The Design Intention of "Getting Up by Yourself" Teaching Plan 1
In view of the strong dependence of small class children on behavior habits, this story is chosen as a way and means of "hidden demonstration" to transfer the plot of small animals getting up after falling to children's normal life, so that children are willing to try "doing it themselves" in their daily life. Activities adhere to the principles of intuition and operation, so that children can understand the content of the story through direct observation and comparison, and fully experience the sense of success and fun of "one, two, three, get up by yourself", so as to achieve emotional recognition and understanding.
moving target
1, initially feel the interesting plot in the story, and know in the emotional experience: get up when you fall.
2。 Interested in learning to tell stories "one, two, three, get up by yourself".
Activities to be prepared
1。 A set of background pictures and stickers of bears, sheep, rabbits, rats and monkeys.
2。 Self-made two short books "One Two Three, Get Up by Yourself".
3。 Three sets of plush toys (a bear, a lamb, a rabbit, a mouse and a monkey).
4。 Teachers create several groups of animals with obviously different sizes in the area, guide children to have a look and compare them, and talk about who is big and who is small and who is strong and weak in daily life.
5。 Flash cartoon, projector.
Activity process
1。 Teachers ask questions to arouse children's memories and tell their own life experiences.
Teacher: Have you ever fallen, little friend? What would you do if you fell?
Guide children to tell their own experiences and solutions.
2。 Tell stories while playing Flash animation.
Teacher: Some small animals fell here just now. Let's see who it is. How did they do it?
The teacher told the story with emotion, and the children watched the animation completely.
3。 Listen and feel the story in segments.
Combined with the content of the story, use exaggerated movements and tone to guide the children to feel the interesting plot of four animals pulling each other, but in the end they all fell to the ground.
4。 Children operate demonstrations in groups and experience emotions.
Children choose their own plush toys, and teachers guide children to demonstrate the scenes of bears, lambs, rabbits and mice getting up one after another, and fully feel the meaning of the sentence "one, two, three, get up by yourself". Implicit guidance for children to fall can get up by themselves without being pulled by others, resulting in a pleasant emotional experience.
5。 Personal operation, listening and speaking.
Play the story tape, let the children paste the small animals in the story background picture according to the story plot, let the children experience the story of falling and getting up by themselves again, and learn to tell the story of "one, two, three, getting up by themselves".
Activity expansion
1。 Provide the book "One Two Three, Get Up by Yourself" for children to read and talk freely.
2。 In daily life, encourage children not to cry when they fall, and not to cry when they get up.
Design evaluation
In the teaching process of "one, two, three, get up by yourself", there are collective discussions of the whole class-discussions about the fall of small animals, cooperation and exchanges of children's groups-joint interpretation of stories, and individual thinking and operation of children-pasting complete stories with pictures. Appropriate opportunities for group activities and individual activities should be increased in collective teaching, so that every child has the opportunity to choose a learning style, method and speed that suits him/her, show his/her ideas and boldly express his/her views and opinions.
Information link.
One, two, three, get up by yourself
What a nice day! The sun is red and the grass is green. A little bear happily went to play on the grass. Suddenly, Boom, boom! "The bear fell down. The lamb saw it and pulled the bear, "jump! The lamb also fell down. The rabbit saw it and pulled the lamb. "swoops down! ""The rabbit fell.
The mouse saw it and came to pull the rabbit. "pounce!" "The mouse also dropped. The little monkey saw it and shouted at once. One, two, three, get up by yourself! " Bear, lamb, rabbit and mouse got up one by one, and the little animals played happily together on the grass!
Small class "get up by yourself" teaching plan 2 Target activity:
1, in the process of reading and telling, understand the story and say "Don't be afraid of the elephant, I'll help you up" and "One, two, three get up by yourself".
2. Encourage children not to be afraid of difficulties and get up when they fall.
Activity preparation:
Hair accessories for elephants, rabbits, pigs, kittens and other small animals.
Activity flow:
(1) Stimulate interest: Today, the teacher invited small animals to perform a program. do you want to see it ?
(2) Preliminary perception: (Watch the performance in sections and discuss while watching)
1, the rabbit appeared-said, "Don't be afraid of me to help you, elephant. Hey, you are too heavy for me to help. "
Q: What happened to the elephant? What did the rabbit say when he saw the elephant fall?
2. The pig appeared-"Hey, you are too heavy for me".
Who helped the elephant? What does it say? (collectively, don't be afraid of elephants, I'll help you up.). )
3, the kitten appeared "meow meow".
