Learning highlights in kindergarten
The following are some highlights of the kindergarten: - In the 2020 graduation season of the kindergarten affiliated to Luolong District's Second Real School, the children were reluctant to part from the initial toddler to graduation. Their kindergarten life ended and their learning career began. - Luolong District's No. 3 Experimental kindergarten, although affected by the epidemic, could not carry out offline activities to talk to trees, but carefully organized activities to learn the meaning of Arbor Day. - The first week of Noah Zhou and Zhuang's summer camp in 2022 was wonderful. The military sports courses included military postures, military boxing and other training contents. The children learned to face difficulties bravely, challenge and surpass themselves, and at the same time cultivate team spirit. In the art course, the children decorated the golden fish tank in their hearts with paintbrushes and scissors. - In a kindergarten, there were children learning how to make chrysanthemum desserts during the Double Ninth Festival. - Fanshan Beiguan Yangzheng Garden kindergarten had learning scenes related to reading and wisdom. Read more exciting novels for free
The movie highlights of Springfield Flower kindergarten
Haruta Flower Nurseries is a very popular novel. There are many movie highlights about this novel. 1 The storyline of the Haruta Flower School may be re-enacted or adapted to present a different perspective or ending. The film might highlight the characteristics of the kindergarten and show its teaching methods and teaching philosophy. The movie might revolve around the students and teachers of the Haruta Flower kindergarten, showing their daily lives and emotional stories. 4. The film may involve safety incidents or incidents at Springfield Flower Nurseries as a warning to parents and instructors. 5. The movie may be set in the background of Haruta Flower Children's School to tell other related stories or characters. The film may highlight the educational philosophy and cultural characteristics of Haruta Flower Nurseries and display the educational achievements and cultural charm of the kindergarten. The above were just some possible highlights of the movie. The specific situation still needed to be determined according to the content of the novel itself.
What are the benefits of kindergarten children learning to read kindergarten stories?
It helps with language development. By reading these stories, they are exposed to new words and sentence structures.
Learning tips from kindergarten game training
The following are some of the learning experiences of kindergarten game training: ** 1. Education philosophy ** 1. ** The spirit of the game ** - The kindergarten curriculum should fully reflect the spirit of play, which includes freedom, autonomy, creativity, and pleasure. This meant that the spirit of play should not be limited to a single segment, but should run through the child's daily life. For example, from the morning check-up, morning exercises, meals, afternoon naps, to leaving the kindergarten, all the links could be infiltrated with game elements, allowing the child to spend every day in a relaxed and happy atmosphere. - In traditional kindergarten activities, it might be more teacher-led arrangements, but now it had to be changed to child-centered, respecting children's independent choices and interests. For example, during regional activity time, children could freely choose the area they wanted to participate in, such as the scientific exploration area, art design area, etc. Teachers should not interfere too much with children's choices. 2. ** A new understanding of children ** - Children were real gaming experts and geniuses. In the training and learning, they deeply realized that children had unlimited creativity and imagination in the game. Teachers should reduce unnecessary intervention and let children fully play their abilities in the game. For example, in role-playing games, children could create various game plots based on their own life experience and imagination. If the teacher over-instructed them, it would limit the development of the children. ** 2. The relationship between game time and activities ** 1. ** Gaming time guarantee ** - Make sure that the children have enough free time to play. Free play time was an important guarantee for early childhood development. It could not be replaced by " teaching " or other activities directly guided by teachers. For example, when arranging the daily activities of the kindergarten, it was necessary to clearly set aside a special free play time period so that the children could play according to their own wishes. 2. ** Relationship between the theme event and the game ** - In a kindergarten where the curriculum was carried out in the form of a theme, the position and role of games in the theme activities depended on the teacher's understanding of the theme activities. Teachers need to think about how to develop the theme through various activities that have internal connections, so that the game and the theme activities can be combined. For example, when carrying out the "Spring" themed activity, you can set up natural observation games, plant planting games, etc. related to spring, so that children can understand the characteristics of spring in the game. ** 3. Teacher guidance ** 1. ** The importance of reasonable guidance ** - The teacher's reasonable guidance was the key in the children's gamification curriculum. Teachers should strengthen their understanding of the relevant educational outlines and guidelines, and integrate the concepts into the practice of curriculum gamification. In the process of children's play, teachers should grasp the degree of guidance, neither excessive intervention nor complete laissez-faire. For example, when a child is playing a construction game, the teacher can provide some suggestions on construction skills at an appropriate time, but he cannot directly build it for the child. 