When will the kindergarten open a new class?
The time for the opening of new classes varied in different regions. For example, some regional kindergarten opened on March 4, without mentioning the opening of new classes; On August 14,2020, the news showed that the large and middle classes of all types of kindergarten in Beijing opened on September 8, and the small classes opened on September 11, and the small classes could set a transition period; There were also some kindergarten mentioned on October 24 that there were nine babies in the nursing class, which was a day care mode. The nursing time was from 9 a.m. to 4 p.m., but it did not indicate whether it was a new class. There wasn't enough information to indicate when a typical kindergarten would open a new class. Read more exciting novels for free
Elephant and Mosquitoes: Reflection on the Open Class of the Senior Class in the kindergarten
The following is a possible reflection on the elephant and mosquito kindergarten class: * * 1. Achievement of teaching objectives ** 1. * * Invigorated interest ** - From the teaching plan and teaching process, the theme of elephants and mosquitoes was vivid. Children were familiar with these two animals. In actual teaching, children were very interested, which indicated that the teaching goal of stimulating children's interest in percussion and experiencing the joy brought by musical instruments was achieved to a certain extent. For example, in the role-playing segment, the children were very involved whether they were playing an elephant or a mosquito. 2. * * Ability Cultivation ** - In terms of cultivating children's ability to listen and distinguish and to match instruments according to the story, it was effective to let children feel the matching of music passages, maps and the story before playing instruments. However, some children might not have a deep understanding of the relationship between the timbre of the instrument and the story. For example, some children might not be able to accurately distinguish between the drum representing the footsteps of an elephant and the string of bells representing the sound of mosquitoes flying. - For the goal of guiding children to understand the sounds of musical instruments and to be willing to participate in the game, children showed enthusiasm to participate in the game when imitating the movements of elephants and mosquitoes and playing musical instruments. However, their understanding of the characteristics of musical instruments may only remain on the surface. For example, they may not have a thorough understanding of the relationship between the sounds of musical instruments such as frogsong and waltz boards and specific actions in the story. * * 2. Teaching content and process ** 1. * * Story and music merge ** - Combining the story of the elephant and the mosquito with the music was a good idea. However, in the process of teaching, there might be a problem that the transition between the music and the story was not natural enough. For example, when changing from a musical segment where a mosquito bites an elephant to a musical segment where an elephant drives away a mosquito, the child may need more guidance to accurately grasp the plot transition and make the corresponding movements or musical instruments. 2. * * role-playing and interaction ** - Character play (such as teachers and children, boys and girls playing elephants and mosquitoes respectively) could increase the fun and interaction of teaching. However, in the process of role-playing, there may be cases where some children pay too much attention to the performance itself and ignore the rhythm of the music. For example, when he acted as a mosquito flying and an elephant biting, he did not perform the actions completely according to the rhythm of the music. 3. * * Musical instrument performance segment ** - In the instrument performance segment, although the children experienced the joy of cooperation, there may be shortcomings in the allocation of instruments and the guidance of children to play instruments correctly. For example, they might not have fully considered the proficiency of each child in operating the instrument, causing some children to be confused during the performance or fail to play the role of the instrument well. * * 3. Teacher's teaching quality ** 1. * * Language Organization ** - In the teaching process, the teacher's language organization in some parts is not refined enough, which may affect the child's understanding of the teaching content and concentration. For example, when explaining the rules of the game or guiding children to imitate animal movements, overly lengthy language may make children confused or lose interest. 2. * * Teaching Guidance ** - As the guide of the activity, the teacher still had room for improvement in guiding the children to understand the relationship between music, storylines, and instruments. For example, when children had doubts about the matching of musical instruments and storylines, they did not give more effective guidance in time, causing some children to have difficulty understanding. * * 4. Directions for Teaching and Learning ** 1. * * Strengthened Music Perception ** - Before teaching, children could increase their perception of music, so that they could have a deeper understanding of the rhythm of music, the relationship between melody and the story. For example, by listening to music many times and doing simple rhythmic tapping exercises. 