Teaching plan of small class in kindergarten 1
moving target
1. Observe the colors of pears, apples and other fruits, and create nursery rhymes according to the colors of the fruits.
2. Cultivate children's habit of speaking boldly in front of everyone and learn Mandarin.
Activities to be prepared
1. Pictures of pears, apples, grapes, watermelons and other fruits (not painted on the front, but painted on the back).
2, fruit ornaments (pears, apples, grapes, watermelons).
Activity process
First, import
"Today, a few small guests came to our class. who is it? Now, ask them to come out and meet you. "
1. Teachers show pictures of apples, pears, grapes, watermelons and other fruits one by one (uncolored side), and guide children to tell what fruits they are.
2. "Look carefully, do they have colors?" (no)
Please tell the children what color the apple is. If it is right, the teacher will turn the picture over, that is, the red apple.
4. In the same way, let the children talk about the colors of other fruits. If they are right, the teacher will turn over the pictures of these fruits, namely yellow pears, purple grapes and green watermelons.
Second, make up the children's song "Fruit Song"
The teacher asked the children to make up children's songs according to the color of the fruit.
1, weaving apples.
The teacher first made a sentence: What fruit is red? Inspire children to make up the second sentence: the apple is red. Tell the child to connect a sentence made up by the teacher with a sentence made up by the child, and the children's song will be compiled.
2. Weave pears.
The first sentence was made up by the teacher: What fruit is yellow? Inspire children to say "pears are yellow."
Step 3 weave grapes.
"Now we weave grapes. Who will fill in the first sentence? " Let a capable child make up the first sentence: What fruit is purple? Let's make up the second sentence: grapes are purple.
4. Ask the children to read children's songs together.
What fruit is red? Apples, apples are red. What fruit is yellow? pear Pears are yellow. What fruit is purple? Grapes are purple.
5. "The children's songs are really nice. Now let's weave watermelons. Who will make up two sentences at once? "
Let the children imitate the previous sentence patterns and make up one by themselves: What fruit is green? Watermelon Watermelon is green.
6. Let the children try to read children's songs together.
7. Read it again in groups. You can act while reading.
Third, the game: fruit song.
Please put on fruit ornaments and practice nursery rhymes. For example, the teacher (or individual children) asks, "What fruit is red?" The child wearing apple ornaments stood up and said, "The apple is red." Children wearing other ornaments are not allowed to stand.
Fourth, encourage children to put other fruits into children's songs and read them to their parents after they go home.
Regional setting and organization of daily activities
Put pictures of other fruits in the language activity area to guide children to create fruit songs for them.
Communication plan with parents
Parents can let their children know more about fruits and their colors and make them into children's songs. Parents are advised to invite their neighbors' children to participate in the creation, experience the happiness of success and enhance the friendship between children.
Attached children's songs
Song of fruit
What fruit is red?
Apples, apples are red.
What fruit is yellow?
pear Pears are yellow.
What fruit is purple?
Grapes are purple.
What fruit is green?
Watermelon Watermelon is green.
Teaching plan of small class open class in kindergarten II
Design intent
It has been mentioned many times in the outline that it is necessary to stimulate interest, experience aesthetic pleasure and reflect a sense of accomplishment through artistic activities. Children's performance of artistic activities is often emotional, and often stays at the level of "fun" and "I like it". This interest is easy to transfer and fluctuate. Therefore, stimulating interest needs to run through.
Small class children's thinking is in the transition period from intuitive action thinking to concrete image thinking. Their emotions are exposed, unstable and full of great emotions. The characteristic of their study is that they only care about the process of activities and don't care about the results of activities. Therefore, teaching activities in small classes should pay more attention to gamification and contextualization, and emphasize that children can have fun, learn from each other and develop in happy, relaxed and free games. Because interest is a strong psychological factor in children's learning activities, once children are interested in learning, they can spontaneously point their psychological activities at the learning object to achieve better efficiency.
Teaching objectives:
1, like to participate in art activities.
2, you can boldly choose color printing, showing large and small circles and bubbles.
3. Experience the loneliness and happiness of fish.
Teaching preparation:
1, large-scale marine background map.
2, each child tropical fish (chest ornaments), 4 bottle caps of different sizes, rags.
3. Prepared gouache in four colors: red, yellow, green and purple.
Teaching process:
1, "Fish Friends"
A, children follow the music of "Fish Good Friends" to do the action of small fish swimming into the classroom.
