Teaching plan design of kindergarten teaching activities 1
moving target
1. Understand the characteristics of lotus, so as to understand the meaning of nursery rhymes.
2. Inspire children to imagine and act according to the data of children's songs.
Activities to be prepared
1. Courseware-Picture: Lotus (Beautiful Day)
2. Courseware-Photo: Fish in the pond
Activity process
First of all, appreciate the lotus and let the children talk about its main characteristics and growth process.
Courseware: (Dynamic) Lotus
1. Where does the lotus grow? What are the leaves of lotus?
(Let children enjoy the dynamic and beautiful lotus)
2. Think about it. What else will be in the lotus pond? (shrimp, small fish)
Children tell according to their own knowledge and experience.
Second, learn the children's song "Lotus Blossom" with pictures. Show pictures: fish and shrimp in the pond.
1. Show the picture: What's on the picture?
(small fish, shrimp)
Teacher: There are small fish, shrimp, wind and lotus flowers in the pond.
The information in these pictures can be compiled into a beautiful children's song. do you want to hear it ?
The teacher demonstrated and recited the children's song "Lotus Blossom"
Demonstrate lotus pictures:
What is the big red umbrella mentioned in children's songs? (Lotus)
Third, inspire children to understand children's songs through action assistance.
1. What can you do when the warm wind blows?
What can Xiaoyu do?
What action can small fish and shrimp represent?
2. The teacher recited children's songs while leading the children to perform.
3. Children's group recitation.
Fourth, children follow the music, and in the performance of children's songs, it naturally ends.
Attached to the children's song: In the pond,
The warm wind blows,
It's drizzling,
Fish and shrimp swam over,
Big red umbrella,
Open them one by one!
Teaching plan design of kindergarten teaching activities II.
Active source
The Guiding Outline of Kindergarten Education (Trial) points out that "children's exploration of the surrounding world is mainly carried out through the perception and operation activities of objects, such as seeing, hearing, touching, smelling and tasting, which is often the same process as children's' playing'". Usually, when listening to the stories in the tape recorder, the children in our class all hear the voices of various characters and animals, which is very interesting. So I seized this educational opportunity and designed this activity focusing on cultivating children's listening.
moving target
1. Stimulate children's interest in listening through game activities, and try to use the senses such as listening and watching to explore problems.
2. Cultivate children's ability to initially distinguish different sounds and respond accordingly.
Activities to be prepared
There are several doorbells (puppy, chicken, duckling) and four color house models with the same appearance (one of which is interference).
Activity process
1. Use game sounds to stimulate children's interest in participating in activities and initially perceive the differences in sounds.
Teacher: There are some small animals in Class Two to see our children today. Come and see, what small animals are there?
Puppies, chickens, ducklings.
Teacher: Small animals love children. They especially want to play games with you. Come and play games with the little animals. But after the game, tell the teacher what you found.
Small animals make sounds.
Teacher: Small animals can make sounds. Are they the same?
Young: The puppy is rustling.
Yang: Chickens are in conflict.
The ducklings are jingling.
2. Tell stories to guide children to pay attention to the sound of the doorbell and try to distinguish different sounds through operation.
Teacher: Three small animals are very good friends. They built three identical houses on the green grass. But the houses are exactly the same. Small animals can't tell which one is their home. So their mother thought of a way to install doorbell in every household. Every doorbell has a different sound. Every small animal carries a doorbell with the same sound as its own doorbell, so that it can find its own home. Guess whose houses these are?
The children shake the small animals in their hands and match the sounds of the small animals with the doorbell of each house. After the children guess the doorbell, the teacher plays the music of the corresponding small animals and guides the children to shake the small animals with the music.
3. Listen to the sound and send the animals home.
Teacher: Chickens, ducklings and puppies have been playing games with children for a long time. Their mother wants their children to go home and rest. Now, please send the animals home after hearing the doorbell, but don't send them to the wrong home.
