Kindergarten lecture notes 1 Design intention: Blowing bubbles is a game that children often play in their lives, and it is also a game that children like to play very much. However, in the game, I found that parents often buy exquisite bubble blowing appliances from stores. The bubble blower is a fixed model (usually round), which inhibits children's scientific exploration, restricts children's thinking development, and even forms dynamics in some children's minds: the bubble blower is round, and only round bubble blowers can play bubble blowing games.
Activity objectives:
1. Observe and perceive the bubble shapes blown by different bubble devices.
2. I will record my guesses and experimental results by recording.
3. Experience the joy of exploration.
Activity preparation:
Bubbler, soapy water, recording paper, pen, various rubber ropes.
Activity flow:
First, blow bubbles to stimulate children's interest.
The teacher played a bubble blowing game with the children with a round bubble device.
Second, set up problem situations to arouse children's thinking.
(1) Have you seen other bubble dragons?
(2) Show different shapes of bubble devices and guess: What shapes of bubbles will they blow out?
Third, introduce the form and record it, so that children can record their own guesses.
Four, children's operation experiment:
What is (1) like? How did you know? -Try it.
(2) Children's experiments, teachers observe and remind children to record the results.
Verbs (short for verb) communicate and discuss.
Sixth, once again show the ingenious bubble device to stimulate children's interest in trying to make their own bubble device.
Each child has a rubber rope and can make bubble devices freely.
Kindergarten lecture notes science in middle class Part II Science teaching plan for middle class in kindergarten;
Candy kingdom
textbook
Children's scientific inquiry should start with the things around them, guide children to pay attention to the common things in the surrounding living environment, and discover the interesting and wonderful things, which is conducive to maintaining children's curiosity, stimulating their enthusiasm for inquiry, and making them good at observation and discovery from an early age.
Candy is a familiar and favorite food for children. Its exquisite packaging, various shapes, bright and beautiful colors, and strange and rich flavors are all very attractive to young children, especially to start over. Therefore, it is of certain educational value to choose the content that children are familiar with and interested in, so that children can actively explore, gain direct experience, learn ways to understand things, and generate interest and desire to explore things around them.
Therefore, the following activity objectives have been formulated:
1, using a variety of senses to perceive the characteristics of candy, and initially understand the role of sugar.
2. Express your findings boldly and be willing to share them with your peers.
Through observation, communication and discussion, we can perceive the constant changes of things around us and know that everything is changing.
4, can take the initiative to communicate their findings with peers, stimulate the desire to further explore things change.
Key points and difficulties:
Perceive the characteristics of candy with multiple senses.
Prepare:
1. The activity room is arranged as a candy kingdom. All kinds of sweets are scattered in the activity area, toy cabinets and other places, and some sweets are hung in suitable places.
2, a candy king headdress.
Theory and teaching method
Children's understanding of things is directly influenced by their original experience. Children have rich perceptual experience and strong interest in candy, which provides a good premise for children's exploration and learning activities, and also provides a guarantee for children to play their subjectivity in activities. The activity organization adopts personification, which conforms to the cognitive characteristics of small class children. Children are the main body in the activity process, so that children can actively and systematically perceive the characteristics of candy by using various senses. In the whole activity, children are always active, and their perception ability, operation ability and thinking ability have been exercised.
On the Teaching Process
Dewey said that children have the instinct to investigate and explore, and exploration is their instinctive impulse. Curiosity, thirst for knowledge and thirst for knowledge are their innate characteristics. According to this feature, I designed the activity into three links.
(1) Find friends in the candy kingdom.
1, enter the candy kingdom.
The teacher wears the headdress of the candy king and leads the theme as an anthropomorphic person. Introduction: Hello, children! I am the king of the candy kingdom. There are many candy babies in the candy kingdom. Do you want to be friends with them?
2. Find candy friends.
After entering the candy kingdom, please ask the children to make friends with all kinds of candy at will. Children, the candy kingdom has arrived. Look, the good polysaccharide baby is welcoming you. Go and find a sugar baby to be your friend. It is an important prerequisite and basic condition for children to choose candy according to their own needs and interests.
