Big class beautiful red-crowned crane teaching plan design intent
With the concept of independent innovation in teaching, the clever use of fresh and interesting Cai coursewares to guide students to carry out independent learning, reflecting the process of students reading, thinking, feeling, and absorbing in reading practice, thus guiding students to experience the beauty of red-crowned cranes and understand the significance of protecting wild animals. Read more exciting novels for free
Big class art activities, dynamic villain design intent and teaching plan
The following is the design intention and lesson plan of a moving little person for the art activity in the big class: ##1. Design Intent 1. ** Invigorate creativity and imagination ** - In the big class, children's creativity and imagination were in a period of rapid development. The art activity of designing dynamic figurines could give children sufficient space to freely express their imagination and express their unique ideas through the design of the figurines 'movements and shapes. For example, children could imagine the movements of the little people in different scenes such as dancing, running, flying, etc. This helped to expand the child's thinking space. 2. ** Training fine hand movements ** - To make a dynamic little man, whether it was drawing, cutting, connecting, and other operations, children needed to use the small muscles in their hands. For example, when using scissors to cut the cardboard to make the body parts of the small person and connecting these parts with a staplers, the children's fine hand movement ability could be well trained, which was positive for their future development of writing skills. 3. ** Enhances aesthetic ability ** - In the process of designing a dynamic little person, children need to consider the aesthetic elements such as the color matching and shape ratio of the little person. They could choose colors to decorate the little people according to their preferences, and by adjusting the proportion of the various parts of the little people's body to create a beautiful image, they could gradually improve their perception and judgment of beauty. 4. ** Enhances artistic expression ** - Children can use their own way to transform the ideas in their minds into specific animated figurines through artistic means. They could use painting, hand-made, and other methods to express the movement of the little person. This was a manifestation of the child's artistic expression, and at the same time, it could also enhance the child's interest and confidence in art activities. ##2. Teaching Plan ###(1) Activity Target 1. He tried to connect the cardboard with the correct pattern with the staplers to form a moving little person. 2. He could put his work into various shapes to represent different sports or other dynamic scenes. 3. Experience the joy brought by the production activities, cultivate the children's hands-on operation ability, and be able to boldly communicate with their peers according to the observed phenomenon, so that the children can experience the ability of autonomy, independence, and creation. ###(2) Event preparation 1. A projector and a production flow chart. 2. All kinds of cut patterns (such as round, square, triangular, etc.), drawing paper, glue, and rags. 3. Show some pictures or videos of moving characters. ###(3) Activity process 1. ** Part of the import ** - Play a video of various dynamic characters (such as athletes competing, dancers dancing, etc.) or show relevant pictures to guide the child to observe and ask,"Children, what do you see these people doing? What are their body postures like?" Arouse children's interest in moving characters. 2. ** Creation and explanation ** - Show some basic graphics, such as round (can be used as a head), rectangular (as a body or limbs), etc., and explain to the child how to use these graphics to form a small person. - Demonstrate the method of connecting the cardboard with a stapler to remind children to use the staplers safely. For example, they could sew two rectangular shapes together to form the arms of the little person and show the child how to adjust the position of the staple so that the arms could move. - As for the part where the figure was pasted with glue, such as sticking hair on the little person (it could be a cut slender figure), it was also necessary to demonstrate the operation and remind the child to use the glue appropriately. 3. ** Children's Creation ** - Let the children freely choose the pattern card and start to make their own dynamic little people. Children were encouraged to use their imagination to create different movements and shapes of the little people. The teacher would guide the children in the process of creation and give them timely help and encouragement. For example, when a child encountered difficulties in conceiving the actions of a small person, the teacher could guide the child to recall the actions of the characters in the pictures or videos he had seen before to inspire the child's thoughts. - Remind the child to pay attention to hygiene, such as wiping his hands with a rag after using glue, and be careful not to hurt himself when using a staplers. 