Big class, healthy, eat more fruits, good health, lesson plan reflection
After conducting the teaching activities of the big class health lesson plan,"Eating more fruits is good for your health," there were the following reflections: * * 1. Teaching content ** 1. * * Knowledge accuracy ** - The reason why fruits were good for health could be explained in more depth. For example, although young children could say that fruits contained vitamins, they could further explain the specific effects of different vitamins on the body. For example, vitamins C could help enhance immunity and prevent colds. - There was insufficient introduction to the special circumstances of some fruits. For example, some fruits may have the risk of allergy (mango), and the precautions for eating methods (winter dates are easy to get stuck in the throat) are not covered in the lesson plan, which may affect the child's comprehensive understanding of the relationship between fruits and health. 2. * * Richness of content ** - The lesson plan could add more content about the nutritional value of fruits. For example, comparing the differences in nutritional composition between tropical fruits and temperature-zone fruits would help children have a more comprehensive understanding of fruits. - There was a lack of explanations on the nutritional balance of fruits and other foods. It only emphasized that eating more fruits was good for the body, but did not mention the importance of matching fruits with staple foods, vegetables, and protein foods. * * 2. Teaching methods ** 1. * * Interactivity ** - When guiding children to discuss the benefits of eating fruits, the form of interaction was relatively simple. Group discussions and role-playing could be used to increase the participation of children. - He could be more flexible in guiding children's different opinions. When children argue, if some children think that eating too much fruit is not good, the teacher can further guide the child to reach a conclusion through investigation (such as asking other children, asking parents at home, etc.), instead of just letting the child argue on his own. 2. * * Interesting * - The games in the teaching activities were more traditional. Some novel games could be added, such as making fruit jigsaw puzzles, so that children could recognize the shapes of fruits in the game and increase their interest in fruits. - In the fruit tasting segment, children could close their eyes and guess the variety of fruits to increase the fun. * * 3. Child's performance ** 1. * * Knowledge Mastery ** - Children's understanding of the benefits of fruits was only superficial. This reflected that the teaching of the nutritional value of fruits was not in-depth enough, and the depth of the teaching content needed to be adjusted. - Some children may be influenced by their family's eating habits and have prejudice against certain fruits (such as not liking to eat certain fruits). Teachers fail to guide children to overcome this prejudice in their teaching. 2. * * Ability Development ** - When children expressed their thoughts, their language skills were uneven. This suggested that in the follow-up teaching, it was necessary to strengthen the cultivation of children's language expression ability, such as providing more opportunities for expression and giving correct language demonstration. - Children's independent inquiry ability was not fully developed. In the process of understanding fruit-related knowledge, children were more likely to answer questions under the guidance of teachers. They lacked the process of exploring fruit knowledge independently, such as consulting simple materials (picture books suitable for children, etc.) to understand fruits. Read more exciting novels for free
Big class mathematics observation, game lesson plan and reflection brief
The following is a lesson plan for a large class mathematics observation game: * * 1. Teaching objectives ** 1. Through the game activities, the children's observation, judgment and hands-on operation ability were cultivated. 2. Stimulate children's interest in mathematics activities and improve their enthusiasm for participating in mathematics activities. * * 2. Teaching preparation ** 1. Prepare a number of cards of various colors and shapes (such as triangle, circle, square, red, blue, green, etc.). 2. Number cards 1 - 10. 3. Small toys (such as small cars, small dolls, small building blocks, etc.). * * 3. Teaching process ** #(1) Diagram Observation Game 1. Show the graphic card He mixed the different shapes and colors of the cards and displayed them in front of the children. 2. Guiding Observation and Questioning - Ask the child to carefully observe these figures and tell them what shapes and colors they see. For example,"Children, look at these cards. Tell the teacher what shapes are there? Is there a red card?" - He asked some questions of comparison, such as,"Which type of card has the most cards? Which color is the least?" 3. Infant Operation Ask the child to put the cards of the same shape together, then put the cards of the same color together, and then count the number of cards of each shape and color. #(2) Number Observation Game 1. Show the number card He took out a numbered card and placed it in front of the child in a random order. 2. Observing and searching - The teacher said a number and asked the child to quickly find the corresponding number card. For example,"Please find the card with the number 5." - Then let the child observe these number cards and say the relationship between the adjacent numbers, such as: "What is the number after the number 3?" 3. Number Ranking Game Ask the children to arrange the number cards in order from small to big or from big to small. #(3) Toy-watching game 1. display toy He placed the various small toys that he had prepared on the table. 2. observation and description - Let the child observe the toy and describe the shape, color, material, and other characteristics of the toy. For example,"What color is this car?" Is it made of plastic or metal?" - He raised the question of comparison between different toys, such as,"What's the difference between a small toy and a small building block?" 