First of all, make clear the role of lead-in activities in the whole teaching activities.
The purpose of lead-in activities is to attract children's attention, stimulate their interest in learning or understand the original experience, or review old knowledge to prepare for learning new knowledge, and at the same time play a smooth transition role. Although it is very important and indispensable in the whole teaching activity, we must never usurp the role of master in order to seize its supporting role. Generally speaking, it only accounts for one-third of the activities, so it is necessary to leave more time for children to learn new content, so that children have sufficient opportunities for independent learning. Otherwise, it will lose the role of importing activities. For example, in the teaching of looking at pictures and talking, the lead-in link designed by the teacher exposes the contents of pictures excessively, which is too tedious and lengthy, making children lose their freshness and interest in the follow-up links of looking at pictures, and feel lazy, which of course greatly reduces the effect of activities.
Second, starting from the pertinence, it embodies the personalization and artistry of the import activities.
(a) targeted. The time for collective teaching activities is tight, so it is necessary to prevent nonsense when introducing activities. It must be carefully designed according to the established teaching objectives, and it is not allowed to forcibly add content unrelated to the teaching objectives, and it is not allowed to be introduced out of the teaching content, wasting limited teaching time.
(two) the import method should conform to the characteristics of the field and the specific content.
There are various import forms, including riddle import, problem solving import, review import, game import, suspense import, story telling import, direct import and so on. According to different fields, different contents and different educational values, we should fully display the educational value contained in the teaching materials and choose a reasonable introduction method. ?
For example, generally speaking, the introduction of songs, scenes, poems and stories is not suitable for mathematics and science teaching activities, because science and mathematics activities require children's thinking to be logical and rigorous, and the activities themselves are exploratory, so they should be prepared with certain knowledge and experience. However, because children's abstract logical thinking has not yet developed well, intuitive image thinking still dominates. Therefore, when organizing such educational activities, it is more suitable to introduce experience, materials, environment and review. For example, you can contact your child's existing knowledge and experience. Although the children have only accumulated some intuitive and superficial experiences, what the children personally feel is closely related to their lives, which can always activate their excitement and make the exploration activities go smoothly. You can also review the knowledge points you have learned, so that children can naturally enter the activities. You can also give materials first. Through watching, touching, pinching, knocking and other game activities, children will have a strong desire to explore, which can enhance the effectiveness of activities. In the activity of organizing snails, I asked the children to remember: Where did you find snails? What was the snail doing when you caught it? How does a snail climb? What did you find where the snail crawled? Before class, the teacher arranged for the children to catch snails on weekends, so the children are no strangers to these phenomena. They had something to say, and the children responded positively. Through mutual communication, they also helped the children understand the living environment of snails. When children notice these problems and guide them to explore the reasons, they have the desire to explore some deeper or unknown problems, and the exploration activities have achieved good results. For example, during the ups and downs, I prepared many materials for my children, such as paper, plastic blocks, wood, nails, cotton, stones, marbles, boats, table tennis, glass basins filled with water, etc. It is every child's nature to love playing with water. Seeing these materials, many children are already eager to try. I quickly said, "children, please put these things in the water to play. What will you find?" The children were so happy that they rolled up their sleeves and started playing. Through the operation of the lead-in, children have accumulated a wealth of perceptual experience about ups and downs, preparing for teachers to analyze the relationship between the texture of materials and ups and downs.
Another example: riddle introduction, conversation introduction and appreciation introduction are more suitable for the art field. In the art activity "Spring Girl", I first introduced to the children: It is said that there is a beautiful spring girl in the sky with black hair, round face and beautiful clothes. Wherever she goes with the wind, green grass, beautiful flowers and leaves will sprout, because she has a wonderful skirt. Then discuss: What's the difference between Miss Chun's skirt and ours? What does she have a skirt made of? What do you think of her? What will she bring us? This naturally enters the theme and artistic conception of drawing a spring girl, so that children not only clearly want to draw a spring girl, but also know that they can add willow trees, green grass, small flowers, butterflies and other beautification pictures, and draw a beautiful spring girl through imagination, so that they can enjoy beauty. In the art activity "Dragonfly", I first asked the children to guess a riddle: "A pair of eyes are round and bulging, and the body is like a thin stick. Two pairs of wings are thin and light, rising and falling, drawing a circle on the water, or a little expert in catching mosquitoes." The children's interest was aroused, and in the process of guessing, they got a better understanding of dragonflies. When the teacher took out the model drawings, everyone focused on the dragonfly and observed it carefully to prove it. Because riddles reveal the physical characteristics of dragonflies and describe their life habits to a certain extent, they can naturally enter the demonstration painting session, without having to explain it stiffly, but simply. The children's final works are eclectic and colorful.
