Kindergarten teaching plan 1 activity background:
Three rabbits are sitting on the grass in the forest, smiling and eating together. I also like happy picnics. Listening to the story, Tongxin also followed the rabbit to have a picnic. A rabbit said, "I eat foxes." (strange? ! Dare rabbits eat foxes? A rabbit said, "I eat wolves." (Great! How dare rabbits eat wolves! This is not in other stories. A rabbit said, "I eat tigers." (what? ! The tiger is the king of the forest. What kind of rabbit is this? Does the tiger dare to eat? ) The fox, grey wolf and tiger hiding behind the big tree are scared and slip away quietly. (it's amazing! Three rabbits scared away the real fox, wolf and tiger, which really made the children happy. )
What do three rabbits eat? Oh! They are eating animal biscuits. The answer was revealed, and the thoughtless fox, wolf and tiger were also scared away by rabbits.
Humorous stories, interesting links, fierce and cunning foxes, wolves and tigers defeated by weak rabbits make people happy. How will children react when they see these pictures? Let the children look at the pictures with questions and make up a story. What will be the outcome of the story? With this problem, we have carried out the following activities.
Activity objectives:
1, learn to observe pictures initially, and try to talk about pictures by yourself.
2. I like to observe pictures by myself and have the desire to tell stories at first.
Activity preparation:
Some pictures and homemade trophies.
Activity flow:
First, show pictures to stimulate children's interest in observing pictures.
1, the teacher introduces the activity directly, and the requirements are simple.
Look at the pictures and tell stories, and compare whose story is the best.
2. Observe the pictures, tell the clues and try to make the story clear.
(1) Show pictures to guide observation.
Ask questions:
What do you see?
Can you tell three rabbits where they are?
(2) Tell clues and try to figure out the plot.
The fox, the wolf and the tiger tried to eat three rabbits, but finally they slipped away. What happened?
Second, tell stories according to clues.
Who wants to be a "story king"? Tell me bravely.
Third, tell stories and perceive the stories made up by teachers as a whole.
The story told by the baby is really good. The teacher will tell it and compare it with you.
Fourth, the award ceremony
Who tells the best story?
Fifth, the activity is over.
The Design of Language Activities in Kindergarten —— Without Scissors
Goal:
1, understand the meaning of the story and know why you can't play with scissors.
2. Learn to cut paper along the edge of an object.
Prepare:
1, picture
Step 2: Story
The children have a pair of scissors and a piece of homework paper with a skirt or sweatshirt on it.
Process:
1, above.
2. Let the children talk about objects and things on the screen.
3. Children's discussion: Why can't children play with scissors?
4, children's operation: learn from mother to cut clothes. Ask children to cut along the lines of clothes, don't point scissors at others, and pay attention to safety when using scissors.
Attached:
Don't play with scissors.
Mother cut the cloth with scissors and made a strap for Diandian.
Little by little, I cut the newspaper with scissors like my mother. "ouch!" Diandian's little hand was bitten by scissors and bled. Mom bandaged Diandian's wound and said to Diandian, "Don't play with big scissors, use the small safety scissors that Mom gave you."
Little by little, I cut the paper with small safety scissors and cut out a beautiful window flower.
Kindergarten teaching plan 2 on kindergarten activities: develop children's listening and learn to speak politely.
Preparation: Young children have the life experience of Spring Festival greetings.
Process: 1, scene performance:
The teacher plays B: "Congratulations, I will pay a New Year call to everyone! Happy new year, happy new year! " Then "DuDu" imitates knocking at the door.
Child disguised as armor: (blindfolded) Who is knocking at my door?
I am your good friend. Guess who I am?
A: It's Teacher XX.
2. What did the teacher say during the New Year greetings? Today, let's play an interesting game: Happy New Year. Who will pay New Year greetings to everyone?
Children and teachers play blindfolded games.
After the children guessed, the game started again.
Suggestion: If it is difficult to blindfold, you can blindfold first, and then gradually increase the difficulty.
