Kindergarten large class teaching plan 1 activity goal
(1) Help children understand the language and pictures of poetry and grasp the inner emotional context of poetry.
(2) Teach children to observe things around them in an artistic way and imagine the relationship between things.
(3) Teach children to copy and edit according to the repetitive structure of poetry, and express personal experience and imagination in the form of poetry.
(4) Let the children read and participate in the performance emotionally through the teacher's reading aloud, and let the children perceive the story.
(5) According to the existing experience, express your ideas boldly.
Teaching emphases and difficulties
Help children understand the language and pictures of poetry and let them learn to imitate poetry.
Activities to be prepared
1, according to the content of poetry, make 1 teaching wall chart.
2, pens, oil pastels, scissors, paste
Activity flow:
The first level: study and work.
Teachers mainly help children understand the meaning of "home" in poetry, the poems and pictures in poetry, clarify the relationship between things in each poem, and initially feel the inner feelings in poetry.
(1) The teacher leads out the learning content by asking questions. The teacher asked: Do you all have families? Do you like your home? The teacher invited you to listen to a poem today. The name of this poem is Home. Listen carefully. Whose home is the poem about? How do you say it?
② Then the teacher recited the poem 1 time in an emotional voice, giving the child a preliminary impression.
(3) In the form of dialogue, let the children tell the main content of this poem, and the teacher will show the teaching wall chart to help the children remember this poem. Like whose home is the blue sea? Dark clouds, whose home is it? Deep underground, whose home is it? Whose home is the dense forest? When talking about the last sentence, the teacher should slow down and lead all the children to finish.
The teacher asks questions to let the children further understand the connection between things in each passage. For example, the teacher asked: Why is the blue sea the home of corals? Why do you say that dark clouds are the home of heavy rain? Why is the deep underground the hometown of oil? Why is the jungle home to mushrooms?
⑤ Finally, the teacher leads all the children to recite the poem twice. Teachers should use their own emotional contagion children to let the children feel the inner emotions of the poem initially and recite it correctly.
The second level: further understanding of poetry.
This level can be carried out through various forms of activities, aiming at further feeling and understanding poetry in various ways and exploring the "home" of related things.
(1) Poetry Performance
Further feel the artistic conception of poetry through action form and language.
(2) Observe in nature, find the "destination" of related things, and express it in language.
(3) Use pictorial, television and other knowledge media to find the "home" of related things.
The third level: the experience of turning poetry.
This level, mainly through another form of activities, reproduces the knowledge and experience that children are interested in from poetry, and prepares for the fourth level of activities.
It can take the form of clip art. Teachers cut out patterns from some old picture books, and children can freely post and add pictures to show a picture of home.
The fourth level: expand the imagination and imitate the poem "Home"
This level focuses on letting children express their knowledge and experience in the language of poetry.
(1) Teachers lead children to recall and review poems. Then let all the children recite the poems together and let them talk about the connection between things in each poem.
(2) Encourage children to talk about what can be their home besides what the poem says.
(3) Let the children copy the imaginary things into a new poem in the language of poetry. Teachers can demonstrate first, and then invite the children of 1 to speak.
Teachers should help children master the method of imitation. Then let the children copy freely in groups, and the teacher should pay attention to observation and guidance. Finally, let each child say a poem in turn to form a new long poem "Home" to end the whole activity.
The teaching flow chart is:
Stimulate interest, explore freely-operate-write poems.
Teaching reflection
In the process of implementation, I first make pictures according to the content of poetry to attract children's interest in learning poetry. Judging from the on-site effect of the activity, this classroom teaching has made gratifying changes compared with the traditional poetry teaching. First of all, teaching with pictures can make children feel fresh in vision and hearing, attract children's attention and stimulate their interest in learning. Secondly, children can pay attention to the harmony with poetry when imitating poetry. Children's imagination and thinking are active, the whole activity is positive, and they are full of interest in imitating poetry.
Encyclopedia: Family refers to a social life unit composed of relatives based on marriage, consanguinity or adoption.
The second part of the kindergarten large class teaching plan activity objectives:
1. Feel the beautiful artistic conception of prose, and actively express your understanding of prose with words and body movements.
2. Learn to imitate sentence patterns in prose.
3. Willing to participate in prose appreciation and be able to perform in cooperation with peers.
Activity preparation:
1. Courseware matching the content of prose.
2. record prose.
