Children's small class indoor game sticky ball teaching plan
The following is a lesson plan for a small indoor game for children: ** 1. Event Name ** Sticky ball game ** 2. Activity Target ** 1. Through playing sticky ball games, children's teamwork awareness, hand-eye coordination and communication skills were cultivated. 2. Let the children experience the fun in the game and actively participate in the activities. ** 3. Event Target ** Children 3 - 4 years old ** 4. Event Time ** 20 minutes ** 5. Event preparation ** Prepare a sufficient number of colored balls to ensure that every child can participate. ** 6. Steps ** 1. Introduction to the rules of the game - The children were divided into several groups, and each group stood in a row. - The first child held a ball, glued it to his hand, and passed it to the next child. - They passed the ball around until the last child had a ball stuck to his hand. - After the last child glued the ball, the group's task was completed. 2. play - The teacher guided the children to play the game according to the rules, encouraged the children to participate actively, and reminded the children to pay attention to safety during the transfer process to avoid the glue from touching their eyes and other parts. - Observe the performance of the children in each group and provide timely help to the group that has difficulties, such as helping the children to use the glue correctly, guiding the children to pass the ball better, etc. 3. Game summary - After the game, the children's performance was summarized and evaluated. - Praise groups and children who are actively involved, abide by the rules, and work well together. encourage other children to perform better in the next game. - Review the interesting moments in the game with the child to strengthen the child's positive experience of the game. Read more exciting novels for free
Reflection on the teaching plan of the indoor game sticky ball in the kindergarten class
The following is an example of a lesson plan for reflecting on the indoor game Sticky Ball in a small kindergarten class: ** 1. Achievement of the goal ** - In the sticky ball game lesson plan, if the goal was to cultivate children's teamwork, hand-eye coordination, and communication skills, it was partially achieved from the game process. For example, in the passing of sticky balls, children could participate in group cooperation, which helped to cultivate the sense of teamwork. However, the training of hand-eye coordination may not be deep enough, because the action of sticking the ball is relatively simple, and it may not be challenging enough for some children with better hand movements. In terms of communication skills, children might focus more on the ball sticking action itself during the game, and their interaction was limited. This suggested that more interaction links could be added in the follow-up activity design to promote communication. ** 2. Child participation ** - Most children showed a high interest in the sticky ball game, especially in the beginning. The novel sticky ball material and simple operation attracted the children. However, there were individual differences. For example, children with introverted personalities and poor acceptance ability might have difficulties in choosing materials or participating in games, requiring more guidance from teachers. This meant that the game should be designed to provide tiered teaching or more individual guidance to meet the needs of all children. ** 3. Teaching process ** - If the introduction of the rules of the game was too complicated, it might be difficult for the child to understand, resulting in confusion during the game. For example, if the child did not understand the order and method of passing the ball, it would affect the fluency of the game. Therefore, in future lesson plans, the introduction of the rules should be as concise and intuitive as possible, and it could be explained with demonstration actions. At the same time, the teacher's response to unexpected situations during the game was also crucial, such as glue sticking to the child's hand or the ball falling off. It was necessary to prepare in advance. ** 4. Teacher guidance ** - In the process of children's play, the teacher's guidance method and timing needed to be grasped well. If the teacher interfered too much, it might affect the fun of children's independent exploration, but if the guidance was insufficient, some children might encounter difficulties that could not be solved. For example, when a child does not know how to better stick the ball to his hand, the teacher should give appropriate guidance in a timely manner, rather than directly replace the child. In addition, teachers also needed to pay attention to the emotional state of each child and give timely encouragement and support when the child lost patience or encountered setbacks. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Children's small class spring outing game teaching plan
