The Bright Eyes Open Class in the kindergarten
The following is an example of a lesson plan for a kindergarten public class on "Bright Eyes": ** 1. Teaching objectives ** 1. cognitive goal - Let the child know the correct way to protect his eyes and understand its importance. - To guide children to understand the many uses of the eyes. 2. emotion goal - Stimulate the enthusiasm of children to actively participate in discussions and encourage them to boldly express their views based on their life experiences. - Nurture children's awareness of caring for and helping the blind. 3. skill target - Through the game, the children could experience the feeling of being unable to see. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - To help children master the correct way to protect their eyes and understand the importance of protecting their eyes. 2. ** Difficulty ** - Guide children to actively participate in the discussion of the use of eyes and encourage them to boldly express their thoughts. ** 3. Teaching preparation ** 1. Prepare an eye mask and ensure that every child has one. 2. Prepare a ball and other simple props. 3. Prepare a wall chart for the story "Little Monkey with Glasses" or create an audio for the story. 4. Prepare a paper monkey (option). ** 4. Teaching process ** 1. ** Part of the import ** - The teacher guided the children to observe the kindergarten environment and asked,"Children, is our kindergarten beautiful?" After the child answered, the teacher asked,"How do you know that the kindergarten is beautiful?" Guide the child to say that he saw it with his eyes, and then lead to the topic of the eyes. Then, the children were asked to talk about what else their eyes could do, such as writing, drawing, etc. The teacher also demonstrated that eyes could express emotions, such as anger, happiness, and other expressions. Then, a few children were invited to the stage to perform speaking with their eyes. 2. ** Game experience segment ** - The teacher gave the child an eye mask. After the child put on the eye mask, the teacher took out a ball and asked the child,"What does the teacher have in his hand now?" After the child answered that he didn't know, the child would take off the blindfold to see the color and shape of the ball, and then put on the blindfold to touch where the teacher was. The child would find it difficult to touch the teacher because his eyes couldn't see. Through this game, the children would feel the inconvenience of not being able to see. 3. ** Caring for the Blind Education Section ** - The teacher asked,"We know it's inconvenient to be blind, but there are some people who are born blind. Who are they?" Guide the child to say blind people. Then let the children discuss what to do when they see a blind person. The children were encouraged to express their opinions, such as taking the initiative to help the blind person cross the road. 4. ** Storytelling segment ** - The teacher used a wall chart or played an audio to tell the story,"The Little Monkey with Glasses." After the explanation, they would discuss with the children, such as asking,"Children, do you know why the monkey wears glasses?" "What kind of trouble did the little monkey encounter at the sports meet while wearing glasses?" "What did Mommy say to Little Monkey when he got home?" Through the story, the children could understand the causes of shortsightedness and the inconvenience it brought to their lives, thus leading to the importance of protecting their eyes. 5. ** Explanation on how to protect your eyes ** - The teacher asked,"How should we protect our eyes?" Ask the child to answer actively. The teacher will summarize the child's answers, such as: - He couldn't rub his eyes with dirty hands. - Stay away from the TV when you watch it, and don't watch it for too long. - Don't read in bed. - Don't sit in a moving car or motorcycle to read. - Don't write or draw in places where the light is too strong or too dark. - When writing or drawing, one had to sit upright, punch one's chest away from the table, and keep one's eyes one foot away from the book. - Eat more fresh fruits and vegetables. - Don't play with sharp objects to avoid hurting your eyes. 6. ** Consolidating and expanding segment ** - The teacher asked the child to make the correct posture for reading and drawing, and then showed it through the projector to let the child see if he did it correctly. After that, the children could be allowed to move freely, such as reading, drawing, and playing with toys. During the activity, the teacher would observe whether the children used the correct eye use method. Finally, the teacher could encourage the children to share their knowledge of eye protection with their younger siblings in the lower class. Read more exciting novels for free
When will the kindergarten open a new class?
