The middle class wears a bracelet, hand-made teaching plan
The following was a lesson plan for the middle class to wear a bracelet: ##1. Teaching objectives 1. ** Awareness goal ** - Let the children understand the process of making beads and bracelets, and recognize the beads and strings of different colors and shapes. 2. ** Skill Target ** - Cultivate children's handwork ability, improve their hands-on ability and hand-eye coordination ability. 3. ** Emotional goal ** - Cultivate children's interest in craftsmanship and stimulate their creativity and imagination. ##2. Teaching Points and Difficulties 1. ** Main point ** - Let the children master the method of making beads and bracelets. 2. ** Difficulty ** - It allowed the child to choose beads and ropes according to their preferences, and to be able to independently complete the production of the bracelet. ##3. Teaching preparation 1. ** Teaching aid ** - Beads, ropes, scissors, glue, auxiliary tools (such as a partially worn bracelet for demonstration purposes), etc. 2. ** Learning Tools ** - Each child should prepare a set of materials, including beads, rope, scissors, glue, etc. ##4. Teaching process 1. ** import (about 5 minutes)** - The teacher showed the children some beautiful bracelets and beaded works, which could be real or pictures. Ask the child if he likes these bracelets and if he wants to make one himself. 2. ** Explanation (about 10 minutes)** - He began to explain the process of making beads and bracelets. First, he introduced the materials, such as the different colors and shapes of the beads, the use of the rope, and so on. Then, he explained the steps in detail, including how to choose the beads (for example, choose the color and shape to match to your favorite style), how to string the beads on the rope (pick up a bead, put one end of the rope through the hole of the bead, etc.), if the hole of the bead is relatively small, you can use auxiliary tools to help, and how to tie a knot to fix the bead. 3. ** Demonstrate (about 10 minutes)** - The teacher demonstrated the production process and let the children follow the teacher. He did it step by step, emphasizing the key points and precautions as he did it. For example, he had to be careful not to drop the beads when stringing them, and he had to tie them tightly when tying knots. 4. ** Creation (about 20 minutes)** - The children began to make bracelets independently according to the teacher's instructions. The teacher walked around the classroom, observing each child's operation, giving timely help and guidance, and encouraging the children to use their creativity to choose the matching of beads. 5. ** Achievement presentation and evaluation (about 10 minutes)** - Ask the child to show the bracelet he made and share his thoughts during the making process, such as why he chose these beads and how they matched. Teachers would evaluate the children's works, giving affirmation and encouragement in terms of the completeness of the bracelet, the beauty of the beads, and the effort of the children in the process of making it. They could also let other children say which bracelet they liked. 6. ** Class summary (about 5 minutes)** - This lesson emphasized the knowledge and skills that children had learned about wearing bracelets. Children were encouraged to continue making bracelets or other small crafts with beads after class to stimulate children's interest in craftsmanship again. Read more exciting novels for free
Teaching plan and reflection summary of hand-made wind chimes in the middle class
The following is a lesson plan for the middle class to make handmade wind chimes: ** 1. Teaching objectives ** 1. Through making wind chimes, children could improve their hands-on ability and creative thinking ability. 2. During the production process, children's observation and language skills will be developed. 3. To promote the relationship between parents and children (if there is a parent-child session). ** 2. Teaching preparation ** 1. material preparation - If the wind chimes were made from waste materials, nine small medicine bottles, water of various colors, cardboard, scissors, rulers, pencil, clay, electric paper, thread, etc., or clean glass jars, photos, essential balm (used to remove labels on jars), etc., were required. He could also prepare different materials such as leaves, paper cups, bells, acryl markers, plasticine (used to make leaf wind chimes), and so on. - Crafting tools, such as scissors, needles, etc. 2. environmental layout - Various items made of waste packaging (such as vases made of plastic bottles, small balls made of apple bags, paintings made of washing powder bags, curtains made of old calendar, dustpans made of old paint buckets, etc.) were arranged in the activity room to create a situation (such as the home of a small mouse, etc.). ** 3. Teaching process ** 1. lead-in portion - Teacher: Little friends, today, Smart Mouse invited us children, Dad, and Mom to its house as guests. Last time, it asked us to bring a few boxes or bags of products. Are you ready? (Introduction to the event scenario) - Or they could directly show the finished wind chime to arouse the interest of the child and ask the child if he knew what it was and if he wanted to make it himself. 