One day, Fang Bin's father brought a big bag of plums to the teacher, and the children were noisy around the teacher. Fang Bin said, "We still have apricot trees and peach trees at home. Apricot trees are very tall. " Li Mengting said, "We still have plum trees and peach trees at home." We have loquat trees at home. "We have a cherry tree at home" ... The children's comments made me realize that this is a great activity-the fruit in my hometown. In order to carry out this theme activity, we also conducted some surveys. There are 29 children in our class, and 28 have fruit trees at home or in relatives' homes. Most of them have personal experience of picking fruits and have a basic cognitive experience of fruit trees. The fruit trees planted at home include plums, apricots, loquats, peaches, cherries, watermelons and grapes. In addition, May-June is the time when these fruits are ripe and harvested, which also provides favorable conditions for us to carry out theme activities. We will extract the content with educational value from children's reality and interests, grasp the differences of children's development level, interact in various forms and ways, realize children's independent participation and spontaneous generation, and develop to a higher stage on the basis of their own cognitive structure, thus promoting the smooth development of the theme activity of "Fruits of Hometown".
Second, the preset theme activity goal of "Fruit in Hometown"
1, make use of the surrounding environment, get to know all kinds of fruits in hometown through various activities, understand the growth process and shape characteristics of fruits, and inspire children to love labor and hometown.
2. Learn to collect effective information in various ways and be willing to communicate with peers.
Third, thematic thinking network.
Fourth, environmental creation.
(1) active area
1, Science Park
(1) Place local common fruits and dried fruits in natural corners, such as plums, apricots, ginkgo, watermelons, etc.
(2) Collect all kinds of fruit stones, put them into plastic boxes or plates respectively, and then insert homemade labels into them.
2. Art design field
(1) Provide all kinds of plasticine to make fruit.
(2) Provide all kinds of fruit stones for pasting and modeling.
(3) Provide all kinds of waste paper boxes and wrapping paper for children to cut, paste, draw and package fruits.
3. Reading area
Put up various fruit wall charts and let the children guess each other's puzzles.
(2) Wall decoration
1. Post photos of children picking fruits.
2. Hold a "painting fruit" exhibition.
Verb (abbreviation of verb) theme implementation
Activity 1: Picking plums and apricots.
(A) the preset goals
1. Feel the basic characteristics of plums and apricots, and explore the basic methods for judging fruit maturity.
2. Feel the pleasure of picking fruits and experience the joy of cooperation.
(2) Activity preparation
1. Contact parents who grow these two kinds of fruits nearby in advance, and choose a few low fruit trees that are convenient for children to observe and pick.
2. Ask parents to introduce the method of judging the maturity of plums and apricots to their children in advance.
(3) Activity process and activity record
1, dialogue
(1) Discuss matters needing attention when going out and methods of self-protection;
(2) You can't eat the fruit immediately after picking it. Wash it before eating.
Step 2 pick peaches and apricots
Young man: Teacher, look, this apricot is ripe.
Teacher: How do you know?
Young: yellow, soft and ripe.
Young: Plums are ripe and delicious when they are red.
Teenager: the green one is sour, and my teeth are getting sour.
Teacher: What's the difference between apricots and plums?
Yang: Plums are round and apricots are a little flat.
Yang: The color is different.
Yang: This plum tastes bad. There are bugs in it. Look at these holes. There must be a bug in it.
Yang: Teacher, there are many apricots on the tree over there. Come and see them.
When I walked over, it wasn't that the trees were covered with yellow apricots. It looks really attractive, but the apricot tree is too high for people to reach.
I said, "How can you pick apricots?"
Wu Yinan said, "Knock with a stick."
Fang Bin said, "In this way, apricots will rot when they fall. Teacher, I have an idea. Find a big piece of cloth and let the children scratch under it. If you hit the apricots with a stick, they will fall and fall on this cloth, so that the apricots will not rot. "
Pan Dongzhen said, "Teacher, I also have an idea. Just take a net bag. That's how my father picked apricots. "
Shao Hangyi said, "Take a ladder and climb it."
