Lecture Draft of Leaves of Plants

As an outstanding teacher, he is usually asked to write a lecture draft, which can make teaching more scientific. So what is an excellent lecture draft? The following is my carefully arranged lecture draft of Leaves of Plants (4 articles in general). Welcome to read and collect. The lecture draft of Leaves of Plants 1

I. Teaching materials:

The lesson of Leaves of Plants is selected from the experimental textbook of compulsory education curriculum standards, and the fifth lesson of Plant in Unit 1 of the first volume of the third grade of Education Science Press.

This lesson is about observing plant organs after observing individuals of terrestrial plants and aquatic plants. Individuals of plants have the characteristics of life, and leaves of plants also have some characteristics of life, so that students can further understand the life characteristics of plants.

Second, talk about teaching objectives:

1. Scientific inquiry objectives:

(1) Guide students to distinguish and classify some leaves.

(2) Through guiding observation, let students learn to distinguish which leaves are the same kind.

(3) Observing the structure of leaves, what are the similarities?

2. Objectives of scientific knowledge:

(1) The leaves of trees are diverse, and the leaves of the same tree have the same basic characteristics, which is of great significance to ecology.

(2) The leaves of plants are generally composed of leaves and petioles with veins on them.

(3) Leaves are alive, too, and they grow from the bud to the final senescence and death, completing their whole lives.

3. Process and method:

(1) Count the number of leaves and the species of leaves.

(2) According to certain judgment basis, the same kind of leaves and different kinds of leaves are divided.

4. Emotion, attitude and values:

Develop students' interest in studying leaves and cultivate their attitude and consciousness of caring for the environment and living in harmony with nature.

Third, focus on teaching:

Carry out activities to observe the life phenomenon of leaves and construct the scientific concept that leaves are also alive. Students have rich experience in leaves, but they don't know enough about the structure of leaves, especially the life process of leaves, so this aspect is the focus of this lesson.

Fourth, talk about teaching difficulties:

Because the third-grade students have less life experience, it is difficult to distinguish which leaves are the same kind of leaves. Therefore, judging whether they are the same kind of leaves is the teaching difficulty of this course.

5. Speaking of teaching preparation:

Students bring their own materials: pick up some fallen leaves. Fresh leaves and fallen leaves of the same plant, a branch with different leaves.

teacher's preparation: some fallen leaves, a branch with leaves of different sizes.

VI. Talking about the design process:

Query → Discussion → Comparison: Observation → Description → Summary

Let students observe carefully in a certain order through the above basic inquiry activities; At the same time, we try to compare and observe the color, shape and size of leaves with scientific methods.

VII. Talking about design concept:

This lesson is a lesson that changes from the whole to the part. Not only plants have life characteristics, but also their leaves have life characteristics. Although students have rich experience in leaves, they don't know enough about the structure, especially the life characteristics of leaves.

Guide students to observe the leaves from three aspects:

(1) Observe whether the picked leaves are the same kind of leaves and find the same structure of the leaves;

(2) observing fresh leaves and fallen leaves, showing the life characteristics of leaves;

(3) Observe the change process of leaves on the same branch, and know that leaves have the process of growth, development and aging.

VIII. Speaking and learning methods:

Teaching methods:

1. Introduce colorful leaf pictures through multimedia courseware to stimulate students' interest in learning;

2. Observation method: By observing and comparing the differences in the growth and development of leaves, describe the life characteristics of leaves, guide students to start from what aspects, and be the organizer and leader of students' learning activities;

3. Actively guide students to find problems, participate in students' activities, and be each student's study partner. Finally, the growth and changes of leaves are summarized, and the conclusions are drawn layer by layer. At the same time, the knowledge is expanded, and the knowledge learned is extended to extracurricular activities, so that it can be combined with practice and applied.

Learning method:

1. Autonomous learning. Children are born with curiosity, actively explore under the guidance of interest, and be the masters of learning.

2. It's better to hear than see. Take part in scientific inquiry directly, ask and solve problems by yourself, experience the fun of learning science, enhance the ability of scientific inquiry, acquire scientific knowledge, and form a scientific attitude of respecting facts and being good at questioning.