2. ** Guidance strategies for different segments ** - Before the game, the teacher should do the preparatory work, such as creating a suitable game environment, providing suitable game materials, etc. For example, before a large-scale themed character game was launched, teachers had to arrange the scene and put in materials according to the theme of the game and the age characteristics of the children. - In the game, the teacher must keenly observe the behavior and performance of the child and provide the necessary support according to the needs of the child. For example, when a child encountered difficulties or conflicts in the game, the teacher should guide the child to solve the problem by himself. - After the game, the teacher had to summarize and evaluate it. This was not simply to judge the child's game results, but to guide the child to review the game process, share the game experience and feelings, and promote the child's further development. ** 4. Game type and materials ** 1. ** Diverse Game Styles ** - There were many types of kindergarten games, such as regional games, character games, sports games, and so on. Different types of games had different effects on children's development. For example, regional games could meet the development needs of children in different aspects. For example, the art design area could cultivate children's artistic creativity, and the puzzle area could train children's thinking ability; role-playing games could help children's social development, so that children could learn to interact and cooperate with others in the process of playing different roles. 2. ** Game Material Selection and Usage ** - In the selection of game materials, one had to pay attention to the adaptability and variety of materials. It advocated the use of low-structure materials, such as living materials, natural materials, waste materials, etc. These materials could stimulate children's creativity and imagination. For example, in a character game, one could use old cardboard boxes to make " houses " and leaves to make " food ". At the same time, the distribution of game materials should be arranged according to the age characteristics of the children and the needs of the game. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Learning words, understanding kindergarten teaching plans
The following was a kindergarten lesson plan for learning to read: ##I. Origins and Design of the Event The children in the upper class were about to enter primary school and were very interested in symbols. They began to pay attention to and distinguish some similar words. In daily activities, the children were curious about the word cards and exchanged words with each other. They also raised questions about the writing method of the words. Based on this, the activity was designed to increase children's interest in Chinese characters, stimulate their thirst for knowledge, and prepare them for primary school. ##2. Activity Target 1. Cultivate children's interest in China characters and guide children to understand the origin and simple characteristics of China characters. 2. He had a preliminary understanding of pictographs, understanding words, and interesting components in Chinese characters. 3. Cultivate children's cooperation and negotiation skills. ##3. Event preparation 1. ** Experience preparation **: In the transition between daily life, regional games, and educational activities, the children will have the opportunity to come into contact with Chinese characters, so that they can already recognize some Chinese characters and have a strong desire to read Chinese characters. 2. [Material preparation: Chinese character knowledge PowerPoint presentation, small puppets that can move all joints, character cards, etc.] ##4. Key Points and Difficulties 1. ** Main point ** Guide the children to discover the characteristics of pictographic characters and understanding characters, and know the purpose and use of the characters. 2. ** Difficulty ** Guide the children to express Chinese characters in a cooperative way, and learn to divide the work and negotiate in the process of cooperation. ##5. Activity 1. ** Watch the lesson and get a preliminary understanding of the origin and simple features of China characters ** - [Understand the characteristics of the oracle bone inscriptions]: Show the pictures of the oracle bone inscriptions and let the children guess what the pictures are, whether they are words, which language they are from, and whether they can understand the meaning. Then, it revealed the ancient China characters, guiding the children to think of what they were like, and then showing the corresponding Chinese characters that had evolved to the present. For example, the pattern of the oracle bone inscriptions was like the sun, and after evolution, it was the word "day". Using the same method to display the words mountain, stone, moon, wood, etc., to let the children understand that oracle bone inscriptions were the earliest characters. In the past, people carved patterns on stones, bones, and tortoise shells to record things. - [Understand the characteristics of pictographs: Introduction: pictographs are words drawn according to the shape of things.] Show pictures of pictographs and let the children guess what the pictographs look like, such as "mountain" like a mountain,"moon" like a crescent moon, etc., to help the children understand the characteristics of pictographs. 2. ** Deepen your understanding of Chinese characters through interaction ** - Using PowerPoint to display different types of Chinese characters such as pictographs and understanding words, guide children to observe and compare, and encourage children to express their findings. For example, by showing the word "rest", the children could think about the possible meaning of the combination of "person" and "wood", and guide the children to understand the characteristics of the word "rest". - He took out the word card and started the group competition game. Divide the children into groups. Each group will take turns to draw word cards, judge whether it is pictographic or understanding words, and explain the reason. The group that answered correctly would be rewarded with a small sticker. 