Kindergarten curriculum is a means to achieve the goals of early childhood education and an intermediary to achieve all-round development of children. The following is a kindergarten social lesson plan I compiled for you for your reference. For more details, please click on the lesson plan column. Check. Chapter 1: About the kindergarten social lesson plan
Activity goals:
1. Understand the customs, habits and characteristics of Mongolian, Tibetan and Uyghur people through exchange and sharing.
2. Feel the customs of ethnic minorities and stimulate children’s love for ethnic minorities.
Activity preparation:
Early childhood experiences, questionnaires, PPT, etc.
Activity process:
1. Talk about the few you know National
Value orientation: recall existing experiences and elicit content.
1. Teacher: Recently we are studying some ethnic minorities. Who knows what ethnic minorities are? What ethnic groups do you know? Please use a nice and rhythmic voice to talk about the ethnic minorities you know. name. (Your request here is to speak in a nice rhythm, so what kind of rhythm should you use? It is best for you to preset a rhythm first, for example, the teacher will say it rhythmically first?)
2. Show Map (the map is marked with symbols representing 56 ethnic groups): The children just mentioned that there are many ethnic minorities. Look, they are distributed in all directions of our great motherland. In addition to what the children said, you see, there are also (let the children briefly know some other
3. With so many ethnic minorities, do you know how many there are in one country? (Express it with numbers)
Summary: Wow! The motherland is so big. , it turns out that there are 56 ethnic groups in our country, and each ethnic group has its own different customs and characteristics, hiding many interesting secrets.
2. Children communicate with each other. Learning
Value orientation: Get a preliminary understanding of the customs, habits and characteristics of the three ethnic groups, Mongolian, Tibetan and Uyghur, through mutual learning.
Teacher: A few days ago, the teacher asked you to form groups freely. The team has focused on investigating several ethnic minorities. Today, I ask you to talk about your findings. After gentle discussion, send a representative to introduce them. (Post the children's survey on the blackboard. Each team starts from the food and clothing of the ethnic minorities. , housing, and sports).
1. Introduction to the first group of children: Uyghurs
① Children introduce the customs and characteristics of the Uyghurs
< p> Teacher: What ethnic group are you introducing today? (Uyghur) Can you find its location on this map? (Put a small red flag next to Uyghur on the map for introduction to young children) < p> ②Children ask questions, and children answer questionsTeacher: The children in this team just introduced a lot of knowledge about the Uyghurs. Do you have any questions to ask or anything else you want to know? (Children) Ask each other and answer questions)
③ Use PPT to improve and sort out the children’s experience
Teacher: The teacher also has some introductions to the Uyghurs, let’s take a look together (show them. PPT)
Clothing: loose, free and easy style, with strong color contrast
Uyghur girls: Uyghur girls take long hair as their beauty, and wear more than a dozen fine braids before marriage. After marriage, it is common to wear two long braids.
Uyghur flower hat: It is one of the symbols of Uyghur beauty. The four-fold flower hat is made of leather in winter and damask in summer. Some hats Animal feathers are inserted in the front, and the pattern of the hat is symmetrical on all four sides.
Dance: They are a nation that is good at singing and dancing. Girls are good at twisting their necks, and boys usually kneel on the ground and shrug their shoulders. , girls will dance around boys.
Here the teacher should guide the children to watch and observe. The teacher can interact with the children by explaining and asking questions
Teacher: Let Let’s put on our four-legged hats and dance a Uyghur dance together. (Play music in the background, the teacher leads the dance, and the children learn some basic movements)
Specialties: The Uyghurs are not only a nation good at singing and dancing, they are also called the "Hometown of Fruits". Do you know why it is called Is it the land of fruits? (Grape production) Uyghur is the largest grape production base in China. In addition to grapes, do you know what else there are? (Hami melon, badam, fig, grape pear).
2. The second group of child representatives introduced: Mongolian (look for where to insert the red flag on the map)
①The child representatives introduced their customs, habits and characteristics.
②Children ask questions and children answer.
③Put PPT to improve and sort out children’s experience (PPT)
Teacher: Let’s take a look at the Mongolian information prepared by the teacher
Clothing: robe, belt , boots, jewelry, and many knives, fire sickles, snuff boxes and other accessories hung on men's belts. Women wrap their heads with red or blue handkerchiefs (recall the difference with Uyghur clothes)
Mongolian yurt: Bao means home.
