As an unknown and selfless educator, it is necessary to prepare detailed lesson plans. Teaching plans are the link and bridge between teaching materials and outlines and classroom teaching. So the question is, how should the lesson plan be written? The following is a large-class lesson plan "Compassion for the Peasants" that I collected and compiled for reference only. Let's take a look at it together. Large class lesson plan "Compassion for the Peasants" 1

Activity goals:

1. Learn to recite poetry with emotion.

2. Understand the hardships of farmers’ work and guide the hard-won food.

Activity preparation:

Material preparation: Pictures of various kinds of rice (white rice, pumpkin rice, pineapple rice, etc.)

Experience preparation: Children’s parents’ Under the guidance of the guide, we will visit the scenic spots in our hometown and have a preliminary understanding of them.

Activity process:

1. Show pictures of various rice, introduce activities, and stimulate children's interest.

Discussion: We have to eat every day. Can you tell us where the rice we eat comes from?

2. Guide children to understand the hardships of farmers’ farming work

Guide children to talk freely, have you ever seen a farmer uncle farming? How do they farm? Please learn it. The farmer uncle works so hard, what do you think?

3. Guide children to learn to recite poems with emotion and understand the content expressed in poems.

(1) Guide children to listen to the poetry reading "Compassion for the Farmers" and appreciate and understand ancient poetry.

(2) Discuss and understand the meaning of ancient poetry.

(3) It’s hard to learn words and say a sentence with hard work.

(4) Guide children to learn to read ancient poems emotionally and initially feel the charm and beauty of ancient poems.

4. Express respect for farmers through discussions and learn to cherish food and not waste it.

Summary: The poem "Compassion for the Farmers" describes the hardships of farmers' work and reminds us to cherish the hard-earned grains of rice flour and not to waste it. Top class lesson plan "Compassion for Farmers" 2

Background

When discussing the nutrition of food, we raised the question "Is food nutritious?" for children to discuss. During the discussion, many children understood Grains are all cereals, which can help us grow taller and stronger. They are indispensable foods. Gradually, the misconception that grains are only for satiation and have little nutrition has been changed. The work in surrounding farmhouses in autumn gave the children a lot of intuitive experience. At this time, we lost no time in teaching an ancient poem "Compassion to the Farmers" to the children. The few lines of the ancient poem reproduced the scene of farmers' hard work and profoundly Loved by young children.

However, drawing the image of farmers bending over to cultivate under the scorching sun is a great challenge for young children who are accustomed to expressing upright shapes. In the past, we used teachers' demonstration and explanation method to teach, and the result was that children would only draw the same images as the teacher. This kind of repeated image drawing method not only makes it impossible for children to form their own schema, but will also hinder children's ability to think independently and solve problems. To this end, on the one hand, we rely on children's intuitive experience of farmers' farming and their interest in ancient poetry. On the other hand, we provide children with many appreciation materials to give them more intuitive and aesthetic feelings. During the discussion, we adopted the method of observing different character shapes and correcting errors on the basis of distinguishing who picked up the ears of rice and who did not, and let the children use their own images to express. In this activity, we do not require children to draw reasonably, but encourage children to create independently.

Objectives:

1. Boldly express the hard work of farmers in harvesting and express personal feelings about the ancient poem "Compassion for the Farmers".

2. Try to break the existing styling habits of upright characters, and initially grasp the dynamics of characters who bow their heads and bend over.

Preparation:

1. Appreciate the works: calligraphy works and excellent paintings.

2. Compare and identify several dynamic pictures of characters.

3. A long strip of paper with rice ears printed on it, a printed ancient poem "Compassion for the Farmers", a line pen, and white paper.

Process:

1. Recite ancient poems and reproduce experience

1. Show calligraphy works and recite ancient poems.

2． Discuss the meaning of this ancient poem and explain it line by line.

3. In addition to rice, what else do farmers grow? (Teacher assists in categorizing - grains, fruits and vegetables) Understand that the fruits, vegetables and grains we often eat are grown by uncle farmers.

2. Appreciating works of art

1. Appreciate picture 1 (The Gleaner): How do farmers work in the fields during harvesting? I found that farmers work in the fields all day long, with their heads down and their waists bent, working non-stop without throwing away a grain of grain. How hard it is 1 < /p>

2. Appreciating the second picture (Tian asked the children): The children in the picture are also in the fields. What are they doing? How do they pick up potatoes? What is the little sister doing? I understand that the little sister is young and cannot do such tiring work, so my brother The elder sister asked her to help hold the beans.

3. Comparison and judgment - judge whether IE is correct or wrong from four similar actions, tell the reasons, and try to correct them.