(2) Perceive the characteristics of candy.
Children are explorers who dare to practice, and they often show a strong desire to actively explore and understand the world around them in their daily lives. This link gives children full freedom by allowing them to explore candy freely, which reflects their dominant position.
1, children's perception of freedom, exploring the characteristics of candy and communicating with peers.
Introduction: You all found friends with Sugar Baby. Please have a look and tell your friends next to you what their sugar baby friends are like.
(1), ask for exploration to help children know things purposefully.
(2) Through the communication and discussion between peers in the process of exploration, help children develop their cooperation ability, increase the opportunities for mutual communication and cooperation, learn from each other's strengths and values, and gain useful experience.
(3) In the process of children's free exploration, the teacher's role is to encourage children to express their exploration process and findings in turn, and guide children to have more thinking and generalization.
2. Under the guidance of the teacher, further perceive the characteristics of candy and exchange their findings.
(1), look at the candy and understand the packaging of the candy.
The teacher once again guided the children to observe the packaging of candy by anthropomorphic means. Introduction: What kind of clothes is your sugar baby wearing?
2. Touch the candy, pinch the candy and feel the texture of the candy.
Introduction: Please touch and knead with your hands, and then tell the teacher or other children what a sugar baby looks like.
(3) Peel the candy to understand the shape and color of the candy.
Introduction: Now, please take off your clothes and see what color and shape the sugar baby is.
4. Smell and feel the candy.
Introduction: The teacher smells a sweet baby. Please smell your sugar baby carefully.
5. Taste candy and know the taste of candy.
Introduction: Please taste it. How does your sugar baby taste?
According to the characteristics of candy, under the guidance of the teacher, the children made a comprehensive and detailed observation and understanding of candy from the inside out, and gradually perceived the characteristics of candy through various senses such as seeing, touching, peeling, smelling and tasting.
3. summary.
By remembering with children, we can sum up the characteristics of candy, further understand and understand candy, and enhance our interest in candy.
(C) a simple understanding of the role of sugar.
1. Ask a question: What's the use of sugar? Eat more sugar, okay?
In view of the problem, guide children to discuss and think boldly about the role of sugar, as well as the advantages and disadvantages of sugar to the body, and initially understand the role of sugar.
2. Summarize the function of sugar and how to protect teeth after eating sugar.
Activity expansion
1, organize children to draw candy and pinch candy.
2. Play the role game of "Candy Supermarket".
Teaching reflection:
The beginning of a scientific activity should come from children's existing experience, and the end of a scientific activity is not really the end. Let children have the possibility of further exploration and become the beginning of gaining experience. Children are the masters of learning, so our teachers should try their best to create various learning environments, so that children can see, listen, speak and think with their brains, explore wholeheartedly and actively, and give them free space to show. Let children gain knowledge and experience in games and happiness.
Encyclopedia: Candy is a kind of candy cake, which refers to a snack with sugar as the main component. If a fruit or nut is covered with sugar, it is called a dessert (such as Sugar-Coated Berry). In the broad sense of Asian culture, chocolate and chewing gum are often regarded as a kind of candy.
The Design Intention of Kindergarten Lecture "Science Lesson 3"
In this quality class evaluation, the topic I selected was "Rotation of Objects". Because I took this class in the middle class and because of the limitation of my own teaching level, I don't know much about the development level of children in the middle class. Since my parents' half-day activities last time, I found that the children in the middle class are very interested in the field of science, so I reduced the difficulty and chose to teach in the middle class. Rotation is a common phenomenon in daily life, and it also brings great convenience to our life. It is pointed out in the outline that children should be actively guided to explore the characteristics and changes of common things and phenomena around them. Children are the main body of learning. As a teacher, we should try our best to create a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt, cultivate children's interest in science, stimulate their desire to explore, and cultivate children's ability to find and solve problems with scientific attitudes and methods.
