My tools, brushes, big class lesson plans
The following is a large class lesson plan on tools and brushes: ** 1. Teaching objectives ** 1. Through the operation activities, explore the most suitable brush for washing slippers and experience the joy of labor. 2. Able to imitate the use of various brushes and describe the use of brushes in words. 3. Arouse the interest of children to observe the phenomenon of using brushes in life. 4. Through the experiment, the children were trained to be polite to each other and learn the ability to divide labor and cooperate. 5. Guide the child to listen to and respect the words of his peers during the communication activities. ** 2. Teaching preparation ** There were brushes, slippers, basins, plastic baskets, and rags for different purposes. ** 3. Teaching process ** #(1) Exploring the best brush for washing slippers 1. Let the children wash their own slippers - Children were provided with all kinds of brushes. Some children might choose long-handled brushes, some might choose brushes for washing clothes, and some might choose old toothbrushes. After washing for a while, some children might start to change their brushes. 2. Ask the child why he changed the brush - Guide the child to express his thoughts, such as holding a brush without a handle, it is difficult to hold it when washing; the brush is too wide, it cannot reach into the slippers when washing, and it is stuck; the hand is too small, the brush is too wide, and it cannot be held (for washing clothes brushes). 3. Exploring the most suitable brush for washing slippers - After the child had tried the three brushes, the child was asked which brush was most suitable for washing slippers. Children were encouraged to compare the advantages and disadvantages of different brushes. For example, old toothbrushes and brushes with handles were easier to wash because the handle could reach into the slippers. However, old toothbrushes were soft, and the hair would fall down when you applied force. Moreover, there were fewer places to brush with less hair. Long-handled brushes were convenient to hold in the hand, and they could reach into the shoes. The hard hair of the brush could quickly brush away dirty things. #(2) Observe and compare various brushes 1. Children observe each other's brushes - Guide the child to observe and ask,"What do you see we have brought? Do you know their names and what they are used for? Let's take a look, touch it, and talk about it." Children might mention brushes for polishing shoes, brushes for doctors to wash their hands (Dad is a surgeon, so he brushes his fingers before surgery to prevent germs from spreading to patients), brushes for mascaras, brushes for brushing hair after shaving (Dad brushes the short hair on the neck after shaving someone else), brushes for makeup, brushes for washing pots, brushes for combing hair, brushes for painting, brushes for washing milk bottles and teats, roller brushes (used for painting, painting paint on walls during renovation), and so on. 2. Comparing the similarities and differences of brushes - Guide the children to discover the differences in the handles of the brushes, such as some have a handle, some do not have a handle, the length, thickness, material (wood, iron, plastic, bamboo) are different. The length of the brush was different, the hardness of the hair was different (some were soft and comfortable to touch, some were hard to touch), and the material of the brush (bamboo, plastic, iron or steel brush) might also be different. One could also further explore why some brushes were hard and some were soft. For example, because the brush used for makeup was used on the face (the skin of the face was thin and soft), it needed soft hair. Hard hair would scratch the face. ** 4. Extension of Teaching ** You can further develop activities related to brushes, such as letting children draw their favorite brushes, or carry out activities such as creative play with brushes to deepen children's understanding and understanding of brushes. Read more exciting novels for free
Summer diet lesson plans and reflections for the big class
The following is a large class summer diet lesson plan and reflection: ** 1. Teaching plan ** #"Big Class Summer Food" lesson plan ##(1) Activity Target 1. He knew that he could not eat too much cold food in summer and that it was harmful to eat too much cold food. 2. She could name other foods that could replace cold food to relieve the heat. 3. Form a sense of self-protection and eat raw and cold food in an appropriate amount. 4. Cultivate children's self-protection ability and ability to judge things. ##(2) Event preparation 1. Teaching wall chart. 2. Arrange the scene drama before the event. ##(3) Activity 1. ** Activity Introduction: Storytelling ** - Teacher: Summer is here. Qiqi is very happy. He liked summer the most because he could eat all kinds of cold food in summer, but now he didn't dare to eat too much. Why was that? Let's see what's going on. (Watching a melodrama performance) 2. ** Activity: Watch the teaching wall chart ** - Show the pictures and ask the children to look at the pictures in order. - Question: - What kind of food did Qiqi eat in a day? What were the characteristics of these foods? - What happened next? - Where did Mommy take Qiqi? What do you think the doctor will say? What would Qiqi say? - The child observed and explained the pictures one by one. - The teacher guided the child to complete the story: Qiqi ate a lot of ice cream, drank a lot of iced drinks, and ate a lot of iced watermelons. Suddenly, her stomach hurt so much that she couldn't stand it and rolled on the bed. Her mother took Qiqi to the hospital to see the doctor. The doctor said,"Cold food will irritate the stomach and cause acute gastroenteritis." "I won't eat so many cold drinks anymore," Qiqi said. 3. ** Event discussion: How to cool off in summer? ** - Teacher: In summer, everyone likes to eat ice cream, eat iced watermelons, and drink cold drinks. How can I eat them so that I won't get sick? What other foods can help us cool down without making us sick? - Children, please discuss in groups. 