Activity objectives:

1.Willing to participate in vegetable planting activities and experience the joy of labor.

2. Interest in sprouting, caring for and observing the growth process of vegetables.

Activity preparation:

1.Plant: vegetable seeds, small vegetables, etc. (it is best to know the plants of children, and the seeds are buried in the soil and exposed)

2. Planting tools: spatula, watering pot, etc.

3. Explain the pictures showing the main growth process of planted plants.

Activity flow: situation introduction-experience planting-discussion and exchange-activity extension.

Activity process:

I. Situational import

1.Watch the video description: The video content is the content of students visiting the vegetable base.

2. Discussion and communication:

(1) Where did these vegetables come from?

(2) Guide children to watch farmers' labor, listen to farmers' introduction, and know several important links of vegetable planting: digging holes-sowing-filling soil-watering.

(3) The teacher should make a brief summary: the farmers are really amazing, and they have planted many nutritious vegetables, and their work is really glorious. (Comment: The observed planting experience has laid a good foundation for the "migration application" of growing vegetables this time. Therefore, when students discuss, the atmosphere is active and they can draw conclusions quickly. Here, students are given priority to and teachers are supplemented, which fully mobilizes the enthusiasm of students. )

Step 2: Experience planting

1.Show all kinds of plants and planting tools to arouse students' interest in planting. Description: briefly introduce the plants and planting tools in the form of teacher-student interaction.

2. Students grow vegetables independently, and teachers observe and guide them. Observation points: students' emotional experience in the process of planting, and the situation of interaction between students: guide the well-planted students to insert their own markers into the soil to show recognition (comment: this part is the key and difficult point. In the process of implementation, students have a preliminary sense of cooperation, can clearly define the objectives of the activities, and gradually cultivate students' ability to solve practical problems through consultation during the planting process. In the face of contradictions, students are active in thinking, can think from various angles and use various methods to solve problems, which reflects the innovation of thinking, and at the same time, students' analytical ability and judgment ability have also been improved. Because every link in the planting process is simple, and students have some experience in the past, teachers did not interfere with the final solution after the problems collided in their planting process. )

Third, discussion and exchange

1.How did you finish the task? What problems did you encounter and how did you solve them? ) Description: Combine the live video content-capture the highlights of student activities, such as cooperation, negotiation, learning while doing, etc.

We have finished the task of planting vegetables, which is really remarkable. But just now, the farmer's uncle said that after the vegetable is planted, it will grow up after careful care. Then how should we take care of them?

Description: You can prepare some relevant pictures to explain, and help students learn how to take care of vegetables after the activity. (Comment: In this link, teachers guide students to express their practical activities and behavior process in a coherent and complete way. Students with strong ability can make a simple evaluation of their cooperation, find problems from them, and work out strategies to solve problems. )

Fourth, activity extension

Provide observation record books for children, guide students to pay attention to the growth and changes of vegetables, and sprout interest in caring for and observing the growth process of vegetables. (Comment: This link is mainly based on students' curiosity, taking the problems they encountered in the planting process as the "introduction", fully mobilizing students' desire to continue exploration, enabling students to explore around the roots, accepting scientific knowledge in their own exploration activities, enriching students' planting experience, and developing students' thinking, cognition and scientific interest. )

Summary of activities

Planting activity is an extremely interesting exploration activity, which is not limited by time, and can use local materials to get out of the predicament of "poor conditions and no materials for scientific activities". It is very suitable for rural schools and is also conducive to changing the single and closed classroom education form. When organizing educational activities, I mainly adopt the method of layer-by-layer approach. When children have a certain experience of planting activities, I will promote them, give them some space and opportunities, let them find problems again in the process of exploring and experiencing, find educational wit, and help them gain certain experience and problem-solving ability.

Therefore, it seems to be an activity, but it is indeed related to other fields. For example, students' cognitive, emotional, scientific and other fields have penetrated into the activities.

After this activity, the students summarized and generated several hot spots: For example: A: As soon as the vegetables were watered, the seedlings fell down. Later, we replanted them and dug the pit big and deep. B: The vegetable seedlings we planted were trampled by someone, so we asked him to be careful. (Points for attention when nursing vegetable seedlings) C: I had an argument with XX children. I said: I should bury my roots in the soil. He said I planted them backwards.

Therefore, under the problem, we will generate some follow-up activities, such as how to let students take care of themselves and observe the planting angle; Taste the vegetables grown by hand and so on. During the whole activity, after a month, we got the guidance of old farmers with rich planting experience and the cooperation of parents. We deeply realized that as a primary school teacher, especially a rural primary school teacher, it is more necessary to keep learning, update educational concepts and improve educational skills, so as to better guide students to observe, explore nature and feel the beauty of the countryside.