Nine, talk about teaching design:

1. Establish an open teaching concept

As the main body of science course learning, primary school students will have great passion and interest when facing the complicated scientific world. I respect students' wishes in teaching and create a relaxed, harmonious, democratic and harmonious learning environment for them with an open concept and mentality. Use their spare time to lead them to learn and use science in nature such as campus and park. Students are not confined to the small space of the classroom, but outside the classroom is a broader world for children to learn science and make great achievements with science. At the same time, tell the students not to pick leaves at will when collecting leaves, so that they realize that trees also have life and are friends of human beings. Pay attention to cultivate students' awareness of caring for the environment and living in harmony with nature.

2. Make inquiry the main way of scientific learning

Scientific inquiry activities should be from simple to complex, supported by teachers to gradual liberalization, and from unfamiliar to familiar, not in one step. Pay attention to collecting first-hand information and teach students to observe, record and discuss. Finally, it is concluded that we can't impose our opinions on students.

it is easy to count the activities of several leaves. It will be difficult to count several kinds of leaves, because students may not be very clear about the concept of "species" and can't grasp the classification standard of "species" to classify leaves. After the activity, the students report in groups and ask them to talk about the basis for determining whether these leaves are from the same tree or not. When students report, they should pay attention to show them the leaves they mentioned and encourage other students to question them. Organize the discussion in the later stage of inquiry and guide students to listen to others' opinions carefully. When learning the structure of leaves, there are many pine trees on our campus, and I have led them to observe them during the class of "Trees on Campus", so some students may question why there are no leaves and petioles in pine trees. Teachers should be fully prepared here, simply explain the difference between broadleaf and conifer, tell students that we mainly study the common broadleaf structure, and affirm the students' doubts. This will help students to learn scientific knowledge accurately, and at the same time expand their horizons.

3. Scientifically use teaching materials to implement teaching objectives

When designing this lesson, I implemented the general objectives of science courses in the teaching of this lesson, and achieved the effect of "gathering sand into a tower, dripping water wears away stones". "Teaching with textbooks" rather than "teaching textbooks". Put more time and energy into training students to love science, be willing to explore and be brave in practice. When observing the life characteristics of leaves, let every student actively participate and guide students to understand that fresh leaves are alive and fallen leaves are dead. So that students can understand the life characteristics of leaves and know that some scientific knowledge can be obtained by observing and recording. Directing the teaching goal to "guide", "experience" and "understand" Teachers use teaching materials to be organizers, leaders and collaborators in students' learning behavior.

X. Design of blackboard writing:

According to the characteristics of the knowledge level of grade three students, in the process of blackboard writing, it should be focused and simple. After reading it, students can deepen their understanding and memory of the teaching content of this lesson. The leaves on the blackboard use colored chalk, which makes the blackboard more eye-catching, vivid and full of vitality. The lecture draft of "Leaves of Plants" 2

1. Talking about teaching material analysis:

1. Teaching content:

Page 12-13 of the first volume of the third grade science textbook of compulsory education curriculum standard of science and education edition.

2. The position and function of teaching materials:

This lesson is the fifth lesson for students to learn science. In the first lesson, students have preliminarily understood what scientific observation is. The observation of big trees is a relatively large systematic observation, and this lesson is the beginning of students' turning macro observation to a small local observation. It can be said that this lesson is a foreshadowing for introducing careful observation, which seems very simple and superficial, but it is in these seemingly superficial observation activities that students should be led to discover more knowledge about plant leaves. This lesson is a preliminary observation of the whole leaves, paving the way for detailed local observation of the leaves in the next two classes.

3. Design of teaching objectives:

Learning objectives: Let students go through the process of understanding the fallen leaves from "picking" to "picking", know that the leaves of plants are various, and go through the simple observation process of their colors, shapes, sizes and other attributes.

ability goal: we can count the number and species of fallen leaves, distinguish the same kind of leaves from different kinds of leaves according to certain judgment standards, initially realize that observation is meticulous, and cultivate students' observation ability.

Emotional goal: By collecting the leaves of plants, observing, analyzing, comparing and classifying the leaves, we can stimulate students' interest in studying the leaves and cultivate the consciousness of caring for the environment and living in harmony with nature.

4. Determination of key points and difficulties:

Teaching focus: guide students to observe things scientifically and orderly, and guide students to observe leaves from the characteristics of color, shape and size.

