How to fill in the regular teaching record form of the kindergarten class
The following is a reference for filling in the regular teaching record form of the kindergarten class: ** 1. Teacher Development ** 1. ** Preparing lessons ** - It could record the seriousness of the teacher's lesson preparation, such as the completeness of the lesson plan, including whether the teaching goal was clear, whether the teaching content was in line with the characteristics of the child's age, and whether the teaching methods were diverse. If the lesson plan is detailed, has clear goals, interesting content, and the method is suitable for young children, a good evaluation can be given (such as "excellent" or "good"); if there are shortcomings, such as vague goals or boring content, it can be recorded accordingly (such as "needs improvement"). 2. ** Attendance and Class Evaluation ** - Record whether the teacher attended the class on time, the frequency of the class, and so on. As for the class evaluation, it was to see if they actively participated and if the evaluation was constructive. For example,"attend classes on time, give positive and reasonable suggestions" or "attend classes infrequently, and give in-depth comments." 3. ** Participating in teaching and research and training activities ** - Record whether the teachers participate in teaching and training activities on time, and whether they make careful records when participating. For example,"Attend all activities on time and keep detailed records" or "Absent from an activity." 4. ** Infant observation record, lesson plan reflection writing ** - In terms of observing the records, he wanted to see if they were written in a timely manner and if the records were detailed and accurate in reflecting the child's development. The reflection of the lesson plan should examine whether the strengths and weaknesses of the teaching process should be deeply considered. For example,"timely and comprehensive observation records, profound reflection on lesson plans" or "untimely observation records, simple reflection on lesson plans". ** 2. Class routines ** 1. ** Game Event Launch ** - Observe whether the game activities of each class are carried out in an orderly manner and how the children participate. If the game activities were organized and the children actively participated, it could be recorded as "the game activities were well organized and the children participated enthusiastically";; if the game process was chaotic or the children's participation was low, it could be recorded as "the game activities were chaotic and some children did not participate actively". 2. ** Creation of environment ** - Check if the environment is suitable for the children's age, and if it has a sense of beauty and educational significance. For example,"the environment is suitable for children's age and has aesthetic and educational value" or "the environment lacks educational significance and aesthetic value." 3. ** Corner planning and material distribution ** - In terms of district planning, it was to see if the layout was reasonable and if it was convenient for children's activities. The materials should be tested to see if they were rich and suitable for children's development needs. For example,"the corner layout is reasonable, the materials are abundant and suitable" or "the corner layout is unreasonable, the materials are single". ** 3. Other aspects (if there are specific requirements in the kindergarten's inspection standards)** 1. ** Daily Work Time Execution Status ** - If the daily work and rest time is strictly implemented, it can be recorded as "strictly implemented, no violation"; if there are activities that are not organized according to the work and rest time without permission, late activities or insufficient activity time, points will be deducted and recorded according to regulations, such as "0.5 points will be deducted if there is an activity that is not in accordance with the work and rest time". 2. ** Class information submission ** - All the plans, plans, conclusions, records, and other materials submitted by the class, those submitted on time and registered completely were recorded as "the materials submitted on time and registered completely". If there were any missing or incomplete or late submission, points would be deducted according to the corresponding regulations. For example,"0.5 points will be deducted if the materials are submitted one day late." 3. ** Information on educational activities ** - When educational activities are based on games, check whether the content of the activities is consistent with the content of the class schedule and the content of the lesson plan. The child's learning habits, learning interests, desire for knowledge, active participation in activities and inquiry, as well as the preparation of activity teaching tools, etc. must be recorded. For example,"the form of the educational activity meets the requirements, the content is consistent with the curriculum and teaching plan, the child has a high interest in learning, and the teaching tools are sufficiently prepared" or "the content of the educational activity does not match the curriculum and teaching plan, the child's participation is low, and the teaching tools are not sufficiently prepared." 4. ** Individual differences, attention situations ** - Pay attention to whether the teachers can teach according to the individual and guide them in different levels, so that every child can enjoy the opportunity to develop. For example,"Able to pay full attention to individual differences, proper hierarchical guidance" or "insufficient attention to individual differences." 