"Blended Learning Environment for Elementary and Middle School Students' Learning Development" is a topic of research in the West District of Botongshu Elementary School. A blended learning environment refers to the blending of media, online and offline, inside and outside the classroom, inside and outside the school, the blending of resources, and the blending of space. Through the blended learning environment, Bubble West is committed to cultivating children's in-depth learning ability, and doing a good job of educating "people in the heart".
With the support of media and online and offline resources, they try to utilize the "three lists" to integrate teaching. Thus, they can more accurately find the starting point of students' learning, more accurately grasp the important and difficult points of students' learning, and develop students' higher-order thinking.
The "three lists" refer to the pre-course orientation list, the task list in the course of the class, and the post-course **** learning list.
Before learning a new lesson, the teacher will let the children use teaching resources to do pre-study and conduct a pre-test to understand the children's learning and mastery of knowledge, and then determine the starting point of teaching, formulate the main points of teaching, and adjust the content of the teaching on this basis.
Regarding the "teaching in the classroom", the teachers positioned it as "studying in the classroom". No longer in accordance with the previous traditional teaching mode, so that children experience the problem, put forward the conjecture, hands-on practice, verify the conjecture, and draw conclusions, consolidation of new knowledge, simple exercises, solve practical problems ...... and so on this kind of more figurative development of thinking, but directly in the classroom on the basis of pre-testing, a real in-depth understanding of the situation, from the student's Problems, the development of classroom teaching, and combined with specific situations and practical activities, to explore and promote the development of children's higher-order thinking.
The teachers at Pickle's West put the teaching from the classroom into the study of the classroom, the teaching from the study into the study, the training from the figurative thinking into the cultivation of higher-order thinking, they are in order to let the teaching and learning really happen.
For example, in the lesson on division.
The teacher introduces the half through a scenario diagram of dividing an apple. The first question is, "What do you use to represent "half"? Children through hands-on: paint half of a known figure, fold half of different shapes of paper, and find out their **** the same point, they are the whole figure is divided into two equal parts, the coloring part is half of it, (a share), that is, 1/2 of it. let the children in the mind initial formation of half (that is, 1/2) of the representation. And make it clear that half of an apple is not the only thing that can be represented by 1/2.
Next, ask the second question: Why do all these shapes have different shapes, but the colored parts all represent 1/2?
Ask the children to explain 1/2 in the context of the shapes they just colored, and make it clear that they are divided equally.
This session helps children to transition from figurative to abstract thinking, and to make it clear that no matter what the shape of an object is, if it is divided into two equal parts, one of the parts is 1/2 of it.
The third question is: Is the colored part of the figure below 1/2 of the figure?
When children are coloring, they are used to coloring shapes as two symmetrical parts. That is, like the vase. Very few children color in the form of the house pictured above. So, is it still 1/2 to color a part like a house?
The teacher asked the children to use their tablets to rotate and translate one half of the roof and combine it with the other half to make two small squares. Then observe that the colored part is two small squares, and the uncolored part is also two small squares.
The teacher then guided the children to the conclusion that 1/2 means that the two parts of the figure are exactly the same size (area), not that they are exactly the same shape.
In this session, the children gained a deeper understanding of 1/2 and constructed the idea that 1/2 is no longer just half of an apple, or that the two parts are exactly the same.
The volume of the rectangle in this lesson
The teacher through the pre-test, understand the children's learning: children already know the volume of the rectangle formula is length x width x height. So the teacher positioned the starting point of this lesson to: obviously in the volume of the rectangular body, why is the length, width and height of the three line segments multiplied?
The teacher designed the following segments:
Segment 1: Pre-test Introduction
1. The teacher took out a bag of small cubes with a volume of 1 cm and asked the children to estimate their volume.
2. The teacher shows a transparent rectangular box and asks the children to estimate its volume.
Student 1, proposed to find the volume of the rectangular box by pouring the small squares in front of it into this rectangular box and counting the number of these small squares.
Student 2, proposed to measure the length, width and height of the rectangle directly, and then use the formula to calculate.
The teacher questioned: obviously in the number of small cubes, how to become the length, width and height of the three line segments multiplied? What is the connection between them?
Session 2
Exploring the relationship between the volume of a rectangle and its length, width and height
The teacher divides the children into groups of four and clarifies by posing:
4*2*2
The length of 4 centimeters means that, since the length, width and height of a small square are both 1 centimeter, 4 small squares can be placed on the side of 4 centimeters in length.
A width of 2 centimeters means that on a side that is 2 centimeters wide, you can arrange 2 small squares, that is, two rows.
Then you can calculate 4 * 2, the first layer can be placed 8 small squares.
A height of 2 centimeters means that you can also arrange 2 on the height, that is, 2 layers.
So the volume of the rectangular cube is equal to 8 of the first layer times 2 layers, which is 16 cubic centimeters.
From this it follows that the length, width, and height of a rectangle is not just about how many centimeters we see, but also about how many small squares with sides of 1 centimeter can be placed on top of that length, width, and height. As long as we can figure out how many small squares of 1 cubic centimeter there are by the length, width, and height, we can figure out its volume.
Session 3? Conducting Deepening
Explore finding volume, translating from the method of counting the number of cubes to the method of measuring the length, and identifying the connection between these two methods, (from counting the number of cubes to measuring the length, and from measuring the length to counting the number of cubes) so as to solve the tasks studied in the lesson.
It allows children to develop their thinking from superficial to higher order, and learning to go into depth.
Of course these two lessons are more than just mid-lesson studies, the teachers extend the children's thinking further into the third single post-lesson **** study.
For the blended learning environment, the teachers at Bubble West also used big data to count and analyze in-depth the data from the two classes. One of the main things is to compare the time data of the teacher's lectures, individual presentations, individual learning, and communication displays, to further optimize the proportion of classroom time distribution, and to maximize the space for cultivating children's learning power.
Writing in the end:
Learning is sometimes about looking in the mirror. Through learning, to illuminate their own shortcomings, and then to repair and improve. And write the learning experience is to review what you have learned, further organize, internalize, and grow into a part of their own knowledge system. Learn well, know the shortcomings and then courage.