The activity goal of "winter" 1 in kindergarten middle class;
1. You can feel the main features of winter.
2. Like winter, not afraid of cold, and actively participate in various activities.
Activity preparation:
1. See the children's book "Hold Grandpa Dong" for the record sheet.
2. With winter as the theme, decorate activity rooms with children, tell stories about winter, and deepen children's understanding of winter.
Children can play sports games such as snowball fights.
Activity flow:
1. Looking for winter.
Guide children to observe the changes of trees and flowers, feel the feeling of the wind blowing on their bodies, and observe the changes of people's clothes.
Discussion and Question: Winter is coming. What about those trees and grass? What's wrong with the color and number of leaves on the tree? What changes have been made to the clothes worn by pedestrians on the road?
2. Talk about winter.
Question: Do you like winter? Why?
Guide children to find lovely places in winter: when it snows, they can have snowball fights, make snowmen and watch the snow scene in winter. Snow can freeze pests and protect crops.
Appreciate the story "Sun Dad is ashamed" and encourage children not to be afraid of the cold in winter and insist on taking part in physical exercise.
Enjoy winter
Play snowball fights, ice and other sports games with children.
Summary: Although it is cold in winter, it is very interesting. We are not afraid of winter, so we should embrace it!
Activity expansion:
1. photos, pictures and videos (skating, skiing, ice sculpture, etc. ) People's interesting activities in winter can be provided in the corner.
2. You can look for it in the kindergarten or in the nearby park with your parents, and draw your findings on the record of "Hugging Grandpa Dong".
Attached story
Father Sun is very ashamed.
In the morning, I go out for a run. I saw the small trees on the roadside are afraid of the cold and have long necks; Cars running on the road are afraid of cold and wear big masks; Small fish in the river are afraid of cold, so they put big glass on the river. Grandpa Sun is afraid of the cold and doesn't get up so late!
As I ran east, I shouted, "Grandpa Sun sleeps late, shameless!" "
I shouted and shouted, and the sun came out of the horizon. First red head, then red round face, very red, very red.
Hey, Grandpa Sun got up later than me, so ashamed! I ran harder and walked briskly with my feet, just like playing drums. I shouted happily, "Grandpa Sun is a disgrace, Grandpa Sun is a disgrace ..."
Teaching plan of "Winter" in kindergarten middle class 2 I. Overall goal of the activity:
1, in regional activities, through children's independent activities, try to gain knowledge about winter and express their feelings and knowledge about winter in various ways.
2. Cultivate children's good behavior qualities such as sharing, negotiation and creation.
3. Experience and share the fun of playing games with peers.
4. Let children perceive the coming of winter through various senses and master the seasonal characteristics of winter.
5. Make children master some basic knowledge of winter life.
Second, environmental creation:
1. Physical environment: provide all kinds of business information, toys, books, pictures, cards, etc. Suitable for children, separate areas with toy cabinets. Arrange a warm home and a quiet and comfortable reading area. )
2. Spiritual environment: In daily life, guide children to acquire knowledge about winter and organize children to boldly express their feelings and knowledge about winter.
Three. Regional activities:
(1) reading area
1, target:
(1), interested in books, learn to read books in an orderly way.
(2) Be able to boldly express what you have learned about winter in the book and express your love for winter.
2. Material supply:
(1), which provides books about winter suitable for middle school students.
(2) Organize children to bring 3-5 favorite story books or books about winter.
3. Activity level: The first level: Make children interested in reading by providing books that children are familiar with and like.
The second level: in the form of reading books by teachers and students, guide children to learn to read in an orderly manner, and encourage and guide children to boldly express their understanding and feelings about winter.
The third level: guide children to boldly express their love for winter.
4. Activity strategy:
(1). Observe children's interest in books, and put the books that children like to read on the open shelf, so that children can choose freely.
(2) Observe whether the children's reading methods are correct;
(1) Go page by page.
(2) flip through, turn to where to see where.
(3) Participate in children's communication activities, understand children's language expression ability, and give appropriate help so that every child can express his feelings and love for winter.