2. Demonstrate the steps of production - If it was a small medicine bottle, Windling: - First, show the small bottles to the child, tell the child to find nine small bottles, then fill them with water of various colors, and then thread a thread on the lid of each bottle. - Cut a disc out of a piece of cardboard, thread it in the middle, and then fix the string of the medicine bottle around the disc. - He used clay and electric paper to make all kinds of beautiful patterns and stuck them on the bottle. - If it was a leaf wind chime: - He distributed leaves, paper cups, bells, and other materials to the children. - Let the child use an acryl marker to express his imagination on the leaves and paper cups, or press the plasticine into a circle and use the leaves to make a rubbing. - Punch a hole, thread a rope, and hang the bell that he had chosen. 3. Child Production - The teachers would give out the materials to the children and let them start making. The teachers would tour around to guide them, encourage them to show their creativity, provide timely help when they encountered problems, and guide the children to communicate and share their ideas with each other. 4. Exhibition and sharing of works - Let the children show their own wind chimes, encourage them to talk about their own production process, source of creativity, etc., to develop their language skills. ** 4. Reflection and conclusion ** 1. the key of success - Children's participation: Most of the children showed a strong interest in making wind chimes. They actively participated in the whole process of making wind chimes and completed their works seriously. This indicated that the selection of teaching content was in line with the age characteristics of the children in the middle class and could attract the attention of the children. - Skill improvement: By making wind chimes, the children's hands-on skills such as using scissors, thread, paste, and so on have been trained. At the same time, in the process of decorating the wind chimes, the creativity and imagination of the children were also brought into play. Every wind chime made by the children had its own uniqueness. - In terms of social interaction, during the production process, children communicate with each other, share materials and ideas, promote social interaction between children, and help to cultivate children's sense of cooperation and teamwork. 2. deficiencies in - Time control: During the teaching process, some children might be slow in their production, resulting in a tight time for the final product display. The next time he taught, he needed to arrange the time for each segment more reasonably, or he needed to have a more accurate estimate of the child's production ability in advance. - Individual differences: Some children may encounter more difficulties in the production process. For example, children with slow development of fine hand movements may have difficulties in operations such as stringing. Although the teacher has given help during the tour guidance, it may be necessary to pay more attention to these individual differences and provide them with more support and guidance. - Material preparation: The preparation of some materials may not be sufficient. For example, in the production of leaf wind chimes, the types and quantity of leaves may be limited, limiting the choice and creativity of children. Before the next event, he needed to prepare the materials more carefully to ensure the variety and abundance of the materials. 3. improvement measure - According to the actual production speed of the children, adjust the time allocation of the teaching segment. In the child production segment, flexible time can be set to ensure that every child can fully enjoy the production process and display the work completely. - According to the individual differences of children, they could understand the ability level of children in advance. For children with weaker abilities, they could arrange for small assistants to help them, or provide them with simpler production methods and materials, so that they could also experience the joy of success. - In terms of material preparation, research should be done in advance to understand the interests and needs of the children. Prepare more diverse and sufficient materials. At the same time, children can be encouraged to bring some materials to increase the variety and uniqueness of the materials. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the hand-made teaching plan reflection of the middle class paper
The following are some of the main points of reflection on the hand-made lesson plan for writing the middle class paper: ** I. Achievement of teaching objectives ** 1. [Skill Mastery] - Review whether the child has mastered the basic skills of paper craftsmanship, such as folding techniques in origami (folding on the opposite side, folding diagonally, etc.), cutting methods for paper-cutting, and steps for dyeing paper. If it was paper folding, it was to see if the child could accurately fold the shape according to the requirements; if it was paper cutting, whether the child could safely use scissors and cut out the appropriate shape; if it was paper dyeing, whether the child could correctly dye and master different paper dyeing methods. - For example, in the paper folding activity, it was found that some children could skillfully fold the expected shape of small animals, but there were still a few children who had difficulties in the key steps (such as folding the ears of small animals). This indicated that in the teaching of basic skills, the guidance for these children needed to be strengthened. 