Teaching plan for making handmade egg cones in kindergarten
The following is a kindergarten lesson plan for making handmade egg cones: ##1. Event Name "Making a Cute Egg Cone" ##2. Activity Target 1. Guide the child to recognize the shape of the cone and stimulate the child's interest in handmade. 2. Train the small muscle movements of the hands of the children and improve their hands-on ability. 3. Cultivate children's creativity and imagination, and encourage children to make individual decorations on the cone. ##3. Event preparation 1. ** Materials ** - Different colored cardboard, crepe paper, scissors, solid glue, colored pens, small toys (such as plastic balls, used to simulate ice cream balls). 2. ** Setting up the environment ** - Set up a handmade area in the classroom and display some pictures or mock-ups of the cone. ##4. Activity ###(1) Introduction (3 minutes) 1. He guided the children to recall the appearance of the ice cream cone they had eaten. He asked,"Children, when you eat ice cream, what is that crunchy thing at the bottom?" "What shape is the cone?" 2. Show the picture or model of the cone, let the child carefully observe the shape and color of the cone, and lead to today's handmade theme. ###(2) Making Egg Cones (12 minutes) 1. ** Make an egg cone shape ** - Give each child a piece of cardboard and instruct them to cut the cardboard into a fan shape (you can demonstrate the correct cutting method first and emphasize the safety of using scissors). - Then, he guided the child to stick the two straight sides of the fan shape together with solid glue to form a cone shape. In the process of sticking, the teacher went around to guide and help the children who were in trouble. 2. ** Ornamental cone ** - The children were provided with wrinkle paper, colored pens, and other materials to decorate the cone freely. For example, you could use a colored pen to draw some patterns on the cone, or use wrinkled paper to paste on the cone as a decoration. ###(3) Make the ice cream in the cone (10 minutes) 1. Give small toys (such as plastic balls) to the children, and let the children put the small toys in the finished cone to simulate the ice cream ball. 2. Children were encouraged to decorate the ice cream balls with colored pens or wrinkle paper, such as drawing different colors of jam or candy on the ice cream. ###(4) Show and share (5 minutes) 1. Let the children put the egg cones they made in the exhibition area for everyone to visit together. 2. The children were invited to introduce the cone they made to their friends. They would talk about how they made it and what special creativity they had. ##5. Event Extension 1. Put more materials in the art design area, such as colored paper, sequins, etc., to encourage children to continue decorating and creating egg cones after class. 2. Let the children go home and make egg cones with their parents to share the fun of making egg cones in kindergarten. Read more exciting novels for free
Teaching plan for making handmade basketball and recycling waste in kindergarten
** 1. Activity Target ** 1. Through hand-made basketball-related items, enhance children's understanding of basketball. 2. Cultivate children's hands-on ability, creative thinking, teamwork and verbal communication skills. 3. In the hearts of children, establish the environmental awareness of waste utilization. ** 2. Event preparation ** 1. materials - For example, used plastic boxes (used to make part of the structure of the palm basketball machine), waste water bottles (reference can be made to other waste recycling cases, such as making basketball machine structures or basketball-related creative items), clay (making basketballs or decorative items), used tape rings (making the basket of the palm basketball machine), cardboard (making basketball-shaped or basketball machine structures, etc.), scissors, glue, etc. - He could prepare some old and useless small items for decoration, such as discarded small beads. 2. knowledge preparation - Teachers should have a good understanding of the basic knowledge of basketball, including shape, color, material, basic rules and history, so that they can explain it to children during the activity. ** 3. Activity Flow ** #(1) Introduction (5 minutes) 1. The teacher showed some basketball-related items made of waste materials (such as self-made palm basketball machines) or played related videos to arouse the interest of the children. 2. It briefly introduced the basic knowledge of basketball. For example, basketball was round, usually orange, black, and other colors. It was made of rubber and other materials, as well as some basic rules (such as shooting into the basket to score points, etc.) and a simple history of basketball (briefly mention that basketball was a popular sport, etc.). #(2) Production (20 - 25 minutes) 1. The teacher showed the steps of making a basketball out of waste. - For example, cut the cardboard into the shape of a basketball according to a certain ratio, and paint the color similar to the basketball with a colored pen (such as orange and black). - The clay was used to make small balls to be used as basketballs. If there were waste small beads, they could also be inlaid on the clay ball to increase the texture of the basketball. - To make a basketball machine, he made a hole in the cardboard and fixed it into a plastic box. He stuck the used tape ring in the right place to make a basket. He rubbed a basketball with clay, opened a small hole in the plastic box lid, and then folded the milk tea straw and stuck it in the right place. 2. The children began to make the basketball. The teacher guided them and encouraged the children to be creative, such as adding their favorite decorations on the basketball (using old and used small sticker, etc.), or to customize the appearance of the basketball machine. #(3) Game segment (15 - 20 minutes) 1. If they made basketballs, they could put the basketballs under a simple basket made by themselves (such as a basket made from old cardboard boxes). The children could be divided into groups of two and compete in the shooting competition. Before the game began, he explained the basic rules and precautions of basketball to the children again, such as how to hold the ball, pass the ball (if it involved passing), and shoot. 