"Little Crab Looking for a Job" is a Chinese activity, which is selected from the first volume of "Large Class of Constructive Curriculum in Kindergarten". Children have a natural relationship with animals, and they like to keep company with animals. They listen to animal stories, hug furry animal toys, read all kinds of animal cards and books ... they can see animals everywhere. Children are full of interest and curiosity about the animal world, and animals are close partners for children's growth. However, animals in reality, especially wild animals, are far away from children. Children can't often contact, fully understand and really enter the real animal world. The animal image of small crab is familiar and loved by children, which has distinct appearance characteristics and is easy to cause various associations of children. It is pointed out in the outline that "it not only meets the actual needs of children, but also benefits their long-term development. It is not only close to the child's life, but also helps to expand the child's experience and vision. " It comes from life and can serve children's lives, so that children can understand that everyone has their own advantages in telling stories, which is in line with the age characteristics and learning characteristics of large-class children. Therefore, we designed this activity.
In the learning context of "animals are friends of human beings", we choose small crabs, which are easily available resources, to let small crabs enter children's lives by finding jobs, enter the situation of children's active learning, become the objects of their observation, and become the protagonists of games, expressions and performances. Children are not only familiar with and close to the little crab, but also know and understand the little crab purposefully and consciously and enter the life world of the little crab.
Second, say the goal.
"Kindergarten Education Outline" points out in the field of language that the key to developing children's language is to create an environment that enables children to speak, dare to speak, like to speak, have the opportunity to speak and get positive response, encourage children to express their thoughts and feelings boldly and clearly, and develop children's language expression and thinking ability. Activity goal is the starting point and destination of teaching activities and plays a guiding role. According to the age characteristics and actual situation of large-class children, emotional, cognitive and ability goals are established, which are both independent expression and mutual integration. The goal of "Little Crab Looking for a Job" is:
1, understand the story and guide the children to choose a suitable job for the crab according to its shape and living habits.
2. Encourage children to express their opinions and ideas boldly and improve their language skills.
3. Cultivate children's creative thinking and helpful qualities.
At the beginning of the activity, I used solve riddles on the lanterns's game to let the children guess what animals they were, which stimulated their interest in learning, gave them an intuitive understanding of crabs, and laid a good foundation for what the little crabs in the story were suitable for.
We have established the holistic view, scientific view and systematic view of the goal, making the activity interesting, comprehensive and active. The basic point of the outline is the modern concept of early childhood education based on children's development, so that children are willing to participate in activities and can think and imagine boldly according to the characteristics of small crabs to help them find jobs. As the focus of this teaching activity.
Third, the preparation of materials:
In order to better serve the objectives and contents of this activity, we have made the following preparations:
The teaching courseware "Little Crab Looking for a Job" was made.
Fourthly, the design of teaching methods.
1, dialogue, game leads to the theme
2. Observation and discussion can improve children's ability to understand stories.
V. Activity process design.
(1) Introduce games to stimulate interest. Interest is the best teacher. At the beginning of the activity, I used solve riddles on the lanterns's game to let the children guess what animal they were, paving the way for the following story. Let's play a guessing game to see who can guess what animal it is the fastest. Riddle: wearing a hard robe, holding small scissors, walking and running sideways, spitting bubbles in your mouth.
(2) Question discussion-The little crab is looking for a job.
In this session, you can think while watching the courseware. "Where did the little crab find a job? Why are the jobs in these places not suitable for him? Finally, what job did the little crab find and why was it suitable for him?
(3) Watch the courseware, fully appreciate the story, make children willing to participate in the story, boldly express what they see and think, and improve their oral expression ability. Solving the key points of activities and highlighting the difficulties of activities are the most critical links.
(4) The game "Employment Agency"
(5) Expanding activities: In music, everyone expresses their happy mood in various ways.