1. Four children went to the countryside for the first time to learn to be small farmers, and they could tell who did well based on their movements.

2. Use a pen of another color to correct errors for children who cannot do farm work.

4. Operation performance

1. The teacher prepared a book for the children with pictures of the ancient poem "Compassion for the Farmers". I understand that the teacher has printed the ancient poem on each page, and the children will Come and draw the peasants who are working hard with their heads down and bent over.

2. Four children form a group. Each child uses an outline pen to draw the scene of farmers working on the white paper and color it appropriately.

3. Paste them on the inner pages of the picture book in sequence.

5. Appreciation and Reading

1. Appreciate the picture books of each group and find out which groups have the most diligent children.

2. Use homemade picture books to read Zhan poems.

Extension:

Carry out sports and games to celebrate the harvest and learn to sing "Compassion for the Farmers".

Error correction - a good way for children to take the initiative to learn

Art teaching activities are inseparable from the learning of art skills. In art teaching activities, it often happens that children cannot learn to draw if teachers do not teach them. , the dilemma of teachers teaching young children B and learning to death. How to solve this contradiction has always been a question for me. I combined art teaching activities to draw illustrations for the ancient poem "Compassion for the Farmers" and tried to adopt the teaching method of "error correction", and gained some new understandings.

"Compassion for the Farmers" is an ancient poem that is easy for young children to understand. However, in the scene of farmers "hoeing the fields at noon, sweat dripping from the crops," it is necessary to grasp the dynamics of bowing and bending. , which is a big challenge for children who are used to expressing the dynamics of upright characters. I use error correction methods in teaching, and guide children to discover and correct errors by themselves through the steps of viewing, distinguishing, explaining, and correcting.

1. Appreciation

Select real-life photos of farmers working and two appreciation works "The Gleaner" and "Gleaning Potatoes" to guide children through appreciation. Strengthen impressions and discover problems:

After viewing real-life photos and recreating life scenes, I first showed a picture of Miller's work "The Gleaners", which is a very classic work of art. It vividly shows the scene of farmers harvesting grain under the scorching sun, stimulating children's admiration for farmers' labor, and realizing the hard work of farmer uncles who lower their heads and bend over in the fields for a long time every day. It also strengthens their appreciation of bending. The intuitive impression of the movement of the waist.

Then he took out the second painting: "Three Children Picking Potatoes". The children in the countryside also helped the adults to work. Are the three children picking up potatoes? Guide the children to find out from the two different postures of the character bending over and straightening that the older brother and sister are busy picking up potatoes. The younger sister is young and can only help hold the beans and use the movements. Establish a close connection with the content and further understand the meaning of the movements.

2. Discrimination

Before the activity, look for pictures showing bending in children’s daily works and find that they usually appear. The following images:

1. The body is vertical, the legs are bent, and the hands are far away from the ground (I have not gotten rid of the habit of drawing erect humans)

2. The body is horizontal, and the limbs are vertical, like animals. General (not yet grasp the tilt of the body and the bending of the limbs)

3. The body is tilted and the legs are bent from behind to the ground (the characteristics of the movements of each part of the character have not yet been grasped)

We put these incorrect images together with many other correct images, and asked the question "These children who went to the fields for the first time, can they all pick up ears of rice?" and guided the children to compare and judge one by one. , find the wrong image. With comparison, the difficulty of finding wrong images was reduced, and they also discovered that expressing bending movements can also create infinitely rich images.

3. Explanation

When asking children to talk about the reasons for errors, they found that children had completely different explanations from adults:

1. The body is vertical, the legs Bend, hands far away from the ground.

The child’s explanation: This was squatting, without bending down. He didn’t pick up a single ear of wheat, and he was about to fall.

2. The body is horizontal and the limbs are vertical, like an animal.

Children’s explanation: This is an animal. Add ears and tails and you can draw it into a small cat, puppy, and... How can a small animal be a farmer?

　3 ． The body is tilted and the legs are bent like tubes from behind to the ground.

Children’s explanation: One leg is long and one leg is short. Are they disabled?

From the above explanation, it is not difficult to see that children have different perspectives and ways of thinking than adults. Adults always They are good at finding abstract patterns from concrete things (for example, the characteristics of joint movements), while young children use intuitive life experience to explain everything. From this, I realized that teachers used to make short summaries after discussions. They thought they were very clear, but in fact they often unknowingly widened the distance between them and the children. Only by allowing the children to discover and explain the problems themselves can the children be convinced.

