A Collection of Records of Primary School Classroom Teaching in 22

Classroom teaching is inseparable from the interaction between teachers and students, and only the interactive classroom is the real learning classroom. The following is a record of primary school teaching compiled by me, hoping to provide reference for teachers.

A record of primary school teaching

Teaching contents:

1. Appreciating the orchestral "Wild Bees Flying"

2. Learning to sing the song "Little Dragonfly"

3. Rhythm

Teaching objectives:

1. Listening, watching, talking, singing and acting.

2. By listening to the orchestral "Wild Bees Flying", cultivate the attention to appreciate music, imagine the image of wild bees flying up and down, and try to express it in a diversified way.

3. Know how to care for dragonflies and protect beneficial insects.

Emphasis and difficulty in teaching: Feel the different musical images expressed by music with different emotions.

Pre-class preparation: multimedia courseware, small dragonfly brooch, etc.

Teaching process:

First, students listen to the music accompanied by Little Dragonfly and enter the classroom freely.

second, feel, learn to sing and perform the song "Little Dragonfly".

1. Enlighten the conversation.

[T] "Children, have you ever seen a little dragonfly?"

[student] "Yes, yes ..."

[teacher] "Do you like dragonflies?"

[student] "Yes, very much." (randomly paste "Little Dragonfly" paper)

[T] "What are the little dragonflies you see?"

[health] "They are playing games; Find friends; Catch pests ... "

2, the first rhythm, free performance. (Playing the music accompanied by Little Dragonfly)

[T] "Miss Wu wants to see what this little dragonfly you play is doing?"

action modeling after music stops.

[T] "What are you doing with this little dragonfly?"

[health] "I'm catching insects; I am playing; I'm resting ... "

[T]" What a group of capable little dragonflies. " "Do you think the music you just heard is beautiful?"

[health] "beauty"

[teacher] "Yes, it's beautiful. Just like a little dragonfly flying, flying, flying, so beautiful! "

3, the second rhythm, find beautiful and unusual movements. (Continue to play the accompaniment music of "Little Dragonfly")

[T] "Let's make little dragonflies again, and fly so beautifully."

4. Encourage students whose movements are beautiful and different from others, ask them to do it, and everyone will learn it (give a small dragonfly brooch at random)

5. Conduct rhythm for the third time to further explore students' creative thinking. (Continue to play the accompaniment music of Little Dragonfly). (Give a dragonfly brooch at random)

[T] "There must be many little dragonflies here that love thinking. Teacher Wu has no time to look at them. Now I'm going to look for them again."

6. Guide

[teacher] "Hey, there are so many cute little dragonflies, where will they fly?"

[health] "By the pond; On the grass; On the lotus leaf; On the flower ... "

[T]" My little dragonfly is tired from flying. Which little tree is willing to let me stop and have a rest? " "Where can the little dragonfly rest besides the small tree?"

[raw] "floret; Big tree; Lotus leaf ..... "

(Students perform at random, teachers stop at random)

7. Fourth rhythm, situational performance.

[T] "Now you can be a happy little dragonfly and fly freely, or you can find a space to make flowers, grass, houses, crops, etc. Let the little dragonfly stop on you and help you catch insects."

8. Listen to the tape and learn about the song.

[T] "The little dragonfly helped the crops catch insects, and the crops were so happy that they all sang songs to praise the little dragonfly. Listen, what did the crops boast about the dragonfly? "

[Health] "Praise it as a beneficial insect; Praise it as a little hero who catches mosquitoes ... "

9. Read the lyrics according to the rhythm

[T]" Let's praise the little dragonfly together. "

1. Listen to the teacher sing

[teacher] "The dragonflies are so great, they are really a group of lovely elves, and the teacher wants to praise them."

11. Listen to the piano and sing

[T] "Let's try to praise these elves with songs!"

12. Listen to the recording, then sing

[T] "Some little dragonflies are lazy, and they put down their wings before catching mosquitoes." (Singing the incoherent first sentence at random)

"Hard-working dragonflies are not like this. They will put down their wings and rest after catching mosquitoes." (sing the coherent first sentence at random)

"What kind of dragonflies do you like?"

