As a teaching worker, we always have to write lesson plans. Writing lesson plans helps us accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. How to write a lesson plan? The following is the kindergarten lesson plan "Corn" that I collected and compiled. You are welcome to read it. I hope you will like it. Kindergarten class lesson plan "Corn" 1
Activity goals:
1. Observe corn from multiple angles to understand the external structural characteristics of corn;
2. Cultivate Children's ability to carefully and carefully observe and capture the characteristics of things.
3. Learn to effectively combine your imagination with real objects.
4. Let children experience the ability to be independent, independent and creative.
5. Guide the children to sort and place their painting materials after the activity to develop good habits.
Activity preparation:
Corn, white paper, markers, and colored pens.
Activity process:
1. Observing corn
1. Overall observation: What is this and what does it look like?
2. Local observation: What are the characteristics of the shape of corn?
3. Observation of details: There are corn kernels on the corn. What do they look like?
2. Drawing corn
1. Teacher-child interaction and guidance Children's drawing of corn: How should I draw this corn? What should you pay attention to when painting?
(Teachers can give appropriate demonstrations on the ears, grains and other difficult-to-draw parts of corn.)
2. Children’s drawing: Now please draw this corn and see. Who draws the most interesting thing? (Children are asked to draw corns with concise brushwork)
3. Inspire imagination
The teacher changes the angle according to the children’s works and inspires imagination: if you add a few strokes, it will become What? What does this corn look like upside down? What can you turn it into? What does it look like when viewed from the side? What can you become?
The teacher draws the image imagined by the children on the spot, which plays the role of watching the children on demand.
The teacher provides the finished works for the children to appreciate. Look, what did this child turn into the corn? How do you like it? If it were just you, what would you turn the corn into? Why?
IV. Creative painting
Teacher: It turns out that changing the direction of the corn can create different things. Now please turn the corn into something very strange. You can turn it into a whole corn, or a part of the corn. You can also change it in various directions. See which side is the most magical. Also think about what you have changed. What comes out.
Reflection on the activity:
Corn is something that young children often see. In the last activity, the children were allowed to sketch around the corn. After sketching, in this activity, the children were allowed to develop Transform your own imagination. When sketching corn, what appears on the paper is placed in the normal direction. When imagining, let the children imagine and transform in different directions. Corn is a strange food. Many magical things came out of my imagination. During the process of observing the transformation of children, I found that children's imagination is quite strange. There are many deformed things, and children's imagination is unlimited. After deforming common corns, the children's imagination is quite strange. Increase children's image drawing characteristics. Strengthen children's ability to imagine. Kindergarten lesson plan "Corn" 2
Activity design
Now, it is the season of corn harvest. Children have eaten corn whether at home or in kindergarten, and they are very familiar with corn. Once, while eating snacks (corn), the children were discussing how many kernels of corn were on a stick of corn? “You’ll know after you count them.” “It’s hard to count so many.” Listening to the children’s discussion, I was thinking: This is a very easy thing. As long as you are careful and careful, you can count clearly. I try to count myself, but as I keep counting, I either forget where I am counting, or I forget whether the grain has been counted or not, or I get distracted and forget how many I have counted... …When I counted the corns again, I took a pen and marked each corn with the pen, so that when the corns on the cob were full of marks, the total number of corns would come out. , I counted three times in a row, and the totals were all the same!
Later, I thought that it was unnecessary to ask the children in the upper class to figure out how many kernels of corn there are on a corn cob, because corn does not grow so regularly. The middle part is okay, but the head and tail ends are not. But it's troublesome, because the children's abilities have not yet reached this level. But consider that corn is a good native material, and each corn has an even number of rows. Why not use my own method of counting corns and transfer it to let the children discover the number of rows of corns! Therefore, I designed this activity "Counting Corns".
Activity goals
1. Perceive the way the corn is arranged, and try to count the number of corn rows arranged in a circle. (Key points)
2. Through activities, we discovered that the row numbers of corn are all even numbers.
3. Knowing that mathematics is around us, we can actively pay attention to the mathematical knowledge of things around us and stimulate children's interest in mathematics.