3. classification game Ask the children to classify the toys according to their own standards, such as by color or by purpose, and ask the children to state the basis for the classification. * * 4. Reflection on Teaching ** 1. the key of success - In the process of playing, the children showed high enthusiasm and participation, and could complete various observation tasks well, indicating that this play-based teaching method was suitable for the learning characteristics of the children in the upper class, which could attract their attention and stimulate their interest in learning. - Most of the children could accurately observe, describe, operate, and judge in the observation game of figures, numbers, and toys, indicating that the teaching goal was basically achieved, and the children's observation, judgment, and hands-on operation ability had been trained to a certain extent. 2. deficiencies in - Some children did not have a clear understanding of the concept of adjacent numbers in the number observation game, and they also made some mistakes in sorting the numbers. Perhaps they were not familiar enough with the size relationship of the numbers, so they needed to strengthen the practice of comparing the size of the numbers in the follow-up teaching. - In the toy observation game, it was found that the children's vocabulary for describing materials was relatively lacking. Perhaps it was because they did not have enough knowledge in their daily life. In the future, they could add some simple introductions to the characteristics of different materials in the teaching. 3. improvement measure - For children who could not grasp the concept of numbers well, they could design some small games that specialized in comparing and sorting numbers, such as number solitaire, so that they could deepen their understanding of the relationship between numbers in the game. - In the future, he would guide the children to come into contact with different materials and enrich their vocabulary. For example, he would introduce the materials of the objects around him in daily life to help the children better observe and describe them. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class game music, looking for cuckoo lesson plan reflection
If you are referring to the reflection on the music lesson plan for the naughty cuckoo class, here are some possible aspects: ** I. Reflection on the achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - When listening to the song to understand the meaning of the lyrics and singing along with the song, the teacher used the method of demonstrating the picture while explaining, which helped the children to understand the lyrics intuitively. However, there might be some children who did not have a precise grasp of the weak rhythm and the jump sound "Gu Gu". More targeted exercises needed to be added in the follow-up teaching. - Most children could achieve the goal of imitating cuckoo calls with jumping sounds. However, in the process of teaching, children can be further guided to feel the changes in the cuckoo's call in different situations, making the imitation more vivid. 2. ** Emotional goal ** - Through the achievement of the goal of experiencing the beautiful feelings of loving the cuckoo under the influence of the artistic conception of the song, the children were allowed to perform according to the lyrics. For example, the first paragraph was sung while walking, and the second paragraph was sung while sitting on the " grass ", which effectively enhanced the emotional experience of the children to the song. However, it could be further extended after the end of the activity to encourage children to share their love for cuckoos in their daily lives to deepen the internalization of this emotion. ** 2. Reflection on the application of teaching methods ** 1. ** Visual demonstration method ** - The teacher demonstrated pictures of simple scenery, mobile children, and cuckoos to attract the children's attention and help them understand the content of the song. However, during the demonstration process, more attention could be paid to the interaction with the children, such as letting the children participate in the operation of the pictures to enhance their initiative. 2. ** Question Guidance Method ** - Using questions to help children understand the content of the song was an effective method. However, when asking questions, they could be more diverse. For example, they could add some open-ended questions to stimulate the imagination and creativity of the children, and not just limited to understanding the lyrics. ** 3. Reflection on the teaching process ** 1. ** Introduction Stage ** - Under the accompaniment of music, the introduction of "Spring is coming, who heard the 'coo coo' sound" could arouse the interest of children. However, some topics related to children's life experiences could be added, such as " Have you heard similar bird calls in your life?" to further narrow the distance between children and songs. 2. ** Learning to sing segment ** - The method of learning to sing in sections helps children gradually master songs. However, the transition between the passages could be more natural and smooth. For example, through some simple Mini games or stories, the whole process of learning to sing could be more coherent. 3. ** Performance segment ** - When children perform a complete performance, they can better combine singing and performance. However, they could provide more performance props or setting arrangements to enhance the fun and authenticity of the performance. ** IV. Reflection on Children's Participating Level ** - Overall, the participation of the children was high, especially in the performance segment. However, in the learning to sing segment, some children might have difficulty grasping the rhythm, resulting in a slight decrease in participation. In the future, more individual guidance could be provided for this group of children, such as group exercises or one-on-one tutoring to increase the participation of all children. <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>
Reflection on the butterfly activity in the big class teaching plan
