Generation of theme:
When we went to the park for a spring outing, the children found a group of little black ants standing in a long queue by the tree. They were curious and started talking, and invited me to see their baby together. "Teacher, why are ants so dark!" "How can ants still line up!" "Can they fight?" ..... Seeing them in groups of three, five people looked at ants, and some children began to catch ants and put them in front of them; Some put some food beside the big tree to attract ants and show their curiosity about ants. Starting from children's learning interest and thinking ability, we decided to study ants, guide children to use various senses in nature, learn to explore and experiment in various ways, and let children know about ants, their living habits, information transmission, social division of labor and other knowledge. Thus, the activity plan of "interesting ant kingdom" was determined.
Overall goal of the theme:
1, arouse children's senses and learn about the morphological characteristics, structure and living habits of ants in a free atmosphere. (living environment, diet, reaction to special smells)
2. By observing, recording and consulting materials, explore the knowledge about ant species and information transmission, and stimulate children's desire to explore.
3. Learn to tell, record, count and characterize the observed things in your own way, cultivate children's orderly and meticulous observation ability and improve their ability to explore the mysteries of things.
4, stimulate children's interest in exploration, take the initiative to approach animals, and cultivate children's love for small animals.
Activity 1: My guess
Activity flow:
Before the activity, go to the tree with children to observe ants. Let the children talk about the appearance of ants. Besides finding ants under the tree, where is the ant's home? What do ants like to eat? The children are scrambling to speak, and watching them eager to express themselves, I suggest that they record their thoughts and tell them to teachers and children.
Children use watercolor pens to draw different homes and foods of ants on drawing paper. In some paintings, ants live on grassy hillsides, in some paintings, ants live on concrete floor under slides, and in some paintings, ants live on small vegetable gardens, underground rocks, sand, trunks and flowers. ...
They guess ants have different foods, too. Some people write that ants eat bread, others write that ants eat sugar, biscuits, jiaozi, steamed bread, bones, meat and fish. ...
Because it takes a long time to learn to fill in the form for the first time, but in general, every child can express his ideas with pictures or symbols, and some children can represent their own ideas. After filling in, please tell each child about his own content, which is more complete.
Reflection:
In this activity, children's interest is very high, and they can tell the ant's residence and favorite food according to their own experience, and initially learn to record and characterize it in the form of tables. When children put forward various ideas, the teacher did not correct them, but asked each child to fill in his own ideas in the form, paving the way for the next step, and trying to prove his own ideas in order to carry out the next activities smoothly.
Activity 2: Looking for ants
Activity flow:
In order to verify whether our guess is correct, we started looking for ants. We look for ants from: grassland-sandy land-vegetable garden-flower bed-crevice-flower-roadside (cement ground, dirt road)-tree (trunk, tree bottom, leaves)-slideway-corridor. The children scattered around in search of ants in places they thought were most likely. "I found ants on the grass. The hole of the ant is very small. " "I found a group of ants in the tree." "Teacher, let's dig the ant's nest and see what's inside!" "No, then the little ant will have no home!" ……
After returning to the classroom, the children exchanged their findings in groups. The teacher reminded the children to record them in the "My Findings" form. When we left the park in the afternoon, we issued a written notice asking parents to guide their children to observe ants, find out where there are ants, and help them keep records.
Reflection:
In the search activity, we found that the children's enthusiasm and participation were very high. Every child searched carefully and told his partner in time to share the joy of discovery. Through guessing and searching, from imagination to practice verification, children have a clear understanding of the living environment of ants, and denied their wrong guesses through practice, and perceptual knowledge rose to rational knowledge.
Activity 3: Attracting ants
Activity flow:
What do ants like to eat? Is it really like that with children? The next day, we asked our parents to help our children bring food they think ants like from home and put it in places where ants often haunt. Some children put food next to the ant hole, and some put it where there are ants. The children observed the situation around them. As a result, the ants quickly found the food in the hole and soon attracted the ants. The children also found: "I gave the ants bread, but they didn't eat it, so they threw sugar at it, and they soon gathered around." "I gave them cookies and they got smaller." ...
Through verification, the children found that the food that ants like is basically consistent with their own guesses. They also found that small predatory ants will immediately check their homes, and large predatory ants will transmit information to each other through tentacles. After a while, the food will be covered with ants, and it will be dark. For meat bones, mating ants find that they can quickly occupy food. After two days of observation, the food was not consigned back to the cave, but gradually became smaller.
Children fill in these findings in the form, show each food that attracts ants with pictures, and make their own marks. When filling out this form, the child fills it out quickly and standardly.
Reflection:
In this activity, the children's desire to explore is very high, which mobilized the enthusiasm of all children, especially the naughty children in the class. They cooperated most closely with the teachers in the activities, raised the most questions in the discussion and made the best statements, which gave us a great shock. Therefore, we realize that we must re-recognize children. When participating in activities, our experience is that teachers can guide children to explore their own problems in a timely and appropriate manner, so that children can gain knowledge and experience in cognition, emotion, will and personality during the activities; At the same time, provide children with learning opportunities, and through correct inspiration and induction, let children's observation, exploration and other potential be developed to the greatest extent.
