Kindergarten large class teaching plan 1 activity goal
1, interested in computers, able to cooperate with others.
2. Be able to do things according to the plan purposefully.
3. Be able to try to solve problems encountered in activities in various ways.
4. In the process of imaginative creation, you can decorate with simple materials and experience the fun of success.
5. Be able to expand your imagination and introduce your works to your peers boldly and confidently.
Activities to be prepared
1, a computer
2. Different styles of computer pictures
Activity process
1, talk and introduce, stimulate interest.
Teacher: What do you see? What can it do? What kind of computer have you seen?
2. Introduce the computer structure: display screen, keyboard, mouse and host.
3. Look at the picture and ask questions:
(1) What are the shapes of the keyboard, display, host and mouse? What other shape do you think it can be?
(2) What colors or patterns can a computer have?
4. Guide discussion and stimulate imagination.
Teacher: What kind of computer do you want to buy for the science section of our class? How to design a more advanced and beautiful computer than what we saw yesterday? Children discuss and exchange their ideas.
5. Let the children draw their own computers, and the teacher will patrol and guide them.
6. Appreciation of works: Look at the computer I designed.
End of activity
1, evaluation
2. Summary
Activity expansion
Make a computer out of waste.
Activity reflection:
The design of activities is more in line with the age characteristics of children in large classes. In the activity, a child's drawing paper is blank and says "He can't draw", and a child's drawing paper is messy. Children who can't draw are usually introverted and have poor family conditions. After understanding, they knew that his family didn't have a computer and he hadn't touched it, so they had no confidence in drawing a computer. Another messy child is a naughty child, but he is very active at ordinary times. This time, his performance was because his deskmate said that he "painted nothing like a computer and looked ugly".
The natural corner of kindergarten is the characteristic of kindergarten. Each class has flowerpots of different shapes and materials, some are plastic animal flowerpots, some are flowerpots made of cloth bags, and some are small people made of many flowerpots connected together. It's really varied. The plants planted in the flowerpot are also rich and varied, some are potatoes, some are onions, some are peppers, and some are kohlrabi. As long as children can think of, there are beautiful plants in the flowerpot.
In this activity, we drew the natural corner of our class. The natural corner materials in our class are plastic oil drums, which are made into various shapes. The children observed for a while before sketching. I let the children observe the inside and outside of the natural corner, from the big shape to the small part. For example, the whole scene of the natural corner, including windows and sketches on windows. The shelf in the natural corner, the shapes of various flowerpots on the shelf, and the plants in the flowerpots. When sketching, some children focus on sketching these flowerpots with different shapes, some children focus on sketching plants in flowerpots, some children sketch the whole scene of a corner of nature, and some children sketch a small part of a corner of nature. It can be said that children's sketches are different.
Most children can write scenes with natural corners, but some children are confused about the layout of the picture. Some children draw too small, and some children line up too closely. Therefore, I guide my children to draw the shelf in the natural corner first, and assign the position of each flowerpot based on the shelf, so that children can have some reference and draw a fuller picture. Finally, draw the background of natural corners, such as paintings on walls and windows.
Design intention of teaching plan 3 for kindergarten large class;
Language is an important tool for children to communicate, understand things, preserve knowledge and develop intelligence. Children are in a sensitive period of language development. At the same time, developing children's observation, attention, thinking and imagination is also an indispensable and important factor for intellectual development. In order to fully develop children's intelligence. Improve the quality, so I designed this class.
Activity purpose:
1, observe and compare objects and pictures, so that children can initially understand the meaning of antonyms and enrich their vocabulary.
2. Develop children's observation, imagination, oral expression, action expression and thinking agility.
3. Cultivate children's spirit of active thinking, courage to explore and dare to try.
4. Cultivate children's good habit of speaking boldly and completely.
5. Willing to communicate clearly and express your ideas.
Activity preparation:
1, multimedia courseware (slide).
2. The size of the ball is 1 respectively.
3, long rope, short rope, sand, sponge, cotton, wood.
Teaching focus:
Helping children learn the opposite concept can boldly explore antonyms.
Teaching difficulties:
Encourage children to think positively and express boldly.
Activity flow:
(A) to stimulate children's interest, the introduction of themes
Teacher: Hello, children! Today the teacher takes you to the opposite country. "The opposite country" is a very interesting country. I heard that you can learn a lot from it. Do you want to go? Ok, let's go and have a look!
Look: There are many things prepared here. Please observe carefully, hold and carry with your hands, and you will find many little secrets to see who can find them fastest.
(B) the use of physical objects, looking for antonyms in physical objects.
