Language teaching plan for large classes in kindergarten: I have grown up
Design concept:
With the continuous maturity of children's physiology, children's activity ability and scope are expanding, and children's cognition of external things is also increasing. This class will help children to further perceive their own psychological and cognitive development, cultivate their autonomy and imagination, and stimulate their feelings of loving life.
Activity objectives:
1, through the talent show, I feel that I have grown up.
2. Discuss the reasons and process of growth.
3. Stimulate children's feelings of loving their parents and life.
Activity preparation: the poem "I love my motherland most" and pictures of various occupations.
Activity flow:
1, review the poem "I love my motherland the most", feel the change of my thoughts from small class to middle class and then to large class, and experience my growth.
The teacher recited a poem: When I was in a small class, the teacher asked me, who do you love most? What do you like best? ..... when I was middle class ... now I am in a big class ... teachers and children discuss why their ideas are constantly changing. Have they grown up? Children in large classes know a lot and learn a lot of skills, so why can we learn so many skills? (Guide children to discuss the reasons for their growth: their mother's concern, their own efforts, seriousness, persistence, patience and efforts ... and feel their own growth experience and process in the discussion)
2. For performance.
Now that children know that they will have many skills when they grow up, can children show you their skills? Guide children to show freely, cultivate their boldness and courage, and experience their sense of accomplishment and pride when they grow up.
3. Talking about ideals, teachers show pictures of various occupations in time.
Teacher: We are children in the big class now. Think about it. When you continue to grow up and go to primary school, middle school and university, what dreams will you have like a teacher? What will you do when you grow up? Guide children's imagination, stimulate children's enthusiasm for imagination and creation, and strive for higher goals.
Activity expansion:
After class, let the children draw their own ideals in the form of painting.
2. How to write the lesson plan of the proposition painting "I am tall again" in the kindergarten middle class?
Hello case: Spring is here, flowers are blooming and trees are growing green leaves.
What is spring like in the eyes of children? To this end, I designed the theme painting "Spring" for the children in the art district. After some guidance, I asked everyone to express their spring in the form of painting.
The children chose their own painting materials and tools and started their activities. Some children can brush their hands quickly and start painting actively; However, some children sat down and began to look around, showing a lack of interest.
Teacher: Lily, what do you see in spring? Lili: Trees, flowers and swallows. Teacher: Then draw these pictures! Lili: I can't draw swallows.
Teacher: That's all right. I can teach you to draw. You're so smart that you learned. Lili: (shaking her head) I don't want to draw swallows, I want to draw people.
Teacher: Yes! So what is the person you want to draw doing? Lili: I want to draw children holding hands. Teacher: Oh, then the spring in your eyes must be children playing games in the beautiful spring, right? Lili nodded happily and began to draw seriously.
She drew three children hand in hand, surrounded by many flowers with different shapes and bright colors. Teacher: Lily, your painting is great. The flowers in spring are beautiful! Would it be more beautiful if the background was painted green? Lili: Yes, I think so, too.
Teacher: Really? Then we remembered together. Start painting quickly! Lili happily picked up the green oil pastel, cocked her head and painted happily. I also heard her say to the child next to her, "The teacher thinks the same as me. Here, I painted green. "
After the activity, I also let the children take the works and introduce the spring in their eyes to children in other areas. Everyone is very confident in their own paintings, only to see Lily introduce this and that, and her face has always been filled with the joy of success.
Analysis and reflection: Interest is the biggest motivation. Only when children are interested in activities can they actively absorb new knowledge and skills. At the same time, interest is also the driving force of confidence. Children who are interested in art are full of confidence and dare to show it boldly. They are active in thinking and often show their desire and enthusiasm for creation.
I think our teacher, as the designer and organizer of the activity, must observe and understand every child in the activity. Only through observation can we judge whether children are active in learning, truly understand their interests and needs, and help them gain relevant learning experience and master learning methods.