2. If they made a palm basketball machine, they could let the children show each other their work and then have a small competition of one-handed shooting to see who could score more balls within a specified time. #(4) Wrap-up (10 minutes) 1. At the end of the game, the teacher helped the child review the production process and the competition process. 2. To summarize the performance of the children in the activities, such as creativity in the production, teamwork in the game, or individual skill performance, etc., to cultivate their teamwork spirit and verbal communication skills, and to deepen their understanding of basketball. At the same time, it emphasized the significance of waste utilization, such as protecting the environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of handmade origami ants in kindergarten
Preparing the kindergarten's origami ant lesson plan: 1. Paper folding tools: paper folding knife, paper, scissors, glue, etc.; 2. Ant materials: red ants, black ants or white ants (according to the preferences of kindergarten children); 3. creative materials: colored paper, sticker, rope, pebbles, etc. Teaching plan steps: First cut the paper into a square of appropriate size, then cut a circle in the center of the square with a folding knife and glue the circle to the center of the folding paper. 2 Fold one corner of the paper toward the center and fold the folded part upward. Then fold the top half of the paper to the other side. 3 Roll the folded paper into a cylinder and cut a small hole at the top of the cylinder with a folding knife so that the ants can climb out. 4. Cut the ant's body into a square of appropriate size and fold the four corners of each square towards the center to make the ant's body appear three-dimensional. 5 Stick the ant's body and head with a sticker and tie a small stone around the head with a rope to make the ant more lively and interesting. Finally, he put the whole ant work on the table for the kindergarten children to appreciate and make together. Notes for lesson plans: 1. The size and shape of the origami can be adjusted according to the actual situation of the kindergarten children; 2. The ant's body and head can be designed and modified by kindergarten children according to their own creativity; 3. Ant's works can be replaced with different colors and materials to make the works more colorful.
Handmade teaching plan with the theme of skipping in kindergarten
The following was a kindergarten manual with a jumping theme: ** 1. Teaching objectives ** 1. Let the children learn the steps, methods, and requirements related to the hand-made process of jumping and jumping, and cultivate the children's hand-made ability and performance ability. 2. Guide the child to develop a good habit of patience and carefulness. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Master the methods, steps, and requirements of hand-making. 2. ** Difficulty ** - To create beautiful and creative works. ** 3. Teaching preparation ** Self-made demonstration items, scissors, colored paper. ** 4. Teaching process ** 1. ** import (5 minutes)** - Create an animal kingdom situation and ask the children which animals in the animal kingdom can jump and jump? Let the child observe and think. - Affirm the child's answer and show the child 1 - 2 handmade products such as frogs (animals that can jump). Use words to motivate children: The animals in the animal kingdom want more friends. Do children want to help them? 2. ** Explanation of production steps (10 minutes)** - Using a frog as an example, he explained the process of making it (let's say he was making a frog). - He took out the colored paper, folded it in half, and then cut out the shape of the frog's body (demonstrating how to cut out a round shape, etc.). - Then, he used a small portion of colored paper to make frog legs and explained to the children how to fold the legs into a shape that could be bent, just like the frog was really jumping. - Next, he made the frog's eyes. He could cut out a circle with colored paper or use a sticker to make the eyes. - During the production process, it was emphasized to pay attention to safety when using scissors and cut slowly along the lines. 3. ** Child Production (20 minutes)** - Children started to make their own. They could choose to make frogs or other small animals that they wanted to make. - The teacher guided the child during the production process and helped the child who encountered difficulties, such as helping the child cut out complicated shapes or guiding how to combine the various parts. At the same time, children were encouraged to be creative, such as adding unique patterns to small animals. 4. ** Exhibition and sharing of works (5 minutes)** - Please show your work. - Let the child share what kind of animal he made and how it jumped. Through such a lesson plan, the children could practice their hands-on skills in the process of hand-making, and they could have a deeper understanding of jumping animals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on handmade flowers of the motherland in kindergarten
The following is a lesson plan and reflection of a kindergarten handmade "Flowers of the Motherland": ##1. Teaching Plan ###(1) Teaching objectives 1. Let the children understand China's national flower, provincial flower and other famous flowers, and enhance their knowledge of flowers. 2. Cultivate children's love for the motherland, so that patriotic feelings can be permeated in the process of hand-made. 3. To improve the child's observation, imagination, and hands-on ability. ###(2) Teaching preparation 1. The display board was used to display pictures and information of different flowers. 2. Encyclopedic information, including information on China's national flowers, provincial flowers, and other floral knowledge. 3. Handmade materials, such as handmade paper, scissors, glue, etc. ###(3) Teaching process 1. ** Introduction and warm-up (10 minutes)** - The teacher aroused the interest of the children by telling them about the beauty of flowers in life. For example, flowers can decorate our environment, make people happy, and attract small animals such as bees and butterflies. - Ask the children if they have seen particularly beautiful flowers and where they have seen them. Guide the children to share their experiences with flowers. 