Activity objectives, key points and difficulties
1, in the operation activities, let children get the perceptual experience of object rotation and cultivate their interest in scientific activities.
2. Cultivate children's interest in the scientific phenomenon of "rotation" and guide them to gain relevant experience of object rotation.
3. Experience the pleasure of rotating objects, and initially feel the convenience brought by modern technology.
This is a science class, which mainly cultivates children's interest in scientific activities, provides common objects for children to explore, and designs courseware for children to appreciate intuitively, which can deepen their impressions. Therefore, the focus of the whole class is to let children have a preliminary understanding of the rotation of objects and gain relevant experience. As a difficult point, it is to let children discover the principle of how objects rotate.
Activity preparation:
Make multimedia courseware, umbrellas, clocks, bicycles, electric toys, windmills, etc.
Teaching methods and learning methods
According to the teaching objectives, teaching design and children's actual situation, let children try teaching in the whole teaching process, and at the same time interspersed with teaching methods such as telling, operating and inspiring association in different teaching links. In science education activities, they are active explorers, researchers and inventors, while teachers are supporters and guides of children's inquiry activities. In the process of children's exploration, let them experience it personally, carry out practical operations with problems, and let them truly experience the fun of success.
Activity flow:
First, I first design the plot to lead to rotation and reveal the topic:
1, the teacher wants to drink water, who can help me open the bottle cap? How did you open the lid just now?
2. The teacher demonstrates several objects that can be rotated again (umbrella, clock, massager), so that children can find out their similarities and lead to "rotation".
Second, the second link of design is to let children gain experience and emotion directly through operation. But before the operation, I put forward several requirements, so that children can operate with problems and cultivate the habit of thinking while operating. The question I designed is
(1) What can be transferred?
(2) How do they turn?
1. When exploring and operating children in groups, teachers should intervene, observe and guide them in time.
2. After the children finish the operation, communicate with each other. Ask some children to talk about how you play, show the children's play, and let them understand the principle of rotation.
3. Finally, the teacher made a summary: the rotation of these objects is circular motion around a rotating shaft. However, considering that children in small classes don't understand the rotation axis very well, I demonstrated the rotation of the umbrella again, so that children can find out where the rotation axis is and deepen their impression.
Third, discuss the benefits of rotation. First of all, I will ask my children questions to find out what rotation phenomena exist in their lives. Guide the children to say electric fans, clocks, bicycles, doors, etc. Then I made a courseware to let the children get more intuitive inspiration from the pictures.
Fourth, use the principle of rotation to enjoy the benefits of modern science and technology. I showed the juicer and made a demonstration for the children to taste the juice.
The fourth scientific activity "Balloon Bulging" in the middle class of kindergarten lecture notes is selected from the theme "Urgent and Slow" in the middle class of last semester's constructive curriculum. I chose this content in an activity to show a demonstration class to rural teachers, adjusted the activity design according to the reality of rural kindergartens, and conducted three trial teaching. In this process, I pay attention to children's interest points, step by step pursue the key experience that children can achieve at this interest point, gradually improve educational strategies, and guide children from interest to the construction of key experience. The following specific reflection is as follows:
First, thinking about the adjustment of teaching materials
The scientific activity "Balloon Bulging" comes from the theme "Urgency and Slowness" in the nave class of last semester. Balloons are familiar to children. They often play with balloons, but children seldom blow them themselves. It will be interesting and meaningful for children to try to blow balloons themselves and explore ways to blow balloons. I think it has some educational value: 1, which can exercise children's vital capacity. 2. Explore ways to learn to blow balloons. 3. Natural perception of the direct relationship between the fluidity of gas and the change of blowing intensity and balloon size. Therefore, the textbook is adjusted from blowing balloons to blowing.