4. ** Event summary ** - In summer, you should eat raw and cold food in moderation. At home, listen to adults and eat raw and cold food according to adults 'regulations. The drinks and watermelons taken out from the refrigerator should be left for a while before eating. If you feel very hot, you can drink some mung bean soup or cold water instead of eating cold food. ##(4) Activity Extension Children could come up with a summer healthy eating plan with their parents when they got home. ** 2. Reflection ** 1. ** Strengths ** - The combination of activities and real life could make children feel more realistic. It would make the children who had been tortured by "stomach pain" interested in knowing the real cause of the stomach pain through the things that might happen to them. It would make them consciously resist the things that would cause stomach pain. - Through mutual discussion and communication, the children's ability to communicate with others was trained, and they had a sense of teamwork to solve problems together. 2. ** Inadequacies and improvements ** - During the activity, he did not give enough in-depth discussion and expansion to the unique ideas of the children about the summer food. In future activities, more attention should be paid to the children's personal answers, and creative ideas should be explored in depth to better stimulate the children's thinking ability and desire to explore. - During the introduction of the activity, the performance of the melodrama could be more vivid to better attract the attention of the children. For example, they could add some interesting props or more exaggerated performance movements to make the child more involved in the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Climbing games, lesson plans, reflection, big class
The following is an example of a reflection on the teaching plan of the climbing game: ** I. Reflection on the achievement of the activity goal ** 1. ** Participating and Invigorating Interested ** - In the climbing game lesson plan, if the goal was to let the child actively participate in sports games and experience the fun of climbing, from the performance of the child in the activity, such as the child actively choosing climbing equipment, showing excitement and dedication in the climbing process, it meant that this goal was achieved to a certain extent. However, there may be some cases where children's participation is not high because of timidity. This may be due to insufficient guidance for these children in the early stages, or the difficulty span of the equipment provided is not well adapted to the ability level of all children. 2. [Skill Mastery] - For the goal of mastering different climbing methods, if the child could try different climbing equipment, such as climbing walls, soft ladders, etc., and could use reasonable movements to climb, such as coordinating hands and feet, maintaining body balance, etc., it meant that the child had made progress in this area. However, if some children could not master the correct climbing method on some special equipment (such as ropes), it might be that the teacher was not careful enough in the demonstration and individual guidance. - As for the difficult goal of using the crawling net to bravely and tenaciously complete the game, it may be found that some children give up when they encounter difficulties in the climbing process (such as climbing halfway and not daring to continue). This reflects that the cultivation of children's willpower needs to be strengthened. It may be necessary to give more encouragement and gradually increase the difficulty of the training in the activity. 3. ** Awareness of cooperation ** - If the lesson plan has a goal for the child to realize that cooperation is a kind of spiritual goal, you can observe whether the child has cooperative behavior during the activity, such as whether they help each other and encourage each other in the climbing competition. If there was a lack of cooperative interaction between children, it might be because there was not enough emphasis on cooperation in the activity design or a lack of cooperation reward mechanism. ** 2. Reflection on the activity process ** 1. ** Preparing for activities ** - The preparation for mountaineering in the warm-up activities, such as moving the joints of the whole body, carrying out special climbing exercises (such as crawling on the ground with hands and feet, crawling on the ground with hands and knees, crawling forward, etc.). From the perspective of the child's physical coordination in the subsequent climbing, if the child's joints were flexible and the movements were coordinated when climbing, it meant that the warm-up activities had a good warm-up effect. However, if the child was not focused enough on certain movements during the warm-up activities, it might be that the practice form was not interesting enough and needed to be adjusted. 2. ** Climbing practice session ** - The teacher's itinerant guidance was crucial when children were choosing equipment for climbing exercises. If the child was found to have dangerous behaviors during the climbing process (such as unstable equipment, feet hooked in the rope, etc.), it meant that the teacher needed to strengthen the reminder of safety awareness. Moreover, for children with weak abilities and children who chose difficult equipment, if they did not receive enough attention and targeted guidance, it would affect their experience and skill improvement during climbing. - In the climbing competition, if the rules were too complicated, it might be difficult for children to understand and affect the smooth progress of the competition. At the same time, during the competition, there may be situations where individual children pay too much attention to the results of the competition and ignore safety or the fun of climbing. This requires teachers to better guide children to balance the competition and the game experience during the organization process. 