最新大象版小学科学说课稿(16篇)

  • 上传日期:2023-03-23 17:23:15 |
  • 李耀Y |
  • 13页

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?这里我整理了一些优秀的范文,希望对大家有所帮助,下面我们就来了解一下吧。

大象版小学科学说课稿篇一

在教材中的地位:三年级上册的教学内容,为刚刚开始科学课学习的孩子们展开了四段不同但有联系的科学学习旅程。其中“植物”和“动物”单元带领学生走进科学之门,遨游在生命世界之中,通过关注一个个生命体的特点,逐步建立生命体的概念。《寻访小动物》在“植物”单元之后为学生观察小动物开启了探索之门,是建立单元核心概念的基础,在过程与方法上承上启下,也是帮助学生形成良好的情感态度价值观的重要时机。因此,本课在单元学习中举足轻重。通过对生命世界的探索,学生的观察能力和对科学观察的理解都形成了一定的基础,在此基础上再步入后面两个单元构成的物质世界的学习,相信他们的科学素养会得到进一步的发展。从这一意义来讲,《寻访小动物》一课在本册教材中的地位仅次于《我看到了什么》。学情分析:为期一个月的“植物”单元学习,使学生对科学观察的过程和方法有了初步的认识,为进一步学习奠定了良好的基础。我们的学校与动物园原址仅有一墙之隔,周边有着不错的自然环境,校园里生长着高大的银中杨、低矮的灌木以及常见的小草,学生在这样的环境中生活和学习,自然常与一些小动物打交道。他们常常能听到小鸟的鸣叫,见到过大树上的蚂蚁和蜘蛛、草丛中的蝗虫和蚯蚓、飞舞的蝴蝶和蜻蜓,还有一不留神撞个满怀的瓢虫。对这些小动物,学生有着与生俱来的喜爱之情,会情不自禁地被小动物的活动所吸引。对小动物有意无意的观察和从书本电视上获得的有关信息,构成了他们对小动物零散的、不成结构的认识。那么,我们科学课的教学,我们科学教师应该做些什么呢?毫无疑问,鼓励他们去观察和研究,给他们必要的引导和帮助。

教学目标:

科学概念 :动物具有多样性,动物的生存依赖于环境,不同的环境中生长着不同的动物。

过程与方法:回忆和整理已有的对小动物的经验和知识,提出寻访小动物中可能碰到的未提及解决问题的方法。 情感、态度、价值观 :发展亲近和关注周围环境中的小动物的态度,形成爱护小动物,珍爱生命,保护生态环境的意识。

教学重点和难点:尽可能地提出寻访活动中可能遇到的问题和尽可能地启发、指导学生动脑筋,想出自己的观察、调查和解决问题的方法来。

教学准备:

1、在校园里寻找一块可供学生寻访小动物的场地。

2、设计简单的记录表,供学生参考。

教学活动过程及设计意图说明:

一、谈话导入:我们已经知道植物是有生命的。同学们在校园及附近观察各种植物的时候,有没有注意到另外一些有生命的小东西? (设计意图:学生们在观察大树及各种植物的时候,已经留意到各种各样的小动物,并且被一些动物的活动所吸引,关于动物的一些问题已经在学生的心里形成。此处的谈话有助于学生回忆和整理已有的对周围小动物的经验和认识。)想对它们做进一步的了解吗?看来我们需要搞一次观察了解小动物的活动,给活动起一个名字吧。(给活动起名字隐含了对活动的性质和目的的思考)

二、活动前的准备:做足准备是一次好的观察活动的前提和保障。为此,我设计了四个板块的讨论。首先通过讨论明确寻访调查的对象。“校园里可能会观察到哪些小动物?猜猜会有多少种?”在做预测的同时也暗示了活动中需要进行记录和统计。学生充分预测之后,教师出示一张剪贴拼接的挂图,尽可能展现学生说到的小动物,激发兴趣的同时暗示了“小动物”的大致界限,也有利于学生感受动物的多样性。然后对寻访调查的范围进行了讨论。“能把它们都找到吗?如果是在校园里,应该留意哪些地方?校园以外的附近呢?”通过讨论学生明确了寻访调查活动的范围不仅限于校园内,还包括学校附近和家的附近,大体相当于学生的日常生活环境。教学到了这里,学生已经跃跃欲试了,可是活动之前应该计划一下吧?活动计划制定的详细合理常常决定了活动能否有效进行。

于是进入第三个板块的讨论:分组讨论寻访活动的任务设置和活动计划,包含寻访活动的时间、地点的安排和小组内部的分工、调查记录的设计、活动中想要观察了解的内容等。计划中时间、地点的安排是指如果课堂上寻访调查时间不充分,可以以小组为单位将活动延伸到课后。最后一个板块的讨论是本课学习的重中之重,目的在于尽可能地提出寻访活动中可能遇到的问题和尽可能地启发、指导学生动脑筋,想出自己的观察、调查和解决问题的方法来。“在寻访调查活动中会不会遇到什么困难和问题呢?”让学生集中提出来,“这么多问题,谁有解决的好办法?”学生可以针对某一个问题进行答疑,在答疑过程中鼓励学生进行不同意见的争论。在这一轮讨论中,提出和解决的问题能够涉及到观察和调查的方法,同时也一定会涉及到自身安全、对待小动物的态度、对环境的影响等问题。因此有关活动的注意事项完全可以在此一并解决。在这期间,教师要做的一是控制好讨论节奏,组织和引导学生有秩序地进行讨论,二是注意提取有价值的意见记录在黑板上。待学生充分讨论之后,老师可以以寻求帮助的口吻提出漏掉的问题,请学生提出解决的方法。到了这个时候,课堂上是否有剩余的时间去进行寻访活动已经不那么重要了。准备已经做足,相信在课间或课后,校园内外一定少不了三年级学生寻访小动物的身影。这正是《寻访小动物》一课所希望达到和能够达到的目的。