Cancan said, "If only the little monkey were here, it would help us pick it."
I said, "These ideas you think are good. Let's ask Fang Bin's father to help. " So I invited my parents to help me. My parents brought a big piece of cloth and a long stick. My children and I hold the cloth under the tree in our hands, and parents knock apricots with sticks. Apricots fell from the tree one by one, and the children were very excited: "Apricots came down, apricots came down." "It rains with apricots."
3. Put it back in kindergarten.
4. Let the children talk boldly about the feeling of picking plums and apricots.
(d) reflective activities
Going out can always arouse children's interest and enthusiasm. Plums and apricots are very common fruits in Shiwan, which are found in almost every family. This is also confirmed from the feedback form of parents. Most children in our class have the experience of picking apricots and plums, and know what kind of apricots are ripe and what kind of plums can be eaten when they are ripe. They communicate these experiences with each other in the communication with their peers, so that other children also gain perceptual knowledge.
The tall apricot tree is not our preset content, but the children found it by accident in the activity, but they seem to be more interested in picking apricots from the tall tree, so when they can't pick apricots, the children use their existing experience and come up with various methods. The children were very excited when apricots fell from the tall apricot tree. "It's raining." On the way back, the children kept thinking, "Teacher, is the method I thought of today good?" "Teacher, I thought of another way to shoot it down with a leather gun." ……
In view of children's enthusiasm for how to pick apricots from tall apricot trees, we also created a language creation activity-tall apricot trees.
In addition, we washed the picked apricots and plums and opened up a tasting area for children to taste freely (note: there are mature apricots and plums, and some are immature. ) Let children get more emotional experience in physical tasting and mutual communication.
Activity 2: Continue the story "Tall Apricot Tree"
(1) activity target
1, understand the story, boldly imagine and continue the story.
2. Be able to express your ideas boldly among peers.
(2) Activity preparation
Story picture
(3) Activity process and activity record
1, enjoy the story and understand it.
2. The teacher guides the children to imagine boldly and continue to make up stories.
"Later, I asked the Monkey King to help me. His golden cudgel can be lengthened and shortened. The Monkey King said' long', the golden hoop will become longer. You can beat apricots with a long golden hoop. "
"There is a child with a leather gun. He aimed the leather gun at the apricot and the apricot could come down. "
"Ask the giraffe for help, its neck is very long ..."
"Please help grandpa feng. Apricots fall when the wind blows. Last time, our apricots were blown down by the wind ... "
……
3. Encourage children to express their ideas in the form of painting.
Promotion activities: posting children's paintings, and children exchanging works with their peers.
(d) reflective activities
While children continue to make up stories, some children use their own experience to know what effective methods are available for picking apricots. Therefore, the story of the sequel conforms to the children's life experience, such as shooting down with a stick, using a net bag, using a ladder and so on. Some children have imaginative wings. The Monkey King, giraffe, elephant and Grandpa Feng all appear in the story. Although the story of the sequel is not long, the children's ideas are a little naive. But this is what children are interested in. As long as every child can boldly imagine and express, whether it is real or fictional, it has been affirmed by the teacher.
Activity 3: "There are so many fruits in my hometown"
(1) activity target
1. Know the fruits in my hometown and know their names.
2. Compare their appearance characteristics through various senses, and be willing to express their findings in words.
3. Further stimulate children's feelings of loving their hometown.
4. Experience the joy of communicating with peers.
(2) Activity preparation
1, oranges, watermelons and other common fruit pictures in my hometown.
2. Seasonal fruits, such as watermelon, bayberry, peach, plum and apricot.
3 "My Fruit Tree" questionnaire and small pictures of various fruits.
(3) Activity process and activity record
1. Show pictures of common fruits in hometown.
Question, what kind of fruit is this?
Angela Yu Jian said, "Oranges, grapes, pear heads, loquats, pomegranates ..."
Question, where have you seen these fruits in Shiwan?
Fang Bin said, "My grandmother has vines at home."
Li Mengting said: "There are orange trees on the mountain next to my home, and there are now, but they are not delicious."
