Model essay on middle-class education lecture notes 1 1. Talking about teaching materials
1, teaching content analysis:
Animal Umbrella is a poem full of childlike interest, which depicts various good ways for birds, ants and frogs to avoid rain when it is rainy. These small animals are like a group of naive, lively and active children, full of infinite joy and vitality. The language of this poem is concise and fresh, and the repetitive structure is catchy. Easy for children to understand and remember. Courseware based on poetry content is vivid and accompanied by beautiful recitation, which is more likely to arouse children's interest in learning and better understand poetry content.
2. Analysis of children's current situation:
Middle-class children lack life experience and are curious. Things and phenomena in nature are easy to arouse children's interest in observation and learning, and make them willing to explore nature. Through the study of poetry, children's imagination, observation and oral expression can be consciously cultivated.
3. Target positioning:
According to the age characteristics of the children in the middle class and their previous learning experience in language activities, combined with this activity, I have formulated the following activity goals:
(1) Understand the content of poetry and feel the beauty of poetic language.
② Cultivate children's oral expression ability.
4. Highlights and difficulties of the activity:
According to the outline "Guide children to contact excellent literary works and let them feel the richness and beauty of language", I will focus on "understanding the content of poetry and feeling the beauty of poetry". The difficulty is to guide children to recite poems with emotion and improve their oral expression ability.
5. Activity preparation:
In order to better arouse children's enthusiasm in activities and feel the content of poetry more intuitively, I made the courseware Animal Umbrella, and prepared a picture of big trees, lotus leaves, mushrooms, birds, ants and frogs for children in hands-on operation.
Second, teaching methods:
During the activity, I organized the activity through collective discussion and group operation, and inspired questioning method to let the children break through the difficulties in watching, listening, moving and playing with courseware demonstration. The whole activity is centered on children. They learn through various sensory participation and hands-on operation, express themselves in a relaxed atmosphere, and improve children's oral expression ability and sensitivity to the beauty of poetry.
Third, the teaching process and arrangement:
I * * * arranged three links for this activity.
In the first part, I introduce new lessons with the sound of rain to stimulate children's interest in learning. (2-3 minutes)
First of all, I take the children into the activity room arranged in the forest environment, so that the children can observe and play in the activity room. Then it rained and asked this question, "What's that noise?" "What shall we do when it rains?" Guide the children to say, "It's raining, we should take an umbrella, etc." For these daily questions, I can ask some children with weak language skills to answer them, praise them and cultivate their self-confidence. Teachers play an enlightening and guiding role in this link, paying attention to whether children can come up with different ways to shelter from the rain and dare to express their ideas boldly.
In the second part, I arranged to study poetry. (10— 12 minutes)
The first question I asked was, "Children all know that umbrellas can keep out the rain. Then think about it. What do small animals in the forest use as umbrellas to shelter from the rain? " Guide the children to tell how different small animals come to shelter from the rain. This part can give full play to children's imagination. I also lead the children into the study of courseware by asking questions. "Children, the forest playroom is a good way for small animals to shelter from the rain. Do you want to see it? " . When learning courseware, I first learn by playing it in sections. Click on the first picture and ask, "Who is the bird's umbrella?" Guide children to say "the tree is an umbrella for birds" according to the courseware. Then I asked, "Where is the big tree?" Let the children have a clear thinking direction and the answers are more organized. Similarly, I continued to click on the second and third pictures to guide the children to say "where the mushroom is the umbrella of the ant" and "where the lotus leaf is the umbrella of the frog". I clicked on the fourth picture and asked, "What happened to the sky?" "Does the small animal have an umbrella?" Guide the children to say "It's raining, everyone has an umbrella". The second time, I used the whole demonstration courseware, and at the same time put forward clear requirements for children: "children, we can express the content of poetry with our beautiful movements while talking, and see who has the most beautiful movements." By imitating birds flying, ants crawling and frogs jumping while talking, children can fully show themselves and deepen their experience and understanding of the works. In this link, teachers, through demonstration, questioning and encouragement, make children understand the content of poetry, feel the beauty of poetry, and stimulate each child's desire to learn poetry, which is an effective way to solve the teaching focus.
