Activity objectives:
1. Experience the beauty of "doing something to make the world better".
2. Understand the story and be interested in the flowers of the four seasons, and be willing to express it in different rhythms.
Activity preparation:
1. Flowers with obvious characteristics in four seasons: winter jasmine, peach blossom, rape flower, lotus flower, rose, chrysanthemum, osmanthus, red plum, wintersweet, narcissus and magnolia.
2, "China" PPT.
3. Children's song "Four Seasons Bloom":
Warm spring is coming, what are blossoming flowers?
The hot summer is coming, what are blossoming flowers?
Cool spring has come, has it blossomed?
Cold spring is coming, what are blossoming flowers? (Prepare: What flowers shall we plant? )
4. Background music.
Processes and records:
First, listen to the story.
1, induced activity:
Teacher: I brought a story (Show PPY) today. Can you read? What kind of person is Hua Popo? What does Grandma Hua do?
-The development of story topics here is not only to stimulate the love and expectation of stories, but also a necessary process to guide children's emotional investment.
At the event:
Teacher: What kind of person is mother-in-law?
Child: the old man.
Teacher: What does Grandma Hua do?
Child: Those who grow flowers … those who buy flowers … those who like flowers …
Step 2 tell stories
Teacher: What is it? Let's listen to this story. (Music begins)
(Talk: After the third thing, ask questions).
Teacher: What three things did the little girl promise her grandfather to do?
Child: do something to make the world a better place ... travel around the world (teacher: just travel) ... live by the sea. ...
3. Continue telling stories.
Flowers that bloom in the second and fourth seasons
1. Talking about Four Seasons Blooming: Talking about Four Seasons Blooming when "Flowers" are ready to plant flowers.
Teacher: Grandma Hua thinks that if the seaside is full of flowers, the world will become a better place. If the seaside is full of flowers all year round, the world will become more beautiful.
Teacher: So, do you know what flowers will bloom in what season?
Another learning content extends from here: activities about flowers. In my opinion, although stories can highlight emotional education, emotional cognition also needs realistic cognition as the basis. Therefore, a story must contain cognitive or other learning factors. In addition, children need to change different learning contents or ways in order to maintain their enthusiasm for learning. So the "distraction" here is useful for the theme and children's learning. However, the story at this time is already a platform for children's cognitive activities.
In a pinch
Child: Peach blossoms in spring ... Lotus blossoms in summer. ...
Teacher: Besides these flowers, can you name other flowers?
Child: pear flower ... carnation ... (very enthusiastic).
-the two problems here, the former is difficult, the latter is easy. Logically, it should be easy first and then difficult. However, it is necessary to observe how much experience children have in flowers.
If a child's flower experience is relatively normal, it will be "difficult before easy", because "difficult before easy" makes some children with flower experience in the four seasons try their best to search for memories and need to concentrate. But "post-Yi" makes nervous thinking a little "relieved", and the enthusiasm for learning is still very high.
If children have little experience with flowers. Then it is necessary to "make it easy before it is difficult", because "make it easy before it is difficult" can make children answer relatively simple questions in the rare flower experience, and then start two-dimensional thinking from the flowers that children know, but "difficult after it" often has the nature of "acceptance", such as when xxx is in bloom ... In fact, xxx is open in summer. ...
In this activity, the problem is "easy first, then difficult". The child "first" for a few seconds, and gradually five children answered one after another. Later, the children's answers were very enthusiastic and some couldn't stop. Because of the children's confidence, the scene is very warm.
2, a little: different flowers in four seasons.
Teacher: Actually, there are more than 7,000 flower names we know now. I have prepared some pictures of flowers. You and your friends can recognize it: what is this flower? In which season did it open? Put them under the corresponding cards (the cards are: flowers in spring, flowers in summer ...)
Child: (operation). -at this time, we should pay attention to illiterate children. When the teacher shows the word card, the children read along.
Focus on:
Osmanthus fragrans: Mid-Autumn Festival blossoms after summer. People in China often say: Eight laurels smell like flowers.
Rose: This is a red rose. Red roses bloom most in hot summer.
