Reflections on Teaching "Measuring Precipitation"

As a new teacher, teaching is one of our jobs. We can record the teaching skills we have learned in our teaching reflections. So what does excellent teaching reflection look like? ? The following is a reflection on the teaching of "Measuring Precipitation" that I compiled for you. You are welcome to learn from it and refer to it. I hope it will be helpful to you. "Measuring Precipitation" Teaching Reflection 1

For the lesson on measuring precipitation, I carefully prepared, made courseware, and thought about the ideas. I should be more prepared than the previous lessons, but After finishing the class, I still feel that the effect is not very good. I carefully analyzed the main reasons as follows:

1. The courseware design is not very reasonable, the terms are not very clear, and the connection between links is not very tight. So much so that after finishing this part of the lesson in class, the next part is forgotten or cannot be cited. Then there is the content of the courseware, which does not have very vivid pictures, so that students are not allowed to finish learning the content without attracting their attention.

2. The preparation of the class content is not very sufficient. The whole idea of ??the class has not been clearly adjusted. How to introduce the class and what the class content actually includes. I have not thought clearly about it, so the class content is not clear. compact.

3. In the process of making a simple homemade rain gauge, it is a pity that the students were not asked to prepare the materials, and they were not specifically asked to do it themselves. They were just talking about it. It should be said that it is a pity.

From the perspective of student results, it should be considered good. Students understand the key points and difficulties of this lesson, and they understand the basic content, but some places are not very detailed. Learn from this lesson in the future and work hard to improve the class. "Measuring Precipitation" Teaching Reflection 2

Precipitation is the second weather characteristic studied in the weather unit. In the focus session, pictures of the three-state cycle of water in nature are shown, and students are asked to explain the water cycle process. This not only consolidates and reviews the knowledge related to the previous dissolution unit, but also introduces today's teaching content. So what are the forms of precipitation in nature? With the previous review, students will naturally be able to talk about rain, snow, hail, etc. In the exploration part, how can we know how heavy the rain is? Students will talk about looking at the size of the rain, how dense it is, etc. We often hear heavy rain, light rain, moderate rain, heavy rain, etc. in weather forecasts. What is the standard for distinguishing? On what basis are we divided? Lead to precipitation. What is precipitation? The depth at which liquid or solid water falls from the sky to the ground and accumulates on the horizontal surface without evaporation, penetration, or loss, its unit is millimeters (mm). What is the tool for measuring precipitation? Play the micro video introducing rain gauges. This is a tool used by meteorologists to measure precipitation, and we can make a simple rain gauge. Play the micro video of making a simple rain gauge. The required experimental materials include a transparent straight cup, wide transparent tape, safety scissors, and graduated paper.

(1) Here, the first class tried to let them make graduated paper strips, but the students’ drawings were not very standard and it was very time-consuming, so I printed and prepared them directly for the following classes. Graduation paper.

(2) Transparent straight cups. Since transparent straight cups are not that easy to find, I proposed that if they are made from mineral water bottles, the upper part is straight and the bottom is uneven. What should I do? ? The student mentioned cutting off the bottom and then patching it up. Is there an easier way? When students talk about filling in, what should they fill in? Some students will talk about water. So when we paste the scale paper, move the 0 scale upwards a little, and start from the straight part. Will plastic cups with different diameters affect the measurement of precipitation? Students may misunderstand that the precipitation measured by a plastic cup with a small diameter is larger, and vice versa. Here, I played a micro video (using a bathroom nozzle to simulate rain to test whether cups of different calibers would affect the measured precipitation) to help students understand.

(3) Security issues. In order to prevent students from being injured when using scissors, I ask students to ask their parents to help cut the top part of the mineral water bottle. If there is no cut, I ask the students to raise their hands and I will do it. Post a task to measure simulated precipitation with a simple rain gauge. How to judge the precipitation level? Provide 24-hour rainfall grade standards to help students understand and remember them easily. Finally, a watering can for watering flowers was used to simulate precipitation in the classroom to demonstrate the correct reading, and then the grade was judged based on the amount of precipitation. Finally, how to measure snow and hail precipitation? Students can talk about waiting for it to melt before taking measurements. "Measuring Precipitation" Teaching Reflection 3

There are the following problems in this lesson:

1. Students will confuse precipitation with rainfall. Rainfall is only a form of precipitation, which needs to be emphasized. . When making a rain gauge, when choosing equipment, students generally do not have a glass cup with the same upper and lower diameters, so they can use a drink bottle that is approximately cylindrical (or use a disposable paper cup instead) to reduce the difficulty. Moreover, the bottom of the rain gauge needs to be flat. If it is uneven, you can put some water at the bottom. The scale must be measured from a flat place. Does the diameter of the cup have an impact on the measurement of precipitation? This is difficult for students to understand because they still do not explain it clearly enough.

