Cang Xie Zaozi Kindergarten Large Class Chinese Teaching Plan 1 Activity Object:
1. By appreciating the story "Cang Xie Jujube", we have a preliminary understanding of the origin of Chinese characters.
2. In the game of collocation of characters, pictures and shapes, I became interested in further exploring Chinese characters.
3. Willing to communicate with peers boldly and share relevant experience.
Activity preparation:
1, story picture, video projector.
2. Chinese characters and their corresponding pictures and pictographic cards.
The children made a survey about Chinese characters.
Activity flow:
1, exchange the survey results about Chinese characters, and enrich children's experience.
(1) The results of the survey on children's free communication.
(2) The results of the children's collective communication survey.
2. Appreciate the story and get a preliminary understanding of the origin of Chinese characters.
(1) Watch the video projector and listen to the story.
(2)*** Discussion: What is the name of the story? Why did Cang Xie create words? How are words formed?
3. Game: Match words.
(1) Discuss identifying pictograms in groups and match Chinese characters, pictures and pictograms.
(2) Collective communication.
Data link: Cang Xie jujube
Cang Xie is an ancient man, who managed the quantity of animals and food in the era of the Yellow Emperor. In ancient times, people recorded by carving wood and tying ropes. Cang Xie works hard, but the number of animals and food is increasing, and the variety is constantly changing. Over time, Cang Xie himself could not know the meaning of knots and wood carvings of different sizes and shapes. Cang Xie tried to find a good way, but he couldn't figure it out, so he went out for a walk.
When Cang Xie came to a fork in the road, he saw three old hunters arguing about which way to go. An old man said that there were antelopes heading east; An old man said that there were deer going north; An old man said there were two tigers in the west. Cang Xie felt very strange and asked the old man, "How do you know there is a tiger ahead?" The old man pointed to the tiger footprints on the ground and said, "There are tiger footprints here!" " "It turned out that three old people found different animal footprints. At this moment, it suddenly occurred to Cang Xie that a footprint represents an animal, so a symbol can also be used to represent a thing!
Cang Xie ran home happily and began to create various symbols to represent all kinds of things. At home, he creates symbols according to the shapes of various things, which are called "words". For example, the symbol of the sun draws a circle according to the appearance of the sun, with a little in the middle; The symbol of the moon is painted like a crescent moon. Cang Xie created many words and remembered everything. Seeing that Cang Xie had created Chinese characters, the Yellow Emperor ordered him to teach Chinese characters in various tribes. Since then, more and more characters have been used.
Cangjie Word-making Kindergarten Large Class Chinese Teaching Plan 2 Activity Objectives:
1. Understand the story and the origin and evolution of Chinese characters by appreciating animation.
2. By observing hieroglyphics and modern characters, we can preliminarily understand and read several common Chinese characters.
3. Help hieroglyphs find friends' games and increase children's interest in activities.
Activity preparation:
Teaching aids: pictographic cards, courseware "Creating Characters in Cangjie", physical objects, pictographs, modern words and pictures: day and month.
Learning tools: a character matching operation paper, a marker, pictures of water, fire, mountains, eyes, people, mouth and sheep.
Activity flow:
(A) the introduction of the teacher's conversation leads to the story of "Cang Xie Jujube".
Teacher: Do you know Chinese characters, little friend? Can you tell me which Chinese characters you know?
Teacher: Do you know how Chinese characters come from? Let the children see a story called "Cang Xie Jujube".
Teachers and children watch the first half of recess together.
Teacher: Who is this story about? How does he remember things? Is this a good method? Why?
The teacher concluded: Although the method of knotting is good, it is useless to remember more and more things.
Teacher: Do you have any good ways to help Cang Xie?
Pay attention to the second half of the rest.
Teacher: What method did Cang Xie think of? What did he see before he thought of recording with symbols?
Teacher's summary: It turns out that Cang Xie saw something before he thought of recording it with symbols.
(2) Understand the meaning of hieroglyphics, focusing on the evolution of Chinese characters "day" and "month".
Teacher: Look, what's this? If you record this "sun" with symbols, how should you record it?
Let the children go to the blackboard and record "the sun" with symbols. Then show the hieroglyphic "Sun" made in Cang Xie and the modern Chinese character "Sun" and read it aloud.
Teacher: Their names are both Ri, so do they look the same? What is the difference?
The teacher summed up: the shape of a Japanese character is round, much like a figure. This graphic-like character is called hieroglyphics. The sky in our book is square and looks neat. Such characters are called Chinese characters. Chinese characters gradually changed from graphics to hieroglyphics, and then into the Chinese characters we see now. Now do you know how Chinese characters come from?
The teacher continued to show the colorful pictures of the moon and guided the children to feel the evolution of Chinese characters again.
(3) Children make hieroglyphs according to graphics Teacher: Cang Xie has made many Chinese characters. Do the children want to make them?
The teacher shows pictures of water, fire, mountains, eyes, people, mouths and sheep.
Teacher: Teacher, here are some pictures. Later, ask the children to make pictograms according to the shapes of things.
The teacher first demonstrates and guides the children to learn to observe the appearance characteristics of the pictures, and then makes words.
Teacher: What is this picture? (Show a picture of a sheep) What's its shape like?
The teacher demonstrated the pictographic sheep while explaining, and then asked the children to continue to do the rest of the pictographic characters on the blackboard.
The teacher concluded: several children are really amazing. They can make words according to the shape characteristics of pictures. It's like a little Cang Xie.
(4) Match the relationship between hieroglyphics and Chinese characters Teacher: Teacher, here is a piece of homework paper with two lines on it. Pictographic characters are pictographs in the front row and Chinese characters in the back, but the order is wrong. Now, please ask the children to find their Chinese friends for hieroglyphics, find them and connect them with lines.
The teacher first demonstrates how to operate, then lets each child operate, and finally comments and approves. (5) Expand China characters and understand the benefits that characters bring to human beings.
Teacher: Today's children know some simple Chinese characters, but there are many Chinese characters in China. Moreover, these Chinese characters are unique to China and are the traditional culture of our nation. There are all kinds of Chinese characters in China. For example, China's calligraphy is so profound that even foreign friends are amazed. China's Chinese characters are really amazing. What are the benefits of learning Chinese characters for our children?
Teacher's summary: After children know words, they can read books and newspapers by themselves, learn some knowledge and truth from books, and the communication between children is also very convenient.
Activity expansion:
1. corner activity: provide 1 sets of pictograms and modern text pictures for children to read in the language area.
2. Environment creation: display pictographs and modern Chinese characters collected by teachers and children on the wall, so that children can perceive and read Chinese characters and understand the evolution process of Chinese characters.