3. ** Disperse freely ** - This segment provided children with the opportunity to make their own choices. However, the possible problem was that some children lacked clear goals when they were free to move, or the types and layout of the activity equipment were not reasonable enough, resulting in children not being able to make full use of this segment to carry out effective balance, ball games, throwing and catching exercises. 4. ** End of Event ** - In the stage of leading the children to relax and tidy up, if the children could relax their bodies and minds with soothing music and naturally end the activity, it meant that the arrangement of this stage was more appropriate. However, if the child is still excited during the relaxation process, it may be that the form of relaxation activities (such as music selection, action guidance) is not effective enough. ** 3. Reflection on the performance of children ** 1. ** Language expression and listening habits ** - During the activities, if it was found that the child's language expression was not mature enough, lacked cohesion, or the child could not quietly listen to his peers, it reflected that the daily teaching of the child's language ability and listening habits were insufficient. More language communication and listening training sessions needed to be added in future activities. 2. ** Individual differences ** - Every child's climbing ability, courage, and interest were different. In the design of the lesson plan, although the provision of equipment of different difficulty levels might have been taken into account, it might be necessary to further refine the hierarchical teaching to better meet the development needs of different children. For example, for particularly timid children, they could provide more secure climbing aids or more patient and meticulous one-on-one guidance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The big class knows the lesson plans inside and outside
The following is a lesson plan for the big class: ##1. Teaching objectives 1. The child could clearly and accurately distinguish the position of the inside and outside space, and skillfully use the expression "×× is inside (outside) × ×" to express. 2. Consolidating the child's understanding of quantity (the range of quantity can be increased according to the level of the big class). 3. Cultivate children's observation, comparison, judgment, and language skills. ##2. Teaching preparation 1. Create a rich teaching environment, such as setting different areas of the classroom as "inside" and "outside"(such as placing different items inside and outside the box, etc.). 2. A multi-media class that includes pictures or animations showing the relationship between the inside and outside of different scenes (such as inside and outside the room, inside and outside the basket, etc.). 3. Various kinds of teaching tools, such as different small toys (animals, stationery, etc.), boxes, baskets, etc. ##3. Teaching process ###(1) Introduction 1. Using a multi-media class to show a mysterious big box. - The teacher asked,"Look at this big box. Guess what's inside?" Guide the child to think and guess, and stimulate the child's interest. ###(2) Basic Learning 1. Show the concept of inside and outside - The teacher took out some small toys (such as three small dolls) from the box and said,"Look, the little dolls are coming out of the box." She placed the doll outside the box and asked the child,"Where is the doll now?" The teacher guided the child to answer,"It's outside the box." The teacher emphasized,"Yes, the little doll is outside the box." - Then, she put the little doll back into the box and asked the child,"Where is the little doll now?" He guided the child to answer,"In the box." Repeat this process and hold different toys a few more times to let the child gradually familiarize himself with the concept of "inside" and "outside". 2. Combining numbers to consolidate the concept of inside and outside - Putting five small blocks into the box, the teacher said,"Children, let's count how many small blocks are there in the box?" Lead the children to count together. After counting, emphasize that there are five small blocks in the box. Then, he took out two small building blocks and placed them outside the box. How many small building blocks are there outside the box?" Guide the child to answer, and the teacher will correct and emphasize according to the answer, such as "Yes, there are three small building blocks in the box now, and there are two small building blocks outside the box." According to the child's mastery, the number can be adjusted to practice multiple times. ###(3) Extending the Learning Part 1. Scene Game-Finding Treasure - Divide the classroom into several areas, some as the "inside" area (such as the area under the table, inside the small tent, etc.), and some as the "outside" area (such as the classroom aisle, beside the table, etc.). The teacher had hidden some small cards in different places "inside" and "outside" beforehand. - Tell the children the rules of the game: "Children, we are going to find the treasure now." The treasure could be in the inner area or the outer area. After you find the treasure, you have to tell me where it is." - The child began to look for the treasure. After finding it, he had to describe the location of the treasure according to the rules, such as "I found the treasure under the table (inside area), the treasure is inside the table". The teacher evaluated and encouraged the child's answers. 2. Picture Judgment - Show the pictures in the multi-media class. The pictures show the relationship between the inside and outside of various objects (such as children in the house, flowers and plants outside the house, etc.). The teacher raised a question."Children, look at the picture. Who can say what is inside or outside the picture?" Let the children observe the pictures one by one and answer the questions to improve their ability to judge the relationship between the inside and outside of different scenes. ###(4) Summing Up and Extending 1. sum up - The teacher and the children reviewed the content of today's lesson together."Children, today we learned to know what is inside and outside. We learned that things can be inside or outside an object. We also learned to tell others that '×× is inside (outside) ×.'" 2. extend - After class, assign a small task: When the children go home, find out what is inside and what is outside with their parents. Then use the words they learned today to describe it to their parents. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class games, all kinds of bridge lesson plans
