Example 1: The brief process of "box, bowl, dish and cup" singing (music);
1. Show pots, bowls, plates and cups to guide children to observe and know their names and characteristics.
Please tap the pots, bowls, plates and cups at will and listen to their different timbres.
3. Enjoy the song "Singing in Pots and Pots"
4, learn to play the rhythm xx xx
5. Guide the children to beat the time while listening to music, and demand that the rhythm be played correctly and neatly.
6. Guide each child to find another daily necessities besides toy musical instruments in the classroom, patting, tapping and shaking.
7. Encourage children to compose various daily necessities into songs and create new rhythms for them.
Analysis: This activity process is really "rich". But we must reflect: what has the child developed after such a process? Is it to observe and identify its name and characteristics, or to distinguish its different sounds? Are you enjoying songs or writing songs? Do you learn to consolidate the rhythm or do you grope for other daily necessities? What have children learned from so many links? Generally speaking, a teaching activity is a process in which children explore, practice, think and communicate around a topic, so as to acquire new knowledge. There are too many activities and too many goals to achieve. In fact, it is often a rich link of haste makes waste, and it is impossible for children to be a down-to-earth learning process.
Example 2: The brief process of "drawing your own face" (large class synthesis):
1, share your experience about Peking Opera facial makeup.
Tell me about your own Facebook.
(2) Summarize the characteristics of Peking Opera facial makeup. Teacher-student summary: Facebook is a unique art of China's drama, which uses exaggerated colors, lines and symmetrical techniques to express different personalities and characteristics of different characters.
2. The drama teacher demonstrated the painting of facial makeup. (Invited personnel)
(1) The drama teacher introduced the materials and tools.
(2) drama teachers make up for it themselves. Introduce the makeup process and precautions while painting. The key points are: draw lines with small pen, draw with large pen, draw from top to bottom, and use a fixed pen for each color.
3. Children paint their own makeup.
(1) Children choose the roles they want to make up.
(2) Children draw their own faces (putting the background opera lightly). Teachers and drama teachers observe children's operations, encourage children to boldly try to draw faces and give some necessary help to individual children.
4. Free performance. Children listen to traditional China operas and perform independently.
Analysis: The teaching process of this design is simple and clear, focusing on the makeup of the picture. Starting from the children's experience, they can gain relevant knowledge and skills in the process of learning from professionals directly, and also let the children practice and practice boldly and independently, and enter the scene to express freely after makeup. Such a rich activity, the four links designed by the teacher, are in-depth step by step, deepening layer by layer, interlocking, ensuring the opportunity of teacher-child-social personnel communication and children's independent practice, following the children's learning rules, mobilizing children's enthusiasm and ensuring children's participation. Such a simple and clear process of teaching activities can be a process of promoting children's active development.
(B) the teaching process should focus on improving the realization of the main objectives.
A teaching activity in a kindergarten usually lasts only ten to twenty minutes, even in the late class, it lasts only thirty minutes [comprehensive teaching should be controlled at twenty to thirty minutes (primary and secondary classes) to forty to fifty minutes (middle schools and large classes), and very few activities take half a day]. In this short time, the teaching process should focus on the main objectives and key clues of this activity, and strive to ensure that children have significant benefits in the main activities. However, the process of some teaching activities often cannot guarantee the realization of the main goals.
Example 3: A brief process of counting peas (middle class, mathematics):
1. Perceive the number of peas in the pea folder. Look at the appearance characteristics of the pea clip and count the peas in the pea clip.
2. Peel, count and remember. Everyone has two pea clips. After peeling, count them and record them in your own way.
3. Analysis Record Sheet: Key: How to record it clearly? Are there as many peas in the pea folder?
4. Re-operation: clearly record the peas in 3-5 pea folders.
5. communication summary. Discussion: Are there as many bean babies in the pea folder? How many pills at most? How many pills are there?
Analysis: The different peas in the pea folder can arouse the enthusiasm of children to explore the surrounding things. This process revolves around peeling peas and counting peas: How many bean babies are there in a pea folder? How many pills are there? How many pills are missing? "Recording in your own way" provides children with the opportunity to show their digital concepts and autonomous learning ability; In the learning scene of peer communication and interaction, feel the different methods of recording, At the same time, in the process of analysis, I gradually mastered "how to clearly express the results of several operations" ............................................................................................................................ The last link allows children to compare the most and least grains, which not only cultivates their mathematical ability, but also embeds their enthusiasm for continuing exploration and research in life: How many grains are there in the pea folder? The diversity of pea clips can stimulate the enthusiasm of children's thinking and the richness of exploration. The activity process should strive to focus on the main objectives and highlight the key points. Example 4: The brief process of reading advertisements (large class synthesis);
1, talk: guide children to pay attention to reading in life.
Teacher: Do you know the advertisements? I have seen the advertisement there.
2. Watch TV commercials.
(1) Play an advertisement about toothpaste.
(2) Discussion: What kind of advertisement is this? What do you see?
Let the children say the general impression: it's a toothpaste advertisement, and there are several people. The action is interesting and the color is beautiful. ...
(3) Teacher: Let's take a look again. Who are there? What did they say and do?
3. Children create advertisements.
(1) Advertise products that children like.
Teacher: Let's see what these are. Have you seen the advertisements for these products? Who will try?
