Activity objectives:
1, teach children to continue to learn natural measurement and master the correct measurement method initially.
2. Teach children to record the number of measurements in the form of records and make simple statistics.
Highlights and difficulties of the activity:
Activity focus: Learn to measure the approximate length of a seeded pencil.
Activity difficulty: children understand that the length (or size) of seeds (measuring tools) is related to the measurement results.
Activity preparation:
Teaching AIDS: an enlarged pencil, a white bean seed and a peanut seed made of foam;
Learning tools: two different seeds, several white beans, peanuts (the particle size should be roughly the same when selecting seeds), record cards, markers and pencils are the same as those of children; The children have had preliminary measurement experience.
Activity flow:
First, explore "What's on the table?" (pencil, white bean, peanut) "Please take a seed to measure the length of this pencil, and how many seeds are used to indicate the approximate length of this pencil." Teacher's analysis: By letting children freely explore the approximate length of pencils with seeds, they can be provided with a kind of exploration and communication.
Second, exchange and discuss exploration results.
(A) AC pencil method
1, the teacher asked 2-3 children who measured pencils in different ways to boldly tell their peers how to explore;
2. Organize and guide children to discuss. Who is the best and most correct method that several children said just now?
3. After getting the unanimous approval of the children, the teacher summed up the measurement method: the end of the first measurement is the starting point of the second, and then the quantity is measured in turn;
4. Teachers use teaching AIDS to demonstrate how to measure pencils correctly. When measuring, one end of the white bean should be aligned with the top edge of the pencil, and the other end of the white bean should be marked with a marker pen (draw a short line, and measure from the mark when measuring for the second time). Pencils are several white beans long, reminding children that the length of pencils can be measured in the same way as peanuts;
Analysis: At this time, teachers fully mobilize the enthusiasm of children's learning activities and let children tell their peers about their own measurement methods, which not only provides children with an opportunity to express themselves, but also enhances their self-confidence and sense of accomplishment, providing children with a language communication environment that dares to speak, wants to speak and can speak; The teacher's timely summary and correct demonstration taught the children the key points of activities in a casual environment, and let the children learn knowledge and skills in a relaxed and happy atmosphere.
(2) Problems found in AC measurement
1, the teacher guides the children to have a look. Just now, different seeds were used to measure the length of pencils. Are the same number of seeds used? . "come; Since; Teacher; Teaching and cases; Use different seeds for the same pencil. How can the result be different? Is there anything wrong with the measurement? Why?
2. Guide children to measure pencil length with two kinds of seeds with different lengths;
3. Experience the relationship between measuring pencil length and measuring results, and let children learn to record the number of seeds. When measuring children, the teacher should pay attention to remind children that one end of the seed must be aimed at the top of the pencil, and whether to start the second measurement after each measurement, and ask children to tell the measurement results and guide them to observe the length of the seed. What kind of seeds are measured less frequently? Which seeds are measured more frequently? Through the operation, children can find that white beans grow less times and peanut seeds are shorter times.
4. Teacher's summary: When measuring an article, the length of the article is related to the measuring tool. The longer the measuring tool is, the fewer times it is measured, and the shorter the measuring tool is, the more times it is measured.
Analysis: This link is to disperse the difficulties of activities.
Third, the extension activities:
Children use other things to measure other things in class.
Teaching reflection:
This activity, whether it is the selection of teaching materials, the formulation of goals, the preparation of teaching AIDS and learning tools, can fully respect children's cognitive characteristics and learning rules. Boring measurement activities are based on the "seeds" that children are interested in, so that children can learn to measure. At the same time, the teacher gradually changed from measuring the pencil length with one seed to measuring with two seeds, so that children can naturally find that the difference of measuring tools is related to the measurement results. When the activity is extended, the teacher can also introduce "replacement" appropriately, so that children can have a clearer understanding of some concepts of mathematics while playing middle school and learning mathematics, instead of being imposed on them by the teacher. Of course, measuring tools are the key items in the activity. How can teachers seize the educational opportunity and play its role? Children can find in the game that "one white bean can be exchanged for three peanuts" and "not according to the individual size, but according to the number of seeds". How to grasp these bright spots and educational opportunities is the direction of our future discussion and research.
First of all, under the guidance of the teacher, let the children understand that the length of the measured object is related to the measuring tool. Then, let the children discover the relationship between the length of the measured object and the measuring tool through their own personal experience. At the same time, the teacher is not in a hurry to tell the children how to measure, but let the children find out how to measure the approximate length of the pencil through their own continuous operation, and constantly find reasons from failures and accumulate experience. Explore the method of measuring pencils with children, and children can freely explore the natural method of measuring pencil length with seeds.
Reflection on the teaching plan of kindergarten middle class and the background of the second activity;
The road in front of the door is the most familiar and favorite theme for children. Every day, new discoveries will be made in shops, schools, book stands and vehicles. However, when drawing these themes, children often find it difficult, and those stylized schemata often hinder their creation and imagination.
This activity is to guide children to get rid of symbolic general painting, start with observing the basic shapes and differences of objective objects, and pay attention to many details of each object, thus forming a richer way of painting and fully understanding and experiencing their surroundings.
Activity objectives:
1. Pay attention to your surroundings and express your personal feelings with interest.
2. A preliminary attempt is made to express the basic parts and main features of objective things by means of graphic combination.
3. Experience the balanced aesthetic feeling brought by the symmetry of colors and patterns when creating.
4, can understand the background color, will pay attention to the cold and warm contrast between the background color and the pattern.
