Article 1 Design intent:
Children in small classes are eager to be with their parents and love their warm arms. They know their little hands and the names of their fingers by learning the Five Fingers Song. They regard the five fingers as family members, unite with each other, help each other and do many things according to the age characteristics of small classes. Therefore, the activity of "knowing little hands" is designed to guide children to observe their own hands, know that everyone has two hands and each hand has five fingers, and understand the role of hands. At the same time, let children understand that family members should care and respect each other.
Activity objectives:
1, knowing that your little hand can do many things, you can name your fingers, and initially cultivate your child's interest and ability to do things.
2, can perform according to the content of the song.
Activity preparation:
1, making finger covers 10 with parents, brothers, sisters and brothers painted respectively.
2, "Five Fingers Song" discs and tapes.
Activity flow:
Beginning part
Teacher: Please extend your little hand and play games with the teacher.
Game:
Listen to me and do it with me.
Small hand clap, I put my little hand up.
Clap your little hand and I'll put mine down.
Small hand clap, I put my small hand forward.
Clap your hands, and I'll put my hands back.
The little hand patted the little hand and I picked up my little hand.
Small hand clap, I hide my little hand.
1, show the family photo.
Q: Children, you all have your own home. Who is there? Children's respondents concluded: there are parents, grandparents and me at home. Our fingers also form two homes. Who are there in their family? Do you want to know? (says, putting on his finger sleeve)
(Holding out his hands) "Oh, they still have parents, brothers, sisters and younger brothers at home."
Both families are very friendly and help each other to do a lot of things. The child's fingers are talking. Let the teacher listen to what they are saying (make a listening statement). They say children all have nice names, but we don't have names. Let's name our fingers together, shall we?
2. Teacher: (gives a thumbs-up) Dad is a family member, so call him a thumb (children say a thumb).
(Holding out the index finger) Mom is next to Dad. How delicious the food she cooks for her child every day is, just call him forefinger! (index finger of infant theory)
My brother is between my father, mother and sister. Let's call him the middle finger because of his figure.
What's my sister's name? Let's think together. Sister can't live without a name. If a child doesn't like it, he doesn't like it. Then call it the ring finger.
The younger brother is the youngest, just call him little finger (theoretical little finger).
3. Games: Play with your fingers
Teacher: The children are happy that their fingers only have their own names now, but they still have a request to test us to see who remembers their names.
(1) The teacher pointed out and asked all the children to tell who it was. What's your name?
For example, "it's mother's index finger" is brother's little finger.
(2) According to the teacher's instructions, guide the children to let one finger "bend down" or "stand up" and practice the flexibility of the finger.
4. Song performance "Five Fingers Song"
Teacher: Children, you all remember the names of your fingers. Do you still know them? Finger home is as diligent as a child and can do many things. Let the children guess what their families are doing.
(1) The teacher does the actions of driving, washing clothes, patting the ball, dancing and drumming, guiding the children to guess and teaching them the lyrics.
(2) Demonstration of action performance while singing.
(3) Teaching children to sing in clauses and guiding them to perform actions together.
(4) Play different roles.
Children play their parents, brothers, sisters and brothers while singing and performing.
Ending part
Use slides to help children understand the function and protection of hands.
Activity expansion:
1, let children practice pointing and naming repeatedly during the day's activities.
2. Carry out the activity of "My little hands are really capable" to encourage children to serve their parents, themselves and the collective with their little hands at home.
Hands have great skills and can do many things for us, so we should pay attention to protect our hands. Slide Tip: Don't break your hand with a knife or scissors, don't bite your fingers, cut your nails frequently, wash your hands frequently, and wear hand cream and gloves in winter.
We all have a pair of hands, so what's the use of hands? (Guide children to think in many ways) Our little hands can take things, wash their faces and brush their teeth. (Children tell stories according to their own life experiences, and then show a slide summary)
Activity reflection
In daily activities, hands are always touched and used by children. Children who are about to enter the middle class are in the first period of self-reliance. Doing it yourself is both a requirement for them and their own needs. Children in this period always want to get rid of the care of adults, but they lack a real understanding of their hands and the knowledge and ability to protect them. The purpose of the activity is to cultivate their self-reliance and self-care ability through theme activities.
After the activity, watching the children's happy smiles and listening to the children's words, the teacher knows that our baby has grown up, the children's little hands are becoming more and more capable, and the children can do their own things. Teachers have been assured that they will be middle-class qualified children.
This activity added fun to the children, and also let me find the gap in constant reflection. I will make unremitting efforts in the future, consult teachers, constantly optimize teaching strategies and improve my ability to control activities.
Article 2 Design background
Kindergartens must give priority to promoting children's life and health. Children should know the necessary knowledge of safety protection and learn to protect themselves.
moving target
Emotional goal: to stimulate children's desire to do their own things.
Skill goal: to cultivate children's observation, imagination, language expression and cooperation and communication skills.
Knowledge goal: guide children to know their little hands, know that hands can do many things, and help children master the methods of protecting their hands initially.
Important and difficult
Guiding children to express their hands in words can do many things.
Activities to be prepared
Hand-painted wall chart.
Activity process
First, the beginning part
Finger exercises stimulate children's interest in learning and introduce new lessons. Game: Listen to me, clap your hands with me and I will raise my hand. The little hand patted the little hand, and I put it down. Small hand patting is a little scared, so I put my little hand forward. The little hand patted the little hand, and I put it back. Clapped my little hand in fear, and I picked it up. Little hands are afraid, so I hide my little hands. "
Second, the basic part
Start with life experience and know the names of various parts of the hand.
1, Teacher: Just now, we children played games with our little hands. Look at what little hand the teacher brought you today (see the picture). Now please count how many hands you have. How many hands does the child have?
(1) division; Look at the picture. Which of these two hands is bigger and which is smaller? The children expressed their opinions one after another. Children also have two hands. Are your hands the same size? How do you compare? (Teach children how to compare, put your palms together and point your fingers at your fingers) Summary: Children have two hands, both of which are the same size, so it has another name: one hand.
(2) Hands-up game: The teacher said "one hand", "two hands" and "one hand". Teacher: The children are great. Now please count how many fingers there are in a hand (summary: each hand has five fingers)
2. Learn the names of five fingers
(1) Teacher: Our five fingers all have their own names, just like every child has his own name. Now let's get to know them together. Let's ask the children to have a look and compare. Are your five fingers the same length? Find your longest finger and hold it. The teacher said, "This finger grows in the middle, so it is called the middle finger." The teacher held up his thumb and asked the child, "Which is bigger and which is smaller?" The teacher stretched out a finger to order something and introduced: "The finger that orders something is called the index finger". Introduction: "There is another finger without a name, so we call it the ring finger."
(2) Summary: Just now we met our five fingers and knew their names. The longest finger is called the middle finger, the big one is called the thumb, the small one is called the little finger, the finger that orders something is called the index finger, and the one without a name is called the ring finger.
(3) Guide children to observe again. What does each hand have except fingers? (palm, back of hand, palm)
(4) Consolidate through games. Rest: Now, we should rest our fingers. Thumb fell asleep, forefinger fell asleep, middle finger fell asleep, ring finger fell asleep, little finger fell asleep, and we all fell asleep. Get up: thumb wake up, forefinger wake up, middle finger wake up, ring finger wake up, little finger wake up, little hand clap wake up.
Third, the conclusion part.
(1) Function of hand
(2) Hand guard: Teacher, we all have hands. What's the use of that hand? Show slides according to children's stories.
Summarize.