1. Kindergarten large class open class courseware
moving target
1, correctly understand squares and rectangles. Know their physical characteristics.
2. Know how to match the panel with the corresponding card.
3. Develop children's vision and touch.
Activities to be prepared
Square and rectangular panels, solid graphics cards, thick and thin line cards (attached).
Activity process
First, the lead-in part will arouse children's interest.
Teacher: I brought a pair of brothers to the children today. Please take a closer look (showing square and rectangular panels).
Second, children observe and operate school tools and know squares and rectangles.
1, operation, perception, and understanding of squares and rectangles. Ask questions:
(1) Do the two brothers look alike?
(2) Where are they different?
(3) Do they have the same place?
(4) Teacher's summary: This square with four equal sides is called a square. These two groups of squares with equal opposite sides are called rectangles.
2, three-stage teaching method to teach squares and rectangles:
(1) Teacher: This is a square (rectangle).
(2) Teacher: Is this a square or a rectangle?
(3) Teacher: What is this?
Third, the collocation of panels and cards.
1. Teacher shows cards and teaching AIDS.
Teacher: Today, two brothers, Square and Rectangle, also brought their photos. Do you want to see it?
(1) (showing the three-dimensional drawing card)
Teacher: Who do you think this photo belongs to? Put the cards away according to the children's answers and check whether they are correct. Then let the child put another card)
(2) (show thick card)
Teacher: I still have two cards here, which are a little different from those just now. Please help me find out whose they really belong to. (Ask children to try to place it)
(3) (Show the thin thread card and let the children try to put it) Teacher: How do you know that the photo is rectangular (square)?
2, children's operation panel and card matching. Individual guidance of teachers.
Teacher: Children, there are many pictures of two brothers on the table. Do you want to send those photos to them?
2. Kindergarten large class open class courseware
Design intent:
In today's society, people pay more and more attention to water resources. It is obvious to all that water shortage and water pollution have aroused great concern. In this case, it is extremely important for children to understand the relationship between water and human beings and between water and nature. According to the age characteristics of children's cognition and perception, combined with the reality of children's life. This activity guides children to actively participate and think through stories, dialogues, experiments and music performances, and can fully perceive the close relationship between water and human beings from different aspects. Cultivate children's environmental awareness of cherishing and protecting water resources from an early age.
Activity objectives:
1, combined with stories, dialogues, experiments, music performances and other different forms, to stimulate children's active interest in learning and show their thirst for knowledge.
2. Let children know that water and human beings, water and nature are inseparable.
Children have a preliminary understanding of the present situation of water pollution and water resources shortage. Cultivate children's environmental awareness of cherishing and protecting water resources from an early age.
Activity preparation:
1, the story tape of three monks;
2. Experimental supplies: 5 pieces of salt, sugar, milk powder, washing powder, powder and glass container;
3. The number of badges and blue markers of "soil and water conservation pacesetters" is equal to that of children.
Activity flow:
First listen to the story of "Three Monks" and draw water. Teachers stimulate children's interest in thinking and participation by letting them listen to stories, think and ask questions.
1. The teacher plays the story "Three Monks" and the children listen to the story.
2. After listening to the story, the teacher asks questions according to the story:
(1) What do the three monks use every day? What do they do with water?
(2) Where do they draw water?
(3) What did the three of them do with water? Can they leave the water?
The teacher raised a topic: Can we live without water? Why?
(1) Children are free to discuss and communicate.
(2) Let children express their thoughts in complete language.
Second, children, we can't live without water. Let's see how water helps us. Please watch the pictures about water in the courseware.
1, combined with pictures, let children know that life needs water everywhere.
(1) picture 1. Children see that all kinds of work need water directly to complete. (Firefighters and sanitation workers water the flowers while the boat is moving)
(2) Picture 2. Children can see farmers irrigating the land with water, and power stations use water to generate electricity for thousands of families.
2. This "water" has too much to do with our life, you know? Even the little things in our lives need water. Let's try it together!
(1) Children are divided into five groups. Salt, sugar, milk powder, washing powder and medicated noodles are placed on the tables of these five groups. At the beginning of the experiment, children put things into a glass container and stir them, so that children can observe their changes and make a summary.
The teacher explained that these items dissolved in water.
3. Show a picture: children can see that the river has turned black.
Teacher's question: Do you know why? Let's listen to a song. Children, listen to what the river is singing.
Third, the teacher plays the song "Song of the River". The first two sections of the river are really happy. The clear river is singing, and the river is really happy. Here comes the little fish and shrimp.
The river was so sad that the dark river cried, and the river was so sad that all the fish and shrimps were sick.
The river is so happy. The clear river is singing. The river is so happy. Here comes the little fish and shrimp.
1. The children are doing actions while enjoying the songs.
2. The teacher asked: Why do small fish and shrimps get sick? What can you do to help them? (Children know about pollution)
3. Take out the badge of "Water Defender" and give it to each child. The teacher has a good idea: please draw a clean river for the fish and shrimp (let the children draw this river on the back of the badge). Children wear "water protection pacesetter" badges. The teacher plays the third paragraph of the song "Song of the River", and the children do free expression activities.
Activity extension: Let children sum up what we should do and be a "small example of protecting water". Let's act. It is "everyone's responsibility" to publicize and care for water resources to the people around us.
Activity reflection:
This activity is highly operational and is a comprehensive extension of this theme. Children have a strong interest in water science experiments, and they usually operate less, so their interest is quite high. During the activities, children can better understand the great role of water. Because we had an experience of stopping water before the activity, this activity has far-reaching significance for children.
