Teaching Design and Reflection on "Biological Invaders"

As a teacher, you are usually required to write instructional design. Instructional design is a planning and decision-making activity to achieve teaching goals. So how should we write instructional design? Below is the teaching design and reflection of "Biological Invaders" that I compiled. I hope it can help everyone. "Biological Invaders" Teaching Design and Reflection Part 1

Teaching Objectives

1. Learn the explanatory methods and characteristics used in articles, and understand the commonly used explanatory order in expository essays.

2. Use learning methods to select and organize materials, and improve your reading and writing skills in explanatory texts.

3. Understand the ecological knowledge and common sense of biological pollution introduced in this article, and improve prevention awareness. Cultivate students' scientific spirit of truth-seeking and innovation, scientific attitude and scientific thinking methods that emphasize evidence.

Teaching focus

Learn the explanatory methods and characteristics used in this article, understand the logical explanation sequence commonly used in explanatory essays, use learning methods to select and organize materials, and initially master the writing of simple expository essays ability.

Teaching hours

1 class hour.

Students preview

1. Read and write the phonetic notes, explanations and sentences of the new words after the preview class.

2. Use books, the Internet and other means to collect information about biological invasions.

Teaching process

1. Create situations and introduce new lessons

1. Multimedia display: pictures of watermelons, corns, tomatoes and other excellent varieties introduced in my country. Students name the pictures.

2. Multimedia displays pictures of some biological invaders.

3. The meaning of problem-solving invasion.

Note: When introducing a new lesson, the author originally envisioned using the Galileo probe's crash into Saturn, a recent event at the time, to introduce a new lesson on the topic of humans avoiding biological invasion. The research team of the school-based teaching and research believes that in the situational-interactive teaching method, this design of introducing new lessons does not have a wide range of students' interaction and cannot fully mobilize students' interest in learning the text before class. Under the suggestion of teacher Lin Xuan, the topic was positioned on alien species that students are familiar with every day. The exquisite multimedia images create suspense and arouse students' interest in studying the text and exploring biological invaders. The effect of actual classes proves that this modification fully mobilizes students' initiative in learning and also plays a good role in the interaction between teachers and students in the classroom.

2. Tutorial interaction

1. Read: students read the text by themselves and think about the questions:

⑴ What kind of harm do biological invaders bring?

　⑵ What are the causes and pathways of biological invasions?

　⑶ What is the attitude of biologists towards biological invasions?

⑷ Countries around the world treat biological invasions What measures have been taken?

2. Discuss:

⑴ Discuss the order of explanation of the article:

Students answer the thinking questions and complete the structural framework of the article Figure, understand the explanatory order of the article, and the role of this explanatory order: make the explanation orderly and in line with the rules of people's understanding of things.

Introducing biological invaders (topic)

Presenting biological invaders (phenomenon)

Biological invasion explores the (reason) logical sequence of biological invasion

Reveal the (attitude) of biological experts

Take corresponding precautions (measures)

Explanation: The teaching purpose of this link is to allow students to understand the explanatory sequence of the article: logic order. Teacher Wang Gaiying of the school-based research group suggested that through the article structure framework, students can more intuitively understand the explanatory sequence of the article. Therefore, this framework was added to the second draft.

⑵ How to explain the article:

Students find sentences in the article that use explanation methods such as listing numbers, giving examples, and making metaphors. And talk about their expression effects.

3. Teachers and students make the same conclusion:

⑴ Logical sequence makes the explanatory text more organized and in line with the laws of people's understanding of things.

⑵ Use appropriate explanation methods to make the article vivid, vivid, and more attractive.

⑶ Discuss materials and copy.

A four-person group discussed the information about biological invaders collected by the team members, imitated the order and method of explanation in the article, and reorganized the materials to explain a kind of biological invader. and form an outline.

3. Expansion and extension

1. Talk about it:

The group representatives come to the stage to talk about the results of the discussion. (Multimedia displays relevant picture information, and the group sends a representative to explain the outline content.)

2. Write:

Assignment: Based on the group discussion, organize the materials, and introduce If you are interested in biological invaders, write an article of about 400 words. Pay attention to using appropriate explanation methods and following a certain order of explanation.

