(A) the theme forecast analysis
Spring is the time for everything to revive. No matter from the climate change, the growth of animals and plants, or people themselves, we all really feel the characteristics of spring. It can be said that setting the theme of "I and Spring" closely combines the organizational requirements of "making full use of the favorable conditions of the surrounding environment and giving full play to children's sensory functions" in the Regulations, which provides sufficient space for us to effectively realize this scheduled course.
For a given theme "I and Spring", I think it can cover a wide range of content, so I roughly divide the content that the theme may point to (as shown in the figure), extract the expected content that children may be interested in and arrange it, but at the same time it is relatively independent, mutual penetration and mutual integration. Because only in this way can the theme be organically integrated, and children can develop independently in full interaction with the surrounding environment.
Animals (such as tadpoles and silkworms). ) Spring plants. (such as: peach tree, Malantou, magnolia, etc. ).)
Feed me (people), plant me and feed me.
(B) class analysis (middle class era)
Through the observation and conversation of the children in this class, it is found that they have basic cognitive experience of the four seasons, and adults can tell obvious seasonal characteristics and are interested in seasonal changes. And some knowledge about spring has penetrated into daily activities (such as day and night changes, understanding peach trees and Malantou, etc.). Most children in the class show active thinking, interest in new things, strong curiosity and thirst for knowledge. However, it is also found that some children lack concentration and patience, and their attention is easily diverted; There are also some children who can't actively participate in the observation of things around them or dare not express their findings. Therefore, based on this theme, we will proceed from the reality of children, grasp the differences of children's development level, and hope that through various forms and ways of interaction, children can participate independently and spontaneously, and develop to a higher stage on the basis of their own cognitive structure.
(3) Preliminary investigation and analysis
In order to have a deeper understanding of the content of the theme activity "I and Spring", we not only observe children in the garden, but also grasp the development of children through interviews with parents and targeted questionnaires. The survey shows that parents will consciously take their children to outdoor activities during holidays, and pay attention to guiding their children to observe and feel the spring, and reflect the spring things that children care about through parents. A variety of plants (such as grass, flowers, willow, etc. ), animals (such as swallows, butterflies, tadpoles and so on. ) and people's activities (such as outing and flying kites). ) spring. Starting from children's interests, we can extract educational content from them, so as to promote the smooth and effective development of the theme activities of "I and Spring".
Second, the theme goal of "I and Spring" activity
The first stage and the second stage
1, interested in the growth of animals and plants in spring through various activities; Under the guidance of the teacher, observe and understand their growth and change, and be willing to express. Further observation reveals the characteristics of spring and recognizes the plants and animals that grow in spring. Observe and learn to simply record their changes.
2. I will show my understanding and feelings about plants and animals in spring in various forms; Learn to take care of plants (such as sunflowers) and raise small animals (such as silkworms) in spring.
3. Under the guidance of adults, participate in the environmental layout of the class in spring. You can participate in the creation of class spring environment according to the existing cognitive experience.
4. Be interested in observation, feel the change of spring, and love spring. Willing to pay attention to the changes of things around you and experience the fun of seasonal changes.
Description:
1. Because there are differences in the development level of children in the class, some projects are hierarchical when setting goals, so that each child can develop in the process of participating in theme activities.
2. Because it is a predetermined plan, we can flexibly adjust the goals and activity design according to the development of young children in future practice.
Three, "I and Spring" theme activity education program and effect analysis.
(A) "I and Spring" theme activities-early collective activities.
Table 1:
The content of collective activities is generated by analyzing the target effect of the activities.
Know Malantou
1, understand the morphological characteristics of Malantou, and know that it is a nutritious wild vegetable.
2. Learn to observe Malantou in the order of root-stem-leaf.
I like to eat all kinds of wild vegetables in spring. Adults often can't distinguish wild vegetables. Wild vegetables are typical creatures in spring, so we seized this resource and carried out a series of activities. In addition to understanding the specific Malantou, we also conducted a "potherb buffet" tasting activity. In the process of tasting, let children have a certain understanding of other spring wild vegetables.
Know peach trees
1, get a preliminary understanding of the shape and use of peach trees, and can simply describe them in language.
2. Learn to observe methods in an orderly manner.
3. Appreciate peach trees and experience the harmonious feelings between people and plants. Because plants change obviously in spring, teachers must seize this favorable opportunity to guide children to learn the method of continuous observation, so that we can make use of outdoor activities and walking time to let children carry out continuous comparative observation, which not only cultivates children's meticulous quality, but also stimulates their feelings of caring about plant growth.
Know the tadpole and its mother.
