As a teaching worker, it is always necessary to compile teaching plans, which is helpful for us to accurately grasp the key points and difficulties of teaching materials and then choose appropriate teaching methods. How to write the lesson plan? The following is my collected lesson plan "Corn" for large classes in kindergarten. Welcome to read it. I hope you will like it. The teaching plan "Corn" for large classes in kindergarten 1

Activity objectives:

1. Observe corn from multiple angles to understand its external structural characteristics;

2. Cultivate children's ability to carefully observe and capture the characteristics of things.

3. Learn to combine your imagination with real objects effectively.

4. Let children experience the ability of autonomy, independence and creativity.

5. Guide the children to put their painting materials in categories after the activity and form good habits.

Activity preparation:

Corn in kind, white paper, marker pen and colored pen.

activity process:

1. observation of 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. Detailed observation: There are corn kernels on the corn, what are they like?

2. Draw corn

1. Teacher-child interaction, guide children to depict corn: How to draw this corn? What should I pay attention to when painting?

(Teachers can demonstrate some difficult parts such as ears and grains of corn. )

2. Children's painting: Now please draw this corn and see who draws it most interestingly. (Ask the children to draw the corn with concise brushwork)

Third, inspire the imagination

The teacher changes the angle according to the works portrayed by the children and inspires the imagination: What can you become if you add a few strokes? What does this corn look like upside down? What can you turn it into? What does it look like on the side? What can you become?

Teachers draw the images of children's imagination on the spot, which plays the role of on-demand children.

The teacher provides finished works for children to enjoy. What do you think this child has turned corn into? Do you like it? If you were alone, what would you turn corn into? Why?

Fourth, create and paint

Teacher: It turns out that different things can be created by changing the direction of corn. Now, please turn the corn into a very strange thing. You can turn it into a whole corn or a part of it, and you can turn it in all directions to see who is the most magical, and you should also think about what you have turned out.

activity reflection:

corn is often seen by children. In the last activity, let children sketch around corn. After sketching, in this activity, let children use their imagination to deform. When corn is sketched, it is placed in the normal direction on paper. When imagining, let children imagine deformation in different directions. Corn is a strange food, which has changed a lot in children's whimsy. In the process of observing children's deformation, it is found that children's imagination is quite strange. There are many deformed things, and children's imagination is limitless. After transforming common corn. Increase children's image painting characteristics. Strengthen children's ability to imagine. The lesson plan "Corn" for the kindergarten class 2

Activity design

Now, it is the harvest season of corn. Corn is eaten by children at home or in kindergarten, and they are very familiar with it. Once, when eating snacks (corn), the children were discussing while eating. How many corn are there on a corn? "Just count it." "It's hard to count so many." Listening to the children's comments, I thought at that time: this is a very easy thing, as long as I count it carefully and carefully. I tried to count it myself, but I counted it, or I forgot where I counted it, or I forgot whether this grain was counted or not, or I forgot how many I counted when I interrupted ... When I counted the corn again, I took a pen and used it every time I counted it.

Later, I thought it was unnecessary for the children in the big class to find out how many grains of corn there are on a corn cob, because the corn is not so regular and the middle part is ok, but the ends are in trouble, and because the children's ability has not reached this level. But consider that corn is a good local material, and the rows of each corn are even. Why not use my own method of counting corn to migrate to let children find the number of rows of corn! Therefore, I designed this activity "Counting Corn".

Activity goal

1. Perceive the way of corn arrangement and try to count the number of corn rows arranged in a circle. (key points)

2. Through the activity, we found that the rows of corn are all even numbers.

3. Knowing that mathematics is around us can actively pay attention to the mathematical knowledge of things around us and stimulate children's interest in mathematics.

Activity difficulties

Through records and summary, it is found that the row number of corn is an even number arrangement law.

activity preparation

1. Children have mastered odd and even numbers within 1-2.

2, corn cob, recording paper, watercolor pen for children; Dots, pushpins, wool, etc.

