Design intention of large class teaching plan 1:
Now that living conditions are good, children can say whatever they want, and parents or grandparents will try their best to let them eat. But you can still see "small bean sprouts" or "chubby" in the class. The main problem is that the diet is unscientific. Children in large classes can learn the corresponding scientific diet knowledge, at the same time, let them learn to control some bad eating habits in their lives and let them know the importance of balanced nutrition.
Activity objectives:
1. Understand the concept of healthy diet and feel the importance of a balanced diet.
2 Learn to eat scientifically.
3. Develop a good habit of healthy eating.
Highlights and difficulties of the activity:
Key point: Know the importance of scientific diet and balanced nutrition every day.
Difficulties: How to choose different diets for different people.
Activity preparation:
Material preparation:
1, "What do I eat today" diet statistics
2, nutrition structure diagram, food pictures.
3. Each person has a dining table.
4. Colored pens, all kinds of food advertisements, colored paper, scissors, paste and adhesive tape.
Situational layout: arrange all kinds of crowd display boards.
Knowledge and experience preparation: know the nutritional value of various fruits and foods, the eating habits and nutritional needs of different people in advance.
Activity flow:
1, contrast: Show your diet statistics "What did I eat today"? What is the difference between children's daily diet and other children's diet through observation and communication?
2. Discussion: Who eats properly?
Some children eat a lot of fruits and vegetables a day, while others only eat fish and don't eat fruits and vegetables. So, what should we eat every day? How about eating more fruits and vegetables? Better eat more fish. How to eat healthier and more appropriate?
(Reflection: Here we let children speak freely. Because in primary and secondary schools, children already know the nutritional value of various foods, so here, children argue endlessly and say their own good things. )
3. Take a look: show the diet structure map (pyramid) and recall the scientific collocation of diet.
Observation: What's on the picture? What are the characteristics of the map? Why is it the shape of a pyramid? Tell us what truth?
Thinking: Do you find your diet reasonable? What is reasonable? What do you mean unreasonable? What should I do?
4, group activities-scientific catering "I am a nutritionist"
Show pictures of babies, old people, pregnant women, children and patients with different ages and physiological characteristics.
Say: What nutrition do they need?
Match a match: children choose catering groups (infants, the elderly, pregnant women, children, patients, etc.) according to their own wishes. );
Catering can be done by painting, cutting and pasting, and posting food pictures; Stick the prepared "nutritious meal table" on the corresponding crowd display board for exchange and sharing.
(Reflection: The activity here is to help children pass on their existing knowledge and experience, and encourage them to further improve their experience. We should know that life and catering are not static, but should be constantly adjusted and changed with the changes of age and physical condition at that time. Such a diet is scientific, balanced and nutritious. )
5. Let it be widely known: encourage children to introduce their own catering to their parents when their parents pick them up, explain the truth of this catering, and educate parents and grandparents to eat scientifically.
(Reflection: As a further continuation of the activity, we designed this link. I heard that they are honored to be nutritionists, so they also carefully prepare meals and advocate healthy eating in an exemplary manner, which makes people laugh. )
Activity expansion:
1. home coordination: collect and understand the physical characteristics and dietary needs of all kinds of people.
2. Put character display boards, dining tables and food pictures of different groups in the corner of the community to encourage children to further design reasonable breakfast, lunch and dinner for them.
The second part of the large class teaching plan activity objectives:
1. By listening to music, we can know the name, content and nature of music.
2. Know something about China national musical instrument Erhu.
3. On the basis of feeling the song Horse Racing, understand the artistic conception of the song.
4, can accurately sing the tune, articulate, and can boldly sing in front of the group.
Activity preparation:
1. Create grassland environment in Inner Mongolia (including grassland background map and several horses that can be drawn).
2. Audio tapes: flying music and "horse racing" music.
3. National musical instrument: erhu.
Activity flow:
First, fly the plane into the activity room.
1, Teacher: Have you ever seen the Inner Mongolia prairie, little friend? Today, the teacher will take you to the Inner Mongolia prairie to play. Let's fly there.
