Pre-school education teaching plan design intention1;
In the large class mathematics curriculum plan, "knowing the clock" is one of the learning contents of children. Children in large classes have a preliminary understanding of the concept of time, but it is not comprehensive enough. The daily life and study of large class children are tense and follow the law of time. Children know the importance of the clock (watch) in our life. By understanding the clock, they know the running rules of the hour hand, the minute hand and the second hand, and know the hour and the half hour on the clock, they know that time is equal to each of us. So as to educate children to cherish time and form a good habit of living and studying on time.
Teaching objectives:
1, through activities, guide children to know the clock, the names and characteristics of the hour hand, the minute hand and the second hand, and initially understand the operating rules of the hour hand, the minute hand and the second hand.
2. Teach children to know the whole hour and half an hour.
3. In the activity, stimulate children's interest in observing things around them and exploring problems.
4. Through activities, educate children to cherish time and form a good habit of studying and living on time.
Teaching focus:
Know the whole hour and half an hour; Experience the connection between life and mathematics.
Teaching difficulties:
The law of hour hand and half hour hand.
Teaching preparation:
A real big wall clock, a homemade frog clock (with tortoise and rabbit patterns on the needle tips of the hour hand and the minute hand respectively), a small alarm clock for children's hands, and six daily pictures of children.
Teaching process:
First, situational introduction
1, Introduction to Fairy Tales:
One morning, in a beautiful country, a beautiful cock got up. It jumped high and shouted "whoa whoa whoa". People get up quickly, mom starts to cook breakfast, children go to school and dad goes to work in the fields. ......
Step 2 ask questions:
(1) What does the rooster crow for?
What time do you get up every morning?
(3) How do you wake up every day?
(So-and-so called, woke up, the alarm clock rang, looked at the mobile phone (watch), and others ...)
3. The dialogue reveals this topic:
You are all good children who can get up on time and not be late for school. It is worth learning from all of us. How do adults know the time? Use an alarm clock and a watch to know the time. Children are willing to know the time by recognizing the clock and the watch, and they can get up on time by themselves, and they have become the little masters of time! (willing! In this lesson, let's "know the clock" together.
Second, explore independently (1) a preliminary understanding of the clock face.
1. Show me the real big wall clock: What's its name? Please think about it. What other clocks and watches have you seen? What is this clock for?
2. Show the homemade frog wall clock: Guide the children to observe what is on the clock face? (No.1-12 with three needles).
3. Help children know the names, characteristics and operating rules of the second hand, the minute hand and the hour hand with the story of the race between the tortoise and the rabbit: this thinnest and longest hand is called the second hand, and it walks very fast. It takes 60 seconds to walk once, which is also one minute. ; This slender needle is called minute hand. It walks as fast as a rabbit. It takes one minute for each square and one hour for each circle (the teacher demonstrates setting the clock while explaining). This stubby pointer is called an hour hand. It walks as slowly as a tortoise. It walked for an hour.
(2) I know for half an hour.
1, the teacher teaches children to know the whole hour and half hour by setting the clock and explaining: when the minute hand points to 12, the hour hand points to the number, which is exactly what time (the teacher sets the pointer and the child tells the correct time); When the minute hand points to the number 6 and the hour hand points to the number, it is 5: 30 (the teacher says the time, and individual children dial their hands).
2. Practice several times.
3. Show children's daily pictures and talk about my day: consolidate my understanding of the whole hour and a half.
4. Game: "What time is it, Lao Lang": Children have a small alarm clock, and operate the dial clock as required. The teacher plays the wolf and the child plays the lamb. The child asked: What time is it, Lao Lang? Teacher: What time? The child immediately marked the corresponding time on the clock face, and the old wolf looked at it. I found the timing was wrong and ate the mutton. Play the game so repeatedly.
Third, cherish time. We already know that the second hand takes a lap for one minute, which is 60 seconds. So how long is a minute? Let's feel how long the next minute is (let the children listen to the alarm clock for 60 seconds and count to 60 gently), knowing that 60 seconds (that is, one minute) will pass quickly. Time will not go backwards, nor will it stop, it will only keep moving forward, so we should cherish time, study hard, live well and cherish life.
Pre-school Education Teaching Plan 2 Activity Objectives:
1, observe the characteristics of peanuts and understand their uses.
2. Record the situation of peeling peanuts and learn simple statistical data methods.
3. Experience the fun of the activity.
Activity preparation:
1, 10 peanuts, a snack plate and a small bowl, and a record sheet.
2. Some peanut food.
Activity flow:
First, observe the shape of peanuts.
1, imported by guessing: children like to guess. Today, the teacher brought a riddle to the children. Please guess, little ears. "Hemp room, red curtains, a white fat man sleeping in it" Who guessed?
2. How do you know? Ask the children to explain the riddle. Let's see, where are the peanut shells? What about inside? After opening it, what's inside? Learn about peanuts (understand the shape characteristics of peanuts)
Second, peel peanuts.