4. ** Exhibition and Communication Section ** - Let the children put the animated figurines they made in the exhibition area. Guide the children to visit each other's works, and ask the children to introduce what their dynamic little figures are doing, such as "My little figure is skipping rope","My little figure is playing football", etc. Children were encouraged to evaluate each other's works and discover the merits of other people's works, such as "His little figure's colors match well","Her little figure's movements are very interesting", etc. ###(4) Reflection on the Activity 1. During the activity, observe the child's mastery of different production methods (such as suturing and glue sticking) to understand whether the child can skillfully operate these tools. For children with difficulty in operation, they should be given more guidance and practice opportunities. 2. Pay attention to the creativity and imagination of the children, and see if the children can break through the convention and create creative and dynamic little people. If you find that most children's creativity is limited, you can provide more inspirational materials in the follow-up activities, such as richer pictures, stories, etc. 3. Whether the difficulty level of the thinking activity is suitable for the older children. If it was found that children generally completed it too easily or too difficult, the content of the activity needed to be adjusted, such as adjusting the type and complexity of the graphics card, changing the production steps, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small Class Magical Tool Design Intent and Reflection Teaching Plan
The following is a design intent and reflection lesson plan for the "magical tool" of the small class: ** 1. Design Intent ** 1. ** Concept Understanding ** - The children in the small class were still in the initial stage of understanding the things around them. Through the theme of "Magic Tools", the aim was to guide the children from only knowing the specific methods to solve the problem to being able to summarize the concept of tools and understand that the things that solve the problem are tools, thereby improving the children's cognitive ability and abstract thinking ability. 2. ** Exploring and stimulating interests ** - He chose various common tools, such as repair tools, sewing tools, cooking utensils, tableware, sanitary ware, stationery, etc., as teaching content because these tools were closely related to children's daily lives. Children often had a natural curiosity about the familiar things around them. By letting children come into contact with and explore these tools, they could stimulate their interest in exploring the surrounding world and cultivate their observation and curiosity. 3. ** Skill development ** - During the activities, children could learn about the usage and working principle of different tools. For example, when learning about repair tools (wrench, pliers, wrench, hammer, scissors, nail), children could learn to choose and use tools correctly by observing and trying to use them. At the same time, they could also try to use tools to solve problems, such as exploring which nail was the most energy-saving. This would help children develop fine hand movements and improve their ability to solve problems. - In terms of cooperation, some activities could be arranged for children to participate together. For example, in the process of sharing the experience of using tools and comparing the water volume of different tools (similar tool exploration activities), children could experience the joy of cooperation and mutual assistance, and cultivate children's social skills and teamwork. 4. ** Building emotions and confidence ** - When a child successfully uses a tool to solve a problem in an activity, such as successfully using a tool to complete a task or discovering a certain characteristic of a tool, it can enhance the child's self-confidence, let the child feel his own ability, and thus cultivate a positive emotional attitude. ** 2. Teaching plan ** **(1) Activity Target ** 1. Learn to choose and use tools correctly, and try to use tools to solve problems. 2. Experience the joy of cooperation, mutual help, and love, and cultivate children's confidence. **(2) Event preparation ** Repair tools (wrench, pliers, screwdriver, hammer, scissors, nails), sewing tools, cooking utensils, tableware, sanitary ware, stationery, etc. **(3) Activity process ** 1. ** Understanding nails (tool exploration using nails as an example)** - [Target] - To find out which nail was the most efficient. - By trying to stimulate the interest of children to dare to operate, cultivate observational skills. - ** Materials ** - Three different kinds of nails, a small piece of sandwich board for each person, a screwer, a hammer, and a record sheet. - ** The process ** - Guide the child to observe whether the three types of nails are the same, what are the differences, and let the child guess why they are designed like this. - Ask the child to guess which kind of nail would penetrate the sandwich board first and save the most effort, and then record it in the way he likes. - Arrange for the children to try out three types of nails. Other tools can also be used to assist them. 2. ** Comprehensive understanding of tools ** - Show all kinds of prepared tools, including repair tools, sewing tools, cooking utensils, tableware, sanitary ware, stationery, etc., and introduce the names and basic uses of these tools to the children. For example, when showing the cooking utensils to the children, they could briefly introduce that the pot was used to cook rice and stir-fry vegetables, and the spoon in the tableware was used to eat and drink soup. - For repair tools, you can focus on teaching children how to use them and how they work. Experienced children (such as children who have seen adults use it) can be invited to introduce and demonstrate to everyone. The teacher will then give the correct guidance and tips to ensure that the child understands the use of the tool under the premise of safety. 