大象版小学科学说课稿篇二

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大象版小学科学说课稿篇三

我说课的内容是青岛版小学科学五年级上册第五单元"水循环"的第三课《凝结》。

本单元集中研究有关水的形态变化、水在自然界里的循环,它与三年级上册第三单元《天气与我们的生活》,第四单元《水的科学》构成小学阶段对水的三态变化及水循环认识的整体框架。本课继"蒸发"、"沸腾"两课之后,指导学生认识水蒸气凝结成水的现象,也为学习下面两课《水的三态变化》《小水滴的旅行》做好知识铺垫;使学生认识到在周围熟知的事物中隐藏着我们不熟知的变化,而且是有规律的,是能够被认识的,促使学生更多关注周围常见事物,养成善于观察、探索的科学态度。在能力培养方面,属于"实验能力"和"归纳能力"的系列。我们要秉承"小学科学是培养科学素养的科学启蒙课程" 的宗旨进行教学设计。

课本内容分三部分:

第一部分,提出一个关于水蒸气凝结的问题:对着镜子哈气,观察有什么现象?这是问题的提出。

第二部分,通过指导学生探究认识水蒸气的凝结现象。建立初步的"凝结"概念:水蒸气遇冷可以变成小水珠,这种现象叫做凝结。

第三部分,说说生活中的凝结现象。

通过两年多的学习,五年级的学生有了自己的科学思维方式,对科学探究过程有所了解,具备了一定的操作能力,对于科学仪器的基本操作,像用酒精灯进行加热已经比较熟练。

学生生活中虽然常见到凝结现象,像水烧开时的白气,冬天我们呼吸的白气,锅盖上的水珠,冬天窗户上的水珠等,也有部分学生通过书籍,父母的教导可能知道凝结现象,但大多数同学没有深入地研究、思考过水珠的成因,对水蒸气遇冷变成水比较陌生。

对比实验的方法,学生刚刚在《蒸发》这一课接触过,有一定的了解。但学生的思维还缺乏严谨性,知识迁移的水平也有较大的差距,因此学生设计对比实验,尤其对于实验的细节还是有一定困难,需要老师的指导。

《科学》新课程标准提出:要加强探究式学习和动手实践等学习方式的运用,从而为培养创新精神和实践能力打下坚实的基础,为此我将本课的教学目标设计如下:

1、认识凝结,知道水蒸气遇冷会凝结成水。

2、能设计对比实验探究小水珠的成因,巩固使用对比的方法解决问题,掌握科学探究的一般方法,锻炼动手实验能力。

3、体验自主学习,自主发现的乐趣;体验科学探究要尊重证据。渗透自然界的物质是变化的,变化是有规律的科学自然观。

4、愿意合作与交流。

重点:水蒸气遇冷会凝结成水。

难点:设计对比实验认识凝结的条件。

为突出重点、突破难点,设计教法及学法如下:1、教法我将用到复习法、实验探究法、学生演示法;2、学法以实验探究法、小组合作法、集体讨论法为主。

一堂课要取得成功,必须做好充分的准备,为此我做了以下准备工作:

1、教师准备:

分组实验器材:相同烧杯 2个、金属盘2个、热水、酒精灯、试管夹、火柴。 演示材料:烧杯2只、热水、金属盘2个等。

2、学生准备:小镜子等。

《科学课程标准》提倡以"提出问题-猜想假设-实验验证-得出结论-生活应用"的基本模式展现内容。为了让学生经历科学探究的全过程,先通过学生生活常见现象——向镜子哈气出现小水珠从而引出问题,通过思考,提出假设,再让学生通过自己设计的对比实验进行验证,最后得出结论并尝试应用。我设计了以下几个环节:

(一)教学导入

我将采用复习法:本课教学内容对学生来说比较陌生,学生见过凝结现象,但除个别学生外,一般都不知道怎么回事,学生对蒸发现象的理解、掌握直接影响着对凝结现象的认识,因此,这里我加入复习环节,降低学生的思维难度,为后面的认知作了铺垫。强化空气中存在水蒸气这一知识点。

老师可以这样导入:同学们,前面我们一起探究了蒸发现象、沸腾现象,谁说说什么是蒸发现象?哪些地方有蒸发现象?水在蒸发过程中会怎样?请生回答 老师小结:江河湖海,动植物体,只有有水的地方,就存在蒸发现象,自然界中的水日夜不停地吸收周围的热量,变成水蒸气,发散到了空气中,因此空气中存在大量的水蒸气。

这节课老师将和大家一起,探究大自然中另外一种很有趣的现象,下面我们从一个小游戏开始。对着镜子哈气,会有什么现象发生?请同学们边哈气,边观察,边思考。好,现在开始。

这就进入第二个环节——

(二)提出问题,进入新课

让学生自己动手实验,再汇报现象。

师:联系刚才哈气时看到的现象,你有什么问题?【引导学生在观察、思考中提出问题:水珠是怎样产生的呢?】

进入第三环节——

(三)学生猜想

(可能是呼出的(热)气中含有水蒸气,水蒸气遇到镜子变成了水珠。)水蒸气真的能变成水吗?我们做个实验验证一下。这里有个烧杯,倒入一些温水,盖上一个金属盘,你猜一猜,会有什么现象?

教师问:这些水珠是怎样"跑"到杯盖上去的?小组讨论一下。

启发他们推想出:杯内的水变成水蒸气飞散到杯盖上去。

小结:杯盖内的小水珠是由杯内的水蒸气变成的。【由于导入环节进行了铺垫,学生很容易猜想出小水珠是由水蒸气变成的。】

板书:水蒸气 水

师:看来,镜子上的水珠就是由我们的呼出的水蒸气变的。那,水蒸气在什么条件下能变成水呢?

