Reflection on Doctor Big Dog's activities in the middle class language teaching plan
The following is a reflection on the activity of the middle class language lesson plan, Doctor Big Dog: ** 1. Achievement of teaching objectives ** 1. ** Knowledge target ** - In terms of understanding the content of the story, by telling the different illnesses of the Gan family and the diagnosis and treatment of the big dog doctor, the children could understand that different behaviors could lead to different diseases, such as Big Brother Gan's smoking and coughing, and Little Sister Gan's cold and sore throat. Most children could understand the cause and effect relationship in the story and basically achieve the goal of understanding the story. - Under the guidance of the teacher, the children could have a certain understanding of the treatment methods of Grandpa Tortoise's injection (because of high fever), Uncle Elephant's nose drops (because of nasal obstruction), and Little Monkey's medicine (because of sneezing and catching a cold). In the interaction session, they could also tell the corresponding treatment methods for some common diseases. - In terms of developing good hygiene habits, children could obtain relevant information from the causes of illness of each character in the story. For example, they knew that they could not be like Gan Baobao, who did not wash his hands after going to the toilet and let others stick their noses into their noses. They realized the importance of developing good hygiene habits to prevent illness. 2. ** Skill Target ** - In terms of situation perception, by creating a situation where a small forest animal was sick, children could better enter the story atmosphere and become interested in the characters and plots in the story. However, in the process of reading books, the correct way for children to master the picture book still needs to be improved. For example, some children can't distinguish the front cover from the back cover, and there are also irregular movements in the process of flipping the book. - In terms of expression ability, children could actively participate in communication when answering questions, but there were some cases where children did not answer the questions. Teachers still needed to improve on guiding children to accurately express their thoughts in order to better improve children's language expression ability. 3. ** Emotional goal ** - In terms of bravely facing illness, with the help of the plot of the animals receiving treatment in the story, the children could understand that they had to bravely face injections and medicine when they were sick. However, in the teaching process, this emotional goal could be further strengthened through more interaction, such as letting the children share their experiences of getting sick and taking injections and medicine. ** 2. Teaching process ** 1. ** Introduction Stage ** - By presenting pictures of the Gan family, it could arouse the curiosity of the children and stimulate their interest in understanding the story. However, more interaction elements could be added. For example, children could observe the expressions or actions of the people in the pictures and then guess what might have happened to them. This could better motivate the children. 2. ** Storytelling segment ** - In the process of telling the story, the design of the questions had a certain degree of guidance, which could encourage the child to think. However, some questions might be more difficult for middle-class children, causing some children to be unable to answer or answer incorrectly. The teacher could adjust the difficulty and presentation of the questions according to the child's actual response. - In terms of the rhythm of the story, the teacher's speed was moderate, but in some key plots, he could pause appropriately to give the child more time to think and react. 3. ** Interactivity segment ** - When the children talked about Grandpa Turtle's injection, Uncle Elephant's nose drops, and Little Monkey's brother taking medicine, the children could interact and share their thoughts. However, in this process, the teacher's guiding role could be further strengthened. For example, they could ask the children's answers more deeply to promote the expansion of the children's thinking. - In the extended activity of finding the children in the class who had not yet arrived to express their greetings, it could extend the feelings of caring for others in the story to real life. This was a better design, but more forms could be added, such as letting the children make consolation cards. ** 3. Teaching effectiveness ** 1. ** Child participation ** - On the whole, the children showed a high interest in the activities and could actively participate in listening to the story, answering questions and interacting with each other. However, during the activity, due to the poor routine of the children, there were situations such as interrupting and being unable to sit still, which affected the teaching order and effect. This meant that routine training for children needed to be strengthened in daily teaching. 2. ** Consolidating teaching achievements ** - After the activity, the child would have some memory of the main plot and disease prevention, but some details might be forgotten over time. Teachers could consolidate the knowledge learned by children through reviewing stories and games in subsequent activities. Read more exciting novels for free
