I. Activity background:
One activity this week is to take children to the park to observe autumn scenery. On their way back, they passed the fruit stand. The children were very excited to see all kinds of fruits, and cried as if they had found a treasure: "There are so many fruits, including apples and bananas …", "I have eaten bananas and kiwis. What kind of fruit is that? I've never seen it ... ". Many children began to talk about fruits, exchanging information about fruits they had eaten and fruits they knew and didn't know.
Second, activities:
Fruit family is favored by people because of its bright colors, different shapes, delicious taste and rich nutrition. It is very attractive to young children and is the material source for their healthy growth. It is something that children come into direct contact with every day. But this kind of contact, mostly natural contact, is a vague and chaotic perception. Active constructive learning requires us to guide children to meaningful learning, and to guide children to change from unorganized and undifferentiated perception to meaningful and structured perception reorganization. So I designed the theme activity "Fruit".
Activity 1: All kinds of fruits.
I. Activity objectives:
1, you can boldly and clearly tell the names, shapes, tastes and other characteristics of various fruits you have seen or eaten.
2. Feel all kinds of fruits.
3. Stimulate children's interest in boldly expressing and communicating in front of the group.
4. Teach children to develop a careful and serious learning attitude.
Second, the activity preparation:
1. Before the activity, organize children to visit the fruit market and look for all kinds of fruits.
2. Various fruit pictures, wall charts, objects or models are arranged in the activity room.
Each group has a "treasure chest" with all kinds of fruits in it.
4. Collect all kinds of fruits.
Third, the activity process:
1. Through memory and communication, we can boldly and clearly name the fruit.
Teacher: Children, do you remember the place we visited yesterday? What fruit did you find in the fruit market? Is there our teacher? (Introduce the children separately after free communication and point out the corresponding fruits)
Xiao A: I found the apple.
I found a banana. I have tasted it so sweet.
Xiao C: I found litchi. My father said it was a southern fruit. Teacher, what kind of fruit is called?
D: That's mangosteen. I ate. I bought it in the supermarket.
(Analysis: At the beginning of the activity, children are very interested in understanding and will ask questions, which shows that fruit is very attractive to children. According to the characteristics of children, I designed the next activities. )
2. Perceive the characteristics of various fruits by "touching fruits".
Teacher: Teacher, there is a "treasure chest" with many fruits in it. I want the children to touch it. After touching it, I can take out one and see if you recognize it. Say its name, shape and color.
Xiao A: Teacher, I touched it. It looks like an apple.
Teacher: You can take it out.
Youth A: Yes! This is an apple. It's huge. It is round and red.
Little B: I touched it, sir. This is a banana. It's yellow, a little bent, like a boat.
Young C: It looks like the moon to me.
(analysis: the child's imagination has been well played in the process of understanding. )
Through tasting and communication, we can know that fruits have various flavors.
Teacher: There are so many delicious fruits. Would you like to try? You can talk to your friends while eating: what fruit I eat and what it tastes like.
(Children communicate while tasting)
Collective communication: what fruit I eat and what taste.
Xiao A: I ate a banana. It is sweet and soft.
I ate lychee and need to peel it. It tastes sweet and has a core.
Xiao C: I ate an apple, which was sweet, sour and crisp.
Little D: Teacher, the apples I eat are sweet but not crisp and soft.
4. Summary: Fruits have various shapes, such as round, oval and long. There are also various colors, red, green, yellow, orange and purple. There are also different tastes, such as sweet, sour, sweet and sour, sweet and bitter. And eating more fruits can make us healthier, so we should eat fruits every day.
5. Extended activities: Hold an autumn fruit exhibition in the activity area so that children can continue to support the characteristics of fruits in their daily activities.
(Analysis: Letting children eat fruit is their happiest thing. Every child's face is as sweet as fresh fruit. They have gained rich direct experience by eating fruit and are very willing to share their feelings with their peers. )
Activity 2: Fruit Classification
I. Activity objectives:
1, classify all kinds of fruits according to a certain characteristic.
2. Enhance the cooperation ability with peers and experience the fun of cooperation.
Second, the activity preparation:
1. There are four fruit baskets with pictures of various fruits on them (the number of pictures is more than twice that of children).
2. Divide the children into 4 groups. Each group has several small plates.
3, fruit supermarket shelves (several tables can hold several fruit baskets)
Third, the activity process:
1, guide children to classify fruits according to different characteristics.
Teacher: Now please sort the fruits in the basket and put them on the small plates on the table.
(Encourage and guide children to try to classify fruits in different ways during the operation. )
2. Show and communicate the methods of dividing fruits.
Teacher: Please tell us how to divide the fruit. Which fruits do you put together?
Xiao A: I put apples, oranges and oranges together because they are all round.
I put bananas, pears, apple pears, mangoes, lemons and pineapples together. They are all yellow. I put apples, plums and cherries together. They are red. Oranges, oranges and persimmons are all orange.
Teenager C: I put litchi, mangosteen and rambutan together. They all have hard shells. Peaches, grapes and plums are put together, with thin skin and soft flesh.
(Analysis: In the operation activities of this link, I provided different fruits according to the differences of children's abilities. For children with poor ability, I provide a small amount of fruit, and there is only one classification method to help them understand the meaning of classification through operation. For children with strong ability, I not only provide more fruits, but also two or more different classification methods, so that they can determine the classification standards according to their own wishes and give them more active exploration. )
3. Game: Fruit Supermarket (Discuss how to divide the fruits in the fruit supermarket. )
Teacher: There are so many fruits in the fruit supermarket. How are you going to divide them?
Young A: Separate all the different fruits.