学生可能有许多种猜想。

(四)验证猜想

1、在验证猜想时,我加入了一个教师演示实验做了一个过渡。先认识水蒸气可以变成水,再认识转变的条件。

师:我们的猜想对不对呢?(我们想要研究水蒸气变成水的条件,我们先要制造出这种现象,利用我们的实验材料,你能制造出水蒸气并使它变成水吗?)我采用了三个烧杯,分别用同样多的热水、温水、冷水,同时盖上金属盘,观察现象,引导学生认识:水温越高,蒸发越快,水蒸气越多,越容易凝结。

2、之后探究:水蒸气在什么条件下能变成水?

学生不容易想到是小水珠在遇冷的条件下才能形成。这里我做好了两手准备:如果个别学生知道,就引导学生直接进行设计,如猜想不到,就由教师引导——这种现象什么季节容易产生?学生可能答:冬季。为什么在冬季更容易看到?引导学生猜想:冬季的气温比较低,那镜子的温度也比较低。可能是水蒸气遇到冷的物体容易变成水,遇到热的物体行不行呢?

师:如果老师给你提供材料,你能否证明水蒸气是遇到热的物体,还是遇到冷的物体能变成水吗?

3、实验验证

教师介绍实验材料有:两个同样的烧杯,大小形状相同的金属盘,试管夹、火柴、酒精灯、热水、冷水,对实验材料,我进行了新的尝试,用不锈钢金属盘代替了课本上要求的小瓷盘,这个金属盘的好处在于加热方便,安全,效果明显,缺点就是不透明。

让学生根据材料进行设计,先小组讨论一下:如何进行探究,你们打算怎样实验。然后找同学边演示,边讲解。

如果学生设计不出,教师就这样引导:要证明水蒸气遇到热的物体容易变成水,还是遇到冷的物体容易变成水,首先得制造水蒸气,方法是向烧杯倒入热水,(可以提问为什么用热水)。

引导学生说出:要用对比实验方法,在两个相同的烧杯内,倒入同样多的、温度相同的热水,在两个杯口同时分别盖上冷金属盘和烧热的金属盘,过一会儿,观察会发生什么现象。

【实验前讨论注意事项:怎样找到热的杯盖?加热时应注意安全,如用钳子夹着小盘。教师对学生回答进行梳理,出示在ppt上】

教师:实验中哪些条件相同?哪些条件不同?

学生思考讨论:烧杯、水多少、水的温度同、金属盘相同、盖金属盘的时间相同。有一个条件不相同:一个金属盘的冷热程度。

学生分组实验,汇报实验结果。

师:同学们要知道,在科学研究中做一次实验是不够的,科学的结果不是偶然的,科学的结论必须经得起反复再反复的检验!所以采用多个小组实验的方法。 小结:如果在两个实验中看到了不同的现象,这两个实验的其他条件完全相同,

只有一个条件不同,那么这个不同的条件可能就是发生不同现象的原因。根据这个道理,你认为小水珠是在什么条件下形成的?

学生:小水珠是在水蒸气受冷的条件下形成的。

教师:水蒸气遇冷可以变成水,这种现象叫做凝结。(板书课题: 凝 结 ) 我们可以用箭头和简单文字来表示这种变化。

板书:水蒸气--受冷-→水

在对比实验的设计上,学生必须要有良好的基础,即对比实验的特点,要求要清晰,明确。在讲授对比实验时,我先利用实例进行分析讲解,(如研究怎样加快蒸发的时候,我们用了什么方法?对比实验!一个盘加热另一个不加热,比较蒸发快慢。)然后让学生自行设计,进行知识迁移。

五年级的学生虽然有了一定的逻辑思维能力,但思维的严密性不够,不能简单汇报一下就直接进入实验,否则学生在实验过程中会出现随意性强、对变量的控制不到位、甚至不知所措的情况发生。因此我在学生的汇报之后,会进行实验方法的梳理,引导学生有计划、有步骤地去实验。并提示学生实验注意事项。

(五)得出结论

对于对比实验中条件的控制,实验条件的分析记录,我放在了实验后,作为分析实验进行出示,加深学生对对比实验方法的认识。巩固对比实验的方法。 学生得出结论:小水珠是在水蒸气受冷的条件下形成的。

出示凝结的概念,并指导学生用简单的文字和符号表示。

(六)生活中的凝结

教师:生活中有哪些凝结现象 ?

学生举例:初冬早晨在门窗的玻璃上看到的水珠,浴池天花板、玻璃上的水珠,戴眼镜的同学从室外一进入室内,眼睛上长一层白雾,早晨草叶上的水珠等等。师:请小组讨论,尝试解释以上现象。

【让学生尝试利用所学知识进行解释。加深对凝结的认识。】

师:老师有个问题,戴眼镜的同学可能深有体会:在室外眼镜明亮清晰,可一进入温暖的室内眼镜片就会长"白雾",那是不是水蒸气遇热变水珠?【激发学生日常概念与科学概念的冲突。同时让学生体会到事物的变化是有规律的,生活中一些不起眼的现象含有有趣的科学道理,培养科学兴趣、质疑探究精神。】

(七)拓展应用

思考:冬季汽车玻璃内壁上常结有小水珠,影响司机叔叔的视线,想办法防止它的出现。【让学生学以致用,引导学生从控制凝结产生的条件入手去思考。】

凝 结

凝结:水蒸气--受 冷-→ 水

五年级 自身身体变化,声光电现象,天气变化现象,昼夜变化现象,日月星空现象,科学技术对生活的影响等是学生新的关注和体验对象,这些方面的生活经验是五年级教材的"切入点"和"生长基".教材以人的身体器官,动植物的身体器官,声、光的产生与传播,电的产生与安全应用,风、雨的形成,昼夜成因、月相成因等为主要内容展开科学探究活动。使学生认识自然事物和现象的变化规律和变化原因;进行问题、假设、计划、模拟实验、制作等探究活动;培养"能参与中长期科学探究活动,珍爱生命,认识到科学是不断发展的."等情感态度与价值观。

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大象版小学科学说课稿篇五

各位评委老师大家好:

我是来自临川实验小学的万国奇,我说课的是小学科学六年级下册第一单元第一课《杠杆》。下面我将从以下几个方面进行我的说课。

首先说教材:

杠杆是《简单机械》这一单元的第一课,主要研究杠杆的有关知识,是在学习了天平基础上进一步研究简单机械,是学生顺利操作、设计简单机械的重要一步,也是学生形成合理知识链的重要一环。对下一步学习复杂的机械具有着重要意义。

本课从“妍妍要打开饼干罐盖子”的问题出发,通过三个活动“怎样更容易把盖子打开”,“研究罐子凸起边缘的作用”,“用杠杆做个起重机”引导学生认识杠杆,通过活动探究杠杆原理,激发学生科学探究的兴趣.

