As an unknown and selfless educator, you are usually required to write lesson plans. The lesson plans are the main basis for implementing teaching and play a vital role. So what does an excellent lesson plan look like? The following is a lesson plan for a large class of ethnic dolls that I compiled for you. I hope it can help you. Ethnic Doll Class Lesson Plan 1
Activity goals:
1. Try to use the skills of dividing clay and connecting to make ethnic dolls.
2. Perceive the characteristics of several common ethnic minorities.
Activity preparation: clay, masonry boards, wet rags, pictures of ethnic dolls, courseware
Activity process:
1. Introduce activities to arouse children's interest.
Teacher: Show various ethnic dolls and listen to the clay dolls introduce themselves: "Black eyes, black hair; you wear a double-breasted jacket, I tie a grape button; you comb your peach hair, I tie a bun. We They are a group of Chinese dolls. We live at the foot of Huishan Mountain in Wuxi.
Guide the children to observe the appearance characteristics of the ethnic dolls: they have round faces, big eyes, and are very beautiful in beautiful ethnic costumes. .
2. The teacher demonstrates and guides the children to learn the skills of dividing clay and connecting them.
1. The teacher shows the clay balls and demonstrates how to separate the clay: when making dolls, first separate the clay. Divide it into two pieces, and each piece is divided into two parts, one big and one small. The big one is used for the body and two legs, and the small one is used for the head and two arms.
2. Use the ones we have learned. Make a round head and a wide body using the techniques of reunion, lengthening, and flattening.
3. Demonstration of connection: After finishing, connect the head, arms, legs and body together. Tips Children can use auxiliary materials to help.
4. Finally, fill in the eyes and mouth, and prompt children to use clay strips to express the characteristics of the famous doll's bun. Use auxiliary materials to decorate it flatly. Place it on the clay board.
3. Children’s operation, teacher’s guidance.
Next, let each child make a clay doll. Pay attention to the portions when dividing the clay. Think about it, how can we connect the head and the body more firmly?
4. Exchange and comment
We can open an ethnic doll exhibition today, you are all small. Judges, please tell me which ethnic doll you like and why? Ethnic Doll Large Class Lesson Plan 2
Activity goals:
1. Understand the common ethnic minority costumes through independent exploration. Characteristics.
2. Can generate interest in learning words during the game.
3. Stimulate children’s desire to continue exploring ethnic minorities. 4. Be able to learn to take turns to talk and experience the fun of communicating and discussing with peers
5. Explore and discover the diversity and characteristics of life
Activity preparation:
Pictures of ethnic dolls, texts of ethnic minorities, etc.
Activity process:
1. Independent exploration:
(1) Ethnic dolls. Pictures are created in the environment to guide children to freely observe the characteristics of dolls of different ethnic groups.
(2) Individual communication: Which ethnic dolls do you know?
2. Dolls find their homes:
(1) Show the words and pictures.
(2) Help the children find their homes.
Find your favorite doll, tell which ethnic group it is, and then send it home.
(3) Children check each other.
3. Experience improvement:
(1) Understand the clothing characteristics of different ethnic groups.
(2) The doll clothes of ethnic minorities are different from ours. What are the other differences?
Reflection on activities:
This lesson starts from the lives of young children, allowing them to have something to say, and initially perceive home, and then introduce it naturally. Next, grasp the characteristic of children who like to help others and let them help small animals, which stimulates the children's interest in learning. The desire to say something becomes stronger and stronger, and the classroom atmosphere is warm and active; participating in activities allows children to move from talking to action, which not only consolidates It also improves children's language expression ability and highlights key points; it expands and extends children's divergent thinking and imagination skills. The closing link closely follows the topic and is harmonious and natural. Ethnic dolls lesson plan for large classes 3
Teaching objectives
1. Recognize the number 6.7.
2. We know that our country is a multi-ethnic country with 56 ethnic groups.
3. Have a preliminary understanding of the characteristics of Han, Uyghur, Tibetan and Manchu costumes.
4. Cultivate children’s ability to understand numbers.
5. Arouse children’s interest in learning.
Teaching preparation
1. Teaching PPT 4 pages
2. Blackboard simple drawing: flowerpot, bouquet
3. 36 crayons
4. Page 9 of the Children’s Book
Teaching process
1. Do the children think there are too many children in our class? Are there many children in the kindergarten? Our country has a population of more than 1.3 billion. One, ten, one hundred, one thousand, ten thousand, one hundred thousand, one million, ten million, only one billion, is that much?
