Teaching plan of hand-cut five-pointed star in kindergarten
The following is a kindergarten lesson plan for hand-cutting a five-pointed star: ** 1. Teaching objectives ** 1. Let the children understand the basic knowledge and skills of paper-cutting. 2. Train the child's hand-eye coordination and patience. 3. Guide children to learn the basic concept of symmetries. 4. Help children create beautiful symmetrical paper cut five-pointed stars. ** 2. Teaching preparation ** 1. a few square pieces of paper. 2. Scissors. ** 3. Teaching process ** 1. to lead - The teacher showed a five-pointed star to arouse the interest of the child. He asked the child if he knew what shape it was and where he had seen it before. 2. Explain and demonstrate - The teacher introduced the folk art form of paper-cutting to the children, and briefly explained the tools (scissors) and materials (paper) needed for paper-cutting. - The teacher began to demonstrate the steps of cutting the five-pointed star. - Fold the square paper diagonally to form a triangle. - Then, he folded the two sharp corners of the triangle in half and spread them out. He made an invisible mark at the crease in the middle of the bottom (he didn't need to draw it, just to determine the position). - He pulled the top corner to the mark and folded it, then unfolded it and made a mark at the middle of the new crease. - Fold the bottom left corner to this mark, then unroll it and mark the crease on the left. - Fold the lower right corner according to a certain position (the bottom edge is folded to the middle point, and the folded part is folded to the left mark), and repeat it on the right side. - Draw a diagonal line at a suitable position (roughly along the intersection point from the top corner to the crease)(In actual operation, you can cut it by feeling, but you don't have to draw this line), and then cut it according to this diagonal line. - Finally, he unfolded it, and a pentagram was cut. 3. Infant Operation - Give each child square paper and scissors, and let the children cut the paper according to the steps demonstrated by the teacher. The teacher guided the children during the operation process, reminding the children to pay attention to the safety of the use of scissors, and helping the children who had difficulties to fold paper and cut paper correctly. 4. Exhibition and Evaluation - The teachers would evaluate the children's works, praise the children who had cut the stars well, and encourage all the children to actively participate in the manual activities. Read more exciting novels for free
Reflection on the teaching plan of recycling and hand-making in kindergarten
The following is a reflection on the kindergarten's waste recycling and hand-made teaching plan: ** 1. Strengths ** 1. ** The embodiment of children's dominant position ** - In this kind of handmade activity, the traditional teacher-led teaching model could usually be changed. For example, in many activities, children were given full autonomy to create. For example, in some activities, the teacher only provided materials and guided the child to think about what the waste could be turned into. Instead of directly telling the child what to do, the child could imagine and use his creativity to turn the waste into a unique handmade work. 2. ** Arouse children's interest ** - Many activities stimulate children's interest in participation through interesting introductions. For example, the use of hand shadow games, finger rhythms and other methods can mobilize the enthusiasm and initiative of children. The children would be more involved in the subsequent hand-making process during the fun beginning. This kind of interest was in line with the characteristics of the children's age and laid the foundation for the success of the activity. 3. ** Cultivate multiple abilities and awareness ** - ** Hands-on Ability **: By using scissors, paste materials, and other materials to operate waste items, the child's hands-on ability can be trained. In the process of modifying old and useless items, they had mastered manual skills such as cutting, sticking, and painting. - ** Imagination and creativity **: Due to the variety of shapes and materials of waste items, children can fully use their imagination to transform them into different items. For example, imagining paper cups as the sun, petals, etc., or combining waste paper boxes, straws, etc. into various unique handmade works, showing a strong creativity. - ** Awareness of environmental protection **: The activity is centered around recycling waste, allowing children to realize that there are other uses for waste items instead of throwing them away directly, thus cultivating children's awareness of thrift and environmental protection. 