Big class art windmill speed teaching plan design intention
In the lesson plans related to the speed of art windmills in large classes, the design intentions were usually as follows: 1. ** In terms of scientific exploration and perception ** - It was designed to guide children to experience the relationship between the speed of the windmill and the strength of the wind. This would help children to understand and understand natural phenomena and cultivate an interest in scientific exploration from an early age. For example, by observing the difference in the speed of the windmill under different winds, children could intuitively perceive the influence of the abstract concept of wind on the state of motion of objects. 2. ** Hands-on operation and skill training ** - Let the children choose a variety of suitable materials to make the windmill, and train the children's hands-on operation ability. During the production process, children needed to use skills such as cutting, folding, and fixing, which helped to improve their fine hand movements and hand-eye coordination. - Children could learn to make different shapes of windmills by looking at the diagrams. This could improve their ability to read and observe pictures, such as understanding the meaning of the arrows in the step diagrams and the differences in the production of different shapes of windmills. 3. ** In terms of artistic aesthetics and creativity ** - Children could learn different production techniques, such as different folding methods and sticking methods, to make windmills of different shapes or styles, enrich their artistic experience, and cultivate their creativity and aesthetic ability. For example, he could understand the different aesthetics of the windmill made by the interval and overlapping methods. 4. ** Emotional attitude and character ** - When a child successfully made a windmill and experienced the relationship between the speed of the windmill and the wind, he could experience the joy of success and increase his self-confidence. At the same time, when children encounter difficulties in the production process, they are encouraged to overcome them, which helps to develop the learning quality of independent thinking and persistence. - In the process of playing the windmill, the children were encouraged to explore independently and cultivate their interest in learning. Some production links might also involve cooperation, such as answering questions during production, so as to cultivate the children's sense of cooperation. Read more exciting novels for free
Science play windmill design intention teaching plan big class second volume
The following is a lesson plan for the second volume of science: ** 1. Knowledge and Skills ** 1. ** Invigorate the interest of exploration ** - In the early stages of childhood, children were curious about the things around them. The windmill was a common and interesting object. Its rotation could attract the attention of young children. By designing scientific activities related to the windmill, such as exploring the conditions for the windmill to rotate and making the windmill, it could stimulate children's interest in exploring scientific phenomena and make them actively discover and solve problems, such as how the windmill was made and what could make the windmill rotate. This would help children to master the methods of scientific inquiry. 2. ** Development of hands-on skills ** - Making a windmill required a child to do some hands-on operations, such as choosing materials, cutting paper, fixing parts, and so on. During this process, the child could practice fine hand movements, such as using scissors to cut out the appropriate shape, using glue or other tools to fix the windmill's blades and handle, etc. This had a positive effect on the development of hand muscles and the improvement of hand-eye coordination in the older children. 3. ** Cultivate observational skills ** - In the process of exploring the rotation of the windmill, the size of the wind, the direction of the wind, and the process of making the windmill, the child needed to observe carefully. For example, he could observe the difference in the speed of the windmill under different wind forces, observe the rotation of the windmill made of different materials under the same wind force, and observe the steps when making the windmill. This would help to develop the child's observation skills and let them learn to pay attention to the details of things. ** 2. Emotions and attitudes ** 1. ** Feel the joy of success ** - When children successfully made a windmill and made it spin, they would experience the joy of success. This kind of positive emotional experience could enhance children's self-confidence, making them more willing to participate in similar scientific activities and cultivate a positive attitude towards scientific exploration. 2. ** Cultivate a sense of cooperation ** - During the event, they could design some cooperation sessions, such as group discussions on how to make windmills, cooperation in making large windmills, etc. Through these cooperative links, children can learn to communicate with their peers, divide their work, and solve problems together, thus cultivating a sense of cooperation and teamwork. ** 3. Scientific Awareness ** 1. ** Understanding the relationship between external forces and motion ** - The rotation of the windmill required external forces, such as wind power, human power (blowing or pushing), etc. Through the activity of playing with the windmill, children could intuitively feel the relationship between external forces and the movement of objects, and they had a preliminary understanding of the scientific concept that the movement of objects required energy. 2. ** Understand the characteristics of materials ** - When making a windmill, children would come into contact with different materials, such as paper, straws, branches, and so on. They could try to make a windmill with different materials and observe the rotation of the windmill made of different materials to understand the characteristics of different materials, such as hardness, flexibility, etc., on the production and rotation of the windmill. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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 middle class appearance teaching plan design intention
