Kindergarten 1 activity target teaching design;
1, and has a preliminary interest in observing small insects and animals.
2. Practice drawing a tadpole's tail.
3, know black, consolidate the cotton swab painting.
Activity preparation:
Knowledge and experience: Children have experience in drawing cotton swabs.
Materials: black pigment, cotton swabs, small towels, etc. Draw a picture of a tadpole's body, a picture of a tadpole.
First, the beginning part:
1. Draw tadpoles with nursery rhymes.
Little tadpole, little tadpole, black head, thin tail, swimming around looking for mother.
2. Know tadpoles.
Look at the pictures of tadpoles and understand their morphological characteristics.
Second, the basic part:
1, observe the screen
Show the drawing paper to guide the children to observe the contents of the picture, and find that several tadpoles have been drawn, but none of them have tails.
2. Demonstrate painting methods
The teacher took out a cotton swab, dipped it in black paint and drew a curved tail behind each tadpole. During the demonstration, pay attention to remind children how to use these materials.
3. Children's painting
(1) Preparation materials
Everyone put a piece of drawing paper, a cotton swab and black paint in the middle of the table.
(2) Children draw and teachers guide them.
The teacher guided the children to draw the tadpole's tail with cotton swabs.
Third, the last part:
1, put children's works together to enjoy and encourage children to participate boldly.
2. Pack up painting supplies and organize children to wash their hands.
The indoor environment of kindergartens in China is rather monotonous, and most kindergartens are marked by wall paintings. They all expect color, the most direct and easily felt element in kindergarten, to become the most attractive decoration for children. Foreign countries tend to use bright colors to decorate the building, or use pure wood, plants and other natural things to decorate the kindergarten.
The biggest feature of a kindergarten still belongs to the form and space created by architecture. In domestic kindergartens, color is the main feature of architecture, and color architecture becomes the business card of kindergarten architecture in one fell swoop. On the other hand, most buildings have no features except bright colors, and they are the same, as if colors are just a coat of this kindergarten, more like an advertisement. Specific to the design of architectural space, there are many differences.
First of all, the indoor environment design abroad is richer than that in China, and the changeable content also increases the choices for children's lives.
Second, the boundary design of space is also different. Foreign kindergartens are open and flexible, emphasizing various possibilities, while domestic kindergartens are closed and modular, emphasizing safety and convenient management.
Thirdly, the focus of indoor environment design in foreign kindergartens is generally the public interactive space, and there are many ideas on guiding the communication and enjoyment between children, while domestic ones focus on the comfort of children's activity room and bedroom.
Fourthly, domestic kindergartens lack autonomy, different from foreign interactive education concepts, lack cooperation and contact with others, and lack parents' participation.
Finally, as far as the overall space design is concerned, the domestic indoor environment design space is clearly divided and consists of rooms with different functions, while foreign countries are mostly composed of indoor and outdoor environments, so the indoor environment design is more integrated.
The third part of kindergarten teaching design activity analysis
"Train Dance" is a simple dance, which mainly tests the cooperation and cooperation ability between children. Children can learn the division of labor and cooperation in dance, and at the same time cultivate their lively habits and optimistic and cheerful personality.
moving target
(1) Learn to dance the "train dance", and be able to do a short run to find a "carriage" in tune.
(2) Know dance movements and be able to "invite" and "thank you" within the specified time.
(3) Experience the importance of coordination and cooperation between "locomotive" and "carriage", and the happiness of more and more friends.
Activities to be prepared
Train pictures, know the shape and relationship between locomotive and carriage.
Activity process
(1) Be familiar with the melody of train dance.
Accompanied by music, the teacher walked into the classroom with all the children. Clap your hands to the music after entering the classroom.
Do other body movements happily, such as patting your legs and shoulders.
(2) Practice the basic movements in dance.
Teacher: Do the children know how the train works? Discuss how to express the train; Do you know the characteristics of small trains? (Dragon) So how can we make our small train longer?
The teacher will be the locomotive of the small train, and I will invite children to be my carriage.
