1, textbook source: As we all know, fruit is a kind of food that children often contact. In the autumn harvest season, fruits can be seen everywhere. There are many kinds, and almost every child can say several. Such as: common apples, bananas, oranges, grapes, pears and so on. Although they know a lot, they don't know much about the nutrition of fruits and the benefits to human health. Therefore, children should have a correct understanding of fruits, deepen their love for fruits, stimulate their love for fruits, and form good eating habits. So we think it is necessary to choose this teaching content. Another example is that "the Outline" says "it not only meets the actual needs of children, but also benefits their long-term development; Being close to the child's life and choosing interesting things or questions will help to expand the child's experience and vision. " Therefore, this activity comes from children's lives and can serve children's lives.

2. Goal-oriented: Activity goals are the starting point and destination of educational activities and play a guiding role in the activities. According to children's age characteristics and actual situation, as well as Bloom's classification of educational goals, the goals of cognition, ability and emotion are determined. The objectives are:

(1) Through activities such as classifying, making fruit bowls and squeezing fruit juice, we can understand the types and nutrition of fruits and their relationship with our lives.

(2) In the activity, children can boldly operate and communicate their findings with their peers in language.

(3) Stimulate children's love for fruits and experience the fun of peer interaction.

The focus of this activity is to understand and classify the types of fruits.

The difficulty lies in: understanding the nutrition of fruit and its relationship with people's lives.

In the activities, children's hands-on operation, classification and production are mainly used to break through the difficulties in the process of children's independent participation, such as posing, changing shapes and tasting.

3. Activity preparation: The outline points out that "provide rich and operable materials to provide conditions for each child to explore in a variety of senses and ways." According to the outline, I made the following three preparations.

(1) school tools preparation: all kinds of children collect washed fruits, fruit knives, accessories for decorating fruit bowls, juicer, and three tables for children to operate.

(2) Experience preparation: Children have some experience in fruits (know several common fruits).

(3) Preparation of teaching AIDS: Monkey King and multimedia courseware for making fruit bowls.

Second, oral teaching methods

It is pointed out in the outline that "teachers should be supporters, cooperators and guides in children's learning activities" and strive for "cooperative inquiry learning method" in the activities. Therefore, in this activity, the interaction between teachers and children is reflected, and mutual respect, consultation, communication and * * * construction are adopted to learn and grow together. The teaching methods used are:

1. Scenario creation method: the Monkey King, an animated image that children like, is used to introduce children into activities, which is very suitable for the age characteristics of small class children and greatly mobilizes their desire for exploration.

2. Demonstration method: Through multimedia demonstration, I provide a relaxed learning environment for children, and through demonstration, children learn the skills of making fruit bowls.

3. Observation and guidance method: This teaching method aims at

Teachers can take random guidance methods according to the situation of children in the process of activities, which reflects the ability of teachers to regulate and control activities.

Third, theoretical study.

In order to embody the educational concept of intersubjectivity, we created a bar for children to participate in inquiry activities, which not only improved their understanding, exercised their ability, but also sublimated their emotions. Children's specific learning methods are:

1, operation method: it is the basic method to construct children's activities. This activity has two operations. For the first time, the children classified the collected fruits according to different types. In the activity, we tried to infiltrate the method of continuous classification, that is, the apples and oranges were divided into equal parts and arranged in order of size. Although this is the knowledge of large classes, it is easy to learn because children are interested in activities. The second operation is to make a fruit bowl, which is the most interesting activity for children. The children peeled oranges and bananas, and the teacher cut apples and pears. In a democratic, equal and warm atmosphere, the children at each table made a fruit bowl by themselves. They not only tasted the sweetness of the fruit, but also experienced the joy of success. The third time is to make juice, which is also a suggestion made by children. Fruit juice can be said to be a kind of drink that children like. In order to let children know how to make juice, parents take the initiative to send the juicer to kindergarten. When the children saw the juice from the juicer, they couldn't help clapping their hands.