4. ** In terms of work results ** - Children's works were often novel and unique, which reflected the better effect of the activities. Children could apply the accumulated experience in life to hand-made and create imaginative works. These works were not only the embodiment of children's abilities, but also could become the decoration of the kindergarten environment or the content of children's sharing and communication. ** 2. Weakness ** 1. ** Not enough consideration for grouping ** - When they were divided into groups to make hand-made, some of the teaching plans did not fully consider the individual differences of the children. If the children with strong abilities and the children with weak abilities could be grouped reasonably, they could drive each other and develop together. For example, a child with strong abilities could help a child with weak abilities in production skills, while a child with weak abilities might have some unique creativity to inspire a child with strong abilities. 2. ** Teacher guidance question ** - In the process of hand-making, the teacher's instructions were sometimes too much. Teachers should give children more opportunities to observe and explore, so that children can find ways to make and learn to cooperate with their peers. Too many instructions may limit the development of children's independent thinking and exploration ability. 3. ** Limitations of lesson plan preparation ** - In the process of preparing lessons, some of the lesson plans had limitations in the preparation of materials and demonstration works. For example, in a hand-made lesson plan that used paper cups as materials, the effect of the activity might be better if more paper cups could be prepared to turn waste into treasure for demonstration or reference. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Number kindergarten teaching plan
The following are some examples of kindergarten lesson plans: * * I. Chinese New Year themed lesson plan ** 1. * * Activity Target ** - Through the discussion on how to celebrate the new year, the children would learn about the traditional festival, the Spring Festival, and its customs. - To train children's language organization skills, children were required to be able to describe the New Year's scene in a relatively fluent language. - Nurture children to use rich vocabulary to describe the happiness of the new year and their own happy mood. 2. * * Event preparation ** - Coursework, Bubble Mud. 3. * * Event process ** - The teacher told stories, such as the legendary story of Nian, to arouse the interest of the children and let the children understand the origin of Nian. - Conversation topics, guide children to recall the customs of the new year and boldly speak, such as the new year is coming, everyone is very happy, let the children think about how to celebrate the new year. - The children were asked to talk about last year's Chinese New Year, including their feelings. They were required to describe in detail in fluent language. - Show pictures of New Year paintings, couplets, reunion dinners, New Year's Eve celebrations, firecrackers, etc., and let the children say what these are. Then discuss the relevant content, such as describing the patterns and colors of the New Year paintings, and discussing the symmetrical nature of the Spring Festival couplets. - He recalled the scene of the children visiting their family and friends last year, including what they said at that time. - Tell the child that the new year is a new beginning of the year. The child is one year older. Ask the child about his plans, wishes, and what he should do in the new year. - Learn how to make dumplings with bubble mud, including kneading them into balls, flattening them, placing the fillings, folding the fillings, and other steps to guide children to express positive New Year wishes. * * 2. Color cognition lesson plan (Water color change experiment)** 1. * * Activity Target ** - Know red, yellow, and blue, and match the corresponding bottles according to the color markings. - Perceiving the phenomenon of two colors mixing into a new color, experiencing the joy of discovery. - Stimulate children's interest in scientific activities. - Cultivate children's observation ability and hands-on operation ability. 2. * * Important and Difficult Points of the Event ** - Important point: recognize the three basic colors red, yellow and blue and be able to name other things in life that are red, yellow and blue. - [Difficulty: Perceiving red, yellow, and blue in different combinations will produce orange, green, and purple.] 3. * * Event preparation ** - Each of them had a transparent bottle with half a bottle of water in it. The bottle cap was painted with red, yellow, and blue colors. - The red, yellow, and blue labels were fixed on the plastic baskets. 