Big class language art teaching plan "lively sky"
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Big class language a cow teaching plan
The following is an example of a lesson plan for a large class of language about a cow: ** 1. Teaching objectives ** 1. The children could recognize the cow and accurately name it. 2. Through a variety of ways to guide children to observe the appearance of cattle and be able to distinguish between cattle and other animals. 3. Stimulate the curiosity and desire of children to explore the cow, and improve their observation and expression skills. 4. Cultivate children's love for cows and increase their safety awareness. ** 2. Teaching content and steps ** #(I) Cow Identification 1. ** import ** - Through the riddle,"Do the work in the fields, be hardworking and dedicated, be strong and strong, and only eat grass." Lure out the cow. - Ask the child if he has seen a cow and where he has seen it (such as where the cow lives, media, etc.). 2. ** Know the cow ** - Show a picture or video of a cow and ask the child what animal it is. - Guide the child to say that cows are mammals. - Take out a model of the cow (or a more realistic teaching aid) and let the child observe the appearance of the cow at a close distance, such as fur color, horns, etc. (2) Distinguish cattle from other animals 1. ** Animal Show ** - Show pictures or videos of various animals, such as horses, sheep, pigs, etc., and ask the children to name these animals. 2. ** Comparatively observed ** - Guide the children to observe and compare the differences between cows and other animals in terms of appearance (such as the shape of horns, body size, tail length, etc.) and habits (such as eating habits, living environment, etc.). - Children were encouraged to tell the methods and reasons for the distinction to deepen their understanding of cows. #(3) Cultivation of observational skills 1. ** Picture Guess ** - Show a group of pictures that contain a cow and other animals or only other animals. Let the children use their imagination to guess if there is a cow in the picture. 2. ** In-depth observation ** - Guide the children to observe the pictures one by one and carefully confirm whether there are cows in them to deepen their impression of the cow. - To organize children to compare and classify, such as separating pictures with cows from pictures without cows, to cultivate children's observation and classification skills. #(IV) Safety Education 1. ** Habit explanation ** - Explain the living habits and behavior characteristics of cows to children, such as cows being afraid of noise and liking to bask in the sun. - Inform young children of safety precautions when touching cows or in an environment with cows, such as not to suddenly scare the cows. ** 3. Extension of Teaching ** 1. Ask the children to go home and find more information or pictures about the cow with their parents. The next day, they will share their new discoveries in class. 2. Put picture books about cows or simple animal science books in the corner of the classroom to encourage children to read on their own and deepen their understanding of cows. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Catches Ants Language Teaching Plan
The following is a lesson plan for catching ants: ** 1. Activity Target ** 1. Cultivate the ability of careful observation and hands-on. 2. He could use his own language to describe the shape, color, and physical characteristics of ants. 3. Nurture children's awareness of caring for small animals from a young age. ** 2. Event preparation ** Ant headdress, ant wall chart, magnifying glass, basin, sand, small plate, projector, live ants, small transparent cover. ** 3. Activity process ** #(I) Introduction 1. Use a projector to show ants and guide children to guess - He turned on the projector and let a few live ants crawl on it. He asked the children,"Children, today the teacher will show you a very interesting little animal. Look, do you know what this is?" Guide the child to answer "little ant" and give affirmation. #(2) Ant-catching Game 1. Introduction to the rules of the game - Tell the children,"Look, the teacher has brought you a lot of little ants. Do you want to play with them?" Then let's play a game to catch ants and see which child is the bravest. You have to catch the ants from the basin and put them on your own small plate. After catching them, you have to find a way to prevent the ants from crawling out. Do you understand?" After confirming that the child understood the rules, he announced,"The competition will begin when you are ready." #(3) Observing Ants 1. individual observations - He provided a magnifying glass for the child and asked the child to observe the ants he caught in the small plate with the magnifying glass. Is it small? What color was it? Do they have eyes, mouth, or feet?" Guide the children to describe the shape, color, and physical characteristics of the ants in their own language. 2. Group comparison observation - Ask the child to compare the ants he has observed with the ants on the wall chart."We just observed the small ants we caught. Now, let's look at the big ants on the wall chart. Is the ant you caught the same as the ant on the wall chart? What's the difference?" To further guide the child to observe the structure of the ant's body, for example,"Who can see how many parts the ant's body is divided into?" "What's on an ant's head!" He also guided the children to think about the function of the ant's antennae. #(IV) End of the segment 1. Guide the child to release the ants - Tell the child,"We have finished observing the little ants. Now we have to put the little ants back and let them go home." Because little ants are also alive. We have to love little animals." 2. summary and review - Review the activity with the child, such as "Today we played the game of catching ants and observed the little ants carefully. Who can tell us what the little ants look like?" To strengthen the children's understanding of the characteristics of ants and the awareness of caring for small animals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language, timely help, teaching plan, reflection on the big class
