Teaching plan and reflection summary of three-dimensional hand-made colorful paper in kindergarten
The following is a kindergarten manual lesson plan that uses colored paper to make three-dimensional flowers as an example: ** 1. Teaching objectives ** 1. Let the children recognize flowers of different shapes and colors. 2. It allows children to create simple 3D flower handmade works. 3. To improve children's hand-eye coordination and operation skills. ** 2. Teaching Materials ** Colored paper (different colors), scissors, glue, pencil, ruler. ** 3. Teaching Steps ** #(I) Introduction The teacher showed the children pictures or real objects of various flowers, guiding the children to observe the basic characteristics of the flowers such as shape and color, so that the children could recognize the flowers visually. #(2) Creating Flowers 1. The teacher demonstrated the steps of making flowers to the children: - He took a piece of colored paper and cut it into the shape of five petals of different sizes. Children were encouraged to choose their favorite color or combine different colored paper to make petals. - He stacked the five petals according to their size, then drew a circular pattern in the middle with a pencil. - He used a thin thread to pass through the folded petals and fixed them with double-sided tape. - After fixing the double-sided tape, he raised the petals and arranged them into a three-dimensional flower shape. 2. The children were making flowers under the guidance of the teacher. The teacher would guide them around and give them timely help, such as helping the children cut out the appropriate petal shape and guiding the children to use tools such as scissors and glue correctly. #(3) Consolidating the Stage 1. Let the children show off their flower works. 2. Children were encouraged to share their experiences in making flowers. For example,"What difficulties did you encounter in the process of making flowers? How did you solve them?" "Why did you choose this color to make the petals?" 3. Arrange for the children to decorate the classroom with flowers, such as sticking them on the walls or windows of the classroom to enhance the children's sense of achievement. ** 4. Evaluation of Teaching Effect ** 1. Observe whether the flowers made by the children have a strong three-dimensional feeling. 2. Check if the shape of the flower made by the child is neat and tidy, and if the petals can be placed neatly. 3. To assess whether the child can complete the flower production according to the teacher's instructions. ** 5. Reflection on Teaching ** #(I) Success 1. Achievement of teaching goals - By showing the flowers and guiding the children to make flowers, the children could recognize flowers of different shapes and colors. Most of the children successfully made three-dimensional flowers and improved their hand-eye coordination and operation skills. 2. Teaching process - The introduction segment attracted the children's attention and stimulated their interest through intuitive display. The steps of the production process were relatively simple and suitable for the child's ability level. In the production process, the child could play a certain degree of autonomy, such as choosing the color of the colored paper. The demonstration and sharing activities in the reinforcement segment not only enhanced the children's self-confidence, but also promoted communication and cooperation between children. #(II) Inadequacies and improvement measures 1. Not enough attention to individual differences - In the teaching process, some children had strong hands-on ability and could quickly complete the flower production, while some children needed more time and help. The improvement measure was to pay more attention to the children with weaker hands-on ability during the tour guidance and give them more one-on-one guidance time. It was also possible to arrange the children with strong hands-on ability to form groups with the weaker children to help each other. 2. Not enough emphasis on the safety of tools - During the production process, although the children used relatively safe tools, there were still certain safety risks. For example, they might accidentally cut their hands when using scissors. The improvement measures were to emphasize the correct use of tools and safety precautions in more detail at the beginning of teaching, and to pay more attention to the process of children using tools. 3. limited creativity - Although children could choose the color of the colored paper when making flowers, the overall production process was relatively fixed, and the stimulation of children's creativity was limited. The improvement measure was to provide more materials, such as colored pens, small beads, etc., in the next teaching, so that children could make more personal decorations on flowers, or encourage children to be creative and make flowers of different shapes. Read more exciting novels for free
An Analysis of the Excellent Teaching Plans and Reflection in the Field of Language in Large Classes
