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教科版三年級科學上冊教案
【教學目標】
科學概念：
樹是活的植物，生長在一定的環境里，是有生命的物體。
過程與方法：
初步認識真正的觀察應該是有目的的，制訂觀察的方法和步驟有利于觀察的進行。
用各種感官觀察大樹。
借助放大鏡、皮尺等簡單的工具對大樹進行觀察和測量。
用簡單的詞語記錄觀察的結果。
情感、態度、價值觀：
懂得從圖片上獲得的信息是有限的，親自觀察事物會對事物有更多的認識。
發展觀察大樹的興趣，體會到生命體給我們帶來的生機勃勃的感受。
在觀察過程中，培養與他人合作的習慣。
【教學重點】
了解觀察的目標和方法，認識到觀察的重要性。
【教學難點】
對大樹的觀察要指向生命體這個核心概念。
【教學準備】
分組材料：一些觀察用的測量工具（如皮尺、放大鏡等），觀察記錄紙。
【教學過程】
一、引言
1.校園里、大路旁、山坡上……到處我們都能看到植物，同學們對校園里的植物最熟悉的是哪些呢？
2.就讓我們從身邊的熟悉植物——大樹開始觀察研究吧。
二、看照片上的大樹
1.教師講解：這是一幅梧桐樹的照片，請大家仔細地看圖，你能發現有關這株梧桐樹的哪些特點？ （你能發現幾點？）
2.學生匯報：從圖上看大樹，我看到了什么？（要求仔細傾聽，并大膽說出新的發現，同時區分哪些是真正從照片上獲得的信息。）
三、回憶中的大樹
1.教師引導：照片拍得很清楚，但是我們從照片上發現的東西并不多，那么生活中你曾經看到過的大樹與這照片上的有什么不一樣嗎？
2.學生匯報：回憶我的大樹，我曾經看到過什么？
3.教師激趣：同學們的匯報內容真豐富，有的內容大家都看見過，有的內容有人還從來沒看見過，而有人可能從來都沒真正看過一棵大樹呢？是不是？想去仔仔細細地看一棵真正的大樹嗎？
4.學生交流：為什么想看真正的大樹？（再去看一看，是不是能看到更多的內容！會不會也有樹瘤？是不是也有小動物？是不是還有其它東西？）
5.教師總結：這樣帶著目的去仔仔細細看大樹的時候，我們的觀察活動就開始了。
6.學生小組交流并匯報：如果現在來到一棵大樹下，我想觀察什么？我們怎樣才能觀察到更多的內容？
四、觀察真正的大樹
1.交流：教師引導孩子們交流在頭腦中制訂好的觀察大樹的個人計劃。（觀察內容、觀察方法、需要借助的工具等）
2.活動：現在讓我們一起去觀察一棵真正的大樹，我們肯定有更多的發現。同時把觀察到的信息，用簡短的詞語記錄下來。（在保證安全的情況下老師帶學生按計劃開展真正的實地觀察活動。）
3.評價：回教室后每小組互相欣賞各自的觀察內容，說說從不同的記載中如何體會到觀察的大樹是一個生命體。同時推選一位同學的記錄單張貼于科學活動專欄內供大家欣賞，其它同學的記錄單上交給老師閱讀欣賞。（張貼的記錄單要有典型特色。）
4.總結：觀察一棵樹讓我們獲得了這么多的信息，觀察一棵樹讓我們發現了一個生機勃勃的生命世界，那么，觀察更多的樹呢？請在課外繼續觀察不同的樹。
板書設計：略
教學后記：略
延伸閱讀（英語版）：
Scientific concept:
A tree is a living plant that grows in a certain environment and is a living object.
Process and methods:
A preliminary understanding of real observation should be purposeful, and the method and procedure of making observations is conducive to observation.
Look at the tree with all kinds of senses.
The tree is observed and measured with a simple tool like a magnifying glass and a ruler.
Record the observations with simple words.
Emotions, attitudes, values:
There is a limit to how much information can be obtained from pictures, and observing things in person will have more awareness of things.
Develop the interest of looking at the tree and experience the vitality that life brings to us.
Cultivate the habit of cooperating with others during observation.
[key points of teaching]
Understand the goals and methods of observation and recognize the importance of observation.
Teaching difficulties
Observation of big trees points to the central concept of life.
[teaching preparation]
Grouping material: some observation measuring tools (such as a ruler, magnifying glass, etc.), observe the recording paper.
[teaching process]
I. introduction
On campus, on the road, on the hillside... We can see plants all over the place. What are the most familiar to the plants on campus?
Let's start with the familiar plants around us.
Look at the tree in the photo
This is a picture of a plane tree. Please look at the picture carefully. What features can you find about the plane tree? What time can you find out?
Student report: looking at the tree, what do I see? (to listen carefully and speak out for new discoveries, and to distinguish what is really from the photo.)
The tree in memory
1. Teacher guidance: the picture is very clear, but we don't find much in the picture, so what is the difference between the big tree you have seen in life and the one in this picture?
Student report: remember my big tree, what have I seen?
Addition, (3) teachers: students report content is rich, everyone has seen some content, some people have never seen, and some may never really seen a tree? Isn't it? Want to see a real big tree carefully?
Student communication: why do you want to see real trees? See if you can see more! Is there a tree tumor? Do you have small animals? Is there anything else?
5. The teacher concludes that our observation begins when we look at the big trees with purpose.
If you come to a big tree now, what do I want to observe? How can we observe more?
Look at the real tree
1. Communication: teachers guide the children to communicate in their minds with a personal plan to observe big trees. (observation of content, observation methods, tools to be used, etc.)
2. Activities: now let's go and observe a real tree, and we must find more. Keep an eye on the information and record it in short words. (in the case of safety, the teacher takes the students to carry out real field observation as planned.)
3. Evaluation: after returning to the classroom, each group will appreciate their observations, and tell us how to realize that the tree is a living thing from different records. At the same time, I will select a student's record list to be posted in the scientific activity column for you to enjoy, and the other students' records will be submitted to the teacher for reading and appreciation. (the list of records should be typical.)
To sum up: to observe a tree that gives us so much information, to observe a tree and let us discover a living world, so to observe more trees? Please continue to observe different trees after class.
Board design: slightly
Teaching post: slightly
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