See the integrated activity design of cloud knowledge weather?

A case study of weather comprehensive practice from the cloud

Looking at the weather from the cloud is a hybrid distance collaborative learning project for primary school students from grade three to grade six, and the implementation time is from 20 10 to 10-2010 to10. At that time, under the guidance of experts from Dell's "Connecting the Future" project of China Education Development Foundation, four experimental teachers from Longkouxi Primary School, Kemulang Primary School and Zengcheng Experimental Primary School in Tianhe District seized the opportunity and actively cooperated to lead students to explore the relationship between clouds (cloud pictures) and weather. Students in Class 3 (3) of Longkou West Primary School are closely connected with real life, and use the advantages of information technology to "track" catfish with the help of Google Earth software and Internet satellite cloud images; Zengcheng experimental primary school is located in the countryside. The children in Class Five (1) insist on observing the relationship between clouds and weather with naked eyes. Students in Class 6 (2) of Kemulang Primary School record the weather forecast data on TV and analyze and judge the actual weather. Finally, the experimental students of the three schools exchange and discuss their research results online, and cooperate with each other to realize meaningful "interconnection".

I. Activity objectives

Cognitive goal: Understand the classification of cloud. Understand the relationship between clouds and weather.

Ability goal: use the knowledge of seeing clouds and knowing the weather to carry out observation activities and improve the ability of observation and analysis. Improve information technology ability in the process of activities. Learn scientific methods, collect data, make reports and communicate, and form the ability to complete the analysis and display activities of research results independently or in groups.

Emotional goal: to generate interest in scientific inquiry through reading and observation activities. Enhance the sense of cooperation through activities and share the happiness of cooperative learning.

Information Literacy Goal: Use a notebook computer to carry out online collaborative learning with students of cooperative schools on the platform of "Connecting the Future". Can organize research results with the help of office2003, vct and other software.

Second, the activity process

(A) determine the content of activities

Question: Experimental students from three schools log on to the platform of "Connecting to Create the Future", read articles such as Seeing the Weather from Clouds and Burning Clouds, and put forward their own doubts and questions.

Cooperation and mutual assistance: students reply to each other's doubts and questions and discuss them, which initially embodies the advantages of "blended learning".

Determine the content: Teachers and students * * * extracted the questions of "Can you really know the weather by looking at the clouds" and "How to know the weather by looking at the clouds" as research topics, ready to discuss.

(2) Prepare for the activity.

1. Set up a research group.

Grouping: under the guidance of the teacher, students are grouped by themselves;

Division of labor: select team leader, recorder, cameraman, documenter, etc. Within the group, and determine the name, slogan and logo of the group.

An example of grouping western primary schools in Longkou City

The first group: mobile group (leader: Su); Group 2: Travel around the world (leader: Rui Feng); Group III: Wild Crane Group (leader: Wen); The fourth group: walking in the clouds (leader: Chen); The fifth group: the sky is high and the clouds are light (team leader: Liu).

2. Make a group activity plan

(3) Carry out activities seriously.

1. Observe and explore

(1) Students at Longkou West Primary School track catfish with the help of the valley (pictured). Yang intercepted the satellite cloud picture of "Catfish" in the valley (the picture is abbreviated). Group discussion and expert interview.

(2) Zengcheng Experimental Primary School carefully observed and discussed.

(3) Kemulang Primary School carefully recorded and analyzed.

2. Reporting and communication

(1) Lecture of Class 3 (3) of Longxi Primary School: The layman watches the excitement, while the expert watches the doorway. Summarize the lecture, read the report and watch the interaction. In the exhibition exchange, students come and go, learn to make suggestions and comments, and have a spark of thinking collision, which is the most wonderful and meaningful (figure omitted).

(2) Increase the debate when experimental pupils express their opinions.

(3) Experimental students from different schools share and interact online (figure omitted).

(4) The exchange of students' inquiry results and the collision of opinions.

3. Production and evaluation

1. Each group in the experimental class learns to do vct work according to the process and results of inquiry activities.