The time for the opening of new classes varied in different regions. For example, some regional kindergarten opened on March 4, without mentioning the opening of new classes; On August 14,2020, the news showed that the large and middle classes of all types of kindergarten in Beijing opened on September 8, and the small classes opened on September 11, and the small classes could set a transition period; There were also some kindergarten mentioned on October 24 that there were nine babies in the nursing class, which was a day care mode. The nursing time was from 9 a.m. to 4 p.m., but it did not indicate whether it was a new class. There wasn't enough information to indicate when a typical kindergarten would open a new class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Can the kindergarten open a special class?
In the Ningxia region, according to the news on December 5,2021, the "Rules for the Administration of Charging in Nurseries in Ningxia", which came into effect on January 1,2022, stipulated that the kindergarten should not collect additional fees from parents in the name of special education such as experimental classes, special classes, interest classes, parent-child classes, etc., except for the tuition fees. However, it did not mention whether it was completely prohibited to open special classes. From the perspective of educational practice, there were many discussions about the implementation of special class programs in the kindergarten. This indicated that under certain circumstances, the kindergarten could carry out special class-related activities, but if it involved additional fees, it would be restricted. Therefore, it was not easy to say whether a kindergarten could open a special class. Different regions might have different regulations, and if a special class was opened, it would have to follow the corresponding rules in terms of fees. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Shadow experimental kindergarten open class
The following was a kindergarten public class design with shadows as the theme: ** 1. Teaching objectives ** 1. Let the children have a preliminary understanding of the cause of the shadow and try to explore the relationship between the shadow and light and time. 2. To stimulate the interest of children in the shadow phenomenon in life. 3. Cultivate children's willingness to do things and actively explore. 4. Cultivate children's interest in exploring scientific phenomena. 5. To fully experience "science is around" and generate interest in discovering, exploring, and communicating in life. ** 2. Teaching preparation ** 1. Projection, computer, Cai Coursewares, table lamp, transparent film, opaque paper, paper-cut dolls, paper boxes, dolls, etc., a number of flashlights, a number of toys. 2. Children can distinguish transparent and opaque objects, and can use body movements to represent various small animals. ** 3. Teaching process ** #(I) Introduction: Shadow Game-Guess Small Animals 1. In front of the projector, the teacher used the shadow of a hand to make the shape of a small animal, such as a puppy, a bird, etc., to guide the children to guess what kind of small animal it was. 2. He asked the child if he knew how it was formed and brought up the topic of the shadow. #(II) The Creation of Shadows 1. ** Experiment Observation 1 ** - The children used flashlights and toys to do shadow experiments to explore the relationship between light, objects, and shadows. - The teacher guided the child to try different operations, such as turning on the flashlight, shining the light on the board (no shadow), letting the light shine on the toy (the shadow appears on the board), and turning off the flashlight (there is no shadow on the board). 2. ** Exchange and Discussion ** - Ask the child to share how he helped an object find its shadow. - The teacher guided the child to conclude that because there was light, objects blocked the light, so there was a shadow. 3. ** Broader Thinking ** - The teacher asked the child what other light could cast a shadow in his life. - The teacher concluded that sunlight, moonlight, lamplight, and firelight could all cast shadows on objects. #(3) Changes in Shadow 1. ** Observation and display ** - The teacher showed the children the pictures of shadows in their daily lives. - Ask the children to observe and see which objects have shadows? What were its characteristics? What was a light source? 2. ** Exchange and compare ** - The teacher guided the children to communicate whether these shadows in life were the same. - The teacher concluded that some shadows were big, some were small, and there were all kinds of shapes. 3. ** Operation Observation 2 ** - Guide the child to look at the object from different directions and discover the position and size of the shadow. - For example, if the light is on the left, the shadow is on the right; if the light is on the right, the shadow is on the left; if the light is on the top, the shadow is small; if the light is on the side, the shadow is big. 4. ** Record and comment ** - Let the child record the third operation and record the results. - The teacher commented on the child's record card. #(4) The Use of Shadows 1. The teacher guided the children to communicate about the use of shadows in life, such as shadow play. 2. Teachers could introduce the traditional art of shadow play to the children, show the props of shadow play or play the video of shadow play, so that the children could experience the use of shadow in culture and art. #(V) 1. The teacher and the child reviewed today's findings about shadows, including the creation, change, and use of shadows. 2. Children were encouraged to continue observing the shadow phenomenon in their daily lives. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Elephant and Mosquitoes: Reflection on the Open Class of the Senior Class in the kindergarten