In the lesson plan for the senior class, the following were some possible areas of reflection: ** 1. Achievement of the target ** 1. ** Knowledge target ** - As for the understanding of the meaning of " sending charcoal in the snow ", through storytelling and the expansion of real-life events, children have a better opportunity to understand the literal meaning and the extended meaning. However, perhaps the understanding of the cultural meaning of idioms, such as the historical and cultural heritage behind idioms, traditional values, and other aspects of guidance could be more in-depth. For example, he could add some background information about the Song Taizong period to let the children better understand the significance of Song Taizong's actions in the society at that time. 2. ** Emotional goal ** - In terms of feeling the warmth of "sending charcoal in the snow", the use of pictures, videos and other forms helped children to experience it intuitively. However, it might not be enough to guide children to internalize this feeling into their own emotions and then transform it into actual actions. For example, some group discussion sessions could be added to let the children share how they would feel if they were the characters in the story, as well as how to find people in need and provide help in their lives. 3. ** Skill Target ** - Regarding the skill goal of expressing one's thoughts, although questions were set in the storytelling and video viewing sessions, the opening and guiding nature of the questions still needed to be adjusted. Some children might not be able to fully express their thoughts due to the limitations of the question. For example, they could ask questions from different angles, such as," If you were Emperor Taizong of the Song Dynasty, besides sending food and charcoal, what else would you send to help the people?" This kind of question could better stimulate the imagination and desire of the child. ** 2. Teaching content ** 1. ** Storytelling ** - The choice of story content was appropriate, and it could well lead to the idiom of " sending charcoal in snow ". However, the way the story was told might be more traditional. It could be told in a more interactive way, such as role-playing. By letting the children play the roles of Emperor Taizong of the Song Dynasty and the poor people, the children would be more deeply involved in the story and increase their understanding of the content of the story. 2. ** Expanding the content ** - When expanding social events, choosing the story of "sending charcoal in the snow" during the epidemic period was very contemporary. However, it could be further expanded to more different types of events, such as stories of mutual help in the community, examples of helping others in schools, etc., so that children could more fully understand the embodiment of "sending charcoal in the snow" in different scenarios. ** 3. Teaching Method ** 1. ** Introduction Stage ** - It was reasonable to introduce the solar terms to lead to cold weather and then pave the way for the story of "sending charcoal in the snow". However, for children, the concept of solar terms was relatively abstract. If they could start from a more intuitive feeling, such as letting children share their personal feelings when it was cold in winter, and then introduce solar terms, they might be able to transition to the story content more naturally. 2. ** Interactivity segment ** - Throughout the entire teaching process, the interaction segment was mainly based on questions. More group interactions and cooperative learning sessions could be added. For example, after understanding the meaning of " sending charcoal in the snow ", let the children discuss and share the examples of " sending charcoal in the snow " they saw in their lives. Then, each group would elect a representative to share. This could improve the children's cooperation and expression skills. ** 4. Teaching Resources ** 1. ** Images and videos ** - The use of pictures and videos helped children to understand the teaching content intuitively. However, the choice of pictures could be more diverse, such as choosing different styles of paintings to show the story content, or choosing a more childlike animated video to tell the story of " sending charcoal in the snow " to better attract the attention of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Snail moving big class language activity teaching plan