3. ** Exploration and sharing session ** - Divide the children into small groups, and each group will be assigned some different tools. Let the children explore the use and functions of these tools together. For example, give a group some stationery, let the children explore the pen (watercolor pen, chalk, oil painting stick, etc.) can be used to draw and write, the eraser can be used to erase, etc. - The children were encouraged to share their knowledge and discoveries about the tools in the group, and then each group would elect a representative to share the results of the group's exploration with the class. 4. ** Game segment (application of tools)** - Design a simple game scene, such as "Tool Helper." Set up some problem scenarios in the game, such as "The little toy is broken. What tools do I need to repair it?" "What tools should I choose to draw?" Let the child choose the appropriate tool to solve the problem according to his own understanding. **(4) Reflection on the event ** 1. ** Child participation ** - During the activity, most of the children showed a strong interest in various tools, especially the cooking utensils and tableware that were closely related to life. However, in some parts that required hands-on operation and had certain difficulties, such as using repair tools to explore the labor saving situation of nails, some children showed fear of difficulty and did not participate much. In future activities, he could increase the fun of such links, reduce the difficulty of the operation, or give more demonstration and guidance. 2. ** In terms of achieving goals ** - For the goal of learning to choose and use tools correctly, children could basically choose the appropriate tools according to the problem scene through observation, exploration, and play of various tools. However, in terms of the correct use of tools, such as the use of repair tools, children still needed more practice and guidance. In terms of the ability to use tools to solve problems, children could complete tasks well in simple scenarios, but they needed to further improve in complex scenarios. In terms of experiencing the joy of cooperation, mutual help, and care, the group exploration and sharing segment played a certain role. Children could communicate and help each other in the group, but in the whole class sharing segment, some children could not fully experience this kind of emotion due to shyness and other reasons. They needed to be given more encouragement and guidance in future activities. In terms of developing children's self-confidence, when children successfully completed tasks or shared their discoveries, they could see a confident smile on their faces. However, for those children who did not perform well in the activities, they needed to be given more affirmation and support to enhance their self-confidence. 3. ** Safety ** - In the process of using tools, especially repair tools, although safety tips were given before the activity, there were still some children who had unsafe behaviors during the operation, such as waving a hammer. In future activities, safety awareness education should be further strengthened, and the choice of tools should be more cautious to ensure that children could explore in a safe environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design of the teaching plan for the big class creative vase open class
The following is a lesson plan for a large class of creative vases: ##1. Teaching objectives 1. Guide the child to perceive the shape, texture, pattern and other characteristics of the vase, stimulate the child's creativity and imagination. 2. Children can use a variety of materials and methods (such as painting, hand-made, etc.) to express the vase. 3. In the process of the activity, the children's aesthetic ability, language expression ability and cooperation consciousness were cultivated, and they experienced the joy of creation. ##2. Teaching preparation 1. Various types of vases (ceramic, glass, plastic, etc.), including vases with different shapes and decorative patterns. 2. The materials used to make vases, such as colored cardboard, scissors, glue, paint, paintbrushes, waste items (such as bottles, cans, etc.), colored clay, etc. 3. a large frame or board for display. 4. A multi-media device used to display pictures or videos of the vase. ##3. Teaching process ###(1) Introduction (3 - 5 minutes) 1. Vase for displaying real objects The teacher placed the different vases on the table and guided the children to observe. Question: Children, look at what the teacher brought today. What was the difference between these vases? 