(2) Art design field
1, target:
(1), willing to participate in the activities of the art district and experience the fun of creative activities.
(2) Learn to creatively express the natural scenery in winter and some people's activities in the form of painting, bricklayer and papermaker.
(3) Stimulate children's beautiful feelings of loving nature.
2. Materials: oil pastels, markers, gouache pigments, gouache, plasticine, masons, carrots, cotton swabs,
Waxed paper, scissors, glue, paper books, toothpicks, etc.
3. Activity level: The first level: To attract children to participate in creative activities by providing them with various operational materials at different levels, and at the same time guide them to boldly operate the materials and enjoy the natural scenery in winter.
The second level: through the combination of teaching activities, guide children to boldly show the beautiful scenery in winter in the form of painting, masonry and paper works.
The third level: combine teaching activities, guide children to choose their own materials, and creatively express the beautiful scenery in winter and human activities.
The fourth level: let children express their love for works and nature by appreciating and evaluating works with them.
4. Activity strategy:
(1). Stimulate children's interest in participating in regional activities by providing them with various materials. Teachers observe children's activity process, gradually change and add materials to stimulate children's interest in participating in activities. Children can choose their own favorite materials to express the natural scenery in winter.
(2) Teachers observe children's activities, participate in children's games, and provide different levels of materials according to children's different levels and abilities: weak ability: strong ability to provide low-level activity materials (oil pastels, markers, plasticine, scissors, handmade paper, etc.). ): Advanced activity materials (toothpicks, carrots, wax paper, etc.). ) combine the content of teaching activities to stimulate children.
(3) Teachers provide complex game materials for children, and combine teaching activities to stimulate children to creatively express the beauty of winter, and at the same time guide children to observe the people around them and express them with materials.
(4) Teachers provide children with some works of art showing winter, and guide them to appreciate and evaluate them, so as to stimulate children's love for nature.
(3), the role area-the doll's house
1, target:
(1), willing to participate in role-playing games with peers and experience the fun.
(2) Perception of winter climate characteristics and clothing characteristics through role-playing.
(3) Cultivate role consciousness.
2. Materials: prepare baby's home for children, such as crib, dining table, furniture, skipping rope, badminton, balls, sandbags, dolls, winter quilts, clothes, tableware toys, etc.
3. Activity level: the first level: teachers attract children to participate in activities by providing them with game materials, and at the same time guide children to experience the fun of role-playing through role-playing.
The second level: teachers observe children's games, change and add game materials according to children's game needs, and let children perceive the characteristics of winter clothes and winter climate through games.
The third level: through the evaluation link of the game, let the children communicate, evaluate whether the behavior in the game is appropriate, and develop the children's role consciousness at one time.
4. Activity strategy:
(1), the teacher stimulates the children's interest in playing games by providing them with game materials at the doll's home. At the same time, the teacher observes the children's games and adjusts the game materials according to the children's interest in the games.
(2) Teachers observe children's games, change and add game materials to stimulate children's interest in games. At the same time, while children actively participate in games, they can feel the characteristics of winter climate and clothing.
(3) Teachers organize children to evaluate their own games together in the evaluation process, so that children can know what their roles are and whether they are suitable, thus developing children's role awareness.
Fourth, the effect analysis
(A), environmental creation
Environment is an important condition for regional games, and the rationality of environment creation will directly affect children's game effect. A reasonable and good environment can play a positive role in promoting children's games, while an inappropriate environment will hinder children's games. In this game, the teacher creates the environment according to the children's age characteristics and the existing game foundation. The children played active games in this relaxed, open and free game atmosphere.
(2), multi-level material delivery
The material of regional activities is a tool for operation and exploration, and it is also the material basis for children to learn and play. Children accumulate various experiences in the interaction with materials, and what kind of materials can trigger corresponding activities. Therefore, materials play an important role in regional activities. Therefore, teachers provide multi-level game materials that meet children's age characteristics, activity requirements and needs, and combine the content of theme activities with the objectives of teaching activities. At the same time, the teacher also considered the economy, practicality, safety and universality of the materials. Children are active, devoted and handy in regional games.
