As a hard-working educator, it is often necessary to prepare lesson plans, and the preparation of lesson plans is conducive to our understanding of the content of the materials, and then choose scientific and appropriate teaching methods. Come to refer to the lesson plan you need! The following is a 7-part lesson plan for large classes that I have helped organize, for reference only, welcome to read.

Design Intentions:

Art is an important form of human feelings of beauty, expression and creation of beauty, but also a unique way to express their understanding of the world around them and their emotional attitudes. The following combines the spirit of the webinar and the art development goals of older children to talk about my design intention of the older class art activity "colorful woods".

Autumn is a colorful season, and the colorful leaves are really like a colorful painting, providing children with a broad space for creativity. Autumn tour, the children have a strong interest in colorful leaves, they found that some leaves are yellow, some leaves are green, and some leaves are yellow and green and mixed with a little red ...... children think it is very beautiful. Some want to pick up a few pieces to take home to collect, some want to clip their favorite leaves in the book as bookmarks, there are leaves gently thrown upwards, enjoy the appearance of the leaves rotating down ...... The woods in autumn is beautiful, the woods in autumn is colorful, the leaves bring so much to the children's endless imagination and fun. Then how to express the colorful woods? I thought of letting the children try to use spot-coloring to creatively express the colorful woods, and can use the near big and far small way of composition, boldly express the sparse and dense relationship of the leaves, and reasonable layout of the picture. This activity comes from the familiar life of children, in the form of painting also has a new try, can fully mobilize the children's creative interest, conducive to the children to boldly express their own feelings and experience.

Activity Objectives:

⒈ ⒈ feel the colorful mood of the woods in the fall, try to use the colorful way to creatively express the colorful woods.

⒉能用近大远小的方式构图，大胆表现树叶的疏密关系，合理布局画面。

Activity Preparation:

⒈ video "Autumn Woods", PPT "Colorful Woods", background light music.

🙂 A number of paints, drawing paper, crayons and oil brushes manually, painting clothes manually a (pre-worn).

Activity process:

I. "Autumn woods" video introduction, feel the beauty of the colors of the woods in autumn.

⒈ teacher: autumn is coming, let's go together to see what changes have happened in the grove!

(focusing on guiding children from the falling leaves, leaves change color and other aspects to perceive)

⒉师：那所有的树叶都变色了？ What colors of leaves do you see?

(Guiding children to appreciate the exchange , the perception of autumn woods gorgeous colors)

🙂 Teacher: Yes, so many colors of trees growing together, into a colorful forest.

Second, appreciate the PPT "colorful woods", understand the layout of the picture and learn new painting methods.

⒈ to understand the relationship between the distance of the trees and the sparse relationship of the leaves

Division: What do you like most about this painting? Why?

Teacher: What is the difference between these tree trunks? (The trunks in the near distance look big and the trunks in the far distance look small.)

Teacher: What is the difference in the distribution of leaves in these places? (In some places the leaves are densely packed, in others they are very sparse.)

Teacher: Why are some of the leaves very sparse? (Guide the children to observe the leaves flying in the air and falling on the ground, and feel the beauty of the motion of the picture.) Yes, some leaves left the tree mother, flying in the air, floating down to the ground, so beautiful scenery ah!

⒉学习树叶的作画方法

师：那用什么方法来画树叶呢？ Today we are going to learn a new way of painting, called "point color method", why use point color method to paint leaves?

(Through discussion, let the children know that point-color painting allows us to see a myriad of colorful leaves, reflecting the artistic beauty of the colorful woods.)

Teacher: how to point color? (Children say their own ideas, ask individual children to try to use a paintbrush point color, the teacher with the children's song method of guidance: point a little, lift up; sparse and dense, draw. - - Other children follow the futile empty practice.)

Third, teachers and students **** with the discussion of painting requirements:

⒈ first crayon on paper on the trunk of the tree, the grass, the back of the figure, and then the use of their own favorite colors in the trunk of the tree, in the air, the grass on the point of color creations, boldly express the colorful woods.

⒉注意表现树的远近、树叶的疏密关系，保持画面整洁，不把颜料撒到自己和同伴的身上。

Fourth, children painting, the teacher roving guidance (while playing background soft music, woods video, PPT pictures)

Encourage children to create boldly, pay attention to the layout of the picture, reasonable with the colors; individual guidance.

V. Show the evaluation of children's work.

Teachers and children together will work together to connect a beautiful long scroll, and display evaluation.