2. stimulate interest The teacher briefly introduced the use of the vase, and then guided the children to freely discuss the initial impression of the vase, such as "Which vase do you like the most? Why?" ###(2) Observation and Perception (8 - 10 minutes) 1. Group Observation Divide the children into small groups and assign a few vases to each group for more detailed observation. Guide the child to observe and describe the shape of the vase (whether it is tall or short, fat or thin), texture (whether it is smooth or rough), color, pattern (what kind of patterns are there), and so on. 2. sharing and Exchange Each group elected a representative to share with the class the characteristics of the vase that the group had observed. The teacher supplemented and summarized the child's description, guiding the child to use a richer vocabulary to express himself. ###(3) Inspiration (5 - 8 minutes) 1. picture display Images of various creative vases were displayed through a multi-media device. These vases could be uniquely decorated, deformed, or made of special materials. During the presentation, the children should be guided to observe and think,"What's the difference between these vases and the ordinary vases we just saw?" How do you think they were made? 2. discuss creativity Children were encouraged to speak boldly and express their thoughts on the creative vase they wanted to make. For example,"I want to turn the bottle into a vase with wings" or "I want to wrap the vase in colored paper and draw stars". ###(4) Writing Practice (15 - 20 minutes) 1. Introduction of materials and requirements The teacher introduced the production materials provided to the children and put forward the requirements for creation: - You can choose the materials and methods you like to make creative vases. - During the production process, pay attention to the safe use of tools, such as the correct use of scissors. - Try your best to use your imagination to create a unique vase. 2. Children's Creation The children began to make creative vases, and the teacher guided them. For children who encounter difficulties, teachers give appropriate inspiration and help, encourage children to cooperate with each other and exchange ideas. ###(5) Exhibition and Evaluation (8 - 10 minutes) 1. works show A display area was provided for the children to display their creative vases. 2. self-assessment Ask the children to walk to their own works and introduce their creative vases to everyone, such as "I made this vase with a can, and I drew flowers and the sun on it." 3. peer assessment Guide other children to evaluate the works on display. You can evaluate them in terms of creativity and production skills. For example,"I think his vase is very creative because he turned the bottle into a small animal." 4. teacher evaluation The teacher would give a comprehensive evaluation of the child's work, affirming the child's creativity and hard work, praising the merits of each work, and at the same time, giving some constructive suggestions, such as "If you add a little color to this place, it will make the vase more beautiful." ###(6) Activity Extension 1. Put more materials in the art design area to encourage children to continue creating creative vases after class. 2. Let the child bring home the creative vase he made and introduce his creativity and the process of making it to his family. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Math Teaching Plan and Reflection Activity Design
" Teaching Plan and Reflection on Math and Music for Big Classes: Thoughts on Activity Design " The idea of the activity design: In the mathematics teaching of large classes, this activity was created to let the children learn mathematics knowledge in an interesting and fun way. Let the children feel the combination and separation of the various shapes by putting them together. This could not only train their spatial cognitive ability, such as knowing that different shapes could be put together to form new shapes, but also improve their mathematical thinking, such as calculating the number of sides of a puzzle. Moreover, this kind of hands-on activity was very suitable for the children in the upper class who were active and liked to explore. It allowed them to learn mathematics knowledge unknowingly during the process of playing. Teaching reflection: During the activity, most of the children were very active. As soon as they saw the colorful graphics, they couldn't wait to start. This showed that this form was very attractive to them. However, there were also some small problems. For example, some children had some difficulty calculating the area of the assembled graph. Perhaps they did not understand the concept of area enough. Next time, they had to explain this concept more clearly and simply. Also, some children did not know how to divide their work with their partners when they worked in groups. They needed to strengthen their guidance in this area in the future. Overall, this activity had achieved the goal of letting the children learn mathematics while playing, but there were still some areas that needed to be improved and optimized. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A beautiful poem describing the red-crowned crane
The following are some beautiful poems describing the red-crowned crane: " Playing with the shadow of the stream, the wings are bright, and the cinnabar is wonderful. The wind is blowing, the neck is stretched out, the posture is clean and Confucian, and the water is floating in the clouds. Even if you are hungry and cold, you still stand like a crane, ashamed to compete with fat and thin chickens. Loyalty and love are praised by the righteous, and I swear not to be alone." There was also the poem," A crane in the clear sky flies up to the clouds, bringing the poetic mood to the azure sky." These poems showed the beauty of the red-crowned crane from different aspects such as its posture, charm, habits, and so on. "The Crane Drinks the Spring Breeze" is equally exciting. Everyone is welcome to click and read it!
