In actual teaching activities, teachers are usually required to write a lecture, which is helpful to the success of teaching and improve the quality of teaching. How to write the speech? The following is the secret of the draft of the science lecture for the kindergarten big class that I compiled for you, for reference only. Let's have a look.

Draft of Kindergarten Science Lecture 1 The Secret Activity of Water Name: The Secret of Water

Activity area: science

Activity class: large class

Activity teacher: Wang Guangyuan, Tongyu County Kindergarten.

First of all, talk about the design intent.

Water is a treasure given by nature to human beings and the source of life. Everything in the world is inseparable from water. Therefore, in the theme activity "Exploring Nature", this scientific activity "The Secret of Water" was generated according to the first-class theme "Rivers, Lakes and Seas". Water is the most familiar thing for children, and almost every child has played it. The fluidity and transparency of water will make children have a strong interest. It is pointed out in the outline that we should try our best to create conditions for children to actually participate in inquiry activities, so that they can feel the process and methods of scientific inquiry and experience the fun of discovery. So I started with the things around my children, grabbed their interest and designed this activity.

Second, state the goal of the activity.

According to the age characteristics of children in large classes, I preset the following two goals for this activity:

1. Understand the colorless, odorless, transparent and flowing characteristics of water.

2. Know the importance of protecting water resources.

Third, talk about activity preparation.

In order to better accomplish the preset goals, I have prepared for the following activities: experience preparation: understanding relevant water knowledge.

Material preparation: cups filled with water and milk respectively, several black and white chess pieces, and various leaking containers.

Fourth, teaching methods.

The teaching method I used in this activity is:

1. Direct cut-in method: cut into the theme directly at the beginning of the activity.

2. Summary: I make a brief summary every time the child observes the experiment.

3. Media demonstration: Show pictures of water shortage in the last link of the activity.

Verb (abbreviation of verb) and learning methods

Children in large classes have a strong desire for expression and have certain life experience. Therefore, in this activity, I designed the discussion and communication method and the experimental operation method, so that children can discover the characteristics of water independently through experiments.

Activity flow: According to the needs of this activity and the actual situation of the children in the class, I mainly designed the following links:

The first link: activities to stimulate conversation interest.

First, I show a cup full of water and let the children guess who is in the cup. Arouse children's interest and introduce observation activities.

The second link: observe and compare to draw a conclusion.

Next, I will show the cups filled with water and milk respectively, so that children can have a look and taste, and come to the conclusion that water is colorless and tasteless, and give full play to children's initiative. (Teacher's summary)

The third link: analysis, discussion and bold expression.

I put black and white chess pieces in water and milk respectively to guide children to observe and discuss. Why can't I see the pieces in the milk, but I can see the pieces in the water? Through the sharp contrast between the two objects, children can intuitively perceive that water is transparent. In this link, the teacher is the leader. (teacher summarizes).

The fourth link: the exploration and solution of children's operation

After the children learned about the colorless, odorless and transparent characteristics of water, I designed this operation link, which is also the focus of this activity. So I prepared all kinds of leaking containers and clean water, and arranged most of the time for children to feel the fluidity of water during the process of filling and playing with water. After the child's operating experience has been concluded, the teacher verifies it again, summarizes it in time, and gives the child a correct understanding and guidance. Improve the rigor of scientific activities. (Teacher's summary)

The fifth link: look at the picture and think.

After children talk about the use of water according to their existing life experience, please watch a group of pictures, such as cracked land, dead fish in sewage river, etc. Through observation, let children know the importance of saving water and protecting water sources. (Teacher's summary)

Seven. Talking about the extension of activities:

After this activity, teachers put all kinds of materials in the work area, and made pictures with children to promote water conservation and enhance children's awareness of water conservation.

The Secret of Lecture Notes on Science in Kindergarten Class 2 I. Talking about Teaching Materials;

1, design intent:

Water is indispensable in our daily life. We can't live without it every day, and everyone can't live without it. Because water is closely related to our life, children are exposed to water for a long time. It can be said that children are naturally fond of playing with water, and many interesting and novel phenomena are found in the process of playing with water. The new syllabus points out that science education should be closely linked with children's real life and make use of things and phenomena around them as the objects of scientific inquiry. So I chose the change of objects in water as the content of children's science education. In the activity, I provided rich and operable materials for children, and provided conditions for each child to explore in various senses and ways. By guiding children to actively participate in group discussion and exploration, I have cultivated their awareness and ability of cooperative learning, and learned to express, communicate and share the process and results of exploration in various ways.

