As a quietly dedicated educator, it is very necessary to carefully design a lecture notes, is a prerequisite for the success of the lecture. What should be written in the lecture notes to be good? The following is my collection of blowing bubbles lecture notes (general 5), welcome to learn and reference, I hope it will help you.
Blowing bubbles 1 First, the design intention: I have always believed that the value of early childhood science education should not focus on the transmission of static knowledge, but should focus on the children's emotional attitudes and the children's ability to explore and solve problems, and others and the environment of the positive communication and harmonious living together on the cultivation of the children's emotional attitudes and the children's ability to solve problems, the positive communication and harmonious living with others. Therefore, I pay special attention to the selection of the content of science education activities, "from the life, from the interest". The middle class science activity "Blowing Bubbles" is a new theme that I used a clever method to guide children to generate and construct. In a regional game, many children's interests are focused on the "blowing bubbles" corner, the children said, "Why do some bubbles fly, some are broken, some are big and some are small ......". These are the first time I've ever seen a child in the world who has been in the world for a long time, and I've never seen a child in the world who has been in the world for a long time. So, in the process of the children's "play", I participate in the children's activities as a playmate, with the help of the open question "What secrets do you find in blowing bubbles", and the children's effective interaction with the natural generation of the theme. The purpose is to keep the children's curiosity, stimulate their enthusiasm for exploration, and make them good at observation and discovery from childhood; thus, they feel that "science is not far away, science is around". This is a great way for children to understand and love science, and to achieve a truly valuable and meaningful learning experience. The goal of the activity: According to the age characteristics of the children in the middle class, and the ability to construct knowledge, I have developed the following three goals for this activity: 1, using various senses to perceive the characteristics of the bubbles, and to understand that different shapes of the tools to blow the bubbles are round. 2, try to use the way to record the expression, exchange the process and results of exploration, the development of learning autonomy. 3, in the process of exploration activities, experience the joy of discovery. Third, the focus of the activities and difficulties: The ultimate goal of the design of this activity is to stimulate the children to explore more y the characteristics of the bubble and the different 9, the shape of the tool blowing bubbles are round "desire. Therefore, I set the focus of this activity as "use all senses to perceive the characteristics of bubbles and understand that bubbles blown with different shapes of tools are round". The first is to try to record the way to express and communicate the process and results of exploration, the development of learning autonomy," identified as the difficulty of this activity. Fourth, the activity method: In order to build a positive and effective teacher-child interaction, so that the children in the state of autonomy to actively construct knowledge and experience, reflecting the real value of meaningful learning, in order to improve the effectiveness of education. I have consciously used the following three methods of education: one "smooth", two "lead", three "help". "Shun" that is, in response to children's activities, to provide them with information about the theme and the materials needed for the activities, time, space, etc., so that children can explore according to their own wishes. In this process, teachers give children enough free time and space, provide rich materials, "with" the children's exploratory activities, the children showed great enthusiasm for learning and autonomy, their ability to find problems, find answers to questions and potential can be really play, for the construction of new knowledge to make the pavement. "Lead" means using skillful methods to guide children to generate and construct new themes or knowledge. In this process, the teacher through observation and reflection and set the strategy of open questions, to play with the identity of the children involved in the activities of the children, with the help of open questions, and children to interact effectively. Let the children "change passive learning" to "independent learning", "change receptive learning" to "independent constructive learning". "In the" play "learning, in the learning "play". In order to solve the key difficulties. "Help" that is, the teacher at the appropriate time "help" young children to help, the young children to point out, with the help of the scene, the material, the theme of the direct, the young children's interest in learning pushed to depth. In this process, the teacher captures the opportunity of random education and converts the teacher's theme into a problem of interest to the children, so that the children's interest in exploring leads to the direction of the teacher's requirements, so as to break through the key difficult points. V. Said activities to prepare: 1, the teacher collected a variety of shapes of bubble blowing tools: round (one per person), triangular, square, conical, rhombus ...... (each group of several). 2, a box of watercolor pencils per table, a number of pieces of recording paper. 