Open class of kindergarten cognition 1 teaching requirements of teaching plan.
1, we can have an orderly, purposeful and meticulous observation of our bodies.
2. Try to put forward your own research questions, and have a general understanding of yourself and your classmates' body structure by looking, listening and touching, so as to be interested in further observing and understanding your body.
3, can use words, pictures and other forms to record and present the observation results, communicate with classmates and evaluate each other's observation results.
4. Preliminary understanding, the human body is composed of head, neck, trunk, limbs and other parts, which are symmetrical.
In the observation of the basic composition of human body, we found the exquisite and harmonious beauty of human body structure. Experience the inconvenience caused by physical disability, take good care of your body, care for and be kind to people with physical disabilities.
The first class: Look at our bodies.
Teaching activity process
1, observe the basic composition and appearance characteristics of the body.
Students, do you like drawing?
Let's draw a person. Think about who you want to draw first. Draw what? Then look carefully and draw a picture.
Let's talk about which parts of the body to draw first. What are the characteristics of each part?
Let's guess again: Who are you drawing?
Show the whole body map (projection) of the human body and know the names of various parts of the human body: head, neck, upper limbs, lower limbs, trunk, etc.
Observe the characteristics of different parts of students at the same table (including flexible structure, left-right symmetry, length and thickness, etc.). ) and then introduce it to everyone.
2. Experience the benefits of body symmetry and balance.
Show a photo of the disabled, observe and describe the physical characteristics of the disabled.
Say: What difficulties will the disabled people in the picture encounter in their life and work?
Experience: Pull the zipper on the clothes with only one hand. Walk a part of the road with only one leg.
Think about it: Who disabled people have you met before? What is the best way to help them?
3. Feel what's inside you.
Let's guess first: what's in our bodies?
What questions can you ask about your body?
The teacher still has a few questions to supplement according to the questions raised by the students, such as:
Where is the heart?
Where are the ribs? How many/much?
……
Can these problems be solved by naked eye observation? Then what good idea can you come up with? Talk in groups.
Group communication: Our group came up with these methods: … What suggestions do you have for their group's methods?
Students in groups try to solve their own problems with existing methods, and make observation records as before.
The results of communication group research: we know that there is something in the body. The method we use is ...
4. follow-up activities.
What problems can't be solved in class, and can be solved by looking up information after class?
Take some time to check in the school library or the bookstore on the street and see what problems we can solve. Students communicate with each other and report to the teacher through excerpts.
Category 2: I have a pair of small hands.
Activity flow:
First, play hand shadow games.
1, the teacher demonstrates, let the students guess what it looks like, stimulate students' interest in the game, and refer to the textbook for the demonstration content.
2, group activities, look at my hand shadow.
3. Draw my hand shadow.
4. Exchange and comment
Second, I have a pair of small hands.
1, dialogue: The students' hands are really dexterous. What else can you do with your hands?
(exchange, comment)
2. Show children's songs: "People have two treasures, hands and brains. Hands can work and brains can think. "
Read and think about what this children's song praises.
3. Tell me how people praise their hands.
Guide students to open their minds and exchange what they know about children's songs and songs. And guide students to learn through multiple channels)
4. Let's praise our hands!
5. praise mom and dad's hands.
Third, give it a try. How dexterous are your hands?
1. Draw the body parts you know and tell me how you draw them.
2. Discuss and communicate.
Fourth, communicate the role of other parts of the body.
1, summary: How do we study the function of hand?
2, group cooperation: study the role of other parts.
3. Report, communicate and comment.
The third class: form health habits early.
Teaching process:
First, contact life, to stimulate awareness of protection
Teacher: Through the first two classes, we know that all parts of the body can play a great role, but sometimes we will be invaded and polluted unconsciously. (Know all kinds of situations)
Teacher: Tell us what harm these situations will do to our health.
(Teachers and students discuss in cooperation and express freely)
Teacher: Yes, although these conditions will not make us feel pain, they will also cause many diseases over time. What other similar situations are there in our lives? (student exchange)
Teacher: We usually do these things, so what methods should we use to protect our bodies?
(Students discuss communication, * * * discuss reasonable methods with each other)
Second, experience and learn the correct method.
Teacher: Tell me how you brush your teeth every day. Wash your face? You can show it to everyone.
(Each group looks at each other and evaluates each other.)
Teacher: Please show some students on the stage.
(Teachers and students comment while infiltrating instructions on how to wash your face and brush your teeth correctly)
Third, reflect on behavior and form good habits.
Teacher: In order to protect our health, we must develop good hygiene habits. Think about what you usually do.
(Students communicate with each other)
Fourth, encourage activities and urge the formation of habits.
Teaching plan 2 activity goal of open class of small class understanding in kindergarten
1, observe and read picture stories, and perceive the names of various parts of the body.
2. With the rhythm of the music, the onomatopoeia words that appear repeatedly in the story are said, and the bathing scene is expressed by body movements.
3. Be able to read picture books page by page and develop good reading habits.
Activities to be prepared
1, a children's book.
2. Music tape "Wash Brush" and a tape recorder.
Children have enjoyed the music of "ink painting".
4. Physical display instruments and televisions.
Activity process
First, through language, lead to reading activities.
Teacher: Little friend, did you take a bath? Where do you take a bath? Who do you bathe with? How do you take a bath?
Teacher: Today, let's read an interesting picture story "Know yourself in the bathroom".
Second, children look at picture books.
1, show children's books, guide children to open corresponding pictures, and remind children to read pictures page by page.