⒈ wow, a big piece of colorful woods, children see what feelings ah? (Guiding children to say their different feelings) Give yourself a little applause!

🙂 In such a large colorful forest, you can find which small forests hidden near and far and sparse? See who has the brightest eyes oh!

🙂 Which groves do you think are the most special? Which groves have the most beautiful colors? Why?

(Teachers from multiple angles to guide children to appreciate and evaluate the highlights of their peers, learn from each other, *** with the improvement.)

Activity Objectives:

1. Learn to look at the charts, dance with the music with the help of the charts, and feel the fun of dancing carpet dance.

2. Dance on the carpet from slow to fast, and practice the coordination of movement.

Activity Preparation:

1, two pieces of music with different speeds, a tape recorder, three sheets of dance charts, and a video of dancing.

2, labeled with the arrow symbols of the foam dancing carpet manually.

Activity process:

I. Watch the video of the dance carpet dance to stimulate interest.

1, ask the children to say what she stood on the dance?

2. What is on the dancing carpet?

Second, look at the chart, learn to dance

(a) Recognize the arrows and dots on the dance carpet, learn the basic footwork.

1, the teacher also has a carpet here, what is on it? (Arrows, dots)

2, what is the direction of the arrow? (front, back, left, right)

3. What do these arrows mean? (Individual children answer)

4, the teacher concluded: the original dance carpet has four arrows, arrows indicate the direction of the feet dancing. The upward arrow indicates the foot forward, the downward arrow indicates the foot backward, the left arrow indicates the foot to the left, the right arrow indicates the foot to the right. The dot in the center means bring both feet back. Ask the children to try it together.

Teachers slow down and shout the command: "one, two, three, four, five, six, seven, up: left back, right back, front back, back back")

(B) practice one-legged jump.

1. Show the first chart and ask the children to learn to see the arrows and dots on the top of the chart.

Look: what is the direction of the arrows? What is behind each arrow?

2. What do they mean?

3. Teachers first demonstrate a small section, and ask individual children to try to look at the chart and jump.

4, the children to try together, the speed from slow to fast, the second time when the children dance with the music.

(3) Practice jumping on both feet.

1, show the second chart and ask the children to observe the same and different from the first.

2, just now an arrow means one foot jump, now there are two arrows, how to jump?

3, summary: the original it is expressed with two feet together back and forth, left and right jump, the dot is still the foot back.

4, please look at the chart together with the children to try to jump, the teacher to help you point to the chart, shouting commands.

5, look at the illustrations, jump up with the music.

Fourth, complete appreciation of the music, learn to dance a complete carpet dance.

1, listen to the music, look at the chart: what place do you find in this music is dancing? What place is not dancing?

2, summary: the music is not dancing at the beginning of a section of the prelude, is to let our children to do the preparation, the music is also a section of the middle of the interlude is not dancing.

3, please follow the music, look at the chart to dance!

(1) Remind the children to keep their eyes on the charts while dancing.

(2) Briefly summarize and put forward new requirements; the teacher also wants to see you happy when you dance.

(3) Invite the guest teacher to dance with you.

Teacher: Guest teachers, do you think our children dance well? Give us a round of applause! Invite the guest teacher to dance with us.

Design Ideas:

One day, a child in my class came to me and asked, "Teacher, I turned around, why did my right side change position?" This prompted me to analyze my life experience in this area and found that children have a preliminary awareness of left and right. In order to help children grasp the concept of "differentiating between the left and right sides of their bodies, and distinguishing between the left and right sides of their bodies," I designed a game called "Left Hand, Right Hand Guessing". In the activity, I first understand the form of their own body parts that are divided into left and right to stimulate children's interest in the activity, and then into the first game of what I say, what do you do, so that children distinguish between right and left hands, right and left feet, etc. And take advantage of the fact that older children have a strong sense of self-centeredness. And the use of older children have a strong sense of collective honor, to help the children around the wrong children, so that children initially grasp the "self-centered to distinguish between the left and right of their own bodies, to distinguish between their left and right". Finally, we use the two games of Left Hand Right Hand Guess and You Guess, I Guess to deepen their awareness of distinguishing left and right. Throughout the whole activity, I implement the "Outline" said, "Kindergarten teaching should be mainly guided by the game, the children can be different development and improvement in the game," I provide a lot of games, so that the children in the game to grasp the knowledge.

