Analysis of 1 activity in kindergarten teaching design
"Train Dance" is a simple dance, which mainly tests the cooperation and cooperation ability between children. Children can learn the division of labor and cooperation in dance, and at the same time cultivate their lively habits and optimistic and cheerful personality.
moving target
(1) Learn to dance the "train dance", and be able to do a short run to find a "carriage" in tune.
(2) Know dance movements and be able to "invite" and "thank you" within the specified time.
(3) Experience the importance of coordination and cooperation between "locomotive" and "carriage", and the happiness of more and more friends.
Activities to be prepared
Train pictures, know the shape and relationship between locomotive and carriage.
Activity process
(1) Be familiar with the melody of train dance.
Accompanied by music, the teacher walked into the classroom with all the children. Clap your hands to the music after entering the classroom.
Do other body movements happily, such as patting your legs and shoulders.
(2) Practice the basic movements in dance.
Teacher: Do the children know how the train works? Discuss how to express the train; Do you know the characteristics of small trains? (Dragon) So how can we make our small train longer?
The teacher will be the locomotive of the small train, and I will invite children to be my carriage.
The teacher demonstrated how to invite the "carriage"; How to express gratitude and other behaviors.
Practice the basic movements in dance with music completely.
(3) Learn to dance in groups.
All the children sat in a circle, and the teacher made a locomotive at 1-8, and trotted to find the "carriage". 9- 10 locomotive twice invited to find the "carriage". 1 1- 12 The invited "carriage" saluted the locomotive.
The music started again, and the invited "carriage" hung behind the locomotive and continued to look for a new "carriage".
Children learn to be locomotives and find "carriages".
Let 2-3 children be locomotives and find "carriages". The train got longer and longer until everyone in the circle was invited.
(4) Review the song "Expression Song".
"When the train station arrived, everyone was singing happily." Sing together. Leave the classroom when singing.
Activity summary
The babies did well today. I believe they all learned interesting train dancing.
Kindergarten teaching design. introduce
Teacher: Students, in case of danger, shall we have a small escape drill?
(Teachers broadcast multimedia and students practice. )
Teacher: The students are great. Apart from these dangers, you are right to use your spare time.
What investigations have been made into our danger, and which team is willing to report to the front?
(Show the report to the front)
Two. activity
Teacher: From the students' reports and exchanges, the teacher deeply felt the students' tone.
Careful inspection, high enthusiasm. Our own safety awareness has improved, but how can we improve the safety awareness of people around us?
(Health: Publicity ...)
Teacher: The students have come up with many good ideas, so today we will try to protect ourselves.
In the form of cards, okay?
(good)
Teacher: When teachers visited and studied in other schools, they saw the propaganda of their schools.
The self-care card in the column can't wait to take it back. Do you want to enjoy them?
(Thinking) (The teacher shows the card)
Teacher: Please observe carefully what it is made of.
Teacher: Let your classmates report.
Teacher: Students, use your's brain to think about other styles of cards.
And then what? According to the pre-class survey, what is on your self-care card to warn people to improve their self-care awareness?
(Teachers ask questions and forms)
Teacher: Which group of small guards will report your grades?
(health report)
Teacher: My little guards, you are all ready to show your skills.
Okay？ Then let's make self-care cards together, shall we?
(good)
Teacher: Please let the self-care guards act immediately and design the publicity that belongs to your team.
Pass me the card.
Teacher: We should pay attention to safety in the production process.
(Teachers show safety tips and students design and make them)
Third, the exhibition of works
Teacher: Show it to the class.
(The teacher posted the work on the wall)
Fourth, teacher-student evaluation.
1, students evaluate each other.
2. Teacher evaluation
Verb (abbreviation of verb) summary:
Teacher: I hope these little cards can play a great role in keeping us around.
Everyone feels safe.
The main purpose of kindergarten art education is to cultivate and train children's observation, memory, imagination, expressiveness and creativity. I think teachers should try their best to avoid the rigid teaching method of simply learning painting skills, but should fully mobilize the enthusiasm of young children and let them expand their imagination. In the past teaching, I have the following teaching reflections:
1. Interest is the prerequisite for the smooth progress of the activity.
I think teachers should adjust measures to local conditions according to seasons and seasonal changes. In the teaching process, we should be good at guiding children to observe, understand and appreciate all kinds of beautiful things in life and broaden their horizons, so as to improve their interest in painting and their ability to understand and express beauty. Teachers should also be good at discovering things that children are interested in, guiding children to read more, and developing the habit of being good at observation, not only observing a single object, but also guiding children to observe various parts of the object and their relationships. For example, when painting "children in activities", children focus on the situation where children are playing in a certain place, but when enriching the picture, they should draw some other children's activities to make the layout more reasonable and orderly and the content more abundant.