B: Put the fruits of the same color together.
(Children send fruit to the "fruit supermarket". Children have come up with many different ways to divide fruit, but which one can be used? MengMeng came up with a show of hands. Finally, the children decided to divide the fruits according to their color characteristics. The clerks of the fruit supermarket joined hands and quickly divided the fruits in the fruit supermarket. )
⑵ The process of children sharing fruits.
Teacher: The "fruit supermarket" is really neat. Ask the clerk to tell us how you divide it.
Xiao A: I put the red-skinned fruit, the green-skinned fruit, the orange-skinned fruit and the yellow-skinned fruit together.
(Analysis: In fact, it is not very reasonable for children to classify candy according to different colors, but it also reflects the characteristics of children's thinking-intuition and visualization, so I guide children to adopt a more reasonable classification method on the basis of respecting their wishes. )
4. Expanding activities: the role game adds the game of "fruit supermarket" to help children classify the fruits of "fruit supermarket" more reasonably, so that children have the opportunity to consolidate their practice.
Activity 3: Fruit Modeling
I. Activity objectives:
Imagine and create boldly, and you can also change the fruit into other shapes by adding pictures.
Second, the activity preparation:
1, a number of square papers with apples, bananas, oranges, pears and other fruits on them.
2, a set of watercolor pens.
Third, the activity process:
1, the fruit changes, changes, changes.
(1) Show the apple shape-ladybug
Teacher: Look, teacher, here is a beautiful picture. Do you know what changed it? How did it change?
Xiao A: Isn't this a ladybug? How can it be changed?
It is a circle, isn't it? Just draw a circle first, and then draw patterns on your head, feet and back.
Xiao C: I look a bit like an apple, but I don't know how.
(Analysis: The appearance of the apple shape immediately attracted children's attention. They observed carefully with their brains and got different answers from their mouths, but what each child said was not unreasonable. )
Teacher: It's very kind of you to give so many answers. Do you want to know what has changed? How did it change?
⑵ The teacher drew on the spot: apples become ladybugs.
Child A: I guessed right. The apple has changed.
Child B: Me too. I can turn apples into houses.
My paintings have aroused great interest among the children, who are all eager to try.
Teacher: Well, you are so smart that you can turn apples into houses. Then please think it over. What other fruits can be changed besides apples?
2. Choose materials for fruit modeling.
(1) Show me other fruit designs and tell me what these fruits can become.
Xiao A: I want to turn bananas into boats.
I want to turn bananas into swings.
C: I can turn oranges into teapots.
Teacher: Well, you can choose your favorite fruit pattern to change it. If you think of a fruit that I don't have here, you can take a blank picture.
Analysis: I leave enough time for my children to choose freely, so that their imagination and creativity can be better played. )
3. Exhibition and exchange of works
Teacher: Now let the children introduce your works. When you are a fruit, what will you become?
Xiao A: I turned bananas into swings and there was a child sitting on them.
I turned oranges into teapots.
C: I turned bananas into the moon. I drew stars.
Young D: I turned apples into the sun and drew clouds like cotton candy.
4. Summary:
Teacher: You are really capable. You are all clever magicians. You can turn fruit into all kinds of things. There are many vegetable patterns in our activity area. You can also try to turn vegetables into more interesting things.
(Analysis: Cato is an experience reorganization based on children's understanding of fruits and some local similar objects, which can activate children's imagination and develop children's creativity. It is difficult for the children in the early stage of the middle class, so I encourage, guide and help the children in time during the painting process. In the process of painting, children can freely choose fruit patterns, sit as scattered as possible, reduce mutual imitation and influence their unique imagination. )
Analysis: The whole activity is in line with the age characteristics of middle-class children. Starting from their interests, it runs through in the form of games, with children as the main body, and mobilizes children to experience and understand the characteristics of various fruits through multiple channels, such as "going to the fruit market to see fruits" and "looking for fruits" before the activity, "touching fruits", "tasting fruits" and "dividing fruits" during the activity. The whole activity pays attention to advocating the educational spirit of "entertaining through education", so the children's interest in exploration has always been high. In activities, our requirements and guidance for children vary from person to person. We strive to provide opportunities for children with different abilities to develop, tap their creative potential as much as possible, give them opportunities to fully express themselves and cultivate their self-confidence.
Pay attention to all kinds of educational factors in mining activities, and organically combine and infiltrate them. Pay attention to cultivating children's expression ability, communication ability and cooperation ability in activities; Infiltrate health care consciousness in time; Pay attention to stimulating children's correct and beautiful feelings about fruits; Pay attention to the development of children's observation, analysis, comparison, creation and imagination in operational activities, and constantly accumulate knowledge and experience. The difficulty of this activity is to add pictures in the activity of "fruit modeling", which is more difficult for children in the early stage of middle class. Therefore, I encourage, guide and help children in time in the process of drawing pictures. In the process of painting, children can freely choose fruit patterns, sit as scattered as possible, reduce mutual imitation and influence their unique imagination. The teaching activity of "fruit classification" further helps children to consolidate their skills of classification according to characteristics. Cato is an experience reorganization based on children's understanding of fruits and some local similar objects, which can activate children's imagination and develop their creativity. Therefore, the former activity is the foreshadowing and preparation of the latter activity, and the latter activity is the consolidation and extension of the former activity.
Teaching reflection
I divided this activity into five parts. The first part is to let the children look at the pictures, feel the fruit initially and tell the color of the fruit. The second part is to play games to get in touch with fruits, the third part is to taste fruits and talk about their taste, the fourth part is to choose a fruit and talk about it, and the fifth part is to learn more about fruits. Let children know fruit step by step.