2. There are 56 ethnic groups in my country, and each ethnic group has different customs. There is a song that goes like this: Fifty-six ethnic groups, fifty-six flowers, fifty-six brothers. Sisters are one family. Fifty-six languages ??are combined into one sentence, love me China, love me China, love me China. We have such a large population, but we love each other very much. Today, the teacher will take you to get to know a few children from ethnic minorities (show PPT )
3. Introduce the characteristics of clothing of each ethnic group
4. Children of each ethnic group
5. Count how many of each ethnic group come Children
6. Show the number 6? Where is the circle? (The teacher deliberately wrote it wrong to let the children know the correct way of writing.) In addition to representing the six ethnic dolls, what else can 6 represent?
7. Show the number 7? What does 7 look like?
8. Count the flowers on the blackboard. The teacher installs flowerpots and talks. If you want as many flowers as you want, connect the flowers and flowerpots with straight lines.
9. Complete the task for children. Book exercises
10. The teacher inspects the children’s completion
11. Assigns homework: Page 8 of the math exercise book
12. Explains the problem-solving methods in the exercise book
13. Little book, put it in the bag, take it gently, put it down gently, the teacher praised me for being a good baby
14. End the teaching
Teaching reflection
Mathematics originates from reality, exists in reality, and is applied in reality. The mathematical process should be a process that helps children transform real-life problems into mathematical problems. The content selection of educational activities should be close to children's lives and select things and issues that children are interested in, which will help expand children's experience and horizons. Make full use of the resources in children's real life, and have a substantial impact on children through activities that act on children, so that children can feel the quantitative relationship of things in life and games, and experience the importance and interest of mathematics. Ethnic Dolls Class Lesson Plan 4
Activity goals:
1. Appreciate and understand the famous natural scenery and customs of Tibetan, Mongolian and Zhuang areas. (Key points)
2. I am willing to communicate with my peers and share what I know about the natural scenery and folk culture of ethnic minority areas. (Difficulty)
3. Feel the beauty of the motherland’s scenery, appreciate and respect the diverse cultures of all ethnic groups.
Activity preparation
Material preparation:
1. Videos and pictures of the Qinghai-Tibet Plateau, Mongolian prairie, Guilin landscape and other scenery.
2. Music: "Heavenly Road", "Horse Racing", "Folk Songs Are Like Spring Rivers"
Experience preparation:
Children's travel experience, for minority Collection and understanding of materials related to the natural scenery and customs of ethnic minority areas.
Activity process:
1. Create a "Tibetan tour" situation and initially experience the Tibetan customs and customs.
(1) Children take the "Qinghai-Tibet Railway" to Lhasa with their teachers. The ppt plays pictures to guide the children to appreciate the scenery "outside the window" and initially experience the natural scenery of the Qinghai-Tibet Plateau.
(2) The supporting teachers will play the role of Tibetan compatriots, present Hada, and invite the children to dance the Guozhuang dance together.
Initially experience the enthusiasm of the Tibetan people and their culture of singing and dancing.
(3) Exchange and discuss the understanding of the Tibetan Plateau.
Question: What are the characteristics of the scenery on the Qinghai-Tibet Plateau? Where made the deepest impression on you?
Summary: The Qinghai-Tibet Plateau has blue skies and white clouds, rolling snow-capped mountains, the majestic Potala Palace, and Mount Everest, the highest peak in the world.
2. Play the video "How the Qinghai-Tibet Railway was built" to guide children to deepen their understanding of the Qinghai-Tibet Plateau and understand the difficulty of building the Qinghai-Tibet Railway and its great significance to the Tibetan people.