Language, timely help, teaching plan, reflection on the big class
In the lesson plan for the senior class, the following were some possible areas of reflection: ** 1. Achievement of the target ** 1. ** Knowledge target ** - As for the understanding of the meaning of " sending charcoal in the snow ", through storytelling and the expansion of real-life events, children have a better opportunity to understand the literal meaning and the extended meaning. However, perhaps the understanding of the cultural meaning of idioms, such as the historical and cultural heritage behind idioms, traditional values, and other aspects of guidance could be more in-depth. For example, he could add some background information about the Song Taizong period to let the children better understand the significance of Song Taizong's actions in the society at that time. 2. ** Emotional goal ** - In terms of feeling the warmth of "sending charcoal in the snow", the use of pictures, videos and other forms helped children to experience it intuitively. However, it might not be enough to guide children to internalize this feeling into their own emotions and then transform it into actual actions. For example, some group discussion sessions could be added to let the children share how they would feel if they were the characters in the story, as well as how to find people in need and provide help in their lives. 3. ** Skill Target ** - Regarding the skill goal of expressing one's thoughts, although questions were set in the storytelling and video viewing sessions, the opening and guiding nature of the questions still needed to be adjusted. Some children might not be able to fully express their thoughts due to the limitations of the question. For example, they could ask questions from different angles, such as," If you were Emperor Taizong of the Song Dynasty, besides sending food and charcoal, what else would you send to help the people?" This kind of question could better stimulate the imagination and desire of the child. ** 2. Teaching content ** 1. ** Storytelling ** - The choice of story content was appropriate, and it could well lead to the idiom of " sending charcoal in snow ". However, the way the story was told might be more traditional. It could be told in a more interactive way, such as role-playing. By letting the children play the roles of Emperor Taizong of the Song Dynasty and the poor people, the children would be more deeply involved in the story and increase their understanding of the content of the story. 2. ** Expanding the content ** - When expanding social events, choosing the story of "sending charcoal in the snow" during the epidemic period was very contemporary. However, it could be further expanded to more different types of events, such as stories of mutual help in the community, examples of helping others in schools, etc., so that children could more fully understand the embodiment of "sending charcoal in the snow" in different scenarios. ** 3. Teaching Method ** 1. ** Introduction Stage ** - It was reasonable to introduce the solar terms to lead to cold weather and then pave the way for the story of "sending charcoal in the snow". However, for children, the concept of solar terms was relatively abstract. If they could start from a more intuitive feeling, such as letting children share their personal feelings when it was cold in winter, and then introduce solar terms, they might be able to transition to the story content more naturally. 2. ** Interactivity segment ** - Throughout the entire teaching process, the interaction segment was mainly based on questions. More group interactions and cooperative learning sessions could be added. For example, after understanding the meaning of " sending charcoal in the snow ", let the children discuss and share the examples of " sending charcoal in the snow " they saw in their lives. Then, each group would elect a representative to share. This could improve the children's cooperation and expression skills. ** 4. Teaching Resources ** 1. ** Images and videos ** - The use of pictures and videos helped children to understand the teaching content intuitively. However, the choice of pictures could be more diverse, such as choosing different styles of paintings to show the story content, or choosing a more childlike animated video to tell the story of " sending charcoal in the snow " to better attract the attention of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on delicious snacks in the middle class