The following is a possible reflection on the elephant and mosquito kindergarten class: * * 1. Achievement of teaching objectives ** 1. * * Invigorated interest ** - From the teaching plan and teaching process, the theme of elephants and mosquitoes was vivid. Children were familiar with these two animals. In actual teaching, children were very interested, which indicated that the teaching goal of stimulating children's interest in percussion and experiencing the joy brought by musical instruments was achieved to a certain extent. For example, in the role-playing segment, the children were very involved whether they were playing an elephant or a mosquito. 2. * * Ability Cultivation ** - In terms of cultivating children's ability to listen and distinguish and to match instruments according to the story, it was effective to let children feel the matching of music passages, maps and the story before playing instruments. However, some children might not have a deep understanding of the relationship between the timbre of the instrument and the story. For example, some children might not be able to accurately distinguish between the drum representing the footsteps of an elephant and the string of bells representing the sound of mosquitoes flying. - For the goal of guiding children to understand the sounds of musical instruments and to be willing to participate in the game, children showed enthusiasm to participate in the game when imitating the movements of elephants and mosquitoes and playing musical instruments. However, their understanding of the characteristics of musical instruments may only remain on the surface. For example, they may not have a thorough understanding of the relationship between the sounds of musical instruments such as frogsong and waltz boards and specific actions in the story. * * 2. Teaching content and process ** 1. * * Story and music merge ** - Combining the story of the elephant and the mosquito with the music was a good idea. However, in the process of teaching, there might be a problem that the transition between the music and the story was not natural enough. For example, when changing from a musical segment where a mosquito bites an elephant to a musical segment where an elephant drives away a mosquito, the child may need more guidance to accurately grasp the plot transition and make the corresponding movements or musical instruments. 2. * * role-playing and interaction ** - Character play (such as teachers and children, boys and girls playing elephants and mosquitoes respectively) could increase the fun and interaction of teaching. However, in the process of role-playing, there may be cases where some children pay too much attention to the performance itself and ignore the rhythm of the music. For example, when he acted as a mosquito flying and an elephant biting, he did not perform the actions completely according to the rhythm of the music. 3. * * Musical instrument performance segment ** - In the instrument performance segment, although the children experienced the joy of cooperation, there may be shortcomings in the allocation of instruments and the guidance of children to play instruments correctly. For example, they might not have fully considered the proficiency of each child in operating the instrument, causing some children to be confused during the performance or fail to play the role of the instrument well. * * 3. Teacher's teaching quality ** 1. * * Language Organization ** - In the teaching process, the teacher's language organization in some parts is not refined enough, which may affect the child's understanding of the teaching content and concentration. For example, when explaining the rules of the game or guiding children to imitate animal movements, overly lengthy language may make children confused or lose interest. 2. * * Teaching Guidance ** - As the guide of the activity, the teacher still had room for improvement in guiding the children to understand the relationship between music, storylines, and instruments. For example, when children had doubts about the matching of musical instruments and storylines, they did not give more effective guidance in time, causing some children to have difficulty understanding. * * 4. Directions for Teaching and Learning ** 1. * * Strengthened Music Perception ** - Before teaching, children could increase their perception of music, so that they could have a deeper understanding of the rhythm of music, the relationship between melody and the story. For example, by listening to music many times and doing simple rhythmic tapping exercises. 2. * * Enhancing the Teaching Stage ** - The teaching process should be optimized, especially the transition between the music and the story. It should be designed in a more natural way, such as adding some guiding words or action hints. 3. * * To improve the quality of teachers ** - Teachers should constantly improve their ability to organize language and convey teaching information concisely and clearly. At the same time, research on children's learning characteristics and teaching guidance methods should be strengthened in order to better deal with the problems that children encounter in the learning process. 4. * * Personalized guidance ** - In the instrument performance segment, the children were given individual guidance and instrument allocation according to their proficiency in the operation of the instrument to ensure that each child could play their own role in the performance and experience the joy of success. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten middle class open class, the little tabby cat