So how to observe and understand children? I think, first of all, we should understand children's interests and needs in learning. In art activities, we should use effective means to understand children's creative interests in order to meet children's development needs.
For example, in this propositional painting, some children think that my proposition hinders her expression. If there is something in her life experience that she is more interested in and willing to express, and if I continue to use collective guidance, I think it is easy for her to lose interest in learning. At this time, I think it is best to meet the performance needs of children through individual counseling and conversation, mobilize her enthusiasm, and provide every child with the opportunity to learn from their own interests as much as possible.
Of course, we don't blindly cater to every interest of children. We can adapt to children's needs and give them flexible and wonderful educational guidance according to various contingency plans envisaged in advance to meet their performance needs.
For example, in this activity, Lili was not interested in the proposition of "spring" from the beginning. She wants to draw people, so I will talk to her according to her wishes, and gradually combine her ideas with this proposition drawing effectively. After the activity, when evaluating the works, I also said, "You see, in Lily's eyes, spring is full of flowers and green everywhere. How happy these children are on the grass in spring! " The works not only cater to the theme, but also meet the children's performance needs, so that children can experience the joy of success and enhance their interest in artistic activities.
In the activity, observe and understand children, and also understand their thinking. In the activities, children will encounter all kinds of problems, which need our teachers' correct guidance and flexible handling.
Only when the teacher is satisfied with the learning process of the child, please accept him.
3. How to write the lesson plan of proposition painting "I am tall again" in kindergarten middle class?
hello
Case: Spring is coming, flowers are blooming and trees are growing green leaves. What is spring like in the eyes of children? To this end, I designed the theme painting "Spring" for the children in the art district. After some guidance, I asked everyone to express their spring in the form of painting. The children chose their own painting materials and tools and started their activities. Some children can brush their hands quickly and start painting actively; However, some children sat down and began to look around, showing a lack of interest.
Teacher: Lily, what do you see in spring?
Lili: Trees, flowers and swallows.
Teacher: Then draw these pictures!
Lili: I can't draw swallows.
Teacher: That's all right. I can teach you to draw. You're so smart that you learned.
Lili: (shaking her head) I don't want to draw swallows, I want to draw people.
Teacher: Yes! So what is the person you want to draw doing?
Lili: I want to draw children holding hands.
Teacher: Oh, then the spring in your eyes must be children playing games in the beautiful spring, right?
Lili nodded happily and began to draw seriously. She drew three children hand in hand, surrounded by many flowers with different shapes and bright colors.
Teacher: Lily, your painting is great. The flowers in spring are beautiful! Would it be more beautiful if the background was painted green?
Lili: Yes, I think so, too.
Teacher: Really? Then we remembered together. Start painting quickly!
Lili happily picked up the green oil pastel, cocked her head and painted happily. I also heard her say to the child next to her, "The teacher thinks the same as me. Here, I painted green. "
After the activity, I also let the children take the works and introduce the spring in their eyes to children in other areas. Everyone is very confident in their own paintings, only to see Lily introduce this and that, and her face has always been filled with the joy of success.
Analysis and thinking:
Interest is the biggest motivation. Only when children are interested in activities can they actively absorb new knowledge and skills. At the same time, interest is also the driving force of confidence. Children who are interested in art are full of confidence and dare to show it boldly. They are active in thinking and often show their desire and enthusiasm for creation. I think our teacher, as the designer and organizer of the activity, must observe and understand every child in the activity. Only through observation can we judge whether children are active in learning, truly understand their interests and needs, and help them gain relevant learning experience and master learning methods.
