Activity objectives:
1. Understand the external structure and function of eyes.
2. Know the importance of eyes and how to protect them in daily life and study.
3. Get to know the little common sense of health.
4. Understand the methods of disease prevention.
5. Understand the main symptoms and know the self-protection consciousness of prevention and treatment.
Activity preparation:
1. Photo of the external structure of the eye; Pictures of blue eyes and brown eyes; Eye hygiene video.
2. Slide: Eyes of people of different ages and eyes of foreigners.
3. Slide: Tom and Jerry are looking for different games.
Activity flow:
1. Show the external structure diagram of eyes, so that children can understand the external structure and function of eyes;
Do all children have eyes? How many eyes does everyone have? (A pair of eyes) Look into each other's eyes and see what they look like. Can you tell what's on your eyes?
Guide children to watch the schematic diagram of "external structure of eyes";
(I know that the eyes are composed of eyebrows, upper eyelids, lower eyelids, eyeballs, eyelashes and corners of the eyes. And let the children know their role: eyebrows can prevent sweat, water and dust from falling from above the eyes, and have beautiful effects; Eyelids can control the opening and closing of eyes; The eyeball can see things; Eyelashes have the functions of dust prevention, insect prevention and beauty; There are lacrimal glands in the corner of the eye, which can moisturize and protect the eyes. )
2. Play slides to let children know the eyes of people of different ages and races. (Learning words: bright, water, dim, dull)
Summary: People of different ages have different eyes, and their eyes will change with their age, and their eyesight will be weakened in old age; People of different races have different eyes, but no matter what kind of eyes, they are used to see things.
3. Show slides and play the game of "finding the difference".
(1) Rule: Show two pictures, please find out their differences.
Requirements: Look quietly and carefully, count the differences you find, keep them in mind, raise your hand when you find them, and see who has the best eyes.
(2) Ask individual children to point out the differences so that all children can judge right or wrong.
4. Children communicate the role of eyes in daily life and know how to protect their eyes in life and study.
(1) Discussion: Besides playing the game of "finding differences", what help will eyes give us in life and study?
(2) Children's discussion: How should we protect our eyes to make them have good eyesight? For example, pay attention to reading posture, light and time; Pay attention to eye hygiene (such as rubbing your eyes with dirty hands). ); Pay attention to the eyes are not affected by foreign objects (such as not playing with sharp things); See a doctor in time if your eyes are sick.
(3) Watch the video and let the doctor tell the child how to protect his eyes.
Q: What do you remember from the doctor?
Summarize the methods of protecting eyes.
A good way for children to remind teachers or parents around them to protect their eyes.
5.End: Teachers also have a good way to protect their eyes, that is, after watching TV and computer, go outside and look at the distant scenery, look at the green plants outside and relax our eyes. Take the children outdoors and end the activity. )
Activity reflection:
First, the selection of materials is close to life, and it is easy to have a sense of * * * with children.
The choice of educational activities is very important, which is directly related to the success or failure of activities. The content of this educational activity is close to children's lives and closely related to their health. Seemingly simple activities have important educational significance: children are both familiar with and unfamiliar with the organ "eyes". Being familiar with eyes is a body organ that can be touched all the time, while strangeness is a lack of a deeper understanding of eyes. Through this activity, children not only know the structure and function of eyes in detail, but also can use them correctly. Throughout the activity, the children always maintained a high degree of interest and concern for the activity, and the classroom atmosphere was active and democratic. They can boldly communicate with their peers and teachers about eye structure or eye hygiene. At the end of the activity, many children can tell many ways to protect their eyes, which is what we hope to achieve.
Second, the activity goal is clear, and the activity design is interlocking.
This kind of activity design can fully tap the educational and interesting nature of teaching materials, and get rid of the boring and abstract preaching or picture display mode of health activities in the past. Instead, use multimedia to design activities that children can easily accept, such as slides, videos, games and so on. , integrated into all teaching links. The goal of each link is clear, the activity is concise and to the point, and each link is naturally extended, so that the activity can be carried out smoothly step by step and realize our educational goals.
Third, provide communication space so that teachers can become children's listeners.
In the activities, we should pay attention to giving children the opportunity and space to express their ideas freely, position themselves as loyal listeners, encourage children to express their opinions boldly, consciously pay attention to those children who don't like acting and encourage them to talk more. Especially after watching the video of "Eye Hygiene", the teacher once again encouraged the children to share their methods of remembering with their peers and teachers with the question "What did you remember from the doctor". This has the effect of killing two birds with one stone: it not only consolidates children's knowledge of eye hygiene, but also provides children with opportunities to share and communicate with others. This practice is more beneficial to children than the direct summary of teachers in the past.
Disadvantages:
Because of time, there is no practical opportunity to protect children's eyesight, which has a certain impact on consolidating children's understanding. So it can only be used as an extended activity. On the other hand, considering the child's observation ability, I use pictures to observe the child when I know the eye structure. This is the objection of my colleague. I think we should start with cultivating children's observation ability without pictures, but make full use of the conditions to let children observe each other's eyes.