Draft text on saving water

As an excellent educator, it is essential to write a good lecture, which is helpful to the success of teaching and improve the quality of teaching. How should I write a speech? The following is my carefully organized lecture on saving water. Welcome to reading. I hope you will like it.

Water-saving teaching plan 1 1. Talking about teaching materials

(A) teaching material analysis: "Save water, start with me" is a social activity of the secondary class. Through children's observation, communication and sharing, observation and discussion, concern about life, discussion of water-saving methods and performances by teachers and children, I realized that water-saving should start from the small things around me and take on the responsibility of water-saving voluntary propagandist from now on.

(2) Teaching objectives: The syllabus emphasizes that activity objectives are the starting point and destination of educational activities, which play a guiding role. According to children's age characteristics and actual situation, as well as Bloom's classification of educational goals, the goals of cognition, ability and emotion are determined.

1, let children know the current situation of water resources in the country, and stimulate their sense of responsibility to save water and protect the environment.

2. If you want to know how to save water, you must start from me and start from the side.

3. Start with small things around you, discuss ways to save water, and form a good habit of saving water.

(3) Activity preparation: Activity preparation is a powerful guarantee to achieve the goal. In order to achieve the goal, I made the following preparations.

1, knowledge and experience preparation: Let children observe and record the improper behavior of wasting water resources in their lives under the guidance of their parents, discuss some good ways to save water with their parents, and make saving signs and posters.

2, material preparation

1)

2) Water-saving signs and water-saving angel signs.

(d) Emphasis and difficulty: let children establish the consciousness of saving water and starting from me.

Activity difficulty: Know several ways to save water and apply them in real life. How to break through the difficulties? Through children's observation, discussion and summary of water-saving methods.

Second, oral teaching methods

The Outline clearly points out that children should be the main body of activities. Social education activities are not what teachers tell children "what should you do", but what children should do. Teachers only guide and help children's choices and actions.

The main teaching methods I use are:

1. Heart-to-heart method: Help children refine their original social knowledge and experience to make it systematic and clear.

2. Discussion method. It is conducive to children's free expression of opinions and feelings.

3. Situational teaching method: Teachers show some scenes of water shortage and waste, so that children can think about social problems and understand the importance of water saving.

Secondly, the methods of observation, recording and role-playing are also adopted.

Third, theoretical study.

In the social field of the Outline, it is proposed that children must be able to actively communicate, observe, experience and express with others, so that they can actively develop sociality in their activities.

The main learning methods are:

(1) Discussion mode: Let children discuss ways to save water with each other;

(2) observation method; Through the observation of courseware pictures, let children's hearts be touched and establish water-saving consciousness;

(3) Cooperative learning method: Make water-saving posters and water-saving signs with parents.

Fourth, talk about activities.

In the social field of the Outline, the concept of "wholeness" should be put forward in social education activities. Teachers should organically integrate knowledge, emotion, will and action into educational activities.

(1) Watch, exchange and share, and introduce activities.

1. Show some dirty things and dried flowers, let the children have a look, think and say.

2. Encourage children to express boldly and comb the importance of water.

(2) Observe and discuss, stimulate emotions-observe multimedia courseware, read dialogues, understand the preciousness of water, and stimulate the desire to cherish water.

(3) Pay attention to life and accumulation methods.

1. Children discuss in groups how to save water in kindergartens and our lives. The teacher summed up the records and strengthened the awareness of water saving.

2. Play water-saving pictures close to children's lives.

Summary: To save water, we can start from the small things around us, and start from saving a drop of water to form a good habit of saving water.

5. Teacher-child interaction to further stimulate the sense of responsibility for saving water.

Arouse everyone's voice through song performances and pictures of water shortage.

Six, teachers and children's feelings and activities of the visible results show.

Ask the children to be water-saving propagandists and publicize the water-saving signs to the guests and teachers.

Seven, design highlights

Personally, I think the activity design has the following highlights: the first highlight is to shock children's hearts by watching pictures of water shortage, thus stimulating children's desire to save water; The second highlight is to make water-saving posters and water-saving signs with children and parents through song performances, and publicize them to the whole class, all the guests and teachers present, calling on everyone to take active actions to save water, starting from me and starting from the side.

Leaders and judges, the topic of my speech today is Lesson 4, Unit 2, Information Technology, Grade 8, Qingdao Edition. Mainly from the following aspects:

Let's talk about textbooks first:

"Saving water and calculating water price" is the content of lesson 4 of Unit 2 in the second volume of Grade 8. It is the extension and deepening of the first three sections, and it is also the first statement IF statement contacted by VB, which is very important in this unit. The branch structure of IF sentence is not difficult for students to understand. Sentences are basically English semantics itself. It can make different choices according to whether the conditions are established or not, and realize intelligent processing.

