The secret in the kindergarten language teaching plan bag
The following was a language lesson plan for a large kindergarten class, The Secret in the Bag: ##1. Teaching objectives 1. Guide children to learn to observe the details of life, try to use sketching to vividly express the appearance and characteristics of the items in the bag, and focus on the flexible use of lines. 2. Stimulate the imagination of children, using the bag as the foundation to create ideas, organize and draw rich and interesting pictures. 3. Through the use of waste paper to draw, enhance children's environmental awareness. ##2. Difficulties in Teaching 1. ** Main point ** - Teach the children to sketch the bag with lines, accurately and vividly depicting the shape of the items in the bag, making the lines agile and lively. - Guide the child to carefully observe and understand the items in the bag based on his own life experience, and then present them in the picture. 2. ** Difficulty ** - Fully mobilize the imagination of children, encourage them to expand the limited items in the bag into a rich big world, and pay attention to the rational use of lines and the distribution of lines. ##3. Teaching preparation 1. It was relaxing and cheerful music. 2. In terms of materials, he prepared school bags, stationery, daily necessities (such as water bottles, earphones, cell phones, pens, umbrellas, etc.), colored cardboard, waste paper, solid glue, black markers of different thickness, and scissors. ##4. Teaching process 1. ** Interactivity Introduction Stage ** - The teacher used a question-and-answer format to interact with the children. For example, the teacher could first demonstrate how to display the items in his bag in the form of a painting. During the display process, the real object would be presented to the child. At the same time, the teacher could teach the child how to observe the real object, arouse the child's interest, and guide them into the classroom atmosphere. 2. ** Observation of materials, characteristics of sketching objects, and explanation of painting steps ** - Guide the child to carefully observe the painting materials, the appearance and characteristics of the bag, and the details. For example, the shape, color, material, zipper, pocket, and other details of the bag. Show 2 - 3 pieces of decorative paper to let the children have an intuitive feeling. - The teacher outlined the outline of the schoolbag on the paper. In the process, he hinted that the composition of the picture should be full, so as to provide demonstration and guidance for the children to draw on their own. 3. ** Children's Self-Creation Stage ** - The child began to create. According to his own observation and understanding of the bag and its contents, he used lines to draw the items in the bag. The teachers would patrol and guide the children in the process of creation, such as unskilled use of lines, inaccurate grasp of the characteristics of the objects, etc., and provide timely help and guidance. At the same time, children were encouraged to use their imagination to show the unique "big world" in the bag. 4. ** Show and share your works ** - The children were invited to show their works and introduce to other children what secrets were in the bag in their paintings, that is, what items were drawn in the bag, why they drew these items, and so on. This would not only enhance the children's self-confidence and ability to express themselves, but also allow the children to learn and inspire each other. 5. ** Summing Up and Extending Stage ** - The teacher summarized and evaluated the children's works, affirming the creativity and efforts of the children, and once again emphasized the importance of observing the details of life and exerting imagination. At the same time, it could guide the child to think about what special things might be stored in the bag in addition to these common items, further expanding the child's thinking. Throughout the entire teaching process, through observation, creation, sharing and other links, the children were allowed to explore the secrets in the bag in a relaxed and happy atmosphere, improving their observation, imagination, and hands-on ability, while cultivating environmental awareness. Read more exciting novels for free
Teaching plan and reflection on the language grimacing activity in kindergarten
The following is a lesson plan for the kindergarten language grimacing activity: ** 1. Activity Target ** 1. Guide the child to observe and imitate the changes in facial expressions and feel the changes in the five senses in the expression game. 2. Children are encouraged to try to describe the facial features when making faces. 3. Through activities, children can experience the joy of playing and expressing themselves. ** 2. Event preparation ** 1. pictures or cards with various expressions, such as happiness, anger, sadness, etc. 2. There are many mirrors. ** 3. Activity process ** #(I) Introduction 1. The teacher first made a simple face to arouse the interest of the child. Ask the children: "Children, the teacher just made a very interesting expression. Do you want to make such an interesting expression?" 2. He took out an emoji picture and briefly introduced the different expressions. For example,"Look, this is a happy face. The eyes on the face are curved, and the mouth is curved like a crescent moon. Today, we're going to do something interesting with our faces like this. We're going to make funny faces." #(II) Exploration and Discoveries 1. Let the child look in the mirror and observe his own face. Question: "Children, look at your own face in the mirror. What parts are there? (eyes, nose, mouth, etc.) So how can we move these parts to make faces?" 