2. * * Enhancing the Teaching Stage ** - The teaching process should be optimized, especially the transition between the music and the story. It should be designed in a more natural way, such as adding some guiding words or action hints. 3. * * To improve the quality of teachers ** - Teachers should constantly improve their ability to organize language and convey teaching information concisely and clearly. At the same time, research on children's learning characteristics and teaching guidance methods should be strengthened in order to better deal with the problems that children encounter in the learning process. 4. * * Personalized guidance ** - In the instrument performance segment, the children were given individual guidance and instrument allocation according to their proficiency in the operation of the instrument to ensure that each child could play their own role in the performance and experience the joy of success. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the open class of the lazy worm in kindergarten
The following is a reflection on the kindergarten's Sloth class: ** 1. Teaching content ** 1. ** Education ** - The song "Lazy Worm" contained rich educational value. It could guide children to realize that laziness was a bad behavior and help to educate children in moral character, such as cultivating children's awareness of taking the initiative to work and actively participate in activities. 2. ** Difficulty of the content ** - For young children, it might be difficult to understand the concept of a lazy worm. In the teaching process, teachers were required to explain in simple and easy-to-understand ways, such as combining the child's daily behavior, such as not liking to dress or eat, to explain what laziness was. - In terms of music knowledge, such as learning the quarter rest, the teaching method should be designed according to the children's musical foundation and acceptance ability. If the difficulty is too high, it may cause the child to be afraid of difficulty; if it is too simple, it will not achieve the teaching goal. ** 2. Teaching methods ** 1. ** Game Teaching ** - Using games to teach was very effective. For example, games such as "Find the Sloth","Little Rooster and the Sloth" could increase children's participation and interest in learning. However, the organization and rules of the game must be clear and clear to ensure that the child can understand and actively participate. For example, in the "Find the Sloth" game, the child had to know how to find the "Sloth" and the reaction after finding it. - In the music game segment, such as letting children imitate the movements of insects, twisting around, touching their stomachs, etc., can help children better understand the content of the song and enhance their performance singing skills. However, it was important to guide the children to follow the rhythm in the game. They could not just focus on the movements and ignore the music itself. 2. ** Guidance and Inspiration ** - In the teaching process, teachers should focus on guiding children to think and explore independently. For example, in the process of creating a "hardworking person," the teacher should inspire the children to think about what hardworking people would do instead of telling them the answer directly. - When children did not understand the content of the song or music knowledge, the teacher's guidance method was crucial. For example, when explaining the concept of "lazy worm", he could use questions and examples to guide the child to come to the conclusion that being a lazy worm was not good. ** 3. Child's performance ** 1. ** Learning interest ** - Children usually showed great interest in such humorous music materials. It could be seen from the children's active participation in the game and imitation of movements. However, it was necessary to pay attention to maintaining this interest and constantly create new teaching methods in the teaching process to prevent children from getting bored. 2. ** Learning ability ** - In the song learning segment, the child could basically keep up with the rhythm and melody, which meant that the child had a certain ability in music perception. However, when the teaching capacity is large, children may have difficulty learning. For example, in a teaching activity that includes multiple teaching links (self-reading pictures, learning songs, singing performances, singing games, moral education, etc.), children may have poor learning results due to too much learning content, and the teaching time may be too long. ** 4. Teaching preparation ** 1. ** Teaching aid preparation ** - The use of teaching aids such as rhythm cards and caterpillar dolls can help children better understand music knowledge and song content. However, the choice of teaching aids should be in line with the age characteristics and teaching needs of the children. For example, when using the rhythm card, the design of the card should be intuitive and simple, so that it was easy for the child to recognize and operate. 2. [Knowledge preparation] - Teachers should fully understand the children's existing knowledge and experience before teaching, including music knowledge, life experience, etc. For example, before teaching the quarter rest, it was necessary to find out if the child had similar learning experiences in order to adjust the teaching method and progress. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The demonstration of the open class of handmade clay in the kindergarten
