Teaching design of bees

As a teaching worker, it is often necessary to prepare teaching design and make creative decisions on how to achieve teaching objectives in the form of planning and layout, so as to solve the problem of how to teach. How to write instructional design? The following is a model essay (3 selected essays) about the teaching design of the third grade Chinese "Bee", which is for your reference only and I hope it will help you.

Bee 1 teaching design of teaching objectives;

1, read the text silently repeatedly, understand the main contents of the text, know what experiments the author has done, what conclusions he has drawn and how he got them.

2. Understand the content of the text and learn from Fabres's spirit of careful observation, good thinking and exploration, as well as his rigorous scientific attitude and realistic scientific style.

3. Accumulate good words and sentences.

Teaching emphases and difficulties:

Experience Fabres's spirit of observation and exploration, rigorous scientific attitude and realistic scientific style.

Preparation before class:

① Computer courseware.

(2) Teachers and students * * * collect information about bees.

Teaching process:

First, check the import:

1, dictation to check the mastery of new words.

2. What does this article tell us?

Second, learn the first paragraph:

1. Why did Fabres do this experiment? (Guide students to read the first paragraph, writing on the blackboard: listening and speaking)

Students, there is a flower in our campus. Its petals are different and colorful. What do you want to say when I hear this? Or do something?

3. What did Fabres do after hearing that bees have the ability to tell directions? What did you learn from it? (It shows that he is not blind, pays attention to facts, and his ears are empty, but seeing is believing) Show the courseware and introduce Fabres.

Third, study paragraphs 2 to 5:

1, so how did he do the experiment? Please read the second paragraph of the text silently and draw what he did.

2. Can you use "Really ... then ... then ... and finally ..." to report what the students did? Tell your deskmate again! (

Read the second paragraph silently, think about it, and remove one step from the text, ok? Discuss it in the group again. Then report to the class. (Experience Fabres's rigorous scientific style)

4. What do you want to say to Fabers after reading this?

5. What did I think after I released the bees? Why does "I" speculate like this? (Discuss at the same table) What did you learn from this? (Fabres observes carefully and thinks seriously)

6. If you are the author, how will you feel when you hear that the bees are back?

7. What words do you want to use to describe the mood of the author and his little daughter at this time? (Excited) How do you think reading can express your feelings? (refers to reading, everyone comments. )

8. Two bees are back. Can you conclude that bees have the ability to tell directions? Why?

9. How did the author finally come to a conclusion? Please read the fifth paragraph silently and find out the sentences that can explain the conclusion. (In this way, seventeen of the twenty bees did not get lost and returned home accurately. Although they flew against the wind and had some strange scenery along the way, they did fly back. )

10, who will read this sentence? And please tell me the reason why you read like this. Guide students to understand the meaning of "accurate reading" in reading. )

1 1, 20 bees have 17 flies back, can it show that bees have the ability to tell the direction? Where are the other three bees?

Read the first paragraph repeatedly.

Show the first paragraph: Students, after reading this, have you heard that bees have the ability to tell directions? Then Fabres can say for sure (Student: Bees have the ability to tell directions, and no matter where they fly, they can always return to their original places. How excited he was at this time, he said excitedly to people: (Student: Bees have the ability to tell the direction, and no matter where they fly, they can always return to their original places. )

He can proudly announce to the world: (Student: Bees have the ability to tell directions, and no matter where they fly, they can always return to their original places. )

5. Learn the last paragraph.

1, and what conclusion did Fabres draw? (Read the last paragraph together)

2. In this conclusion, what can be determined (bees don't rely on extraordinary memory to tell the direction) is the instinct to tell the direction. )

Do you have any questions about this sentence?

4. According to the students' questions, focus on understanding the meaning of "instinct". And give an example.

5. Read the contents of the information kit freely. It says bees can dance. Is that how they found their way? How can we find the real reason?

Sixth, expand and extend:

It seems that nature does have countless mysteries that cannot be solved. Because Fabres lived more than 100 years ago, the research conditions at that time were definitely very limited, and he could not explain this instinct. Decades later, there was a research conclusion. Please listen to whether it makes sense. (The teacher talks about the research results of Austrian biologist Friedrich) If students know about bees,

Teaching objectives of bee instructional design 2

1, read the text silently.

