Kindergarten teaching plan 1 activity goal:
1. Guide children to express the beautiful things in spring independently by cutting "Spring" activities.
2. Stimulate children's bold imagination and freely cut out the word "spring" with different changes.
3. Understand the meaning of "subtraction" through children's independent operation.
Focus of activities:
You can boldly imagine cutting out the word "spring" with different changes.
Activity difficulty:
Understand the meaning of subtraction.
Material and environmental creation:
1, the children have learned to cut the word "spring"
2. Tools: scissors, glue sticks, handmade paper (the quantity varies from person to person) and lead paper.
Subtraction questions within 3 or 5 (one for each person)
Activity flow:
First, the activity import:
1. Today, Teacher Chun brought us a lot of paper. What colored paper did Miss Chun bring? What does green stand for?
Today, Miss Chun wants to invite you to cut Spring again. Who did "Spring Breeze" meet when I cut the word "Spring" last time?
Second, children cut "spring"
Requirements:
1, before cutting, count how many pieces of paper did teacher Chun bring you?
2. Every word of "spring" is different.
3. Stick the cut word "Spring" on pencil drawing paper.
After the child cut some paper, the teacher signaled to stop. The paper given by the teacher need not be cut)
Third, compare the word "spring"
1, please tell the children. What's the difference between the word "spring" in your?
2. The teacher summed up the children's changes and affirmed their bold imagination in time.
Fourth, find a topic:
1, Teacher: How many pieces of paper did Teacher Yi give you this spring? How many pieces of paper are left now? Is it more or less? What kind of calculation method can be used to express it? Why use subtraction?
Teacher's summary: When the remaining things are less than the original total, we use subtraction to represent them.
2. Let the children find the corresponding questions according to the purpose of the paper they cut the word "Spring" and write the answers after the equal sign.
3. Question: Why did you choose this question? (Teachers and students * * * sum up the meaning of each number in the topic)
Verb (abbreviation of verb) extension:
Guide children to introduce the word "spring" cut by themselves and the corresponding subtraction problems to their peers and visiting teachers.
Kindergarten Teaching Plan Part II Activity Objectives
1. Inspire children to describe the appearance, dynamics and sounds of animals in vivid language by listening to sounds.
2. Use multimedia teaching to stimulate the enthusiasm of children to participate in storytelling activities.
3. Cultivate the fluency and agility of children's thinking.
Activities to be prepared
1. courseware-animal sounds
2. Various animal business cards, animal headdresses and puzzles.
sound
Activity process
First, play the sounds of animals.
1. Whose voice is this?
Guide children to carefully identify what sounds they hear and what animals make these sounds.
2. Encourage children to speak boldly.
Second, the game: looking for animals
1. Play animal calls
Let the children take out the animal name card or calling card according to the animal sounds they hear.
Speak boldly and fluently.
This is a chicken with a sharp mouth. That's a cooing white dove, and its fur is white.
(Encourage children to describe animals according to their sounds and appearance. )
Third, divergent thinking tells-animals in the forest.
1. Please tell the children what other animals are in the forest? What are these animals like? What's it called?
How do their shapes and sounds make people feel?
2. Try to encourage children to talk, the wider the scope, the better.
Fourth, create a narrative activity-what happened to the animals in the forest?
1. Let children listen to the sounds of several animals, and then creatively imagine and make up stories according to the sounds, image characteristics and activity characteristics of animals.
A lion came out of the forest. It walked slowly, looking for food.
Suddenly, it held its head high, growled and jumped at it. It turned out that it saw a rabbit.
2. Encourage children to speak boldly and praise children with bizarre and rich stories.
Fifth, animal parties.
1. Let children listen to music and imagine boldly, and show what animals in the forest are doing with body language.
Children wear headdresses and play different roles freely.
The teaching skills that every pre-school normal student must have are writing and designing teaching plans. Based on a new attempt to the current teaching mode of lesson plans and a questionnaire survey of students' lesson plan writing, this paper reflects on four aspects: teaching methods, language organization of lesson plans, difficulty of teaching design, and improving students' lesson plan writing by using simulated classroom teaching, with a view to improving the quality of simulated classroom teaching.
