The story of the crow drinking water, the teaching plan and reflection of the small class for children
##1. Teaching Plan 1. ** Teaching goal ** - Knowledge and skills: Know 11 new words and 1 radical, can write 5 words; read the text correctly, fluently and emotionally; understand the process of crows drinking water. - Method and process: Read aloud and combine it with your life experience to understand the truth of finding a way to solve difficulties. - Emotional attitudes and values: Let the children know that they have to use their brains and think of solutions when they encounter problems. 2. ** Teaching Focus ** - Read the text with emotion and learn the new words in this lesson. 3. ** Teaching Difficulties ** - He knew that when he encountered difficulties, he should think seriously and actively think of ways to solve them. 4. ** Teaching Method ** - Communication and reading. 5. ** Pre-class preparation ** - Multi-media class, related materials. 6. ** Teaching process ** - Interesting Guide - Show the picture of the crow and guide the child to describe the appearance of the crow (black feathers all over, sharp mouth), leading to the topic "Crow drinking water". - text learning - The teacher read the text, and the child followed to correct the pronunciation. - Explain the content of the text with the help of pictures. Let the children understand the process of crows looking for water when they are thirsty and drinking water by putting stones into the bottle. - Ask the child: What difficulties did the crow encounter? How did it solve it? Guide children to think. - literacy teaching - Show the new word cards, read the new words one by one, and explain the structure and pronunciation of the new words. - Let the children practice simple word formation with new words. - Game Consolidating - In the role-playing game "Crow Drinks Water," the children played the roles of a crow, a bottle, and a stone to simulate the story. - Class summary - Review the contents of the text and emphasize that you have to use your brain to think of a solution when you encounter difficulties. ##2. Reflection 1. ** Strengths ** - The introduction stage used pictures to attract children's attention and stimulate their interest in learning. - There were various teaching methods, such as the game reinforcement segment, which allowed children to learn knowledge while playing and helped to deepen their understanding of the story. 2. ** Not enough ** - The literacy teaching session might be a little boring, and the participation of children was not high enough. It could add more interesting elements, such as a small literacy competition. - In guiding children to think about how to solve difficulties, it could provide more examples in life, allowing children to better understand and transfer knowledge. Read more exciting novels for free
The story of the crow drinking water, the teaching plan of the small class for children, and its reflection and evaluation
The following is a lesson plan for a small kindergarten: ##1. Teaching objectives 1. knowledge and skills - He knew 11 new words and 1 radical, and could write 5 words. - Able to read the text correctly, fluently and emotionally. - To understand the process of crows drinking water. 2. process and method - Through reading aloud and combining it with his life experience, he realized the truth of finding a way to solve difficulties. 3. Emotions, attitudes and values - Let the children know that when they encounter difficulties, they should think seriously and actively think of solutions. ##2. Difficulties in Teaching 1. ** Teaching Focus ** - Read the text with emotion and learn the new words in this lesson. 2. ** Teaching Difficulties ** - He understood the principle of actively using his brain to find a solution when he encountered difficulties. ##3. Teaching Method Communication and reading methods were used. ##4. Teaching preparation Multi-media class, related materials. ##5. Teaching process 1. ** Interesting Tutoring ** - The teacher showed him a picture of a crow. Guide the child to observe and describe the appearance of the crow (for example, the crow is covered with black feathers and has a sharp beak). Then, he told the children that although crows were not good-looking and their cries were not pleasant to hear, they were very smart. He led them to the topic of "Crow Drinks Water" and asked the children to read the topic together. 2. ** Story explanation and learning ** - Play the story video of "Crow Drinks Water" for children to watch. - After watching, the child was asked,"Did the crow drink the water at the beginning?" Why? Guide the child to think and answer. - Play the video again or read the text aloud. In the process, show the new words and teach the children to read. For example, they can use individual reading, group reading, game reading and other methods to strengthen their memory. - Combined with the content of the story, ask the child: How did the crow think of putting the stone into the bottle to make the water level rise and drink the water? Guide the child to understand the process of how crows actively think of solutions when they encounter difficulties. - Let the children discuss in groups. If they were crows, what other ways could they think of to drink water and encourage the children to speak boldly. 3. ** Practice Activity ** - The children were provided with materials such as pebbles, glass balls, snowflakes, wood materials, and a number of beverage bottles. - The children were divided into groups to carry out the experiment. They imitated the process of crows drinking water and observed the changes in the water level. At the same time, they reminded the children to pay attention to their safety and not let the water spill. - In the process of the children's experiment, the teachers guided them to encourage the children to try boldly and guide the children to carefully observe the changes in the water level. 