The following is an example of a lesson plan for a large-class game called "Various Bridges": ##1. Activity Target 1. Learn to use your brain to solve problems and not give up easily when faced with difficulties. 2. To develop children's creativity and imagination. 3. Cultivate children's keen observation ability, improve the agility of children's thinking, and explore the variety and characteristics of life. 4. Children can communicate in complete Mandarin, cultivate hand-eye coordination, and experience the joy of building bridges. ##2. Event preparation 1. There were all kinds of building blocks, sculptures, snowflakes, and other construction materials as well as auxiliary materials. 2. A picture of the bridge. ##3. Activity ###(1) Introduction and Knowledge Review 1. Show the pictures of the bridge to guide the children to observe the different shapes of the bridge. Combined with the children's previous works, further explore the main characteristics of the bridge, such as the shape and structure of the bridge. 2. Talk about bridges with the children. - Ask the children why people build all kinds of bridges and where they have seen bridges before, and encourage them to actively share their life experiences. - To carry out the discussion of "opening a river and building a bridge", inspire the children to think about what needs to be done if they want to design a river and build a bridge on it. Guide the children to negotiate and divide the work. For example, they could be divided into the following groups: - One group used all kinds of building blocks to build a bridge directly on the river and rationally arranged the pre-constructed works. - One team was responsible for building the buildings on both sides of the river. - The first group was responsible for the river's greenery. ###(2) Game grouping and requirements 1. The children were naturally divided into groups according to their own wishes, and a group leader was elected. 2. The teacher raised the requirements for the game. - The voices of the discussions should be kept low to avoid any noise. - He had to do three things lightly and cherish the results of others 'construction. ###(3) Children's Games and Teacher's Guidance 1. The children played games, and the teacher participated in the construction to promote the interaction between the children. The teachers focused on guiding the children to choose the appropriate materials according to the shapes of the various bridges, and to construct them with bold innovation. 2. During the game, the children were encouraged to think positively and solve the difficulties they encountered, so as to cultivate the spirit of not giving up easily. ###(4) Game Evaluation 1. After the game ended, the teacher gave an evaluation. Ask the children if they had fun, who they played with, what they did, whether they encountered difficulties in the game, and how they solved them. 2. Opening the Bridge Exhibition. - Ask the child to name the bridge he built. - Invite the children to be the little commentators and introduce their own bridges. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten wishes, post-it notes, big class lesson plans
The following is a lesson plan for a kindergarten class 'My Wish Sticky Note: ##1. Activity Target 1. ** Knowledge and Skill Target ** - With the help of the map, you can remember the lyrics and learn to sing songs. - Master the rules of imitation, share your personal wishes through group singing, and improve your creativity and performance. 2. ** Course, Method, and Target ** - Through the teacher's demonstration of the rhythm, the child imitates it and cultivates a sense of rhythm. - With the help of group activities, children learn to cooperate and communicate, and experience the joy of sharing their wishes. 3. ** Emotions, attitudes, values, goals ** - To stimulate the enthusiasm of children to express their inner wishes, to feel the joy of creation and performance. ##2. Event preparation 1. ** EXP preparation ** - Children can express their wishes and feelings after fulfilling their wishes. They have experienced turning around for their favorite songs (similar to the interaction experience in music programs). 2. ** Material preparation ** - Each group had a song score, a big song score, piano accompaniment, and a microphone. ##3. Activity ###(1) Introduction 1. Teacher's questioning guidance - Teacher: Children, you have all drawn your wishes on the wish card. Who can tell me what your wish is? ###(2) Basic Part 1. ** Tell the rhythm of your beautiful wish ** - The teacher demonstrated the rhythm of the sentence, for example,"I really want to be a ***". - The child tried to imitate the rhythm given by the teacher and say the content of his wish. - The teacher gave blessings to the children who shared their wishes and sang the chorus of the song. 2. ** The teacher demonstrated the verse part ** - The teacher demonstrated how to sing her beautiful wish. - The child said the content of the teacher's beautiful wish. - The teacher took out the content of the arranged lyrics and some children tried to sing it. - Children read the complete picture and sang their wishes. 3. ** Children try to sing their beautiful wishes ** - Children were encouraged to sing their wishes in the way the teacher had demonstrated. 4. ** My wish "concert"** - Explain the rules of the concert: Every three children in a group, draw their own wishes and feelings, and use double-sided tape to stick their wishes and feelings on the song sheet. The children who didn't get to perform turned around to be music instructors, and they turned around to sing for their friends who sang well. - Children's concerts. ###(3) Extension Activity - Children were encouraged to share their good wishes with other children in the class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Children explore the forest, lesson plans reflect on the big class
