Thoughts on the design of "Bear and Little Monster" kindergarten teaching plan 1
After reading the story "The Bear Restaurant and the Noisy Little Monster" carefully, we find that the monster image in the picture book is vivid and lovely, with distinctive features, and the teaching content of hierarchical classification is subtly implied in the story. For large class children, I have accumulated some experience in classification. They can classify objects according to their color and size, or they can try to classify them according to one of their characteristics. The classification of grades is based on each person's different sensitive points to objects (such as color, material, etc.). ), which puts higher demands on children's thinking development. When designing activities, I adjusted the 20 monsters in the original to 10 according to the age characteristics of the children in the big class, which reduced the difficulty.
Activity objectives:
1. Find the characteristics of the object, use the existing classification experience, solve the problems in the story by asking questions, and show the ability to think from multiple angles.
2. Interested in learning to find features and ask questions.
Activity preparation:
Picture book "The Little Bear Family and the Noisy Monster" ppt, 10 Monsters and gifts.
Activity flow:
First of all, the bear family and monsters
Design intention: Know the protagonist of the story, guess what may happen, and trigger the story of reading picture books.
1, introduce the bear and the monster (play PPT: bear family and the monster)
Q: Who are they? Do you think something will happen to them?
2. Summary: The bears are walking on a winding path, but they can't find their way home. The bear family is lost!
Second, guess the owner of the castle
Design intention: observe the characteristics of monsters, use the existing classification experience and find the owner of the castle by asking questions.
1, came to the monster's house.
(1) Question: The Little Bear family was walking when suddenly a big castle appeared in front of them. Let's follow the bears into the castle and see what's inside.
(2) Summary: There are many delicious things in the castle. The thirsty and hungry bear family couldn't help eating so much delicious food.
2. Find the difference between monsters
(1) What happened when everyone was having fun? (A group of monsters come in) One * *, how many monsters are there? What is the difference between these monsters?
(2) Summary: At this moment, a group of monsters came in with a bang, and 10 monsters came in. They look different (with horns on their heads and long beards), wear different patterns of clothes and shoes, and act differently (some hold them with open hands). ......
3. Guess who owns the castle
(1) Requirements: The monsters were furious when they saw the Little Bear family break into the castle. They want to tie them up. Finally, they thought of a way to let the bear family guess who is the owner of the castle. They guessed by asking questions. The monsters answered "Yes" or "No". If the bear is right, they will let the bear go.
(2) Summary: Brave Brother Bear and you are both smart. You asked a few questions by asking questions, so as to find out who the owner of the castle was tactfully. It turns out that the owner of the castle is a monster with horns, no beard, no teeth and red embroidered shoes on his head. Through the joint efforts of you and brother Xiong, the bear family was saved.
Third, the monster's gift
Design intention: observe the characteristics of gifts, use the existing classification experience, and further find gifts by asking questions.
1, birthday
(Play PPT: Monster Blocking the Door)
(1) Question: What happened when the bear family proudly walked out of the city gate?
(2) Summary: Ha ha, what a false alarm. It turns out that today is the birthday of the castle owner, and he invited the bear family to stay and spend the birthday with him.
2. Guess the gift
(1) Question: Look, what has the owner of the castle prepared for everyone? However, among all the boxes, only one box hides the gift. Which box is it? Please guess by asking questions. Look carefully. What's the difference between these boxes?
(2) Summary: Finally, Xiong Jia and the monsters became good friends. Let's celebrate the birthday of the castle owner!
"Little Bear and Little Monster" Kindergarten Teaching Plan 2 This activity originated from the picture book "The Little Bear Family and the Noisy Little Monster", taking the story of the little bear family looking for the owner of the castle as the main line, integrating mathematical knowledge into it, making the boring content lively and interesting. For children in large classes, the content of compound classification is challenging, but in daily activities, we find that children in large classes are often interested in activities with certain difficulties, and they have the courage and need to initially challenge the difficulties. So design this activity according to the interest of the content and the children's demand for knowledge at this stage.
Activity objectives:
1, try to find the target step by step by using elimination method according to the object characteristics, and learn compound classification.
2. Actively participate in exploration activities and experience the fun of classification.
Activity preparation:
Whiteboard courseware, children's operation materials.
Activity flow:
First, introduce stories to arouse children's interest.
1, storyline introduction activity.
Teacher: Do you know them? The bears like to travel. Look, this time they came to play in a big forest. They were tired and hungry when they walked. At this time, they saw a castle, entered the castle and saw a rich table of food. The bears were so hungry that they sat down to eat. ...
2. Count the number of small monsters.
Teacher: One, two, three ... There are too many bears to count. Children, come and help, count how many little monsters there are.
(If the number of children is different, Teacher: How many? How do you count it? If all the children have the same answer, Teacher: Let's check it out. It's too easy for the children in our big class to count one by one. How can I calculate it? This is the beginning of the activity. Choose three pictures in the picture book to tell the story. Create situations through stories to stimulate children's interest in participating in activities. At the same time, combined with the story, this link is permeated with various counting methods. At this stage, children in large classes should learn to count in various ways. Counting the number of small monsters in this link and circling the number group with the magic pen function can help children learn to count in various ways.
Second, find out the characteristics of small monsters and prepare for classification.
1, find out the characteristics of the little monster.
Teacher: A * * * has twenty little monsters. Are these twenty little monsters the same? What is the difference?
2. Understand the meaning of the tag.
Teacher: We use this sign to represent xx. What does this mark mean? (Yes and no, yes and no) In this link, children are mainly guided to find out the characteristics of small monsters, and the fade-in function of the whiteboard is exercised, so that the characteristic marks of small monsters mentioned by children are displayed one by one, and the marks of "yes" and "no" are distinguished to prepare for the classification of various characteristics.