2. The teacher guided the child to make some simple grimacing movements, such as frowning, pouting, blinking, etc., and encouraged the child to imitate. For each action, guide the child to describe the action. For example,"The teacher frowned like two small mountains. Now the children are frowning too." #(3) Game interaction 1. The teacher said expressions, and the child made faces. For example, when the teacher said "angry," the child would make an angry face. Then the teacher would guide the child to describe the face he made: "When I was angry, my eyebrows frowned like an inverted eight, and my mouth pouted." 2. The children interacted with each other. One child made a face, the other described, and then swapped. #(IV) Expansion 1. The teacher showed some more complicated grimaces or interesting facial expression combinations for the children to imitate and try to describe. 2. Children are encouraged to be creative and create new faces by themselves, and show and describe them to everyone. ** IV. Reflection on the event ** 1. the key of success - In the introduction stage, the teacher could make faces to attract the children's attention, which could quickly arouse the enthusiasm of the children and make them have a strong interest in the activity. - Using a mirror to let the child observe his own face, this intuitive method helped the child better understand the concept of the five senses and provided a reference for making faces. - In the game interaction segment, the interaction between the children increased the participation of the children, and at the same time improved their language expression and observation skills. 2. deficiencies in - Some children might not participate because they were shy or did not know what to do. In future activities, they could give more guidance and encouragement to these children, or let the more active children lead them first. - Some children might not be able to express themselves accurately or richly enough when describing the ghost faces. In the future, he could do more related language before the event, such as introducing more vocabulary to describe facial features and expressions. - The expansion part of the activity might be more difficult for some children. Next time, according to the actual situation of the children, the expansion part could be designed in different layers to meet the development needs of different children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of language earthquake in kindergarten open class
The following is a lesson plan for a kindergarten public class on language earthquakes: ** 1. Teaching objectives ** 1. Let the children understand the natural phenomenon of earthquakes and its possible dangers, such as the collapse of houses, casualties, etc. 2. Guide children to master the basic self-rescue methods in earthquakes and improve their self-protection awareness. 3. Through language expression and communication, develop children's oral expression ability. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the children understand the concept of earthquakes and its dangers. - Teach children the correct way to save themselves in an earthquake. 2. ** Difficulty ** - How to let children calmly use the self-rescue methods they learned when they encounter the danger of an earthquake. ** 3. Teaching preparation ** 1. Pictures and videos of earthquakes, such as houses shaking and collapsing when the earthquake occurred, and people escaping in panic. 2. Simple props to simulate earthquake scenes, such as small house models, dolls, etc. ** 4. Teaching process ** #(I) Introduction (3 - 5 minutes) 1. Showing pictures of the ruins after the earthquake to attract the attention of young children. The teacher said,"Children, I'm going to show you some special pictures today. What's wrong with these houses? This is the scene after the earthquake. Do you know what an earthquake is?" #(2) Knowledge explanation (10 - 15 minutes) 1. Simple explanation of earthquakes The teacher said,"An earthquake is when the earth under our feet suddenly shakes, just like the small table we are playing with is suddenly pushed by someone." It's a natural phenomenon. It's because the power inside our Earth has changed the crust. Just like how children build blocks, when the blocks are not stable, the ground will sometimes shake." 2. Explain the dangers of earthquakes Play a video of an earthquake (the video includes images of collapsed houses, damaged roads, people panicking, etc.). After the video is played, ask the children what they saw. Then the teacher concluded,"When the earthquake comes, the houses may collapse and crush people under them. The roads will break down and people's cars will not be able to drive. There may also be a fire or flood, which will cause many people to be injured and have no place to live. It is very dangerous." #(3) Self-rescue explanation (10 - 15 minutes) 1. indoor self-rescue - He used a model of a house to demonstrate the situation inside the house when the earthquake occurred. The teacher said,"If we are in the house when the earthquake happens, we can't run around." If we can quickly run to an open space outside, like a playground or a park, then run out quickly. But if we can't get out in time, we can hide under the table or in the corner. Look, like this (putting the mannequins under the table and in the corner), the table and the corner can protect us like small shields from falling things. Also, don't hide next to the window or under the chandelier, because the window glass might shatter and the chandelier might fall and hit us." - Let the child repeat the indoor self-rescue method that the teacher said to deepen the memory. 