The following are the excellent lesson plans and reflections in the language field of three large classes: ** I. Good Friends lesson plan ** 1. ** Teaching plan content ** - ** Education goal ** - Let the children familiarize themselves with the content of the story, understand the concept of good friends, and feel the warmth and beauty of friendship. - Guide the child to find a good friend and bravely tell the story. - Through a variety of reading methods (teacher reading, children reading, participating in the performance) to let the children perceive the story, guide the children to carefully observe the scene to stimulate imagination. - ** Event preparation ** - A large book, a number of self-made pictures, a music tape of "Looking for Friends", and a reading CD. - ** Event process ** - ** Conversation Introduction **: Ask the child if he has any good friends and what he does with them. Then use pictures to draw out the story content. From the first page, the children were asked to share what the children were doing in the pictures. For example, on the first page, the children were asked to describe what the children were doing in the pictures. They were told that playing together often could make them good friends, and they were also guided to think about who else their good friends could be. On the second to fifth pages, the children were asked to guess the pictures and say who else their good friends could be, and describe their expressions and feelings when they were together. On the fifth to seventh pages, the children were asked to look at the pictures and say what their good friends liked to do together, and they acted out the content to organize the sentences. On pages 8 - 9, the children were asked to talk about the comfort of good friends when they were sad and the help of good friends when they were in trouble. On page 10, the children were asked to talk about their feelings when they quarreled with good friends. On page 11, the children were asked to see how to reconcile after quarreling and think about solutions to similar problems. - They showed the big book, first enjoyed the "Lead-Reading Disc" reading aloud, and then collectively followed the teacher to read with emotion. - To summarize and share: review the good friends in the story, expand the concept of good friends, including adults, animals, toys, etc., and guide children to think about what they should do when their good friends are in trouble or sad. - Finally, he played the music game "Find Friends." 2. ** Reflection, summary and analysis ** - ** Strengths ** - The teaching goal was achieved, and the children were highly motivated. Under the guidance of the teacher, they could imagine boldly around the picture and answer questions. The classroom atmosphere was strong. - According to the plot of the book, the teacher could divide the story into three parts and derive the things related to good friends layer by layer, grasping the important and difficult points of the book. - ** Not enough ** - Children should be the primary teacher in the reading segment. - Teachers should pay attention to the correct pronunciation of "toy". ** II. Teaching plan for Animal Occupation Agency ** 1. ** Teaching plan content ** - ** Education goal ** - [Cognitional goal: Perceive the content of the story and gain a preliminary understanding of the internal relationship between the characteristics of common animals and their "occupations." - [Skill objective: Able to use your own experience to analyze the characteristics of animals, consider suitable jobs, and use the sentence "because... so..." to express it completely] - [Emotional goals: Likes listening to stories and experiencing the joys of different professions.] - ** Event preparation **: Items or pictures related to common occupations (police, teachers, firefighters, etc.), as well as pictures of some animals (lobsters, frogs, kangaroo, etc.). - ** Event process ** - ** Beginning-Rhythm Introduction **: Play the music of "Gorilla", and the teacher and child will dance with the imaginary gorilla, leading to the animal employment agency opened by the gorilla. Then, through asking questions, such as what profession lobsters were suitable for, the children were guided to think and conclude that lobsters were suitable for sewing because their pincers were like scissors. - The teacher showed pictures of animals such as puppies, squirrels, elephants, and earthworms to organize the children to continue the story. - ** End-Conversation Activity **: Start a conversation activity called "My Future Occupation", and let the children talk about their future occupations according to their specialties and preferences. 2. ** Reflection, summary and analysis ** - ** Strengths ** - The lesson plan was designed from the introduction to the main activity to the conversation at the end. The links were coherent. - The teaching goal was clear. Through stories and interactions, children could better understand the relationship between animal characteristics and occupations, and exercise their ability to express themselves. - ** Not enough ** - It could increase the number of interaction sessions, allowing more children to have the opportunity to fully express their thoughts. ** 3. Guess Who This Is ** 1. ** Teaching plan content ** - ** Education goal ** - Feel the characteristics of riddles in the guessing game and try to create new riddles according to the form of children's songs. - Through observation, you can discover and express the basic characteristics of people and things, and experience the fun of designing riddles and guessing riddles. - ** Event preparation ** - There were a number of blank squares, a number of cross-hatching pens, and a number of animal pictures. - ** Event process ** - ** Playing guessing games ** - The teacher can explain the riddle to guide the child to guess, and can also help the child guess the answer by drawing while explaining. - ** Exploring the secrets of riddles ** - Observe the riddle board, recall a few sentences on the