Mongolian yurts are built on the prairie. The biggest advantage of yurts is that they are easy to assemble and disassemble and relocate. There are also many interiors inside. . . .
Wrestling:
Mongolians also have customs and habits such as offering Hada, toasting wine, and tea (the oldest loves the young, teachers introduce polite terms, and young children learn)
< p> The lele cart is an ancient means of transportation on the northern grasslands. It is light and easy to ride.The Mongols are known as the people on horseback in the grassland (learn how to ride horses with music)
The Mongols are a global nation, and there are Mongolian tribes scattered all over the world.
When watching, ask questions and explain as before to interact with the children
3. Introduction of the third group of children’s representatives: Tibetans
① Children’s representatives introduce their Customs and characteristics.
②Children ask questions and children answer.
③ Use PPT to improve and sort out the experience of young children
Clothing: wide waist, long sleeves, large lapel. Long-sleeved robes in winter, sleeveless robes in summer, and a colorful patterned apron tied in front of the waist. (I just saw the clothes of the Uighurs and Mongolians. What do you think are the characteristics of the clothes of the ethnic minorities)
Tibet is the highest ethnic group in the world. Who knows why? (Because there is the Qinghai-Tibet Plateau. ) is known as the "roof of the world".
Flower Picking Festival: The fifth day of the fifth lunar month every year is the Flower Picking Festival, a traditional Tibetan festival. Legend has it that a long time ago, Tibetan people lived by gathering and hunting, and used leaves and animal skins to make clothes. One day, a girl named Lianzhi came from afar. She was beautiful, kind, and clever. She taught the local people to cultivate land, weave and sew clothes, and she also collected lilies to treat people's illnesses. One year on the fifth day of May, Lianzhi went up the mountain to pick flowers, but was blown off a cliff by a nickel wind and fell to her death. People were very sad, so they went to the mountains to pick flowers on this day to commemorate her. Over time, the Flower Picking Festival was formed.
Tibetan specialty butter tea
What is this when presenting a hada? Why is a hada white? Why offer a hada? Learn the movements of offering a hada)
Tibetan compatriots are special I like hada and regard it as the most precious gift. Every time there is a happy event, a guest from afar comes, or I say goodbye after a long journey, I have to offer hada to show my respect. There are also etiquettes for offering hada. This is how it is presented. The teacher demonstrates.
Teacher: We just knew which other ethnic group also offers hada? (Mongolia) So today we will also experience their customs and give the most precious gifts and blessings to guests from afar. Teacher, send me your blessings when offering the khata. (Background music, send Hada)
3. Ending part
Value orientation: stimulate children’s interest in continuing to explore national customs
1. Teacher: Today we know You have learned about these three ethnic groups and their different customs and characteristics. In addition to these three, do you also know about other ethnic groups? (Pick 2 brief introductions to praise the children for their bravery) Each ethnic group has different customs and habits. , let’s take a look together. (Multimedia of many ethnic customs and festivals, while watching the teacher’s simple explanation)
2. Summary: These ethnic minorities are Chinese just like us. We fifty-six ethnic groups live together and work together. Sing and dance together, unite and love each other, help each other, and build our country together.
Teacher: Let us invite guest teachers to dance our national group dance together! Chapter 2: About the kindergarten social lesson plan
Activity goals:
1 , share the feelings gained from their respective interviews, read relevant pictures, further understand the childhood stories of grandpa (grandma), and experience the difficulties involved.
2. Use physical objects to compare and perceive the differences in living conditions (food, clothing) between the two eras, and initially experience the happiness of today’s life.
Environment and material creation:
1. Clothes with patches, yellow flour, cake, rope, ppt, etc.
2. Children have interviewed grandparents in advance and recorded them
Activity process: sharing and communication - reading experience - comparative perception
1. Sharing and communication< /p>
1. Recently, everyone completed an interview task and interviewed grandparents. They told stories about their childhood. There must be a lot to gain.
I found a very strange question, what does this mark mean?
Why is it like this?