3, display board, glue, rags. Six, said the process of activities: The activity *** divided into four links: set up suspicion stimulate interest - perception inquiry - experience verification - experience expansion The first link: set up suspicion stimulate interest. In this section, I "follow" the children's activities by providing them with the tools they need to "blow bubbles", time, space, etc., so that children can observe and ask: "What can these tools do? What can these tools do?" The question leads to the topic of "blowing bubbles" game. The questioning stimulated interest, stimulate children's learning enthusiasm and interest, for the construction of new knowledge to pave the way. The second part: the perception of exploration. In this session, by creating space and time for children to explore on their own, letting children experience the process of problem solving through the use of a variety of senses, active observation, operation and experimentation, the teacher is skillfully involved in the children's activities in the capacity of a playmate with the help of open questions: "What secrets did you find when you blew the bubbles? See who discovered more? When blowing bubbles, what are the ****same characteristics you discovered?" The method of "drawing" is used to inspire and guide children to experience the characteristics of bubbles in "play". Let the children in like "play", naturally mobilize all their wisdom, take the initiative to explore, to discover, to try, and effectively to assimilate the external world, to construct a new cognitive structure. This is to address the focus of the activity. The third link: experience verification. (6) In this section, the teacher captures the opportunity of random education, with the help of children to choose their favorite bubble blowing tools (mainly squares, rectangles, triangles, cones and other tools), while observing and recording the results of imagination, the children feel confused about the problem of "different tools to blow out the shape of the bubble should be how? " Use open-ended questions: "What shape of tool did you use? What secrets do you find in the bubbles you blow? The first step in the process is to make sure that you have the right tools for the job, and that you have the right tools for the job. At the same time, seize the opportunity for children to communicate with each other, performance, and share the process and results of independent exploration on the display board, set open-ended questions, "What are the secrets of the tools and results of blowing bubbles for each person? The open-ended question "What is the secret of the tools and results of bubble blowing?" will "lead" the children to further in-depth thinking and generalization, so that the children can reason about the results of the investigation and come to the conclusion that "different tools for blowing bubbles result in round bubbles", and the children will construct knowledge and experience under the state of independent problem solving. The first step is to learn how to use the computer to make sure that you have the right tools for the job, so that you can learn how to use them. ] In this session, I also organically integrated the hidden goal of "improving children's ability to express themselves and communicate" into the scientific activities, and created a space for children to express their own ideas with "record sheets" and verbal exchanges at the right time. The children will be able to sort out the information in their minds through reflection and communication, clarify the characteristics and relationships of the things they have discovered, and their own process of investigation, and then, through discussion with their peers and the mutual collision of views, clarify and construct scientific knowledge and experience, so as to develop the children's accurate way of expressing themselves. The fourth session: experience development In this session, I asked the children to try to blow bubbles with several different shapes of tools at the same time. Use open-ended questions: "Try to blow what 'wonderful bubbles'"? Stimulate young children to further explore the "wonderful bubble" desire, so that young children's experience in the original basis for expansion, interest in exploration to get a better extension, and at the same time cultivate young children's scientific spirit of inquiry, scientific habits of behavior. This is the first time that we have seen a child in a room with a large number of children. Throughout the scientific exploration activities, teachers adhere to the suspicion of stimulating interest, stimulate learning with interest, with "smooth", "lead", "help" and other new methods of inquiry experience, always with a good teacher-child interaction environment creators, opportunities for interaction. We always act as the creator of a good teacher-child interaction environment, the provider of interaction opportunities, the organizer of positive teacher-child interactions, and the supporter, helper, guide, and facilitator of young children's development, so that young children can take the initiative to explore, discover, try, and identify in their favorite "play", effectively assimilate into the outside world, construct new cognitive structures, and share their experiences and achievements with each other. In the process of exploring new knowledge and interacting with teachers, they experience a kind of understanding, cooperation and friendship among people. The whole activity is full of nature and harmony, full of creation and happiness, young children in the active and effective interaction between teachers and children in the main position and role have been given full play, young children "change passive learning" to "independent learning", "change receptive learning" to "independent learning", "change receptive learning" to "independent learning", "change receptive learning" to "independent learning". Acceptance learning" for "independent construction learning", in the "play" learning, learning in the "play", so as to realize the real value and meaning of the The purpose of the study. Blowing Bubbles 2 The form class is a school-based program that is a feature of our school. As a branch of the music discipline, the form class aims to develop children's healthy body, shaping a healthy and well-proportioned body. Our school in the 1-3 grades to open the physical class, a weekly, not only can give the students to the cultivation of beauty, but also improve the