5. ** The educational function of the classroom environment ** - He checked whether the class environment was created based on the theme, the participation rate of parents and children, and whether the theme activity wall was updated on time. For example,"can make good use of waste to create an environment, parents and children have a high participation rate, and the theme wall is updated on time" or "does not use waste, the theme wall is not updated on time". 6. ** Children's environmental awareness and class hygiene ** - Record whether the children have good environmental awareness, whether they actively participate in the management of the natural corner, whether the classroom environment is clean and tidy, and whether the items are placed in an orderly manner. For example,"Children have a strong sense of environmental protection, actively participate in the management of the natural corner, the class environment is clean and orderly" or "There are blind spots in the class hygiene, and children's environmental awareness is insufficient." 7. ** Resource utilization ** - Examining whether the educational functions of the kindergarten, family, and community resources are fully utilized, such as "fully utilizing the three resources to carry out educational activities" or "insufficient utilization of resources." Read more exciting novels for free
Regular Development Record Form for the First Class of the kindergarten
The following is an example of a regular kindergarten class record: |inspection item| Primary Class Teacher's Target| Nurse Teacher's goal| Children's goals| |----|----|----|----| |morning check| Warm reception of children; touch, look, ask, and check| organize morning activities; assist in morning checkups| Say hello politely| |drinking| To organize the children into groups and be responsible for the safety of the children who drink water. When the children need water, they should be given water at any time.| The water cups should be disinfected before the children use them, and the class should be guaranteed to have boiling water at all times, and the children should be reminded to drink water in time.| Children can put the cups in a fixed place in the cup cabinet, and children can queue up to drink water in an orderly manner.| |toilet| To organize the children to go to the toilet in an orderly manner and ensure that all the children are within their field of vision.| Teach children to wash their hands properly after going to the toilet; manage the safety of children in the bathroom| Children can wash their hands in the correct way; Children can find their own towel to wipe their hands after washing their hands.| |meal| Half an hour before the meal, organize the child to have quiet activities; create a pleasant and quiet dining environment, do not deal with the child's problems, do not cause the child to cry, make the child calm down and eat actively; pay attention to inspection, take good care of the child, gently and kindly guide and help the child to control the eating skills, cultivate civilized behavior habits and good habits after eating.| Guide the students on duty to clean the dining table and prepare the cutlery. When the children eat, the teacher does not mop the floor or sweep the floor.| Quiet, independent and orderly take tableware, food, correct eating posture, can keep the table and floor clean, can consciously wipe mouth after eating| |afternoon nap| After lunch, organize the children to go to the toilet and sleep, stop talking and laughing loudly, and create a quiet lunch break atmosphere. The teachers in the small class will help the children put down their pillows, pull open their quilts, and take off their clothes. They will cover each child with quilts in a timely and meticulous manner, correct their bad sleeping posture, and cultivate the good habit of sleeping on their right side or on their back without covering their heads.| Open the window for ventilation half an hour before the child goes to bed.| - | Of course, different kindergarten may adjust and supplement the content and goals according to their own educational philosophy and actual needs. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to fill in the kindergarten parent-child experience record form
The kindergarten parent-child experience record form can be filled in from the following aspects: ** I. Basic Information ** 1. ** Time **: Record the date of the parent-child experience activity, accurate to the date of the year. 2. ** Class **: The name of the child's class. 3. ** Name **: The name of the child participating in the parent-child experience. ** 2. Activity content ** 1. ** Activity participation ** - ** Child's performance **: describe the child's enthusiasm in parent-child experience activities. For example, whether the child actively participated in various activities or was shy and passive; whether the child actively raised his hand to answer questions and perform on stage in specific activities such as storytelling, singing, and craftsmanship. - ** Parents 'performance **: Record the parents' participation in the activity, such as whether they actively cooperate with the teacher's arrangements, whether they are invested in the parent-child interaction segment, such as in the handmade segment, whether the parents are leading or cooperating with the children on an equal