Excellent lecture notes for comprehensive practical classes in primary schools

Excellent lecture script template for comprehensive practical classes in primary schools

As a hard-working educator, I often have to write an excellent lecture script. With the help of the lecture script, the teaching work can be made more efficient. Scientific. How to highlight the key points in the lecture notes? Below is a template of excellent lecture notes for comprehensive practical courses in primary schools that I compiled for your reference. I hope it can help friends in need.

Excellent Lecture Notes for Comprehensive Practical Courses in Primary Schools 1

Dear leaders and judges:

Hello everyone! Next, I will explain the comprehensive practical activity class "Making Dumplings" from the following aspects:

1. Design Concept

Since the "Comprehensive Practical Activity Class" is A new curriculum form was born in the new round of curriculum reform, so when I designed this course, I followed the three clues of the development of comprehensive practical activities and grasped the four major areas of comprehensive practical activities. This comprehensive practical activity class is designed to fully reflect labor skills. The authenticity, practicality, openness, and autonomy of the comprehensive practical class are integrated into the design of the entire class to seize the opportunity and stimulate students' interest in labor.

2. Activity Plan

I divided this lesson into two lessons. The first lesson is the preparation stage, and the second lesson is about making and tasting dumplings. The main activity is through Teams work together to roll out and wrap dumplings, create dumpling creations, share the fruits of their labor and talk about their feelings.

3. Activity objectives

1. By making dumplings, students can learn and master the basic methods and techniques of making dumplings.

2. Use the different shapes of dumplings to comprehensively conceive, combine them reasonably, and form creative dumpling works.

3. Deepen the awareness of cooperation with others through activities and cultivate students’ innovative consciousness and imagination ability.

4. Complete dumpling works through the application of existing experience and imagination, and experience the fun of learning to make dumplings.

5. Share the fruits of labor through groups, talk about the difficulty and joy of labor.

6. Enhance students’ awareness of group cooperative learning and cultivate students’ ability to use their hands and brain.

IV. Teaching focus: Master the methods and skills of making dumplings

Teaching difficulty: Master the skills of rolling out dumpling wrappers and making dumplings.

5. Activity preparation:

1. Divide the whole class into 6 groups, select a group leader for each group, and the group leader will reasonably allocate tasks and prepare dumpling-making tools. And materials: For example, each group has a tablecloth, two chopping boards, 2 rolling pins, a kitchen knife, three plates, six small plates, 6 pairs of chopsticks, one induction cooker and one pot.

2. Teacher Lead students to the vegetable market to buy vegetables and meat, and guide students to pick, wash and cut vegetables.

3. The teacher guides the students in mixing noodles and stuffing.

4. Students learn how to make dumplings from their parents.

6. Teaching and Learning Methods

Through inspirational guidance, operational demonstrations, and decomposition of difficult points, I guide students to learn through group cooperation, independent exploration, exchange and summary, and give them Students have the space and time to make full use of it, boldly let go, and truly become student helpers, guides, and promoters.

7. Teaching Process

Based on the above teaching and learning methods, I divide the teaching process into the following six steps

(1) Create situational passion introduction

I used the multimedia to play the music "Joyful" and showed a picture of dumplings, taking the opportunity to say: On New Year's Eve, with the sound of firecrackers, the family sat around the table, eating dumplings that symbolized the members of the league. , really warm and happy. Today, do you want to learn how to make dumplings? Then, I guided the students to talk about the process of making dumplings based on their existing experience, and then wrote the four major steps on the blackboard: mixing dough, mixing stuffing, rolling out skin, and making dumplings.

(Design intention: Accompanied by happy music and emotional words, one word will bring students’ thinking into a dumpling-making studio, making every student become a little dumpling The teacher fully mobilized the enthusiasm of the students. The method of free discussion not only made the students understand the process of making dumplings, but also laid a solid foundation for making dumplings.)

(2) Mastering methods to improve innovation

Since the work of kneading the dough and mixing the stuffing has been completed before class, I will focus on the methods of rolling out the dough and making dumplings:

1. Learn to roll out the dough and master the wrapping method

< p> First, I used multimedia to show pictures of the steps of rolling out the dough and making dumplings. Let the students look at the pictures and talk about the steps of rolling out the dough and making dumplings in real life, that is, knead the mixed dough into small doughs. Then roll it into a long strip with a diameter of about 3-4 cm, then cut it into small cylinders, sprinkle with flour, flatten it, and use a rolling pin to roll it into a round and thin cake. In this way, a dumpling wrapper is rolled out. When wrapping, place the dumpling wrapper in the palm of your hand, place the dumpling filling in the middle of the dumpling wrapper, and use the index finger and thumb of the other hand to fold the dumpling wrapper in half and pinch it together.

(Design concept: Practice is the guidance of theory. In order to better master the method of making dumplings, I used more intuitive and vivid pictures to replace boring and blunt preaching.

)

2. Summarize matters needing attention

Based on past experience in making dumplings, I first asked students to talk about matters that should be paid attention to when rolling out wrappers and making dumplings, and summarized them on the big screen. Provide notes for students to read and understand together.