In the third link, I arranged a group pasting activity for children. (8- 10 minutes)
In this session, I prepared four background pictures for children to paste: there are big trees, mushrooms, lotus leaves and combination pictures. Pictures of small animals: frogs, ants and birds. Let children choose pictures freely and paste them in groups. After pasting, guide the children to say the picture freely in the group. I consider that children's development level is different, and the difficulty of preparing pictures is different. In order to provide children with different abilities with hands-on opportunities, every child can experience the joy of success. Teachers play a supporting and guiding role in this link, encouraging children to help each other among their peers. Through this link, children's learning of poetry is consolidated, their oral expression ability and hands-on operation ability are cultivated, and their self-confidence is protected. It embodies the outline that "language ability is developed in the process of application".
An activity is over, but it doesn't mean the end of learning. Children's interests are expanding. I ask children to design an umbrella for their favorite animals in the extension of activities to improve their independent innovation and learning ability.
Finally, let's talk about the effect prediction:
Because this activity added courseware teaching and hands-on operation, it can better mobilize the enthusiasm of children and let them learn the content of poetry more intuitively. Teachers' purposeful questioning and guidance will make children's activities clearer and the learning effect will be good. In the hands-on operation, children are provided with opportunities to express themselves freely and communicate and cooperate with their peers. It can help children to consolidate their learning knowledge, cultivate their oral expression ability and the feelings of mutual care, help and cooperation in the group.
Because children are young and their attention is not easy to concentrate, individual children are easily influenced by the surrounding things in their activities, and there is a phenomenon of slipping numbers. I will bring my children into the activities through conscious guidance and questioning, so that all children can carry out activities well.
Lecture notes of demonstration papers on middle-class education II. First of all, talk about design intent.
This activity is designed for children to find, think and talk about antonyms in related objects and life. According to my class's children's strong interest in antonyms and their ability to tell some characteristics, I guide them to try to describe things with antonyms in their daily life. However, in practice, children often make mistakes, so they choose to design and guide activities.
In the design, considering the children's young age and different development. Therefore, I pay more attention to the life, diversity and hierarchy of the materials in order to ensure that every child can be satisfied and successful in the activities.
At the same time, I will start with the familiar objects around the children according to their thinking characteristics, and gradually get rid of them according to my existing life experience. The agility and correctness of children's thinking change in the speed of the game, and are developed and strengthened.
Second, say the goal.
Activity goals play a guiding role in activities. According to the age characteristics of the children in the middle class and expressing their wishes, I set the goal of this activity as follows:
1, can perceive things with various senses, and can initially understand the meaning of antonyms through comparison.
2. Encourage children to actively use their brains, express their voices loud and clear, and dare to try boldly.
According to the goal I set, I focused my activities on: link 2 and link 3, because practical teaching advocates sensory training. So I let the children listen with their ears, taste with their mouths, pinch, carry and touch things with their hands, and discover the little secrets in things through observation and operation. Let children initially understand the meaning of antonyms. The difficulty of the activity is that the "question-and-answer game" and "friend-finding game" set in the fourth link consolidate the knowledge learned, and the children are very involved and expressive, so this link is designated as difficulty. So as to encourage children to actively refer to, boldly express and dare to try. This activity is interesting to some extent. To this end, I have prepared the following activities:
1, background picture of mother panda's house.
2, mother panda headdress
3. Several photos of the event (with opposite meanings)
(1) in distress situation
(2) Fat and thin
(3) Height and height
(4) More or less hair
(5) Wear long sleeves and short sleeves
(6) Open your eyes and close your eyes.
(7) Go upstairs and downstairs
(8) Black pants and white pants
4. The size ball has 1 thickness book, and each ball has 1 book.
5. Sugar, kudingcha, sand, sponge, cotton, wood blocks and iron balls.
Third, oral teaching methods
The teaching I provided in this activity was attractive, which quickly aroused the interest of children and made them actively participate in the activity. In the activity, I not only played the lovely and humorous image of mother panda, but also infected the children with full emotions. In order to tap the activity value of this activity, I adopted the following teaching methods:
1, operation method:
In this activity, I arranged for my children to operate it twice. The first operation is to arouse children's interest. The main panda is an animal that children are familiar with and love. It is in line with children's cognitive characteristics to let children see, touch and taste the products bought by their mothers through situations. The second operation link is: I played the role of mother panda and prepared a lot of food and fun things for visiting children to entertain everyone. Through the operation of children playing, eating, watching and hugging, children have a clear first impression of the key and difficult contents.
