Teaching plan design:
It is pointed out in the outline that the goal of Chinese education is to "guide children to contact excellent children's literature works, make them feel the richness and beauty of the language, and help children deepen their experience and understanding of the works through various activities." This sentence has quite clearly summarized the basic content and requirements of children's literature learning activities in kindergartens. Language teaching should start from children's life experience and existing knowledge background, and provide children with enough materials for literary activities and opportunities for communication. First of all, I let children enjoy intuitive courseware and form a relaxed activity atmosphere. "The sun is awake ... awake" and "The moon is asleep ... asleep" Let the children look at the picture and fully imagine, and prepare enough materials for the children to fully feel the excitement during the day. The playing of music makes children's emotions reach a climax, thus stimulating children's interest and motivation in learning and promoting children to actively explore new knowledge.
Activity objectives:
1. Feel the content of the poem and learn to say "... awake" and "... asleep"
2. Distinguish the different nature of the two kinds of music and experience the "liveliness" and "quietness" of poetry.
Activity preparation;
1. courseware
Pictures of the sun, moon, grass, flowers, birds, rabbits and children.
3. Music: Ode to Joy, shake and shake.
Activity flow;
Understand the first paragraph of this poem:
Look at the courseware and ask questions. The sun came out. Who's awake?
The teacher summed up: the sun came out, the birds woke up, the young trees woke up, the children woke up, and the day was really lively.
The sun is out. Who else is awake?
Summary: The sun is out, … awake … awake … awake, this day is really lively.
3. Small animals and children are awake. What will they do?
They can sing and dance. It's too noisy. Let's sing and dance and have fun.
Feel the cheerful music: teachers and students dance with the music of Ode to Joy.
Continue to read the courseware and understand the second paragraph.
Question: Look, who is out? What is the grass doing? Who else is sleeping?
The teacher summed it up with a poem: the moon came out, the grass fell asleep, the flowers fell asleep, the children fell asleep, and the night was quiet.
Question: The moon is out. Who else is sleeping? Encourage children to say it with the structure in poetry.
3. Feel the quiet music: the night is quiet and everyone is asleep. Let's take a break, too.
Make flowers, make grass, and sleep in the music of shaking.
Three full appreciation:
Play the tape and let the children enjoy the poem. Today, the sun and the moon also brought a beautiful poem. The name of this poem is the sun and the moon. Question: Who woke up when the sun came out? The moon is out, who is asleep? (Show pictures according to the children's answers)
Look at the pictures. Teachers and students recite poems.
Feel the essence of music, experience the excitement during the day and the tranquility at night.
The sun and the moon brought two pieces of music. One is during the day, very lively; One is at night, quiet. Let's listen to which period is daytime and lively; It's night, be quiet.
Listen to music: Ode to Joy, Shake and Shake.
Question: which time is daytime and lively; Where is the night, quiet?
13. Summary: In the first piece of music, it seems that many children and small animals come out to play together, some sing, some dance and some play games. It's daytime when you are busy. The second piece of music seems to be that children and animals are asleep, which is a quiet night.
Five games: day and night.
Rules of the game: In the music of Ode to Joy, when children wake up, they leave their seats to do the actions of flowers, grass and animals jumping, and when they shake, they return to their seats to do the actions of sleeping.
Activity expansion:
Write poems in the form of the sun and the moon.
Attachment: the sun and the moon
The sun came out.
The bird woke up,
The little tree woke up,
The children woke up,
It's really busy during the day.
The moon came out,
The grass fell asleep,
Xiaohua fell asleep.
The children are asleep,
The night is quiet.
The poem Sun and Moon is simple in theme and simple in content. Lively and harmonious rhythm, full of childlike interest; It is catchy to read and easy to remember. I chose this poem because I think its literary form is easily accepted by children in small classes, which can not only cultivate children's hearts and emotions, but also cultivate children's interest in literary works from an early age.
