Chinese teaching plan for middle class: Xiong Guoqiao 1 1. Activity objectives:
1, initially develop the ability to understand the content of nursery rhymes, and perceive the rhythm and sense of humor of nursery rhymes.
2, according to the picture tips will read children's songs.
3. Cultivate brave and strong qualities and the spirit of not being afraid and not flinching when encountering difficulties.
Second, the activity preparation:
A bear toy and a background picture.
Third, the activity process:
1, arouse children's interest through bears.
The teacher reads children's songs. The name of the children's song is: Bear Crossing the Bridge.
Well, the teacher brought a bear today. Do you see it is a bear? Well, now the teacher is a bear. Let me read you this nursery rhyme.
2. The teacher reads children's songs while doing actions.
What's the name of children's songs? Who is doing what? What happened when the bear crossed the bridge? How do you know if he dares to cross the bridge? What did he do in the end?
3. Show the background picture and read children's songs in combination with the background picture.
Let's listen again. This time is different from just now. You can read children's songs by looking at pictures. Please read it to the teacher in a low voice
Now the children read aloud, and the teacher whispered, what do you know and what don't you understand?
4. Cultivate the quality that children are not afraid of difficulties.
Teaching reflection:
1. This activity abandoned the traditional method of "teachers teach and children learn" and adopted the method of guiding children to actively explore and learn. Really respect the dominant position of children. During the activity, children's understanding of nursery rhymes was put in the front, and the poems in nursery rhymes were obtained through children's own observation and expression, which not only fully understood the content of nursery rhymes, but also helped children to have a certain memory of nursery rhymes, laying a good foundation for later study and performance.
2. In the preparation of the activity, the teacher made full preparations. In addition to the rational use of courseware, he also made a small wooden bridge with real objects, so that children can truly feel the characteristics of the small wooden bridge, and the demonstration of teaching AIDS with pictures can make children's eyes deeply attracted.
In the activity, the questions designed by the teacher are always open-ended. For example, when asked how to help the bear cross the bridge, the children gave various answers. Some children said they were tied with ropes, some said they climbed over by themselves, and some said they borrowed wings from birds to fly over. It is precisely because of the openness of questioning that children's thinking is unrestricted and they can boldly imagine.
In the whole activity, children are always the main body. In the activity, the teacher follows the children's opinions and suggestions, listens to the children's truest thoughts, and allows the children to choose the role of performance independently, making the children's activities more free and happy.
5. The design of this activity is relatively complete, and the teachers are skilled in the whole teaching process. The deficiency is that when helping children understand the content of poetry, the answers given to children can make them fully express themselves with actions and expressions. For fear of not having enough study time in the future, teachers have neglected this aspect. If children can play boldly in this part, the effect will be more obvious.
Chinese teaching plan for middle class: Bear Crossing the Bridge 2 Activity objective:
1. Perceive and understand the content of nursery rhymes.
2. Feel the bear's mood when crossing the bridge, and try to express it with words, expressions or actions.
3. Be confident, brave and not afraid of difficulties.
Activity preparation:
1, have the experience of walking a wooden bridge.
2. courseware
3. photos of the bear and its mother, small wooden bridge, etc.
Activity flow:
First, watch the courseware, talk to children, understand and perceive the content of children's songs.
Second, learn to recite the contents of children's songs and further understand the emotions of children's songs.
1, the teacher recited the children's songs completely with an expression, and the children enjoyed it.
2. Learn children's songs according to the pictures.
A, the teacher shows the corresponding pictures according to the children's stories.
B, learn the dialogue in children's songs: mom, mom, come on! Holding a bear and crossing the bridge quickly; Good boy, don't be afraid. Keep your eyes on the front and walk forward step by step, and you will definitely cross the bridge.
Third, recite children's songs and create actions.
1, recite children's songs collectively.
2. Add actions and expressions.
Fourth, perform in different roles.
5. Encourage children to be brave and good children.
Teacher: Do you like bears? Why?
Singing the song "Little Bear Crossing the Bridge" is because many people like this beautiful children's song, and some people have compiled it into a beautiful song. Let's sing along with the music and perform together.
Activity reflection:
1, this activity abandoned the traditional method of "teachers teach and children learn" and adopted the method of guiding children to actively explore and learn. Really respect the dominant position of children. During the activity, children's understanding of nursery rhymes was put in the front, and the poems in nursery rhymes were obtained through children's own observation and expression, which not only fully understood the content of nursery rhymes, but also helped children to have a certain memory of nursery rhymes, laying a good foundation for later study and performance.
2. In the preparation of the activity, the teacher made full preparations. In addition to the rational use of courseware, he also made a small wooden bridge with real objects, so that children can truly feel the characteristics of the small wooden bridge, and the demonstration of teaching AIDS with pictures can make children's eyes deeply attracted.
In the activity, the questions designed by the teacher are always open-ended. For example, when asked how to help the bear cross the bridge, the children gave various answers. Some children said they were tied with ropes, some said they climbed over by themselves, and some said they borrowed wings from birds to fly over. It is precisely because of the openness of questioning that children's thinking is unrestricted and they can boldly imagine.
In the whole activity, children are always the main body. In the activity, the teacher follows the children's opinions and suggestions, listens to the children's truest thoughts, and allows the children to choose their own roles, making them more free and happy.