Teaching difficulty: the standard to judge whether the leaves are the same.

5. Teaching preparation: multimedia courseware, all kinds of fallen leaves.

Second, analysis of speaking and learning situation:

This class is aimed at third-grade students, who have strong curiosity and thirst for knowledge, have certain life experience and pay more attention to things around them. Be able to observe purposefully according to the specific requirements of teachers, have a preliminary sense of group cooperation, and have certain ability to observe and study things. According to the age characteristics of students, teachers should always pay attention to their learning process and give appropriate evaluation. When designing, pay attention to the design of open learning links, and provide students with sufficient space to express their opinions; Pay attention to the interaction between teachers, students and students; Organize appropriate group cooperative learning and attach importance to students' language communication; Pay attention to guiding students to think in the process of observation and combine scientific observation with scientific thinking.

Third, talk about the design concept:

1. Pay attention to cultivating students' observation ability and inquiry consciousness in activities.

2. Enrich students' understanding of leaves in hands-on operation.

3. Pay attention to students' learning process.

Fourth, didactic jurisprudence:

This teaching activity presents the teaching content in the mode of "observation-hands-on operation, cooperative inquiry-thinking and communication-expansion and extension, focusing on letting students experience the learning process of observation and comparison, focusing on the development of students, emphasizing the cultivation of students' observation ability, integrating learning methods such as observation, operation, communication and cooperation, and focusing on letting students learn in the operation experience.

5. Teaching design of speaking:

(1) Introduction of talking and presentation of topics

1. Conversation and exchange, and introduction of new lessons.

2. Writing on the blackboard: Leaves of plants

(2) Show the courseware and observe the leaves of plants

1. Show the multimedia courseware and ask the students to observe it carefully.

2. Tell me what you found.

3. Summary: Leaves have various colors and shapes, and their sizes are different.

4. Understand the structure of leaves. (courseware presentation)

(3) Group cooperation, observation and discussion.

1. Count all kinds of fallen leaves

How many leaves are there in your group? How many kinds of leaves are there in this?

2. Group discussion:

What did you observe to say that they are the same kind of leaves?

what did you observe to say that they are not the same kind of leaves?

3. The group reports the discussion results, communicates with each other, and encourages the group with good performance.

(4) Observe the growth and changes of leaves and discuss and communicate:

1. What are the similarities and differences between relatively fresh leaves and fallen leaves?

2. By observing the leaves of a plant, can we see the growth and change process of the leaves?

3. Read and say. (Show the courseware)

(5) (Mobile) Extension:

1. What is the function of the leaves of plants?

2. Use your favorite method to assemble patterns with leaves.

(6) Summary:

Tell me what you got from this lesson.

(7) Homework after class

Continue to collect leaves of various plants, requiring complete leaves. The lecture draft of "Leaves of Plants" 3

1. Teaching materials:

This lesson is selected from the fifth lesson of Unit 1 in the first volume of Science, the third grade of the education edition, and it is divided into three parts: picking up fallen leaves, comparing the similarities and differences of leaves, and observing the growth and changes of leaves.

This course will enable students to explore the structural characteristics and life process of common leaves through various senses and methods, and cultivate students' interest in studying leaves and their ability of observation, comparison and analysis.

Second, students

Primary school students in the third grade are more active, full of curiosity about the world around them and have a strong thirst for knowledge. There is a certain perceptual knowledge of leaf students who are common in life, but this understanding is incomplete and not deep enough.

Third, talk about teaching objectives

According to the analysis of the above-mentioned teaching material structure and learning situation, taking into account the students' existing knowledge and experience, the teaching objectives of this lesson are as follows:

1. Knowing that the leaves of trees are various, and the leaves of the same tree have the same basic characteristics; The leaves of plants generally consist of leaves and petioles, and there are veins on the leaves; Leaves are alive, too. Leaves begin to grow from leaf buds, and finally die of aging, completing a lifetime.

2, can count the number of leaves picked up and the number of leaves; According to certain judgment basis, the same kind of leaves and different kinds of leaves are divided.

3. Develop the interest in studying leaves and cultivate the attitude and consciousness of caring for the environment and living in harmony with nature.

IV. Teaching emphases and difficulties:

According to the new curriculum standards, the following teaching emphases and difficulties have been established. Key point: it is to carry out