The magical bubble of kindergarten online teaching video
Currently, I have not found any information related to the magical bubbles in the kindergarten's online teaching video. Sorry, according to the information I have found, I do not know how to answer. Read more exciting novels for free
Yucai kindergarten teaching video
Currently, the reference materials mentioned the teaching video "The Change and Development of Houses"(Instructor: Li Hong, third prize winner of Daliang Yucai Infant School in Shunde District, Foshan City), but there was no more teaching video related to Yucai Infant School. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Colorful Bubble Teaching Plan for the Open Class in the kindergarten
The following is a lesson plan for the kindergarten's open class, Colorful Bubbles: ##1. Activity Target 1. Let the children understand the interesting phenomenon of soapwater blowing bubbles. 2. Guide the child to observe the shape, color, etc. of the bubble and experience the joy of exploration. ##2. Event preparation Clear water, soap water, bubble blowing devices of various shapes, paint, white paper, straws, etc. ##3. Activity ###(1) Introduction of games to stimulate interest 1. The teacher and the children played a game of catching bubbles. The teacher blew bubbles, and the children caught bubbles. 2. After the game, ask the children if they find it fun and if they want to blow bubbles themselves. Before blowing bubbles, ask the children what kind of water can make bubbles. ###(2) Experiment and explore, and draw a conclusion 1. The teacher showed the children clear water and soap water, and let the children experiment on the two cups of water respectively. The result was that clear water could not blow bubbles, but soap water could. 2. The teacher showed different shapes such as rectangular, circular, triangular, etc. to guide the child to recognize and say the shape of the bubble blowing device. Then, they asked the children what would be the difference between the bubbles blown by different shapes of bubble blowers. After the children expressed different opinions, they let the children do experiments and finally came to the conclusion that the bubbles blown by different shapes of bubble blowers were all round. ###(3) Creating a Bubble Painting 1. He mixed three different kinds of paint into the soap-like water to make three different colored bubbles. 2. He instructed the child to dip the straw in the bubble water and blow on the white paper to evenly distribute the bubbles of the three colors to complete a bubble painting. ###(4) Activity Extension The teacher led the child to an empty field with sunlight to blow bubbles, reminding the child to carefully observe the color, shape, size, etc. of the bubbles. At the same time, the teacher reminded the child to pay attention to hygiene and safety, and to avoid spilling the bubble water on the ground and causing him to fall. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Video teaching of kindergarten war films
In the reference materials, there was a mention of the kindergarten's patriotic mini-movie " Tunnel Warfare ", which could be used as a video teaching material for kindergarten war films. In addition, war-themed movies like " The Greyhound " and " Attack From the Bottom of the Sea " could also be used for war film video teaching if they were edited and explained properly, but they were more suitable for older children or as supplementary resources for teachers. Germany used the method of inviting female writers who survived World War II to tell their personal experiences when conducting war reflection education for children. The kindergarten could also use this method of inviting war witnesses or veterans to tell stories in the video teaching of war films to let children understand war in a more vivid, intuitive and profound way. For kindergarten children, video teaching of war films should focus on guiding children to correctly understand the dangers of war and cultivate their positive values. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Video teaching of kindergarten choral songs
The following was a general plan for a kindergarten video teaching of singing together: ** 1. Initial preparations ** 1. ** Song Selection ** - Choose songs suitable for kindergarten children, such as "Little Star" and "Little Bunny Be Good", which are easy to learn, have a cheerful melody, and have childlike lyrics. 2. ** Equipment and venue ** - Prepare a camera, such as a mobile phone or a video camera, and ensure that the device has sufficient power and storage space. Choose a place with plenty of light, a simple background, and not too much interference, such as a kindergarten classroom or activity room. 3. ** Personnel Organization ** - The children who participated in the chorus were determined and divided into simple groups according to their voice characteristics and singing ability, such as treble and bass (for some relatively simple chorus songs, it might be simple singing and trolling). Arrange for a commander. The commander can be a teacher. ** 2. Teaching Steps ** 1. ** Song Teaching ** - Teach singing - First, let the child listen to the song a few times and feel the melody and rhythm of the song. For example, when teaching "Twinkle Little Star," the song would be played to let the child feel the brisk rhythm of the song. - Teach the lyrics sentence by sentence, paying attention to the accuracy of pronunciation. For the pronunciation that is difficult for children to master, they can repeat it many times. - The teacher led the child to practice singing along with the rhythm of the song, repeating it many times until the child could sing skillfully. - chorus training - If it was a simple form of singing in unison, the focus would be on training the children's unity, including the unity of singing and sound reception. Children could be guided to grasp the rhythm by clapping or simple movements. - If there was a troll or a part of the song, the teacher would teach the different parts first. For example, when singing "Two Tigers," he would first teach the first part, then the second part, and then practice the two parts together. 