2. The division of rainfall is difficult for students to remember in a short period of time and requires repeated memorization many times. Students tend to confuse the units of precipitation in millimeters and milliliters.

It is not difficult to make a rain gauge, and students can also make it at home, which can improve students' learning enthusiasm. "Measurement of Precipitation" Teaching Reflection 4

The lesson "Measurement of Precipitation" requires students to make a rain gauge, mainly asking students to make a scale mark and stick it on the outside of a straight glass. Before class, I thought that students might not be able to make things quickly, so when preparing materials, I used sticky notes instead of white paper and asked students to draw scales on the sticky notes, thus saving the need for gluing transparent tape.

Before taking this class, I thought this production should be no problem and very simple. But I didn't expect that the students' line drawing skills were very poor. Some students didn't know how to draw, how to start writing, and their speed was extremely slow. Reflecting on my teaching process, I have given relatively detailed guidance to students before drawing lines, and I have demonstrated and guided them at the same time. I tell students to draw a straight line first, with the bottom marked as 0, and then draw it like a ruler scale. When I saw that the students' line drawing ability was so poor, I originally designed the students to draw a scale of 100MM, and later changed it to draw a scale of 60MM. However, most students spent nearly half a class on the production time. As a result, the following experiments on rainfall and the judgment of rainfall amount were very hasty.

After class, I learned from the math teacher that this year’s fourth-grade students have poor math skills, especially their drawing skills. If scale lines are not drawn, students will even confuse the unit of rainfall: millimeters or milliliters. So how can we start from the students' current level, speed up their ability to draw scale lines and make them, and improve teaching efficiency?

When preparing materials later, I used the back of the post-it note to draw the scale lines, because there happened to be some on the back. Mark the length in centimeters like a ruler. If you use this to draw pictures, students only need to mark numbers and draw millimeter scales, and the speed will be greatly improved. But you need to prepare a transparent tape for pasting. "Measurement of Precipitation" Teaching Reflection 5

"Measurement of Precipitation" is the content of the fifth lesson of the first unit of the fourth grade science volume of the textbook. This lesson is about another way to describe the weather in the weather calendar. Characteristic precipitation. First, let students know that precipitation includes many forms. Rain, snow, hail, etc. are all forms of rainfall. Precipitation can be measured with a rain gauge. First, the method of making a rain gauge will be introduced. There is a detailed introduction in the book, so students can learn how to make it by referring to the book. The teacher then reminded us of the issues that need to be paid attention to when making a rain gauge. For example, the equipment chosen must have the same diameter at the top and bottom, and must be transparent. When it comes to measuring precipitation, precipitation is divided into different levels, and different levels have different precipitation ranges.

In this lesson, students will confuse precipitation with rainfall. Rainfall is just a form of precipitation, which needs to be emphasized. When making a rain gauge, when choosing equipment, students generally do not have glasses with the same upper and lower diameters, so they can use "Queer" and other approximately cylindrical beverage bottles instead to reduce the difficulty. Moreover, the bottom of the rain gauge needs to be flat. If it is uneven, you can put some water on the bottom. The scale must be measured from a flat place. Does the diameter of the cup have an impact on the measurement of precipitation? Is this difficult for students to understand, or is it because the explanation is not clear enough? The division of rainfall into six levels is difficult for students to remember in a short period of time and requires repeated memorization many times. . Students tend to confuse the units of precipitation in millimeters and milliliters. It is not difficult to make a rain gauge. Students should be allowed to make it at home, which can improve students' learning enthusiasm. "Measuring Precipitation" Teaching Reflection 6

Students in this lesson can easily confuse precipitation with rainfall, so it should be emphasized that rainfall is only a form of precipitation.

When making a rain gauge, the thickness of the equipment can be different, and the impact is not big. When I explained it here, I thought about how to explain it for a long time. Later I thought it could be done this way, assuming straight pipes with different thicknesses. 100 drops of rainwater fell from the sky. The thick pipe collected all 100 drops of rainwater in the container. Can the thin pipe also do the same? Do thick tubes and thin tubes accept water the same way? Which container receives more water but rises slowly, and which container receives less water but rises faster? In the end, we actually only look at the height of precipitation, not the amount. Then everyone can understand that straight pipes with different thicknesses have no impact. In addition, during production, it must also be emphasized that the upper and lower diameters of the straight pipe are consistent. You can take the ability of a plastic straight pipe with different diameters to receive rainwater as an example, and then see whether the height of the precipitation is consistent.