Question: What information did you learn from this video? What difficulties did the construction of the Qinghai-Tibet Railway encounter? What do you want to say to the worker uncle?
Summary: The Qinghai-Tibet Plateau is the highest altitude place in the world. It is very cold and the air is thin. People may be life-threatening due to lack of oxygen at any time. The workers and uncles used perseverance and wisdom to overcome various difficulties and finally completed the construction of the Qinghai-Tibet Railway. They are the pride of the motherland!
3. Play the courseware to guide children to understand the vast scenery and customs of the Mongolian area. (1) In the cheering music, it triggers children’s guesses and leads to the Naadam Conference. Guide the children to "Listen, what are people doing? What happened?"
Then show the picture "wrestling" to guide the children to observe, triggering the children to explore the activities of the Mongolian people.
( 2) Play the video "Nadam Conference", children communicate in groups, and teachers sort out and improve. Question: What are the beautiful scenery in the Mongolian prairie?
Summary: The Mongolian prairie stretches as far as the eye can see. There are flocks of cattle and sheep, and thousands of horses galloping. The Naadam Festival is a traditional festival for people, with three competitive events: horse riding, wrestling, and archery.
(3) Props such as bows and arrows, horse poles, and colorful collars are presented. Play "Horse Racing" and the children will participate in the "Nadam" conference and experience the fun of the Mongolian people's activities.
4. Show the "Folk Song Invitation" to show the scenery of Guilin's landscape and experience the scenery and culture of the Zhuang area. .
(1) Present the invitation letter through ppt to arouse children’s interest in exploring Zhuang customs.
Question: “Who sent the invitation letter to invite us to perform folk songs? "Do you know which ethnic group she is from? Where did you find out?" Guide children to express freely.
(2) Play videos of Guilin’s landscape to guide children to watch, tell and share.
The children freely narrate and share, and the teacher summarizes the improvement: "Guilin's landscape is the best in the world." Guilin's mountains have different shapes, the water of the Li River is clear and quiet, and the reflection on the river is picturesque.
(3) Appreciate the "Folk Song" and feel the interest of Zhuang folk culture.
Play the classic clip of folk songs performed by Sister Liu Sanjie and Brother Erlang to guide children to understand that folk songs are sung through a question-and-answer format. At the beginning, they should "call the mountain" in a long voice to attract others' attention.
(4) Children learn to sing folk songs and experience the fun of folk songs.
Invite boys and girls to stand on two "hilltops" and perform folk songs across the Li River.
Encourage children to compose lyrics, so that children can further deepen their understanding of Zhuang customs in the process of appreciation and creation.
(5) The children followed the teacher to participate in the "Folk Songs" activity while singing folk songs and rowing boats, and left the classroom.
Extension of activities
Create areas such as "Ethnic Stage" and "Ethnic Customs Village" in the class to guide children to deepen their understanding of the ethnic customs of ethnic minorities and provide children with a platform for display.
Large class social activity "Visiting the Ethnic Dolls' Home"
Post-class reflection
1. Solve the difficulties of children's lack of experience.
Since the children’s existing experiences were fully understood before the activity, the children and parents jointly collected relevant ethnic information and provided district materials before the activity, so that the children could Before the activity, we obtained information about some relevant ethnic groups and made good experience preparations for the activity. This is the prerequisite for the activity to be carried out smoothly and for the children to fully participate and express themselves. However, what the children collected were relatively scattered experiences, mostly through cognitive understanding through pictures and videos, and lacked participation. Therefore, in the activity, I used "folk custom journey" as a clue and "song" as a medium. , using local transportation tools such as railways, horses, and boats as "transitions" to guide children to subtly experience and understand the local culture while singing, dancing, watching, talking, comparing, and acting. Natural scenery and folk culture. The setting of these game situations and the combined effect of multimedia video and audio make children feel immersed in the game and increase their enthusiasm for learning and participation, so that they can better feel the charm and pride of the multi-ethnic culture of the motherland.
