The lesson plan "Gifts" for large classes in kindergarten contains reflections 1 activity objectives;
1. Learn the first paragraph of the song, feel the characteristics of 3-beat music, and be able to sing in tune.
2. Experience the joyful mood of songs and know the characteristics of winter.
3. Learn to sing songs and experience the atmosphere of songs.
4. Try to imitate the lyrics and be willing to talk about the meaning of the song.
5. Let children know the name of the song and be familiar with the melody and lyrics of the song.
Activity preparation:
1. Grandpa Winter's Gift PPT.
2. Children have experience in understanding the characteristics of winter.
Activity process:
First, talk introduction, arouse children's interest.
Teacher: Grandpa Dong is coming. He is going to give a gift. What do you think it will give (show ppt)?
Second, learn the song "Grandpa Winter's Gift"
1. Look at the pictures and remember the lyrics.
Let the children look at the picture and say it first, and then the teacher leads out the relevant lyrics of the picture according to what the children say.
Teacher: By the way, it turns out that these are all gifts from Grandpa Dong. Are these gifts beautiful? Let's talk about the gift that Grandpa Dong sent out together!
Teacher: Grandpa Dong's gifts can not only be said, but also sung by the teacher. Please listen to it!
2. Teachers sing songs.
Question: Which sentence do you like?
3. Let the children talk, and lead the children to sing according to what the children say, and sing the songs together for 2~3 times.
Teacher: This song is called Grandpa Winter's Gift. We just sang a part of the song. Now let's listen to it completely! Please tell the teacher what else did you hear besides what we sang just now?
4. Perceive the rhythm of the beat of song 3.
Teacher: What did you find the teacher doing when he just sang? (doing movements to beat the rhythm)
Teacher: By the way, how many places have I played? (3) This is a 3-beat rhythm in our song. Please come and play with me. (The teacher takes the children together to play a three-beat rhythm.)
Teacher: Now let's sing the gift that Grandpa Dong brought us while playing the rhythm!
5. Sing in various forms.
1) Children sing the same part in the first and second paragraphs, teachers sing different parts, and then exchange.
2) The boys sing in the first paragraph, the girls sing in the second paragraph, and everyone sings together when it comes to "La La La".
3) perform and sing.
Third, the game "Grandpa Winter's Gift".
Teacher: Little friend, Grandpa Dong also sent us presents. Please ask one child to be Grandpa Winter, and the other children to make gifts and dance while singing. )
Activity extension:
Please go to the music area and sing the second paragraph of Grandpa Winter's Gift.
Activity reflection:
This song is a traditional three-beat song, with a stable and lengthy rhythm and similar two-paragraph content. Such songs can easily cause children's aesthetic fatigue. Therefore, after I got familiar with the teaching plan before the activity, I decided to use strategies skillfully to improve children's interest in singing activities.
First, use the atlas to solve the difficulty of understanding and memorizing lyrics.
Only when children's old and new experiences are supported can children's learning really enter the "most suitable state". In singing activities, the understanding and memory of lyrics is often called a stumbling block to singing, and using atlas is one of the effective strategies to highlight key points and resolve difficulties. Therefore, before the activity, I carefully made six map cards, and I also used some brains when placing them. In the two lyrics, I used a pair of map cards for children to place when studying. "How to place them so that everyone can see the two lyrics, and their head and tail sentences are the same?" After several practical activities, children have reached * * * knowledge. Although this is a small detail, it has cultivated children's ability to think seriously.
Second, create a pleasant listening atmosphere.
Singing teaching is also a kind of artistic activity. In art activities, it is the first priority to let children feel beauty, so I take the pleasure of singing as my primary goal. During the activity, I actively create the situation of singing teaching, guide children to observe beautiful snow pictures, guide children to feel the beauty of winter, and enjoy playing with snow on snowy days. Gradually, the children recalled the joy of playing with snow last year, and their smiles floated on their faces. I sang while the iron was hot and full of emotion. Observing the children while singing, I found that the children's eyes were smiling, and they sang softly with me independently. After singing a song, the activity room was very quiet, and everyone smiled at each other. I know that all the children have experienced the beauty of the song. It can be said that the important and difficult points of the activity have been resolved. With emotion and happiness, I lead the children to learn to sing, and I use the comparison of strong and weak symbols to guide the children to find out their differences: strong and soft or prolonged and stopped, and a song sings vividly. I am relaxed, the children are very involved and the effect is surprisingly good.