overall quality of the students. First, say the teaching content Today I speak on the subject of "blowing bubbles". This dance is a more performative rhythmic dance as the main material, showing the children's lively, lovely, innocent and flawless nature. Colorful balloons fluttering in the air, with lyrical melody, combined into a poetic fairy tale world. Give the child to the inculcation of beauty and infinite reverie. Second, the teaching objectives By feeling the changes in the mood of the music, to cultivate students' rich musical imagination. This class not only wants students to learn the basic movements of the dance, but also to perform the dance emotionally and beautifully. The complete dance combination teaching makes students produce successful, successful emotional experience, so that students enhance self-confidence. Cultivate the sense of mutual cooperation among students. It is also the theme of my class: to shape the beauty of the body, feel the beauty of body language, flexible expression of the beauty of the body. Third, the teaching process: Session 1, warm-up dance and basic skills training; Session 2, new lesson teaching; Session 3, complete performance; Session 4, summary. Let me talk about the specific design of these parts: After the class, I first let everyone do the warm-up dance training, which is two very cheerful songs. Children quickly focus their attention to the dance class, tuning up the motivation of the students. More importantly can avoid the occurrence of sports injuries. In the basic skills section, students are trained to hook taut feet, crotch pressure, leg pressure, leg sucking, leg bouncing, back bending and other basic skills movements. This part of the training will not only make the students' physique corrected, physical fitness, but also improve the students' body coordination, flexibility, agility and agility. Make the children clear limbs link to move the sensibility and beauty of the sensibility. The new class teaching part, I was introduced by the appreciation of the song, the question "students have blown bubbles? What is the mood when blowing bubbles?" Let the students recall the scene when blowing bubbles, blowing bubbles when the fun. Enrich the classroom content, enhance students' interest in learning. Next, the teacher does a dance demonstration and the students have an overall understanding of the bubble blowing dance. In order to create a bubble blowing experience for the students, I introduced the props "balloon", so that the students are fully engaged in the bubble blowing situation. With the real emotional experience, the students' dance movements will have a beautiful feeling. Next, the teacher does, the students imitate. In order to avoid student fatigue, the second half of the dance. Lecture were taken in contextualized teaching method and group teaching method. Students have been into the situation, simple dance movements, quickly learned. At the end of the dance, let the students throw the balloon into the air, when the colorful balloons fly up at the moment, the mood is also with the beautiful balloon in the full excitement, so that students in the beauty of the inculcation and yearning to end the lesson, enhance the students' yearning and longing for dance.
Bubble blowing 3 Design Intentions: Bubble blowing is a game that young children often play in their lives, and it is also a game that young children like to play very much. But in the game, I found that often parents buy from the store more delicate bubble blowing appliances, and the bubble apparatus for the fixed model (generally round), inhibit the scientific exploration of young children, bound the development of young children's thinking, and even in some children's minds to form a power qualitative: bubble apparatus is round, only round bubble apparatus can play the game of blowing bubbles. Activity Objectives: 1. Observe and perceive the shape of bubbles blown by different bubble machines. 2. To record their own conjectures and experimental results. 3. Experience the joy of exploration. Activity Preparation: Bubble apparatus, soapy water, record sheet, pen, colorful leather thread Activity Process: I. Blow bubbles, arouse the children's interest Teachers use the round bubble apparatus to play the game of blowing bubbles with children. Second, set up a problem situation to provoke children to think. (1) Have you seen other bubble machines? (2) show the different shapes of the bubble machine, recognize and guess: what shape of bubble they blow? III. Introduce the table and record, let the children record their guesses. IV. Children operate the experiment: (1) What does it really look like? Use what method to know ----- try it. (2) Children experiment, teachers observe and remind children to record the results. V. Exchange and discussion VI. Show the bubble maker again with clever shapes, and arouse the children's interest in trying to make the bubble maker by themselves. The children each have a piece of string and are free to make their own bubble makers Dear judges and teachers: Hello! The subject of my speech today is the third grade composition lesson "blowing bubbles". Here I comment from three aspects of the design of this class: First, the teaching material According to the characteristics of the third-grade students to start composing, the teacher selected students interested in the material - blowing bubbles, so that the students to go through the process of the game, from the experience of playing, the physical and mental pleasure of obtaining a fresh and lively. The students will be able to experience the process of the game, from the play experience, physically and mentally pleasurable to obtain a fresh writing material. The students were instructed to observe carefully, recall, and enjoy speaking and writing, thus slowing down the slope of the composition, reducing the fear of composition, from simple to difficult, from speaking to writing, step by step, so that the children not only learned the method of writing, but also experienced the joy of writing, and even more so, the composition of the class produced a strong interest in the. The teaching objectives of this lesson are: 1, can carefully observe the process of blowing bubbles, and can be in order with "first - then - then" sentence pattern. expressed. 