2. There are still many thoughts about teacher leadership.
In order to let the children gain a more intuitive understanding and better gaming experience, throughout the entire activity, I used "tourism" as the thread and guided and participated in the children's activities as a "tour guide". Although this model can well motivate children to participate in activities and gain better cognition and experience, it will inevitably lead to teacher-led situations. Children follow the process step by step under the guidance of the teacher, and are relatively lacking in autonomy. Opportunities to explore. For this reason, I reflected on where should I let go? How to create a more free and autonomous atmosphere so that children can better express themselves? How to provide young children with opportunities for free exploration through the provision of richer materials? In the next step of planning, I will integrate these concepts into my educational activities, fully respect young children, give full play to their dominant position, and better reflect the "child-oriented" educational concept. Ethnic Dolls Class Lesson Plan 5
Activity goals:
1. Know that China is a multi-ethnic country, and the 56 ethnic groups are one family, and each ethnic group has different customs and costumes.
2. Based on the clothing characteristics of the main ethnic groups, try to draw the characteristics of ethnic dolls.
3. Develop children’s respect and love for fellow ethnic minorities.
4. Guide the children to sort and place their painting materials after the activity to develop good habits.
5. Cultivate children’s initial creative ability.
Activity preparation:
1. Wall charts of ethnic minorities (Mongolian, Uyghur.
2. Each person has an oil pastel and drawing paper.
Activity process:
1. Conversation introduction
1. Children, our country is a multi-ethnic country. Do you know how many ethnic groups there are in our country (56? ) So, which ethnic groups do you know?
2. How are the dolls of these ethnic groups different from ours? (Children’s discussion)
3. The teacher guides the children to look at the wall charts to understand the characteristics of some ethnic costumes.
Mongolian clothing - its main characteristics are wearing long robes with slanted skirts, a turban or leather hat on the head, a belt around the waist, and leather boots on the feet.
Uyghur: Wear a hexagonal hat on their head, men wear unbuttoned robes with diagonal collars, and a long square scarf tied around their waists. Women usually wear wide-sleeved dresses with double-breasted vests, and little girls wear dozens of braids.
Tibet: The main style of Tibetan clothing is the Tibetan robe, which is also called Chuba in Tibetan. The girl wears a long skirt and a colorful apron. Boys wear one sleeve on their arms and one sleeve hanging to the side. The basic feature of Tibetan clothing is that they wear silk or cloth long-sleeved short coats on the upper body. The sleeves of the blouse are about 40 cm longer than other sleeves. A fat and wide robe is added on top. Men wear trousers, women wear skirts, and a colorful apron. It is a unique Tibetan attire. Women generally wear a tie made of silk threads of multiple colors on their heads.
4. What did you see when you were looking at national costumes just now? Where? Ask questions one by one to guide children to discover the main places of pattern decoration. (Summary: Children look very carefully. The patterns of these beautiful ethnic costumes are mainly decorated on the cuffs, collars, and corners of the clothes. Are the patterns on both sides of the sleeves the same? (Yes) This is called symmetry. Children, observe carefully. , besides sleeves, where else can the beauty of symmetry be expressed? (collar, trousers, buttons). What are the colors of the patterns on the clothes?
2. Teachers inspire children. Desire to create. Children’s paintings.
1. Teacher, there are three ethnic groups here. Do you think the clothes they wear are different from Teacher Wang’s? Make it more beautiful.
2. Ask the children to draw their favorite ethnic dolls according to the characteristics of each ethnic group's costumes. 3. When the children draw, the teacher will guide them and remind them. Pay attention to the main characteristics of each ethnic costume and pay attention to the color matching.
3. Comment and display the children’s works.
Teacher: Children, you are amazing at making these ethnic dolls! They are so beautifully dressed. Let’s ask some children to come up and tell us how they are decorated. Let’s sing and dance with the ethnic dolls. Ethnic Dolls Lesson Plan for the First Class 6
First Class Art:
Ethnic dolls
Activity goals:
1. Learn how to fold and cut continuous graphics to decorate headdresses with ethnic characteristics.
2. Actively use waste shoe boxes to make rational creations and make homemade toys.
3. Understand that waste can be turned into treasure, and be willing to participate in activities that turn waste into treasure.