2. Listening to stories is originally a happy thing, why do you choose to do it now? Sad (with tears streaming down your face)? Who can tell you the reasons for your original choice
3. What did your grandparents say that made you cry?
A. Who can tell you about the past? What kind of clothes do people wear?
What are patches?
The cloth used to order clothes is patches. I found a piece of clothing. Come and see where the patches are. Who will wear them? Look? (Invite a child to come up and put it on)
There was a piece of clothing that was already very good. Wearing such shabby clothes will definitely make others laugh. Why does grandpa still wear it?
B. After talking about clothes, let’s talk about some food?
I also brought something, guess what it is?
I brought two things to compare. Grandpa ate What is the difference between what we eat? Who can taste it?
2. Reading experience
1. I also interviewed a very respectable person, you guys Guess who? He also told me some things about his childhood. (Show ppt observation pictures)
2. The old uncle also had the same suffering as Sanmao in the same year. Can any of you understand? (Guide children to say the content on the picture and perceive individual situations at the same time)
I have a rope here to try (invite children to come up). Why is the belly like this?
3. What do you think the old uncle’s childhood was like?
3. Comparative Perception
1. Here is an interview form for our children. Let’s take a look: Compared with the childhood of our grandparents, what was our childhood like? (Happy, happy, Warm) (cold, hungry, cruel)
2. Please use a color to represent your childhood, grandpa’s childhood.
3. Today is the Double Ninth Festival, a festival for grandparents. In what way are you going to care for them? Part 3: About the kindergarten social lesson plan
Activity goals:
1. Understand the relationship between "early risers" and us, and inspire children to love and respect workers.
2. Ability to express one’s thoughts clearly and completely.
Activity preparation:
PPT; video; children conduct preliminary investigations.
Activity process:
1. Conversation introduction
1. Use some vocabulary to talk about "Winter Morning".
2. Show the timetable, "What time did you get up?"
3. Main question: Who is the earliest person to get up in your family and why?
4. Reason for classification: serving the family; exercising; going to work, etc.
2. Exchange and sharing
1. Share the results of the interview, "Who is the morning person in kindergarten?"
2. The teacher raised a question and showed the time card "5:00" and "4:30".
"Guess who will get up at this time."
3. Watch the video.
Focus on understanding why the doorman Uncle Wu and the kitchen aunt need to get up so early.
Tell me: what are they doing and why are they doing it. (Relationship with us)
4. Continue to watch the video and listen to what they say.
5. Main question: After reading and listening to so many stories about people who get up early, what are your thoughts?
3. Experience expansion
1. Summary with the poem "Morning Man".
2. Think about it: so many early risers are serving us, so what should we do?
Attachment: Early risers
Before dawn,
When we are still sleeping,
Early risers I have left the warm bed and started to get busy. . . . . .
Look, Uncle Wu, the doorman
Waving the broom, wiping the slide
Making the kindergarten clean
Listen, the kitchen Uncles and aunts
In the symphony of pots and pans
Busy making delicious and nutritious meals for the children
Health teachers
< p>Preparing disinfectant, patrolling kindergartensConcerned about the health and safety of every child
School bus driver
Holding the steering wheel, walking down the street
Picking up and dropping off children who are far away
O early risers
Because of you
our lives have become happier< /p>
With you
The morning in kindergarten becomes more beautiful
You have worked hard, we thank you! Chapter 4: About the kindergarten social lesson plan
Design intention:
The teacher observed in daily activities: In the first semester of the big class, children have a certain ability to live independently and can also do something for the group. However, most children still have a certain degree of dependence, especially when their parents take care of everything at home and lack independence. In order to improve children's independent awareness and self-care ability, and enrich children's existing life experience. The teacher tries to let the children make plans for doing things through talking and drawing, so as to help the children improve their existing experience in doing things and develop their willingness to do things.
Purpose of the activity:
1. Learn about some of the things you can do through talking and drawing.
2. Experience the joy of doing things in making your own plans, and develop children’s willingness to do things.
Activity preparation:
1. ppt (Xiaohong does things)
2. Four small train models for yourself, your home, the third class, and the community.
3. Paper, pen and paste used by children
Activity process
1. Story introduction
1. The teacher tells a story "Junjun Treats"
2. Children's discussion: Why can't Junjun keep his friends?
2. Watch ppt (Xiaohong does things)
1. Let’s see what Xiaohong can do?
a. Dress yourself
b. Sweep the floor at home
c. Help the class organize the books.
d. Pick up garbage in the community
3. Make plans for young children
1. Think about it: What have you done for yourself, your family, your class, and your community? What?
2. Children make plans
Use simple drawings to express what they do for themselves, their families, their classes, and their communities.