The following is an example of a reflection lesson plan for a large class of children exploring the forest: ** I. Reflection on the achievement of teaching objectives ** 1. ** Knowledge and interest cultivation ** - In teaching with the theme of jungle exploration, if the goal was to cultivate children's interest in the natural jungle, it would be better to achieve it through pictures and field observations. However, if the pictures of the jungle displayed during the process were not vivid enough or the guidance during field observation was not enough, the child might not be able to deeply feel the charm of the jungle, thus affecting the degree of interest in the jungle. - As for the goal of improving the child's observation ability, if the teacher did not set up a layered observation guidance question in advance, such as from appearance to living habits, the child might only observe on the surface and could not really improve his observation ability. 2. ** Ability Development ** - In terms of teamwork and communication skills, if the group tasks were not clearly assigned or the children were not guided to communicate within the group in time, it would lead to a weak sense of cooperation and poor teamwork and communication skills. - For example, the jungle exploration involved the improvement of physical coordination, such as climbing and walking. If the difficulty of the challenge set in the activity venue was not suitable for the ability level of the children in the first class, such as the climbing facilities being too high or too low, it would affect the effective improvement of the children's physical coordination. 3. ** In terms of healthy living and environmental awareness ** - In terms of cultivating the awareness of healthy living, if they simply taught the importance of jungle animals and plants to healthy living, without examples or children's personal experience, it would be difficult for children to truly understand the connection between the jungle and healthy living, and it would be difficult to achieve their goals. - In terms of environmental awareness, when discussing how to protect the jungle's biological species, if the children were not guided by the small things that they could do in their daily lives, such as not wasting paper (paper comes from trees), the children's awareness of protecting the jungle might only stay in the concept and could not be deeply understood and practiced. ** 2. Reflection on the teaching process ** 1. ** Introduction Stage ** - If the teaching started with pictures of the jungle, the choice of pictures had to be enough to attract the attention of the children. If the selected pictures were dull in color and monotonous in content, it would not arouse the curiosity and interest of the children, which would cause the effect of the introduction process to be poor and affect the subsequent teaching. 2. ** Knowledge sharing session ** - When introducing the flora and fauna of the jungle, the teacher's explanation was crucial. If it was just a one-sided narration without interaction, the child might find it boring. For example, when introducing elephants, children could imitate the movements of elephants. This would increase the fun and deepen the child's memory of elephant characteristics. 3. ** Observation and Practice Section ** - When observing in groups, the size of the group needed to be reasonable. If there were too many people in the group, the children might compete for observation tools or opportunities, while if there were too few people, there might be a lack of communication and thought collisions. - Safety measures must be in place when observing outdoors. For example, in activities with elements of jungle exploration, it was necessary to check the site in advance for dangerous potholes, sharp objects, etc. to ensure the safety of children. 4. ** Summing up and discussion session ** - When sharing in groups, teachers should actively participate in the discussion of each group and give timely guidance and encouragement. If the teacher's participation was not enough, some children might lose their enthusiasm to share because they did not receive timely feedback. - When comparing the differences and similarities between different species, the teacher's guidance should be clear. If the guidance questions were too complicated or unclear, the child might not be able to make an accurate comparison and analysis. 5. ** Health and environmental protection segment ** - When discussing the importance of jungle animals and plants to humans, children should be guided to think from many aspects, such as food sources and ecological balance. If the content of the discussion was too one-sided, the children's understanding of healthy living and environmental protection would also be limited. ** 3. Reflection on the participation and performance of children ** 1. ** Active participation ** - In the overall teaching process, some children might not participate because they were introverted or not interested in the content of the activities. Teachers should pay attention to these children and raise their enthusiasm by asking questions individually and encouraging them to participate in simple tasks in the group. 2. ** Individual differences ** - In terms of the development of physical coordination, there were individual differences between different children. For example, some children might be able to easily complete the climbing part of the jungle adventure, while others would have more difficulty. Teachers should give different levels of guidance and help according to individual differences. They could not ask all children to meet the same standards. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Game lesson plans and reflections suitable for big class life
