The kindergarten middle class outdoor happy wooden person teaching plan
##1. Activity Target 1. Cultivate children's running, jumping, balance and dodging abilities. 2. Cultivate children's self-protection awareness and ability. 3. To improve the child's self-control and physical performance, stimulate the child's creativity, and let the child dare to express himself in front of others. ##2. Event preparation 1. [Experience preparation: The child has played a game of wooden figures.] 2. [Material preparation: a number of small building blocks, three wolf headdress, music suitable for the game.] 3. ** Site arrangement **: Choose a relatively open and safe outdoor site. ##3. Activity ###(1) Mobilize early childhood experience and stimulate enthusiasm for participation 1. ** Draw out the game protagonist ** - The teacher asked,"Little boy, isn't the big bad wolf scary?" If we see the big bad wolf, what should we do?" After guiding the children to express their thoughts, the teacher concluded and asked,"If we become wood, will the big bad wolf still eat us?" Shall we play a game of wooden figures today?" 2. ** Explain the rules of the game and demonstrate how to play it ** - [Game rules: Please send out three children. One will play the role of the big bad wolf, and the other two will play the role of the wooden man.] The teacher played music to indicate the start of the game. The big bad wolf came out to look for food. The children ran around. When they were about to be caught by the "wolf", they quickly said "wooden man" and posed. The "wolf" could not catch them. The children caught by the "wolf" had to take the initiative to stand in the Wolf Castle (designated area). The others continued the game until the music ended. - The teacher demonstrated the gameplay to a child so that the child could understand the game process more intuitively. 3. ** All children try the game ** - The music played, and the big bad wolf began to look for food. The children that were caught stood in the wolf castle, and those that were not caught continued to play until the music ended. ###(2) Try new ways of playing the game, develop abilities, and experience fun. 1. ** First game: Try it out and understand the new gameplay and rules ** - Play method: The teacher plays the role of the big bad wolf to catch the children. The teacher plays music to indicate that the game has begun. The big bad wolf comes out to look for food. The children run around. When they are about to be caught by the "wolf", the children quickly run to the field to step on a piece of wood or pick up a piece of wood and pose. The "wolf" cannot catch them. The children caught by the "wolf" must take the initiative to stand in the wolf castle. The others continue the game until the music ends. - ** Guidance key points **: Guide the children to understand the new rules of the game and how to quickly run to the place where there are wooden blocks to step on or pick up wooden blocks. - [** Critical Points **: Can you play the game according to the rules?] - After the game ended, the children who were caught were asked why they were caught, and the children who were not caught shared their experiences. 2. ** Second game: Learn more about the new gameplay and rules ** - [Method of play: A child and teacher will play the role of the big bad wolf. The other rules are the same as above.] - ** Guidance Points **: emphasize playing the game according to the rules. - ** Evaluation criteria **: Can the big bad wolf quickly observe the infant and target the infant with slow reaction instead of randomly grabbing it? Can the infant react in time? 3. ** Third game: Learn more about the new gameplay and rules ** - ** Play method **: The teacher plays the role of the big bad wolf to catch the children. The teacher plays music to indicate that the game has begun. The big bad wolf comes out to look for food. The children run around. When they are about to be caught by the "wolf", the children must run to the field and step on a piece of wood. They must also pick up a piece of wood to pose. The "wolf" cannot catch them. The children caught by the "wolf" must take the initiative to stand in the wolf castle. The others continue the game until the music ends. - ** Guidance focus **: Make sure that the child plays the game according to the rules. - ** Evaluation criteria **: Can the big bad wolf quickly observe the infant and target the infant with slow reaction instead of randomly grabbing it? Can the infant react in time? 4. ** The fourth game: Try a cooperative game ** - The teacher and a child play the role of a big bad wolf to catch the child. The child can help each other step on the wooden block as fast as possible. The other rules are the same as above. - ** Guidance focus **: Guide children to negotiate and cooperate with their peers. - [** Evaluation criteria **: Able to negotiate and cooperate with peers.] 5. ** The fifth game: Try an independent game ** - [** Play method **: Two children will be the big bad wolves, and the children will play the game independently.] - ** Guidance Focus **: Guide the child to try to play the game according to the rules. - [** Evaluation criteria **: Able to play the game according to the rules of the game.] - After the game ended, the summary emphasized the fun of the cooperative game. ###(3) Game Over The teacher summarized the entire game activity and gave affirmation and encouragement to the child's performance in the game, such as the child's reaction speed, cooperation ability, and compliance with the rules. Read more exciting novels for free
Teaching plan for outdoor games in the middle class