Difficulties of the activity
Through recording and summarizing, it was discovered that the row numbers of corn are all arranged in even numbers.
Activity preparation
1. Children have mastered odd and even numbers within 1-20.
2. Each child has corn cobs, recording paper, and watercolor pens; small dots, small thumbtacks, wool, etc.
Activity process
(1) Eating more corn is beneficial.
1. Teacher: Children, look, what is this? (Show a complete corn) Ask: "What can you do with corn? (It can be eaten)
2. Let the children understand the benefits of eating corn.
Teacher: We all like to eat it. Corn, do you know what are the benefits of eating corn?
3. Teacher’s summary: Eating more corn is good for our health and can prevent high blood pressure, hyperlipidemia, and obesity. There are many people, so we should eat more, which will help prevent it.
(2) Children try to count the rows of corn in their own way.
1. Teacher: Today, the corn babies are lining up for morning exercises. Do you think the rows are neat? (Tidy)
2. Guide the children to guess the number of corn rows. .
Teacher: "Please guess how many lines there are in this corn field? (Children guess 10, 30, 26...)
3. Guide children to try to count the rows of corn.
Teacher: Everyone has different guesses. How many rows of corn are there? Let’s count them. The teacher has prepared corn for you. Please carefully count the number of rows of corn in your hands.
4. Children's operation: counting corns, the teacher observes how the children count.
5. Guide children to communicate and discuss how to count corn rows.
Teacher: Can you count clearly? Oops, I can’t count them either. Who can count them clearly? How do you count? (Ask individual children to talk about their own method of counting corn rows)
6. Show the explanation diagram and summarize.
Teacher: In the past, we always started counting from the first row, first row, second row...; for circular queues, we must first make a mark to determine the starting point, and then count the first row, second row, etc. The second row...this way it is not easy to count incorrectly or miss numbers.
7. Guide the children to discuss:
Teacher: What method do we use to determine the starting point? Look around us to see what materials we can use to help and talk about how to use the materials. (Invite children to express their own opinions and ideas)
(3) Children try to use auxiliary materials to count the rows of corn.
1. Today, the teacher has prepared some small things for you. Let’s take a look and see what they have. (Show auxiliary materials: black pen, small dots, small thumbtacks, wool)
2. Show record paper.
(1) Teacher: Today, we are going to record the number of corn rows. Can you please see how we should record them?
(2) Discuss recording methods with children
3. Children operate, count the rows of corn with the help of auxiliary materials and make corresponding records. The teacher guides and encourages counting. The fast children exchange numbers with their peers and check each other.
4. Communicate collectively and discover the rules of corn row numbers.
(1) Teacher: What method did you use to count? How many rows are there? The teacher records the children's results in a large table.
(2) Guide children to discuss which method is most convenient for counting? (Use strokes and thumbtacks to mark)
(3) Ask the children to observe the secrets in the corn rows.
Teacher: Please come and take a look. What did you find? (Young children: The 16th row has the most corn, and the 10th row has the least... guide the children to observe the rule that the row numbers of corn are all even numbers)
(4) Teacher summary: In fact, the number of rows of corn is There is a certain pattern, they are all lined up in rows, and the number of rows is even.
(4) Extended activities:
Teacher: Look, what does the teacher have here? (Show an orange)
Teacher: Can you please guess how many orange segments this orange has? (Children's guessing)
Teacher: Okay, let's count together, find the starting point, and mark it, one, two, three... How many petals are there in a ***? Is it an even number or an odd number?
Teacher: Are all the oranges in odd (even) numbers? Please go home and count them again, and tell the teacher tomorrow! Kindergarten class lesson plan "Corn" 3
Activity goals:
1. Observe the picture, perceive the movements and behaviors of the black bear, and understand the content of the picture.
2. Explore the process of black bears growing corn and the teacher’s language prompts, and try to carry out picture-telling activities.