2. Carry out a number of assessment activities.

Activity reflection

During the implementation of the project "Seeing the weather from the clouds", students in our class used the Internet, G, etc. Carrying out the activity of "tracking catfish", which is closely related to their lives, has a strong interest and gained a lot. After the project, some parents and I also benefited a lot-we accepted the challenge of solving the problem of poor structure like students.

Teacher Wu Xiangdong, the head of the iris team, once said that the problem of poor structure was unpredictable by the teacher in advance and was created by the students. In the process of activities, teachers are promoters, scaffolding designers and agitators, rather than "trap" designers, "correct" answering instructors and "people who know astronomy above and geography below". Besides being the study partners of experienced people and students, teachers are basically on the same starting line with students. At the beginning, I led teachers from other provinces to cooperate in the research project of biological invasion. The other party found it difficult to do it and was afraid of what the result would be. This is the impact of poor structure on us. Problems with good structure can be solved efficiently through good teaching methods, while problems with poor structure can only be solved through inquiry-let students construct their own meanings. The social life that students will face in the future is mostly a poorly constructed, unpredictable and ever-changing reality.

In the project "Looking at the weather from the clouds", the students raised many questions. For example, they are eager to know where the typhoon "Catfish" will land and whether it will come to Guangzhou to destroy it ... Among all the questions, the most suspenseful one is "where the catfish will land". At the same time, it is undoubtedly a typical ill-structured problem with the characteristics of "not limited by the content of classroom learning, it is difficult to predict its solution and have a unified answer". Regarding the landing point of "Catfish", the information published on the Internet by the most authoritative meteorological agency in the world is only general, and each has its own opinions. For example, the real-time forecast of 201018 shows: European central value ── >; Hainan East Coast and Central Meteorological Observatory & gt Qiongzhou Strait area, Japan Meteorological Administration & gt Pearl River Mouth area and Guam Typhoon Joint Warning Center & gt Western Guangdong.

At first glance, the solution to the ill-structured problem "Where will the catfish land" is simply confusing. However, with the help of information technology tools, things become incredible. Under the guidance of their parents, many children regularly observe "catfish" with G, intercept its pictures, and excitedly share tracking pictures and observation diaries in the group. The members of each group had an interesting discussion on the hot topic "Where will the catfish land".

What is the teacher doing when students are observing, taking screenshots, analyzing, communicating and discussing? In the past, I was a eager learner and an active organizer. I humbly ask experts how to download and use G; Try to mobilize parents and children to monitor "catfish" with satellite images or Google images at home. Since then, I have spent a lot of energy on guidance: classroom demonstration, designing work instructions, class Q group "on-site office" (in the process of cooperative guidance, parents are asked to come to the door for more detailed guidance), and I have also contacted other cooperative teachers many times. Due to the smooth communication and effective cooperation between home and school, two-thirds of the students in my class participated in the screenshot and wrote down the activity diary.

It is true that the weather is unpredictable, and it is impossible to accurately predict 100% only by modern tools. Even if meteorologists calculate through the data of meteorological satellites and supercomputers, they have not fully calculated the landing location of the cunning "catfish". However, this does not affect the significance and value of our project "Seeing the weather from the clouds". David, an American scholar, once pointed out that the teaching model of ill-structured problems is based on constructivism and situational cognition theory. In real-world situations, when faced with problems, learners must try their best to find solutions, and making judgments by constructing problems and forming solutions will undoubtedly help learners to engage in advanced learning of problem solving. However, before students engage in ill-structured problem-solving activities, teachers should continue to learn, strive to complete the roles of organizer, resource provider, promoter and guide, and provide students with necessary resources that may be needed to complete their tasks.

In short, in the project "Seeing the weather from the clouds", many students ask interesting questions, and then continue to observe, record, think, judge, discuss and communicate. These learning behaviors based on ill-structured problems are of great value. In addition, a group of students also try to analyze the observation data rationally, draw their own conclusions, and try to write observation diaries in a more scientific language. How gratifying is the initial scientific literacy, rational thinking track (especially the spark of higher-order thinking) and inquiry ability formed here.