The following is an example of an outdoor game lesson plan: ##1. Teaching objectives 1. Let the middle class children understand and master the basic methods and skills of outdoor sensory games. 2. Nurturing children in the game to improve sensory integration ability, enhance physical coordination and flexibility. 3. Cultivate children's teamwork spirit, improve communication and interpersonal skills. ##2. Difficulties and Key Points in Teaching 1. ** Difficulty ** - The skills and methods of the sensory integration game, as well as the use of teamwork. 2. ** Main point ** - Cultivate the child's sensory integration ability, improve physical coordination and flexibility. ##3. Prepare Teaching Aids and Tools 1. ** Teaching aid ** - Sensory integration teaching tools, such as balance beam, rope skipping, sandbag, etc. 2. ** Learning Tools ** - an outdoor playground, obstacles, batons, etc. ##4. Teaching process 1. ** Practice scenario introduction (5 minutes)** - The teacher gathered the children at the outdoor venue and explained the benefits of outdoor sensory games to the children through vivid explanations. For example,"Children, we are going to play very interesting games outdoors today. These games can make our bodies more flexible and react faster. Then do you know why playing these games can make our bodies better?" Guide the child to enter a learning state. 2. ** Game 1: Balance Beam Challenge (10 minutes)** - Set up a balance beam path outside and place some small sandbags beside it. - The rules of the game: Children need to walk on the balance beam in turn. In the process of walking, pick up the sandbags on the ground according to the teacher's instructions and put them on the top of their heads to maintain balance. For example, if the teacher said,"Pick up a sandbag," the child would pick up a sandbag and put it on his head to continue moving forward. This game could train children's sense of balance and body control. - The teacher first demonstrated the correct movements, and then let the children play in groups of 5 - 6 children. The teacher observed and gave guidance and encouragement. 3. ** Game 2: Rope skipping relay (15 minutes)** - Choose a relatively open outdoor field and divide the children into several groups. Prepare a skipping rope for each group. - The rules of the game: Each group of children will skip the rope in turn. After jumping five times, the skipping rope will be passed to the next child, and the next child will repeat the action. If the child fails in the skipping process, he can start again. This game mainly trained the child's sense of rhythm and body coordination. - The teacher demonstrated the correct skipping posture before the game began. During the game, he encouraged the children and emphasized the importance of teamwork. For example,"Children, we have to cheer for our own group of friends. Everyone can work hard to complete the game." 4. ** Game 3: Hit the sandbag accurately (15 minutes)** - Set up a few small baskets or cardboard boxes at one end of the outdoor field as targets. Draw a throwing line 3 - 5 meters away from the target and distribute three sandbags to each child. - The rules of the game: The child stands behind the throwing line and throws the sandbag at the target to see who throws the most sandbags. This game helped to improve the child's hand-eye coordination and spatial perception. - The teacher first demonstrated the correct throwing posture, such as sideways, arms straight, etc., and then let the children play in groups. After the game, the children who performed well were praised. 5. ** Game conclusion and relaxation (5 minutes)** - The teacher gathered all the children and summarized today's games, emphasizing the different training effects of each game on the body. For example,"Children, the balance beam game we played today made our sense of balance better, the rope skipping game made our bodies more coordinated, and the sandbag throwing game made our eyes and hands cooperate better." - Finally, he led the child to carry out simple relaxation activities, such as deep breathing, stretching limbs, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Middle class outdoor routine guidance teaching plan
The following is an example of an outdoor routine lesson plan for the middle class: ##1. Activity Target 1. Let the children clearly understand the outdoor routine requirements and cultivate good outdoor behavior habits. 2. To improve children's safety awareness in outdoor activities and ensure their own safety. 3. To enhance the sense of order and teamwork of children in outdoor group activities. ##2. Event preparation 1. Make simple outdoor routine reminder cards, such as queuing, pictures of the correct way to use equipment, etc. 2. Choose a suitable outdoor venue, ensure that there are no safety risks, and check and prepare outdoor equipment. ##3. Activity ###(1) Introduction 1. The teacher led the children to the outdoor assembly point, guided the children to observe the outdoor environment and asked,"When we play outdoors, what should we do to have fun and be safe?" Children are encouraged to speak freely. 2. Show the prepared outdoor routine cue cards to arouse the interest of the children and pave the way for the subsequent explanation. ###(2) Explain the general outdoor content 1. queuing routine - Tell the children that when they are outdoors, there are many times when they need to line up, such as waiting to play on the slide, swing, etc. Keep quiet when you line up. Follow one by one and don't push the children in front. - Demonstrate the correct queuing posture: put your feet together, put your hands naturally by your sides, and look forward. - For children to practice queuing, they could start with a simple straight line and gradually increase the difficulty, such as walking around a fixed object outdoors. 