Su Jiaoban Primary School Science Grade Three Volume II "What's the Wind Blowing Today" courseware.

"Please describe the weather today?" In class, I threw this question to my classmates. This is not only a review of what we have learned in previous sections, but also an introduction to what we have learned in this section. After the students described it, I took them to the playground and let them observe the dynamics of the red flag.

"The red flag flutters in the wind."

"The red flag flies one way, the other way, and then it is still."

"The red flag is not fully unfurled."

......

The children are talking noisily. I asked, "Then do you know why the red flag is flying?" "That must be because of the wind." "Do you know what kind of wind is blowing today?"

The children were silent, so I drew out what I learned in this lesson.

The wind direction is a difficult point in this class, and many children encounter difficulties in their studies. In my study, I started with the concept, and the wind direction refers to the direction in which the wind blows. I started with "blowing", let the children perform what is blowing on stage, and use red scarves as props. Let them feel the direction of the wind in the game. After understanding, let them quickly return to the playground again, aiming at the red flag and standing in the direction of the wind. This way of combining practice with theory can make students understand the direction.

The learning of wind level is relatively simple. In the learning, I used multimedia direct view to show them different performances of each wind level. Then let them master the change of wind level through class competition. A static and dynamic learning method has increased the learning capacity of this course. Knowing that the wind should be described from two aspects: wind direction and wind level, I led to the study of wind vane and wind meter, which I chose to let them learn independently and make these two instruments by themselves. After doing it well, let the students tell the process of making it, which will save the students from memorizing and enhance their practical ability.

Reflection II: What's the wind blowing today? Reflection on teaching

I started this lesson by guessing riddles, which suddenly aroused students' curiosity and desire to explore, and naturally transitioned to the theme of this lesson. Then, in the three inquiry activities, students' dominant position was fully exerted, so that students could observe carefully with their eyes, communicate and discuss with their mouths, listen to others' beneficial opinions with their ears, and practice boldly with their hands, which stimulated their enthusiasm for independent inquiry. I think the success of this lesson has the following points:

1. I designed a riddle in the lead-in session. Because students like to guess riddles, they get a sense of accomplishment in their hearts when they guess the bottom of the riddle, and they suddenly have a strong desire for knowledge and naturally lead into the new lesson.

2. The wind direction is a difficult point in this class, and many students encounter difficulties in their study. So let me start with the concept. Wind direction refers to the direction in which the wind blows. I started with knowing the orientation, let the children perform on stage to identify the eight orientations, use red scarves as props, and then let them feel the direction of the wind in the game through appropriate demonstrations. This way of combining practice with theory enables students to understand the wind direction quickly. For the study of wind grade, I showed them the different performances of each wind grade with multimedia direct view. After understanding that the wind should be described from two aspects: wind direction and wind grade, I led out the study of wind vane and wind meter, and asked students to make these two instruments by themselves. Then let the students tell his production process, so that students can master knowledge in practice and enhance their practical ability. Generally speaking, I think I have mastered this class well and achieved the expected good results.

However, there are still some shortcomings. If students practice in the playground in this class, the learning effect will be better. The preparation of lessons is not sufficient, and the students are not fully considered. In the hands-on production process, the materials prepared by students are insufficient, and the division of labor in group cooperation is not clear, which needs to be further improved. Some teaching links are loose, the teacher's evaluation language is relatively simple, the transition is relatively stiff, and the connection of links is not satisfactory. In order to save time, some contents have not been fully explained, such as the study of wind songs, which I cursorily took. In the next class, I need to spend some time to exchange and discuss the content of this class with students again.

I think this is something that I should pay attention to and improve in my future science teaching.

Reflection III: Teaching reflection on what wind blows today

The design intention of this course is to let students learn to observe and estimate the wind direction and speed by making trade wind flags and wind vanes, and learn to observe, describe, record and communicate their observation results with their classmates initially, so as to achieve the goal of knowing that the weather can be described by some measurable quantities set by the Standard. Before learning this lesson, students have already had a certain understanding of the phenomena such as "temperature" and "rain", and also have rich perceptual experience of the natural phenomenon of "wind". In the previous study, they not only accumulated some knowledge about the weather, but also possessed certain inquiry ability and methods. In the study of this lesson, students will share their knowledge and research process about wind, and at the same time, students can consciously care about and study the changes of weather and natural phenomena around them, laying the foundation for further activities such as exploring the causes of rain and snow.

according to the characteristics of students' age and the actual situation of teaching, we deal with the teaching materials in this way: let students start "buffet" learning. Students are naturally curious about the weather changes around them. We should make use of and develop students' curiosity and enthusiasm for inquiry. According to their learning needs, we should appropriately expand the research scope, focus on observing wind direction and wind power, and take other issues that students are interested in as the teaching content of this course. Take the teaching material as the starting point of innovation, develop it as a resource, optimize the teaching content, and make full use of the resources of the school to carry out teaching, so as to provide convenience for students to study the problems they are interested in, so as to achieve the purpose of improving students' scientific literacy.

In terms of material design, teachers prepare CAI of various winds, some images and written materials about the winds as a supplement to the materials collected by students in the inquiry activities. In order to let students experience the scientific inquiry process more completely, the simple materials needed for small production can be provided by students themselves. In the process of making plans, teachers must give appropriate guidance to let students know what materials to prepare.

In terms of teaching process design, students are allowed to experience the process of scientific inquiry based on the principle of "experiencing science": asking questions, making assumptions, making research plans, practicing or collecting information, processing and explaining information, exchanging discussions and extending after class.

teaching should focus on students' development, so that students can get vivid and lively development in the classroom. Teachers should establish the concept of starting from and serving for "learning", and from beginning to end, from the perspective of guiding students to explore on their own, give students the initiative in learning, give full play to their autonomy, dare to let them observe, discuss and explore, not stick to textbooks, and give full play to their creativity and creativity.

In the process of students' inquiry, teachers give them enough time, but at the same time, there will be a situation of poor classroom regulation. In view of this phenomenon, teachers should predict the possible situations in the classroom as early as possible, and find ways to make the teaching more compact, so that students can feel the joy of scientific learning in every link and have something to do.