Lu Hongyuan: "We have pomegranate trees and cherry trees at home."
……
The children said they were familiar with these fruits. I said, "These fruits are all grown in Shiwan. These are fruits from our hometown. What other fruits do you know? "
Peaches, plums, apricots, strawberries ... the children talked a lot at once. I posted the pictures of fruits that the children said on the blackboard. Finally, I said, "There are so many fruits in our city, and so are there in our hometown!" "
After listening to my words, the children looked very excited and said, "How many!" "
3. Show fruits, guide children to compare the appearance characteristics of peaches, bayberry, loquat, watermelon and plums, and talk about different ways to eat several fruits.
4. Let the children taste the fruit, communicate the different tastes of the fruit with their peers, and know that there are stones in it, reminding the children to collect stones.
While eating fruit, children communicate with their peers about the delicacies of various fruits, such as "Watermelon is sweet" and "Myrica rubra is sour" ...
Extended activity
Children fill in the questionnaire "My Fruit Tree". Provide small pictures of all kinds of fruits, and post all the fruit trees in your family in the form of pictures to communicate with peers.
(D) After-class reflection
Children know the fruits around them very well. To my surprise, this shows that these fruits have left a deep impression on children. Because it is something that children are very familiar with, every child can say a lot. The child's words: "How much." Love for hometown arises spontaneously.
When children are talking about what fruits are there in their hometown, in fact, some children talked about other specialties of Longyang, such as ginkgo and torreya grandis. Children don't know that these two are dried fruits, and they have no idea about fruits and dried fruits. So, we put dried fruits such as ginkgo biloba and pistachios in the activity area to explain the difference between fruits and dried fruits to children.
Children can name many fruits, but they don't know much about the relationship between fruits and seasons. I'll leave this question to them to go home and find the answer for themselves.
In the activity area, dried fruits such as ginkgo biloba and pistachios were also placed, and the difference between fruits and dried fruits was explained.
Activity 5: All kinds of nuclear
Activity Description: When the children are tasting the fruit, the teacher always consciously lets them observe the shape of the fruit, because we preset an activity: drawing colorful fruits, but the children are interested in the fruit core. They found that the stone of each fruit is different, big, small, round and flat ... so we created all kinds of stone activities.
(1) activity target
1. By observing the stone of various fruits, children can perceive the observation results of different appearance characteristics of various stone.
2. You should know that every fruit has a different stone.
3. Stimulate children's cognitive interest and experience the fun of discovery.
(2) Activity preparation
1, all kinds of stones
2. Homework paper (connect the fruit with the matching stone).
3. Crafts carved with peach stones.
(III) Activity process
1, children observe all kinds of fruit stones and boldly express the appearance characteristics (color and shape) of all kinds of fruit stones. The teacher asked: Do you know what these stones are? What's the difference between them?
Lu Hongyuan: "The core of watermelon is black, like a watermelon seed."
Zhao Fang: "This is the core of loquat, round and yellow."
Lin Jiale: "This is a peach pit with a pattern on it."
2. Show physical fruits: bayberry, loquat, peach and other fruits, verify the observation results, and guide children to observe the number of stone of each fruit.
Feng Yuxin: "Myrica rubra has only one core."
Wang Xinran: "Watermelon has many stones, loquat has two stones, and other fruits have only one stone.
……
3. Guide children to use their existing experience and talk about the core of other fruits.
Teacher asks: Do you know which fruits have stones? What is the stone like?
4, children's operation
Promotion activities: Handicrafts made of peach stones will be hung in the classroom for children to enjoy.
(d) reflective activities
Through observation, verification and practical operation, the whole activity deepened children's understanding of the shape characteristics of stone. Children are surprised to find that the color, shape and quantity of fruit stones are different when they see the different shape characteristics of various fruits. This is undoubtedly a major discovery for children, which stimulates their interest in understanding and desire to explore, and experiences the fun of discovery.
Activity 6: Fruit products
Activity description
In the activity area, we put in foods processed from fruits, such as dried bayberry, raisin, almond, preserved plum, etc. The children looked at these things and started a new round of discussion.
