Kindergarten social lesson plan 1 activity requirements:
1. Enjoy the story, learn more about yourself, know yourself and evaluate yourself boldly through conversation.
2. Try to show your advantages and build your confidence.
3. Cultivate children's observation, analysis and hands-on ability.
4. Cultivate children's optimistic and cheerful personality.
Activity preparation:
Toy frog, story
Activity flow:
Appreciate stories-discuss stories-like me.
(1) Enjoy the story 1. Question: Do you like frogs? What do you like about him? (The child answers)
2. Listen to the story of the frog:
(1) After listening to the story, he couldn't help crying.
(2) Why did the frog lose confidence in himself?
(3) Why are frogs sad? Does he have any skills that others don't?
(4) After listening to the second half of the story, why is the frog happy now?
(2) Discuss the story 1. What skills do frogs have? What about ducks, squirrels and goats?
2. Why is the frog unhappy? What did the goat say to him? What about the frog? Why?
3. What did the frog say to himself at last?
(3) Like your teacher: The little frog realized his strengths, so what are you proud of?
Children's mutual evaluation, let them talk about the bright spots of their peers, so as to further understand themselves and stimulate self-confidence.
Do you like yourself? Why? (Children communicate, encourage children to communicate boldly, and dare to say their own advantages, which helps to build self-confidence. )
Activity reflection:
Every child has his own personality characteristics, and individual differences are also different. Let children understand and discover the difference between themselves and their peers through observation and comparison, feel their difference from others and feel their wonder. No matter how rich the teacher's experience is, the design activities should also stand from the perspective of children, be natural and true, and not in the eyes of teachers. This situation is untenable, and children's personality should be respected, not adults. Children need heartfelt approval, not indoctrination. Children also want to be recognized by the collective and peers, and everyone needs valuable expression.
Encyclopedia: like is a Chinese character, and the pinyin is xǐ huān, which also means like, indicating happiness; Happiness means liking or being interested in people or things.
Design Intention of Social Teaching Plan in Kindergarten (2)
In a rocket launch of a large team, several children were scared to cry during the watching process because the rocket launch was loud. I have been thinking about how to help children overcome their fears through effective means. Considering the age and psychological characteristics of kindergarten children, I used the second psychological experiment in the activity to carry out effective psychological transfer, thus eliminating their fears.
Activity objectives:
1. Under the guidance of my teacher, I am willing to overcome my fear and try boldly.
2. Willing to express their psychological experience in words.
Activity preparation:
Two big boxes with holes (filled with toys), music.
Activity flow:
1. Create a relaxed atmosphere and take the children to the "grass".
2. Treasure hunt. (in a voice of fear)
1. Find the baby and guide the child to try to touch it by himself.
2. Express your psychological feelings boldly.
3. Open the box, find the baby and experience happiness. (release tension)
Third, the second treasure exploration (experimental verification)
1. Find the second box, "Do you want to touch it yourself?"
2. The child tries to reach out and touch the baby by himself.
3. Experience the happiness of success.
4. Celebrate the dance and take the children home.
Activity reflection:
The activity makes all kinds of guesses by playing horrible sounds in the box, which causes children's fear. The teacher reveals the secret by opening the box. Thereby effectively eliminating the fear and tension of young children. Through the second experiment, the effect of the last experiment was verified. Under the positive psychological suggestion, the children overcame their fears and the activities were more successful.
There are several details that need to be perfected:
1. Children's psychological experience in the first treasure hunt can also make children express more.
2. The form of children sitting around should be more open, and they can sit around in a circle, which is convenient for children to observe, listen and communicate.
Chapter III Activity Objectives of Kindergarten Social Teaching Plan:
1. Learn to help and comfort others and express your love in an appropriate way.
2. Can feel other people's emotions such as emotions.
3. Willing to actively communicate with peers.
4. Willing to communicate and express your ideas clearly.
5. Cultivate children's brave and lively character.
Activity preparation:
1. There is a recording paper and a pen.
2. The story "Broadcast Mood" ppt
3. Yunnan earthquake content, love donation activity ppt
4. "Method Competition" courseware
5. Some balloons, colored paper, pens and red ribbons.
Activity flow:
First, music accompaniment, teacher-student performance
Play "emoticon song" music. Teachers and students are singing and performing in the activity room.
Second, appreciate the story and understand the content.
