The design and reflection of the teaching plan for the swimming fish experimental composition
The following is a lesson plan for an experimental composition about a swimming fish: * * 1. Teaching objectives ** 1. * * Knowledge and Skill Target ** - Student can describe the phenomenon and principle of small fish swimming (e.g. performance in experiments related to surface tension). - He learned to carefully observe the appearance, swimming posture, and other characteristics of the small fish, and accurately expressed them in words. 2. * * Course, Method, and Target ** - Through experimental operations, such as changing the swimming state of small fish (such as washing liquid affecting the surface tension to make paper fish swim), the students 'hands-on ability and exploration spirit were cultivated. - Guide students to think and analyze during the experiment process to improve their ability to solve problems. 3. * * Emotions, attitudes, values, goals ** - To stimulate students 'interest in scientific experiments and cultivate their curiosity about biological phenomena. - Cultivate the students 'awareness of respecting life (for example, respect the life of small fish in the experiment of observing the blood flow of the caudal fin). * * 2. Important and Difficult Points in Teaching ** 1. * * Teaching Focus ** - Design an effective swimming experiment to ensure that students could clearly observe the experimental phenomenon. - Guide the students to translate the experimental process and observed phenomena into vivid and accurate descriptions. 2. * * Teaching Difficulties ** - How to inspire students to think deeply about the principle behind the swimming of small fish and give a scientific and reasonable explanation in the essay. - Ask the students to incorporate their own emotional experience and unique insights into the description of the small fish swimming. * * 3. Teaching Method ** Teaching method, experiment method, discussion method, demonstration method * * 4. Teaching process ** 1. * * import (5 minutes)** - Show a video of a small fish swimming happily in the water and ask the students,"How do you feel when you see a small fish swimming?" Do you want to know why small fish can swim so freely?" This led to the experimental topic of this lesson-- 2. * * Knowledge explanation (10 minutes)** - It briefly introduced the relationship between the physiological structure of small fish and swimming, such as the role of fins (the importance of caudal fins in controlling direction can be mentioned), as well as some characteristics of water (such as buoyancy, surface tension, and other knowledge that may be related to small fish swimming). 3. * * Experiment demonstration (10 minutes)** - A simple demonstration of a small fish swimming experiment, such as a paper fish swimming experiment. He prepared a small paper fish with a tail, a basin of water, cotton swabs, and dishwashing liquid. First, put a small paper fish into the water and let the students observe its still state. Then, he dipped a cotton swab into a small amount of dishwashing liquid and smeared it on the tail of another small paper fish. Then, he put it into the water and let the students observe the swimming situation of the paper fish. The explanation was that the dishwashing liquid had lowered the surface tension of the water and destroyed the original balance, allowing the paper fish to swim. 4. * * Student experiment (20 minutes)** - The students were divided into small groups, and each group was given experimental materials. They were allowed to carry out the experiment themselves, and they carefully observed the swimming of the small fish (paper fish). During the experiment, the teacher patrolled each group and guided the students to solve the problems they encountered in time, such as the control of the amount of soap applied. 5. * * Discussion and Exchange (10 minutes)** - After the experiment was over, the students were organized to have a discussion. Question: "What did you observe in the experiment? Why can small fish (paper fish) swim?" Guide students to share their observations and understanding of experimental phenomena. Students are encouraged to think from different perspectives, such as analyzing physical principles and biological characteristics. 6. * * Writing an essay (20 minutes)** - Students were asked to write an essay about swimming fish based on their own experimental observations. In the essay, you must describe the appearance of the small fish in detail (such as color, shape, etc.), swimming posture (such as speed, direction change, etc.), and try to explain the principle of the small fish swimming. Remind the students to include their own feelings and thoughts during the experiment. 7. * * Essay sharing and evaluation (10 minutes)** - Several students were invited to share their essays on stage. The other students listened carefully and commented. The evaluation could be based on whether the description of the essay was vivid, whether the explanation of the experimental phenomenon was accurate, whether the emotional expression was true, and so on. The teacher would make a final evaluation, affirming the student's strengths, pointing out the shortcomings, and giving suggestions for improvement. 8. * * Summing up and Extending (5 minutes)** - This is a summary of the experimental content and essay points of this class, emphasizing the importance of observation and thinking in scientific experiments and writing. Arrange an after-class expansion task: Let the students go home and observe the small fish raised at home or look up information to learn more about the swimming of small fish and think about how to apply it to the next essay creation. * * 5. Reflection on Teaching ** 1. * * Success ** - Through the combination of experiments and essays, it effectively stimulated the students 'interest in learning. The students showed high enthusiasm and participation in the experiment, and they could make good use of the content observed in the experiment. - The experimental form of group cooperation cultivated the students 'teamwork ability. Students could communicate and learn from each other in the group, and complete the experiment and discussion tasks together. - In the evaluation stage, the students 'evaluation and the teacher's summary evaluation were combined to allow the students to understand the advantages and disadvantages of their own essays from different angles, which would help improve their writing standards. 2. * * Inadequacies ** - During the experiment, some students paid too much attention to the results of the experiment and neglected to observe the details of the experiment, resulting in a lack of detailed descriptions in the essay. - The explanation of the principle of small fish swimming might not be in-depth enough. Some students 'explanations of the principle in their essays were vague or inaccurate. - In terms of time allocation, the essay sharing and evaluation segment was a little rushed, and some students 'essays did not receive sufficient evaluation and feedback. 3. * * Modification measures ** - In future teaching, it was necessary to strengthen the cultivation of students 'observation ability, clarify the observation tasks and requirements before the experiment, and guide the students to pay more attention to the details of the experiment. - Knowledge points such as the principle of small fish swimming should be explained in depth in many ways, such as adding examples, animation demonstration, etc., to help students understand better. - Reasonably adjust the time allocation of the teaching segment, appropriately extend the essay sharing and evaluation segment, so that more students have the opportunity to display their works and receive sufficient feedback and guidance. 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