The following is a lesson plan and reflection example for a large class life game: ##1. Big Class Life Game Teaching Plan: "Little Expert at Shopping in the Supermarket" ###(1) Activity Target 1. Let the children understand the basic process of supermarket shopping, including selecting goods, checking prices, payment, and so on. 2. To train children's calculation ability, they can easily calculate the total price of the purchased goods. 3. Cultivate children's social skills and independence. ###(2) Event preparation 1. In the corner of the classroom, a mini supermarket was set up, with all kinds of goods marked with prices (it could be self-made cards or small toys, etc.). 2. Prepare shopping bags and self-made currency for the child (such as 1 yuan, 5 yuan, 10 yuan, etc. written on the card). 3. There were a number of records. ###(3) Activity process #### 1. to lead The teacher led the children to visit the simulated supermarket and introduced the various products in the supermarket. Just like the supermarket in our daily life, today the children would be small customers to shop. #### 2. Shopping Guide (1) The teacher explained the shopping process: First, you have to choose the goods you need, then look at the price tag of the goods and calculate how much it costs. If the money is not enough, you need to choose the goods again. After choosing the goods, you have to pay at the cashier. (2) Shopping demonstration: The teacher plays the role of a customer and gives a shopping demonstration. He explains while operating, such as,"I want to buy a loaf of bread now. The price of this loaf of bread is 3 yuan. I give the cashier 5 yuan. The cashier should give me back 2 yuan." #### 3. Children's Shopping (1) Divide the children into small groups, and each group will take turns shopping. Each child took their own shopping bags and currency into the supermarket to shop. (2) During the shopping process, the teacher will guide and assist the child, encouraging the child to choose the goods, calculate the price, and pay correctly. #### 4. Record and share (1) After the child has finished shopping, record the name of the product he bought, the price, and the total amount spent on the record form. (2) Ask the children to share their shopping experiences, such as what they bought, how much they spent, and whether they encountered any problems. ###(4) Activity Extension After the event, the children and their parents could go shopping in a real supermarket and use the knowledge and skills learned in the game. ##2. Activity Reflection ###(I) Success 1. The game situation creation is more realistic By setting up a simulated mini supermarket scene, children could intuitively feel the atmosphere of supermarket shopping. This kind of situation teaching helped to stimulate children's interest and participation. They showed a high level of enthusiasm during the shopping process. They carefully selected the goods and calculated the price as if they were really shopping in the supermarket. 2. Better target achieved During the activity, most of the children could understand the basic process of supermarket shopping and had some practice in calculating the total price of goods. For example, in the sharing session, many children were able to accurately state the price of the goods they bought and the total cost, indicating that they had a better understanding of numbers and calculations. At the same time, the interaction between the child and the "cashier"(played by the teacher or peer) also improved the child's social skills. ###(2) Deficiency 1. There is a lack of variety in commodity price settings The price setting of the goods was relatively simple. It was mainly based on the whole number. There was a lack of decimals or more complicated prices. This was not enough to expand the mathematical calculation ability of the children in the first class. In the follow-up activities, he could add some products with decimals in price, such as 1.5 yuan, 2.5 yuan, etc., so that children could be exposed to more mathematical calculation content. 2. Individual children rely on teacher guidance In the process of shopping, some children relied too much on the help of teachers and lacked the ability to think independently and solve problems. In future activities, more encouragement and guidance could be given to these children in advance, so that they had a certain confidence to complete the shopping task independently before the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Cleaning lesson plans and reflection class
The following is a lesson plan and reflection for a large class cleaning: * * 1. Teaching plan: Big Class Society Teaching Plan-Spring Cleaning ** * *(1) Activity Target ** 1. Experience the joy of labor in the situation of organizing the doll's house items. 2. Able to draw straight and horizontal lines in a controlled manner (if it is related to the artistic expression of cleaning). 3. To develop children's observation, analysis, and hands-on skills. 4. Cultivate the good qualities of daring to think, daring to do, diligent in learning, and willing to learn. * *(2) Event preparation ** 1. Vacuum cleaner: Tie up two watercolor pens of different colors with tape, with a picture of a vacuum cleaner on it. 2. Using light purple paper as the base, custard yellow and light green paper to cut out the shapes of various furniture as the paste material. 3. Solid glue, rag, etc. 4. One mini vacuum cleaner. 5. [Setting: Doll's house (with small beds, tables, chairs, and other furniture), carpet, and garbage on the carpet.] * *(3) Activity process ** 1. situation introduction - The teacher used words to motivate the child to help the doll house clean the carpet. 