Lesson plan 1 large class and small class activities; Activities of large classes and small mixed ages.
Key areas association
Related domain language
Activity target 1. Know that you are a big brother and sister, and experience the feeling of being a big brother and sister.
2. Communicate actively and learn to take care of peers younger than yourself.
3. Have the pride of being a brother and sister.
Key point, difficult point: take the initiative to say hello to your brothers and sisters and be willing to communicate with them.
Difficulties: take care of your younger brother and sister and realize the pride of being a brother and sister.
Activities are prepared to decorate various activity rooms, display studio items, play with water materials, and build venues.
Activity flow:
First, talk about introduction to stimulate children's interest.
1, teacher: "Son, you have grown up. In kindergarten, you are big brothers and big sisters. Then tell me how to be a brother and sister and be an example for my brother and sister. "
Children can discuss and tell freely.
3. Talk about the open areas of activities today: small hands, reading together, small architects, exploration and discovery, and happy stage.
Second, know the younger brothers and sisters of Class 5.
1. Look for the classroom in Class Five.
2. Know and talk to your brothers and sisters.
Third, take your brother and sister to the activity room.
1. Children take their brothers and sisters to various activity areas to introduce the contents of the activity areas.
2. Remind children to take the initiative to help and teach their younger brothers and sisters to complete the activities and tell them what we are doing. Teach them methods, remind children to take good care of their brothers and sisters and teach them skills.
Fourth, end the activity.
1. Please tell your children what you played with your brother and sister today. How do you feel?
2. Send your brother and sister back to the classroom.
Intention teaching plan for large class and small class activities 2:
When entering a large class, children are willing to lead their younger brothers and sisters to participate in activities. How to be a caring, responsible and caring brother and sister? The child doesn't know. Through "taking the big with the small", we will increase our sense of task and strive to complete the task as planned. Let the children complete the task of taking their younger brothers and sisters around the kindergarten in real situations and experience the happiness, fun and even troubles.
Activity objectives:
1, try to record with symbols, words, pictures, etc.
2. Take my younger brother and sister to visit the kindergarten and feel a sense of responsibility.
3, the experience should be careful, not sloppy.
4. Initially cultivate children's ability to solve problems with existing life experience.
5, initially understand that when you grow up, you can try to face things.
Activity preparation:
1, paper and pen.
2. Contact the small class in advance.
3. Simple map of kindergarten
Activity flow:
(1) Recall stories
Show me the picture book. Remember the name of the story? What does this story tell?
Is Noda a good brother? Why?
Would you like to be brother and sister? Children in small classes have just come to kindergarten, and many places are unknown. Would you like to show them around the kindergarten? Can you take care of them, love them and make them happy like Noda?
(2) Discussion: Take the big with the small.
The younger brothers and sisters who have just entered kindergarten in the small class are all very young. They are not used to kindergarten life, and many things they don't know and won't do. It is not easy to take care of them!
What should I do to take my younger brother and sister to the kindergarten? Say what? (Guide children to consider from the aspects of safety and emotion. )
Introduce yourself and know the class and name of your brother and sister.
Introduce the facilities of kindergarten.
Protect your brothers and sisters and don't do dangerous actions and things.
(3) Record: Visit route
① Show a simple kindergarten map.
Do you know the activity room and classroom above? Any idea where they are?
Please design a "tour route".
② Design "tourist routes" in groups.
You can use symbols, words, pictures, etc. To record, to be simple and clear, so that others can see.
⑧ Exchange and discuss, and make appropriate amendments.
Summary: According to the designed "visit route", lead the younger brothers and sisters to visit the kindergarten and let them know more about the kindergarten. Love them like brothers and sisters, protect them and make them happy!
(4) Practice: Visit the kindergarten
① Reference process
A. get to know each other: the children in the big class introduce themselves, ask and know the names of their brothers and sisters.
B. The children in the big class introduce the places where the younger brothers and sisters may go in turn.
C. Safety reminder.
D. The children in the big class take their younger brothers and sisters to visit the kindergarten.
② Precautions
A increase teachers in corridors, stairs and other places to protect the safety of young children in advance.
B. Remind children to walk slowly.
Activity expansion:
1. Performance area: headwear, recording and picture books are provided for children to perform.
2. Language corner: provide picture books for children to continue reading.
Activity reflection:
No matter how sunny the appearance is, children will also have bad emotions and dark psychology. In the story, Noda's experience of seeking kindness and regaining self-confidence is exactly the mental process of children's self-knowledge and self-correction, which may be the growth hardship that every child will experience.
Large class and small class teaching plan 3 activity goal:
1, try to record with symbols, words, pictures, etc.
2. Take my younger brother and sister to visit the kindergarten and feel a sense of responsibility.
3. Stimulate children's curiosity and desire to explore.
4. Listen to your partner's speech quietly and feel the fun of talking together.
Activity preparation:
1, paper and pen.
2. Contact the small class in advance.
3. Simple map of kindergarten
Activity flow:
(1) Recall stories
Show me the picture book. Remember the name of the story? What does this story tell?
Is Noda a good brother? Why?