So how to observe and understand children? I think, first of all, we should understand children's interests and needs in learning. In art activities, we should use effective means to understand children's creative interests in order to meet children's development needs. For example, in this propositional painting, some children think that my proposition hinders her expression. If there is something in her life experience that she is more interested in and willing to express, and if I continue to use collective guidance, I think it is easy for her to lose interest in learning. At this time, I think it is best to meet the performance needs of children through individual counseling and conversation, mobilize her enthusiasm, and provide every child with the opportunity to learn from their own interests as much as possible. Of course, we don't blindly cater to every interest of children. We can adapt to children's needs and give them flexible and wonderful educational guidance according to various contingency plans envisaged in advance to meet their performance needs. For example, in this activity, Lili was not interested in the proposition of "spring" from the beginning. She wants to draw people, so I will talk to her according to her wishes, and gradually combine her ideas with this proposition drawing effectively. After the activity, when evaluating the works, I also said, "You see, in Lily's eyes, spring is full of flowers and green everywhere. How happy these children are on the grass in spring! " The works not only cater to the theme, but also meet the children's performance needs, so that children can experience the joy of success and enhance their interest in artistic activities.
In the activity, observe and understand children, and also understand their thinking. In the activities, children will encounter all kinds of problems, which need our teachers' correct guidance and flexible handling. Teachers only pay attention to the children's learning process.
Satisfied, please adopt.
4. Why did the middle class in kindergarten grow up?
Purpose:
1, from the teacher's actions, expressions, words, experience the teacher's intimate feelings for children.
I like playing games and reading children's songs with my teacher.
Prepare:
1. Teachers get familiar with children in the process of enrollment and home visits and show them that they like him or her.
2. The teacher performs singing, dancing, drawing and telling children short stories, which makes the children feel that the teacher is very skilled and likes it.
Process:
1. Instruction: Shall we play games together? When you hear me say one, two, three, please close your eyes and find the teacher.
Second, the rules: (the teacher has been hiding behind the door, behind the cupboard, under the piano and other places where children can easily find it) If you find it, call me "teacher" and I will come out. Note: For children who can find a teacher, the teacher expresses his love by hugging, kissing and touching, and says "It's very kind of you".
5. Small class health lesson plans grow around me as the main body.
Activity objectives:
1. Children can enhance their self-awareness through activities and experience the happiness of growing up.
2. Guide children to learn to recite children's songs clearly.
Key points and difficulties:
Focus on guiding children to feel the changes in the past year. The difficulty is to recite children's songs clearly.
Activity flow:
Listening to the music "Growing taller and getting shorter" arouses children's interest: the child has grown up by one year. What do you think has changed about you?
Dialogue activities:
The new year has passed, and the children are one year older. Now they are actually 60 years old?
What changes have you made this year?
What can children do?
The teacher summed up the changes and progress of children this year: if you can go to kindergarten happily, you can sing, dress and eat by yourself.
3. Appreciate the children's song "Grow Up One Year Old" and ask questions:
The doll has grown up for a year, can it still be hugged?
The child is one year old. What should you do?
4. Learn to recite children's songs.
5. Game "Good Baby Talent Show"
Children's improvisation has made the greatest progress in the past year, such as dressing and undressing themselves, reciting children's songs and telling stories.
Life activities:
Provide dolls with more materials for children to celebrate the New Year.
Environment creation:
Teachers and students decorate the classroom together.
Childcare work:
Guide children to send New Year greetings to those who love them in different ways in the New Year.
Activity reflection:
1) Children dare to show their progress in front of the group and learn and master the nursery rhymes initially.
2) Support and pay attention to every drop of progress of each child, encourage praise in time, and let children make persistent efforts in happiness.
3) Enhance children's self-awareness through nursery rhymes.
6. Small class science lesson plan encyclopedia Small bamboo shoots have grown tall.
Design circle:
The topic of "Little Bamboo Shoots" comes from the theme activity of "Spring is coming" in the middle class. Starting from children's real life, this teaching activity aims to let children perceive the basic characteristics of bamboo shoots, understand the changing process from bamboo shoots to bamboo, and guide and encourage children to pay attention to the constant changes of natural phenomena. At the same time, children can experience the fun of doing it themselves in the process of trying to peel bamboo shoots, and knowledge, skills and emotions can be connected with each other in the learning process.