Mother animal rings the doorbell to call the little animal home, children send the little animal home, and the teacher gives individual guidance.
4. Consolidate children's experience, and then send small animals home.
Teacher: Small animals like children very much and want to play games with them. Now let the children bring the animals back. Every child gets a puppy, a chicken and a duckling. (emphasizing "one")
The teacher guides the children to lead small animals.
Teacher: Just now, when the children were leading the small animals, the mother animals moved quietly. Fortunately, the mother animal brought the doorbell when she moved. Listen to the doorbell of the small animal house after moving. Now please ask the children to help the small animals and send them home.
Individual guidance of teachers.
After the children send the animals home, the teacher guides the children to correct each other according to the actual situation. For example, why are there puppies and chickens here? Let's hear whose house this is. Ring the doorbell and guide the children to compare their voices.
Activity expansion
Science activity: Where does the doorbell sound from?
Guide children to open the doorbell, feel the production materials, and stimulate their interest in further operation and exploration.
Teaching plan design of kindergarten teaching activities III
moving target
1. The experiment shows that the toy pump has "air inlet" and "air outlet".
2. Be able to record your own experimental results in your own way and be willing to express your thoughts in the group.
Activities to be prepared
Several toy pumps (which have been split into two parts), recording paper and pens.
Activity process
First, the teacher asks questions.
1. Key question: "Do you know this thing? Where have you seen this thing? "
(Some children directly replied: "Smoke!" Some children recalled their experiences: "I saw it at the gate of the park, and my uncle could inflate the balloon in a few steps."
A child said, "There is one in the Science Museum on the third floor. I just played last week! " " )
2. Key question: "This is the water pump of the Science and Art Museum on the third floor. Before playing with the pump, the teacher installed it for you in advance. Now, the tube on the pump has been accidentally removed by some children. Is there any way to help install it? "
(Kid, you're yelling at me-
"This simple! Just plug the pipe in! "
"As long as the pipe is inserted in a hole, I don't think it should be difficult!"
The children all showed themselves at home. )
Design intention: In children's past experience, they have seen or played with an installed pump, but this experiment provides them with a pump that is divided into two parts. Considering the age characteristics of young children, the teachers only split the pump into two parts. Therefore, the experimental requirements did not scare children, but stimulated their desire to explore actively.
The teacher took out the removed pump and said word for word, "Look carefully, each pump has two slits of different colors and a slender tube. Now, we have to think carefully about which hole this pipe should be inserted in? "
Second, children predict the installation results.
Children observe quietly, and they find that there are not only two holes in the pump, but also different colors, one is red and the other is blue. It may be that children of this age especially prefer red. 16 of the children in the class, 1 1 actually chose to insert the tube into the red hole. They said and did, and in a blink of an eye they came to tell me, "Teacher, I succeeded!" " ""I pretend! " )
Key question: "Are you sure the pump you installed can work?"
(Min Min can't help but tell her companion: "Xiaoyu and I are both inserted in the red hole, and it is definitely wrong for you to insert in the blue hole!"
Some children even asked the teacher, "Is there a balloon? If there is a balloon, try it and you will know if the pump is good! " ……)
Design intention: When the children predict the installation results, the teacher keeps quiet, only letting them observe each other quietly, providing the children with experimental space, so that they can operate completely according to their own wishes, whether it is success or failure.
Third, children verify the installation results.
1. The teacher provided several balloons for the children to verify their installation results and asked them to record the experimental process and results.
Unexpected difficulties occurred in the verification process. 1 1 children were quickly defeated. They found that the tube inserted in the red hole not only failed to inflate the balloon, but even the pump seemed to be broken, and it was completely deflated when stepped on. Many children's first reaction is "the pump is broken!" "The pump of Eco Gallery will bounce back when you step on it. Why doesn't this rebound now? " As they talked, they changed the pump, but the pump they got still didn't improve. Fortunately, some people succeed quickly in this process. When they cheered, some children found that those successful people inserted the pipes into the blue holes ... they quickly replaced the pipes with blue holes and finally succeeded. )
2. Teachers tour to guide and observe the children's experimental process.
The teacher encourages the children who have completed the task to help the children who have not succeeded.