IV. Classification of plans
1. Let’s divide what you do into points and post them (children will write their plans according to themselves, their families, classes, etc. Classify the community)
2. The teacher summarizes the classification.
5. Expand "I can do..."
Guide children to try to do more things. Chapter 5: About the kindergarten social class lesson plan
1. Activity background and design intention
Early childhood education in the social field aims to develop children's emotions and sociality, and to enhance children's Education with social knowledge, stimulating children's social emotions, and cultivating children's social behavior as its main content. The content that is most familiar to young children should be chosen for education.
"I am a Little Tour Guide" is a large-class social teaching activity originating from the life of young children. By competing as a little tour guide, you can further understand the tourist scenery of Qianwei Village, thereby stimulating the emotion of loving your hometown. Before the teaching activities, the teacher has organized the children to visit Qianwei Village and learned about the various attractions in Qianwei Village. This pavement is very helpful for the children's narration activities in the teaching activities.
2. Objectives of the activity
(1) Understand the main tourist attractions of Qianwei Village, know that Qianwei Village belongs to Chongming, and develop a beautiful feeling of loving your hometown.
(2) Learn to be a small tour guide and be able to boldly and coherently introduce the scenic spots in Qianwei Village in front of teachers and friends.
3. Activity Preparation
(1) Children have tourism experience of visiting Qianwei Village.
(2) Typical pictures and projectors of various scenic spots in Qianwei Village.
(3) The teacher prepares 4 tour guide certificates, 4 tour guide flags of different colors, and 4 homemade small speakers for the children.
(4) The classrooms are arranged into Yingzhou Ancient Village, Animal World, World Petrified Wood and Chinese Strange Stone Exhibition Hall, and Avant-garde Leisure Plaza.
4. Activity process
(1) Watch the courseware and enrich experience
The teacher plays the "Beautiful Avant-garde Village" courseware and the children watch it.
Key questions
1. What places did you just see?
2. Which place do you like best? Why?
Summary
There are so many beautiful places in Qianwei Village, it’s such a great place.
(2) Introducing the various attractions in Qianwei Village
1. Teacher: Our Qianwei Village is so beautiful, so many friends from other places want to come and take a look in the past few years. But they ran into trouble when they arrived at Qianwei Village. They didn’t know how many attractions there were in Qianwei Village and where they were. Can we help them? How? (Tell them, introduce, etc.)
2 .Introduce the profession of "tour guide" to young children.
Key questions
What do you think the little tour guide should do?
Summary
Two conditions, first where to go (take the What places do guests go to visit). What to say secondly (after arriving at the scenic spot, you need to think about how to introduce the scenic spot so that guests like it).
3. Today is the first time for us to learn to be little tour guides. The teacher has posted pictures of various scenic spots in Qianwei Village around the classroom. You can choose your favorite scenic spot to introduce it. A child can act as a little tour guide. The other children acted like tourists when the tour guide introduced us. (Children scatter and choose their favorite attractions to introduce)
(3) Children act as tour guides and engage in imitation games with tourists
1. Select a young tour guide from each attraction to issue a tour guide certificate and Tour guide flag.
2. The remaining children in the class acted as tourists and visited various scenic spots in Qianwei Village. The selected small tour guides gave a brief introduction to the scenic spots they were responsible for.
3. Select the best little tour guide.
Summary
Every child today was very good. They learned to be little tour guides and got to know so many scenic spots in Qianwei Village. Next time we can take our parents or relatives from other places to Qianwei Village, and then act as their little tour guides.
5. Reflection and Suggestions on Activities
(1) The activities are closer to children’s life experience. Choosing to carry out this activity after the spring outing will give the children more experience in the early stages and increase their interest in the activity.
(2) Always focus on children. The entire activity gives the initiative to the children, allowing them to speak, choose, and play by themselves. The teacher only serves as a bystander and organizer of the activity, embodying the spirit of letting children become the main body of the activity.