说教学目标:根据上述教材结构与内容的分析,以及《教学大纲》的要求,在考虑到六年级学生已有的知识和认知结构的基础上 ,我制定了如下教学目标:

知识目标:了解杠杆的组成,了解省力杠杆和费力杠杆,知道利用机械可以提高工作效率。

能力目标:通过实验培养学生分析问题,解决问题的能力。并且他们的观察能力、思维能力、语言表达能力也能得到一定提高。

情感目标:通过学生的实验活动,使学生获得自主、合作、探究的学习态度,培养学生学习科学的兴趣,充分调动学生学习的积极性,并且建立良好、融洽的师生关系。

接下来说教学重难点,在本着课程标准,吃透教材的基础上,我确立了如下的教学重点、难点:

重点:知道杠杆的组成,了解省力杠杆和费力杠杆。

难点:找出科学规律。区分生活中省力杠杆和费力杠杆。

说教法:

那怎样在课堂教学中实现以上教学目标、突破重点难点呢?我采用由浅入深,由简单到复杂,由已知到未知,循序渐进的顺序,重点运用探究式、互动式的方法去教学,逐步使学生学会掌握杠杆概念以及应用。

说学法:

学生要学好这一课,我应该这样指导学生的学习方法??

1.以探究活动为科学学习的核心,安排相关情景与三个科学探究活动,为学生提供足够多的自主探究机会。

2让学生通过参与提出问题,猜想假设,制定计划,观察实验,收集整理,分析归纳,表达交流等过程,在亲历中体验感悟和内化,感受学习科学的乐趣。

说教学过程:

为了更好的实现教学目标,设计符合六年级学生学习特点的教学过程,本节课我将进行如下教学:

通过一幅妍妍要打开饼干罐盖,但又感到罐盖很难打开的情景,以及主题人物的对话,探讨打开罐盖的方法,从而引起学生的思考。

(一)初步认识杠杆

开展活动一,怎样更容易把盖子打开?先让学生直接动手试一试,在利用使用工具打开。然后让学生分小组进行讨论,把盖子打开的最佳方案写下来。使学生体会使用杠杆的感受。

开展活动二,研究罐子凸起边缘的作用。讲台上放置俩个罐子,一个没凸起边缘,一个有凸起边缘,让学生比赛把盖子打开,小组讨论结果,使学生明白如果没有凸起的边缘即支点,尽管有一支螺丝刀也是不能打开的。对杠杆的结构有了更为全面的认识。结合资料卡和示意图,让学生直观的认识、理解杠杆的科学定义,认识杠杆中的支点、动力作用点和阻力作用点。

(二)开展活动三,研究杠杆的作用

用杠杆做个起重机的活动,其实就是研究杠杆支点的活动。 小组总结交流实验结果,配合学生演示,共同总结我们的发现。得出结论。学生记录杠杆的秘密,即:在什么情况下杠杆省力?在什么情况下杠杆费力?在什么情况下不省力也不费力?并发挥想象力,利用得出的规律揭示阿基米德为什么会说:“给我一个支点,我就能撬起整个地球。”

在这一过程中,学生像科学家进行科学研究一样,经历了一次科学探究过程,培养了学生的实验设计、实验操作、分析归纳的能力。这也是本节课的重点和难点。同时也运用了 “猜想、实验、论证、交流”教学模式。

(三)探讨杠杆在生活中的应用

学生根据所学知识,分清生活中,哪里用到省力杠杆,哪里用到费力杠杆,哪里用到等臂杠杆,找出这样做有什么好处。

了解古代汲水的桔槔,金字塔建造使用杠杆情况。理解杠杆是人类征服自然界的武器。

(六)、课堂小结:

这节课我们学习了什么?让学生分组讨论总结,然后我再进行补充,总结性复述,最终把课堂教学传授的知识转化为学生头脑中的知识。

总之,教学过程一直贯穿面向全体学生的思想,以探究活动为科学学习的核心,培养尊重事实和善于质疑的科学态度,发展创新思维。

(八)、板书设计:

这是我的板书。一个好的板书,可以使人一目了然,清晰易懂。

大象版小学科学说课稿篇六

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大象版小学科学说课稿篇七

本课通过引导学生研究身边十分熟悉的铁制品生锈现象来经历科学探究的全过程,探究铁钉生锈的原因,并制定防锈的种种措施。学习的重点是能够制定“影响铁钉生锈因素”的实验方案,教材安排了小组合作学习的形式,意在启发小组经历“提出问题、做出假设、制定计划、设计实验、搜集信息、得出结论”的科学探究的全过程,让孩子们“真刀真枪”地搞科学,提高他们的科学探究水平。铁生锈是十分常见的现象,学生们非常熟悉,可能没有考虑过铁锈是否是一种不同于铁的新物质。本课将引导学生通过观察和实验,确定铁锈是一种不同于铁的新物质。这需要学生收集足够的证据,而探索活动将成为学生收集证据的过程。

观察铁生锈的过程也是很有意义的活动,学生将自己设计对比实验的研究计划,并在课外进行对比实验,分析实验结果,得出结论。这个过程把课内和课外的学习有机地融合了起来。

(一)科学概念:

1.铁生锈是一种化学变化,铁锈是一种不同于铁的新物质。

2.铁生锈的原因与水和空气有关。

(二)过程与方法:

