Good places:
1. Teaching materials processing, after previous teaching in several other classes, I found that the textbook survey form has certain problems, one may limit students' thinking, and the other is not convenient for students to report. Therefore, I will be this survey form to modify a little, it has been proved that the modified form is more suitable for students.
2. In terms of student guidance, most of the time in this class, I am student-centered, guiding students to learn on their own, guiding students to say on their own, rather than overstepping their bounds.
3. In the teaching process, I think my each link is still very clear, and the transition and articulation is more natural, which plays a good role for students to follow the teaching rhythm.
4. On the board, I systematically organize the key points of the lesson, which is better for students to grasp the knowledge of the lesson and for the classroom summary of the lesson has played a very good role.
Weaknesses:
1. As a whole, there was not enough anticipation of time. That questionnaire at the beginning of the class took more time, which led to a tighter second half of the class, so some of the activities were not carried out in depth enough, such as the simulation of garbage classification and asking students to say what they can do to solve the garbage problem. Therefore, if this lesson is repeated in the future, it is important to make some choices about the content of the questionnaire, for example, to strengthen the complexity of the source of the garbage and the huge amount, the other two aspects can be appropriately weakened.
2. The form of the introduction is too simple, only a picture is shown. You can use a video instead of a picture, or use multiple pictures of garbage in different scenarios. In order to give students a greater shock, so that students can better appreciate the seriousness of the garbage problem.
3. When making students appreciate the huge amount of garbage, I converted the specific amount of garbage into how much space can be piled up. For this, I think it is very necessary, because the data obtained by the students' calculations are only data, and they do not have a clear understanding of how much this data actually is. However, in practice, I will be a ton of garbage occupies about one cubic meter of space may not be scientific enough, in the future teaching this piece can continue to optimize, choose a more appropriate method.
4. When explaining the problem of garbage classification, I did not grasp the students' learning situation enough, and I took it for granted that the students would be able to classify the garbage, so I played the PPT on the side of the garbage classification standard too fast, which led to the students' bias in the process of classification.