Teaching reflection

Tell me and I forget,show me and I remember,involve me and I understand. (Tell me, I will forget; show me, I will Remember; I can only understand if you let me participate in learning)

──[American] Jamie Franklin

Real knowledge comes from practice, which is the guiding philosophy of my teaching design. . Only by personally participating in practice can students have a deeper image of knowledge and truly master knowledge. Therefore, in teaching, while teachers teach and demonstrate knowledge, they must also provide opportunities for students to participate in learning knowledge. This is also the purpose of imitation exercises in Chinese classes. Students are learning and selling while the iron is hot, so that students can acquire a method and a skill in class. Chinese is not a very intuitive subject. How to turn very abstract writing ideas that can be understood but difficult to express into very operational and intuitive exercises has become the focus of this class design. The teaching process mainly highlights the three links of reading, discussion and speaking, which pave the way for writing. Read the content of the text; discuss with the teacher their understanding of the text and related knowledge; talk about the information you collected with your classmates in the group; finally, write and imitate. A very important teaching purpose of this article is to let students learn the common explanation methods and logical explanation sequence of expository essays, and train students' ability to filter materials. The explanation sequence is the old knowledge that students have learned, as a consolidated knowledge training.

The use of enhanced explanation methods is a highlight in the teaching of this article. Because the knowledge in this article has been seen and learned by students in biology class. If it were purely about knowledge, it would be easy to turn the Chinese class into a biology class. Therefore, teaching highlights the aspect of Chinese knowledge. Manifested in:

1. One of the elements of expository writing is emphasized during text analysis: explanatory method.

2. When students introduce biological invasion information, students’ use of explanation elements in language expressions is strengthened. After a student introduces the material, the students will evaluate the explanatory elements used in it. In the expansion link of teaching, students are allowed to consciously imitate the writing method in the article to organize the materials, and students select the materials at hand according to the characteristics of induction. Summarize the information at hand through discussion among group members. In the talk session, students come on stage to explain the material, which is a training for students’ oral expression and an extension of the classroom content. And then achieve the purpose of writing in the teaching of this course.

Regarding the use of media, it is particularly worth mentioning that, considering the uncertainty of students’ on-the-spot answers, the hyperlink method was used in the production of this courseware, which effectively avoids Saved the panic of temporary switching.

Of course, this class also has many unsatisfactory aspects, and some details still need to be discussed. For example, for the purpose of teaching, it is to understand the ecological knowledge and common sense of biological pollution introduced in this article, and to improve prevention awareness. . Cultivate students' scientific spirit of truth-seeking and innovation, scientific attitude and scientific thinking methods that emphasize evidence. This point is not highlighted enough. Words lack temporal emphasis. The original idea was to use the method of interspersed explanations to be flexible and stop at the point. However, in actual classroom teaching, this point was ignored.

Comments from experts

Comments from Lin Xuan, the chief teacher of the Chinese language group: This teaching design can closely follow the teaching objectives of the unit and reflect the requirements of the new curriculum standards to focus on cultivating students' truth-seeking and innovative spirit. The design of teaching links especially reflects the requirements of the student-centered curriculum. The four counterattacks of reading, speaking, discussing and writing allow students to participate in the cognitive process. Effectively develop reading skills. Create situations to stimulate interest in reading, take inquiry and cooperation as the main line of training, and allow students to read expository texts while obtaining information, screening information, and questioning the process of solving problems. Therefore, this teaching design is reasonable and innovative.

Teacher Huang Naixi, deputy director of the school’s teaching department, commented: This teaching case highlights the dual-subject inquiry and the idea of ????experiencing school-based topics. Teachers and students communicate and explore in class, and students cooperate in training. Let students achieve one lesson and one lesson. Taking the text as an example, it expands students' ability to write explanatory essays. Let students participate in mastering the use of vividly illustrated language. However, the fly in the ointment is that the participation of students is not wide enough, and what is displayed on stage can only represent the opinions of one family. If students' works can be randomly commented, it will be more comprehensive.

Teacher Cai Rong, leader of the Chinese teaching and research group, commented: This class fully mobilized students’ initiative and enthusiasm for independent learning. On the basis of students fully understanding the role of logical sequence and explanation methods, they can practice writing by hands-on practice, achieving a combination of lecture and practice. Students really gain something in the classroom. One point worth emphasizing is that the emphasis on basic knowledge in the teaching process is still insufficient and needs to be improved. "Biological Invaders" Teaching Design and Reflection Part 2

Teaching Objectives

1. Understand the ecological environment knowledge introduced in the article and understand the relevant situation of biological invaders.

2. Clarify the order of explanations in this article, grasp the overall content of the article, and improve the ability to read popular science articles.

3. Analyze the explanation methods used in this article and experience their expression effects.

Important and difficult points in teaching

Clarify the order of explanations in this article and grasp the explanation methods used in the article.

Teaching process

New lesson introduction

Design intention: Let students clarify the learning tasks of this lesson

"Biological invasion" is What? You may be unfamiliar with this. You must know that this is a war without gunpowder initiated by mankind itself, which cannot but arouse our high vigilance. Today, we will enter the battlefield and conduct an inspection of this "war".