The following is a lesson plan for a language activity in a snail moving class: ** 1. Activity Target ** 1. Understand the story and learn the conversation between the snail and his friend. 2. Knowing that the snail had failed to move because he was afraid of difficulties, he had the courage to overcome them. ** 2. Difficulties in the activity ** 1. ** Main point ** - Children can understand the story, especially the reason why the snail failed to move. - Learn the dialogue of the characters in the story and improve your language skills. 2. ** Difficulty ** - Guide the child to think about how to face the snail when it encounters difficulties, so that the child has the courage to overcome the difficulties. ** 3. Event preparation ** 1. Story pictures or animated videos related to "The Snail Moves." 2. A number of small snail headdress (the number depends on the number of children). ** 4. Activity process ** #(I) Introduction 1. Show the picture of the little snail or the toy of the little snail to arouse the interest of the child. - The teacher asked,"Children, we have a little guest in our class today. Who do you think it is?" Guide the child to observe and answer that it was a small snail. - The teacher continued to ask,"Do you know where the little snail lives? If it wants to move, it has to move. Today, we will tell a story about the little snail moving." #(II) Basic Part 1. Telling the story of "Snail Moving House" - The teacher told the story with emotion. During the story, he could use some body movements and expressions to help the child understand the story better. - In the process of telling, you can focus on describing the dialogue between the snail and different friends (such as swallows, bees, etc.), so that the child can feel the language characteristics of the story. 2. Use pictures or videos to tell the story and ask questions again. - The teacher told the story again. This time, he showed the corresponding pictures or played the video clip as he told the story. - After the story, the teacher began to ask questions. - "Why does the little snail want to move?" - "What friends did the little snail meet? What did they say to the little snail?" (Guide the child to recall and learn the dialogue in the story) - "Did the little snail move successfully in the end? Why didn't you succeed?" - "If it were children, would they shrink back like little snails when they encounter difficulties? What should I do?" Through this question, the children were guided to think about how to face difficulties, so as to achieve the goal of teaching difficulties. #(3) Game Part: Little Snail Moving House 1. The children were divided into several groups, and each group of children wore a small snail headdress. 2. Set up a starting point and an ending point in the classroom. The starting point represents the little snail's old home, and the ending point represents the new home. 3. Game rules: - The child had to imitate the crawling action of a small snail from the starting point to the end point. - In the process of crawling, the teacher can set up some simple obstacles, such as a small chair representing a small hill, a small rope representing a small river, etc. The child needs to overcome these obstacles to reach the new home, just like the little snail in the story has to overcome various difficulties to move. - When the child reached the finish line, he had to say a sentence from the story of the snail and his friend. #(IV) Summing Up 1. The teacher and the child reviewed the story together, focusing on the reason why the little snail failed to move and its conversation with its friends. 2. He once again emphasized the attitude that should be taken in the face of difficulties and encouraged children to bravely overcome difficulties in life, instead of being afraid of retreating like a small snail. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class colorful shell story teaching plan language
The following is a lesson plan for the story of "Five Colored Shell" that is suitable for the big class: * * 1. Teaching objectives ** 1. Arouse the child's interest in the story and focus on listening to the story. 2. Guide children to understand the basic plot and content of the story, and encourage children to tell the story in their own language. 3. Through stories, children's imagination and language skills were cultivated. * * 2. Important and Difficult Points in Teaching ** 1. * * Main point ** - Let the children understand the main plot of the story and remember the key elements of the story. - Guide children to express their understanding of the story in simple and complete sentences. 2. * * Difficulty ** - Enlighten the children to imagine according to the content of the story and raise their own ideas or questions. * * 3. Teaching preparation ** 1. Pictures of the story of the Colorful Shell or related PowerPoint. 2. Some seashells (if the conditions allowed) could be felt by children. * * 4. Teaching process ** #(I) Introduction 1. Showing shells (or pictures of shells) - Teacher: "Children, today I brought you something very special. Look, what is this?" Guide the child to say "shell". - Teacher: "What's so special about this shell?" Guide the child to observe the color, shape, and texture of the shell. 