2. Teachers pay attention to children's reading and communicate with individual children.
3. Teacher: Who is in Picture Book One? What story did you tell?
Third, teachers and students read children's books together.
The teacher enlarges the children's books with the physical display instrument, leads the children to look at the pictures page by page, and expresses the sound with onomatopoeia in the shower.
Fourth, act out the bathing action in the story and say the sound of bathing.
1, the teacher leads the children to read the story with complete pictures.
2. The teacher, father bear and bear take a bath together. Where did they wash? How did you wash it? What's that noise?
3. Inspire children to imitate the bathing scene in the story with body movements, and guide children to repeat onomatopoeia words 2-4 times while doing actions.
4, inspire children to think, say: when you take a bath at home, where is your favorite place to wash? What's the noise in the shower?
Five, music activities: wash and brush your teeth.
1, Teacher: It's fun for Bear and Dad to take a bath together! Children, let's all take a shower and play together, shall we?
2. Play the music of "washing and brushing" and let the children find an empty place by themselves. With the cheerful music rhythm, they can take a bath by themselves or with their companions, and encourage their children to know different parts of their bodies and feel the pleasure of taking a bath.
Activity expansion
To prepare, I also drew pictures of father bear and baby bear.
The activity started when Papa Bear and Baby Bear sweated after going out for activities, which aroused the children's interest.
Activity reflection
In the activity, by learning how to take a bath with father and baby bear, children are more interested in onomatopoeia. It is easy for children to remember when they learn, and they unconsciously know all parts of themselves. During the activity, children were also asked to take a bath like father bear and baby bear, and while taking a bath, onomatopoeia was uttered in their mouths. Finally, let children listen to music and take a bath together, so that children can further perceive the fun of taking a bath.
The Design Background of Teaching Plan 3 in the Open Class of Small Class Understanding in Kindergarten
Children cannot live without life, and life cannot live without health education. Children's lives are rich and colorful, and health education should also seize the opportunity. Health is not only the result of children's harmonious physical and mental development, but also the premise of children's all-round physical and mental development; Health in early childhood can not only provide the quality of life in early childhood, but also win time for lifelong health.
Children are five years old and full of curiosity about their bodies. In this activity, my purpose is to let children know their own body organs and understand the names and functions of various parts of the body through activities. Activities cultivate children's self-confidence, cultivate children's initial divergent thinking and the ability to agree with their hands and mouth. Through a series of activities such as observation, experience, discussion, communication and rhythm, children's internal potential has been greatly developed and their physical coordination ability has made great progress. You not only know the names of body organs, but also have a certain understanding of their functions. While understanding the function of the body, I also know the importance of protecting the body.
moving target
L, a preliminary understanding of their own body organs, and understand the names and functions of various parts of the body.
2. Cultivate children's self-confidence, and know the importance of protecting the body while understanding the body function.
3. Cultivate children's initial divergent thinking and the ability to agree with their hands and mouth.
Teaching emphases and difficulties
Key points: know your own body organs and know the names of various parts of your body.
Difficulties: the function of body organs and the coordination of limbs in action.
Activities to be prepared
Teaching wall chart, mannequin
Activity process
L, children identify the facial features and body parts on the wall chart, point to a part in the picture, touch the corresponding part of their body, and say a complete sentence: "This is his/her nose (or other), I am here!"
2. Teachers lead children to play the game of "point nose and point eyes" and ask children to point out the five senses and body parts quickly and accurately.
3. Guide children to discuss the functions of the five senses and body parts. For each function, make corresponding actions, such as nose sniffing, and guide children to make a sniffing action.
4. Guide children to use their body parts, facial features and corresponding movements to create children's songs, such as "my little hands clap, my little feet step on, my eyes see and my ears listen".
5. Guide children to discover the actions completed by the body: such as blinking, listening to ears, smelling nose, shaking shoulders, etc.
6. Point: For example, the teacher said, "What's that noise?" Children use their fingers and ears.
7. Song: "My Body"
The children danced with the teacher after reciting the lyrics. Deepen the understanding of body organs.
Teaching plan 4 of the open class of kindergarten cognition;
1, get a preliminary understanding of the main external parts of the body and know the main functions of the head, hands and feet.
2, actively participate in activities, can use the corresponding body parts to do actions.
3. Know how to protect your body.
Activity preparation: The song "My Body", a set of courseware and some robot toys.
Activity flow:
1, music rhythm "My Body", do rhythm with children to stimulate children's interest in the body.
2. Show courseware: guide children to know all parts of the body and say their names.
When guiding children to observe, the teacher reminds them to observe in order, from top to bottom, from left to right, from whole to part. For example, the human body is divided into head, trunk, arms and legs. The head has ears, eyes, nose and mouth.
4. Discuss the functions of various parts of the body: guide children to discuss the functions of various parts of the body and the five senses, and ask children to find out their own parts of the body and name them. What can they do to help us? For example, legs can help us run.
5. Create children's songs and do actions: guide children to create children's songs with body parts, facial features and corresponding actions, such as: "My little hands clap, my little steps, my eyes see, my ears listen" and so on.
6. (Click on the courseware) Show pictures of injured animals and let the children talk about how to keep themselves from being injured.
7. Let the children answer freely;
Teacher's summary:
Small hands should be kept clean and form the good habit of washing hands before and after meals; When running, pay attention to the pebbles under your feet to avoid tripping; Pay attention to safety when playing, and don't bump or anything.
Activity expansion:
Let children play with robot toys and let robots make various actions to further consolidate the understanding of the names of various parts of the body.