A Reflection on the Teaching Plan of Music Atlas
" A Reflection on the Music Atlas Teaching Plan of the Big Class Breaking Through the Earth " I. The content of the lesson plan 1. ** Teaching goal ** - Let the children feel the rhythm and melody of the music and understand the structure of the music through the music map. - Cultivate children's musical perception and creativity, and guide children to express music with their body movements. 2. ** Teaching preparation ** - After creating the music chart, he chose the appropriate music," Breaking Through the Earth." - The spacious activity space was convenient for children. 3. ** Teaching process ** - lead-in portion - The teacher first played a short piece of music from " Breaking Through the Earth " to arouse the interest of the children. Then, the teacher asked the children how they felt after hearing the music, such as," Children, what did the music that you just heard remind you of?" - Presenting Music Atlas - The teacher showed the music chart and briefly introduced the musical elements represented by the symbols in the chart. For example, long lines might represent long notes, short lines might represent short notes, and large patterns might represent strong notes. - Children follow the map to feel the music - The teacher played the music again, guiding the children to feel the rhythm and melody changes of the music according to the tips of the map. Children could use their fingers to follow the lines of the map to better understand the structure of the music. - Body movements express music - Children are encouraged to express music with their body movements according to their own understanding of music. For example, when the music was fast, it could jump, and when the music was slow, it could move slowly. The teacher could demonstrate first, and then let the child do as he pleased. - Interact and share - Let the children show each other their movements and share their understanding of music. Teachers would comment and encourage the children to further improve their musical perception and expression. II. Reflection on Teaching Plans 1. ** Strengths ** - The usage of the Music Atlas was very effective. It made abstract music visible. For older children, this visualization helped them better understand the rhythm, melody, and structure of music. Many children showed a strong interest in the process of listening to music and could gradually grasp the changes of music accurately. - The teaching process paid attention to the main position of the children. In the body movement performance music and interaction sharing segment, the child had enough freedom to play. They could create all kinds of interesting actions according to their own feelings, and they were also very active in the process of sharing, which helped to cultivate children's creativity and self-confidence. 2. ** Not enough ** - The explanation of the music chart could be more detailed. Although the musical elements represented by the symbols in the diagram were briefly introduced, some children might not understand it thoroughly enough. In the subsequent teaching, some examples or more detailed explanations could be added. - During the sharing session, the teacher's comments could be more targeted. Sometimes, they simply said " very good " and " very nice " without pointing out in depth the compatibility between the child's movements and music or the areas that could be improved. This was not conducive to the further improvement of the child's musical accomplishment. - Although the choice of music was suitable for older children, it might be a little monotonous. During the teaching process, some music with similar styles but changes could be added appropriately to let the children compare their feelings and broaden their musical horizons. 3. ** Modification measures ** - When introducing the music chart, you can combine specific music clips to explain in detail the embodiment of each symbol in music. For example, when a long line appeared, let the child listen carefully to the long part of the music and feel the duration of the long sound. - During the sharing session, teachers had to improve their ability to comment from a musical point of view. For example," When the music is fast, you dance very rhythmically, just like small notes dancing happily. It would be better if you could slow down your movements when the rhythm is slow." - More similar types of music could be introduced into the teaching, such as the version of " Breaking Through the Earth " played by different instruments or music with similar rhythms and melodies, such as " Seed Sprouting ", so that children could better feel the variety of music through comparison. Read more exciting novels for free
Class Music Orff Music Teaching Plan and Reflection
The following is an example of Orff's music lesson plan and reflection: ** 1. Teaching plan: The lesson plan of Orff's music "Picking Tea and Catching Butterflies"** **(1) Activity Target ** 1. Feel the melody and mood of folk music, and try to express the different contents of "picking tea" and "catching butterflies" rhythmically. 2. Listening to music, he could make the movements of "stop" and "pop" when the drum beat sounded. 3. Learn to follow the rules of the game and experience the joy of playing with your companions. **(2) Event preparation ** 1. Knowledge preparation: Enjoy Longyan folk song and dance "Picking Tea Lamp" before class, and have a preliminary understanding of the content of the song and dance performance. 