Prize-winning teaching plan of the 17th "Contemporary Cup" National Professional Skills Competition for Preschool Teachers
Name of the entry: Angry Soup
Teaching field: health
Age/class: middle class
Design intention
The Guiding Outline of Kindergarten Education (Trial) points out that "physical health and mental health are
The Guide to Learning and Development for Children Aged 3-6 suggests "helping children learn to express and control their emotions appropriately";
children will encounter unsatisfactory things in family, kindergarten and social life, and the negative emotions generated from them may cause psychological problems if they are not resolved in time. Strengthening mental health education in early childhood will help children grow and develop in the future.
Activity goal
1. Know that being angry is a normal emotional response and that being angry often will affect people's health;
2. Actively communicate the emotional experience when you are angry, and try to solve your emotions in an appropriate way;
3. Willing to take the initiative to dispel bad emotions and keep a happy mood.
key points and difficulties
key points: understand the content of the story and know that anger is a bad mood.
difficulty: learn how to deal with bad emotions.
Activity preparation
Material preparation: the multimedia courseware of Angry Soup picture book, and the cardboard painting of Hoss, the hero of the picture book;
experience preparation: children have an active life experience.
activity process
link 1: lead-in-arousing interest
teachers show Hoss cardboard paintings, create scenes, guide children to observe, and set suspense to arouse children's interest.
Teacher's Introduction Today, the teacher brought a new partner to the children. His name is Hoth. The children are all happy to know Hoth, but Hoth looks very (angry). Where did the children see that he was angry? (Eyebrows puckered, eyes stared, mouth pouted) Then let's see what happened to Hoss that made him angry!
In this part of the design description, demonstration introduction and suspense introduction are used. At the beginning, the cardboard painting is shown to children, which is both vivid and intuitive, and the suspense left by questions is used to stimulate children's curiosity and enthusiasm for getting to the bottom of the matter.
link 2: picture book-summarizing by sections
the teacher tells the picture book vividly, and asks questions by sections according to the development of the story.
The first paragraph of the story:
Hoth can't answer the third question. He is angry, Linda sent him a love letter, Lulu Niu stepped on Hoth's foot, and Aunt Pearl sent him home.
The teacher shows the corresponding courseware, guides the children to recall the story and express it boldly, and mobilizes the children to integrate their personal experiences to answer questions. It is necessary to give meaningful encouragement to children who answer questions in time.
problem group 1
1. Why is Hoth angry?
2. Have children ever been angry?
3. How do children feel when they are angry?
Children look at the pictures displayed in the teacher's courseware to recall stories and express them in their own language, and mobilize their own experiences to answer questions according to the teacher's questions.
The teacher summed up the children's answers and his own experience, and concluded that anger is harmful to our health.
Teacher's Interlanguage If you want to know what Hoss did after he got angry, the children should listen carefully.
The second paragraph of the story:
Hoss was very angry. He stepped on a flower in the garden, and his mother greeted him. He turned his head to ignore his mother, but Aunt Pearl sent him home without saying thank you.
The teacher shows the corresponding courseware to guide the children to recall the story, and judge whether Hoss's approach in the story is correct.
Question Group 2
1. What did Hoss do after he got angry?
2. Is Hoss doing the right thing?
Children look at the pictures displayed in the teacher's courseware to recall stories and express them in their own language, and mobilize their own experiences to answer questions according to the teacher's questions.
Teacher's summary lists the mistakes made by Hoss after he got angry again, and concludes that being angry will make us do bad things and make people around us sad.
The teacher's transition language Hoth is angry. Mom has a good idea. Let's see what mom has.
The third paragraph of the story:
Mom and Hoss cooked a pot of angry soup and vented all their unpleasant feelings into the angry soup, and then Hoss was in a good mood.
Teachers show "happy" Hoss prints, and guide children to observe the difference between happy expressions and angry expressions.
Teacher's summary Everyone will be angry. Being angry is a normal thing, but being angry often will affect your health and hurt your friends, so being angry often is a bad thing.
The design explanation story is too long, which makes it difficult for children not only to concentrate, but also to forget the story plot. Therefore, dividing the story into paragraphs according to the plot and summarizing the questions will help children understand the story and deepen their memory.
Step 3: Play-deepen the impression
Teacher's Interlanguage Today, the teacher learned the secret magic weapon of Hoss' mother. Now, teach it to the children. In the future, if you encounter unhappy things yourself, or when your parents and friends are in a bad mood, you can cook a pot of angry soup for them to make yourself or their friends happy.
Teachers organize children to play the game "Boiling Angry Soup" together.
Rules of the game The teacher and all the children form a circle hand in hand. The teacher reads children's songs and does actions, and the children follow suit.
attention should not be completely accurate, but the atmosphere must be active.
content of children's songs: sprinkle some salt, put some sugar, Zuo Zuo left, twist three times, right, right, twist three times, and breathe out a dragon breath (let the children breathe out freely). I am happy!
The teacher decides the number of games according to the children's state, organizes the children to have a rest after the game, and naturally finishes the class.
The design instructions are integrated into this content to play a simple little game "* * * Boiling Angry Soup" for children to experience and use, so as to achieve the purpose of deepening the theme, so that children can understand that a happy mood is helpful to their physical and mental health in a happy atmosphere and are willing to try to solve bad emotions.
activity summary
The lesson plan of Angry Soup takes picture books as the main line, and connects the two learning points of' understanding that anger is a normal emotion, but being angry frequently is not good for physical and mental health' and' learning to deal with angry emotions'. According to the characteristics of children's learning, tell and summarize stories in stages, let children integrate into their own personal experience and deepen their understanding by asking questions. Finally, the small game stimulates children's interest in using after class and extends the classroom content to life, thus achieving the teaching goal.
Expert's comment:
The design intention of this teaching plan organically combines the theoretical content with the practical problems of children, and it has a good idea and conforms to the age characteristics of children in the middle class. The goal is also expressed from three aspects: cognition, action and will, and the key points and difficulties are grasped accurately. During the activity, teachers use situational introduction to grasp children's interest in learning, mobilize children's existing experience through clever questions, guide children to think and judge independently, and learn and experience a good way to release angry emotions in gamification situations. The design of teachers' activities is hierarchical, focused and closely linked, among which "transition language", "matters needing attention", "design description" and "teacher summary" are clear and distinctive.