2. ** Co-production training ** - The basic rhythm is in sync - The teacher played the basic rhythm of the song by clapping or using simple percussion instruments (such as wooden fish, sand hammer, etc.). The children clapped or stomped along with the rhythm to familiarize themselves with the beat of the song. - After the child had mastered the basic rhythm, he would combine clapping, stomping, and other movements with the singing of the song, allowing the child to sing while doing movements to enhance the sense of rhythm. - Video Co-production - Confirm the camera angle of the video. There could be panoramic shots showing the scene of all the children singing together, as well as close-up shots focusing on the expressions and movements of individual children. - During the filming process, the conductor played an important role in guiding the child's singing speed and rhythm through hand gestures to ensure that the child's singing was in sync with the filming rhythm. They could first do a test shoot to let the children familiarize themselves with the singing feeling during the filming process, and then officially shoot. - For some parts that were more difficult to be in sync, such as the pauses in the song and the crescendo, they could be trained separately before filming to let the children know how to sing and perform in these parts. 3. ** Post-production ** - video clip - The different shots were edited and combined. According to the singing order of the song, the panoramic and close-up shots were reasonably arranged. - During the editing process, pay attention to the smoothness of the video to avoid skipping or incoherent situations. - audio processing - Check the audio quality of the child's singing. If there is noise or unclear sound, you can handle it appropriately. Make sure the volume of the audio is moderate and the balance between the various parts is balanced. - Add captions (option) - If necessary, the lyrics of the song could be added to make it easier for the viewer to understand the content of the child's singing. The font size and color of the subtitles should be suitable for viewing and should be coordinated with the video. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten dance teaching video, the twelve zodiacs
The reference materials did not mention the specific content of the dance teaching video for the kindergarten as "The Twelve Zodiacs." Sorry, according to the information retrieved, I don't know how to answer. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten willow girl song teaching video
You can search for "Willow Girl" kindergarten teaching videos in the search engine. For example, the human voice version (simplified music score)(edited by Wu Bin), the third grade of primary school music, the second grade of primary school music, and other different versions of "Willow Girl" classroom teaching video recordings may contain teaching content suitable for kindergarten. In addition, the Education Vision Network (sp910.com) also collected a large number of national high-quality classes, high-quality classes from various provinces and cities, demonstration classes, public classes, and other famous teachers 'classroom records, as well as selected classic teaching videos collected from the Internet. You can also find related videos on the website. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the colorful bubble art teaching plan of the kindergarten middle class
The following is a reflection on the colorful bubble art lesson plan of the kindergarten middle class: ##I. Achievement of Teaching Aims 1. ** Knowledge and Skills ** - In the art activity, the children were allowed to try to create paintings by blowing bubbles. Most of the children could master the basic operation skills and successfully blow bubbles and print them on paper. However, some children still had difficulties in dipping the bubble liquid and controlling the strength of the bubbles, resulting in the size and shape of the bubbles being less than ideal. - As for the use of colors, children had a certain understanding of the concept of multicolored. They could choose different colors of bubble liquid to create, but they lacked a certain sense of beauty in color matching. For example, some children would choose too many similar colors, making the colors of the picture not rich and harmonious. 2. ** Method and process ** - During the teaching process, the game was introduced into the bubble blowing segment, successfully attracting the attention of the children and stimulating their interest. However, in the process of guiding children to observe the shape and color of bubbles and associate them with them, teachers could ask more diverse and enlightening questions. For example, when guiding children to observe the color of bubbles, they could not only ask which colors they saw, but also ask which colors matched what they had seen before. This could better stimulate the creativity of children. - In the process of children's creation, although the teacher's itinerant guidance could find some problems in time, such as hygiene problems such as children dripping bubble liquid on paper, the guidance for children's creative thinking was not deep enough. Some children did not know how to continue to enrich the picture after blowing a few bubbles. 3. ** Emotions, attitudes and values ** - The children showed their passion for art creation throughout the activity. They were curious about the novel way of painting bubbles. However, in the process of showing and appreciating the works, the children's evaluation was relatively simple. Most of them said that it was "good" and "bad". They lacked a deeper understanding and appreciation of the works. Teachers still needed to strengthen their guidance in guiding the children to evaluate the works. ##2. Teaching content 1. ** Selection of content ** - The theme of the art creation was blowing bubbles. The content was suitable for the life experience of middle-class children because blowing bubbles was a common and favorite activity for children. However, the depth and breadth of the content could be further expanded. For example, a simple introduction to the scientific principles of bubbles could be introduced, such as why bubbles were round, and so on. It could combine scientific knowledge with artistic creation. 