2, can imagine what the bubbles look like, can use "some like, some like, and some like" sentence expression. 3, can put their own feelings, observations, imagined and novelty and interesting content written expression. The key points of this lesson are: 1, can carefully break down each step of blowing bubbles, and express it in order. 2. To be able to express what they feel, observe and imagine in words and writing. Second, the teaching method, learning method In order to better make the students easy to express, happy to express, this lesson adopts: 1, the observation method, so that the students intuitively experience the steps of blowing bubbles and the shape, color and number of bubbles. 2, create a situation method, students through the look, say, blow, compare and other colorful activities to improve the teaching effect, experience the fun of learning. 3, a variety of evaluation method, the teacher to evaluate as an incentive to stimulate students to write a kind of excitement, or encouragement, or appreciation, or soothe, or guidance, or communication, so that the students to find the joy of composition and confidence, very well stimulate the students' interest in learning, enriching the student's emotions. Students will naturally be eager to try, not to vomit, which undoubtedly laid a good foundation for writing good essays. 4, a full range of multimedia teaching method, the class used computer courseware, physical display, camera, multimedia display, children's song "blowing bubbles" and beautiful background music and other modern teaching methods. Children in a novel and happy learning atmosphere active thinking, speaking and writing. So that the students have been in an active learning state, each full of desire to express. It can be said that the teaching of this composition really "let the students easy to express, happy to express". Third, the teaching process In order to allow students to learn from easy to difficult to reach the goal, two-way interaction, improve the effectiveness of the design of the four teaching links: (a), to learn to say that the steps of blowing bubbles, first of all, the introduction: "students have blown bubbles, the teacher! Here is a bubble blowing small toy, who can come to blow a few bubbles"? Then let a student to the podium before the demonstration of blowing, the other students observed, the teacher asked: "How did he blow?" And prompt students to express in the order of "first - then - then". This is intended to develop students' observation skills and oral presentation skills, the teacher should prompt and guide the students to describe the process of blowing bubbles in order, and correct them to say the whole sentence. (b), create a lively and interesting game situation, the teacher prepared for the students to blow bubbles tools, two students in a group, a student blowing, another student observation. Requirements: how you want to blow can be, you can find a good friend to blow together, you can also get out of the seat and blow with everyone, but to pay attention to observe how others are blowing bubbles, bubbles are what it looks like as well as around all the interesting places. Play the music, the teacher randomly captures the students blowing bubbles material photo. This is a rich process of activities that will move the students' hearts and minds. The lesson allows students to observe while playing, fully free experience, access to a richer observation material and writing material. (c), say a bubble blowing scene, the teacher showed a just captured a bubble photo, let the students to describe the shape of the bubble, the color and the number of how? The students answered, the teacher evaluation. Here the teacher set up a package - the teacher then asked: "How is the teacher's photo, the students give the teacher's photo scores, and mention the shortcomings?" Students score and answer, "There are only bubbles in the picture but no people." Teacher shows several pictures of students blowing bubbles in turn, and asks the students and the person in the picture to answer, what do the students look like in the picture, what do the bubbles look like and what are the students blowing bubbles and other students thinking at that time? Students answer, and the teacher revises and evaluates. Here, through the beautiful scenery of the spiritual bubbles and the different pictures of the students blowing bubbles, students can talk about the scenery, the feelings, themselves and their peers. Multi-angle observation, multi-level description, recall the beauty of the bubble blowing scene, more, interesting, fun, and again activated the students' life experience and clinical experience, the teacher improvised through the evaluation, penetration of the method of saying the guidance to guide the students to say the right, to say specific, to say rich. (d), writing, modeling guidance, teacher guidance: students say how beautiful ah, so do you want to keep this interesting happy scene? Good, then the deepest feelings today, think the most interesting, most want to tell others to write down the place. Teacher then prompted: students can write how to blow bubbles, or write the different appearance of bubbles, or write the happy scene of blowing bubbles, you can also write your imagination and so on. You can also write about your imagination and so on. What kind of topic you want to take, how to start, what to pay attention to the format of writing, think about it and then you can write it. Finally, after the draft, the teacher sampling projection, student model reading, interactive comments, in the appreciation of good words and phrases good clips, discuss why good, so that students intuitively understand how to write, so that write love write color write feelings write associations, how to express the happiness of the activities. The design here allows students to think more actively, the gold content of