[health] "industrious little dragonfly."

13. Sing and perform completely

[T] "Then let's be hardworking little dragonflies who can sing and dance together!"

3. Appreciate, feel and express the music "Wild Bees Flying"

1. Lead in

[T] "Dragonflies are flying slowly, which are particularly gentle and amiable. Now, another group of elf friends are flying towards us. Listen, who are they?"

2. Listen to a short paragraph for the first time and give feedback.

[Health] "flies, mosquitoes, locust bees, bees ..."

3. Understand the composer's original intention of composing music.

[T] "What you said, when you think about it, is very reasonable. Your chopping is like a swarm of flies and locust bees flying in. However, when our composer first created this piece of music, he wanted to show a large group of wild bees flying. "

4. Keep listening and feel the image of wild bees.

[T] "Do you feel it?"

[student] "Yeah, I feel it."

5. Discuss and feel the image of wild bees flying.

[T] "What's the difference between flying wild bees and flying dragonflies?"

[Health] "Little wild bees fly fast, but little dragonflies fly slowly; The little wild bees seem to fly in a hurry, and the little dragonflies are in no hurry ... "

[T]" Yes, the little wild bees fly so fast and in such a hurry that they fly up and down in droves for a while. What are they going to do? "

[health] "It's going to rain, so they go to shelter from the rain; They are hungry and go to find food; One of their friends is missing, so they go to find a friend ... "

6. Show the flying route of wild bees by drawing lines.

① Gesture while listening to music

[T] "Draw the route of the little wild bees flying up and down with your fingers first."

② Draw in your textbook while listening to music

[teacher] "Can you think of another route besides the one just drawn?"

[Student] "Neng"

[Teacher] "Please open page 42 of the textbook and draw a picture in it."

7. Show wild bees flying with body movements

[T] "Now, Mr. Wu really wants to feel what a large group of wild bees are flying around in a hurry. Are you willing to satisfy me?"

[health] "willing" (very happy, excitedly agreed)

Fourth, through the comparison of the speed and emotion of the two pieces of music, the differences in musical images expressed by them are further clarified.

1. Watch, listen, sing and act out Little Dragonfly again.

[T] "It's a little scary that these little wild bees fly so fast and so fiercely. Look at those little dragonflies, I feel much cuter and easier to get close to."

2. Listen to the music and fly out of the classroom.

[T] Dragonflies, there are more and fresher things waiting for us outside. Do you want to see them?

[Student] wants to

[Teacher] go, so we'll start ...

Record of primary school teaching II

First, from life, explore the connection of basic circuits

Teacher: What is this, students? (The teacher shows a flashlight)

Student (Qi Answer): A flashlight.

teacher: can you make it shine?

health (qi a): yes.

teacher: who will have a try?

(Students pick up the flashlight, put it in the battery, turn on the switch, and the flashlight lights up. )

teacher: the flashlight is on, why does it shine?

health: with a battery, it can shine. (blackboard battery)

Health: We need a small light bulb. (writing on the blackboard)

Health: You have to turn on the switch before the flashlight will shine. (blackboard switch)

Teacher: If the shell of the flashlight is removed, will it still light up? The teacher has provided you with light bulbs, batteries and switches. Can you make the light bulbs shine? Try it with the materials on the table.

(The students tried and failed. )

teacher: the teacher will give you some more wires, and you can try again. (writing on the blackboard)

(Students try again, and the light bulb lights up. )

teacher: what did you find?

health: a small light bulb won't light up without wires.

health: connect the battery, switch and light bulb with wires, and the light bulb will light up.

health: I found that the shell of a flashlight may act like a wire.

Health: I agree with Li Bo that the flashlight has no shell, the circuit just now has no wires, and the bulbs are not lit, so the shell of the flashlight is equivalent to wires.

teacher: students are so clever! Can you draw the circuit that has just been connected? As long as you can understand it.