1, get a preliminary understanding of the appearance characteristics and living habits of tadpoles and frogs, and the process of tadpoles becoming frogs.
2. Find out the difference in appearance of tadpoles by comparison.
3. Know that frogs are animals that are beneficial to human beings and love frogs. The tadpole, the representative animal of spring, has appeared in the activity room. Children like to talk about tadpoles in natural corners. In this way, we skillfully designed the activity of "Little Tadpole and its Mother", mainly by observation and discussion, so that children can initially understand the growth and change process of tadpoles, and also show their knowledge in the form of art activities on wall decorations and observation books in spring, and make brochures. At the same time, we provide books about frogs to guide children to further explore and learn.
Table 2:
Analysis of the content, target effect and content generation of collective activities.
Story: looking for a happy little flower seed
1. Understand the process of seeking "happiness" in the story and perceive the structure of "seeking-seeking-discovering" through the appreciation of literary works; Learning sentences: happy, happy, I give it to everyone ... everyone likes me.
2. Use the method of asking questions and appreciating performances to perceive and understand the story.
3, know how to do good for others, make others happy, and you will be happy. This activity is based on language activities, from which scientific connotation is organically infiltrated, so that children can understand the works, but also realize the way to express their emotions and vivid images. Teachers closely combine children's love for floret seeds with planting activities, so that children can plant floret seeds at home and kindergarten, and enrich their perceptual experience of spring in future observation activities.
Poetry: drizzle
1. Learn poetry and understand its happy emotional characteristics under the background of music.
2. Use nonverbal behaviors such as actions to express the cheerful mood of music, and at the same time perceive the same language through the same actions.
3. Experience the spring coming quietly. Beginning of spring has passed, the weather is still cold, and the changes of natural plants are not obvious. We can take this activity as the entrance to the theme of spring, record the changes of spring through observation and recording, and experience the coming of spring quietly with our heart.
Fairy tale: three butterflies
1, perceive fairy tales, understand and retell the dialogue between flowers and butterflies in fairy tales, and enrich the corresponding vocabulary.
2. Learn stories by accumulating transferred images, actions and repeated implied language.
3. Experience the happiness of being friendly with peers. Although the children are familiar with this story, they can still concentrate on learning and telling it in the activities, especially in the performance part. In order to meet the needs of each child, the teachers put props and headdresses into the performance area, encouraging them to pay more attention to spring things while providing children with participation.
Poetry: Friends of Spring
1. Learn poetry and understand the relationship between butterflies, grasses and small leaf grasses in spring.
2. Perceive and understand the poetic content in the game.
3. I feel very fond of spring. This poem is a free verse with vivid language and strong action, which is suitable for performing activities. In the process of performance, children can transfer their understanding of spring to poetry, and join their own performances to create new performance content.
Table 3:
Analysis of Target Effect and Content Generation of Collective Activity Content
Relief: spring
1. Show the trees, grass and flowers in spring by pressing, kneading and pinching.
2. Feel the activities of animals, plants and people in spring by observing pictures and videos.
3. sprout a good feeling for spring. Children are more interested in expressing spring with oil sludge, and the expression can reflect beauty in many ways. In this way, we provide children with glass bottles, color bottles, wine bottles and so on. Let children feel different effects during operation. Suitable for the fresh and changeable psychology of the children in this class.
Origami: Frog
1, learn to look at the origami frog.
2. Through comparative observation, we can distinguish and fold the shape of the frog.
3. For each folding step, smooth the creases by hand. With the approach of spring, the children took the tadpole to the kindergarten and began to talk about its mother while observing the tadpole. To this end, we prepared a small pond in the corner of the wall decoration and pasted the children's frog origami on the wall, which not only strengthened the children's understanding of spring animals, but also enhanced their sense of accomplishment.
Rhythmic activities: the mother duck with her ducklings.
1, learn to walk in high heels, and can act with music.
2. Create corresponding hand and foot movements for the first two sentences of the song according to the phrases, and show the happy mood of the duckling with expressions or movements.
3. Experience the joy of singing and rhyming with your partner. Some appearance characteristics and living habits of ducklings were mentioned in the rhythmic activities, which provided knowledge for raising ducklings in the future.
Song: I am a little frog.
1. Learn songs and master the rhythm of XX|XXX|.
2. Recite the lyrics according to the frog's living habits and appearance.
3. Be able to sing happily with your companions. In this activity, exaggerated frog teaching AIDS and specific image rhythm diagrams are used to make children familiar with the lyrics and master the rhythm quickly, and according to the changes in the diagram, they can transfer what they have learned and change the singing style. This song enriches the performance of frogs in the performance game "Little Tadpole Looking for Mom".