Although the preparation time is in a hurry, I still think twice about the design of the event. For the first time, I imagined introducing the concepts of day and night with music, and then showing pictures and poems separately. The second way of thinking is to introduce activities with pictures on black and white background, introduce the concept of day and night, and then enjoy poetry; As a result, before class, I had a new idea, so I decided to introduce the activities that children often have with pictures of the sun and the moon, so that children can arrange the moon and the sun in black and white pictures according to their own experience, and then tell them that they invited their good friends to hide in beautiful poems, which will arouse their desire to listen to poems and let them fully appreciate poems without pictures. At this time, the child felt the beauty of language and the beauty of the teacher's recitation. They are more eager to know which friends the sun and the moon will bring when they listen. I estimate that some children will remember a few wonderful sentences after the first appreciation. At this time, I can help my children recall the poems they have heard and then draw pictures. However, I found that the memory ability of children in small classes is still limited, so I directly showed pictures of people and things appearing in poems. The reason why I draw sleeping eyes and opening eyes on flowers and plants is to let children classify the pictures of flowers, trees and people into black and white background pictures according to observation. This design is kill two birds with one stone: it can be divided into sentences.
When all the pictures come out, I will study in stages, first learning the daytime part and then learning the evening part. I find it difficult for children to remember the last sentence of each section, that is, "It's really lively during the day and quiet at night". I originally considered this difficulty in the analysis of teaching materials, and tried to design two Facebook pictures to represent "lively" and "quiet" to deepen children's memory, but this idea was useless to children in the end.
But I should have noticed it in the third link, that is, using two different pieces of music and body movements to express the excitement during the day and the silence at night. As you can see, children in small classes still have the ability to distinguish and match music with obvious properties, and the music chosen is also appropriate, which can arouse children's desire to express.
The activity is almost over, and the children are still very interested. At this point, I am eager to end the activity. In fact, I can let my children recite the performance once or twice while listening to music. I think this activity can also be used in the second teaching, which can guide children to learn to write poems according to some pictures of flowers and animals, give full play to their imagination and creativity, and further guide them in recitation.
2 Name: Happy Adu (Theme Activity)
Design intent:
With the theme activity "I like it" as the theme, many children in our class know and understand all kinds of expressions and expressions. However, we don't know much about people's psychology and emotions of happiness and trouble in various jobs. Today, through this activity, children can understand and experience Adu's happy mood at work.
Activity objectives:
1. Feel Adu's happiness that he loves his job in the story.
2. I like the role of Adu as a small locomotive, and I feel happy at work from it.
Focus: Feel the happiness of Adu's love of work in the story, and experience the happiness of work from it.
Activity flow: import-enjoy discussion-share experience.
Activity preparation:
The story of Adu, a small locomotive and a toy locomotive.
Activity flow:
First, import
1, I brought a toy that can make sounds today. what would you like to see？
Let's hear how it sounds. The teacher greeted the children in an imitative tone: DuDu, DuDu … I am a happy little locomotive, DuDu! Hello!
Although I am only the smallest locomotive, I feel very happy, because I like my job, and I like to sing my happy work songs while working.
4. The teacher imitated Adu's happy appearance with the image of the role, and sang "Happy Work" with his head bobbing.
Happy Adu is an activity with the theme of "children are masters" in the constructivist curriculum. The first time I saw this story, I fell in love with the image of Adu in the story. Adu is very persistent, optimistic and positive about his work. But when I really decided to take part in this activity, I found that the story was long and a little wordy, and there were few dialogues in the story, which were all boring parts. What's more, how can children understand and be happy at work? So I made a series of preparations. Let me talk about my own feelings in the teaching process:
Reflection on the revision of the story: originally in the textbook, the name of this story was "Adu, the little locomotive", so I think the focus of the story is not to highlight Adu's happiness, so I changed the name of the story to "Happy Adu", which I think is more in line with the content of the story. I changed the story, too. It turns out that the story only happened between Adu and the beautiful locomotive, and there was not much dialogue. Adu's happiness cannot be highlighted in the story. So I added more dialogues between Adu and other locomotives to the story, and added a story-centered sentence as the repetition of the story dialogue, "This is my job, I like my job", so that children can understand Adu's work more deeply. From the teaching process, I found that my revision of the story was successful, and the appearance of repeated sentences made children have the desire to speak.