In addition, students generally do not have a straight glass, so they can use an approximately cylindrical beverage bottle instead. If the lower part is not flat, you can first add appropriate water to make it flat and raise the "0" scale line. The key point of this lesson is for students to understand that the diameter of the cup has no effect on the measurement of precipitation. The six levels of rainfall are generally difficult for students to remember and need to be reminded repeatedly in class. The difference between millimeters and milliliters should also be emphasized in class to avoid confusion among students. "Measuring Precipitation" Teaching Reflection 7

"Measuring Precipitation" is the fourth lesson of the third unit of the third grade volume of the 20xx textbook. In the teaching of this lesson, students should know that the amount of precipitation can be measured with a rain gauge; learn to make a simple rain gauge, learn to use a simple rain gauge to measure precipitation, and use a rainfall grading table to distinguish rainfall intensity; keep Have a strong interest in observing weather phenomena, cultivate the habit of careful observation, and be able to continue observing precipitation after class.

After actual teaching practice, I have some insights and experiences. Now I will briefly summarize the gains and losses of this section of teaching.

Harvest:

In this lesson, students learned that the amount of precipitation can be measured with a rain gauge. I initially learned to make a simple rain gauge, learned to measure precipitation with a simple rain gauge, and learned to use a rainfall grading scale to distinguish rainfall intensity. Students are highly motivated to participate and have better learning results.

Shortcomings: Pre-class preparation is still not sufficient, production materials are lacking, and students have to go to the front to apply glue when pasting the scale strips, which wastes time. There was insufficient guidance during the production process. One group of students posted the scale strips too high and failed to align the zero scale line with the bottom surface of the container as required, which resulted in rework and redoing. It also delayed teaching time and made the class somewhat stressful.

In the future teaching, I must continue to learn from experience and lessons, make use of strengths and avoid weaknesses, and bring my classroom teaching level to a higher level! "Measuring Precipitation" Teaching Reflection 8

This is the content of the fifth lesson of the first unit of the fourth class. In the previous study, students learned that precipitation is an important data in the weather calendar. Based on experience, they will Rainfall is divided into light rain, moderate rain and heavy rain. This lesson is introduced by talking about the forms of precipitation. Students can all name rain, snow, and hail, but some can also mention frost and fog. Here, water that cannot be measured, such as frost and fog, is not classified as precipitation. Because precipitation refers to liquid or solid water falling from the sky, it should not be difficult to understand after explaining it.

The most common form of precipitation in this season is rain. It just happened to rain last week, so the students were asked to recall what kind of rain it rained last week. Some people said it was moderate rain, and some said it was light rain. In order to let the students explain the basis of judgment more clearly, I showed a video of heavy rain. In the video, the sound of rain was very loud, there was a lot of water on the ground, and it would be agitated by cars passing by. After the water splashes, let the students explain why it was said that it was light rain or moderate rain last week, and that it was heavy rain or heavy rain in the video. Some students said that you can judge by the sound of rain (listening to it), some students said that you can judge by looking at the water stirred up on the ground, and some students said that you can use a cup/measuring cup to accumulate water. If it accumulates too much, it will rain heavily, but no students said that You can see whether the rain falls in drops or lines.

The students were not allowed to operate the rain gauge. Although they knew that making a simple rain gauge was a teaching requirement, marking the scales was too time-consuming, so we only learned how to make it collectively in class, and made it as a home lesson. Operation. There are three points in learning: 1. Transparent cups must be straight (show three large cups, one is a straight cup with a round mouth, a small straight cup with a round mouth, and a non-straight cup to clarify what a straight cup is); 2. The transparent cup must be More than 15 cm (students can think of it to prevent the rain from being too heavy and the rain overflowing cannot be measured); 3. When making the scale bar, use millimeters as the unit, and the zero scale should be aligned with the bottom of the inside of the cup.

When three transparent cups were shown, some people thought that both large round mouth and small round mouth straight cups were OK, but some students thought that only one was OK, so it could only be verified through experiments. Although the students themselves It was also proposed to simulate real rain as much as possible, that is, the watering time of the parallel groups should be the same, and the watering cans should be held at the same height (to make the rain equally heavy). However, due to various reasons, some groups are still unable to strictly implement it. As a result, the final measured data of several parallel groups are different, so the experiment can only be repeated. In addition, due to the limited number of watering cans, it is not possible for everyone to participate.