2. Device usage routine - It introduced the common outdoor equipment (slide, swing, seesaw, etc.) and explained the correct use of each equipment. - For example, slide: walk up the platform step by step from the stairs, sit on the top of the slide, hold the handrails on both sides of the slide with both hands, and then slowly slide down; swing: sit on the swing board, hold the rope of the swing tightly with both hands, wait for the teacher to help push or gently swing the swing under the teacher's guidance. Don't stand on the swing or swing too high to avoid falling. - During the process of using the equipment, if you find that the equipment is damaged or unsafe, you must tell the teacher in time and not continue to use it. 3. Range of activities, routine - Point out the limits of outdoor activities and tell the children not to go beyond this range. - You can draw circles on the ground or use colorful ropes, ribbons, etc. to mark the range of activities, so that the child can intuitively understand. - Explain that going out of the range of activities may lead to danger, such as getting lost, running into the road, or other places where children can't see. 4. Safety and self-protection routines - safety education - Remind children to pay attention to their surroundings when they are outdoors and avoid colliding with other children or fixed objects, such as trees and walls. - When the weather is hot, you should pay attention to sun protection and not be exposed to the sun for too long. When the weather is cold, you should pay attention to keeping warm and add clothes in time. - self-protection - Tell the children that if they accidentally fall, they should try to support the ground with their hands to protect their heads; if they collide with other children, they should say "sorry" and "it's okay" in time; if they are injured, they should tell the teacher immediately. ###(3) Consolidating the game 1. Start the game of "Small Regular Outdoors Guardians" Divide the children into several groups and set up different scenes in the outdoor field, such as queuing scene, equipment use scene, activity range scene, etc. Set up some correct and wrong behaviors in each scene, and let the children take turns to observe and find the wrong behaviors to correct. 2. Praise and reward the group that performed well (such as small sticker, small badge, etc.) to encourage the children to actively participate and follow the outdoor routine. ###(4) Summing Up and Extending 1. At the end of the activity, the teacher and the child will review the outdoor routine content that they learned today to strengthen the child's memory. 2. In the subsequent outdoor activities, continue to pay attention to the child's behavior, promptly remind and correct the behavior that does not conform to the outdoor routine, and gradually let the child develop good outdoor routine habits. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for crawling outdoor sports in middle class
The following is an example of a crawling outdoor sports lesson plan for the middle class: ##1. Teaching objectives 1. Let the children learn different crawling methods to enhance their body coordination. 2. Through crawling activities, the child's physical fitness, such as muscle strength, can be improved. 3. Cultivate children's interest in participating in outdoor activities, so that children can experience fun in activities and be brave enough to try. 4. Guide the children to follow the rules in the activities and cultivate the sense of teamwork (such as group competitions). ##2. Teaching preparation 1. An outdoor area suitable for crawling, ensuring the safety of the area without obstacles. 2. Some small props, such as small balls, small dolls, etc.(used to attract children's interest or as auxiliary props). 3. A colorful marker or small flag used to divide different activity areas or routes. ##3. Teaching process ###(1) Beginning (5 minutes) 1. Gather the troops - Lead the children to the designated location outside and let the children stand in a certain order (such as height order). - Check the number of children to ensure that all children have arrived at the activity venue. 2. Greetings from teachers and students - The teacher warmly greeted the children and simply asked about their status, such as "Children, how do you feel today?" Create a relaxed and happy atmosphere. 3. import active - The teacher said,"Children, today we are going to play outdoors like little animals. Guess what kind of little animal we are going to learn?" It aroused the curiosity of the children. ###(2) Basic Part (20 minutes) 1. Animal crawling demonstration and explanation (5 minutes) - The teacher imitated the tortoise's crawling and said,"Look, it's like Grandpa Tortoise. Hands and knees on the ground, slowly crawling forward." Then, he invited the children to try it together. - Then, the teacher imitated the caterpillar's crawling. He landed on his abdomen and moved his hands forward. He said,"This is how a caterpillar crawls. Children, try it too." 2. Free Practice (5 minutes) - The children were allowed to freely choose to imitate the tortoise or caterpillar crawling in the specified area. The teacher would observe and guide the children whose movements were not standard, encouraging the children to try boldly. - Remind the child to pay attention to safety and not to bump into other children. 3. Crawling Game-Small Animals Transporting Food (10 minutes) - Set the starting point and ending point, and place some small props at the ending point as "food." - Divide the children into a number of groups (such as four groups). Each group of children will start from the starting point and use the crawling method they have learned before to reach the end. After taking a "grain", they will climb back to the starting point and hand the "grain" to the next child. - It was a competition to see which group of children could complete the task first. During the game, the teacher had to emphasize the rules, such as using the prescribed crawling method and not standing up to walk. ###(3) End (10 minutes) 1. Relax (5 minutes) - The teacher led the children to sit in a circle and played soft music. - The teacher said,"The children have worked very hard today. Now let's relax." Then, he guided the child to do some simple relaxation movements, such as deep breathing, stretching, and gently tapping the leg muscles. 2. Activity summary (3 minutes) - The teacher summarized the activity and praised the positive performance of the children in the activity, such as "The children were all very good today. They learned to crawl like turtles and caterpillars, and they all followed the rules in the grain transportation game." - He briefly reviewed the content of the activity to strengthen the child's memory of crawling methods. 3. Arrange the team and bring them back to the classroom (2 minutes) - He asked the children to line up in order, check if there were any items left on the field, and then lead the children back to the classroom. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The weekly kindergarten teaching plan for the middle class