1. Show ppt. The teacher tells the story and guides the children to guess.
Question: What did the weather forecast say about the lion's mood today?
What kind of mood is rainy?
Why is the lion in a bad mood?
Maybe it's because of what makes the mood rainy. (children's discussion)
What did the small animals in the forest do when they heard this broadcast?
What else can I do?
Will the lion's mood change? What changes have taken place?
Third, interview each other and broadcast the mood.
Today, the teacher asked you to be a little reporter. Interview the other person's feelings first, explain your feelings and reasons clearly, record them on paper, and then broadcast them like a host.
Mood? Reason (children interview and record each other in pairs)
Fourth, listen to emotional stories and discuss methods.
We have heard such a mood story. Please invite the children in a bad mood in the story to the front of the group.
What can I do to make his mood sunny? Compare whose method is better and which group has more methods?
(The children discuss the teaching methods, and the teacher adds bonus points to the courseware.)
(Select the winning team)
Fifth, watch ppt courseware sublimate emotions.
Look at the pictures, and the teacher will broadcast the Yunnan earthquake.
Teacher: What can we children do to make our mood "clear"?
(Children's discussion, teacher's summary)
I wish the people in the disaster area a happy and stable life. Let's decorate and fly love balloons with this beautiful wish.
Teaching reflection:
The idea of the new curriculum is to let every child develop on the original basis. In the activity, I firmly grasp this concept, so that children can easily know and understand the learning content in the form of games in a positive and happy atmosphere. The atmosphere in the class is also very active, and the speech is also very positive, which has achieved the expected goal of the activity.
The fourth chapter of kindergarten social teaching plan activity objectives:
1. On the basis of understanding your own characteristics, learn to compare your differences with others, and know that everyone has many differences, such as looks, gender, height, voice and wishes.
2. Have meticulous observation ability and a positive attitude of being brave in exploration and discovery in operation.
Focus of activities:
Compare yourself with others in observation, operation and games, and you can express and communicate clearly.
Activity difficulty:
You can find some hidden features by yourself or at the teacher's prompt, such as voice, hobbies, advantages and disadvantages, etc.
Activity preparation:
1. Material preparation: round mirror or piano mirror, record sheet, big white paper, Gou Xianbi, cartoon height sticker, inkpad, rag, marker, tape recorder and tape.
2. Experience preparation: Do a "I like …" survey in advance and make a summary table. The content can be "my favorite toys, animals, food, sports, colors, etc." Record children's conversations without their knowledge, which can be conversations in daily life such as morning activities, game activities, sports activities or free activities.
Activity flow:
First, introduce activities to stimulate interest.
Teacher: Please have a look. What's here? (Mirror) What can a mirror be used for?
Second, look in the mirror and observe and compare the differences of facial features between yourself and others.
1. Let each child find a good friend. Look in the mirror and take notes.
Teacher: Let's look at ourselves and our good friends in the mirror. Compare their faces, hair, eyes, nose and mouth ... draw the differences between them on the record sheet with a pen.
2. Ask two or two children to talk about the differences between themselves and their good friends in a group with a record sheet, and ask all the children to verify it.
3. The teacher makes a brief summary.
(Design intent: This session is a warm-up activity. Through children's interaction, the differences of five senses are simply outlined with a record sheet and communicated in the group. This link compares small-scale and obvious features, such as face, hair and eyes. And some hidden and inconspicuous features will be explored in the next link through the foreshadowing of this link. )
Third, under the guidance of the teacher, compare yourself with other people again.
1. Play the secretly recorded recording of children's dialogue to guide children's discussion.
Teacher: Hehe, whose voice is this? How did you know it was XXX and XXX? Why not XXX? What's the sound of XXX? What's the sound of XXX? Oh, we all have different voices.
2. Start a discussion.
Teacher: We know that everyone looks different, and just now we also know that everyone has a different voice. What's the difference? (Children communicate in groups or discuss in pairs, and teachers participate. Teachers should promptly praise and encourage some easily overlooked features or aspects observed and told by children. )
3. Comparative verification.
(1) Teacher: Let's invite a boy and a girl to come up, have a look, compare them and tell us the difference. (such as gender, height, fatness, interests, hobbies, etc.). )
(2) Show the summary table of "I like ……" and see how my favorite project is different from other children in the class.
