The design intention of teaching plan activities for the big class teacher's day
The following are the activities designed for the big classes on Teacher's Day: ** I. Teaching plan related to the ancient poem "Ode to Goose"** 1. ** Initially cultivate children's interest in reading ancient poems ** - By creating lively and interesting scenes such as the mother goose taking the baby goose to swim, such as letting the children listen to music and do water play movements (stretching their necks, arranging their feathers, rowing), the ancient poem "Ode to the Goose" was introduced, so that the children would be interested in reading the ancient poems instead of boring them directly. 2. ** Learn to recite ancient poems rhythmically and feel the beautiful rhythm of ancient poems ** - First, the children would be given a preliminary appreciation of ancient poems through the animated slide show. Then, the children would be asked to recite the ancient poems along with the animation, and then the children would be guided to understand the rhythm of the ancient poems. This method of learning from the shallow to the deep helped the child learn the rhythm of ancient poetry in a relaxed and happy atmosphere. 3. ** Guide children to imitate movements while reciting ancient poems ** - On the basis of children's understanding and recitation of ancient poems, children were asked to create simple movements and arrange rhythms according to the movements, so that the movements matched the melody of the lyrics. This could deepen children's understanding of ancient poems and increase their enthusiasm for reciting ancient poems. ** 2. Teaching plan for painting the moon ** 1. ** I can express my bold imagination in the form of painting ** - First, let the children talk about what the moon looks like and how the small animals imagine the moon to stimulate the children's imagination. Then guide the children to draw the strange things on the moon in their imagination to cultivate the children's creativity and artistic expression. 2. ** Create a desire to go to space, to the moon ** - In the process of imagining the things on the moon and drawing, the children's curiosity and yearning for space and the moon were stimulated, and the children's thinking space was expanded. ** 3. Learn about the ancient poems describing the goose and its appearance and characteristics ** 1. ** Guide children to like ancient poems and understand that this is an ancient poem describing geese ** - Use the game introduction (such as "Five Monkeys Playing on the Swing") to attract the child's attention, and then guide the child to carefully observe the contents of the picture by showing the wall chart. In this process, the content related to ancient poetry will be introduced, so that the child will gradually develop a love for ancient poetry in the interesting activity segment. 2. ** Help children understand the appearance and characteristics of geese ** - With the help of the wall chart, the children were guided to observe the appearance of the goose on the screen. Through asking questions and other methods, the children were asked to describe the appearance of the goose, so as to help the children better understand the content of the ancient poem and increase their understanding of the goose. 3. ** Children are encouraged to observe the picture carefully and describe the picture in a more complete language ** - When the child observed the wall chart, the teacher guided the child to carefully observe and ask questions, urging the child to describe the content of the picture in a more complete language, which helped to improve the child's observation and language skills. Read more exciting novels for free
The design intention and reflection of the fire protection teaching plan for the activities in the big class area
The following is an example of the design intent and reflection of the fire protection lesson plan for the large class area: ** 1. Design Intent ** 1. ** Increase fire safety awareness ** - Fires posed a huge threat to people's lives and property. For the older children, they began to understand the concept of danger. Through the regional activities of the fire protection lesson plan, the children would be aware of the seriousness of the fire, understand the need to prevent fire in their lives, and improve their awareness of fire safety. This was an important beginning to ensure the safety of children and cultivate a sense of responsibility for social safety. 2. ** Cultivate self-protection ability ** - When a fire broke out, knowing the right way to deal with it could save lives. The first-class children were in a critical period of learning life skills and self-protection ability. The regional activities in the fire protection lesson plan were aimed at teaching children some basic fire escape skills, such as covering their mouth and nose with a wet towel, bending down to escape, and simple fire extinguishing knowledge, such as the use of fire extinguisher, so as to improve their self-protection ability in emergencies. 3. ** Satisfy children's interest in exploration ** - Firefighters, fire engines, fire extinguishing equipment, and other fire-fighting elements were very attractive to young children. Regional activities can set up a variety of fire-related situations and materials, such as building fire trucks, simulating fire scene rescue, etc., to satisfy children's curiosity and desire to explore fire-fighting work, and stimulate children's imagination and creativity. 