2. Guide the children to look at the pictures.
Teacher: What a beautiful prairie, blue sky and green grass. What else is in the picture? (Mongolians are riding horses) By the way, Mongolians are hardworking and brave, and they like riding horses best. Oh, there is still a lively game on the grassland today. You want to know what it is?
Second, the initial appreciation of the music "Horse Racing".
1. Ask questions after listening to the first music "Horse Racing".
Teacher: What kind of game is this, son? By the way, the Mongols are holding horse races. Where did you hear that this is a horse race? (Teenager: There is the sound of horses running and barking. )
2. Listen to stories, look at pictures and enjoy the music Horse Racing.
The teacher operates the activity teaching aid while talking: Ladies and gentlemen, the horse race has started. Now running at the front is a bordeaux horse, and the young people on the horse are very proud. Caught up behind a rhubarb horse, the rider was still a little girl! How brave! Come on, there is another big horse catching up behind, and the game is getting more and more fierce. Some spectators cheered and some danced. The game continues. As the finish line approaches, the horse doesn't want to fall behind. He ran like hell. Look, that bordeaux horse strode across the finish line. It cried happily and gave good news to everyone!
Children's interest in erhu is caused by "horse barking".
Teacher: The horse race is over. Do you hear the sound of Bordeaux horses in the music? Let me tell you a little secret. In fact, the horse barking in the music just now is not a real horse barking. It was imitated by a musical instrument. Who knows what instrument it is?
Third, introduce erhu, enjoy it in sections and feel the content and essence of music.
1. The teacher introduced the structure and characteristics of erhu.
Teacher: Erhu is our national musical instrument. It is made of wood and has two thin and long strings. The one on the right hand is called a bow, and the bow hair is made of ponytail. It makes a sound when you pull the bow and push it. Listen, what's this noise? (The teacher imitates the sound of horses barking with erhu) Listen, what's that sound? The teacher imitates the sound of horses running by plucking the strings, so that children can understand "plucking the strings". )
2. The teacher played "Horse Racing" live on erhu.
3. Listen to the music "Horse Racing" in sections to understand the different contents and nature of each section.
Teacher a plays the first paragraph.
Question: What is the speed of this piece of music? You seem to see something. (discussion)
Summary: The first piece of music was very fast and loud, as if the race had already started, and many horses came running from a distance.
Teacher: Children, can you ride a horse? Now the teacher plays the first piece of music, you come to the horse race, and then invite a child to come up and let the horses on the grassland run, and compare which horse runs faster. (It is required to act according to the rhythm of the music)
Teacher b plays the second paragraph.
Question: What's the difference between the second piece of music and the first piece of music? What do you seem to see? (discussion)
Summary: The second paragraph of music is slower than the first paragraph, beautiful and lyrical, as if the audience watching the horse racing are cheering, sending milk tea, clapping their hands and dancing.
Teacher c plays the third paragraph.
Question: What is the speed of the third piece of music? What does this music seem to say? (discussion)
Summary: The third piece of music is faster, the competition is more intense, and the finish line is approaching. The horse ran to the finish line quickly, and finally, Malaysia, who won, cried with joy.
Fourth, distinguish three pieces of music and consolidate the structure of sensory music.
Teacher: Listen, which paragraph is this? Why? (Playing the recording)
Fifth, further feel the music through the performance of body movements.
Teacher: Do you want to hold a horse race, children? Ok, let's get on the horse together, and the game will start soon.
Teaching reflection:
After the whole class, the classroom atmosphere is very active. Children's enthusiasm and participation are very high. I didn't make it clear in all aspects, such as monosyllabic notes, so many children didn't make it clear. When choosing music, they chose the instrument they were most familiar with and didn't choose the music that suited them. At the end of a piece of music, the children didn't get the affirmation of proper words, and they didn't feel the fierceness of horse racing. Immediately after the first performance, the third part will be played for the second time, and the whole class will say, "Are you confident?" I really don't think it's appropriate. I didn't say anything originally, and my ability to improvise is not good. There are too many shortcomings, and more practice is needed to analyze and understand music, so as to guide children to better interpret music. In the future teaching, I will study more and consult more, and strive for progress and improvement in the field of music, so that children can learn and grow in an environment full of music and enjoy music.