Activity Objectives:

1, to guide the children to distinguish between left and right in their own center, the development of spatial concepts.

2, according to the schematic diagram can accurately determine the left and right.

Activity Preparation:

PPT, cards, twisted sticks, boxes

Activity Process:

A. Talking about left and right

1, ask the children to say which parts of their bodies are divided into left and right?

2, guide children to answer in complete words.

① please raise your right hand (toddlers raise their right hand)

② pat your right leg (toddlers pat their right leg)

③ stomp your left foot (toddlers stomp their left foot)

Third, game two: left-handed right-handed guess

1, show the ppt figure one: determine whether the left-handed or the right-handed, the children who think that it is left-handed children to stand to the table there; Think it is the right hand to do the children stand to the chair there.

2, in the teacher shouted 5, 4, 3, 2, 1 before the stop, must have found a good position, if still in the middle of the children to stay out. (Standing on the right person can get the circle, and set in their own corresponding hand)

3, show ppt figure two: in accordance with the first round of the way to carry out.

4, show ppt picture three: in the above two games on the deepening of the difficulty of the children in the teacher's instructions not only to find the right location at the same time according to the picture with their own hands and the same picture of the action, do the right one for the win, plus two circles.

Fourth, the game four: you guess I guess

1, children find each other good partners, to put a card, according to the word on the card, to the box to stretch out the corresponding hand for the companion to guess, guess the right in their own small basket, guess the wrong in the original basket.

2, mutual exchange of guessing, who has more cards in the basket, for the winner.

V. Extension activities; exchange methods to identify the left and right.

Activity Reflection:

In the activities of the game, most of the children can find their own way to distinguish between left and right, and in the process of the last game may be a little bit difficult, the children's guessing rate is very high. In this session, I didn't guide them better to identify left and right, they only based on the direction of the back of the hand and the thumb and didn't think about the orientation, so most of the children guessed wrong. Since this activity will be carried over to the corner activities, with my reminder and guidance, they realized that there is also the question of orientation. Let them continue to explore and learn in the corner activities, more clearly to distinguish the relationship between left and right.

Activity Objectives:

1, let the children appreciate the six kinds of characteristic house buildings around the world, know the relationship between different cultures, climates and houses; let the children observe the differences and similarities between the houses we live in and the characteristic houses;

2, cultivate the children's ability to observe carefully;

3, cultivate the children's ability to understand different kinds of culture and climate and the houses. p> 3, to cultivate children's interest in different national houses;

Activity focus:

Let the children appreciate the six kinds of houses around the world, and know the relationship between different cultures, climates and houses;

Activity difficulty:

Let the children observe the similarities and differences between the houses we live in and the houses with special characteristics;

Activity Preparation:

Record sheet 31, the pictures of different houses around the world (Eskimo igloos, Mongolian Mongolian yurts, the Li's bamboo hut houses, Dong's house on the water, the kiln of the people living in Yan'an) and the high-rise buildings, bungalows, middle-storey houses, and the high-rise buildings that the city dwells in. Buildings, cottages, mid-rise buildings; oil stick, gouache paper, etc.;

Activity process:

Activity 1 Talking activities I live in a house

1, please watch the children building, villa, cottage pictures;

Question: "What do you see? What do you see? What do these houses look like?

Ask: "Where else have you seen such houses?

Question: "Children, what kind of houses do you live in?

2. Let the children recall what materials are needed to build a building;

Question: "Do you know what materials are needed to build the building we live in?

Ask: "The houses we live in were built in the city, do you know where else houses were built? Did you know that the giant's house was moved there?

Teacher summary: we people's houses are in the city, some built in the countryside, the giant's home also moved in the tree, the boat! Then Mr. Giant's home also moved there? Let's enjoy the lesson together to know!

Activity 2: Recognize the architectural features of the house

1, the children's operation "Mr. Giant moved"

Question: "Mr. Giant moved his home to where?

Question: "What is the climate at the North Pole?

Question: "What kind of house did he live in at the North Pole? Do you know the name of this house?

Question: "How did he feel about this house?

Ask: "What kind of materials are used to make a house like this?

Ask, "What was Mr. Giant's final decision?

Teacher summary: "we Xi'an all year round spring, summer, fall and winter seasons, but in the North Pole, the year-round is icy, half of the year is dark, and blizzards and minus dozens of degrees Celsius of the cold, such an igloo there is a people in the living, I know that you especially want to know which one of the ethnic groups to live in such a house, I'm going to tell you? I know you especially want to know which people live in such a house, I'll tell you?