2. Create a pleasant and relaxed psychological environment.
What is right and what is wrong are not in children's minds. If adults don't interfere, I think they will create their own works and adjust their behavior automatically, so as to get maximum development. Therefore, our teachers should correctly face the phenomenon of "out of line" and "dislocation" in children's paintings. When children draw, there are often some interesting phenomena: children's ears are painted as the ears of small animals, and ducks grow into sharp mouths; The rabbit's tail is thin and long; Draw a moon during the day ... when this happens, adults often can't understand it, and some people are even eager to correct it. But I don't think our teachers should interrupt children's painting activities and be eager to correct their painting contents. We should guide them to observe and understand the characteristics of related things afterwards, so that they can accumulate rich scientific knowledge through observation and study in their lives. Therefore, in the face of "out of line" in children's paintings, I think teachers should give more encouragement.
3. Speaking is very important in children's painting activities.
In art activities, grasping children's "saying" plays an important role in cultivating children's interest in painting, improving children's painting level, developing children's oral expression ability and promoting the development of children's thinking. On the basis of giving children a lot of perceptual knowledge by various means and media, teachers let children imagine freely and talk about their own ideas. At this time, children should be given full freedom of speech. Teachers should never say "impossible" or "this is wrong" to deny children's ideas. They should affirm, encourage and appreciate creative and strange ideas. Let children feel that such whimsy is right, and let children develop the habit of divergent thinking. In order to give every child a chance to speak, I think we can talk to ourselves, talk to the children next to us, and talk in groups, so that children can use their imagination and absorb the imagination of others in the form of everyone talking.
4. Asking questions in an open way can stimulate children's interest in learning.
In teaching, teachers should design some colorful open questions, stimulate children's association and creation, and explore different answers to questions from different angles and ways. For example, when drawing a "finger-shaped imaginary painting", the teacher poses several shapes with his hands, and then lets the children imagine something with their imagination. The children can get different answers according to their own life experiences. Novel and interesting questions can make children feel fresh, make them interested in exploration and greatly mobilize their enthusiasm for participating in teaching activities.
5. A painting form that teachers can't ignore-willing to draw.
Willingness painting teaching can not only satisfy children's wishes, but also be free from any form of bondage, which is conducive to developing children's imagination and creativity. Teachers should seize every educational opportunity, start with the things that children are interested in, and achieve the goal of cultivating children's innovative ability.
The indoor environment of kindergartens in China is rather monotonous, and most kindergartens are marked by wall paintings. They all expect color, the most direct and easily felt element in kindergarten, to become the most attractive decoration for children. Foreign countries tend to use bright colors to decorate the building, or use pure wood, plants and other natural things to decorate the kindergarten.
The biggest feature of a kindergarten still belongs to the form and space created by architecture. In domestic kindergartens, color is the main feature of architecture, and color architecture becomes the business card of kindergarten architecture in one fell swoop. On the other hand, most buildings have no features except bright colors, which are the same, as if color is just a coat of this kindergarten, and at the same time, it is more like an advertisement. Specific to the design of architectural space, there are many differences.
First of all, the indoor environment design abroad is richer than that in China, and the changeable content also increases the choices for children's lives.
Second, the boundary design of space is also different. Foreign kindergartens are open and flexible, emphasizing various possibilities, while domestic kindergartens are closed and modular, emphasizing safety and convenient management.
Thirdly, the focus of indoor environment design in foreign kindergartens is generally the public interactive space, and there are many ideas on guiding the communication and enjoyment between children, while domestic ones focus on the comfort of children's activity room and bedroom.
Fourthly, domestic kindergartens lack autonomy, different from foreign interactive education concepts, lack cooperation and contact with others, and lack parents' participation.
Finally, as far as the overall space design is concerned, the domestic indoor environment design space is clearly divided and consists of rooms with different functions, while foreign countries are mostly composed of indoor and outdoor environments, so the indoor environment design is more integrated.
The fifth part of kindergarten teaching design teaching objectives:
1. By appreciating the paper-cut works, we can further understand the artistic characteristics of paper-cut, know the techniques and synthesis of paper-cut and know the basic patterns of paper-cut.
2. Continue to learn the basic folding and cutting methods, and design and make a paper-cut work of an animal or character.