4. ** Foster teamwork and social interaction ** - Firefighting often required teamwork. In regional activities, such as role-playing activities that simulated firefighters, children could experience the importance of teamwork. In the process of cooperating with their peers to complete the fire-fighting task, children could learn social communication skills such as communication, coordination, and division of labor, which had positive significance for their future social adaptability development. ** 2. Reflection ** 1. ** Event content ** - For the cognitive level of the older children, some of the fire protection knowledge might be too complicated or abstract. For example, the working principle of a fire extinguisher might be difficult to understand. In the future teaching plan design, it could be presented in a more intuitive and simple way, such as making a simple fire extinguisher model for demonstration. - The variety of activities could be further improved. Although it covered fire knowledge learning, escape skills practice, role-playing, etc., it could add some content related to fire culture, such as fire history stories, fire characteristics in different regions, etc., to enrich the children's knowledge. 2. ** Child participation ** - In the process of regional activities, it was found that some children's enthusiasm for participation was not high, perhaps because the difficulty of the activity was not suitable or the activity form was not novel enough. In the future, the difficulty of the activities should be adjusted according to the individual differences of the children. At the same time, the forms of activities should be constantly innovative, such as adding interaction games and multi-media elements to increase the participation of all children. 3. ** Safety Management ** - Although the purpose of the fire simulation was to let the children experience fire escape, they should also pay attention to avoid causing panic and accidental injuries to the children. In future activities, more detailed safety plans should be made in advance to ensure that children could experience fire-related activities under the premise of safety. 4. ** Homeland Cooperation ** - Firefighting education was not limited to the kindergarten. The family was also an important place for education. In the implementation of this lesson plan, the manifestation of homeland cooperation was less. In the future, some family fire-fighting homework or parent-child fire-fighting activities could be designed. For example, children and parents could make a family fire escape plan together to strengthen the education of the family and improve the effect of fire safety education for children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the design intention of the big class teaching plan of fables
The following is an example of the design intent and reflection of a large class lesson plan for fables: ** 1. Design Intent ** 1. ** Development of language skills ** - Fables were usually short and meaningful. Through telling fables, children can come into contact with standard and vivid language expressions, including rich vocabulary and various sentence patterns. For example, words such as "pretentious" and "self-important" would appear in the story (similar representative words could be extracted from reference fables). Children would learn the meaning and usage of these words in the process of understanding the story, which would help improve their language understanding and expression skills. - The role reading or story-telling segment allowed children to imitate the intonation and tone of different characters in the story, further training their oral expression skills, and at the same time, improving their language performance. 2. ** Cultivate thinking ability ** - Most fables contained philosophy and required children to think to understand. This helped to develop the child's logical thinking ability. For example, when analyzing the plot development and causality of the story, the child needed to think about why the characters in the story had such behavior and encounters. For example, in Hermes and the Statue Man, young children had to think about the relationship between Hermes 'pretentious behavior and the final result of hitting a wall. - To stimulate children's imagination and creativity. Teachers could guide children to adapt or continue the story on the basis of understanding the meaning of the fable, so that children could use their imagination to create different endings or plot developments. This would help to cultivate children's innovative thinking. 3. ** Moral Education and Social Awareness ** - Fables were often educational, conveying moral values and social norms through the characters and plots in the story. For example, many fables can help children understand humility, respect for others, and recognize their own strengths and weaknesses. A story like "Looking at the Sky from a Well" could make children realize that they should look at things from a comprehensive perspective and not be self-righteous. This would help children form good moral character and correct values, and at the same time, it could also increase their understanding of social relations and interpersonal relationships. 4. ** Cultural Inheritance and Multi-cultural Awareness ** - Many classic fables were cultural treasures, such as Aesop's Fables. The introduction of these fables into large classes could allow children to come into contact with different cultural traditions and understand the style and values of story creation under different cultural backgrounds, which would help to inherit culture and cultivate multiculturalism. ** 2. Reflection ** 1. ** Teaching content ** - Was the choice of fable appropriate? If the story was too complicated, it might exceed the child's comprehension ability, and if it was too simple, it might not stimulate the child's interest in learning. For example, the language of some ancient fables may be obscure and require appropriate adaptation or simplifications by teachers so that children can better understand them. - A deep grasp of the meaning. For the children in the upper class, the meaning of some fables might be more profound. Whether the teacher could convey the meaning to the children in an easy-to-understand way during the teaching process, and whether it could be explained in combination with the actual life of the children, this was a problem that needed reflection. For example, when teaching fables about human weaknesses such as vanity, make sure that the child is able to relate this abstract concept to the behavior of himself or those around him. 2. ** Teaching methods ** - Whether the teaching methods are diverse. If only a single teaching method was used in the entire teaching process, such as simple narration, it might make the child feel bored. For example, whether a variety of literacy methods were used in the literacy segment, and whether the children were guided to have sufficient discussion and interaction in the understanding of the meaning segment. - Attention to individual differences in children. In the process of teaching, every child's learning ability and acceptance were different. Whether the teacher could pay attention to the children who were weak in understanding or shy and did not dare to participate in the interaction, whether they could give them enough guidance and encouragement, this was the place where the teaching method needed to be improved. For example, when reading in different roles, encourage those children who are not very active to participate. 3. ** Teaching effectiveness ** - Whether the child's interest in learning was fully stimulated. It could be judged from the child's participation in the classroom, the degree of concentration, and other aspects. If the child shows a negative or disinterested state during the teaching process, the teaching content or method may need to be adjusted. - Did the child really understand the meaning of the fable? It could be tested by asking questions after class, the child's statements, or related small tests. If a child's understanding of the meaning was found to be biased, the teacher needed to reflect on which part of the teaching process went wrong, whether it was not clear enough, or lacked sufficient guidance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design intention and reflection of the clear and melodious shepherd flute teaching plan for the art activities in the big class
The design intent of the lesson plan for the Crisp Mudi: - Emotional intent: Through listening, singing, creation and other activities, let the students feel the joy of the field, experience the feelings between the shepherd children and the sheep, and cultivate the students 'healthy aesthetic taste. - Knowledge and Skill Intent: Through learning how to sing songs, let the students learn the knowledge related to the four-four beat. Cultivate the students 'ability to sing harmoniously in two parts and sing songs with lively emotions. - Ability Intent: Through performances and action creation activities, students will develop musical expression and imagination. The teaching reflection did not find the exact information in the information provided, so it was impossible to answer accurately. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class art windmill speed teaching plan design intention
In the lesson plans related to the speed of art windmills in large classes, the design intentions were usually as follows: 1. ** In terms of scientific exploration and perception ** - It was designed to guide children to experience the relationship between the speed of the windmill and the strength of the wind. This would help children to understand and understand natural phenomena and cultivate an interest in scientific exploration from an early age. For example, by observing the difference in the speed of the windmill under different winds, children could intuitively perceive the influence of the abstract concept of wind on the state of motion of objects. 2. ** Hands-on operation and skill training ** - Let the children choose a variety of suitable materials to make the windmill, and train the children's hands-on operation ability. During the production process, children needed to use skills such as cutting, folding, and fixing, which helped to improve their fine hand movements and hand-eye coordination. - Children could learn to make different shapes of windmills by looking at the diagrams. This could improve their ability to read and observe pictures, such as understanding the meaning of the arrows in the step diagrams and the differences in the production of different shapes of windmills. 3. ** In terms of artistic aesthetics and creativity ** - Children could learn different production techniques, such as different folding methods and sticking methods, to make windmills of different shapes or styles, enrich their artistic experience, and cultivate their creativity and aesthetic ability. For example, he could understand the different aesthetics of the windmill made by the interval and overlapping methods. 4. ** Emotional attitude and character ** - When a child successfully made a windmill and experienced the relationship between the speed of the windmill and the wind, he could experience the joy of success and increase his self-confidence. At the same time, when children encounter difficulties in the production process, they are encouraged to overcome them, which helps to develop the learning quality of independent thinking and persistence. - In the process of playing the windmill, the children were encouraged to explore independently and cultivate their interest in learning. Some production links might also involve cooperation, such as answering questions during production, so as to cultivate the children's sense of cooperation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class storytelling big stone teaching plan design intention reflection