footing, etc. 2. ** Event segment record ** - ** Feelings about the activity segment **: For example, in the kindergarten visit segment, you can write about the child's interest in the kindergarten environment and facilities, such as how excited the child is when he sees a large-scale amusement facility, etc. For the segment such as telling a picture book story, you can write about the child's concentration and whether he responded to the story content. During the exercise session, describe the speed at which the child learns the movements, whether he can keep up with the rhythm, etc. - ** Interactions **: Record the interactions between the child and other children, the child and the teacher, and the parent and the teacher. For example, whether the child took the initiative to share toys and exchange ideas with other children during the activity; the acceptance of the child when the teacher guided the child to participate in the activity; whether there was communication between the parents and the teacher about the child's education, etc. 3. ** Child's special performance or growth point ** - ** Discovering the child's strengths **: If the child is found to have certain specialties or excellent qualities in the activity, such as the child showing strong creativity in the hand-made segment, able to combine materials into a unique shape; or the child showing strong leadership in team activities, able to organize other children to complete tasks together. - ** Find areas that the child needs to improve **: For example, the child is timid in activities and does not dare to try new games or activities; or there are impolite behaviors when interacting with other children. Record them truthfully so that they can be improved in the future. ** 3. Summing Up ** 1. ** Overall evaluation of the activity **: evaluate the activity from the aspects of the organization, the fun and educational significance of the activity. For example, whether the activity arrangement was compact and reasonable, whether the activity content was suitable for the child's age, and so on. 2. ** Vision for the child's growth **: Based on this parent-child experience activity, raise expectations for the child's future growth in learning and socializing in kindergarten. For example, hope that the child will be more active in the next activity or be more friendly with children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to fill in the kindergarten middle class development score form
Different kindergarten classes might have different content and filling requirements, but you can generally refer to the following aspects to fill in: * * 1. Health ** 1. * * Physical and mental condition ** - * * Have a healthy body ** - If the child's height and weight were within the appropriate range (boys were 100.7 - 119.2 cm tall and weighed 14.1 - 24.2 kg; girls were 99.9 - 118.9 cm tall and weighed 13.7 - 24.9 kg), and they could maintain the correct standing, sitting, and walking posture under the reminder, they could be given a good evaluation. - * * Emotions calm and happy ** - If the child often maintained a happy mood, could quickly ease when he was unhappy, and was willing to tell his emotions to close people to share happiness or seek comfort, the evaluation should be better. - * * Able to adapt ** - Children who were able to move about in a hot or cold outdoor environment for about half an hour and had less physical discomfort when changing to a new environment would receive a corresponding positive evaluation. 2. * * Action Development ** - * * Has a certain balance, coordinated movements, and agility ** - Observe whether the child can walk steadily on a narrow and low object for a certain distance, crawl in a variety of ways, jump a certain distance with a run-up, and continuously throw and catch the ball more than three times. - * * Has a certain amount of strength and endurance ** - The score would be based on how long the child held the bar in the air with both hands (e.g. about 15 seconds), how far he threw the sandbag forward with one hand (e.g. about 4 meters), and how far he jumped forward with one foot (e.g. about 5 meters). * * 2. Learning and Development ** 1. * * Language * - * * Listen ** - Give appropriate evaluations to children who like to listen to short and simple children's songs and stories and can understand the content and remember the main characters. - * * Reading interest ** - Children who like to read picture books, can read quietly, and know how to take good care of books can get a better evaluation. 2. * * Social Communication Skills ** - Children who liked to hug familiar people, could remember the names of most of the children in the class, had a sense of security and belonging, and liked kindergarten life should be rated better in this regard. 3. * * Scientific inquiry ability ** - Knowledge of common candies, fruits, and vegetables and a simple understanding of their taste and appearance characteristics, interest in the dissolving speed of sugar (such as knowing that white sugar melts faster than fruit candy), etc. can be used as the basis for evaluation. 4. * * Understanding Mathematics ** - Children who could compare the number of objects in the two groups through a one-to-one correspondence method, perceive "more","less", and "the same amount", and could match and simply classify the objects according to their appearance and characteristics would receive corresponding scores. 