Activity design background
The children in the corner of the activity area are very interested in braiding, and wool is something that children are familiar with. What other uses can wool have? What else can you think of? These are very challenging for teachers and children. Based on this, I designed this "interesting line".
moving target
1, imagine lines and develop children's creative imagination.
2. Ask children to express their ideas completely and clearly and develop their language skills.
3. Cultivate children's enthusiasm for daring to say that they are willing to participate in activities.
4. Explore and discover the diversity and characteristics in life.
5. Encourage children to express their opinions boldly.
Teaching emphases and difficulties
Key point: children can put out their own graphics.
Difficulty: children can say their numbers in complete and coherent words.
Activities to be prepared
Wool, baskets, scissors and physical projectors of various colors, lengths and thicknesses.
Activity process
First, the teacher showed wool by magic. At the beginning, the focus is to attract children's attention to ordinary wool and turn ordinary wool into interesting lines.
Second, guide children to talk and write their ideas on cardboard.
1, give play to children's imagination, let children think about the graphics they want to change, and then speak out boldly. In this link, teachers should fully mobilize the enthusiasm of children and say what they want to say. Children are free to speak.
2. Teachers and children know colored wool together and compare the length and thickness of lines. (In this link, you should express your child's thoughts in words and exercise your language skills. Think it over before you can actually operate it and prepare for the next link)
Children can freely put pictures on the cardboard, and the teacher will tour to guide them. (Music begins)
Children will put out more than one thing in actual operation. The teacher should give affirmation. Teachers should consciously guide children to say their own graphics during the tour. (This link is a part of children's hands-on operation, and it is also a favorite but difficult part of children. Some children need the teacher's help in time if their practical ability is almost the same. )
4. Guide children to tell their own pictures.
Teacher: Well, the children have done so many figures. Who can talk about it? You can do it collectively or individually. Children can tell each other at the same table or separately. )
Third, the teacher selects the works of individual children for display. Prepare to end the summary.
Fourth, teachers organize children to visit each other and put their own works in the corner of the activity area.
Teacher: The children all behaved well today. Would you like to see other people's works? Come on, let's get in the car and watch together.
Teaching reflection
The original intention of designing this course is to stimulate children's creativity and see how much imagination they have. When putting forward the activity goal, it is also around the design idea. After teaching practice, I found that the child is still a little far from the goal. Children can say what they think, many of them can say 4 or 5 kinds, and some can say 1 or 2 kinds. However, in practice, it is found that quite a few children have poor hands-on ability and can't start. In view of this situation, I think we should give children a demonstration. We should show them something real first, and then let them do it. It is much easier for children to imitate before they have their own things.