4. ** Summing Up and Extending ** - Ask the children to share their findings in the experiment. The teacher concluded that when faced with difficulties, they should use their brains like crows to think of solutions. - Guide children to think about what they can do when they encounter difficulties in life, such as not being able to get their toys or being thirsty without a cup. ##6. Teaching Reflection and Evaluation 1. ** Teaching Reflection ** - merit - Using stories and pictures to guide the topic could attract the attention of the children and stimulate their interest in learning. - In the teaching process, a variety of ways to recognize the words of the students were used to help the children remember. - The practical activity session allowed the children to experience the process of crows drinking water, deepening their understanding of the story content and principles. - insufficient - Some children paid too much attention to the material itself during the experiment and ignored the observation of the water level change. The teacher's guidance needed to be strengthened. - In the teaching process, the participation of some children was relatively low. It might be because the difficulty of setting the questions was too high for the children in the small class. The difficulty of the questions needed to be adjusted to ensure that every child could actively participate. 2. ** Teaching Evaluation ** - Judging from the children's classroom performance, most of the children could actively participate in story learning, new word recognition, experimental operation and discussion, achieving the expected teaching goals. - In terms of the evaluation of children's knowledge mastery, they could be investigated through classroom questions, group reading of unfamiliar words, sharing of experimental results, etc. It was found that children had a certain grasp of the story content and unfamiliar words, and had a preliminary understanding of the principle of finding solutions to difficulties. However, for some children with weaker comprehension abilities, they still needed individual tutoring after class to consolidate their learning achievements. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The story of the crow drinking water, the teaching plan of the small class and the reflection summary
The following is a story of a crow drinking water: ** 1. Teaching objectives ** 1. Guide the child to gain concrete experience in raising the water level in the bottle. 2. Try the scientific method of "conjecture and verification", and be able to conduct experiments and records. 3. He was interested in exploring the relationship between materials and ups and downs, and he was confident in using his brain to think in the face of difficulties. ** 2. Teaching preparation ** 1. Coursework: "Crow Drinks Water" 2. Pebbles, glass balls, snowflakes, and wood. 3. There were several bottles of drinks. 4. The statistics paper. ** 3. Teaching process ** #(I) Coursework Quoting Questions 1. Singing Little Crow Loves Mommy, arousing the interest of children. 2. Watch the first half of the lesson (The crow is thirsty and finds a bottle with half a bottle of water). Ask the child if the crow has drunk water, guide the child to think and lead the topic, and then ask the child if he can help the crow find a way to drink water. #(2) Children guess and record how crows drink water 1. Show the materials you have prepared, such as pebbles, glass balls, snowflakes, wood materials, etc. Ask the children to guess which materials can make the crow drink water. 2. Children, please combine your conjectures and experiment in pairs. The teacher guided the children to be careful not to spill the water, and guided the children to carefully observe the changes in the water level and carefully record the results of the experiment. 3. They shared the results of the experiment and let the children understand what materials were in the bottle with the water level rising. The teacher summarized and told the children that the heavier materials would immediately sink to the bottom of the bottle, so that the crows could drink the water quickly. ** 4. Reflection and conclusion ** 1. ** The effectiveness of teaching methods ** - Through the scientific method of "conjecture and verification", it could effectively stimulate the children's desire to explore. In the process of independent experiments, children had an intuitive feeling of the relationship between the material and the ups and downs. This teaching method was in line with the cognitive characteristics of small class children and was helpful for children to actively participate in teaching activities. 2. ** Child participation ** - During the activity, the children were more interested in the content of the lesson, especially when they watched the lesson about crows drinking water. In the guessing and experiment stage, children could actively think and boldly try different materials. However, during the experiment process, some children might need more guidance and help from teachers due to their limited operational ability. Overall, children's participation was higher. 3. ** Direction of improvement ** - In terms of material preparation, more types of materials could be added to give children more possibilities to explore. During the experiment, the children could be guided to observe and record in more detail. For example, they could design a special observation form to let the children record the changes in the water level more clearly. At the same time, in the summary stage, the children could express more of their findings in the experiment, instead of simply being summarized by the teacher, so as to further improve the children's language expression and thinking ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Reflection on the Teaching Plan of Crow Drinking Water and Mental Health in Small Class