3. ** Guide children to cooperate and express Chinese characters ** - Arrange tasks, such as letting the children form groups to express a Chinese character with their body movements. For example, the word "person" can be expressed in a standing posture. - In the process of cooperation, guide the children to learn the division of labor, such as who is responsible for leading the action design, who is responsible for assisting the adjustment, etc. At the same time, learn to negotiate, such as how to resolve when there are different opinions on the action performance. - Each group of children showed the Chinese characters that they had cooperated with. The other groups of children guessed which character it was. The teacher evaluated and summarized the children's performance. 3. ** Event summary ** This is a review of the knowledge of Chinese characters learned in this activity, including the origin of Chinese characters, the characteristics of pictographs and Chinese characters. Children are encouraged to continue to explore the mysteries of Chinese characters in their daily lives. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Parents 'opinions on learning rope skipping in kindergarten
Parents had different opinions on learning rope skipping in kindergarten. Some parents supported the kindergarten to carry out activities related to rope skipping: - Some parents realized that skipping rope had many benefits for their children, such as helping their children exercise and helping their children grow taller. If the child could learn to skip rope in kindergarten, it would be helpful for the physical education test after the child entered primary school. It would allow the child to better adapt to the skipping rope course in primary school physical education class. It would also give the child a sense of accomplishment from skipping rope, thus allowing the child to adapt to primary school life more smoothly. - Some of the kindergarten's innovation in rope skipping activities, such as allowing children to perform rope skipping on the roller with the consent of parents (although there were safety considerations), also reflected the cooperative attitude of parents towards the kindergarten's rope skipping activities. At the same time, some parents had different opinions. - Some parents thought that the kindergarten should carry out more teaching activities such as reading, writing, addition and substitution, and give their children a certain amount of homework. The importance of sports activities such as rope skipping was relatively low in their minds. - For children with zero foundation learning rope skipping, if their parents did not teach them well, they would tend to apply for the rope skipping extra-cursory training class. This also reflected that they might have some concerns about the results of rope skipping teaching in kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What to do with kindergarten boys 'learning anxiety disorder?
If a kindergarten boy had learning anxiety, it could be solved from the following aspects: ###1. Relieve stress Parents shouldn't give their children too much talent education in order to let them win at the starting line, so as to reduce the pressure their children face, because the pressure exerted by teachers and parents, intentionally or unintentionally, may cause anxiety in their children. When guiding a child's growth, you should give more encouragement and support rather than increasing pressure. ###2. Companion Communication Parents should spend more time with their children and strengthen their parent-child relationship. Modern urban people were often busy with work and neglected their children's physical and mental growth. If there was a lack of communication for a long time, the children might think that they were disliked or disliked, resulting in anxiety. Spending more time with the child, such as taking the child to participate in outdoor activities, would help the child's physical and mental health. ###3. Ability Cultivation 1. [Independent Ability]: - Children had to do many things independently in school, such as sleeping, eating, dressing, going to the toilet, etc. If they lacked training, they would be anxious because they had no confidence. Parents should avoid excessive spoiling and not do everything. They should exercise their children's independence and let their children adapt to self-care in collective life. 2. ** Social Skills **: - Some parents avoided their children from interacting with other children because they were worried about the spread of the disease, which would reduce their children's social and communication skills. In the collective environment of the kindergarten, children with poor social skills might not be welcomed, which would affect their psychology. Therefore, it was necessary to train the child's social skills and let the child get along with other children. ###4. Selection of environment Choosing a kindergarten with facilities and teachers was not just about price. If children could feel the warmth of home in kindergarten, they would not be overly resistant to group life. Moreover, the teacher's attitude towards the child was crucial. If the teacher cared for the child like a mother and could impart knowledge, the child would be more willing to go to kindergarten. ###5. Psychology and Confidence 1. ** Mental Support **: - When the symptoms are severe, you can find out the cause of the child's anxiety through psychotherapy. After establishing a good doctor-patient relationship, understand the child's true feelings, and use the family's help to eliminate unfavorable factors to alleviate the symptoms. 