Students majoring in pre-school education will go to kindergartens and become front-line teachers after graduation. Therefore, writing lesson plans and designing teaching are essential teaching skills for every teacher, and also an important embodiment of teachers' professional quality. After entering the fourth grade, students began to contact teaching methods courses, such as kindergarten music teaching method, language teaching method, art teaching method and so on. The main teaching goal of these courses is to teach students how to design and organize collective teaching activities in kindergartens. In order to achieve this ultimate goal, the first goal is to let students learn to design and write kindergarten teaching activities, that is, teaching plans. Teaching plan is an important blueprint for teachers to teach and organize teaching in the daily teaching process. An excellent teaching plan can provide direction guidance and methodology guidance for teachers to effectively carry out teaching activities. The author has been engaged in the teaching of pre-school education teaching methods for five years and has served as a teacher of many teaching methods courses. It is found that most students are weak in writing lesson plans, and it has been difficult for students to write lesson plans well. Therefore, the author tries to find out the reasons for students' weak ability to write lesson plans in teaching and explore corresponding measures to improve this phenomenon.
In the new semester, I first came into contact with teaching plan writing, a kindergarten art teaching method. As usual, the author first explained a complete lesson plan in detail, including the lead-in part, the basic part and the ending part, as well as the specific requirements for writing these parts. After the lecture, the author didn't let the students practice writing lesson plans directly, but watched a video of kindergarten art teaching, Creative Ribbon Decoration. Before the observation, I took the students to learn the teaching preparation written by the teacher in the video. Teaching preparation includes data preparation and preliminary experience preparation, and data preparation includes teaching AIDS preparation and learning tools preparation. After understanding these basic situations, students began to watch videos and asked to record the whole teaching process while watching them. After reading it, the author set aside 15 minutes for students to try to write the teaching objectives of this activity, then let students read their own teaching objectives, and finally show the teaching objectives in the original teaching plan for students to compare, find out the gaps and sum up the problems that should be paid attention to when writing the teaching objectives. Then, the author set aside half an hour for students to try to write the basic part and summary part of the lesson plan, and then compare it with the original lesson plan to analyze the problems existing in their writing. After class, the author left an assignment to write a lesson plan. Through this way of video observation and explanation of lesson plan writing, the overall situation of students writing lesson plans has made some progress compared with previous years. In order to further understand their difficulties in compiling lesson plans from the students' point of view, the author designed a questionnaire about the compilation of lesson plans by normal students. Through the analysis of students' questionnaires, it is found that students have the following difficulties in teaching design:
(1) Organization of teaching plan language;
② The gap of children's ability development in different age classes can't be well grasped, and the teaching links are often designed as a matter of course;
(3) There are some problems in the compilation of teaching objectives;
④ I don't know how to design teaching activities. After summing up, the author devoted a class to help students analyze the problems in the process of teaching design and compiling teaching plans, and put forward solutions one by one. After a period of training, students' ability to write lesson plans has been greatly improved.
Teaching plan is a written expression of teaching design, which directly reflects the teaching design ability of normal students. The author has made a comprehensive thinking on this issue and put forward the following four strategies:
First, reflection on the teaching of lesson plans
At present, most teachers focus on the format and components of lesson plans in teaching. Through video observation and explanation of lesson plan writing, students can not only understand the format of lesson plan writing, but also understand how kindergarten teachers' teaching design ideas are presented in the form of lesson plans, combining paper lesson plans with dynamic lesson plan implementation. This method is like building a bridge between static and paper lesson plans and dynamic teaching activity design organization, which helps students to grasp the key points of lesson plan writing and teaching design.
In addition, it sets an example for students to write in the form of teaching plans. Although in the traditional teaching of lesson plans, teachers will choose very standard text of lesson plans for students to learn, because they haven't seen the teaching videos that match the lesson plans, students' thinking about lesson plans only stays on the text, which is difficult to understand deeply. By combining lesson plans with video observation, students can observe while watching lesson plans, so as to establish a timely connection between them. Students know what the teacher's instructions are in the lesson plan, what is the teacher's core problem, what is the teacher's summary of this link, the transition to the next link, why children's answers should not be written in the lesson plan and so on.
Second, reflection on the language organization of lesson plans.