2. Material preparation: Each child has a small cattail leaf fan, a number of small butterflies, and a map. **(3) Activity process ** 1. Rhythm enters the room The child followed the music of "Picking Tea and Catching Butterflies" and walked into the room with a small fan in his hand. 2. Enjoy the music of "Picking Tea and Catching Butterflies" in its entirety and understand the content of the two pieces of music. - The child appreciated it completely. The teacher asked,"The melody of 'Picking Tea Leaves and Catching Butterflies' sounded in the tea garden. How many segments can this be divided into?" What does each paragraph say?" - After appreciating it, he asked,"How many segments can it be divided into?" What was the first paragraph saying? What about the second paragraph? How did the tea girl pick tea leaves? 3. Appreciation and Game Performance - Enjoy the first part of the music "Picking Tea" - Question: How does a tea girl pick tea leaves? What did they use to store the tea leaves? Guide the children to learn the basic movements of picking tea leaves and the changes in the position of the movements. - Children try to use a fan to pick tea leaves with music. - Enjoy the second part of the music "chasing butterflies" - The teacher used the butterfly to demonstrate the child's teasing game. Question: Who came in the second paragraph? How did the butterfly play the game with the tea girl? - Use the diagram to guide the child to feel the last accent of the phrase. - The teacher pointed to the music and guided the child to feel the last accent of the phrase. Question: When does the butterfly stop? - The child acted as a butterfly and followed the music. - The child played the role of a tea girl and used a fan to catch butterflies rhythmically. - The two of them played a game together: Catching Butterflies - The teacher guided the children to discuss the game. Game rules: Butterflies fly around with the music. When the gong sounds, the butterfly will stop on your body. At this time, the fan will gently chase the butterfly. - The children faced each other, one as a butterfly, and the other as a butterfly. [Post-game evaluation: Whether you listen to music while playing, whether you abide by the rules of the game.] - They switched roles and played the game again. 4. Children listen to music and complete the game "Picking tea and catching butterflies" - The first round of the game: The boy picked tea leaves and the girl was a butterfly. - The second round of the game, the girl picked tea leaves and the boy was a butterfly. - The third round of the game: Please ask the guest teacher to be a butterfly, and all the children will pick tea. 5. Rhythm out of the room The child held a small fan in his hand and walked out of the room with small steps to the music of "Picking Tea and Catching Butterflies". ** 2. Reflection ** 1. ** Strengths ** - Achievement of teaching goals: Through complete and divided appreciation of music, children could better feel the melody and mood of folk music, and could use actions to express the content of "picking tea" and "catching butterflies". Most children could abide by the rules in the game segment and experience the joy of playing with their companions. - The application of teaching methods: the use of questions, demonstration and game methods and other teaching methods. For example, when learning the movements of picking tea leaves and catching butterflies, the children were guided to think about the movements through questions, the teacher's demonstration allowed the children to learn more intuitively, and the game segment allowed the children to consolidate what they had learned through play. 2. ** Inadequacies and improvements ** - It could be further strengthened in guiding children to feel the rhythm of music. For example, in the "chasing butterflies" segment, some children's grasp of the last accent of the phrase was not accurate enough. Some Mini games specifically aimed at rhythm training could be added, such as rhythm imitation games. - It could also be improved on the individual differences of children. During the game, some children were found to have poor coordination and participation. In the future, they could design some simple auxiliary movements or provide more practice opportunities for these children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A summary and reflection on the teaching plan of vocal music
You only gave me the title of "Music Teaching Plan Class summary and reflection" without any specific content. I need to have the content before I can integrate and polish it according to the requirements. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Rhythm Teaching of Music before the Music Drill in the Big Class Teaching Plan
As for the reflection on the rhythm teaching before the music exercise in the large class teaching plan, the following are the common points: ** 1. Success ** 1. ** Attract the attention of young children ** - At the beginning of the activity, if you can successfully attract the attention of the child to the elements related to rhythm, such as pictures, interesting animations, etc., it is a good start for teaching. For example, by displaying a specific animated image, the child would be interested in the upcoming music rhythm. 2. ** Guide children to understand the structure of music ** - In the music appreciation segment, if the teacher can guide the child to appreciate the music purposefully by asking questions and let the child understand the structure of the music (such as the ABA structure), it will help the child better grasp the rhythm and changes of the music rhythm. For example, he could distinguish the different movement requirements corresponding to different musical segments. 3. ** Using the map to assist in teaching ** - If the teacher made full use of the map, according to the elements in the map (such as the size and number of hands, fire, hammers, etc.) to guide the child to distinguish the weight of the movement and the speed of the rhythm, this could help the child more intuitively understand the requirements of the rhythm. On the basis of the map and the teacher's explanation and demonstration, the child could better perform the rhythm according to the music section and coordinate the performance. 