the language has been enhanced, and the writing level has been greatly improved. This is the end of my speech class, and then I would like to ask the judges to enjoy this section of "blowing bubbles" brought by Ms. Liu Na. Blowing Bubbles Speaking Notes 5 I. Speaking of teaching materials 1. Teaching materials analysis "Blowing Bubbles" is a beautiful, beautiful, full of children's poems. It is a favorite game "blowing bubbles" to depict the richness and colorfulness of nature, to the young children's mind to experience the magic and beauty of nature, full of beautiful and magical imagination. The relationship between the moon and the stars, the clouds and the rain, the grass and the dewdrops, the fruit trees and the apples is depicted in the poem in simple, clear and vivid language, which not only adds to the rhythmic beauty of the poem, but also depicts the intimate relationship with each other in a colorful way, which enhances the sense of picture, enriches the imagination, and harmonizes the rhythms with childish fun. The whole poem is full of happy and cheerful atmosphere. The poem is not only beautiful, but also anthropomorphized "blowing", which makes the whole poem more vivid, graphic, interesting, and full of motion. The number and variety of vocabulary mastered by middle school children are increasing rapidly, and their understanding of the meaning of words is deeper than before, but they still have difficulties in understanding the beauty of the work. However, this poem has a neat structure and unified sentences, which is suitable for middle class children to appreciate and learn. Therefore, I will create a relaxing and vivid scenario for the children to feel and experience the beauty of the mood of the work, and encourage them to try to imitate the poem, so as to promote the development of the children's language expression ability in a beautiful scenario. 2, the activities of the goal according to the above analysis and the "kindergarten education guidance program" of the basic point is to the development of young children as the starting point and destination. To realize the "promotion of every child's full development at the original level", this activity is guided by this concept, the following objectives were formulated: 1, to understand the interesting content of the poem, and initially perceive the correspondence between things; 2, to be able to recite the poem in a soft and beautiful voice, and to be able to use their own life experience to actively use their brains. 3. Appreciate poetry and experience the beauty of its mood. 3. Teaching key points and difficulties The children in the middle class already have some oral expression ability, which lays a certain foundation for this activity. However, the children lack the experience of imitation poetry, based on this, I will focus on this activity: understanding the interesting content of the poem, the initial perception of the correspondence between things, feel and experience the beauty of the mood of the poem. Difficulties: using their own life experience and learning to imitate the poem. 4, the activities of the preparation in order to allow children in a relaxed and pleasant, vivid and realistic scenarios to feel and experience the beauty of the mood of the work, but also in order to carry out the activities can be carried out smoothly, I have done the following preparations: 1, experience preparation: to understand the close relationship between things in nature, such as the hen and the egg, the waves and the sea, etc., for the creation of the activities of the experience of the good preparation. 2. Material preparation: classroom materials and music matching the poem, and a small picture for each hand. The pictures of nature collected by children. 3, space preparation: the activity room placed a large and the content of the poem in line with the poster, the children in a semi-circle with a mat sitting in front of the poster. The teaching method Pay attention to the children's performance and reaction in the activities, sensitive to their needs, and respond in a timely and appropriate manner to form a cooperative inquiry-based teacher-student interaction. Therefore, I used the following teaching methods in this activity: 1. The use of modern technology media. Production and poetry works to match the content of the courseware, to dynamic effects to enhance the learning of interesting, such as the stars are the moon blowing bubbles, then the courseware is presented: the moon's "mouth" for blowing bubbles, the stars flashed a flash of bigger, using this vivid and interesting way to teach the understanding of key points and breakthroughs. The first step is to make sure that the children have a good understanding of the work, and that they can further help them to feel the beautiful mood of the work and the beautiful language. 2, chart method. On the basis of the children's understanding of the content of the poem, I will use a few simple pictures to show the children's eyes, which is not only easy for the children to memorize the poem, recite the poem, but also to help the children to further understand the relationship between the moon and the stars, the clouds and the rain, the grass and the dewdrops, the fruit tree and the apples, for the creation of the link to the smooth progress of the preparation for the breakthrough of the difficult to do good, but also to do good. I also used the teaching methods such as inspired questioning and observation. Third, the learning method The new "Outline" put forward, learning to use a variety of ways to express, communicate, share, explore the process and results. The whole activity is always to the children as the main body, mobilize the enthusiasm of each child's thinking, in this activity there are the following learning methods: 1, multi-channel sensory participation method. From the beginning of the activity to ask children to blow, play, think about bubbles to see, say, the nature of the bubble to think, make up a bubble, from the multi-directional, multi-sensory, multi-methods of leading the children into the beautiful