The teacher demonstrated how to invite the "carriage"; How to express gratitude and other behaviors.
Practice the basic movements in dance with music completely.
(3) Learn to dance in groups.
All the children sat in a circle, and the teacher made a locomotive at 1-8, and trotted to find the "carriage". 9- 10 locomotive twice invited to find the "carriage". 1 1- 12 The invited "carriage" saluted the locomotive.
The music started again, and the invited "carriage" hung behind the locomotive and continued to look for a new "carriage".
Children learn to be locomotives and find "carriages".
Let 2-3 children be locomotives and find "carriages". The train got longer and longer until everyone in the circle was invited.
(4) Review the song "Expression Song".
"When the train station arrived, everyone was singing happily." Sing together. Leave the classroom when singing.
Activity summary
The babies did well today. I believe they all learned interesting train dancing.
The fourth part of kindergarten teaching design activity objectives
Learn to wear cotton-padded clothes by yourself.
Activities to be prepared
Tambourine, small table, cotton vest.
Activity process
1. The teacher asked the children: It's very cold outside today. What should the children do if they want to go out to play? The child replied, "Wear a cotton vest."
2. The teacher asked again, "Can I wear it?" The teacher put the cotton vest in front of the children and asked them to tell us what color their cotton vest was. The teacher helped find it. Children find their own cotton vests and learn to wear them from teachers.
3. Explain the order: the child first finds the vest collar and holds it with both hands. They raised their hands above their heads and landed on their shoulders. Don't let go. A small hand gently reaches into the hole (cuff), and then the hand reaching into the hole holds the other side, so that a small hand can also reach into the hole. Put your arms on, and the teacher will patrol for individual help.
Children put on vests and go outdoors.
After extending outdoor activities, guide the children to learn from the teacher, fold the vest on the small table and put it on the small cabinet.
End of activity:
Children listen to music and eat snacks together.
The fifth part of kindergarten teaching design activity objectives:
1. Perception 1 and the number of 2.
2. Experience the happiness of taking yourself as the object of quantitative exploration.
Activity preparation:
1. The second page of the children's activity material "Mathematics" provides things for children to add 1 and 2.
2. The number of cards is 1 and 2.
Activity flow:
1. Use 1 and 2 to go to kindergarten.
(1) I take 1 and 2 things to kindergarten every day. Some of these things want to tell you a story, some can see your smiling face, some can hear your voice, some can hug you tightly. These things are on me. Do you know what they are? One mouth, two eyes, two ears and two hands. The teacher pointed to these body parts and drew them on the blackboard.
(2) Children also take 1 things to kindergarten. Please look for something with 1 on your face. (The children name one, and the teacher asks everyone to find the corresponding part in themselves immediately. )
(3) When children come to kindergarten with something with 2, please look for something with 2 on their face and body (children name one, and the teacher asks everyone to find the corresponding part on themselves immediately).
(4) Look carefully for what else is 1 and 2. For example, a braid, a hat, a pair of glasses, a corsage, two hairpins, two pockets, two sleeves and two braids. If children can't find their own ` 1 and 2, they can be guided to pair up and look for each other. )
2. Draw my 1 and 2
(1) Turn to the second page of Children's Material Mathematics and tell the children that one is themselves and the other is a friend. Please draw 1 and 2 for yourself and your friends on the contour map of human body.
(2) Encourage children to draw other things like 1 and 2 on the outline map. If you see a child drawing more than two things, don't deny it bluntly.
(3) Count the body organs with your child and tell the child that there is only one nose and mouth, and there are two eyes, ears, hands and feet.
Kindergarten teaching design 6 i. Activity objectives
1, find the law of things in operation, and have the ability to actively explore.
2. Learn more about the arrangement of odd and even numbers through operation experience.
3. Exercise the ability of analysis and comparison, and develop the flexibility of thinking.
Second, the activity preparation
1, teaching aid preparation: Numbers and Chips; Digital card1-10; Several items with the quantity of 1- 10 are printed on the picture.