I'm not too sure what you mean by "the kindergarten's middle class open class on the little tabby cat". If you want to ask about the contents of the public class with the theme of " Little Kittens Going to School ", it may involve finger games, children's songs, or art activities. According to some information, there was an art activity with the theme of " Little Calico Cat " for public classes. The teacher combined the drawing steps with the children's songs and filled them into the music melody of the cartoon " Doraemon ", so that the children could develop their creativity and improve their drawing skills while singing and drawing. The activity starts with children's songs to arouse children's interest. For example, the teacher will recite the children's songs while drawing a small tabby cat. Then, the teacher will understand the content of the children's songs and master the steps of drawing. The teacher will analyze the corresponding relationship between the children's songs and the small tabby cat parts according to the children's answers and arrange the steps. Then, the children will master the steps through various methods. Then, the children will practice drawing. The teacher will provide different materials and tour guidance to encourage the children to imitate the foundation and add drawings. Finally, there was a review of the work. The children evaluated the work and pasted a five-pointed star on the kitten they liked. There were also finger games or children's songs related to " the little cat goes to school " content, such as " the little cat goes to school, the teacher teaches it to sleep, the left ear listens and the right ear bulges." Don't you think it's ridiculous?" However, I don't have enough information to give you a detailed process on how to carry out the public lecture. If you can clarify the question, I can answer it better. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the open class of the lazy worm in kindergarten
The following is a reflection on the kindergarten's Sloth class: ** 1. Teaching content ** 1. ** Education ** - The song "Lazy Worm" contained rich educational value. It could guide children to realize that laziness was a bad behavior and help to educate children in moral character, such as cultivating children's awareness of taking the initiative to work and actively participate in activities. 2. ** Difficulty of the content ** - For young children, it might be difficult to understand the concept of a lazy worm. In the teaching process, teachers were required to explain in simple and easy-to-understand ways, such as combining the child's daily behavior, such as not liking to dress or eat, to explain what laziness was. - In terms of music knowledge, such as learning the quarter rest, the teaching method should be designed according to the children's musical foundation and acceptance ability. If the difficulty is too high, it may cause the child to be afraid of difficulty; if it is too simple, it will not achieve the teaching goal. ** 2. Teaching methods ** 1. ** Game Teaching ** - Using games to teach was very effective. For example, games such as "Find the Sloth","Little Rooster and the Sloth" could increase children's participation and interest in learning. However, the organization and rules of the game must be clear and clear to ensure that the child can understand and actively participate. For example, in the "Find the Sloth" game, the child had to know how to find the "Sloth" and the reaction after finding it. - In the music game segment, such as letting children imitate the movements of insects, twisting around, touching their stomachs, etc., can help children better understand the content of the song and enhance their performance singing skills. However, it was important to guide the children to follow the rhythm in the game. They could not just focus on the movements and ignore the music itself. 2. ** Guidance and Inspiration ** - In the teaching process, teachers should focus on guiding children to think and explore independently. For example, in the process of creating a "hardworking person," the teacher should inspire the children to think about what hardworking people would do instead of telling them the answer directly. - When children did not understand the content of the song or music knowledge, the teacher's guidance method was crucial. For example, when explaining the concept of "lazy worm", he could use questions and examples to guide the child to come to the conclusion that being a lazy worm was not good. ** 3. Child's performance ** 1. ** Learning interest ** - Children usually showed great interest in such humorous music materials. It could be seen from the children's active participation in the game and imitation of movements. However, it was necessary to pay attention to maintaining this interest and constantly create new teaching methods in the teaching process to prevent children from getting bored. 