2. Understand the main content of the text and find out how the experiment was done and how the conclusion was drawn.

3. Learn the author's methods of observation, thinking and experiment, and feel the rigorous scientific attitude and realistic scientific style.

Teaching step

First, import.

1, Teacher: Animals are friends of human beings. We should know them and study them. Today, let's look at bees that collect honey.

Students talk about the knowledge about bees from the materials they read before class.

3. Bees also have the ability to tell directions. Please teach yourself the text according to the reading tips.

Second, the overall perception.

1, read the text for free and read it through.

2. Read silently and think about the problems in the reading tips.

Third, discuss and communicate.

1, class communication.

(1) Problems in reading tips.

Although I have been stung by bees many times, I have always insisted on understanding the author's spirit of not being afraid of difficulties for science.

(3) There are 17 bees in 20 bees, and they are not lost because of the wind and strange scenery. They have accurately returned to their homes to understand the instinct of bees.

2. What did the author's practice inspire you?

Fourth, summarize and expand.

There are many mysteries in nature waiting for students to discover and study. I hope all the students have vision, are good at finding problems, and have the spirit of being fearless in science.

Fifth, assign homework.

Read the book Insects.

Teaching design of Bee 3 I. teaching objectives:

Knowledge and ability:

1, know ten new words and write fourteen words; Can correctly read and write twenty words such as "no matter, experiment, paper bag".

2. Learn to read the text silently, feel the accuracy of language use when explaining, and accumulate good words and sentences.

Process and method:

1. Let students understand and feel the key words through guidance and discussion.

2. Give full play to students' subjectivity, stimulate students' independent thinking and have their own unique reading experience.

Emotional attitudes and values:

Learn from Fabres's spirit of observation and exploration, rigorous scientific attitude and realistic scientific style.

Second, the difficulties in teaching:

Teaching focus:

Find out how the author did it and how to draw a conclusion, so as to verify whether bees have the ability to tell the direction.

Teaching difficulties:

Through the words "I heard, I thought, I guessed, that is to say, really", I realized Fabres's rigorous scientific attitude and realistic scientific style.

Third, teaching strategies:

This is a popular science article, which shows that bees have the ability to distinguish directions through typical examples. Firstly, the article introduces the emergence of the problem. That is, "I heard" that "bees have the ability to tell the direction, no matter where they fly, they can always return to their original places", and then Fabres, with the cooperation of her daughter, conducted an experiment on whether bees can tell the direction.

The basic situation of the experiment:

Objective: Do bees have the ability to identify directions?

Experimental elements:

Quantity-forty.

Features-White marks on the back (twenty bees were injured in the process).

Conditions-two and a half miles, lots of scenery along the way, against the wind.

The result-40 minutes later, two flies covered in pollen flew back.

The next day, another 15 plane flew back.

Seventeen bees flew back.

Experimental conclusion: This is not an extraordinary memory, but an unexplained instinct.

Fabrice is a caring entomologist. Therefore, in his works, we can not only gain scientific knowledge, feel the rigor and order of science, but also appreciate the delicacy and sincerity of human nature. From a scientific point of view, Fabres's thinking is thorough, the experimental process is clear, and the description of the experiment is objective. Moreover, there is no lack of humanism in the experimental process. For example, my little daughter Egeland's performance, the author's conjecture that bees "look" to the distant home and "miss the little baby and rich honey in the nest", let us understand how much affection and care we have while understanding science.

Fourth, the teaching process:

(A) stimulate the introduction of interest

1. Show photos of Fabres. Introduction: Do you know who he is? Can you give a brief introduction?

In this lesson, we will follow Fables into the insect world and explore the mystery there together!

(2) Read the text for the first time and review the new words.

1. Read the text freely: read the correct pronunciation, read the sentences and understand the main idea.

2, courseware to show words, self-study, reading, check preview.

No matter, experiment, paper bag, confirmation, flying, almost, probably, reduction, resistance, distance, guess, including, inspection, loss, accuracy, all the way, determination, extraordinary, memory, instinct, strangeness, headwind.

Theory, test, proof, reduction, resistance, inclusion, error, accuracy and strangeness; Solids and bags; Tao, super; Routine, measurement.

3. Learn new words.

Summary: the last stroke in the middle part is a point; Comment: Don't write "Cang" on the right; Try: don't throw too much on the right; Minus sign: There are two water spots on the left.