2. ** Invigorated interest ** - Think about whether the activity design in the lesson plan has successfully stimulated the child's interest in craftsmanship. For example, by observing the child's participation in the activity, concentration, and their active exploration. - For example, in the paper dyeing activity, the children showed great curiosity and excitement when they saw colorful paper dyeing works and actively participated in the paper dyeing process. This meant that displaying the finished product could effectively stimulate the interest of the children. However, during the activity, as time passed, some children's interest decreased. It might be because the operation was too simple and needed to be improved in the future. 3. ** Awareness Development ** - Consider whether the child has a better understanding of shapes, colors, and symmetries during the hand-made process. For example, in origami, whether the changes in the shape of the origami could be related to the concept of symmetries, and whether the changes in the color after dyeing the paper had a new understanding. - For example, when making paper flowers, when children choose different colors of paper, they can say some ideas about color matching, which shows that they have gained some understanding of color. However, in terms of shape combination, many children still can't understand the combination of the shapes of the various parts of the flower well and need further guidance. ** II. Problems in the teaching process and improvement measures ** 1. ** Teaching Method ** - The analysis and explanation of the demonstration segment were clear. If the child made more mistakes in the hand-made process, it might be because the explanation and demonstration were not clear enough. For example, during the origami demonstration, some children could not keep up because the steps were too fast or too complicated. - [Modifications: Able to break down complex steps, demonstrate multiple times, and emphasize key steps while demonstrating.] For example, when teaching children to fold a complicated paper airplane, each folding step was explained separately, and each folding step was shown to the children to ensure that they could keep up with the rhythm. 2. ** Individual differences ** - There are individual differences in the middle class children. Reflect on whether the children of different ability levels are paid attention to in the teaching. For example, children with strong abilities may complete the task quickly, while children with weaker abilities may need more help. - For example, in paper-cutting activities, children with strong abilities could cut out complicated patterns, while some children with weaker abilities could not even cut simple straight lines. The improvement measures were to provide expanded tasks for children with strong abilities, such as creative paper-cutting, and one-on-one coaching for children with weak abilities, starting from the correct use of scissors. 3. ** Event Organization and Timetable ** - Consider whether the organization of the activity is conducive to the participation of young children. For example, whether the form of group cooperation promoted the communication and cooperation between children, and whether the time arrangement was reasonable, whether there was a situation where the time of a certain segment was too long or too short. - For example, when the paper art team worked together to make the castle, they found that some teams had a clear division of labor and worked well together, but some teams made slow progress because of the lack of communication between the members. In terms of time, the paste section took too much time, resulting in not enough time to display the work in the end. The improvement measures were to strengthen the guidance of group cooperation before the activity and to allocate the time for each link reasonably. ** 3. Children's interaction and performance ** 1. ** Interactions between young children ** - Think about whether there are positive interactions between children in the process of hand-making, such as helping each other, sharing materials, and exchanging ideas. - For example, in the origami activity, some children took the initiative to help other children fold the tails of small animals. This was a positive interaction, but there were also children who were unwilling to share colored paper. This required the cultivation of sharing awareness in daily education. 2. ** The interaction between the child and the teacher ** - To analyze whether the child is willing to ask the teacher questions and seek help, and whether the teacher's response is timely and effective. - For example, in the paper dyeing activity, when the child had questions about the effect of color mixing, the teacher would give answers in time and guide the child to try different color mixing. This kind of interaction would help the child's learning, but if the teacher did not respond in time, it might affect the child's enthusiasm for exploration. ** 4. Use of Teaching Resources ** 1. ** Material preparation ** - Check if the hand-made materials are sufficient and suitable. For example, whether the type, color, and texture of the paper met the needs of the child, and whether tools such as scissors and glue were suitable for the child. - For example, when making paper lanterns, if the paper prepared was too thin and easily damaged, it would affect the effect of the child's production. The improvement measure was to test the adaptability of the materials in advance and prepare a variety of materials for children to choose from. 2. ** Teaching aid usage ** - Assessment of whether teaching aids (such as made paper art samples) are effective in assisting children's learning. - For example, when teaching children how to fold paper cranes, displaying beautiful paper crane samples could attract children's attention and stimulate their desire to learn. However, if the samples were too complicated, it might make children flinch. Therefore, the design of teaching aids had to conform to the children's cognitive level. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan and reflection of the middle class hand in hand game open class
