《不倒熊猫》教学设计

1、不倒熊猫教学设计教学目标：1. 认识不倒熊猫不倒的两个原因；2. 训练用观察实验法解决问题的能力；进行认识程序教学，实行会学习教育；3. 渗透磨练意志教育，培养学生的良好心态。教学重点：指导学生研究为什么不倒熊猫扳倒后还会自己站起来。教学难点：发现物体平衡是否稳定与重心及支撑面的关系。评析：教学总体意识体现了面向社会、发展学力注、培养品格的教育思想。重点明确，难点清楚。目的，既包括了文化科学素质内容，也包括了心理素质内容。注学力：指知识、技能、理解，也包括兴趣、动机、态度、思考力、判断力、表现力、创造力等。教学过程一、组织学生发现：不倒熊猫的稳定性与众不同。1.演示：出示不倒熊猫，扳动不倒熊猫

2、。（教师动作夸张些，以吸引学生的注意力。）2.提问：这个玩具什么地方与众不同？（语气慢些，注意重音，讲话前后都停顿几秒钟。）3.活动：让学生试一试、想一想，不倒熊猫什么地方特别？（全体学生都要参与、亲自体验。）4.学生汇报各自的见解。（只要是有关不倒熊猫与众不同的看法，不管是形式的还是本质的，教师都应给予肯定。错误也是思维的结果。结论并不重要，最重要的是让学生参与并思维。）评析：发现问题是认识事物的第一步骤。让学生会发现问题，是教给学生认识事物方法的需要。5.讲述：同学们提出的问题真多，说明你们很聪明，爱动脑想问题。其实老师从你们所提出的问题中已经明白了，你们还想知道不倒熊猫为什么扳不倒，对吗

3、？这是个秘密（用神秘的语气），今天我们就来研究这个秘密。二、指导学生发现：不倒熊猫的稳定性与众不同的两个原因。观察分析不倒熊猫的内部构造，得出上轻下重是不倒熊猫不倒的一个原因。（1）提出问题：不倒熊猫的秘密在哪里呢？让我们先来猜一猜好吗？评析：猜想即设想，解决问题首先要有设想。自然课中把这种创造思维活动纳入教学是培养学生良好思维品质的需要。（2）讨论：不倒熊猫与众不同的原因可能是什么？（鼓励学生谈自己的猜测，使学生通过发言享受思维的乐趣。）（3）点拨：从同学们的猜想中，老师知道了大多数同学都能在不倒熊猫的内部构造上寻找不倒熊猫扳不倒的秘密。那么你们的猜想对不对呢？大家一起想办法验证一下。（4）

4、学生讲述各自想到的验证方法。（鼓励学生异想天开。）最后得出拆开不倒熊猫进行观察实验是最好的验证方法。（5）组织学生观察。让学生拆开不倒熊猫看里面的构造，发现里面放置的橡皮泥。（6）讨论：不倒熊猫扳不倒与放置橡皮泥是否有关？（7）学生实验、观察并互相研究：放与不放橡皮泥，不倒熊猫有什么不同？放置位置不一样，不倒熊猫有什么不同？评析：组织学生猜想、观察、讨论、实验，让学生参与认知全过程，重视学生的行为体验，对学生施行会学习教育。（8）归纳：在不倒熊猫底部放橡皮泥，就增加了不倒熊猫下部的重量，使不倒熊猫的重量分布不均，“上轻下重”是不倒熊猫不倒的一个原因。（9）对话：师：“上轻下重”这个结论我们是怎

5、么得出来的呀？生：是拆开看出来的。师：对！不拆开看不行。还有呢？生：是试了几次之后得出的。师：这个“试”科学上叫实验。观察实验是认识事物的重要方法，科学家也是通过这样的方法研究问题的。评析：对于低年级学生，既教其知识，也要循序渐进地教给他们学习方法。2.观察分析不倒熊猫的外部构造，得出半球形底面也是不倒熊猫不倒的一个原因。（过程略）三、巩固练习1.说说一些物体不容易倒的原因。2.说说我们是用什么方法学习这一课的。（先通过活动发现不倒熊猫有什么与众不同之处，然后猜想不倒熊猫不倒的原因，最后由观察实验得出结论。）3.出示投影片，听配乐故事。我是一个不倒熊猫，听说小朋友们都很喜欢我。因为我的对手无论

6、用多么大的劲扳我，也不会把我扳倒。告诉你吧，我的身体有两个秘密。一个是在制作我时，工人叔叔把一个很重的东西放在我肚子的最底处，使重量集中在我肚子里最低的位置；再就是我圆溜溜的大肚皮像皮球似的，无论你用多大劲扳我，都能使我肚皮里的重物作用在我的大肚皮上。这就是你扳不倒我的两个秘密，现在我都告诉你了，你一定要记住哦！希望今后我们做个好朋友。四、课后作业1.准备下一节课制作不倒熊猫的材料。2.运用本节课所学的知识搞一个小发明、小制作。qcwa3ptgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7x

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