2. ** Organization of content ** - The teaching content was organized in a reasonable order, from the introduction of the bubble blowing game to the observation of the bubble characteristics, to the creation of the child, and finally to the display of the work. However, the transition could be more natural and smooth. For example, in the transition from observing the color of the bubble to the child's creation, a small step could be added. For example, the child could close his eyes and imagine what scene he wanted to draw with the colorful bubble before starting to create. ##3. Teaching Method 1. ** Diverse teaching methods ** - It mainly used the game method, observation method, and demonstration method. The game method was effective in the introduction stage, but more cooperative game methods could be incorporated in the teaching process. For example, let the children form groups of two, one child blowing bubbles, and the other child catching the bubble print with a drawing paper. This could increase the interaction and cooperation between the children. - The observation method was effective in guiding children to observe the shape and color of bubbles, but teachers could guide children to observe more carefully, such as observing the changes in the color of bubbles under the sun. The demonstration method was used properly in teaching, but it could allow children to participate in the demonstration. For example, let some children try to blow bubbles and print under the guidance of the teacher, so that other children could learn more intuitively. 2. ** The effectiveness of teaching methods ** - Generally speaking, the teaching method could achieve the teaching goal, but there was still room for improvement in stimulating the initiative and creativity of the children. For example, in the process of children's creation, they could use a suggestive teaching method to encourage children to try different ways of blowing bubbles to create different picture effects instead of just following the teacher's demonstration. ##4. Teaching Resources 1. ** Resource preparation ** - In terms of teaching resources, bubble fluid, paint, drawing paper, straws, and other materials were fully prepared. However, some supplementary resources could be added. For example, in the exhibition segment, a small exhibition board could be prepared to better display the children's works and enhance the children's sense of achievement. 2. ** Resource utilization ** - He made full use of the existing resources, such as bubble fluid for both games and painting. However, the educational value of resources could be further explored. For example, when introducing bubble fluid, children could smell and touch it to increase their sensory experience. ##5. Children's Performance 1. ** Participating Rate ** - Most of the children actively participated in the activity, but there were still a few children who were shy or not interested in blowing bubbles, so their participation was not high. In the future, he needed to pay more attention to the needs of these children. For example, he could provide some personal guidance or adjust the teaching method to attract their attention. 2. ** Individual differences ** - Children showed obvious individual differences in the process of creation. Some children had rich imaginations and could create unique bubble paintings, such as combining bubbles into castles, etc., while some children relied more on the teacher's demonstration and created more simple content. Teachers need to respect and take care of children's individual differences in teaching and provide different levels of guidance and guidance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the kindergarten crab dance video
Regarding the reflection of the kindergarten crab dance video lesson plan: * * I. Reflection on the achievement of teaching objectives ** 1. * * Knowledge and Skill Target ** - In dance teaching, if the children could master and apply the basic movements of crabs (such as horizontal movement, clamp movement, etc.) in dance, it meant that the teaching goal in this area was better achieved. For example, if a child could accurately move horizontally or clamp with pliers during a dance performance, it meant that the teaching of movement skills was more successful. However, if some children did not have a good grasp of the rhythm of these movements, they might need to reflect on whether the rhythm training in the teaching was enough. - The mastery of the melody and rhythm of the song "Crab's Dance" could be judged by whether the child's singing or dancing was in harmony with the music. If the child could accurately switch dance movements with the rhythm of the music during the performance, it meant that the teaching of music perception had achieved the expected goal. On the contrary, it might be necessary to add more listening and rhythmic practice in the music teaching session. 2. * * Emotions, attitudes, values, goals ** - In terms of cultivating children's self-confidence and cooperative spirit, if the children could actively participate in the process of creating the dance in groups and dared to show their achievements in front of other groups, it meant that the cultivation of self-confidence was effective. However, if a child showed signs of withdrawal or did not dare to participate, the teacher needed to reflect on whether they had given enough encouragement and guidance in the teaching process. - As for stimulating children's interest in music and dance, if the children showed high enthusiasm in the entire crab dance teaching process, such as actively participating in imitation, creation and other activities, it meant that the interest was successfully stimulated. However, if some children show boredom or disinterest, they may need to adjust the teaching method or increase the interest of the teaching content. * * 2. Reflection on the effectiveness of teaching methods ** 1. * * Heuristic Teaching Method ** - If the children could respond positively through questioning and guidance, and have a lot of creativity in the creation of dance movements, it showed that the elicitation teaching method was used properly. For example, when the teacher guides the child to create movements according to the living habits of the crab, the child can associate it with the crab spitting bubbles, hiding behind the stone, and other movements and integrate them into the dance. However, if the child's response was cold during the enlightenment session, it might be that the question setting was not clever enough or did not integrate the child's life experience. It needed to be improved. 