2. Target positioning:

The "Outline" points out that the contents of the five major fields permeate each other and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles. Therefore, according to the age characteristics and actual situation of children, I have set the following three goals:

(1) Let children feel the characteristics of water when playing with it, and know that water is colorless, transparent, tasteless, mobile, buoyant and soluble.

(2) Develop children's observation ability, brain and hands-on ability through hands-on experiments.

(3) Educate children to save water.

3. Activity preparation:

The "Outline" puts forward that "providing rich and operable materials will provide conditions for every child to explore in a variety of senses and ways." I made the following preparations:

(1) Preparation of teachers' materials: a glass bowl filled with water, milk and vinegar, and two small items (such as stones, glass beads and mahjong tiles). ) it will sink in the water; A set of demonstration experimental equipment.

(2) Children's materials preparation: four large washbasins filled with water; Two small washbasins; Small plastic baskets and several small containers that can hold water; Sugar, salt, milk powder, etc. ; Chopsticks, spoons and a small cup with half a glass of water; Foam board, large flowers, pebbles, glass beads, screw caps, blow-molded paper and other items or toys with different quality.

Second, teaching methods:

The outline points out that teachers should be supporters, collaborators and guides of children's learning activities, pay attention to children's performance and response in activities, be sensitive to children's needs, respond promptly and appropriately, and form teacher-student interaction based on cooperative inquiry. Therefore, I adopted the following teaching methods:

1. Observation and guidance method: In view of the randomness of scientific exploration activities and the process of children's self-construction, observation and guidance method is more appropriate. Through keen observation, teachers can guide children, find out what children are interested in and the educational value contained in it, and seize the opportunity to actively guide them.

2. Model law: Scientific activities need teachers to demonstrate. Through the teacher's explanation and demonstration, children can directly observe the changes of various items in the water, and through the teacher's demonstration method, children's operational mistakes in the experiment can be avoided.

Third, the methods of speaking and learning:

It is pointed out in the outline that we should try our best to create conditions for children to actually participate in inquiry activities, so that they can feel the process and methods of scientific inquiry and experience the fun of discovery. Therefore, in this activity, children's specific learning methods are:

1. Operation method: This is the main method of children's learning activities in this activity. The new "Outline" points out that teachers should create a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt. Therefore, I have prepared a variety of operational materials for children, so that children can discover all kinds of secrets of water in the process of operation.

2. Experiential communication method: After the exploration activities, teachers organize children to discuss and communicate, which develops children's language expression ability and also reflects the interaction between teachers and students and between children.

Fourth, the activity process:

1, quiz activity: (Note: A little guest is coming to play games with us today. If you want to know who the little guest is, please guess a little riddle first-some things are really strange, you can't catch them. Washing clothes and cooking are indispensable, and washing hands and faces are needed. At the beginning, the teacher set a suspense for the children, invited the little guests by guessing, and then asked the children to find out the little secrets of the little guests, which suddenly aroused the children's curiosity and laid the foundation for the later inquiry activities.

2. Demonstration activities: (Guidance: What is the difference between a water baby and a milk doll or a vinegar doll? ): The teacher explained the demonstration and asked the children to find out one of the secrets of water through observation and comparison, so as to prepare for the next operation.

3. Operation Activities (Note: Please try to play other secrets of finding water) The group operation activities in this link are the focus of this activity. Teachers provide rich and operable materials for children and guide them to explore in groups, which not only improves their ability of independent exploration and hands-on thinking, but also cultivates their spirit of cooperation. In this link, teachers often use indirect guidance and individual guidance.

4, exchange summary activities (note: tell me how you play, what secrets you found in the water. Think about the use of water, how to save water and protect water) Here, teachers provide a relaxed environment for children, and children can express themselves freely, which not only develops children's friendly language, but also broadens their thinking.

5. End the activity:

Combined with the child's answer-the water in the faucet is flowing, the teacher asked the child to go to the bathroom to observe how the water flows, so as to keep the child's interest and find the deeper reasons.

Teaching reflection:

One of the purposes of kindergarten science education is to cultivate children's interest in exploration. Teachers should always create a relaxed, harmonious and free environment for children's exploration and cognition, so that children have sufficient time and space to understand the essence of matter. Through seeing, tasting and moving, children's concept of water is promoted from image to experience and abstraction, so that children are "experimenters" from beginning to end, and knowledge is naturally formed in their practice.

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