The following is an example of a kindergarten hand-made clay public class: * * 1. Teaching objectives ** 1. Let the children learn to use clay to make specific objects and train their fine hand movements. 2. To stimulate children's imagination and creativity, and encourage children to use clay to create a variety of images. 3. Cultivate the habit of completing tasks patiently and enjoy the joy of hand-made. * * 2. Teaching preparation ** 1. Clay (such as ultra-light clay), one for each person. 2. There were several auxiliary tools, such as toothpicks and leaves (you could choose the appropriate tools according to the theme of the production. For example, when making a small hedgehog, you could prepare a small comb to shape the thorns, etc.). 3. An example of a finished product for display (for example, if you want to make a small hedgehog, prepare a clay hedgehog). 4. Cleaning supplies, such as rags, one in each group. * * 3. Teaching process ** #(I) Introduction 1. Show examples of finished products Teacher: "Children, today I brought a little baby. Look, what is this?" (Show the finished product made of clay, such as a small hedgehog) Guide the child to observe and say the name and some characteristics of the item. 2. lead up the subject Teacher: "Then let's use clay to make this cute [Finished Item Name] today, okay?" #(2) Explain the demonstration part Using the creation of a little hedgehog as an example: 1. Take clay and shape it - Teacher: "First, we take out a suitable amount of brown clay, like this (Demonstrate the action of taking clay). Then, we knead it into an oval ball, just like how we usually knead small glutinous rice balls. After kneading it, we press it gently." (Demonstrate each action as you speak) 2. Add Details - Eyes and nose: "Take two small portions of white clay and rub them into small balls. Stick them on the little hedgehog's face as eyes. Then take a little bit of black clay and rub them into smaller circles. Stick them on the white balls as eyeballs. Then use a little brown clay to form a small triangle and stick it in the right place as a nose." - The thorns on the back: "We can use a small comb or toothpick to press some small thorns on the back of the little hedgehog, like this (demonstration action), to make the little hedgehog's thorns look sharp." #(3) Child Production 1. distributing material He distributed clay and the necessary auxiliary tools to each child. 2. itinerant guidance - Remind the child that if the clay is a little dry or sticky during the production process, he can wipe his hands with a rag. - Children were encouraged to use their imaginations, such as what other decorations the little hedgehog could have, or what the little hedgehog was doing. - For children who encountered difficulties, such as clay molding was not smooth, appropriate help and guidance were given. #(4) Exhibition and Evaluation 1. works show Please place the hedgehog you made on the display stand. 2. Preschoolers Invite some children to introduce their works, such as "What is my little hedgehog doing?" 3. teacher evaluation The teacher evaluated the children's works and praised the creativity and serious attitude of the children. For example,"The thorns on the back of Xiao Ming's little hedgehog are especially creative. They are curved thorns pressed out by a small comb." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the Mini games in the kindergarten open class?
The following are some indoor Mini games suitable for kindergarten public lessons: - ** Ball games ** - ** Ball run **: The children in the small class run face-to-face with the ball, while the children in the middle class run back-to-back with the ball. The ball will not fall during the run, which tests the coordination and cooperation ability of the body. - [Rescue the wounded: Use old quilts to let the children transport the ball, set obstacles and challenges, and train their cooperation, balance, and adaptability.] - ** Throwing Game ** - ** Pitch-pot **: A jar is placed in the middle of the field. The child stands outside the starting line with the same number of chopsticks in hand and throws the chopsticks into the jar in turn. The one who throws the most wins. Different areas can also be set, such as the simple area and the challenge area. The score will be different in different areas. You can also play blindfolded pitch-pot, one-legged throwing, standing on a chair throwing and other tricks. You can also make a throwing game. You can choose common objects to decorate and make rules to throw to train your arm strength and hand-eye coordination. - ** Crawling Game ** - Crossing the line of fire: The teacher will arrange the small chairs into two rows and set obstacles to fix the rubber band on the back of the chair. The children will line up in a column and cross the rubber band while making their own movements. The self-made movements cannot be repeated with the previous child. It is suitable for middle and upper class children. - ** Other Games ** - ** Little Turtle Dribbling (suitable for small classes)**: Prepare sponge mats and sandbags for the game. The children were divided into two groups of PK. Each group had 6 - 7 people. They dribbled the ball in turn and transported a sandbag each time. The group that