(2) designing and analyzing activities (cases) related to the theme.
Activity content:
Fairy tale "Spring Phone"
Activity objectives:
1, understand fairy tales, understand the order in which small animals call each other, and initially grasp the dialogue in the story.
2. Understand the connection between various animals and spring by understanding the activities of small animals.
3. Experience the happiness brought by the arrival of spring.
Activity preparation:
Story tapes and pictures
Activity flow:
(A) the use of pictures to understand the activities of small animals in spring
Question: Spring is coming. What does the little black bear (squirrel, white rabbit, snake, fox) like to do?
(B) Learn to understand the fairy tale "The Story of Spring"
1, the teacher tells a story to help the children understand the order of small animals barking.
2. The teacher plays the pictures, and the children listen to the story tape again to understand the dialogue of the small animals.
3. Teachers and students tell fairy tales together.
(1) Discussion activity: What can other animals do in spring? What can children do?
Effect analysis and content generation:
This story contains many cognitive points:
First, it is the activity of animals in spring;
The second is the feelings of mutual concern with peers;
The third is the arrangement and change of numbers.
Teachers should pay attention to the increasing "order" in the process of activities, and tap children's interest points while introducing activity goals. Through observation, most children pay attention to dialing and talking with their peers, and have a certain desire to perform, so playing games based on children's needs can add new content.
Activity content:
Creative rhythm activity "Spring Rain Flower"
Activity objectives:
1, enrich the music about spring, be familiar with the melody and structure of the music, and distinguish the structure of paragraph A and paragraph B with the action of rain and floret drinking and growing.
2. By recalling the observation of spring rain and floret growth every day, we create different movements of spring rain falling and floret drinking water growing.
I am willing to show the rain flowers in spring with my body movements.
Activity preparation:
About body movements, it shows the rain flower in spring.
Activity flow:
(Review of Song of Spring)
Instruction: What songs can you sing about spring?
(B) learning rhythm activity "Spring Rain and Flowers"
1. Appreciate music, perceive melody and structure.
2. Remove the melody and structure of music through the picture prompt.
3. Create paragraph A and paragraph B operations.
(3) The rhythmic activity "Spring Rain and Flowers"
Effect analysis and content generation:
Through the interactive activities between teachers and students, let children participate in the activities happily and boldly create actions. During the activity, a child suggested that Xiaohua drink water and silkworm babies eat mulberry leaves. The teacher made flexible adjustments according to the children's existing experience in feeding silkworms, and fully let the children try to imitate the scene of "silkworms eating mulberry leaves" with original music.
Activity content: Spring outing "Spring in My Eyes"
Activity objectives:
1. Feel the warm climate in spring, and further observe and understand the growth and changes of animals and plants in spring.
2. Learn about my and people's activities in spring through outing, flying kites, watering plants and other activities.
I love spring and am willing to observe the changes of things around me.
Activity preparation:
1, a must-have item for a spring outing.
Every child should bring two newspapers, a small plastic bag, suitable clothes and suitable shoes.
3, carsick children get on the bus half an hour ago, give motion sickness medicine.
4. Contact the parents and volunteers who participated in the spring outing, and let parents know the tasks and requirements of the spring outing.
Activity flow:
1, dialogue
(1) put forward the requirements for spring outing observation.
(2) Discuss the rules and self-protection methods in spring outing.
2. Go to Zhongshan Botanical Garden
(1) Visit the European Flower Show.
(2) Visit the flowers in the greenhouse.
(3) Teachers and students have meals in other places.
(4) Take a walk after dinner and visit the rose garden.
(5) Parent-child, teacher-student group game activities-flying kites; Water the grass in Kobanawa.
3. Return to the park to rest and tidy up.
Effect analysis and content generation:
Outdoor activities can always stimulate children's interest and enthusiasm. In the children's interest and curiosity, they walked into Zhongshan Botanical Garden. When playing, children cheer at tulips, which is related to the rare sight in their surroundings. When children praise tulips, they have a certain understanding of the beautiful environment. When visiting the "greenhouse flower", the children asked many questions, such as "what is this", "why it has thorns" and "it is a bit like our kindergarten" ... The children are interested in asking questions and have active thinking.
According to children's interests and the creation of class environment, design some activities that can reflect the experience of spring outing and deal with them in various forms. What is the child's favorite, most concerned and most interested spring outing? And get the necessary information from parents' feedback.
Activity content: I watch silkworm babies in spring.
Activity objectives:
1. Observe the appearance characteristics of silkworms and be willing to express their findings in words.
2. Try to learn in various ways.
3. Further sprout the love and care for the silkworm baby.
Activity preparation:
Physical objects, books, specimens and CDs about silkworms; Magnifier, etc
Activity flow:
(1) Show real silkworms and have a heart-to-heart talk.