The following is a reflection summary and evaluation of the mental health lesson plan for the small class of "Crow Drinks Water": ** I. Reflection and conclusion ** #(I) Achievement of Teaching Aims - ** Knowledge and Skill Target ** - In this lesson plan, if it involved letting the child know some of the elements in the story, such as the crow, the bottle, the stone, and other basic goals, from the process of the activity, through the experiment and storytelling, the child might have a better understanding of these elements. However, if there were more in-depth requirements, such as asking the child to accurately describe the steps of the crow drinking water, more detailed guidance might be needed. For example, in the process of experimenting with children, some children might simply imitate the operation without in-depth understanding of the crow drinking water segment corresponding to each action. - As for the cultivation of children's language skills, if they were designed to tell stories or describe the experimental process, they might find that the completeness and accuracy of the expression of the children in the small class were insufficient. For example, when describing the mood of the crow when it was looking for water, the child might only use simple words, such as "anxious", and it was difficult to describe in detail. - ** Emotions, attitudes, goals ** - The lesson plan was designed to cultivate a positive thinking attitude when children encountered difficulties. The achievement of this goal was challenging. From the perspective of the activity process, children might pay more attention to the operation itself during the experiment, and the transfer of the experimental results and the emotional attitude of thinking about solutions when encountering difficulties might not be deep enough. For example, when a child found that a certain material could not raise the water level in an experiment, he might just be curious or disappointed and not take the initiative to think of other ways. #(II) Teaching content - ** Adaptability of content ** - For the children in the lower class, the story of "Crow Drinks Water" was more suitable. The story was simple and easy to understand. It had a specific plot and image, and it was easy to arouse the interest of young children. However, there might be some shortcomings in the expansion of the content. For example, the connection between the story and the actual life of the child could be deepened and guide the child to think about what similar situations in life needed to be used. - ** Consecutive content ** - If the lesson plan was designed with multiple segments, such as experimenting first and then appreciating the story, or vice versa, the continuity between the segments needed to be paid special attention. In actual practice, there might be situations where the transition was unnatural. For example, if a child were to directly transition from the experimental stage to the story appreciation stage, it might be difficult for the child to quickly match the experience in the experiment with the plot in the story. #(3) Teaching Methods - ** Diverse teaching methods ** - In the process of teaching, using experimental methods and story-telling methods were more common and effective methods. However, for children in small classes, more diverse teaching methods might be needed. For example, role-playing could be added to let the child play the role of a crow to experience the whole process of drinking water. This way, they could have a deeper understanding of the story and the principles contained in it. - In the experimental stage, the teacher would tour around as a noise controller. During the itinerant guidance process, more personal guidance could be given according to the different operation situations of the children, such as questions, hints, etc., to stimulate the children's thinking. - ** Child participation ** - On the whole, the participation of children in the experimental and story-telling sessions was high, but there were individual differences. Some children may be more proactive, while others may be more shy or lack confidence and less engaged. In the teaching process, more attention should be paid to these children and they should be encouraged to participate actively. #(4) Teaching Resources - ** Full utilization of resources ** - If he used teaching resources such as coursewares and experimental materials, there might be room for improvement in the full use of resources. For example, if the pictures or animations in the lesson were simply displayed without digging into the educational value, it would result in a waste of resources. Similarly, if the experimental materials were only used for operation, and the children were not guided to observe and think about the relationship between the materials and the story, the resources would not be fully utilized. ** 2. Evaluation ** #(I) Strengths - ** Children as the center ** - The lesson plan could pay attention to the main position of the child, allowing the child to participate in teaching activities through doing experiments and telling stories. This was conducive to the child's independent learning and development. - ** Combining practice and theory ** - Through the experiment, let the child experience the process of the crow drinking water, and then combine it with the story, so that the child can establish a connection between practice and theory, which helps to deepen the child's understanding of the story content and truth. #(II) Not Enough - ** Depth and breadth need to be improved ** - There was room for improvement in the achievement of teaching goals, the expansion of teaching content, and the variety of teaching methods. It was necessary to further improve the teaching plan to better promote the comprehensive development of children. - ** Not enough personal attention ** - In the teaching process, there was not enough attention to the individual differences of children, and the learning ability and participation of different children were not fully considered. This may affect the learning effect of some children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan and reflection evaluation of the crow drinking water in the middle class