3. The headdress of the performance.
Activity flow:
First enjoy the morning glory pictures and talk about your feelings about them.
Teacher: Let's enjoy a beautiful picture.
1. Tell me what they see, what they look like and what they seem to be doing.
2. What flower is that? What are the leaves like?
This morning glory is morning glory. What does morning glory seem to be doing?
Morning glory is so happy, dancing and blowing the horn. So, who heard the morning glory horn?
Second, appreciate prose.
1. Listen to the prose recording again.
Q: Tell me who heard the horn.
2. Appreciate the prose again. Question: What are the flowers and grass doing when they hear the horn?
3. Appreciate the stories told by children in citrus, click on the pictures of wheat seedlings and pea flowers selectively, appreciate the prose, and learn about the children's understanding of the prose in words or actions in time.
4. Who heard the horn? What did it do when it heard it? (Wheat seedling) Can you see the wheat seedling clearly? What does it look like?
White, can't see clearly, white is fog, have children ever seen fog? What is the fog you have seen? (vocabulary: white)
5. Who else heard the horn? (Mushroom) What does a mushroom look like? (Yuan likes it ~ ~ ~)
6. There is a purple wild rose. It said I heard the horn, too. Look what Ross is doing.
How do roses bloom? Please show the roses by action. Open the petals one by one.
7. Where are you lying? How did you lie down? Ask two children to act together. Peas are lying on the bamboo fence.
The pea flower is lying on the bamboo fence and happy. Does the child want to perform? Please find a small partner to discuss who will play the pea flower and who will play the bamboo fence. When you cooperate, you should cooperate with each other and show happiness.
8. Who else heard the horn of the morning glory? What is it doing? (Water lily) What color are the petals of these water lilies? What words can be used to describe many colors? Colorful, colorful. I also have a nice word-colorful petals.
Third, play the courseware continuously. Fully appreciate prose.
Teacher: These pictures are really beautiful. Let's enjoy them again.
Why has the world become so fragrant and beautiful? Because of the morning glory.
Appreciate prose and perform with courseware.
Listen and play different roles.
Five, imitation prose.
Besides these flowers, the grass heard the horn of the morning glory. Who else heard it? What are they like? What are you doing?
Attached prose "Morning Glory"
On the green grass, there lived a group of morning glory.
Each of them has a light blue trumpet.
Each of them has a bright green dress.
They blew their horns to welcome the first ray of sunshine in the morning.
Flowers and grasses all over the world get up quickly when they hear the horn.
You see, the green wheat seedlings have separated from the white dance.
Round mushrooms spread beautiful red umbrellas.
The purple rose opened its petals.
Happy pea flowers climbed the bamboo fence.
The delicate and charming water lilies have blossomed into colorful corollas.
As a result, the world has become so beautiful and so fragrant.
The third activity goal of kindergarten large class teaching plan:
1, understand the reading methods of ancient books, and be interested in reading ancient poems.
2, will recite seven-character quatrains with expression, and initially arrange the poems in order.
Activity preparation:
1, a big book, a walking music tape and a children's operation data.
2. Draw a red doll (green doll) with four big characters on the child's thumb.
Activity flow:
1, children, here is an interesting book. Let's watch together!
What do you find interesting?
The teacher concluded that in ancient times, books had a back cover at the bottom and a back cover at the top. When reading, they turn from the back page to the front page.
I tell you, there is an ancient poem hidden in this book! Let's take another look. The teacher turned over the book and read the ancient poem "Mountain Walk".
What's the name of this ancient poem? Which great poet wrote it? What season is the scenery described?
Do you want to learn this ancient poem?
Show me the word "hiking", children, and read after me.
The teacher reads one sentence, and the child reads one sentence. (the first time)
Read it out in a nice voice. (second time)
Let's read together. Children who can read will speak louder. (the third time)
Let's do it again.
There are some pictures on this paper. Guess which word baby is hidden in these pictures? (understand "mountains, rocks, white clouds, cars, flowers")
5. Now let's play a game and look at the color marks.
I am a yellow doll. I colored the word baby yellow. I will read it. Who will read the scarlet letter, baby? How about word baby painted green? (four sheets of paper)
6, red doll, green doll is really capable!