3. Be willing to use musical instruments to accompany small animals and experience the scene of harvest celebration.
4. Cultivate children’s good habit of speaking boldly and speaking completely.
5. Know the fun of using onomatopoeia in stories.
Activity preparation:
Children’s books, a small black bear toy, and a corn cob. Several percussion instruments.
Activity process:
1. Introduce the topic through questions
Teacher: Autumn is here, and the crops in the farmland have been harvested. Do you know which crops are mature? Do you know when these crops were sown? What should you do after planting?
Teacher: Show the corn and the bear and read an interesting story together.
2. Guide children to open children’s books, encourage children to read the pictures independently, and explore and discover existing problems.
Teacher: Look at the pictures and tell us who is in the story? What is he doing? How do you think the black bear should plant corn in the story?
Children read independently and then communicate with their peers.
Invite individual children to explain their understanding of the picture in front of the group.
3. Explore the correct method of arranging pictures and guide children to tell stories by looking at pictures.
Teacher: What do you think the black bear should do first to focus on corn? What to do next? What to do again? What did you do last?
Invite individual children to come up and arrange the correct sequence for the pictures.
Teacher questions:
(1) What season is this? Spring is here, what are black bears doing in the fields?
(2) What does the black bear do in the cornfield every morning? , how tired are you?
(3) What season is this? What does a black bear do in a cornfield? Do you think he is happy?
(4) How did the black bear do after harvesting so much corn? What does everyone look like when they are together?
The teacher leads the children to tell the story completely.
4. Music activity: uprooting reed flowers
Key points and difficulties of the activity:
1. Key points: observe the picture, perceive the movements and behaviors of the black bear, and understand Screen content.
2. Difficulty: Explore the process of black bears planting corn and the teacher’s language prompts, and try to carry out picture-telling activities.
Activity reflection:
According to the activity goals of this lesson, the designed teaching links are relatively reasonable, and the preparation of teaching tools is also very sufficient, fully mobilizing the children's eyes, hands, The brain is involved in perceptual activities. The shortcoming is that there is a lack of guidance for children to deeply explore the connotation of the teaching content, and the content of ideological education is not fully developed. In future teaching, I will pay more attention to the coexistence of teaching content and ideological education, and fully mobilize the enthusiasm of students. Kindergarten lesson plan "Corn" 4
Activity goals
1. Be able to arrange pictures according to your own experience and wishes, and boldly use coherent and complete language to tell stories.
2. Observe the picture, perceive the black bear’s movements, expressions, psychology and dialogue, and understand the content of the picture.
3. Like to participate in picture-telling activities to enhance imagination and reasoning abilities.
4. Understand the content of the picture book through a variety of reading methods, understand the story, and feel the humorous plot of the story.
5. Use existing life experience to boldly imagine, speculate and express your understanding of the storyline based on the pictures.
Activity preparation
There are four large pictures, one small picture for each child, and one picture of a bear holding a hoe.
Activity process
1. Import the black bear picture.
1. Question: What is this black bear holding? Guess what it's going to do? (Children make bold guesses)
2. Why did the black bear think of planting corn? (Let children tell freely)
2. Children arrange pictures independently and boldly tell their own stories.
1. Show four small pictures and tell the children: What did the black bear do after planting the corn? Did the corn it planted have a good harvest? The answers are hidden in these four pictures.
2. Tell the requirements when arranging pictures: take a look, think about it, arrange it in a row, and talk about it.
3. Children arrange pictures independently and speak freely.
4. Invite some children to come up and arrange a big picture and speak boldly in front of their peers.
3. Collectively discuss the content of the picture.
(Show Picture 1) What season is this? Spring is here, what are the black bears doing? Focus on guiding children to imagine the actions of a black bear planting corn.
(Show Picture 2) What does the black bear do in the cornfield every morning? How tired are you? Focus on guiding children to imagine the mood of a black bear when he is tired and sweating profusely while working.
(Show Picture 3) What season is this? What is the black bear doing? How does it feel in its heart? Focus on guiding young children to imagine the psychological activities of black bears harvesting corn.
(Show Figure 4) How did Black Bear do after harvesting so much corn? What would the little animals say? Focus on guiding young children to imagine the conversation between the black bear and its friends.