4. ** Driving emotions, creating an atmosphere ** - The teacher's high spirits could stimulate the children's emotions and make the atmosphere of the activity good. When children and teachers interact with each other, they will actively participate in the rhythm before musical exercises and enjoy the process. 5. ** Stimulate the creativity of young children ** - In the activity, if the children's desire to create, such as creating lyrics or movements, could be stimulated, it would help the children to have more expression in the rhythm before the music exercise, and improve their initiative and creativity. ** 2. Inadequacies ** 1. ** Problem not solved ** - If the teacher raised a problem during the teaching process but did not solve it in the end, it would affect the integrity of the teaching. For example, asking the child how many pieces of music could be divided into, only emphasizing part of the answer, without a comprehensive answer, might make the child have doubts about the understanding of the music structure. 2. ** Sound problem ** - A teacher's voice that was too loud might cause some interference or pressure to the child, which was not conducive to the child's rhythm before the music exercise in a relaxed and happy atmosphere. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the Music Teaching Plan of the First Volume of the Fifth Grade
" Reflection on the music lesson plan for the first volume of the fifth grade in the Humanoid Version ". This should be the reflection on the music lesson plan for the first volume of the fifth grade in the Humanoid Version. However, you didn't give me any specific reflection content. I can't integrate and polish it according to the requirements. You can add some specific reflection content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the middle class music bean bottle
In the middle class music bean bottle teaching plan, there was a reflection point: when letting children compare the color and shape of beans, it would be better to let the children operate the beans themselves. This meant that in the teaching process, there might be more theoretical explanations than practical experience. The practical operation was more intuitive and easier to understand for the middle-class children. It could better help them distinguish the similarities and differences of beans in color and shape, and enhance their absorption and mastery of knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A 7 Reflection on Music Teaching
You only gave me the name " A7 Music Teaching Reflection ", but you didn't give me any specific content about this teaching reflection. I can't integrate and polish it according to the requirements. You can add some content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small Class Music Water-splashing Festival Teaching Plan and Reflection
"Small Class Music Water-splashing Festival Teaching Plan and Reflection" ** 1. Teaching plan ** 1. ** Teaching goal ** - Let the children in the small class feel the cheerful rhythm of the music of the Water-splashing Festival and have a preliminary understanding of the national festival of the Water-splashing Festival. - Children are encouraged to follow the music and do simple actions, such as splashing water, dancing, etc. - Arouse children's interest in minority culture. 2. ** Teaching Difficulties ** - ** Main point ** - Let the children familiarize themselves with the rhythm of the music and follow the rhythm. - ** Difficulty ** - Guide the children to understand the cultural meaning of the Water Splashing Festival and express it through actions. 3. ** Teaching preparation ** - The audio or video of the Water-splashing Festival music. - Some pictures or props related to the Water Songkran Festival, such as small buckets (toys). 4. ** Teaching process ** - ** import ** - The teacher played a short piece of the Songkran Festival music and then asked the children,"Children, do you feel that this music is fast or slow?" Doesn't this music sound very cheerful?" It brought out the Water Songkran Festival that they were going to understand today. - Showing pictures of the Water Splashing Festival, the children were briefly told that the Water Splashing Festival was a traditional festival of the Dai and other ethnic minorities. People would splash water on each other to bless each other. - ** Perceiving Music ** - Play the complete Songkran Festival music for the children to listen to it quietly and feel the overall rhythm of the music. - The music was played again. The teacher gently swayed his body along with the rhythm of the music, guiding the children to observe and imitate. - ** Music and action ** - The teacher took out a small bucket toy and demonstrated the action of splashing water. As she did so, she said,"Splash water, splash water, everyone splash water together." And it matched the rhythm of the music. - Guide the child to pick up the small bucket toy and follow the rhythm of the music to splash water. encourage the child to use his imagination, such as splashing water in different directions. - In addition to splashing water, the teacher could also demonstrate some simple dance movements, such as spinning, clapping, etc., for the children to follow. - ** Game segment ** - The children were organized to play the Water Splashing Festival. The children were divided into small groups. As the music played, the small groups splashed water on each other, as if they were really celebrating the Water Festival. - ** End ** - The music of the Songkran Festival was played again. The teacher and the children