2022年冀教版科学四上第1课《运动着的世界》word教学设计 .pdf

名师精编优秀教案我最得意的一节改革课教学内容：冀教版四年级科学上册第 1 课课题：运动着的世界课型：单元重点导学课教学目标：科学探究目标：1 能够提出 3 个以上自己感兴趣的有关运动的问题。2 能从提出的问题中选出自己认为最值得研究的问题。并能说明自己选择的理由。3 能够通过多种途径查阅1-3 条有关物体运动的资料，并能制成资料卡片。情感态度与价值观目标：1 能够感受到自然界中多种运动形式的奇妙。2 对查阅有关运动的资料并制成资料卡片产生兴趣。科学知识目标：1 举例说明自然界中物体运动的各种形式。2 能说出制作资料卡片的基本方法。教学重点难点:能够提出有关运动的问题，学习查阅资料制作卡片。教具准备:反映各种物体在运动的图片和课件；资料卡片。课时：1 课时探究过程：课前预习与准备（前置性学习）1、搜集有关运动的资料和图片；名师精编优秀教案2、关于物体运动你都知道什么？还想知道什么？3、如何制作资料卡片，都需要做哪些准备？一、创设情境导入新课出示课件谈话：云在飘、鸟在飞、树在摇、水在流、鱼在游泳，我们生活在一个运动着的世界。今天这节课我们就来给学习 运动着的世界。(板书课题)评：通过课件展示引起学生探究运动而你的兴趣。二、探究学习、指导学生认识自然界中的物体具有多种多样的运动形式。1、师出示图片，同学们，看看这幅图哪些物体是运动的？指名回答，其余订正。教师评价2、教师分别展示问题，小组讨论汇报。师：在生活中你们知道哪些物体在运动？他们是怎样运动的？、学生小组讨论。、其中一小组汇报讨论结果，并展示课前搜集的资料和图片。、其他小组补充订正。、评价：小组自评和他评。师：你们还能举出哪些有关物体运动的例子？自然界的物体都在运动吗？、学生小组讨论。、再找一小组汇报讨论结果，并展示课前搜集的资料和图片。文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 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ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5名师精编优秀教案、其他小组补充订正。、评价：小组自评和他评。第二个问题如有异议，教师可帮助展示资料或图片。集中讨论探究，直至意见统一。师：关于物体的运动，你们还想知道什么？把它们记录下来，并且在自己最想研究的问题上作出标记。学生思考交流，并且在教材第1 页记录自己的问题。学生汇报。小组进行订正完善。教师给予评价。师：关于运动有许多问题，也许我们今天还不能够很好解决，但是随着自己年龄的增大，在以后的学习过程中，许多问题的答案将会被发现。评：注意启发学生的想象引导学生说出更多的物体的运动形式。、指导学生学习搜集有关运动资料的方法。师：你想了解更多关于运动的知识吗？那么我们就一起来学习搜集有关运动的资料。你搜集资料吗？你有什么好方法？小组讨论搜集资料的方法。小组代表汇报讨论结果。集体订正。教师相应展示图片：读书看报询问上网查阅、学生评价。文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 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ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5名师精编优秀教案教师指导：鼓励学生通过多种渠道和方式收集材料资料，教师可以结合自己查阅资料的经验，把自己在报纸上看到的和网络上查阅资料的经验与同学交流。比如，如何通过标题查阅资料，如何进行快速阅读，教师要特别对学生如何在网上查阅资料、选择信息进行指导，并要提醒学生及时将有用的信息记录下来。师：你知道怎样记录搜集来的资料吗？你有什么方法？找学生说一说。教师利用课件出示：搜集资料、制作卡片是一种重要的学习方法。教师指导：把自己才查阅到的资料记录下来并制成卡片是科学研究常用的方法之一。师：那么完整的资料卡片都包括哪些内容呢？结合课前搜集的资料，学生讨论并设计资料卡片格式。小组展示汇报。比一比，哪一组设计的资料卡片最好？集体评价。师：请同学们在下课后把收集有到的关物体运动的资料，做成资料卡片，看看谁制作的资料卡片最好！谁的资料最完整、最准确！把自己制作的资料卡片与同学交流、分享。评：引导学生经历一个完整的资料卡片的设计和制作过程，让学生体验到独立完成资料卡片制作的乐趣。文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 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ZY8C2A4S1H5名师精编优秀教案、本课小节：通过这节课的学习，你知道了什么，你学会了什么？拓展延伸：一切物体都是运动的，但是有些运动又是相对的，你是怎样理解的？课下同学们讨论讨论。板书设计云在飘鸟在飞运动着的世界树在摇自然界的物体都在运动水在流鱼在游资料卡片教学反思:这次执教的这节课，我深有感触，我觉得有了问题之后，还要让学生找到解决问题的方法。方法已经找到了，那么该如何来实施呢？如：“自然界的物体都在运动吗？”有的说人在运动，汽车在运动，课时房子、大山却没有运动；有的说所有的东西都在运动。学生们被难住了。此时小小的挫折与刚获得的成功体验形成了一个小小的落差，促使学生要找到验证假设的方法。这就很好地激发了学生的学习动机，使学习成为他们的一种内在需要，他们渴望教师给予帮助。教师在此时介入指导，对学生无疑是“雪中送炭”，他们会很珍惜这种帮助的，这比老师提前灌输给他们要强得多。文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 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ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5名师精编优秀教案教研组评析：生本教育不仅是一种方式，更是一种理念。综合这节课来看，本课突出了生本教育，是把全面依靠学生、“一切从学生出发”、“为了学生好学”、以学生为主体而设计的教育教学。在生本教育教学中，既体现了学生的主体地位，充分尊重了学生，又达到了因材施教，充分发挥学生个性优势，充分调动了学生的积极性，发展和提高了学生的创新能力，是一节值得学习借鉴的课堂教学。文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 HK6S3G5H7B1 ZY8C2A4S1H5文档编码:CF9W6F2C10P3 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