At the event:
Child: Roses bloom in winter.
Teacher: Red roses bloom the most in hot summer.
Child: osmanthus, I don't know. ...
Teacher: It opens on Mid-Autumn Festival. ...
Child: Summer … Autumn, Mid-Autumn Festival is autumn, of course …
Teacher: Yes, it's autumn. China people's poem about osmanthus fragrans is called "August fragrance".
Child: Yes, Mid-Autumn Festival on August 15th.
3. Sing a song: Flowers bloom in four seasons.
1] Teacher: There are many flowers in four seasons, which is really a wonderful thing. If, we can put flowers in the four seasons.
Open things, singing, is also a very beautiful thing. Here are some nursery rhymes. Let's sing together rhythmically.
-not only helps children to read, but also has a rhythm paradigm. After watching it in spring and summer, I asked: Did you beat the rhythm with your hands just now? What else can you use to beat the rhythm? (Hint: both feet and movements can indicate rhythm)
In the activity, ask the children to answer: winter jasmine. The rhythm of the children's answers is exactly the same. So, children and friends choose a flower to practice, ask questions and answer questions.
Teacher's tip: The rhythm is different from others, so it will be better.
During the communication, the two girls expressed their rhythm by turning their wrists, which was greatly appreciated. Two girls beat their heads with their hands,
Teacher: Rhythm is expressed. If you hurt your head, it will be bad. So, don't start.
Child: The peach blossoms are in bloom.
Teacher: Look, it's really nice to repeat Peach Blossom. It's really beautiful!
2] Teacher: Show me "What kind of flowers are we planting" (let the children feel the rhythm of 16 notes). It's daffodils. How to sing the answer?
The rhythm of girls is completely correct. Let's learn from it.
Teacher: Ah, this is really a wonderful thing!
-In fact, the sighs here are to let children feel the reality of "making the world a better place" and pave the way for the deepening of emotions.
Third, beautiful things.
1, regression story.
Teacher: Grandma Hua knows so many flowers that bloom all the year round. She wrote and bought many kinds of flowers ... but the children don't know what to do.
What would you do!
2. Good stuff.
Teacher: What do you think can make the world a better place? -deepen "beautiful things" and let children have them.
A short-lived, perhaps permanent ideal.
Children: (in a daze for more than 10 second) read children's songs. ...
Teacher: Yes, singing can make the world a better place!
Child: Making flowers, making paper flowers and cloth flowers will make the world a better place!
Teacher: Yes! Those paper flowers and silk flower are so beautiful!
Child: Playing the piano. The sound of my piano has spread to many people's homes, and the world has become a better place!
Teacher: Ah! Really beautiful!
Child: I want to protect the world …
Everyone: huh?
Child: Let everyone know, don't throw rubbish into the water, the river will become better!
Teacher: Yes! As soon as the river is beautiful, the world will be better!
Children, you have learned to do something to make the world a better place. Please remember this and try to do it. Do you know that?/You know what? When you grow up, the world will become a better place because of you!
-the beautiful things that children think are very practical are caused by foreshadowing.
Teaching reflection:
After seeing the whole activity design, we should think about how the goal is reflected in the process and how the process can effectively achieve the goal. In view of this idea, we carefully measured the goal and process of the activity "Flower Mom" and found that the goal and process echoed each other. The first goal is to understand the story, be interested in the flowers of the four seasons, and be willing to express them in different rhythms. In the course of the activity, it is divided into two parts: looking at pictures to understand the flowers of the four seasons and reading the children's songs of the flowers of the four seasons rhythmically, so that children can have a preliminary understanding of the flowers of the four seasons and boldly show their beauty. The second goal is to experience the beauty of "doing something to make the world a better place". When the activity begins with the story of "Hua Popo", the whole activity process is to let the children experience doing something beautiful, just as the final conclusion is "Children, please remember and try to do this beautiful thing. When you grow up, the world will be better because of you! " It can be seen that the activity goal is the general direction of cultivating children's ability and emotion, and the activity process is implemented and operated in various forms suitable for children. The two closely combine and promote each other, which together constitute the whole activity.