Activity objectives:
1. Perceive the basic characteristics of bamboo shoots and understand the process of their growth and change.
2. Experience fun when trying to peel bamboo shoots.
Activity preparation: courseware, gift package, bamboo shoot growth process diagram, and some bamboo shoots.
Activity flow:
1. Guess and say to stimulate children's interest.
Teacher: (showing pictures of giant pandas) Today, giant pandas received a mysterious gift from their friends. They are panda's favorite food. Guess what this is? (bamboo)
Teacher: You guessed right. Bamboo is panda's favorite food. (Showing pictures of bamboo)
Teacher: But bamboo is so long and the package is so small. Can it hold it? What the hell is going on here? Let a child touch it. What's in it? How do you feel about the contents of the package? What do you think it is?
The answer is revealed: bamboo shoots.
Teacher: What shape are bamboo shoots? What color is that? Is it soft or hard?
Children observe and discuss.
Summary: It turns out that the bamboo shoots are conical in shape. The outside is covered with a layer of bamboo shoots, some of which are brown and yellow with a little yellow, some are deep and some are very light; Bamboo shoots feel hard.
2. Play, peel and get to know bamboo shoots.
Teacher: But pandas like bamboo best. Why do they send bamboo shoots? Can you guess the secret?
Children are free to answer according to their own ideas.
Teacher: The children spoke very well. It turns out that bamboo shoots become bamboo when they grow up.
Teacher: How do bamboo shoots grow? (Showing the growth process of bamboo shoots)
Please point out the growth process of bamboo shoots and do action play.
Teacher: There are many bamboo shoots here. The panda wants to invite you to eat them, but can we eat them now? (to Shell)
Teacher: The secret of the bamboo shoot baby is hidden in its clothes. Now please try it and peel it off. Children peel bamboo shoots.
Teacher: Please tell me, how did you peel it so as not to break it? How did you peel it so fast?
Summary: It turns out that bamboo shoots should be peeled gently, layer by layer, so as not to break.
Children's song summary: Come on, children. We peeled the bamboo shoots together, from outside to inside, from bottom to top, layer by layer, and the small bamboo shoots showed their faces and smiled slightly.
7. Understand the length, width and height of kindergarten lesson plans.
First, the initial perception, the introduction of new courses.
1, guide the dialogue. In our daily life, we see health care boxes, toothpaste boxes, building blocks and so on, all of which are cuboids in shape.
Now, please take out your own rectangular objects. And explained: "There are many objects with this shape in daily life."
2. Who can tell the real cuboid in life? 3. Show counterexamples The teacher took out an object that was not a cuboid (quadrangular prism) and asked the students if it was a cuboid. If the students can't answer, the teacher takes the opportunity to explain: to judge whether an object is a cuboid, we should use the characteristics of the cuboid to analyze and judge. What are the characteristics of cuboids? Today, in this class, we will learn the characteristics of cuboids (the teacher wrote on the blackboard entitled "Understanding of Cuboids"). Second, inspire and guide and explore new knowledge.
(1) Know the cuboid 1 and skillfully lead the way. Guide students to cut the first knife to get a face, cut the second knife to get two faces and an edge, and cut the third knife to get three faces, three edges and a vertex.
Guide dialogue: we study the characteristics of cuboids from three aspects: face, edge and vertex. Activity 1: Take several cuboid objects for observation. What can you find? Fill in the survey results of the group students in the table below.
From the above observation and discussion, we can know that a cuboid is not a three-dimensional figure composed of six rectangles (or two opposite faces are squares). In a cuboid, the opposite faces are exactly the same.
The opposite sides are equal in length. Activity 2: Make a cuboid frame with sticks and plasticine.