2. main activities - Guide the child to use the "vacuum cleaner" prop to simulate cleaning. For example, use a tied watercolor pen to move in a certain direction on the paper to indicate the path of the vacuum cleaner (if combined with the painting part). - Let the child tidy up the furniture in the doll's house and paste the cut furniture in the right place. During this process, the child's hands-on ability and spatial perception were cultivated. For example,"We have to put the small bed in the right place, just like how we clean the room at home." - The teacher would observe and guide the child during the activity and encourage the child to cooperate to complete the task. For example,"Xiao Ming and Xiao Hong, clean the table together. This will be faster." 3. summary section - The teacher and the child reviewed the cleaning process together and asked the child,"What did we do just now?" Guide the child to answer questions such as "cleaned the carpet, tidied up the furniture" and so on. - They emphasized the meaning of labor, such as "We cleaned the doll's house, and now the doll's house is very clean. Our labor is very fruitful." * *(4) Reflection on Teaching ** 1. merit - Through the setting of the situation, the children could actively participate in the simulation of cleaning activities and have a more intuitive experience of labor. - During the activities, the children's hands-on and cooperative abilities were trained, such as when they pasted furniture and cooperated to use props. 2. the improved - During the activity, some children might not understand some operations. For example, using special props to simulate the operation of a vacuum cleaner could be explained in more detail before the activity. - The design of the furniture could be more diverse to increase the fun of the event. In addition, the teaching plans related to cleaning (such as the relationship between food hygiene and the environment of cleaning) could be as follows: * * 1. Teaching plan: Health lesson plan for the big class-Pay attention to food hygiene (related to cleaning the environment)** * *(1) Activity Target ** 1. Understand some of the general knowledge of food hygiene and know the harm of unhygiene and junk food to the human body (from the perspective of cleaning and keeping the environment clean to ensure food hygiene). 2. In the contest, the types of green food and junk food were distinguished. 3. Happy to eat some nutritious green food and participate in the green food game. 4. Cultivate good hygiene habits (including the awareness of cleaning and keeping the environment clean). 5. He had a basic understanding of health. * *(2) Event preparation ** 1. There were a few pictures related to food hygiene. 2. Every child had a book and a red colored pen. * *(3) Activity process ** 1. Children engage in conversation activities - Teacher: What kind of food do you like to eat and why? - The teacher would paste or quickly draw the various foods mentioned by the children on the blackboard and classify them. In this process, children could be guided to think about the relationship between food and environmental hygiene. For example,"The food we eat is only healthy if it is made in a clean environment. Just like how we have to clean our homes, the kitchen must be clean to make healthy food." 2. Understand the importance of paying attention to food hygiene by observing children's books - The teacher guided the child to observe the contents of the book, such as comparing the clean and tidy kitchen environment with the dirty and messy kitchen environment to see if the food was healthy or not. While explaining the knowledge of food hygiene, he emphasized the importance of cleaning the environment. - They organized a contest to distinguish between the types of green food and junk food, so that children could further understand the impact of a clean and sanitary environment on food. For example,"Green food is produced in a clean and sanitary environment, while junk food may be produced in an unsanitary environment." * *(4) Reflection on Teaching ** 1. merit - Conversation activities can motivate children and allow them to actively participate in thinking about food and hygiene. - Through the combination of pictures and children's books, children could more intuitively understand the importance of food hygiene and establish a preliminary connection with environmental cleaning. 2. the improved - In the children's answering session, some children may make mistakes because they don't have a deep understanding of the relationship between food hygiene and the environment. They can do more preparatory explanations before the activity. - In the content of the activity, some real-life examples could be added, such as the food environment seen in the supermarket, so that children could better understand the importance of hygiene. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-made drums, music, games, lesson plans, big class
The following is a lesson plan for a self-made drum music game (Senior Class): ** 1. Activity Target ** 1. Guide the child to listen to different rhythms and use the self-made drum to make corresponding rhythmic movements. 2. Cultivate the ability of children to play the self-made drum according to the command, and maintain their own performance speed in unison or ensembles. 3. Through the operation of the self-made drum, the children could experience the fun of the music game and enhance their sense of rhythm. ** 2. Event preparation ** 1. Self-made drum instruments (such as drum instruments made from milk powder cans and sticks), one for each person. 2. A musical instrument rhythm chart. 