The third activity goal of the large class teaching plan:
1, understand the types, uses and methods of protecting trees.
2. Be able to participate in tree planting activities happily and learn superficial planting knowledge.
3, can cooperate with each other in the process of labor.
4. Feel the beauty of nature and the surrounding environment.
Activity preparation:
1, several saplings, watering tools (pots, barrels, cups)
2. Choose the site in advance and dig the pit.
Activity flow:
First, communication before planting trees
1. What day is it today? (March 12)
Do you know what festival is March 12? (Arbor Day)
3. What trees do you know? (Guide children to name all kinds of trees)
4. Do you know the function of trees?
(Let children discuss with each other first, then ask individual children to say, and finally the teacher makes a summary, telling children that trees can be used as furniture, doors and windows, and can bear fruit; It can also beautify the environment and purify the air)
5. Have you ever planted trees? Do you know how to plant trees?
(Guide children to discuss the steps and precautions of planting trees)
Second, lead the children to plant trees at the tree planting site, remind the children to pay attention to the division of labor and cooperation of their peers during the tree planting process, and carry out safety education.
Third, the communication after planting trees (leading the children back to the activity room and finishing)
1. Small trees have been planted. How should we protect them?
(After guiding the children to discuss with each other, they come to the conclusion that water is needed, not shaken ...)
2. Enjoy the music "Love Little Trees"
Fourth, after the saplings survive and germinate, children can be led to observe and record the changes of saplings.
Design intent:
Spring has come, everything is reviving, and it's time to plant trees. March 12 is Arbor Day. Trees are friends of human beings. They have a very big family. There are many kinds of family members with different purposes, but they all have a common feature, and they all bear the role of greening the environment and purifying the air. Children lack a comprehensive understanding of trees, and their experience of trees is fragmentary. Therefore, our senior three class decided to lead the children to carry out a tree planting activity on March 12 Arbor Day. Let them plant trees in person, feel shallow knowledge of tree planting through tree planting, and let children know the types, uses and methods of protecting trees through communication before and after tree planting.
The fourth design intention of the large class teaching plan:
One day at noon, the children's lunch recipe was fried chicken with chestnuts. Excavate picked up a piece of chicken and said before the entrance, "Miss Gao, you can't eat chicken now. There is bird flu, the theme activity teaching plan of kindergarten class-"Prevention of Highly Pathogenic Avian Influenza" series. " As soon as the words were spoken, the children opened their boxes and began to talk about bird flu. In view of children's direct feelings and interests in avian flu, and to help them have a correct understanding of avian flu, we have carried out this generation of activities with children.
Cognitive activities:
What is avian influenza?
Activity objectives:
1, combined with the current situation to understand what is avian influenza.
2. Cultivate children's awareness of self-protection against H5N 1 virus.
Activity preparation: bird flu pictures, H5N 1 virus pictures, VCD for bird flu prevention.
Activity flow:
First of all, the teacher leads to the theme of bird flu prevention:
"Now the whole world is guarding against a virus. What's its name?" (bird flu, referred to as bird flu)
Concept: Avian infection caused by influenza A virus mainly occurs in chickens, ducks, geese and pigeons. It is an acute and highly fatal infectious disease with various symptoms ranging from respiratory diseases to severe septicemia. The teaching plan for children is "Teaching Plan for Theme Activities in Kindergarten Large Classes-Prevention of Highly Pathogenic Avian Influenza" Series.
Features: fast spread and great harm.
How do chickens, ducks and geese infect people?
Children are free to discuss and answer.
The teacher concluded that human beings will be infected by direct contact with birds infected with H5N 1 virus and their droppings or by direct contact with H5N 1 virus.
Third, watch pictures of H5N 1 virus and how staff can strengthen health work.