2. ** Build Confidence **: - Helping children build confidence in overcoming difficulties and doing well in their studies, cultivating a strong will and a cheerful personality will help prevent and alleviate anxiety. For the negative stimulation faced by children, measures should be taken to reduce or alleviate it. Parents should also educate their children correctly, improve the family environment, and reduce the negative effects on their children's psychology. ###6. Drug intervention If the child's anxiety disorder occurs when the whole body is tense, the face is tight, the eyebrows are locked, and the child sighs, or there are physical symptoms such as sweating, dizziness, breathlessness, rapid heartbeat, cold or hot hands and feet, frequent defecation, etc., you can choose a small amount of anti-anxiety drugs such as valium and Lightness under the professional guidance of the doctor. However, the drug treatment process should not be too long. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Learning from the training and reflecting on the words of the kindergarten teacher
The following are the possible gains and reflections from the perspective of a kindergarten teacher in the training: ##1. Harvest 1. ** In terms of educational philosophy ** - He had a deep understanding that the transition from childhood to adulthood was a comprehensive process. It was not only the transition of knowledge, but also the preparation of children's body, mind, life, society, and learning. For example, he understood that he should rely on documents such as the Guide to the Learning and Development of Children Aged 3 - 6 and the Guide to the Education of Pre-school Education in Nurseries to establish a scientific concept of the connection between the young and the young. He should avoid using the early learning and intensive training of primary school knowledge and skills to replace comprehensive preparation. - Realizing that the transition between primary and secondary should respect the law of children's development, we should guide children to transition to primary school step by step. For example, we should realize that primary school focuses on habits and junior high school focuses on attitude, so we should focus on cultivating good habits in children during the transition stage. 2. ** Teaching methods and activities ** - He learned a variety of teaching methods to promote the physical and mental preparation of children. For example, by organizing activities such as "My Primary School Friends","Walking into Primary School","Primary School in Picture Books", etc., they helped children understand primary school psychologically and yearn for primary school; through physical exercises such as rope skipping, they strengthened children's physique and cultivated their spirit of perseverance. - In terms of preparation for life, he had mastered a series of activities. For example, the "I am the master of time" activity to enhance children's time awareness, the "21 Good Habits Cultivation" activity to cultivate children's self-care ability, and the "Little Day Duty Student" activity to cultivate children's love for labor. - In terms of social preparation, he understood the importance of independent games for children's communication skills, planning awareness, and task awareness, as well as the significance of etiquette education for children to adapt to the new environment. - In terms of learning preparation, learning could be inspired to connect mathematics and other subject knowledge with life practice, such as carrying out activities such as "shopping talent" and "item statistics" to stimulate children's interest in mathematics, carrying out mathematical thinking training games and chess games to cultivate children's concentration, imagination and thinking flexibility. - He understood the positive effect of environment creation on the connection between young and young. For example, creating an activity atmosphere close to the first grade of primary school in the classroom, reasonably arranging the work column to display children's works, adjusting the placement of desks to protect children's eyesight, adjusting the teaching activity time and increasing the teaching form similar to primary school, strengthening the break between classes and free activity guidance, etc. 3. ** Working with parents ** - They recognized the importance of publicizing the concept of scientific connection between children and young children to parents. They could also gradually infiltrate the minds of parents with advanced educational ideas through the platform to promote the growth and progress of children, so that parents could see the effectiveness and importance of the connection between children and young children, so as to better cooperate with parents to promote the connection between children and young children. ##2. Reflection 1. ** Inadequacies in teaching practice ** - In the process of organizing activities, there may be situations where the depth and breadth of the activities are not enough. For example, in terms of physical and mental preparation, although some activities have been carried out, it may not fully satisfy the curiosity and worry of every child in primary school. Some children may still have psychological uneasiness. - In the life preparation activities, the cultivation of children's living habits might not be detailed and continuous enough. For example, in terms of time management, children might only have a good sense of time during activities, but it was not consolidated enough in daily activities. - In terms of social preparation, the design of autonomous games might not be diverse enough, and there was still a lot of room for improvement in children's communication skills. In terms of etiquette education, there may be situations where it is not closely integrated with the actual life situation, resulting in the children's etiquette performance in the real scene is not satisfactory. - In terms of learning preparation, the connection between subject knowledge and life activities might not be rich enough. The differences in learning interests of different children were not fully considered, resulting in some children's interest in learning not being fully stimulated. 