** 1. Design Intent ** 1. ** In terms of educational significance ** - Through this lesson plan, the aim was to let the children understand that a person's strength was limited. In life, they often encountered things that were difficult to accomplish alone, so as to pass on the concept of unity and cooperation to the children. For example, the story revolved around the problem of moving a big rock, and there were many characters with special abilities. In the process of thinking about how to move a big rock, children could understand that even if an individual had special abilities, it would be difficult to solve the problem alone. 2. ** Early childhood development ** - In terms of cognitive development, children could predict the development of the story according to the specialties of different occupations. This helped to train the children's logical thinking ability and let them think about the relationship between the abilities of different characters and solving problems. - In terms of emotional development, in the process of understanding the story, children can perceive the fun of the story, and from the ending of the story, they can experience the positive emotions after the successful cooperation, enhancing their sense of identity towards cooperative behavior. ** 2. Reflection ** 1. ** In terms of achieving goals ** - In terms of understanding the story content and guessing the development of the plot, if the child could actively participate in the guessing and reasoning process, and accurately state the connection between different characters and solving the problem, then this goal was basically achieved. For example, a child could tell the role of a character with special skills in the process of moving stones. However, if the child showed difficulty in understanding or did not participate in the process, it might be because the way the story was told or the questions were not appropriate. 2. ** Child participation ** - If the child showed a high level of enthusiasm in the entire lesson plan activity, actively thinking, speaking, and participating in the discussion of how different roles cooperated to move stones, it meant that the activity design was more successful. On the other hand, if the child is more passive, it may be because the activity is not attractive enough, such as the story content is not vivid enough, the questioning method is too monotonous, and so on. 3. ** Teaching methods ** - Using the story to trigger suspense, guessing the plot of the story, appreciating the story completely and other teaching methods. The suspense of the story could stimulate children's curiosity and desire to explore, but if the suspense was set too simple or complicated, it would affect children's participation. Speculating about the plot of the story was helpful for the development of children's thinking ability, but the teacher's guidance method needed to be controlled well. It could not be too dominant in the children's thoughts, nor could it make the children clueless. A complete appreciation of the story could allow the child to have an overall grasp of the story, but if there was a lack of interaction in the process, the child might not be able to concentrate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The middle class appearance teaching plan design intention
The design intent of the middle class appearance lesson plan might include the following aspects: ** 1. Cultivate good habits and manners ** 1. ** Code of conduct guidance ** - The children in the middle class were in a critical period of habit formation. Through the appearance lesson plan, they could guide the children to develop good daily habits, such as knowing that their hair should be kept clean, clothes should be neatly dressed, and other basic appearance requirements. This would help them gradually establish a sense of self-management in their daily lives. 2. ** Civilization and etiquette enlightenment ** - Appearance was an important part of civilized etiquette. Education from the early stages of childhood could enlighten children's understanding of civilized etiquette and let them understand that neat and proper appearance was a sign of respect for others. For example, a smile was a polite expression that could bring good mood to others. 3. ** Increase personal image awareness ** - Help children to establish the concept of personal image. Although the concept of personal image in early childhood is relatively simple, through the study of lesson plans, they can understand that their external image, such as clothing, expression, etc., will bring different feelings to the people around them. This helps to cultivate their positive self-image awareness. ** 2. In terms of social and emotional development ** 1. ** Foster positive social interaction ** - A decent appearance had a positive effect on socializing. In the kindergarten environment, social interactions between children were frequent. When children had good grooming, they were more likely to be accepted and liked by their peers, thus promoting their active participation in social activities. For example, when they were greeting children and parents, good grooming (such as smiling, clean clothes, etc.) could make others have a good impression and strengthen the interaction. 2. ** Cultivate a positive emotional experience ** - When children present themselves according to the requirements of appearance, they will receive positive feedback from others, such as praise from teachers, love from peers, etc. This helps children experience positive emotions, such as confidence, happiness, etc., and also helps them build healthy self-esteem and self-confidence. ** 3. Achievement of kindergarten education goals ** 1. ** In line with the overall planning of early childhood education ** - The purpose of kindergarten education was to cultivate the comprehensive quality of children, and grooming education was an integral part of it. Through such lesson plans, the educational content of the kindergarten could be enriched. It could be combined with other aspects of education, such as moral education and health education, to achieve the educational goals of the kindergarten. 2. ** To lay the foundation for the future development of children ** - Early childhood education had a profound impact on their future development. In the middle class, the purpose of the lesson plan was to lay the foundation for children to enter primary school and higher levels of learning and social life in the future, so that they could show good mental and behavior qualities at different stages of growth. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Kangaroo teaching plan small class design intention