Red-crowned crane
Red-crowned cranes were known as cranes in China. They were a type of large wading bird and a typical indicator species of the marsh. The ancients gave it the cultural meaning of loyalty, honesty, and noble morality. As a symbol, its status was second only to the "dragon and phoenix" pattern used by the royal family. In East Asia, it was often used as a symbol of happiness, longevity, and loyalty. The global population of red-crowned cranes is relatively small, about 3822 (estimated in 2020). Due to the loss and degeneration of breeding grounds and winter-site grasslands, the population has shown a downward trend. In 2021, it was listed as a first-class protected wild animal in China's National Key Protection Wild Animal List, and the World Conservation Union Red List of Endangered Species ver3.1 -vulnerable (VU). In 2023, it was listed in the Convention on International Trade in Endangered Species of Wild Fauna and Flora (Cites). The red-crowned crane's head was red, and its forehead and eyes had black feathers. Its whole body was almost pure white, and its secondary and tertiary feathers were black. The two genders were similar, but the male's cheeks, throat, and neck were gray-black, and the female was pearl-gray. They are distributed in Russia, Mongolia, North Korea, South Korea, Japan, China, etc. They breed in Northeast China, overwinter in Jiangsu, Shanghai, Shandong, etc., occasionally seen in Jiangxi and Taiwan, and also seen in Hebei and Henan during migration. They often live in open plains, swamps, grasslands, seaside tidal flat, reeds, swamps, and riverbank swamps. They leave the overwinters at the end of February and early March to move to the breeding grounds. In autumn, they leave the breeding grounds and migrate south in late September and early October. Omnivorous, mainly feeding on fish, shrimps, aquatic insects, etc.; often in pairs or in small groups; when danger approaches, it will fly in the air, and its sharp beak can be used for defense. In order to protect the red-crowned crane, many nature reserves have been established internationally, such as Russia's Xing 'ansky, Muravyovka, and Lake Hanka; China's Zhalong Nature Reserve in Hei Long and the Yancheng Nature Reserve in Jiangsu; North Korea's Kumya and Wende; Japan's Kushiro, Aksh-Began Besh, and Kiritap. At the same time, artificial breeding and re-wilding is also an effective protection measure. As of 2023, China's Zhalong National Nature Reserve has successfully rewilled 380 red-crowned cranes. "Fairy Dream of Tang Shi: Fate of Peony" is equally wonderful. Everyone is welcome to click and read it!