2. ** Development and improvement (30 minutes)** - knowledge explanation - Use the display board or encyclopedia materials to introduce China's national flower (if there is a definite concept of the national flower), some provincial flowers, and other famous flowers, such as plum blossoms, peonies, etc., to the children. Show the pictures of these flowers and briefly introduce their characteristics, such as color, shape, etc. - Children were encouraged to observe different flower pictures and guide them to describe the color, shape, smell (if known) and other characteristics of the flowers. They were also encouraged to try to classify the flowers into simple categories, such as red flowers, yellow flowers, etc. - hand-made - The teacher showed the children handmade materials, such as handmade paper, scissors, glue, etc., and briefly explained how these materials could be used to make flowers. - Guide the children to create their own flowers according to the shape of the flowers they like. For example, they could teach children to fold flowers with handmade paper, or cut out the shape of flowers and glue them together. 3. ** Refining and concluding (20 minutes)** - Exhibition and sharing of works - Guide the children to show the flowers they made. The children were encouraged to briefly introduce the flowers they made, such as what kind of flowers they were and why they liked to make them. - Let the children look at each other's works and share their opinions on other children's works, such as which flower is the most beautiful and why. - Review and strengthen - The teacher and the child reviewed the content of the day's learning, including the knowledge of flowers and the process of hand-making. - Once again emphasizing the beauty and happiness that the flowers of the motherland bring to us, as well as our love for the motherland, we will connect the concept of flowers and the motherland, so that children understand that the motherland is as beautiful as a garden, and they are the flowers in the garden of the motherland. ##2. Reflection on Teaching 1. ** Success ** - Through the combination of knowledge explanation and hand-made, children could make flower works by themselves while understanding the knowledge of flowers. They could better understand and remember the relevant knowledge and improve their hands-on ability. - In the work display and sharing segment, children actively participated and were able to boldly express their thoughts and feelings, which helped to improve their language skills and self-confidence. - In the teaching process, by guiding the children to observe the characteristics of flowers and carry out activities such as classification, the children's observation and logical thinking ability were trained. 2. ** Inadequacies and improvement measures ** - In the process of hand-making, some children may encounter difficulties in the process of making because of their weak hands-on ability, such as unskilled scissors, difficulty in folding handmade paper, etc. In the future, teachers could give more attention and guidance to these children in this part of the teaching, or give them basic skills such as scissors before class. - In terms of flower knowledge, it might be difficult for children to understand some of the more complicated flower knowledge, such as the growth habits of flowers. In the future, he could simplify the knowledge of flowers according to the age characteristics of the children, focusing on the appearance of flowers and other aspects that were easy for children to understand. - In the process of connecting flowers with the concept of the motherland, some children might not understand it deeply enough. In the follow-up teaching, more stories and children's songs could be used to deepen the children's understanding of this connection, so that the education of patriotism would be more in-depth and vivid. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan design of art handmade vase in kindergarten
The following is a kindergarten art vase lesson plan design: ** 1. Teaching objectives ** 1. cognitive goal - Children can recognize the basic structure of a vase, including the mouth, neck, belly, and bottom. - Understand the variety of vases in terms of shape, color, and decorative patterns. 2. skill target - To develop the child's observation, imagination, and creativity, and to be able to design and decorate the vase independently. - Master the basic skills of decorating vases with different materials (such as painting tools, handmade materials, etc.), such as smearing, sticking, etc. 3. emotion goal - Arouse children's interest in art and crafts activities and experience the joy of creation. - Cultivate children's perception and appreciation of beauty, and feel the unique beauty of the vase. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Guide children to appreciate various vases and understand the characteristics of vase shapes and decorations. - Children are encouraged to be creative and design and make unique vases. 2. ** Difficulty ** - How to inspire children to show unique creativity in vase decoration, using a variety of elements and forms for decoration. - For younger children, safety guidance during manual operations, such as using scissors, glue, and other tools. ** 3. Teaching preparation ** 1. There were all kinds of vases (ceramic, glass, plastic, etc.), as well as pictures of vases (including vases of different shapes and decorations). 2. Drawing tools, such as colored pens, oil painting sticks, watercolor paint, etc.; handmade materials, such as colored paper, scissors, glue, sticker, etc.; waste materials, such as paper boxes, cans, etc.(The materials used to make vases can be selected according to the actual situation). 3. The materials needed for the display area, such as display racks, hooks, etc. ** 4. Teaching process ** 1. Lead-in (3 - 5 minutes) - The teacher mysteriously took out a vase covered by a cloth to arouse the curiosity of the children. Then she slowly lifted the cloth, showed the vase and asked,"Children, look at what this is." Guide the child to say "flower vase". - Then, he showed the vases of different materials and shapes to let the children touch and look at them to feel the texture and shape of the vases and stimulate their interest. 