The design intent of the middle class appearance lesson plan might include the following aspects: ** 1. Cultivate good habits and manners ** 1. ** Code of conduct guidance ** - The children in the middle class were in a critical period of habit formation. Through the appearance lesson plan, they could guide the children to develop good daily habits, such as knowing that their hair should be kept clean, clothes should be neatly dressed, and other basic appearance requirements. This would help them gradually establish a sense of self-management in their daily lives. 2. ** Civilization and etiquette enlightenment ** - Appearance was an important part of civilized etiquette. Education from the early stages of childhood could enlighten children's understanding of civilized etiquette and let them understand that neat and proper appearance was a sign of respect for others. For example, a smile was a polite expression that could bring good mood to others. 3. ** Increase personal image awareness ** - Help children to establish the concept of personal image. Although the concept of personal image in early childhood is relatively simple, through the study of lesson plans, they can understand that their external image, such as clothing, expression, etc., will bring different feelings to the people around them. This helps to cultivate their positive self-image awareness. ** 2. In terms of social and emotional development ** 1. ** Foster positive social interaction ** - A decent appearance had a positive effect on socializing. In the kindergarten environment, social interactions between children were frequent. When children had good grooming, they were more likely to be accepted and liked by their peers, thus promoting their active participation in social activities. For example, when they were greeting children and parents, good grooming (such as smiling, clean clothes, etc.) could make others have a good impression and strengthen the interaction. 2. ** Cultivate a positive emotional experience ** - When children present themselves according to the requirements of appearance, they will receive positive feedback from others, such as praise from teachers, love from peers, etc. This helps children experience positive emotions, such as confidence, happiness, etc., and also helps them build healthy self-esteem and self-confidence. ** 3. Achievement of kindergarten education goals ** 1. ** In line with the overall planning of early childhood education ** - The purpose of kindergarten education was to cultivate the comprehensive quality of children, and grooming education was an integral part of it. Through such lesson plans, the educational content of the kindergarten could be enriched. It could be combined with other aspects of education, such as moral education and health education, to achieve the educational goals of the kindergarten. 2. ** To lay the foundation for the future development of children ** - Early childhood education had a profound impact on their future development. In the middle class, the purpose of the lesson plan was to lay the foundation for children to enter primary school and higher levels of learning and social life in the future, so that they could show good mental and behavior qualities at different stages of growth. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design intention and reflection of the clear and melodious shepherd flute teaching plan for the art activities in the big class
The design intent of the lesson plan for the Crisp Mudi: - Emotional intent: Through listening, singing, creation and other activities, let the students feel the joy of the field, experience the feelings between the shepherd children and the sheep, and cultivate the students 'healthy aesthetic taste. - Knowledge and Skill Intent: Through learning how to sing songs, let the students learn the knowledge related to the four-four beat. Cultivate the students 'ability to sing harmoniously in two parts and sing songs with lively emotions. - Ability Intent: Through performances and action creation activities, students will develop musical expression and imagination. The teaching reflection did not find the exact information in the information provided, so it was impossible to answer accurately. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design intention and reflection of the fire protection teaching plan for the activities in the big class area
The following is an example of the design intent and reflection of the fire protection lesson plan for the large class area: ** 1. Design Intent ** 1. ** Increase fire safety awareness ** - Fires posed a huge threat to people's lives and property. For the older children, they began to understand the concept of danger. Through the regional activities of the fire protection lesson plan, the children would be aware of the seriousness of the fire, understand the need to prevent fire in their lives, and improve their awareness of fire safety. This was an important beginning to ensure the safety of children and cultivate a sense of responsibility for social safety. 2. ** Cultivate self-protection ability ** - When a fire broke out, knowing the right way to deal with it could save lives. The first-class children were in a critical period of learning life skills and self-protection ability. The regional activities in the fire protection lesson plan were aimed at teaching children some basic fire escape skills, such as covering their mouth and nose with a wet towel, bending down to escape, and simple fire extinguishing knowledge, such as the use of fire extinguisher, so as to improve their self-protection ability in emergencies. 3. ** Satisfy children's interest in exploration ** - Firefighters, fire engines, fire extinguishing equipment, and other fire-fighting elements were very attractive to young children. Regional activities can set up a variety of fire-related situations and materials, such as building fire trucks, simulating fire scene rescue, etc., to satisfy children's curiosity and desire to explore fire-fighting work, and stimulate children's imagination and creativity. 