The lesson plan "Gift" for kindergarten large class contains the design intention of reflection 2.
Children often have frictions in their daily lives. Facing the faults of their peers, we will encourage children to forgive others, but often find that simple preaching is not acceptable to all children. Because it is difficult for children to understand the importance of forgiving others. Therefore, I designed the gift activity, hoping to arouse children's discussion through stories, so that they can understand others' feelings when they are at fault through empathy, and learn to forgive others. Understand the importance of forgiving others in communication and develop children's interpersonal intelligence.
moving target
1, through watching and talking, guide children to understand how to forgive others' mistakes.
2. Develop children's interpersonal intelligence and encourage them to express themselves boldly.
3. Use a variety of artistic skills to make different works of art as gifts.
4. Cultivate children to live in harmony with their peers and cherish this friendship.
5. Be interested in color through gifts.
Activities to prepare
Gift storybooks, expression maps and various expression cards, statistical tables and videos.
Activity process
First, lead to the theme
Teacher: Have you received any gifts, children? When can we receive the gift? (Summary: We can all receive gifts on holidays, birthdays and some special anniversaries. )
Teacher: Let's read a story book together. Its name is Gift.
Second, look at the picture and tell the story to trigger discussion among children
Teacher: (showing the first picture) This is Beibei, and this is Little Bean. Today is Beibei's birthday. Beibei brought a birthday present from her father to the kindergarten to share with the children and teachers. What gift is it?
Teacher: Little Doudou likes it and wants to play with it. Beibei hasn't played with it yet, and it's a new toy. What should Beibei do? Let children express their ideas and explain the reasons. )
Teacher: Beibei decided to lend the toy to Little Bean to play with, but something happened. Let's have a look together.
Teacher: (Ask the children to look at the second picture) What happened? What's the matter? Encourage children to describe what happened in the picture in sentences. )
Teacher: The toy was accidentally damaged by Little Bean. What will happen to Beibei and Little Bean now? (First, encourage children to describe the psychology of the story characters with rich vocabulary, then ask them to choose the corresponding facial expressions according to their mood, and encourage them to say the expressions of Beibei and Xiaodou in language. )
Teacher: (Please ask the child for the third picture) Let's see what happened to Beibei and Little Bean. Encourage children to describe the expressions of story characters in pictures in words. )
Teacher: What kind of fire is this? (Fire, angry fire) What good words can we use? (Anger) This fire goes up to the sky, and there is a four-word idiom, you know? (Anger, fire emit three zhangs)
Teacher: What happened to the little bean? Why are small beans afraid? (Guide children to observe and describe the face of small beans. )
Teacher: Beibei is so angry that she flies into a rage. Little Bean is anxious and afraid. What should she do? Is there any good way? (by showing all kinds of ways that children come up with; Ask children to watch what the children in the video have come up with, and encourage them to talk about their favorite methods. )
Teacher: Just when Beibei was furious, the teacher quietly gave Beibei a letter. What's in the letter? (Opening the envelope and showing the word "forgive") What does forgiveness mean? Who can tell everyone? Encourage children to explain the meaning of the word "forgiveness" in their own words. )
Teacher: Beibei wants to forgive Little Bean, but what can Beibei say and do to show "forgiveness"? The teacher plays the role of a small bean, encouraging children to forgive others through words or actions. )
Teacher: (Summary) Beibei learns from your's method of smiling, hugging, shaking hands and saying "We are not angry", which is really effective, and the anger on Beibei's head is gone. What will happen next?
Teacher: (showing the fourth picture) They became good friends, and Beibei received a bigger gift, a repaired zebra, and a lot of love. Who loves Beibei? Teachers and children watch love together: teachers love Beibei, beans love Beibei, fathers and mothers love Beibei, and many children love Beibei. )
Teacher: (Summary) How wonderful it is to forgive! When someone does something wrong carelessly, we should forgive him.
