Natural Language 1 Presupposition of Goals in Kindergarten Large Class Teaching Plan
1. I know that the temperature is different in different places at the same time, and I have a preliminary understanding of the tropics, temperate zones and cold zones.
You can compare the linear distance between two objects by connecting lines.
3. Experience the happiness brought by exploration activities.
4. Cultivate children's spirit of trying.
5. Children can take the initiative to answer questions and enhance their oral expression ability.
Important and difficult
Key points: know that the temperature difference in different places is related to the distance from the sun, and get a preliminary understanding of tropical, temperate and cold zones.
Difficulty: You can compare the distance between the two places by connecting lines.
design concept
In the infiltration field of the big class, there is a language activity called "How big is our motherland", in which there is a children's poem about people's different life scenes at the same time because of the temperature difference in different places. Based on this inspiration, I think why not expand this topic and study the geographical phenomena of tropical, temperate and cold zones formed by temperature difference. The children in the big class have seen people in tropical Africa and the cold regions of the Arctic more or less on TV, but they haven't got a concept of temperature zones yet, so I decided to start with pictures of people in these regions and let them gradually get familiar with these three temperature zones. When discussing the temperature zones, the relationship between them and the sun will inevitably be drawn, which involves the scientific field. In the activity, let children give full play to their imagination, think about the relationship between temperature and the distance from the sun, and verify it by themselves. Children in large classes have certain hands-on ability, so the difficulty of this activity lies in that it conforms to children's ability to compare the distance between two places by connecting lines.
Design concept
The technical term warm zone is only taught in geography class. How can children understand this technical term? This is a question that I have been thinking about when designing this activity. The biggest difference between tropical zone, temperate zone and cold zone is temperature, so I can quickly find the breakthrough point through the number of people's clothes in these three places, and let the children observe the number of people's clothes by themselves with pictures to get the temperature difference in these places: some are hot, some are warm and some are cold. Then the relationship between these places and the distance from the sun comes from the difference in temperature, so that children can explore how the temperature is close to the sun and how the temperature is far from the sun. Finally, the distance between these places and the sun can be judged by hands-on operation, and then the temperature difference can be obtained, and then the three nouns of tropical zone, temperate zone and frigid zone can be obtained. The whole activity from easy to difficult, step by step, in line with children's interests and abilities, suitable for children to explore.
teaching process
(1) Introduce a dialogue to understand the current season.
Teacher: What season is it now? What is the temperature like in spring? (Guide children to say words such as lukewarm and warm. I have three pictures here. Look carefully at which one is this season?
The teacher provides three pictures of people wearing skirts, small coats and cotton-padded jackets for children to choose from.
(2) At the same time, explore the causes of temperature differences in different places.
1, the teacher shows the picture, which leads to the current situation of temperature difference in various places at this time.
The teacher showed two more pictures: the pictures of Arctic people and the pictures of tropical Africans.
Teacher: Look at these two pictures carefully. What do you think of the temperature there? Guess what season they are in now?
2. Discuss the reasons for the temperature difference among the three places.
Teacher: Actually, these two places are both spring like us, so why is this place so hot, this place so cold, and we are warmer? The teacher puts these three pictures on the blackboard while talking. )
Children can express their opinions freely.
(3) Boldly guess the positions of the three pictures on the map through operation.
1. The teacher showed the plan of the earth marked with three houses.
Teacher: The people in these three pictures live in three places on the map. Guess where they live? Please take them home.
2, children's group operation, teacher tour guidance.
(The operation materials have been plastic-sealed, and the back of each picture is pasted with double-sided tape for easy pasting. )
3. Show the children the operation results and let them state the reasons.
4. The teacher demonstrates the correct operation and lets the children adjust the operation by themselves.
(4) At the same time, explore the causes of temperature differences in different places.
1, the dialogue leads to the relationship between temperature and the distance from the sun Teacher: What keeps our earth warm? The teacher showed a picture of the sun.