2. outdoor self-rescue The teacher said,"What if we were already outside when the earthquake happened? At this time, we have to stay away from tall things like houses, trees, and utility poles. We have to run to an open place, then hold our heads with our hands and squat down like this (the teacher will demonstrate the correct posture). This way, we can protect ourselves from being hit by things." #(4) Scene simulation (10 - 15 minutes) 1. group simulation Divide the children into small groups and use the simulation props to simulate the earthquake scene. One group of children acted out the situation indoors, while the other group acted out the situation outdoors. The teacher issued an "earthquake" instruction, asking the child to act according to the self-rescue method he had learned. 2. Post-performance evaluation After each group performed, the teacher evaluated the children's performance, pointed out the correct places and areas that needed improvement, and emphasized the key points of earthquake self-rescue again. #(5) Summing up (2 - 3 minutes) The teacher said,"Today, we learned about the terrible natural phenomenon of earthquakes. We also learned what we should do to protect ourselves when an earthquake comes. Children, remember, if you really encounter an earthquake, don't be afraid. Protect yourself according to the method we learned today. When you get home, you can tell your parents about this." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Self-introduction teaching plan and reflection on kindergarten language
The following is a kindergarten language self-introduction lesson plan: ** 1. Activity Target ** 1. He had the courage to speak loudly in front of his companions. 2. To be able to use the sentence "My name is__, this year is__, I am__'s child, I like__" to introduce myself. 3. Understand the gender characteristics of men and women, and learn to judge gender. 4. To develop children's thinking and oral expression skills. 5. He was willing to speak boldly and share his thoughts with his companions. ** 2. Important Points and Difficulties of the Activity ** The main difficulty was to be able to use the sentence "My name is__, this year is__, I am__'s child, I like__" to speak more coherently. ** 3. Event preparation ** Male and female dolls. ** 4. Activity process ** 1. ** Observation, Conversation Introduction ** - Show two dolls, male and female, and ask the child to tell the gender and how he judged it. 2. ** Know myself ** - Please tell me your name, gender, age, and what you like. - Please find your friends and tell them your name, gender, age, and what you like. 3. ** Game interaction ** - The children stood up freely in the activity room. As the song "Find a Friend" sang, they found a companion according to the lyrics. After the song stopped, they introduced themselves to each other. The game was repeated many times to guide the child to find different friends to introduce to each other. 4. ** End the event ** - The child found a stool to make friends with and returned to his seat. - Interviewing a few kids: Who are your new friends in the game? What was his name? How old? What do you like? - [Mission: Go home and introduce yourself to your grandparents, parents, and grandparents.] ** Reflection on the event (for reference)** Half of the children responded positively to the teacher's questions, while most of the children were more passive and needed encouragement and guidance. Most children could introduce themselves simply. In the game interaction segment, children could participate in activities, but when they expressed themselves, their sentences were simple and lacked the ability to express themselves in a complete and coherent manner. Therefore, if you have the courage to speak loudly in front of your peers and express yourself in a relatively complete sentence, you still need to infiltrate the ability cultivation in different fields of teaching and give children more opportunities to express themselves. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to raise plants in a kindergarten bag? Teaching plan reflection class
He didn't quite understand the specific content of 'How to raise plants in a kindergarten bag and reflect on the lesson plan.' Are you trying to say that there's a lesson plan for raising plants in a bag in the kindergarten, and then you want to reflect on this lesson plan? If so, you can tell me about the general teaching objectives, teaching process, and so on in the lesson plan so that I can integrate and polish it. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language expression in kindergarten, small class, ticking, ticking, teaching plan
Teaching plan content: Language expression in kindergarten, small class, ticking, ticking, teaching plan Target: Through games, children can learn language and social skills to improve their language skills. Materials: 1. Coursewares and pictures. Picture descriptions. There are text descriptions on the pictures. toys and games provide many ways for children to practice language and social skills. Steps: 1. Prepare a class and pictures to describe the situation and role. 2. Prepare toys and games to provide many ways for children to practice language and social skills in the game. 3. The teacher leads the children to play games to guide the children to communicate through language expression and social skills. 4. Teachers should adjust and guide the children according to their progress to help them master the game skills better. Main point: 1. Let the children practice their language skills through practical communication and games. 2. Guide children to learn how to listen and express, and cultivate children's social skills. 3. Let the children learn to develop their imagination and creativity in a pleasant atmosphere. Difficulties: 1. Let the children learn to listen and express their social skills. 2. Let the children practice their language skills in the game to improve their self-confidence. Effect: Help children learn language expression and social skills to improve their language expression ability. 2. Help children cultivate a pleasant learning atmosphere and increase their interest in learning. 3. Help children develop their imagination and creativity.