5. * * Art experience ** - Children who are interested in beautiful colors and shapes in the environment, like to do imitation exercises, listen to music, imitate the movements of small animals in morning exercises, follow the rhythm of music to express songs with movements, use plasticine to shape, and recognize red, yellow, blue and other colors and are willing to choose colors to paint can get a better evaluation in terms of artistic experience. * * 3. Self-care ** 1. Children who knew how to wash their hands before and after eating, knew that eating too much sweet food was bad for their teeth, and rinsed their mouths after eating under the teacher's reminder, could eat independently, and were not picky about eating fruits and vegetables had a better evaluation of self-care. 2. Children who could use chopsticks safely, eat quietly and happily, were not picky about food, could wear shoelaces, wear clothes and take off clothes in an orderly manner, sleep quietly, had good hand-eye coordination to operate materials and tools, could wash their hands correctly, use paper towels and keep their clothes neat, knew how to protect their five senses, and had good hygiene habits could be graded according to their actual performance. * * 4. Morality and social ability ** 1. Children who respect their elders, treat others politely, abide by the rules of the class and the park, believe that they have the ability to complete simple tasks, are willing to interact with others, love their peers to help each other, love the kindergarten and the collective, are willing to do things for the class, take care of toys and take the initiative to return items to their original places, will be evaluated in terms of moral character and social ability. 2. During the evaluation, different grades (such as A, B, and C) could be given according to the child's ability to do it, ability to do it with reminders or assistance (more than 50% of the complete achievement), and inability to do it (less than 50% of the complete achievement). At the same time, when filling in the score form, it was necessary to combine the usual observation of the child and evaluate it objectively and fairly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the kindergarten class teaching reflection form
The following are the main points of writing the kindergarten class teaching reflection form: ** 1. Basic information record of teaching activities ** 1. ** Teaching activity theme **: specify the core theme of this teaching activity, such as scientific exploration, artistic creation, language learning, etc. 2. ** Teaching date and time **: Record the specific date and duration of the teaching activities, which helps to analyze the participation status of the children in the teaching activities at different times. 3. ** Teaching class and number of children **: Note the basic situation of the teaching class and the number of children participating in the activity. ** II. Analysis of the gains and losses in the teaching process ** 1. ** Teaching content ** - ** Achievement of goals **: Reflect on whether the teaching goals have been achieved, such as whether the children have achieved the expected development in knowledge, skills, emotional attitudes, etc. If it was not achieved, analyze whether the goal was set too high or too low, or whether there was a problem with the connection between the teaching content and the goal. For example, the original plan was to let the children recognize a variety of colors, but in actual teaching, the children only had a clear understanding of some colors. It might be that the color examples in the teaching content were not rich enough or the explanation method was not vivid enough. - ** Adaptability of content **: Consider whether the teaching content is suitable for the child's age, interests, hobbies, and experience. If the content is too simple, the child may feel bored; if it is too complicated, the child may feel frustrated. For example, it might not be appropriate to teach complex mathematical calculations to small children. It would be better to teach simple pattern recognition and quantity perception. 2. ** Teaching methods and strategies ** - ** Method effectiveness **: Think about whether the teaching method used is effective in stimulating children's interest and enthusiasm in learning. For example, in story teaching, was it better to simply read the story, or to use role-playing, interaction, and other methods? If the child's participation in the teaching process is not high, the teaching method may need to be adjusted, such as changing from the traditional teaching method to the game teaching method. - ** Strategy adjustment requirements **: According to the response of the child in the activity, analyze whether the teaching strategy needs to be adjusted. For example, in group learning, if it was found that the cooperation between children was chaotic, it might be necessary to adjust the grouping method or clarify the division of labor in the group. 