Teacher: Oh, so solar energy keeps us warm. What if you want to get warm? What if you want to be cold? (Guide children to say that it is hot when they are near the sun and cold when they are far away from the sun)
2. Explore the operation method.
Natural Language, Teaching Plan for Large Classes in Kindergarten, 2 [Brief Introduction to Teaching Materials]
In this activity, I will position natural language in the field of science. Nature is colorful and changeable. It has many languages, such as flowers, trees and other figurative things that children are familiar with, but the temperature change is something that children can feel every day, but it is easy to be ignored. It is more difficult for them to talk about the temperature difference in different places at the same time. This activity is to select this element and let children know about tropical, temperate and cold zones by exploring the temperature difference in different places at the same time. Tropical zone, temperate zone and frigid zone are unfamiliar terms for children. In order to facilitate children's understanding, children should first use pictures to intuitively understand the differences in people's clothes in different places and infer the differences in temperature. It is easy for children to understand that the sun brings warmth to people, so through further conversation, it is concluded that the temperature near the sun is high, so it is called tropical; Away from the sun, the temperature is low, so it is called cold area; Not far from the sun, the temperature is moderate, so it is called temperate zone. How can we know which place is close to the sun and which place is far from it? This design in the lesson plan gives children a space to think and let them explore ways to judge the distance between different places and the sun. Finally, through the guidance of the teacher, it is concluded that the method of straight line connection is adopted, and the distance between these places and the sun is compared, and it is intuitively observed that people in nearby places wear less clothes and are tropical; Far away, people wear more clothes, which is a cold area; People not far away are moderately dressed and temperate.
[Target Default]
1. cognitive goal: know that the temperature is different in different places at the same time, and get a preliminary understanding of tropical, temperate and frigid zones.
2. Ability goal: You can compare the linear distance of two things by connecting lines.
3. Emotional goal: experience the happiness brought by exploration activities.
[Key Points and Difficulties]
Key points: know that the temperature difference in different places is related to the distance from the sun, and get a preliminary understanding of tropical, temperate and cold zones.
Difficulty: You can compare the distance between the two places by connecting lines.
[Design concept]
In the infiltration field of the big class, there is a language activity called "How big is our motherland", in which there is a children's poem about people's different life scenes at the same time because of the temperature difference in different places. Based on this inspiration, I think why not expand this topic and study the geographical phenomena of tropical, temperate and cold zones formed by temperature difference. The children in the big class have seen people in tropical Africa and the cold regions of the Arctic more or less on TV, but they haven't got a concept of temperature zones yet, so I decided to start with pictures of people in these regions and let them gradually get familiar with these three temperature zones. When discussing the temperature zones, the relationship between them and the sun will inevitably be drawn, which involves the scientific field. In the activity, let children give full play to their imagination, think about the relationship between temperature and the distance from the sun, and verify it by themselves. Children in large classes have certain hands-on ability, so the difficulty of this activity lies in that it conforms to children's ability to compare the distance between two places by connecting lines.
[Design concept]
The technical term warm zone is only taught in geography class. How can children understand this technical term? This is a question that I have been thinking about when designing this activity. The biggest difference between tropical zone, temperate zone and cold zone is temperature, so I can quickly find the breakthrough point through the number of people's clothes in these three places, and let the children observe the number of people's clothes by themselves with pictures to get the temperature difference in these places: some are hot, some are warm and some are cold. Then the relationship between these places and the distance from the sun comes from the difference in temperature, so that children can explore how the temperature is close to the sun and how the temperature is far from the sun. Finally, the distance between these places and the sun can be judged by hands-on operation, and then the temperature difference can be obtained, and then the three nouns of tropical zone, temperate zone and frigid zone can be obtained. The whole activity from easy to difficult, step by step, in line with children's interests and abilities, suitable for children to explore.
[Teaching process]
(1) Introduce a dialogue to understand the current season.
Teacher: What season is it now? What is the temperature like in spring? (Guide children to say words such as lukewarm and warm. I have three pictures here. Look carefully at which one is this season?
The teacher provides three pictures, in which people are wearing skirts, small coats and cotton-padded jackets for children to choose from. (2) Explore the causes of temperature differences in different places at the same time.
1. The teacher shows the picture, which leads to the present situation of temperature difference in different places at this time.