2, to introduce young children to the life of the Eskimos; today I will take you into the life of the Eskimos; superb cold clothes, Eskimo women are tanning the tendons of the horned whales, which is the best material for sewing boots, clothes, and the boat surface; Eskimos do the waterproof weatherproof coat of sealskin;

3, around the world game, ask the children to play the imagination, pretending to pack, then and the teacher together around the world game. Then travel around the world with the teacher;

Question: "I received a call from a Qin Weixuan mother, he invited children to double fly to our country's distinctive architectural houses to play, let's go! Remember to look closely at what these houses look like?

4. Teachers lead children into role-playing, pretending to take the plane, children follow the turn, turn, turn, after the plane landed, tell the children to come to what place? Pretend to visit the houses here, to provoke children to discuss the characteristics of the house?

We came to our country Mongolia, we come to see the Mongolian people live in the house; we came to Guangxi, to see the Li people live in the bamboo hut houses; we came to Yan'an, Shaanxi, together with the Yan'an people live in the house; we came to Guizhou, to see the Dong people live in the footstools, the teacher in the form of a narrator to explain to the young children;

Ask questions: "This is the house where the Mongolians (Li people, Dong people, Yan'an people) live, do you see what it looks like? Do you know what it is called, this house is called a yurt, a bamboo hut, a hammock, a kiln?

Question: "What materials were used to make such a house (felt and canvas, thatched roofs, wood or bamboo poles, a kind of cedar wood, a kiln dug on the Loess Plateau)?

5, compare the characteristics of the house and our housing how different

to the children to send a record sheet for the children to record the method of drawing, give the children time, the children record their own, the teacher circuit guide; teachers ask the children to talk about the content of the record;

Activities 3: I designed the house

ask the children to design their own favorite houses, to the children to prepare the paper and pen

Ask the children to design their own favorite houses, prepare paper and pens for the children; blocks; paper boxes; let the children give full play to their imagination, design their favorite houses;

Question: "We have just recognized so many different houses, which house do you like the most, and why?

1, I know you also want to design their favorite houses, do you want to be a designer, then use the materials in our hands to start designing it!

2, the children began to design houses, support and accept the children's individuality and creativity of the production;

Teachers and children together with the evaluation, to give each group of children mental encouragement;

Summary of the evaluation:

1, young children to understand different characteristics of the house;

2, Toddlers can design their own favorite house shape;

3. Toddlers can use their own language way to express their own views;

Large Class Lesson Plan Part 5

Activity Objectives:

1. Toddlers can listen to the story quietly and understand the storyline;

2. Learn to tell the fruit in a more coherent language The story of the fruit house is a good example of how a fruit house can be made up.

3. Feel the joy of the autumn fruit harvest and experience the fun of designing a fruit house.

Activity focus: Children can pay attention to listen to the story and understand the storyline.

Difficulties: Children can tell the composition of the fruit house in a coherent language.

Activity Preparation:

1, PPT

2, uncolored house

3, transparent glue

4, various fruit pictures

5, music

6, pictures

Activity Process:

(a) Teachers take children to watch the "orchard", feel the autumn fruit harvest scene.

1, show P1, ask: "What are the fruits in the orchard? What do they look like?"

2, the teacher to "Whose orchard is this?" (Mama Bear's) to introduce the story.

(2) Look at the pictures while the teacher tells the story.

1, the teacher tells the story: from the beginning to "...... what to do?"

2. Question: "Who will help mommy bear and baby bear to think of ways?"

(Guiding children to speak their minds boldly.)

3. Teachers show the picture of the fruit house.

(Guiding children to observe "What is on the roof (wall)? What are the doors (windows) made of?" (Inspire children to tell.)

4, the teacher continues to tell the story, "Mama Bear and Baby Bear built a fruit house, what else did they do?"

(3) Children enjoy the story completely.

1, the teacher tells the story completely.

2. Question: "What did mommy bear and baby bear build? How did they build the fruit house?" Lead the children to learn to say "Use xxx for the roof, use xxx for the wall, use xxx for the door, use xxx for the window, and build a beautiful fruit house."

(D) children group design fruit house and boldly tell.

1, the teacher shows the house picture, let the children freely discuss the design of the fruit house and paste the fruit picture.