1.通过观察、实验获得证据,确定铁锈是一种不同于铁的新物质。

2.通过对比实验,探究铁生锈的原因。

(三)情感、态度、价值观:

1.懂得确定一种物质是否是新物质需要有足够的证据,培养证据意识。

2.愿意与同学合作交流,体验合作与分享的快乐,进一步培养学生探究能力以及爱护、保护环境的情感态度。

重点:认识铁锈是不同于铁的物质,了解形成原因。

难点:能设计完整实验论证自己的推理猜想,并能坚持观察记录。

教学准备教具学具说明与提醒

相关图片、课件资料、铁片、铁锈、简单电路、磁铁、榔头等尽可能找到纯的铁锈

创设情境观察铁锈指导探究课堂总结导入新课和铁形成对比认识(探索铁生锈的原因)拓展延伸

基础设计个性设计

一、创设情境,导入新课

1.(课件出示物体生锈的图片)观察它们有什么共同特点?

2.铁生锈的现象你在生活中见过吗?(请学生举例说说生活中铁制物品生锈的事实)

3.看来生活中铁生锈的现象还真多。铁生锈了,才有铁锈。铁锈是新物质吗?(学生猜测,并能说说理由)

这节课,我们就来研究《铁生锈了》(板书课题)。

二、观察铁锈,和铁形成对比认识

1.铁生锈是一种化学变化吗?如果铁和铁锈是不同一种物质,那就说明这是一种——化学变化,如果铁和铁锈是同一种物质,就说明这是一种——物理变化。看来,要想弄清楚铁生锈到底是什么变化,还得先弄清楚铁和铁锈是不是同一种物质。

2.师出示新铁钉和铁锈,提问:对它们可以从哪些方面展开研究?(颜色、手感、亮度、松软、导电性……)

3.教师提供材料(自制电路检测器、榔头、磁铁、铁、铁锈等),要求学生观察铁锈,寻找证据,并做好记录。安全提示:如果你的身体有伤口,请不要接触到铁锈。

(课件出示)铁盒铁锈比较记录表

颜色光泽空隙手感敲击导电磁铁

……

铁锈

4.交流汇报:

(1)请一组学生汇报,其他组补充。(根据学生回答,课件出示相应知识点)

师演示铁与铁锈的导电性、吸铁性。(铁能导电,能被磁铁吸引;铁锈不能导电,不能被磁铁吸引)。

(2)小结同学们通过实验,找到了许多铁与铁锈的不同点,现在你能判断铁与铁锈是同一种物质吗?铁变成铁锈是什么变化呢?(板书:化学变化)

三、指导探究,探索铁生锈的原因

1.过渡:

同学们通过观察、实验验证了自己的假设,用证据支持了铁锈是一种不同于铁的新物质的假设,那么铁为什么会生锈呢?铁的生锈与什么因素有关?(水、空气)

2.如果我们研究“铁生锈与空气有关吗?”这个问题,我们应该控制哪些条件不变?学生设计实验

3.交流。说说方案,相互质疑,不断完善实验方案。(课件出示)要点:

两枚铁钉要一样新。

一枚铁钉完全隔绝空气(如放入菜油中),另一枚铁钉暴露在空气中。

每天观察一次,并做好记录。

4.小结。根据我们设计的方案,进行实验。过一段时间,我们来分享研究成果。四、课堂总结,拓展延伸1.(课件出示相关资料)了解铁生锈的危害:

同学们,你们知道吗,全世界每年因金属腐蚀造成的直接经济损失约达7000亿美元,是地震、水灾、台风等自然灾害造成损失的总和的6倍。钢铁生锈是铁的致命弱点,钢铁因腐蚀而报废的数量约占钢铁当年产量的25%—30%,造成了资源的巨大浪费。

你们说我们该这么做呢?(防止铁生锈)

2.引导学生探究防止铁生锈的方法,为下节课准备。

板书设计铁生锈了

铁铁锈(化学变化)

空气

课外活动根据设计的方案,进行实验,过一段时间,拿到课堂上继续研究。生成预见用磁铁研究铁与铁锈的区别,可能实验结果是磁铁能吸铁锈,因为理论上铁锈主要成分是三氧化二铁,磁铁不能吸引,但我们提供的铁锈中往往含有铁,磁铁吸住的是铁锈里的铁。教师用铁屑与从生锈铁制品上刮下来的铁锈细末做对比实验。如果找不到纯铁锈或者找到的铁锈仍然可以被磁铁吸引,可做演示实验,也可以用与铁锈相似的材料代替铁锈做实验,这也是允许的。提供一些不含有铁的铁锈如做不到,也应向学生说明。课堂评估学生能否归纳出铁生锈的原因与水和空气有关。

对学生设计的对比实验方案做出合理的评价,并适当加以指导。大象版小学科学说课稿篇八

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本课是本单元的第二课,在学生学习了太阳系的奥秘的基础上,进一步研究地球与太阳的关系,即地球的自转和公转,为下一步学习地球与月球的关系打下基础。要求学生认识地球的公转,以及公转形成的一年四季变化,为了便于学生理解,教材从四季的变化引入,首先通过教师帮助下的学生阅读分析资料,了解地球自转公转,利用模拟实验的方法进一步验证地球的公转是引起四季变化的根本原因。

本课教学对象是六年级学生,经过三年半的科学学习,具备了一定的观察能力、探究能力、合作学习的能力,也具有了一定的信息技术水平。有关地球自转、公转的知识学生或多或少的从课外了解了一些,他们渴望知道更多的有关知识,而太阳及宇宙世界离我们比较远,且不易研究。

1、教法: 考虑到本节课的教学内容相对抽象,而学生由于年龄的特点,抽象思维能力相对较差,所以我倡导以形象直观思维为主,使用多媒体作为辅助教学手段,变抽象为直观,为学生提供丰富的感性材料,激发学生的学习兴趣。树立正确的科学世界观。引导学生模仿课件自己动手做实验,树立科学的世界观。