Activity 4: Know ants
Activity flow:
During outdoor activities, the children found several ants and brought them back. We put them in a transparent fish tank and immediately caught the children's attention. Seeing more and more children coming around, we put the ants on the table and prepared a magnifying glass for the children to observe carefully. At first, everyone scrambled to observe ants with magnifying glasses and watched the children argue. We put forward a method commonly used by children in the game, "scissors, schoolbags and hammers", and they agreed, and they were divided into two groups, one for children to observe and the other for children to look for information.
During the observation, the children found that "the ant's head is curved and there are two long tentacles on it." "The ant's belly is oval and a little sharp." "The legs are on the chest and there are six legs." A child asked, "What's the use of the ant's tentacles? "Some say they can find directions, others say they look good. There are also differences in observing ants' mouths. Some say that the ant's mouth is very small, some say that it is very big, and some say that "the ant has two big teeth in its mouth." Ren Zhe said, "That's what ants use to fight. Wang Qi: "That's for eating. "They don't believe anyone. For the children's disputes, we didn't answer or bind them, but guided them to find relevant information. After children have a preliminary perceptual knowledge of ants, we show the body structure diagram of ants, and guide children to observe them in order and tell them systematically.
In the information area, we guide other children to learn to find relevant information, read them words they don't know in the information, and guide them to tell the children in the observation group what they found.
After children know the shape characteristics of small ants, in corner activities, some children draw small ants in various postures with watercolor pens, and some children draw various parts of ants with different positions of their fingers, and then add legs and tentacles, plus the surrounding scenery to form a complete picture.
Reflection:
In the activity, through inspiration and guidance, children's learning enthusiasm and curiosity are spontaneously mobilized. Teachers should seize the opportunity, pay attention to observation, catch children's problems in an instant, and solve them so that children can get satisfactory answers. At the same time, teachers should also pay attention to the cleverness of their own guidance methods, so as to better cultivate children's observation and inquiry ability.
Activity 5: Classification and classification of ants
Activity flow:
Does the ant have a mother? This is a problem that children are very concerned about. After it was put forward, it immediately attracted everyone's controversy. Opinions vary. How to attend class? At this time, Wan Xinyi said, "Let's go to the library to look for the books of ants and see what they say." Tiffany Ting said, "I'll ask my father to check it on the computer. Maybe I can find the answer." Then let's all look for it, and let everyone know if anyone finds it. Soon we downloaded the information about the division of labor of ants from the Internet. Children can't wait to hear the answer, so they use the projector to tell stories, ask questions and become more curious. "Ants also have parents, and there are policemen among them!"
Reflection:
During the activity, it was found that children had too few opportunities to access information. Parents should use their own resources, get their help and guide their children to collect relevant information correctly. Through activities, children learned about the different division of labor and responsibilities of ants.
Activity 6: Can draw-There are many interesting things in the ant kingdom.
Activity flow:
After a series of activities, children have a new understanding and research on ants. Their activities are not limited to finding information and solving problems, but they want to show their knowledge in various forms. They often imagine interesting things happening in the ant kingdom in their minds, so we arranged a description activity of "There are many interesting things in the ant kingdom" and prepared various operating materials for the children: paper, glue, scissors, gouache paint, brushes and so on. In the activity, more children chose painting, and the children consciously divided into several groups according to their favorite materials, including cooperative painting, cutting and pasting, collage and so on.
The content they designed is rich and colorful. There are ants specially designed to find food to eat; There are those who design ant wars; Some design ants to have babies; There are ants in the sky and ants on the ground; Some live in trees; Some run, some play, all kinds of shapes.
After the activity, the children made composition stories. Their stories were full of childlike innocence, but we never interfered with them. The following is the content of the ant story told by our recorded children:
The queen ant gave birth to many small ants. Everyone is busy preparing food for the baby, including bread, rice, sugar and caterpillars How many?
People drive excavators to uproot the grass, and there is only one ant left in Ant City. Because there is a building to be built here, I am very sad and have to settle elsewhere.
Red ants and termites are fighting for food. Red ants are fierce. Some of them bit with their heads and some with their mouths, and soon they gained the upper hand and occupied the food.
An ant has found food, and it is sending good news with its tentacles, telling its partner: There is delicious food here, come and eat it.
Reflection:
Children have a high interest in this activity. They can combine voluntarily, choose their own partners and materials to use painting, paper-cutting and gouache to create a picture of "ant kingdom", so that children can gain some valuable knowledge from it, stimulate their creative interest, guide them to make composition and tell stories in language, cultivate their language expression ability and enhance the feelings between teachers and students.
Through the activities, we feel that although teachers have more life experience than children, they can't fully understand children's needs, and the education plan preset by teachers can't fully suit children's development level and meet their various needs. Only by adjusting and changing the preset plan at any time, carefully observing and understanding the children to dig valuable knowledge from their interests, and creating a relaxed and free space for children, can children communicate with each other, know and master all kinds of knowledge in this space, so that their expressive ability and creative ability can be better developed.
