Poems with concise language, beautiful language and profound meaning have greatly promoted the development of children in all aspects. Poetry can promote children's perception, thinking, imagination and language development. Catchy poems can quickly attract children's attention, themes from life can enrich children's life experience, beautiful language and rich artistic conception can cultivate children's aesthetic feeling and improve their language level.
Second, the design ideas
In view of the benefits of poetry learning to children and the topic of "Research on the Integration of Children's Poetry Learning and Happy Literacy" in our school, this activity was designed.
Third, teaching material analysis
The poem Umbrella is a beautiful children's poem. With fresh language and vivid metaphors, the author describes the harmonious and wonderful connection between nature and animals, arousing children's love for nature and feelings of protecting animals. The language of this poem is simple and beautiful, and the structure is catchy, which is convenient for children to remember and copy.
Four. Activity arrangement
On the basis of concrete thinking, the children in large classes have developed abstract logical thinking ability and have the ability of analogy and migration. Therefore, according to the children's actual ability and knowledge level, the teaching objectives of this activity have been formulated.
Goal:
1. Use the existing experience to help small animals find suitable umbrellas.
2. Use language boldly and learn related Chinese characters naturally.
Link:
The first part: Learn the poem Umbrella and related Chinese characters through multimedia.
The second part: Let children understand and imitate poetry by guiding dialogue, and fully imagine it in hands-on operation to further imitate poetry.
The third part: consolidate the review literacy through further operation.
Activity name:
The poem "umbrella"
Activity objectives:
1. Use the existing experience to help small animals find suitable umbrellas.
2. Use language boldly and learn related Chinese characters naturally.
Activity preparation:
Multimedia courseware, children's operation pictures, Chinese character cards.
Activity flow:
First, show multimedia courseware to inspire questions:
"Small animals come out to play in the beautiful forest. Look who's here? " (Show them one by one)
"What happened later?"
"It's raining, small animals are wet, how to do? Let's hurry to find a way to help them? "
Second, feel and understand poetry
1. I compiled a good idea into a poem. Listen, what did you hear?
2. What umbrella did they find? What color is that?
3. Teachers and children read children's songs together and know the Chinese characters "umbrella", "red", "green", "purple" and "yellow".
Third, children paste umbrellas for small animals.
1. Teacher's inspiration: Show it to the bear and ask, "What can make the bear make an umbrella?"
There are many small animals in the rain. We help them find suitable umbrellas. If there are no suitable ones, we can draw umbrellas for them. (Children operate, teachers tour to guide children to imitate)
3. Poetry (putting children's works on the projector)
4. Match Chinese character cards
There are many words here, baby. Please find the word for the umbrella you made, baby.
5. Children will find out the Chinese characters they have learned and know, and post them on their corresponding pictures.
Classroom evaluation
First, analyze the whole process of teachers' presupposition.
Teachers pay more attention to children's learning process and create learning conditions for children through direct experience, so that children can feel the fun of learning and communication in the process of direct participation.
First, the teacher used multimedia to arouse the children to guess the small animals from the forest. Suddenly it began to rain, which caused the children to think about how to hide from the rain. Mobilize children to participate in activities by watching, thinking and guessing.
Secondly, in the process of learning children's songs, the teacher fully considered the children's learning characteristics and cognitive rules, helped the children to participate in this activity effectively, and achieved the goal of naturally acquiring Chinese characters. For example, when recognizing colored Chinese characters, the corresponding Chinese characters appear on the screen to arouse children to look for them, and the jumping Chinese characters are used to fly to children.
Thirdly, according to children's existing cognitive level, teachers can have certain challenges in children's operation, so as to tap children's greatest potential. For example, in the materials, the teacher provided a large number of animals, umbrellas and auxiliary materials to give full play to children's imagination and broaden their thinking and horizons.
Second, from the perspective of target positioning.
More in line with the spirit of the second phase of curriculum reform, the goal of this activity comes from the children's existing experience and the experience that children can feel. For example, the first goal is to use the existing experience to help small animals find suitable umbrellas. Red flowers and yellow leaves are often encountered in children's existing lives. By refining the existing experience, children are encouraged to use other objects such as white and black as suitable umbrellas for small animals. Another example: the second goal: boldly express in language and naturally acquire relevant Chinese characters. Paying attention to children's experience and understanding of Chinese characters better embodies the organic integration of poetry and Chinese characters.
Third, judging from the children's performance in the whole activity.
Because the teacher gave full play to the advantages of modern information technology in this activity, the children naturally acquired relevant Chinese characters in the lively demonstration of modern teaching methods, developed their cognitive ability and enriched their emotional experience while gaining experience. For example, when children create bear umbrellas, they will imitate brown caves as bear umbrellas, green trees as bear umbrellas and orange trees as colorful trees.
Four. suggestion
1. Teachers can provide some suggestive contents in the provision of materials, and the text can be colored. Because this activity is the first time.
2. Teachers' educational strategies need to be improved, and children's problems in activities should be properly dealt with.