The following are some of the lesson plans for the spring outing games for small classes: ** 1. Teacher Qu's small class social lesson plan,"Go for a Spring Outing"** 1. ** Activity Target ** - He had a preliminary understanding of the classification of food and chose various suitable foods for the spring outing. - He liked to express his thoughts and experience the fun of activities. 2. ** Event preparation ** - Self-made PowerPoint, icons and Chinese characters for food classification, a small school bag for everyone, and a certain amount of various foods. 3. ** Event process ** - ** Piglet goes for a spring outing **: Lead the topic by showing the picture of Piglet going for a spring outing. Guide the child to observe the spring scenes on the picture, such as trees, flowers, birds, and white clouds, and then lead Piglet to go for a spring outing with a bag. - ** Piglet is so tired **: Show the piglet panting and sweating while carrying a schoolbag, guide the child to guess what's in the schoolbag, think about the reason why the piglet can't walk (big schoolbag), and let the child talk about what might be in the schoolbag according to his life experience. - [What's in Piggy's bag?]: Show the things in Piggy's bag, then identify and talk about the food in the bag. Feel the classification of the food and count the amount of the food. - ** Talk about what to bring for the spring outing **: According to the categorized pictures, let the children talk about what they can choose to bring for the spring outing (choose one from each variety), such as a staple food, a bottle of water, a fruit, and some snacks. Finally, he showed the picture of Piglet's correct choice. - [Game: Choose items for our spring outing.] ** 2. Teacher Qu's small class theme lesson plan, Spring Outing (Parent-child activity)** 1. ** Activity Target ** - Through the activities, the children would have a preliminary understanding of the characteristics of spring and feel the beauty of nature. - Cultivate the child's observation ability, cultivate the child's sentiment, and experience the joy of collective activities. 2. ** Event preparation ** - The newspaper, water, some food, and a finger game that he had prepared beforehand. 3. ** Event process ** - ** Before the event **: Explain safety knowledge, including crossing the road and walking on the sidewalk, obeying the traffic rules of stopping at the red light, not talking to strangers, not picking up things on the ground, not falling behind, and walking one by one in an orderly manner. - ** During the trip **: Explain hygiene and environmental protection, such as not picking flowers and trees, not stepping on flowers and plants, not littering, not spitting. At the same time, let the children understand the characteristics of spring, appreciate the beautiful scenery, and feel the beauty of nature. - [After arriving at the destination: Arrange for the children to sit down quietly. The teacher will summarize the children's performance.] - ** Children will be organized to recite the Tang poem "Spring Dawn" and the children's song "Counting" and perform "Spring" and "My Good Mother". ** - Parents and children play finger games together, such as Big Finger, Five Doors Open, Change, etc., to enhance the emotional communication between parents and children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small ball game teaching plan
The following is an example of a small ball game lesson plan: ** 1. Teaching objectives ** 1. He liked to play with balls and hoops. He wanted to experience the fun of the game and practice walking with the ball in hoops. 2. When dribbling the ball, feel the relationship between the hand, the hoop, and the ball, improve control, and train hand-eye coordination. ** 2. Teaching preparation ** 1. [Experience preparation: The child has played with a ball before and knows that the ball will roll.] 2. Material preparation: hoops, a rubber ball, a gym mat, a marker (small chair), a ball rack, and a tape. ** 3. Teaching process ** 1. ** Part of the import ** - Prepare a ball rack at the starting point and place a large number of balls. - When the game started, the child had to take a ball and lay it flat on the ground. 2. ** Main part of the game ** - Dribble with a hoop: Put a hoop around the ball and use the edge of the hoop to drive the ball forward. Guide the child to think about how to make the ball move smoothly, feel the control of the hand on the circle and the interaction between the circle and the ball. - Crossing obstacles: The child drives the ball to the midfield mat and puts the ring on the marker (the back of the chair). This segment trained the child's ability to adapt and control the ball and circle. - Dribble over the mat: Toddler raises the ball to the top of his head with both hands and rolls it across the mat. This step could improve the coordination of the child's body and the ability to control the ball. - Classes: The child will put the ball on the ball rack according to the color. Cultivate children's sense of classification and good sense of order. 3. ** Game Situation Setting ** He created a situation for the ball field to produce a lot of balls. He needed the children to help transport the balls to the ball rack in the supermarket. Because the balls were easy to roll, he prepared a "circle" for each child to help dribble. It emphasized that when the ball was rolling around, one could not use their hands to help, and could only rely on the circle to control the ball. ** 4. Points to note ** 1. During the game, pay attention to the safety of the child and ensure that there are no dangerous factors in the venue, such as the stable placement of the mat. 2. For children who encounter difficulties in the game, teachers should give timely guidance and encouragement to help them master the skills of dribbling the ball. 3. According to the child's physical fitness and the progress of the game, the number of games can be adjusted or the difficulty of the game can be increased. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class indoor game table and chair reflection lesson plan