Design intention: It is a happy thing for children to inflate balloons by themselves. Although many children have had this experience in the kindergarten art gallery, this time they used their own pump, and their sense of accomplishment was extraordinary. Secondly, there is an operational difficulty in this experiment. Some children can't hold the balloon completely, so it won't get bigger. At this time, teachers should help children achieve greater success.
Fourth, teachers and children * * * discuss together
Design intention: After the children's experiment, the teacher organized the children to sit together and discuss the process and results of the experiment, which not only provided the children with opportunities to express themselves, but also helped them gain some key experiences.
1. Key question: Did your experiment succeed?
(Statistical results, all successful. )
2. Key question: Who would like to introduce your experiment process and results with their own recording paper?
("I put the pipe in the blue hole and it succeeded at once!") I didn't succeed in my first experiment. Later, I found that Qingqing's pump was different from mine. I learned from her and changed the pipe into a blue hole. The result was successful! " "My balloon won't get old. Dongdong helped me pinch the balloon to prevent the gas from escaping, so my balloon became bigger. " ……)
3. The key question: You all know that the pipe should be inserted in the blue hole. However, the pump has two holes, one is called the air outlet and the other is called the air inlet. I can't tell which is the air outlet and which is the air inlet. Do you think this mouth of the nozzle is an air inlet or an air outlet?
Although, in the end, every child succeeded. However, in the face of the teacher's questions, many children are still confused and have two completely different views. Obviously, the children haven't really thought about the mystery. )
Design intention: At the moment, children are immersed in the joy of exploring success, but for the pump, most of them "know it but don't know why". At this point, the teacher asks such questions directly, aiming to help children further understand the principle.
Key problem: If the pipeline here is not blocked, we will continue to step on the pump there. Guess what we can see here at the nozzle?
The teacher stepped on the pump to remind the child to keep an eye on the nozzle. Children can't see anything. ...
The teacher continued to tread, and finally some children realized that there was air coming out here, and the air was invisible. )
5. Key question: Is there really air coming out? Can you prove it to everyone?
(Some children put their hands together and cried at once: "There is air coming out!" A child brought a balloon and said, "If you put the balloon here, it will become bigger!"! "A child said with a smile," I can feel the cold wind blowing on my face! " "Some children brought napkins from the classroom and put them at the nozzle. The napkin floated up. )
Design intention: This observation process can help children understand stomata. Of course, the teacher should foresee that many children will think that air flow is invisible, so the teacher keeps asking the children: "Can you prove it to everyone?" The purpose is to encourage children to verify the fact of air flow in various ways, so that "seeing is believing" can build an "air outlet" experience for children.
6. Key question: If the pipeline is blocked, guess what will happen?
(The child naturally replied, "If the pipe is blocked, the air can't get out!" " "However, when the children saw that the teacher blocked the pipe tightly with his hand and the pump became bulging and could no longer step on it, they shouted:" The air can't get out, the air is locked inside, and the pump is full of air! " )
7. Key question: "Now, do you think the hole connecting the pipeline is an air inlet or an air outlet?"
8. Key question: "Knowing the air outlet, it is easy to understand which is the air inlet. However, how does air come in from the air inlet and go out from the air outlet? "
(The child understood the truth in the process of recalling that he had just been encouraged. A child's words are the most vivid and classic: "The outside air enters the pump from the air inlet, and we step on the pump with our feet, so the air has no place to stay and can only run out from the air outlet." )
9. Key question: "If I draw a pump here and draw two holes with different colors, can you use the arrows to draw where the air comes in and where it goes out?"