4. * * Event process ** - The teacher shook the bottle so that the water would come into contact with the paint in the bottle cap to change its color. This would stimulate the child's interest and let the child participate in shaking the bottle to change its color. Then, the color-changed bottle would be placed corresponding to the frame. - Decipher the secret and let the child try to shake the bottle without paint and the bottle with paint to find out the reason for the change in color. * * 3. Magical fingerprint lesson plan ** 1. * * Activity Target ** - Guide children to recognize fingerprints and understand fingerprints. - A simple understanding of the characteristics and functions of fingerprints. - He guided the child to observe and compare the fingerprints. - He asked the child to dip his finger in the ink pad and print his fingerprint on the paper. He found that the place he touched could leave his fingerprint. - Let the child know that fingerprints will be left when their fingers come into contact with objects. * * 4. Teaching plan for line drawing ** 1. * * Activity Target ** - Let the children know straight lines, curved lines, wavy lines, and spiral lines. - Let the child learn how to draw these lines. 2. * * Event process ** - The teacher demonstrated how to draw straight lines, curved lines, wavy lines, and spiral lines. For example, straight lines should be drawn without shaking the pen, curved lines should be drawn like shark teeth, wavy lines should be drawn without sharp teeth, and spiral lines should be drawn like a snail's house. - For children's creation, the teacher encouraged the children to draw these lines boldly and correct the problems that appeared during the operation. - Appreciation of works, display the children's works, let the children talk about which lines they drew, and arrange the works in the "I am a little painter" column. * * 5. Teaching plan for artificial rainfall ** 1. * * Activity Target ** - Using different materials to create artificial rain. - Create a rain scene and experience the joy of imagination and creation. - He learned to record his discoveries in various forms such as language and symbols. - In the activity, let the children experience the joy of success. - Cultivate children's interest in exploring scientific phenomena. 2. * * Event preparation ** - He would provide some materials for children to make rain, such as coke bottles, bottle caps with holes, straws, leaves, and sponge. He would put them in the material basket. - He prepared a few basins of clean water and placed them outside. 3. * * Event process ** - Tell me about the rain that I know. Guide the child to describe the source of rain, the appearance and sound of heavy rain and light rain, the use of rain, etc. - After visiting the materials, the children tried to turn water into rain, such as cola bottle rain, straw rain, sponge rain, leaf rain, toothbrush rain, small hand rain, etc., and shared their own methods of rain. - Rain the flowers and trees. Let the children choose the materials to rain the flowers and trees. * * 6. Biscuit Making Teaching Plan ** 1. * * Activity Target ** - Perceiving the different shapes of the biscuits and obtaining a preliminary concept of the shape. - Self-made Sandwiches, experience the joy of giving gifts to friends and tasting them together. - Cultivate children's ability to compare and judge. - Arouse children's interest in learning graphics. - Guide the children to interact with the materials and experience the fun of math activities. 2. * * Event preparation ** - Tell the children in advance to make cookies for their friends and ask them to bring two identical cookies to the kindergarten. - Jam, condensed milk, peanut butter, and other sauces that were easy to identify by color, disposable tablecloths, small spoons, and shallow plates. 3. * * Event process ** - Observe the biscuits, guide the children to describe whether the biscuits are the same, what they look like, and smell them. The teacher will demonstrate how to make "good friend sandwich biscuits". - Make friends sandwich biscuits. After the child recognizes various sauces, he will choose the sauce he likes to make and recite the children's song. - In the sharing activity, the children would give their self-made "good friend sandwich biscuits" to their good friends to taste. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the kindergarten class
The following are some examples of teaching plans for kindergarten classes: ##1. The Little Dwarf Ascends the Stairs 1. ** Teaching goal ** - Let the children be willing to follow the teacher to do counting activities within 10. - Make sure the child can sing the numbers 1 - 10 in the correct order. - This will enable the child to sing the number according to the rhythm of the body movements and cultivate the child's ability to recognize the number. 