The following is a lesson plan for a small indoor game table and chair reflection: ##1. Teaching objectives 1. Let the children understand the use of tables and chairs, and know the importance of taking care of tables and chairs. 2. Cultivate the habit of cherishing things, actively participate in activities and be able to express their thoughts boldly. 3. To improve the child's social skills and teamwork (e.g. in the process of arranging tables and chairs together). ##2. Teaching preparation 1. Create a scene of a bear's house, in which the tables and chairs are lying on the ground. 2. Prepare the same number of small towels as the number of children. 3. Choose suitable background music, such as a relaxing kindergarten song. ##3. Teaching process ###(1) Introduction 1. Guide the child into the scene The teacher said,"Children, we are going to visit Little Bear's house today." Then, he led the child to the set up scene of the bear's house. 2. Asking questions to trigger thinking The teacher feigned surprise and said,"Ah! What happened to Little Bear's house? The tables and chairs are all in a mess. What should we do?" Children were encouraged to speak freely. For example, some children might say,"We'll help it up" or "We'll help it tidy up." ###(2) Development 1. Why are the tables and chairs crying? The teacher explained with an expression,"Eh? It seems like someone is crying. So it's the small tables and chairs crying. Let's hear why they're crying." Then, he asked the child to sit down and told the child the reason why the small table and chair were crying. This would lead to the main topic, such as being upset because it was knocked over or dirty. 2. The use of tables and chairs Ask the child: "Children, who can tell me what the use of small tables and chairs is?" Guide the child to answer positively. For example, a small chair can be used to sit, a small table can be used to write, draw, play games, and so on. 3. How to love tables and chairs The teacher then asked,"The small table and the small chair are so good to us, just like our good friends. How should we cherish them?" After the child answered, the teacher could add a summary, such as not climbing the table and chairs, holding it gently, and so on. He also said,"We wash our faces when they're dirty. We should also wash the small tables and chairs when they're dirty, right? Let's wash Little Bear's table and chairs today." ###(3) Game Activity 1. Tidying up the tables and chairs The children were divided into small groups, and each group was responsible for arranging a certain number of tables and chairs. When the music played, the child began to straighten the table and chairs and put them neatly. Then, he wiped the table and chairs with a small towel. At the end of the game, the teams that performed well were praised. 2. The creative way to play tables and chairs Guide the children to explore other ways to play with the table and chairs, such as using the chair as a cave and hiding under the table as a small house. The teacher encouraged the children to try and ensure that the children played the game safely. ###(4) End 1. summarized The teacher gave a summary."The children are doing very well today. They know the principle of taking good care of small tables and chairs. Actually, we still have a lot of good friends like watercolor pens, notebooks, and toys around us. We have to take good care of them." 2. Clean up the grounds He guided the children to restore the scene to its original state, put the small towels away, and put the tables and chairs neatly to develop good habits. ##IV. Reflection on Teaching ###(I) Success 1. The introduction of the situation attracts children By creating a messy situation in Little Bear's house, the children's interest and curiosity were aroused, so that they could actively participate in the activities and want to help Little Bear tidy up the tables and chairs. 2. Better target achieved During the activity, the children could understand the purpose of the table and chairs, and most of the children could say some ways to take care of the table and chairs, achieving the teaching goal. 3. Strong interaction Whether it was in the Q & A session or the game session, there was more interaction between the children and between the children and the teacher. The enthusiasm of the children was fully mobilized, and the classroom atmosphere was more active. ###(2) Deficiency 1. Game Organization Details In the game of arranging tables and chairs, some groups of children might collide or fight for small towels because they were too anxious. In the next teaching, they should emphasize the rules of the game and safety precautions in advance. 2. creative gameplay guidance When guiding children to explore the creative play of tables and chairs, some children may be shy or lack imagination and do not actively participate. Next time, he could provide more demonstration or guiding questions to stimulate the children's creativity. 3. Individual attention In the process of the activity, he did not pay enough attention to the introverted or slow-moving children, and did not give enough encouragement and guidance. In the future, he would pay more attention to the development of all the children to ensure that every child could gain something from the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class indoor game chair and table lesson plan reflection