(2) advertising for products.
Teacher: Just now, the children made the same advertisement as on TV. Now we will make advertisements for these products ourselves.
Children choose a product first, which can be done by one person or cooperated by several people (children can freely create advertisements together).
Analysis: Although the teaching process focuses on the children's existing experience and allows them to create after recalling and imitating, several problems are obvious.
1. The question content of this activity does not correspond to the first link conceived by the teacher. "Reading in life" is rich in connotation, and advertising is only one aspect of reading. The teacher's question is directed at the advertisement, which will limit the child's thinking. Therefore, it is necessary to modify the title: directly guide children to recall their experiences about advertising; Or modify the teacher's question: guide the children to talk about what they have read in life.
2. There are no features that can make children perceive and enhance advertisements. Advertising language is indeed a language form that children like to perceive and can perceive, and it can be a form that children imitate and create. But what are the characteristics of advertising language? From the whole process, we can see that the teacher just leads the children to say, "How many people are funny and have beautiful colors ..." Even before arranging to watch the advertisement again, they just remind the children: "Who is there? What did they say? What did you do? " However, the characteristics of advertising language, such as conciseness, catchiness, vividness and humor, have never stood out.
3. Let children create advertisements. Teachers only pay attention to formal autonomy: they can create advertisements by themselves or freely with them, but it is not clear how to create advertisements. How to create advertisements when children have no clear characteristics? A good teaching process should focus on teaching objectives, highlight key points and analyze possible difficulties, so that the objectives can be achieved naturally in a step-by-step process.
(3) Choose appropriate methods and approaches and pay attention to the effectiveness of teaching.
Teaching means is a medium connecting teachers and children, teachers, children and learning content. When considering children's learning characteristics and cognitive rules, kindergarten teachers pay attention to the fun and activity of the teaching process, but sometimes it is vivid and diverse forms of pursuit.
Example 5: the brief process of appreciating Baiyun (the language of the middle class) in prose poetry;
1. Show a white cloud (picture). Where does Baiyun live?
2. Appreciate the prose poem "Baiyun" (soundtrack)
3. Large class children's performance (real scene)
4. Learn prose poetry and understand vocabulary (slide)
5. Children practice reciting (cartoons)
6. Choose your own headdress and perform (headdress) while reading.
Analysis: The appreciation and study of prose poetry is to improve children's feelings and understanding of literature and art. Prose poetry is full of imagination and beauty. In the teaching process, teachers try to make children experience the process of recalling experiences, appreciating, learning, understanding and expressing through various means, but these points should be reflected:
1, the whole process is moving too fast. This is a common problem in the current teaching process. Instead of leading children to move forward step by step, they quickly go through the whole process from perception to expression (even creation).
2. There are too many teaching forms. If the teacher has to arrange and make four or five kinds of teaching AIDS every time, how much energy should the teacher put into this preparation? A person's energy is limited. Spending so much energy on one activity will inevitably affect the energy input of other activities, and the normal development of children will be lost.
3. Let children fully feel and experience the beautiful artistic conception of prose poetry. The application of some methods in this activity is time-consuming and not conducive to rendering the artistic conception of poetry. For example, the performance of children in large classes requires teachers to spend a lot of time rehearsing, and this kind of performance will destroy the "happy" atmosphere created by metaphor, exaggeration and imagination such as "Brother Sun washes my face", "Put on a golden coat", "Wind doll combs my hair with soft fingers" and "leads me around". In the teaching process, we should prevent the pursuit of formal changes and complicate simple things. Try not to do things with high input and low income. It is necessary to choose appropriate teaching methods and teaching AIDS according to children's understanding level and teaching materials, prevent intuitive and vivid (rich) and vivid (rich) phenomena, and pay attention to the effectiveness of teaching. Example 6: Brief process of colored raindrops (minor art):
1, enter the "rainy scene" and play music games: "It's raining" and "Heavy rain and light rain"
2. The teacher demonstrates colored paintings.
(1) Enjoy the big background picture of the sky and the grass (composed of three pieces of lead paper)
The teacher chooses different colors to draw raindrops with his fingers.
Let the children feel the raindrops falling from top to bottom;
Emphasis: when changing colors, you should first rub the colors on your fingers.
(2) Children follow the teacher and practice with their fingers: a little, a little.
3, children's painting (with "rain" music)
Remind children to choose their own pigments and find the right position to operate.
Observe how children stipple raindrops and give necessary hints to individual children.
Encourage children to draw more raindrops of different colors.
4. Appreciation: Feel the beauty of colorful raindrops with yourself and your companions.
5. Children leave the venue listening to the music "Rain" and "Holding an Umbrella".
Analysis: This is an artistic teaching activity. From observing model painting to practicing by yourself, ensure that children are the main body of activities. The choice of the music game at the beginning mobilized the existing experience and immersive emotions of each child. Painting with the accompaniment of "rain sound" music can let children fully express their feelings about rain. When children draw, choose the background picture of the first mate, expand the imagination space, and create an artistic atmosphere that is not only derived from real life but also higher than real life. What kind of satisfaction it is when children "walk in the rain with umbrellas" (imaginary scene). This natural synthesis can make children feel immersive, gain a new experience of painting raindrops, and at the same time consolidate and enrich the experience and expression skills in science, music, body movements, self-protection and many other aspects.