The following is an example of a delicious snack lesson plan: ** 1. Teaching objectives ** 1. Through communication and sharing, the feelings of love for his hometown sprouted. 2. He could boldly introduce the local specialties (delicious snacks) he knew in front of the group. 3. Through the event, they would have a better understanding of the local specialties (delicious snacks). ** 2. Teaching preparation ** 1. Learn about the local specialties (delicious snacks) before the children's activities. 2. A promotional video of his hometown, and a picture of his favorite local specialties (delicious snacks). ** 3. Teaching process ** #(1) Feel the beauty of your hometown and stimulate your interest 1. Play the promotional video of your hometown and ask the children if they know what this place is and why they are familiar with this place. 2. Show a local specialty (delicious snack) and let the child call out the name and introduce it. #(2) Game: I'm Selling Hometown Specialties 1. Children were encouraged to communicate freely and promote their favorite local specialties (delicious snacks). 2. Ask the children to go on stage to promote. The teacher will ask questions or supplement according to the situation. #(3) Group discussion and classification 1. Guide the children to discuss the classification criteria, such as by taste (sweet, salty, etc.), production materials (noodles, meat, etc.), etc. 2. According to the results of the children's discussion, they started to classify the pictures of their specialties (delicious snacks). ** 4. Event Extension ** 1. After the activity, the pictures collected by the children were arranged around the activity room for the children to continue to visit and communicate. 2. Parents are advised to collect more pictures of various hometown specialties (delicious snacks) together with their children and let their children understand them in depth. ** Teaching Reflection **: 1. merit - The goal of the activity was basically achieved. The children could actively participate in the exchange of hometown specialties (delicious snacks) in the activity. Most of the children could boldly introduce the specialties (delicious snacks) they brought in front of the group and have a better understanding of the hometown specialties (delicious snacks). - Through the game segment, the interest of the children was stimulated, and the children were allowed to promote local specialties (delicious snacks) in a relaxed and happy atmosphere, which trained the children's ability to express themselves. - The extended part of the activity was beneficial for children to further consolidate their knowledge and enhance their awareness of their hometown specialties (delicious snacks). 2. insufficient - When children promote local specialties (delicious snacks), some children may not be proactive enough due to insufficient preparation or introverted personality. Teachers should give more guidance and encouragement before the activity. - In the classification stage, children may have some difficulties in understanding the classification standards. Teachers can prepare some simple and intuitive examples in advance to guide them. - In the process of the activity, teachers can guide children to interact and communicate more, and improve children's cooperation ability and social communication ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for science activities in the middle class of kindergarten
An example of the science activity lesson plan for the kindergarten middle class is as follows: Title: Exploring Nature Target: 1. Help children understand various things and phenomena in nature and cultivate interest and curiosity towards nature. 2. Cultivate children's hands-on ability and observation ability to promote their understanding and exploration of scientific phenomena. 3. Cultivate children's cooperative spirit and promote their social development. Prepare: All kinds of objects in nature such as stones, leaves, flowers, animals, etc. 2. Paints, brushes, and labels of various colors. 3. Teaching aid: tape recorder, small plate, small spoon, small cup, small bucket, etc. Event process: 1. Observe all kinds of things and phenomena in nature and record them in the observation notebook. 2. Make observation cards to record the things and phenomena you observe. 3. To organize group activities and let the children cooperate in making small experiments such as drawing with paint, making small ornaments, etc. 4. The observation group shared their own feelings and discoveries about the experiment results. 5. Sharing research results. Let the children tell stories about their exploration of things and phenomena in nature. 6. Review the event and summarize the lessons to prepare for the next event. Note: 1. During the activity, guide the child to maintain curiosity and continue to explore and observe things and phenomena. During the activity, you should pay attention to the safety of the children, such as avoiding using dangerous materials for experiments. 3. After the activity, the children should be organized to summarize and reflect to help them find their shortcomings and encourage them to continue to explore and learn.
The teaching plan and reflection of the big class's substitution method
The following is a lesson plan and reflection for a large class: ##1. Teaching Plan ###(1) Activity Target 1. Guide the children to learn to look at the real object diagram and the deduction formula, understand the meaning of the deduction, and recognize the minus sign. 2. Cultivate children's observation ability, language expression ability and logical thinking ability. 3. To stimulate children's interest in actively participating in mathematics activities and experience the fun of mathematics activities. ###(2) Event preparation 1. Real objects (such as birds of different colors or sizes on a tree), calculation cards, chalk. 