Teachers' teaching design intention should be expressed in the form of words. The language of teaching plan writing is not equal to ordinary interpersonal communication, nor to written narration, but a narrative discourse with disciplinary characteristics between spoken and written language. The language problems of students' lesson plans are mainly manifested in low-level mistakes in language organization, such as incomplete subject, predicate and object of sentences. There are two reasons for this problem. First, students' basic skills in writing organization are weak, and typos and sentences are not fluent from time to time. Second, the attitude of students in writing lesson plans is not serious enough. Generally, they hand them in after writing, and basically do not check them. Writing skills can't be greatly improved at once, but you can correct your learning attitude and improve your learning methods. Therefore, the author asks students to read the lesson plan carefully several times after writing it, or ask their deskmates to help them check each other. In the conversation with students, we know that everyone thinks that this method effectively solves the problem of the text of the lesson plan, and the revision of the lesson plan after writing has gradually become their subconscious behavior.
Third, reflection on the difficulties of teaching design.
The mid-term questionnaire survey conducted this semester summarizes the confusion of students in writing lesson plans, among which the most reflected problem is that they don't know how to design and have no ideas after getting an activity theme. Even if it is sometimes difficult to think of a certain teaching link, which may not be suitable for a class of a certain age, students can't grasp the gap of children's development ability well, but often design teaching plans according to their own experience. We know that teachers' teaching design ability needs long-term practice, and in this process, they constantly accumulate experience, and finally improve their teaching plan writing ability.
So, how to improve students' teaching design ability as early as possible in this case? In this regard, the author adopts two methods: First, read more books on kindergarten teaching design. As the saying goes, "Read 300 Tang poems by heart, even if you can't write, you will recite them." Therefore, after leading students to analyze and summarize their confusion in writing lesson plans, the author lists a list of books for kindergarten curriculum design, such as infiltration course, multi-ability course and ecological art course. Each student is required to read a book in primary school, middle school and large class, extract and analyze the significance of each step of the lesson plan in five major fields, and make his own teaching design set. In this way, by the time of the final exam, every student has accumulated a thick collection of teaching design works. Secondly, the last ten minutes of each class are used to train students' instructional design, which students affectionately call "ten-minute instructional design brainstorming". In these ten minutes, the author will give students an art activity content of any age class, and ask students to think about the goal first, and then think about what links can be designed in the teaching content of "brainstorming". The author will record them on the blackboard one by one, and then take the students to analyze their teaching design schemes one by one. At the same time, students are required to construct a classroom teaching field in their own minds as much as possible when writing lesson plans, that is, to actively construct a preset feeling for the upcoming classroom environment in their own minds, and design lesson plans with this feeling. Through such training, students' teaching design ability has made some progress.
Fourthly, the thinking of improving the writing ability of teaching plans by using simulated classroom teaching.
Instructional design is a bridge subject with strong application. Normal students should not only master the theory of instructional design, but also have the ability to put it into practice. Therefore, in the teaching method class, there has always been a link of simulated classroom teaching. In traditional teaching, after students design lesson plans, teachers will arrange simulated classroom teaching, learn and understand the principles and methods of teaching design by doing, and simulate teachers' lectures, and the activities will be over. However, the author found that students often mentioned in class that some teaching links or problems in the original teaching plan were not suitable, and because the teacher did not emphasize it, almost no students took the initiative to modify the original teaching plan. To this end, the author tries to ask students to further improve the original teaching plan on the basis of reflection after the simulated classroom teaching. In this way, normal students can improvise in the future teaching practice and use theory and skills flexibly to solve problems.
In addition, the author consciously takes the problems encountered by students in simulated classroom teaching as small cases for them to think about. For example, when students teach Bear Crossing the Bridge in a simulated classroom, the last link is to design children to sing in different roles. When organizing this session, the teacher directly asked the students to choose whether to play baby bear or mother bear, and there was no specific requirement. As a result, all the children were confused by this link. So the author seized the opportunity to ask everyone to think, what is wrong with the teacher organization? If you were a teacher, how would you organize this link? In this case, everyone can actively think about better organizational strategies, stimulate normal students to think about practical problems, and improve their ability to find problems, analyze problems and apply instructional design theory to solve practical problems.
References:
Ideas, problems and strategies of Cao Zhoutian's teaching plan writing. Educational Theory and Practice, 20xx, (29).
Ginger. Research on the training strategy of instructional design. Modern educational technology, 20xx, (2).
Niu Zhengan. Research on teaching plan. Lanzhou: Northwest Normal University, 20xx.
On Diary Writing Training: Reflections on Junior High School English Writing Teaching: Let Children's Writing Rooted in Campus Cultural Life.