reviewed the movements of the Songkran Festival that they had learned today. Then, they summarized,"Today, we listened to the music of the Songkran Festival and did a lot of fun movements. The Songkran Festival is a very interesting festival. We can learn more about it in the future." ** 2. Reflection ** 1. ** Success ** - The choice of music was very appropriate. The cheerful rhythm of the Songkran Festival music easily attracted the attention of the small children. They showed great interest in listening to the music. - The use of small props played a very good supporting role. The small bucket toy allowed the children to understand the action of splashing water more intuitively, and also made them feel more immersive when doing the action. - The participation of the children in the game segment was very high. In the game of splashing water with each other, they not only became more familiar with the rhythm of the music, but also experienced the fun of cooperation and interaction. 2. ** Inadequacies ** - The explanation of the cultural meaning of the Water-Splashing Festival might be a little profound for the children in small classes. Some children did not quite understand why they had to splash water to bless each other. - In terms of action teaching, some children were more shy and unwilling to follow the movements. The teachers did not have enough methods to guide these children. 3. ** Modification measures ** - The explanation of the cultural meaning of the Water Splashing Festival could be simplified and childlike. For example, splashing water was like sending cool air and good luck to a good friend. - For shy children, one-on-one guidance or a more active child could be used to bring them along to do the action so that each child could better participate in the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Music in a small kindergarten class, reflection on the teaching plan of autumn leaves
"Reflection on the lesson plan of Autumn Leaves (Music for the kindergarten class)" I. The content of the lesson plan 1. ** Teaching goal ** - Let the children feel the beauty of falling autumn leaves and be able to sense the rhythm of music. - Stimulate the interest of children to participate in music activities. Try to use simple movements to express the falling leaves. 2. ** Teaching preparation ** - Collect fallen leaves of all shapes and sizes, and prepare related music materials, such as "Autumn Leaves." - Create an autumn scene, such as a small corner with trees and fallen leaves in the corner of the classroom. 3. ** Teaching process ** - Introduction: Take the child to the arranged autumn scene, let the child observe the shape and color of the leaves, then play music to guide the child to feel the music atmosphere, and ask the child what he saw when he heard the music. - The main part: The teacher demonstrated the gentle movements of the falling leaves, such as spinning and swaying, and then let the children follow suit. Children could hold leaves and move according to the rhythm of the music. - [Ending segment: Everyone will move the leaves in the scene along with the music, ending the event.] II. Reflection on Teaching Plans 1. ** Strengths ** - The situation creation was very effective. The children in the small class were easily attracted by the intuitive scene. The autumn scene arranged allowed the children to quickly enter the scene of autumn leaves, which was very helpful in understanding the music content. - The movements were easy to understand. The movement of the falling leaves demonstrated by the teacher was suitable for the ability level of the children in the small class. The children could imitate it, and the movement of holding the leaves increased the fun of the activity. 2. ** Not enough ** - The choice of music could be more varied. It was a little monotonous to use only one song,"Autumn Leaves." If he could add some music of different styles that also expressed autumn leaves, the children might have more musical experiences. - There was not enough attention to the individual differences of children. During the activity, some children had good coordination and could follow the rhythm of the music well, while some children were slow to warm up. The teacher did not have enough time to guide these slow children individually. 3. ** Modification measures ** - Prepare a few more pieces of music for the next lesson and switch between different segments so that the children can feel the expression of different music on the same theme. - Arrange more teaching assistants or reserve more time in the activity to guide the slow-moving children one-on-one and encourage them to participate in the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Reflection on the Teaching Plan of the Training Course for the Singing Skills of Popular Music
The following is a lesson plan for a pop music singing technique training course: ** 1. Teaching objectives ** 1. To let the students master the basic singing skills of pop songs. 2. To help students understand the differences and connections between popular singing and other singing styles (such as bel canto and folk singing) in terms of techniques. ** 2. Teaching process ** #(I) Introduction of Basic Knowledge of Popular Singing 1. ** The development of pop singing ** Modern pop songs were developed on the basis of ethnic songs and Western pop songs. From the early 1990s, they were clearly different from ethnic singing methods, forming a new singing method with the characteristics of the times. 