The weekly kindergarten plan for the middle class covered many areas, as follows: ** 1. Health ** 1. Cultivate environmental awareness, do not throw peels, do not spit everywhere. 2. Know all kinds of common foods, such as milk, meat, eggs, fish, vegetables, fruits, etc., and develop a balanced diet. 3. He learned to tidy up his clothes and toys, put on and take off his clothes in order, and fold his blanket. 4. Master the correct brushing method. 5. Knowing basic safety knowledge such as walking and bathing. 6. Understand the relationship and functions of joints, skin, and bones, and learn how to protect yourself. 7. Able to skillfully walk, run, jump, throw, balance and other activities. 8. Experience happiness in the game and develop the quality of being brave and not afraid of difficulties. ** 2. Society ** 1. Caring for the companions and adults around you, understanding their needs and emotions, possessing the awareness of compassion, concern, and helping others. 2. He understood the social institutions, transportation facilities, and scenic spots around him. 3. Use polite language when interacting with peers and adults. 4. Do your own things, cultivate a love for labor, and do what you can for your class and family. 5. Able to evaluate oneself and peers, encouraging children to admit their mistakes and correct their shortcomings. ** 3. Language Domain ** 1. They could take turns to talk and avoid interrupting. 2. He actively listened to what others said, found similarities and differences, and learned a good way to tell. 3. Appreciate different literary works, be able to describe pictures and scenes in order, try to imitate or weave a plot or scene. 4. Understand the origin of Chinese characters. ** 4. Science ** 1. Able to recognize numbers between 7 - 100, understand the meaning of numbers, and use numbers to represent the number of objects. 2. It could observe the number group by eye, and was not affected by external factors such as the spatial arrangement and size of objects. It could accurately judge the number within 1 and perceive the relationship between two adjacent numbers within 1. 3. He knew about pyramids and ovals. 4. It could be sorted by thickness, height, etc. 5. He knew a few common animals and plants, such as earthworms, snails, camels, and so on. 6. He knew the four seasons and natural phenomena, such as rain, snow, and weather. 7. He knew about the Lantern Festival, March 8th, May 1st, and June 1st. 8. He knew the full name of his country. 9. He knew how to use simple tools (ropes, sticks, and other unofficial measuring tools). ** 5. Art Field ** 1. He recognized the 12 colors and set up the initial scene. In addition, different weekly plans had their own unique goals. For example, some weekly plans were aimed at letting children understand the characteristics of winter, perceive the cold in winter and the changes in people's clothing and appliances, or strengthen the training of sports events. Some weekly plans focused on learning to tidy up and organize things in an orderly manner, develop good habits of returning things to their original places, communicate and summarize life events, understand the meaning of reasonable time arrangement, and recognize mistakes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the outdoor ball game in the kindergarten class
The following is an example of a kindergarten class's reflection on an outdoor ball game lesson plan: ** I. Achievement of teaching objectives ** 1. ** Skill learning ** - In the teaching of throwing and catching skills, there was a big difference in the application of hand-eye coordination ability. Some of the children were able to make a preliminary attempt at throwing and catching the ball, achieving the goal of learning the basic skill of throwing and catching the ball. However, there were still some children who did not control their strength when throwing the ball, causing the ball to be thrown too high or too low, affecting the success rate of catching the ball. This reflected that in the teaching process, the guidance on the control of throwing strength needed to be strengthened. For example, more intuitive demonstration could be used, such as using different height marks to remind children of the height range of throwing the ball. - When it came to catching the ball, the child's judgment of the ball's landing point was inaccurate, especially in an outdoor environment. Wind and other factors might interfere with the child's judgment. This indicated that in the follow-up teaching, the opportunity to practice catching balls in different environments should be increased so that children could adapt to the variety of outdoor environments. 2. ** Gaming experience and fun ** - The original intention of the game segment was to let the children experience the fun of throwing and catching the ball in a variety of ways. From a practical point of view, most children showed a high interest in the game of throwing and catching, especially when the game set up simple competitive elements (such as comparing who could throw and catch more times), the enthusiasm of children to participate was increased. However, there are also some children who feel frustrated because they are not familiar with throwing and catching the ball. This suggests that we should consider the individual differences of children more in the game design. For children with weaker abilities, we can provide more opportunities for auxiliary practice, or adjust the rules of the game to reduce the difficulty to ensure that every child can have fun in the game. 3. ** Teamwork and social interaction (if there is a team throwing and catching session)** - If the game involved the elements of team throwing and catching, the awareness of teamwork among the children in the