Activity preparation:
1, around the "front road", mobilize children to do all kinds of roadside collection,
2. Appreciate the picture: the surrounding community
3. Various graphics: circle, ellipse, triangle, square, rectangle and combination graphics of houses and vehicles.
4. Long light-colored paper, various graphic colored paper, markers, newspapers, crayons and paste.
Activity flow:
First, the graph has changed.
1. There is a big garden and a small garden on a road. What are they?
2. A small garden with petals, stems and leaves is a small flower, and a big garden with trunk and leaves is a tree. (Ask children to participate in adding pictures)
Of course, there can't be only one kind of flower on the road, and there are many trees.
Many people want to build a house and live here. What shape is this house? A rectangle becomes a tall house when it stands up, and a wide house when it is horizontal.
The house wants to find beautiful shapes for the roof, and many shapes are registered. (Square, rectangle, triangle, semicircle, trapezoid ...) Can I use them all?
6. Tall houses have become residential buildings, and wide houses have become shops, hospitals and schools.
7. Didi, what's coming? The goods that the truck sent to everyone, what graphics did the truck spell? "Use a truck with graphics to confirm.
8. It turns out that this is a busy road.
Second, collage
1. Is your road so busy? What is it like?
2. Draw the road in front of your house by spelling and drawing.
Houses can have different roofs, trees can have different crowns, and of course there are others. As long as you spell it with graphics, you can draw it.
When you finish drawing, draw a line to show how you can go. Spreading newspapers online will turn into a winding and more beautiful road.
Tell me the name of this road and let the teacher write it down.
Third, connect roads with paths and friends' maps to see which road makes sense. Can you find other ways to connect more roads? How long is the connection?
Activity expansion:
Play a game of walking and jumping to meet friends. Is there any way to walk to a friend's door recently?
Reflection:
1, this activity is an integrated activity, decorated with simple geometric figures, which is a fusion of science and art. The whole activity is carried out in the form of games and plots, creating a relaxed and harmonious learning atmosphere for children.
2. During the activity, talk, think and draw a picture. Children's interest is extremely high, and they can boldly choose different colors to paint, and the activity effect is good.
3, the understanding of color may be a bit too detailed, and the posture of individual children holding oil pastels needs to be strengthened.
4. The classroom atmosphere is active during the activity, and most children can master the basic coloring methods.
As a new people's teacher, we need strong classroom teaching ability, which can be effectively improved through teaching reflection. So what problems should we pay attention to when writing teaching reflection? The following is the scientific lesson plan "Understanding the Battery" and teaching reflection that I compiled for you in the middle class of kindergarten. For reference only. Welcome to reading.
Activity objectives:
1, to understand the shape characteristics of the battery and its use.
2. Master the method of installing batteries through experiments.
3. Willing to try boldly and share experiences with peers.
4. Be able to tell your observations and findings in clear language.
Activity preparation:
Charts, battery courseware, flashlight and battery, electric toys.
Activity flow:
First, free exploration.
Teacher: We have many electric toys here today. Let's play together.
2. Teacher: What will happen to the toy when you turn on the switch? (You can move-)
Why do electric toys talk and move? (There is a battery in the toy)
Second, understand the battery shape characteristics.
1, Teacher: There is a small flashlight on the back desk. Please take off the battery and see what it looks like.
(children's operation)
2. The teacher demonstrates the courseware of the battery and understands the positive and negative poles of the battery.
Teacher: How many batteries are there in the small flashlight? What does the battery look like?
3. Know the battery logo.
Teacher: I have two more signs here. Do you know what they mean? (Spring and battery, indicating positive and negative levels)
Third, master the installation method of the battery through the small flashlight experiment.
1, Teacher: Today we know the positive and negative poles of the battery, but how to install it to make the flashlight light up?
2, through the slide show, understand several installation methods.
Teacher: There are several installation methods. Let's see if this installation is effective. (Teachers show the installation methods one by one, and guide children to record the guessing results. )
3. Children's experimental operation.
4. Statistics of children's surgical results.
Summary: Pay attention to the direction when installing the battery, and don't install it backwards. The negative pole is aligned with the spring.
Fourth, understand the purpose of the battery.
Teacher: What other things in our daily life use batteries? What other different batteries have you seen? Let's play together next time
Activity reflection:
It is pointed out in the "Outline" that children should be guided to pay attention to common scientific phenomena around them, feel the convenience brought by science and technology to life, and sprout interest in science; It is necessary to guide children to use the goods and materials around them to carry out activities and discover the multiple functions of goods and materials; It is necessary to provide children with opportunities for observation, operation and experiment, and support and encourage children to explore boldly with their hands and brains.
This activity combines the spirit of the "Outline" and embodies the characteristics of "living, experiencing and operating". Starting from children's interests, it fully explores the potential educational value of batteries and the correct use of batteries. When children play with toys, they often observe and think: Why do cars run? Why is the light on? Have a strong interest in the role of batteries. In the activity, by providing enough time and opportunities for children to operate and explore, guide children to observe and compare batteries and understand their appearance characteristics; Mobilize children's existing experience, operate and install batteries, understand the installation method and function of batteries, and experience the joy of successful installation.
In the whole activity, the principle of "interaction between teachers and students, interaction between students and materials" was fully embodied. Teachers ask open questions to develop children's divergent thinking; Discussions and exchanges between children have developed children's oral expression ability and accumulated experience; Support and trigger the interaction between children and materials, and explore the mystery of batteries through operation and fiddling. (1), template of classroom teaching plan for primary school teachers (three articles) (2), model essay of classroom planning for primary school Chinese teachers (three articles) (3), Beijing requires all primary and secondary schools to incorporate social practice courses into classroom planning.