3. Kindergarten large class open class courseware
Activity objectives:
1, experience the troubles in the process of growing up in exchange and sharing, and actively find ways to solve your own troubles.
2. Try to let children pay attention to their emotions and form a happy and positive attitude towards life.
Activity preparation:
(1) Pre-experience preparation: understanding the meaning of troubles;
(2) Children's painting: my troubles;
(3)PPT courseware.
Key point: I am willing to find a way to solve my troubles.
Activity flow:
First, introduce a story and start a discussion.
1, watch PPT "Are you my friend? 》
2. Question: (1) What is Sandy's trouble? Why are you not happy to have friends? What will happen if you keep worrying like this?
What can you do to help Sandy solve her troubles?
3. Summary: There will be a lot of troubles when you grow up. When we encounter troubles, we should find ways to make ourselves happy and use our brains to solve them.
Second, exchange troubles and share discussions.
1, (1) Are you upset? (Individual children exchange paintings)
(2) How do you solve your troubles?
2. Summary: Some children have troubles in learning, some children have troubles in playing games with their children, and some children's parents have troubles in quarreling. In fact, there are many ways to solve troubles, such as: not afraid of trouble, not afraid of difficulties, having confidence in yourself, thinking more, solving independently, or asking peer teachers and parents for help.
Third, ask questions and pass on experience.
1, can all the troubles be solved at once? What if it can't be solved at the moment? Divert your attention, forget your troubles and face your present life happily. )
2. Summary: Not all troubles can be eliminated, but there are always many ways to help us get rid of them, forget them and make us happy.
4. Kindergarten large class open class courseware
Activity objectives:
1, in the process of absorbing and playing, learn about magnets and feel the characteristics of magnets absorbing iron;
2. Actively participate in exploration activities, sprout curiosity and experience success and happiness.
Activity preparation:
Hand-held operating materials (magnets and envelopes containing various products)
Activity flow:
(1) Import activities:
1, Teacher: Today the teacher changed a magic trick for the children. There is a picture of the park prepared in advance on the table, with magnet figures on it. The teacher controls the magnet to move below and leads the magnet villain to visit the park.
Manipulate the magnet to make the villain roll and jump, showing the villain's happy mood in the park.
2. Teacher: Think about it, children. How does the teacher do magic? Who helps villains swim in the park? (showing magnets)
3. Introduce the characteristics of magnets, and illustrate what is "attraction" with examples.
4. "Son, have you ever used a magnet in your life? What are they used for?
5. The question arises: What can magnets attract? (Children's imagination guesses)
(2) Operational exploration
1, various products
Teacher: "Today, the teacher brought many magnets and bags containing all kinds of small things to the children. If you want to know what a magnet can attract, just suck it with a magnet and tell the other person what it attracts? "
The children play with magnets, and the teacher's tour guide encourages the children to suck everything.
Question: What does a magnet attract?
Summary: It turns out that magnets attract pens, nails and needles. ...
Step 2 classify
Teacher: Children attract many things with magnets, but there are also many things that are not attracted. Can children be separated?
Please separate those that can be attracted by magnets from those that can't.
(3) Discussion activities
1. Why can some things suck and some things can't?
2. What is the sucked thing made of?
3. Summary: Iron products can be attracted by magnets.
(4) Magnet game
1, Teacher: "Magnets are very useful in our life, and we can do magic. Let it play magic with the children today, will you? "
2. Let the children play with magnets, let the magnets move under the table, and watch the iron products on the table move with them.
(5) Extended activities
1. provide magnets and various products in the science and technology operation area to encourage children to explore further.
2. Guide children to find iron products in life.
5. Kindergarten large class open class courseware
Activity name:
Big class society:-How long is a minute?
Key areas:
Society; Related fields: mathematics
Activity objectives:
1, knowing the length of one minute, knowing the relativity of one minute (cognition)
2. Initially discover the relationship between time and life, know how to be punctual and cherish time. (Skills and Emotions)
Focus of activities:
If you know the length of a minute, you will know the relativity of a minute.
Activity difficulty:
Discover the relationship between time and life.
Activity preparation:
Clock, PPT clock with sound effect picture, puzzle, Chinese characters: length.
Activity flow:
First, the beginning: talk, come to the park. How to be a punctual child?
Second, the basic part:
(Solve key points and difficulties)
1, found in one minute.
Discussion: What's the use of a clock? What's on every clock?
Conclusion: The clock can tell us the time and let us keep it.
2. Feel for a minute.
(Perceive the relativity of time, solve key points, play method, discussion method)
Discussion: What can we do in one minute? Is a minute long or short?
(1) For the first time, please ask children to stand beside the long and short Chinese characters according to their own cognition.
② Game: Woodenhead (I feel that one minute is very long, so I can't help it).
For the second time, please ask the children to stand next to the long and short Chinese characters according to their own experience.
(4) games: playing puzzles (I feel that sometimes time will become very short and there is not enough time)
⑤ Talk: How long is a minute? Walk with a clock for a minute and let the children concentrate on their watches.
6 Summary: One minute is 60 seconds. A minute of concentration can accomplish something important.
3. Cherish one minute.
Children can make plans to solve difficulties.
Discussion: What can I do in one minute?
Can save a person, can count a lot of money, can finish homework and so on.
Discussion: How to cherish time and be a punctual child?
Third, the last part: complete the task against the list.
Group activity: finish what you want to do in one minute.