A Case Study of a Teaching Plan in a kindergarten
Okay, what kind of case studies do you need? It could be about games, language education, music education, art education, and so on. Also, can you provide some specific kindergarten topics or age groups? This way, I can better provide you with case studies.
Mental health teaching plan in kindergarten
The following is a short essay on the reflection of a mental health lesson plan for a kindergarten class: During the implementation of the mental health teaching plan in the kindergarten, there were both effects and shortcomings. In terms of effectiveness, through a variety of methods, such as storytelling, scene creation, etc., it successfully attracted the attention of children on topics related to mental health. The children showed a high degree of participation in the activities and actively expressed their feelings and thoughts, which indicated that the teaching method was in line with the cognitive and psychological characteristics of the children in the upper class to a certain extent. However, there were still shortcomings. In the setting of the activity segment, the transition of some segments was not natural enough, which caused the child's thinking to be affected to some extent. In terms of guiding children to understand the concept of mental health, the method was relatively simple and lacked more diverse guidance methods. For example, when dealing with the psychological phenomenon of children being afraid of the dark, more interaction activities could be added to allow children to feel and overcome fear more effectively. In addition, there was insufficient attention and individual guidance for the special reactions and needs of individual children. In the future teaching plan design and teaching process, more attention should be paid to the connection between links, the variety of guidance methods, and the care for individual children to improve the teaching effect and better promote the healthy development of children's mental health. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the sketching teaching plan of kindergarten
The following is a reflection example of a sketching lesson plan for a kindergarten class: ** I. Reflection on the achievement of teaching objectives ** 1. ** Skill Target ** - In sketching classes in kindergarten, the goal may include children being able to use simple lines to represent objects or people. From the perspective of the teaching process, if children could use simple lines to describe the object they were observing, such as the rough outline of a person or the basic shape of an object, then there would be some results in achieving the skill goal. However, if the lines were too messy when the child was drawing and could not accurately outline the basic form, he might need to reflect on whether the demonstration in the teaching process was clear enough, or whether the guidance of the lines was not targeted. 2. ** Awareness goal ** - For example, to let children understand the concept of sketching, that is, to quickly draw an image with simple lines. If the child was able to tell that sketching was fast drawing and the lines were simple, it meant that the cognitive goal was achieved. On the other hand, if the child's concept of sketching was vague, it might be because the concept was not vivid enough, or it did not effectively connect with the child's existing painting experience. 3. ** Emotional goal ** - Such as experiencing the joy of sketching, cultivating interest in painting, and other emotional goals. In teaching, one could observe the enthusiasm of the children to participate. If the children actively participated in sketching activities and showed satisfaction and pride in their works, then the emotional goal would be achieved. However, if the child showed boredom or was not active, it might be because the teaching method lacked interest and did not fully stimulate the child's interest. ** 2. Reflection on teaching content ** 1. ** Difficulty of the content ** - For the older children, if the sketching content was too complicated, such as requiring them to describe too many details of the character's movements or complex scenes, it might be beyond their ability, causing the child to feel frustrated. On the contrary, if the content is too simple, the child may feel that it lacks challenge and lose interest. Therefore, the difficulty of the teaching content needed to be accurately grasped according to the actual development level of the child. 2. ** Interesting content ** - If the content of the sketch was only a simple geometric figure or a meaningless combination of lines, it might be difficult to attract the attention of a child. If they could choose content that children were familiar with and interested in, such as their favorite small animals or their friends around them, it would be more conducive to stimulating children's creative desire. ** 3. Reflection on teaching methods ** 1. ** Demonstrating Method ** - If the speed of the demonstration was too fast, the child might not be able to keep up with the rhythm and understand the drawing steps. At the same time, if the demonstration angle is single, such as always demonstrating the character sketch from the front, the child may have difficulty understanding how the character form from different angles can be expressed with lines. 