Kindergarten teaching plan on kindergarten activities 3 ● The origin of activities
In daily activities, I found that the children in the class lacked the methods and consciousness to push and care for the small chairs. Although teachers also use guidance, reminders and other methods at any time, the results are not great. Therefore, I designed this activity, hoping that through the activity, children can turn passive obedience to the routine requirement of pushing chairs into active execution, and finally internalize it into habits.
● Activity objectives
1, know how to push a small chair when you leave your seat, and develop good living habits.
2. Master the method of gently pushing the small chair with both hands and know how to care for the small chair.
● Activity preparation
1, experience preparation: know the general requirements of pushing chairs and have painting experience.
2. Material preparation: 2 chairs, 1 with a relatively complete appearance, l with a broken appearance, magic paper (white crayons with smiling faces and crying faces), brushes and watercolors. Know how to push the chairs with both hands and know that your behavior is related to the "expression" of the chairs.
● Difficulties in activities
You can consciously adjust your behavior according to the expression of your little chair.
● Activity process
1, import link
(1) Introduce the "chair guest" to children in an anthropomorphic way, and guide them to compare and tell the difference in appearance between the two chairs.
(2) Stick two pieces of magic paper with smiling face and crying face on two small chairs, and dip the magic potion (colored pigment) with a brush to brush two kinds of expressions on the magic paper.
(3) ask questions. Why does a chair laugh and a chair cry?
Analysis In this link, teachers should pay attention to guiding children to establish a certain relationship between "the appearance of the small chair" and "the expression of the small chair", which can not only improve children's interest and desire to explore, but also help them understand the story behind them. In addition, in order to facilitate the operation behind the young milk, the teacher should also let the ear intuitively see the process of brushing the expression and understand the method.
2. Situational stories.
(1) scene 1
Broken chair (crying face): My friend left his seat and forgot to take me home, which made other children stumble. I am sad.
Chair with complete appearance (smiling face): My friend will push me under the table when he leaves his seat. (Teacher's demonstration)
(2) Case 2. Broken chair (crying face): My friend pushed me back to the table and I was hurt a lot. It hurts!
Wide-looking chair (smiling face): my friend will gently push me home with both hands (teacher demonstrates), and I am still so beautiful. By analyzing the dialogue between the two chairs, there is a sharp contrast. The setting of this situation is to guide children to establish a connection between "the expression of a small chair" and "the behavior of children". In the activity, the dialogue should be concise and clear. Easy for children to understand and compare. Teachers can use actions and language to demonstrate and explain how to push chairs correctly, thus consolidating children's positive behavior.
Step 3 ask questions.
(1) What can a child do to make a small chair laugh? (2) Think about whether your little chair is crying or laughing.
Analysis In this link, teachers help children organize their thinking and deepen their understanding by guiding them to express their findings and feelings in language. However, this kind of logical expression is difficult for small class children, so teachers can guide and strengthen it in time after children have a deeper understanding.
4. Experience for yourself.
(1) The children press the table to get magic paper from the teacher.
(2) Teachers observe the behavior of children pushing chairs when they leave their seats, and send out corresponding words. (Appropriate prompt)
(3) children brush and see the expression. Anticipation and guidance strategies: teachers should affirm and encourage children who are at risk of laughing; For crying children, teachers guide them to reflect on their performance and try the right methods.
(4) Question: Why is our little chair smiling? Analysis teachers should pay attention to randomly observing children's behavior, on the one hand, observing children's acceptance and understanding; On the other hand, according to the problems reflected by children, give them another hint and guidance to further strengthen their awareness of routine behavior. In particular, the action of "pushing" must be experienced by children in specific operations.
At the same time, in the process of painting, teachers should encourage and guide children in time to further help them perceive the direct relationship between expressions in painting and their own behaviors. Guide children to adjust their behavior, affirm their positive performance, make them interested in following the routine of pushing chairs, and then gradually form good behavior habits.
5. End the link.
(1) Put the chair up ~ See who laughs.
(2) Let the children move the chairs to Guyuan and go to the toilet.