The basic flow of kindergarten teaching plan IV activity flow: talking introduction-listening to the sound, guessing animals according to the sound-hide and seek, guessing animals according to local characteristics-performing, guessing animal activities.
First, dialogue import
Question: Do you like small animals? What animals do you like? (Talking on the train): Everyone has his favorite animals. Children answer according to their own experience.
Talk about activities, review children's life experiences, and stimulate their interest in participating in activities.
Listen to the sounds and guess the animals according to the sounds.
Teacher: Listen! Who is here?
The teacher plays the sounds of animals, and the children say their names.
Response 1: Your ears are so smart that you can guess at once.
Response 2: Listen carefully and think about it. Who could it be?
Teacher: Every small animal has its own unique voice. We can guess small animals by listening and listening carefully.
Guess small animals according to the characteristics of sound.
Third, hide and seek, guess animals according to local characteristics.
1. Show some pictures of elephants and giraffes and guess according to the obvious local characteristics.
Teacher: Small animals want to play hide-and-seek with children. Guess who is hiding?
Teacher: How do you know?
Teacher: Elephants have long noses and giraffes have long necks. We can guess by observing them.
2. Show the fur of leopards and tigers and guess who these animals are according to similar local characteristics. How do you know that?
Response 1: (Question) How did you see it? Comparison is also a way for young scientists to observe.
Response 2: Who can tell? Tell me about your good method.
Response 3: Compare and think about the animals you have seen before.
Teacher: You can also find animals by careful comparison.
Giraffes and elephants are easy to guess; In terms of complete expression, it is speculated that the resources of leopard and tiger are different.
Guess small animals according to local characteristics.
Fourth, act and guess animals.
1. Teacher's performance, please guess.
Teacher: Guess, what animal is this? Why?
Oh, it can be action or sound when performing, and the most obvious place should be performed.
2. Individual children perform and guess collectively.
Response 1: Respond according to children's performance characteristics.
Answer 2: Ask the performers to introduce their animals and give reasons.
Response 3: Think about what small animals you like around us. (or remind children to exercise on the zodiac)
3. Play guessing games in pairs.
Teacher: Let's play the game you guessed. One child plays it and the other child guesses it. Guess right, and then they will exchange.
Act according to your existing experience.
Teacher-child interaction and child-child interaction guess small animals.
Verb (abbreviation of verb) promotion activities
Show pictures of shadow animals and let the children look for them.
Teacher: Can you find these little animals?
Kindergarten teaching plan 5 I. Name of the activity
Size, length, front and back, up and down
Second, the activity objectives
1. Children review and consolidate the concepts of size, length, front and back, up and down through operation activities.
2. Cultivate children's agility, quick response and the ability to use their hands and brains.
Third, activity preparation
Large and small balls (with the same number of children), one large and small basin, one long rope and one short rope, one long bridge and one short bridge with the same number of children, one toy doll (with 8 snowflakes in front of the doll and 8 cans in the back), one big tree (with small fruits with the same number of children and big fruits with the same number of children with big dots under the tree), big dots and small dots.
Fourth, the activity process
(a) the beginning part
To stimulate children's interest in activities, children can freely choose big dots and small dots to enter the activity venue. A brief introduction to children's song Clap your hands and laugh. Briefly explain the requirements of outdoor activities.
(2) Basic part
1, review and consolidate the difference.
Show many big pots and small pots of balls to children for observation.
Teacher: There are many balls on the ground. Please observe them carefully. What's the difference between these balls?
Yang: Some balls are big, others are small.
Teacher: Please ask Dahua to pick up the big ball and put it in the big bowl, and Xiaohua to pick up the small ball and put it in the small bowl.
The children operate under the guidance of the teacher. For example, are you holding a big ball or a small ball? Exchange activities again.
Children compare with each other, who is older and who is younger.
2. Review and consolidate the differences.
Show me two ropes, a long rope and a short rope.
Teacher: There are two ropes on the ground. Please observe the difference between the two ropes carefully.
Yang: A rope is long and a rope is short.
Teacher: Long rope for big flowers and short rope for small flowers.
The children are doing activities and the teacher is guiding them. For example, take a closer look at a child. Do you have a long rope or a short rope? Exchange activities again.
The children each took a wool rope and compared the lengths with each other. Tell who is long and who is short.
3. Review the differences before and after consolidation.
Show the dolls and let the children observe which is the front and which is the back.
Teacher: Please ask Dahua to play in front of the doll and Xiaohua to play behind it.