Would you like to be brother and sister? Children in small classes have just come to kindergarten, and many places are unknown. Would you like to show them around the kindergarten? Can you take care of them, love them and make them happy like Noda?
(2) Discussion: Take the big with the small.
A little brother and sister who just entered kindergarten are very young and are not used to kindergarten life. They don't know and won't do many things. It is not easy to take care of them!
What should I do when I go to kindergarten with my younger brother and sister? Say what? (Guide children to consider from the aspects of safety and emotion. )
Introduce yourself and know the class and name of your brother and sister.
Introduce the facilities of kindergarten.
1. Protect your brothers and sisters and don't do dangerous actions and things.
(3) Record: Visit route
① Show a simple kindergarten map.
Do you know the activity room and classroom on the first floor? Any idea where they are?
Please design a "tour route".
② Design "tourist routes" in groups.
One can use symbols, words, pictures and other records, and it should be simple and clear, so that others can see it at a glance.
⑧ Exchange and discuss, and make appropriate amendments.
Summary: According to the designed "visit route", lead the younger brothers and sisters to visit the kindergarten and let them know more about the kindergarten. Love them like brothers and sisters, protect them and make them happy!
(4) Practice: Visit the kindergarten
① Reference process
A. get to know each other: the children in the big class introduce themselves, ask and know the names of their brothers and sisters.
B. The children in the big class introduce the places where the younger brothers and sisters may go in turn.
C. Safety reminder.
D. The children in the big class take their younger brothers and sisters to visit the kindergarten.
② Precautions
A increase teachers in corridors, stairs and other places to protect the safety of young children in advance.
B. Remind children to walk slowly.
Activity expansion:
1. Performance area: headwear, recording and picture books are provided for children to perform.
2. Language corner: provide picture books for children to continue reading.
Activity reflection:
Children with sunny appearance will also have bad emotions and dark psychology. In the story, Noda's experience of seeking kindness and regaining self-confidence is exactly the mental process of children's self-knowledge and self-correction, which may be the growth hardship that every child will experience.
Encyclopedia: The highest class in kindergarten (small class and middle class) consists of children aged five or six to six or seven.
Design intention of teaching plan 4 in large class and small class;
The activity of "making camouflage" comes from a parent-child production project in our class's generation activity "Colorful World". The children told me that they learned how to make camouflage in the "Tree of Wisdom" program, and then they brought it with them. The colorful camouflage displayed in the corner of the community attracted the attention of the whole class. The children who first learned to make camouflage took the lead in being small teachers among teachers and teaching teachers and partners to make camouflage. After a few days, the children suggested teaching the younger brothers and sisters in the middle class to do it. They spent nearly a week preparing: designing and making pictures and books by themselves; Decorate the camouflage exhibition hall with the teacher; Discuss how to teach younger brothers and sisters to make camouflage, and so on.
Today's group activity is just a fragment of a series of generating activities. I chose this activity for two reasons: 1, which can reflect the main value of children: the content of the activity stems from children's interests, children take the initiative to put forward ideas and participate in preparation, and children can have their own ideas in the activity; And be brave enough to achieve their preset goals in practice; 2. It is helpful to cultivate the quality of children's lifelong benefit: caring for the emotional attitude of younger brothers and sisters; In order to realize the ability of "teaching" brothers and sisters to become camouflage, they should adopt corresponding strategies, such as demonstrating, explaining and learning from different objects.
As a way of social practice, our class has carried out practical exploration for two years. Its greatest function is to promote children's social development. First of all, it can solve the problem of limited communication between children brought about by class teaching system and one-child families; Secondly, it can enhance children's social adaptability, form good social attitudes and emotions, and promote children's socialization process and development; Third, in line with the unbalanced development of children, the low-level people in group development and the weak points in individual development can find support and assistance environments suitable for their own development in more and richer activity environments and promote their own development; Finally, promote teachers' professional growth and improve the ability of curriculum development, implementation and research.
It is impossible for us to fully embody the educational function of the social practice of "taking the big with the small" only through this activity. At the same time, because there are not many opportunities for children to try social practice activities (borrowing classes), there will be many problems in the process of activities, so I will discuss and communicate with you.
Activity objectives:
I am willing to participate in this social practice and enjoy the happiness of cooperation.
Can use the accumulated experience in the past to teach younger brothers and sisters to make camouflage in an appropriate way (large class); I can learn to make camouflage in the way I like under the guidance of my brothers and sisters (middle class).
When encountering difficulties, you can take the initiative to try to solve them.
Cooperative classes: large class and middle class
Activity preparation: build a camouflage display platform; Homemade drawings and books;
Production materials: colored paper, watering can, plastic box, chopsticks, rag, trash can;
Digital camera, TV set, recording paper, pen
Activity flow:
1, leading younger brothers and sisters to appreciate the finished camouflage products.
(This link has aroused the enthusiasm of the big class children. When they take their younger brothers and sisters to appreciate their camouflage works, they will take the initiative to ask their younger brothers and sisters: What is camouflage like? How is camouflage made? I will also let my brothers and sisters touch and smell it. Middle-class children will be very curious. They are eager to think about how to make colored rice. )
2. Introduce today's activities.
"Today we have an important task to teach our brothers and sisters to make camouflage."