2. Appreciation and discussion (8 - 10 minutes) - Guide the child to carefully observe the various parts of the vase (mouth, neck, belly, bottom). The teacher asked,"Is the mouth of this vase big or small?" Was the bottleneck thick or thin? What shape does the bottle belly look like? Is there anything special about the bottom of the bottle?" Let the children answer freely and discuss with each other. - Show the picture of the vase and admire the vases with different shapes (such as round, square, gourd, etc.) and different decorations (such as flower patterns, line patterns, animal patterns, etc.). The teacher guides the children to discuss,"Which vase do you like best?" Why? Which part of this vase do you think is the most beautiful? Is it its color, shape, or the pattern on it?" Children should be encouraged to express their thoughts. 3. Creation Guidance (5 - 8 minutes) - The teacher made a creative request."Today, we're going to make our own vases. Children can choose to draw a vase with a paintbrush, or use colored paper, sticker, and other materials to decorate a vase. You can also use waste materials to make a special vase." - For children who choose to draw, the teacher can simply demonstrate how to draw the basic shape of the vase and remind the child to draw the pattern he likes on the vase. For children who chose to decorate or make flowers by hand, the teacher showed some simple examples of making flowers with colored paper, decorating vases with sticker, and making vases with waste paper boxes to let the children understand the operation method. 4. Children's Creation (12 - 15 minutes) - The children began to compose, and the teachers guided them. - For children who encountered difficulties in the creative process, teachers provided timely help and inspiration. For example, if the child does not know how to decorate a vase, the teacher can guide the child to recall the vase pattern he saw before, or provide some new ideas, such as "You can draw some small stars or small hearts on the vase." - Remind children to use tools safely, such as the correct way to hold scissors and not to apply too much glue. 5. Exhibition and Evaluation (5 - 8 minutes) - After the creation, guide the children to place their works in the exhibition area. - The teacher organized the children to visit each other's works and encouraged the children to introduce their vases. Why did you design it like this?" - The teacher evaluated the children's works and affirmed each child's creativity and hard work. For example,"The color of the vase drawn by Xiao Ming is very bright. The vase made by Xiao Hong from the waste paper box is very creative." At the same time, he could also suggest some improvements to the work, such as,"If you add some small beads on this vase, it might be even more beautiful." 6. Activity summary (2 - 3 minutes) - The teacher summarized the activity: "Today, the children have made very beautiful vases. Each vase has its own characteristics. We create our own beauty through observation, imagination, and hands-on production." - Children are encouraged to continue to observe the beauty around them in their daily lives and try to express it in different ways. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on the oversized handmade piggy bank in kindergarten
The following is a lesson plan for a handmade piggy bank in kindergarten: * * 1. Teaching objectives ** 1. Let the children master the skill of making piggy banks by hand. 2. Cultivate children's awareness of saving, so that children understand the meaning of saving. 3. Stimulate children's creativity and imagination, and let children experience fun in the production process. * * 2. Teaching preparation ** 1. Materials: Colored paper, paint, scissors, glue, cardboard, milk carton (or courier box and other usable materials), disposable chopsticks, straws, ice cream sticks, rubber bands, circular cardboard, etc.(Materials can be selected according to the specific design). 2. [Knowledge preparation: A brief introduction to the concept of savings. For example, a piggy bank is used to store pocket money. It can be used to buy things you want or do meaningful things.] * * 3. Teaching process ** #(1) import (about 5 minutes) 1. Show some different types of piggy banks (they can be real or pictures) to arouse the interest of children. Ask the children if they know the function of the piggy bank and guide them to discuss. 2. Tell the child to make a piggy bank today. #(2) Production process (about 20 - 30 minutes) 1. Choose materials and design styles - Show the prepared materials to the child, such as colored paper, cardboard, etc. Let the children freely choose the materials they want to use to make the piggy bank, and guide them to think about the shape of the piggy bank they want to make (such as round, square, or small animal shape, etc.). - The teacher could provide some sample styles, such as how to make a simple cuboid piggy bank: first make a cuboid box with cardboard, or modify a milk box and wrap it with colored paper for decoration. 2. The slot to make a piggy bank - The teacher will demonstrate how to cut a coin slot in a suitable position on the box (depending on the size of the coin to be stored). For example, cut a round or rectangular slot on the top or side of the box. - Let the children cut out the coin slot by themselves, and the teacher will guide them to ensure that the scissors are used safely. 3. decorative piggy bank - Children were encouraged to use their imagination to draw their favorite patterns on the piggy bank with paint, or cut out shapes with colored paper and paste them on the piggy bank. For example, he could draw flowers, small animals, and so on. - For children with strong abilities, they could be guided to make some small mechanisms (such as some piggy bank designs with small mechanisms in the information), such as using ice cream sticks, rubber bands, etc. to make a simple lock or pop-up device (such as letting the coin slide to a certain position after being inserted, and then pressing a small mechanism, the coin would enter the piggy bank). However, this part of the content can be adjusted according to the actual ability of the child and is not a mandatory requirement for all children. 