Big class storytelling big stone teaching plan design intention reflection
** 1. Design Intent ** 1. ** In terms of educational significance ** - Through this lesson plan, the aim was to let the children understand that a person's strength was limited. In life, they often encountered things that were difficult to accomplish alone, so as to pass on the concept of unity and cooperation to the children. For example, the story revolved around the problem of moving a big rock, and there were many characters with special abilities. In the process of thinking about how to move a big rock, children could understand that even if an individual had special abilities, it would be difficult to solve the problem alone. 2. ** Early childhood development ** - In terms of cognitive development, children could predict the development of the story according to the specialties of different occupations. This helped to train the children's logical thinking ability and let them think about the relationship between the abilities of different characters and solving problems. - In terms of emotional development, in the process of understanding the story, children can perceive the fun of the story, and from the ending of the story, they can experience the positive emotions after the successful cooperation, enhancing their sense of identity towards cooperative behavior. ** 2. Reflection ** 1. ** In terms of achieving goals ** - In terms of understanding the story content and guessing the development of the plot, if the child could actively participate in the guessing and reasoning process, and accurately state the connection between different characters and solving the problem, then this goal was basically achieved. For example, a child could tell the role of a character with special skills in the process of moving stones. However, if the child showed difficulty in understanding or did not participate in the process, it might be because the way the story was told or the questions were not appropriate. 2. ** Child participation ** - If the child showed a high level of enthusiasm in the entire lesson plan activity, actively thinking, speaking, and participating in the discussion of how different roles cooperated to move stones, it meant that the activity design was more successful. On the other hand, if the child is more passive, it may be because the activity is not attractive enough, such as the story content is not vivid enough, the questioning method is too monotonous, and so on. 3. ** Teaching methods ** - Using the story to trigger suspense, guessing the plot of the story, appreciating the story completely and other teaching methods. The suspense of the story could stimulate children's curiosity and desire to explore, but if the suspense was set too simple or complicated, it would affect children's participation. Speculating about the plot of the story was helpful for the development of children's thinking ability, but the teacher's guidance method needed to be controlled well. It could not be too dominant in the children's thoughts, nor could it make the children clueless. A complete appreciation of the story could allow the child to have an overall grasp of the story, but if there was a lack of interaction in the process, the child might not be able to concentrate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design and reflection of the interesting digital combination teaching plan for the big class game
"Design and Reflection of Interesting Number Combination Teaching Plans for Big Class Games" * * I. Teaching plan design ** 1. * * Teaching goal ** - Let the children understand the concept of number combinations. - Increase children's sensitivity to numbers and their ability to calculate. - Stimulate children's interest in math games. 2. * * Teaching Difficulties ** - * * Main point ** - Guide the children to master different combinations of numbers. - * * Difficulty ** - Let the children understand the application of number combinations in practical operations. 3. * * Teaching Method ** - Game teaching method. Through fun games, the children could learn the combination of numbers. - Direct demonstration method. Show examples of combinations of numbers with real objects or pictures. 4. * * Teaching process ** - * * import ** - The teacher took out some number cards, such as 1, 2, 3, etc., and asked the children,"Children, what can these numbers become if they are combined?" It aroused the interest of the children. - * * Game segment ** - "Number puzzle game": Give the puzzle pieces with numbers to the children and let them spell out different two-digit or three-digit numbers, such as 12, 23, 123, etc. - "Number Guessing Game": The teacher thought of a number combination in his mind and then gave some hints, such as the number combination is a two-digit number, the ten-digit number is one greater than the single-digit number, etc., so that the child could guess the number combination. - * * Wrap-up segment ** - The teacher and the child reviewed the number combinations that appeared in the game together, emphasizing the variety of number combinations and their importance in mathematics. 5. * * Teaching resources prepared ** - There were a few numbered cards. - Several sets of digital puzzles. * * 2. Reflection on Teaching ** 1. * * Strengths ** - The game teaching method was very successful. The children showed great enthusiasm during the game and actively participated in the exploration of the number combination, which increased their interest in mathematics. - The teaching goal was basically achieved. Through the game, children had a preliminary understanding of the combination of numbers, and to a certain extent, improved their sensitivity to numbers and computing power. 2. * * Not enough ** - For some children with weaker comprehension abilities, they could not keep up with the rhythm of the number guessing game. Next time, he could prepare some simpler riddles for these children. - The control of the game time could be more precise. The children were too engrossed in the number puzzle game segment, causing the summary segment to be a little rushed. In the future, he would have to arrange his game time more reasonably. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Observing the change of beans and stones, teaching plan design and reflection on the big class