Activity reflection
One of the biggest challenges faced by teachers in collective teaching activities is the effective interaction with children. In order to improve the effectiveness of interaction, I tried teaching activities four times before and after the same class, constantly reflecting on some problems in my language response and gradually improving them.
The effect of the first trial teaching activity was not good. I found that children only think from one side's standpoint, not from the other side's standpoint as I expected, and the questions I responded to were not promoted enough and progressive, and there were too many single questions such as "Yes" and "Good". In addition, the activities did not reflect the language requirements for large class children at all, such as expressing in complete language.
Although the second trial teaching didn't fully achieve my expected effect, I suddenly understood where to focus on guiding children's discussion and where teachers should pay attention to guidance. Because the focus of the teaching activity of "gift" is to let children experience the psychology of others through empathy, the purpose of posting expression spectrum should be to help children try to figure out the psychology of others. When I was trying to teach, I just let the children post emoticons, but I didn't guide them to explain the psychological activities represented by expressions. In addition, some children have a single vocabulary to describe expressions, and sometimes even words fail to convey their meaning, which requires teachers to find ways to motivate children to use accurate and varied vocabulary.
The third trial teaching basically achieved the goal of thorough explanation of empathy, and there were also breakthroughs in difficulties. What should I do if I accidentally break my companion's toy? Every time an activity arrives at this link, it is easy to be cold. This time, I used the words of the motivator: "It is easier to find a way at first, and the more difficult it is to get to the back, let's see which children are not afraid of difficulties and can come up with a good way." The considerate and challenging language has achieved good results.
On the basis of the first three times of teaching, I made some fine-tuning in the fourth time, and the teaching effect was satisfactory.
Summarizing the four times of teaching, I adopted effective response strategies including:
1 Reminder: When children are asked if they have received any gifts at first, some children may answer "no" without thinking because they have not paid attention to the gifts they have received or think that the gifts refer to the beautifully packaged gifts shown in the teacher's pictures. I was a little surprised by the child's answer, but I thought, first of all, it is very unlikely that the child will not receive a gift; Secondly, this question is necessary, which can stimulate children to think of their own happy mood when receiving gifts, and can make necessary emotional foreshadowing for later experiencing the psychology of the damaged gifts. So I reminded children: "Have you received birthday cakes and toys?" Such a reminder immediately reminds children that they have received gifts.
2. Encourage children to use the methods of "give angry children a glass of water to drink" and "give angry children a candy" a few times ago. I think these methods are too general and have not given a positive response. As a result, the more boring the class is. Later, when the child said, "If you drink a glass of water, you won't get angry", I loudly affirmed his statement: "Real water can put out fires, and drinking a glass of water may put out psychological anger, which is a good way." When some children said, "You can tell your mother before selling a toy to your companion", I immediately said, "I appreciate your way. We are usually afraid to tell our mother when we do something wrong. It's amazing that this child can admit his mistake on his own initiative. And when we encounter something that can't be solved, we really should ask adults for help and listen to their ideas. " Several encouraging responses have stimulated children's self-confidence and mobilized more children's enthusiasm. In fact, what children need most in the process of learning is the encouragement of teachers. If teachers can refine what children say into great ideas, children's enthusiasm will be mobilized.
3. Promotion In teaching activities, teachers should constantly improve children's experience. In this activity, I use the method of questioning to make children think further and promote their self-improvement. For example, when children say "angry, fire, many fires", I ask "what fire is this" while affirming their "careful observation", encourage children to describe it with more appropriate words, and help children describe it with the word anger on the basis of saying fire, angry fire and crazy fire. When children say an idiom "Fire flies into three zhangs", I ask "Is there a similar idiom?" to inspire children to continue to break through on the original basis.
4. The considerate tone and inspiring language used to break the ice in the third teaching is such a strategy. When the question is more challenging, some children's thinking enthusiasm will be stimulated.
Attachment: Story "Gift"
There was a child named Beibei. It was Beibei's birthday. He took the birthday gift from his father to school and shared it with his teachers and friends. When I opened the gift box, I saw a beautiful toy zebra. Beibei really liked his new toy. My friend Xiao Douzi wanted to play when he saw it, and asked Beibei to borrow it. What can I do? Beibei thought about it: whether she decided to share it with her friends or lent the toy to Xiaodouzi to play with.