Description:
1. What happened to the silkworm baby?
2. How do you feed the silkworm babies?
(2) Observe the appearance of silkworms and learn to use a magnifying glass.
Description: Look carefully, what does a silkworm baby look like? What else did you find?
(3) Discuss and enrich the knowledge about silkworms.
Description:
1. What do you know about silkworms?
2. How do you know?
(d) Ask questions and try various learning methods.
1, the teacher raises questions, and the children are interested in research through discussion.
Description:
1) What else don't you know?
2) Who can answer? Are they right?
2. Teachers provide materials (objects, books, specimens, pictures, etc.). ) Guide children to try to solve problems in various ways.
The teacher guided the children to read books about silkworms and guided them to carry out comparative experiments of feeding silkworms.
3. Summarize several learning methods
(5) Decentralized activities
1. Dress up the silkworm baby's home: decorate the box in various ways to stimulate the feelings of caring for the silkworm baby.
2. Feed silkworm babies with mulberry leaves: I know that silkworm babies love mulberry leaves and are willing to take care of them.
3. Watch the CD to enrich the knowledge about silkworms.
Thinking about activity design:
1, the formulation of activity goals, we are not limited to the cognitive points about silkworms, but also guide children to try a variety.
Learning methods, focusing on daring to question, starting from letting children learn to learn, through personal participation
Carry out research study.
2. Organize activities in groups to ensure the frequency of teacher-student interaction and the quality of individual guidance, so that children have sufficient time and space to explore and operate.
Activity content:
Talk about: People's activities in spring.
Activity objectives:
1, can express their ideas in simple and clear language;
2. Practice, practice, and learn how to speak in turn;
3. Develop the habit of listening to peers.
Activity preparation:
Spring crowd activity questionnaire
Activity flow:
1 Create an environment and lead to dialogue.
"What season is it now?" "How do you know?"
2( 1) What is the most obvious change in spring compared with winter? What's your favorite activity in spring? Do what?
(2) Children discuss in pairs.
(3) Children tell in front of the group, which leads to the method of telling in turn.
(4) Say it again in pairs.
3. Extended narrative
What do adults do in spring?
4. Summary
Explain how to use tables.
Extended activities:
Parents and children should fill in the questionnaire "People's Activities in Spring".
Effect analysis and content generation:
(1) In the form of group teaching, every child has a full opportunity to speak, and the children who speak the least are twice, and the children who speak the most are as high as five or six times. Especially Jiang Xinyue, who seldom speaks at ordinary times, also spoke five times in this activity. Judging from the frequency of speech and the adequacy of speech autonomy, the teaching effect of grouping form is better than that of non-grouping form.
(2) Most of the conversations focused on the activities we have carried out, such as animal breeding, spring outing, clothing, fruits and so on. Li Zaiying mentioned that the obvious change in spring is that hibernating animals wake up and effectively transmit rational knowledge.
Four, "I see the baby silkworm" series of activities (secondary theme)
Design intent:
In the process of carrying out the theme activities of "I and Spring", we will carry out representative activities of animal silkworms in spring. In the early stage of body projection, children developed great interest, and their educational value was verified and determined. Therefore, we try to carry out generative activities from the predetermined content, that is, "I see the silkworm baby in spring" series of activities.
Children's Behavior Analysis and Content Generation in Time Activities
In the early stage of my Spring Friends Questionnaire (attached with the questionnaire "My Spring Friends"), children paid attention to the animals and plants in spring, which determined the educational value of our scheduled plan. On the basis of providing tadpoles in Nature Corner, teachers set free "silkworms" purposefully in spring to observe children's behaviors and reactions.
Parent-child activities of feeding silkworm babies Every child took home two silkworm babies provided by the teacher, carefully fed them, and often came to the kindergarten to communicate with teachers and peers, and also raised many questions, so we made a "smart tree" about silkworm babies.
The tree of wisdom (about silkworms) The name "the tree of wisdom" itself comes from children. When the teacher said, "Let's give the tree a name!" Li Zaiying said: "The child who likes to ask questions is very smart, so we call it the tree of wisdom." So the teacher showed the children's questions about silkworms on the page in the form of leaves, arranged them accordingly, found out the educational content that children care about, and classified them. (with statistical table)
Mid-term observation of parent-child activities of silkworm (with questionnaire "My Silkworm Baby") In the process of feeding silkworm at home, we set questions to guide parents to play their educational role, stimulate children to learn and observe the shape of silkworm in an orderly way, and solve their concerns about the shape and structure of silkworm.