2. Show the work and ask individual children to tell about the `fruit house' built by themselves and their peers.

(E) end

Teacher: mother bear and baby bear, also invited us to their fruit party oh! Once, we came to the park to observe the water by the lake, and found that there are willow trees in the water, the reflection of the boat. The children were excited and chattering. Back to kindergarten, the children brought in the water's edge photos, but also pay attention to observe the reflection in the water "to find the reflection, draw the reflection".

"Look, there's a man in the water."

"That's the shadow of the man who crossed the bridge!"

"The reflection of a person in the water."

"People have shadows on the ground too."

I listened carefully on the side, with a sensitive heart, to catch the educational opportunity. "Oh! Is that so? At what time did you see the shadow?" "I saw it at night when I was walking under the streetlight." The children hear this and immediately say, "We've seen shadows too!" "On the walls of the house." ......

In this way, at the end of the water theme, "shadows" became a place of interest for everyone, so our class took the line of "shadows" and naturally moved on to "myself". We then moved on to the theme of "myself".

The source of the activity

During one of the outdoor activities, "Finding Shadows, Drawing Shadows, and Measuring Shadows," the children discovered that when people move, their shadows move with them.

"When my head moves, the shadow's head moves too."

"When my feet move, the shadow's feet move."

When drawing shadows, the children also realized that it is hard for people not to move for a long time. This is the best entry point for the site "My body is useful" in the theme material. So I asked, "What other parts of our bodies can move? What are the things we can do with these places that can move?" With strong interest, the children began a new exploration. During the discussion, the children recorded in their own way what convenience these moving parts can bring to our life. I decorated the wall with paper dolls, and the children pasted the things they could do on the corresponding parts of the paper dolls, such as the things they could do with their fingers on the fingers of the paper dolls, and so on, and the children loved the wall, and when they had time, they would come to take a look at it, and point at it.

Duo Duo brought up the idea that "the heart beats too", and some of the children were so attracted by the sound of the heart beating that they put themselves on each other's chests to listen to the sound of the heartbeat.

This became a common interest and a hot topic for the children, so we designed today's preset activity.

The activity is based on:

The activity is the children's **** the same interests and hotspots

The hotspots of the children's concerns are often closely related to their interests and needs, and in practice, I really feel that choosing the children's interest in the design of the things that tend to get twice as much results.

Sukhomlinsky once said: "All the activities of the child are dependent on interest, so there is no interest in creating." It can be seen that interest is the driving force of the child's active participation in the activities, is the prerequisite for the smooth implementation of each activity. Therefore, finding the hotspots that children really care about is a prerequisite for the successful combination of presetting and generating.

Activity Objectives:

1. Recognize some common vegetables and their specific cut patterns.

2. According to the position of the vegetables, try to draw their front and back position and the pattern inside the vegetables.

Environment and materials:

Onion head objects and pictures, cucumber objects and pictures (with and without cuts), corn, lotus root, pumpkin, carrots and so on.

Activity process:

I. Observe the shape of the vegetables and the cut surface

1, show the PPT class.

Teacher: see what vegetables? Who can introduce 2~3 kinds of vegetables at a time with complete words, say the color and shape of vegetables?

2, show the cut physical onion head, observation and communication.

Teacher: What is this? What will it look like when cut? (Teacher cut the onion) Teacher: onion inside the beauty? What secrets do you see inside the onion?

Teacher: see the onion cut to have a line, curved like a raindrop shape. Just now was cut vertically, cut horizontally; to what will it be? (Teacher then cut the onion)

Teacher: If we use the baby pen to draw, what will it be? (show examples)

3, show the cucumber cross-section works teacher: see what this is a vegetable? What does it look like when you cut it? What is inside?

4, show the classroom, observe the other vegetables in cross-section exchange teacher: What are these vegetables? Can you tell their secrets? If you use a baby pen to draw how to draw? What to draw first and then what to draw?

Second, children painting, teacher guidance

1, say hide-and-seek teacher: what do you see in the picture? Who is in front? Who is hiding behind?

2, painting hide-and-seek teacher: so many vegetables combined together will become a beautiful painting, in this painting you must let your baby vegetables play hide-and-seek game.

3, children choose their own seats, observe the vegetables, and try to paint.

Teacher: see what vegetables on the table? What vegetables are in front? What vegetables are in the back? When you draw, you should draw the vegetables in the front first, and then draw the vegetables hiding in the back.

Third, appreciate the exchange of teachers: let's see if these baby vegetables play hide and seek game?