2. ** Guidance Method ** - When guiding the child to observe the object to sketch, if the guiding question is too abstract, such as "observe the characteristics of this character", the child may not know where to start. If the guiding question could be more specific, such as " Look at how this child's arm bends, what kind of lines can we use to draw it ", it would be more helpful for children to sketch. 3. ** Method of interaction ** - In the teaching process, if there was a lack of interaction between children, such as not arranging for children to share their sketches and creative ideas with each other, it might affect the enthusiasm of children to learn. An appropriate interaction could allow children to gain more inspiration and inspiration from their peers. ** 4. Reflection on teaching materials ** 1. ** Drawing Tools ** - If the drawing tools provided were not suitable for children, such as the thickness of the brush was not suitable, or the texture of the paper was not conducive to the expression of lines, it might affect the sketching effect of children. For example, if the brush was too thick, it would be difficult for the child to draw fine lines, and if the paper was too slippery, it might cause the lines to be not smooth. 2. ** Supporting Materials ** - The lack of auxiliary materials, such as not providing some small models with movable joints for the children to observe, may make the children's understanding of the character's dynamic is not intuitive enough, thus affecting the quality of the sketch. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design and reflection of the teaching plan of the kindergarten language lesson plan: seven aunts come to pick fruits
The following is a kindergarten language lesson plan design and reflection on "Seven Aunties Come to Pick Fruits": ##1. Teaching Plan Design ###(1) Teaching objectives 1. Let the children like to appreciate and read the children's song "Seven Aunties Come to Pick Fruits" and understand the content of the children's song. 2. Help the child read the words: "pluck, apple, peach, pomegranate, persimmon, plum, chestnut, pear". 3. Through a variety of teaching methods, children can understand the content of children's songs and understand the characteristics of language repetition in children's songs. ###(2) Difficulties in Teaching 1. ** Main point ** - Guide children to learn Chinese characters on the basis of understanding the text. 2. ** Difficulty ** - Let the child read the words "pluck, apple, peach, pomegranate, persimmon, plum, chestnut, pear" accurately. ###(3) Teaching preparation 1. It was a big example of 'Seven Aunties Come to Pick Fruit'. 2. Big character cards: "pluck, apple, peach, pomegranate, persimmon, plum, chestnut, pear" each one. Small character cards were guaranteed to be a set for each child. 3. Prepare a book for each child. 4. Prepare a tape recorder and a recording of the children's song,"Seven Aunties Come to Pick Fruits." 5. Creating an activity class. ###(4) Teaching process 1. ** Part of the import ** - The teacher played English finger games to arouse the children's interest in learning. Then the teacher created a situation, put his hand beside his ear and said,"Listen, children. Why is it so lively over there?" She seemed to hear many aunties talking and singing... Let's see what the aunties are doing." Then, the teacher opened the activity class, showed the content of the work, guided the child to read the picture in a certain order, encouraged the child to say what he saw, and the teacher guided the child to say the story content. 2. ** Children's Song Appreciation Reading Section ** - The teacher told the child that he had made up a children's song about the aunties picking fruits. The name was "Seven Aunties Come to Pick Fruits." Then let the children enjoy the children's song "Seven Aunties Come to Pick Fruits". Ask the children to read with their fingers, ears, and eyes without making a sound (play the recording at the same time). After that, let the children read the children's songs with their fingers, listen with their ears, and open their mouths to read softly. 3. ** Combining the content of the text with the literacy segment ** - The teacher asked the child to repeat the content of the children's song, such as "How many aunties are there in the orchard to pick fruits? What were they going to use to pick the fruit? Were the fruits they picked the same? What fruit?" During the questioning process, he also learned how to read the words in the text and recognized the Chinese characters of "pick, apple, peach, pomegranate, persimmon, plum, chestnut, pear". 4. ** Pointing to the children's song segment ** - The children were required to hold the book with their left hand, point at the words with their right hand, and read the children's songs loudly and emotionally. During this process, they were trained to pass and receive books. 5. ** Game segment ** - [Word Moving Game: The teacher creates a situation. The aunties don't have enough fruit baskets, so the children are asked to help deliver the fruit baskets.] - ** Small Word Card Game **: Play Peek-a- boo and let the children find the corresponding word card to play hide-and-seek with. - Finally, with the help of the class, I will take the children to the orchard to see the magical fruit trees. I will review the words that I have learned in this activity to deepen the children's memory. ##2. Reflection on Teaching 1. ** Success ** - With the help of the curriculum, the children showed a higher interest in the activities and a stronger enthusiasm for learning. Using English games in the introduction part can effectively mobilize the children's emotions. In the last small card game segment, the children were very interested in the game Peek-a- boo. They could concentrate on the game and achieve their teaching purpose. 