(Students begin to draw pictures, and teachers patrol to show what they have drawn first. )

teacher: the students have finished drawing, and the teacher still has a simple and scientific drawing method. Do you want to learn?

Health (Qi A): Yes.

(The teacher instructs the drawing method of the circuit diagram, and completely demonstrates the drawing of the symbolic circuit diagram)

(The students begin to draw, and the teacher makes a tour to guide and show the drawing well. When evaluating, pick out the problems and correct them directly with the help of projection. )

teacher: by connecting and drawing the circuit diagram, which parts do you find to be more than the simple circuit diagram?

health: a circuit generally consists of four parts: battery, light bulb, switch and wire.

Second, explore the connection of the circuit independently from the materials

Teacher: The students have just drawn very well. Now, if the teacher doubles the materials for the students, can you still make all the light bulbs light up?

health (qi): yes.

teacher: when connecting, you should pay attention to: two batteries should be connected by wires first, and then draw the circuit diagram with the new method you just learned after the team cooperation is successful. The connected batteries should be drawn like this (blackboard demonstration). Discuss before you do it.

(Students discuss how to connect first, and then do the experiment. Teachers patrol. )

Teacher: All the connections are made. Which group of students will report the circuit you connected and bring your circuit diagram to talk about the characteristics of this circuit?

Health: We connect the battery to a switch, then to a light bulb, and then to a switch and a light bulb. No matter which switch is turned on, both light bulbs can go out. But if you want to light both bulbs, you must press both switches at the same time.

Health: We connected two switches and then two light bulbs. When one switch is turned off, the lights will not light up. We must turn on both switches.

teacher: is there anything different from their connection method?

health: our connection methods are different, but small light bulbs can also emit light.

teacher: oh, tell me.

health: we connect the small bulbs together, then connect a switch at both ends, and then connect it to the battery.

health: we found that the connection method is similar to that of the third group, that is, when one of the switches is turned off, both lights will not light up, and it is impossible for one light to light up alone, which is different from the lights at home.

teacher: is this the case with everyone?

health: it's always like this.

Third, from the problem, explore the connection of parallel circuits

Teacher: You are so clever! Having found this problem, can our other groups work together to connect the same circuit as at home? A switch controls a lamp, and then try it again. If you really can't think of a way, please ask the team leader to get a circuit connection help card from the teacher.

(Students experiment in groups)

Teacher: Many groups have been connected, and the speed is very fast. Have you found anything new?

student: teacher, we have found something new.

student: teacher, we have also made new discoveries.

(Students are scrambling to report)

Teacher: OK, that's right. Tell me about your new discovery.

health: in the circuit we are connected to, one switch controls one light bulb, one switch is turned off, and the other light bulb is still on. Only when both switches are turned off, both light bulbs will go out.

Health: Our findings are the same. No matter which switch is turned off, there is a light on, and both lights will go out when both switches are turned off.

teacher: students are really good at using their brains. They can find so many new things. Can you still draw this circuit in the new way you just learned? The teacher draws with everyone.

(The teacher will show the drawn circuit diagram on the projection, and go deep into each group for guidance)

Teacher: The students' circuit diagrams are really good! (Show the materials for making a simple flashlight) Can you connect these materials into a circuit and turn them into a flashlight after class?

sheng (answers with great confidence): yes.

teacher: ok, that's all for today's class. class is over.

Record of Primary School Teaching III

Teacher: Please open the book P167 and read Li Shangyin's Untitled poem in your own way.

students read poems loudly or quietly, and some people mispronounce the last sentence.

teacher: after listening to everyone's reading aloud, there are two words to pay attention to. Look at the last sentence: read wei4 for "Wei". "Look" reads kan1, meaning to try.

students annotate the book

Teacher: OK, let's read the poem again and tell me what it is. Both in content and form are acceptable.

students read the poem again.

teacher: who can tell me what this poem is?

student 1: farewell poem.

teacher: student 1 is from the content. You should complete the sentence.

S1: From the content, this is a farewell poem.

teacher: ok. Can anyone else be more specific? Or in form.

health 2: law