(Design concept: As the leader of classroom teaching, I give full play to the advantages of group cooperation, concentrate the collective wisdom of students, and help students further master the method of making dumplings.)

　3. Activate inspiration to trigger innovation

In order to broaden students' creative thinking and enhance their desire to create dumplings, I showed pictures of dumplings with unique shapes and realistic looks on the big screen, including Mitsubishi dumplings, fish dumplings, and sunflower dumplings. Dumplings and clam dumplings, the students admired the dumpling works one after another, praising them repeatedly, making sounds of surprise and exclamation, and showing eagerness to try on their faces. I struck while the iron was hot and started a dumpling-making competition. While the students were doing their homework, I inspected, guided, and assisted the students in completing their tasks.

(Design concept: Interest is the best teacher, and if you are interested, you will produce good works. A variety of dumpling pictures play a role in inspiring students' inspiration. Students go through the process on the basis of reference My prompts, and then through further processing, improvement, and innovation, I made my own creative dumplings)

(3) Successful work display experience

Use projections to display the results of each group. The dumpling works were displayed to the whole class, and the group leader introduced the shape of the dumplings, the spelled out pattern, and the name of the work. Some groups put together a plate of smiling dumplings, some groups named their creations Sunflower Blossoms, and some dumpling creations were named Harvest Harvest. The dumpling works are both creative and profound. I fully recognize the fruits of the students' labor. For example, I commented on the dumpling works of the first group: "Look, your works are both reference and innovation. They have different shapes and are lifelike. You really learn and apply them."

Students I was even more excited when I saw the plates of dumplings made by myself. In the end, everyone unanimously selected the winner of the Best Creative Award. At this time, the students’ faces were filled with happiness and excitement.

(Design concept: In this link, students learn by having fun and learning by doing, using a cooperative method to participate and brainstorm together, and experience the joy of labor.)

(4) Tasting the results and talking about their feelings

The students were salivating looking at the plates of dumplings they had made. When I announced that the dumplings were put into the pot, the students could not wait. Tasting the fragrant dumplings, I felt even more emotional. Through this, I seize the opportunity to let students talk about their feelings. Some said: "It turns out that making dumplings is not an easy task. I will have to practice more labor skills in the future." Some said: "The dumplings I made are more delicious than usual. I am really happy." Others said: "Through the activity, I understand that there is a price to pay for harvest, and labor is the most glorious." Others said: "Making dumplings is a happy thing. Although it is hard, the pain is more." Sweet." The classroom was full of students' affectionate words.

(Design concept: Students’ emotions are sublimated here, and the meaning of this activity is settled here.)

(5) Proposing hope extension activities

On the basis of students expressing their feelings about the activity, I created an opportunity for teachers and students to communicate. “Students, through this activity, we have mastered a kind of labor skill. In the future life, we must use our hands more and use our brains frequently, and strive to master more labor skills to enrich our lives.”

< p> (Design concept: At this moment, the activities stop, but the actions continue. A simple summary not only gives students a clear direction in life, but is also more conducive to the development of comprehensive practical activities in the future.) Excellent lecture notes for primary school comprehensive practice classes 2 < /p>

Dear judges and teachers:

Hello everyone! The content of my class today is the comprehensive practical activity method guidance class "Let's Learn to Observe".

In real life, people’s understanding of objective things mainly relies on observation. In comprehensive practical activities, guiding students on observation methods is an effective way to help students fully perceive and understand things. Especially for fourth-grade children, their observation ability is in a period of gradual formation and development. Teachers should seize this opportunity in time to guide students to understand the importance of observation, master basic observation methods, and cultivate certain observation abilities. , Developing good observation habits is of great significance to students' future study and life. Therefore, I designed a method guidance class with the theme of "Let's Learn to Observe". Now I will report on the teaching design of this course from the following aspects:

1. Activity goals

1. Let students understand the importance of observation during activities and master the characteristic observation method .

2. Let students know the basic elements of observation records through activities and learn to fill in the observation record form.

3. Guide students to initially experience the process of observation and cultivate students’ observation ability.

2. Key points and difficulties of the activity

Master the characteristic observation method, know the basic elements of observation records, and learn to fill in the observation record form.

3. Activity preparation

Teachers prepare videos about the beauty of spring and actual rose flowers; students prepare various fruits.

IV. Activity Methods

In order to return the initiative in learning to students and give full play to the students' dominant position, during the activities, teachers only provide targeted guidance so that students can Take the initiative to explore, discover, experience, communicate and summarize during the learning process.