2. Preparation of learning tools: Numbers and Chips; A few snowflakes; Print more than 20 items on the picture; 1-20 digital card; 1 box of peas.
3. Operation Manual Volume 4 Page 3 1-32.
Third, the activity process
1, preheating activity.
Teachers and children greet each other.
Online, online games: Good friends ask children to report the number online first, and remember which number it is, and then do actions while reading children's songs. When they read the same number as themselves, they will jump up. When they read the last two sentences, even the children would jump together.
2. Review the odd and even numbers within 10.
Children use "numbers and chips" to operate: under the number of 1- 10, put chips in pairs and record the results, saying that 13579 is singular and 2468 10 is even.
3. Group activities.
The first group: first set the digital card 1- 10 on the desktop, and put snowflakes under it. Arrange them in pairs, observe and compare them, and distinguish which numbers are even and which numbers are singular. Why?
Group 2: Draw two circles on the pictures printed with different quantities of items, and write down the total number, saying whether it is odd or even.
Group 3: Do coloring exercises. There are different numbers of objects within 20 in the picture. Please count it first, and then fill in the odd and even numbers with different colors. Focus on guiding children to understand that odd numbers and even numbers are adjacent.
The fourth group: two children operate the "digital sum chip", placing odd and even numbers within 20, with odd numbers on the left and even numbers on the right, and then placing corresponding digital cards on the side.
4. Game activities.
The game is "hand in hand". Divide the children into several groups at random, stand together at will, and the teacher gives the password. The two groups of children quickly joined hands and reported whether the number of people in each group was odd or even, depending on which group stood fast and reported accurately.
② The game "Picking Peas". The children grab a handful of peas from the box at random and put them in a small bowl two by two to see how many, odd or even.
5, exchange summary, clean up school tools.
When the teacher reported odd numbers 1, 3, 5, 7, 9, the children clapped their hands (several times when they said odd numbers) and stamped their feet when they said even numbers 2, 4, 6, 8, 10, which further consolidated their understanding of odd numbers and even numbers. Guide children to pack up their study tools.
Fourth, the end of the activity
1, evaluation
2. Summary
The expansion of verb (verb's abbreviation) activity
Complete the operation book and operation paper.
Kindergarten instructional design 7 i. Introduction
Teacher: Students, in case of danger, shall we have a small escape drill?
(Teachers broadcast multimedia and students practice. )
Teacher: The students are great. Apart from these dangers, you are right to use your spare time.
What investigations have been made into our danger, and which team is willing to report to the front?
(Show the report to the front)
Two. activity
Teacher: From the students' reports and exchanges, the teacher deeply felt the students' tone.
Careful inspection, high enthusiasm. Our own safety awareness has improved, but how can we improve the safety awareness of people around us?
(Health: Publicity ...)
Teacher: The students have come up with many good ideas, so today we will try to protect ourselves.
In the form of cards, okay?
(good)
Teacher: When teachers visited and studied in other schools, they saw the propaganda of their schools.
The self-care card in the column can't wait to take it back. Do you want to enjoy them?
(Thinking) (The teacher shows the card)
Teacher: Please observe carefully what it is made of.
Teacher: Let your classmates report.
Teacher: Students, use your head and think about other styles of cards.
And then what? According to the pre-class survey, what is on your self-care card to warn people to improve their self-care awareness?
(Teachers ask questions and forms)
Teacher: Which group of small guards will report your grades?
(health report)
Teacher: My little guards, you are all ready to show your skills.
Okay？ Then let's make self-care cards together, shall we?
(good)
Teacher: Please let the self-care guards act immediately and design the publicity that belongs to your team.
Pass me the card.
Teacher: We should pay attention to safety in the production process.
(Teachers show safety tips and students design and make them)
Third, the exhibition of works
Teacher: Show it to the class.
(The teacher posted the work on the wall)
Fourth, teacher-student evaluation.
1, students evaluate each other.
2. Teacher evaluation
Verb (abbreviation of verb) summary:
Teacher: I hope these little cards can play a great role in keeping us around.
Everyone feels safe.