(Guide the children to define the activity goals: Each activity link below is for the "teaching" brothers and sisters. )
3. Brothers and sisters use homemade drawings and books to explain the production methods for their brothers and sisters.
"Who is going to be a little teacher and introduce the production method of camouflage to my brothers and sisters with the production drawings we designed?"
"In addition to making pictures, we also designed small books for our brothers and sisters. Who will teach them reading and learning skills? "
There are different ways to make pictures and books: the pictures are designed by six children, and the books are designed by each child according to his own production experience and how to "teach" his younger brother and sister to learn skills as soon as possible. Teachers should respect each child's ability differences and give him considerable space for self-display and self-realization. )
This activity was originally put forward by children, who felt that they should explain it to their younger brothers and sisters like teachers before taking them to learn skills. From this, we can learn that children in large classes can actively apply the teaching methods they have learned from their teachers to their own "teaching". Teachers meet children's psychological needs in time. )
"What difficulties do you think you will encounter in teaching your younger brothers and sisters to make camouflage?"
(From the perspective of large class children themselves, they have different abilities: language expression ability, action demonstration, and ability to deal with emergencies; There are also differences in the abilities of younger brothers and sisters: language understanding, action imitation and cooperation. These factors may affect the smooth progress of the activities. The children in the big class say this: What if my brothers and sisters don't want to learn skills from me? They can't use a hair dryer; Wait a minute. )
"It doesn't matter, I believe you will have a good solution to the difficulty!"
The teacher didn't tell the children how to solve the difficulties, but hoped that they would work hard in practice. Teachers pay attention to children's ability to solve difficulties. )
4. "Teach" my brothers and sisters to do it for the first time.
Teachers should pay attention to the guidance methods of children, shoot the typical scenes of children's activities in time, and comment and guide them.
"The teacher photographed what we just taught our brothers and sisters in camouflage. Let's take a look. " (In front of the camera, pairs of brothers and sisters step forward) "Come, let everyone know about you first. Please tell your brother (sister) how you teach your brother (sister) to learn skills? "
(Different children use different guidance methods, such as: demonstration-explanation-demonstration, while the younger brother (sister) is watching; Teach by hand-let the younger brother (sister) learn from himself step by step; Let go-let the younger brother and sister take the initiative to do it, let him do it, and make their own language tips. )
(It is a key for children in large classes to determine their own guidance methods according to the requirements of their younger brothers and sisters and the differences in learning ability. The purpose of designing this link is not to evaluate which guidance method is correct, but to let children learn from each other, make clear that there are different guidance methods and consider which one is suitable for them. )
(Teachers should also focus on the "faults" of children in large classes in treating their younger brothers and sisters: What should I do if my younger brothers and sisters add too much water? What if water spills all over the table? What should my brother and sister do if their hands are dirty? The cultivation of children's emotional attitude of caring for their younger brothers and sisters is related to specific events and specific environments. Teachers let children know the true concern and tolerance of "big" to "small" by letting them talk about their "excessive measures" to their younger brothers and sisters. Then in the future experience, children will migrate to use. )
What difficulties did you encounter in teaching your brothers and sisters skills? How did you do that?
This is the feedback to a question before the activity. The children's previous problems have been solved smoothly. But they met a new problem: why is the color of camouflage so light for younger brothers and sisters? Why are some rice not dyed? Why haven't some younger brothers and sisters learned technology yet? )
"We teach our brothers and sisters to do camouflage in different ways. Have our brothers and sisters really learned this skill? "
5. "Teach" my younger brother and sister to make trouble for the second time.
Teachers are concerned about how children solve some of the difficulties just mentioned: some ask their peers for advice; Some put more colored paper according to their own ideas to make the color darker; Some use pictures and books to explain the production steps to their brothers and sisters again, so that they can learn. )
* * * Pay attention to children's new discoveries.
Many children, brothers and sisters make camouflage in brown, orange and green with colored paper of different colors. According to the accumulated experience in the past, the children in the big class made bold attempts. They told their younger brothers and sisters what color the paper would change, and the interest of middle-class children was aroused again. )
6.* * * Enjoy the production results.
"Why don't some younger brothers and sisters learn?"
Give the "loser" a chance to reflect. If your brothers and sisters don't want to go out with you, you can make good friends with them first, walk with them, watch movies and taste fruits, so that they can trust and like you. If your siblings don't learn skills well, you can ask your teachers and peers to see if your "teaching" method is correct. )
Discuss the new question, "How can you make a brown (green) camouflage?" (Color mixing will change)
It is not difficult for us to see that the two "teaching" processes have established different emphases. For the first time, teachers pay attention to let children learn different guidance methods from each other, and for the second time, they pay attention to reflection and new discovery. )
Summary: Everyone is very happy today. Why?
(Brothers and sisters are very happy because they "taught" their brothers and sisters new skills; My brothers and sisters are happy to learn skills with their help. The teacher is pleased with everyone's new discovery. )
7. Take my brothers and sisters to clean the site.
"Taking the big with the small" is not only a way of collective teaching activities, but also its educational goal is cultivated and embodied in daily life. )