4. personalized design - Let the child give his piggy bank a name and write it on the piggy bank to further enhance the child's sense of belonging to his work. #(3) Saving Awareness Guidance (about 10 minutes) 1. To introduce the concept of savings to children, and explain that putting pocket money into a piggy bank is called savings. 2. Guide children to think about the meaning of saving, such as buying favorite toys, helping people in need, etc. 3. You can set a simple savings goal. For example, after saving a certain amount of coins, you can conduct a small exchange activity in the class (use the saved money to buy small items or small crafts brought by other children) to stimulate the enthusiasm of children to save. #(4) Summing up and sharing (about 5 - 10 minutes) 1. Ask the child to show the piggy bank he made and share his thoughts and feelings during the process, such as why he chose this shape, color, or decoration. 2. The teacher gave a simple evaluation of the child's work, affirming the child's efforts and creativity. At the same time, he also reminded the shortcomings in the production process (such as the safe use of tools, the firmness of the production, etc.). * * 4. Reflection on Teaching ** #(I) Success 1. Children's participation is high - During the production process, most of the children showed great interest and actively participated in the selection of materials, design styles, and hands-on production. Especially in the decoration section, the children gave full play to their imagination and made a unique piggy bank. 2. Pay equal attention to skill cultivation and consciousness guidance - Children not only learned basic craftsmanship skills such as cutting, sticking, drawing, etc., but also had a preliminary understanding of the concept of savings. In the process of making and sharing, they began to think about the meaning and use of savings. #(II) Inadequacies 1. Time Control - During the production process, due to the individual differences of the children, some children's production speed was slow, resulting in a tight time in the saving awareness guidance segment. Some children entered the summary and sharing segment before fully understanding the savings goal. In the next teaching session, the time for each segment should be allocated more reasonably according to the child's actual operating speed. 2. material management - During the production process, he found some problems with the preparation and management of the materials. Some materials were not enough, and some materials were wasted due to improper use by children. Before the next teaching, they should estimate the amount of materials more accurately and guide the children to use the materials correctly in the teaching process to cultivate the awareness of saving. 3. The difficulty level is not clear enough - As for the teaching content of making piggy banks, it did not take into account the different levels of children's abilities. Some children with stronger abilities felt that it was not challenging after completing the basic production, while some children with weaker abilities encountered more difficulties in the production process. In the next lesson, tasks of different difficulty levels should be designed, such as providing some simple basic templates for children with weaker abilities to choose from, and providing some expansive production suggestions for children with stronger abilities (such as more complicated mechanism design, etc.). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of handmade and creative glutinous rice balls in kindergarten
The following is a lesson plan for a kindergarten class: ##1. Activity Target 1. Stimulate the creativity and imagination of the children, let the children experience the fun in the process of hand-made. 2. To improve the child's hands-on ability, such as rubbing, pinching, pressing and other fine hand movements. 3. Deepen the child's understanding of glutinous rice balls and understand its shape, color and other characteristics. ##2. Event preparation 1. ** Material preparation ** - Ultra-light clay (multi-colored), paper plate, colored pens, small wooden stick (option, used to press the pattern), scissors (teacher's spare). - A picture of a glutinous rice ball or a real object (if possible), used for children to observe. 2. [Knowledge preparation] - The teacher briefly introduced the relevant knowledge of Tangyuan. For example, Tangyuan was a traditional delicacy. It was usually eaten on specific festivals and was round in shape. ##3. Activity ###(1) Introduction 1. Conversation Lead-In - Teacher: "Children, we have learned about Tangyuan before. Who can tell me what Tangyuan looks like?" Children are encouraged to answer positively, such as whether the shape is round, white, sweet, etc. - Teacher: "Then today we will be little chefs and make some super creative glutinous rice balls!" ###(2) Production 1. Show and explain - The teacher took out the ultra-light clay washi plate and showed them to the children. "Children, look at the magic-like clay here. We can use it to make glutinous rice balls." - The teacher picked up a piece of clay and demonstrated the action of making a glutinous rice ball."First, put the clay in the palm of your hand. Then, turn your two small hands like this. Look, a round glutinous rice ball is ready." At the same time, he reminded the child to pay attention to the strength of the rubbing and not to rub the clay too hard. - "But we're making creative glutinous rice balls today," the creative guide said."We can make the glutinous rice balls into different colors." The teacher picked up another piece of clay of another color, such as red, and rubbed it into a small circle."Look, does this red glutinous rice ball look like strawberry-flavored?" - Other than the color, he could also decorate the glutinous rice balls. The teacher used a colored pen to draw some simple patterns on a white clay glutinous rice ball, such as small flowers, stars, etc., or used a small wooden stick to press some small pits on the glutinous rice ball."Look, this makes our glutinous rice ball more special." 