The teacher showed two more pictures: the pictures of Arctic people and the pictures of tropical Africans.
Teacher: Look at these two pictures carefully. What do you think of the temperature there? Guess what season they are in now?
2. Discuss the reasons for the temperature difference among the three places.
Teacher: Actually, these two places are both spring like us, so why is this place so hot, this place so cold, and we are warmer? The teacher put these three pictures on the blackboard while talking. Children are free to express their views.
(3) Boldly guess the positions of the three pictures on the map through operation.
1. The teacher showed the plan of the earth marked with three houses.
Teacher: The people in these three pictures live in three places on the map. Guess where they live? Please take them home.
2. Children's grouping operation and teachers' itinerant guidance.
(The operation materials have been plastic-sealed, and the back of each picture is pasted with double-sided tape for easy pasting. ) 3. Show the children the operation results and let them state the reasons.
4. The teacher demonstrates the correct operation and lets the children adjust the operation by themselves.
(4) At the same time, explore the causes of temperature differences in different places.
1. Dialogue leads to the relationship between temperature and the distance from the sun Teacher: What keeps our earth warm? The teacher showed a picture of the sun.
Teacher: Oh, so solar energy keeps us warm. What if you want to get warm? What if you want to be cold? Guide children to say that it is hot when they are near the sun and cold when they are far away from the sun. Explore the operation method.
Teacher: Which of the three places is closest to the sun and which is farthest from it? How did you know?
(Guide the children to use the method of connecting lines and use the length of straight lines between the two places to know that the tropical zone is closest to the sun and the cold zone is farthest from the sun. ) 3. The children operate in groups, and the teachers tour to guide them.
4. Let the children talk about their findings, and the teacher will verify it again.
(5) Summarize and promote the teacher to show a plan of the earth, and use different colors to represent these three temperature zones (red means tropical, yellow means temperate, and blue means cold zone) Teacher: This area near the sun is hot, so it is called tropical; The place not far from the sun is warmer, so it is called temperate zone; The place far from the sun is colder, so it is called the frigid zone. We live in a temperate zone.
[Activity expansion]
1. regional activities: use plastic to package the floor plan of the earth with house marks and photos of people wearing different places, and put it in the science corner for children to match.
2. Game activities: Put costumes from all over the country into the performance area for children to role play.
3. Family education: consult parents to understand the living habits and cultural differences of people in different temperature zones.
Introduction of "natural language" teaching plan in kindergarten III.
The scientific knowledge of this poem is very interesting, which can take the opportunity to cultivate children's interest in observing nature, and then cultivate children's beautiful feelings of loving nature. If children want to understand and appreciate the content and feel the beauty of the poem, they must know something about the natural scenery mentioned in the poem, which is the knowledge base for understanding the poem and the knowledge point of this activity. Before class, I use walking and talking activities to guide children to observe and understand the regular changes of nature, let them know the changing characteristics of the four seasons and the changes of animals and plants, let them feel the beauty of nature in their lives, and lay an emotional foundation for the development of poetry teaching.
Target preset
1. Appreciate poetry and initially perceive its artistic features such as language and structure.
2. On the basis of understanding the content of poetry, try to imitate it.
3. Have a strong interest in appreciating and understanding nature, and experience the affection between man and nature.
Important and difficult
1. Learn the language of nature from poetry.
2. Know how to discover and understand natural language.
design concept
Let children know human language through their mouths and ears. What is the natural language? Stimulate children's curiosity and let them explore nature with questions. Activities are carried out from easy to difficult, so that children can actively participate and learn, gain experience and reflect their dominant position. During the activity, the teacher gave timely guidance in the whole activity with full emotions, exquisite teaching wall charts and vivid poetry maps, so that children could feel the beauty of poetry in a beautiful artistic conception and experience the joy of learning poetry.
Design concept
Language Activities "Language of Nature" In view of the psychological characteristics of large class children, I focused on how to let children know and understand various languages in nature. Therefore, I help children understand natural language step by step through talking and asking questions.
teaching process
(1) Game "Do the opposite action" Teacher: Children, let's play a game of "Do the opposite action".
