论文部分内容阅读
我在科学课上教学《消失了的恐龙》一课时,为了让学生更加。直观形象了解恐龙的形态和种类,课前我积极收集有关图片资料。教学中我尽量通过图片展示,引发了学生关注恐龙,激发学生了解恐龙的兴趣。我在引导学生为不同形态的恐龙寻找相对应的化石模型时,展现了一些恐龙形态及其骨架的图片,同学们通过仔细观察都能根据不同恐龙的独特之处寻找到其相对应的图片。如梁龙的长颈,霸王龙的巨颚,三角龙的尖刺,剑龙的剑背等。当大家都在争先恐后发表自己的看法时,忽然有一位学生大声地说:“老师我觉得第三幅图不像似鸡
When I was teaching a ”lost dinosaur“ in science class, I was trying to make students even more. Intuitive image Understand the dinosaur’s shape and type, before I actively collect relevant information on the picture. In my teaching, I try my best to display the pictures, triggering the students ’attention to the dinosaurs and arousing students’ interest in learning about the dinosaurs. When I was guiding my students to find the corresponding fossil models for different forms of dinosaurs, I showed some pictures of dinosaurs’ shapes and their skeletons. Through careful observation, students can find their corresponding pictures according to the uniqueness of different dinosaurs. If the long-necked dragon, tyrannosaurus giant jaw, triceratops spikes, stegosaurus sword back and so on. When everyone is scrambling to express their views, suddenly a student said loudly: ”teacher I think the third picture is not like chicken