2. ** Learning ability ** - In the song learning segment, the child could basically keep up with the rhythm and melody, which meant that the child had a certain ability in music perception. However, when the teaching capacity is large, children may have difficulty learning. For example, in a teaching activity that includes multiple teaching links (self-reading pictures, learning songs, singing performances, singing games, moral education, etc.), children may have poor learning results due to too much learning content, and the teaching time may be too long. ** 4. Teaching preparation ** 1. ** Teaching aid preparation ** - The use of teaching aids such as rhythm cards and caterpillar dolls can help children better understand music knowledge and song content. However, the choice of teaching aids should be in line with the age characteristics and teaching needs of the children. For example, when using the rhythm card, the design of the card should be intuitive and simple, so that it was easy for the child to recognize and operate. 2. [Knowledge preparation] - Teachers should fully understand the children's existing knowledge and experience before teaching, including music knowledge, life experience, etc. For example, before teaching the quarter rest, it was necessary to find out if the child had similar learning experiences in order to adjust the teaching method and progress. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The turtle finds a friend, kindergarten open class
The following is an example of a lesson plan for a public kindergarten class on "Turtle Finding Friends": ##1. Teaching objectives 1. Let the children understand the story content and develop their oral expression skills. 2. Through stories, children would understand the importance of friends. Having friends was a happy thing. ##2. Teaching preparation 1. A headpiece or card for animals such as turtles, birds, and rabbits. 2. A powerpoint or a simple picture related to the story of the tortoise looking for a friend. 3. Soft background music. ##3. Teaching process ###(1) Introduction (3 minutes) 1. With a soft background music playing, the teacher asked,"Children, today I'm going to tell you a story about finding a friend. Before the story begins, the teacher would like to ask everyone, do you all have friends? What do you think it's like to have friends?" Children are encouraged to answer questions and share their feelings about their friends. 2. Show the turtle's card or headdress and ask the children,"The protagonist of our story today is this slow, shelled little animal. Can you guess who it is? Yes, it was a turtle. That turtle is going to do something very interesting, which is to find a friend." ###(2) Storytelling and Interactions (12 minutes) 1. He began to tell the story: "The tortoise crawled slowly. He first saw a bird singing in the tree. The tortoise said to the bird,'Little bird, little bird, will you be my friend?' The bird replied,'Turtle, you walk too slowly. I like to fly in the sky and make friends with my friends who fly fast.' Children, why doesn't the bird want to be friends with the turtle?" Guide the child to answer, then summarize the child's answer and continue to explain. 2. "The tortoise continued to crawl and crawl until he saw a little rabbit jumping up and down on the grass. The tortoise said to the little rabbit,'Little rabbit, little rabbit, will you be my friend?' Xiaotu replied,'Tortoise, you walk too slowly. I like to play with my friends who run fast.' Then children, why doesn't the rabbit want to be friends with the turtle?" Once again, he guided the child to answer and summarize. 3. "The turtle was a little sad, but it didn't give up and continued to crawl forward. Finally, the turtle came to a small pond. He saw a school of small fish swimming in the water. The turtle said to the fish,'Little fish, little fish, will you be my friend?' Little Fish said,"Tortoise, although you walk slowly, you can swim in the water. We can play in the water together." Thus, the turtle and the fish became good friends. Then, kids, why is Xiaoyu willing to be friends with the turtle?" Guide the child to think deeply and answer. ###(3) Story review and discussion (10 minutes) 1. Show the PowerPoint or picture again, briefly review the story, and focus on the responses of different animals to the turtle looking for friends. 2. "Children, if you were turtles, birds, and rabbits, what would you do if they didn't want to be friends?" Each group will discuss for 2 - 3 minutes, and then ask the group representatives to share the results of the discussion. 3. Question: "In our lives, how should we treat those children who are different from us? Should I not be friends with them, or should I be like a turtle and find something in common to become friends with them?" Guide children to understand and accept different partners, and find common interests to make friends. ###(4) Role-play (10 minutes) 1. The children were given animal headdresses and asked to choose to play the turtle, bird, rabbit, or fish. 2. Follow the plot of the story to role-play, encouraging the child to imitate the animal's movements and tone of speech. For example, a child who played the role of a turtle had to crawl slowly to speak, and a child who played the role of a bird could wave his hands to indicate that he was flying to speak. 