The following was a lesson plan for the middle class: * * 1. Activity Target ** 1. Through the experimental operation, he could understand the principle of the crow drinking water in the story of "Crow Drinks Water" and the relationship between the volume of the object and the rise of the water level. 2. Cultivate children's observation, thinking ability and language expression ability. 3. To stimulate children's interest in scientific exploration. * * 2. Event preparation ** 1. Pictures or videos of the story "Crow Drinks Water". 2. Each group had a set of experimental materials: a transparent bottle (it would be better if it had a scale), water, a number of pebbles, a small spoon, a recording paper, and a pen. 3. how many crows are headdress? * * 3. Activity process ** #(I) Introduction 1. The teacher wore a crow headdress and imitated the crow's voice."Children, I am a crow. I am very thirsty, but my water is in the bottle. The mouth of the bottle is too small and there is not much water. What should I do?" Guide the child to recall the story of "Crow Drinks Water". 2. Play the pictures or videos of "Crow Drinks Water" and briefly review the story. #(2) Experiment Operation 1. The teacher showed the experimental materials to the children and asked,"Children, can we make the water in the bottle rise like a crow?" 2. The children were divided into small groups, and the children in each group cooperated to carry out the experiment. - First, fill the bottle with an appropriate amount of water (for example, half a bottle of water). Ask the child to observe and record the height of the water at this time. - Then let the child use a small spoon to put the small stones into the bottle one by one, observe the change in the water in the bottle, and record the rise of the water after each stone. - During the experiment, the teacher guided the child to think: Why would the water rise after putting in the stone? Children should be encouraged to express their thoughts. #(3) Exchange and Discussion 1. At the end of the experiment, each group sent a representative to share the results of their group's experiment, including how much the water had risen and how many stones had been put in. 2. The teacher guided the children to discuss: - What did you discover in the experiment? (The water gradually rose as the stones were put in) - Why did it rise when he added stones to the water? (Because the stone took up the space in the bottle and squeezed the water up) - How did Crow come up with this idea? (Guide the child to understand the crow's observation and thinking qualities) #(IV) Story Extension 1. The teacher asked,"Is there any other way to make crows drink water besides using pebbles?" Children should be encouraged to use their imagination and come up with different solutions, such as using sand, branches, etc. 2. Ask the child to experiment again and try to use other materials to raise the water level. #(V) 1. The teacher summarized the experiment process and discussion results of the children, emphasizing that the story of the crow drinking water told us that we should be good at observing, thinking, and using our brains to find ways to solve the problem when we encounter difficulties. 2. When children encounter difficulties in life, they should be like crows and actively think of solutions. * * IV. Reflection and Evaluation of Teaching Plans ** #(I) Strengths 1. * * Interesting and educational combination ** - Through role-playing and experimental operations, the story "Crow Drinks Water" was vividly presented, which not only increased the fun of the activity, but also allowed the children to learn scientific knowledge and principles in the fun. Young children were often more interested in this kind of educational and entertaining way, and their participation was higher. - The goal of the activity was clear, covering the exploration of scientific knowledge (the relationship between the volume of objects and the water level), the cultivation of abilities (observation, thinking, and expression), and the guidance of emotional attitudes (actively solving difficulties). In one activity, a comprehensive multi-disciplinary educational goal was achieved. 2. * * Independent exploration and cooperative learning ** - In the experimental operation segment, the children were divided into groups to conduct experiments. This method gave the children the opportunity to explore independently, allowing them to discover and solve problems in practice. At the same time, the form of group cooperation also cultivated the children's sense of cooperation and team spirit. They needed to cooperate with each other to complete the experimental tasks. For example, some children were responsible for placing stones, while others were responsible for observing and recording. 