transported the most sandbags within the specified time won. A child could be arranged to be the referee. If the sandbag fell and the transportation failed, the next child would continue. - ** Carrying water across the river, chair games, mushroom picking competitions, chopsticks, paper cups, fast transfer, etc. - ** Paper Cup Run, Kitten Fishing, Telekinesis Relic, Blind Man Touching Elephant, Paper Cup Shoes, Blower Player, etc. - ** Peng Peng Le (suitable for small, medium, and large classes)**: Prepare rubber balls and plastic bottles for the game. The teacher placed 10 plastic bottles in an inverted triangle five meters away from the child. The child took the ball to hit the bottle, and one point was scored for each bottle knocked down. - ** Pony Crossing the River (suitable for middle school students)**: Prepare 4 color cards and rhythmic music. The teacher had pasted the cards on the floor in an irregular pattern. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The process of the kindergarten language field open class
The kindergarten language field public class process generally included the following parts: ** I. Pre-class preparation ** 1. ** Event Selection ** - Paying attention to the operation of the activity content was an important factor in the success of the public class. - The primary and secondary structure of the activity class should be clearly defined. It should be divided into the beginning, the basic, and the end parts. The time for each part should be allocated reasonably. The key points should be clearly grasped, and the achievement of the activity goal should be paid attention to during the activity process. 2. ** Part of the import ** - The introduction method must be novel, able to attract the attention of the children and stimulate their interest. 3. ** Basics ** - Each link was closely connected, the language was coherent, the process was clear and met the relevant requirements (such as the requirements of the Guide). - It was necessary to include a game segment because the kindergarten curriculum mostly used games to achieve the teaching goal. Games could understand the children's acceptance ability. 4. ** End ** - Pay attention to the sorting and summary of the course content by the teacher and the child. At the same time, pay attention to the improvement of the activities. ** 2. In-class implementation ** 1. ** Beginning (with different public lessons as examples)** - The topic could be introduced through conversation. For example, in an open class related to fruit picking, the teacher would use the fruit picked by the child as the topic and ask the child how to pick chestnuts. Or, it could be introduced through the creation of a situation. For example, in an open class related to the moon, the teacher would lead the child to dance "Fishing Story" into the venue. Then, by asking about the things used for fishing, the teacher would introduce the moon in the sky that looked like a fish hook, and then the poem would be introduced. 2. ** Basics (with different public lessons as examples)** - If it was a story lesson, the teacher could first play the relevant music or show part of the content to let the child experience the story. For example, in the "Star Fishing" public class, the teacher first played the music to let the child know the name of the poem and the initial feeling of the content; then the teacher showed the wall chart and recited the content to let the child further understand the content, and the child followed the teacher to recite. In the picture book story class, the teacher could guide the children to guess the plot of the story. For example, in the open class of "The Big Tree Shakes," the teacher asked the children to guess what would fall from the tree when the animals shook the tree. The children were encouraged to use short words and short sentences to describe the observed content and express their guesses and imaginations. - If it was an open class on understanding the story content, the teacher could let the children sort out the story through observation, games, etc. For example, in the open class of "Who is more capable?", the teacher let the children sort out the plot through guessing and observation, and develop their oral expression ability and thinking judgment ability. 3. ** Ending (Using different public lecture examples)** - They could sort out and summarize the story together, such as the content and reason of the story. For example, in an open class on children's dental health, the teacher might summarize the methods mentioned by the child to make the teeth fall out. He could also improve the course. For example, in the poetry public class, he mentioned that poetry could become a finger game to be played next time. ** III. Reflection after class ** - Teachers should pay more attention to reflection and analyze the shortcomings of this lesson. They can also ask experienced teachers for advice. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The turtle finds a friend, kindergarten open class