For the first time, children try to understand what antonyms are through various organs in kind.
1, (showing balls) Q: What is this, little friend? Are they the same? (different, one big and one small) Yes, one big and one small. Big and small are words with opposite meanings, so we call them antonyms.
2. Let the children compare the length of rope, the hardness of wood and sponge, the weight of cotton and sand, and try to say three pairs of antonyms: long and short, soft and hard, light and heavy.
(3) Play the courseware and look for antonyms in the courseware.
Child observation: use courseware to guide children to observe and try to say the opposite.
1. What's in the picture?
2. Are they the same?
Children observe and try and say the opposite. (thick-thin, thick-thin, tall-short, up-down, fat-thin, on-off, crying-laughing, in-out, more-less)
(d) Games: (Do the opposite) consolidate the mastery of antonyms and deepen the impression of trying.
Introduce how to play games:
1, the teacher says a word and asks the children to say its antonym. The teacher makes an action and the children guess the antonym.
2. The teacher says words and asks the children to express antonyms with actions. If the teacher says "go forward", the children will go back.
3, rules: the teacher said, don't do the action; Children don't say anything, but they should make accurate actions.
(e) Inspire children to say some new antonyms.
1, the teacher guides children to say new antonyms and asks them to try to say them. (For example: good-bad, front-back, left-right, new-old, fragrant-smelly, ascending-descending)
2. Through usual observation, guide children to try to say new antonyms.
Teacher: Please think about it, try it and say some antonyms that the teacher has not said.
Summary: Did we learn many antonyms today? In fact, there are many antonyms around us, both in life and in class, so let's go back and look for them together!
(6) Extension of activities:
Encourage children to continue to look for antonyms around them.
Reflection after class:
After I finished the language "speaking antonyms" class, I carefully reflected on the success and shortcomings brought by this class.
In this activity, I mainly learn antonyms by visiting the opposite country. In the whole teaching process, I first stimulate children's interest and introduce the theme by going to the opposite country. Secondly, it is to let children observe the initial perception through physical objects and understand antonyms. Third, let children observe and master more antonyms by watching slides. Fourth, through the game of "doing antonyms", let children further master and consolidate the antonyms they have learned. Finally, inspire children to use their brains and imagination to find more antonyms and say more antonyms. In the whole activity, through children's senses such as seeing, speaking, looking and thinking, every child is actively involved in the activity, which fully mobilizes the enthusiasm of children, enables children to master antonyms in a relaxed and happy atmosphere, and further exercises and improves their language expression ability. But there are still many shortcomings in this activity. For example, in the third link, I underestimated the child's ability when watching the slides. I found the slides made too simple. For example, I think it will be better for children to find more pairs of antonyms from a picture. Also, when guiding children to say more antonyms, children will not say it, perhaps because they are not in place.
In my opinion, in the future teaching activities, we should pay more attention to our own teaching methods and means in order to achieve better teaching results.
The fourth activity goal of kindergarten large class teaching plan:
1, through the comparison with the flat mirror, play for the first time and feel the magic of the magnifying glass.
2. Knowing that a magnifying glass is a convex lens can tell some things related to the principle of convex lens in life.
3. Use the focus to burn cardboard and paper, so that children can experience science everywhere, thus stimulating children's interest in scientific activities.
Activity preparation: each person has a magnifying glass and a small mirror. Some paper and cardboard. A flashlight.
Activity flow:
1. Let the children take out the small mirror you brought, look at it, touch it and tell me what you found.
Second, the teacher brought you something interesting (to show). Do you know that?/You know what? What's your name? (magnifying glass)
1, please have a look, touch it, and then compare it with the flat mirror and see what you find.
2. Go to yourself and your partner, observe the objects around you with a magnifying glass, and talk about what you have found.
Teacher: "the mirror sticks out and can't be touched." When you look at you carefully on a magnifying glass, it becomes a mirror. " When you hold the mirror at a certain distance, when you look at yourself in the mirror carefully, you will find that you can see very clearly. "
Teacher: "When you point the magnifying glass at the newspaper from a distance, tell me what you find?"
Teacher: "look at the object with a magnifying glass, don't be too far away from the object;" Otherwise, the object seen from the magnifying glass will become smaller. In fact, a magnifying glass is a convex lens. "
Teacher: "Please tell the children what things like magnifying glasses in life are made by using the principle of convex lens. (Microscope, reading glasses, camera, cat's eye, projector, front and rear taillights, etc. )
Children, guess what will appear in the newspaper after the teacher points the flashlight at the magnifying glass. (The teacher inspired the children to say. What will happen to that bright spot after a long time? Do you want to have a try? Without a flashlight, we will use the sunlight to see what your newspaper will look like and then tell the teacher.