5. Activity Process

In order to achieve the above activity goals, I divided the entire teaching activity into "creating situations to introduce new lessons", "physical observation and exploring new knowledge", "deepening experience and strengthening There are four links: "training" and "deepening understanding, summary and extension". Next, I will report to you the specific operation of each link:

1. Create situations and introduce new lessons

Creating situations can better stimulate students’ interest in inquiry and activate inquiry. motivation. In the introductory session, I played a colorful and dynamic picture of the bright sun, green willows and red flowers, singing and dancing birds, and gurgling streams. Ask students to watch the video carefully and then report their viewing situation. Ask students to tell what they saw in the video. What did you hear? This guides students to understand what observation is, how to observe, and concludes that observation requires the use of multiple senses. They can see with eyes, listen with ears, smell with nose, taste with mouth, and touch with hands. On this basis, the key points of this lesson are introduced. The title is "Let us learn to observe".

2. Explore new knowledge through physical objects

After activating interest and motivation, I designed an object observation activity around the teaching objectives - observing rose flowers. Before the observation, I gave appropriate instructions and guidance to the students: first, the students were asked to think about which senses they need to mobilize to observe rose flowers and which characteristics they need to grasp for observation. Then they communicated and discussed in groups, and then implemented the observation activities. When each group reports, the characteristic observation method is summarized.

3. Deepen experience and strengthen training

On the basis of observing rose flowers, students have basically mastered the characteristic observation method. So how can we better master and use the characteristic observation method? in practice? Next, I guided the students to use this observation method to observe the various fruits they brought, and guided them to fill in the observation record form. Students learned the basic elements of observation records and learned to fill in the observation record forms.

4. Deepen understanding, summarize and extend

I used the question "What did you gain from studying this lesson?" This question once again consolidated the focus of reviewing this lesson, and at the same time, I Students understand that feature observation is just one of many observation methods. In future studies, we will gradually learn more observation methods, such as sequential observation, comparative observation, etc. I hope that students will develop the good habit of careful observation and become attentive people who are willing to observe and good at observation.

6. Teacher Reflection

In this lesson, in the context creation, students understand what observation is; by observing physical objects, students master the basic methods of characteristic observation; using reinforcement Training has improved the ability to use the characteristic observation method; through activity experience, students know the basic elements of observation records and can fill in the observation record form correctly and completely. The predetermined goals of the teaching design were completed and the expected effects of the teaching design were achieved. These all benefit from the development of students' dominant position, the accurate positioning of teachers' roles, and the transformation of students' independent, cooperative, and inquiry-based learning methods. However, "teaching is a regrettable art", and shortcomings and shortcomings are inevitable. I sincerely ask all experts to give me your advice. I am willing to listen to everyone's good advice. Thanks! Excellent Lecture Notes for Comprehensive Practical Courses in Primary Schools 3

Dear judges and teachers:

Hello everyone!

After teaching the lesson "Water Pollution" to the fourth grade of primary school, a classmate ran up to me and whispered: "Teacher, do you think light can pollute us?" I was surprised: light pollution, this But it's a new term. So he asked: "How did you discover light pollution?" The student said a little proudly: "I went to Xuzhou on Sunday and found that when the sun shines on the glass on many high-rise buildings, it makes people unable to open their eyes." How wonderful. Discover, it seems, even small children can spot big problems. So I decided to use "Investigating Light Pollution" as the theme of this comprehensive practical class. And this comprehensive practical activity was carefully designed around the topic.

Activity goals:

1. To make students understand the causes, hazards and some prevention and control measures of light pollution, and to cultivate students’ thoughts and feelings of loving their hometown and nature;

2. Guide students to start with small things and enhance students’ awareness of environmental protection;

3. Cultivate good thinking habits and penetrate into students the scientific outlook on nature that unfavorable natural conditions can be transformed and utilized. .

In view of the activity goals, I have formulated the following activity preparations

Activity preparations:

1. Teachers should pay attention to collecting information related to "light pollution" and design guiding questions to help students understand the problem of "light pollution".

2. Teachers anticipate problems that may arise during the activities and how to deal with them.

3. Set up an inspection team, usually 4-6 people, with a clear division of labor, and guide them on the specific methods of inspection activities, carefully select inspection locations and routes, and conduct necessary safety education.

After being fully prepared, start entering the teaching implementation stage

Teaching process idea:

This lesson is divided into three stages: one is the starting stage. After students listen to a real report, they talk about their feelings. This way, they rely on facts to speak, stimulate students' interest in exploring the topic of light pollution, and then guide students to recall where light pollution exists in their lives, and finally select representative issues to summarize. The second is the investigation and experience stage, which guides students to investigate the light pollution situation. Before the investigation, students are asked to communicate how they plan to conduct the investigation and predict what difficulties they will encounter. Then help students design the inspection report form. Explain the precautions clearly, and finally let students use activity classes and Sundays to conduct field trips; the third stage is the reporting stage. This stage is also the key part of this lesson. Students are the masters of the classroom and the masters of wisdom. They will be very interested in showing their results and reporting on their inspections.

At the end of this lesson, guide students to continue to carry out inquiry activities, (Through the investigation of this light pollution activity, what did you learn? What else do you want to do for environmental protection?) Carry out the activity

This activity Although it is a topic that we seldom pay attention to, it has guiding and warning significance for students and life. I believe that students will benefit endlessly from this activity! ;