B, the children sit down in front of a large ocean background map in turn.
Teacher: Look who this is, children. Show a picture of a fish.
Teacher: I am a lonely fish, swimming around in the sea alone, with no friends. Alas! (Playing music accompaniment)
Teacher's question: What happened to the fish? It is lonely and has no friends.
Teacher: Will you help me? Would you like to be friends with me? (willing)
Teacher: Take off the fish, stick it on the ocean map, and make friends with the little fish.
2, lead to the topic
Teacher: I have so many friends now. I am so happy that I want to spit bubbles. Please spit bubbles with me.
Question: Do you know what shape a bubble is? (round)
Teacher: I brought a lot of things today. Look at the shapes of these things carefully. Let children think about how to draw bubbles with these things.
B, the teacher demonstrated printing with bottle caps. Remind children to pay attention to the fact that each item can only use one color in the printing process, and if you want to use other colors, take another cup.
C, encourage children to choose round materials to print bubbles as much as possible.
D. Remind children to freely choose bottle caps and bubbles printed with pigments along with music.
3. Appreciate children's works.
-Ask individual children to talk about the bubbles printed in front of them and what color their bubbles are.
4. The last part
-Children and teachers swim out of the classroom with the music of Fish Friends.
Teaching analysis:
Children are used to using watercolor pens and oil pastels in their usual art activities. I designed this activity in order to let children master some special painting methods. The purpose of this activity is not only to learn a new painting method and cultivate children's interest in art, but also to let children participate in the layout of the class environment and improve the consciousness of every child with a small class teacher.
The introduction at the beginning of the activity created a good environment for the children, so that the children could feel the loneliness of the fish and have the idea of helping the little fish and making friends with them. The children scrambled to put their little fish on the background picture, and pictures of beautiful fish appeared in front of them, and the children were very happy. Next, the topic was introduced and the teacher demonstrated, which stimulated the children's interest in hands-on operation. The printing effect is so beautiful that all the children want to try it. The children experienced the happiness of the fish in the hands-on operation. When evaluating children's works, give affirmation and improve their enthusiasm.
Kindergarten small class open class teaching plan 3
Design concept:
When I saw the interesting and imaginative prose poem "Taking East and West", I couldn't wait to tell it to the children in my class. Poetry extends from one's own collection to others' collection, and then to nature, ending with the mother's collection, which not only permeates maternal love, but also narrows the distance between literary works and children's life experience, providing space for children to understand, imitate and create.
In autumn, children often pick up small leaves, petals, seeds, roots and even pebbles that fall in the yard during outdoor activities. Hold it in your hand as if you had found a baby. Liang Dong, who is unremarkable in the eyes of adults, is particularly attractive to children. They also apply sentences from prose poems-this is their collection of works. I think, since children like to pick up natural things so much, why not satisfy them and let them collect the natural things they have picked up? In picking up and playing games, I found that children are not clear about the concepts of points and classes. Therefore, children's collection is a good opportunity to accumulate classification experience and cultivate counting ability.
Activity objectives:
1, use literary works to stimulate children's interest in collection.
2. Use the natural objects collected by children to cultivate their ability to count and classify.
Activity preparation:
1. Appreciate the prose Tao "Take the East and Take the West".
2, natural objects in autumn, envelopes, big white paper, small baskets, etc.
Activity flow:
1, to stimulate children's interest in picking up various natural objects.
Teacher: Children can collect many treasures from nature in the yard every day. Teacher Yin sent a small envelope to everyone. Please put the treasure in an envelope and see who collects more treasures and looks different. Children's optional envelopes.
2. Go outdoors to guide children to pick up all kinds of natural objects.
Teacher: What have you collected? What kind is the most? Can you collect anything else?
Teacher: You found so many leaves. Can you collect other treasures?
Teacher: What treasures do you have? Where did you find it?
3. Go back to the classroom and guide the children to classify the collected treasures.
Teacher: Your collection is really rich. Teacher Yin gave each child a piece of white paper from Zhang greatly. Pour all your treasures on white paper and see if your treasures are the same. Let's put them together.
Teacher: What have you collected?
Child: I collect many kinds of leaves.
Teacher: They are all leaves. What kind of leaves do they have?
Children: There are many kinds of poplar leaves, such as small fan leaves and small hands.
Teacher: What leaf is this?