2. Infant Operation - Let the children divide into groups and choose their favorite ultra-light clay to start making glutinous rice balls. The teachers guided the children around, encouraging them to use their imagination to make different colors and styles of glutinous rice balls. - For children with weaker abilities, teachers could give appropriate help, such as helping them to rub clay or discussing creative ideas together. ###(3) Showing and Sharing 1. display of a work - After the children finished making, each group of children would put the dumplings they made into a paper plate, and then put the paper plate in the display area. 2. sharing and Exchange - The teacher guided the children to introduce the glutinous rice balls they made. "Which child wants to talk about the Tangyuan you made? What color is it? Why is it made like this?" Children are encouraged to express their creativity and ideas. - The teacher gave affirmation and praise to the children's works and ideas, such as "Your colorful glutinous rice balls look as beautiful as a rainbow!" "This glutinous rice ball with a small flower pattern is so special!" ###(4) Activity summary 1. look back - The teacher and the child reviewed the process of making Tangyuan together, emphasizing the fun and creativity in the process. 2. expand - The teacher briefly introduced the meaning of Tangyuan in different festivals. For example, eating Tangyuan on the Lantern Festival represented reunion. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of handmade new clothes for the new year in kindergarten
The following is a lesson plan for a kindergarten to hand-make new clothes for the New Year: ** 1. Teaching objectives ** 1. Let the children learn and understand the traditional culture of China New Year. 2. It allowed children to use simple hand-made methods to make clothes with a Chinese New Year theme and train their hands-on skills. 3. Cultivate children's creativity. ** 2. Teaching preparation ** 1. Red cloth, scissors, fake flowers, hair accessories with a butterfly traditional Chinese painting accent, feather accessories, ribbons, etc.(Materials can be adjusted according to the actual situation). 2. Information on the details of the craftsmanship. 3. A sample or drawing of a flower made during the Mid-Autumn Festival (refer to samples if there are similar ones). 4. Perfect theme, special features, and related items. ** 3. Teaching process ** #(I) Introduction The teacher reminded,"The New Year is here again. Have you already started decorating and making some small gifts for your families?" Today, our lesson is to let everyone make their own red clothes and accessories." #(2) Practice 1. grouping After the mission objective was clear, before the start of the work, the first thing to do was to lead the children into groups and assign them the corresponding tasks to ensure that each group could gain something from the production and produce a satisfactory product. 2. Materials and production explanation - Teach the child how to use the given materials to make them. For example, starting from the red cloth, tell the child how to cut it into the shape of a skirt of the right size, how to process and sew it, etc. In the process of explaining, you can combine interesting stories from the production process to keep the child interested in the production process, full of excitement and curiosity. - Different materials (such as fake flowers, hair accessories, feather accessories, ribbons, etc.) will be used to explain how to use these materials to decorate clothes and let the children express their creativity. 3. Difficult Guide In the process of making children, help and guidance were provided to ensure that every child could produce results. #(3) Interactivity Discussion The children could show the results of their own production and share and communicate with each other within and between groups to enhance the sense of interaction and cooperation and make progress together. #(IV) Summing Up During the production process, he guided the children to talk about their own understanding, and led the children to sum up their experiences and lessons to enrich their knowledge. At the same time, the teacher would explain to the children to deepen their understanding of the New Year and increase their yearning and expectations for the New Year. ** 4. Points to note ** 1. Stimulate children's enthusiasm for production activities in advance and let them learn in joy. 2. Rationally allocate personnel and materials. After the production is completed, immediately count and check the items that have been produced to ensure the safety of the children. 3. Urge the children to take some protective measures to avoid excessive fatigue. 4. They would coordinate with the educational equipment after use to avoid wasting resources. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection and evaluation of the teaching plan of making handmade small lanterns
The following is the reflection and evaluation of the teaching plan on making handmade small lanterns: ** 1. Achievement of teaching objectives ** 1. ** Skill Target ** - If the goal of the lesson plan was to let the child learn the specific skills of making small lanterns, such as drawing, cutting, sticking, etc. When reflecting, you need to consider whether the child has really mastered these skills in the activity. For example, if the goal was to let the child cut out thin strips to make a flat lantern, it was necessary to observe whether the thin strips cut by the child met the requirements. If most of the children had difficulty in the operation, it might be because the demonstration was not clear enough or the difficulty of the task was beyond the scope of the child's ability. During the evaluation, if most of the children could skillfully use the scissors to cut out suitable thin strips, it meant that they were more successful in imparting skills. - As for the parts that required children to use their creativity to draw or decorate lanterns, they had to consider whether they had stimulated their creativity. If children's works were mostly the same, it might be lacking in guiding children to be creative. On the other hand, if children's works showed rich creativity, it meant that the effect of achieving this goal was better. 