Second, tell the teaching objectives:

On the basis of the new curriculum standards, according to the requirements of teaching materials, I have determined the learning objectives of this lesson as follows:

1, knowledge target:

(1) Know how to use flowcharts and understand the general programming process.

(2) Understand variables and data types, and be able to define real variables and plastic variables.

(3) Learn to assign values to variables.

2. Skills objectives:

(1) Learn to use IF conditional selection statements to solve simple problems.

(2) Learn to use arithmetic operators to design four arithmetic codes.

3. Emotions, attitudes and values:

Through the study of code writing, students' ability to complete the program independently is cultivated.

Three, talk about the teaching focus and teaching difficulties:

1. key: code design of "calculate" button.

2. Difficulties: Flexible use of IF statements to solve some practical problems.

Fourthly, the analysis of speaking and learning:

At the beginning, students have a strong interest in learning and their enthusiasm will be high; But programming itself is boring and difficult to understand. Many students give up halfway and even want to give up their studies for fear of difficulties.

Opening your mouth when you encounter a problem is a concrete statement, and you don't know the steps to analyze and solve the problem first;

Program learning likes to recite specific programs, which is mechanical and cannot be integrated and generalized. five

Verb (abbreviation of verb) and learning methods;

Because information technology is one of the important subjects to cultivate students' thinking and develop their creativity, I should not only let students know what it is, but also let them know why it is. By creating problems, analyzing problems, solving problems and learning independently, students can experience and think in practical operation and learn to learn and explore independently. And pay special attention to their little progress, encourage students to practice boldly and explore actively. At the same time, teachers demonstrate and guide typical operation processes in time through the big screen, correct common mistakes, and feedback and evaluate students' learning situation in time.

Secondly, in view of the differences in students' learning level of information technology, I adopted the method of "group teaching". "A poor teacher can only contribute, while a good teacher teaches students to discover the truth." This is also my teaching habit. Let students with different learning levels form groups, let students in and between groups participate in discussion and thinking, and students learn from each other, compete with each other, promote each other and improve each other. Through this form, we can cultivate students' sense of team, competition and respect and appreciate the quality of others.

I also adopted "heuristic" and "inquiry" teaching methods in my teaching.

Suhomlinski believes: "Teaching methods are more important than imparting knowledge." Learning methods should be guided by students' learning cognitive habits, and appropriate methods should be selected at the right time.

Six, the teaching process theory:

Prota Ge, an ancient Greek scholar, said: "The mind is not a container that needs to be filled, but a torch that needs to be lit."

1, introduction of new curriculum

Use examples in life (society) to stimulate students' interest in learning, thus leading to topics.

2. New curriculum teaching

Let students realize that there are rich programming examples in real life, thus embodying the educational concept of "small class, big society".

Seven, say reflection.

Suhomlinski once said: "In people's hearts, there is a deep-rooted need to be a discoverer, researcher and explorer."

Many teachers think VB teaching is boring, but I think students are willing to learn as long as it is related to practical problems, and they learn it unconsciously. Because the emergence of new knowledge is not sudden and unprovoked, the problems are closely related to life, which shortens the distance between knowledge and application, and the enthusiasm of students is fully mobilized. They participate in the learning process independently, and students are willing to learn (have the motivation to learn) and take the initiative to learn (become the master of learning). Through cooperation and communication with peers and teachers, they naturally develop good programming habits through constant reflection.

VIII. Representing resources

VB knowledge learning is endless. Due to the limitation of class time, I also provide some websites for students to learn VB and practice after class.

Draft of the third lesson on saving water I. Talking about theme generation;

Reason for activity: The earth, the home of human beings, is facing the severe situation of pollution diffusion and ecological balance change. People pay more and more attention to this phenomenon. But as a public service advertisement said, "You have realized the importance of environmental protection, but you just need to do it more thoroughly." Therefore, I designed this parent-child activity to make the action of "saving water" enter the family, make full use of family resources, and let environmental education go from kindergarten to society.

Second, said the design intent:

Although all the children in our class know how to save water, they waste water while washing their hands, drinking water and going to the toilet, so I designed this lesson. The purpose is to make children realize that water-saving should start from the small things around them through a series of activities such as perception, discussion and hands-on cooperation in designing water-saving flow charts. From then on, they can assume the responsibility of being a water-saving volunteer propagandist.

Third, talk about teaching materials.

Teaching material analysis: Saving water is a parent-child activity of the big class. Through watching videos, designing water-saving flow charts, sending signs and other activities, the relationship between parents and children has been enhanced, and children have summed up water-saving experience and actively promoted it to others.

