Comprehensive Practice Teaching Plan 1 I. Objectives of Theme Activities
On the basis of learning the knowledge of this unit, the length stimulates students' interest in organizing activities independently and promotes students' enthusiasm for inquiry learning.
2. Cultivate students' ability to collect, sort out, screen and publish information in the learning process, and express their feelings of inquiry learning in various ways.
3. Establish a sense of cooperation in activities and develop communication and oral expression skills.
4. While getting to know celebrities, we can approach them, broaden our horizons, understand the hardships and sweat behind them, and experience their lofty spirit, tenacious perseverance and sense of humor, thus shocking students' hearts and further promoting and deepening their study of Chinese texts.
Second, the activity preparation
Third, to stimulate students to understand the interest of celebrities
1. Find books, websites and related search paths about celebrities, and make a directory for students to find.
2. Display boards, tape recorders, etc.
Fourth, the activity process
The first stage: stimulate students' interest in active learning, discuss in groups, and guide students to collect information (class)
Activity 1:
In Chinese teaching, arouse students' attention to more celebrities, stimulate students' interest in learning and arouse their awareness of inquiry learning.
(1) Review the contents of Unit 6 "Li Shizhen", "Bi Sheng" and "Edison" and talk about your feelings.
(2) Discuss what kind of people are celebrities and report the celebrities you want to know most.
Guiding points:
Define the concept of celebrities, and classify them under the guidance of teachers by reporting the celebrities they want to know most. (such as scientists, writers, artists, etc.). )
Activity 2:
Students are divided into groups according to their research interests and celebrity categories to be studied.
(1) Students are divided into groups according to the celebrity categories they want to study. (such as scientists, writers, artists, etc. )
(2) Discuss and establish a research plan in the group. The plan should include: research topics, personnel distribution, research methods, matters needing attention, etc.
(3) Report the research plan of the group. The groups communicate with each other.
(4) Revise the research plan within the group.
Guiding points.
(l) Making a research plan is a warm-up for cooperative learning among team members. In the discussion between teachers and students, students know how to write a plan.
(2) In the open communication between groups, teachers should guide students' plans in time and supplement the strategies and methods that students are easy to ignore (for example, we should pay attention to unity and cooperation in research methods and make joint efforts; Pay attention to the guidance of parents and more people in research methods; Pay attention to safety during activities. ). Let students' creativity be brought into play and improve together in communication.
Activity 3:
(1) Grouping activities. (moving picture)
(2) During the activities, students make full use of various channels to collect information (such as surfing the Internet, libraries, television, movies, consulting others, etc.). ).)
(3) Teachers provide students with more specific and optional information sources for reference from the perspective of instructors and helpers (such as the book catalogue of celebrities in the library, the movie catalogue of celebrities in Chen San Photo Studio, etc.).
Guiding points:
Teachers provide some information sources according to the actual situation of students, broaden the scope of students' dabbling, and provide more opportunities and references for students to carry out research better and more fully.
The second stage: group activities, communication and arrangement (classroom)
Activity 1:
Students collect and organize data in groups.
Guiding points:
On the basis of collecting data, guide students to learn to filter and sort out data purposefully.
Activity 2:
Good strategies and experience exchange in research.
(l) Report on the research progress of the Exchange Group.
(2) Show thoughtful and creative group research and popularize experience for the whole class to learn from.
Guiding points:
(l) It can be completed in the remaining time of some Chinese classes, and the timely guidance of teachers is conducive to the timely feedback of students' research. This article comes from
(2) The achievements made in the research should be affirmed in time to help students improve the excellent experience of other groups and learn from them.
Activity 3:
Problems and communication difficulties in research
(1) Students may encounter various difficulties in the research, such as insufficient data collection or unclear collection methods. Problems arising in the research should be raised in time.
(2) Teachers and students participate in solving problems together.
Guiding points.
Solving the difficulties encountered in the research in time will not dampen students' enthusiasm and trust in the research. It can also clear the obstacles for new research, disperse, concentrate, learn from each other, promote and improve together.
The third stage: "approaching celebrities" study meeting.