(3) Game: "Guess who he is?" . The teacher talks about a child's characteristics and hobbies in class. Let the children guess who he is. Question: Why did you guess XXX instead of others? Because each of us is different.
(design intent: this link is a key part of the whole activity. For some obvious features, children are careful to observe, but some hidden features that are not easy to detect need the teacher's strategic guidance. In this link, some interesting and familiar materials prepared by teachers, such as secretly recording children's conversations and making a survey summary of "I like …" in advance, can help children achieve their goals with interest. Coupled with the random comparison between boys and girls and guessing games on the spot, children can have a deeper understanding in playing. )
Fourth, children's group operation activities
1, the teacher introduced the materials and usage of each group of operation activities, put forward the requirements of operation activities, encouraged children to explore bravely, and found many different places in the actual comparison.
2. Children can operate freely in groups and compare similarities and differences.
The first group: human prints. Spread a big piece of white paper on the floor. The child lies on the paper in a unified posture. Other children help draw the outline of his body and compare the similarities and differences of everyone.
The second group: measured height, shorter than height. Children use cartoon height stickers to measure their height, and use pens to make records on the height stickers to compare the similarities and differences.
The third group: printing handprints, which are different. Children dip in inkpad, print palm prints on white paper, and compare the differences between palm prints and fingerprints of each hand.
The fourth group: Byakki Smoker. Children draw their facial features in the mirror and compare them with other children.
Group 5: Draw footprints and find differences. Children take off their shoes, put their feet on white paper, and draw an outline with strokes to compare similarities and differences.
Group 6: Different recording ratios. Each child in the group says a word in front of the tape recorder. After recording, listen to whose voice it is and tell the difference between the voices.
(Design intent: This link is a * * part of the whole activity. Children have gained some experience in the above links, and this link will make a real comparison through the actual operation of children. In the preparation of operating materials, the activities of the six groups are difficult and easy, and children choose according to their own abilities. In this link, children will be free to group, find their own companions, and seek the cooperation and help of their peers in the operation, so that their autonomy can be fully exerted. )
3. Teacher's summary: Today we learned new skills and realized that we are different from others. Each of us has something special, both advantages and disadvantages. We should learn from each other, get along well, love ourselves and others, so that we can have more friends.
Chapter V Activity Objectives of Kindergarten Social Teaching Plan
1. Let children master some methods to relieve and transfer bad emotions in interesting activities.
2. Cultivate children's open-minded and cheerful personality.
Activities to be prepared
1. "Relax" scene layout.
2. Three gas sticks and a trampoline.
3. Animal picture 3: Little fox, hippo and pig.
Children play with two mice.
Activity process
First, lead to the theme.
(Firecrackers) What is this sound? What's the fun? Fox is on. "Calm down." This is a special place where angry people can calm down quickly and become happy.
Second, the topic of discussion.
1. Show me the hippo.
The first day, the little hippo came. What is his heart like? Where did you see it?
② It turned out that the hippo participated in a baseball game, was beaten black and blue by the ball and lost to the other side.
(3) the child tries to help him calm down; See what Fox can do. Please practice with getter. )
Show pig
What happened to the pig? What is his figure like? Why is it angry? (Piglets are too fat to look good in clothes)
② What will the fox think of to help pigs lose weight?
3 let the children practice trampoline.
3. Help the mouse to calm down.
Who is here? (Two little mice perform)
Help the little mouse to be happy.
Third, summarize the theme.
1. Everyone says "Calm down". Well, what's good about it?
2. Have you ever been angry? How do you calm down and become happy?
3. Summary: Being angry is not a bad thing. When everyone is angry, if you are angry because of unpleasant things, you can cry, scream or not be angry. You can also tell angry things to teachers, children and parents. They will persuade you and comfort you, and you will feel better. You can also eat something, play with toys and watch TV. If others make you angry, you should think about when others are kind to you, so that you can forgive others, be relieved, be happy and be healthier. If you are often angry, it will affect your health if you don't overcome it.
Extended activity
Parents and children discuss ways to get rid of anger and put them on the display board.
Chapter VI Activities of Kindergarten Social Teaching Plan:
Design intention of all walks of life: The Guiding Outline of Kindergarten Education points out: "Talk about children's own ideals and the work of people from all walks of life related to their own lives, and cultivate their respect and admiration for workers." But in real life, children lack the experience of working in all walks of life, and some children don't know how to respect workers in all walks of life. In view of this situation, children are encouraged to respect the beautiful feelings of workers from all walks of life and the close relationship between all walks of life and our lives through activities. And develop children's oral expression ability through conversation.
