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1、浅谈怎样在自然教学恰当运用电教手段在小学自然教学中,恰当运用电教手段,是优化课堂教学,突破教学难点的必要条件。只有恰当地应用电教手段,才能发挥其在教与学中的媒介作用,化难为易,从而优化课堂教学。提高电教艺术的关键在于巧用电 教手段。教学中不注意电化教学的特点,不考虑选择运用电教手段的时机,就不能充分发挥其优势,起不到应 有的作用。本文就如何在自然课教学中恰当运用电教手段,突破教学难点谈谈自己的看法和做法。一、创设情境、引发兴趣,增强感知传统教学方式主要靠粉笔、黑板、挂图或模型,教师讲得口干舌燥,学生不感兴趣;而电教手段能变抽象 为直观,化虚为实,学生学起来兴趣浓厚。如讲昆虫一课,学生掌握了昆虫

2、的概念以后,能否在众多的动 物中判断出哪些是昆虫,这是教学中的难点。以蚂蚁为例制作一组抽拉组合片,通过演示,将蚂蚁的头、胸、 腹部位分开,学生很容易看出蚂蚁的身体由三部分组成。学生通过表象获得了感知,把概念和“实体”有机地 联系起来了。再投放几组动物投影片,学生能很快识别出哪些不是昆虫。在情境中引发了兴趣,烘托了气氛, 使学生在愉悦的环境里既学到了知识,又突破了昆虫一课的难点。二、运用电教手段,强化教学的立体感在突出教学重点难点时,电教手段具有较强的作用。它有大小互换、虚实互补、零整拼装、动静结合和远 近交替的特点,可给学生提供丰富的立体感,生动地揭示事物的本质特征和内在联系。在教植物怎样喝水

3、 一课时,在画有植物茎和叶脉画面上装一片可抽动的胶片,只要轻轻抽动胶片,就可以清楚地显示出植物根的 水(红色)与植物茎、叶脉向上输送的水(红色)缓缓流动的情景。教师连续演示两次,在重点处点拨,植物 “喝水”这一难点就解决了。三、巧用电教,培养能力,提高质量电教媒体通过形、声、色来传授教学信息,增大教学容量,有助于培养学生的学习能力,提高教学质量。 在讲自然界里水的循环一课,文中有插图。下雨是学生们熟悉的自然现象,但形成“雨”的原因对学生来 说是陌生的。于是教学中出示组合折叠片,向学生演示“雨”形成的过程,然后分组由学生亲手操作,学生在 一片“下雨”了的声中完成了实验。而后教师又演示了云雨形成多

4、功能演示仪的实验,收录机配有轻松愉 快的音乐和“哗哗”的下雨声,学生在愉快的环境中培养了能力,陶冶了情操。学生们纷纷表示:“老师,等 我们长大了造一个大降雨器,好让家乡年年风调雨顺。”在巧妙的电化教学中,既发展了学生动手、动口和动 脑的能力,又受到了实实在在的理想教育。四、运用电教手段,优化课堂结构,提高教学艺术小学生正处于从形象思维向抽象思维过渡的阶段,在教学中恰当地运用电教手段,可以使教材结构、教师 教学结构和学生思维结构相吻合,反之,则教学效果差,事倍而功半。在教水能溶解别的物体时,三年级 学生观察能力不强,物体的溶解过程往往不易看清楚。我将装有少量温水的烧杯放在投影仪上,然后放入一些

5、能溶于水的白糖或高锰酸钾,边搅拌边指导学生观察其溶解过程,全体学生都亲眼目睹,顺利地突破了一堂课 的教学难点。教师变口授为演示,既优化了课堂教学结构,又提高了教学效果。总之,恰到好处地运用电教手段,能优化课堂教学结构,突破教学重难点,提高教学艺术,为培养“四有 ”人才奠定基础。qcwa3ptgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwydiawgmer4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgz7r

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