The following is an example of a reflection on the chair and table lesson plan in the small class indoor game: ** 1. Achievement of the goal ** 1. ** Knowledge and Skill Target ** - If the goal of the lesson plan was to let the child understand the purpose of the table and chair, in the teaching process, through storytelling, setting up the scene, etc., the child could clearly say that the table and chair could be used for sitting, writing, drawing, playing games, and other functions. For example, in the simulation of the tables and chairs in Little Bear's house, the teacher guided the child to think about the normal use of the tables and chairs. The child could answer positively, indicating that this goal was basically achieved. - If it involved the child's operational skills, such as letting the child learn to tidy up the tables and chairs, the child would participate in the process of tidying up the tables and chairs, such as straightening up the tables and chairs that were scattered all over the place, placing them neatly, etc. However, in actual practice, some children might find that they were not strong enough to complete the tidying of heavy tables and chairs alone. This might require adjusting the weight of the tables and chairs or providing more assistance in subsequent activities. 2. ** Emotional goal ** - For the goal of cultivating the habit of cherishing things in children, when the teacher told the story of the table and chair accompanying the child like a good friend, the child could show sympathy for the table and chair (such as the table and chair crying to help them). In the process of wiping the table and chair, the child carefully wiped it, showing that they began to have the awareness of cherishing the table and chair. However, in daily activities, this awareness may need to be constantly strengthened, because children may still have unfriendly behaviors towards tables and chairs when they are excited or inadvertently, such as knocking on tables and chairs. ** 2. Teaching content ** 1. ** Selection of content ** - Choosing tables and chairs as the teaching content was closer to life and easier to understand for small children. The tables and chairs were common items for children in kindergarten and at home. Using them as the theme for games and teaching activities could allow children to connect what they had learned with their daily lives. - However, the depth and breadth of the content might need to be adjusted. For example, for children in small classes, in-depth knowledge about the materials and structure of tables and chairs might be too complicated and did not need to be covered too much. He could also add some simple content about the different shapes and colors of tables and chairs to enrich the teaching content. 2. ** Organization of content ** - When organizing the teaching content, using stories (such as the story of the table and chair crying) could attract the attention of the children and stimulate their interest. However, the transition from the story to the actual explanation of the functions of the tables and chairs and the educational segment of cherishing the tables and chairs might not be smooth enough. For example, after explaining the reason why the table and chair cried, it could guide the child to think more naturally about how to treat the table and chair instead of directly asking about the use of the table and chair. ** 3. Teaching methods ** 1. ** Situation Teaching Method ** - Creating a scene in Little Bear's house was an effective teaching method. Children can be placed in the situation and better understand the state of the table and chairs (swaying) and the importance of the table and chairs. However, the layout of the scene could be more realistic and rich, such as adding some little bear dolls and other items in the little bear's house to enhance the attractiveness of the scene. 2. ** Question Guidance Method ** - During the teaching process, the teacher guided the children to think through questions such as "Why are the tables and chairs crying?""How should we love these two good friends?" However, some of the questions might be more difficult for small children. For example, regarding the way to take care of tables and chairs, children might only be able to say simple wiping, and more detailed behaviors such as gentle handling needed more guidance. 3. ** Practicing Operation Method ** - It was a good design to let the children wipe the tables and chairs with a towel. Through personal experience, children can better feel the behavior of caring for tables and chairs. However, during the practical operation process, due to the individual differences of the children, the speed and quality of the operation may be different. The teacher needs to give more individual guidance to ensure that every child can gain something from the operation. ** 4. Teaching process ** 1. ** Introduction Stage ** - The introduction part was to bring the child to the bear's house as a guest. If they found that the tables and chairs were crooked, it would cause problems and quickly arouse the child's curiosity. However, the introduction process might be a little rushed, and the child might not be completely immersed in the bear's home before entering the next stage. You can extend the import time appropriately and add some interactions with Little Bear's house, such as knocking on the door and greeting. 2. ** Begin the segment ** - In the unfolding segment, the way the story was told could convey information about the tables and chairs. However, when telling the story, the teacher's language could be more vivid, adding some sound imitation (such as the crying of the table and chairs) and action performance to enhance the appeal of the story. At the same time, when the child answered the question, the teacher could give more response and encouragement, instead of just listening to the answer and directly moving on to the next question. 3. ** End of segment ** - The summary of the end segment could summarize the key content of this activity. However, some extended content could be added, such as asking the children to check whether the tables and chairs in their homes were neat and whether there were any places that needed to be taken care of, etc., to strengthen the children's learning in the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Infant game ocean ball class teaching plan