2, the creation of situational induction method:
During the activity, I purposefully introduced and attracted the attention of children. In the activity, I played the role of mother panda, invited many children to be guests at home, and asked questions to the children according to the changes of the situation, so that the children had enough opportunities to express themselves in an equal, relaxed and lively environment.
3, the game method:
Games are children's basic activities, which are educational, entertaining and creative. In the fourth part of this activity, I will guide the children to play a question and answer game with me. I will say a word, let the children say its antonym, and make corresponding actions. This game well reflects the interaction between teachers and children, thus enhancing the feelings between teachers and children and creating a relaxed learning atmosphere. In the fifth link, the game of finding friends reflects the interaction between children. Each child takes a picture, finds out the opposite picture, and says the words on the picture, so that the teacher can appreciate it in time and stimulate the children's desire to learn. In addition, we also adopted questioning method's communication and discussion method in time to integrate activities and let children consolidate their knowledge.
Fourth, the methods of speaking and learning
In the whole activity, I follow the principle of teaching from the shallow to the deep, and the children master the important and difficult points of the activity in a relaxed atmosphere of watching, listening, thinking and speaking. Taking children as the main body, children use the following learning methods in this activity:
1, free discussion mode:
This is a good opportunity for children to express their understanding and opinions in discussion and conversation. In the activity, I guide children to think from different angles and find various ways to solve problems. There are many words like antonyms, which need children to explore and discover. Therefore, I created a space for children to discuss freely.
2. Experience method:
Psychologists point out that "whenever people actively participate in the activities they have experienced, their memory effect will be significantly improved." I'm just consolidating the review of knowledge. Use the game experience method to deepen the understanding of the learned knowledge in the process of playing. At the same time, I also fully embody the concept of "children's development-oriented" through complementary learning, trial and error, teacher-child cooperation and growth.
Five, said the activity process
Activity flow:
According to the age characteristics of children and the knowledge level of our class, I (lead in from the situation, stimulate interest, explore freely-operate discussion-play experience)
Link 1: situational introduction stimulates interest.
Interest is the best teacher. I played the role of mother panda from the beginning, creating a situation of "inviting children to my home" for my children, and stimulating their desire for learning. In the next link, I take the mother panda's invitation to my home as the main line of plot development, which deeply attracts children from form to content.
Link 2: Free exploration (seeing and touching goods)
According to the characteristics of children's strong curiosity, I arranged for children to explore freely in the second link. I provided enough physical objects for the children to observe. In this link, the children, as guides, supporters and collaborators, all touched, looked and pinched under the influence of the situation creation, and talked about the little secrets they found in the goods.
Link 3: Operation discussion
In this session, we continue to prepare a lot of food, games and watching for children on the grounds of inviting mother panda as a guest, so that children can actively acquire knowledge through tasting, comparing, watching, touching and talking. In order to expand children's understanding of antonyms, I also prepared some pictures to help children understand the meaning of antonyms. In the second and third links, I achieved the goal of 1 and highlighted the key goals.
Link 4: Game experience (experience the happiness brought by the game)
After the child understands the meaning of antonym, in the game player's answering session, as long as the teacher says a word, the child will say antonym. Through the exchange of practical experience, children can deepen and consolidate what they have learned in the answering game, thus realizing the interaction between teachers and children. In the "Find Friends" session of Game 2, children can find the opposite picture by taking pictures, let the children group and say the words on the picture, thus realizing the interaction between children and children and expanding their thinking ability. This link has better broken through the difficult goal 2.
Promotion activities of intransitive verbs
After the activity, the children all know that there are many antonym friends in life. I ask parents to cooperate, find antonym friends at home, in shops, on TV and on the road, and let the children bring them to the garden to share with you.