2. ** Teaching preparation ** - [Learning Tool: Dwarf Finger Puppet, 10 steps ladder made of cardboard] 3. ** Teaching process ** - ** Game: Dwarves Climb the Stairs ** - The teacher operated the paper doll to tell the story: The dwarf wanted to climb the stairs to play. As he climbed the stairs, he sang the number 1 - 10 rhythmically. After climbing the stairs, he jumped happily and waved to the children. - Ask the child to point at the table or a certain part of the body. The teacher will control the small paper puppet. The teacher and the student will learn the dwarf's singing rhythmically and repeat it. - The child manipulated the little finger puppet to play the game of singing up the stairs. The teacher observed the child's singing. For the child who could not sing correctly, the teacher could operate the teaching aid to play the game with the child and lead the singing. - ** Music Game: Ten Dwarfs ** - The teacher asked the ten children to be dwarfs. The teacher gently patted the children's heads as he sang the song "Ten Dwarfs." - He could also use his ten fingers as ten dwarfs and sing while sticking out his fingers. - ** Outdoors game: Kids go up the stairs ** - He brought the children to the stairs outside the classroom and sang by the stairs. ##2. Ladder Game Teaching Plan 1. ** Teaching goal ** - Let the child grasp the order of the numbers 1 - 10 and be able to count them accurately and quickly. - Cultivate children's cooperative spirit and ability to cooperate, let them feel the joy of teamwork in the game. - To improve children's running ability, strengthen their physical fitness, and explore and understand the basic situations in life through games. 2. ** Teaching content ** - The ladder game. 3. ** Teaching session ** - ** Introduction and preparation of the game ** - The teacher introduced the rules of the ladder game to the children and asked them to line up in a row. Everyone stood on the first step of the ladder to remind the children to pay attention to safety. - ** Game Rules ** - Each step of the ladder had numbers 1 - 10 written on it. The child had to step on it and read the numbers out loud. Only one step could be taken at a time, and only after one step could the next child go up the stairs. If they stepped on the wrong number or did not follow the order of the steps, they would have to go back to the starting point and start again. - ** Game implementation ** - The teacher led the children to play the game. The children took turns to climb the stairs and read out the numbers loudly. When all the children reached the top floor, they were encouraged to return to the starting point and play the game repeatedly. If the child makes a mistake, the teacher can give a hint. - ** Game summary ** - At the end of the game, the teacher led the children to summarize the game experience, such as the skills to climb the ladder faster and the ways to avoid making mistakes. Finally, praise the children's performance and strengthen their practice to make them more familiar with the order of numbers and improve their cognitive ability and cooperation ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten hand-made wind chimes, teaching plan, big class reflection
The following is a reflection on the teaching plan of making wind chimes by hand in kindergarten: * * 1. Event preparation ** 1. * * Material Selection ** - Practicality and aesthetics were not the only considerations when choosing materials and tools. For example, if a more complicated or difficult material is chosen, the child may encounter difficulties when making the wind chime. For example, some materials that needed to be carefully tailored might not be suitable for the limited development of fine hand movements of children in the first class. This would cause children to spend too much time and energy, or even give up activities. 2. * * Children's interests and age characteristics should be considered ** - The interests and age characteristics of the children in the upper class should be fully considered. If the materials and production process did not attract young children, their enthusiasm for participation would be affected. For example, choosing materials that children were familiar with and easy to operate, such as colored paper, plastic bottles, etc., would be more conducive for children to invest in making wind chimes. * * 2. Event Organization and Guidance ** 1. * * Children's autonomy ** - In the process of the activity, we should not pay too much attention to the teacher's guidance and ignore the autonomy and inquiry of the children. Children should be guided to choose their own materials and design patterns, so that they can use their imagination and creativity in the production process. For example, children should not always make wind chimes according to the steps set by the teacher. Children should be encouraged to try different combinations and decorative methods. 