2. * * Scene simulation method ** - When creating scenes such as the beach and the crab group, if the child could integrate into the situation well, and the creation of the situation helped the child better understand and perform the crab dance, it meant that the situation simulation method was effective. For example, young children were more natural at the beach. However, if the child is still unable to place himself in the situation after the situation is created, he may need to be optimized in terms of situation arrangement and guidance. 3. * * Multi-media support method ** - If the video and audio of the crab dance played by the multi-media could attract the attention of the children and help the children better understand the dance movements and music rhythm, it meant that the multi-media auxiliary method had played a positive role. However, if the content is too complicated or does not meet the child's cognitive level, it may distract the child's attention or make the child feel confused, and the child needs to re-select the appropriate content. * * 3. Reflection on the teaching process ** 1. * * Introduction Stage ** - By playing videos or pictures related to crabs and asking the children about their understanding of crabs, the children could be introduced into the curriculum. If the children could be quickly attracted in this segment and actively share their experiences and imaginations, it meant that the introduction segment was relatively successful. However, if the child is not interested in the introduction or has a dull reaction, it may be necessary to change the introduction material or adjust the questioning method. 2. * * Learning session ** - In the process of guiding the children to observe the crab's movements and extract the key elements into the music rhythm practice, if the children could understand and imitate it well, it meant that the teaching order and method of this link were reasonable. If the child has difficulty understanding and imitating the movements, it may be that the observation and guidance are not detailed enough or the rhythm is too stiff. The teaching strategy needs to be adjusted. 3. * * Practice session ** - In the process of creating a dance in groups, if the group could communicate and learn smoothly, and constantly improve the dance movements and formation changes, it meant that the group division was reasonable and the teacher's guidance and requirements were clear. However, if there was chaos, quarrels, or inability to create effectively within the group, it might be necessary to readjust the composition of the group or give more clear guidance on the rules of cooperation. 4. * * Exhibition segment ** - When each group took turns to display the creation results, if the children could seriously observe, evaluate from multiple aspects, and actively share their thoughts and feelings, it meant that the display session had achieved the purpose of mutual learning and sharing. If the child did not show seriousness or positive evaluation during the demonstration, it might be necessary to improve the explanation and guidance of the evaluation criteria. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A short summary of the video teaching and reflection in the kindergarten class
"I Love My Family" video teaching and reflection summary: video teaching teaches children to know home through interesting images. The teaching process was quite interesting, and the children were attracted by the family photos. However, there were still shortcomings. The interaction could be stronger. Overall, this video was helpful for children to understand the concept of family. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Online Painting Teaching Activity in the kindergarten
"[Name of the kindergarten] Online Painting Teaching Activity Report " In order to enrich the children's home life during special times,[Name of the kindergarten] actively carried out online painting teaching activities so that children could experience the fun and charm of painting in front of the screen. The teachers in the kindergarten carefully designed the content of the painting course according to the characteristics of the children's age. In the teaching process, teachers used a variety of ways to guide children to participate. For example, they could share interesting painting videos through online platforms. The videos showed the steps of painting in detail, from simple lines to color filling, as if a teacher was teaching them step by step. For the children in the lower classes, the teachers chose topics that were full of childlike interest, such as cute little animals or colorful fruits. In the teaching, they focused on stimulating the children's perception of color and encouraged them to paint boldly with their favorite colors. Every piece of work was like a small window into the children's inner world, full of innocence and imagination. The children in the middle shift began to come into contact with more complicated painting content, such as paintings with scenes, such as flowers in the garden or cars on the street. Teachers would guide the children to observe the layout of the picture and let them think about the relationship between objects during the painting process. This not only trained the children's painting skills, but also cultivated their observation and logical thinking skills. The children in the upper class already had a certain foundation in painting. The teacher designed more creative painting topics for them, such as "My Dream Home." The children could use their imaginations to draw out the beautiful home in their hearts. From the shape of the building to the surrounding environment, every detail reflected the children's unique creativity. The online teaching activities received the active cooperation of the parents. Parents accompanied their children to watch teaching videos, helped their children prepare drawing tools, and gave encouragement and support to their children during the drawing process. Some parents would even work with their children. This not only enhanced the parent-child relationship, but also created a warm family atmosphere for their children's painting learning. Through this online painting teaching activity, the children not only improved their painting ability during their stay at home, but also gained happiness. At the same time, it also added a touch of gorgeous color to this special period. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>