The following are a few teaching plans for the ocean ball game for older children: * * 1. Teaching plan for "Defeating Aliens"** 1. * * Activity Target ** - It could improve the ability to leap, run, and throw, and train the strength of the upper and lower limbs. - Increase self-confidence and gain a sense of success. - Children are encouraged to actively participate in the game and experience the joy brought by the game. - Cultivate the child's self-confidence, treat winning and losing correctly, and have a good psychological quality. 2. * * Event highlights ** - Increases the ability to leap, run, and throw. 3. * * Event preparation ** - Ocean Ball, Mask, Building Block, and venue arrangement. 4. * * Event process ** - * * Children familiarize themselves with the venue and practice their movements ** - Warm up. - Guide the child to walk quickly forward and sideways on the building blocks. - Guide the child to cross the river (gently cross over stones 50 - 80 cm apart, do not fall into the river). - After guiding the child to find the target, throw a bullet (the ocean ball can be used as a bullet) at it. - * * Playing the game "Defeat Aliens"** - The children were divided into three equal teams. Each team had three "bullets"(ocean balls). The first person in each team heard the teacher's command and set off. - The way the team members walked was to quickly walk across the path, cross the river, jump up to hit the monster, reach the throwing line, and throw the ocean ball they carried with them like an alien. The one who hit the ball scored a point. After the ocean ball was used up, they quickly ran back. They had to hit the second person's hand before the second person could set off. After the children returned, the team that hit the aliens the most would win. - The teacher was the judge of the game. - * * Game over ** - The teacher led the children to clean up the activity area. - They massaged each other's hands and legs. * * 2. In the Ocean Ball Pool lesson plan ** 1. * * Activity Target ** - It boldly displayed the movement of the character's head, torso, and limbs. - Guide the children to put their painting materials in different categories after the activity to develop good habits. - Make bold and reasonable imaginations based on the colors. - He felt the fun of painting and the joy of creation. 2. * * Event preparation ** - Oil painting sticks, all colors of gouache. 3. * * Event process ** - * * Appreciation and discussion ** - He guided the children to think about why children loved to play with the ocean ball, and what was different about walking and jumping in the ocean ball pool compared to usual. - Show the teacher's example and number the characters on the work to guide the children to distinguish which children are moving and which children are not moving from the head, torso, and limbs. - * * Operation and Thinking ** - Ask the children to try to draw different hair in different directions with an inclined method. The teacher will change the hairstyle and facial features into different ones. - * * Creation Requirements ** - Let's draw a picture and see who's having the best time. - * * Children's Painting, Teacher's Guidance Points ** - Imagine playing ocean ball. - They used hairstyles, facial features, and clothing to express the characteristics of different characters. - It was encouraged to show simple overlapping, such as the overlapping of ocean balls. - * * Guidance Evaluation ** - Guide the children to distinguish who was playing the ocean ball and who was watching. * * 3. Protecting the Ocean Ball lesson plan ** 1. * * Activity Target ** - For a total of 8 children aged 5 - 6 years old (4 people in a group, two groups of players playing games), in the process of trying to insert or pull out the rainbow stick, new cognitive conflicts were constantly triggered, expanding the perspective of observation and exploration, and the relationship between the density of the perceptual network and the size of the object. At the same time, the spatial thinking ability was developed in the process of perception of numbers, shapes, and space. In the game, the learning quality of boldly thinking and solving problems in the face of difficulties was formed, and the fun of cooperation with peers was experienced in the exploration. 2. * * Event preparation ** - Ocean balls, colorful PVP tubes, metal net baskets. The children had a preliminary understanding of the rules of the game. 3. * * Event process ** - * * Confrontation game ** - The two groups of children competed. Each group of children had to use their brains to try to insert the rainbow stick into the net basket to set up layers of defense lines. After the setting was completed, they would pour the sea balls into the net basket. The group that kept more sea balls in the net basket would win the game. The rule was that only one rainbow stick could be inserted at a time. After inserting the rainbow stick, it was forbidden to take it out or change its position. The rainbow stick could be placed within 2 minutes. - * * Co-op Game ** - All the children worked together and took turns to insert the rainbow stick into the same net basket to protect the ocean ball from falling. If no Ocean Balls were dropped, the game was a success. The rule was that each person could only insert one rainbow stick at a time, and the