Of course, there is no absolute limit to the application of various import methods in various fields, and we should grasp the relative characteristics here. For example, situational lead-in is more suitable for teaching in health and social fields, but it is also suitable for teaching in some art and language fields, and can even be used in the lead-in part of a certain science and mathematics teaching activity. Even if you teach the same story, you can choose a variety of import methods. For example, in one of the language activities entitled "My Home, My Neighborhood", because the story is complicated for middle school students, in order to reduce trivial and troublesome procedures, I adopted the method of direct import, that is, directly presenting the story to children for appreciation. Let children fully understand and experience the development of the story, understand the content of the story by listening attentively and observing the picture, and pay close attention to the signs, road signs, signboards and buildings on the screen as the story progresses. Especially for some long and meaningful stories, this way can reduce unnecessary foreshadowing. For example, when I appreciate the Nutcracker, a children's literature work, I tell the story directly, bring the children into the artistic conception and suspense of the story itself, and focus on experiencing the emotional changes throughout the story, from the beginning to the development, from the climax to the end, which will be more conducive to maintaining their concentration and attention in participating activities. However, the direct introduction method is not omnipotent in all story teaching. For example, when teachers organize children to learn from monkeys, if they still use the direct introduction method, children will easily lose the freshness of the story after listening to it, but they will get excited and can't calm down and think about the questions raised by the teacher, so I adopted the story performance introduction method for this highly performative story. Before the activity, arrange a sitcom, let one child play the old man, and let other children play the monkey for everyone to see. By watching the performance, the children have a general understanding of the overall content of the story. The teacher can ask again: "Who is the object of the performance?" "What do you see? What are the most interesting places? " "What is the monkey doing?" ..... When children express themselves, they will add their own ideas to the sitcoms they see. At this time, the teacher only needs to let the children fully understand the content of the story. Children can be invited to participate in the performance of the story after they can understand the story plot and story language well. The introduction of story performance can not only make children understand the structure and atmosphere of the story imperceptibly in the process of watching the performance, but also stimulate and mobilize children's interests to a greater extent through the performance of little monkeys close to children's age characteristics, so that activities can really take children's interests as the starting point.
(3) Different age characteristics are reflected in the introduction mode.
Children of different ages will have different attention, interesting things and thinking characteristics, so teachers should fully consider them in the introduction activities.
For example, in the sports game "high jump, high jump", children are required to learn to clap the ball hard, high jump, pat and low jump, develop their corresponding jumping ability and cultivate their interest in participating in sports activities. Because children aged 3-4 have not fully established relevant experience on this feature of the ball, children's thinking at this stage is intuitive action thinking, which is best presented intuitively with the help of specific pictures, hand puppets or situational performances. If you can't concentrate quickly by talking, you can't effectively arouse the memory of past experiences. So, I presented a baby with eyes and mouth to the children in the activity, and introduced it in an anthropomorphic tone: "I am an obedient baby, holding the ball, patting, jumping, patting high, patting gently and jumping low." "Baby Ball" suddenly aroused children's interest in activities, and children were eager to make friends with Baby Ball. In this case, we can smoothly transition to the goal of making children rubber babies to participate in the game, and achieve the ideal activity effect.
Four-year-old children have made a transition to figurative thinking, and they can understand things familiar in life and related to life experience. Therefore, we can try to switch from teaching aid import to language import to guide children to actively associate. For example, on the day of sharing reading a puppy, I designed the lead-in activity with the reader connection method: "Dear little reader, it's time to read again today. Earlier, we have learned the contents of two books, The Caterpillar Walking and The Little Turtle, both of which are about what a small animal did. Today, the protagonist in the book appeared in Run Run. In this way, the child will take the initiative to think about the protagonist in the book-the puppy, and then let the child recall what the puppy you have seen is like. Children are willing to share their experiences about puppies. This kind of introduction not only has a rough memory of previous books, but also stimulates children's interest in learning new books and promotes their associative ability.
Five-year-old children rely on appearances when thinking, which has certain generality, but only summarizes the external characteristics of things. Six-year-olds begin to understand the logic or causality of things. Therefore, for children in middle and large classes, lead-in activities characterized by generalization and logical thinking can be consciously added in the lead-in design. For example, in the math activity "Understanding Trapezoids", I used the review lead-in method: we have already learned rectangles. Look at these rectangles. Can you tell their similarities and differences? Then the teacher pointed to the trapezoid for the children to identify: compared with the rectangle, where is this figure the same? What is the difference? According to the children's answers, compare the rectangle with the trapezoid.
