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wholesale jewelry south africa This lesson is the last lesson of this unit. Generally, it will take two tasks. The first is the summary of our knowledge before, and the practice and inspection of the use of knowledge we learned.
In previous learning, students should have a comprehensive understanding of sound and know the relevant factors affecting the height. On this basis, students should make a simple little instrument by themselves. This will comprehensively test the students 'understanding of the sound, enrich students' understanding of sounds, and stimulate the creation of students to understand the close connection between science and technology.
It's inquiry goals in this lesson can see that we hope that students will experience the process of making small instruments from design, production, adjustment, and displaying small instruments, and closely combine science and technology. Such an idea actually coincides with the design ideas of STEAM or engineering design.
In the actual teaching process, when I first took a class in a class, I was carried out according to the teaching suggestions in the teacher's book. At the beginning, it was to let students recall how the musical instruments learned in the class make a different sound, and then directly put forward the task of this lesson: according to the principle of the instrument you know, design and make a small instrument yourself. Then use a slide to show several small musical instruments, and analyze the production materials and sound principles of these small instruments with students, and then ask students to discuss what materials, what methods, and how to make these materials high and low. Please draw the design drawings again, and finally make small instruments based on their design drawings.
The process is actually very clear. At the beginning, I would also feel that this should have no problem, but after actually, I found that the small instruments made by students were not as good as imagined.
Then I was thinking, where is something wrong? After reflection, I found that it may be because these students have experienced such STEAM tasks relatively with fewer students to complete such activities. Therefore, their ability to migrate knowledge may not be so strong. For example, when introducing small musical instruments, what I introduce is some of these instruments in daily life we usually see, but they will feel that these materials are not found by them, and they can’t make them. They are very far away. Therefore, they did not arouse their association and creativity. As a result, although I also did a capacity of knowledge, the students still did not know where to start.
So during the test of the second class, I just modified this link. I changed this link to in addition to introducing some instruments in our lives, but also introduced some of the relatively simple little instruments made by teachers and students themselves. A little bit, added a scaffold to them.
This instruments after this, the effects made by the students are indeed much better. After this problem is resolved, I am currently thinking about another problem, that is, how can we stimulate students' more creativity, so that the instruments they make are not limited to the examples they see, and there are more innovations?