3. ** Teaching resources utilization ** - ** Teaching aid effect **: evaluate whether teaching aids (such as pictures, objects, and multi-media) have played a role in assisting teaching. For example, if the object was too small or difficult to observe, it might need to be replaced with a larger and clearer teaching aid or a video demonstration. - ** Resource Integration **: Check whether the various teaching resources in the park have been fully integrated, such as whether the natural environment in the park (garden, playground, etc.) has been used for outdoor activities. ** 3. Reflection on teacher-student interaction ** 1. ** Teacher's performance ** - ** Guidance and Inspiration **: Reflect on whether the teacher's guidance in the activity is appropriate and whether it can inspire children to think. For example, in the questioning session, whether the teacher's questions were enlightening and whether they could guide the children to answer the questions actively. If the teacher's question is too simple or vague, the child may not be able to answer accurately. - ** Timeliness of feedback **: Consider whether the teacher's feedback on the child's performance is timely and effective. For example, whether the teacher gave positive affirmation and encouragement after the child answered the question correctly, and whether the teacher could correct and give correct guidance when the child made a mistake. 2. ** Child's performance ** - ** Degree of participation and interest **: Analyzing the degree of participation and interest of children in teaching activities. For example, whether the child actively participated in discussions, games, etc., whether he actively participated or passively responded. If the child's participation was low, it might be necessary to analyze whether it was caused by factors such as teaching content, methods, or environment. - ** Individual differences concern **: Pay attention to the differences between children and whether some children perform differently in activities due to their abilities, personalities, etc. For example, some introverted children might not take the initiative to speak in group activities. Did the teacher take corresponding measures to encourage them to participate? ** IV. Enhancement measures and future plans ** 1. ** Short term improvement measures **: Propose improvement measures that can be taken in recent teaching activities based on the problems found in this teaching activity. For example, if the teaching method is found to be unsuitable, plan to use a new teaching method in the next similar teaching activity; if the teaching aid is not effective, prepare to replace or improve the teaching aid. 2. ** Long-term teaching plan adjustment **: summarize the experience from this teaching reflection and adjust the long-term teaching plan. For example, if a child was found to have a strong interest in a certain field of knowledge, the depth and breadth of the relevant content could be increased in the subsequent teaching plan; if a child was found to be weak in a certain aspect, targeted training could be strengthened in future teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
kindergarten safety etiquette record form, middle class
The following is a list of possible safety etiquette records for the kindergarten middle class: ** 1. Date and Basic Information Bar ** 1. ** Date **:[Record Date] 2. ** Class **: Middle Class ** 2. Safety etiquette content column ** #(I) Safety etiquette at the entrance 1. ** Entering the park, emotions and autonomy ** - Did you cry when you entered the kindergarten (Yes/No)? If not, could you walk into the kindergarten by yourself (Yes/No)? - Do you wish to greet teachers and children?(Yes/No). 2. ** Checking of belongings ** - Whether or not to bring dangerous items (such as knives, small beads, etc., yes/no). #(II) Safety etiquette for activities in the park 1. ** In-room activities ** - Whether or not to follow the classroom order during classroom activities, such as sitting upright (Yes/No), raising hands to speak (Yes/No). - Do you know how to take good care of your stationery or teaching materials when you use them (Yes/No)? Do you fight over your stationery or teaching materials (Yes/No)? - When interacting with children, whether or not they are polite, whether or not they shove, hit, or scold others (Yes/No). 2. ** Game Activity ** - Can you follow the queuing rules before the game (Yes/No) and not cut the queue? - Whether you abide by the rules of the game (Yes/No), whether you know how to be modest (Yes/No). - After the game ends, can I return the toy to its original place?(Yes/No). 3. ** Break ** - When walking in the corridor, do you line up to the right (Yes/No), do you push others or lean on the guardrail (Yes/No). - Do you hold the handrails when going up and down the stairs (Yes/No)? Do you take one step at a time? Do not run or jump (Yes/No). #(3) Safe dining etiquette 1. ** Before dinner ** - Whether to actively wash hands (Yes/No), whether to wash hands correctly (Yes/No). - Can you wait for your meal in the restaurant?(Yes/No) 2. ** Eating ** - Picky Eater (Yes/No), Snatch Food (Yes/No). - Whether you are quiet, don't talk loudly, don't look around, don't play (Yes/No). - Can you use tableware correctly (Yes/No), do not drop rice, do not leave leftovers (Yes/No). 3. ** After-meal ** - Do you want to put the cutlery back to the designated position?(Yes/No). - Wiping mouth and washing hands (Yes/No). #(4) Safety etiquette for afternoon naps 1. ** Before the afternoon nap ** - Can you enter the dormitory quietly?(Yes/No) - Whether or not the clothes that were taken off were neatly folded (Yes/No), and the shoes were neatly placed (Yes/No). 2. ** Napping ** - Whether you have the correct sleeping position (lying on your right side or back, no covering your head, no lying on your stomach, yes/no). - Whether or not he slept peacefully, whether or not he disturbed others (Yes/No). 