2. ** Singing characteristics of different styles of pop songs ** - ** European Style **: When singing, use a voice method based on English pronunciation, focus on the voice of the mouth, and absorb a certain amount of bel canto singing skills. The singing is broad and thick, with obvious English pronunciation characteristics. - ** Hong Kong and Taiwan style **: A voice method based on Cantonese, focusing on the oral sound, adding a certain nasal resonance component, the singing is light and delicate. - ** National Style (Basic Northern Voice)**: A voice method based on the northern voice. It focuses on the throat and adds a certain amount of chest resonance. The singing style has a strong northern folk song style. The voice is rough and simple. There is also a "hoarse" singing style that focuses more on the throat. - ** National Style (Basic Southern Voice)**: A voice method based on the southern voice. It focuses on the oral sound and adds a strong nasal sound. It has a strong southern style. The singing is gentle and beautiful. #(2) Explanation of Common Characteristics of Popular Singing 1. ** Singing with a free tone ** It emphasized that pop singing emphasized natural vocal methods and diverse timbre, emphasizing the singer's own personality. The singer could use the innate sound quality, tone, and volume to sing in a true voice that was close to the language of life. When singing a song, the tone could change according to the plot and emotion, unlike bel canto, which pursued a standardized vocal effect and a unified tone. 2. ** Breathing Technique's Specialties ** Most of the explanations of popular singing methods used natural, simple, and fast breathing methods. The amount of breath and the volume of the voice were smaller than that of bel canto. Stage singing required the amplification of sound equipment and reverberation effects to enhance the volume and beautify the voice. At the same time, even if the basic skills of popular singers were poor, with the help of better audio equipment, they could make up for the lack of low volume and flat tone when singing. 3. ** Stage performance comprehensive ** It was mentioned that when popular singing was performed on stage, it used the change of art lighting and the setting of artistic scenes to render the atmosphere. It combined dance performance, rap accompaniment, and electro-sonic instrument accompaniment into one, pursuing the artistic effect of combining sound, emotion, and scene. It emphasized that although pop singing did not pursue the perfect sound quality like bel canto, it also paid attention to the quality of the sound. It used natural vocal methods, but it was not easy to sing well. It was both popular and skillful. #(3) Teaching specific singing skills 1. ** Voice Techniques ** The introduction uses the more natural resonance of the middle range (mainly in the oral cavity, supplemented by the nasal cavity and chest cavity). 2. ** Breathing Technique ** - * * - [Quick Breathing and Exhaling Technique: Guide students to find the feeling of coughing, being frightened by playing a script, or watching a horror movie. This kind of quick breathing and exhale can be used for fast and slow songs without affecting the rhythm of the song. - ** Exhale Practice **: Students can practice exhaling by making an "s" sound. The longer the "s" sound is made, the longer the breath in the song. This can avoid problems such as short breath, shallow breath, and air floating. It can also substitute the practice of "s" sound, Zi sound, and dur into the song. 3. ** Pivot Training ** The interpretation pivot was a requirement for the breath of the singer. If the breath was unstable, it would affect the pitch, the long tone, and the singing of the Changle Sentence. The pivot training of pop music could draw lessons from the training methods of bel canto and folk singing, but it did not have to be as deep as these two singing methods. The singer should find the position of the pivot according to his own singing feeling. Under the guarantee of natural relaxation, the deeper the pivot could get better breath support. #(4) Teaching Singing Emotions and Expressiveness 1. ** Match between voice and content ** Correct the students 'misconception about "nice" and emphasize that the so-called "nice" was not to evaluate the voice itself, but whether the content and words of the song were suitable to be sung in a certain voice. If it was suitable, it would give people a "nice" feeling, and if it was not suitable, it would be the opposite. pop music required a variety of styles, and different tones could produce different styles and expressions of the same type of song. 2. ** Song expressing emotions ** It emphasized the importance of emotions in singing, including emotional logic, foreshadowing, and comparison. The students could understand the song by analyzing the emotions of the song and explaining the emotions of the singing. #(5) Practice and Practice 1. Arrange for the students to practice singing different styles of pop songs in groups, using the breathing, vocalization, emotional expression and other skills they have learned. 2. He would patrol and guide the students during their practice, and correct the wrong singing methods and postures in time. ** 3. Reflection and conclusion ** #(I) Reflection on Teaching Materials 1. Combination of theory and practice - Strengths: Through practical breathing exercises (such as abdominal breathing, fast breathing and fast exhalation), vocal practice (alto resonance) and emotional expression analysis, the theoretical knowledge will be integrated into practical operation, so that students can better understand and master pop music singing skills. - [Weakness: For some complex concepts, such as the characteristics of different styles of pop songs, the explanation may be too abstract. You can add more examples or video demos in the follow-up teaching.] 