Fourth, watch the VCD to prevent bird flu.
1, attach great importance to avian influenza
2. Scientific understanding of avian influenza
3. Actively prevent avian influenza.
5. Encourage children to pay attention to personal hygiene and prevent bird flu.
The fifth activity goal of the large class teaching plan:
1. Learn about cold and warm colors, explore the secrets of different colors, and feel the fun of color change.
2. Boldly imagine the story of Magic Soup, and try to express it by combining oil pastels with gouache.
3. Enhance the interest and ability to participate in environmental layout and experience the happiness of success.
4. Cultivate children's appreciation ability.
Activity preparation:
Gouache pigment, color mixing box, gouache, water, oil pastel, children's gouache paper;
Many papers are cut into various bottles;
Activity flow:
First, the magic school recruits magic students: (requirements: review cold and warm colors)
1. I am a magician in the magic school. Come to our class today to recruit magicians and learn to make magic soup.
2. Understand cool and warm colors.
Second, the magic school interview.
1. Show warm magic soup.
2. How to make cold or cold magic soup? Individual children try: blue+yellow = green.
3. Who does your magic soup help? How to help?
4. Experience the combination of oil pastel and gouache pigment (oil-water separation).
Third, my magic magic soup (learn to configure magic soup after entering school).
1. What kind of magic soup do you want to help?
2. What kind of magic soup bottle do you choose according to the magic soup you want to configure?
3. Making magic soup (painting requirements)
(1) Stick the magic bottle on a corner of the paper to make it topple, and draw the object or contents of the magic soup with oil pastels in the rest of the blank.
(2) Choose the appropriate color tone and paint it with gouache pigment to create your favorite color feeling and show an ecstatic picture.
Fourth, my magic story.
What interesting story will happen to your magic soup? The children introduce the magic story of the magic soup to each other in pairs.
Activity expansion:
Make the comic book My Magic Story.
The sixth part of the teaching plan for large classes aims at education:
1, according to the clues provided by the story, and reasonably imagine according to the different characteristics of animals.
2. Be able to express boldly and actively participate in the sequel to the story.
3. Experience the happiness of helping others and being helped by others. Activity preparation: pictures, pens, art paper, KT board, music tapes.
Activity flow:
First show the teaching aid "Little Monkey Driving a Taxi" to arouse interest. Question: Have you ever taken a taxi? There is also a taxi in the forest. Look who you brought.
Second, while demonstrating pictures, the teacher tells stories with expressions and guides the children to understand the stories. Question: The little monkey said, "Don't worry, I guarantee your satisfaction." What good idea will he come up with for the bear?
The teacher went on telling stories and asking questions:
1, why does the egg baby cry sadly on the roadside?
2. How did the little monkey help it?
3. Is the little animal happy to get help from the little monkey?
4. Is the little monkey happy? Why?
Third, continue the story.
1. This little monkey is becoming more and more famous. All the animals in the forest want to take a little monkey taxi to see who is coming. (Showing giraffe's teaching AIDS) Discuss and ask: What difficulties will it encounter if it comes to take a monkey taxi? Please find a way to help it solve.
2. The teacher used the dialogue in the story to demonstrate the continuation of the story.
3. Show more small animals (elephants, white rabbits, penguins, crabs, etc. ), inspire children to imagine boldly, learn to make up interesting storylines, tell them freely and draw them in the form of stick figures, and the teacher will tour to guide them.
The children boldly tell their stories in the group.
The children in the big class have changed from simply paying attention to themselves to paying attention to the changes brought by my interaction with natural phenomena. We set up activities with "past-present-future" as the main line, so that children can understand how "I" came from, and at the same time lead children to understand their changes to others and experience the happiness of growth. In addition, it also permeates children to understand the care and love of their elders and learn to be grateful and care for others.
Activity objectives:
1, experience the feeling of leaving the garden after graduation through theme activities.
2. Understand the changes of yourself and others in many ways, and leave your child's growth footprint.
3. Guide children to learn to care about others, face everything with a positive attitude and look forward to the future.