2. * * Insufficient exploratory guidance ** - The children were not sufficiently guided to explore the various possibilities of making wind chimes. For example, in the part where the wind chimes made sounds, the children could explore the effects of different materials and lengths of the ornaments on the sound, instead of just making the wind chimes that could make sounds according to the established model. * * 3. Activity feedback and summary ** 1. * * Insufficient emphasis on innovation and performance ** - In the feedback and summary of the event, the aesthetic and practicality of the work could not be emphasized. Children should be guided to analyze the strengths and weaknesses of their own works, and to discover new ideas and room for improvement. For example, when children make unique wind chimes, they should be encouraged to share their creativity, not just whether the wind chimes meet traditional aesthetic standards. 2. * * Single evaluation method ** - By sharing their comments with each other, they could stimulate children's creativity and cooperative spirit. This way, the children could get more inspiration from their peers 'works and evaluations, and promote their further thinking and innovation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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>
Teaching plan for disinfection of kindergarten faucet
The following is a lesson plan for disinfecting a kindergarten faucet: ** 1. Teaching objectives ** 1. Let the teachers understand the importance of faucet disinfection in kindergarten hygiene work. 2. Master the correct method of disinfecting the faucet. ** 2. Teaching content ** #(1) Theory Explanation 1. significance - Faucets were objects that young children often came into contact with. It was easy to breed bacteria. If they were not disinfected, it might cause young children to contract diseases and affect their healthy growth. 2. disinfection frequency - Faucets need to be disinfected every day. #(II) Disinfection Method 1. chemical disinfection - Prepare a suitable disinfectant, such as a disinfectant of the class of hypochlorites. Use a solution with a concentration of 100 - 250 milligrams per liter of available hydrogen, soak a clean rag in the disinfectant solution, and then carefully wipe the surface of the faucet with the rag to ensure that all parts can be wiped. The disinfection time is 10 - 30 minutes. After that, clean the disinfectant residue on the surface of the faucet with clean water to prevent the child from coming into contact with the residual disinfectant. 2. Daily cleaning and disinfection - Before the children go to the toilet together, they can use disinfectant to disinfect the faucet. Every morning, use a washroom cleaning cloth dipped in disinfectant to wipe all the places in the washroom that children may come into contact with, including the faucet. 3. Enhanced disinfection during special periods - In the period of high incidence of infectious diseases or special circumstances, the frequency of disinfection can be increased appropriately, such as wiping and disinfecting with a disinfectant containing 500g/L of available disinfectant. ** 3. Teaching summary ** 1. It emphasized the importance of faucet disinfection and required the teaching staff to operate in strict accordance with the disinfection method and frequency. 2. We should encourage the caretakers to pay attention to the health of the children and do a good job in the hygiene and disinfection of the kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of peeling eggs in kindergarten
The following is a kindergarten lesson plan for peeling eggs: ** 1. Teaching objectives ** 1. Let the children master the correct method of peeling eggs and cultivate their life skills. 2. To improve the child's hand-eye coordination and fine motor skills. 3. To enhance children's self-confidence and self-management ability. ** 2. Teaching preparation ** 1. Eggs, clean water, a clean towel (handkerchief or toilet paper), and a container for eggs. 2. Research and prepare to teach the little tricks of peeling eggs (can be used as teaching aid). ** 3. Teaching Steps ** 1. ** import ** - The teacher introduced today's topic to the children: peeling eggs. - Ask the children if they had peeled eggs before and if they knew the correct way to peel eggs. 2. ** Teaching process ** - Egg-washing demonstration: The teacher will demonstrate how to wash eggs and explain to the child why. - Boiling eggs demonstration: The teacher will demonstrate how to boil eggs and explain the method and time of boiling eggs. After the eggs are cooked, they will be cooled to room temperature. - Egg-peeling demonstration: The teacher will demonstrate how to peel an egg, telling the child where to start peeling and how to peel the egg shell. During the demonstration, the teacher can teach small skills (such as adding baking soda when cooking eggs, etc.). - Children's practice: Let the children peel the eggs themselves. If the children can't peel or break the eggs, the teacher will help and guide them in time. - Achievement evaluation: After the child completes the task of peeling eggs, guide the child to evaluate his or her own achievements, ask about the feeling of peeling eggs, and evaluate his or her performance. The teacher will give encouragement and affirmation. At the same time, they can interact and share the methods and tips of peeling eggs. 3. ** Extension after class ** - In the next class, he would learn to peel and slice other healthy foods (such as fruits and vegetables) with the children. - Children are encouraged to peel eggs with their parents at home and try different ways of eating them (such as making egg yolk pastry, egg salad, etc.) to enhance children's practical opportunities and innovative thinking ability. ** 4. Evaluation of Teaching Effect ** 1. According to the success rate of peeling eggs for children. 