Before teachers carry out teaching activities, they must make a teaching plan, which can make teaching more scientific. What formats should I pay attention to when writing lesson plans? The following is the kindergarten lesson plan "Knowing Time" I compiled for you for your reference, hoping to help friends in need.
Kindergarten Teaching Plan "Knowing Time" 1 Activity Purpose:
1, distinguishing the outstanding features of day, night, morning and night.
2. Understand the simple time sequence.
Activity content:
Activities 1: morning and evening
1. Show pictures in the morning and evening for children to observe.
2. Compare the differences between the two paintings.
3. Express contact person:
Good morning, dawn! The sun is out! Kid, get up!
At night, it was dark! Moon, the stars are out! The children are sleeping!
Tip: According to the specific details of a day's life, give your child the corresponding language input.
Activity 2: Our Day
1, combined with the actual situation of the family, record all the things that children and their families do in a day (photo-like pictures), such as getting up, washing, eating breakfast and going to kindergarten in the morning.
During the day-children go to kindergarten and parents go to work.
In the evening-go home, eat, watch TV, play games, do housework, wash and get ready for bed.
Night-it's dark. There are moons and stars in the sky. Everyone is sleeping.
2. Dialogue and communication:
What do you do after getting up in the morning?
Who goes to kindergarten during the day? Who wants to go to work?
What can we do at night?
It's getting dark and everyone is asleep. When is this?
Tip: You can learn "How to ... and then/and then ..." According to your child's understanding level, understand a simple time sequence, such as "I get up in the morning, I get dressed first, and then I wash my face and brush my teeth." "I wash my hands first and then eat."
Activity 3: Games
1, adults tell the scene and let the children judge when it is. (Day, night, morning, night)
It's getting dark and everyone is sleeping.
Children play games in the kindergarten during the day.
In the morning, the sun came out and the children sat on the bed and got dressed.
Take a bath at night and get ready for bed.
2. Adults prepare background pictures at different times and play house games with children.
Focus of activities:
Combine specific activities in daily life to help children understand the concept of time.
Kindergarten teaching plan "knowing time" 2 goal:
1, get a preliminary understanding of the surface structure of clocks and watches, the operation law of hour hand and minute hand, and learn to watch hours.
2. Develop a good habit of working on time and cherishing time.
3. Willing to explore, communicate and share.
4. Promote the coordinated development of children's innovative thinking and movements.
Content:
clock
Prepare:
A clock model, if a small clock.
Process:
1. Game: What kind of clock have you seen in solve riddles on the lanterns? (Alarm clock, desk clock, floor clock) What does a clock do? (get up)
Second, distribute clocks and watches, give each child a clock and let the children observe (please tell the teacher what you see) Teacher: Are the two needles the same?
Summary: The shortest one is called the hour hand, and the long one is called the minute hand. There are numbers 1- 12 on the clock face, with 1 square between the numbers, a * * *, and 12 square.
Third, the story introducer of "The Tortoise and Rabbit Race": Who won?
Now the tortoise and the rabbit are competing again. The rabbit represents the minute hand and the tortoise represents the hour hand. They stood in the same position and started the game. (The rabbit ran from 12 to 12; The tortoise ran from 12 to 1 and ran a grid. Who runs faster, the minute hand or the hour hand? Then run, where will the tortoise go?
Summary: the minute hand runs once and the hour hand runs one grid, which is one hour.
Four: Show three clocks for children to observe.
Teacher: Are these three clocks the same? Where is it the same? Is there any difference? Please answer the children.
For example, the minute hand points to 12, the hour hand points to 1, and the division points to 1 exactly.
(The minute hand points to 12, and the hour hand points to a few, what time is it?) Game: Test you and let the children set the clock.
Then please think about it, how to record the time? Write a few exact times, two dots and two zeros, indicating hours.
Verb (short for verb) Game: Wolf, what time is it?
The child said, Lao lang, what time is it? The teacher shows the card and the child dials.
6. Show two pictures. What did you find?
Why do children do different things at the same time?