atmosphere of the poem, to guide them to actively learn, so as to y feel the connotation of the poem, like the poem. 2. Integrate educational methods. This activity follows the development of children in the middle class and creates conditions so that every child can actively participate in the creation of activities. In the creation session I asked the children to observe the photos of nature they brought with them, find out the things that have related connections, draw them on the grid paper provided by the teacher, and make up a nice sentence according to the syntax of the poem. The combination of drawing and language not only reduces the difficulty of creation, but also breaks the usual pattern of creation and arouses the children's desire to create, which is a good breakthrough in the difficulty of this activity. Fourth, the teaching process The modern view of the child that: young children are the main body of knowledge, the development of young children is the result of active activities. Poetry teaching is no exception. Therefore, only by allowing children to fully see, think, speak, experience and create, children will be able to grasp the content of the poem faster and better, and at the same time obtain the development of abilities other than poetry, laying a good foundation for their lifelong development. Therefore, I designed the following four sessions to carry out: Session 1: Playing with blowing bubbles to stimulate interest;3 Session 2: Understanding the interesting content of the poem, and initially perceiving the correspondence between things;10 Session 3: Creating a poem according to the syntax and meanings of the poem;10 Session 4: Reciting the poem in a soft, beautiful voice.2 The following is a detailed explanation of my activity:< /p> The first session: play blowing bubbles to stimulate interest; children have you ever played blowing bubbles? Now please play the game of blowing bubbles and see what the bubbles you blow out look like? In this session, the teacher let the children play bubble blowing game to feel the appearance of the characteristics of the bubble, as well as to feel the fun of bubble blowing game, so as to mobilize the children's curiosity and interest in learning, so that the smooth transition to the second session. The second session: understand the interesting content of the poem, the initial perception of the correspondence between things; 10 children can blow round bubbles, some things in nature he will also blow bubbles, let's take a look, who blew bubbles? What kind of bubbles are blown? Teachers show PPT, segmented to appreciate. The first: Who is blowing bubbles? What kind of bubble will the moon blow? Let's take a look together. Teacher plays the courseware. The stars are bubbles blown by the moon. (Side by side in the side of the blackboard posted on the chart) Second: Now who is blowing bubbles ah? What kind of bubble will the grass blow? Teacher plays the lesson and asks the children to say something. Teacher according to the children's answers, dewdrops are grass blowing bubbles, and the corresponding picture is posted. The third picture: What kind of bubbles will the dark clouds blow? Will you please guess? In the children's guessing, the teacher plays the classroom, let the children find out independently and according to the experience of the first two, say "the raindrops are the bubbles blown out by the dark clouds", and ask the children to help the teacher to stick out the picture. Fourth: What kind of bubbles do fruit trees blow? Will you please guess too? Play the picture of apples growing on the fruit tree, and y understand that apples are bubbles blown by the fruit tree from the moving picture. This session by looking at the dynamic PPT, through the teacher peeled off layers of questions, triggering the children to recall their own life experience, and to establish a link between the experience and the language of the poem, from the beginning of the direct presentation to later ask children to guess, from the beginning of the teacher summarized the poem sentence to the children to say their own poetry sentence, and in the children's answers to the content of the basis of the further questioning, the use of Let's look at the chart and gently read this interesting poem! Teacher will lead the children to look at the chart and recite the poem emotionally, and at the same time, they will feel the syntax of the poem and the connection between things again. Prepare for the next session. The third session: according to the syntax and meaning of the poem, create a poem; 10 please children take out the pictures they brought with them, find out, who is who blowing bubbles, find out, please draw it in the chart that the teacher gave you, and then please say it to the children next to you to listen to who is who blowing bubbles. This session is to create a poem by letting children look, draw and say. Let the children look at the pictures of things related to the connection, guide the children to discuss freely, organize the children to communicate, ask them to recite in front of the group their own poetry verses, and encourage the children to learn from each other excellent verses. In the process of creation, according to the specific circumstances of the random guidance, fully experience the joy of creation, but also to provide children with the opportunity to fully display their own, which can further mobilize the mood of young children, so that they can get the maximum development in a relaxed atmosphere. The fourth session: recite the poem in a soft, beautiful voice.2 Combined with the children's drawings, play the beautiful background music, guide the children to recite to music, and once again feel the beauty of the rhythm of the poem. This session uses music to accentuate the poem. Using music as a background, let the children appreciate and recite the poem and their own creation under the background of music, which is not only a kind of sublimation of the mood of the poem, but also will leave a deep impression on the children. The activity ended with a beautiful recitation by the children.