Activity process

(1) Eating more corn is beneficial.

1. Teacher: Look, children, what is this? (showing a whole corn) Q: "What can corn do? (edible)

2. Let children know the benefits of eating corn.

teacher: we all like corn very much. do you know the benefits of eating corn?

3. Teacher's summary: Eating more corn is beneficial to our health and can prevent people from hypertension, hyperlipidemia and obesity. Now there are many such people, so we should eat more, which will help prevent them.

(2) Children try to count the rows of corn in their own way.

1. Teacher: Today, the corn babies are lined up to do morning exercises. Do you think the rows, rows and rows are neat? (neat)

2. Guide children to guess the number of rows of corn.

teacher: "please guess, how many lines are there in this corn?" (Children guess 1, 3, 26 ...)

3. Guide children to try to count the rows of corn.

Teacher: Everyone guessed differently. How many rows of corn are there? Let's count them. The teacher has prepared corn for you. Please carefully count the rows of corn in your hands.

4. Children's operation: Count the corn, and the teacher observes how the children count it.

5. Guide children to communicate and discuss the method of counting corn rows.

teacher: do you count clearly? Oh, I can't count it clearly. Who can count it clearly? How do you count it? (Ask individual children to talk about their own method of counting the number of rows of corn)

6. Show the explanation map and summarize it.

teacher: in the past, we always counted from the first row, the first row and the second row. If you are in a circular queue, you should first make a mark to determine the starting point, and then count the first row and the second row … so that it is not easy to count wrong or miss.

7. Guide children to discuss:

Teacher: What method shall we use to determine the starting point? Look around us to see what materials can be used to help, and tell us how to use them. (Ask children to express their opinions and ideas)

(3) Children try to count the rows of corn by using auxiliary materials.

1. Today, the teacher has prepared some small things for you. Have a look. (Show auxiliary materials: black pen, dots, thumbtacks, wool)

2. Show record paper.

(1) Teacher: Today, we are going to record the number of rows of corn. Would you please come and see how to record them?

(2) Discuss the method of recording with children

3. Children's operation, count the rows of corn with the help of auxiliary materials and make corresponding records, teachers tour to guide, and encourage children who count fast to exchange numbers with their peers and check each other.

4, collective communication, found the law of the number of rows of corn.

(1) Teacher: How do you count them? How many rows are there? The teacher also recorded the children's results in a big table.

(2) Guide children to discuss which method is the most convenient to count? (Mark with strokes and thumbtacks)

(3) Ask children to observe the secrets in the corn steak.

teacher: please come and have a look. what do you find? (Young: 16 rows of corn are the most, and 1 rows of corn are the least ... Guide children to observe the law that the number of rows of corn is even)

(4) Teacher's summary: In fact, the number of rows of corn has certain rules, and they are all lined up in a row, and the number of rows is even.

(4) Extended activities:

Teacher: Look, what does the teacher have here? (Show the orange)

Teacher: Please guess how many orange petals this orange will have? (children guess)

Teacher: OK, let's count together, find the starting point and mark it. How many petals are there in one, two, three ... one * *? Is it even or odd?

Teacher: Are all oranges singular (even)? Please go home and count them, and tell the teacher tomorrow! 3

Activity objectives of "Corn" in kindergarten large class:

1. Observe the picture, perceive the actions and behaviors of the black bear, and understand the picture content.

2. Explore the process of black bear planting corn and teachers' language prompts, and try to arrange pictures and tell activities.

3. I am willing to accompany small animals with musical instruments and experience the harvest celebration.

4. Cultivate children's good habit of speaking boldly and completely.

5. Know the interest of using onomatopoeic words in stories.

Activity preparation:

Children's books, a little black bear toy and a corn cob. Some percussion instruments.