Second, thinking about the development of teaching objectives
The field of science is not only to guide children to learn simple scientific knowledge, but more importantly, to cultivate children's scientific attitude and exploration ability, cultivate children's interest in exploration, learn to communicate with peers, and learn to express their ideas. Moreover, the thinking of middle-class children has the characteristics of intuitive action, and they can actively construct knowledge through their own personal experience, operation and initiative. According to the above-mentioned adjustment of teaching materials, the requirements in the scientific field and the analysis of the age characteristics and development requirements of middle school students, the objectives of this teaching activity are as follows:
1, explore the method of blowing balloons and experience the joy of the exploration process. (key)
2. Perceive the fluidity of gas and express your findings boldly.
Third, thinking about the teaching preparation of this activity.
The teaching preparation of this activity is divided into two parts, one is the preparation of materials. Children and teachers collect plastic straws, balloons and other materials, especially the preparation of large and small straws, which creates conditions for children to perceive gas flow and take care of individual differences. Children directly participate in the process of material collection, which not only allows children to get in touch with the material in advance, get familiar with the material, and have curiosity about "what are these things used for", but also allows children to exercise their hands-on ability. The process of collecting materials is also a learning process, and the other is the preparation of skills and experience: learning the methods of exhaling and inhaling. The original experience can promote children to construct new knowledge and experience smoothly, so it is necessary to guide children to learn the methods of exhaling and inhaling to pave the way for activities.
Fourthly, thinking about the teaching process, teaching methods and learning methods.
The whole process of this activity revolves around teaching methods and learning methods such as operation method, trial method and game method. The whole activity is based on children's operation and perception, and the teacher helps to sort out relevant experiences in time.
The first link is the interactive game between teachers and children. The main purpose is to stimulate the interest in blowing balloons.
The second link is to try to inflate the balloon. The main goal is to explore ways to blow balloons.
The third link game "Balloon Flying". The main goal is to experience and explore the fun of success.
During the activities, children can be interested in the process of blowing balloons and playing with balloons. Most children can naturally feel the fluidity of gas during the game by trying to blow big balloons (only five children need the help of teachers). The last group game pushed the activity to a climax, and every child showed a happy smile.
This activity has been held for three times, and every time it has been adjusted and revised from the goal to the process and preparation. My experience has three points: 1, and goal positioning must be based on understanding children. 2. provide materials. If the child's operation is difficult, you should try it yourself. Middle-class children can't think from multiple angles, so every link in the process should focus on solving a problem.
Through this activity, I really feel that in scientific activities, teachers should be keenly aware of children's interest points and be able to judge what the key experience of this interest point contains and what can be achieved. This requires teachers not only to understand the development level of children at this age and their ability to observe children's activities, but also to practice children's inquiry activities and experience the difficulties and ideas that children may encounter when necessary. On the basis of correctly judging the key experience that can be realized, we should adopt appropriate educational strategies to guide children to actively explore and help them move from interest to the construction of key experience.
Kindergarten lecture notes, class science, part 5, design intention
I once saw a foreign professor tell his students: "the purpose of future art teaching should not be to train a few professional artists, but to train a group of people with aesthetic feeling, so that they can see beauty from the most ordinary things;" I also know how to create beauty with ordinary things around me; Make them feel beautiful. "In my opinion, art, as a living perceptual form, exists in time and space and can stimulate people's emotions and emotions, which is completely consistent with the cognitive psychological characteristics and emotional characteristics of preschool children. It is pointed out in the outline that teachers should "guide children to get in touch with beautiful people, things and things in the surrounding environment and life, enrich their emotional experience and aesthetic taste, and stimulate their interest in expressing beauty and creating beauty." "Therefore, I chose and designed Snail in Rainy Days according to the seasonal characteristics and children's life experience. This activity is a comprehensive art activity integrating rendering, cutting and gluing. In the process of shaping and making, guide children to know snails, so as to get subtle education and help. In this process, children can understand and consolidate their spatial orientation, establish the concept of geometric figures, develop small muscle movements, and further cultivate their interest in handcrafting.
Second, the activity objectives
Starting from the children's development level and cognitive ability, I set two goals for this activity:
1, learn to use the methods of rendering, paper-cutting and pasting to represent snails in rainy days.