4. ** Foster teamwork and social interaction ** - Firefighting often required teamwork. In regional activities, such as role-playing activities that simulated firefighters, children could experience the importance of teamwork. In the process of cooperating with their peers to complete the fire-fighting task, children could learn social communication skills such as communication, coordination, and division of labor, which had positive significance for their future social adaptability development. ** 2. Reflection ** 1. ** Event content ** - For the cognitive level of the older children, some of the fire protection knowledge might be too complicated or abstract. For example, the working principle of a fire extinguisher might be difficult to understand. In the future teaching plan design, it could be presented in a more intuitive and simple way, such as making a simple fire extinguisher model for demonstration. - The variety of activities could be further improved. Although it covered fire knowledge learning, escape skills practice, role-playing, etc., it could add some content related to fire culture, such as fire history stories, fire characteristics in different regions, etc., to enrich the children's knowledge. 2. ** Child participation ** - In the process of regional activities, it was found that some children's enthusiasm for participation was not high, perhaps because the difficulty of the activity was not suitable or the activity form was not novel enough. In the future, the difficulty of the activities should be adjusted according to the individual differences of the children. At the same time, the forms of activities should be constantly innovative, such as adding interaction games and multi-media elements to increase the participation of all children. 3. ** Safety Management ** - Although the purpose of the fire simulation was to let the children experience fire escape, they should also pay attention to avoid causing panic and accidental injuries to the children. In future activities, more detailed safety plans should be made in advance to ensure that children could experience fire-related activities under the premise of safety. 4. ** Homeland Cooperation ** - Firefighting education was not limited to the kindergarten. The family was also an important place for education. In the implementation of this lesson plan, the manifestation of homeland cooperation was less. In the future, some family fire-fighting homework or parent-child fire-fighting activities could be designed. For example, children and parents could make a family fire escape plan together to strengthen the education of the family and improve the effect of fire safety education for children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan design intention of the middle class's little star
Different middle class Little Star lesson plans had different design intentions: - Some lesson plans were designed based on the simple and interesting music activities of Twinkle Twin On the basis of the children's experience, through clever questions and the use of Orff music teaching aids, the children could sense the rhythm from the sense of hearing. They would be willing to use pleasant voices and rhythm accompaniment to feel the strange sounds. At the same time, they would try to create simple sound effects in the performance with their companions to increase the fun and develop the ability to express rhythm and creativity. - Some of the teaching plans were designed to let the children experience different rhythms of music by listening to the piano piece " Twinkle Twinkle Star Variant " by " listening " as a means and " performing " as a form to stimulate the children's interest in appreciating music and cultivate the children's ability to express music. The teaching goal was to integrate listening, singing, and performing with feelings as the main line and actions as the center. At the same time, the children were allowed to participate in the integration of music, experience the charm of music changes, and obtain aesthetic pleasure. - There were also lesson plans that aimed to use art as a " language " for children to express their understanding and emotions. Through activities, they would guide children to come into contact with beautiful things and phenomena in life, enrich their perceptual and emotional experiences, provide opportunities for free expression, encourage children to imagine boldly, and use different art forms to express their feelings and experiences. - In addition, some of the lesson plans wanted to use music, stories, and other content related to Little Star, such as letting children learn to compare and correctly say the colors red, yellow, blue, and green, to stimulate children's sense of participation and encourage them to perform with their peer teachers. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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>
How to write the design intention of the teaching plan for the small class mathematics classification
The following is the design of the teaching plan for the small class: ** I. Based on the cognitive characteristics of the children in the small class ** 1. ** Focus on intuition ** - Small children relied more on direct observation of the external characteristics of objects to understand the world. For example, they would first pay attention to the color, shape, and other obvious features of the object. In the classification lesson plan, the design intent could be to make use of these intuitive features (such as brightly colored cards, uniquely shaped items, etc.) to allow the child to easily carry out the classification operation, thereby establishing the initial concept of classification. 2. ** Limited life experience ** - Due to the fact that the children in the small class had less life experience, their ability to understand abstract concepts was weaker. Therefore, when designing the lesson plan, the intention could be to start with the familiar life scenes or objects of the child, such as common fruits, toys, etc., so that the child could connect the classified knowledge with daily life, reduce the difficulty of understanding, and increase the interest in learning. ** 2. From the perspective of education goals ** 1. ** Knowledge and Skill Cultivation ** - It is designed to help children learn to classify objects based on one or more characteristics (such as color, shape, size, etc.). This is the foundation of children's mathematical cognitive development. For example, through sorting activities, children could identify that items of different colors belonged to different categories, thereby improving their ability to distinguish the characteristics of objects and their understanding of classification concepts. 