After-class reflection on small class life and guessing healthy body parts

In order to highlight the key points and break through the difficulties, I have carried out the following teaching design to allow students to carry out inquiry learning around observation and experience, with group cooperation as the main form, using in-class activities to stimulate students' interest, and give full play to students' abilities. main role. The class begins with a simple reverse action game to help students understand the composition of their own human body shape. Ask students what structures were involved in the game just now, and then introduce the new lesson. Showing the human body structure diagram, the tablemates discussed which parts the human body can be divided into. It seemed like a simple question, but the children’s observations turned out to be many: upper body and lower body, head, torso, upper limbs and lower limbs, etc. Then, by showing the human body structure diagram, let the students summarize the characteristics of the human body structure. The experiential activities (the competition of tying a red scarf with one hand and tying a red scarf with two hands) allow students to experience the benefits of symmetry of the human body, feel the harmonious beauty of the human body shape, and care for the disabled. Then, through the "guess" activity, students can naturally move into the exploration of "what's inside the human body". Students guess what's inside the human body through various methods, and briefly introduce the functions of the organs in the human body as follows: Pave the way for subsequent knowledge. The activity of "tying a red scarf" allows students to observe and feel which parts of the human body are involved in movement. The teacher first demonstrates how to fill in the bubble chart, and then allows students to freely choose activities through group cooperation, and is required to complete them in class. Complete the bubble chart after the activity. Because experience makes students more impressed. Finally, follow-up activities are arranged: look up information about human body knowledge and think about "the human body." Look up information about human body knowledge and think about "what other structures are there inside the human body and what jobs are they responsible for?" How do they work together?"

In the formal teaching process, I still have many problems. Below, I mainly use the problem setting during the teaching process as the main idea of ????my reflection.

< p> ⒈In the teaching of observing and exploring the structure of the body, I first showed a schematic diagram of the human body and asked students to divide the structure of the human body. However, when faced with this problem, the students divided the human body into individual parts. , such as eyes, nose... It seems that he wants to talk about all the structures he knows. The division of the body structure parts of the human body is not summarized at all. Teacher Wu pointed out that the setting of this question should be changed to what structures the body is composed of. Students can make a general division of the components of the human body according to the problem, and can better complete the teaching objectives.

2. When learning the symmetry of the body structure, I first set up a simple activity of touching one's own organs. He also used pictures of the human body to talk about the characteristics of the human body structure, but the student’s answer was far from the conclusion. After the class, he canceled this activity and directly showed the human body structure diagram with red lines and asked: "Did you discover it?" What? "Students have already learned the symmetry of figures in mathematics, and some students can quickly tell the symmetry of the human body structure.

3. During the process of observing the internal structure of the body, set up an activity table For:

What I know about the internal composition of the body

What I see with my eyes

What I hear with my ears

What I feel with my hands Or pinched

Students worked in groups to complete the form. Many students wrote that the sound they heard with their ears was the beating of the heart, and the correct standard should be the heart. Later, everyone discussed the design of the form as:

p>

The internal composition of the body that I know

Phenomena

The internal structure of the body

See with the eyes

With the ears What you hear

What you touch or pinch with your hands

enables students to fill in the information correctly and helps them develop good observation habits.

4 .In the teaching process of activities to experience how the body works. The question I originally set was to require students to independently establish an activity, and the activity should best be completed in class. However, during the specific teaching process, students felt very confused about this activity. , I didn’t know what kind of activity to choose, so many of the bubble chart fillings were completed without personal experience, and the expected teaching effect was not achieved at all. After the class, I changed the question setting to: each group. Independently establish an activity. This activity requires personal experience. One student is doing the activity, and the other three students observe the activity and complete the bubble chart.

In the subsequent open class teaching process, students were able to truly choose all their own equipment and achieve the expected teaching results.

Many thanks to all the teachers who provided enthusiastic help during the course!