3. Through the practice of paper-cutting, feel the interest and beauty of paper-cutting, experience the happiness of paper-cutting and stimulate students' love for folk art.
Key points:
Learn the basic skills of the combination of paper-cut overlapping cutting and positive and negative cutting.
Difficulties:
Grasp the characteristics of animals and characters, design and conceive paper-cut works.
Teaching aid preparation:
Paper-cut model, colored paper, scissors, art knife, glue, etc. School tools preparation: colored paper, scissors, art knife, glue, etc.
Students may have problems. Students usually bring scissors, so they can't carve places that can't be cut out with art knives.
Teaching suggestions require students to use some clever methods to cut.
After-class reflection, due to limited tools, the cut works are not very beautiful.
The process of teaching and learning: my own teaching philosophy
Activities of teaching, learning and moving students
teaching process
1. One to one.
(1) Appreciation: Show the paper-cut works of Shilai Bird in Shanxian County, Henan Province and the leader in Foshan, Guangdong Province, or show the paper-cut works in kind, so that students can have a perceptual understanding of the paper-cut works.
Question: Do you know the origin of paper cutting? What's the use of paper cutting? What's the difference between these paper-cut works and the paintings you usually see? How to use the same image on the left and right?
Teacher's summary: the image of paper-cut works is exaggerated and concise, with smooth lines and distinctive decorative beauty. Cut out symmetrical works by folding scissors.
(2) Uncover the topic: "Clever folding".
2. study.
How much do you know about paper cutting? What else do you want to know?
(1) Show Ma Dui's group painting, the monkey group painting, Five Blessingg Peng Shou and other paper-cut works.
Understand the methods of paper-cutting from the earliest paper-cutting works in China;
Yin cut-cut the outline, or cut the paper in the image.
Yang cut-cut the image outline inside and outside the paper, leaving only the modeling line.
Comprehensive method-the combination of negative shear and positive shear.
(2) Show common paper-cut decorative patterns.
Discuss in groups: What are these decorative patterns like? What are the characteristics? Give them a title.
Summary: sawtooth pattern:-it is often used to indicate the fur, thorns and grass of animals. Features: more tough.
Crescent pattern:-Used to express clothes wrinkles, hair patterns, plant leaves and similar things. Features: wide range of uses, a wide variety.
Water ripple: used to represent water waves and the like. Features: Smooth, soft and dynamic.
Moire: used to represent clouds, flowers, waves, complicated patterns on clothes and the like. Features: wide range of uses, strong sense of decoration.
3. discuss it.
Show the paper-cut works of frogs and little girls.
(1) What steps are needed to make these paper-cut works?
(2) What kind of animals or people do you want to cut?
Summary: ① Step: Fold and draw the outline (grab the feature); (2) Cut (first inside and then outside) and paste. ③ Show the finished paper-cut modeling works.
4. Do it.
Student exercise: Cut animals or people by folding and cutting.
Step 5 show it.
What is the title of the finished work and what do you want to do? Point out the symmetry of the pattern in the work.
6. Take good care of it.
Hold a class paper-cut exhibition or organize student paper-cut collection activities.
Kindergarten Teaching Design Part VI Activity Objectives:
1, and has a preliminary interest in observing small insects and animals.
2. Practice drawing a tadpole's tail.
3, know black, consolidate the cotton swab painting.
Activity preparation:
Knowledge and experience: Children have experience in drawing cotton swabs.
Materials: black pigment, cotton swabs, small towels, etc. Draw a picture of a tadpole's body, a picture of a tadpole.
First, the beginning part:
1. Draw tadpoles with nursery rhymes.
Little tadpole, little tadpole, black head, thin tail, swimming around looking for mother.
2. Know tadpoles.
Look at the pictures of tadpoles and understand their morphological characteristics.
Second, the basic part:
1, observe the screen
Show the drawing paper to guide the children to observe the contents of the picture, and find that several tadpoles have been drawn, but none of them have tails.
2. Demonstrate painting methods
The teacher took out a cotton swab, dipped it in black paint and drew a curved tail behind each tadpole. During the demonstration, pay attention to remind children how to use these materials.
3. Children's painting
(1) Preparation materials
Everyone put a piece of drawing paper, a cotton swab and black paint in the middle of the table.
(2) Children draw and teachers guide them.
The teacher guided the children to draw the tadpole's tail with cotton swabs.
Third, the last part:
1, put children's works together to enjoy and encourage children to participate boldly.