How do you arrange your day? Go home and make a schedule with mom.
Teaching reflection:
Children are very interested, remember the time and cultivate their good habit of loving time.
Kindergarten teaching plan "Knowing Time" 3 I. Teaching objectives
Knowledge and skills
Through intuitive operation and demonstration, let students experience the process of observation, operation and induction, and initially establish the concepts of time and minutes, knowing that 1 hour =60 points.
(2) Process and method
Know the meaning of the scale on the clock face and can read and write for a few minutes.
(3) Emotional attitudes and values
Feel the close connection between time and life, and form a good habit of cherishing time.
Second, the target analysis
This lesson is based on the understanding of the clock face and the whole time in grade one, so that students can further understand when and when. First of all, through the hour hand minute hand, large grid and small grid on the clock face, we can know that the hour hand takes a large grid, which is 1, and the minute hand takes a small grid, which is 1. Then ask the students to carefully observe the rotation of the hour hand and the minute hand, so as to find the relationship between time and minutes, and know that 1 hour =60 minutes.
Third, teaching focuses on difficulties.
Teaching emphasis: accurate counting (5 points, 5 points), accurate confirmation of when to read and write, and how many points.
Teaching difficulties: correctly understand the time difference of several minutes, and initially establish the time concepts of hours and minutes.
Fourth, teaching preparation.
Courseware, clock face
Teaching process of verbs (abbreviation of verb)
(A wonderful game, the introduction of new lessons
1. Game introduction, perception relationship
(1) Counting game.
Rules of the game: Please 12 students stand on the platform, and use 1 and 1 to count off first. Students in the audience will record the number of the last students. In five or more places, the students in the audience will record how many times the last student reported.
(2) The whole class participates in the game in groups.
(3) Teachers and students sum up the rules of numbers in the game.
2. Create situations and introduce new lessons.
(1) Teacher's introduction: Our class also has 12 digital friends today, which is also related to the number 60.
(2) Taking 1 theme map as an example, the courseware requires students to try to read the time on the clock face and introduce their own ideas.
(3) Introduce new lessons and blackboard writing topics.
The design intention is to introduce a new lesson through games that students are interested in, arouse students' observation and fully mobilize their enthusiasm and initiative in learning. When students observe the theme map of the example 1, they not only review the existing knowledge, but also stimulate their interest in exploring new knowledge.
(B) observation experience, activities to explore
1. I know 1, how many points?
(1) knows the clock face.
(1) Observe the clock face learning tools carefully and communicate with each other at the same table. What's on the clock face?
② Count the squares on the clock surface.
(3) Count the squares on the surface in the way you like.
(2) Know 1.
(1) What does it mean that the minute hand walks a small grid on the clock face (the courseware focuses on the small grid on the clock face)?
② Let the students draw 1 minute on the clock learning tool, and check each other at the same table.
(3) Know something.
How long does it take for the minute hand to walk two squares on the clock face? What about 3 cells and 4 cells?
② (Courseware demonstration) How many minutes did the minute hand take from scale 12 to scale 1? Why?
(3) Divide the students into groups or count, and see how many minutes the minute hand passes through each scale on the clock face from scale 12.
(4) After the students communicate in groups, report.
⑤ The minute hand of the teacher's courseware demonstration points from scale 12 to scale 1, 2, 3, 4, etc. Let the students try to memorize the numbers of each scale quickly in different ways.
⑥ Memory game: Two people sit at the same table. One person moves the minute hand to a different scale, and the other person scores, which can be exchanged.
2. Know the relationship between time and minutes.
(1) When teachers and students pick up the clock face and dial the time to 12, observe where the hour hand and the minute hand are respectively.
(2) Starting from 12, students dial clockwise on the clock learning tool. The teacher can choose several times to check whether the students' hands and mouths are consistent. Students call 12: 30, and the teacher can explain for half an hour and 30 minutes.
(3) Let the students continue to dial the minute hand to 12, and let the students read the time on the clock face, which means 1.