3. * * Mind expansion ** - In the story extension part, the children were guided to think about other methods besides pebbles. This helped to expand the children's thinking, stimulate their imagination and creativity, and let the children not only be limited to the methods in the story, but also be able to think about problems from different angles and find solutions. #(2) Inadequacies and improvements 1. * * Difficulty control of experimental operations ** - For middle-class children, it might be difficult to put pebbles into the bottle with a small spoon. Some children might not be familiar with the operation, resulting in a slower experiment speed or pebbles falling. The improvement method was to let the child practice the action of scooping things with a small spoon in advance, or according to the child's actual operation situation, adjust it to directly throw the small stones by hand, but pay attention to remind the child to maintain hygiene. 2. * * The depth of theoretical explanation ** - When explaining why water would rise when stones were put in, the concept of "stones occupying space and squeezing water up" might be more abstract for middle class children. In the follow-up activities, through a more intuitive comparison experiment, such as using transparent containers of the same size, one filled with water, one filled with stones, and then pouring the stones into the container filled with water to observe the overflow of water, to deepen the child's understanding of the concept of objects occupying space. 3. * * Time Management ** - During the activity, if the child was too invested in the experiment or too scattered in the discussion, it might cause the activity to take too long. Teachers needed to better control the time of each segment. For example, in the experimental operation segment, they could set a rough time range and guide the child to the next segment in time to ensure that the activity could be completed smoothly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small Class Lecture Video Crow Drinks Water Teaching Plan Reflection
"Reflection on the lesson plan of the crow drinking water in the small class (based on the lecture video)" The video lesson plan for the small class was centered around the story of the crow drinking water. In the lesson plan design, the teacher probably wanted to use this story to let the small class understand the principle of using their brains when encountering difficulties. From the lecture videos, the teacher would show pictures or props of crows drinking water to attract the children's attention. This was great. However, there might be some small problems in the interaction segment. For example, when some children answered questions, the teacher did not guide or expand them well and only gave a simple response. Also, in terms of the teaching pace, the story explanation in the beginning was a little slow, which led to the children trying to solve small problems by themselves with a method similar to the crow drinking water. The reflection of the lesson plan was to improve the interaction and encourage the children to think positively. It didn't matter if the answer was wrong. They had to guide them cleverly. He also had to adjust the teaching rhythm, simplify the story part, and leave more time for the children to do it themselves. This way, the entire lesson plan would be better implemented. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small Class Reflection on Crow Mathematics Game Teaching Plan
" Reflection on the Crow Mathematics Game Teaching Plan of the Small Class " The small class made a lesson plan for the Crow Mathematics Game and had to reflect on it later. The lesson plan was to play a math game around the crow. He probably wanted to use the element of crows to make the children in the small class interested in mathematics. However, when he reflected on it, he had to see if the difficulty of the game was suitable for small children. Did he explain the mathematical concepts clearly? Did the children really understand mathematics when they played games? Perhaps there were some unreasonable settings in the game segment, resulting in the children's lack of participation or difficulty in understanding. He also had to think about whether he had fully mobilized the enthusiasm of the children during the teaching process. After all, the attention of the children in the small class was easily distracted. Moreover, was it because the materials were not well prepared? These were all things that had to be considered in the reflection lesson plan. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class painting, small bridge, running water, teaching plan reflection
" Reflection on the lesson plan of small class drawing small bridge and flowing water." Teaching plan content: Guide the small class children to draw small bridges and flowing water. The teaching goal might be to let the children master the simple skills of drawing bridges and running water, and to cultivate their observation and creativity. The teaching process might be to first show the child pictures or videos of the bridge and flowing water, then briefly explain the shape and characteristics of the bridge and flowing water, and then let the child draw it. Reflection part: From the perspective of teaching effect, if the child can draw the general appearance of the bridge and the flowing water, it means that the teaching method has a certain effect. However, if many children could not draw it, it might be because the explanation was not vivid enough. For example, for small children, it would be better to use children's songs or short stories to draw out the small bridge and flowing water. In terms of materials, if the colors were not rich enough, it would also affect the child's enthusiasm for creation. Moreover, during the guidance process, they might not pay attention to the needs of each child. Some children might need more hands-on demonstration. In addition, the evaluation criteria for children in small classes also needed to be rethought. They could not only look at whether the painting was similar or not, but also pay more attention to the child's imagination. <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>