The purpose of analyzing this link is to make children feel happy, affirm themselves, and cultivate children to apply the skills they have learned to practical activities, thus consolidating new experiences in activities.
Kindergarten about kindergarten activities teaching plan 4 game objectives:
1. Learn about the parking lot in or around the community and the basic construction methods of the parking lot.
2. Be able to freely combine two or three of them or build a flat parking lot through cooperation.
3. Experience the happiness of cooperative construction and improve the ability of mutual cooperation among peers.
Game preparation:
Past experience: familiar with the ground parking lot or underground parking lot in your community. Understand the basic construction method of parking lot.
Materials provided: wooden boards of different lengths, round and arc building blocks. Milk powder cans, shoe boxes, building blocks and accessories.
Environmental Creation: Pictures and structural diagrams of parking lot construction.
Game guide:
I. Pre-event guidance
1. Enjoy the pictures of the parking lot they brought and discuss collectively what the parking lot looks like and how to build it. .
The two of them discussed how to build a parking lot. What materials are needed? How many parking spaces are there? .
3. On the basis of the original road (preschool education), children cooperate in building parking lots in groups.
Second, guidance in activities.
1. Guide the children to independently observe the photos of the parking lot they brought, and understand the splicing and spacing distance of the parking lot.
2. Give timely help and guidance to groups in difficulty.
3. Let the experienced children describe the basic features and structure of the building to their peers while building it.
Three. Post-activity guidance
1, collectively show and introduce the achievements of their own parking lot construction, discuss the difficulties and problems encountered in the construction process, and adopt any solutions.
2. Continue to adjust and demonstrate some problems in the construction. Pursue the smoothness, stability and beauty of the parking lot.
Kindergarten activity teaching plan 5 I. Activity objectives:
Let children know their gender, learn more about themselves and develop self-awareness.
Second, the activity preparation:
1. One card for boys and one card for girls.
Some skirts and shorts (equal to the number of boys and girls in the class)
Third, the activity process:
(1) Show boys' and girls' cards and let the children know their gender.
Today, there are two guests in our class. Who are they? (A boy and a girl)
"So are you a boy or a girl?" (The teacher helps the child to tell whether it is a boy or a girl) (2) Let the child choose clothes and know himself better.
There are many beautiful clothes here. See which ones are worn by girls and which ones by boys.
2. "Let the children choose your favorite clothes together." (The teacher further helps the children distinguish between the sexes)
(3) Organize children to learn to go to the toilet by themselves in combination with gender.
"Just now, all the children knew whether they were boys or girls, so who knows how boys and girls can go to the toilet?"
4. Organize the children to go to the toilet, and the teacher will give appropriate help.
Activity evaluation:
Be able to know your gender and go to the toilet in the right way.
Kindergarten activity teaching plan 6 activity objectives:
1, learn to scoop up all kinds of beans with a small spoon and put them into the beverage bottle smoothly.
2. Develop children's hand-eye coordination ability.
3. Experience the fun of participating in activities.
Activity preparation:
One water-soluble c 100 beverage bottle per person;
Put the soybeans in several small bowls;
Small spoons equal to the number of children;
Babies cry, cats and kittens play music.
Highlights and difficulties of the activity:
Focus on learning to scoop up all kinds of beans with a small spoon and put them into the beverage bottle smoothly.
Activity flow:
First, choose a bottle of baby.
Teacher: Listen, what's that noise? Child: I'm crying. Teacher: Do you know who is crying? Let's look for it.
Second, I found the bottle baby crying. Teacher: Why is the bottle baby crying?
Third, feed the baby a bottle.
Stimulate children's hobbies: let's "feed" the baby bottle with beans, and let the baby bottle sing when it is full.