3. In the role-playing process, the teacher should guide the child to correctly express the dialogue in the story and encourage the child to freely play some dialogue. For example, the turtle can say some more sincere words to invite other animals to be friends. ###(5) Summing Up (5 minutes) 1. After all the children finished their role-playing, the teacher summarized,"Today, we listened to the story of the tortoise looking for a friend and acted out the story together. We learned that although the turtle was rejected by the bird and the rabbit, it did not give up and finally found a small fish to be friends. And we also know that in life, we have to be like turtles. Even if others are different from us, we can work hard to find common ground with each other, so that we can make more friends. Then, children, think about it again. Are there any friends around you that you're not familiar with before but want to make friends with now?" 2. Finally, soft background music was played to let the children end the lesson in a relaxed atmosphere. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The process of the kindergarten language field open class
The kindergarten language field public class process generally included the following parts: ** I. Pre-class preparation ** 1. ** Event Selection ** - Paying attention to the operation of the activity content was an important factor in the success of the public class. - The primary and secondary structure of the activity class should be clearly defined. It should be divided into the beginning, the basic, and the end parts. The time for each part should be allocated reasonably. The key points should be clearly grasped, and the achievement of the activity goal should be paid attention to during the activity process. 2. ** Part of the import ** - The introduction method must be novel, able to attract the attention of the children and stimulate their interest. 3. ** Basics ** - Each link was closely connected, the language was coherent, the process was clear and met the relevant requirements (such as the requirements of the Guide). - It was necessary to include a game segment because the kindergarten curriculum mostly used games to achieve the teaching goal. Games could understand the children's acceptance ability. 4. ** End ** - Pay attention to the sorting and summary of the course content by the teacher and the child. At the same time, pay attention to the improvement of the activities. ** 2. In-class implementation ** 1. ** Beginning (with different public lessons as examples)** - The topic could be introduced through conversation. For example, in an open class related to fruit picking, the teacher would use the fruit picked by the child as the topic and ask the child how to pick chestnuts. Or, it could be introduced through the creation of a situation. For example, in an open class related to the moon, the teacher would lead the child to dance "Fishing Story" into the venue. Then, by asking about the things used for fishing, the teacher would introduce the moon in the sky that looked like a fish hook, and then the poem would be introduced. 2. ** Basics (with different public lessons as examples)** - If it was a story lesson, the teacher could first play the relevant music or show part of the content to let the child experience the story. For example, in the "Star Fishing" public class, the teacher first played the music to let the child know the name of the poem and the initial feeling of the content; then the teacher showed the wall chart and recited the content to let the child further understand the content, and the child followed the teacher to recite. In the picture book story class, the teacher could guide the children to guess the plot of the story. For example, in the open class of "The Big Tree Shakes," the teacher asked the children to guess what would fall from the tree when the animals shook the tree. The children were encouraged to use short words and short sentences to describe the observed content and express their guesses and imaginations. - If it was an open class on understanding the story content, the teacher could let the children sort out the story through observation, games, etc. For example, in the open class of "Who is more capable?", the teacher let the children sort out the plot through guessing and observation, and develop their oral expression ability and thinking judgment ability. 3. ** Ending (Using different public lecture examples)** - They could sort out and summarize the story together, such as the content and reason of the story. For example, in an open class on children's dental health, the teacher might summarize the methods mentioned by the child to make the teeth fall out. He could also improve the course. For example, in the poetry public class, he mentioned that poetry could become a finger game to be played next time. ** III. Reflection after class ** - Teachers should pay more attention to reflection and analyze the shortcomings of this lesson. They can also ask experienced teachers for advice. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the Mini games in the kindergarten open class?