Activity l:
Prepare to exchange learning results.
(l) around the theme of each group, combined with the negative learning situation of the group, determine the reporting and presentation methods of the group, and show their learning results in their favorite way. For example, students who are good at painting can show it through painting, students who have added speeches can tell stories, and students who are proficient in computers can make electronic slides of what they have learned. )
(2) Students in the group produce works for reporting and display, or make final arrangement and preparation for the learning results.
Guiding points.
Encourage students to report the diversity of learning results. Guiding students to combine the characteristics of team members and adopt various reporting methods not only stimulates students' positive desire to reprocess and recreate the collected knowledge, but also gives full play to students' enthusiasm, initiative and creativity.
Activity 2:
Publish and communicate the results of cooperative learning in the group.
For example:
(l) Great Men Study Group:
You can show a slide show of group learning, indicate the content of learning, and match it with pictures and videos of relevant people. You can tell stories and edit your learning results into a small book.
(2) Research scientists:
You can edit the information of scientific celebrities collected by students in the group, organize a knowledge contest about how much scientists know about IQ, and answer questions in groups.
(3) Study the artist group:
Artists can be divided into several categories, such as dancers, artists and calligraphers. Combined with personal strengths, you can talk about your own learning achievements or your own feelings, perform, jump, draw a picture and so on.
Guiding points:
(l) In the report, the form of student report should be lively, not too rigid, and how to report should be well designed.
(2) Teachers should guide groups to learn from each other and exchange and report their feelings.
(3) To guide students to learn from each other, it is important to learn good learning strategies and methods and whether there is innovation.
Activity 3:
Teachers and students jointly evaluate learning reports.
Guiding points.
(1) Guidance and evaluation can be carried out in many ways, such as: students and groups fill in feedback questionnaires with each other; Teachers and students exchange views on all aspects of the presentation and so on.
(2) But the key point is to guide students how to learn from others, what they should learn, dare to affirm others, dare to express their opinions and communicate with each other, further improve the learning effect, and constantly promote students' interest and desire to continue their research.
The second part of the comprehensive practical teaching plan aims at:
1. Stimulate students' interest in studying the relationship between forest and human beings through activities and enhance students' awareness of environmental protection.
2. Cultivate students' ability to collect, collate, analyze and use data.
3. In the activity, let students experience the whole process of sorting, analyzing and using data.
Teaching emphases and difficulties:
Cultivate students' ability to collect, organize, analyze and use data.
Preparation before class: forms, pictures, pens, materials and videos.
Class schedule: 1 class hour
Teaching process:
First, the introduction of new courses.
1, watch the video guide: sandstorm, climate anomaly, flood, cherish the loss of habitat of animals. ...
2. Thinking: What is the reason for the above phenomenon?
Second, read it.
1. Read the text in the background information and talk about your feelings.
2. Briefly introduce some information about the kingdom of Babylon.
This ancient world civilization finally turned into a desert and disappeared. What caused this?
Third, do it.
1, discuss the theme of "the consequences of destroying forests" in groups.
2. Choose a "news spokesman" to "publish" the information collected by the group in class.
3. Choose the "best spokesperson" by comparison.
4. Environmental knowledge contest.
Fourth, write and write.
Fill in the form after sorting out the information you collected.
Verb (abbreviation of verb) discuss it.
1, a four-person team, boldly imagine what the world would be like without forests.
Step 2 report the results
3. Summary: What aspects of human living environment will be seriously affected after the disappearance of forests?
4. Environmental Forum: Free expression of opinions.
Sixth, think about it.
1. What human actions will destroy forests?
If forests disappear from the earth, what would the world be like without forests?
3. What can I do to protect the forest?
4, my harvest:
I got () one thing in today's activity. Let me use a tree to represent each harvest and draw it on the barren hills below.
Seven. Expansion of activities
1, let's do it: let's run a green tabloid to protect the forest together!
2. Comment: Is your tabloid ready? Show it to everyone!
Comprehensive Practice Teaching Plan 3 I. Activity Background
This is the first time that a junior three student has participated in a comprehensive practical activity, so I think this activity should not be too complicated. This time, let the children record the growth process in the way they like.