2. ** Inadequacies ** - In the process of organizing the activity, some links were not smooth enough, causing some children to be distracted. At the same time, due to the teacher's nervousness, he did not pay attention to the words that should be read softly. Some words or words with high tones could not be used to better guide the child's pronunciation. In the future teaching activities, teachers need to strengthen their own psychological quality and improve their teaching ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten language, seven aunts come to pick the fruit, teaching plan and reflection are insufficient
The following is an example of the lesson plan of Seven Aunties Picking Fruits and the possible shortcomings of reflection: ##1. Teaching Plan ###(1) Teaching objectives 1. The child can accurately name the children's song, clearly understand the content of the children's song, and read the children's song with emotion. 2. Children can further familiarize themselves with a variety of fruits and have the ability to create children's songs. ###(2) Teaching preparation 1. Carefully arranged the simulated orchard scene to create a realistic teaching environment. 2. Prepare pictures of seven aunties and fruit baskets, and provide a small basket for each child. 3. Prepare a large wall chart for children to read to assist in teaching. ###(3) Teaching process 1. ** Introduction Stage ** - "Children, it's autumn. The fruits in the orchard are ripe. Let's go to the orchard and take a look." After observing the orchard in an orderly manner, the child asked,"What fruits do you see?" Children are encouraged to answer freely, stimulate their interest and introduce topics. 2. ** Getting to know aunties and picking fruits ** - Show the picture of the auntie and ask the child,"Look, who came to the orchard?" Guide the child to count the number of aunties (7), deepen the impression through different counting methods (counting forward and counting backward), and emphasize "seven aunties come to pick the fruit", and let the child imitate the action of picking the fruit to understand the action vocabulary of "picking". - Ask the auntie what kind of basket to use to pick the fruit, guide the child to answer the basket, and count the number of baskets (7), lead out "seven baskets in the hand", let the child imitate the action of carrying the basket. - Let the child count the types of fruits in the auntie's basket (7 types). 3. ** Learn nursery rhymes and read aloud ** - The teacher will read the children's song aloud, and the children will feel the rhythm of the children's song. - Teach the child to read the nursery rhyme sentence by sentence. Each sentence is combined with the corresponding action or scene to deepen the understanding and memory. For example, when he reads "Seven aunties come to pick fruits", he will make the action of picking fruits again. - Children read aloud in groups, individually, and many other ways to practice until they are proficient in reading aloud. 4. ** Creating Children's Songs ** - Ask the child,"Who else can come to pick the fruit besides the auntie?" "What else can I put in the basket?" Guide children to create according to their own ideas. For example, a child said,"Seven children come to pick fruits. Seven baskets are carried in their hands. Seven kinds of fruits are placed in the basket. Seven friends are laughing." ##2. Insufficient Reflection 1. ** Not enough attention to individual differences ** - In the teaching process, some children might have weak understanding and reading ability of children's songs. For example, some children might have difficulties in counting or understanding action vocabulary, and the teaching plan lacked individual coaching measures for these children. 2. ** The depth of creation guidance is limited ** - In the creation of children's songs, although the children were guided to create, the evaluation of the children's creation results and the depth of guidance might not be enough. For example, after children created some simple sentences, they did not further guide them to refine the sentence structure and enrich their vocabulary, which might limit the further improvement of children's language ability. 3. ** The form of interaction is relatively simple ** - In the overall teaching process, although there were question-and-answer interactions, collective reading, individual reading, and other forms of interaction, there was a lack of group cooperation and interaction. If the group was set up to create children's songs or to correct each other in the group, it could better promote the development of communication and cooperation between children. 4. ** Lacking in the variety of the reinforcement segment ** - After the child learned to read the nursery rhyme, the reinforcement method was mainly to repeat the reading. There was a lack of interesting reinforcement methods, such as the nursery rhyme solitaire (the teacher said the first half of the sentence, and the child followed the second half) or the nursery rhyme was accompanied by a simple action performance and recorded, so that the child could watch his own performance to deepen the memory. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>