Carton Kitchen Handcraft Children Teaching Plan and Reflection
The following is a lesson plan for a handmade cardboard box kitchen: ** 1. Teaching objectives ** 1. Cultivate children's hands-on ability. By using cardboard boxes to make kitchen toys, children can exercise their fine hand movements. 2. Stimulate the child's imagination and creativity, allowing the child to conceive his own kitchen layout and functions during the production process. 3. Let the children understand the concept of waste utilization and enhance their environmental awareness. ** 2. Teaching preparation ** 1. Waste cardboard boxes (prepared according to the number of children), can be of various sizes, such as large electrical packaging boxes or small shoe boxes. 2. Scissors (safety scissors suitable for children), glue or glue stick, colored paper, watercolor pen, paint and other decorative materials. 3. Some kitchen props templates (such as stoves, pots and pans, etc.) or pictures of real kitchen props for children's reference. ** 3. Teaching process ** #(1) Introduction (5 minutes) 1. Show some pictures of the kitchen or play a short video of cooking in the kitchen (it can be a clip from a children's cooking program) to arouse the child's interest in the kitchen. 2. "Children, do you know what the kitchen is used for?" Guide the child to answer the questions such as cooking and stir-frying. 3. Then, he took out an old cardboard box and said,"Today, we're going to use this cardboard box to make a small kitchen." #(2) Production process (20 - 25 minutes) 1. Design Planning (5 minutes) - Show the box to the child and let the child observe the shape and size of the box. - To guide the child to think about how to turn the cardboard box into a kitchen, you can ask,"Where are we going to make the stove?" "How do you make a place to put the plates?" Children were encouraged to express their thoughts. 2. Creating the main body (10 - 15 minutes) - According to the child's idea, help the child cut the cardboard box with scissors. For example, if you want to make an open kitchen, you can cut off one side of the cardboard box; if you want to make a cabinet with a door, you can keep one side of the cardboard box and cut out the shape of a door. - Using glue or glue sticks to stick the colored paper on the cardboard box,"tile" or "paint" the kitchen, and let the child choose the color he liked to decorate. - He cut out some small shapes, such as a round stove eye, a rectangular cabinet drawer, and so on, and glued them in the right places. 3. Details (5 - 10 minutes) - Let the child use a watercolor pen to draw various utensils in the kitchen on the colored paper, such as pots, spades, etc., and then cut them out and paste them in the kitchen. - You could also use paint to add some details to the kitchen, such as painting a flame on the stove. #(3) Exhibition and sharing of works (10 - 15 minutes) 1. He asked the children to display the cardboard boxes they had made together. 2. Children are encouraged to introduce their own kitchen to other children. For example,"My kitchen has a big stove that can cook a lot of delicious food." "I made a small refrigerator next to the kitchen." 3. The teacher affirmed and praised the children's works, emphasizing the uniqueness of each child's work. ** 4. Reflection on Teaching ** #(I) Strengths 1. Children's participation was high. Most children showed a strong interest in using cardboard boxes to make a kitchen. They could think actively and operate during the production process. 2. During the teaching process, the children's imagination and creativity were better stimulated. Every kitchen made by children had different characteristics, from the layout to the decoration, it reflected the children's own ideas. 3. Through the recycling of waste to make toys, the children had a certain intuitive understanding of the concept of environmental protection. After the end of the activity, some children expressed that they wanted to use waste to make other toys. #(II) Not Enough 1. In the process of using scissors and glue, some of the children were not skilled enough and spent more time, causing the entire teaching progress to be delayed. The next time he taught, he could arrange some simple paper-cutting and paste exercises before class. 2. For some children who were not imaginative enough or more introverted, their participation in the design and planning process was relatively low. In the future, teachers could give more guidance and encouragement, such as providing more physical or picture examples, or using group cooperation to let children inspire each other. 3. During the work display and sharing segment, some children did not express themselves clearly due to nervousness. Next time, he could let the child prepare what he wanted to say in advance to increase his self-confidence. Read more exciting novels for free
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