(C) Teacher-student interaction
Teachers are the guides, supporters and collaborators of children's games. In the game, teachers make appropriate and timely responses to children's interests, needs and performances, provide timely and appropriate implicit guidance and help, and adjust, supplement, support and expand children's activities in the activity area.
(4), guidance and evaluation
Children should have the power and possibility of free choice and independent decision in the game. Teachers realize that the process of games is the process of children's exploration and development. The teacher is not eager for success, but patiently observes the behavior of the children in the game. Teachers take different methods to intervene and guide according to different situations:
1. When children only like a certain game or are not interested in it, they will not or don't like the new toy village materials, teachers can play games with the same or different materials near the children, so as to arouse the children's imitation, and teachers play a suggestive guiding role.
2. When children need teachers' participation and teachers think it is necessary to guide them, children invite teachers to play a role in the game or teachers themselves play a role in the children's game, and play a role in guiding children's games through the interaction between teachers, children and roles.
3. When a child has serious anti-attack behaviors that violate the rules in the game, the teacher will directly enter the game as a reality and directly interfere with the child's behavior, but this method should not be used more, because it is easy to destroy the atmosphere of the child's game.
Teachers make different appropriate evaluations according to children with different levels of development. For children with strong ability, evaluation is for the next higher level of activities. For example, "You are so smart, you will do better next time, and the teachers are waiting for your new work", so that they will never be satisfied with the status quo and pursue better ones. For children with weak ability, the evaluation is for the establishment and improvement of their self-confidence and enthusiasm: "Hey, you are really capable today, this problem has been solved, great!" "Your idea today is really good, and children will definitely learn from you in the future." In the collective evaluation, in addition to letting children show their works and personalities, it is more important to arouse children's * * * singing and share the happiness of success, find out the existing * * * sexual problems, and openly discuss them, so as to stimulate children's desire to continue exploring in activities and naturally produce their own activities, ways and methods.
Encyclopedia: Winter is one of the four seasons, between autumn and spring. Astronomically speaking, it was from February to March in 65438. China used to refer to the three months from beginning of winter to beginning of spring, and also referred to the "October, November (winter) and December (wax) months" of the lunar calendar.
Kindergarten middle class teaching plan "winter" 3 theme name:
Theme 8: Welcome, grandpa's main structure in winter: winter trails, winter plants, small footprints are really interesting, bears are gone, snowman is gone, what's the use of snow, how small animals spend the winter, snowflakes and raindrops, and funny graphics.
Subject content:
Winter is coming, the weather is getting colder and colder, and the cold climate has brought a lot of inconvenience to children's lives. Some children can't go to kindergarten, some children are angry and willing to take part in outdoor sports, and winter is also a high incidence of influenza. Therefore, it is particularly important to strengthen children's physique, exercise their will and improve their adaptability to the environment.
Winter is beautiful, and ice and snow will bring surprises and freshness to children. The theme of "Welcome, Grandpa in Winter" makes full use of natural resources and traditional folk resources, so that children can understand the main characteristics of winter and the wintering methods of people, animals and plants through a series of activities, gain relevant knowledge and experience, and experience the fun of winter activities.
Activity Name: Winter Path
Activity objectives:
1. Understand the characteristics of snow and feel the beauty of the snow scene.
2. Understand the story and try to act out the different characteristics of animals.
3. Enrich and understand vocabulary: "push", "shovel", "pick" and "sweep".
Activity preparation:
1. Before the activity, parents or teachers lead the children to enjoy the beautiful snow scene.
2. Story "Winter Path" wall chart and story tape.
3. A set of headdresses for pigs, ducks, dogs and squirrels.
4. Children's Books Volume 4, pages 26-29.
Activity suggestion:
1. Organize children to enjoy the snow scene and take a walk in the kindergarten or the surrounding roads. If there is no snow, you can enjoy the wall chart. ) Guide the children to talk about: What will happen to the surrounding scene when it snows? How has the road become? What's it like to walk on the path?
2. Children like the story "Winter Path".
Show the wall chart and let the children try to tell stories according to the pictures. Guide the children to say: What is the name of the story? What is this story about?