The following is an example of a lesson plan for a public kindergarten class on "Turtle Finding Friends": ##1. Teaching objectives 1. Let the children understand the story content and develop their oral expression skills. 2. Through stories, children would understand the importance of friends. Having friends was a happy thing. ##2. Teaching preparation 1. A headpiece or card for animals such as turtles, birds, and rabbits. 2. A powerpoint or a simple picture related to the story of the tortoise looking for a friend. 3. Soft background music. ##3. Teaching process ###(1) Introduction (3 minutes) 1. With a soft background music playing, the teacher asked,"Children, today I'm going to tell you a story about finding a friend. Before the story begins, the teacher would like to ask everyone, do you all have friends? What do you think it's like to have friends?" Children are encouraged to answer questions and share their feelings about their friends. 2. Show the turtle's card or headdress and ask the children,"The protagonist of our story today is this slow, shelled little animal. Can you guess who it is? Yes, it was a turtle. That turtle is going to do something very interesting, which is to find a friend." ###(2) Storytelling and Interactions (12 minutes) 1. He began to tell the story: "The tortoise crawled slowly. He first saw a bird singing in the tree. The tortoise said to the bird,'Little bird, little bird, will you be my friend?' The bird replied,'Turtle, you walk too slowly. I like to fly in the sky and make friends with my friends who fly fast.' Children, why doesn't the bird want to be friends with the turtle?" Guide the child to answer, then summarize the child's answer and continue to explain. 2. "The tortoise continued to crawl and crawl until he saw a little rabbit jumping up and down on the grass. The tortoise said to the little rabbit,'Little rabbit, little rabbit, will you be my friend?' Xiaotu replied,'Tortoise, you walk too slowly. I like to play with my friends who run fast.' Then children, why doesn't the rabbit want to be friends with the turtle?" Once again, he guided the child to answer and summarize. 3. "The turtle was a little sad, but it didn't give up and continued to crawl forward. Finally, the turtle came to a small pond. He saw a school of small fish swimming in the water. The turtle said to the fish,'Little fish, little fish, will you be my friend?' Little Fish said,"Tortoise, although you walk slowly, you can swim in the water. We can play in the water together." Thus, the turtle and the fish became good friends. Then, kids, why is Xiaoyu willing to be friends with the turtle?" Guide the child to think deeply and answer. ###(3) Story review and discussion (10 minutes) 1. Show the PowerPoint or picture again, briefly review the story, and focus on the responses of different animals to the turtle looking for friends. 2. "Children, if you were turtles, birds, and rabbits, what would you do if they didn't want to be friends?" Each group will discuss for 2 - 3 minutes, and then ask the group representatives to share the results of the discussion. 3. Question: "In our lives, how should we treat those children who are different from us? Should I not be friends with them, or should I be like a turtle and find something in common to become friends with them?" Guide children to understand and accept different partners, and find common interests to make friends. ###(4) Role-play (10 minutes) 1. The children were given animal headdresses and asked to choose to play the turtle, bird, rabbit, or fish. 2. Follow the plot of the story to role-play, encouraging the child to imitate the animal's movements and tone of speech. For example, a child who played the role of a turtle had to crawl slowly to speak, and a child who played the role of a bird could wave his hands to indicate that he was flying to speak. 3. In the role-playing process, the teacher should guide the child to correctly express the dialogue in the story and encourage the child to freely play some dialogue. For example, the turtle can say some more sincere words to invite other animals to be friends. ###(5) Summing Up (5 minutes) 1. After all the children finished their role-playing, the teacher summarized,"Today, we listened to the story of the tortoise looking for a friend and acted out the story together. We learned that although the turtle was rejected by the bird and the rabbit, it did not give up and finally found a small fish to be friends. And we also know that in life, we have to be like turtles. Even if others are different from us, we can work hard to find common ground with each other, so that we can make more friends. Then, children, think about it again. Are there any friends around you that you're not familiar with before but want to make friends with now?" 2. Finally, soft background music was played to let the children end the lesson in a relaxed atmosphere. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class, open class, what field is good for kindergarten? Reflection