Who will help the elephant? What did the kitten say to the elephant?
4. Transition issues:
Let the children discuss how to make the elephant stand up. (individual children try to find a way)
Step 5 watch the last performance
Q: What did the animal say to the elephant? Is the elephant up yet?
(Practice the short sentence "Don't be afraid when you fall, get up on your own in one, two and three".
6. Situational performance.
The children acted out the whole story with the teacher.
7. Application: The bear fell down. What should we tell him? What would you do if you fell?
8. Teacher's summary: Encourage the child to fall, don't be afraid, get up by yourself and be a brave child.
(3) Conclusion:
Let the children play games on the playground to end the course, and experience and learn to be a brave child while playing.
Design concept of "get up by yourself" teaching plan 3 in small class;
2 1 century needs high-quality talents, so it is very important to cultivate children's courage, self-confidence and fearlessness from an early age. According to the goal of small class next semester, one of them is: "initially cultivate children to be independent of others and learn to overcome simple difficulties." Combined with the actual situation of children in our class: more dependent on parents and family elders; Children cry when they encounter a little thing; Self-care ability is weak, afraid of difficulties. So I designed the activity of "getting up by myself on one, two and three". As a language activity, combined with the cognitive goal of "guiding children to learn Putonghua and boldly expressing their thoughts and wishes", I focused my language goal on two short sentences: "Don't be afraid, elephant, I will help you up" and "Don't be afraid, get up on your own in one, two and three". In addition, children in small classes are interested in puppet shows. Through watching and discussing, let the children talk to the puppet, find ways for the puppet, let the children boldly express their ideas in more standardized language in happy activities, and encourage the children to be brave when they fall down and get up.
First, the purpose requirements:
1. In the process of watching and speaking, understand the contents of the puppet show and learn short sentences such as "Don't be afraid, elephant, I'll help you up" and "Don't be afraid, get up on one, two and three".
2. Encourage children not to be afraid of difficulties, get up when they fall, and be a brave child.
Second, the focus of activities:
Understand the content of the puppet show and learn the short sentence "Don't be afraid, elephant, I'll help you up" and "Don't be afraid if you fall, get up on your own in one, two and three".
Third, activity preparation
Puppets: elephants, rabbits, pigs, kittens; Ask two teachers to rehearse the performance content and arrange the performance scene in advance.
Fourth, the activity process:
(1) Arouse interest: Today, the teacher invited several small animals to perform. do you want to see it ?
(2) Preliminary perception: (Watch the performance in sections and discuss while watching)
1, from the beginning-Little Nutbrown hare said, "Hey, you are too heavy for me to help."
Q: (1) What happened to the elephant?
(2) What did the rabbit say when he saw the elephant fall?
Don't be afraid, elephant. I'll help you up. First, individual children answer, and then practice in groups. )
2, from the appearance of the pig-"Hey, you are too heavy, I can't afford it."
Who will help the elephant again? What does it say? (Practice the above short sentences collectively)
3, the kitten appeared "meow meow"
Q: (1) Who will help the elephant again?
(2) What will the kitten say to the elephant?
Please invite some children to the stage and say to the elephant, "Don't be afraid, elephant, I'll help you up")
4. Transition issues:
Three small animals can't support an elephant. What can we do?
(1) Let the children discuss how to make the elephant stand up.
(2) Individual children talk about their own methods (2-3).
Step 5 watch the last performance
Q: What did the animal say to the elephant? Is the elephant up yet?
(Practice the short sentence "Don't be afraid to fall, get up on your own in one, two and three")
(3) Repetitive perception: (watch the performance completely and guide the children to learn to speak)
1, indicating the name of the performance.
2. Let children perform with small animals while watching the performance.
(4) Migration and application:
1, Xiuxiong, it fell while walking. Teacher: Oh dear, the bear fell down. What should we tell him? )
2. What would you do if you fell down?
3. Summary: Encourage children to fall, don't be afraid, get up by yourself and be a brave child.
Teaching plan of "getting up by yourself" in small class 41. Activity requirements
1. Feel the interesting plot in the story at first, and get up when you know you fell down in a pleasant emotional experience.
2. Interested in learning "one, two, three, get up by yourself".
Second, the key points and difficulties
Can distinguish between big and small animals and understand why small animals are too weak to pull big animals.
Third, the creation of materials and environment.
