Teaching Design and Reflection of Biological Intruder

As a teacher, you are usually asked to write teaching design, which is a planned and decision-making activity to achieve teaching goals. So how to write instructional design? The following is my teaching design and reflection on Biological Intruder, hoping to help you. Teaching design and reflection of Biological Intruder 1

Teaching objectives

1. Learn the explanation methods and characteristics used in the article, and understand the explanation order commonly used in the explanation article.

2. Use learning methods to screen and sort out materials, so as to improve the reading and writing ability of expository articles.

3. Understand the ecological knowledge and common sense of biological pollution introduced in this article, and improve the awareness of prevention. Cultivate students' scientific spirit of seeking truth and innovation, scientific attitude and scientific thinking method of paying attention to evidence.

teaching emphasis

learn the explanation methods and characteristics used in this paper, understand the logical explanation sequence commonly used in the explanation of things, use the learning method to screen and sort out the materials, and initially master the ability to write simple explanation of things.

class hours

1 class hour.

Students preview

1. Preview the reading and writing after class, and note, explain and make sentences for the new words.

2. Use books, internet and other means to collect information about biological invasion.

Teaching process

1. Creating situations to introduce new lessons

1. Multimedia display: pictures of excellent varieties introduced from China, such as watermelon, corn and tomato. Students say the names according to the pictures.

2. Multimedia display pictures of some biological intruders.

3. Solve the meaning of invasion.

Description: In the introduction of the new lesson, the author originally envisaged that the Galileo probe crashed Saturn, which was a recent event at that time, as a topic for human beings to avoid biological invasion. The research group of school-based teaching and research believes that in the situational-interactive teaching method, the design of introducing a new class is not wide, and it is impossible to fully mobilize students' interest in learning the text before class. At the suggestion of teacher Lin Xuan, the topic will be located on the alien species that students are familiar with every day. The exquisite pictures of multimedia create suspense, which arouses students to learn the text and explore the interest of biological invaders. The effect of the actual class proves that this modification has fully mobilized students' learning initiative and played a good role in the interaction between teachers and students in the classroom.

second, the interaction between guiding and learning

1. Reading: Students read the text by themselves and think about the questions:

(1) What harm does biological invaders bring?

(2) What are the causes and ways of biological invasion?

(3) What is the attitude of biologists towards biological invasion?

(4) What measures have countries around the world taken against biological invasion?

2. Discuss:

(1) Discuss the explanation sequence of the article:

Students answer the thinking questions, complete the structural frame of the article, understand the explanation sequence of the article, and the function of this explanation sequence: make the explanation orderly and conform to the law of people's understanding of things.

Introducing biological invaders (topics)

Presenting biological invaders (phenomena)

Exploring the logical order of biological invasion (causes)

Revealing the attitude of biological experts

Taking corresponding precautions (measures)

Description: The teaching purpose of this session is to make students understand the explanation order of the article: logical order. Teacher Wang Gaiying, a school-based research group, suggested that students should understand the explanation order of articles more intuitively through the structural framework of articles. Therefore, this frame diagram was added in the second draft.

(2) Discussion on the explanation method of the article:

Students find out the sentences that use the explanation methods such as column numbers, examples and metaphors in the article. And talk about their expression effect.

3. Teachers and students * * * sum up together:

(1) Logical order makes the expository writing more organized and conforms to the law of people's understanding of things.

(2) Proper use of explanatory methods makes the article vivid, vivid and more attractive.

(3) discussing materials and imitating writing.

Four people discuss the information about biological invaders collected by the group members, imitate the explanation order and method in the article, and reorganize the materials to explain a biological intruder. And form an outline.