Tell me what you found in the production process. Can you answer the following questions? How many groups can the 1 2 sides of a (1) cuboid be divided into? (2) Are the three sides intersecting at the same vertex equal in length? We call the lengths of three sides intersecting a vertex the length, width and height of a cuboid. What is the length, width and height of the cuboid below? Activity 3: Cut out the drawing with attached page 1
(1) Draw exactly the same rectangle in the pattern with the same color. (2) Make a cuboid with this pattern.
(3) How many centimeters are the length, width and height of a cuboid? (2) Know the cube 1. Take a cubic object to observe and think about its characteristics. 2. Cut out the pattern in Appendix 2 to make a cube, and then measure its side length in centimeters. 3. Reveal the relationship between cuboids and cubes. Group discussion: What are the similarities and differences between cuboids and cubes? A cuboid cuboid has all the characteristics of a cuboid and is a cuboid with equal length, width and height. We can show their relationship with charts.
Third, consolidate and deepen, and cultivate ability. 1, fill in the blanks.
(1) A cuboid has-faces, all six faces are-(or two opposite faces are-), the area of the opposite faces is-,the cuboid has-sides, the length of each group of four opposite sides is-,and the cuboid has-vertices. (2) A cuboid with equal length, width and height is called-(also called-), a cube is a cuboid with six faces, the area of all six faces is-,and the side length of 12 is-2. Judge.
(1) Cubes and cubes have 6 faces, 12 sides and 8 vertices. () (2) An object with 6 faces, 12 sides and 8 vertices is either a cuboid or a cube.
() (3) The areas of two opposite sides of a cuboid are equal. Cubes are special cuboids.
() (5) Four objects with equal length on opposite sides must be cuboids. () 3. As shown in the figure, this is a tissue box. 4. What shape is this chalk box? How long is its side? How many faces are exactly the same? (1) What shape is the front of this tissue box? What is the length and width? Which side is the same as it? (2) What is the shape on the right? What is the length and width? Which side is the same as it? (3) Which surfaces are 24cm long and 12cm wide? Homework: 1. Measure the length, width and height of the math book, and then say what the length and width of each face are.
Find a rectangular or cubic box from life and measure its length, width and height. Summary after class: Teaching objective: 1. Know the characteristics of cuboids and cubes, and understand the relationship between cuboids and cubes.
2. Know the length, width and height of a cuboid and the side length of a cube. 3. Cultivate students' ability of observation and exploration, and gradually form the concept of space.
4. Infiltrate the enlightenment education of dialectical materialism. Teaching emphasis: characteristics of cuboids and cubes.
Teaching difficulty: establishing the spatial concept of long cube.
8. Small class health teaching plan: Little Bear who wants to grow taller
moving target
1, enjoy the story and know why the bear was injured.
2. Know how to use some sports equipment correctly and pay attention to safety during exercise.
Activities to be prepared
1, bear toy.
2. Toy circle.
Activity process
First show the injured bear and introduce the dialogue.
1, the teacher shows the teddy bear painted with plaster.
Teacher: Today, an animal friend came to our class! Look! (takes out the bear from behind) Who is it? It turned out to be a bear!
Teacher: Oh, dear! What happened to this bear?
Teacher: This little bear is hurt!
Teacher: Let's see where the bear was injured.
2. Contact your injury and talk about your feelings after the injury.
Teacher: Have you ever been hurt? How will you feel after being injured? It hurts, cries, bleeds, etc. )
3. Encourage children to combine their own life experiences, speak boldly and guess the cause of the bear injury.
Teacher: Children, guess how this bear got hurt? (Children talk)
Second, appreciate the story and know the reason why the bear was injured.
1. Listen to the story with a flip chart.
The teacher tells stories.
Teacher: How did the bear get hurt? Come and listen to its story!
2. Ask questions according to the story and guide children to imitate actions such as "receiving, helping and grasping".
Teacher: The story is over! How did the bear's nose get hurt?
Teacher: When the ball is thrown, you should pick it up with your hands. How to "pick up"? The teacher throws the ball, you have to catch it!