lower class was relatively weak. They paid more attention to the ball in their hands and did not understand the importance of cooperating with their companions. In the follow-up teaching, a simple group reward mechanism could be used to guide the children to gradually establish a sense of teamwork. For example, all members of the group would be rewarded after successfully throwing and catching a certain number of times. ** 2. The effectiveness of teaching methods ** 1. ** Demonstrating Guidance ** - In the teaching process, the teacher demonstrated the action of throwing and catching the ball, which was an important teaching method. However, for small children, a single demonstration might not be enough for them to fully understand the essentials of the movements. The teacher might need to increase the number of demonstration times and break down the actions during the demonstration, such as first demonstrating the throwing of the ball, then demonstrating the catching of the ball. At the same time, it should be explained in simple and easy language, such as "gently send the ball up like this" and "look at where the ball falls". 2. ** Game Guidance ** - Games were an important way for children to learn. In the design of the game, although the various playstyles attracted the interest of young children, the transition of the game might not be smooth enough. For example, when switching from a single-player catch game to a group catch game, a child might be momentarily at a loss. This required the teacher to give more clear instructions and guidance during the game transition, so that the child could smoothly enter the next game segment. ** 3. The influence of outdoor environmental factors ** 1. ** Spatial factor ** - The outdoor space was relatively large, which was both an advantage and a challenge for children to play catch. The advantage was that the children had enough space to move around and would not be restricted by the small space. However, it also brought about problems. For example, young children might be too distracted and have difficulty concentrating, or they might deviate from the game area during the pursuit of the ball. In future outdoor games, this problem could be solved by setting clear boundaries of the game area (such as a square area surrounded by colorful cloth strips). 2. ** Interferential environmental factors ** - Like the wind mentioned earlier, it would affect the flight trajectory of the ball and increase the difficulty of catching the ball. In addition, other outdoor interference factors such as the surrounding scenery, sound, etc. may also distract the attention of young children. Teachers could predict these distractions in advance and guide the child to focus before the game. For example, through simple concentration exercises (such as looking at the ball in the teacher's hand, listening to the teacher's instructions, etc.) to improve the child's concentration in the outdoor environment. ** IV. Coping with Individual Discrepant of Children ** 1. ** Ability difference ** - There were obvious individual differences in children's ability to throw and catch the ball. For children with strong abilities, they can provide some expansion challenges, such as increasing the distance of throwing the ball or trying to throw the ball in different positions. For children with weaker abilities, more one-on-one guidance was needed to patiently help them master the basic throwing and catching skills. 2. ** Different interests ** - Some children showed a high interest in the game, but some children might not be interested. For children who are not interested, they can try to improve their attention and participation in the game by looking at the appearance of the ball (such as choosing a cartoon ball that children like) or game rewards (such as special small sticker after completing the throwing and catching task). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the outdoor construction game in the middle class
The following is an example of a reflective lesson plan for the middle class: ** 1. About achieving the goal ** 1. ** Hand-eye coordination and balance ** - During the game, by letting the children walk on the " bridge " made of various materials, they could indeed train their hand-eye coordination and balance. However, for some children with weak balance, the bridge built with the materials provided may be too difficult. For example, the bridge built with tires may be less stable for middle-class children, causing these children to fall easily when walking, affecting their experience of achieving the goal. 2. ** Cultivation of innovation awareness ** - Children were given a variety of materials to build a " bridge," such as large blocks, plastic boards, etc. Most children could try different combinations and show a certain degree of creativity. However, in actual practice, it was found that some children would be affected by the way their peers built them, and they lacked the ability to think independently. This may be because there was a lack of sufficient incentive measures or a separate guidance link to guide children's innovation. 3. ** Competition Awareness and Gaming Experience ** - The game set up gift-giving and other segments to let the children experience the sense of competition and feel the challenge and joy brought by the game. However, in actual games, the competitive atmosphere may be too strong, causing some children to focus too much on winning or losing and ignore the fun in the game. For example, when carrying objects across the " bridge," some children neglected to maintain balance in order to reach faster, and even violated the rules. ** 2. Event preparation ** 1. ** Material Release ** - There were a variety of materials, including large blocks, plastic boards, tires, self-made quincuncles, etc. These materials could meet the needs of children building different types of bridges. However, the number of materials may be insufficient in some cases. When the children were divided into groups to build, some groups would not be able to complete the construction of their ideal " bridge " due to insufficient materials, affecting the smooth progress of the game. 2. ** EXP preparation ** - Although children had the experience of playing with outdoor toy materials, they did not have enough experience in understanding the structure and stability of the bridge in the specific game situation. For example, many children only paid attention to the appearance of the bridge when building it, but did not consider how to make the bridge more stable, resulting in the bridge being easily collapsed during walking. ** 3. Event process ** 1. ** Part of the import ** - By introducing the story of " Little Bear is a Guest " into the game, it could attract children's interest and stimulate their enthusiasm to help Little Bear cross the river. However, the warm-up activity of the "animal exercise" in the introduction part was not closely related to the bridge theme. If the warm-up activity could be designed to be related to the bridge or crossing the river, such as imitating the movements of small animals crossing the bridge, it would make the whole introduction part more smooth and related to the theme. 2. ** Main part of the game ** - In the process of building bridges, although the teachers put forward some requirements, such as the "bridge" must not be broken, and the "bridge" must be connected, there was no specific guidance on how to build a more stable bridge. For example, when building with large blocks, there was no guidance on how to properly place the blocks to increase the load capacity of the bridge. - When the children shared their own bridges and walking methods, the interaction session could be more in-depth. It could allow children to evaluate each other's bridges and make suggestions for improvement. This could better promote communication and learning between children. 3. ** Gift-giving segment ** - The gift-giving segment made the game more interesting and more challenging, but there was not enough emphasis on the safety of carrying objects across the bridge. Some children did not have a good balance when they held objects, which would easily cause the objects to fall, affecting the game experience of themselves and other children. ** IV. Modification measures ** 1. ** Target achieved ** - For children with weak balance, some auxiliary tools, such as small railings, could be provided so that they could use them when they tried to cross the bridge for the first time to gradually improve their balance. In terms of the cultivation of innovative awareness, add a separate innovative guidance segment, such as showing some unique bridge pictures to stimulate the imagination of children, and give more praise and rewards to children with unique creativity. In order to let the children experience the fun of the game better and not pay too much attention to the competition, the rules of the game could be adjusted to emphasize personal progress rather than purely the results of the game. 2. ** Preparing for the event ** - According to the number of children and the grouping situation, the number of materials should be appropriately increased to ensure that each group could be successfully established. In terms of experience preparation, some small discussions or observation activities about the structural stability of the bridge could be carried out before the activity, such as observing how the small bridge in the kindergarten or the bridge in the picture remained stable. 3. ** For the event process ** - In the warm-up exercise of the introduction part, he designed movements related to the bridge theme. In the main part of the game, add guidance on building a stable bridge, such as the combination of different materials and the control of the center of gravity. During the sharing session, children were encouraged to evaluate each other and make suggestions for improvement. During the gift-giving session, the safety precautions for carrying objects on the " bridge " were emphasized in advance, such as the weight of the object and the way to carry it. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of science swallow in kindergarten middle class
Teaching plan topic: swallows Target: Through the experiment to observe the behavior of swallows, train children's ability to observe the natural world and stimulate children's curiosity and desire to explore. Material preparation: - Swallow picture or model - string - plastic box - scissors - pigment - water Teaching process: 1. Introduction of swallows: introduce the characteristics and living habits of swallows to children to arouse their interest. 2. Prepare the materials: fix the swallow model on the plastic box and divide the plastic box into four areas with a string. In each area, place a different type of swallow. 3. Observe swallows: Guide children to observe the appearance characteristics of different types of swallows, such as color, size, shape, etc., to help children understand the differences between swallows. 4. Experimental operation: Put the swallows in different areas to guide the children to observe the activities and behavior of the swallows. - Swallows would fly between different areas and look for food. - Swallows would stay in certain areas for a long time as if they were thinking or resting. - The swallows would jump and roll between different areas as if they were dancing. 5. Summing up: Guide the child to summarize the observation results and answer questions about swallows. For example, what do swallows eat? How do swallows fly? Wait a minute. 6. Outreach activities: Guide children to further explore, such as making swallows and observing insects, to help children consolidate their ability to observe the natural world and their desire to explore. Teaching Reflection: - Guide children to carry out experimental operations to stimulate their curiosity and desire to explore. - To help children understand the characteristics and behaviors of different kinds of swallows, and to cultivate children's observation ability and inquiry spirit. - Guide children to carry out activities to consolidate their observation and understanding of the natural world.