The following are some indoor Mini games suitable for kindergarten public lessons: - ** Ball games ** - ** Ball run **: The children in the small class run face-to-face with the ball, while the children in the middle class run back-to-back with the ball. The ball will not fall during the run, which tests the coordination and cooperation ability of the body. - [Rescue the wounded: Use old quilts to let the children transport the ball, set obstacles and challenges, and train their cooperation, balance, and adaptability.] - ** Throwing Game ** - ** Pitch-pot **: A jar is placed in the middle of the field. The child stands outside the starting line with the same number of chopsticks in hand and throws the chopsticks into the jar in turn. The one who throws the most wins. Different areas can also be set, such as the simple area and the challenge area. The score will be different in different areas. You can also play blindfolded pitch-pot, one-legged throwing, standing on a chair throwing and other tricks. You can also make a throwing game. You can choose common objects to decorate and make rules to throw to train your arm strength and hand-eye coordination. - ** Crawling Game ** - Crossing the line of fire: The teacher will arrange the small chairs into two rows and set obstacles to fix the rubber band on the back of the chair. The children will line up in a column and cross the rubber band while making their own movements. The self-made movements cannot be repeated with the previous child. It is suitable for middle and upper class children. - ** Other Games ** - ** Little Turtle Dribbling (suitable for small classes)**: Prepare sponge mats and sandbags for the game. The children were divided into two groups of PK. Each group had 6 - 7 people. They dribbled the ball in turn and transported a sandbag each time. The group that transported the most sandbags within the specified time won. A child could be arranged to be the referee. If the sandbag fell and the transportation failed, the next child would continue. - ** Carrying water across the river, chair games, mushroom picking competitions, chopsticks, paper cups, fast transfer, etc. - ** Paper Cup Run, Kitten Fishing, Telekinesis Relic, Blind Man Touching Elephant, Paper Cup Shoes, Blower Player, etc. - ** Peng Peng Le (suitable for small, medium, and large classes)**: Prepare rubber balls and plastic bottles for the game. The teacher placed 10 plastic bottles in an inverted triangle five meters away from the child. The child took the ball to hit the bottle, and one point was scored for each bottle knocked down. - ** Pony Crossing the River (suitable for middle school students)**: Prepare 4 color cards and rhythmic music. The teacher had pasted the cards on the floor in an irregular pattern. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The demonstration of the open class of handmade clay in the kindergarten
The following is an example of a kindergarten hand-made clay public class: * * 1. Teaching objectives ** 1. Let the children learn to use clay to make specific objects and train their fine hand movements. 2. To stimulate children's imagination and creativity, and encourage children to use clay to create a variety of images. 3. Cultivate the habit of completing tasks patiently and enjoy the joy of hand-made. * * 2. Teaching preparation ** 1. Clay (such as ultra-light clay), one for each person. 2. There were several auxiliary tools, such as toothpicks and leaves (you could choose the appropriate tools according to the theme of the production. For example, when making a small hedgehog, you could prepare a small comb to shape the thorns, etc.). 3. An example of a finished product for display (for example, if you want to make a small hedgehog, prepare a clay hedgehog). 4. Cleaning supplies, such as rags, one in each group. * * 3. Teaching process ** #(I) Introduction 1. Show examples of finished products Teacher: "Children, today I brought a little baby. Look, what is this?" (Show the finished product made of clay, such as a small hedgehog) Guide the child to observe and say the name and some characteristics of the item. 2. lead up the subject Teacher: "Then let's use clay to make this cute [Finished Item Name] today, okay?" #(2) Explain the demonstration part Using the creation of a little hedgehog as an example: 1. Take clay and shape it - Teacher: "First, we take out a suitable amount of brown clay, like this (Demonstrate the action of taking clay). Then, we knead it into an oval ball, just like how we usually knead small glutinous rice balls. After kneading it, we press it gently." (Demonstrate each action as you speak) 2. Add Details - Eyes and nose: "Take two small portions of white clay and rub them into small balls. Stick them on the little hedgehog's face as eyes. Then take a little bit of black clay and rub them into smaller circles. Stick them on the white balls as eyeballs. Then use a little brown clay to form a small triangle and stick it in the right place as a nose." - The thorns on the back: "We can use a small comb or toothpick to press some small thorns on the back of the little hedgehog, like this (demonstration action), to make the little hedgehog's thorns look sharp." #(3) Child Production 1. distributing material He distributed clay and the necessary auxiliary tools to each child. 2. itinerant guidance - Remind the child that if the clay is a little dry or sticky during the production process, he can wipe his hands with a rag. - Children were encouraged to use their imaginations, such as what other decorations the little hedgehog could have, or what the little hedgehog was doing. - For children who encountered difficulties, such as clay molding was not smooth, appropriate help and guidance were given. #(4) Exhibition and Evaluation 1. works show Please place the hedgehog you made on the display stand. 2. Preschoolers Invite some children to introduce their works, such as "What is my little hedgehog doing?" 3. teacher evaluation The teacher evaluated the children's works and praised the creativity and serious attitude of the children. For example,"The thorns on the back of Xiao Ming's little hedgehog are especially creative. They are curved thorns pressed out by a small comb." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>