles. Paper cups are also used in materials. On the one hand, snails will crawl randomly, which will affect the classroom order; On the other hand, considering that students are hyperactive and easily distracted, students will put snails in paper cups to listen to their classmates' speeches and reduce distractions.

(2) Time and space science teaching for students to explore should take students as the main body and students' active exploration as the core. This course strives to embody this idea in teaching. In the first activity of the class, students observe and study snails in groups for 13 minutes, and the communication lasts for 6 to 7 minutes. In the second activity, the student group observed the snail shell for 6 points and reported the exchange for 9 points. In terms of time, the time for students to explore is guaranteed, and the classroom is handed over to students, so that the concept of inquiry can be better implemented in the classroom. According to students' feedback, students have their own unique views on the description of snails, and each group has different methods of observation and description. Students have their own observation and thinking. Students' observation of snails is not limited to the classroom. Through the snail food given to students by teachers, students' exploration of snail food naturally extends to extracurricular activities. Through the observation of students after class, I found that students are still very interested in snails and the atmosphere is very warm, which makes me quite gratified.

(3) Some discussions about this course and science teaching.

1. Grasp the teaching focus. In the past, teaching was the connection of knowledge points. Now, science teaching emphasizes the connection of activities, so that students can experience and understand in activities, so as to gain the experience needed for children's growth. Therefore, he not only pays attention to knowledge, but also pays attention to students' activities and their values. In this class, if I focus on students' observation of snail shells, it will be more conducive to students' development. Because students' observation of the soft part of snails is what they usually pay attention to, there is no need to focus on it in class. The observation of snail shells was originally ignored by students. If students pay attention to the observation in class, they will have the experience of observing the details of animals' bodies, and then pay attention to the observation of some details in life, and make more discoveries, so as to be a conscientious person in life. Therefore, in science teaching, teachers should think, discover and find more valuable activities for children from the perspective of children.

2. The problem of improving classroom teaching efficiency in science teaching is not only for me, but also for most teachers. If students are to be active, activities will not be effective without the guarantee of time. However, it is problematic to give students time to complete our teaching tasks. How to solve this contradiction? Only by improving the efficiency of classroom teaching. To improve efficiency, we can start from these aspects. First, cultivate good study habits. When the group activity is over, stop it in time, or it will pass in a minute or two. After several activities, the 40-minute class has wasted a few minutes. In the aspect of habit cultivation, it should also include the effectiveness of records, the rapidity of division of labor within the group and the timeliness of the start of activities. The second is the organization of observation activities. When organizing observation activities, we should understand the actual level of students and let go when it is time to let go. We can't ignore students' existing life experience, treat students as blank paper and guide everything. Time is naturally not enough. Of course, we should not overestimate students' existing knowledge and ability and let them go with the flow. Only by grasping the reality of students and keeping our teaching in the "nearest development zone" of students can we develop students' scientific literacy to the maximum extent in a limited time.

3. How to guide students to produce new problems comes from students' internal problems, which can promote students to actively find answers and solve problems and generate internal driving force for learning. If students can keep discovering in science teaching, maybe new problems will appear in new discoveries. Therefore, teachers should create a good situation in teaching, let students make new discoveries constantly, and pay attention to cultivating students' problem consciousness in discovery. For example, at the end of an observation activity, consciously ask: "What new discoveries have you made during the observation?" "Do you have any different opinions?" Although it is just a sentence, the students' thinking has been trained. Through this kind of teaching, students will constantly reflect on their own observations and activities, so as to get more questions, solve problems from their own perspective and carry out follow-up activities. Teachers no longer ask students to do it, and students' subjectivity can really be brought into play and developed.

The Little Snail is a short and pithy story, in which exaggerated humor is used to describe the development of the story. It is through the slow snail that we interpret the characteristics of the four seasons. On the way to the Woods and home, the little snail experienced the story of four seasons: spring, summer, autumn and winter. In the interesting story, we saw a small forest that has been changing. Through the tireless crawling of the little snail, the children felt the persistence of the little snail and the invisible love of their mother for the little snail, all of which were vividly expressed in this little story. It is difficult for children in the middle class to learn these hidden things next semester, so what forms can we use to make children feel imperceptibly:

1, I show the characteristics and periodicity of the four seasons to children in the form of maps and words, and the children can see at a glance. In the activities, consciously infiltrate the good words and sentences of stories, accumulate children's vocabulary from an early age, develop children's language ability, and cultivate children's habit of reading independently.

2, the child's performance is ok, his thinking is active, and he can feel that the child has been attracted by this little story, by his mother's love, by the tenacity of the little snail, and by the slowness of the little snail. Although the little snail returns empty-handed again and again, it can feel the happiness of the little snail, and can feel that the education of the mother snail to the little snail is hidden. Tell it through the snail's own discovery in the hidden, and let the little snail feel the characteristics and changes of the four seasons in the summary. This is the core of the story, and it is also whether we really give children freedom when educating them, so that they can discover and feel for themselves! Are we really a guide and a participant? We can't do it, can we? But we try to do it? For children to study better.

Reflections on the teaching of small snails 8 "Little Snail" is a popular science fairy tale full of childlike interest. Through three conversations between the snail and its mother, the text introduces us to the changes of the forest all year round, and at the same time skillfully tells us the characteristics of the snail's slow crawling speed. The language of the text is simple and easy to understand, which is very suitable for first-grade pupils to read.

Judging from the students' classroom performance, the students have been attracted by this little story, by their mother's love and by the tenacity of the little snail. Although the snail returns empty-handed again and again, students can feel the happiness of the snail, the education of its mother and the changes of the four seasons.

"Chinese Curriculum Standards" emphasizes: "We should broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons and improve their learning efficiency in the intersection, infiltration and integration of different contents and methods." In this class, based on this principle, I have effectively integrated pictures and role reading in teaching, so that students can learn knowledge and understand nature in beautiful pictures and rich imagination, make Chinese classes colorful and improve learning efficiency.

"Chinese Curriculum Standards" emphasizes: "Students should be more directly exposed to Chinese materials and experience and master the laws of using Chinese in a large number of Chinese practices." In junior high school reading teaching, students should lose no time in oral training to cultivate their oral expression ability. So I attach great importance to the accumulation of words and the expression of language in class. Grasping "green" guides students to accumulate ABAB vocabulary, and grasping "side" and "has" trains students to express. By imitating the dialogue in the text, let the students practice the four seasons in their own eyes and let them learn to use dialogue in their lives.

In short, I strive to make students "speak, do and use their brains" in teaching, so that students can become the masters of learning and improve their comprehensive quality.