From this, I realize that I am happy. By learning from my family, I can understand my parents' hardships, listen to their words and help them do what they can.
Second, the design ideas
The first step, the following 1-4 questions, each student can choose a topic he likes as his own research topic, and questions 5 and 6 are common research topics.
1. Discuss with your classmates how you want to record your growth process, and make a good record in a way that interests you (record, diary, painting, etc.). ).
2. My wonderful moment
There must be many wonderful moments in your life that mark your growth. I believe that every scene will remind you of good memories. Choose the characteristic material that best reflects your growth and share the joy of memories with your classmates!
3. I grew up in love
Through investigation and interview, record the people who care about you the most and what happened between them in your favorite way.
4. My book of growth
With the theme of "This is how I grew up", sort out all kinds of information collected and investigated, post photos and pictures, and make a beautiful story book or growth book!
I am your good helper.
When we grow up, we can help our parents, teachers or others to do things. If we can't or can't do it well, then study hard!
What have you done for your parents or others? What is the process and experience?
6. Demonstration and evaluation
What are your gains and feelings by reviewing your growth process and reliving the wonderful moments? Share it with everyone!
Step 2: Solve these problems.
Step 3: Summarize the communication.
Step 4: Evaluate and reflect.
Third, the teaching objectives:
1, can correctly grasp the growth process of people, recall the growth process, and feel that they are living in happiness.
2. Feel the kindness of parents.
Teaching emphasis: understanding the order of growth stages
Teaching difficulties: making growth books to improve hands-on ability.
Fourth, the activity process:
1. Relatives and teachers know their own growth process, let them recall your growth story, and make records in the way you are interested in (recording, recalling, painting).
(1) Ask students to introduce their growth stages.
Our growth has gone through three stages: infants/young children, children and adolescents.
(2) Understand their growth process.
What stages will our growth go through?
1, showing a set of photos.
Point out the growth stages after puberty: adolescence, adulthood and old age.
Step 2 show a set of pictures
Arrange these pictures in a row according to the growth stage (group discussion is completed)
What growth stages does everyone have to go through?
(Infant/toddler, child, adolescent, youth, adult, old age, death)
(3) The students told their growth stories one after another, and some of them recorded them.
2. My wonderful moment
There must be many wonderful moments in your life that mark your growth. I believe that every scene will remind you of good memories. Choose the characteristic material that best reflects your growth and share the joy of memories with your classmates!
The students recalled the awards they had won and the places they had won in various competitions, which not only made them happy, but also inspired other students to study hard and strive for better results.
3. I grew up in love
Through investigation and interview, record the people who care about you the most and what happened between them in your favorite way.
The students all spoke actively and told their own stories respectively.
4. My book of growth
With the theme of "This is how I grew up", sort out all kinds of information collected and investigated, post photos and pictures, and make a beautiful story book or growth book!
In the class, the students have shown their own growth treasures. It is really beautiful, not only with the cover design, but also with rich contents, including words and pictures. The harvest was so great that they almost became small designers.
I am your good helper.
When we grow up, we can help our parents, teachers or others to do things. If we can't or can't do it well, then study hard!
What have you done for your parents or others? What is the process and experience?
Learn to be grateful
Who takes care of your life?
Who will become an old man first, you or your parents?
My parents will be old people in the future. Who will take care of them at that time and help them enjoy the happiness of their loved ones?
I think my parents are getting old.
What can we do now?
6 demonstration and evaluation
What are your gains and feelings by reviewing your growth process and reliving the wonderful moments? Share it with everyone! (This is the student's self-evaluation stage)
Verb (abbreviation of verb) teacher's reflection
The students are very enthusiastic in this activity. Many students have made growth books, and they spend a lot of time designing growth books. They decorated all kinds of growth books and painted illustrations and words for growth. We really can't underestimate the third-grade students, which shows that our students have gained unexpected gains in design and production. In addition, the students spoke in succession, shared their wonderful moments with the students, and told everyone about their experiences and awards in various competitions, which played an encouraging role for the students. And through this activity, the students realized the hardship of their parents' work and the difficulty of raising them, so they all said that they should respect their parents more, listen to their parents more, stop being a wayward child and help their parents do what they can. But there are also some shortcomings. Some students can't actively participate in this activity, so we should mobilize the enthusiasm of each student in the future and strive for greater gains.