Hand in Hand was an art activity related to art. The lesson plan was as follows: I. Teaching objectives 1. Let the child draw an intimate scene of holding hands with a good friend. 2. Add a background to the painting as appropriate to show the activity scene of good friends together. 3. Let the child recall the joy of being with a child and try to express his love for a good friend through painting. II. Important and Difficult Points in Teaching 1. emphasis He could draw scenes of holding hands to show his intimacy with his good friends. 2. difficulties Draw the state of holding hands. Third, teaching preparation Drawing book, watercolor pen. IV. Teaching process 1. Observing a good friend The teacher asked,"Have you ever held hands with a good friend?" How did you hold hands?" The children were invited to demonstrate. 2. The photo perceives the movement of holding hands (1)Guide the children to observe and compare the difference between two children standing hand in hand and one standing. (2)The focus was on the posture of their arms and the movement of each of their hands holding each other. 3. I'm holding hands with my best friend (1)The teacher asked the children to find a good friend. Each child held hands with their good friend, walked together, and then chose a seat to sit together. (2)Guide the child to draw a scene of "me and my good friend holding hands". (3)Enlighten the child to think about where he should play hand in hand with his good friend, and then add the corresponding background. (4)The exhibition was for the children to introduce themselves and their friends to each other. (5)Ask the child to say what he wants to say and record it on the back of the picture with the help of the teacher. Teaching reflection: Through the music "Looking for Friends" to mobilize the enthusiasm of the children, guide the children to observe the state of holding hands, and pave the way for painting. After the children finished painting, they were asked questions to awaken the children's experience in playing with their companions. The children were encouraged to add background pictures to enrich the content of the work. However, some children may be slow and delay time during the activities. Teachers can flexibly adjust the links according to the actual situation. In life, activities related to hand-holding can be arranged, such as playing hand-in-hand games during class, to deepen the understanding and feelings of children's intimate relationships with friends. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of hand-made wind chimes in the middle class and its reflection and evaluation
The following is an example of a teaching plan for making hand-made wind chimes in the middle class: ** 1. Teaching objectives ** 1. To let the children actively participate in the activities of hand-made wind chimes and improve their hands-on ability. 2. During the production process, children's observation, creativity, and imagination were cultivated. 3. To promote interaction and cooperation between children and parents (if parents and children participate in the session), and to enhance the parent-child relationship. ** 2. Teaching preparation ** 1. material preparation - All kinds of waste items, such as nine small medicine bottles (the number can also be adjusted according to the number of children), cardboard, clay, electric paper, scissors, rulers, pens, clean glass jars, thread, etc. - Collect some small items suitable for decorating wind chimes, such as colorful beads. 2. environmental preparation - Set up a display area in the classroom to display some finished wind chimes or pictures of wind chimes, so that children can experience the wind chimes in advance. ** 3. Teaching process ** #(1) import (about 5 minutes) 1. The teacher took out a well-made wind chime and shook it gently, making the wind chime make a crisp sound to attract the child's attention. 2. Ask the children,"Children, what do you hear?" What is this beautiful thing?" Guide the child to answer that it was a wind chime, and briefly discuss the sound characteristics and appearance of the wind chime. #(2) Explanation of the production steps (about 10 minutes) 1. Making the small medicine bottle wind chime - The teacher showed the small bottles and told the children to fill the bottles with water of various colors (they could be mixed with food coloring). - Demonstrate how to thread a thread on the lid of each bottle, emphasizing that you have to be careful when you thread the thread and don't prick your hand. - He took out a piece of cardboard, cut a circular shape with scissors, and put a thread in the middle of the disc. Then, he fixed the thread of the medicine bottle around the periphery of the disc and showed the child how to fix it, such as tying a knot. - Finally, he used clay and electric paper to make all kinds of beautiful patterns and stuck them on the bottle to let the children use their imagination. They could be small animals, flowers, and other shapes. 2. Glass jar wind chime making (option, if material permits) - Use a ruler to measure the height of the inner wall of the jar that can accommodate a photo (or a small picture drawn by the child himself). If the jar is slightly shorter than the photo, you can use a pencil to mark the photo and cut it slightly with scissors. - Thread the lid of the jar, and you can also decorate the surface of the jar with clay or colored paper. #(3) Child Production (about 20 minutes) 1. Divide the children into small groups (if there are parents involved, it can be a parent-child group) and distribute the production materials. 