The following was a lesson plan for a large class about observing the changes in beans and stones: ##1. Teaching objectives 1. Through observation, the children could understand the different changes of beans and stones under soaking conditions, and cultivate their observation and exploration spirit. 2. Guide the child to describe the process of the change of beans and stones in simple language to improve the child's language ability. 3. To stimulate children's interest in the changes of natural things, and to enhance children's understanding of the characteristics of common objects in life. ##2. Teaching preparation 1. beans (such as soybeans), stones, transparent containers (such as plastic cups or glass bottles). 2. There are several magnifying glasses. 3. Paper and pen. ##3. Teaching process ###(1) Introduction 1. He took out a container with beans and stones and showed it to the children. He asked,"Children, today the teacher brought two things. What do you think they are?" Guide the child to say beans and stones. 2. "Guess what happens if we put them in water?" Arouse children's curiosity and desire to explore. ###(2) Observation and Exploration 1. Each child was given a transparent container containing beans and stones, and the children were allowed to soak them in water. 2. Guide the child to carefully observe the appearance of the beans and stones in the early stage of soaking, such as color, shape, size, etc., and encourage the child to touch and feel their texture. 3. In the next few days, arrange a certain amount of time every day for the child to observe the changes in the beans and stones. He guided the child to use a magnifying glass to carefully observe whether the beans had expanded, broken skin, sprouted, and whether the stones had changed. 4. Children were encouraged to record their observations on a piece of paper with simple pictures or symbols. For example, an upward arrow indicated the expansion of the beans, and a horizontal line indicated that the stones did not change. ###(3) Communication and Sharing 1. He arranged the children to sit together and let them share the changes they had observed in the beans and stones. 2. The teacher summarized and supplemented the children's description. For example, beans expanded and germinated because they absorbed water. This was because beans were living seeds, while stones were inanimate objects, so they would not change like beans in water. 3. Guide children to think about why beans have these changes but stones don't, and deepen children's understanding of biological and non-biological characteristics. ###(4) Extending 1. Show some pictures of food made from beans, such as tofu, soy milk, etc., to introduce the various uses of beans to children. 2. Let the child think about what other things in life will change like beans and what will not change like stones, further expanding the child's thinking. ##IV. Reflection on Teaching 1. ** Success ** - Throughout the entire teaching process, the children's participation was high, and they showed a strong interest in observing the changes in the beans and stones. Through personal experience and observation, children had a more intuitive understanding of the characteristics of living and non-living things. - In the recording session, the child could try to record the observation results in his own way, which helped to improve the child's observation and expression skills. - The communication and sharing session promoted the interaction and language expression between the children. The children could boldly express their findings and think about the observation results under the guidance of the teacher. 2. ** Inadequacies ** - During the observation process, some children might not have been patient enough and did not continue to observe the changes in the beans carefully, resulting in incomplete records. In the future, he could set up some small rewards or more interesting guidance methods to improve the child's concentration. - Although the scientific principles behind the transformation of beans and stones were explained in a simple manner, it might still be difficult for children in the first class to understand. You can consider using more vivid and vivid analogies or animated videos to assist in teaching so that children can better understand. - In terms of material preparation, although beans and stones were easier to obtain, if he could prepare different types of beans (such as mung beans, red beans, etc.) for comparison and observation, the teaching effect might be better. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Red-crowned Crane Dancing
The crane dance of the red-crowned crane was a combination of dozens or hundreds of movements. Most of the movements had a clear meaning, mainly to show friendship and love. They would start to dance in sync with each other, and the dance was very beautiful. In addition, people would also imitate the expressions and movements of red-crowned cranes to create dances. For example, the Sanzao Crane Dance created by the people of Sanzao in the Song Dynasty imitated the movements of white cranes such as fishing, flying, playing, chirping, resting, etc. This crane dance was a way for the local people to welcome the spring and congratulate the old on their birthday. In recent years, they had participated in many large cruises of intangible cultural relics activities. The movements of their performances were light and agile. When they danced the white cranes, they were accompanied by crane songs. The tone of the crane songs was melodious, and the content was healthy, elegant, auspicious, and the white cranes were danced. When singing the crane song, drums, gongs, and cymbals would be used to beat the accompaniment. The sound was thick and thick, setting off a festive atmosphere. At the same time, red-crowned cranes would also interact with humans and " dance." For example, when a little girl hopped at the red-crowned crane through the glass, the infected red-crowned crane would also " dance." " Fairy Dream of Tang Shi: Fate of Peony " is equally wonderful. Everyone is welcome to click and read it!