2. Pack up painting supplies and organize children to wash their hands.
Kindergarten Teaching Design 7 Design Intention
Middle school students' self-awareness is gradually enhanced, and they often want to act according to their own wishes. When the choices of adults conflict with their own choices, it often affects their emotions. How can we give full play to children's autonomy and help them make reasonable choices through consultation? The book Going on Holiday tells the story of a little girl preparing a holiday bag. Children can gain experience in how to make reasonable choices according to their own needs in the process of observing books and participating in discussions. The picture content of the reader is close to children's daily life, and its sentence structure is presented in the tone of children's speech, which is very suitable for middle-class children to read.
moving target
1. Understand and tell the contents of the pictures in the book, and experience the emotional changes of the protagonist in the book.
2. On the basis of existing life experience, learn to make reasonable choices through consultation according to needs, so as to improve the ability of thinking and solving problems.
Activities to be prepared
1. Experience preparation: I have the experience of going out on holiday with my parents.
2. Material preparation: big books, items cards appearing in big books, cardboard giving away items, small suitcases, various daily necessities, etc.
Activity process
1. dialogue import.
Teacher: Do you like holidays, children?
Yang: Yes.
Teacher: What preparations do you need to make before the holiday?
Young 1: Prepare water.
Young 2: Bring a suitcase.
You 3: It will definitely take a long time to go on holiday, so be sure to bring clothes.
……
Teacher: This book tells the story of a little girl packing before going on holiday. Let's see what she has prepared for the holiday.
2. read the book "going on holiday".
(1) Read the cover: The teacher guides the children to know the little girl and the story name on the cover, as well as the items in the suitcase on the cover.
Teacher: Mom prepared something for Niu Niu and put it in this suitcase. Let's see what we have. The teacher presented clothes, kettles, medicines, drinks, etc. Put them on the cardboard one by one. )
By reading the cover, let the children know what is in the suitcase packed by their mother, and pave the way for the children to observe and understand "Niu Niu takes out her mother's things and puts them in her own".
2. Read page by page.
(1) Page 1: Focus on guiding children to discover and identify screen information.
Teacher: Where is Niu Niu?
Yang: At home.
Teacher: How do you know?
Young: Because she has a sofa, curtains, decorations and a mother behind her.
Teacher: What is she doing?
Young: Niu Niu took out the things in the box and stuffed the hairy bear in.
The children in the middle class have a certain ability to observe details, and can quickly capture some subtle parts of the picture, and use the existing life experience to analyze and judge, and initially find the connection between "taking it out" and "putting it in".
(2) Page 2 to Page 5: Focus on guiding children to observe and discover the relationship between the items in the suitcase on each page and the items on the ground. (Niu Niu has taken out clothes, drinks, medicines, etc. Prepared by her mother, put it in her story book, swimming ring, flower ball and other items. )
Children can feel the information conveyed by the picture more keenly and understand the connection between the items taken out and the items put in. This makes them very willing to guess what Niu Niu will bring on the next page and imagine what they need to bring on vacation, laying the foundation for the subsequent discussion.
(3) Page 6: Guide the children to tell the expressions of Niu Niu and her mother, and what they may say.
Teacher: What are the expressions of Niu Niu and Mom? What would they say?
Young 1: Mom is very angry and will say, "Why do you want to take everything out?" .
Young 2: Mom will be surprised and say, "Why did you do this?" .
Young 3: Niu Niu will say, "This is my box. I want to put what I want to bring. " .
Young 4: Niu Niu will say "These things are my favorite".
Teacher: What I said seems reasonable, but whose things should I take?
The teacher organizes children to discuss and tell the reason why Niu Niu must bring those things.
Teacher: Why does Niu Niu have to bring those things (hairy bears, story books, toothbrushes, balls …)?
Young 1: Niu Niu wants to sleep with the hairy bear at night.
Young 2: Mom wants to tell stories to Niu Niu, and I also want to listen to stories when I sleep at night. "
Young 3: Brush your teeth before going to bed at night.
Young 4: Niu Niu likes racquet and must bring the ball.
Teachers guide children to think and discuss the practicality and convenience of taking out and putting in items, help children understand the reasons for "taking" and "not taking" items, and cultivate their self-management ability.
(4) Page 7: Guide children to observe the expressions of the characters in the picture and experience the happy mood of packing up and leaving for vacation.
Teacher: Is Niu Niu's family happy? What did Niu Niu finally agree to take on holiday?
Young 1: I'm so happy to finally leave.
Young 2: They each have a box, just right. Niu Niu agreed to bring those things that her mother asked her to bring, because those things needed to be brought.