2. Teachers would guide the children during the production process, encourage the children to show their creativity, and help the children solve the problems they encountered, such as difficulties in stringing. Remind children to use scissors and other tools safely. #(4) Exhibition and sharing of works (about 10 minutes) 1. Children were invited to display the wind chimes they had made. They could hang them in a certain area of the classroom. 2. Ask the child to share his thoughts on making wind chimes. For example,"I put a bunny on the medicine bottle because I like bunnies the most." #(5) Teaching Reflection and Evaluation ##(I) Reflection on Teaching 1. ** Success ** - The introduction segment was more successful in attracting the children's attention through the sound and appearance of the wind chimes. The children showed a strong interest in making wind chimes. - When the steps were explained, the demonstration was relatively clear. Most children could understand and follow the steps. Especially in the decoration segment, the children's imagination was well displayed and they made all kinds of unique wind chimes. - The form of group production promoted the interaction and cooperation between children and between children and parents (if there were any). Children shared their creativity and ideas through communication. 2. ** Inadequacies ** - For some children with weak hands-on ability, there were still some difficulties in fine movements such as stringing. Teachers sometimes could not take care of all children in time during individual guidance. - In terms of material preparation, although a variety of materials were provided, the quantity of some materials might not be sufficient, limiting the creativity of some children. For example, if there were more small medicine bottles of different shapes and sizes, the effect might be better. ##(2) Evaluation 1. ** Infant's performance evaluation ** - ** Hands-on ability **: From the process of making wind chimes, most children can use scissors, thread and other tools to complete the basic structure of making wind chimes. For those children with strong hands-on ability, they could not only complete the basic production, but also spend more time on the decoration to make the wind chime more beautiful. - ** creativity and imagination **: The child displayed rich creativity and imagination when decorating the wind chimes. Some children decorated the medicine bottle into a small planet, while others turned the glass jar into a small fish tank. This showed that children could fully display their thinking ability during activities. - ** Cooperation (if there is a parent-child or group collaboration)**: Most children can actively cooperate with others in the process of group or parent-child production. For example, some children were responsible for filling the water, while their parents or companions were responsible for stringing and decorating. The division of labor was clear and they cooperated with each other. 2. ** Teaching effectiveness evaluation ** - Through the enthusiasm of the children for making wind chimes and the display of the final product, it could be seen that the teaching goal was basically achieved. The children improved their hands-on ability and creativity in the activities, and if there were parents and children involved, it would also enhance the parent-child relationship. However, in order to better improve the teaching effect, it was necessary to make improvements in the future teaching, such as providing more diverse materials and strengthening the guidance for individual children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Hand-painted plum blossom teaching plan middle class
Teaching plan and reflection of hand-torn paintings in the middle class
The following are some teaching plans and reflection examples of the middle class's hand-torn paintings: ##I."Tear, Tear, Tear (A Family of Cows)" lesson plan and reflection ###(1) Teaching plan 1. ** Activity Target ** - Carefully observe the picture, understand the first half of the picture book, and learn to use the correct measure words to express it. - By reading books, he could understand the external characteristics of cows. - He loved reading and was happy to share his discoveries with his peers and teachers. - They were willing to act out simple storylines. - A budding interest in literature. 2. ** Event preparation ** - PowerPoint, black and white paper, and a small book. - There were several pieces of rectangular white paper, black paper, white paper, glue, and cotton swabs. 3. ** Event process ** - ** Observation ** - Show the characters and animals on the PSP and guide the child to tell the process of tearing the sticker. Tell the child that these beautiful paintings were torn out of paper. - Show the cover to draw out the theme-a family of cows. Tell the children that the family of cows is also torn out of white and black paper, and guide the children to read this book about tearing cows. - ** Free Reading for Children ** - Reading requirements: quietly flip through page by page; carefully observe how the cow tore it out. - During the free reading period, the teacher guided the children on a tour, and then guided the children to talk about how the cow was torn out. - ** Guide the child to observe the PowerPoint 2 - 7, read the book, and understand the content of the story ** - Ask questions about the pictures on pages 2 and 3 to guide the child to describe what he saw.