IV. Error correction

After discovering and explaining errors, correcting them becomes the most important issue for children. Therefore, we mobilize the children to come up with solutions together, and let the children tell the teachers how to do it. Operation, modify the above three wrong works one by one to help three friends participate in labor together:

1. Change "the body is vertical, the legs are bent, and the hands are far away from the ground" to change the body to vertical Tilt downward.

2. Change "body horizontal, limbs vertical, like an animal" to limbs bent or tilted.

3. Modify "the body is tilted and the legs are bent from behind to the ground like pipes" to express the front and back position of the legs, and find a way to "find the corners of the clothes under the body and draw the legs".

The teachers and students’ joint revisions enable the children to discover that even if the image is wrong, not all of it is wrong. As long as some minor modifications are made, another image can be created. It also made us discover that during operational discussions, we should listen more to children's opinions (rather than forcing children to obey their own practices). Even if some opinions are not very reasonable, as long as there are merits, teachers should also consider them and strive to create equal dialogue. Only by creating an atmosphere can we understand what children are thinking and make the best use of the situation.

Looking at the children’s painting process, none of them were helpless in the face of this extremely challenging attempt. The gleaners written by young children immediately came to life and were no longer the same. Although the many images of rice-gleaning created in children's works are not as well-structured as those of adults, they are a bit more bold and confident, while maintaining the naivety of children. I realize the amazing creativity shown by young children after giving them the initiative. I believe that children will make more and more new discoveries of their own in the future when they watch, compare, judge and correct mistakes. Large class lesson plan "Compassion for Farmers" 3

Activity preparation

Courseware, pictures, recordings, rice, site layout (weed field).

Activity goals

Preliminarily understand the meaning of the poem, and feel the hard work of farmers and the hard-won food.

Activity process

1. The situation is introduced to introduce the theme and stimulate children's interest in learning ancient poems.

Teachers role-play and ask questions.

Question: Do you know where the fragrant rice comes from? How does the farmer uncle farm?

2. Look at the pictures and understand the main ideas of the ancient poems.

(1) Teacher: When the sun hangs high in the sky, I carry a hoe to farm. (Show the picture of farming during the teacher role performance)

Have you ever farmed? How about going with me? Today you have to help me pull out all the weeds in the ground. You have to pull out the weeds one by one carefully, and don’t miss anything. (Children experience pulling weeds and appreciate the hard work of farmers in hoeing)

Question: Why don’t you want to pull weeds anymore? (Too tired, too hard)

Summary: I feel tired after pulling out so much grass. Not only do I have to pull out so much grass every day, but I also have to grow food. Do you think I’m tired? Am I working hard?

(2) Ask questions while showing pictures. (Show the second picture)

How does it feel when the sun hits your body? What will happen if it gets hot? (Sweat)

(Show the third picture)

Summary: I feel even happier when I see food turning into delicacies on the table.

(Show the fourth picture)

Question: But sometimes I still get angry. Do you know why?

(Show the fifth picture)

Question: Why am I angry?

3. Watch animations and listen to recordings to further understand ancient poems.

(1) Listen to ancient poems and talk about their names.

Question: Who has heard the name of the ancient poem, and what is it?

(2) Watch animations and appreciate ancient poems.

(3) Watch animations to deepen your understanding of ancient poetry.

Question: Where do rice and all grains come from? What should we do when we eat? Top class lesson plan "Compassion for the Farmers" 4

Activity goals

1. Cultivate children's interest in ancient poetry, and understand the general idea of ??the poem and the emotions expressed in the poem on the basis of being able to recite it.

2. Guide children to carefully observe the pictures, describe the pictures in more complete language, and improve their language expression ability.

3. Understand the word "hardship" in the poem, and be able to say a sentence to develop children's ability to use vocabulary.

4. Understand that food is earned by farmer uncles with sweat and is hard-won, inspiring children to love farmers.

5. Let children boldly express their guesses and imaginations about the content of the story.

6. Boldly express your ideas based on existing experience.

Teaching key points and difficulties

1. Rhythmically read and recite ancient poems

2. Understand the main idea of ??the poem and the emotions expressed.

3. Learn to use the word "hard work".

Activity preparation

"Compassion for the Farmers" flash animation

Activity process

1. Create situations to stimulate children's interest in learning.

1. Play the flash animation "Compassion for the Peasants": a farmer in ancient costume is farming. When did the people in the cartoon come from? How are his clothes and hairstyle different from ours? What did you see him doing?