Reflective activity process: The first part, let children guess Adu's works. In the guess, they found that the children still knew something about the work of the small locomotive. Their guesses are very rich. In the question, the teacher once again stressed that "Adu likes his works very much, so he is very happy!" " Let the children feel Adu's happiness at work again. Then there is a story link that I joined myself-Adu helped the green locomotive. When the green locomotive thanked Adu, Adu said happily, "This is my job, and I like my job." When Adu met a beautiful locomotive, she was laughed at, but in the end Adu really helped her. When the beautiful locomotive shyly thanked Adu, Adu said happily, "This is my job, and I like my job."
In the activity, we found that children can fully express themselves under the guidance of teachers, and they can express Adu's happiness by combining action expressions. Contact with life and let them know that there are actually many people around them who love their work like Adu. They also said happily, "This is my job, and I like my job!" " "
3 case study: the secret of small hands (society)
Clap hands. We all have a pair of hands. We dress, button, wash our faces, brush our teeth and comb our hair. We also use small hands when drawing. Little hands are really our good friends. Hand plays an important role in individual development. Every day, children do different things with their little hands. They are also curious about their little hands: what else can they do? What can small animals do with their hands? This activity allows children to explore from the place closest to them. The content of the activity is close to children's life and helps to expand children's experience and vision. According to the actual level of the children in our class and their age characteristics, teachers will be targeted:
1. Proud of having a pair of dexterous and unique hands. 2. Experience the function of thumb through small experiments.
First, the focus and difficulty of the activity:
Guide children to perceive the flexibility of fingers and experience the feeling of being proud of having such hands. The difficulty lies in: let children perceive the difference between animal hands and human hands and experience the importance of thumb.
Second, the material preparation
1. Paper, inkpad and soybean. 2. "Guess whose hand this is" on page 17 of the second volume of children's activity materials.
Third, the activity process,
(1) Small hands are amazing.
1. Today, the teacher will guess a riddle for you: two small trees with ten forks, no leaves and no flowers, write and draw, and work every day without talking.
2. Let the children guess.
(This link is introduced in the form of guessing riddles. By guessing riddles, children can naturally notice their hands, thus having a strong interest in activities. )
(2) Understand our little hands
1. Know the back of your hand. Let the children observe the small hands: Are our palms and the back of our hands the same? What do you have in your hand? What is the palm print like?
2. Is everyone's palm print the same? Please stretch out your hands and see if the palm prints on them are the same. Then compare it with other children to see if their palm prints are the same. It turns out that everyone's palm prints are different. Move our little hands and see where is the most flexible. Compare and know the five fingers brothers.
There is a secret on your finger, please take a closer look. That circle is called a fingerprint. Please take a closer look. Are the fingerprints on each finger the same?
The purpose of this link is to guide children to know the characteristics of their hands and have a clear understanding of their hands by observing their own hands. )
(3) How important the thumb is.
1. Each of our little hands has five fingers. Every finger is different, but they are all very capable. What can your little hand do?
2. What will happen if one finger is missing? Let's do an interesting little experiment to experience the function of thumb. Please put your thumb in the palm of your hand so that you can pick up soybeans, button clothes or zip up.
How do you feel about doing things without the help of your thumb? What would you think if we gave a thumbs-up and tried to do something for us now?
It turns out that without thumbs, it is inconvenient for us to do things, or even we can't do them well. Looks like the thumb is very important.
