一份台湾科学课教案赏析——地层的形成（The formation of a Taiwan science lesson -- on the formation）.docVIP

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一份台湾科学课教案赏析——地层的形成（The formation of a Taiwan science lesson -- on the formation）.doc

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一份台湾科学课教案赏析——地层的形成（The formation of a Taiwan science lesson -- on the formation）

一份台湾科学课教案赏析——地层的形成（The formation of a Taiwan science lesson -- on the formation） The formation of a Taiwan science lesson -- on the formation Release date: 2010-10-07 Views: 808 - Hu Jifei (Guangdong Education Institute Research Institute of Science Education) First, teaching content By observing the various strata of the pictures and slides, the use of logical thinking, reasoning about formation and flow, and students from the experiment design and operation flow, verification is the main reason for the formation of strata. [comment: the designer only 60 words on the teaching contents and writing ideas clearly, this reflects the designer has a clear understanding of the teaching contents and grasp. It is worth noting that the plan can be seen from some publications, some of our teachers often teaching textbook analysis with a large section of the text, but did not say that the content and ideas of the Qing textbooks. ] Two, teaching objectives 1, by observing the formation characteristics of different strata in the picture, say. 2, through the case of sand, stone pile observation strata formation and stratigraphic inferences, river erosion, transportation and accumulation effect. 3, according to the equipment provided by teachers, can cooperate to design a verification method can make the flow of sand layer by layer deposition. 4, through the formation of the verification results can say formation is the water flow through the long-term transportation and accumulation. 5, to cite one example of formation is not permanent. [comment: here the teaching objectives includes knowledge and skill, process and method of two areas, the target behavior expression method, including content of behavior subject, behavior condition, action verbs and 4 elements. The goal of comprehensive capacity, modest and practical. Our new curriculum standard also emphasizes the use of target classification and behavior verbs to express the teaching goal, but there are still many teachers cant