Comprehensive practice lesson plan 4 1, the origin of diet and health activities: three meals a day is a major event in people's lives, as the saying goes: people live by food. A healthy diet can provide basic nutrition for human growth and survival, and make people have a strong body, abundant energy and a healthy life, which is especially important for students in the growth and development period. However, many students do not have good eating habits in their lives, and unhealthy, unreasonable and unscientific eating phenomena are common among students. Therefore, for students, it is both practical and valuable to carry out this activity. Activity goal: Through activities, let students understand the close relationship between diet and health, understand the nutritional value of different foods, develop scientific and reasonable eating habits, and pay attention to the health of themselves and others. Activity preparation:
First of all, put forward the theme of the activity:
Whether you are fat or thin is directly related to your diet. Do you know anything about our diet? Do I believe in dietary science? Is the diet balanced? Are we healthy? What foods are good for our growth? What foods are harmful to our health? According to your actual situation, determine an interesting activity theme, communicate in class and see which students share your ideas. Which students want to study the topics related to you, form an activity group, and define the theme of the group activities.
Second, the division of the activity plan:
The theme of the event can't come out, that's still the first step! To make the activities colorful, we must have a clear activity plan. You should work with the group members to make specific arrangements for what to study, how to do activities and division of labor. I believe you can work out a detailed activity plan. The group fills in the group activity plan in the book.
Third, the activity preparation:
1, collect and sort out information about diet health in your spare time. 2. Learn about nutrition collocation skills in various recipes from parents, teachers or chefs around you. 3. Prepare the questionnaire. 4. Pay attention to people around you who are obese or thin or have normal weight, and determine the survey object. Activity flow: 1. Exchange information 1. What valuable information did you find? Share it with your classmates! 2. What have you learned through the collection and arrangement of information? What did you find? I see. What two, investigation and analysis 1, classmates, do you usually eat healthily? Did you wash your hands before and after meals? Have you ever eaten expired or spoiled food? Are your eating habits scientific? What about the people around you? Conduct a survey around these contents to understand the food hygiene situation of you and people around you.
2. Design the questionnaire in groups.
3. Student survey. Teacher: Among the students around us, there are many "Xiao Pang" or "bean sprouts". What do they usually eat? Are their fatness related to their diet? Please make a small survey, and now try to analyze the reasons. Location: school, family, community. Activity time: one week. Decentralized in peacetime.
4. Investigation report: What method did you use to conduct the investigation? What did you find from the survey results of the analysis team members? The teacher introduced the method: learn to analyze the relationship between things.
5. Write an investigation report. What did you find through the collection, investigation and analysis of the above information? Write a group investigation report. Third, practical activities According to the actual situation of school dishes, combined with some students' unscientific eating habits such as partial eclipse and anorexia, carry out a scientific diet publicity activity, which can freely design, suggest and remind canteen staff to make reasonable meals, ensure students' nutritional balance, remind and educate students around them to eat well and eat healthy bodies.
1, discuss in groups, design a slogan or write a proposal.
2, collect information about diet and health, distributed to the canteen staff.
3, in schools, families or communities and other places for publicity.
Fourth, expand activities.
Take the group as a unit, carry out a design activity of "I am a little nutritionist" and compare which group's design is great! V summary of activities 1. Report and show (1) the information collected in the group, the contents of the investigation, the results of the analysis, show the activity plan and information, and sort out the gains and improvements of the activity. (2) Class report, learn from each other and share together. (3) Exchange typical cases, proposals and other materials to show the design results of "I am a little nutritionist". 2. Harvest and experience. By participating in this theme activity, I have personally experienced activities such as data collection, investigation and analysis, design and publicity, and I must have gained a lot. Write it down! Students write "My Harvest" and communicate.