2. ** Not enough attention to individual differences ** - The individual differences of each child might not have been fully taken into account in the work of connecting children to children. Every child's development speed, learning style, and adaptability were different. In the process of teaching activities and guidance, more collective activities were used, and there was no individual guidance and support for the special needs of individual children. 3. ** The depth of Homeland's cooperation ** - In terms of cooperation with parents, although they tried their best to promote the scientific concept of connecting children to children, they might not have a deep understanding of the parents 'real concerns and expectations, resulting in the depth of the homeland's cooperation. For example, parents might have excessive concerns about the learning pressure and competitiveness of their children during the transition period, and teachers might not completely eliminate this concern when communicating with parents, and they might not better adjust the transition strategy according to the feedback of parents. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The opening of the kindergarten's New Year's Day highlights
New Year's Day was the first note of the new year. In the kindergarten, it played a movement full of innocence and joy. When the first ray of sunlight was still brewing in the sky, the kindergarten was already filled with the festive atmosphere. The children's innocent smiles were like the brightest warm sun in winter, lighting up every corner of this New Year's Day. A series of exciting events were about to unfold here. Every moment was like a bright star embedded in the happy sky of New Year's Day. Let's go into the kindergarten's New Year's Day world together to capture those exciting highlights. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Parenting knowledge, small classroom, kindergarten, small class, learning
There were many aspects of learning in a small kindergarten class: ** 1. Living habits and self-care ability ** 1. ** Personal Item Management ** - After taking off your shoes, place them neatly. Put your socks inside your shoes. - He could drink water from his own cup. - After playing with the toys, he put them away in the designated location in time. 2. ** Health Habits ** - Wash your hands before eating, after using the toilet, and when your hands are dirty. - Don't drink raw water and drink less beverages. - Girls should squat down to relieve themselves, queue up to go to the toilet, and pay attention to privacy; boys and girls should not relieve themselves anywhere, and do not row their urine outside the pool. They should tell the teacher in time when they relieve themselves, and gradually learn to take care of themselves, such as wiping their own buttocks, lifting their pants, etc. 3. ** Eating Habits ** - When eating, hold the bowl, chew carefully and swallow slowly. Postures are correct to avoid dirtying clothes. Don't make food everywhere. Obey table manners. Don't fight, don't snatch, and don't be picky about food. 4. ** Habits ** - Enter the park on time, not be late, and not leave early. - She could go to bed on time and not cry or make a fuss. ** 2. In terms of social and behavior norms ** 1. ** Interact with others ** - He did not snatch other people's toys and stationery. - Learn to make friends, remember the names of teachers and good friends, know how to share, willing to share their favorite toys with others, and share happy things with classmates and teachers. - Obey the rules when playing games with your classmates. Don't shout or push other children. - He took the initiative to socialize with children and learn to express himself through making friends. - If you affect others, you have to apologize. If you break a classmate's things, you have to compensate. - Learn how to help others and thank them when you receive help. - Able to briefly communicate with parents about their daily life and activities in the kindergarten that day. Able to clearly explain what happened if there was a problem. - During the event, he would listen, dare to express himself, be willing to communicate, be able to use materials to operate, and dare to perform in front of others. - Able to greet and say goodbye to classmates, parents, and teachers. 2. ** Code of conduct ** - They did not hit, curse, pinch, or bite people. - Obey public etiquette and not make a racket in public. - Civilization car first get off and then get on, do not push. - Don't eat or drink anything given by strangers. If you get lost, ask the police for help. Don't say no when others are unhappy. ** 3. Learning and Awareness ** 1. ** Safety Awareness ** - Pay attention to safety when playing sports equipment. Be careful when going up and down the stairs. Don't play around in the stairwell. Watch out for obstacles when walking. Be careful not to slip. Know the safety signs and understand the basic traffic rules. 