(One black, one white, one piece by one, some black, some white, etc.), guide the children to guess which part of the cow these pieces of paper are (such as the cow's body), think about which parts of the cow should be torn after the cow's body is torn, observe the appearance of the cow and guide the children to repeat the sentences in the text (tear, tear, a head (two horns, a tail, four legs)...), summarize the usage of the measure words in the book. - After tearing out Father Niu, the teacher paused to let the children guess who would be torn next (Mother Niu or Baby Niu). - ** Group Reading P8 - 15** - Observe the content of the picture and encourage the child to try to tell it. Guide the children to discuss the things that Father Niu, Mother Niu, and Baby Niu need to tear out when they want to eat grass on the mountain (such as grass, hillside, trees, flowers, etc.) and what color paper to prepare (such as green, the grass that Baby Niu eats can be light green, leading to a sentence of dark green, light green, deep and shallow green). - ** Shiyou read the cover page to P15** - To further understand the content of the story. - ** Kids try to tear a cow ** - Make a request and introduce the similarities and differences of the cow family (the big body is the father cow, the smaller body is the mother cow, and the smallest body is the baby cow). - When the child tore the cow, the teacher reminded the child to tear a cow freely. - They would show each other their works and ask the children to describe Father Niu in the language in the book. - ** Extension Event ** - The children were encouraged to continue to tear out the "Cow Family" in the book during regional activities. 4. ** Activity Reflection ** - The activity of "Tear, Tear, Tear" was a combination of language and craftsmanship. In order to let the child understand, he had to first arouse the child's interest. The whole activity was carried out in the form of tearing up the cow. With the image of the "cow" that the children were familiar with and loved as the starting point, they created a relaxed, rich and suitable language environment for their life experience to understand the characteristics of the cow, such as describing that the father of the cow had a wide and square body, a thin and long tail, etc. ##2. Teaching plan and reflection on "Children Tearing Flowers" ###(1) Teaching plan 1. ** Teaching goal ** - He was able to create simple flower patterns by tearing paper with his hands. - Cultivate children's hands-on ability and creativity. - Cultivate children's understanding and interest in natural flowers. 2. ** Teaching Focus ** - The technique of tearing paper to make flower patterns. - Cultivate children's hands-on ability and creativity. 3. ** Teaching Difficulties ** - How to guide children to make flower patterns by tearing paper. - How to stimulate children's creativity and imagination. ###(2) Reflection (The complete reflection content is not given. The following is a supplementary train of thought) - During the teaching process, he could reflect on the guidance method, material supply, and results display. For example, when guiding children to make flower patterns, whether there were clear steps to guide them; whether the paper materials provided were easy for children to operate; whether the children's works were given sufficient affirmation and encouragement to further stimulate their creativity, etc. ##3. Luffa creative mosaic lesson plan (can be supplemented with reflection) ###(1) Teaching plan 1. ** Age ** - Children between 4 - 7 years old are recommended (suitable for middle class). 2. ** Material preparation ** - Cardboard, marker, clay. 3. ** Teaching process (supplementary)** - Guide the child to observe the shape, color, and other characteristics of the loofah. - Demonstrate how to tear out the shape of a loofah with cardboard. You can start with simple shapes, such as a long melon body, and then tear out the melon stalk and other parts. - Let the child use a marker to add details such as the texture of the loofah on the torn cardboard. - Children are encouraged to use clay to make loofah flowers or vines and paste them on the screen to form a complete creative loofah mosaic. These lesson plans and reflections could be adjusted and improved according to the actual teaching situation to better adapt to the needs of the middle class children's hand-torn painting teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class leaves hand-made piecing teaching plan
The following is a lesson plan for a small group of hand-made leaf tiles: ** 1. Teaching objectives ** 1. Let the child know the leaves of the Bauhinia. 2. Guide the children to use the leaves to assemble an apple tree and train their hands-on operation skills. 3. Cultivate the interaction between parents and children, promote the harmonious development of children's innovative thinking and actions, and cultivate the social quality of children's sharing and cooperation with others and the feelings of caring for others. ** 2. Teaching preparation ** 1. Collect Bauhinia leaves. 2. Prepare a sample painting (a leaf mosaic of an apple tree). 