Experience the characteristics and functions of small hands in games. Mr. Chen Heqin said: Children regard games as their life. We should create an appropriate environment, fully develop their childlike, lively and active characteristics, and adopt more game-based teaching methods to improve the teaching effect. So this link creates a game scene. Guide children to peel, taste and speak, mobilize the participation of various senses, and unconsciously perceive the flexibility of fingers, thus generating pride. )
(4) the hand of an animal friend
1. Children eat and draw with their hands. Do small animals do things with their hands? Small animals do things with their claws. How are their claws different from our hands?
2. Show the contents of Book II 17 of children's activity materials and observe the paws of small animals. Pay attention to whether their thumbs are flexible.
3. Summary: The "hands" of animals are not as flexible as our thumbs. We can take any small thing easily and flexibly, but animals can't. Therefore, every child should protect his little hands. 4. Discussion: How to protect your little hands?
The last part of the activity is to further feel the flexibility of small hands and inspire children to be proud of having a pair of dexterous small hands. )
Activity reflection: In the design and implementation of this activity, children's learning characteristics and cognitive rules should be truly considered from the standpoint of children, and rich and interesting gamification scenes should be created to fully mobilize their enthusiasm and initiative, so that they can unconsciously gain relevant experience and get emotional satisfaction. In the whole activity process, the teacher's role is constantly changing with the children's activities and performance. When the child encounters difficulties, the teacher is the supporter and mentor of the child's active activities; Teachers are active encouragers when children make mistakes and failures in operating materials. Children play games, and teachers play equal participants; When the children got a successful experience, the teachers cheered. Teachers in every link have goals in their hearts and children in their eyes. Really played a leading role for teachers. In the activities, teachers provide a free and relaxed environment to guide children to actively construct knowledge and gain new experiences. The activities are interlocking and progressive, organically linking and infiltrating the contents of various fields, so that children can learn interesting knowledge, and at the same time, they have also been deeply explored in language use and social communication.
However, this activity also has some shortcomings: some children come to wrong conclusions because they can't understand and abide by the operating rules put forward by the teacher (thumb can't participate in the activity). The teacher should let the child operate with one hand, and the left and right hands take turns to feel, which relatively reduces the difficulty, is more suitable for the child's existing level, and is conducive to the child's correct experience.
I. Cases:
The secret of small hands is a scientific activity in a small class. The focus of the activity is to explore the secrets of your little hand in the game; The difficulty is to know the function of thumb. I use experimental methods to let children explore and discover. In order to make the activity achieve the expected goal smoothly, I made full preparations before the activity. In order to let the children observe the fingerprints clearly, I put a magnifying glass in each group to ensure that both children have a magnifying glass. In order to ensure the smooth progress of the experiment, I selected building blocks with the same size, and properly placed adhesive tape on the building blocks for easy access.
The first part of the activity is to understand the function of thumb through experiments. First of all, I asked the children to put the soybeans, scraps of paper and toothpicks in the homework basket in their own places with their own little hands. In a flash, the children put them away and were happy for their success. Then I explained and demonstrated how to fix the thumb of one hand with scotch tape, so the children began to fix their thumbs with their palms, but only some children were fixed, and some children just tied their thumbs with tape without fixing their thumbs with their palms. Finally, I asked them to put the paper and toothpicks back in the homework basket, which most children can't finish.
The second part of the activity is to work in pairs with a magnifying glass. First, they observe their finger fingerprints, and then observe and compare the fingerprints of their peers. They found that the fingerprints of each finger were different. Some children find their fingerprints like the sun, some like dustpans, some like clouds ... Second, reflection:
1. Details cannot be ignored. Children in small classes are making progress in muscle development, and especially small things are difficult to take and put. If the thumb is fixed, you can't lift anything. Accordingly, the experiment of picking up things with a fixed thumb is scientific, which can let children really experience the function of thumb. For the experiment, we have made full preparations before class, and it is convenient for children to take tapes. However, the teacher overestimated the children's ability when explaining the demonstration, which led some children to fix their thumbs only with tape instead of their palms, which greatly reduced the experimental effect. If the teacher explains it and lets the children demonstrate it, maybe the problem will be gone. Therefore, it is necessary to fully estimate the child's existing experience. Although the details are small, it will also affect the effect of the activity.