Teaching plan for science activities in the middle class of kindergarten
An example of the science activity lesson plan for the kindergarten middle class is as follows: Title: Exploring Nature Target: 1. Help children understand various things and phenomena in nature and cultivate interest and curiosity towards nature. 2. Cultivate children's hands-on ability and observation ability to promote their understanding and exploration of scientific phenomena. 3. Cultivate children's cooperative spirit and promote their social development. Prepare: All kinds of objects in nature such as stones, leaves, flowers, animals, etc. 2. Paints, brushes, and labels of various colors. 3. Teaching aid: tape recorder, small plate, small spoon, small cup, small bucket, etc. Event process: 1. Observe all kinds of things and phenomena in nature and record them in the observation notebook. 2. Make observation cards to record the things and phenomena you observe. 3. To organize group activities and let the children cooperate in making small experiments such as drawing with paint, making small ornaments, etc. 4. The observation group shared their own feelings and discoveries about the experiment results. 5. Sharing research results. Let the children tell stories about their exploration of things and phenomena in nature. 6. Review the event and summarize the lessons to prepare for the next event. Note: 1. During the activity, guide the child to maintain curiosity and continue to explore and observe things and phenomena. During the activity, you should pay attention to the safety of the children, such as avoiding using dangerous materials for experiments. 3. After the activity, the children should be organized to summarize and reflect to help them find their shortcomings and encourage them to continue to explore and learn.
Observation diary teaching plan of kindergarten middle class
The following is an example of a kindergarten observation diary lesson plan: ** 1. Teaching objectives ** 1. Cultivate the child's observation skills and let the child learn to carefully observe the things around him. 2. Enhances the recording ability of children. They can record the results of their observations in a simple way. 3. Train the child's ability to express himself so that he can clearly share his observations. ** 2. Teaching preparation ** 1. Prepare an observation diary for each child. 2. Prepare relevant items or set up corresponding observation scenes according to the observation subject. ** 3. Teaching Steps ** #(1) Introduction (5 minutes) 1. Interact with children and guide them to think about various things in their daily lives. For example, asking,"Children, what do we have in our classroom?" Children should be encouraged to answer actively and draw out the concept of observation. 2. It briefly introduced the observation diary and told the children that the observation diary was like a small notebook. They could write down or draw down everything they saw. #(2) Observation and Record (15 minutes) 1. He decided to observe the subject. For example, it could be "Nature Corner Today" or "Children's Clothes". 2. Explain the observation requirements to the child. For example, when observing the natural corner, the child is required to observe the color, shape, and whether there are flowers. When observing the child's clothes, observe the color and style of the clothes. 3. The child began to observe. The teacher patrolled and guided the child. The child was encouraged to record the observed content in the notebook. It could be recorded in the form of drawing or simple words (if the child already had a certain foundation in words). #(3) Sharing (15 minutes) 1. Invite the children to take turns to share their observation diary. 2. The teacher guided the child to clearly express what he observed and what he observed. For example,"I'm observing the small flower of the Natural Horn. It's red, and its petals are like small fans." 3. After the children shared, the teacher would give affirmation and encouragement, and could guide other children to ask questions or supplement. #(4) Wrap-up (5 minutes) 1. The teacher summarized the observation diary activity and emphasized the importance of observation. 2. He could simply review the interesting things that the children had observed. 3. Children are encouraged to continue observing their surroundings in their daily lives. Next time, they can bring more interesting observation diary to share. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for safe play in kindergarten middle class