2、学法:讨论交流,动手操作,小组合作,类比推理。

1、能用模拟实验研究地球的公转和自转。

2、能与小组其他同学合作完成调查研究。愿意与同学合作共同完成地球自转和公转的模拟实验。

3、能解释地球的公转和自转的概念。能解释四季变化与地球的公转有关。能初步建立起地球公转与四季变化关系的概念。

通过实验证明地球公转是引起一年四季变化的根本原因。

(一)、设置问题情景

师:课件展示几张遨游太空的图片,问:同学们,你们想不想遨游太空,欣赏宇宙的奇观呢?其实我们一直都在太空旅行,你们知道我们所乘坐的“宇宙飞船”是什么吗?你们知道这艘“飞船”是怎样运行的吗?现在我们就来了解一下。

设计意图:激发学生的学习热情,调动学生学习的积极性,培养他们丰富的想象力,使他们产生探索太空奥秘的想法。

(二)、探究新知

1、阅读、理解地球的自转和公转。

师:(展示课件:模拟地球的自转和公转)指导学生观看视频、阅读书上资料,并指导学生初步填写课本87页表格。

设计意图:让学生通过观看、阅读、资料分析来加深对自转和公转的认识。培养学生获取信息、归纳的能力。从而提高学生的有效的思考,为下面亲身模拟实验做好准备。

2、猜想地球自转和公转导致的现象。

师:提出疑问:地球的自转和公转导致什么现象的发生呢?

生:思考、猜想、交流、修正。

设计意图:这一设计注重让学生联系生活实际,运用已有生活经验来解答问题。培养学生大胆想象、积极思考的习惯。

3、模拟地球自转和公转的过程。

师:同学们都有了自己的猜想、假设,请动手来进行模拟实验,验证你们的猜想吧。教师指导学生具体的操作步骤和注意事项。

课件出示温馨提示:

(1)模拟实验中用什么来模拟地球公转的轨道、用什么来模拟地球和太阳、用什么来模拟自己在地球上的位置。

(2)地球的自转和公转都是自西向东逆时针旋转,千万不能转错方向呦!

(3)在地球的公转过程中,应保持地轴始终指向同一方向。

学生进行模拟试验。分工合作、记录实验结果。

教师巡视,指导学生注意观察现象和及时记录结果

设计意图:本环节能够通过模拟实验来验证自己的想法、假设。让学生全身心投入到模拟实验中去。

4、交流与表达。

师:刚才同学们已经通过模拟实验验证自己的假设,哪个小组汇报一下你们的发现。学生展示实验结果及想法,尝试解释其中的原理。其他同学聆听,并加以评价。

设计意图:鼓励学生大胆把自己的想法说出来与别人交流。通过质疑与评价,培养学生的批判性思维。汇报中要学会尊重别人,在交流中相互提高。

5、地球自转与公转的特点、意义。

师:(讲述地球的自转导致昼夜的产生;地球的公转导致四季的产生。指导学生继

设计意图:充分调动学生认知结构中已有的知识、经验,在零散的认知之间建立联系,知道地球自转和公转的意义。

6、知识巩固与迁移。请同学们再次模拟地球的公转,验证公转与四季产生的关系。提问:假如地轴不是倾斜的,太阳光直射地球的位置会不会有变化?地球上还会有四季的变化吗?为什么?

学生首先进行模拟实验,验证公转与四季产生的关系。

学生再模拟地轴不倾斜的公转情况,观察、思考、假设并发表意见。

设计意图:1。巩固、验证地球公转的意义。2。培养学生从另一个角度思考、讨论问题的逆向思维。3。在新问题情景中能运用已学的知识和方法解决问题,提高迁移和解决问题的能力。

(三)、总结回顾——让学生交流学习体会

通过本节课的学习,你有哪些收获?

设计意图:培养学生的概括总结能力。

(四)、板书设计

18、地球绕着太阳转

总体设计意图:在教学过程中,设计运用观察、演示、操作等教学方法。通过观察,引导学生发现事物运动的特点,分析问题,解决问题,培养学生的观察能力,充分调动学生学习兴趣。运用实例图片讲解,使学生掌握知识。通过完成模拟实验的任务,把理论知识与实践相结合,以培养学生的动手操作能力,并用来评价学生新知识的掌握情况。学生完成练习,给学生提供自评、互评的机会,在巩固本课所学知识,培养学生的综合能力,提高素养的同时,渗透德育。

课程标准中提到科学课教学应力求让教学贴近生活,用学生的亲历活动充实教学过程,突出科学学习要以探究为核心的基本理念,使他们在像科学家那样进行科学探究的过程中体验学习科学的乐趣,增长科学探究的能力,获取科学知识,形成尊重事实,善于质疑的科学态度。

布鲁纳说过:“要使学生对一个学科有兴趣的最好办法,是使他想到这门学科值得学习”,小学科学教育就是要利用“科学未知”的不竭魅力,吸引学生走入到科学的殿堂。基于此,新课伊始,就课件演示让学生欣赏遨游太空的情景,这势必会吸引学生的目光,激发他们探索宇宙奥秘的愿望。

地球的自传与公转学生很难理解,为此,教者运用课件模拟了地球自转与公转的情景,这比教师空洞的讲授不知要强多少倍,学生一下子就明白了。这就是现代化教育手段的作用。

在教学地球自转与公转会导致什么现象时,结合教材和学生的实际,采取了大胆猜想假设,设计实验方案,记录实验过程,最后再抽象实验结果的方法,培养了学生自主解决科学问题的能力,提高了学生良好的科学素养。