Activity time: abortion in xxx years.
Venue: X Kindergarten
Activists: all the staff and parents of the cross-border group.
Activity preparation:
1. Make and distribute activity plans and "growth footprints", and teachers will make samples for parents' reference.
2. Explain the activity requirements to parents, solicit opinions from parents extensively, and acquire * * * knowledge with parents.
Activity content:
Activity initiative:
1, the growth footprint is wonderful.
"Walking through the happy life of kindergarten and leaving a string of footprints will be my most precious sweet memory when I grow up!" This semester, parents make growth manuals for children. Focusing on the overall effect of the Growth Handbook in terms of artistry, education, participation, richness and creativity, this paper evaluates the content and aesthetic feeling of each page. In this process, we asked parents and children to introduce their own characteristics and experiences in making growth manuals one by one.
In the growth manual, there are children's performances in the park, wonderful activities, children's art DIY and other contents cleverly loaded into the manual. Along a series of footprints, we can clearly see the process of children's happy growth and see different wonderful moments of children of each age, from which we and our parents will also experience sweet memories. In this activity, parents will have a deeper understanding of their children and make a detailed interpretation, so that the children's growth book can reflect the process of their growth more appropriately and comprehensively, record the footprints of their growth, and become a wonderful witness of their growth.
2, children's growth manual appraisal activities
We will show the "Growth Record Book" made by parents through the graduation ceremony, so that more parents can see their children's little progress in kindergarten, see the hard work of parents and teachers, and let their children learn to be grateful.
Activity significance:
This is the children's last semester in kindergarten. Parents and teachers have carefully recorded their most careful expectations for their children. From children's songs to emotional stories, the surprises for parents are not limited to these. Children will bid farewell to kindergarten and become primary school students. Teachers and parents hope you will cherish the happy time that is coming to an end here.
Through the activities, the children not only reviewed their four-year kindergarten life, but also cultivated their gratitude to the kindergarten, teachers and parents.
The eighth activity goal of the large class teaching plan:
1. Understand the special figures in daily life and help people solve some special problems in an emergency.
2. Learn to make special calls and describe the situation correctly, and initially accumulate experience in calling for help in an emergency.
Activity preparation:
Courseware; The cries and pictures of ambulances, fire engines and police cars, as well as three pictures related to special numbers; A telephone.
Activity flow:
First, import in the form of pictures and sounds to stimulate children's interest.
1. Show three pictures, play three sounds, and guide the children to tell which car the sound matches.
Teacher: Which car makes this noise? (After the pairing is successful, play the sound again. 2. Question: What are the distress numbers of the three special cars? (1 10, 120, 1 19) Second, show the scene pictures.
Lead: Look at these three pictures. Show pictures of houses on fire, people getting sick and people fighting. ) What do you see? What would you do if it happened? Guide children to match situational phone numbers.
Q: What happened here? Which number should I dial when the house is on fire? If someone is sick, which number should I call? Which number should I dial when there is a fight?
2. Show pictures of the house on fire and let the children tell the process of asking for help.
Invite children to simulate calling 1 19 and report the specific situation.
Summary: When making a fire alarm call, you should make it clear who you are, what is the specific address, and whether anyone is injured or trapped.
3. Show photos of someone who is seriously ill and let the children tell the process of asking for help.
Invite children to simulate calling 120 and report the specific situation.
Summary: Call 120 to clarify who you are, what's the specific address and what happened.
4. Show pictures of people fighting and let the children tell the process of asking for help.
Have a child simulate calling 1 10 and report the specific situation.
Summary: Call 1 10 to make it clear who you are, what's the specific address, whether you had a fight or something was stolen.
In short, it is the same to call these three special numbers. Be sure to state your name, your specific address, your contact information, what happened and so on.
Third, in the form of scenario simulation, deepen children's learning to make special calls and describe the situation correctly.
1, Yangcun First Division: One day, the village chief of Slow Sheep was doing experiments in the laboratory. Suddenly, it fainted in the dark, just as Pleasant Goat came in. What should Pleasant Goat do at this time?