2. Multi-channel participation method. Qingdao's Outline for the Development of Children's Quality Education points out that "teachers should create an environment for children to explore, guide children to cultivate their ability to use their hands and brains in activities such as playing, dressing, trying and thinking, and encourage children to participate in cooperation, exchange and sharing." Therefore, in the activity, we guide children to take a look, touch, divide, taste and talk about sensory participation, so that children are interested in fruits unconsciously.

3. Experience communication method: Suhomlin once said that "the wisdom of children flows out from the fingertips". In the activity, we guide children to participate in the production of fruit bowls and try to juice while ensuring the safety of children. At the same time, it pays attention to children's language communication, which embodies the interaction between students and students.

Fourth, talk about the activity process

In this activity, we start with stimulating children's interest and integrate various teaching forms around the goal, so that teachers and children are always in an active exploration state.

(A) to stimulate interest (situational teaching method, courseware demonstration method, 2 minutes)

Teacher: Look, who is here? Do you know what he likes best?

Yang: This is the Monkey King.

He likes to eat peaches, apples, bananas, oranges, grapes and kiwis. ...

The Monkey King is an animated image that children like. Seeing the Monkey King appear in front of them, the children's interest in activities was aroused, and all the fruit names they knew were said.

(2) Throw the fruit (learning method: operation method for 3 minutes)

Teacher: the Monkey King heard that the children also brought a lot of fruit. Let's put it on the table and figure out how to put the Monkey King so that we can see it at a glance.

At first, the children arranged fruits according to different kinds. When the teacher found that a group of children placed fruits according to the same kind and size, the teacher promptly guided other groups of children to learn, which fully reflected the interaction between teachers and children.

(3) Fruit changes (teaching method: courseware demonstration method, learning method: operation method, observation method, 10 minutes)

Teacher: Seeing so much fruit makes the Monkey King's mouth water. Let's hear what he has to say (Demonstration courseware)

Sun: If these fruits are made into fruit bowls, I will be full.

Teacher: Do you know what a fruit bowl is?

Yang: What is a fruit bowl?

Is this a plate for fruit?

Teacher: I don't know. Let's ask the Monkey King. (Courseware demonstrates the making process of fruit bowl)

Teacher: I can make fruit bowls. Can you?

Teenager: I know how to peel oranges;

Peel bananas and cut apples into pieces;

Put them on a plate and look beautiful.

……

Teacher: Who will cut this hard fruit?

Yang: The teacher cuts it.

Teacher: OK, now let's work together to see which fruit bowl on the table is the most beautiful.

In this link, because a free and relaxed language environment has been created, children have the desire to further operate and explore. When the children made the peeled and cut fruits into fruit bowls, they found that there were many more fruits. We immediately asked an open-ended question, "What else can fruit become?" The children said, "You can change jam, juice, etc." So we brought a juicer to squeeze the juice. The children clapped their hands happily when the juice came out of the juicer. At the same time, it also embodies the spirit that teachers should be supporters, collaborators and guides of children's learning activities.

(3) Interesting communication (teaching method and learning method: 5-minute observation method and experience communication method can be appropriately extended according to children's interests)

Teacher: Ah! It smells good. Do you smell it?

Young: I smell apples;

I smell bananas;

I really want to have a taste ...

Teacher: Don't forget to tell the Monkey King what fruit you are eating. What does it taste like?

In this process, children fully feel the joy of success. By watching, touching, tasting and talking, children will gradually realize that eating more fruits is good for nutrition, so they will consciously not be picky about food, especially those who don't like fruits on weekdays, and they will be tempted to say "delicious". The children ended the activity with a wonderful emotional experience.

(4) Activity extension: The Monkey King will go home and continue to collect fruit products and introduce them to the Monkey King.

We don't really end this activity, but let the children continue to be interested in fruit. Then throw yourself into informal autonomous activities. For example, children learned about dried fruits and some unusual fruits and fruit products.