Therefore, if we objectively analyze children's quality and ability according to the development level of different children's ages and guide them in time to meet the development needs of children at all stages, it is in line with the law of the recent development zone, which can not only be liked by children, but also promote the development of children's ability to analyze, compare, understand, abstract and summarize, and give full play to children's intelligence.
Third, import design should pay attention to the input and output of language, and can't pursue superficial stimulation. When a teacher shared reading "I love sports" in class, it took six minutes to play a feature film introducing sports, which aroused the children's interest. However, after the broadcast, the teacher did not organize language practice activities for the film, but simply said, "Today we are going to learn a sports-related book, We Love Sports." In this way, there is no interaction between lead-in and children and readers, just like a dummy. Special attention should also be paid to the design of introducing some problems here. We often can't grasp the direction of asking questions, and sometimes we ask questions repeatedly, resulting in the phenomenon of "seemingly lively, but actually of little value". Sometimes the direction of the questions we design is too general and the guidance is not clear, so that children don't know how to answer them, and some of them are divorced from the accumulation of children's life and knowledge and experience, so that children can't start and don't know from what angle to solve them. Sometimes the direction is too narrow, which will make children's answers dull, imprison their thinking and inhibit their creative thinking. Therefore, we should pay attention to the grasp of problem design at the beginning of classroom activities, and consider it from the aspects of openness, inspiration and hierarchy. In teaching practice, teachers should ask questions step by step according to children's answers, guide children to participate in learning activities with great interest, and improve learning effect.
Fourth, we should also pay attention to the "foreshadowing of emotional state" in the lead-in activities.
Once in the mid-term class, I listened to two teachers' reading teaching for the little turtle. Two teachers introduced by showing a picture or a doll: "Today, a little guest came to our class. Who is it? " Then after some greetings, the teacher said, "The book we are going to read today is about the little turtle." Then show the first page: What do you see? What happened to the eggs? how do you know Then look at the second page: Who did you see? (Little Turtle) A little turtle was born. Maybe both of our teachers have read the teacher's instruction manual, but this introduction seems a little simple, so it would be better if we could consider the introduction of emotions again. Because this reader is beautiful in both artistic conception and language, especially when the little turtle was born, he was unfamiliar with everything around him and found everything around him with novel eyes. So we might as well design it this way: before class, please ask parents to talk about how the baby was born. What is the baby's birth time? Make children interested in birth problems. In the teaching process, you can directly show the first page: What do you see? (Egg) Where is this egg? (Let the child observe the background) What happened to the egg? How did you find out? At this time, the teacher can guard against the background music of the waves and tell: there is a big egg on the beach by the sea. After a long time, one day, bang, the egg cracked! It turns out that there is a baby coming! Guess which baby will come out of the egg? Children will be very willing to guess, and teachers can let three or four children guess, not sure or negative. Then show the second page: Look, who was born? At this time, the children will clap their hands and cheer for the birth of the little turtle. What was a baby turtle like at birth? Slowly, open your eyes. What do you see? This has aroused the enthusiasm of children to keep their works beautiful and novel. In fact, emotion is the basis of reading. If children and readers have an emotional voice, then they will have more independent thinking and daydreaming. Although today's children may not be able to fully express themselves, they have avoided this external reading phenomenon of reading for the sake of looking at pictures and reading for the sake of reading.
In some stories, children's songs, songs and other works, teachers should recite them repeatedly, talk with the text and the author, understand the thoughts and feelings placed by the author in the works, and understand the emotional tone of the works: cheerful, festive, beautiful, gentle, sad or slow. ............................................................................................... is here, and teachers should learn to follow the discovery of children and surprise them with them.
5. Facing the same group of children, we should pay attention to change and novelty in style, form and language of the lead-in design.
Many teachers like or are used to "Today the teacher brought you a picture", "Today the teacher brought you a nice song" or "Hey, everyone, I'm a bear." "Today, there are two guests in our classroom" and so on. Every day is the same. Lack of passion and change will definitely affect children's interest in activities and make them feel lazy.
Six, from the details, the pursuit of more exciting import activities.
All aspects of teaching activities should be carefully planned, and lead-in activities are no exception, but teaching should not be based on the case. Perhaps the child's answer or existing experience is inconsistent with his own design, so the teacher should make adequate "emergency plans" in advance.
If the whole teaching activity is compared to the sailing of a ship, then designing a wonderful lead-in activity is like a ship raising beautiful sails. It will be full of passion, full of beautiful yearning, or plain sailing, or rushing forward. May the boat leave beautiful scenery on the sea, all the way is infinitely wonderful, and finally sail to the other side of the ideal!