1. Independent exploration - preview and communication

Design intention: This link is designed to allow students to perceive the text as a whole

1. Read the text thoroughly and draw circles Words emerge from the text.

rob (jié) plunder, roost (qī) rest, fan (fān) fence, blame (jiù) colorful (lán)

2. Understand the key words in the text.

(1) Explain the following words.

Cannot escape disaster: Doomed to suffer disaster, there is no way to escape (superstition). Now it means that bad things must happen and cannot be avoided even if they are to be avoided.

Helpless: a metaphor for having no solution.

Indifferent: not moved at all; not moved at all.

Colorful: brilliant and colorful.

(2) The incorrect use of punctuated words in the following sentences is (D)

A. I heard that Xiaolin was admitted, and her psychology was unbalanced. The past happened again Come to mind.

B. This incident happened so suddenly that she seemed helpless.

C. If the natural environment is severely damaged, all life will be doomed.

D. Despite the teacher’s repeated persuasion, she remained indifferent.

3. Based on the description of the text content, give a definition of "biological invader".

Communication point "Biological invaders" refer to organisms that originally lived in foreign countries, moved to new ecological environments through unnatural means, and caused damage to new ecological systems.

4. What biological invaders are mainly mentioned in the text?

Exchange tips on spotted clams, beetles, red ants, brown tree snakes, etc.

5. How does the author vividly call these invaders?

Communicate with immigrant stowaways.

6. Why are "immigrants" who migrate to new ecological environments called "invaders"?

Exchange ideas because they not only destroy the original ecosystem, but also It may cause immeasurable economic losses to human society.

7. What is the reason for the increase in biological invaders?

Exchange ideas to guide the increasingly prosperous international trade.

8. What are the conditions for a species to reproduce uncontrollably in a new living environment?

Communication is free from competition from similar species, and is not harmed by natural enemies.

2. Read the text. Cooperation and inquiry

Design intention: Through independent cooperative learning, questioning, and discussion, teachers and students work together to solve problems.

Read the text quickly, circle, dot, tick, and draw to filter out valuable information from the text and think about:

1. What does the article introduce about "biological invaders" Knowledge?

Exchange information on the definition, characteristics and hazards of "biological invaders", causes and approaches, different people's views on "biological invaders", and preventive measures.

2. In what order does this article introduce this knowledge? What are the benefits of using this order?

This article explains communication tips in a logical order. The article begins by explaining the concept of "biological invaders" and introduces the harm "biological invaders" bring to humans, the destructive effect on the ecological environment, the reasons for the formation of "biological invaders", and the scientific community's treatment of "biological invaders" Different opinions and the current measures taken by countries around the world to "deal with biological invaders". Basically, it is developed according to the logical idea of ??asking questions, analyzing problems, and solving problems. Explaining things in this order is in line with the general rules of people's understanding of things.

3. What is the purpose of this article?

This article introduces knowledge about the harm that organisms may cause to humans through unnatural migration, and reminds people to pay attention to the consequences of biological invasion and develop corresponding measures.

4. Do you know what explanation methods are used in this article? Talk about their benefits.

Communication tips

(1) Column numbers.

For example: “From World War II to the present, 9 of the 11 species of birds native to Guam have been driven to extinction by brown tree snakes. The numbers of the only two remaining species of birds are also decreasing day by day, and there may be dangers at any time. The danger of extinction."

The change in this number clearly illustrates the harm of "biological invaders" to the natural ecology.

Another example: “In the United States alone, the annual economic losses caused by ‘biological invaders’ are as high as more than 200 billion U.S. dollars.” This figure shows how harmful “biological invaders” are to humans.

The numbers in the summary make the article true and accurate.

(2) Give examples.

① Dandelions and fish and shrimps in mountain streams are examples of very limited reproduction time and space span.

Proof: "In the early days of human civilization, land and navigation technology were not yet developed, and the ecological balance in nature was not greatly damaged."

②European clams, Asian clams Invasions of North America by beetles and South American red ants.

It effectively illustrates the huge harm caused by "biological invaders" to human beings.

③An example of the brown tree snake almost exterminating Guam’s birds.

Explain the damage caused by "biological invaders" to the natural ecology.

④Examples of fresh fruits and vegetables, and transnational pets.

In order to explain the man-made reasons for "biological invaders".

⑤An example of the U.S. House of Representatives passing a bill to strengthen interdepartmental monitoring of vehicles that may carry alien species.

It shows that countries around the world have taken corresponding measures to deal with "biological invaders".