2. Each of them was given a set of numbered cards ranging from 1 to 7 (the range of numbers could be adjusted according to the child's mastery), with a number of arithmetic symbols. ###(3) Activity process 1. ** Part of the import ** - The teacher showed an interesting scene (such as a few small animals on the grass) and guided the child to observe and briefly describe the content of the picture. For example,"Children, look at this picture. What is it?" 2. ** Learn the Subtraction Formula ** - ** Observe the physical image and decompose the image ** - Show a picture of an object with many characteristics (for example, there are five birds on the tree, three of which are yellow and two are black) to guide the child to observe carefully. Question: "What's in the picture? How many were there? What's so different about them?" Guide the child to say the different colors of the bird and other characteristics. - ** Compile and calculate the application questions according to the characteristics of the object ** - Guide the children to make up the application questions according to the different colors of the birds. For example,"There were originally five birds on the tree, but two black birds flew away. How many birds are left on the tree?" Then, ask the child to write down the formula according to the application question: 5 - 2 = 3. Ask the child to explain the meaning of each number in the formula. For example, 5 represents the total number of birds on the tree, 2 represents the number of birds that flew away, and 3 represents the number of birds left. - Children were encouraged to try to compile and subtract word problems based on other characteristics in the picture (such as the size of the bird, etc.) and list the formulas. The teacher would guide them on a tour. 3. ** Practice and consolidate ** - The teacher showed different pictures of objects (such as several fruits on the plate, different types, etc.), and asked the children to write the application questions and list the calculations according to the pictures. - The children would work in groups and ask each other to come up with questions. One child would write application questions while the other child would write down formulas. Then, they would exchange them. 4. ** Game segment ** - The game of numbers hide-and-seek. The teacher wrote a few deductions on the blackboard (such as 4 - 1 =, 5 - 3 =, etc.), but deliberately left empty the position of the reduction or difference so that the child could quickly raise the correct number card to fill in the blanks. ##2. Reflection 1. ** Success ** - Through the display of physical objects, children could intuitively understand the concept of multiplication, abstract mathematical relations from specific things, and improve their observation and logical thinking ability. For example, when making word problems based on the color of the bird, the child could accurately analyze the relationship between the total number, the reduced number, and the remaining number. - The setting of the game segment increased the fun of the activity, and the participation of the children was higher. In the game of "numbers hide and seek", the children actively raised the number cards, and the classroom atmosphere was lively, which helped them consolidate the knowledge of deduction in a relaxed and happy atmosphere. 2. ** Inadequacies ** - Some children had some difficulties in guiding them to write application problems, probably because of their limited language skills. In the future, he could strengthen the training of children's language expression. First, let the children use simple words to describe the meaning of the picture, and then gradually transition to complete sentences. - During the activity, some children did not have a deep understanding of the meaning represented by the numbers in the deduction formula. They might need to add more examples to explain in the subsequent teaching, or let the children deepen their understanding by operating real objects (such as using a small wooden stick to represent a bird). - The difficulty setting of the activity was relatively simple for children with strong abilities. They could consider setting some expansive content in the activity, such as listing the deduction formula according to the continuous movements (first three birds flew away, then one bird flew away) to meet the learning needs of different children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
I like to be with you, small class teaching plan activities, reflection
We can come to the following conclusion: "I like being with you" is a lesson plan activity suitable for a small kindergarten class. The goal of this activity was to let the children understand the meaning of good friends, know how to get along with good friends, and be able to use words to describe the appearance of good friends and the things between themselves and good friends. Through this activity, children could feel the sincere feelings of mutual help and love between good friends, and experience the joy and happiness of mutual understanding, communication, and love with good friends. In addition, this activity also cultivated the children's good habit of quietly listening to their peers. From the perspective of teaching reflection, the goal of this lesson had been achieved. The children learned about " liking to be with you " and also learned how to get along with others, forming positive and healthy interpersonal relationships, and containing high-quality friendships.