3. All kinds of sticking tools, such as glue, cotton swabs, small plates, and 16-carat white paper. ** 3. Teaching process ** 1. ** Conversation topic ** - Ask the children what season it is now (autumn). Explain that the weather is getting colder in autumn, and the leaves on the big trees are falling one after another. Some of them look like butterflies, dragonflies, or elves. Then let the children learn to dance like a leaf baby. 2. ** Know Bauhinia Leaves ** - The teacher pretended to look for the leaves, opened the prepared leaves, showed the Bauhinia leaves, and asked the children to say their names and imagine something. - In the summary, he pointed out that the leaves could be used to make pasted paintings. 3. ** Demonstrate painting ** - Showing the leaf paste painting (apple tree), leading to the explanation of the production method. 4. ** Demonstrate and explain ** - He took a piece of Bauhinia leaf and trimmed it into the shape of an apple tree with scissors. Then, he glued it to the white paper. - He used a piece of waste paper and glued it under the leaves to make a trunk. - He pasted the apple decals evenly on the tree. - The background was decorated, such as adding butterflies, the sun, white clouds, and other rich images. 5. ** Children's hands-on operation ** - The children operated the machine, and the teacher guided them. - Remind children to be careful when using scissors, keep the picture clean, and don't fight for the apple sticker. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on hand-made clay football in small class
** 1. Teaching plan ** #(I) Teaching objectives 1. Learn basic craftsmanship skills. 2. Cultivate children's creative thinking and patience. 3. Let the children understand the basic knowledge of football. #(II) Required Materials 1. White clay. 2. Black clay. 3. Thread and knife (option). #(3) Teaching Steps 1. ** Introduction to the basics of football (10 minutes)** - Through the way of interaction and discussion with the children, the children were introduced to the basic information such as the size, weight, color, etc. of the football, so that the children had a preliminary understanding of football. 2. ** Making a soccer ball (30 minutes)** - Prepare a piece of white clay. - He kneaded the clay into a uniform ball and added an appropriate amount of water to make the clay easier to shape. #2. Teaching Reflection ** 1. ** Child participation ** - During the production process, observe whether the child actively participated in each step. If some children did not participate, it might be because the teaching steps were too difficult or too simple for them. They needed to adjust the difficulty of the teaching content. For example, for children with weak comprehension ability, they could give more demonstration and one-on-one guidance during the steps of making the sphere. 2. ** In terms of achieving goals ** - Check if the child has learned basic craftsmanship skills during the production process. If it was found that many children could not master it, they might need to add more practice sessions in the teaching. For example, in the ball kneading session, they could let the children knead a few more times to feel the characteristics of the clay and how to knead a uniform ball. As for the goal of cultivating children's creative thinking, children could be encouraged to put forward their own ideas for the design of the football during the production process, instead of just following the established steps. 3. ** Material usage ** - Consider whether the materials are suitable for children. If the white and black clay were found to be easily cracked or too sticky during the molding process, they would need to be replaced with more suitable clay materials. As for the thread and knife (an option), it was necessary to evaluate whether there were any safety risks. If the child was dangerous to use the knife, the material should be removed or the teacher should do it for him. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Hand-made popsicle stick teaching plan, small class reflection
The following is an example of a small class reflection on the handmade popsicle stick lesson plan: ** I. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the teaching goal was to let children know about popsicles and understand that they could be used to make handmade popsicles, most children would be able to understand that popsicles were materials for making toys based on their performance in the making process. For example, during the production process, children could choose popsicles to combine or construct according to the requirements, indicating that they had a certain understanding of the use of popsicles in hand-made production. However, there may be a small number of children who have difficulty distinguishing between different shapes or lengths of popsicles for different production parts, such as when constructing more complicated shapes, they cannot accurately choose the appropriate popsicle stick. - Most children could master the basic skills of making popsicle sticks, such as stitching and sticking, under the guidance of teachers. However, some children might apply too much glue during the sticking process, resulting in the work not being neat enough. This reflected that their control over fine movements and the amount of materials used needed to be improved. 2. ** Course, Method, and Target ** - In the process of creation, children's imagination and creativity were stimulated to a certain extent. Many children could combine popsicles according to their own ideas and make different shapes or objects, such as simple houses, sticks, etc. However, there were also some children who might be limited by examples and lacked independent and innovative thinking. They only imitated the works of teachers or other children. - When it came to solving problems, some children could try to reattach or adjust the position of the popsicle stick when they encountered a situation where the popsicle stick was not firmly connected or failed to be pasted. However, some children would show frustration and lack the awareness and ability to actively solve the problem. 