In the design of the small kangaroo lesson plan for the small class, the main intentions were as follows. First, according to the age characteristics of the children, the children who had just entered the kindergarten were young and mostly only children. Their self-care ability was weak. Some children even relied on their parents to carry them when they walked. The lesson plan design could help the children adapt to kindergarten life as soon as possible with the help of activities related to kangaroo. They could try to walk into the classroom and participate in activities independently. The second was to start from the educational goal. For example, in the language lesson plan, the aim was to let the children learn to read Chinese characters such as " kangaroo, mother hug, good baby ", so as to enhance the independence of the children and enhance the relationship between parents and children. In the social lesson plan, through the content related to small animals such as kangaroo, the children's feelings of loving animals were stimulated, so that the children could understand the methods of loving small animals, and initially have the ability to judge right and wrong and tell the reasons. In addition, in the physical education lesson plan, considering that children have an interest in exploring items like cloth bags, which are similar to kangaroo pouches, the jumping method of the kangaroo is used as an entry point to stimulate children's interest in participating in sports activities, establish a sense of cooperation, and let children bravely try various challenges. They train their leg muscles and master their coordination ability, while cultivating a healthy and lively personality. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
I love reading in the big class. The intention of teaching plan design and reflection
** 1. Design Intent ** 1. ** Cultivation of reading and observation skills ** - Reading skills and observation skills were very important in the growth of children. The children in the upper class were at a critical period of cognitive development. The teaching plan of I Love Reading was designed to guide the children to learn how to observe the contents of the book. For example, when the teacher introduced the newly released magazine, Children's Intelligence World, whether it was walking through the maze or finding different links, the children needed to carefully observe the details in the book, so as to gradually improve their observation ability. At the same time, this was also a part of the cultivation of reading skills. Children needed to be able to obtain useful information from many picture elements in preparation for understanding the whole story or completing the reading task. 2. ** Arouse reading interest ** - In the reading area, the magazine "Children's Intelligence World" was newly released with different content (such as vegetables, animals, vehicles, shapes, and colors). This rich and diverse content selection could attract the attention of children and stimulate their curiosity. Young children were interested in new things, and new books would encourage them to explore the contents of the books, thus cultivating their love for reading. 3. ** Cultivate good reading habits ** - The entire lesson plan, from the teacher recommending new books, the children reading freely, the children sorting out the books, to the final sharing and evaluation, was subtly guiding the children to develop good reading habits. During the free reading session, the teacher would observe the posture of the child reading and flipping the book to help correct bad reading habits. The process of arranging books for children was also a process of cultivating their good habits of caring for books and organizing things in an orderly manner. 4. ** Children are encouraged to express and interact ** - Children were encouraged to guess, talk, and move boldly. In the process of reading, children might have their own understanding and thoughts about the contents of the book. The lesson plan encouraged them to express themselves. Whether it was the cooperative reading between children during free reading or the sharing of books at the end, children had the opportunity to interact with their peers and teachers and share their reading experience, which helped to improve their language skills and social skills. 5. ** Cultivate positive qualities ** - In the long run, it was crucial for children's development to develop good qualities of daring to think and do, diligent in learning, and happy to learn. In reading activities, children need to think positively and be brave enough to try different reading methods. This spirit of exploration will help them develop a positive attitude in their future studies and life. ** 2. Reflection ** 1. ** Difficulty of reading content ** - When selecting the new books, although they considered the variety of content, they might not have fully considered the differences in reading ability of different children. For example, for some children with weak reading ability, it may be difficult to walk through the maze or find different places, which may affect their reading experience and enthusiasm. 2. ** Teacher's guidance is targeted ** - In the free reading segment for children, although the teacher gave random guidance, the guidance might not be targeted enough. For children with different reading abilities and interests, more personal guidance may be needed. For example, for children who were particularly interested in animal books, they could give more in-depth guidance, such as suggestions on animal habits and other aspects. 3. ** Enhanced interaction effect ** - In the book-sharing session, although there were teachers and children commenting together, the depth and breadth of interaction might still need to be improved. More forms of interaction could be added, such as group discussions, role-playing, etc., so that children could participate in the discussion and understanding of the reading content more deeply. This could better play the role of the interaction segment in improving children's reading ability and comprehensive quality. 