Third, guide children to learn compound classification.
1。 Go on with the story and make demands.
Teacher: The little monsters were very angry when they saw that their food had been eaten. They clamored to lock up the bear family. At this moment, a little monster jumped out and said, "Wait, let's play the game of finding someone." Our king is among us ... only five questions can be asked. "
Go on with the story and make demands. In the story, using the identity of the little monster to find out the king's requirements according to the five questions plays a connecting role.
2。 Guide children to ask questions according to the characteristics of small monsters.
Teacher: Who is the king? What do you think the king will look like? Teacher: Then let's ask, "Your Majesty, your Majesty, do you have xx?" (Operate the courseware, show the record sheet, and mark the first question) Here, how to guide questions is the key. So here, the question "Who will be the king?" What do you think the king will look like? "Then the child will definitely answer" I think it is the one with teeth or the one with horns … "and so on, which reduces the unnecessary random guess of the child and highlights the role of features. The teacher continued the child's answer, "then let's ask your majesty if he has teeth ..." "This naturally leads to the first question. With the guidance of the first question, the following problems will be solved.
3. According to the characteristics, the target range is initially selected by the ring method.
Teacher: Chang (you) xx may be the king, so let's use this circle to find out the little monster who may be the king. The children below can tell which row is which row. In order not to miss it, they should look for it in order and check it in order. ) When answering the first question, I circled the preliminarily selected target with the method of ferrule to narrow the target range. In the process of ferrule, guide the children to tell which row meets the requirements. In order not to miss anything, tell the children to look in order and check as required. Infiltrate the knowledge points of sorting and learn the correct inspection methods.
4, according to the characteristics of the use of exclusion method to eliminate the target one by one, find out the monster king.
Teacher: How many little monsters are trapped in the circle? Who will be the king here? Who will ask the second question?
Teacher: Those who have (have) xx may be kings, but those who don't? What shall we do (take off)? Yes, we should exclude those that are not long (have).
Teacher: Who will answer the third question? (...) Who should be excluded this time? Teacher: The fourth question? (...) Teacher: Why did you take off the circle of this little monster?
Teacher: What does a king look like? (looking at the record sheet) Yes, this is Wang (taking Wang to the marker). This link is the process of eliminating targets one by one according to the following questions. The whiteboard can be dragged at will, faded in and out, and the process of elimination can be clearly displayed. In this link, start from the second question to operate the child and destroy the target. The teacher gives the children the opportunity to interact with the whiteboard, and at the same time plays the role of demonstration and explanation, laying the foundation for the independent operation of the children behind.
Fourth, children's operation, compound classification in-depth activities.
1. Introduce the operation contents and put forward the operation requirements.
Teacher: Your Majesty said not to go. Today is the queen's birthday. Please come to the queen's birthday party, but first, please find out my queen, her favorite candy and cakes, and gifts for her.
Teacher: The queen is among these little monsters. What's a queen like? "。 Teach. "The case source network has her characteristic imprint on it. Anyone who wants to find the queen in the future can come here. This is a cake. This is ... every table has a sign map. You can look for it according to the mark.
2, children to carry out group cooperation activities.
Teacher: Please find three or four good friends together, don't move the stool, gently find a task you like, finish it together and send the result to the king.
3. Children introduce group operations, and everyone checks the results.
After all, the number of interactive operators on the whiteboard is limited. Therefore, every child's physical operation is arranged in this link, so that every child has the opportunity to practice. The Guide points out that children should be helped to review their own inquiry process, discuss what they did, how they did it, whether the results were consistent with the planned goals, analyze the reasons and what to do next. Then after the operation, I use the whiteboard to let the children introduce and demonstrate their group's operation, and use the whiteboard to verify whether the operation result is correct and give the children the opportunity to share their experiences.
Fifth, the game activity "squatting pit"
1, introduce the game method.
(1) Learn more about the characteristics of your monster friends and prepare for the game.
Teacher: Thank you for finding out the sweets and cakes that the queen and the queen like. Then let's take part in a party game. This game invites every child to find a little monster as a friend. After finding a monster friend, stand in the empty position on both sides of the line and say what your little monster looks like.
(2) Introduce the game method.
Teacher: Now let's divide into two teams to see which team has the fastest response and makes no mistakes. I read nursery rhymes and play games with them. Let's have a try.
2. Teacher-student game.
This is a link of experience transmission, and it is also a test of children's listening and memory ability. Using the whiteboard to play recordings and marks reduces the teacher's organizational language in activities, allowing teachers to better observe children and guide them. At the same time, children can learn to check each other and self-check, use games to improve the enthusiasm of participation, and let the whole activity end in a happy atmosphere.
Activity reflection:
This is a very interesting math picture book class. The story is about the bear family getting lost! Suddenly I met a big castle. There is no one in it, but there is a delicious table. Xiong Jiale is broken, eat it! Just then, the monsters came back and asked them a puzzle-guess who is the owner of the castle. Bear is in no hurry, it is easy to find the owner of the castle after classification! Finally, let's have a good time together! Teach children some basic mathematical principles and concepts through picture book stories. Through the classification method to "find out the owner of the castle", teach children the method of compound classification, integrate mathematical knowledge into picture books and story books, and make boring content lively and interesting. The children learn some math knowledge while reading wonderful story books.
In this activity, a two-level classification board was added to let students learn to classify graphics by looking at the marks. Things have many characteristics, but because children in infancy only pay attention to the most conspicuous one, they lack the ability to consider several attributes at the same time. Therefore, from the beginning, the most prominent features: those with horns on their heads and those without horns on their heads were used as the criteria for classification activities, and later the classification criteria were gradually refined. Then more than two classification standards are displayed together, so that children can experience the process of secondary classification.