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《黄河象》一课,合理地想象了老象失足落水的情形,充分显示了科学家研究黄河象的科学思维过程。它是培养学生逻辑思维能力的好教材。对此,我设计了以下教法:展现实物特点剖析假想依据象化石发掘时见到的情景,就是科学家假想的主要依据。根据学生的认知规律,我从发现发掘入手,抓住实物,展现其特点。首先通过开头和结尾两段的学习,突出象化石“斜插沙土”、“脚踩石头”的姿势,“高大完整”、“相互关联”的骨骼特点,使首尾相呼应。接着教师引导学生分析结尾:“从它……想象……;从它……推想……”这一中心句。提问:(1)为什么从它站立的姿势,可以想象出它是失足落水的?(2)怎样由它骨骼的特点,推想出它死后没被移动呢?引导学生明确:从河水流经地的特征“沙土、石头”和逼真的姿势判断是“失足落水”;只有“没被移动”过,象化石才能骨骼完整、相互关联。从而使学生了解科学家判断的依据、方法,激发学生强烈的求知欲。
The “Yellow River Elephant” lesson, reasonably imagined the situation of the old Elephant lost in water and fully demonstrated the scientist's scientific thinking process of studying the Yellow River Elephant. It is a good teaching material to develop students' logical thinking ability. In this regard, I designed the following teachings: to show the physical characteristics of the analysis of hypothetical basis as seen when the fossil excavation scene, is the main basis for scientists hypotheses. According to the students' cognitive rules, I started by discovering and excavating, grasping the objects and displaying their characteristics. First of all, through the beginning and the end of the two sections of study, highlighting the bones like “fossil”, “stomp”, “tall and complete” and “interrelated” Echoes. The teacher then instructs the student to analyze the end: “From it ... Imagine ...; Question: (1) Why can it be imagined that it is stranded? (2) How can it be characterized by its bones that it can not be moved after it is dead? Guide the students to make clear: The characteristics of ”sand, stone,“ and realistic pose to judge is ”lost“; only ”not been moved" over, as fossil skeleton integrity, interrelated. So that students understand the basis for judging scientists, methods, to stimulate students' strong curiosity.