1. Teacher's demonstration: unscrew the bottle cap-scoop beans with a spoon-gently put them in the bottle-tighten the bottle cap. After a while, the teacher will give the baby a small bowl with peas in it. (The teacher instructs the children to feed beans: "Bottle the baby, eat beans, and eat beans one by one." Children operate, teachers observe and guide. Is your baby bottle full? Let's put on our hats, twist, twist, twist. )
3. Children practice feeding the baby beans with a bottle, and finally screw on the bottle cap.
Fourth, the bottle baby sings
With the music, the children shook the baby bottle.
Kindergarten activity teaching plan 7 activity objectives:
1. Experience the joy of playing with colors and feel the beauty of blurred colors in works of art;
2. Try to paint with a spoon as an art tool, be familiar with all kinds of common colors, and be able to boldly exert your imagination;
3. Initially develop the correct cleaning method of wiping with a rag in art activities.
Activity preparation:
Material preparation: add a little paste to gouache pigments such as yellow, green, purple, red and white, and put them in small plates with two spoonfuls each; "Sliced bread" pasted with white paper on slightly thicker hard paper; Prepare some crumpled colored paper; A sandwich; Shelves.
Experience preparation: I have played gouache and know the basic operating habits; Know about sandwiches and know the basic materials of sandwiches.
Activity flow:
First, review the commitment to guide sandwiches to attract children to participate in the game.
1. Take out the sandwich.
Question: Last week, the teacher promised to invite you to eat. Do you remember?
2. Show sandwiches for children to observe and taste.
(1) Please taste it and tell the teacher what you ate.
Is there a piece of bread in the sandwich? What food is there in the sandwich?
Second, introduce the main materials for making sandwiches in art activities.
1. Derivative materials
Question: How about making our own sandwich?
2. Introduction materials
(1) What have I prepared for you? Let's take a look.
(2) What shape is it? This bread smells delicious. Smell it.
3. Distinguish the names of colors, contact your own life experience and imagine the colors of various common jams.
(1) What color jam is this?
(2) What could it be?
Third, teachers and children make sandwiches together.
1. Open two pieces of bread and spread jam on the bread: choose one or two pigments. Scoop a little with a small spoon and spread it on the bread.
Teacher: Let's see how the teacher makes sandwiches. First, put a piece of bread in front of you, and then scoop a little jam with a spoon. I like apple jam. Guess what color jam I would choose? Turn the spoon over and spread the jam slowly. Because I still like strawberry jam, I'm going to leave some room and add some jam of what color.
2. After adding a little white, fold two pieces of bread.
Teacher: Remember to add some cream at the end!
3. Bake "bread": Turn "bread" with your palm and say: Toast, Toast, Toast is delicious.
Teacher: Take another square piece of bread and cover it for baking, will you? Toast, toast, toast is delicious. Come and read with the teacher.
4. Clip "bread": When you open the "bread", you will find that the color has been integrated into the beautiful light pattern. Then tear some colored paper and imagine the vegetables, fish and meat sandwiched in the "bread".
Teacher: Open it and see if the jam will become beautiful. Let's add something to the sandwich. What do you want to add?
Fourth, share sandwiches.
Teacher: My sandwich is ready. Let's give it to our good friends and visiting teachers.
Activity reflection:
This activity mainly adopts situational teaching method, explanation demonstration method and guidance method to meet the needs of teaching content transmission and the cognitive structure characteristics of children. Demonstrate and explain with concise and playful language, so that every step and requirement of painting can be visualized and concrete, which is convenient for children to understand and master. At the same time, from the perspective of children, we should pay attention to the cultivation of learning ability and integrate the learning and mastery of skills into certain situations. For example, the technique of dipping color is developed according to the plot. At the same time, it is strengthened with the tone of the game: "Dip some jam on the bread", "Dip some jam all over", and print the painted color: "Put the bread together, press it, toast it, and the baked bread is delicious". Through the teacher's demonstration and gamification, children can listen and watch in a natural and relaxed atmosphere, and unconsciously master the essentials of coloring. In the process of speaking and operating, they naturally mastered the skills of color matching and realized the joy of success.
(Author: Yuzhong District Experimental Kindergarten, Chongqing)
Excerpt from: Today's Education and Preschool Education Gold Journal 20xx.07-08