2. Feel the beauty of color and enhance your hands-on ability.
Because in daily art activities, most of them learn a skill or method, and in this activity, various artistic means are skillfully integrated, so the focus of this activity is "learning to express snails in rainy days by rendering, paper-cutting and pasting". In the activities, I mainly use the teaching methods of subtle influence and argot guidance, so that children can actively feel and feel the use of various means in the teacher's telling and demonstration guidance, so that they can be expressed in their own creative process, which fully reflects the children's autonomy. Although scissors are often infiltrated in daily activities, the provision of this material is drawn with solid lines or dotted lines, and this kind of activity has higher requirements for children (cutting out large and small circles and rectangles on blank paper). There is a new challenge to children's ability to cut circles. It is difficult to learn to cut circles of different sizes on square paper. Teachers make full use of the hints of eyes, movements and gestures to let children know the convenient methods of cutting circles and explore and seek better methods in their own operations, thus breaking through the difficulties of activities.
Third, the activity process
This activity is mainly divided into two parts. The first part focuses on teachers' demonstration, and the second part is carried out in children's independent operation and exploration and creation.
The development and progress of the first link plays a guiding role in this activity. In this process, teachers use concise and clear language, obvious exaggerated movements and suggestive eyes to guide children to feel the whole process of production, laying the foundation for achieving goals and difficulties. (This is actually the feature of this activity. )
There is no specific language in the activity, and it is all carried out in the teacher's suggestive actions. "Tick-tock, tick-tock, it began to rain, and light rain fell from the sky ..." (Not only let children feel the beauty of language, but also let them feel that the rain falls from top to bottom. )
The second link (the process of achieving and testing goals) is the process of children's exploration and creation. In this process, teachers stand as collaborators and appreciators, encourage and guide children to discover and create independently, and establish the concept of shape (tangent circle) in the process, consolidate the spatial orientation (placing snail corpses), and fully feel the beauty of color, thus achieving the key points and difficulties.
Art evaluation is an important process, and the outline also points out that "evaluation should naturally accompany the whole educational process". Therefore, in this link, in order to promote children's creative desire and young hands ability, evaluations appear from time to time, and "find a snail" in the language that children are familiar with and like. "If it rains too hard, will snails come out?" (Remind children to pay attention to the humidity of their pictures) Encourage praise as soon as they see children who have made progress, which not only allows children to experience the sense of success in evaluation, but also sets an example for children with weak abilities.
Kindergarten Lecture Notes Science in Class VI I. Oral Teaching Materials
Blowing bubbles is a game that children often play in their lives, and it is also a game that children like to play very much. However, in the game, I found that parents often buy exquisite bubble blowing appliances from stores. The bubble blower is a fixed model (usually round), which inhibits children's scientific exploration, restricts children's thinking development, and even forms dynamics in some children's minds: the bubble blower is round, and only round bubble blowers can play bubble blowing games. In order to fully tap the educational value of bubble blowing game, I designed this activity.
Second, talk about teaching AIDS.
In this scientific activity, all the teaching AIDS I use are simple and easy to get. In order to attract young children, I chose different colors of leather lines. When making bubble water, it made me think. I couldn't blow bubbles in the first few times. Later, I looked up the information on the Internet and showed that adding glycerol and sugar to detergent or hand sanitizer can successfully blow bubbles.
Third, talk about teaching procedures.
The process of this activity is as follows:
Third, theoretical study.
Taking children as the main body, creating conditions for children to participate in inquiry activities not only improves their understanding, exercises their ability, but also sublimates their emotions. The learning methods adopted by children in this activity are:
1, multi-channel participation method: the goal of the new "Outline" in the scientific field clearly points out that (children) "can use a variety of senses to start thinking and exploring problems; Therefore, in the activity, I guided the children to have a look, guess, say, try, remember, do, and so on, and unconsciously became interested in bubbles.
2. Experience method: Psychology points out that when people actively participate in experience activities, the memory effect will be significantly improved. At the end of the activity, we distributed rubber bands to each child, and they all experienced the joy of making bubble devices.