Fourth, say the goal.

What is the basis of the goal? The Guiding Outline of Kindergarten Education (Trial) emphasizes that it should be determined under the guidance of the Kindergarten Work Regulations and the goals in various fields proposed in this outline, combined with the development level, experience and needs of children in this class. "Eriksson believes that if parents can actively support children's games and intellectual activities, children will develop greater autonomy." Piaget's theory of moral cognitive development holds that "the most important way to liberate children from self-centered realism is to interact with peers."

According to the actual situation of children in our class:

Although children know to save water, there is indeed a waste of water in life.

② Experience in drawing environmental protection signs, but some children have poor hands-on ability.

(3) Parents are very supportive of the teaching work in this class.

Children especially like watching TV, and they will be more excited to find themselves on TV.

So I set three goals:

1, start from the small things around you, accumulate water-saving experience through discussion, and form a good habit of water saving.

2. I like to participate in creative production activities and cultivate water-saving awareness.

3. Feel the happiness of cooperating with peers and parents.

Four, said the preparation material is to serve the goal, in order to achieve the goal I made full preparations, it includes:

1, material preparation:

① Image materials: TV, tape recorder, video camera, piano music tape.

② Art production materials: watercolor pens, wax sticks, scissors, glue, 8k white paper and some scotch tape.

③ Environmental protection materials: some environmental protection pictures, some water-saving slogans and signs, a family water-saving flow chart, some water-saving guardian signs and some small star signs.

2, the preparation of teachers' quality:

Psychological preparation: keep a clear head, keep an organized mind, fully consider what may happen in the activity, and what to do and say if it happens.

② Skill preparation: As this activity needs video materials and water-saving flow charts, I must do the following:

A, video recording and playing.

B, the basic skills of stick figure. Such as: flower pots, clothes and other painting methods and the production of flow charts.

3. Children's preparation:

① Accumulation of knowledge and experience: What are the functions of water? What will happen without water? These experiences should be mastered before the activity.

(2) accumulation of skills and experience: I can draw real stick figures and make environmental protection signs.

4. Parents prepare:

Inform parents of the activity time and explain some necessary routines to parents.

These preparatory activities should be sufficient, and strive to achieve the goal that each material must be able to serve the "water conservation".

According to the actual situation of the children in our class and the focus of this activity: let the water work hard, do more housework and use as little water as possible.

And what is the difficulty of this activity? Is how to make the most water-saving flow chart.

How to break through the difficulties? Children play games → discuss → summarize water-saving experience → design flow chart under the guidance of parents.

Sixth, speaking and teaching methods.

I adopted this activity.

① Discussion method: Children accumulate water-saving experience by themselves through discussion.

Situational teaching method: use pictures, music, videos and other means to make children understand the importance of saving water.

3 chart method: clear at a glance 4 praise method: encourage children.

⑤ Contrast method: Compare the phenomenon of wasting water with the important role of water, so that children can understand the importance of saving water.

Seven, said the learning method

Using the method of autonomous learning, analyze and discuss how to save water by yourself;

(2) Cooperative learning method, in which children and parents cooperate to make water-saving flow charts and water-saving signs;

(3) Innovating learning methods and designing a flow chart with family characteristics.

Eight, said the activity program

First, create a situation to stimulate interest and lead to the theme of "water":

Play the sound of running water first, let the children tell where there is water and pump out the tap water at home.

Secondly, by discussing the role of water, we can understand the importance of water from our small environment and surrounding environment.

Play the video to arouse interest and draw the conclusion that if water is wasted, the earth will be affected. The role of water raises a question: Are they doing the right thing? Children watch videos with questions. Then we have a second discussion: if there is no water, Tianchi will dry up, flowers will die, and there will be people on the earth.

Third, the first regional activities:

Parents and children * * * make water-saving flowcharts, show the most water-saving flowcharts, and encourage and reward innovative flowcharts.

Fourth, the second regional activity:

Question: How to let more people know about saving water? Causes parents and children to make environmental protection signs and water-saving signs to promote others.

Nine, how to extend these signs to let more people know? Children will be voluntary water-saving propagandists, take water-saving signs to primary and secondary classes and post them above the faucets to publicize them to children.

X. Through the reflection of this activity, I found the following questions:

(1) Parents' work and children's preliminary work are not done well, so that children and parents are so loud during the activity that they can't hear the teacher's instructions clearly and can't understand the flow chart introduced by the children.

In the process of making the flow chart, parents have arranged everything.

(3) In the discussion, children have a narrow knowledge and only find small problems in life, without considering the big problems in production and construction.