Through discussion, children can understand why their mother is angry and agree that what Niu Niu brought is inconvenient and not suitable for going on holiday. It can be seen that they were very relaxed and happy after they "cleaned up" with Niu Niu. This kind of experience can help children refer to the opinions of adults in their daily lives and understand why sometimes their demands are not answered by adults.
3. Practical activities: Help the teacher tidy up the suitcase.
The teacher shows the suitcase prepared in advance, which contains: dolls, umbrellas, cameras, books, clothes, alarm clocks, kettles, sheets, shampoo, shower gel and other items. Let the children help to see what is necessary and what is unnecessary, and give reasons.
Young 1: dolls don't need to be brought.
Young 2: No need to bring an alarm clock. Mom and dad have cell phones.
Teenager 3: Don't bring sheets. The hotel has quilts.
You 4: There is shampoo and shower gel in the hotel.
Some projects are easy for children to reach an agreement, while others cause some minor disputes.
Young 1: You don't need to bring a long-handled umbrella, so the box won't fit.
Young man 2: Yes, the sun is bright.
Teenager 3: Yes, what if it rains?
Teacher: This question is really difficult. What I said makes sense. Is there any way to solve the problem of sun and rain without carrying this long-handled umbrella?
Young 1: You can wear a hat to cover the sun.
Teenager 2: Just change to a small, foldable umbrella!
When children have a dispute over the "long-handled umbrella", the teacher throws the question to the children in time, guides them to discuss and reach a more appropriate decision, and brings a folding umbrella or hat to further enhance the original experience. In this kind of free discussion, teachers provide more opportunities for children to express themselves more boldly, actively and freely, and at the same time enhance their ability to make reasonable choices and manage themselves by using their existing life experience.
4. End the activity naturally in the song "My 20xx".
Teacher: The children are really capable of helping the teacher pack the suitcase. We can get started!
Activity expansion
1. Carry out parent-child activities: spring outing. What do you need to prepare for a spring outing? "Questionnaire survey, guide parents and children to discuss what to bring for spring outing, and further improve children's ability to choose according to their needs.
2. Regional activities: Provide pictures of all kinds of things to make children think about what to bring for a picnic (or swimming).
Activity reflection
Starting from the psychological characteristics and existing problems of middle school students, this paper fully digs and makes use of the educational value of Going on Holiday to successfully carry out this social activity. In the later expansion activities, what can children prepare for through spring outing? "Questionnaire, record what you think you need to bring. Before the spring outing, we observed the children's schoolbags and found that the types and quantities of food and articles were reasonable. Parents also report that children can discuss with adults, buy what they need in advance, and then prepare independently. It can be seen that through this activity, children's abilities of reasonable choice, mutual consultation and self-management have been significantly improved. At the same time, children's interest in reading books is also very strong, and the parent-child interaction extended from books has also increased many opportunities for parents and children to communicate and communicate.
Instructional design of eight activity goals in kindergarten;
1. Perception 1 and the number of 2.
2. Experience the happiness of taking yourself as the object of quantitative exploration.
Activity preparation:
1. The second page of the children's activity material "Mathematics" provides things for children to add 1 and 2.
2. The number of cards is 1 and 2.
Activity flow:
1. Use 1 and 2 to go to kindergarten.
(1) I take 1 and 2 things to kindergarten every day. Some of these things want to tell you stories, some can see your smiling face, some can hear your voice, and some can hug you tightly. These things are on me. Do you know what they are? One mouth, two eyes, two ears and two hands. The teacher pointed to these body parts and drew them on the blackboard.
(2) Children also take 1 things to kindergarten. Please look for something with 1 on your face. (The children name one, and the teacher asks everyone to find the corresponding part in themselves immediately. )
(3) When children come to kindergarten with something with 2, please look for something with 2 on their face and body (children name one, and the teacher asks everyone to find the corresponding part on themselves immediately).
(4) Look carefully for what else is 1 and 2. For example, a braid, a hat, a pair of glasses, a corsage, two hairpins, two pockets, two sleeves and two braids. If children can't find their own 1 and 2, they can be guided to pair up and look for each other. )
2. Draw my 1 and 2
(1) Turn to the second page of Children's Material Mathematics and tell the children that one is themselves and the other is a friend. Please draw 1 and 2 for yourself and your friends on the contour map of human body.
(2) Encourage children to draw other things like 1 and 2 on the outline map. If you see a child drawing more than two things, don't deny it bluntly.
(3) Count the body organs with your child and tell the child that there is only one nose and mouth, and there are two eyes, ears, hands and feet.