"This is made of red bayberry with sugar on it."
"The raisins must have dried in the sun."
I said, "These are fruit products made from fruits. Do you know any other fruit products? " ?
What is a fruit product? What is it made of? Children are full of curiosity about fruit products, so we have the activity of "fruit products".
(1) activity target
1, let children know more about fruits and understand that fruits can be processed into fruit products.
2. Learn to get effective information from adults and simply express the information you get in words.
3. Willing to communicate with peers and cultivate the habit of listening to others.
(2) Activity preparation
1, all kinds of fruit products
2. Children know about some fruit products processed from adult fruits.
3. Parents' work: Parents introduce some fruit products to their children, let them actually observe and bring a fruit product to kindergarten.
(III) Activity process
1, the conversation leads to the topic
Teacher: "children, do you know what these are made of?"
Young children: "Use fruit."
Teacher: "Yes, these are all fruit products processed from fruits."
Tell me about your fruit products.
The children brought a lot of fruit products, such as dried bananas, red dates, raisins, almonds, coconut juice, orange juice, apple juice and various candied fruits. Children bring wine.
Wang Xinran: "Teacher, I brought coconut milk, which is made of coconut milk. There are coconuts in Hainan. "
Qian Bao: "This is the jam that Dad uses to make cakes."
Shi Lizhen said: This is CiCi jelly, which tastes like pineapple. My mother told me that there is pineapple juice in it, this one is apple-flavored, this one is mango-flavored, and there is fruit in it.
……
3. Communicate with peers and talk about the fruit products they bring.
4. Teachers and students * * *
Taste each other's fruit products and tell each other what it tastes like and what fruit it is made of.
Expanding activities: Put the leftover fruit products in the corner for children to observe and taste.
(d) reflective activities
With so many fruit products brought by children, it is impossible for every child to have the opportunity to speak in group activities, so I adopted the form of group mathematics to let children communicate with their peers, which not only gave each child the opportunity to speak, but also cultivated the habit of listening.
Before the activity, children were just curious about fruit products and knew little about them. Few children can name some fruit products, but through the knowledge and physical observation obtained from their parents, each child brought different fruit products, from which the children gained knowledge and expanded their knowledge.
Activity 7: Making Almonds
Activity description: Because there are more fruit products in the activity area, children are interested in making fruit products. One day, Li Mengting brought a pack of bayberry. She said, "Teacher, I want to use these bayberries as dried bayberries." According to the children's interests, the teacher also looked up some information and found that the production process of some candied fruit is very complicated, and our conditions are limited, so we chose to make relatively simple almonds as the main activity, so the activity of "making almonds" came into being.
(1) activity target
1, encourage children to try to open apricot kernels in different ways.
2. Experience the happiness of success.
(2) Activity process and record
The first stage: in children, talk about how to open the amygdala.
Child: Teacher, I won't bite.
Teacher: Then try another tool.
Child: I broke it with a hammer.
Child: Tap gently. Look.
Child: Teacher, I have found another good way.
The second stage: collecting tools to open the amygdala.
The third stage: the child tries to open the amygdala in different ways.
Child: "Teacher, I won't bite."
Teacher: "Then try using other tools."
Child: "Lu Hongyuan, my hammer is going to break."
Child: "Knock gently, look."
……
The fourth stage: stir-fry almonds and taste almonds.
Let's take almonds to the kitchen and fry them. Although the taste was not very good, the children ate it with relish.
(c) reflective activities
The children tried many ways to open the amygdala, such as biting it with their mouths, knocking it with a hammer, using a walnut clip and stepping on it with their feet. However, when they really tried to open the amygdala with these aspects, they encountered many difficulties. Children try again and again, gain effective experience from constant success and failure, and finally succeed. In this process, the teacher is just a guide.
Activity 8: Make gifts for big brothers and big sisters.
Activity description:
Near the end of the semester, the children of the big class who gave us gifts often came to our classroom, sang songs to us and told them that they were leaving kindergarten to go to primary school. I also often mention to the children intentionally or unintentionally that the older brothers and sisters in the big class are going to graduate and leave the kindergarten. One day, Shao Hangyi said, "Teacher, let's give a gift to big brother and big sister, too." I think this proposal is good, so this activity came into being.