2. ** Emotional and cultural goals ** - In terms of cultural inheritance, if the teaching plan was to let the children feel the charm of Chinese traditional culture by making small lanterns, they should reflect on whether the relevant cultural information was effectively conveyed during the activity. For example, whether or not the children were introduced to the significance of lanterns in traditional China festivals. If the children had a certain understanding of the cultural meaning of lanterns after the activity, such as knowing the symbolic meaning of lanterns in festivals such as the Spring Festival and the Lantern Festival, then it would be effective in achieving the cultural goal. - In terms of emotional goals, such as cultivating children's interest in artistic activities, experiencing the joy of self-creation, etc. If the child shows active participation and enjoyment in the production process, such as actively choosing materials and creating with enthusiasm, it means that the emotional goal has been achieved well. If the child's participation is not high, it may be necessary to reflect on whether the teaching process is not interesting or not motivating the child. ** 2. Teaching process ** 1. ** Event import ** - Reflect on whether the introduction phase can attract the attention of children and stimulate their interest. For example, he could introduce the activity of making small lanterns by telling stories, asking questions, or showing real objects. If the child could quickly focus and show his expectation of making small lanterns, then the introduction process was successful. If the child's reaction was cold, then the introduction method needed to be improved. 2. ** Explanation and demonstration ** - During the process of explaining, you should reflect on whether the explanation is clear and concise, and whether it is in line with the child's understanding ability. For example, when demonstrating the production steps, whether the speed was moderate and whether the steps were detailed. If the child made a lot of mistakes related to the demonstration, it might be because the explanation and demonstration were not enough. During the evaluation, if the child could successfully make according to the demonstration, it meant that the explanation and demonstration segment was better. - During the demonstration process, it was also important to interact with the child. For example, whether to let the child participate in certain steps in the demonstration, or whether to answer the child's questions in time. Good interaction can increase the participation and comprehension of children. 3. ** Children's operation segment ** - He had to reflect on whether he had provided enough time for the child to operate. If a child was asked to stop before completing the work, it might affect the child's experience and mastery of skills. At the same time, during the operation, the effectiveness of the teacher's itinerant guidance also needed to be considered. Whether the teacher can find the child's problems in time and give appropriate help, such as correcting the wrong operation method, encouraging the child to try new ideas, etc. If the child encounters difficulties during the operation and cannot be solved in time, it may cause the child to lose interest or feel frustrated. 4. ** Evaluation of works ** - Reflect on whether the review is comprehensive and fair, and whether it can pay attention to the characteristics of each child's work. If the review only focused on a small number of children's works or only focused on the results of the works and ignored the effort and creativity in the production process, it might affect the enthusiasm of the children. During the evaluation, if the comments could make each child feel the value of their work, such as discovering their own progress or uniqueness, then the evaluation segment was more ideal. ** 3. Teaching Resources ** 1. ** Material preparation ** - Reflect on whether the materials are sufficient and whether they are suitable for children to operate. For example, if the amount of materials was not enough, it might cause children to compete or fail to complete the work. The safety of the materials was also crucial. If the materials had safety risks, such as scissors that were too sharp and without protective measures, it might cause harm to children. The variety of materials would also affect children's creativity. If the materials provided were single, it might limit children's creative ideas. 2. ** Creation of environment ** - Consider whether the environment in which the small lantern is made is conducive to the operation of the child. For example, whether the space was spacious enough to allow children to freely make without interfering with each other, whether the environment was decorated with an artistic atmosphere, and whether it could stimulate children's creative inspiration. If the environment is too messy or lacks cultural elements related to lantern making, it may affect the child's activity experience. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the teaching plan and reflection of handmade baking snacks in kindergarten
The following is an example of a lesson plan and reflection on handmade baked desserts in kindergarten: ** 1. Teaching plan ** #<Teaching plan for handmade baked snacks in kindergarten> ##(1) Teaching objectives 1. Let the child understand the ingredients for making simple desserts and be able to name them. 2. Children can master the basic steps of making desserts, such as mixing, kneading and other manual skills. 3. Cultivate children's observation, creativity, and interest in life skills, and experience the joy of making snacks. ##(2) Difficulties in Teaching 1. ** Main point ** - Guide the child to complete the steps of making the snacks. - To ensure the safety of the child during the production process, such as the safety of the baking tools. 2. ** Difficulty ** - To stimulate the creativity of children, so that they can be based on the basic steps of the creation of a customized dessert design. ##(3) Teaching preparation 1. The ingredients needed to make the snack, such as flour, eggs, sugar, butter (depending on the specific snack), as well as baking tools, such as an oven, a baking tray, a whisk, a mold, etc. 2. Images or videos showing the finished product. 