(C) in-depth text, specific learning

1, read the text silently and understand the main content of the text.

(1) Read the name out loud and think: What did the text say?

Fables heard that bees have the ability to tell directions, so he marked his bees, put them in paper bags, walked for more than two miles, opened the paper bags and set them free. Seventeen bees finally flew back to the hive. Fabres came to the conclusion that bees don't rely on extraordinary memory, but an instinct that he can't explain.

(2) sort out the doubts.

Why an experiment, not an experiment?

Test: to test the effect or performance of something and try it out in a laboratory or in a small area.

Experiment: an operation or activity to test a theory or hypothesis.

② How did the bees fly back?

Why didn't three bees fly back?

2. Read the text intensively and explore the profound meaning.

(1) Read the first paragraph silently and think: What experiment should I do? Why do you want to do this experiment?

① Preset: Test whether bees have the ability to tell directions. Because he "heard that bees have the ability to tell the direction, no matter where they fly, they can always return to their original places."

Follow-up: "I heard it from others", not myself. So he decided to do the experiment by himself. What do you feel from it? After reading the first paragraph, we not only know why he did the experiment, but also see Fabres's scientific attitude of not blindly trusting and seeking truth from facts.

Can you find another set of related words in the first paragraph? (Circle) "No matter ... always ..." Can you tell me the meaning of this group of related words in this sentence?

(2) How does Fables verify whether bees have the ability to tell directions? Do experiments.

① Courseware shows self-study tips.

Read the second paragraph silently and draw sentences that can express the author's experimental practice with horizontal lines. Thinking: Can you remove one of the links? Why?

② Default: * * * four steps, and there is no link to remove.

Courseware demonstration:

I caught some bees in the honeycomb in my garden and put them in paper bags-easy to observe;

I made white marks on their backs-to better distinguish them from other bees;

I told my little daughter to wait by the hive-to master the time when the bees fly back;

After walking more than two miles, open the paper bag and let it out-a little further is more telling.

Teacher: What a meticulous arrangement! Let's read the sentence "do experiments" again. How comprehensive the preparations for Fabres are! We can feel what kind of person he is. (rigorous)

Teacher: What did Fabres observe after the bees were released? Quickly find out the phenomenon observed by the author and draw it with a curve.

What did the author think of when he saw this phenomenon? The author asked if bees could go home. How do you feel?

Preset: "I think, how can they see the distant home when they fly so low?" I feel that he is carefully observing and thinking.

Transition: So, can bees go home?

(3) Show self-study skills.

(1) Read three to five paragraphs silently and draw a sentence describing the author's careful observation and serious thinking.

(2) Exchange reports.

On the way home, I speculated that the bees might not find their home.

Teacher: Why does the author speculate like this? (Default: Based on what I just saw)

In other words, two little bees flew more than two miles in forty minutes, including the time to collect pollen.

Teacher: That is to say, experience is the conclusion after thinking.

It's getting dark, and we haven't seen any other bees fly back. (Combined with "2: 40", the observation time is long)

When I checked the hive the next day ... (continue to observe, analyze carefully and draw a conclusion)

Although they flew against the wind and had some strange scenery along the way, they did fly back.

This is an instinct that we humans lack, which "truly" reflects the author's admiration for the ability of bees to find their way. (Read this sentence emotionally)

(3) Reading by roll call and section: Read Fabres's attitude of careful observation and serious thinking.

(4) Through careful observation and careful thinking, the author finally came to a conclusion. Read the sixth paragraph together.

Why can the author be sure that bees don't rely on extraordinary memory? The author knows that bees can go home no matter where they fly, and that bees don't rely on extraordinary memory, but does he know why?

Due to the limitation of scientific equipment at that time, Fabres could not go further into what bees relied on to identify their direction. So he also talked about his doubts in the conclusion. So, after reading the author's conclusion, what do you want to say to the author? You can also talk to bees, to yourself and to your classmates ...

(5) Summary: There are definite affirmations and doubts in Fabres's conclusion. In the face of an unexplained phenomenon, it is important not to find a clear answer, but to study the spirit of inquiry permeated in the experiment.

(6) exchange knowledge about bees after the book.

(4) Transfer

1. Read your favorite sentences and write them down.

2. Observe the growth process of a plant or the activity of an animal, master its characteristics, carefully observe and record it, and prepare for the practice of this unit.