The activity process of the teaching plan 1 "Cars on the Slope" in kindergarten;
1, encourage children to actively participate in group exploration and discussion, and cooperate with others in a happy mood.
2, try to record, dare to express different opinions, exchange and share the process and results of exploration.
3. Explore the relationship between the size of the slope, the smoothness of the slope and the sliding distance of the car, and experience the fun of discovery.
4. Willing to try boldly and share experiences with peers.
5. Experience the happiness of success and the happiness of helping others in activities.
Activity preparation:
Bricks, 20 boards, 5 cars, 5 different fabrics, some records, some tables.
Activity flow:
(1) Explore the relationship between slope and taxi distance.
1, game: guess.
The teacher built a slope. Key demonstration: the end of the slope is aligned with the starting line.
Let the children guess which line the car can drive to, and the teacher records the experimental results.
2. Group exploration
(1) Children are free to take names in groups and materials in different divisions.
Focus: Encourage children to cooperate with others in a positive and happy mood.
(2) Children can explore and record freely, and teachers can guide or pull away from observation at any time.
3. Share the game experience: What problems have you found?
(2) Explore the relationship between slope smoothness and sliding distance.
1, game: Who glides far?
2. Children can freely explore whether the slopes of different roads and the sliding distance of cars have changed.
3. Share your game experience: What new discoveries have you made?
(3) End the activity with the racing finals game.
Activity prediction
Because the content of this activity comes from children's lives and the game material is their car that they can't put down, the children will participate in the collective exploration with a positive and curious attitude. The language development of children in our class is good, and they will also express their opinions boldly in the process of game communication. In this exploration activity, the problems reflected by children are almost unpredictable, which is a great challenge for teachers' educational sensitivity and whether they understand children's needs. At the same time, it is also an exploration process for teachers.
Activity reflection
1. Whether the activity reaches the preset goal.
2. What are the children's new discoveries and personalized performances in the activities? Are teachers sensitive to children's needs and respond promptly and appropriately?
3. Whether the strategies and materials adopted are suitable for young children, why they are suitable and why they are not.
The second chapter of the kindergarten large class teaching plan "Cars on the Slope" activity objectives
1. Explore the relationship between slope height and taxi speed.
Willing to share your findings in the experiment with your peers.
3. Actively participate in activities and experience the happiness brought by division of labor and cooperation with peers.
4. During the activity, let the children experience the joy of success.
5. Stimulate children's interest in scientific activities.
Activity process
Before the activity, I let the children play with their cars in the classroom. On this basis, children can tell many ways to play with cars. When we exert ourselves, the car will start. Then introduce the question: if you don't use force, what can you do to make the car start by itself? Maybe most children can't answer, so I show the runway and building blocks to guide and help children solve this problem. Children will build high slopes and low slopes according to the materials I provide, and then let them operate and exchange demonstrations on the basis of hands-on operation to share their success. This activity is mainly to stimulate children's interest in participating in activities and solve the problem of not letting the car slide naturally, leading to uphill.
The second link is to explore and feel the relationship between the taxi speed and the slope height. Professor Zhang Jun of Nanjing Normal University once said: Scientific thinking is an empirical way of thinking, that is, rational thinking based on facts. When a child has an idea, he must be allowed to practice and try everything. In this process, children guess "how fast the car slides down slopes of different heights", then put it into practice, and finally discuss and exchange their findings to verify the guess. In children's operation, what I do is to observe and listen, play with children when necessary, and be a supporter and encourager of children's inquiry activities, so as to maximize the children's discovery through personal experience and let them experience the joy of discovery and success. Through this game, children will find the car sliding down a high slope quickly. The greater the slope, the faster the car will fall. At the same time, it is proved that sometimes the guess is not necessarily correct, and the answer must be known through experiments.
Finally, the application of slope in life. Scientific activities come from life and serve life, thus guiding children to discover the slopes in life. At the same time, show the rough runway and guide the children to discuss and compare the speed of the car sliding down the smooth slope and the rough slope.
According to the Outline, "scientific activities are to cultivate children's understanding of the surrounding things. Interested in phenomena, curious and curious, able to use all kinds of senses and explore problems with hands and brains ",requiring teachers to" try to create conditions for children to participate in practical activities, let them feel the process and methods of scientific inquiry and experience the fun of discovery. "
1. Activity design focuses on children's development level, experience and needs.
The children in our class are in the last semester of the big class. They are good at exploring, like to study new things, willing to cooperate and have strong expression skills. They can always be seen learning and exploring in scientific activities or regional activities.