2. Draw out the story - Teacher: "Today, I'm going to tell you a story about a shell. This shell is not as ordinary as the shells we usually see. It's a five-colored shell. Do you want to know the story about the five-colored shell?" #(2) Story Telling 1. The teacher told the story of the "Five Colored Shell" with emotion. - In the process of telling the story, pay attention to moderate speed, vivid language, and pause according to the content of the story, giving the child space to think and imagine. - For important plots or difficult parts of the story, simple explanations or repeated narration can be used to help children understand. #(3) Understanding the story 1. questioning session - Teacher: "Children, what does the colorful shell in the story look like?" Guide the child to describe the appearance of the five-colored shell, such as color, size, etc. - Teacher: "What special abilities does the five-colored shell have?" Children are encouraged to recall the plot of the story and answer. - Teacher: "Who plays with the colorful shells in the story?" 2. interactive session - Ask the children to discuss in groups. Then each group will choose a representative to share their understanding of the story. - Teachers gave positive responses and affirmation during the process of sharing, and guided and supplemented the shortcomings in the answers. #(IV) Story Retelling 1. The teacher guided the children to retell the story together. - The teacher could start with a sentence, then let the child continue to say the next sentence, gradually guiding the child to retell the story completely. - In the process of children's retelling, teachers should give patient guidance and encouragement, and praise the progress of children in a timely manner. #(V) Extending 1. creative painting - Teacher: "Children, we have heard the story of the colorful shell. Now let us draw the colorful shell together. You can draw it according to the story or use your imagination to draw the unique Five Colored Shell in your heart." - Children were provided with drawing tools and allowed to create freely. Teachers patrolled and guided them, encouraging them to create boldly. 2. Story Creation - Teacher: "What interesting things will happen if the five-colored shells come to our kindergarten? Children can use their imaginations and make up a new story about the five-colored shell with their friends next to them." - The children were divided into groups to create stories, and then one child from each group was selected to tell the story they had created. * * 5. Teaching summary ** 1. The teacher summarized the lesson, reviewing the story content, emphasizing the key plot and the child's excellent performance in class. 2. Children were encouraged to continue sharing the story of the Colorful Shell with their families after class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the middle class of the big crab art teaching plan
The following is the reflection of the big crab art lesson plan: ** 1. Benefits of the event ** 1. ** Material is close to life ** - The big crab was the theme of the art lesson plan, and the material came from the life of children. Children were no strangers to crabs, which made them very interested in the activity and easy to mobilize their enthusiasm. For example, the art activity of drawing crabs after seeing crabs in Nature Corner could allow children to better connect their own experiences to create. 2. ** The use of multiple teaching methods ** - ** Children's Songs for Teaching **: Through children's songs, children can quickly master the main characteristics of crabs. For example,"I am a crab, big crab, two pincers, eight legs, squint your eyes, extend your feet, crawl, crawl, crawl home". This kind of nursery rhyme helped children remember the characteristics of the crab's body structure and could be better expressed when painting. - [Physical Observation and Movement Imitation]: Show the crab to the children and let them observe how it moves horizontally. Let the children imitate the crab's walking posture. This segment allowed the children to feel the shape and movement of the crab more intuitively, so that they could express the image of the crab more vividly when they were drawing. At the same time, it also greatly increased the enthusiasm of the children to participate. 3. ** Focus on the cultivation of children's abilities ** - In terms of activity goals, it covered the cultivation of many aspects of children's abilities. For example, learning to use various methods to express the main characteristics of crabs would help to cultivate children's observation ability and let them learn to find the key characteristics of things; encourage children to boldly try painting and decorate with symmetrical methods, which could train children's hands-on ability and innovative thinking; Guide children to enrich their works with auxiliary materials, cultivate their bold innovation ability and independent, independent and creative ability. 4. ** The design of the teaching session is reasonable ** - The activity segment started from arousing interest (such as introducing the crab father to take care of the child), to the child observing and looking for characteristics, then to the child's operation, and finally ending the activity (such as dancing with the crab father). The entire process was in line with the principle of gradual progression in early childhood education. The transition between each step was natural. For example, after the child observed the characteristics of the crab, he could operate it. This would allow the child to have a certain foundation of knowledge before creating, which would help to improve the quality of the work. ** II. Inadequacies and improvement measures ** 1. ** The feedback on the child's answer ** - When guiding children to use their experience to explain their understanding of crabs, if they could confirm the children's answers in time and improve their knowledge and experience about crabs, the teaching effect would be better. In future teaching, teachers should pay more attention to the timely feedback of children's answers, strengthen the accumulation of children's knowledge through affirmation and replenishment, and enhance children's self-confidence. 