The teacher told the whole story and the children listened.
Ask the children to discuss: it's snowing. What have trees, houses and the earth become? Where is the path? What small animal fell down in the snow? What happened to them? How did the little squirrel do it? How do small animals sweep snow? Children imitate the actions of "pushing", "shoveling", "scraping" and "sweeping" to understand the meaning. What do they do on the path after sweeping the snow? How are their moods? Know that many hands make light work. )
3. Children choose their own headdresses and act out stories according to animal characteristics.
Activity Name: Winter Plants
Activity objectives:
1. Carry out comparative observation to understand several common ways of plant overwintering.
2, can pay attention to the seasonal changes of flowers and trees around, and can express it in your favorite way.
Activity preparation:
1. Experience of observing flowers and trees in autumn.
2, the way plants spend the winter, courseware or wall charts in plastic greenhouses.
3, children's books 34-35 pages.
Activity suggestion:
1 Show your children the changes in the number of flowers and plants around you, and let them talk about their findings and feelings. Discuss the differences between trees, flowers and grass in winter and trees, flowers and grass in autumn with children. The flowers withered, the lawn withered, and some trees lost all their leaves.
2. Explore ways for plants to spend the winter.
(1) Please think about the child. Plants have no cotton-padded clothes and hats. Are they cold in winter?
(2) How to let children communicate with each other what they know about plant jelly.
(3) Courseware demonstration or wall chart: the method of overwintering plants.
The teacher tells the children the common names of plants and asks them to talk about how they spend the winter.
3. Explore plastic greenhouses.
(1) Let the children think about it. In winter, all the leaves are frozen. Why can you still eat fresh water and drink more vegetables?
(2) Courseware or wall chart demonstration-plastic shed. Please look at the fruits in the greenhouse. Vegetables discuss why we can spend the winter in a plastic greenhouse. Because the plastic film covered on the greenhouse can block the cold air outside and the internal temperature is suitable, all kinds of fruits and vegetables can thrive.
4. Children's books, Volume 4, pages 34-35.
Activity expansion:
1 Conditional kindergartens can organize children to visit plastic greenhouses.
2. "Put on a coat" for the small trees in kindergarten with the teacher (tie up the bottom of the small trees with straw. )
Activity name: How do small animals spend the winter?
Activity objectives:
1. Learn how lambs, rabbits, swallows and frogs spend the winter by learning songs.
2. Be able to sing in a natural and pleasant voice.
Activity preparation: pictures of small animals in winter
Activity flow:
1. Let the children look at the winter pictures and draw the first paragraph of the song.
Let the children remember a sentence of a song through the scene of winter snow and ice on the screen; It's windy in the north, and it's cold in ice and snow. Please tell the teacher the lyrics.
2. In the second paragraph, the teacher leads out this content through the introduction. Guide: It's so cold in winter. Our children put on thick cotton-padded jackets. How do small animals spend winter?
3. Fully enjoy the song "How Small Animals Spend the Winter". The teacher sang and asked the children to clap their hands according to the rhythm.
4. Learn to sing the song "How Small Animals Spend the Winter". Guide children to sing softly to the teacher's music.
Will use different emotions to express this question: "Does the little frog sleep in the mud?" There is also a narrative sentence: "The little frog sleeps in the mud." Tone and intonation.
Activity name: Small footprints are really interesting.
Activity objectives:
1, develop comparative observation, and distinguish the characteristics of chicken, dog and duck footprints.
2. Learn to sing in a natural and beautiful voice and experience the fun of songs.
Activity preparation:
(1) A wall chart (there are three small houses on it, and each small house has an openable door. There are corresponding footprints of chickens, dogs and ducks under the door, and chickens, dogs and ducks live in each small house respectively).
(2) The tape of the song "Little Footprints are Interesting".
(3) children's books, volume 4, page 43.
Activity suggestion:
1, play the game "Guess who I am" to import activities.
Show the wall chart and let the children guess what small animals live in each room. Why?
2. Be familiar with the melody of songs and learn the rhythm of songs.
The singing in the classroom is loud and clear, and the children are completely enjoying the singing. Let the children say: who is singing in the song? What sentence do you remember?