In the kindergarten's small class, the social field was relatively easy to develop and there were many things worth reflecting on. ** I. The reason why public classes in the social field are easy to carry out ** 1. ** It fits the life experience of a child ** - The content of the social field was often closely related to the daily life of young children. For example, social activities like " Don't Squeeze, Don't Grab Good Friends " involved scenes that children might encounter in their daily lives, such as the order problem when crossing a bridge. Children have a certain understanding of queuing and fighting in their lives. Teachers can teach based on these experiences, and children can understand and accept them more easily. 2. ** Easy to arouse children's interest ** - Most of the topics in the social field were familiar and curious to children, such as interpersonal relationships, living habits, etc. Take " Do Your Own Thing " as an example. Children had direct experience of self-service such as dressing and undressing themselves. When presented in the form of stories or role-playing in public classes, it could attract children's attention and stimulate their enthusiasm for participation. 3. ** Reaching the goal is more intuitive ** - The goals of public classes in the social field were usually clear, such as cultivating good behavior habits and social communication skills for children. Teachers could observe the children's performance in the classroom, such as whether they took the initiative to line up, whether they were willing to do things themselves, and so on. They could intuitively judge whether the teaching goal was achieved. ** 2. Reflection ** 1. ** Teaching content ** - ** Depth and breadth **: Sometimes it may be too simple or too complicated. For example, in " Do Your Own Thing ", if it only emphasized that children should dress themselves, but did not go deep into why they should do things themselves and the importance of cultivating independence, the teaching content would be slightly thin. On the contrary, if too many adult-style complicated principles were added, it would exceed the comprehension ability of small children. - ** Connection with the actual life of the child **: Although the social field is closely related to life, there may be a situation where it is disconnected. For example, when explaining the importance of queuing, if the children did not take into account the scenes of children eating in the kindergarten cafeteria and playing on the slide, the children might only understand it on the surface and could not really apply the classroom knowledge to real life. 2. ** Teaching Form ** - ** Interactivity **: There may be insufficient interaction or a single interaction method. In the public social classes, there was a need to guide the interaction between children. For example, in " Don't Squeeze, Don't Grab Good Friends ", if the teacher was only telling the story of the big wild cat and the little rabbit, but did not let the children fully discuss the correct way to cross the bridge, the children's sense of participation and learning effect would be affected. - ** Interesting **: Some teaching methods may not be interesting enough. For example, it was just a simple explanation and question, lacking the elements of a game. For children in small classes, games were an important way of learning. If social knowledge was integrated into interesting games, such as a game where the queue was turned into a small animal queue to cross the bridge, the teaching effect would be better. 3. ** Teaching Review ** - ** Evaluation criteria **: The evaluation may not be comprehensive and objective enough. During the public class review in the social field, they might be too concerned about whether the child remembered the rules, such as whether he knew to wear his own clothes, and neglected the child's true understanding and acceptance of self-service awareness and social interaction emotions. - [** Lacking the child's main body status **: During the appraisal process, the child's main body status was not fully considered.] For example, they did not consider whether the teaching content and form were suitable from the perspective of the child, and whether they really met the needs of the child. Instead, they evaluated the teacher's teaching skills and the completeness of the teaching process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A summary of the kindergarten teacher's open class and a reflection on the big class
The following is a summary and reflection of the open class for kindergarten teachers: ** 1. Success ** 1. ** Teacher preparation ** - Many teachers attached great importance to public lessons and actively prepared for them. Some teachers sacrificed a lot of rest time to carefully organize their lesson plans, communicate with their colleagues about the content of the lesson, carefully read all kinds of materials, and even carefully make teaching aids. This serious and responsible attitude laid the foundation for the success of the public class. - In terms of grasping the teaching objectives, teachers could design and organize activities around the teaching objectives. According to the characteristics of the children in the upper class, the relatively boring teaching content was integrated into the game activities. For example, in music class, pictures and action performances were used to help children memorize lyrics, and musical melodies and rhythms were displayed with the help of maps, so that children could better understand music. In language class, pictures or a combination of pictures and texts were used to assist children in understanding and memorizing poems and story content. Through the creation of situations, role-playing and other ways to mobilize children's enthusiasm, so that children could learn knowledge in relaxed and happy games and situations to achieve the expected educational effect. 