There are also word cards here. Can you organize these word cards into an ancient poem? Then please line up to read it. You can read it to the teacher at the back. Put it right, read it well, and the teacher will award you a five-pointed star.
7. Children who have studied well can put away their word cards, sit in a chair and sing the poem "Mountain Walk" with a tape recorder. (Playing music tapes)
Attachment: The ancient poem "Mountain Walk"
(Tang) Du Mu
The stone road winds to the cliff in the distance.
There are people in the depths of white clouds.
I stopped the carriage and was fascinated by Fenglin.
The frosty autumn leaves are redder than the flowers in February.
The fourth part of the kindergarten large class teaching plan teaching objectives:
1, guide children to appreciate the work and understand the content of the story;
2. Instruct children to simply tell the main idea of the story and speak with "If ……".
3. Encourage children to imagine and guess boldly.
Teaching focus:
Guide children to appreciate the story, understand the content of the story, and know what Dudu bears and small animals think.
Teaching difficulties:
Encourage children to observe carefully, guess and express boldly.
Teaching time:
1 Teaching methods: observing, guiding questioning method and discussing.
Teaching preparation:
Courseware, children's books, bear headdress or cloth toys.
Teaching process:
First, the beginning part
1, organize teaching and put forward classroom routine requirements;
2. Show the teddy bear toys and introduce the hero of the story to the children.
Second, the basic part
1. Teachers demonstrate courseware to guide children to observe.
Question: Who are these pictures and what are they doing?
What do these three paintings have in common?
Guide children to observe and find that all three small animals are thinking "If …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. Inspire children to guess the story clues according to the pictures and ask questions: What are the bears, mice and snails thinking?
3. Encourage children to tell the main idea of the story, and there are different opinions according to imagination.
4. Instruct children to speak with "If …".
5. Guide children to read and speak freely.
Third, the conclusion part.
1, encourage children to imagine and express boldly.
2. Summarize the activities and end the course.
Analysis of teaching effect:
1, children can observe the contents of pictures under the guidance of teachers and understand the thoughts of small animals;
2. Most children can simply retell stories;
3. Guide children to further experience the meaning of the story.
Kindergarten large class teaching plan 5 small reporters
Journalists are full-time people who report news and write communication reports. With the help of various media, they compile and report information in various fields, which has attracted more and more attention and love. Children play the role of "reporters" and experience the following working methods, which can not only enrich children's social ways, increase their knowledge, cultivate their keen observation and ability to dig up life materials, but also improve their oral expression and painting skills.
Because of the children's inexperience, when the role activities are initially set or the children are not clear about the interview objectives, the teacher can participate in the game as the editor-in-chief and let the young reporter report his interview object first. The editor-in-chief can help the young reporter design the interview questions and let the young reporter make the interview theme clear. In order to give full play to the interaction between children, two or three people can freely combine for an "interview".
When setting up "little reporter" activities, teachers should first broaden children's action space. In addition to this class, they can also "interview" in various classes in the circle and departments such as kitchen, health room, storage room and library, and even ask parents and social departments to cooperate to expand the scope of "little reporters" to the society ... to enhance their understanding of all walks of life and cultivate their children's social communication ability. After the interview, teachers should provide children with the conditions of "reporting", such as providing paper and colored pens, allowing children to draw newspapers and periodicals, and providing TV sets made of large cartons for children to "report" and "news" on TV. Here are some props for "interview and report".
"camera":
Use a toy camera or a detergent bottle shaped like a camera.
"reporter action bar":
Set up an "interview column" on the conspicuous wall, paste a big piece of white paper, and let the "little reporter" present the "edited" content to the readers in the form of painting.
Newspapers and magazines:
Provide quarto paper, and the "little reporter" designs and arranges the layout by himself. * * * Cooperate to draw the "edited" information on paper and present it to readers in the form of "newspaper", or describe the information in a notebook and make it into a magazine.
The sixth activity goal of kindergarten large class teaching plan:
1, can use palm leaves as the carrier, and make rich imagination and inventions according to past experience to form works.
2. Cultivate innovative thinking and hands-on operation ability, and be interested in operational activities.
Activity preparation:
Palm leaves (large and small), plasticine
Activity flow:
First, understand the information.
1, look! What's on the table?
2. What are palm leaves like?
3. What can we do with it?
Second, the teacher explained it briefly.