2. ** Children's grasp of the shape of crabs ** - During the activity, he found that it was difficult for the children to grasp the shape of the big crab, especially when drawing the big pincers of the big crab. In the follow-up teaching, some practice sessions specifically for the shape of crabs could be added. For example, let the children outline the shape of crabs with simple lines first, and then gradually add details. It could also provide more pictures of crabs from different angles and postures for children to observe and deepen their understanding of crab shapes. 3. ** Observation and guidance for children ** - Although children were interested in crabs that were commonly seen in their lives, they lacked detailed observation. Teachers needed to better guide children's observation, giving them clear observation purposes and correct observation methods. For example, when observing a crab, one could guide the child to observe the overall outline of the crab from the whole to the part, and then observe the shape, color, texture, etc. of its eyes, pincers, legs, and other details. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan of the art class in kindergarten
The following is a lesson plan for the kindergarten middle class art class, Sweet: ##1. Teaching objectives 1. skill target - Able to use hand movements in a more coordinated manner for related art creation (such as kneading plasticine). - Learn how to add or combine appropriate elements to the three-dimensional model (such as installing small rods on the sphere, etc.). 2. Emotional and cognitive goals - Appreciate the work of oneself and your companions, and experience the joy of success. - Further learn to carry out art activities evenly within the specified range, and develop good habits such as bold colors and uniform painting (if it involves painting and other operations). ##2. Teaching Materials Lollipops, plasticine, straws (Take "Sweet Candy" as an example), or materials related to the "sweet" theme, such as colored paper, crayons, glue, etc.(If you create other sweet things, such as candy paintings, etc.). ##3. Teaching process ###(1) Introduction 1. Guess. - The teacher aroused the interest of the children, for example, saying,"Children, the teacher's pocket is bulging. There is a mysterious thing in it." He guided the children to guess. - He added,"Listen, there's still a sound. Let's guess again." And then reveal that the answer is sugar (if sugar is the theme). - Then he asked,"What kind of sugar is it?" draw out the main topic, ie the lollipop, etc ###(2) Observation and Cognification 1. observe things - If it was a lollipop theme, the teacher would show the lollipop and guide the child to observe its appearance. - Guide the child to describe, such as,"What shape is the candy on it? What about the rest?" Help the child describe the candy in a coherent manner, such as "The candy above is round, and the stick below is long." - You can ask the child if he has eaten other types of related food (such as other shapes of sugar, etc.). ###(3) Creation 1. teacher demonstration - If you want to make a lollipop (Take "Sweet Candy" as an example): - The teacher chose the plasticine that he liked and placed it in his hand. As he was doing it, he said,"Children, first put the plasticine in your palms, then rub your hands together like this. Gently, rub it into a round ball." - Then he demonstrated,"Look, the teacher pressed a beautiful tail on it (insert a straw, etc.), and it became a beautiful lollipop." - If it was drawing candy or other creations: - The teacher demonstrated the shape of a candy on the blackboard or drawing paper, such as a round or square candy body, plus details such as curved candy paper, and explained the steps while drawing. 2. Game Rules - Set rules for the production or painting process. For example,"When you're doing crafts or painting, you can't make any sound with your mouth. You have to be quiet." - "You can't snatch things from others. If you're drawing, you can't draw beyond the scope of the paper." 3. Infant Operation - Children began to create their own works, such as making lollipops, drawing candies, and so on. - The teacher gave individual guidance and reminded the child to pay attention to the key points of the operation (such as gently rubbing the plasticine into a circle, etc.). ###(4) Showing and Sharing 1. works show - The teacher chose a few children's works to display. - He guided the other children to admire the painting and asked,"Look at the children's drawings. Are they beautiful?" 2. share their feelings - The teacher asked the child if he was happy today. - Guide children to learn how to share happiness, such as saying,"When children have happy things, they must learn to share with others." (If you make lollipops, you can let the children imagine sharing them with other classes.) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan design of the language path and stream in the big class