3. ** After a nap ** - Can you get dressed after getting up (Yes/No)? Can you make your bed with the help of the teacher (Yes/No)? #(5) Safety etiquette in the Leaving Garden 1. ** Before leaving the garden ** - Can you take the initiative to tidy up your belongings (such as school bags, stationery, etc., yes/no). - Can you wait for your departure in an orderly manner under the teacher's organization (Yes/No)? 2. ** When I left the garden ** - Do you wish to bid farewell to the teacher or the child?(Yes/No). - Whether to follow your parents closely and not run around on your own (Yes/No). ** 3. Teacher Evaluation and Remarks ** 1. ** Teacher Rating ** - Give a brief evaluation of the child's overall safety etiquette performance that day (such as good, needs to be improved, etc.). 2. ** Remarks ** - Record any special events related to safety etiquette that happened that day (such as a child's outstanding performance or problems in a certain segment, etc.). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the kindergarten class
The following are some examples of teaching plans for kindergarten classes: ##1. The Little Dwarf Ascends the Stairs 1. ** Teaching goal ** - Let the children be willing to follow the teacher to do counting activities within 10. - Make sure the child can sing the numbers 1 - 10 in the correct order. - This will enable the child to sing the number according to the rhythm of the body movements and cultivate the child's ability to recognize the number. 2. ** Teaching preparation ** - [Learning Tool: Dwarf Finger Puppet, 10 steps ladder made of cardboard] 3. ** Teaching process ** - ** Game: Dwarves Climb the Stairs ** - The teacher operated the paper doll to tell the story: The dwarf wanted to climb the stairs to play. As he climbed the stairs, he sang the number 1 - 10 rhythmically. After climbing the stairs, he jumped happily and waved to the children. - Ask the child to point at the table or a certain part of the body. The teacher will control the small paper puppet. The teacher and the student will learn the dwarf's singing rhythmically and repeat it. - The child manipulated the little finger puppet to play the game of singing up the stairs. The teacher observed the child's singing. For the child who could not sing correctly, the teacher could operate the teaching aid to play the game with the child and lead the singing. - ** Music Game: Ten Dwarfs ** - The teacher asked the ten children to be dwarfs. The teacher gently patted the children's heads as he sang the song "Ten Dwarfs." - He could also use his ten fingers as ten dwarfs and sing while sticking out his fingers. - ** Outdoors game: Kids go up the stairs ** - He brought the children to the stairs outside the classroom and sang by the stairs. ##2. Ladder Game Teaching Plan 1. ** Teaching goal ** - Let the child grasp the order of the numbers 1 - 10 and be able to count them accurately and quickly. - Cultivate children's cooperative spirit and ability to cooperate, let them feel the joy of teamwork in the game. - To improve children's running ability, strengthen their physical fitness, and explore and understand the basic situations in life through games. 2. ** Teaching content ** - The ladder game. 3. ** Teaching session ** - ** Introduction and preparation of the game ** - The teacher introduced the rules of the ladder game to the children and asked them to line up in a row. Everyone stood on the first step of the ladder to remind the children to pay attention to safety. - ** Game Rules ** - Each step of the ladder had numbers 1 - 10 written on it. The child had to step on it and read the numbers out loud. Only one step could be taken at a time, and only after one step could the next child go up the stairs. If they stepped on the wrong number or did not follow the order of the steps, they would have to go back to the starting point and start again. - ** Game implementation ** - The teacher led the children to play the game. The children took turns to climb the stairs and read out the numbers loudly. When all the children reached the top floor, they were encouraged to return to the starting point and play the game repeatedly. If the child makes a mistake, the teacher can give a hint. - ** Game summary ** - At the end of the game, the teacher led the children to summarize the game experience, such as the skills to climb the ladder faster and the ways to avoid making mistakes. Finally, praise the children's performance and strengthen their practice to make them more familiar with the order of numbers and improve their cognitive ability and cooperation ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The format of the kindergarten maintenance record form
The following is the format of a kindergarten maintenance record: |date| Repair Department| Repair content| repair date| maintenance results| Repairman's signature| Department signature| remark| |----|----|----|----|----|----|----|----| Or: |Repair Department| repair date| Repair content| maintenance results| Repairman's signature| Department signature| remark| |----|----|----|----|----|----|----| <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Regular Pest Control Record Form
We can get the contents of the regular pest control record form, including the date of the killing, the location of the killing, the agents used for the killing, the inspection of the killing effect, the executor, and the remarks. The purpose of this log was to record and track the killing activities to ensure the hygiene and safety of the site. The specific template could be customized according to the needs, but it usually included the above content.