riddle board, and explore the characteristics of the riddle. - Presenting pictures of animals, the children try to make up a riddle according to the puzzle board. The group will choose animals to make up a riddle for other children to guess. - ** Interactivity game: Guess who it is ** - The teacher created a riddle on the spot to let the children guess who was in the class to consolidate the rules of riddle creation. - The children's group worked together to choose their companions or adults to create the riddle, and then they communicated and guessed collectively. - ** End ** - Exploring the secrets of the last two squares on the riddle board, displaying the riddles created by the children and making them into a riddle song. 2. ** Reflection, summary and analysis ** - ** Strengths ** - The lesson plan revolved around guessing riddles, from guessing riddles to exploring the secrets of riddles to creating riddles, which was in line with the law of children's cognitive development. - The activity preparation materials were simple and practical, and could assist teaching activities very well. - ** Not enough ** - For children who are more difficult to create, the teacher's individual guidance may not be sufficient. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Life of the Young Fen Qing of the 90s
A metaphor for the white birch forest
There were many beautiful figurative sentences about the birch forest, such as: the autumn birch forest was like God knocking over a paint tray, golden yellow, occasionally mixed with red leaves, the white trunk made the whole colorful; the autumn of the birch forest was like a beautiful woman; the winter birch forest was like a girl next door; the summer birch forest was passionate and youthful; the spring birch forest was like a vibrant child; the birch forest was like a group of cranes standing on one leg; The white birches were like a group of slim girls in white dresses; the white birches had slim and white trunks, like white jade, which were brighter and brighter under the moonlight; the beautiful crowns of the white birches swayed gently in the night wind, and the tiny green leaves sparkled under the moonlight, like thousands of pearls jumping; the white birches stood in front of the window, covered in snow powder, as if inlaid with silver; The branches were white with clusters of snow, like things standing still in the silence of sleep; The birch-wood rustled, and the fallen leaves fell to the ground like its tears. "Life Like a White Birch" is equally exciting. Everyone is welcome to click and read it!
Black Swan Natalie Potter
Natalie portman played nina, a ballerina, in the movie black swan. Nina perfectly fit the role of the white swan in Swan Lake, but her performance on the black swan was not as good as Lily, another dancer. In the process of fighting for the role of the Swan Queen (she had to play the role of the White Swan and the Black Swan), Nina recklessly and recklessly explored her dark side. Under the strong psychological suggestion, she gradually slipped into the role of the Black Swan. The film was released at the Venice Film Festival in Italy on September 1, 2010, and was released in the United States on December 17, 2010. Natalie Potter won the Best Actress Award at the 83rd Academy Awards for her work in the film. As of May 2011, the movie's global box office gross was $329,398,046. Watching Léon: The Assassin wasn't satisfying enough. Everyone is welcome to click to read the novel!
All the novels of Mo Fa
Mo Fa was a fantasy novel writer. He had a total of one novel, called " The Long Life of the Immortal Dao in the Other World." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A novel that was reborn at the age of fifteen
I'm a half-fairy novel
The reference materials mentioned " I Am a Half-Fairy ". One of the stories was about a Taoist temple deep in the mountains. The incense was dying. The protagonist was a Taoist priest at the age of nineteen. The situation of the sect was complicated. After the sect master passed the throne to him, his senior brother was dissatisfied. At the same time, he had to escort his childhood friend to the capital to take the exam. Another story was that Wang Fan traveled to the Great Sui Dynasty and became a fortune-teller and activated the Half-Fairy System. He changed the fate of Yang Guang, but also extended the life of the Great Sui Dynasty and had an emotional entanglement with the princess. However, the overall information about " I'm a Half-immortal novel " was scattered and limited. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Were they filmed together in Everlasting Lovesickness 2?
" Everlasting Love 2 " was filmed together with the first film. Filming started in March 2022 and officially wrapped up in September 2022. Had he not watched enough of Long Lovesickness 2? Hurry up and read the original work of " Everlasting Lovesickness 2: A Vow of Love "!
What day is your birthday on the lunar calendar today?
Today is October 28, 2024, and the lunar date is September 26. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Is there a change in the electrical conductivity of the reaction between vinegar and hydrogen?
The electrical conductivity would change during the reaction between the two. At the beginning of the reaction, the concentration of free moving ions in the solution increased due to the formation of the reaction of the reaction of the formation of the reaction of the formation of the reaction of <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>