Third, expand and extend

1. Talk about it:

The group representatives came to the stage to talk about the results of the discussion. (Multimedia display related pictures and materials, and the group will send representatives to explain the outline. )

2. Write:

Assignment: According to group discussion, organize the materials, introduce the biological invaders you are interested in, and write an article of about 4 words, paying attention to the appropriate explanation methods and in a certain order.

teaching reflection

tell me and I forget, show me and I remember, involve me and I understand. (Tell me, I will forget; I remember what was demonstrated to me; Let me participate in the study, so that I can understand. )

──[ America] Benjamin Franklin

Practical knowledge is the guiding concept of my teaching design. Only when students personally participate in practice can they have a deeper image of knowledge and truly master it. Therefore, in teaching, teachers should provide opportunities for students to participate in knowledge learning while teaching and demonstrating knowledge. This is also the purpose of imitation writing practice in Chinese class. Students learn to sell while the iron is hot, so that students can acquire a method and a skill in class. Chinese is not an intuitive subject. How to turn a very abstract writing idea into a very operational and intuitive exercise has become the focus of this course design. The teaching process mainly highlights three links: reading, discussing and speaking, which is paving the way for writing. Read the text; Students and teachers discuss the understanding of the text and related knowledge together; Talk to the students in the group about your collected information; Finally, write and imitate. A very important teaching purpose of this paper is: to let students learn the common explanation methods and logical explanation order of rational explanations, and to train students' ability to select materials. Explain that order is the old knowledge that students have learned as a solid knowledge training.

Strengthening the application of explanation method is a bright spot in the teaching treatment of this article. Because the knowledge of this article has been seen and learned by students in biology class. If we just talk about knowledge, it will be easy to teach Chinese as a biology class. Therefore, teaching emphasizes the knowledge of Chinese. It is shown as follows:

1. In the text analysis, one of the elements of expository writing is emphasized: explanatory method.

2. When students introduce biological invasion materials, they strengthen the application of explanatory elements in language expression. When a student finished introducing the material, the students commented on the explanatory elements used in it. In the expansion of teaching, let students consciously imitate the writing in the text to organize materials, and students screen the materials at hand according to the characteristics of induction. Summarize the information of the first hand through the discussion of the group members. In the talk session, students come to the stage to explain the materials, which is not only the training of students' oral expression, but also the extension training of classroom content. So as to achieve the purpose of writing in the teaching of this course.

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

Of course, there are many unsatisfactory places in this course, and some details need to be discussed, such as understanding the ecological knowledge and common sense of biological pollution introduced in this paper in the teaching purpose and improving the awareness of prevention. Cultivate students' scientific spirit of seeking truth and innovation, scientific attitude and scientific thinking method of paying attention to evidence. This point is not prominent enough. Words lack time emphasis. Originally, it was supposed to use the method of interspersed explanation to stop flexibly, but in the actual classroom teaching, it was neglected.

Expert Comments

Teacher Lin Xuan, the chief teacher of Chinese Group, comments: This teaching design can closely follow the unit teaching objectives and reflect the requirements of the new curriculum standard to cultivate students' spirit of seeking truth and innovation. The design of teaching links, especially reflects the requirements of student-centered curriculum. Reading, speaking, discussing and writing make students participate in the cognitive process. Effectively cultivate reading ability. Create a situation to stimulate reading interest, take inquiry and cooperation as the main line of training, and let students read the explanatory text in the process of obtaining information and screening information and questioning the problem solving. Therefore, this teaching design is reasonable and innovative.

Teacher Huang Nai Xi, deputy director of the school's teaching department, comments: This teaching case highlights the idea of double-subject inquiry and experience in school-based topics. Teachers and students exchange and explore in class, and students cooperate in training. Let the students learn from one lesson. Taking the text as an example, the writing ability of students' expository essays is expanded. Let students participate in it and master the use of language vividly. However, the fly in the ointment is that students' participation is not wide enough, and what they show on stage can only represent one family's words. If they can randomly comment on students' works, they will be able to take care of them comprehensively.