The teacher plays the role of 120 emergency center, and invites children to play Pleasant Goat to play an interactive game to simulate calling for help.
2. Yangcun Second Division: Today, Jonie invited Meiyangyang to her home. Accidentally, the house caught fire and Jonie ran out. It's just that Meiyangyang is trapped in the house. At this time, Jonie?
The teacher called the 1 19 alarm center and invited children to play interactive games in Jonie to simulate calling for help.
3. Yangcun Third Division: After the great awakening, the lazy sheep stretched and suddenly roared. So, it is going to have a big meal in the kitchen. "ah! ! ! ! "Lazy sheep suddenly let out a cry. What happened? It turns out that all the food of lazy sheep has been stolen. At this time, who does it want to ask for help?
The teacher called the alarm center 1 10, and invited the children to play lazy sheep and play interactive games to simulate the alarm for help.
Fourth, guide children to discuss how to dial special numbers correctly.
1, guide children to discuss in groups how to dial special numbers correctly and describe the correct situation.
2. Summary: If children are in trouble and there are no other adults around to ask for help, we can call these special numbers for help. Let children know not to call these special numbers at will, otherwise it will affect the work of operators and thus affect their help to people!
Large class teaching plan 9 teaching plan goal
1, learn to read the corresponding characters according to the picture content, and be willing to read Chinese characters: blow, shout, eat, sing, drink and suck.
2. Observe Chinese characters, get a preliminary understanding of the word-formation rules of Chinese characters, and know that the Chinese characters next to the word "mouth" are related to mouth movements.
3. By looking at pictures and imitating songs, you can further arouse your interest in literacy activities.
Teaching plan preparation
Children use a book, a physical projector or pictures of "blowing, shouting, eating, singing, drinking and sucking".
Teaching planning process
First, the picture or use the physical projector to enlarge the picture and guide the children to read the pictures and words.
Suggest that teachers guide like this:
1. What are the children doing? Look at the pictures and act accordingly.
2. Tell the children that the Chinese characters on the picture represent their actions on the picture, let them guess, actively explore the recognition of Chinese characters and help them pronounce correctly.
Second, observe and compare the Chinese characters next to the word "kou" to understand the word-formation rules of Chinese characters.
Ask questions:
1. Where are these Chinese characters the same?
2. Why do these Chinese characters have the word "mouth" next to them?
The teacher concluded: All these words are related to our mouths, and they are all actions made by our mouths. In Chinese characters, many mouth-related actions will have the word "mouth" next to them.
Third, children's reading activities.
1, read the Chinese characters on the screen. The teacher encourages the children to read Chinese characters while doing it.
2. Teachers and students read together. Teachers do actions, let the children find the corresponding words according to the actions, or let individual children do actions, and other children speak Chinese characters.
3. Guide children to use "eat, blow" words to improve their interest in Chinese characters.
4. Inspire children to think about which Chinese characters will have words next to them. What other actions are related to the word "mouth"?
Encourage children to imagine boldly, and the teacher writes the corresponding words on the blackboard according to the children's answers.
Fourth, proceed: what Chinese characters are missing.
Five, imitation of Song Dynasty "I have a small mouth"
Key points: Read the corresponding words according to the picture content, observe the Chinese characters, and get a preliminary understanding of the word formation rules of Chinese characters.
Difficulties: I can play, shout, eat, sing, drink and absorb Chinese characters.
4. Process reflection: Chinese characters are still relatively unfamiliar to children in large classes. Through this activity, children have a great interest in Chinese characters and know that the Chinese characters next to the word "mouth" are related to mouth movements. Only in the end, let the children think about what we usually need to do with our mouths, and they also came up with many words, such as "hello", "bark" and "bite". One child even said, "Teachers teach with their mouths and talk with their mouths". I was confused at that time. Indeed, lectures and speeches are done with his mouth, but they are not. But he is next to the word "Yan". The children asked why, and I said to them, "Chinese characters are wonderful. We children should study hard and explore the secrets of Chinese characters slowly."