Small Class Reflection on the Teaching Plan of Zongzi
The following is an example of a small class's reflection on the zongzi lesson plan: * * I. Achievement of teaching objectives ** 1. * * Knowledge target ** - In the design of the lesson plan, the aim was to let the children have a preliminary understanding of the Dragon Boat Festival as a traditional festival and to know the connection between Zongzi and the Dragon Boat Festival. From the perspective of the teaching process, by showing the real thing of the zongzi and telling the story, the children could recognize the custom of eating zongzi during the Dragon Boat Festival, which basically achieved the goal of letting the children have a preliminary understanding of the relationship between the Dragon Boat Festival and zongzi. However, the other customs of the Dragon Boat Festival, such as dragon boat racing, were not deeply infiltrated in the teaching plan. Children lacked a comprehensive understanding of the rich customs of the Dragon Boat Festival. 2. * * Ability Target ** - The lesson plan arranged for the children to observe the shape of the dumplings, taste the dumplings and other links to cultivate the children's observation and perception. In actual teaching, the children could actively participate in observation and tasting activities, and could simply describe the shape and taste of the dumplings, such as saying that the dumplings were triangular and tasted sweet, which improved the children's observation and perception ability to a certain extent. However, there were some shortcomings in guiding children to carry out more in-depth communication and interaction. For example, when sharing the types of zongzi they had eaten, the interaction between children was not enthusiastic enough, and teachers still needed to improve in stimulating children's enthusiasm for communication. 3. * * Emotional goal ** - It was hoped that the children would develop admiration for Qu Yuan by understanding his story. However, in actual teaching, due to the difficulty of children's understanding of ancient characters and historical concepts, the achievement of this emotional goal was not good. Although the child had heard Qu Yuan's story, it might only be a superficial understanding, and it was difficult to truly develop deep feelings of admiration. * * 2. Teaching content ** 1. * * Selection of content ** - It was appropriate to choose zongzi as the teaching content because zongzi was the most representative item of the Dragon Boat Festival. Children were also more interested in food and could easily attract their attention. However, the teaching content was too focused on the zongzi itself, and the cultural meaning of the Dragon Boat Festival was not explored enough. For example, in addition to remembering Qu Yuan, the Dragon Boat Festival also had connections with other legendary figures, as well as the cultural significance of the festival, such as curing diseases and epidemic prevention, which were not fully reflected in the teaching plan. 2. * * Organization of content ** - In terms of content organization, the overall process was relatively clear, from introducing the topic of zongzi to letting the children observe, taste, and then telling the story. However, in the story-telling segment, concepts that were difficult for children to understand (such as the concept of ancient countries) were not simplified better, resulting in obstacles for children to understand Qu Yuan's story. * * 3. Teaching Method ** 1. * * The application of the intuitive teaching method ** - Through visual teaching methods such as displaying the real thing of the zongzi and playing animation videos, children could intuitively see the shape and color of the zongzi and understand the production process of the zongzi. This teaching method was very effective in early childhood teaching. For example, after children saw the real thing of the zongzi, they had a deeper impression of the shape of the zongzi, which was much better than a simple verbal description. 2. * * The effect of the interaction teaching method ** - In the lesson plan, there was an interaction segment, such as letting the children share the zongzi they had eaten. However, in actual teaching, the interaction effect was not ideal. Teachers lacked effective incentive measures and guidance skills when guiding children's interaction, resulting in the atmosphere of the interaction session not being active enough, and children's participation needed to be improved. * * 4. Teaching Resources ** 1. * * Physical Resources ** - The real thing was a very good teaching resource. It allowed children to observe and touch it at a close distance, increasing their perceptual knowledge of dumplings. However, in the teaching process, if more types of zongzi could be added (such as zongzi of different shapes and fillings), it would give children a more comprehensive understanding of the variety of zongzi. 2. * * Multi-media Resources ** - The use of animated videos helped children understand the story and customs of the Dragon Boat Festival, but the choice of video content could be more varied. For example, they could choose videos that included more scenes of Dragon Boat Festival folk activities (such as dragon boat racing, hanging calamus, etc.) to let the children feel the atmosphere of the Dragon Boat Festival more comprehensively. * * 5. Modification measures ** 1. * * Teaching objectives ** - To enrich the knowledge content of the teaching objective, in addition to the connection between Zongzi and the Dragon Boat Festival, it was also necessary to introduce other customs and cultural implications of the Dragon Boat Festival in depth. In terms of emotional goals, the story of Qu Yuan should be told in a way that was more suitable for children to understand. For example, the story should be adapted into a simple picture book form so that children could accept it more easily and achieve their emotional goals better. 