children would take turns. - * * Individual competition ** - Through observation and independent thinking, the child boldly tried to choose which rainbow stick would not cause the ocean ball to fall. The last Ocean Ball dropped and the game ended. The rule was that only one rainbow stick could be drawn at a time, and the children would take turns. The child who caused the last ocean ball to fall would be eliminated. - During the game, teachers should pay attention to whether children can abide by the rules of the game, participate in the game boldly, and encourage children to cooperate with their peers to complete the game. - There were also other rules to change the gameplay, such as throwing dice and inserting rainbow sticks (according to the number of dice thrown, choose the corresponding number of rainbow sticks to insert, the first to insert 30 rainbow sticks will be the winner; according to the sum of the number of dice thrown (below 4), choose the corresponding number of rainbow sticks to insert, after the setting is completed, pour into the sea ball, whichever group has the least sea balls in the net basket will win the game; draw the rainbow stick). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small Class Game Dribbling Teaching Plan and Reflection
The following is a lesson plan for a small class dribbling game: ** 1. Game goal ** 1. He liked to play with balls and hoops. He wanted to experience the fun of the game and practice walking with the ball in hoops. 2. When dribbling the ball, feel the relationship between the hand, the hoop, and the ball, improve control, and train hand-eye coordination. 3. Cultivate the child's hand-eye coordination. 4. It would help the child learn how to use his body movements to match the gameplay. 5. It tested the children's reaction ability and trained their personal abilities. ** 2. Game preparation ** 1. [Experience preparation: After playing with the ball, you know that the ball will roll.] 2. Material preparation: hoops, a rubber ball, a gym mat, a marker (small chair), a ball rack, and tape. ** 3. Gameplay ** 1. Prepare a rack at the starting point and a lot of balls. 2. When the game began, the child placed a ball on the ground. 3. To put a hoop around the ball and use the edge of the hoop to drive the ball forward. 4. Drive the ball to the midfield mat and place the ring on the marker (the back of the chair). 5. He raised the ball above his head with both hands and rolled it across the gymnastic mat. 6. He placed the balls on the rack according to their colors. ** 4. Game Rules ** When the ball was rolling around, one could not use one's hands to help, but could only rely on the circle. ** 5. Reflection on Teaching ** Parent-child activities played a role in promoting the relationship between the parents and the children. It allowed the parents to understand the daily activities and arrangements of the children in the kindergarten, and also allowed the parents to understand the level of their children's abilities in various aspects. Children, parents, and teachers had a deeper understanding and better communication. However, during the game, more individual guidance may be needed according to the individual differences of the children. For example, some children may be slow to master the ring dribbling segment, and the teacher can spend more time to guide these children alone. During the activity, the safety of the child should be ensured to avoid collisions caused by improper use of the ball or ring. At the same time, the settings of the game could be further optimized to make the game process more compact and interesting, so that children could better immerse themselves in the fun of the dribbling game. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class overhead dribbling game teaching plan
#Head-Dribbling Game Teaching Plan ##1. Teaching objectives 1. Let the child grasp the basic technique of overhead dribbling. 2. To improve the coordination and balance of children. 3. To enhance the child's confidence and courage. 4. Cultivate children's interest in dribbling games. ##2. Teaching preparation 1. A sufficient number of small balls suitable for small children. 2. A relatively empty and safe playground, such as a kindergarten playground or an indoor activity room. ##3. Teaching process ###(I) Beginning 1. Gather the troops - The teacher guided the children to stand in a few rows in an orderly manner. The teacher checked the number of children and greeted them briefly to attract the children's attention. 2. warm-up activities - Lead the child to carry out simple physical activities, such as turning the head, stretching the shoulders, twisting the waist, moving the joints of the hands and feet, etc. Each action can be repeated 4 - 6 times, so that the child's body parts can be fully warmed up. ###(2) Basic Part 1. technical explanation - The teacher introduced the method of dribbling overhead to the children in simple and easy to understand language: "Children, today we are going to learn a very interesting dribbling method. Put the ball on our heads and then slowly move forward, but be careful not to let the ball fall." - The teacher demonstrated: First, gently pick up a ball and put it on the top of your head. Stand up straight, look forward, and slowly take a few steps forward to show the correct posture of dribbling overhead. 