However, before long, Beibei heard the sound of "pa" and turned to look at it. It was "bad". Little Bean accidentally broke the little zebra. Beibei was angry and anxious, and her face flushed. This is a new toy. The more she thought about it, the more angry Beibei was. Anger rose from his head and went up to the sky. Looking at Beibei, who was furious, Little Bean turned pale with fear. How can such a great anger be extinguished? At this moment, the teacher quietly gave Beibei a letter, which contained a heart with the word "forgive" written on it. The clever Beibei immediately understood that the teacher wanted me to love Little Bean and forgive my friend's carelessness. Beibei hugged the nervous and scared little bean. Strangely enough, a mass of anger on his head suddenly went out, and the two friends shook hands again.
When Beibei was happy, a bigger gift was waiting for him. When Beibei opened the gift box, it was the repaired zebra and a lot of love. Beibei knew that he had got the most precious gift, which was the love of teachers, parents, beans and many friends.
The lesson plan "Gifts" for large classes in kindergarten includes reflection 3. Activity objectives:
1.According to the graduation theme, conceive, plan and make graduation cards.
2. Imagine boldly decorating your graduation card in your favorite way.
3. Willing to boldly express the graduation card designed by myself and the language in my heart.
4. Let children experience the ability to be independent, independent and creative.
5. Feel the fun of painting and the joy of creation.
Activity preparation:
1.Ice cream sticks, toothbrushes, gouache pigments of various colors, scissors, card-sized lead drawing paper, paper-cutting materials, lace scissors.
2. Cut a variety of graphics: apple-shaped, heart-shaped, hollowed-out round, etc.
3. Collect all kinds of cards.
Activity process:
1.Enjoy all kinds of greeting cards and draw out the theme graduation card.
A. Do you know what cards are there to express affection: birthday cards, New Year cards, Christmas cards, greeting cards, etc.
Teacher: What do these cards mean?
B. Observe and show cards in the shapes of circle, star, heart, square and diamond. Teacher: What shapes do greeting cards have?
C. Tell children that today, we will also make a "graduation card". What patterns do you want to design on the graduation card? What shape card do you want to make for your good friend?
D. Guide children to observe the desktop materials, and put different operating materials on the table, so that children can choose their own materials to decorate their graduation cards.
Understand the making method of brush painting, and try to make cards by brush painting:
"What's the difference between the colors of these paintings and ours?" "Guess how it was made?"
2. Teachers demonstrate and explain, so that children can understand the basic production methods:
A. First, determine the shape of the card you made, draw it on lead drawing paper, and cut it along the outline with lace scissors.
B, cut some small figures you like and stick them on the cut cards to decorate the lace.
C, take a toothbrush dipped in paint and rub it on the ice cream stick, and the paint will be sprayed on the cardboard.
D, after the card decoration is finished, write the children's names.
3. Pay attention to every child and encourage them to design in their favorite groups:
(1) spray painting (2) clip painting (3) paper printing (4) painting and other forms, the designed card is more distinctive.
4, children follow the steps, the teacher focuses on the process of children's brushing. Record the language that children want to express on greeting cards.
5. Show graduation cards made by children, and ask children to introduce their own cards boldly.
Activity reflection:
Today's teaching activity "Gifts for Friends" organized children to make gifts. Before the activity, I asked the children to collect all kinds of boxes and provide all kinds of materials. After the game started, they found the materials they wanted quickly every month. Most of the children in their group were just imitating my example and making them, but they stopped for a while and asked, "Teacher, can you be different from you?" "Sure." "Who can make a gift different from the teacher, you will be the best." She lowered her head and did it seriously.
At the end of the activity, Yueyue did make different gifts from teachers and classmates. In my praise, she showed a smiling face of success.
Only through some practical hands-on activities can children materialize their creative thinking, and at the same time make their creative thinking more realistic and have practical effects. For young children, nothing is more satisfying than creating something by themselves, and these creations can become toys, props, school tools and utensils in their games, studies and lives, which naturally further stimulates their enthusiasm for making hands-on. Young children sum up their experience in making hands-on, learn lessons, constantly expand their own ideas, and try to solve problems in making by various methods, that is, they are more conducive to giving full play to their creative potential while developing their hands-on ability.