2. ** Thinking ability development ** - The process of sorting and organizing helps to cultivate the logical thinking ability of children. In the design of the lesson plan, the intention could be to guide the children to think when they classified, such as comparing the characteristics of different objects and deciding which objects could be put together. This process could initially train the children's ability to analyze and judge, and lay a foundation for them to learn more complex mathematical knowledge in the future. ** 3. Starting from children's interest in learning ** 1. ** Gamified Teaching ** - Children in small classes were usually passionate about games. Therefore, sorting lesson plans could be presented in the form of games. For example, sorting activities could be designed to help small animals find homes (according to the characteristics of small animals, they were divided into different "homes"), sorting toy stores (different types of toys were placed separately), and other game scenarios. The intention of this design was to stimulate children's interest in learning through games, so that children could learn to classify and organize knowledge in a relaxed and happy atmosphere, so that they could participate in learning activities more actively. 2. ** Experience the feeling of success ** - When children successfully complete the sorting task, they will feel a sense of accomplishment. The intention of the lesson plan design could be to gradually set up classification tasks with moderate difficulty, so that children could continuously experience the joy of success in the process of completing the task, thereby enhancing their self-confidence and further stimulating their interest in mathematics learning. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class mathematics classification sorting teaching plan design intention reflection
The following is a reflection on the design intent of the small class mathematics classification lesson plan: ** 1. Design Intent ** 1. ** Comply with the cognitive development characteristics of children in small classes ** - Children in small classes were at the initial stage of cognitive development. Their understanding of the world around them was intuitive and specific. Through sorting and organizing activities, such as helping the kittens move and tidy up their rooms, children could directly come into contact with all kinds of common items. This kind of activity design based on common objects in life helped children connect abstract mathematical concepts with real life, making it easier for them to understand the meaning of classification. - Children of this age were easily distracted. In the lesson plan, by setting up interesting situations, such as the home of small animals, they could attract the attention of children and stimulate their interest in participating in activities. 2. ** Cultivate multiple abilities ** - [Ability of logical thinking: In the process of finding related items, children need to think about which items are related, such as pillows and beds.] This required them to carry out simple logical reasoning, thus laying the foundation for the development of logical thinking ability. - [Observation ability: Children need to observe and find related items among many items. This will help improve their observation sensitivity.] - ** Language Skills **: The activity will encourage the child to speak boldly and completely. For example, when the child chooses to place an item in a certain position, the child must state the reason. Not only could this train the children's language organization ability, but it could also enhance their self-confidence. 3. ** Elementary Establishment of Mathematical Concepts ** - The classification was an important basic concept in mathematics. By putting related items together, the children began to perceive the concept of classification, which was to group objects according to certain standards. This would pave the way for children to learn more complex mathematical knowledge, such as sets and statistics. ** 2. Reflection ** 1. ** Activity difficulty ** - For the children in the lower class, although the lesson plan was designed to eliminate simple disturbances and find related items, it might still be difficult for some children to find the connection between some items. For example, in a cat's house scenario, if there were too many types of items or the relationship was not obvious, it might cause some children to be confused. In the future, he could start with simpler and more intuitive related items and gradually increase the difficulty. 2. ** Individual differences between children ** - During the activity, different children's development speed and ability were different. Some children may quickly understand the concept of classification and accurately find related items, while others need more guidance and practice. In actual teaching, they could consider increasing the time for individual guidance or designing layered activities to meet the needs of different children. 3. ** Contextualization Richness ** - Although the situation of small animals was more interesting, it might not be rich enough. More diverse elements could be added, such as sorting activities in different seasons and festivals. This could further stimulate children's interest and let them feel the application of sorting in different situations. 4. ** Expansion and Extension ** - The lesson plan could further expand the content of the activities after the children had mastered the basic classification skills. For example, it could guide children to simply count the classified items, or compare the number of different types of items, so as to better combine the classification concept with the number concept and deepen the child's understanding of mathematical concepts. <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>