2. Children's practice - The children spread out and each child received a ball. They tried to dribble the ball over their heads. The teacher guided the children around, encouraging them to try boldly, reminding them to raise their heads and chest, look forward, and move their feet slowly. At the same time, they used words to guide the children: "Children, stand straight like a small pine tree. Walk slowly, and the ball will not fall." For children who did not dare to try or whose actions were not standard, the teacher should give them individual guidance and encouragement. . Increase the difficulty of the exercise - When the child has mastered the basic method of dribbling overhead, he can set up some simple obstacles, such as placing some small hula hoops or small toys in the field. The child needs to dribble overhead to bypass these obstacles to reach the designated location. This segment can be repeated 2 - 3 times, allowing the child to gradually improve his ability to dribble overhead. ###(3) Game 1. Head-dribbling relay - The children were divided into several groups, and the number of children in each group was equally distributed. A starting point and an ending point were set at both ends of the field, and a pile of balls was placed at the starting point. - At the beginning of the game, the first child of each group dribbled the ball from the top of the starting point, followed the prescribed route to the end point, put down the ball after reaching the end point, and then ran back to the starting point to high-five with the next child. The next child repeated the actions of the previous child, and the group that completed the relay first won. - During the game, the teacher should remind the children to pay attention to safety, keep the ball stable above their heads, and encourage the children to cheer for each other. ###(4) End 1. relaxation activity - Lead the child to perform simple relaxation actions, such as deep breathing, body relaxation and shaking, so that the child's body can relax from the nervous state of the game. 2. summarize and evaluate - It was a simple summary and evaluation of the child's performance in the game, praising the child's brave attempt and active participation in the overhead dribbling game. At the same time, it could also point out some of the child's problems and encourage the child to do better next time. 3. Arrange the equipment - Guide the children to tidy up the balls used in the game and put them back in the designated place to cultivate good habits. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Reflection on the Teaching Plan of Children's Day Activity in Small Class 1
The following is a reflection on the teaching plan of the Children's Day activity in the small class: ** 1. Reflection on the achievement of the goal ** 1. ** Understanding the concept of Children's Day ** - When setting the goal of letting children understand that June 1 was their holiday, they should consider whether the activity really made the child clearly aware of this point. For example, if the activity introduced the origin and significance of June 1, as well as the special status of children in this festival (such as this is a festival for children), you could observe the children's reactions during the activity, such as whether they showed expectations and special emotions for June 1. If the children could take the initiative to say the special features of June 1, such as "This is our children's festival," the goal would be better achieved; otherwise, the teaching method needed to be improved, such as adding more stories or simple animations suitable for small children to understand to introduce June 1. 2. ** Infant participation target ** - If the goal is to get children to actively participate in the celebration, reflect on whether the content of the event is attractive. For children in small classes, overly complicated sessions or activities that required long periods of concentration might reduce their participation. For example, if there was a hand-made segment in the activity, it was necessary to consider whether the materials were easy for children to operate and whether the steps were simple and clear. If they found that children lacked interest in hand-made, it might be because the materials were not bright enough or the steps were beyond their ability. ** 2. Reflection on the content of the event ** 1. ** Adaptability of content ** - Children in small classes have a shorter concentration time, and the content of the activities should be concise and interesting. For example, in the song and dance performance segment, whether the songs and dance movements chosen were suitable for the physical coordination and comprehension of the children in the small class. If the dance moves were too complicated, the child might not be able to keep up with the rhythm or be unwilling to participate. If the lyrics were difficult to understand, it would be difficult for the child to put in the emotions to sing. 2. ** Content diversity ** - If the content of the activity was too simple, such as a simple song and dance performance, it might make the child feel bored. He could add in activities such as parent-child interaction games and simple food sharing. In the food sharing session, the safety of the food, the taste and eating ability of the children in the small class should be considered. For example, small pieces of fruit, soft snacks, and so on. If it was found that the child was particularly interested in a certain segment but lacked enthusiasm for other segments, the proportion of content needed to be adjusted to increase the length or richness of the popular segments. ** 3. Reflection on teaching methods ** 1. ** Guidance Method ** - During the activity, the teacher's guidance was crucial. For example, when organizing children to make lanterns by hand, if the teacher simply demonstrated the process, the children in the small class might