1. Desktop demonstration teaching AIDS (one set for bear, sheep, rabbit, mouse and monkey)
2. Two homemade books, one, two, three, get up by yourself.
3. Plush toys (one for bear, one for sheep, one for rabbit and one for mouse)
Fourth, design ideas.
Small class children's speech development is characterized by small vocabulary, shallow understanding of word meaning, simple sentences as the main language, and unintentional attention as the main cognitive development. Novel, interesting and movable objects are easy to attract children's attention. Therefore, in story teaching, we should choose short stories that are beneficial to children's understanding, adopt intuitive and operational methods, help children understand the story content through direct observation and comparison, and at the same time understand "why small animals can't pull big animals" by asking questions. Through the creation of the situation, we can fully experience the sense of success and fun of "one, two, three, get up by yourself" in the interesting situation where small animals pull each other but fall, so as to achieve emotional recognition and understanding.
In view of the strong dependence of small class children on their usual behavior habits, the plot of small animals getting up by themselves after falling is transferred to their daily lives by means of "hidden demonstration", so that children can try to "do it themselves" in their daily lives.
Verb (abbreviation of verb) activity flow
Create a scene, compare the size-operation demonstration, emotional experience-active participation, listening and speaking-activity extension.
(A) the creation of scenarios, compare the scale
A little preparation before teaching activities is helpful to decompose the possible difficulties in teaching.
Teachers create several groups of animals with obvious differences in size in the area, guide children to have a look, compare and talk about who is older and younger in daily life; Who is fat and who is thin; Who is strong and who is weak, and so on.
(2) Listen in sections and feel the plot.
Ask the children to listen to the story in segments. There are key tips in and after the story:
1. The child felt that the four animals were pulling each other, but they all fell down in the end.
Beautiful and interesting landing plot.
2. Teachers can combine the story content and use exaggerated movements and tone to arouse children's happy emotional experience.
3. Use the question "Ah, why did all four animals fall?" Arouse children's further understanding and feelings.
(C) Operation demonstration, emotional experience
1. Use the desktop presentation aid to tell the first paragraph of the story while demonstrating, and ask questions appropriately. (with teaching AIDS)
(1) Why can't a lamb pull a bear? (Through intuitive operation comparison, I feel that the lamb is small and the bear is big. 〕
(2) Ask children individually and collectively in turn to talk about why rabbits and mice can't pull each other.
2. Lead out the last paragraph of the story by operating demonstration. The little monkey shouted, "One, two, three, get up by yourself."
3. The teacher demonstrates the scene of a bear, a lamb, a rabbit and a mouse getting up one after another, so that children can fully feel the meaning of the sentence "One, two, three, get up by yourself". Implicit guide children to fall can get up by themselves, without others pulling. And produce a pleasant emotional experience.
Actively participate, listen and speak.
1. Take plush toys as the "attraction point" to let children experience falling and get up again.
2. Combined with the operation demonstration, the children threw themselves into it with great interest and said, "-two, three, get up by yourself."
Small Class "Get Up by Yourself" Teaching Plan 5 Design Intention
In view of the strong dependence of small class children on behavior habits, this story is chosen as a way and means of "hidden demonstration" to transfer the plot of small animals getting up after falling to children's normal life, so that children are willing to try "doing it themselves" in their daily life. Activities adhere to the principles of intuition and operation, so that children can understand the content of the story through direct observation and comparison, and fully experience the sense of success and fun of "one, two, three, get up by yourself", so as to achieve emotional recognition and understanding.
moving target
1, initially feel the interesting plot in the story, and know in the emotional experience: get up when you fall.
2. Interested in learning to tell stories "one, two, three, get up by yourself".
Activities to be prepared
1. A set of background pictures and stickers of bears, sheep, rabbits, rats and monkeys should be provided.
2. Make two little books "One Two Three, Get Up by Yourself".
3. Three sets of plush toys (a bear, a lamb, a rabbit, a mouse and a monkey).
4。 Teachers create several groups of animals with obviously different sizes in the area, guide children to have a look and compare them, and talk about who is big and who is small and who is strong and weak in daily life.
5.Flash cartoon, projector.
Activity process
1. The teacher asks questions to arouse children's memories and tell their own life experiences.
Teacher: Have you ever fallen, little friend? What would you do if you fell?
Guide children to tell their own experiences and solutions.
2。 Tell stories while playing Flash animation.
Teacher: Some small animals fell here just now. Let's see who it is. How did they do it?
The teacher told the story with emotion, and the children watched the animation completely.