2. * * Teaching content ** - To broaden the breadth and depth of the teaching content, in addition to the zongzi itself, more cultural elements of the Dragon Boat Festival should be integrated. In terms of content organization, concepts that were difficult to understand were simplified and child-like so that children could better understand them. 3. * * Teaching methods ** - To further improve the interaction teaching method, teachers should learn more guidance skills, such as encouraging children to actively participate in the interaction by rewarding them with small labels. In terms of the intuitive teaching method, more contrast observation activities could be added, such as comparing the similarities and differences of different shapes of zongzi. 4. * * Teaching Resources ** - Prepare more types of dumplings and more abundant multi-media resources, such as making a PowerPoint presentation that introduced the various customs of the Dragon Boat Festival, so that the teaching resources could better serve the teaching goals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the small art class
The following is a reflection lesson plan for a small art class: ** I. Achievement of teaching objectives ** 1. [Skill Mastery] - In the art class of rolling a ball, the original goal might be to let the child master the movement skills related to rolling a ball. From the perspective of an art class, it might involve skills such as rolling a ball and drawing. During reflection, it was found that children might have differences in the control of the rolling force, resulting in the trajectory of the rolling ball being unclear or not in line with expectations, affecting the effect of artistic creation. For example, some children used too much force when rolling the ball, causing the paint to splash on the drawing paper instead of forming beautiful lines. - For some creative goals, such as letting children roll a ball to create a unique pattern, some children may not be able to achieve this goal well because of a lack of imagination or uncontrollable direction of the ball rolling. 2. ** Emotional experience ** - The goal was to let the children enjoy participating in art activities related to ball rolling and experience the joy of creation. However, in actual teaching, there might be some children who were afraid of dirtying their clothes or not adapting to the new art form, so they did not actively participate and did not fully experience the joy of artistic creation. ** 2. Teaching process ** 1. ** Introduction Stage ** - If the introduction was based on the art work of rolling a ball, it might be found that the understanding of the work by the children was different. Some children were able to quickly be attracted and understand the connection between rolling the ball and artistic creation, while others showed confusion. This may require more interaction or simplified presentation during the introduction. 2. ** Main part of the event ** - There might be problems with the organization and management when children were allowed to actually roll a ball for artistic creation. For example, children might have conflicts over balls or the field, affecting the creative atmosphere. - The teacher's guidance might not be accurate enough. Teachers might not give enough encouragement and guidance to children's novel ideas about the art of rolling a ball, limiting the creativity of children. - The timing of the event may not be reasonable. For example, if the time given to the child was too long or too short, the child might lose interest or be distracted, and if it was too short, the child would not be able to fully express his creativity. 3. ** End of segment ** - In the work display and sharing segment, there might be some children who did not dare to share their own ball-rolling art works because of shyness. The teacher did not have enough ways to encourage and guide these children to participate in the sharing, resulting in the entire ending segment not fully playing its role of summarizing and improving the emotional experience of the children. ** 3. Teaching Methods and Materials ** 1. ** Teaching Method ** - If the demonstration teaching method was used, it might be found that there were differences in the children's imitation ability. Some children could imitate the movements and methods of the teacher rolling the ball well, while others needed more one-on-one guidance. Teachers may not have taken into account the different learning styles of children, such as the needs of visual and kinaesthetic children. - In terms of elicitation teaching, the questions raised by teachers may not be enlightening enough, and they may not fully mobilize the children's thinking and creativity. For example, when asking a child how to create different patterns by rolling a ball, the question might be too abstract and difficult for the child to understand. 2. ** Teaching Materials ** - The size and weight of the ball may affect the child's operation. If the ball is too big or too heavy, it may be difficult for the child to roll the ball, affecting the fluency of the creative process. - The choice of paint was also crucial. If the thickness of the paint was not suitable, such as too thin and easy to flow, too thick and difficult to roll out traces, it would have a negative impact on the creation of the rolling ball art. The texture of the drawing paper was equally important. The smooth and rough drawing paper would produce different effects when the ball was created, and the teacher might not have considered the impact of these factors on the child's creation in advance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>