Record the dialogue and continuity of measuring the silkworm baby (with the record table "My silkworm baby is growing up") In daily activities, children often say to the teacher, "Teacher, I take good care of the silkworm baby, and it has grown so big!" The teacher found that the children were very interested in the growth and changes of silkworms, so he organized a guiding conversation. How do you know that silkworms are growing? And make children observe continuously at home.
I saw the educational activities of spring silkworm babies in droves.
My question (about spring silkworm)
1, on the growth and change of silkworm.
Chen Zikun: (Q) What will silkworm babies become when they grow up?
Zhong: (Q) Why do silkworms shed their skin?
Xu Wenxuan: (Q) How do silkworms grow up?
KK: (Q) How do silkworms grow up?
Qin Jianran: (Q) How did the silkworm baby grow up? How does a silkworm baby live?
Jiang Anduo: (Q) How did the silkworm baby become a moth?
Chen Zhan: (Q) Why do young silkworms have to molt to grow up?
G: (Q) How did the silkworm baby become a moth?
Li Zaiying: (Q) Is it terrible for a silkworm to become a moth?
Yang shen: (Q) How do silkworms grow up? What did the silkworm finally become?
Zhu Guanxiu: (Q) Why do silkworm babies cocoon?
Why doesn't the silkworm baby move?
2. About the living habits of silkworms
Li: (Q) I want to know what color the silkworm baby is.
Dalong: (Q) Does the silkworm baby have eyes?
3. About sericulture
Jiang Xinyue: (Q) Mulberry leaves are so big, why can young silkworms eat so much?
Sandrine Pinna: (Q) What happened to the silkworms and leaves in the cup?
Li: (Q) How many pieces of mulberry leaves does a silkworm baby eat every day?
Jiahui Luo: (Q) Why do silkworm babies like to eat mulberry leaves?
Chen Zhan: (Q) Why do young silkworms only eat mulberry leaves instead of vegetables?
Xiaolong: (Q) Does the silkworm baby eat other leaves besides mulberry leaves?
Tang Tianchen: (Q) Why don't silkworms eat dried mulberry leaves?
Gandhi: (Q) Why do silkworms only eat mulberry leaves and nothing else?
Qiao Lingjie: (Q) Why do silkworms like to eat mulberry leaves?
Guo saw the little silkworm eating mulberry leaves beside them: (Q) Why can't silkworms drink milk?
4. Others about silkworms
Li Zaiying: (Q) What do silkworms vomit? Like a cobweb?
Jiahui Luo: (Q) Why do silkworm babies spin silk?
Zou: (Q) Why do silkworm babies spin silk?
Zhou Lifan: (Q) Why do silkworm babies spin silk and form cocoons?
Li Lang: (Q) Why do silkworm babies make cocoons when they grow up?
Wu Jie: (Q) How do silkworms spin silk?
Verb (abbreviation of verb) "I and Spring" Theme Activity-Infiltrate daily activities
Content-level objectives and guidance materials and preparation
The first level of environment creation is that with the help of teachers, they are willing to decorate the environment of the class and experience the fun of dressing up the class with their own works. Under the guidance of the teacher, I can understand the natural corners of the class and care about their changes. Look forward to the emergence of various class environments. Natural horns (plants, animals)
The second level is to transfer the existing experience and actively create a class spring environment with teachers. Willing to enrich the natural corners of the class and observe their growth and changes.
The first level of the corner activity art area is willing to use various materials for artistic activities. (For example: making candy paper flowers, origami "frogs" and so on. ). Pen, paint, colored paper, sludge. Candy paper, bottles, dinner plates, jelly boxes, etc. Scissors and paste.
The second level tries to choose a variety of materials to express spring things and dress up the class environment.
Reading area 1 level is willing to read books about spring under the guidance of teachers. Provide books about spring.
The second level is to understand the content of spring books by combining your own experience of feeling spring.
Game Activity Performance Game Level 1: Understand some literary works related to spring and be willing to perform. Provide the corresponding game materials.
The second level actively participates in performance games and is willing to express the role of literary works with actions and language.
The role game changes the spring clothes for the "dolls" in the doll house. Knowing that infectious diseases should be prevented in spring, enrich the corresponding plot in the role game of the hospital.
At the first level of life activities, students on duty observe the natural angle through the guidance of teachers and are willing to express it. Natural Corner and Kindergarten Environment
The second level cares about the growth and changes of animals and plants in classes and kindergartens in spring and is willing to take care of them.
Community activities Go to the park near the community to experience and feel the spring and learn about people's activities in spring (outing, flying kites, etc.). ) and contact the nearby park.