3. Setting up: Children sit in a semicircle. ** 3. Activity process ** #(1) Game Introduction, Rhythm Preposition 1. Let the children follow the music (such as "Yang Liuqing") into the venue, guide the children to clap their hands, stamp their feet and other actions. The teacher led the children into the concert, allowing the children to feel the rhythm of the music in the process of appreciating the music, grasp the beat, and prepare for the self-made drum performance later. #(2) Familiarize yourself with the instrument and train your rhythm 1. The emergence of drum instruments - The teacher showed the self-made drum instrument, introduced the structure and play method of the drum instrument to the child, encouraged the child to explore the different methods of beating the drum surface and drum body freely, and the teacher could use the simple strokes to record the child's discovery (such as the beating position, etc.). 2. rhythm training - The teacher showed the rhythm chart and let the child observe the rhythm pattern on the chart. Then the teacher demonstrated the corresponding rhythm with the self-made drum, such as simple rhythm patterns such as "× × ×" and "×××", so that the child could imitate and practice. #(3) Music Game 1. Simple Rhythm Game - The teacher played a simple piece of music, such as two or four beats with a distinct rhythm. The child beat the drum according to the rhythm of the music. At the beginning, all the children could hit the same rhythm together, and then they could be divided into groups to hit different rhythms, such as one group hitting "× ×" and the other group hitting "×××", so that the children could feel the joy of playing together. 2. Follow the Command Game - The teacher acted as the commander, and the child tapped at different rhythms according to the teacher's command gestures. The teacher's commanding gestures could correspond to different rhythms. For example, waving his arm upward meant that the drum surface would make a stronger sound, waving his arm horizontally meant that the drum body would make a softer sound, and different waving speeds meant different rhythms. 3. creative rhythm game - Children are encouraged to create simple rhythms by themselves, then play them with self-made drums and show them to other children. #(IV) End of Event 1. The teacher summarized and evaluated the performance of the children in the activities, affirming the children's active participation and creative performance. 2. He guided the children to pack up their self-made drum instruments and leave the activity venue in an orderly manner. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class tadpoles looking for their mother, high-quality lesson plans
The following is a high-quality lesson plan for the big class,"Little Tadpoles Looking for Their Mommy": ##1. Activity Target 1. Understand the story content and become familiar with the main characters and plot. 2. Able to use stick figures to express the main content of the story and try to make it into a comic book. 3. Negotiate with your companions and complete the task together on the basis of division of labor and cooperation. 4. Experience the joy of imagining and creating all kinds of images. 5. Children were encouraged to color correctly and boldly. ##2. Event preparation 1. In advance, let the children familiarize themselves with the story content of "Little Tadpoles Looking for Mom" and prepare the story tape and tape recorder. 2. Children should have a certain foundation in painting, such as drawing fish, ducks, geese, turtles, frogs, etc. 3. Prepare some drawing paper, colored pens, oil painting sticks, and staplers. ##3. Activity ###(I) Beginning 1. Play the recording and let the children enjoy the story "Little Tadpoles Looking for Mommy." After that, they asked questions according to the content of the story, such as where the story took place, how the tadpole looked like when it was just born, who the tadpole met first and then when it looked for its mother, and whether it found its mother in the end. According to the children's answers, the teacher concluded that the tadpole met a mother duck, a mother fish, a mother turtle, a mother goose, and finally a mother frog. 2. To introduce the concept of a comic book, the teacher could show a comic book to the child to appreciate. The teacher could explain to the child that a comic book was a complete story formed by continuous pictures, which were bound together in order to form a comic book. ###(2) Basic Part 1. The steps of making a comic book - Drawing Story: - Guide the children to discuss the plot of "Little Tadpoles Looking for Mommy" and determine the corresponding picture content of each plot. For example, the first painting showed a mother frog laying eggs on the water grass in spring, the second painting showed a little tadpole meeting a mother duck, the third painting showed a little tadpole meeting a mother fish, the fourth painting showed a little tadpole meeting a mother turtle, the fifth painting showed a little tadpole meeting a mother goose, and the sixth painting showed a little tadpole meeting a mother frog. Tell the children to draw a story on each piece of paper and draw a few pieces of paper for each plot. - He arranged the content of the story in order and wrote down the page number. - He decorated the cover and drew the name of the story,"Little Tadpole Looking for Mommy," on the cover. - Finally, he bound them together. 2. To organize children to make comic books in groups - They guided the children to discuss the division of labor. Each group of six would discuss who would draw which picture. - The story was played, and the children began to draw and make comics. The teacher put forward painting requirements, such as the picture was clean and the color matching was reasonable, and guided them on a tour. - Help the child to bind the contents of the drawing into a book. ###(3) End The children appreciated each other, exchanged comic books, and experienced the joy of cooperation. ##4. Event Extension Children are invited to draw their favorite stories into comics, bind them into books, and bring them to the kindergarten to enjoy with everyone. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>