Activity objectives:
1, know all walks of life, know the names of several common industries, and understand the close relationship between all walks of life and our lives.
2. Cultivate children's good language skills through discussion, communication and other activities.
3. Cultivate respect and admiration for people from all walks of life.
Focus of activities:
Understand the common industries in life, and be able to name all industries.
Activity difficulty:
Being able to boldly and accurately tell the professional nature of all walks of life is closely related to people's lives.
Activity preparation:
1, pictures of workers from all walks of life.
2. Nurses and doctors' clothes (practicing sitcoms in front of the classroom)
Activity flow:
First, situational introduction
1, Teacher: Alas, what happened to him? Yang: (with a stomachache) Teacher: Where have you been? Teacher: Look at what they are doing. Children: (seeing a doctor) (note: let children play doctors, nurses and patients)
2. Teacher: Do you know who is in the hospital?
Yang: Doctors, nurses and patients.
3, 1) Teacher: Do you know what doctors mainly do?
Young: seeing a doctor, filming, performing surgery, writing medical records, prescribing medicines, etc.
2) Teacher: What do nurses mainly do?
Yang: (taking care of patients, changing beds, giving injections)
Second, talk to children about ideals.
Children, what do you want to be when you grow up? (such as doctors, policemen, scientists, etc. ) teacher's summary: the children have said so much that we collectively call these jobs occupations.
Third, show pictures of workers from all walks of life for children to know and understand.
Teacher: Look, I have some pictures of workers here. Do you know what they do?
Yang: He is a teacher, a chef, a fireman and so on.
2. Teacher: How do you know they do these jobs?
Young people: the clothes or accessories they wear.
3. Teacher: People in different occupations do different jobs. Who can tell us what their main job is?
Young: teachers impart knowledge, teach and educate people, and so on.
Fourth, discuss and understand the importance of all walks of life in people's lives.
Teacher: Children, these occupations are very common in our daily life. What would our life be like without them? (or what benefits do they bring to our lives? ) Young: Without police uncles, there will be many bad people endangering society; Without the conductor's uncle, we can't take the train safely and orderly. The teacher concluded: children know that these people are very important in our lives, and we should learn to admire and appreciate them, because when we grow up, we will become someone in our lives.
Kindergarten social teaching plan Chapter VII Activity objectives:
Know several routes to school and how to cross the road safely.
Activity preparation: Teaching wall chart "Crossing the Road".
Activity flow:
1, image scene import:
(1), as shown in the figure:
"Is it safe to cross the road like this?"
(2) Children speak and encourage them to express their ideas.
2. Discuss the ways to cross the road safely:
"How to cross the road is safe?"
(1), the children give several ways to cross the road safely:
See the vehicles on both sides of the road clearly, take the zebra crossing, don't chase games on the road, and understand the police's gestures.
(2) Teachers summarize children's examples.
3. Identification mark:
(1), interpretation of various symbols:
"What does this sign mean?"
(2) Teachers and students jointly interpret traffic signs.
(3) Summarize matters needing attention when crossing the road.
Chapter 8 of the social teaching plan for kindergartens Activity objectives:
1. Cultivate children's practical ability and improve their self-care ability through activities.
2. Help children form a healthy life with good work and rest rules and self-service, so that children can develop a good habit of doing it themselves from an early age.
3. Feel the fun of group activities.
4. Cultivate children's good qualities of not being afraid of difficulties, being strong, brave and positive.
5. Willing to participate in the game and experience the fun of the game.
Activity preparation:
Towel, teaching PPT
Activity flow:
One: play PPT import activities.
1, watch ppt import:
P 1 There is a mess of towels on the table. What shall we do (organize)? P2 folds the towel edge to edge to P3, and then folds the corner of the towel diagonally to P4. What are the four small squares stacked together?
2. The teacher reads the children's song "Small towels, spread flat, edge to edge, corner to corner, piece by piece, and fold them up to see who folds them quickly and well!" Fold it once during the presentation.
3. Introduce the rules of "folding towels": The competition is divided into 6 groups, with 4 towels in each group. Each towel is required to be folded in half twice to form a small square, and then the corners of the four small squares are diagonally folded in half. Raise your hand after folding and wait for the referee to check it.