The following is an example of a kindergarten safe play lesson plan: ##1. Safe Play in Amusement Park ###(1) Activity Target 1. Let the children know how to use the amusement facilities safely. 2. Children can enjoy the fun of playing with amusement equipment. 3. Cultivate the child's spirit of experimentation and learn to protect themselves. ###(2) Event preparation It was outdoor amusement equipment. ###(3) Activity process 1. ** Danger of Equipment and the Correct Way to Play ** - The teacher led the children to the outdoor amusement equipment, stopped in front of each amusement equipment, explained the possible dangers of playing with the equipment, and guided the correct way to play. - Tricyclical: Inform the children not to run and help the children push the tricycle. They should take turns to play and not fight to play. - Slides: It emphasized not to climb up from the mouth of the slide, not to slide the slide upside down, and not to push and collide on the slide. - Swings: Remind children not to swing too high, not to help children push the swing, not to stand behind the swing. 2. ** Preschoolers demonstrate ** - Please demonstrate the correct way to play with the amusement equipment. 3. ** Guide children to deal with situations where many people want to play with the same equipment ** - Ask the child what to do when many people want to play with the same amusement equipment. Guide the children to wait in line or play with less people first, so that the children understand that this will not waste time. - Let the children play freely in the play area. 4. ** Sharing and reviewing ** - After returning to the classroom, ask the children to share their thoughts and feelings about the game, and tell them their favorite amusement equipment. - Review the safety of the game equipment with the child. Ask the child to check if he or she has done it. If he or she has done it, clap for him or her. ##2. Safe Play in the Car Park ###(1) Activity Target 1. He recognized the signs of the parking lot and understood the different types of parking lots. 2. Knowing the danger of playing in the parking lot, he could take the initiative to stay away. 3. He knew how to protect himself and escape when danger came. 4. Able to actively participate in game activities and learn how to protect oneself. ###(2) Event preparation 1. The pictures of the multi-media teaching resources included various types of parking lots and parking signs,"Don't Play in the parking lot", and "Who Arrives at the parking lot First". 2. The number of checkers (4 different colors) and dice was equal to the number of children. 3. The book for children, pages 40 - 43. ###(3) Activity process 1. ** Explanation of parking lot knowledge ** - Play the picture of the multi-media teaching resource (1) to guide the children to understand various types of parking lots (aboveground parking lot, underground parking lot, rooftop parking lot, three-dimensional parking lot, etc.) and recognize the signs of parking lots. By asking (such as what is this place? What was it used for? Where is the parking lot? What kind of symbol was this? Where have I seen him before? Guide the child to think and conclude. 2. ** Dangers and Correct Ways of Doing Things in the Car Park ** - Play the picture of the multi-media teaching resource (2) to guide the children to understand the dangers of playing in the parking lot and know the correct way to do it. Ask the child what was right, what was wrong, and why. Inform young children that too much exhaust gas in the parking lot is harmful to their health; children are short and may not be able to see the rearview mirror, so they are easy to be knocked down by cars when reversing; many cars enter and exit the parking lot too fast and have no time to dodge. Therefore, children should stay away from the parking lot. When walking in the parking lot, they should follow their parents closely. They should not chase, play, or stay. In particular, they should not stay near the car or get under the car. When passing through the entrance and exit of the parking lot, they should check if there are any cars. When they are sure that there are no cars, they should pass through. They should not stop at the entrance of the parking lot to play. 3. ** Consolidating the game ** - To organize children to play flying chess games to consolidate their experience. They would decide how many steps they would take according to the number on the dice and advance and retreat according to the contents of the picture on the chessboard route to see who would reach the parking lot first. ##3. Distinguish between safe and dangerous places to play ###(1) Activity Target 1. To improve the child's self-protection ability. 2. Cultivate children's ability to identify safety and danger in games. ###(2) Event preparation 1. There were two pictures. 2. There were a number of safe and unsafe cards. ###(3) Activity process 1. ** import activity ** - Using children playing with a ball as a topic, show two pictures (one picture has a lane with a river next to it, and the other is an open space with fences). Ask the child to carefully observe and talk about where to play the ball. Guide the child to say the unsafe factors in the first picture and come to the conclusion that it is only safe to play the ball in an open space without obstacles. 2. ** Inspired by stories ** - Tell the story of Pipi the Injured, ask who is in the story, what is told, why Pipi was injured three times, and what lessons we learn from the story. 3. ** Consolidating the game ** - The game of "passing the ball" began. The teacher prepared cards with safe and unsafe content. The children sat together and listened to the bell pass. When the bell stopped, the child holding the ball took out a card from the box and asked all the children if they could play like this. The children clapped their hands and answered right or wrong according to the contents of the card. The game can be repeated. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>