大象版小学科学说课稿篇十

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大象版小学科学说课稿篇十一

本课是义务教育课程标准实验教材《科学》四年级下册第三单元的一个活动,是学生在探究储存食物的方法中延伸出来的一个观察活动。在此课之前是关于食物的营养和变质以及储存食物的方法的探究,这节课研究食物包装袋上的信息,也是对食物单元前面6课所学知识的综合应用。教材主要安排了三个活动:观察食品包装袋或包装盒;比较几种食品的保质期;调查了解食品的配料。学生们在日常生活中天天接触到食品包装,但色彩亮丽、美观精致的食品包装上的信息,却经常被学生所忽视。通过这节课让学生对食物包装的观察研究,启发学生从更宽广的角度去探究食物,主动获取食品信息,学会比较辨别食品优劣,延伸拓展探讨食品安全问题,尤其是处于生长发育时期的青少年学生,更要掌握有关信息。用学到的科学知识改善生活,有效抵制伪劣食品,并培养他们良好的饮食习惯。进而养成良好生活习惯,有益于身体健康。

学生缺少有关食物变质的原因和储存方法有关方法的学习,但学生却有一些关于这方面的生活的直接经验和感性认识,但是对于食物包装上的信息,学生们往往不会去刻意关注,很多值得研究的问题被忽视。随着生活水平的提高,更多种类的食品出现在学生面前,食品包装是学生了解食品的主要途径,通过对食物包装袋的研究活动,使学生不仅能对自己吃的食物有感性的认识,并能有意识地关注周围的世界,学会在过程中去发现问题,并能想办法解决一些实际问题,提高食品安全意识和学会挑选安全食品。

1、科学概念:食品具有保质期,食用超过保质期的食物对人体有害。

2、过程与方法:学习搜集、整理信息的方法,并在分析处理信息的过程中,产生问题,展开进一步的研究。

3、情感态度与价值观:关注食品安全,提高选择食品的能力,珍爱生命。

教学重点是意识到食品安全的重要,培养珍爱生命的情感态度。研究影响保质期的因素。教学难点是在日常的生活中逐步养成重视食品安全的健康生活理念。运用对比实验的方法研究影响食品保质期的因素。

在导入环节设计采用了让食物包装上的信息从学生的视线中消失的策略,即用黑色的袋子将学生熟悉的食品——袋装牛奶包起来,让学生猜是什么食品?学生失去了包装上的信息,从食物的形状、软硬、轻重等方面很难准确猜测是什么食物,从而产生疑惑,对观察食物包装上的信息产生兴趣,这样就自然进入了第一个活动观察食品包装袋或包装盒。

顺着导入环节,我让学生先分组,再在小组长的带领下观察观察自己带来的食品袋,同时把自己的发现用关键字记录下来。比一比看看哪组观察最仔细,最认真.然后再小组交流、汇报。汇报时要求其他学生找到汇报信息的位置,看看自己搜集的信息与别人的哪里不一样,可以进行补充.这样既培养用事实说话的科学素养,又培养认真倾听的习惯。

从众多信息中筛选出有价值的信息,将学生的思维引入到食品的保质期并进行研究,我提出:“从健康的角度考虑,你在购买食品时最关心其中的什么信息?”问题的缩小了范围,将包装上无关饮食健康的信息排除,将学生思维引向购买时要选择新鲜不变质的食物,保证身体的健康。这样学生认识到保质期的价值,就能很快集中到对保质期的研究。接着我给每组提供五种材料,让学生分小组在表上记录它们的生产日期和保质期、保存条件。由于这些信息在包装上的位置并不固定,较难查找,在填表前要求有明确的分工,把更多的时间花在研究影响保质期长短的因素上。接着观察比较:从记录的五种食品生产日期和保质期中发现什么问题?通过学生回答,引导学生找出最近和最早生产的食品、最新鲜的食品、保质期最长和最短的食品。再小组讨论:选择保质期最短和最长的两种食品,是哪些因素影响了食品的保质期?引导学生从两种食品的特点、包装和保存方法、配料等方面去寻找原因。最后讨论:如果是同一种食品,我们选择保质期长的食品,还是选择保质期短的食品?这个部分,让孩子们展开充分的辩论,引导孩子们明白厂家为了延长保质期,通常会放入一些防腐剂之类的食品添加剂,这些添加剂对人体有害;保质期较短的食物,通常不含食品添加剂,如果是短期内能食用完的,一般考虑选择保质期短的食品。让孩子们根据需要选择合适的、有益健康的食品。调查食品配料,如何将学生的思维引入第三个活动对配料的研究呢?我设计了吃饼干的环节,作为一种对学生研究发现的奖励,更重要的是在实际的品尝过程中体验到饼干的香、甜、酥、滑与里面的配料有关。通过吃饼干猜测配料,再了解它们的作用。这个环节需要用多媒体帮助,在学生猜到相应的配料时,点击出现配料的介绍,认识这些配料同时进一步了解一些添加剂对人体有害。

总结延伸:总结阶段通过思考“通过今天这节课的学习你会怎样去购买食品?”让学生对所学的知识能够进行再次的整理,意识到消费也需要科学的观念,会用科学改善生活,提高饮食质量。

大象版小学科学说课稿篇十二

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大象版小学科学说课稿篇十四

《斜面的作用》是新教科版小学科学六年级上册工具和机械单元第七课的内容,是本单元认识的最后一种简单机械。本课是按照“问题――实践――结论――应用”的思路编写的。课文分三部分:

1、通过工人利用斜搭的木板往车上搬运重物的实验,使学生知道什么是斜面。

2、通过实验认识斜面的作用,这部分内容分为两段:首先认识斜面有省力作用,然后认识斜面的坡度越大用力越大;坡度越小用力越小。

3、指导学生认识斜面在生产和生活中的应用,体现了“从实践中来,到实践中去”的思想。其中“用实验验证斜面是如何省力的”是本课的教学重点,“运用对比实验进行验证,注意控制变量”是本课的教学难点。

通过本课教学拟达到以下目标:

科学知识方面:认识像搭在汽车上的木板那样的简单机械叫斜面,斜面可以省力。

过程与方法方面:制订一个简单的研究计划并用实验的数据来说明斜面的省力规律。

情感态度价值观方面:培养学生严谨认真,实事求是地科学态度,积极参与科学实验,愿意与同学进行合作交流。

教师要以学生的经验为起点,重视学生的实践操作,本节着重于让学生在体验中学习。课前我仔细研读教材,结合实际对分组材料进行了变通,如斜面坡度的大小改用一个纸盒的几个不同高度的立面来控制,用一厘米宽的纸条来控制塑料板斜面探出部分的一致性,这样一来使学生的操作更规范易行。在教学中采用合作学习法,合作学习有助于培养学生合作精神、团队意识和集体观念,有助于培养学生正确的竞争意识和能力,同时通过小组成员间互动和帮助,实现每个学生都得到发展的目标。为了取得合作的实效性,我主要做了以下几项工作:

(1)小组分工明确:实验前确定了一名小组长,由小组长协调大家的工作,安排每人实验操作的顺序。这样大家分工明确,操作时既节省了时间,又能取得较好效果。

(2)成员轮流实验:操作时,我建议学生每人操作实验中的一个步骤,这样依次轮换,做到人人有参与,人人有收获。

(3)及时记录:人人有实验记录单,既做观察员又做记录员,防止学生松懈。

(一)导入新课

先用谈话法说运河桥的斜坡引出斜面,再配合教材明确什么是斜面。教师做明确说明:一块木板当把它从低处到高处搭成一个斜的平面,并沿着它向上搬运物体时,它就成为一种简单的机械――斜面(板书)。

(二)探究斜面有什么作用

1.提问是搬油桶还是借助斜面滚油桶到车上更省力呢?说斜面能省力光凭感觉还不行,还要用什么来证明。

2.斜面是否省力要靠比较才能判断。问学生怎么设计证明斜面是否省力的实验呢?

3.小组讨论实验设计。根据学生的汇报,教师小结:先称出物体(小车)垂直时的拉力,然后记下物体(小车)在斜面运动时的拉力,再进行比较。教师逐一出示为学生准备的材料,并演示组装、分发材料和实验记录单。实验要求:

⑴、由小组长分派每人操作一个实验步骤。

⑵、把小车放在斜面下端,通过测力计拉着它均匀上行,在小车运动过程中,观察测力计的读数。

⑶、把观察结果记录在实验记录单上。

⑷、汇报实验结果:分析你的实验数据,有什么发现?

⑸.学生分组讨论斜面是否能够省力。

最后小结:斜面有省力的作用。

(三)、研究不同坡度的斜面

1、学生通过上一个实验发现了同样的物体省力情况不同。问学生答案。希望学生找到可能是由于有的小组坡度高,有的小组坡度低的原因。

接着让学生猜想从低处到高处走楼梯和爬梯子的感觉有什么不同?斜面坡度的大小影响物体在斜面上的省力情况,怎样设计实验来证明?

2、分组设计实验,并分工合作完成实验和记录分析工作

1)制定实验计划表(教师准备)

2)交流计划中的要点,并进行相互修改。(坡度的四级梯度要按照先高后低的实验顺序进行,可以把塑料板搭在小车外的纸包装盒的几个高低不等的立面上作前三个坡度,最后最小的坡度用塑料板搭一支笔来完成。为保证对比实验中塑料板搭在斜面以上的部分也相同,借助两厘米宽的纸条使露在斜面以上的部分和纸条宽相同就行了。)

3)分工合作进行实验操作。(提醒:每个坡度做3次实验,取平均值填入实验记录单)

先启发举例:通过教师用线在圆珠笔上绕两种螺旋线让学生观察后比较哪种螺丝更容易拧进木板中去,问学生为什么你会这么选择?然后想一想盘山公路为什么会修成“s”型。再问学生在日常生活中还有哪些地方用了斜面。

最后全课总结:这节课我们认识了什么简单机械?有什么作用?有什么缺点?通过这节课的学习,你有什么收获?你受到了什么启发?

7.斜面的作用

斜面可以省力

坡度越大用力越大

坡度越小用力越小

大象版小学科学说课稿篇十五

1.知道物体都是由一种或多种材料做成的,我们的周围存在着许多不同种类的材料。

2.认识我们周围的常见材料有木头、金属、塑料、陶瓷等。

1.能用词语描述常见材料的特点。

2.能观察和辨认不同的材料。

3.通过调查发现材料在日常生活中的应用。

1.愿意倾听、分享他人的信息。

2.乐于表达、讲述自己的观点。

培养学生进一步研究材料的兴趣和愿望。

教学重点:学生学会观察和辨认不同材料做成的餐具。

教学难点:能辨认不同材料的餐具,并用适当的词语描述不同材料的特性。

小组准备:不锈钢碗和勺子、陶瓷碗和勺子、塑料碗和勺子、木碗和勺子、纸盒子

教师准备:不同材料的餐具、课件、班级记录单等

1.出示准备好的餐具,提问:同学们,你们知道这是什么吗?那么它是由什么做成的呢?

2.根据学生的回答,引出今天的课题《不同材料的餐具》板书

1.各种材料都有什么特点?我们该如何知道呢?学生分组带着问题对四种材料的餐具进行观察,提示学生可用手敲,用耳朵听,用鼻子闻等方法。

2.学生小组边观察边进行讨论

3.汇报:你们的观察结果是什么?这些餐具都有什么特点?

4.学生回答,教师引导用科学用语,并总结、讲解。5.拿出活动手册,教师指导学生按要求填写活动手册。

1.“神秘的盒子”游戏。只能描述餐具或材料的特点,教师回答“是”或“不是”,最后猜出盒子里的餐具是什么。

2.根据之前总结的四种材料的特点,说一说用这些材料做碗和勺子各有什么优点和缺点。提问:四种材料都有什么不同的特点?

学生回答,教师补充并总结。1.回家可以和父母继续做“神秘的盒子”的游戏巩固练习。

2.可以在家里在找一些别的物品观察它是用什么材料制成的。

不同材料的餐具

材料特点

不锈钢碗反光光滑、坚硬

陶瓷碗光滑、坚硬

塑料碗光滑

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