1. Each child can choose the whole leaf or scattered leaves by himself, weave them and combine them with plasticine to make something different from others, and compare whose hands are the most dexterous and who makes the most beautiful things.
Step 2 request
Children should pay attention to safety when doing it. Don't poke the children next to them with leaves. Move quickly and put them on the display platform.
Third, children are free to operate, and teachers show them around.
Fourth, children introduce works and comment.
1. Please invite individual children to introduce their works on the exhibition platform and guide other children.
2. Let the children introduce their works to other kindergarten teachers. Children who have not finished their works can continue.
Chapter 7 of "Teaching Plan for Large Classes in Kindergarten" learns nasal vowels "ang, eng, ing, ong" and whole syllable "y ng", and can read the correct pronunciation, recognize the shape and write correctly.
Learn the sound form of vowels "ang, eng, ing, ong" and recognize "yìng" as a whole.
Read the vowels "ang, eng, ing, ong" correctly and remember the shape of the letters.
First, dialogue import
Last class, we learned five vowels before nasal sounds. Do you remember which five? Today, we are going to learn the last lesson of Chinese Pinyin. In this lesson, we are going to learn four postnasal vowels, which are difficult to pronounce, and see who learns best.
Write on the blackboard.
Second, learn the sound forms of "ang, eng, ing and ong" and know the syllable "yìng" as a whole.
(A) learning the vowel "ang" sound shape
1. Show the first picture in the book and ask: What is this?
2. Show the syllable "yáng" in the picture.
3. The teacher demonstrates reading "Yang" and the students follow.
4. The teacher reads "Ang" and the students read "Ang" after it.
5. Pronunciation method: When pronouncing "ang", first set the mouth shape of "A" and pronounce "A", then the tongue retracts, the base of the tongue touches the soft palate, and the airflow comes out of the nasal cavity, which is loud and strong, and the fingers tremble when pressing the bridge of the nose.
6. Students consolidate the pronunciation of letters through reading, roll call reading, reading together, train reading and other forms of experience.
7. Read the syllable "yáng" on the basis of students' correct reading of "ang".
Please observe which three letters "ang" is composed of.
Show me the card:
The three letters appear in turn: "A" first, then "N", "A" and "N". What do you read? Finally, show the "G", which adds up to "ang".
Note: the teacher can make a piece of paper turned from back to front, so that "A" becomes "E, I, O" and vowels become "ang, ing, ong", which is convenient for learning the letters behind.
(b) Learn the pronunciation of the vowel "eng"
1. Put the second picture and talk about the content of the picture.
2. Show the syllable "dēng", the teacher will read it as a model, and the students will read it after it.
3. The teacher puts forward "eng" in the syllable and makes a demonstration reading, and the students follow suit.
4, the teacher speaks pronunciation: from the mouth shape of the vowel "e", the airflow flows out of the nasal cavity. Teachers demonstrate English and students practice.
Please read "dēng" to strengthen the pronunciation of "eng".
6. Remember the shape of "eng": What letters are "eng" made of?
Students talk about the teacher and demonstrate how to turn "ang" into "eng". Just flip the "e" paper from back to front, and "ng" will become the letter "eng" without moving. Ask the students to compare the similarities and differences of letters.
(3) Learn the sound form of vowel "ing" and know the syllable "yìng" as a whole.
1. Show the third picture in the book:
2. Show the syllable "yìng" in the picture below, and the teacher will read it as a model. Please tell the students what is the difference in syllable reading in the first two pictures.
3. Tell the students that "yìng" is a syllable that can be read as a whole, and you need to memorize it as a whole without spelling. Students practice reading.
The teacher reads "ing" and the students read after it. Teachers can correct incorrect reading at any time.
5. Remember the shape of "ing": How to remember its shape? When the students answered, the teacher flipped the paper and changed "eng" into "ing".
6. Read aloud in various forms to consolidate the pronunciation of letters.
(d) Learning the sound form of vowel "ong"
1, show me the picture. What is this?
2. Show the syllable "zh not ng" in the picture. Teachers can read, so can students.
3. The teacher put forward "ong" to read the model essay, and the students read each other at the same table.
4. Remember the shape of "ong": What's the difference between "ong" and the previous letters?
The teacher flipped the card and changed "ing" to "ong".