3. Listen in sections and feel the story.
Combined with the content of the story, use exaggerated movements and tone to guide the children to feel the interesting plot of four animals pulling each other, but in the end they all fell to the ground.
4. Children operate demonstrations in groups and experience emotions.
Children choose their own plush toys, and teachers guide children to demonstrate the scenes of bears, lambs, rabbits and mice getting up one after another, and fully feel the meaning of the sentence "one, two, three, get up by yourself". Implicit guidance for children to fall can get up by themselves without being pulled by others, resulting in a pleasant emotional experience.
5. Personal operation, listening and speaking.
Play the story tape, let the children paste the small animals in the story background picture according to the story plot, let the children experience the story of falling and getting up by themselves again, and learn to tell the story of "one, two, three, getting up by themselves".
Activity expansion
1. Provide the book "One, Two, Three, Get Up by Yourself" for children to read and talk freely.
2. Encourage children to fall down in daily life without crying and get up by themselves.
Design evaluation
In the teaching process of "one, two, three, get up by yourself", there are collective discussions in the whole class-discussion about the falling of small animals, cooperation and exchange among children's groups-deduction of story in partnership, individual thinking and operation of children-pasting complete stories with pictures. Appropriate opportunities for group activities and individual activities should be increased in collective teaching, so that every child has the opportunity to choose a learning style, method and speed that suits him/her, show his/her ideas and boldly express his/her views and opinions.
Small class "get up by yourself" teaching plan 6 activity goal:
1。 I like to listen to stories, understand the content of stories, and know how to get up when I fall.
2。 Don't be afraid, get up by yourself.
Focus of activities:
Understand the content of the story and know how to get up when you fall.
Activity difficulty:
Don't be afraid, get up by yourself.
Activity preparation:
1。 A background picture that matches the story.
2。 Photo: Children, bears, lambs, rabbits and mice 3. Photos, videos
Activity flow:
(a) the beginning part
Show a picture of a bear crying and import it into the activity.
Teacher: Who is this? What happened to the bear? Guess why it is crying?
(2) Basic part
1。 Guide the children to appreciate the story in segments.
Teacher: Then why does the bear cry? Let's listen together!
The first paragraph of the story asks: What happened to the bear? The bear fell, what should I do?
In the second paragraph of the story, the lovely lamb appeared and asked: Who came again and how did it do it?
(3) In the third paragraph of the story, the rabbit appeared "skipping" and asked:
Who is going to help the lamb again?
(2) The rabbit came to help the lamb, but did the rabbit pull the lamb up? What happened to yourself?
In the fourth paragraph of the story, the little mouse appeared: Hello, children!
Q: Who is here? What happens when the mouse comes?
The teacher performs the "fall" link (practice saying the short sentence "fall, don't be afraid, get up on your own in one, two and three")
In the fifth paragraph of the story, a beautiful and kind child appeared and asked: What will the children say when they come?
Summary: If you fall, you should get up by yourself and be a brave baby.
2。 Teachers and students tell stories completely and ask individual children to act in roles.
Explain the name of the performance.
Let the children tell stories to the teacher while watching the performance.
3。 Migration and application:
Q: What would you do if you fell? What would you say to someone who falls?
Summary: Encourage children to fall, don't be afraid, get up by yourself and be a brave child.
(3) Conclusion.
Watch the picture of crying at school with the children, and then watch the video of bravely entering the kindergarten now.
Activity reflection:
Judging from the goal set by the teacher, it is still reasonable. Practice short sentences according to the requirements of language activities. At the same time, it also infiltrated moral education and bravely educated children. Therefore, the choice of materials and the goal of activities are very suitable for children of small class age. Grasping the key points is also more accurate, highlighting the linguistic nature of language activities.
From the whole process of the activity, a picture of a bear crying was used to attract children's attention, so that children could naturally integrate into the plot of the story in the process of watching and telling, and their initiative was better played. In the design process of teachers' activities, all links are closely linked and the transition is natural. Good teaching forms make children's participation better and the resonance between teachers and students better. When using headdress to perform, the children's enthusiasm for participation is very high, and the activities reach a climax. The photos and videos at the end of the activity are connected with the children's existing experience, so that children can easily understand the truth of "not crying" and "being brave".
But as a language activity, in general, children learn less dialogues, especially short sentences that need to be mastered, so that more children can practice speaking. In addition, from the beginning of children's activities, they said "get up by yourself", but the teacher didn't respond, and the transition seemed a bit stiff. In the activity, the teacher still lacks a certain ability to improvise and adjust in time according to the child's ability.