moving target
1. Listen to the story carefully, quickly grasp the main contents of the first half of the story, and look for reasonable clues in the story.
2, according to the clues provided by the story, creatively and reasonably continue to write the ending of the story.
3. In co-creating stories, you can express your opinions boldly, get interested in actively participating in creating stories, and confidently tell your stories in more accurate and coherent language.
4. Through the combination of language expression and action, fully feel the childlike interest of the story.
5. Understand the moral and philosophy contained in the story.
Activities to be prepared
There are videos of tigers, roosters, little monkeys, white rabbits and calves playing in the forest; Chinese character card "Tiger is coming"; Some drawing AIDS, sand insertion AIDS and magnetic attraction AIDS; Recorder, magnetic tape, physical projector.
Activity process
(A) put forward the content of this activity, arouse the interest of children.
1. The background of the forest appears on the TV screen through physical projection, asking, "What is this place, children?" "Whose home is this forest?"
Play the recording of "Tiger Roar" and ask, "Listen, what is this sound? Who is here? What do you think of tigers? " And cast a few Chinese characters on the screen: "The tiger is coming" to let the children know.
Teacher: "Today, the teacher told you the story" The Tiger is Coming "."
Comments: The design of the opening session is very innovative. Teachers use modern educational means to introduce the content of this activity vividly and fully arouse children's interest in the activity.
(2) The teacher tells the first half of the story and asks the children to listen carefully and remember the story as soon as possible.
1. The teacher told the story emotionally, prompting: "When did you hear the first half of the story clearly?" What place? Who is there? What are they doing? "
2. After asking the story name and the above questions, the teacher continued to ask enlightening questions:
(1) "The little animals are having a good time. Who suddenly came? "
(2) "The teacher only said' the tiger is coming'. Do you think this story is over? If you are a rabbit, a rooster, a monkey or a kitten, what will you do when you meet a tiger? "
3. Let the children watch the video under the guidance of the teacher to deepen their understanding of the clues provided in the story.
Comments: Help children understand the first half of the story as soon as possible through the teacher's vivid story telling and lively and interesting animated story video. The teacher also learned the child's psychological state when he encountered an emergency by asking the child to substitute the questions of the story characters, which activated the child's imaginative thinking.
(3) Let children cooperate to create the ending of the story, which requires them to boldly express their views, actively participate in the creation of the story, and confidently tell the story in a complete and coherent language.
1. Teacher: "What will happen when the tiger comes? Next, please discuss it and make up the following story. "
2. Let the children communicate with each other, the teacher patrol and guide, and then help the children summarize several possible story endings.
3. Provide learning materials such as inserting sand, pulling wires and magnetic attraction, and divide them into several groups according to the above different endings. Children choose group activities according to their own wishes, put forward their own opinions and enrich the story.
Teachers give guidance in groups with different endings:
(1) What did the little animal think of to beat the tiger away?
(2) How can small animals escape from fierce tigers?
(3) Why do tigers become good friends with small animals?
(4) How does a tiger catch small animals?
4. Teachers go to each group to give guidance, encourage individual children who lack self-confidence and are timid, and provide them with tape recorders to arouse their interest and encourage them to record their opinions.
5. Encourage each group of children to tell the ending of their own stories to other groups of children.
6. Focus on the children, and then each group of children will find a representative to tell the story of their own group, and the teacher will simply evaluate it.
Comments: provide a variety of learning materials, let children choose independently, cooperate to create the ending of the story, and the child's subjectivity is fully reflected. Children tell stories to each other and to guests and teachers, which provides children with opportunities to express themselves and cultivates their self-confidence. In addition, children can express their opinions freely and continue to tell stories in groups, which also exercises their social behaviors such as cooperation and discussion.
Fourth, activity extension.
Put all kinds of animal headdresses and props into the activity area, let children freely combine in normal activities, and guide children to know and experience animal images and their personality characteristics through role-playing.
Activity reflection
This activity is the embodiment of "language education" and "mental health education". The design goal is clear, covering three levels of cognition, ability and attitude, and the form is novel. The whole activity process includes introduction, story understanding, free discussion, cooperative creation, etc. Activity design not only fully embodies the relationship between teacher-led and children's subject, but also cultivates children's imagination, creativity and self-confidence. In particular, teachers pay attention to individual children with insufficient self-confidence, provide tape recorders, stimulate their interest in learning, and make the goal better implemented.