Children's experiments, guided by teachers.
Verb (abbreviation of verb) Teacher: "This bright spot is the focus formed by the convex lens under the illumination of light source. You will know what it is when you have finished learning the physics knowledge in junior high school. Remember, children, no matter where you go, you must never aim at anything with a magnifying glass like today to avoid a fire. "
Six, the end of the activity, the goods back to the classroom.
The fifth activity goal of kindergarten large class teaching plan:
1. Understand and feel the joys and sorrows of eggshells through stories.
2. Express your ideas boldly in appreciation, understanding and association.
3, rich vocabulary: not too big, not too small, not too heavy, not too thin, not too thick, turning waste into treasure.
4, play, do, know that waste can be reused, and feel the success and joy of making it yourself.
Activity preparation:
1, several eggshells;
2. There are 1 background pictures and 1 eggshells, and pictures of small animals: beetles, chickens, mice, squirrels, crickets, ducklings, frogs, birds, small fish, kittens, etc.
3. Light music tapes and tape recorders;
4. Make some finished products with waste products;
5. Some colored mud, colored pens and white paper.
Activity flow:
Warm-up activities: the game "Irony".
Exploration activities: playing with eggshells
Do you know what eggshells are like? Let's have a look and play together!
Children are free to explore the characteristics of eggshells.
Who can tell us what you just found? (Children speak freely: eggshells are hard and thin and easily broken ...)
(2) Appreciation and observation (teaching aid demonstration)
1, eggshells are really fun. What interesting story will happen when small animals see it? (import story)
2. The teacher speaks the first paragraph.
Guess who's here? What will it do when it sees the eggshell? (Speak freely)
The teacher went on to tell the story.
Ask questions:
1) What does the story tell?
2) Who did the eggshell meet? What do they say and do?
(3) Understanding feelings (using light music)
1, the teacher tells the story again.
Step 2 ask questions:
1) The eggshell meets these small animals. What do they say and do
2) Who is best for eggshells? Why?
(richness: neither too big nor too small nor too light, neither too heavy nor too thin nor too thick)
3) What was the initial mood of the eggshell? What happened afterwards?
(4) Lenovo's editing and speaking.
1, show all kinds of small animals and guide children to tell the story of eggshell: I heard that there is an eggshell by the river, and all the small animals in the forest have come. Look! Who is here? (Teachers show the images of small animals one by one) Ask children to help small animals think: What can small animals do with eggshells? (Children's Freedom Association)
(5) eggshell making (movable extension)
1. We can turn many wastes in our lives into treasures.
The teacher showed several kinds of waste products to make finished products, which stimulated the children's desire to start work.
2. Children, would you like to try? The eggshell that the teacher brought you today is still very sad. Now let's cheer up, shall we? How do you want to cheer it up? (Children casually answer) Now let's do it together!
In music, children decorate eggshells with plasticine and colored pens to make toys.
End of activity:
Attachment: The Story of Eggshell
There is an eggshell, which purrs and rolls to the river. Eggshell is very sad. It thought, "Nobody wants me anymore".
A beetle saw the eggshell and was very happy: "Wow, what a big ship!" " "However, this boat is too light. It swings and turns easily in water.
The chicken said, "Give it to me, give it to me." Chicks use it to make umbrellas. However, this umbrella is too small for a chicken to cover its head.
The little mouse said, "Give it to me, give it to me." The little mouse made a hat out of it. However, this hat is too hard and hurts a little.
The little squirrel said, "Give it to me, give it to me." Little squirrels use it to make bowls. However, this bowl is so thin that it will break if you are not careful.
The cricket said, "Give it to me, give it to me." Crickets use it to build houses. This house is neither heavy nor light, neither too big nor too small, nor too thin nor too thick, just right. Crickets are still alive!
Pre-class preparation for large classes in kindergartens;
Sun has a teaching aid, a number of gifts, animal headdresses (depending on the number of children, there are no restrictions on the types), and the classroom is arranged like a forest;
Activity purpose:
1, can listen to the story carefully and understand the main line of the story.
2. Let children boldly express their guesses and imaginations about the content of the story.
3. Guide children to observe the picture carefully and stimulate their imagination.
4, according to the existing experience, boldly express their ideas.
Activity flow:
Children, today the teacher will take you to explore the forest. Do you want to go? (The child is in high spirits: I am willing to go! But there are wild animals in the forest, and there are many terrible dangers. Dare you go? (Dare! ) My children are all brave children, great! However, the forest is very big, and children will get lost if they don't know the direction, so children should follow Mr. Liu to find the direction before going, and then they can go to the forest for treasure hunting, okay?