2. The activities originated from children's life.
This activity was triggered by children's life experiences. In children's outdoor activities, I was inspired by children's independent car playing, and formed an experimental idea of driving cars on different slopes. I used simple daily necessities, such as kt boards and building blocks on slopes, which are ordinary things, to let children experience the truth of science more and strip them of scientific mystery.
Random experience is the most natural in children's life, which can make children have a personal experience and understanding of science and is conducive to sprouting children's interest in science.
3. Conduct scientific experiments in an exploratory way.
This exploration activity is actually a process of children's self-learning and self-growth. In practice, children will change the slope height according to the materials provided and compare the effects of different heights on the sliding speed. Activities are conducted in pairs. I mainly inspire children to solve problems through guidance, thus leaving enough time and space for children to explore and practice independently.
Self-examination/introspection
This activity comes from familiar things in children's daily life. It is an inquiry-based scientific activity with the key experience in the scientific field as its basic goal, and it is also a highly structured scientific activity. Before the activity, the teacher guided the children to play with the car by themselves, and carried out inquiry activities with the car as the carrier, which fully stimulated the children's interest in participating in the activity. During the activity, the teacher first designed an observational, open and hierarchical question around the activity goal, which induced the children's ability to think positively, operate boldly and express independently. Secondly, through the important link of "learning by doing" activity, children can acquire knowledge through guessing, analyzing and summarizing, and communicating and expressing, and acquire learning methods in the process. Finally, new problems arise, leading children to explore again and leaving room for children to explore and extend. In the whole activity, children are always the main body, and I am just a supporter, guide and collaborator, which fully embodies the concept of the syllabus and the ideas of "learning by doing" and "learning through fun" in science education.
At the same time, through this lesson, I understand that to have a good lesson, we should not only devote ourselves wholeheartedly, but also understand the lesson plan is particularly important. Only when the teacher has a clear mind and a clear goal is the premise of a good class, and I can be more confident if I do well. In addition, the rigor of science, a lot of things, we are not just presupposing, just thinking, but practicing. Also, through several scientific activities, I understand that the main body of scientific activities should be children, so that children can find and solve problems in active exploration, and pay attention to communication after exploration, because operation equals exploration.
Encyclopedia: Slope generally refers to the landform area where the ground line and the horizontal plane form a certain angle in the original landform, and the angle is generally 10-30.
The third chapter of the kindergarten large class teaching plan "Cars on the Slope" activity objectives
1. Through experiments, we know the important factors that affect the sliding speed of objects on slopes.
2. Be able to actively explore problems, cooperate with design and experiment, and experience the fun of hands-on operation.
Activities to be prepared
1, business materials (cardboard, cars, paper, towels, long wooden blocks);
2. record forms a and b, pencil.
Activity process
First, import from daily life.
Question: Have you ever played the slide? What parts does the slide consist of?
1. The teacher shows two slide slopes with different slopes and puts the same two cars on the slide.
Question: Which side runs faster?
2. Show the record form and guide the children to learn to use it.
Question: How to make a record table and record the experiment and the experimental results (to guide children to use the graphic method)
Second, children cooperate in operation, and teachers observe and guide.
1, children can form teams freely, with 3~4 people as a group, and build slopes, with proper guidance from teachers.
2. Children cooperate to explore the speed of the same car sliding on different slopes and record it on the record table.
3. Share the experimental results.
Q: What did you find? How can we let the car win?
Teacher: The gentler the slope, the slower the car will slide. On the contrary, the more blocks, the steeper the slope, and the faster the car will slide.
4. Children continue to explore the speed of the same car on slopes with different ride comfort and record it.
5. Summarize the experimental results:
Question: What secret did you find this time?
Teacher: It turns out that the speed of our car is also related to the smoothness of the slope. A car with a smooth surface slides fast, while a car with a rough surface slides slowly.
Third, explore the application in life.
Q: Now we have found some laws of cars sliding on slopes. In daily life, these laws can bring us a lot of convenience and help us solve problems. What examples can you think of?
Let the children find out the convenient and inconvenient places brought by the slope and share them.
Activity generation and suggestion:
1. Put the activity materials in the exploration area to encourage children to continue to explore together.
2. Please ask parents to cooperate with * * * to explore the slope and slope material conditions that make the car slide fastest.