The children play while the teacher is guiding them. For example, where are you playing with so-and-so children Yang: I play in front of the doll, or I play behind the doll. Exchange activities again.
Game: See who reacts quickly. Teacher: Xiaohua stands in front of the teacher and Dahua stands behind the teacher. Exchange activities again.
4. Review and consolidate differences.
Show the big tree and let the children observe what is on it. What's under the tree?
Yang: There are fruits on the tree and baskets under the tree.
Teacher: Please ask Dahua to pick the fruit on the tree and Xiaohua to get the basket under the tree. Pick the big flowers with fruit, please put the fruit in the small basket under the tree.
The children do activities under the guidance of the teacher. Where did you pick the fruit? Where should I put the fruit? Exchange activities again.
The teacher guides the children to observe each other, saying that the head is above the body and the feet are below the body.
(3) Conclusion:
The game is over: the children are divided into two groups according to the size of the headdress. They ran across two "bridges" to get the big fruit under the tree, and the small flowers to pick the small fruit on the tree, and then walked to the front and back of the doll respectively.
Small Class Science Teaching Plan of "Awakening Hibernating Animals" in Kindergarten
Small class teaching plan in kindergarten
moving target
1. Learn which animals hibernate through the game.
2. Try to speak English in the game and experience the fun of the game.
Activities to be prepared
1. Sliding hibernating animals
2. Fun exercise: Write a letter to a hibernating animal.
Interesting practice
Interesting practice
Activity process
First, talk about hibernating animals.
Let the children talk and know which small animals hibernate.
Second, look at the slides and discuss between teachers and students.
Discuss whether the animals in the slide hibernate.
(Controversial places can be recorded by children in "small question marks". )
Third, the game: wake up! The hibernating animals are awake!
1. Play
The children said something about spring to the animals in the paper bag, and then pulled the hibernating animals out.
play
Children are hibernating animals, and teachers are people who wake up small animals.
Hear "winter is coming, many small animals are hibernating!" " "The baby is sleeping.
Hear "spring has come, hibernating animals wake up."
Little frog, wake up! Wake up! "The little frog just woke up.
Then go and wake up other hibernating animals. Until all the small animals wake up.
Rule: Hibernating animals hear "Wake up! Wake up! " Wake up.
People who wake up small animals should say something about spring.
Write a letter to hibernating animals.
Hibernating animals wake up. What does the child want to say to them? Write it down.
The sixth goal of kindergarten teaching plan:
1, review and consolidate the understanding of squares, triangles and circles.
2. Cultivate children's enthusiasm for participating in activities and flexibility of thinking.
Prepare:
1, a picture, a paper path (engraved with different shapes and sizes)
2. A white rabbit headdress contains many "magic boxes" with different geometric shapes.
Process:
First, lead to the theme in the form of stories.
1. Telling stories arouses children's interest.
Teacher: Little friend, the little white rabbit called the teacher yesterday. It said to the teacher, "yesterday, a strong wind blew in the forest and my house was blown to pieces." (whoops ...) Can you help me build a new house? " So the teacher built a new house for the white rabbit overnight. Look, children, is this new house beautiful?
2. Show pictures and ask questions:
Teacher: Look, what shape did the teacher build the roof?
Small: triangle
Teacher: What about the room?
Small: square
Teacher: What shape is the door?
Small: round
Guide children to say triangles, squares and circles, and explore what are triangles, squares and circles in life.
Second, look at the graphics.
Teacher: The children are so clever. They all got it right. The white rabbits are not afraid of the cold when they live in the new house, but they are still hungry. What should they do? So the teacher used his brain again. I borrowed the magic box from the magician. I want to cook something delicious for the rabbit. You have to look carefully! (change cookies)
ask questions
What graphic cookies are made from a magic box?
Teacher: Ma Libang, change! What graphic cookies do you think the teacher came up with?
Small: round
Teacher: What is it like?
Small: no horns
Turn out the squares and triangles in turn and ask questions.
Third, the game-feeding biscuits to rabbits.
1, teacher: "Bunny Yuanyuan likes to eat round biscuits, and Bunny Fangfang likes to eat square biscuits. Now let's give them cookies and think about how to give them to rabbits. "
2. Each child gives a rabbit with a corresponding shape a biscuit and says, "xx, I'll give you a biscuit of xx."
3, collective check right or wrong, send the wrong please individual children to correct.