Second, learn to read children's songs and show the sun teaching AIDS. This is the sun in the teacher's hand! ) Yes, and it's Chaoyang. Now, please ask the children to face the sun, and then learn from Mr. Liu to tell them that this is a formula, which is far more interesting than telling them that this is a nursery rhyme. )
1. Teacher demonstrates reading aloud: Get up in the morning, facing the sun, east in front, west in the back, north in the left, south in the right.
2. The child reads aloud sentence by sentence; (The teacher praised it at the right time)
3. The teacher does actions while teaching, and the children follow; (help memory)
4. Look at the teacher's pointer and follow it. The pointer refers to the place where children read; Braille deepens the impression of words.
5. Read it again in the same way;
6. game: check the password (well, in case we forget the formula when we get to the forest, let's check the password first)
A. The teacher reads the first two words, and the child reads the second word;
B. The teacher imitates the former sentence, and the children follow the latter sentence.
Third, find the right direction:
1. The children in the class read nursery rhymes and do actions while recognizing new words: east, west, south, north, front, back, left and right;
2. Game-let four children stand in the front, back, left and right directions of the teacher, let the children say their names respectively, and then let the children say their names after the teacher changes directions; (determine whether the child can tell the difference between the front and the back);
3. The teacher holds the sun as a teaching aid to let the children stand in all directions of the classroom and find out the east, west, north and south;
Well, the children study hard and remember the formula so quickly. Now let's get started. Forest treasure hunt (please join the teacher to help children know the direction)
Fourth, homework:
1. Let the children who can already tell the direction teach a relative around them to know the direction, and the children who can't tell the direction ask a relative around them how to tell the direction;
2. Give children gold peanuts and chocolates, and let them play forest treasure hunting with their relatives.
3. The whole class is over.
Supplement: This lesson plan does not contain the part of understanding new words.
Activity reflection:
"Knowing the direction" is the content of page 45-46 in the textbook of Unit 5 in the second volume of Senior Two. The teaching of this course is based on students' understanding of the four directions of east, south, west and north, and further understanding of the four directions of southeast, northeast, southwest and northwest, which is also the focus of this course. Ask students to identify the other seven directions according to a given direction, and use these words to describe the position of the object. Let students feel the close connection between mathematics and daily life in the process of observing and solving practical problems, and cultivate students' awareness of using life experience to help them think; And gain successful experience in the process of independence, cooperation and inquiry, and establish confidence in learning mathematics well. The study of this lesson not only lays a good foundation for the later part of this unit, but also lays a solid foundation for determining and describing the relative position of objects in life more accurately in the future.
I took the course "Know the direction", and then I reflected on myself. I think I did a good job, and I still need to work hard. Of course, I am still a little confused.
When I was teaching this course, I designed the following links:
(1) Create a scene and introduce new knowledge: By introducing the idiom "in all directions", review the four aspects of life: east, south, west and north, and then put forward what is "in all directions". Lay a foundation for learning new knowledge. Let students initially perceive the comprehensiveness and integrity of the learning direction. Then guide students to effectively use their own life experience to know and understand directional knowledge. I take the school and some landmark buildings around it as the background theme map. On this basis, I seize a direction, improve students' understanding of the new direction in the process of argumentation and discussion, and establish a preliminary direction framework in my mind.
(2) Self-study and explore new knowledge: I added some new architectural knowledge about northeast, southeast, northwest and southwest to the school theme map. This link is completely reserved for students, because students already know the north, south, left, west, right and east on the plan, and determine the east, south, west and north on the map. Then the students will say other directions and feel why it is the East again. Students can be more handy in application if they realize the naming principle themselves. Instruct students to fill in the direction board.
(3) Practical operation, consolidation and deepening: In this link, I let students know and master mathematical knowledge and skills and gain mathematical experience through activities such as pointing, recognizing, posting and doing. In the second question of "Think and Do" in this lesson. I adapted the topic and effectively used the relevant information in the picture. Ask first: "Which side of the reservoir do you like best?" Same table * * * Same solution. He asked, "Which side of Taoyuan do you like best?" I find that students are more willing to use their brains to solve problems and communicate and cooperate with others. Then make these fruits into 9 cards, let the students listen to my directions or let the students say their own directions, and let other students complete this fruit planting distribution map on the blackboard. After creative adaptation, students' interest is greatly increased, and their understanding and application of the direction are deeper. In the process of solving problems, students have a better understanding of all directions and their applications in life, enrich their knowledge, broaden their horizons and make their understanding more comprehensive. Experience the fun of learning mathematics and gain interest and confidence in learning mathematics.