Activity preparation:
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Material preparation: shoe boxes of different sizes, transparent jelly boxes of different sizes and shapes, scissors, double-sided tape, glue sticks, colored paper, ribbons, crepe paper strips, colored beads, homemade toy ethnic dolls made from shoe boxes 2, ethnic headwear and step-by-step illustrated courseware.
Knowledge preparation: Have learned to cut multiple identical shapes and symmetrical shapes, and know about my country’s ethnic minorities.
Activity process:
1. Import pictures of ethnic minorities to introduce topics
Teacher: Children, do you know which ethnic group we are from? Look, these are some of our ethnic minorities! National people, they wear beautiful clothes and beautiful headdresses. What is this?
Today I brought two little guests to the children. Judging from their headdresses, guess what they are. Which ethnic group does it come from? How do you tell it is Manchu? What are the patterns on the headdress?
Summary: It turns out that most of the headdresses of ethnic minorities are composed of continuous shapes and long strips. Decorated with some simple and identical pattern groups, it really has ethnic characteristics.
2. Through conversation activities, understand that waste materials can be reused
Teacher: How are such fun ethnic dolls made? What materials did they use? (narrated by children)
Summary: Use old shoe boxes to make the face of the doll, and leftover jelly boxes to make the eyes of the doll. They are so useful and can make such a beautiful and fun doll! These two ethnic dolls can also play games with the children! Change! (Marbles appear in the jelly box) What happened? How did the marbles get in? It turns out that the jelly box has a small opening to let the marbles pass through (demonstration of the colorful ball game), so that our children can play marble rolling games with good friends to see whose marbles enter the open jelly box first. This is not only a beautiful ethnic doll, but also a doll that I can play with!
3. According to the step diagram, children explore and learn creative methods.
Teacher: How do you make such beautiful ethnic dolls?
Show Figure 1 (shoebox with facial features on it): What is the first step?
Use glue sticks to stick the eyes and mouth on the appropriate positions of the shoe box.
What is this expression? Can we make some other expressions? Who can tell me?
Show Picture 2 (with the facial features of the jelly box attached): What about the second step?
We will glue the opened jelly box on the eyes, remember that the opening should be placed where the marbles can roll in, and then we will choose the appropriate jelly box for the mouth and glue it on, if there is still room Blush and other obstacles can be attached to the area, but a path must be left for the marbles to pass.
Show picture 3 (hair): Next is the doll’s hair. What should we use to glue the hair? Double-sided tape sticks firmly.
Attach two rows of double-sided tape to the side of a shoe box at eye level, and attach ribbons, crepe paper strips, etc. as hair.
Show Figure 4 (headgear): Now let’s make the headgear. How to choose the size of the backing paper for the headgear? Can it be narrower than a shoe box? Choose a piece of colored paper larger than a shoe box as the base paper.
4. Explore and learn to fold and cut continuous graphics
So what graphics should be pasted on the bottom paper to show that it is from an ethnic minority? (Continuous shapes)
Our children know that they can cut out a symmetrical shape by folding it, so how to fold and cut a continuous shape? Who will take a look. (Children demonstrate folding, and teachers demonstrate cutting, focusing on cutting the open side)
Show Figure 5 (example) and look! Another ethnic doll was born!
5. According to the diagram, children make innovative creations.
Have the children learned it? Now, please let the children pick up a shoe box without scrambling and look at the pictures to start making their own ethnic dolls!
Teachers provide guided tours to help children with poor abilities complete the production.
6. Ending activity
The children made such beautiful ethnic dolls out of waste shoe boxes. In fact, there are still many waste items around us. As long as we are willing to use our hands and brains, we can You can turn them into useful and fun treasures.
Now, please, children, please line up one by one to receive the colored beads, and go back to class to compete with your friends, okay?