Activity process:

1. Ask questions to lead to the theme

Teacher: Autumn is coming, and the crops in the farmland are bumper. Do you know which crops are ripe? Do you know when these crops were planted? What should I do if I plant it?

Teacher: Show corn and bear, and read interesting stories together.

2. Guide children to open children's books, encourage children to read pictures independently, and explore and find existing problems.

teacher: look at the picture and tell me who is in the story. What is he doing? How do you think the black bear should grow corn in the story?

Children read independently and then communicate with their peers.

Ask individual children to tell 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? What to do after that? Do what again? What do you do at last?

Please come up and give the correct sequence to the pictures.

Teacher asks:

(1) What season is this? It's spring. What is the black bear doing in the field?

(2) What does the black bear do in the cornfield every morning? How tired are you?

(3) What season is this? What is the black bear doing in the cornfield? Do you think he is happy?

(4) How did the black bear do after harvesting so much corn? What's the look on everyone's face together?

Teachers lead children to tell stories completely.

4. Music activities: uprooting the flowers of Lu Chai

Key points and difficulties:

1. Focus: observe the picture, perceive the movements and behaviors of the black bear, and understand the contents of the picture.

2. Difficulties: Explore the process of black bear planting corn and teachers' language prompts, and try to arrange pictures and tell activities.

activity reflection:

according to the activity objectives of this class, the designed teaching links are reasonable, and the teaching tools are well prepared, which fully mobilizes the children's eyes, hands and brains to participate in perceptual activities. The deficiency is that there is a deficiency in guiding children to dig deep into the connotation of teaching content, and the content of ideological education is not fully developed. In the future teaching, I will pay more attention to the coexistence of teaching content and ideological education, and fully mobilize the enthusiasm. The teaching plan "Corn" for large classes in kindergarten 4

Activity objectives

1. Be able to arrange pictures according to your own experience and your own wishes, and boldly use coherent and complete language to tell stories.

2. Observe the picture, perceive the movements, expressions, psychology and dialogue of the black bear, and understand the picture content.

3. I like to participate in the activities of arranging pictures and telling stories to enhance my imagination and reasoning ability.

4. Understand the content of picture books, understand the story and feel the humorous plot of the story through various reading methods.

5. Use the existing life experience to boldly imagine, speculate and express your understanding of the story according to the picture.

Activity preparation

There are four large pictures, one small picture for the children and one picture for the bear with a hoe.

Activity process

First, show the picture of the black bear and import it.

1. Question: What is this black bear's hand? Guess what it is going to do? (children's bold guess)

2. Why did the black bear want to plant corn? (Let children tell stories freely)

Second, children independently arrange pictures and boldly tell their own stories.

1. Show four small pictures and tell the children: What did the black bear do after planting corn? Did the corn it planted harvest? These answers are hidden in these four pictures.

2. Describe the requirements for layout: have a look, think about it, arrange it in a row and talk about it.

3. Children arrange pictures independently and speak freely.

4. Ask some children to come up and make a big picture and tell it boldly in front of their peers.

third, discuss the contents of the pictures collectively.

(Show Figure 1) What season is this? It's spring. What is the black bear doing? Focus on guiding children to imagine the action of black bears planting corn.

(Show Figure 2) What does the black bear do in the cornfield every morning? How tired are you? Focus on guiding children to imagine the feelings of black bears when they are tired and sweating at work.

(Show Figure 3) What season is this? What is the black bear doing? How does it feel in its heart? Focus on guiding children to imagine the psychological activities of black bears when harvesting corn.

(Show Figure 4) How did the black bear show you how to harvest so much corn? What will the small animals say? Focus on guiding children to imagine a conversation between a black bear and a friend.

fourth, the teacher tells his own story about arranging pictures. Ask the children to recall what the teacher said differently from the children.

Please tell the story by yourself again, according to the arrangement of the teacher or other children.

Teaching reflection:

According to the activity objectives of this class, the designed teaching links are reasonable and the teaching tools are well prepared.