3, show the rhythm spectrum, focusing on guiding Xxxx rhythm.
Children learn to sing. Sing four paragraphs together. Sing along completely. Guide children to sing along with music and imitate the movements of small animals.
4. Song performance. Children can perform freely to the music.
Activity name: The bear is missing.
Activity objectives:
1. Know the story and know the common sense that some small animals hibernate.
2. Be interested in actively exploring animal habits and learn to speak boldly.
Activity preparation: the tape of the story "The Bear is Missing". Children's books volume 4, pages 38-39.
Activity suggestion:
1. Enjoy the story.
Set suspense to stimulate children's interest in enjoying the story. At the beginning of the story, ask where the bear is. Children will automatically discuss where the bear went.
(1) Listen to the story tape and find out where the bear went.
(2) Ask the characters and plots in the story. Let children know that some small animals have to avoid the cold, sleep in caves, sleep for a winter, and don't wake up until spring. This method of wintering is called hibernation.
2. Talk and discuss. Let the children talk to each other about other hibernating animals they know.
3. Explore the way other animals spend the winter.
(1) Ask questions to make children think. In winter, some small animals hibernate and some small animals don't need to hibernate. How do small animals that don't need to hibernate spend the cold winter?
(2) Children are free to discuss the wintering methods of other animals.
Activity name: The snowman is missing.
Activity objectives:
1, which can tell the picture contents in a certain order.
2. Understand the phenomenon that snow melts when it meets heat.
Activity preparation:
Children have the experience of making a snowman; Story wall chart "Snowman is gone"; Children's books volume 4, pages 36-37.
Activity suggestion:
1, guide the children to tell each other about their experiences of making a snowman.
2, the child looks at the picture and talks. Show 4 story wall charts to encourage children to expand their imagination and tell freely. Inspire children to say pictures in a certain order. Guide children to observe and speak carefully: in which season did this happen? What small animals are there in the picture? What happened? Why is the snowman gone? Where is the snowman?
The children were divided into groups, and the latter told the pictures separately in order.
2, the classroom story is complete, and the children appreciate it.
Let the children look at the pictures of winter and feel the beauty of winter.
Activity name: What's the use of snow?
Activity objectives;
1. Feel the beauty of snow and experience the fun of playing with it.
2. Understand the impact of snow on animals, plants and humans, and know the basic characteristics of snow.
Activity preparation:
Children's Book Volume 4, pages 32-33, wall chart "The Wonderful Use of Snow".
Activity suggestion:
1. When it snows, organize children to play outdoors, so that children can feel the snow scene and experience the fun of playing with snow.
(1) When it snows, let the children chase the snowflake and catch it with various utensils for observation. Let the children count how many petals there are in the snowflake. Guide children to observe the changes of snowflakes falling on hands, hair, clothes, trees and the ground, and think about why there are such changes (melting when exposed to heat)
(2) After the snow, lead the children to see the snow scene, make a snowman, have a snowball fight and set foot on the snow. Remind children to pay attention to safety.
2. Talk indoors and guide the children to talk about the appearance of snowflakes and the feeling of playing with snow.
3. Understand the impact of snow on animals and plants, that is, on human beings.
Let the children talk about the reasons why they like snow. The snow is beautiful. You can ski, make a snowman and have a snowball fight.
Let children think about whether animals and plants like snow, and why to organize children's discussions according to their own experiences.
Watch the wall chart and learn about the wonderful use of snow. Thick snow is the quilt of plants in winter; Thick snow is the moisture of plants in spring. Thick snow is a warm nest for small animals when they hibernate. Reading Children's Books, Volume 4, pp. 32-33.
Activity Name: Snowflakes and Raindrops
Activity objectives:
1, to stimulate children's beautiful feelings of loving nature and guide children to enjoy the happy experience of music activities.
2. Cultivate children's sense of rhythm, memory and musical expression.
3. Guide the children to sing in a beautiful voice and encourage them to write new words for the second paragraph.
Activity flow:
First, import:
1, rhythm: do spring, summer and autumn with teachers according to beautiful music.