not be able to fully understand. A better way to guide them would be for the teacher to demonstrate and explain each step in simple language, such as,"Let's fold this red paper in half, just like we put our hands together." At the same time, in the process of children's operation, give timely guidance and encouragement. When children encounter difficulties, teachers can guide them to think of solutions by asking questions, such as "Our small lantern is missing a handle. What can we use to make it?" 2. ** Interactivity ** - The interaction in the teaching process affected the enthusiasm of children to participate. If it was a comprehensive activity, there would be singing and dancing performances as well as interaction games. It was necessary to reflect on whether the interaction between teachers and children and between children was sufficient in each link. For example, in the song and dance performance segment, whether the teacher could stimulate the children's emotions, whether there was eye contact or simple cooperation between the children; in the game segment, whether the rules of the game were simple and easy to understand, whether the children could actively participate in competition or cooperation with their peers. ** IV. Reflection on event organization and management ** 1. ** Time arrangement ** - For the children's activities, the schedule should be compact and reasonable. For example, if the activity was too long, the child might be tired and irritable; if the time was too short, the child might not be able to fully experience the fun of the activity. If you find that the child has shown fatigue or impatience at the end of the activity, you may need to adjust the time allocation of each link to reduce unnecessary waiting time or long explanation time. 2. ** Order maintained ** - During the event, maintaining good order was the key to ensuring the smooth progress of the event. It was necessary to reflect on whether there was a suitable way to manage the behavior of young children. For example, when distributing gifts or food, if children compete, it means that there is a lack of effective order management strategy in the activity organization process. You can line up, take turns, and make the rules clear to the children before the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the activities of the big class children and small anchors
The following is an example of a lesson plan for a small anchor activity: ##1. Event Themed Little streamer, I'm the best ##2. Activity Target 1. To improve children's observation, thinking ability, and oral expression ability, and encourage children to express their observations boldly, clearly, and completely. 2. Cultivate the enthusiasm of the children to pay attention to the things around them, enhance their self-confidence and desire to perform. 3. Guide children to learn to organize language logic, including describing the time, place, people, process, and outcome of the event. ##3. Event preparation 1. Before the activity, guide the children to pay attention to the people and things around them, such as the daily activities of their families, new things in the kindergarten, etc. 2. Prepare some comics or interesting photos with story lines. 3. Set up a simulated broadcasting station and prepare a microphone prop. ##4. Activity ###(1) Introduction 1. The teacher and the children sat together and chatted casually."Children, have you noticed that there are many interesting things happening around us every day? Today, we're going to be Little Streamer and tell these interesting things to more people." ###(2) Broadcast 1. The teacher stood behind the simulated broadcasting station, picked up the microphone, and broadcasted a small piece of news in the kindergarten in a vivid, loud, and clear voice. For example,"Dear children, this morning in the small garden of the kindergarten (location), I saw a group of small ants (characters). They were working together to carry a small biscuit (event) and finally successfully moved the biscuit into the small ant hole (result). It was after breakfast (time)." 2. After the broadcast, the teacher asked the children,"Children, what did the teacher just say?" Who can say it again like Teacher?" Guide the child to recall and try to imitate the expression. ###(3) Group discussion and broadcast preparation 1. Divide the children into groups of 3 - 5 people. 2. The teacher guided the children."Now, please tell the children about the interesting things you've discovered in the group. Then, choose a representative to be the little anchor to broadcast." 3. During the children's discussion, the teacher patrolled each group to encourage the children to actively participate in the discussion and remind the children to explain things clearly, including time, place, people, events, and results. ###(4) Preschoolers 'Report 1. Each group would elect a child to the radio station to broadcast. 2. After the child's broadcast, the teacher and other children applauded and encouraged them. They could also ask simple questions or add, such as,"How did you find out about this?" "What do you think is interesting about this?" ###(5) Activity Extension 1. After the event, a "small anchor corner" could be set up in the class to encourage children to go to the small anchor corner to broadcast the news at any time during their daily activities and share their newly discovered interesting things. 2. Parents could also be invited to participate in the activities and let the children report to their parents about the kindergarten or family matters when they returned home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>