2. ** Teacher performance and progress ** - Most of the teachers had made progress and breakthroughs on the basis of their original teaching. Although there were certain problems in each class, they could all find their own highlights. For example, some teachers teach naturally and generously, and the curriculum design and grasp are accurate and in place; some teachers use concise language and the classroom rhythm is bright; some teachers are lively and generous, pay attention to teacher-student interaction, and have good classroom control ability; some teachers teach kindly and naturally, and dare to try to use new teaching methods such as PowerPoint teaching. 3. ** In terms of class evaluation ** - Teachers could use their break time to participate in lecture and class evaluation activities, and they could speak enthusiastically during the activities to fully express their thoughts. Everyone dared to admit their own shortcomings, and they could think deeply about the open class and share their thoughts and reflections. ** 2. Inadequacies and Reflection ** 1. ** Teaching content ** - There was a phenomenon of deliberately pursuing the integration of disciplines. Although it was a requirement of the outline that the content of each field should be infiltrated and connected, and it was better to integrate the content of each field through themed activities, in public classes, some teachers deliberately integrated the subject areas, resulting in the teaching content appearing scattered, without focus, and complicated. Moreover, in order to complete the integration of teaching content, the teaching time might be extended. This would exceed the attention time of the children, affect the teaching effect, and increase the burden on the children. 2. ** Teaching format ** - There was a phenomenon of alienation in the "demonstration" and "demonstration" classes. Public lessons were supposed to promote the professional growth of teachers and provide opportunities for observation and discussion. However, in reality, teachers 'teaching was too " perfect ", as if it had been overly polished. Children might just be props for teachers to teach and lose interest. For example, the use of multi-media was supposed to be a teaching aid, but some teachers only used it in a formal manner. They did not integrate it with the teaching content or their own teaching style, causing it to become a background for performance, which seemed abrupt. - Praise for children was formalized. In public classes, the frequency of praising children was too high. Most of them were general praises such as " you're great." This kind of evaluation was too vague. Children could not be clear about what they did well, and they could not obtain accurate and specific information to strengthen their own strengths. Over time, children might think that this kind of praise was cheap and lose the external motivation for development, or breed pride. 3. ** Teaching Evaluation ** - In the teaching evaluation, whether it was self-evaluation or other people's evaluation, teachers could not fully use the correct theory and ideas to observe, analyze and reflect on the public class. Since the success or failure of the open class involved the teacher's evaluation, many non-objective and non-scientific factors seeped into the evaluation process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Colorful Bubble Teaching Plan for the Open Class in the kindergarten
The following is a lesson plan for the kindergarten's open class, Colorful Bubbles: ##1. Activity Target 1. Let the children understand the interesting phenomenon of soapwater blowing bubbles. 2. Guide the child to observe the shape, color, etc. of the bubble and experience the joy of exploration. ##2. Event preparation Clear water, soap water, bubble blowing devices of various shapes, paint, white paper, straws, etc. ##3. Activity ###(1) Introduction of games to stimulate interest 1. The teacher and the children played a game of catching bubbles. The teacher blew bubbles, and the children caught bubbles. 2. After the game, ask the children if they find it fun and if they want to blow bubbles themselves. Before blowing bubbles, ask the children what kind of water can make bubbles. ###(2) Experiment and explore, and draw a conclusion 1. The teacher showed the children clear water and soap water, and let the children experiment on the two cups of water respectively. The result was that clear water could not blow bubbles, but soap water could. 2. The teacher showed different shapes such as rectangular, circular, triangular, etc. to guide the child to recognize and say the shape of the bubble blowing device. Then, they asked the children what would be the difference between the bubbles blown by different shapes of bubble blowers. After the children expressed different opinions, they let the children do experiments and finally came to the conclusion that the bubbles blown by different shapes of bubble blowers were all round. ###(3) Creating a Bubble Painting 1. He mixed three different kinds of paint into the soap-like water to make three different colored bubbles. 2. He instructed the child to dip the straw in the bubble water and blow on the white paper to evenly distribute the bubbles of the three colors to complete a bubble painting. ###(4) Activity Extension The teacher led the child to an empty field with sunlight to blow bubbles, reminding the child to carefully observe the color, shape, size, etc. of the bubbles. At the same time, the teacher reminded the child to pay attention to hygiene and safety, and to avoid spilling the bubble water on the ground and causing him to fall. <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>