Activity 7: Personnel Division Meeting
Activity flow:
Ants also have parents, and the division of labor is different, so how do people around us divide their work? To this end, we let parents and children discuss together in the family and bring back the results of the discussion. Some children and their parents discussed the division of labor among family members, some discussed the division of labor in their parents' work units, and some discussed the division of labor among our kindergarten staff.
After returning to kindergarten, the children were excited and introduced their discussion results to each other. We organized an exchange meeting for the children. Through communication, the children have made it more clear that everyone's work is very important to do one thing. If they leave, they will lose their strength. Only with a reasonable division of labor can they succeed. Children naturally think that in the game, they should also unite and cooperate to carry out characterization activities "together". Although the children's lines are not very smooth and uneven, they all have their own ideas, drawing them tug-of-war, sliding in line and building together. ...
Reflection:
With the deepening and improvement of children's exploration, our interest has been fully integrated into children, extending from the division of labor of ants to the division of labor of families and kindergartens, permeated with the spirit of unity and cooperation.
Reflections on the theme:
The implementation of the "Interesting Ant Kingdom" project has been successfully completed. Looking back at every question, every conversation and their analysis of the works, our understanding of children's thinking is deepening step by step: how big is the potential of children? What is the value of thematic activity teaching to children's active development? What we saw and heard in the activity gave us a lot of experience and reflection.
(1) Interest is the best teacher.
Dewey once said: "In children's interests and needs, what education should pursue has long been implicit." The determination of the theme of "Interesting Ant Kingdom" is exactly what children need. As a teacher, we should really go into children's childlike world, observe children and find their interests, so as to determine the theme through consultation and meet their different needs; As a teacher, let children actively participate in activities in a relaxed atmosphere and under the control of happy emotions, support and encourage children to explore scientific phenomena, and let children improve on the original basis. We deeply realize that interest is the best teacher and the inner motivation of children's learning.
(2) A relaxed environment is the premise for children to explore actively.
In order to let children better participate in the inquiry activities, we repeatedly consider and think before the activities to determine what children explore in the activities and how to explore; What kind of environment is needed in exploration and how to build it; How to reduce all kinds of irrelevant interference in the created environment and ensure children to explore and express happily and creatively in the created environment. In the activity, we collect information with the children. * * According to the content and demand of children's inquiry activities, we have created observation areas, creative areas, fantasy areas and other areas, and made full use of the existing corner areas, garden environment, parents, communities and other environmental resources to guide children's inquiry activities.
(3) Homes interact to form a joint force.
With the in-depth development of curriculum reform, people are more and more aware that to educate children well, family education and social education must be carried out simultaneously to create an environment conducive to their development. In this environment, the influence of the family is enormous. As a teacher, we should establish a big education concept and actively promote family education.
Inquiry theme activity is a flexible course. The establishment of theme, the selection of content and the promotion and expansion of activities all come from children's interests and needs. In the process of inquiry, children need to collect a lot of information and materials, which undoubtedly requires the support and participation of parents. In this regard, we make full use of parents' resources and ask parents to help us collect them. Parents cooperated with our work very much, helping us to collect a large number of cartoons, VCD discs, computer downloaded and printed materials and pictures about knowledge, which prepared first-hand materials for us to find information and answers in activities. In addition, we show our parents as many activities as possible every day and let them continue our activities at home. After the whole activity, only these written notices became a small book to interpret this activity.
Through the guidance and help of parents, children broaden their horizons, increase their knowledge and enhance the parent-child relationship; At the same time, parents have gradually changed their educational concept for children, improved the overall quality of family education, and better supported and cooperated with the educational reform in kindergartens.
(D) interaction between teachers and children, get twice the result with half the effort.
In the activities, children find problems, ask questions, study problems and find answers. Teachers are only guides and helpers in activities, not manipulators and masters. The whole activity, there is no ready-made answer, is the answer that children study and explore in their favorite way, and their thinking is active. In activities, children often hear unexpected opinions, such as "Teacher, I have different ideas" and "Teacher, I want to talk". Children have many new things, rich imagination, improved problem-solving ability, improved language expression ability and enhanced self-confidence.
In the theme inquiry activities, some contents are produced, which are not preset by teachers in advance. If the conditions are ripe: teachers' knowledge, children's relevant experience, sufficient operating materials and suitable inquiry environment, activities that meet children's needs will be produced. And if the conditions are not mature: the teacher's knowledge and materials are not ready, the child's interest will disappear. Therefore, through activities, we realize that children are examiners and we are their students. In the face of children, we must read a lot of books to absorb knowledge in order to cope. Teachers are supporters, guides and participants in children's activities, and only rich knowledge can bring great support to children's activities; Only timely and appropriate guidance can bring new vitality to children's activities; Only by participating wholeheartedly can children's activities bring vitality. At the same time, we realize that if teachers can seize the opportunity in the activities and ask children some problems that can be solved through their own efforts, it will further expand the scope of children's thinking and be more conducive to promoting their development. Just like: to give a child a glass of water, the teacher must have a bucket of "running water".