Third, write the vowel letters "ang, eng, ing, ong"
1. Try to copy this vowel by yourself.
2. Show students' writing and talk about what is good and what is not good enough.
3. The teacher stressed that the three letters should be close together and cannot be written as "An Ng".
Four. abstract
Just read this lesson according to the blackboard.
Attachment: blackboard design
Design background of teaching plan 8 for kindergarten large class
Children have a strong curiosity and desire to explore all kinds of magical and interesting scientific phenomena in nature. Natural phenomena such as "wind, rain and lightning" are everywhere and have infinite mysteries. Children are eager to know these natural phenomena. For example, "Feng" is no stranger to children. They played a lot of Feng's toys and games. I found that "wind" is what children need and what children are interested in. However, their understanding of "wind" is only an intuitive phenomenon, which can no longer meet their needs. Therefore, I followed the children's experience and life, and let the big class children independently generate a series of activities to explore the "secret of the wind" around the "wind".
moving target
1, stimulate children's desire to explore and be willing to participate in the game of exploring the wind.
2. Let children know how the wind is formed and know some uses and hazards of the wind.
3. Cultivate children's curiosity about things and be willing to explore and experiment boldly.
4. In the activities, guide children to observe and discover phenomena carefully, and study scientific phenomena with empirical evidence.
5. Cultivate the ability of cooperative inquiry and recording experimental results with symbols.
Important and difficult
Understand the formation of wind, and know some uses and hazards of wind.
Activities to be prepared
1, cartons, plastic bags, balloons, fans, books, cardboard, straws, feathers, etc.
2. Wind toys.
3. Pictures about the use and harm of wind.
Activity process
1, a preliminary understanding that wind is formed by airflow.
(1) Use magic boxes and plastic bags to prove the existence of air, which is around us.
(2) Show two balloons filled with air. Open 1 balloon loosely and blow it into a child's hair. Let the child talk about what he observed and lead to "wind". Through comparison, guide children to say: flowing air forms wind, and still air is not wind.
(3) Teacher's summary: Airflow forms wind.
2. Try to make artificial wind.
(1) Show the windmill and tell the children that they all want to play the game of wind, but there is no wind in the classroom. What should I do?
(2) Children can freely choose materials to make wind, and try to make wind with various materials.
(3) The teacher summarizes the methods of artificial wind making and encourages children to come up with more methods.
3. Children look at pictures, understand some uses and harms of wind in life, and guide children to look at things dialectically.
4. Game: Feathers flying. Let children make wind by some artificial methods, and human feathers float high and far.
Teaching reflection
The new "Outline" points out that science education for children is a scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, creating conditions for children as much as possible, using various senses, using hands and brains, exploring problems, solving problems and experiencing the fun of discovery. I designed this scientific inquiry activity. By using magic box to make magic, I attracted children's attention from the beginning, stimulated their interest in participating in the activity, turned their "unintentional" curiosity into "intentional" motivation for knowledge, and promoted their desire for scientific activities.
In the activity, the teacher first designed an observational, open and hierarchical question around the activity goal. For example, in the activity, the plastic bag is inflated to let the children feel that there is air around us, and balloons filled with air are scattered on the children's hair, so that the children can know that the flowing air forms the wind and the static air is not the wind through observation and comparison. In this way, activities introduce children into the scientific atmosphere and induce their positive thinking. Secondly, the "Outline" emphasizes: "Teachers should provide rich and operable materials to provide conditions for each child to explore in a variety of senses and ways." During the activity, children choose materials to make artificial wind through the important link of "learning by doing" activity, make the windmill turn, acquire knowledge through hands-on, communication and expression, and acquire learning methods in the process. Finally, a new problem arises: how to make feathers fly? Lead children to explore in depth again, leaving room for children to explore and extend. The whole activity gives the children a relaxed atmosphere, and the teacher only acts as a supporter, encourager, collaborator and guide in the activity, listening attentively to the children's expressions and sorting out and summarizing them in time. Children will always be the main body, and new knowledge and experience will be sorted out through observation, hands-on and exploration, so that children can grow their talents in practice. Of course, in children's scientific activities, we should strengthen the cultivation of children's thinking ability, enhance children's independence and exploration, let children complete their learning tasks in a complete link, truly master scientific knowledge, enter science, and let the light of science illuminate their growth path.