The teacher encouraged the children to correct the experimental report and draw the circuit diagram of air flow with arrows. )
Design intent: When children can identify the "air outlet" on the pump, it is easy to identify the "air inlet". Encouraging children to talk and drawing "Where does the air come in and how does it come out" can help children really understand and master the process of air flow when using a pump with different expressions.
5. Teachers and children clean up the lab together.
Kindergarten teaching activities teaching plan design 4 pages
moving target
1. Experience the fun of creatively decorating masks and feel the joy of success in communication.
2. Try to decorate the face with various auxiliary materials, and contact the skills of pasting, drawing and cutting.
3. Understand and draw the outlines of various animals, and boldly draw colorful masks.
Activities to be prepared
Material preparation: cardboard or calendar paper, wool, colored strips, colored pens and glue sticks.
Psychological preparation: according to the theme activities, create relevant environment for children, stimulate their interest, provide children with a free and relaxed learning atmosphere, and let children better participate in activities and give play to their subjectivity. Tables and chairs can be enclosed in a circle, which is more convenient for children to communicate and operate.
Activity process
(A) the introduction of games to attract children's interest in learning
Teacher: Ding. ...
Yang: Who is it?
Teacher: I'm a postman!
Yang: Where did you get this letter?
Teacher: A letter from Dongying!
Yang: Who is it for?
Teacher: Here _ _
Juvenile: Ding ...
All children can play this little game, and they have played it several times after class. The letter was sent to 34 children in turn and finally to the teacher)
Teacher: Haha, the letter has been sent back to the teacher. Ask the teacher to help the children see what is written in the letter. Ear up and listen carefully! Oh! The letter said that there will be a party in the forest, and our first children will be invited to attend. Children, do you want to go to the forest and have a party with the animals?
Yang: I think. ...
Teacher: Well, the teacher also wants to go with the children, but the letter says that this is an animal party, and each child must make a mask by himself. Only by wearing this mask can he play with the small animals!
Yang: but I can't, sir?
Teacher: Look, the little animal told the children how to make masks in this letter. Let's learn how to make this animal mask together, shall we? Listen carefully to every child's heart! Listen carefully before doing it. Teachers can see where children do best and be the first to attend the party!
(2) Illustrate the practice of animal masks with pictures.
Teacher: Look, what kind of animal is this? Put a picture of a tiger mask while talking and see what his characteristics are. There is a word written on the head. What word is it?
Teenager: Tiger, it says "Wang". The tiger is the king of the forest.
Teacher: Yes, this is the tiger, the king of the forest. What color is his hair? What shape is it?
The teacher said, draw the outline of the tiger on the blackboard and guide the children to observe the appearance characteristics of the animals in turn. )
Teacher: Our first step in making masks is painting. First, draw the animal pattern you want to draw on your cardboard, and then color it accordingly.
Teacher: Look, what kind of animal is this? What's on it?
Young: Lions have a lot of hair and long beards.
Teacher: Yes, the lion has a lot of hair and beard, so the teacher asked the children to think about what the lion's beard is made of and what the teacher asked you to bring.
Young: wool
Teacher: Yes, wool can be used as a lion's beard. So what should we do? Look, cut the wool into pieces and stick it with a glue stick. This is a lion's beard. If you don't want to use wool, you can draw it directly on the cardboard, and the corresponding color on the picture will do.
The teacher presents mask pictures of rabbits, cats, butterflies and other animals in turn, and briefly introduces the painting methods and practices of various animals. For example, you can stick rabbit's hair into a small roll with a glue stick and stick it on the rabbit's head. )
This link is the key link, and knowledge goal 3 is solved in this link.
(3) requirements, teacher guidance, children make their own masks.
Children can choose their favorite animal masks, and the teacher will emphasize them in turn before making them. Draw patterns on the cardboard first, then paint them with the corresponding colors they like, then cut them out according to the outline with scissors, and finally put wool on their heads.