2. the completeness of teaching content - [Strengths: Covers the development of pop singing, common characteristics, specific singing techniques, emotional expression, and many other aspects. A more comprehensive introduction to pop music singing techniques.] - "Weak points: You can add some introduction of emerging techniques or styles in modern pop music singing to make the teaching content more suitable for the actual development of pop music. #(II) Reflection on Teaching Methods 1. interactive - "Strengths: In the introduction part, through the teacher's singing and demonstration, students can ask questions and answer questions, as well as patrol guidance during the practice process, which will enhance the interaction between teachers and students. - Less: More interaction between students can be added, such as singing and mutual evaluation between groups, which can better stimulate students 'enthusiasm and initiative in learning. 2. individualized teaching - [Strengths: During the pivot training session, it was mentioned that the singer would find the pivot point based on their own feelings, which to a certain extent reflected the concept of personal teaching.] - "Weakness: Throughout the entire teaching process, we can pay more attention to the individual differences of students, such as providing more targeted training suggestions for students with different foundations and talents. #(III) Reflection on Students 'Learning Effects 1. Overall grasp of the situation - Through the classroom practice and the final performance, it could be seen that most of the students had a preliminary grasp of basic breathing and vocal skills, but there were still shortcomings in expressing emotions and integrating various techniques. 2. Individual differences influence - Some students with a certain foundation in music could better understand and apply the skills they had learned, while some students with zero foundation had difficulty keeping up with the teaching progress and needed more tutoring and practice resources after class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Beautiful reflection teaching plan contains reflection
The following is a lesson plan for Beautiful Reflection: ** 1. Activity Target ** 1. He had a preliminary understanding of the characteristics of reflections and their patterns. He was curious about reflections. 2. He could give his own suggestions and ideas on the problems in the event. ** 2. Event preparation ** One real image and one reflection image, and he could operate the material bag. ** 3. Activity process ** #(1) Perception 1. ** Story import ** - It was a story about four small animals who went to the river to play. They found something that looked exactly like them in the water and were afraid to run home to find their mother. First, let the children communicate with each other what they saw and listen to their explanations and reasons. They were required to be loud and clear, and encourage the children to boldly express their different thoughts. - Through experiments, it was proved that the small animals saw their own shadows in the water, and then the reflections were induced to explain the rules of reflection. 2. ** Creation of painting competition scenario ** - The little animals returned to the river again for a drawing competition. They were competing to see who could draw a correct and beautiful reflection for themselves. The children were the judges. - The teacher drew a small river on the blackboard, showing the image of the entity above and the reflection below. #(2) Appreciation Exchange: Reflection in Water 1. ** Watch Tong Yi's Coursework,"Mirrors in the Water"** - There is a beautiful pond on the green grass. Let's go and see the interesting things happening by the pond. - Discussion related questions: - How did the surface of the pond become a mirror? Guide the children to think of different methods. After the children demonstrate their own methods, everyone will talk about which method is the most interesting. The conclusion was that when the wind doll blew over the water surface, the calm water surface would produce waves and cause fluctuations, and the bright water mirror would become a funhouse mirror. - When the Wind Doll blew over the water, which reflections did it see that were different from before? - Have you ever seen other water surfaces turn into mirrors? What was the reflection of the calm water surface and the undulating water surface? Children are encouraged to ask and answer questions. The final conclusion was that different reflections could be seen on different water surfaces. Some were clear, while others were blurry. The reflections on calm water surfaces were different from those on shaking water surfaces. The reflections on calm water surfaces were the same as the real objects on the shore. The upper and lower directions, colors, and patterns were symmetrical. When the water surface shook to produce waves, the reflections inside also shook. Sometimes, the reflections in the water would become long and short, crooked or broken. #(3) Observation Game: Beautiful Reflection They were looking for different games. ** 4. Reflection on Teaching ** From the lesson plan, it could be seen that the introduction of stories could attract the attention of children and stimulate their curiosity. In the process of recognizing the characteristics and rules of the reflection, through a variety of interaction methods such as discussion, imagination, and being a referee, the children were actively involved. However, there may be some challenges during the activity. For example, there may be individual differences in children's understanding of the reflection pattern, and some children may have difficulty understanding complex reflection changes. In the future, more examples or simple experimental operations could be added to help children better understand the knowledge of reflections. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>