(4) Carefully observe the positions of the hour hand and the minute hand now, and talk about the similarities and differences between the hour hand and the minute hand at 12.
(5) Guide the students to sum up: the minute hand takes a circle and the hour hand takes a big step. Teacher's blackboard writing: 1 hour =60 points.
The design intention is to use the clock face learning tool to dial, so that every student can clearly understand the meaning of the minute hand and distinguish the difference between the hour hand and the minute hand. Let students observe carefully, explore independently, cooperate and communicate, mobilize students' multiple senses, accurately understand 1 =60, and break through the teaching difficulties.
3. Reading and writing time
(1) The courseware draws three clock diagrams of Example 2, so that students can read the time independently before trying to write them out.
(2) Teachers specifically instruct three representative times: the first picture emphasizes the reading and writing methods of when and how many minutes; The second picture emphasizes two reading methods in half time; The third picture emphasizes that every time the minute hand passes halfway, the hour hand will be close to the next scale, so it should be carefully distinguished.
(3) Teacher-student summary method: When the hour hand passes the number 4, how many squares the minute hand moves from 12 is how many minutes it is at 4 o'clock.
(4) Trial reading time.
① Review the theme diagram of example 1 again and try to read out the class time in the diagram.
② Name students to introduce their reading and writing methods.
The design intention is to give students targeted guidance after autonomous learning, and then let students introduce their own experiences and methods, which fully embodies the autonomy of students' learning, greatly stimulates students' interest in learning, and enables students to further understand the methods of identifying reading time.
(3) Consolidate practice and deepen understanding.
1. Tell the time by the clock.
After students independently finish the homework on page 9 1 of the textbook, the whole class exchanges reading methods.
Step 2 indicate the timetable
Complete exercise 23 on page 93 of the textbook, question 1.
Step 3: repeatedly
Complete exercise 23, question 2 on page 93 of the textbook.
The design intention is to fully explore some materials that students are interested in and close to real life in exercise design, so that students can fully experience the close relationship between mathematics and life.
(D) class summary, clear objectives
1. The time of a class passed unconsciously. Can you read the time of class? (Courseware shows the clock)
2. Educate students to cherish time.
Kindergarten teaching plan "Knowing Time" 4 Activity Target:
1. Let children understand the meanings of morning, day, night and night, and use these words correctly.
2. Let children initially perceive the concept of alternation of day and night, and cultivate children's initial concept of time.
3. Develop visual perception and judgment.
4. Cultivate children's spirit of trying and develop children's agility and logic of thinking.
5, preliminary training observation, comparison and reaction ability.
Activity preparation:
A photo in the morning, a photo in the day, a photo at night and a photo at night.
Activity process
First, look at the pictures and understand the time in combination with life experience.
1, Zhichen. Show me the photos in the morning: What's in the photos? When is this? (Morning) Why? (Because the sun is rising and the child is washing) Take the child to read the word: Good morning. What should children do after getting up in the morning? Teach children to get up early and come to the park for morning exercises.
2. Know the day. Show the pictures during the day and let the children talk about what is painted on the pictures. When is this (daytime) and why? The sun is hanging in the sky and the children are playing games. ) take the children to read vocabulary: during the day. Is it daytime now? (Yes) Why? We can see things in the distance without turning on the light. What do our children do during the day? Guide children to speak according to their own life experience.
3. Know the night. Show me pictures at night: What's on the picture? When was it? How do you know it's night? (The moon and stars are out, the lights are on at home, and the children and parents are watching TV) Lead the children to read vocabulary: at night. Will the street lamp be on at night? Can we see clearly without street lamps? Let the children talk about what they do at home at night.
4. Know the night. Show me the night map: What's on the map? When was it? (Night) Why? There are moons and stars, the lights are off, and the children are asleep in bed. Let the children talk about whether they are asleep like the children in the picture in the dark. Teach children to go to bed early and get up early.
Second, understand the day and night changes of time.
1. In the morning, our children get up and go to kindergarten. We play games together during the day, go home at night and sleep at night. The next day we started our activities again. As the days passed, the children grew up slowly.