2. Continue to play the animation: A poet came to the field for a walk, saw farmers working hard in the fields, and recited "Compassion for the Farmers" with emotion. What is another person doing? What do you think this poem is about? Introduction: Today, we will study the poem "Compassion for the Farmers" written by the ancient poet Li Shen

2. Show the poem, analyze and appreciate the poem.

1. Now let’s read this poem along with the rhythm of the poet in the cartoon.

2. Help understand: "It is noon on the day of hoeing". What does "hoeing" in the poem mean? What is the "day" here? (Stop-motion flash animation) Look at the picture and think about what "sun is noon" means?

3. (Guide to observe the picture) When the sun is shining, what happens when farmers are farming? Let’s talk about the meaning of the poem “sweat drips from the soil beneath the grass”. Ask the children to share their understanding with the children next to you.

4. What do the two sentences "It's noon on the day of hoeing, and sweat drips from the soil"? What do these two sentences mean? Ask the children to share their understanding with the children next to you.

5. "Who knows that every grain of food on the plate is hard work." Teachers and children explained these two sentences together. Do you know what "hard work" means? The farmer uncle works hard in farming. Do you know who else around you also works hard? (Learn to say "hard work" in a sentence.) What other words and phrases do you know? What else don’t you know? Speak your thoughts boldly.

6. Ask the children to fully explain the meaning of the poem in their own words.

7. According to the situation of the poem, read the ancient poem with actions. (Memorize it if you can recite it)

8. After reading the poem, what do you know now?

3. Teacher’s summary.

The farmer uncle is working so hard, and so many people around us are working hard. What should we do? (Educate young children to cherish food from an early age and respect the labor results of others.)

Teaching reflection

1. This activity is introduced by flash animation to introduce the theme. Then read ancient poems aloud to understand the poetic meaning, and educate children to cherish food from an early age and respect the fruits of other people's labor. In this process, with the help of pictures, imagination and other means, we can understand the general meaning of the ancient poem, let the children find the true meaning of the poem, and grasp the word "hard work" in the poem's eye, and appreciate the poem by awakening the children's life experience. Love, let children understand that food is hard-earned by farmer uncles with sweat, stimulate children's love and respect for farmers, and achieve the expected purpose.

2. Create situations to stimulate children’s interest. "Interest is the source of learning." I introduced flash animation into the activity to attract children's attention and naturally bring them into the state of learning ancient poetry. In the process of understanding the main idea of ??the poem, flash animation gives children an intuitive impression and helps them express their feelings well.

3. Pay attention to the training of children’s language expression ability. During the activity, I guided the children to express themselves bravely: observe the pictures, tell what they saw, read ancient poems, and tell what they thought. And give children space to play freely, let children learn from each other among their peers, encourage them to explain to each other among their peers, and create a free space for them to play and relaxed language communication. Children can discuss and communicate with each other, appreciate each other, and improve language expression ability.

Little Encyclopedia: Compassion for the Farmers is about farmers weeding in the fields at noon, and every drop of sweat fell into the soil. Who can know the origin of this meal? Every grain is so painstaking. Big class lesson plan "Compassion for the Farmers" 5

Activity goals:

1. Understand the general idea of ??the poem and the emotions expressed in the poem based on recitation.

2. Understand the word "hardship" in the poem, and be able to say a sentence to develop children's ability to use vocabulary.

3. Understand that food is earned by farmer uncles with sweat and is hard-earned, and children will develop a love for farmers.

Activity preparation:

Wall chart No. 42, ancient poems, and some millet headdresses.

Activity difficulties:

1. Understand the main idea of ??the poem and the emotions expressed.

2. Learn to use the word hard work.

Activity process:

1. The children's song "Where did the big steamed bun come from" to introduce the theme.

1. Where do big steamed buns come from?

2. Is it easy for the farmer uncle to grow it?

Attachment:

Where do those big steamed buns come from?

Where do the big steamed buns come from? Made from white flour.

Where does white flour come from? Yellow wheat is ground out.

Where does the yellow wheat come from? The farmer uncle grew it.

Farmer uncles are busy at work, so everyone must cherish food.

2. Show the wall chart, recite ancient poems, and explain the meaning of the poems.

1. Guide children to recite the rhythm, rhythm and stress of pronunciation (day, noon, soil, meal, grain, hard work).

2. When the sun was at its hottest, a farmer uncle was still weeding in the field, and his sweat fell into the soil drop by drop. Alas, who knew that the rice in our bowls is all produced by the hard work of the farmer uncles.