Reflection on the teaching plan design of the big class language "Small Path": ** 1. Design Intent ** 1. ** Connection between situation and life ** - The lesson plan for " Winter's Path " was designed with the special season of winter in mind. The cold weather in winter had many effects on children's lives. For example, some children could not insist on attending kindergarten, some were unwilling to participate in outdoor exercise, and winter was the flu season. Through this lesson plan, the children could experience the beauty of the snow scenery and the fun of winter activities. The combination of language learning and children's life experience would help improve the children's understanding and adaptability to the winter life situation. 2. ** Morality and values cultivation ** - The story of small animals using their own characteristics to sweep the snow aims to convey the spirit of actively participating in public welfare activities, unity and cooperation, and helping others to cultivate the values of children who like to help others and get along with their companions. 3. ** Language Ability Development ** - Knowing new words and reading the text correctly, fluently and emotionally was an important part of improving the basic language knowledge of children. Feeling the characteristics of fairy tale writing and learning to describe the movements of animals sweeping the snow can help children enrich their vocabulary, improve their language expression skills, and let children understand different language expressions, such as parallel sentences. ** 2. Reflection ** 1. ** Target Achievement Status ** - In terms of learning new words, he could increase the number of games to ensure that every child could better master them. Although there was background music to help create an atmosphere for reading the text, for some shy or weak children, they might need more individual guidance to achieve the goal of reading with emotion. 2. ** The effectiveness of teaching methods ** - The introduction of riddles and the presentation of multi-media courses could attract the attention of children and stimulate their interest in learning. However, in the cooperative reading of the text, the group allocation could be further optimized to ensure that every child could actively participate instead of being led by individual children. 3. ** Maintaining the interest of children ** - The overall story content was quite interesting. The plot of the small animals sweeping the snow could arouse the curiosity of the children. However, in the teaching process, it could be appropriate to add some parts of children's self-creation, such as letting children imagine how they would sweep the snow if they were small animals. This could better maintain children's interest and stimulate creativity. Reflection on the design of the teaching plan of the big class language "brook": ** 1. Design Intent ** 1. ** Comprehensive Ability Cultivation ** - The lesson plan with the small stream as the theme was designed to develop children's language ability through a variety of teaching activities. For example, the use of coursewares containing pictures and animations of small streams, picture albums that collect pictures and stories of small streams, small stream-themed children's songs on CD, and toys and hand puppets that simulate small streams to stimulate children's interest in learning from multiple sensory perspectives to improve their language expression and understanding. 2. ** Thematic Knowledge and Imagination ** - To let the children master the basic vocabulary and expressions related to the theme of the stream, and at the same time, to cultivate the imagination and creativity of the children. By describing the stream through language, the children could have a deeper understanding of the natural things and streams while learning the language. ** 2. Reflection ** 1. ** Difficulty of achieving the goal ** - For some young children, it may be difficult to master specific vocabulary related to small streams. They need to repeat and strengthen it more in the teaching process. In terms of cultivating imagination, although a variety of teaching materials were provided, more guiding questions might be needed to inspire children. 2. ** Teaching Interactivity ** - In the teaching process, more interaction between children should be added. For example, children should share their imaginations of the small stream, not just the interaction between teachers and children. 3. ** Material Adaptability ** - Although the children's songs, pictures, and other materials were all related to the small stream, they could take into account the children's cultural background and life experience when choosing, so that the materials were closer to the children's real life and improve the children's learning enthusiasm. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the big class's civilization, politeness and language