2. Use teaching AIDS carefully. According to the characteristics of small class children's thinking image, it is an effective method to use experiment in scientific activities. For the first time, the experimental materials I prepared were pigments and paper, so that the children could compare their fingerprints. During the course review, we discuss the experimental materials. In order to avoid unnecessary accidents, the experimental materials were changed to magnifying glasses, which avoided many accidents and achieved good results.
4 middle school Chinese: weird little turtle
Usage: 1. Encourage children to express their feelings and thoughts.
2. Guide children to understand stories and tell stories with teachers.
Activity preparation: a turtle, a snail and a puppet, three groups of pictures.
Activity focus: willing to express their feelings and be able to tell stories with teachers.
Activity flow:
First, the beginning part:
1. Introduce the rhythm and invite children to watch the puppet show.
2. Scene import:
(1) arouse children's interest through the name "eccentric little turtle" of puppet show.
The teacher asked with an expression: Why is the little turtle so strange?
(2) Let the children know what to do when watching the puppet show through the admission notice.
Second, the basic part:
1. Invite the children to see the puppet show.
2. Question import:
(1) What is the name of the puppet show?
(2) What kind of strange temper is the little turtle?
(3) What does the little turtle want to do? Who did he meet? (Guide the children to say what the little snail and the little frog said to the little turtle)
(4) What happened to the little turtle?
(5) Is the little turtle a strange temper? Why?
3. Grouping: Divide the children into three groups, and tell stories led by three teachers in the class.
(1) Show the wall chart and let the children tell the story according to the pictures.
(2) Let the children try to say it themselves.
Third, the last part:
Let the children tell the story to their parents.
Summary and thinking on tortoise's strange temper
Author: anonymous article source: network reprint: 2 update time: 20 1 1-5- 18
Today, the fourth follow-up seminar ended in a hurry, and the second activity was held in Class 4 of Middle School. Through these four activities, I have also thought a lot, and I want to have a slightly changed idea for each link, but I always feel that the careful handling of the links is not mature enough. In these activities, I thought of this poem, which vividly describes a turtle with a strange temper and is unwilling to communicate and talk with others. Because the literal meaning of the story is the opposite expression, I want children to understand "not talking" from a positive perspective.
● Response.
For children's reactions, some are preconceived, and some still lack the flexible guidance of improvisation. The effectiveness of teachers' questioning and application methods is the key to promote the process of each link and dig its connotation deeply, which requires teachers' clever guidance. Especially when the tortoise meets the snail and frog respectively, because the tortoise's strange temper is "silent", here I imagine the child will stand in the tortoise's position. Suppose you are a turtle. After listening to the snail's advice, how can you tell? In this session, I tried to ask the children to hold the turtle's finger puppet in their hands to talk, but I didn't consider one thing: when I held it in my hands, I had told the children that it was. Here, I want the children to say that they want to change the previous way, let the children play more vividly and improve their active participation. However, after all, they ignored the tortoise that appeared from the beginning, but the effect was not good.
● Classroom rhythm.
At the beginning of the activity, I meditated and sorted out the links to remind myself of the tight rhythm in my heart. In the process of teaching, I also want to remind myself to be compact at all times, but after the activity, I still find that I still lack compactness and efficiency. It is not enough to master children's divergent thinking mode and grasp the speed and release of rhythm.
An activity, in repeated attempts and continuous improvement, seems to have more aspects of thinking than before. From thinking about how to carry out activities, to thinking about classroom effects and finding problems from the perspective of children, I feel more and more that I am far from enough in many aspects.