Child: Poplar leaves.
Teacher: Can you pick out the same leaves as this one and put them together?
Child: I found two different names.
Teacher: What do you have?
Child: Petals, grass, leaves, and … I can't count them. I'll put them together and count them.
Teacher: Yes, let's put the same ones together and count them.
Child: I found five treasures.
Child: Teacher, I divided 1 1 species myself.
Teacher: How do you know? Shall we share it together?
Children: flowers and seeds are put together, branches are put together ... I found four things. Found 1 1 walnut leaves, I thought it was 1 1 something.
Child: I collected 8 kinds of things. Branches are one kind, but there are poplar branches and paulownia branches, and leaves are one kind. There are also many kinds of leaves.
Teacher: You can also divide many into two kinds, right?
Child: Because they are not branches and leaves on the tree. ...
4. Use collective classification to help children define the concept of class more clearly.
The teacher took one from each category collected by the children and put it in a different big basket. The children are looking for homes for them with their secret treasures.
Teacher: Please put your own classified collection in its home page for all of us to have a look.
Class children * * * collected several treasures.
We collected a lot of treasures today, and we can also collect what the children found on their way home and in the small park and play games with them.
Activity expansion:
1, tired children use their brains to come up with all kinds of games, such as whose leaf necklace is longer, spelling pictures of leaves, arranging the length of branches, decorating pictures and so on.
2. Family cooperation stimulates children's interest in collecting things they like, such as books.
Kindergarten small class open class teaching plan 4
Teaching objectives:
(1) Identify objects and find features.
(2) The ratio of two identical objects.
(3) Being able to classify objects by size and experience the fun of mathematical activities.
Teaching preparation:
(1) Bear, paper box, plasticine, car, basketball, rain (same appearance, different sizes).
② A paper box (magic box).
③ Small class children's books 10, 19 pages.
Teaching focus:
Classify objects according to their size.
Teaching difficulties:
Can accurately name items and find features.
Teaching process:
First, import
(1) Be a magician.
Teacher: "Today, Miss Li wants to be a magician and take the children in Beibei class to see the magical world. Do the children want to go? "
Child: "Think!"
Create situations to attract children's attention.
(2) magic.
Teacher: "OK, let's see what this is, children."
Children: "box"
Teacher: "it's not an ordinary box, it can make many good things!" " Do the children want to see what it can change? "
Child: "Think!"
Teacher: "ok, now let the children change with the teacher!" "
Stimulate children's interest and curiosity in participating in activities.
Second, recognize and find the characteristics.
Teacher: "magic box, magic box."
Teachers and students: "change, change, change."
(Show items one by one)
Teacher: "Look, what have we changed?"
Child: "Bear, paper box, plasticine ..."
Teacher: "How many children are there?"
Young children: "two."
Teacher: "Oh! Two. Do they look the same? " (Compare the same items)
Child: "The same." With some obvious features, such as color. )
Teacher: "Do the children see any difference between them?"
Young children: "One is big and the other is small."
Teacher: "Ah! The children in our Beibei class are all great. Can the child still tell the teacher who is older and younger? "
Children: "Yes"
Teacher: "OK, now Miss Li asks a child to come up and give the teacher a finger, ok?" (Children raise their hands and ask a child to come forward)
Teacher: "OK, thank you. Please sit back."
Teacher: "I just told the teacher that it is (big) and it is (small)." (The teacher lifts a big object first, then a small one)
Teachers guide children and let them discover their own characteristics.
Third, items are classified by size.
Teacher: "Just now, all the children knew these things, and they also knew which one was bigger and which one was smaller, right?"
Children: "Yes"
Teacher: "but the teachers are all on this table." Let's see if they are neatly arranged like this. "
Young children: "untidy."
Teacher: "So children think about how we put it, and they become neat?"
Use children's brains to make them think.
Child: "Open separately."
Teacher: "alas! By the way, the child is really smart. "
Teacher: "Now let's see what the teacher is holding."
Child: "Paper box." (Showing a large paper box and a small paper box)
Teacher: "They are ... a (big) and a (small)"
Teacher: "Hey! I saw something in it. Guess what this is, children? "
Children can guess freely, which stimulates their imagination.
Teacher: "Oh! It turned out to be word baby! "
Teacher: "Let's see if the word baby is in a big carton or a small carton?"
Child: "In the big paper box."
Teacher: "So this word baby is the same as this paper box."