The following is a reflection on the big class's civilized and polite language lesson plan: ** I. Reflection on the achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - In terms of cultivating good manners in children, through a variety of teaching methods such as scene performance, picture display, question interaction, etc., children can learn basic polite expressions and their use in the classroom. For example, young children know to say "thank you" when they get help from others, say "sorry" when they do something wrong, and greet acquaintances. However, it might still need to be strengthened in the transfer of real-life situations. For example, children could respond correctly in class, but whether they could consciously use polite language in kindergarten daily activities or in the family environment needed further observation and strengthening. - In terms of learning Mandarin, most children were able to master the pronunciation of polite language in Mandarin because the teachers used Mandarin for guidance and interaction in the curriculum. However, for children whose pronunciation was not accurate, they might need to be corrected separately in subsequent teaching. 2. ** Course, Method, and Target ** - In terms of cultivating the habit of children being willing to speak boldly in front of everyone, they used more interacting teaching methods such as asking questions and scene performances to encourage children to actively participate. Most children could actively answer questions and participate in performances, but there were still a few introverted children who did not participate much. In future teaching, they could design more attractive and secure interaction sessions for these children. For example, group interaction would allow them to adapt first, and then gradually transition to class interaction. - When the children were asked to perform in different roles, the children had a certain interest in the performance, but when it came to the expression required during the performance, some children did not perform well. Perhaps it was because the children's understanding of polite language was not deep enough. They only knew how to say it and did not really experience the emotional attitude that should be used when using polite language in different situations. Later on, he could use more emotional stories, videos, and other supplementary teaching to deepen the children's understanding. 3. ** Emotions, attitudes, goals ** - Through a series of teaching activities, children can recognize that politeness is a good code of conduct. However, the cultivation of such moral sentiments was a long-term process. It was far from enough to rely on one class. It needed to be continuously strengthened in the daily life of the kindergarten, such as in daily communication, game activities, meals, and other aspects. ** 2. Reflection on teaching content ** 1. ** Selection of content ** - The content of the polite language chosen was more basic and common, which was in line with the cognitive level of the children in the first class. However, some polite expressions used in special occasions (such as libraries, cinemas, and other public places) can be added to broaden the knowledge of children. 2. ** Organization of content ** - In the organization of the teaching content, it was introduced from the scene performance, and then gradually deepened through questions, picture observation, text learning, etc. The overall logic was relatively clear. However, the transition between each segment could be more natural and smooth. For example, in the transition from the picture observation to the role performance, a group discussion segment could be added to let the children discuss how to perform better. This could increase the participation of the children and the depth of understanding of the content. ** 3. Reflection on teaching methods ** 1. ** Scene acting method ** - The scene performance method was an important teaching method in this lesson plan. It could directly show the children the use of polite language. However, the design of the performance could be more diverse, such as adding more performance content for different scenes and different character relationships. Moreover, during the performance, the children could be guided to discover and solve problems by themselves, such as the consequences of forgetting to say polite words, rather than simply being summarized by the teacher. 2. ** Question Method ** - The questioning method could stimulate children's thinking and participation. However, there was still room for improvement in the depth and breadth of the questions. Some questions were relatively simple and direct. For the older children, they could add some open and enlightening questions, such as "Other than saying 'sorry', what other ways can I express my apology?" This could further expand the child's thinking. 3. ** Picture Observation Method ** - The picture observation method helps children concentrate and intuitively understand the teaching content. However, in the selection of pictures, you can choose some pictures that are closer to the actual life of children, more colorful, and richer in content to increase the interest of children. ** 4. Reflection on Teaching Resources ** 1. ** Polite Words Picture ** - The pictures of polite expressions played an auxiliary role in teaching. However, the number and types of pictures could be further enriched. For example, some contrasting pictures, such as those of polite and impolite behavior, could be added to make children more aware of the importance of politeness. 