Small Class Language Hug Bunny Teaching Plan Reflection and Evaluation
The following is a reflection and evaluation of a small class language lesson plan: ##1. Reflection on Teaching Plans 1. ** Children's participation and interest stimulation ** - In the process of teaching, children were usually very interested in the image of the little rabbit. Hugging the little rabbit was a good way to attract the attention of the children. However, if some children were unwilling to hold the rabbit because of fear or other reasons, this might affect the teaching process. Under such circumstances, one should not force the child and respect the child's feelings. - In terms of language interaction, when guiding children to describe the appearance and living habits of rabbits, there may be situations where children's ability to express themselves was limited. For example, for some difficult words such as " three-petal lips ", it might be difficult for children to understand and accurately express them. The teacher needed to explain it in a simpler and more visual way, such as by letting the child observe the shape of the rabbit's mouth. 2. ** Teaching goal achieved ** - ** Knowledge goal **: Observing the appearance and living habits of rabbits. Through direct observation and guidance, most children can understand the basic appearance of rabbits, such as long ears, red eyes, short tail, etc., but they may not have a deep understanding of the living habits of rabbits, such as the living environment and sleeping habits of rabbits. - ** Emotional goal **: Cultivate the child's love for rabbits and care for small animals. Through interaction such as hugging and feeding, the child can establish an emotional connection with the rabbit to a certain extent. However, the persistence and depth of this emotion may need to be further strengthened in subsequent activities, such as through long-term feeding observation or telling more stories about rabbits. 3. ** Teaching Method Usage ** - It was more effective to use the direct observation method to let the children see the rabbit directly and better understand the characteristics of the rabbit. However, when guiding children to express their observations, teachers might need to be more diverse. For example, in addition to asking questions, they could also use group discussions, drawing, and other methods to let the children express their understanding of rabbits more comprehensively. ##2. Evaluation of Teaching Plans 1. ** Strengths ** - ** The content is suitable for children's interests **: The choice of little rabbits as the teaching content is in line with the characteristics of small children's love for small animals. It is easy to stimulate children's enthusiasm for learning. - ** Clear goal **: The goal of observing and understanding the appearance and living habits of rabbits, as well as cultivating children's love for small animals, is clear and suitable for the age characteristics and development needs of small children. - ** Focus on interaction **: In the teaching process, we designed interaction segments such as hugging and feeding to enhance the participation of children, help to close the distance between children and small animals, and promote the achievement of emotional goals. 2. ** Not enough ** - [** Limited teaching depth **: In terms of imparting knowledge, the digging of the rabbit's living habits and other content is not deep enough. It may not be able to satisfy the curiosity of some children.] - ** Insufficient attention to individuals **: In group teaching, there may be insufficient attention to children who are introverted or uninterested in rabbits, resulting in these children's participation and gains in teaching activities being relatively less. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Middle class language lesson plan, my good friend reflection after class
If you want to reflect on the language lesson plan of "My Good Friend" after class, you can consider the following aspects: ** I. Achievement of teaching objectives ** 1. ** Language skills ** - Observe whether the child can clearly and accurately describe his good friend. For example, when the child was asked to describe the appearance, clothing, hairstyle, etc. of a good friend, see if the child could use appropriate words to express it. If some children's expressions are vague or their vocabulary is limited, they may need to strengthen the training of vocabulary accumulation in future teaching. - The mastery of some sentence patterns. For example, whether he could use a complete sentence to express his love for his good friend and the merits of his good friend. If you find that the child has problems with sentence integrity, you may need to add more sentence pattern practice activities. 2. ** Emotional and social aspects ** - It was about the achievement of the emotional goal of understanding unity and fraternity to have many friends. You can judge it by the child's performance in the discussion session, such as whether he understands the principle of not bullying others and getting along well with others to have good friends. If it was found that the child did not have enough knowledge of some bad behaviors (such as bullying others), it was necessary to further strengthen the guidance in this area in the follow-up education. 3. ** Awareness ** - In the process of letting the children describe the characteristics of their good friends so that other children could guess, it could be seen that the children's observation and cognitive ability towards the characteristics of the characters could be seen. If the child could not grasp the key features to describe, the teacher could carry out more Mini games in future activities. ** 2. Teaching content and methods ** 1. ** Teaching content ** - Whether the choice of the topic of good friends was in line with the cognitive level and life experience of middle-class children. If the child is found to have difficulty understanding or not interested in certain content during the teaching process, such as when describing the advantages of a good friend, if the child answers less or lacks depth, it may be because the content is difficult for them or there is a lack of sufficient guiding examples. - Interesting and diverse content. If the child's participation in the teaching process is not high, more interesting elements may need to be added, such as introducing more interesting stories about good friends. 