4. ** Creating a reading environment ** - In terms of the setting of the reading area, although there were new books and incentive measures such as the Little Red Flower List, the overall reading environment could be optimized. For example, they could add some warm and comfortable reading corners, or arrange some related decorations according to the contents of the books to make the children more immersed in reading. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan design intention of the middle class's little star
Different middle class Little Star lesson plans had different design intentions: - Some lesson plans were designed based on the simple and interesting music activities of Twinkle Twin On the basis of the children's experience, through clever questions and the use of Orff music teaching aids, the children could sense the rhythm from the sense of hearing. They would be willing to use pleasant voices and rhythm accompaniment to feel the strange sounds. At the same time, they would try to create simple sound effects in the performance with their companions to increase the fun and develop the ability to express rhythm and creativity. - Some of the teaching plans were designed to let the children experience different rhythms of music by listening to the piano piece " Twinkle Twinkle Star Variant " by " listening " as a means and " performing " as a form to stimulate the children's interest in appreciating music and cultivate the children's ability to express music. The teaching goal was to integrate listening, singing, and performing with feelings as the main line and actions as the center. At the same time, the children were allowed to participate in the integration of music, experience the charm of music changes, and obtain aesthetic pleasure. - There were also lesson plans that aimed to use art as a " language " for children to express their understanding and emotions. Through activities, they would guide children to come into contact with beautiful things and phenomena in life, enrich their perceptual and emotional experiences, provide opportunities for free expression, encourage children to imagine boldly, and use different art forms to express their feelings and experiences. - In addition, some of the lesson plans wanted to use music, stories, and other content related to Little Star, such as letting children learn to compare and correctly say the colors red, yellow, blue, and green, to stimulate children's sense of participation and encourage them to perform with their peer teachers. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the art design activities of the kindergarten class
The following is a lesson plan for the art design activity of the kindergarten class: ##1. Activity Target 1. Guide children to learn how to use different shapes of leaves to make puzzles and combinations, and be able to show the main image characteristics of the object. 2. Teach the child to master the correct method of sticking and cultivate the child's hands-on ability. 3. Let the children experience the joy of the creative process and gain the pride of success. 4. Cultivate children's observation, operation, and expression skills, and improve children's aesthetic taste and creativity. 5. Cultivate children's appreciation ability. ##2. Event preparation 1. [Knowledge preparation: Guide the child to recognize the leaves in advance and collect different leaves together with the parents.] 2. [Material preparation: Prepare a number of leaves of different shapes, colored pens, drawing paper, and paste. You also need to prepare a few leaf mosaic works in advance and set up a background wall (such as "Beautiful Autumn", which can include maple trees, wild geese, sunflowers, wheat fields, and other elements).] ##3. Activity ###(1) Appreciate the leaf mosaic to stimulate children's interest The teacher showed the leaf drawings to the children and asked them what they were made of. After the child answered the leaf, the teacher confirmed that this was a leaf mosaic. ###(2) The teacher will demonstrate the operation to let the child understand the production method and steps. 1. The teacher first asked the children to observe whether the collected leaves were the same, and guided the children to say that the leaves were in the shape of peaches, eggs, fans, willow leaves, date pits, circles, palms, and many other shapes. Different leaf combinations would form different shapes. 2. The teacher demonstrated the combination of two leaves, guiding the child to imagine what it looked like (such as a sailboat, a small umbrella, etc.), and then asked what to do if the leaf painting was put on display but the leaf would fall off. After that, the teacher explained that after the leaves were pieced together, the paste should be smeared on the back of the leaves, pasted on the paper, and then gently pressed with his hand. Finally, he could use colored pens to add pictures and decorations, but not too much, and could not be smeared on the leaves. This way, a leaf mosaic was completed. 3. The teacher showed some other shapes of leaves to inspire the children to imagine what they wanted to make with the leaves. ###(3) Introduction to the method of leaf mosaic The teacher emphasized once again that the children could first choose the leaves they liked and put together a picture on the paper. After the picture was put together, they would smear the paste behind the leaves, stick it on the paper, and gently press it with their hands. Finally, they would add decorations with colored pens to highlight the characteristics of the leaf puzzle. ###(4) Children's operation, teacher's itinerant guidance 1. Children are encouraged to paint boldly and choose suitable leaves to express the main characteristics of the object. 2. Remind the child to keep the table and clothes clean when using the paste. ###(5) End the poster and guide the children to show their works and appreciate each other. Ask the completed children to stick the pictures on the background wall and look at each other. Guide the children to say which picture they like the most and what they can see. Then tell their friends about their findings. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>