Sixth, design highlights
1. This activity adopts open questions and open situations.
In language teaching activities, the appropriateness of asking questions is very important, while traditional language activities are relatively simple and closed. Open-ended questioning is a brand-new way of questioning, which takes children as the center, emphasizes children's existing knowledge, experience and skill level, and guides children to observe and understand the world by themselves, thus establishing a brand-new interactive way of questioning between teachers and students. It is not only conducive to cultivating children's originality, flexibility and precision of thinking, but also conducive to cultivating children's ability to solve problems in practice.
Interpretation of the Outline clearly points out: "The key to developing children's language is to provide opportunities and conditions for children to communicate and talk with each other, and give guidance. In the process of letting children find jobs for other animals, we give children full freedom of choice and let them speak their views boldly with open questions. The whole teaching activity runs through open questions, arousing children's life experience and memory, and increasing their chances of telling stories.
2. The second half of the activity is a small game: an animal employment agency, which creates a game scene for children to freely choose venues, analyzes the different characteristics of animals, looks for their specialties and finds suitable jobs for them. Finally, exchange the discussion results and encourage children to express their opinions boldly. Finally, let children perform while reading children's songs, so that the activity process can alternate between static and dynamic, and give full play to children's autonomy.
Through this activity, we hope that children not only love animals instinctively, but also pay attention to animals consciously, treat animals well and treat every friend sincerely and rationally.
Lecture notes on language activities in large classes (2) Hello, teachers and students! My name is Wei Yuchun, and I come from Class 09 1 of Teachers College. Today, I said that the content of the class is a large class language activity "The cat is sick". Look at the pictures and tell stories.
Let's talk about textbooks first.
Being sick, every child has experienced it, and children have personal feelings about being sick. But this feeling varies from person to person. Being sick is something that children are afraid of. They are afraid of taking medicine, taking injections and staying at home alone. It comes from life and can serve children's lives. The whole activity always takes the children's life experience as the starting point, so that children can get a healthy psychology and know that friends should care for each other and help each other. In this situation, children have enriched their experience, developed their thinking, improved their language ability and cultivated good moral character.
Second, state the goal of the activity.
According to the requirements of the "Guidelines for Early Childhood Education", combined with the language characteristics and language development level of large classes, I formulated the activity objectives from three aspects: cognition, ability and emotion, namely:
1. Observe the picture carefully and understand its contents;
2. Guide children to learn words: lonely, caring, willing to participate in telling activities, able to imagine and tell boldly and reasonably; 3. Feel the happiness of caring for each other among peers, and get healthy psychology when you are sick.
Third, it is difficult to say that activities are difficult and difficult.
According to the concept that children's development is the starting point and the end point in the syllabus, I also set the focus of this activity as being willing to participate in telling activities, and let children know that peers should care for each other and help each other through empathy. At the same time, guide children to learn words: loneliness, caring, being able to imagine and talk about pictures boldly and reasonably. As the difficulty of this activity.
Fourth, talk about teaching methods.
In order to achieve my teaching goal better, I mainly use observation, questioning method and demonstration to organize my teaching activities.
Fifth, talk about learning methods.
In addition, I intend to help children adopt teaching methods such as observation, discussion and role-playing, so that children can watch, think, talk and play for a few minutes, fully mobilize their various senses and master the difficulties and difficulties of learning.
Sixth, say activity preparation.
In order to enrich the teaching content, I have made the following preparations:
2. Understand the basic format of the letter.
2. Seven pictures, an envelope, doll home design, a bunch of flowers, etc. We know that children's attention is not easy to concentrate. I will use intuitive images to mobilize children's various senses to attract children's interest.
Seven, said the activity process.
Let me explain my teaching process. This teaching activity has the following four links, namely:
(A) the creation of "kitten's letter" situational introduction.
(2) Guide children to observe wall charts and encourage them to imagine and tell boldly.