2. ** Teaching Method ** - In the guessing friend segment, whether it was effective to use methods such as letting children take turns to describe, group introduction, etc. If the child is found to be confused during this process (such as rushing to speak or not listening carefully), it may be necessary to improve the method, such as making clearer rules or using more interesting interactions to attract the child's attention and guide them to follow the rules. - Whether the teacher's guidance method was appropriate when guiding children to discuss the advantages of good friends and how to deal with bad friends. If the child's discussion was not deep enough or deviated from the topic, the teacher might need to adjust the questions or give more inspirational examples. ** 3. Children's participation and performance ** 1. ** Participating Rate ** - Overall, the participation of the children in all aspects. For example, in describing good friends, guessing friends, and discussing, were all children actively involved, or were some children shy or uninterested? For children with low participation, the reason needed to be analyzed. Was it because they were introverted or the teaching content and methods did not attract them? 2. ** Performance ** - Whether the child's performance in the activity meets expectations. For example, when describing a good friend, some children might have inaccurate descriptions or oversimplified situations; during the discussion session, whether the child's thinking was open and whether he could put forward different opinions, etc. According to the performance of the children, the teaching content and methods can be adjusted to better meet their learning needs. ** 4. Use of Teaching Resources ** 1. ** Music Resources ** - As for the use of the song "Looking for Friends", could it set off the atmosphere well and guide the children into the activity situation? If you find that music doesn't play an obvious role in the event, you may need to choose a more suitable music or adjust the way you use music. 2. ** Other Resources ** - If you use pictures, objects, and other resources to assist in teaching, you need to consider their effectiveness. For example, if you use pictures to show scenes between good friends to help children describe, you have to consider whether the pictures are clear, intuitive, and interesting enough to stimulate the child's desire to express. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Middle class language cicada reflection
If it was to reflect on the language class "Little Cicada", one could start from the following aspects: ** 1. Teaching content ** 1. ** Knowledge accuracy ** - When describing the body structure and living habits of cicadas, they had to ensure that they were accurate. For example, the scientific name of cicadas, the distinction between male and female (the relationship between abdominal muscles and chirping), the source of food (sucking the sap of branches and leaves), and the life cycle. If there were any mistakes in the teaching of knowledge, it would affect the correct understanding of cicadas by children. 2. ** Adaptability of content ** - He had to consider whether the content was in line with the cognitive level of the middle-class children. Middle-class children were at the stage of thinking in specific images, so it might be difficult for them to understand overly complicated physiological or ecological knowledge. For example, the physiological mechanism behind the cicada's color change might be beyond the scope of children's understanding if it was explained in depth. It needed to be presented in a simpler and more intuitive way. An expression like "Little cicada is like a magician" was more suitable for children to understand. 3. ** Interesting content ** - A simple explanation of knowledge might make children feel bored. He could add some interesting stories or children's songs related to cicadas, such as the children's song "Cicada". Through sound imitation and simple rhythm, it could enhance the interest of children in cicadas. They could also tell some interesting stories about the growth of the little cicada, such as the process of the little cicada shedding its skin. They could use vivid language to describe its posture when it shed its skin, such as "like a copper coin that is about to fall out, but there is a rope tied to it and it can't fall down." This would make the child more interested in participating in learning. ** 2. Teaching methods ** 1. ** Guidance Method ** - In the classroom, asking questions was an important way to guide children to think. For example, when asking a child whether cicadas were pests or beneficial insects, the child could be given more time to think and discuss, rather than rushing to give an answer. At the same time, positive feedback should be given to the children's answers. Whether the answers were correct or wrong, the children should be encouraged to think positively. 2. ** Forms of interaction ** - Add more interaction segments. In addition to teacher-child interaction, it could also encourage interaction between children. For example, when observing a cicada specimen or picture, the children could discuss with each other and talk about what they saw before sharing it with the whole class. This could increase the child's participation and ability to express himself. 