2. The children evaluated their performance in peeling eggs, and the teachers also evaluated them and gave timely feedback and suggestions for improvement. ** 5. Points to note in teaching ** 1. During the process of cooking eggs, teachers should pay attention to safety and prevent children from coming into contact with hot water, fire sources, etc. 2. When peeling an egg, break one side first, then remove the entire eggshell. Pay attention to the strength and direction. 3. The teacher guided the child according to his actual situation to avoid being too professional or difficult to understand. <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 teaching plan of the art class in kindergarten
The following is a lesson plan for the kindergarten middle class art class, Sweet: ##1. Teaching objectives 1. skill target - Able to use hand movements in a more coordinated manner for related art creation (such as kneading plasticine). - Learn how to add or combine appropriate elements to the three-dimensional model (such as installing small rods on the sphere, etc.). 2. Emotional and cognitive goals - Appreciate the work of oneself and your companions, and experience the joy of success. - Further learn to carry out art activities evenly within the specified range, and develop good habits such as bold colors and uniform painting (if it involves painting and other operations). ##2. Teaching Materials Lollipops, plasticine, straws (Take "Sweet Candy" as an example), or materials related to the "sweet" theme, such as colored paper, crayons, glue, etc.(If you create other sweet things, such as candy paintings, etc.). ##3. Teaching process ###(1) Introduction 1. Guess. - The teacher aroused the interest of the children, for example, saying,"Children, the teacher's pocket is bulging. There is a mysterious thing in it." He guided the children to guess. - He added,"Listen, there's still a sound. Let's guess again." And then reveal that the answer is sugar (if sugar is the theme). - Then he asked,"What kind of sugar is it?" draw out the main topic, ie the lollipop, etc ###(2) Observation and Cognification 1. observe things - If it was a lollipop theme, the teacher would show the lollipop and guide the child to observe its appearance. - Guide the child to describe, such as,"What shape is the candy on it? What about the rest?" Help the child describe the candy in a coherent manner, such as "The candy above is round, and the stick below is long." - You can ask the child if he has eaten other types of related food (such as other shapes of sugar, etc.). ###(3) Creation 1. teacher demonstration - If you want to make a lollipop (Take "Sweet Candy" as an example): - The teacher chose the plasticine that he liked and placed it in his hand. As he was doing it, he said,"Children, first put the plasticine in your palms, then rub your hands together like this. Gently, rub it into a round ball." - Then he demonstrated,"Look, the teacher pressed a beautiful tail on it (insert a straw, etc.), and it became a beautiful lollipop." - If it was drawing candy or other creations: - The teacher demonstrated the shape of a candy on the blackboard or drawing paper, such as a round or square candy body, plus details such as curved candy paper, and explained the steps while drawing. 2. Game Rules - Set rules for the production or painting process. For example,"When you're doing crafts or painting, you can't make any sound with your mouth. You have to be quiet." - "You can't snatch things from others. If you're drawing, you can't draw beyond the scope of the paper." 3. Infant Operation - Children began to create their own works, such as making lollipops, drawing candies, and so on. - The teacher gave individual guidance and reminded the child to pay attention to the key points of the operation (such as gently rubbing the plasticine into a circle, etc.). ###(4) Showing and Sharing 1. works show - The teacher chose a few children's works to display. - He guided the other children to admire the painting and asked,"Look at the children's drawings. Are they beautiful?" 2. share their feelings - The teacher asked the child if he was happy today. - Guide children to learn how to share happiness, such as saying,"When children have happy things, they must learn to share with others." (If you make lollipops, you can let the children imagine sharing them with other classes.) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>