The story of how the little rabbit exercised

Answer 1

The following are some reflections on the story of the little rabbit's movement:

** I. Reflection on the PE lesson plan of the middle class,"Little Bunny Playing with Rings"**

1. ** In terms of achieving goals **
- In order to improve children's interest and creativity in playing circles, by providing simple equipment such as circles, children could freely explore a variety of play methods, such as rolling circles, jumping circles, ducklings walking, etc. Children could actively participate and use their imagination, achieving the goal better. However, during the activity, some children might be shy and not dare to show their unique gameplay. Teachers could further strengthen their efforts in encouraging children to show their unique gameplay.
- As for the goal of learning to discuss the method of cooperation with their peers, in the difficult practice segment, such as the activities of children freely placing plastic circles on the ground and making various patterns and jumping circles, although there were teachers 'guidance, there were still some children who did not understand the meaning of cooperation well. They were more independent. In the future teaching, special cooperation training segments could be added, such as setting up cooperative game competitions to enhance the children's awareness of cooperation.
- The goal of training the children to record and express the meaning of the record while playing was not well reflected in the entire teaching plan. This was a missing part of the teaching plan design. It should add a corresponding recording link, such as giving the children a simple record card, letting them record their own play after playing the circle, and introduce them to their peers in simple language.

2. ** Teaching content and methods **
- The teaching content revolved around the rabbit's play circle, and combined with the familiar images of small animals, it was easy to arouse the interest of children. However, in the process of the activity, the teacher's excessive demonstration may limit the creativity of the child. For example, in the circle exercise, the teacher can let the child try some simple movements first, and then carry out a unified demonstration, which is more conducive to the child's creativity.
- At the end of the game, the activity ended with the rabbit pulling out the radish to eat. Although there was a certain context, it was a little rushed. The settings of the radish could be more varied, such as setting different distances and different sizes of radishes to increase the challenge and fun of the game.

3. ** Infant performance and individual differences **
- The children showed high enthusiasm in the activity, but there were obvious individual differences. Children with good physical coordination could quickly master various methods of playing circles, such as walking in circles, ring hoops, and other difficult games, while some children still had difficulties in basic movements such as jumping circles. Although the teachers paid attention to it during individual guidance, they should provide more practice opportunities or reduce the difficulty for these children with weaker abilities. For example, when jumping circles, the distance between the circles could be reduced first, and the difficulty could be increased after the children were familiar with it.

** 2. Reflection on the excellent teaching plan of the small class sports activity,"Bunny Jumping"**

1. ** In terms of achieving goals **
- In the game, the goal of practicing jumping forward with both feet together was basically achieved. The child played the game situation of the little rabbit pulling the radish and practiced jumping forward with both feet together many times. However, the goal of improving the physical coordination of children was not very effective for children with poor physical coordination. Although the teacher had consciously guided the children according to their physical conditions when choosing the bunny ornaments, there was no special intensive training for these children in the follow-up activities.
- In terms of training the children's ability to work together, there was relatively little reflection in the entire lesson plan. In addition to letting the children do warm-up exercises at the beginning, there was a certain element of cooperation. In the main links such as pulling the radish, it was more about the individual behavior of the children. Some groups could be added to pull the radish. For example, two people pulling a big radish together could better train the children's ability to work together.
2. ** Teaching content and methods **
- The teaching content was based on the theme of bunny jumping, combined with the children's understanding of bunnies, it was easy to attract children to participate. However, the teaching methods were more traditional, and there were more teacher-led activities. For example, in the beginning, the teacher guided the children to observe the color and walking style of the rabbit, so the children's initiative was not fully displayed. In this segment, the children could observe and communicate with each other first, and then the teacher would summarize.
- In the game segment, the settings for pulling the radish could be more varied. For example, some obstacles could be added so that the child could pull the radish after jumping over the obstacles. This would not only increase the fun of the game, but also further improve the child's physical coordination.
3. ** Infant performance and individual differences **
- The children showed their fondness for the bunny character in the activity, but individual differences were more prominent in the activity. Children with good health and strong coordination were fast and standard in the process of pulling carrots, while some children with weaker bodies were easy to fall or have irregular movements during the jumping process. After paying attention to individual differences, teachers did not adjust their teaching strategies in time to adapt to the development needs of different children. For example, they could set shorter jumping distances or give more demonstration and guidance to children with weaker abilities.

** 3. Reflection related to the big class lesson plan "The Little Bunny Who Ran Away from Home"(Although it's mainly a language lesson plan, there are some role-playing parts related to the little bunny's movements)**

1. ** In terms of achieving goals **
- In terms of understanding the content of the story and experiencing the kinship between mother and child, through the teacher telling the story many times and the children participating in role-playing activities, the children could basically understand the mother-child relationship and the kinship contained in the story. However, when it came to learning how to use the sentence pattern "if... then..." to speak, although most children could say some matching sentences under the guidance of the teacher, their performance was not ideal when they used the sentence pattern to talk about the counterparts in their lives. They needed more practice opportunities.
- In terms of developing children's imagination and performance, in the role-playing game, children could make corresponding actions according to the content discussed, such as the rabbit becoming a small carp swimming, and the rabbit mother becoming a fisherman fishing. However, when the children were inspired to imagine different counterparts in the story, the children's imagination had not been fully excavated. It might be because the teacher provided too many examples, limiting the children's thinking.
2. ** Teaching content and methods **
- The content of the lesson was based on the imaginative story of The Little Bunny Who Ran Away from Home, which was very suitable for the language development needs of the older children. However, in terms of teaching methods, teachers could guide children in more diverse ways during the story-telling process. For example, they could use questions to guide children to tell part of the story themselves, instead of simply asking questions after the teacher told the story.
- In the role-playing game segment, although the participation of the children was high, due to the short time spent discussing the actions, some children's actions were not accurate or creative enough. The teacher could extend the discussion time appropriately and give more encouragement so that the child could be more daring.
3. ** Infant performance and individual differences **
- In the activity, children with strong language skills could actively participate in storytelling and sentence usage, while some children with weak language skills participated less. Teachers could further strengthen their attention to individual differences. For example, they could give more one-on-one guidance to children with weak language expressions to help them improve their language skills and participate in activities better.
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