(4) class summary, extracurricular extension: I let students think independently in class, then communicate in groups, and finally communicate in class. In group communication or class communication, students can learn from each other and introduce good methods to determine the direction. When you get home, find out what is in all directions of your home.
Disadvantages:
1) It is difficult for students to transition from spatial direction to planar direction, and some students still stay in space and don't realize the difference between spatial direction and planar direction.
2) Your language in class needs to be concise and accurate.
3) Southeast, Northeast, Southwest and Northwest refer to the range of one direction, not just one direction. Tell it to students in teaching.
In short, there is no perfect classroom, I will further improve my classroom, so that students can learn knowledge happily in a pleasant environment and fully feel the charm of mathematics and the fun of learning mathematics.
Design intention of teaching plan 7 for kindergarten large class
With the broadcast of the Beijing Olympic torch relay program, children became interested in the Olympic torch relay. I randomly complied with the children's interest, combined with the characteristic sports activity of our park-roller skating, and created a vivid roller skating torch relay for the children in the form of group rotation, so that the children could gain physical and emotional experience in the theme sports of the Beijing Olympic torch relay.
moving target
1. Be able to actively participate in group discussions and be interested in the torch relay of Beijing Olympic Games in cooperative sports.
2. In the context of the torch relay, practice roller skating, squatting, opening and closing, stepping and sliding.
Activities to be prepared
1. Children watch the torch relay program at home and collect the torch relay information (walking route and mode).
2. Each person has a set of roller skates and protective equipment.
Three torches, caves (made of hula hoops or milk cartons), roadblocks, music and many city signs.
4. Arrange the route of the Olympic torch relay.
Hong Kong, Guangdong, Fujian, Zhejiang, Shanghai and Beijing. Create an "ocean" scene, set up many reefs made of milk boxes, and set up obstacles that start and slide in parallel. )
● Guangdong-Macau-Hainan-Yunnan-Sichuan-Beijing. Create a "tropical jungle" situation and set up obstacles to slide around the bend. )
Tibet-Xinjiang-Shanxi-Ningxia-Inner Mongolia-Beijing. (create a "hilly" situation and set up squatting and sliding obstacles. )
Activity process
First, play a role and exercise (5 minutes)
The teacher leads the children to read children's songs and do warm-up activities for all parts of the body accompanied by cheerful music.
Second, the Olympic torch relay (15 minutes)
1. Exploration attempt (5 minutes)
Teacher: (Explanation) The Beijing Olympic torch relay has arrived in China. Would you like to be a small torchbearer? Today we will take three torch relay routes. Eight of you will form a team, and each team will choose a captain to receive the Olympic torch. The pattern on the torch represents the route of the torch relay you want to take. Look carefully at the pattern and city on your torch. (Signs on the torch: Woods, caves, basins) Each team member, under the leadership of the team leader, tries the torch relay route you choose.
Teacher: (First group exploration game, 5 minutes) Are the little torchbearers ready? Our slogan is: "Pass the torch and welcome the Olympic Games!" The children explored the torch relay route in groups.
Teacher: (sharing communication) Tell us how to take the torch route of each team. Teachers can demonstrate a route and explain its action requirements according to the current situation of children's exploration. )
1. Group the second exploration game (5 minutes)
Teacher: Now, let's exchange torches for the relay and try the route you haven't taken. See if you've found anything new. (The children try to exchange torches again, and the teacher determines the number of times to exchange games according to the time. Communicate and share after the game and discuss the best way for each line to pass. )
2. Torch Relay Competition (5 minutes)
Teacher: (explaining the competition method) Three groups of torchbearers stood at the starting point and started the relay race when they heard the signal. The first torchbearer gives the torch to the second torchbearer to follow, and so on. The first team to arrive in Beijing inserted the torch into the "Beijing Beacon Tower". The teacher decides the number of games according to the time. )
Fourth, summarize the comments and relax (5 minutes)
1. Guide each group of children to exchange their feelings about the torch relay; The teacher made comments.
Children take off their shoes and coats.
3. Teachers and students * * * packed their equipment, took roller skates and sheaths and left.
comment
In this activity, the most basic movements of roller skating, such as parallel skating, squat skating and curve skating, as well as sports development goals that reflect the age characteristics of children in large classes, such as group cooperative sports and competitive sports, are naturally integrated into sports activities with the theme of Olympic torch relay. (East China Normal University Leng Xiaogang)