From the perspective of music activities, the introduction of the activity was in the form of introducing the butterfly flower. Through the vivid wall chart, the children's interest was increased. It was an organic integration of the scientific field and the artistic field. However, from the perspective of scientific activities, after helping children understand the characteristics of insects, there was no learning and application segment reserved after class. There was still room for improvement in training children to use their hands and brains. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class, little rabbit, ability, great health, reflection
In the "Xiaotu's Abilities" health campaign, there were a few points worth reflecting on: ** 1. Achievement of the goal ** 1. ** Action Skill ** - For the movement skill of moving forward and jumping with both legs, there was a transition from simple to complex in the design of the activity, such as from picking up a beverage bottle to picking up a cloth ball. This step-by-step approach helped the child gradually master the skill. However, there may be some children who have difficulty in catching the ball due to the slow development of physical coordination. They may not be able to fully master this movement skill. - Although there were exercises and competitions to strengthen the skills, the individual guidance for individual children might not be deep enough. The individual differences between children were not fully considered, resulting in the accuracy and proficiency of some children at the end of the activity. 2. ** Emotions and attitudes ** - The activity did a good job in stimulating the children's active participation. By helping Uncle Xiong get drinks and other situation settings, the children's enthusiasm was mobilized. However, in terms of nurturing the spirit of children to face difficulties bravely, it could be strengthened. For example, when a child encountered difficulties in catching a ball, they could be encouraged to try different methods instead of just following the conventional teaching steps. 3. ** Health Awareness ** - The goal of the activity did not explicitly mention the cultivation of health awareness. For example, during the activity, health awareness content such as the importance of exercise to health could be appropriately infiltrated so that children could have a preliminary understanding of the concept of health while learning skills. ** 2. Event Organization ** 1. ** Teaching session ** - The design of the activity process was relatively clear. From the preparation activities at the beginning to the basic skill learning, practice, and game segments, and finally to the end, the hierarchy was clear. However, the time control of each link might need to be further optimized. For example, in the process of a child trying to jump, it may be because the child spent too much time exploring, resulting in a relatively tight practice time for the subsequent jump, affecting the child's full practice of the new difficult movements. 2. ** Material preparation ** - The drink bottles and cloth balls prepared in the activity were relatively simple and common, suitable for children to operate. However, he could consider increasing the variety of materials, such as items of different shapes and texture, to further enrich the child's experience and stimulate the child's desire to explore. 3. ** Safety assurance ** - In the process of children jumping with their legs clamped, especially in the competition, children may ignore the surrounding environment because they are too excited, and there are safety risks such as collisions. Although there were no safety incidents during the activity, the safety reminders could be more detailed, such as setting up some simple signs around the venue to remind the children to pay attention to the safety distance. ** 3. Child participation ** 1. ** Participating Rate ** - Most of the children could actively participate in the activities, but there were still a few children who were not active enough. This might be because the content of the activity was more difficult for these children, or the fun of the activity was not attractive enough for them. In the future, more activities could be designed for children of different levels to increase the participation of all children. 2. ** Interactivity ** - During the activity, there was a certain interaction between the children, such as mutual observation and learning when they lined up for jumping exercises. However, the interaction between the child and the teacher could be more in-depth. The teacher could listen more to the child's feelings and thoughts during the activity in order to better adjust the teaching strategy. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The wonderful human body lesson plan of science in the middle class and its reflection
Teaching plan: The Mystery of the Human Body " Target: Through experiments and observations, let the children understand the functions and structures of human organs and cultivate their scientific literacy and exploration spirit. Materials: Human organ model, experimental supplies, relevant literature Steps: Explain the purpose and principle of the experiment to let the children understand the function and structure of human organs. 2, organize children to conduct experiments and let them observe and operate human organ models to understand their characteristics and functions. 3. Let the children learn more about human organs through literature and materials to cultivate their scientific literacy. Let the children think and discuss the mysteries and functions of the human organs. Reflection: Through this experiment, children could understand the function and structure of human organs and cultivate their scientific literacy and exploration spirit. At the same time, it would also allow children to experience the fun and challenges of science during the experiment process and stimulate their interest and enthusiasm for science. At the end of the experiment, the children could write an experiment report to review their experiment process and gains, as well as their thoughts and expectations for future scientific exploration. This could help children consolidate their knowledge, improve their scientific literacy and thinking ability, and at the same time, allow them to better understand the nature and significance of science.