2. ** The use of the teaching assistant for children ** - Letting the two children play the role of teaching assistants was an innovative way of using teaching resources. However, the training and guidance of the assistant children could be strengthened, such as allowing them to better guide other children to participate in the interaction and play a better role in the performance. ** 5. Reflection on Teaching Evaluation ** 1. ** Evaluation Method ** - In the teaching process, teachers mainly used encouraging language to evaluate children. This method helped to stimulate the enthusiasm of children, but the evaluation method could be more diverse. For example, they could increase the mutual evaluation between children, so that children could learn to appreciate the strengths of others and discover their own shortcomings. 2. ** Evaluation content ** - The evaluation mainly focused on whether the children had mastered polite language and whether they actively participated in activities. The content of the evaluation could be further expanded, such as evaluating the child's understanding of the emotions behind the polite language and the ability to flexibly use polite language in different situations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on the art of big class small white boat
** 1. Teaching plan goal ** 1. Guide children to experience and perceive the beautiful and imaginative artistic conception in the song, cultivate aesthetic taste, and stimulate the interest of actively participating in music activities. 2. Enlighten children to sing beautifully and slowly according to the melody and beat of the song, and cultivate their sensitivity and expressiveness to music. 3. Learn a new song, understand that the song is a triple beat song, and sing the accent at the beginning of the sentence. 4. They could listen to their companions 'singing and learn to control and adjust their own singing. 5. Through the appreciation of the song "Little White Boat" and the understanding of the lyrics, the children's sense of music rhythm was cultivated, and the children's expressiveness was developed. ** 2. Prepare the lesson plan ** 1. Song Coursewares, music teaching tape, tape recorder, self-made long drum, Korean costume, etc. 2. You can also prepare paper boats, a drum, and a drumstick, or prepare pictures of gardens, woods, grasslands, and kindergarten to assist in teaching. ** 3. Teaching plan process ** #(I) Introduction 1. Children can be invited to listen to two different pieces of music (Song 1: a lively duple beat song; Song 2:"Little White Boat" accompaniment music) and perform freely. 2. Or play the game "Peng", the teacher beats the drum to give a three-beat rhythm, and the child is asked to run, walk slowly, walk lightly or heavily according to the rhythm given by the teacher. You can also show a small white boat to draw out the theme. #(II) Unfolding Part 1. ** Master the rhythm of the song and familiarize yourself with the melody ** - Ask the children about the differences between the two pieces of music, find out the music in three-beat, guide the children to show the strength of the three-beat with their movements, and organize the children to practice the rhythm of the three-beat with the music. 2. ** Understand the content of the song and learn the lyrics ** - The teacher introduced the name of the song and demonstrated how to sing it. - Through questions and demonstration (or related pictures) to help children understand the lyrics, such as asking the difference between the small white boat in the song and the usual boat, as well as the lyrics content. - The child watched the lesson (or combined with the teacher's demonstration) to appreciate the song completely, remember the favorite or most beautiful lyrics, and then guide the child to learn according to the lyrics. 3. ** Learn to sing songs ** - Ask the child to sing the song in a natural voice. - The children sang the song together. - Through asking questions, the children were guided to reflect on the singing situation and practice singing with emphasis. - Using the form of song solitaire to help children further master the song. - The children were provided with scenes and props such as "boats and bunnies" to perform in groups. - Please sing the song to the guest teacher. 4. ** Understand the cultural background of the song (if it is involved)** - By observing the Korean costumes and appreciating the Korean dance, the children could be guided to understand that "Little White Boat" was a Korean folk song. #(III) End 1. Please carry the "long drum" on your back and sing and dance with the teacher along with the music of the small white boat. 2. Or ask the children to dance to the music with ribbons. ** IV. Reflection on lesson plans ** 1. ** Success ** - To create a kind of artistic conception for children, so that children can experience and express the poetic feelings of the song in the beautiful and quiet melody. For example, the beautiful night sky map displayed in the classroom, coupled with vivid language, so that children can turn the classroom into a beautiful night sky and cultivate children's innovative consciousness and unique creative behavior. - To expand the knowledge, stimulate the imagination of the children, attract the children to actively participate, and jump out of the box of simple singing a song. 2. ** Inadequacies ** - In the triple-meter rhythm, the understanding may not be in place at the beginning, and the in-depth understanding may not be achieved. - The communication between the children and the teachers was insufficient, and the interaction needed to be strengthened. - Children's "movement" is not enough, so we should think of more ways to inspire children to relax and perform. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>