3. ** Teaching aid usage ** - Use the teaching materials reasonably. If there were only cicada specimens, it might be a little monotonous. He could add some video materials about cicadas to show the living conditions of cicadas in the natural environment, such as cicadas sucking juice from trees, chirping, looking for mates, and so on. This way, the children could feel the living habits of cicadas more intuitively. ** 3. Child's performance ** 1. ** Invigorated interest ** - Observe the child's interests in class. If you find that the child is particularly interested in a certain segment, such as the process of the cicada molting, you can expand on this segment to satisfy the child's curiosity. On the contrary, if the child showed no interest in a certain part, such as simply explaining the body structure of the cicada, he should think about how to adjust the teaching method to increase the child's interest. 2. ** Knowledge Mastery ** - Through classroom questions, group discussions, and other methods to test children's mastery of cicada knowledge. If a child did not have a good grasp of the distinction between male and female cicadas or their living habits, they had to think about whether the teaching content was too difficult or the teaching method was inappropriate, so that they could make adjustments in the subsequent teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on the art of big class small white boat
** 1. Teaching plan goal ** 1. Guide children to experience and perceive the beautiful and imaginative artistic conception in the song, cultivate aesthetic taste, and stimulate the interest of actively participating in music activities. 2. Enlighten children to sing beautifully and slowly according to the melody and beat of the song, and cultivate their sensitivity and expressiveness to music. 3. Learn a new song, understand that the song is a triple beat song, and sing the accent at the beginning of the sentence. 4. They could listen to their companions 'singing and learn to control and adjust their own singing. 5. Through the appreciation of the song "Little White Boat" and the understanding of the lyrics, the children's sense of music rhythm was cultivated, and the children's expressiveness was developed. ** 2. Prepare the lesson plan ** 1. Song Coursewares, music teaching tape, tape recorder, self-made long drum, Korean costume, etc. 2. You can also prepare paper boats, a drum, and a drumstick, or prepare pictures of gardens, woods, grasslands, and kindergarten to assist in teaching. ** 3. Teaching plan process ** #(I) Introduction 1. Children can be invited to listen to two different pieces of music (Song 1: a lively duple beat song; Song 2:"Little White Boat" accompaniment music) and perform freely. 2. Or play the game "Peng", the teacher beats the drum to give a three-beat rhythm, and the child is asked to run, walk slowly, walk lightly or heavily according to the rhythm given by the teacher. You can also show a small white boat to draw out the theme. #(II) Unfolding Part 1. ** Master the rhythm of the song and familiarize yourself with the melody ** - Ask the children about the differences between the two pieces of music, find out the music in three-beat, guide the children to show the strength of the three-beat with their movements, and organize the children to practice the rhythm of the three-beat with the music. 2. ** Understand the content of the song and learn the lyrics ** - The teacher introduced the name of the song and demonstrated how to sing it. - Through questions and demonstration (or related pictures) to help children understand the lyrics, such as asking the difference between the small white boat in the song and the usual boat, as well as the lyrics content. - The child watched the lesson (or combined with the teacher's demonstration) to appreciate the song completely, remember the favorite or most beautiful lyrics, and then guide the child to learn according to the lyrics. 3. ** Learn to sing songs ** - Ask the child to sing the song in a natural voice. - The children sang the song together. - Through asking questions, the children were guided to reflect on the singing situation and practice singing with emphasis. - Using the form of song solitaire to help children further master the song. - The children were provided with scenes and props such as "boats and bunnies" to perform in groups. - Please sing the song to the guest teacher. 4. ** Understand the cultural background of the song (if it is involved)** - By observing the Korean costumes and appreciating the Korean dance, the children could be guided to understand that "Little White Boat" was a Korean folk song. #(III) End 1. Please carry the "long drum" on your back and sing and dance with the teacher along with the music of the small white boat. 2. Or ask the children to dance to the music with ribbons. ** IV. Reflection on lesson plans ** 1. ** Success ** - To create a kind of artistic conception for children, so that children can experience and express the poetic feelings of the song in the beautiful and quiet melody. For example, the beautiful night sky map displayed in the classroom, coupled with vivid language, so that children can turn the classroom into a beautiful night sky and cultivate children's innovative consciousness and unique creative behavior. - To expand the knowledge, stimulate the imagination of the children, attract the children to actively participate, and jump out of the box of simple singing a song. 2. ** Inadequacies ** - In the triple-meter rhythm, the understanding may not be in place at the beginning, and the in-depth understanding may not be achieved. - The communication between the children and the teachers was insufficient, and the interaction needed to be strengthened. - Children's "movement" is not enough, so we should think of more ways to inspire children to relax and perform. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class language art teaching plan "lively sky"
Okay, do you have any questions about the language arts lesson plan "lively sky"?