3. "The day when we hoe weeds is at noon": "hoe" refers to the action of weeding, "hoe" refers to the crops, and "the day is at noon" means that the sun shines at noon. When the sun shines at noon, farmers are loosening the soil and weeding in the fields. "Sweat drips into the soil under the grass": The farmers' sweat drips into the soil under the grass seedlings, which describes the farmers' hard work. "Who knows that every grain of food on the plate is hard work?": "Plate" refers to the bowl, "meal" refers to the grain, and "Ji" means both. Who knows that every grain of rice in the bowl is the result of farmers' hard work.

4. Learn the vocabulary "hard work" and say a sentence. For example: Dad works very hard. (Show the picture) Mom is working hard at housework, etc.

5. Dad, mom, and farmer uncles are working so hard, what should we do? Educate young children to cherish food from an early age and respect the fruits of other people's labor.

3. Game: (picking up rice grains), educating children to cherish food in daily life.

Attachment: A small grain of rice is not easy to come by. It is a small grain of rice. Don’t look down upon it. Farmer uncles go out early and come back late, busy planting fields. A small grain of rice is not easy to come by. It didn't come easy.

4. Brief analysis:

In daily life, many children do not know where food comes from, and some children do not cherish food, and often rice grains fall out when eating. The land is all over, in order to let children know that the food they eat every day is grown with hard work by farmer uncles. They understand that food is hard-won, and they must cherish the fruits of other people's labor, so that children can develop a love for farmers. This activity is introduced with children's songs to introduce the theme, and then through wall charts, the teacher reads and reads ancient poems to understand the poetic meaning, and educates children to cherish food from an early age and respect the fruits of other people's labor.

Finally, the game "Pick up Rice Grains" is used to teach children to cherish food in daily life. The expected purpose was achieved. For kindergarten children, they do not need to understand and explain word for word, but they can use pictures, imagination and other means to understand the general meaning of ancient poems. Let the children find the voice and the entry point. In this fragment, the word "hard work" in the eye of poetry is captured. By awakening children's life experience, they guide children to look at pictures and imagine, change roles, and go deep into layers to stir up ripples of children's emotions. They can appreciate the feelings in the poem and let them Young children understand that food is earned by farmer uncles with their sweat. It is hard-won, and they develop a love for farmers. Breaking through the difficulty of appreciating poetry. Large class lesson plan "Compassion for the Peasants" 6

Activity goals:

1. On the basis of repeatedly feeling the melody of the song, learn to sing songs in unison, rotation, etc.

Activity preparation:

1. PPT courseware

2. "Compassion for the Peasants" sitcom

3. Rhythm Canon game experience

4. Able to recite the ancient poem "Compassion for the Farmers" and understand the main idea of ??the ancient poem

Activity process:

1. Entering the scene

Teacher: (showing pictures of suburban scenery) Today, the teacher will take you on an outing, okay? Pack your little schoolbag, let's go!

(The teacher plays the melody of the song, and the teachers and children look like they are going on an outing)

2. Review the ancient poem "Compassion for the Farmers"

Teacher: (Show pictures of farmers hoeing crops) ) Look, who is this? What is he doing? (The farmer uncle is growing food)

Teacher: The farmer uncle is still working in the fields under such a strong sun. Food is really hard to come by. There is an ancient poem that also has this meaning. Do you know what the name of the ancient poem is? (Compassion for farmers). Can you read it? Let's recite it together. (Inspire children to read rhythmically and feel the rhythmic beauty of ancient poems)

3. Rhythm Canon Game "Compassion for the Farmers"

Teacher: Now the farmer uncle has two small plots of land and wants us to divide them into Two groups, the first group will plant first, and the second group will plant later, can you do that?

Teacher: Now there is a question. We came out together and we must go home together. The first group will definitely finish planting first. How can we think of a way to wait for the second group to complete the task together before going home?

(Inspire children to say the rule of ending at the same time)

4. Watch the scene performance and fully experience the song

Teacher: There is a group of helpful children. We are helping the farmer uncle cultivate the land, let's go and see it together.

5. Preliminary learning to sing songs

Teacher: What songs did these helpful children sing when they were farming? How to sing? Who will learn and watch.

(Children say a sentence, and the teacher repeats it, with piano accompaniment)

6. Sing songs together

Teacher: (show Picture of farmers hoeing crops) The farmer uncle works so hard in the fields, so we also go to help him.

(Inspire children to sing the law of strength and weakness: hoe the ground with force)

7. Sing songs in turn

Teacher: (Imitate farmers) Thank you for helping me busy.

But in another place, I still have two small plots of land to plant. Are you willing to continue to help me?

(Inspire children to sing songs in turn, try to end them at the same time)

8. End of activity

Teacher: Children, it’s getting late, we should go home Come on, put on your little schoolbag and go home!

（Piano accompaniment）