3. Aprons, hats, and other health protection equipment, ensure that each child has a set. ##(4) Teaching process ### 1. Introduction (5 minutes) - Show pictures or videos of the finished snacks to arouse the interest of the children. Ask the children if they want to know how these delicious snacks are made. ### 2. Knowledge explanation (10 minutes) - Take out the prepared ingredients and introduce them to the children one by one. Let them observe the color, shape, texture and other characteristics of the ingredients, and tell the children the role of these ingredients in the snack. - Demonstrate the basic steps of making desserts, such as mixing butter and sugar evenly, adding eggs and stirring, then adding flour and kneading into dough (adjust the steps according to the specific desserts). During the demonstration, emphasize the key operation points of each step. ### 3. Production Practice (20 minutes) - He put on aprons and hats for the children and divided them into groups to make snacks. - During the process of making the dough, the teachers would guide the children and encourage them to do it themselves, such as stirring the paste and kneading the dough into the shape they liked. At the same time, they would ensure the safety of the children's operation and correct the incorrect operation methods in time. ### 4. Baking and Waiting (10 minutes) - Put the pastries that the children had made into the oven and bake them. Set the appropriate temperature and time (depending on the type of pastries). - While waiting for the baking process, they could let the children clean up the table and cultivate their good living habits. ### 5. Taste and share (10 minutes) - After the desserts were baked, they were taken out to let the children taste the desserts they had personally made. They were guided to share the desserts and experience the joy brought by the fruits of labor. ### 6. Wrap-up (5 minutes) - Review the process of making desserts with the child. Ask the child what he learned during the process and which step he liked the most. encourage the child to try making different desserts next time. ##(5) Extension of Teaching 1. Put some materials in the art design area and let the children make handmade works related to snacks, such as drawing their own snacks. 2. In the family mission, the children were encouraged to go home and make snacks with their parents, and bring them to the kindergarten to share with other children. ** 2. Reflection ** ##(I) Strengths 1. ** Achievement of teaching objectives ** - Most of the children were able to recognize the ingredients for making snacks during the teaching process and had a good grasp of the basic steps of making snacks. Through the active participation of the children in the production process and the final display of the results, it could be seen that the teaching goal was basically achieved. 2. ** Arousing children's interest ** - The pictures or videos of the snacks in the introduction phase effectively attracted the attention of the children and stimulated their interest in making snacks. During the production process, the children showed high enthusiasm and actively operated, indicating that this teaching method could better mobilize the enthusiasm of the children. 3. ** Teaching process design ** - The design of each link in the teaching process was relatively reasonable. From introduction to knowledge explanation, production practice, baking, to tasting, sharing, and summary, the links were compact and the transition was natural. Especially in the production practice section, the group operation allowed every child to have the opportunity to participate, and the teacher's itinerant guidance could also provide timely help and support to the children. ##(2) Not Enough 1. ** Time control ** - In the practical part of making snacks, due to the difference in children's hands-on ability and speed, some children took a longer time to finish making snacks, which made the entire baking and waiting time longer than expected. Finally, the tasting and sharing part was a little rushed. 2. ** Individual areas of concern for children ** - During the tour, he found that he did not pay enough attention to the children with weak hands-on ability. As a result, they could not get more detailed guidance in time when they encountered difficulties in the production process, which affected their production experience. 3. ** Safety tips ** - Although safety issues were emphasized in the teaching process, there were still some small safety risks in the actual operation. For example, when using the agitators, they were too excited and did not operate according to the correct operation method. ##(3) Modification 1. ** Time management optimization ** - In the next teaching session, he could make a more reasonable estimation of the time needed for the production practice segment based on the actual hands-on ability of the children. For children with strong hands-on ability, some additional creative production guidance could be provided so that they could continue to participate in the process of waiting for other children. For children with weak hands-on ability, a child with strong ability could be arranged as a small assistant to assist in the production to ensure that each child could complete the production within the appropriate time. 2. ** Individual child support strengthened ** - Teachers should pay more attention to children with weaker hands-on skills. Before they start making, they can give them some extra guidance and encouragement to let them have a clearer understanding of the production process. During the production process, he would increase the number of inspections, find problems in time, and give targeted help. 3. ** Safety Awareness Enhancement ** - In terms of safety tips, there were many ways to emphasize them, such as making simple safety operation cards and marking safety precautions next to each operation step so that children could understand it more intuitively. At the same time, before using the tools, the children could repeat the safety operation points again to deepen their impression. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>