This link is the key link to solve the ability goal 2. Teachers should give guidance according to the problems that occur at any time when children operate, pay special attention to children with poor operating ability, and remember to remind children of the safety of using scissors at any time.
(d) Guide children to appreciate and evaluate each other's works.
Ok, our mask is ready, but, ah, the requirements of the Forest Party are very high. Your mask must be perfect. Now, please appreciate and evaluate your friends' works. What are the advantages and disadvantages? For example, I think her paintings are very good or the colors are not bright enough. Point them out to your partner, give your mask a nice name, and we will correct each other.
This link is the key to solve the difficulties in the activity, and the emotional goal of 1 is realized in this link. In the process of mutual communication and appreciation, children learned how to get along well with other children and felt the joy of success.
Activity expansion
Children's education can not be completed in one class and one activity, but it can't be separated from the delay and follow-up of activities. So after the activity, the "March of the Forest" was played, and the children were organized to bring their masks and have a small party with the animal puppets in the class.
Kindergarten teaching activities teaching plan design 5 pages
I. Activity objectives
1. Help children understand the content of children's songs and feel the innocent childlike interest expressed by children's songs.
2. Guide the children to be familiar with the contents of the middle paragraph of children's songs by asking and answering questions.
3. Inspire children to try to change the original words in children's songs according to the names of different bowls, chopsticks and meals they use, imitate children's songs and give play to their imagination.
Second, the activity preparation
(1) material preparation
1. Operation card "teasing ants", TV and screen display stand.
2. Prepare bowls and chopsticks made of different materials.
3. Chinese character ant headdress. (The number is the same as the number of children)
(b) preparation of knowledge and experience
1. Understand the living habits of ants.
2. Learn about chopsticks made of different materials.
Be familiar with the names of the meals you often eat.
Third, the activity process
(A) enjoy children's songs
1. Guide the children to recall their observation of ants and tell them: "The teacher will recite a children's song to the children today, called" Teasing Ants "."
2. Teachers recite children's songs, pay attention to the sound changes in the question-and-answer part, and recite them with a sense of rhythm.
3. Show pictures, the teacher operates and asks questions:
① What do children call ants for?
② What do children invite ants to eat? What's for dinner What chopsticks do you use? What bowl?
Have the ants finished eating? How do you eat?
(4) Why do ants move happily?
Have you ever invited ants to dinner? What did you eat?
If you invite ants to dinner, what do you want them to eat? What chopsticks do you use? What bowl?
4. Children learn to recite children's songs 1-2 times. When reciting, the teacher divides the child into two parts, and the questions and answers are read separately to arouse the child's interest.
(2) Imitating children's songs
1. Prepare bowls and chopsticks with different textures.
2. Organize children to discuss: "If you invite ants to eat, what do you eat? What chopsticks do you use? What bowl? " Inspire children to think in connection with their daily lives.
3. Show bowls and chopsticks made of different materials, such as ceramic bowls, plastic bowls, wooden chopsticks, bamboo chopsticks and ivory chopsticks. The teacher demonstrated four sentences in the middle of children's songs: "What meal? White rice. What dish? Fried spinach. What chopsticks? Plastic chopsticks. What bowl? Ceramic bowl. "
4. Children imitate children's songs, and then let the children with strong ability recite 4 homemade children's songs in front of the group.
Children imitate children's songs freely and combine four wonderful sentences to become a new children's song.
Four. Infiltration in various fields
Art: draw ants and cut ants to deepen children's understanding of children's songs. Learn to sing ants and fully feel the naive interest of this text.
Science: Understand the morphology and habits of ants.
Verb (abbreviation of verb) infiltration in life
In daily life, we use our existing knowledge to imitate children's songs.
6. Infiltration in the environment
Make ant finger covers for children to operate at ordinary times.
Seven. Infiltration in the family
Please ask parents to read this children's song aloud, so that children can fully feel the innocent interest of childhood.
Eight. Activity evaluation