4. Group competition. 4. Put stickers on the award-winning children. 5. Learn the children's song Butterfly Music.
Attached to the children's song: "Diedie Music"
Small towels, tiled, edge-to-edge, corner-to-corner, piece by piece, stacked to see who folds fast and well!
Teaching reflection:
Although children have learned to fold towels through this kind of teaching, I wonder, if we just learn to fold towels in class and don't ask for and accumulate them in life, will children fold them themselves in a few days? After the children come home, if their parents help them fold towels, so that the children have no chance of being locked up, will they fold towels themselves in a few days? So I think teachers should randomly and naturally carry out some life courses in the corresponding life links. Achieve the effect of review.
I think besides studying in class, it is more important to exercise in daily life. What is the course of life? Life course is an organic combination of life and education. Daily life is a very important resource, so it is necessary to infiltrate educational factors into the organization of daily life activities and tap the value of life at the same time. Educational content like this should reflect the characteristics of life. It is a repetitive activity day after day, which depends not only on teachers, but also on children's own initiative to learn.
Kindergarten Social Teaching Plan 9 Activity Objectives
Know that sharing means sharing what you like (toys or food, books, etc.). ) or having fun with friends.
2. Be able to share toys and books with peers and actively exchange ideas with peers.
3. Experience the happiness that sharing brings to others and yourself.
4. You can learn to speak in turn and experience the fun of communicating and discussing with your peers.
5. Cultivate children's ability to think, solve and react quickly.
Activities to be prepared
1. Children bring their favorite items, such as a toy and a book, and arrange a "my favorite showcase" in advance.
2. "A Millet" teaching wall chart, teachers' teaching resources, collecting photos shared by children at home, kindergartens and peers to make courseware.
3. Children's teaching resources 1 Page 14- 15.
Activity process
First, import
1. Dialogue leads to the topic.
Teacher: What do you like best, children? Why do you like it? Teachers also have their own favorite things, such as ...
The teacher concluded: Everyone has something he likes, because it can meet our needs.
Second, expand
1. The teacher showed a bag of millet to arouse the children's interest.
Question: Hey, kids, what do you think this is? (Xiaomi) Yes, this is Xiaomi. Do you know whose millet this is? (I don't know) Well, the teacher will tell you that this is chicken millet. Guess what this chicken will do with it? The children answered very well. Let's hear how this chicken is cooked.
2. Tell a story with a flip chart and ask questions while talking.
(1) When Beibei found a millet in the yard, what did you think of Beibei? (Children casually answer) Great, your ideas are all very good, so now let's listen to what Beibei the chicken thinks in the story. Xiaomi is too small to eat alone. What should I do? What would you do if such a thing happened to you? (Children casually answer) Now let's listen to how the chicken did it in the story (the chicken planted millet in the field and harvested it in autumn). )
(2) When did the millet grow in Beibei? Autumn is the harvest season. ) When Beibei saw so many millet, she invited her good friends to eat together. How does his companion feel after eating millet? (Happy) How is Beibei's mood? (Very happy)
(3) Is this practice of Chicken Beibei worth learning? Why? (Children casually answer)
The teacher concluded: Chicken Beibei is always willing to share some good things with her peers. What is sharing? Sharing means having something delicious to eat and something fun to play with. Should we do the same? Because sharing can bring happiness to others and also bring happiness to yourself.
Show me the picture-I'll share it.
Children can freely exchange things together and share their toys and books.
Teachers should pay attention to guiding children to say polite words such as please and thank you in sharing, and take good care of other people's books and toys in sharing and return them in time.
4. The teacher will take pictures of the children's sharing in the activities in time, feel the joy of sharing, and ask the children to talk about how they did it.
Teachers and children discuss establishing a "sharing corner" in the class to continue to share their happiness.
Activity expansion:
1. Invite children to eat small rice at lunch and share chicken gifts.
2. Read the children's learning resources on page 14- 15, and encourage children to share their belongings with their families and neighbors' children at home.
Teaching reflection:
The last part of behavior practice is also the difficulty of this activity. Cognition and judgment are relatively easy for children, but they have little experience. Only by truly letting children feel the joy of sharing can they really understand why sharing is a good behavior. I think this activity is very suitable for middle school students, which can promote children to turn cognition into action and let them fully experience the joy of sharing.