Summary: Examples are given to support the point of view and make it more convincing.

(3) Use an analogy.

① The concept of "biological invaders" itself has a metaphorical meaning. It tells people that the behavior of this type of "invaders" will cause harm to humans and nature.

② The spread of pests throughout the world along trade routes is likened to "hitching a ride on transnational trade", which illustrates the convenience of the spread of "invaders" and the difficulty of prevention.

Summary

These metaphors make the description more vivid, vivid and attractive to readers.

Teacher’s summary

Summarize the effects of various explanation methods.

Give examples: Use specific examples to support the content of the explanation and enhance the persuasiveness of the article.

List of numbers: The use of numbers makes the language very accurate and conforms to the scientific characteristics of expository writing.

For example: vivid explanations can also arouse readers' interest (enhancing the interest of the article).

5. Appreciation of key sentences.

(1) "These 'stowaways' mixed in the cargo at the bottom of the warehouse did not attract the attention of the locals. They were casually discarded in the waters near the Great Lakes. However, what was unexpected was , this place has become the 'paradise' of Banbei." What rhetorical techniques are used to add some words? Talk about its function.

Communication tips

The added words use metaphorical rhetorical techniques. These two words vividly describe the unknowing arrival of the scallops on the North American continent. Without the constraints of natural enemies, There, he harms human beings freely and boldly, which is vivid and appropriate.

(2) "Without the restriction of natural enemies, the number of clams has increased sharply, and almost all the drainage pipes in the Great Lakes have been 'occupied' by them." Add the words "almost" and "all" and remove them One of them, do you think this is more accurate? Why?

Communication Tips

Cannot be removed. Because the word "complete" can show the rapid reproduction and large number of species, and the word "almost" can show the rigorous expression of the author's language. If any one of them is removed, such an expression cannot be achieved.

(3) "Some pets from other places, such as snakes, lizards, bobcats, etc., often escape from the fence due to the owner's negligence or abandonment, howl in the mountains and forests, and cause harm to one party." It's good to add some words. Where?

Exchange tips

"Xiao Gathering in the Mountains and Forests" is full of fun, making people fully feel the destructive power of "biological invaders" to the natural ecological environment, and emphasizing the seriousness of this matter. Don't make the reasoning too serious, and mix humor with solemnity.

After-class summary

"Biological Invaders" is an explanatory essay that uses a logical sequence to explain things, with clear organization and appropriate explanation methods. It is a standard expository essay and is worth writing. We beginner writers can learn from it. The knowledge about biological pollution introduced in this article should be learned and used to improve prevention awareness, strengthen ecological awareness, understand the value of local natural scenery, and resist the invasion of alien organisms.

Reflection

This lesson is a self-reading expository essay in the fourth unit of the first volume of eighth grade. Based on the characteristics of the teaching materials and the characteristics of the students, I set the following three teaching objectives:

1. Understand the main content explained in this article.

2. Learn the order and method of explanation in this article.

3. Improve students’ environmental awareness.

Judging from the actual class situation, I think the reasonableness of the lesson "Biological Invaders" is as follows:

1. The new curriculum standard mentions in many places that "emphasis should be placed on improving students' "Moral cultivation and aesthetic taste", this course is a good text to provide moral education to students and improve students' environmental awareness. The new curriculum standards also emphasize "cooperation and inquiry" in learning and life. This course can cultivate students' abilities in this area. In teaching this class, I try to combine the two organically. I set the following three questions in the "Experience Reflection" session:

1. What other "biological invaders" do you know?

2. What should we do?

3. How do people get along with nature? Write a promotional slogan about this. The method of cooperative learning is that the students in the class form 4 study groups, cooperate with each other, divide the work reasonably, and complete the learning task together.

This kind of learning method not only allows us to obtain rich learning materials, but also learns from other people's good learning methods. Through this link, students' environmental awareness is also subtly improved.

2. Use teaching media rationally and integrate teaching. The subject of this lesson is biological invaders. After introducing the new lesson, I arranged a link called "Do you know me?" It displays the creatures mentioned in the article and asks students to recognize them. This not only stimulates students' interest in learning, but also mobilizes the classroom atmosphere. On this basis, the overall perception of the text is good.

Third, it mobilizes students’ initiative and enthusiasm for independent learning. Since students have been exposed to expository texts many times in previous studies, they have a certain understanding of the characteristics of expository texts. Therefore, when teaching, I do not tell the students what I want to teach you in this lesson, but let the students think for themselves what I can learn from this text. Facts have proved that most students have understood the essence of expository text learning, that is, explanatory content, methods and order.