3. ** Emotions, attitudes, values, goals ** - Most of the children showed a strong interest in hand-making activities and actively participated in the whole process. However, there were still some children who might be introverted or slow to accept new things, so their participation was relatively low. At the same time, during the work display segment, children could appreciate each other's works and show respect for the work of others, which helped to cultivate their positive interpersonal attitudes. ** 2. Teaching content and methods ** 1. ** Teaching content ** - The choice of teaching content was more appropriate for small children. Popsicle sticks were a common and easy to obtain material, which was in line with the children's life experience. However, there might be some imbalance in the difficulty of the content. For some children with good foundation and strong hands-on ability, the production content may be slightly simple. They still have energy after completing the work but there are no more challenging tasks. For some children with weak hands-on ability, they may feel that some steps are too complicated, such as the parts that require delicate operation, such as arranging the popsicle sticks into specific patterns. 2. ** Teaching Method ** - In terms of teaching methods, the demonstration teaching method was more effective, allowing children to see the production process intuitively. However, this method may limit the child's autonomy to a certain extent. The group cooperation teaching method was rarely used. If the group cooperation was added, such as letting the children discuss the creative use of popsicle bars or cooperating to complete a larger popsicle bar work, it might be more conducive to the communication and thought collision between the children. In addition, in terms of individual guidance, although teachers could find problems and help children during the tour, due to the large number of children, they might not be able to provide in-depth and detailed guidance to each child's problems. ** 3. Infant performance and individual differences ** 1. ** Individual differences ** - In the entire hand-making activity, the individual differences of children were more obvious. Some children had strong hands-on skills and active minds, and could quickly understand the teacher's requirements and produce beautiful works, while others needed more time and guidance. For example, when using scissors to cut popsicle sticks, some children could skillfully operate the scissors and cut the appropriate length, while some children were not familiar with the use of scissors and needed the teacher's assistance many times. Teachers needed to pay more attention to the individual differences of children in the future, and provide layered teaching or individual guidance according to the level of different children. ** IV. Modification measures ** 1. ** Adjusting teaching content ** - According to the children's ability level, they could design multi-level teaching content. For children with stronger abilities, they could provide some expanded tasks, such as using popsicle sticks and other materials to create more complicated three-dimensional works. For children with weaker abilities, they could simplify the production steps and focus on practicing basic skills, such as accurately sticking popsicle sticks. 2. ** Enhancing teaching methods ** - Increase the link of group cooperative learning, so that children can learn from each other and help each other in the group. At the same time, in the demonstration teaching, a variety of demonstration methods can be used, such as a combination of positive demonstration and error demonstration, so that children can more clearly understand the key points and error-prone points in the production process. In addition, in terms of individual guidance, the method of group individual guidance could be adopted. After the children were divided into small groups, the teachers would take turns to each group for in-depth guidance. This could better meet the individual needs of the children. 3. ** Pay attention to the individual differences of children ** - Before the start of the teaching activities, a more detailed assessment of the children's hands-on ability and cognitive level was carried out so that the teaching strategy could be adjusted in time during the teaching process to provide appropriate support and guidance for children of different levels. For example, for children with weak hands-on ability, they could arrange some simple hand fine movement training before the activity, such as pinching small beans and other activities to improve their hand flexibility. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Colorful disc hand-made teaching plan big class reflection
"Colorful Disc Handmade Teaching Plan (Big Class) Reflection". The lesson plan was to teach the children how to make a colorful disc. This handmade process should be quite interesting. Reflection was to think about the teaching process and effects of the lesson plan to see what was done well and what needed to be improved. For example, if the teaching steps were too difficult or too easy for the children in the upper class, if there were any problems with the preparation of the materials, if the children were particularly interested in doing it or encountered many difficulties, and so on. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>