(C) situational performance, combined with ideological education
The first link: create situations and introduce activities. I imported it like this:
At the beginning of the activity, I will show a picture for children to perceive and observe. My interest is to be a good teacher. I will use the question, "the kitten is sick and lies in bed all day." It really wants her good friend rabbit to see it, but the rabbit is too far away. What will the kitten say to the rabbit? " After the children express their opinions according to this question, tell them what the kitten did, and then open the letter to pave the way for the pictures and stories behind.
The second link: guide the children to tell stories by looking at the pictures.
I designed this link like this:
Then guide the children to observe the pictures and encourage them to imagine and tell boldly. First of all, guide the children to observe the teaching wall chart in the form of "reading letters" and discuss: "Why does the kitten cry? What would the kitten think? " "How to read a kitten's letter?" On the basis of children's free expression, I will guide them to say these two words: loneliness and care. I demonstrated it like this:
Rabbit: I'm sick. I'm in the hospital. Doctor monkey, give me an intravenous drip. Being sick in bed was lonely and uncomfortable, and I cried. Think of my friends. Kitten x year x month x day
Guide children to observe pictures in a rabbit's tone. Lead the children to discuss: What will happen to the rabbit after receiving the letter? What good friends did the rabbit tell about the kitten's illness? What did the good friend do to the kitten when he found out? Through a series of questions, children are encouraged to actively participate in stories and boldly express what they see and think, thus improving their oral expression ability.
In order to introduce children into the story, I will show pictures of how hedgehogs, birds, rabbits and ducklings help kittens, and say, "Let's see what kittens' good friends have done for them. In this way, children will be guided to appreciate it gradually, understand that friends should care about each other, and realize the joy of helping others, paving the way for the next stage of situational performance. In the teaching process, I will make such a demonstration: the little hedgehog holds flowers to visit the kitten lying in the hospital bed; Birds sing beautiful songs on the window to comfort the kitten lying in bed; The rabbit tells a story to the kitten lying in the hospital bed; The duckling chef came to the kitten's bed and cooked something for the kitten.
The third link: situational performance
The kitten has been taken care of by so many friends after being ill, and I believe he will recover soon. What should we do if our good friend is ill?
(1) Children express themselves freely.
(2) Ask children to perform in contact with the actual role.
The fourth link: activity extension
I designed this link like this:
Let the children talk: the kitten has been taken care of by so many friends after illness, and I believe it will recover soon. Ask the children to act out the story. After the performance, the teacher and the whole class played music and danced for the kitten, and ended the activity in a melody full of love.
Eight, say blackboard writing design
Children's thinking is mainly based on intuitive images and conforms to the characteristics of children's thinking. The reading materials in early childhood are mainly vivid pictures, which can arouse children's interest and attention. A series of pictures displayed make it easy for children to perceive the content of reading. It is an important method to stimulate children's imagination through a series of questions.
Lecture Notes on Language Activities in Large Classes (III) I. teaching material analysis
The poem "Where is the Wind" is selected from the theme of "Cool Summer" in the second volume of Jiangxi Children's Multifunctional Practice Course, and it is a work full of childlike interest. It is short and pithy, and depicts the existence of the wind with beautiful and vivid fairy tale language. Give full play to the imagination in the poem, and skillfully associate the situation with the wind, which is concrete and vivid. "Willow dancing, flowers nodding frequently, grass swaying gently" is closely related to children's life and imagination, which can enrich children's vocabulary.
The distinctive structural features such as poetry, personification and humanistic language style give children clear memory and imagination clues, which are convenient for children to understand and feel, and conform to the learning characteristics of large class children.
Second, the target positioning:
In the field of language, the Outline points out that "the key to developing children's language is to create an environment where they want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response", and "encourage children to express their thoughts and feelings boldly and clearly, and develop children's language expression ability and thinking ability". According to this goal and requirement, combined with the age characteristics and language development level of large class children, I put forward some suggestions from the aspects of emotional education and ability training.