Teacher: The children's reaction is really quick, which shows that everyone can understand the teacher's language just now. You can only understand what the teacher says through your ears. Don't think that only people can speak, and nature has its own language. Can you understand the natural language? With what discovery? Let's explore the mysteries of nature together!
(2) Show teaching wall charts, feel nature and understand poetry.
1. Teacher: Look, where are we? (Show the wall chart) There are flowers, grass, trees, white clouds, sun, lotus and rivers. It's natural. Can nature talk? Let's listen to what is said in the poem "Words of Nature". Teacher: Can nature talk? What does this poem say? Do you understand what nature is saying? Let's enjoy it again!
2. Help children understand poetry.
Teacher: Who speaks in nature in the poem? How do they talk? (Show white clouds, ants, stumps one by one ...) Why do you say that white clouds are floating high and it must be sunny tomorrow? Why do you say that tomorrow will be sunny when ants move to higher places? What does the circle on the stump mean? How did you know? This is what human beings have observed for many years, and this is the language of nature.
Teacher: What's the difference between natural language and human language? People should listen with their ears, but natural language refers to various phenomena in nature and seems to tell people novel knowledge in silent language. 3. Guide children to learn to recite poems with emotion.
Teacher: The language of nature is really colorful and wonderful. Let's read this poem together.
Teacher: Which passage of the poem Language of Nature do you like best? Why? Where's the good news? Summary: In the poem, we first talk about various phenomena in nature (white clouds float high, ants move high, and there are circles on the stump), and then write people's feelings after seeing this phenomenon. Finally, tell us that this is the language of nature. The structure of poetry is arranged in such a way that we children can understand what natural language is as soon as we listen. If human beings are kind to nature, they will naturally give good returns to human beings and bring convenience to our lives. It is really a good friend of mankind. Let's recite this poem emotionally again. Teacher: There are infinite mysteries in nature. Have you been paying attention to them? Have you ever found that if you feel nature? Talk to your good friend! The teacher also collected some natural words here. Can you understand them?
4. Children imitate.
Teacher: I told you what I found in nature in the form of poetry. Will you also tell me your discoveries and feelings in nature in the form of poems?
Summary: Great! You must all be children who love learning, are willing to use their brains, observe carefully and are diligent in accumulation. After class, you can draw your observations and feelings about nature, and we will bind it into a large collection of poems and songs, ok?
(2) Ending part of nature is really our good friend. As long as we are kind to her, she will give us a good return. But now some of us can't treat nature well. We cut down a lot of trees, kill animals, litter, and discharge waste gas and wastewater from factories, which pollutes the environment and causes serious damage to nature. Will nature still be our friends? Will she still give good returns to mankind? What shall we do? You can get to know each other after class and tell me, ok?
The teaching plan "Language of Nature" for large classes in kindergarten 4 Activity objectives:
1. Experience the feelings between man and nature in poetry.
2. Learn poetry and experience the beauty in poetry.
3. Be able to cooperate and recite poems with emotion.
Activity preparation:
Courseware, crayons and four colors of cardboard.
Activity flow:
First, direct language introduction: Do you know? Not only can we talk, but nature can also talk. Nature's words are everywhere, don't you believe it? Let's watch together!
Second, appreciate poetry with music and understand the content of poetry.
1. White clouds are floating high. What did you tell us?
2. Look! Who's out? (Ant) What are they doing?
Ants move high. What does this tell us?
3. What's this? (Big stump) What's on it? Yes! Every circle is an annual ring, and the big stump tells us how old several annual rings are!
4. Teacher's summary: How wonderful the language of nature is! As long as we look carefully, we can find it.
Third, use the atlas to learn poetry completely.
Fourth, read poems in groups.
Attached poem: don't think that only people can talk when they say nature. Nature also has language. This language is everywhere, and you can find it by careful observation.
White clouds are floating high, and it will be sunny tomorrow. This is the language of nature.
Ants go high and take umbrellas when they go out. This is the language of nature.
There are circles on the stump, and one circle is a year. This is the language of nature.
The language of nature is really wonderful.
People who don't like learning can't understand, and careless people will never hear.