Teacher: "Come on, repeat after the teacher: big, big, big."
Young children: "big, big, big."
Teacher: "What does this word read?"
Young children: "big."
Teacher: "The teacher also saw a word baby in this small paper box. Guess what word the baby found in this paper box? "
Teacher: "Small, small, small."
Child: "Small, small, small."
Teacher: "Do you remember, children?"
Child: "I remember."
Teacher: "well, now the teacher asks the children to classify." Will you put large items in large cartons and small items in small cartons? "
Child: "Good."
Let the children stand up and operate independently to stimulate their hands-on ability.
Four. abstract
Teacher: "Look, is this desk tidy now?"
Child: "Neat."
Teacher: "Why is it neat?"
Teachers and students: "Because children are classified, they become neat."
Teacher: "Thank you, children."
Child: "You're welcome."
Teacher: "today, the topic of our lesson is called size classification." Because children separate large items from small items and put them in boxes of different sizes, it is called size classification. Come on, tell the teacher-"size classification. "
Children: "size classification"
Teaching expansion:
Teacher: "ok, now the teacher asks the children and the teacher to classify these items in the book together, ok?"
Children: "Good"
Give each child a children's book and click on page 19.
Teaching plan of small class open class in kindergarten 5
Activity objectives:
1. Learn the neighboring number of 4 by operating learning tools and watching courseware, and cultivate children's interest in neighboring numbers.
2. Cultivate children's initial thinking and reasoning ability.
3. Learn the adjacent number of 4 to further understand the relationship between two adjacent numbers: greater than 1 less than 1, and know that the adjacent numbers of 4 are 3 and 5.
Difficult analysis:
Key points: 3 to 4, 1 less, 5 to 4, 1 more. The adjacent numbers of 4 are 3 and 5. Difficulties: clearly express the comparison results in language.
Activity mode: collective and individual
Activity preparation:
Knowledge: I learned the adjacent number of 3 and got a preliminary understanding of the relationship between two adjacent numbers: greater than 1 less than 1. Materials: Teaching AIDS: Courseware: two slides, some digital brooches.
Learning tools: 3 blue flowers, 4 yellow flowers and 5 red flowers per person. A set of digital cards for each person; Activity flow:
First, import:
In order to invite children to watch the performance and stimulate their interest in learning.
The content of the performance is: a child plays with the number "4" and comes to the child with tears and asks the child to help him find a friend.
Second, expand:
1. The teacher guides the children to play the "flowering" game, and observes and compares the relationships among the numbers 3, 4 and 5.
(1) Teacher's guidance, children's operation, compare the relationship between 3 and 4.
Spring has come and the flowers in the garden are in full bloom. There are three blue flowers in the garden. After today, there are four yellow flowers. Let children find their digital friends. Q: "Who has more blue flowers and less yellow flowers? How many fewer blue flowers are there than yellow ones? How much is 3 less than 4? " Do you know who is 4' s good friend through the game? Because 3 is smaller than 4 1, 4' s good friend is 3.
(2) In the same way, guide children to compare the relationship between 4 and 5.
There are five red flowers in the garden. Please find a digital friend for it! Guide the children to compare and get the answer that 5 is greater than 4, 1, and another good friend of 4 is 5.
(3) Teacher's summary: Just now, all of us did a good thing together and found a good friend for the number 4. They are 3 and 5, that is to say, 4' s good friends are 3 and 5.
2. The teacher plays the courseware to verify the children's operation results.
(1) On the first slide, there are more than three blue flowers, four yellow flowers and the numbers 3 and 4 on the screen. Guide the children to compare that 3 is less than 4 and 1, and 4' s good friend is 3.
Continue to play: five red flowers and the number 5 will be displayed on the screen to guide the comparison and draw a conclusion. Five is more than four. 1 4' s good friend is.
(2) The second slide shows the numbers 3, 4 and 5. Please take the number "4" to the stage and ask, "Have you found a friend with the number 4? What is it? " The children come to the conclusion together: 4' s good friends are 3 and 5.
3, the game: "find friends" to consolidate.
How to play: Each child wears a number (3, 4, 5) badge, and the child wearing the number 4 is a friend seeker. When the music stops, each child finds two friends, one is the number 3 and the other is the number 5. Congratulations on finding the right one. The game can be played repeatedly.
Third, the end:
Organize children to pack up their school tools and finish class naturally.
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