2. ** Basic Knowledge Learning ** - To recognize circles, squares, and triangles, to classify objects according to a characteristic of the object, to learn how to classify objects within five groups according to their size, length, and a certain characteristic, to recognize "1" and "many" and their relationship, to correspond the number to 1 - 5, to compare the number of two groups of objects using a one-to-one correspondence method, to take objects according to the number, to perceive more, less, and the same number. - With himself as the center, he could differentiate between up, down, front, back, left, right, inside, outside, and other directions. - In the field of language, listening to stories to develop the habit of listening to develop language comprehension ability, reading books to cultivate interest in reading; In the field of science, to stimulate curiosity and the desire to explore to develop cognitive ability; In the field of society, to cultivate interpersonal communication and social adaptability; In the field of art, painting, singing children's songs, doing crafts, to cultivate beauty. ** 4. Self-protection and expression ** 1. ** Self-protection ** - He memorized his parents 'cell phone numbers and home addresses. - If you feel unwell, you can tell the teacher in time. 2. ** Expressiveness ** - He likes to answer questions and raise questions. He can boldly express his thoughts during discussions. When answering questions or speaking in class, he raises his hand first. When the teacher speaks, pay attention not to interrupt. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design plan of the kindergarten C1 cross-disciplinary learning activities
The following is an example of a kindergarten C1 cross-disciplinary learning activity design: ** 1. Title: ** I love my kindergarten (integration of art, language, and social interaction) ** 2. Learning objective: ** 1. ** In terms of art ** - Children can use different materials (such as colored paper, colored pens, etc.) to create a picture about the kindergarten, showing their love for the kindergarten and improving their artistic expression. - Learn to recognize and use the three primary colors (red, yellow, and blue) to create paintings. 2. ** Language * - To be able to use simple sentences to describe the kindergarten scene in his painting, such as "I drew the kindergarten slide, and the children are playing", to train his language skills. - Understand and tell simple stories related to kindergarten life to improve language comprehension and organizational skills. 3. ** In terms of social interaction ** - By sharing his paintings and stories with his peers, he learned to listen to the thoughts and opinions of others and improve his social interaction skills. - Know how to abide by the rules in group activities, such as taking turns to share, not interrupting others, etc. ** 3. Target Students: ** Small Class Children ** 4. Event schedule: ** 1. ** Introduction (5 minutes)** - The teacher played a cheerful kindergarten song (such as "I love my kindergarten") and led the children to sing together and do simple rhythms to create a relaxed and happy atmosphere. - The teacher asked the child,"What do we have in our kindergarten?" Guide the children to recall the scenes of kindergarten, such as classrooms, playgrounds, and slide. 2. ** Art Creation (15 minutes)** - The teacher showed the children some pictures of the kindergarten scene drawn in the three primary colors and briefly introduced the three primary colors. - The children were provided with colored paper, colored pens, scissors, glue, and other materials to freely create a picture about the kindergarten. The teacher guided the children in the process of writing and encouraged the children to use their imagination, such as "You can paint the kindergarten house red". 3. ** Language segment (15 minutes)** - After the children finished writing, the teacher organized the children to sit in a circle. Each child took turns holding their own painting and using simple sentences to describe the contents of the painting. The teacher can guide the child to say,"What I drew is..., here is..." and so on. - The teacher would tell a simple story about kindergarten life, such as "A Day in kindergarten," and then ask the child to retell the main plot of the story. 4. ** Social interaction session (10 minutes)** - In the process of sharing the paintings and stories, the teacher guided the other children to listen carefully. After the sharing, the children were encouraged to ask each other questions and express their opinions, such as "The child you drew is so cute. What is he doing?" - Teachers emphasized the rules in group activities, such as waiting for others to finish before speaking, respecting other people's works, etc. ** 5. Learning Resources: ** 1. Art materials: Colored paper, colored pens, scissors, glue, etc. 2. "The kindergarten song," I love my kindergarten." 3. [Image Source: A picture of a kindergarten scene drawn in primary colors.] ** 6. Technology Tools and Usage Strategy: ** 1. [Multi-media equipment: Used to play children's songs and display pictures.] In the introduction stage, playing children's songs could attract children's attention and stimulate their interest. When showing pictures, children could more intuitively understand the use of three primary colors in painting. 2. Teachers could use their mobile phones or cameras to record the children's creative process and sharing sessions. After the activity, they could share it with their parents to let them know about the children's learning in the kindergarten. ** 7. Learning Rating: ** 1. ** Art Creation Evaluation (30%)** - Observe whether the child can use the three primary colors to create (10%). - Evaluation of creativity and expressiveness of the children's works, such as whether the content of the picture is rich and unique (10%). - Children's concentration and participation in the creative process (10%). 2. ** Verbal expression evaluation (30%)** - Can the child describe his or her painting in simple and complete sentences (10%). - Whether you can grasp the main plot when retelling the story (10%). - Whether the voice is clear and smooth in the process of expressing (10%). 3. ** Social interaction rating (40%)** - Whether or not you can listen carefully to others during the sharing session (10%). - Able to actively ask questions and express their opinions (10%). - Whether to abide by the rules of the group activity (10%). - The degree of politeness in interacting with peers, such as whether to use polite language (10%). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>