Canteen Regular Deinsectization Record Form
The record form of regular pest control in the canteen needs to be filled with the date, location and area of the pest control, the materials used for the pest control, and the operator. The killing date can be arranged regularly according to the needs. The killing location can be in various areas of the canteen. The material used for the killing can be the disinfectant solution. The killing operator can be the designated staff. The specific template of the record form could be found in the relevant library or website and downloaded for use.
The teaching plan of the art class in kindergarten
The following is a lesson plan for the kindergarten middle class art class, Sweet: ##1. Teaching objectives 1. skill target - Able to use hand movements in a more coordinated manner for related art creation (such as kneading plasticine). - Learn how to add or combine appropriate elements to the three-dimensional model (such as installing small rods on the sphere, etc.). 2. Emotional and cognitive goals - Appreciate the work of oneself and your companions, and experience the joy of success. - Further learn to carry out art activities evenly within the specified range, and develop good habits such as bold colors and uniform painting (if it involves painting and other operations). ##2. Teaching Materials Lollipops, plasticine, straws (Take "Sweet Candy" as an example), or materials related to the "sweet" theme, such as colored paper, crayons, glue, etc.(If you create other sweet things, such as candy paintings, etc.). ##3. Teaching process ###(1) Introduction 1. Guess. - The teacher aroused the interest of the children, for example, saying,"Children, the teacher's pocket is bulging. There is a mysterious thing in it." He guided the children to guess. - He added,"Listen, there's still a sound. Let's guess again." And then reveal that the answer is sugar (if sugar is the theme). - Then he asked,"What kind of sugar is it?" draw out the main topic, ie the lollipop, etc ###(2) Observation and Cognification 1. observe things - If it was a lollipop theme, the teacher would show the lollipop and guide the child to observe its appearance. - Guide the child to describe, such as,"What shape is the candy on it? What about the rest?" Help the child describe the candy in a coherent manner, such as "The candy above is round, and the stick below is long." - You can ask the child if he has eaten other types of related food (such as other shapes of sugar, etc.). ###(3) Creation 1. teacher demonstration - If you want to make a lollipop (Take "Sweet Candy" as an example): - The teacher chose the plasticine that he liked and placed it in his hand. As he was doing it, he said,"Children, first put the plasticine in your palms, then rub your hands together like this. Gently, rub it into a round ball." - Then he demonstrated,"Look, the teacher pressed a beautiful tail on it (insert a straw, etc.), and it became a beautiful lollipop." - If it was drawing candy or other creations: - The teacher demonstrated the shape of a candy on the blackboard or drawing paper, such as a round or square candy body, plus details such as curved candy paper, and explained the steps while drawing. 2. Game Rules - Set rules for the production or painting process. For example,"When you're doing crafts or painting, you can't make any sound with your mouth. You have to be quiet." - "You can't snatch things from others. If you're drawing, you can't draw beyond the scope of the paper." 3. Infant Operation - Children began to create their own works, such as making lollipops, drawing candies, and so on. - The teacher gave individual guidance and reminded the child to pay attention to the key points of the operation (such as gently rubbing the plasticine into a circle, etc.). ###(4) Showing and Sharing 1. works show - The teacher chose a few children's works to display. - He guided the other children to admire the painting and asked,"Look at the children's drawings. Are they beautiful?" 2. share their feelings - The teacher asked the child if he was happy today. - Guide children to learn how to share happiness, such as saying,"When children have happy things, they must learn to share with others." (If you make lollipops, you can let the children imagine sharing them with other classes.) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>