Teacher Cai Rong, head of the Chinese teaching and research group, comments: This class fully mobilized the initiative and enthusiasm of students' autonomous learning. On the basis of students' full understanding of the function of logical order and explanation method, they began to practice writing, and achieved the combination of speaking and practicing. Students can really gain something in class. It is worth emphasizing that the emphasis on basic knowledge in the process of teaching is still insufficient and needs to be improved. Teaching Design and Reflection of Biological Invaders Part 2

Teaching objectives

1. Understand the knowledge of ecological environment introduced in this paper and the relevant situation of biological invaders.

2. Make clear the explanation order of this article, grasp the content of the article as a whole, and improve the ability to read popular science.

3. Analyze the explanation method used in this paper and realize its expression effect.

Teaching focuses on difficulties

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

teaching process

new lesson introduction

design intention: let students know the learning task of this lesson

what is "biological invasion"? You may be unfamiliar with this. You know, this is a war started by human beings without smoke, which can't help but arouse our high vigilance. Today, we will go into the battlefield and make an inspection of this "war".

1. Self-inquiry-preview and communication

Design intention: This link aims to make students perceive the text as a whole

1. Read the text well and circle the new words in the text.

robbery (jié) predation (q Ρ) interest (fān) hedge blame (jiΡ) gorgeous (lán)

2. Understand the key words in the text.

(1) explain the following words.

It's doomed: it's doomed to suffer, and you can't escape (superstition). Bad things must happen now, and they can't be avoided.

helpless: metaphorically speaking, there is no way.

indifferent: I am not touched at all; Not at all tempted.

colorful: brilliant and colorful.

(2) One of the wrong words in the following sentences is (d)

A. I heard that Xiaolin was admitted, and her mind was out of balance, and the past came to mind again.

B. It came so suddenly that she seemed helpless.

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

D. Despite the teacher's repeated exhortations, she remained indifferent.

3. Give a definition of "biological invader" according to the content of the text.

The "biological invader" refers to a creature who originally lived in a foreign country, moved to a new ecological environment through unnatural ways and destroyed the new ecosystem.

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

Alternating points are used to dial shellfish, longicorn beetles, red ants, palm snakes, etc.

5. How does the author address these intruders vividly?

exchange points to dial immigrants and stowaways.

6. why are "immigrants" who have moved to a new ecological environment called "invaders"?

communication and mediation because they not only destroy the original ecosystem, but also may cause incalculable economic losses to human society.

7. What are the reasons for the increase of biological invaders?

communication points to the increasingly prosperous international trade.

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

communication instruction is not subject to competition from the same species, harm from natural enemies, etc.

Second, read the text. Cooperate and explore

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

Read the text quickly, circle, dot, tick and draw, and select valuable information from the text. Think:

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

The definition, characteristics, hazards, causes and approaches of "biological invaders", different people's views on "biological invaders" and preventive measures are exchanged.

2. What order is used to introduce this knowledge? What are the advantages of using this order?

this article is explained in logical order. Starting with the explanation of the concept of "biological invader", this paper introduces the harm that "biological invader" brings to human beings, its destructive effect on the ecological environment, the reasons for its formation, the different views of the scientific community on "biological invader" and the measures taken by various countries in the world at present. Basically, it is carried out according to the logical thinking of asking questions, analyzing problems and solving problems. Explaining things in this order conforms to the general law of people's understanding of things.

3. What is the main idea of this article?

communication instruction this paper introduces the knowledge about the harm that biological migration may cause to human beings through unnatural ways, and reminds people to pay attention to the consequences of biological invasion and work out corresponding measures.

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

AC dial

(1) column number.

For example, "Since World War II, nine of the 11 native birds in Guam have been wiped out by palm tree snakes, and the number of the two remaining birds is decreasing day by day, which is in danger of extinction at any time."

The change of this figure clearly shows the harm of "biological invaders" to the natural ecology.

Another example is: "In the United States alone, the economic loss caused by' biological invaders' is as high as more than 2 billion dollars every year", which shows that' biological invaders' do great harm to human beings.