(1) activity target
1, using a variety of materials for fruit packaging.
2. Cultivate children's feelings of caring for each other.
(2) Activity process and record
1, the conversation leads to the topic.
Teacher: Big brother and sister are leaving kindergarten for primary school. Last time, they gave us a gift
Child: Teacher, let's give a present to our younger brothers and sisters, too.
Teacher: What gift should I give?
Children: Give them candy;
Send them a flower. ...
Teacher: Our theme now is fruit. Why don't we send fruit to my brother and sister?
Child: OK.
The teacher showed an object with a simple package.
Teacher: Are these small gifts nice? Why is it beautiful?
Child: There are beautiful papers and flowers outside. They will look good in a box, covered with a layer of plastic paper. ...
Teacher: These things have beautiful clothes. It's all packaged. Others will be happy to receive these gifts.
Child: Then let's wrap the presents, too. My brother and sister will be very happy.
2. The children discuss what material to pack.
3. Collect packaging materials.
4. Make the packing box.
5. Give gifts to your brothers and sisters.
(c) reflective activities
The child's sentence: "Brothers and sisters must like beautiful gifts." Let children actively participate in the whole activity. During the whole activity, not only the children in this class felt the care of their peers, but also the children who were about to leave kindergarten in the big class felt the care. The children collect their own materials and pack them themselves. Although they are all very simple packages, they have their own characteristics. Some children put some plums in a small box with happy food. Some use leftover mineral water bottles to put in various fruits, and red and blue are also pretty good-looking; Some people use plastic bags with bows on them.
In the activity, we also got the support of our parents. Every parent actively helps their children collect materials and bring fruit from home.
Sixth, reflection on the theme.
The activity has ended, but there are still many places worthy of reflection, such as the organic combination of teachers' presupposition and children's generation, the design and application of children's record forms, the creation of environment, the interaction between homes and so on. There are still many problems to be solved and worth discussing. However, from this theme activity, I have a further understanding of the generative theme activity.
1, giving full play to the advantages of local resources.
Rural areas have unique environmental advantages. The outline proposes to make full use of resources, guide children's actual feelings, enrich and improve the culture of the motherland, and stimulate children's feelings of loving their hometown.
Looking back on the emergence and implementation of this theme activity, we deeply realize the importance of utilizing and excavating local resources. Because children's enthusiasm, devotion and ability surprise our teachers, children are so happy to see familiar materials and long-lost friends, and their enthusiasm for participating in activities is also very high.
2. Give full play to the initiative of children's activities and enrich the forms of educational activities.
The Outline points out: "Children's development has individual initiative." We realize that knowledge can be acquired through teaching, but children's emotions and attitudes cannot be acquired through direct education. It should be acquired by children in activities and under the guidance of teachers through after-school study. Therefore, we make use of different forms such as collective education activities, group and individual education activities, corner activities, theater activities, outdoor activities and family cooperation to actively create an environment and provide children with materials to participate in activities as much as possible.
3. The choice of course content should be based on children's practical experience.
For children, "practicality" is the highest value, because practical and perceptual experience can correctly promote the development of children.
In children's activities, we can see that they are not interested in the color and shape of fruits, because children are familiar with these fruits, so we adjust our activities in time and bring them to activities that they are really interested in.
4. Teachers raise awareness, renew ideas and enhance the ability to organize activities.
Teachers are role models for children. On the basis of affirming children's exploration, teachers are also trying to establish an interactive relationship with children as partners, supporters and participants, adjust the activity organization plan and strategy in time, deeply understand the spirit of the outline, and improve the ability of activity organization and planning. Generative theme activity is our trial stage, and there are still many places to be improved.
Seven. Related forms
Table 1 fruit tree questionnaire
Are there any fruit trees at home or at home? ? what's up not have
Fruit tree varieties
How many fruit trees are there in each kind? (1, 2, 3 or more)
Parent's name:
Table 2 Fruits of our family (photo paste)