4. The teacher talks about his own layout. Ask the children to recall what the teacher said that was different from the children.
Ask the children to tell the story themselves again. They can arrange it according to the teacher’s arrangement or other children’s arrangement.
Teaching reflection:
According to the activity objectives of this lesson, the designed teaching links are relatively reasonable, and the preparation of teaching tools is also very sufficient, fully mobilizing the children's eyes, hands, The brain is involved in perceptual activities. The shortcoming is that there is a lack of guidance for children to deeply explore the connotation of teaching content, and the content of ideological education is not fully developed. In future teaching, I will pay more attention to the coexistence of teaching content and ideological education, and fully mobilize the enthusiasm of students. Kindergarten lesson plan "Corn" 5
Activity preparation:
1. Organize children to play Frisbee in advance
2. A set of courseware about hand-weaving corn husks, Digital camera
3. Recorder, folk music
4. Several Frisbees, weaving templates, corn husks of various colors, and 10 toy baskets
Activities Process:
1. Introduction to playing Frisbee
(After playing Frisbee, return to the activity room) Children,
Sit down and rest for a while. What did we play just now? Did we play well? What is our Frisbee made of? How is it made (corn husks)? (Use corn husks to braid and sew them round and round)
(Commentary: The introduction of the form of "playing Frisbee" allowed both teachers and children to enter the role with an open mind at the beginning of the activity, creating a democratic and relaxed psychological environment for the children, harmonizing the relationship between teachers and students, and allowing the children to dare to think in the activity , dare to speak, dare to express their opinions, and achieve better teacher-child interaction)
2. Discuss the dyeing methods and uses of corn husks
(1) (Show the original colors. Frisbee made of corn husks) What color is this Frisbee? (Cream color) What other cream colors have you seen?
(2) (Show a colored Frisbee) What color is your Frisbee? Discuss : How do these corn husks become colorful? (Put the cream-colored corn husks into a pot, add water, add dye, cook for a while, and dry)
(3) Discussion: Corn In addition to making Frisbees, what else can the skin be used for? (Weaving handbags, flower baskets, hats, carpets, slippers, etc.)
(Commentary: By continuing the excitement of playing Frisbee, children can pay more attention and discuss the above Questions can remind you of past relevant experiences and create a good atmosphere for the following appreciation activities)
3. Appreciate handicrafts
(1) Some children just said corn husks. It can be made into handbags. In fact, there are many such factories in Laizhou. Uncles and aunts make many things out of primary and colored corn husks. Some of them are sold abroad and are welcomed by foreign friends. Let’s go and have a look together (courseware: In the factory, workers are weaving bags and baskets. In the exhibition hall, various handicrafts made of corn husks are displayed. In the office, the factory director is discussing business with foreigners).
(2)What did you see just now?
(3)Are these things beautiful? What can they be called? (Handicrafts) Why are they called handicrafts?
(Commentary: Through audio-visual appreciation, children’s knowledge is enriched, their horizons are broadened, their artistic sentiments are cultivated, and their pride as a Laizhou native is stimulated.)
4. Try knitting< /p>
(1) Do you want to try braiding something with corn husks? We are divided into three groups (show sample works, introduce names, children are automatically grouped, 1 group uses three corn husks to braid, 2 groups intersperse braid, 3-set perforated braid).
(2) Discuss while watching: How are the works on the table composed? Ask each group of children’s representatives to answer or demonstrate
(3) (Publish the courseware: Demonstrate to three groups (How to weave the work) Let’s take a look at how it is made (ask representatives of each group of children to click the mouse with the teacher to reveal the answer).
(4) Children are divided into groups to try knitting, and the teacher puts forward different requirements: children with strong abilities can ① braid two or three small braids ② intersperse the patterns on both sides of the knitted bag ③ choose patterns with more holes to wear, according to their abilities Poorer children can ① braid a small braid ② choose a pattern on one side to weave ③ a pattern with fewer holes, and choose corn husks of the appropriate color. Teachers conduct tours to guide and assist children with poor abilities (playing folk music).