1. Appreciate poetry, and initially perceive the beauty of language and artistic conception of poetry. (Teaching emphasis)
2. On the basis of understanding the content of poetry, try to imitate it. (Teaching difficulties)
3. Stimulate children's appreciation and interest in understanding nature.
Third, say activity preparation:
With goal orientation, careful preparation before class is also essential. If children want to understand the content of poetry, they must know something about the scenery mentioned in poetry. Therefore, before class, I use walking and talking activities to guide children to observe the scenes of some objects in nature, so that children can feel the existence of the wind personally, which has accumulated knowledge and experience for the development of poetry teaching and laid an emotional foundation.
Material preparation: multimedia courseware "Where is the Wind", poetry atlas, background music.
As we all know, children's observation is intuitive, and multimedia courseware can turn static and rigid pictures into dynamic and vivid scenes. It can just meet the needs of children and help them feel the beauty of poetry.
Four. Oral English teaching methods and learning methods
Children have the psychological characteristics of curiosity and love to explore, and are easily attracted by new and interesting things. Therefore, in activities, teachers should not only infect children with vivid language and mysterious movements, but also actively mobilize their enthusiasm. According to the content of poetry and the characteristics of children's learning, I will use questioning method, audio-visual combination, poetry recitation, exchange and discussion to let children feel the content of poetry in different ways. Through the multi-channel participation of the senses, children's various needs are met, and teacher-student interaction is emphasized, which not only embodies the concept of "children's development-oriented", but also helps to form "cooperative inquiry" teacher-student interaction.
Five, the teaching process theory:
In the process of activities, I think teachers should not just teach poetry, but should pay attention to mobilizing children's emotions and guide them to feel the beauty of language and artistic conception actively and happily by using existing knowledge and experience. So as to boldly show my inner experience, so I set the process of the activity as four links.
The first link: play the sound of blowing wind and lead to the theme.
Interest is the best teacher, so I create a free imagination space for children, ask questions and guide them to know that we can hear the wind with our ears. Then how can we know? So as to stimulate children's curiosity, let them explore the wind scene with questions, and lay the foundation for the final imitation.
The second link: understanding and memorizing the content of poetry.
Let children feel the beauty of poetry through multimedia courseware, and then use poetry atlas to let children understand and remember poetry content, breaking through the focus of this activity. The purpose of this link is to play a connecting role and encourage children to recite and express. Comply with the guidelines: create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, and experience the fun of language communication. Make them feel the richness and beauty of the language and help children deepen their experience and understanding of the works.
The third link: imitating poetry: playing multimedia courseware, using "when I ... that's ..."
Teachers use the knowledge they have just learned to guide and help children to participate in imitation editing in time, which cultivates children's ability to perceive beauty, express beauty and create beauty, enriches children's language, consolidates the sentence patterns of poems, adjusts the atmosphere and opportunities for individuals to participate in language teaching, makes the activities lively and effective, and makes children the masters of real activities. This link has broken through the difficulties and achieved good teaching results.
The fourth link: activity extension
Children want teachers to appreciate and affirm their achievements most. Therefore, I will respect every poem copied by my children, praise every child with appreciation language, and let them experience the joy of success. Then lead the children out of the classroom in music, experience the feeling of the wind around us outdoors, and expand their experience. This is an extension of the activity, which stimulates children's desire to continue to explore, observe and express. Constantly enrich children's thinking and imagination, and provide support for continuing imitation.
In the whole activity, all links are interlocking, naturally connected and infiltrated each other. Can closely focus on the teaching objectives, deepening and expanding layer by layer. Let the whole activity atmosphere be warm and the children's thinking be active. Under the guidance of teachers' appropriate and clear language and actions, we will continue to explore, discover and express communication. It fully embodies the educational concept of "taking children as the main body", through the content and process of activities with visualization, openness, inclusiveness, autonomy and pleasure. All links revolve around "wind", which originates from nature and draws lessons from life, and effectively implements the concepts of "outline" and "guidance". Let the children really experience the fun of enjoying life in the activities. The above is my understanding, analysis and practice of this teaching activity. My lecture is over. Please criticize and correct me. Thank you!