Mother's smiling face, middle class art lesson plan and reflection
##1."Mom's Smiling Face" middle class art lesson plan ###(1) Activity Target 1. Learn to draw busts. 2. Using simple lines, he drew his mother's "smiling face" feature. ###(2) Event preparation 1. Collect a picture of her mother's smiling face. 2. Children's drawing tools, such as paper, pen, etc. ###(3) Activity process 1. ** Show your mother's smiling face ** - Show the picture of the mother's smiling face to evoke the child's good memories of the mother. Guide the child to recall the scene when his mother smiled, so that the child could resonate with his mother's smiling face emotionally. - Ask the child to explain why his mother smiled and stimulate the child's understanding of the emotions behind his mother's expression. For example, it may be because of the child's good performance, family happiness, etc. 2. ** My mother's smiling face ** - Guide the child to observe the mother's face shape, eyes, hairstyle, etc., so that the child has a more detailed understanding of the mother's appearance. - Let the child talk about the changes in the corners of the mouth and eyes when the mother smiles. This will help the child grasp the key features of the mother's smiling face to draw. - Children were encouraged to draw their mother's smiling face boldly. Children with weak abilities were given help, such as guidance on composition and line application. Children with strong abilities were encouraged to show their mother's unique characteristics, such as unique hairstyles or special shapes of eyes. 3. ** I like my mother's smiling face ** - Guide the child to introduce his mother's smiling face to his peers, and cultivate the child's language expression ability and sharing awareness. - Children were encouraged to say a word of blessing to their mothers to enhance the emotional communication between parents and children, and at the same time sublimate the theme of the activity. ##2. Activity Reflection 1. ** In terms of achieving goals ** - Most of the children were able to learn how to draw a person's bust in the activity, and they were able to try to use simple lines to draw the features of their mother's smiling face. They basically achieved the goal of the activity. However, some children might not have an accurate grasp of the proportion when drawing the bust due to their lack of understanding of the character structure. In the follow-up teaching, they could strengthen the simple explanation of the proportion structure of the character. 2. ** Child participation ** - The children showed a high interest in this activity, especially in the sharing of why their mothers smiled and the introduction of their own mother's smiling face. The children were very enthusiastic and could take the initiative to speak. However, in the process of painting, some children may hesitate because they are worried that the painting is not good. Teachers should give more encouragement and individual guidance in the activity. 3. ** The effectiveness of teaching methods ** - Through teaching methods such as showing photos, guiding observation, and asking questions, the children were guided to gradually understand and master the main points of drawing their mother's smiling face. However, in the demonstration segment, it could be more diverse. For example, a comparison demonstration method could be used to show the correct and wrong drawing methods so that the child could understand them more clearly. 4. ** Emotional Education Effect ** - During the activity, by recalling the scene of his mother's smile and saying blessings to his mother, the child's love for his mother was effectively stimulated. Children could integrate their feelings for their mothers in the process of painting. From their performance when introducing their works, it could be seen that children's love for their mothers was well expressed. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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>
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>
Last year's lesson plan and reflection
The following is a social lesson plan for the middle class of kindergarten,"Tree", which contains reflections: ##1. Activity Target 1. They knew that trees were the best friends of humans and animals, and they understood the benefits of greenery. 2. Teach children to love and protect trees. 3. Cultivate good environmental habits in children. 4. Cultivate the cooperation between children and their peers. 5. They enjoyed the festive atmosphere and were willing to participate in activities to decorate the environment. ##2. Event preparation Multi-media class, love card. ##3. Activity 1. ** First part: Lead to the topic ** - The topic was introduced in the form of questions. For example, the teacher said that he had received a letter and photo from Dr. Monkey. The letter said that the small animals had encountered difficulties. It made the children curious about what the difficulties were and how to solve them, fully mobilizing the enthusiasm of the children in class. 2. ** Basics ** - Using Little Bear's experience, he explained that trees could purify the air. For example, Little Bear lived next to the factory. The existence of trees could improve the air quality around him. - Through the scene of the deer and the pig crying, it showed that the small trees and grass provided abundant food for the small animals. 3. ** Activity Reflection ** - In today's society where everyone calls for environmental protection, children have the behavior of picking flowers and throwing paper scraps everywhere. This shows that it is urgent to educate children to understand and protect the ecological environment. This lesson plan uses a multi-media class to vividly demonstrate the importance of the environment and the role of trees through the encounters of small animals. Each segment was compact and closely linked. The questions were cleverly designed, allowing the child to think and explore in interesting questions, thus achieving the activity goal. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>