(Commentary: Most of the children’s understanding of things and acquisition of knowledge comes from direct experience. The “Guideline for Kindergarten Education” states: “Try to create conditions for children to actually participate in exploratory activities, so that they can feel the process of scientific inquiry and Method. "During the discussion and research process, children are put into pairs, and the children are asked to use their existing experience to think based on the first guess, and then try to weave to verify whether it is correct, thus greatly mobilizing the children's eyes, brains, mouths, and movements. Hands-on motivation.
)
5. Take photos
(Children who finish knitting first watch and evaluate each other, after all children have finished) Come, let’s take a photo together with our handicrafts !
(Commentary: The children were very interested in the knitting activity from beginning to end, which in itself is the success of the activity. The design of the photo session once again set off the climax of the activity and enhanced the children's sense of success and happiness.)
6. Extension of activities
Children, in addition to corn husks that can be woven, what other things can be woven in our lives? How to weave? (Let children and parents collect waste Weaving materials, enriching the weaving workshop)
(Commentary: Folk art activities contain rich resources and charm, which can be discovered and excavated, creating conditions for children to get close to Chinese folk art, appreciate and feel the beauty of folk art , This is the responsibility of our educators and a great opportunity to enrich ourselves)
Design intention:
In the "My parents and I made toys" activity held in the class, Some children brought Frisbees made of corn husks, and the children became interested in corn husks. In fact, corn husk weaving is widely distributed in my country, and Laizhou, Shandong is also a major production area. Farmers and artists use local corn husks to weave hats, flower baskets, slippers, handbags, etc. in a wide variety of colors and simple and elegant styles. Best-selling products at home and abroad. Young children lack relevant knowledge and experience, so I designed and generated this activity based on the children's interest points and age characteristics, and collected and sorted out a large number of operational materials with the children and parents, so that the children could experience and feel the folk culture through appreciation and operational activities. The rich diversity and unique charm of art.
Activity goals:
1. Teachers and students *** will appreciate the handicrafts of corn husk weaving and feel the beauty of folk art in their hometown.
2. Guide children to understand the dyeing methods and uses of corn husks, and encourage children to boldly communicate with their peers.
3. Guide children to learn preliminary knitting skills, improve their flexibility of hand muscle movements and their ability to express beauty. Kindergarten lesson plan "Corn" 6
Activity goals
1. Be able to draw by yourself and paste it with corn kernels.
2. Improve children’s small muscle flexibility.
3. Let children experience the ability to be independent, independent and creative.
4. Be able to understand the background color and pay attention to the contrast between warm and cold background colors and patterns.
5. Guide the children to sort and place their painting materials after the activity to develop good habits.
Activity preparation
Corn kernels, double-sided tape, sketch paper, oil pastels, markers, PPT picture corn kernel paste paintings.
Activity process
1. Show the corn kernels and ask the children to tell the function of the corn kernels.
(1)Teacher: What is this? Do you know what it can do?
(2) Ask the children to answer. (Make popcorn, cook and eat, etc.)
(3) Do you know what else it can do? (Ask children to think about it)
2. Play the PPT picture and guide Children appreciate corn kernel sticker paintings.
(1) Teacher: Today the teacher has brought you some pictures. Let’s enjoy them together.
(2) Show the corn kernel stickers one by one to guide children to appreciate them.
3. Provide operating materials and encourage children to draw and paste by themselves.
Teacher: The teacher has prepared a lot of materials for you today. Let’s make these beautiful corn kernel paste paintings ourselves.
4. Child operation.
(1) The teacher puts forward operating requirements and pays attention to the safety of using scissors and desk hygiene.
(2) Children’s operations, teacher inspection and individual guidance.
5. Work display.
Take photos of children’s works and play them on TV for children to appreciate.
Reflection on the activity
In this activity, the teacher can follow the spirit of the "Guide" and guide the children to appreciate the pictures first, paving the way for their own operations later. During the operation Children's imagination and creativity have also been developed and improved. At the same time, children have learned that a small seed can have such a big effect, and the activity effect is very good.