1, great kid. They can not only guess the riddle, but also tell the reason. Is there a peanut kernel in every peanut? Then guess how many peanuts are there in this peanut? (Children guess) Is that right? How can we know? (Peel it off and have a look)
Do you know how many peanuts are in the peanut? Now we are recording while peeling peanuts. How do we remember? This is a record sheet with two rows of squares on it. This line tells you how many times to peel peanuts 10, and the next line tells you how many peanuts to fill. Peel two peanuts for the first time, with two in the first grid and three in the second grid. Where did you write it? Ok, children should peel it once until it is finished, and put the peeled shell in the middle basin. You can't eat it while peeling!
3. Let the children peel peanuts and record them while peeling.
4, the teacher tour guidance, remind children to record the peeling results.
5. Encourage undressed children to talk about the game results.
6. Statistical data.
Children, have you peeled all the peanuts? Can you tell us the recorded results?
A. Today, children are really smart. They can not only peel peanuts, but also record the number of peanuts. They know that a peanut has 1 grain, 2 grains and 3 grains. How many peanuts are there in each of the 10 peanuts you peeled? Let's count them, shall we? You see, the teacher peeled 10 peanuts, too, and I wrote it down. Let's see, how many times have I peeled 1 peanuts? Where did you write it? You peeled peanuts twice? How to remember? How many times are there 3 or 4? Where did you write it?
B. Summary: Ok, now I have counted the peanuts I peeled.
C. Do children also count their own records? Let the children have a try and see what kind of peanuts you count.
D, children's statistics, teacher guidance.
E. communication: what is the result of your statistics? Who would like to introduce you? How many peanuts are the most? (Children tell) Who else wants to talk about it?
F, what about you, other children? Tell your parents about your records. Tell him, what kind of peanuts do you have best? (Low-level communication)
Third, understand the use of peanuts.
1, great kid. According to statistics, two peanuts were found to be the most. What is the use of peanuts?
2. Summary: The child speaks very well. Peanut kernels can be eaten and used to extract oil. Are its shell and clothes useful? Let's hear what Peanut himself has to say!
3. It turns out that peanuts are so capable that they are all treasures. Do you remember?
Fourth, share activities.
Today, we played the peanut game, and we learned a lot about peanuts. Now let's try the peanuts we peeled ourselves. Children share peanuts.
Kindergarten Preschool Education Teaching Plan 3 Activity Objectives
1, continue to draw in the right way with a pen, and draw lines and edges with the center as much as possible.
2. Learn to use plane painting to represent colorful rooms in the outline outlined by ink lines.
3. Feel the richness of colors and lines, and like to paint with a brush.
Activities to be prepared
Tool materials of Chinese painting.
Activity process
1, set up situational guidance activities to guide children to carefully observe the teacher's use of wingers.
(1) The teacher demonstrated the side-front smear, and the children carefully observed it.
Teacher: The Brush family is going to build a house. Let's see how it is constructed (see "Textbook").
● Teachers use anthropomorphic methods to introduce situations and link the creative process with situations. This teaching strategy is easy to stimulate children's interest.
(2) Guide children to experience the different feelings of cold and warm colors.
Teacher: The house is finished. How do these rooms with different colors make you feel?
2. Children try to create.
Teacher: If you are asked to build a house with colored rooms, what color rooms do you want to design and how to build the house?
3, show children's works, group appreciation and evaluation.
Teacher: Who will tell us about the colorful rooms you painted? Why do you design these colors? How did you draw it?
● Focus on the evaluation of children's feelings and imagination of color, as well as their mastery of the two pen-lifting methods of center and wing.
Comment and analysis
The basic exercises of center and winger can be divided into two categories. This activity is a class and another class. You can separate the pictures with crossed straight lines. Children can find small fish composed of two triangles in the net pattern composed of straight lines, color the small fish with the side front, point the fish's eyes and play while painting.
Teaching materials:
The Brush family built a house.
Mother with a brush stood and walked, building a wall as she walked. (The center draws lines on the paper at will, pay attention to the intersection between lines) The wall is built! There are many large and small rooms on the paper! Brush dad wants to paint these rooms: brush dad with red paint, put on the clothes in the palette (licking the pen), lie down (sideways) and paint this room red, then put on different clothes (different colors) and paint it again ... (You can dye all the rooms that want to be dyed red at once, and be careful not to dye the same color in two adjacent rooms).
Pre-school Education Teaching Plan 4 Activity Objectives:
1, I am willing to play with my favorite toys, and I don't monopolize and compete for toys.
2. In the process of playing, learn how to take turns, play together and communicate.
Experience the joy and fun of playing with toys with your companions.
Activity preparation: fun new toys and children's books.
Activity flow:
1, create a scene to let children understand that toys are for everyone to play with, not exclusive or competitive.
(1) Show new toys, arouse children's interest, let children play with toys and let teachers observe.
(2) In view of the contradiction between children in the activity, guide the children to discuss, and feel that monopolizing and competing for toys will bring unhappiness.
2. Encourage children to play with others, share toys and explore ways to play together.
(1) Inspire children to find a way: everyone wants to play with a toy and have fun. How can they play with it?
Take turns to play: you play first, then he plays, and then I play exchange.
(2) Listening to stories and further feeling the emotional experience of taking turns to play can make everyone happy.
The teacher asked: What did Xiaolong do at first? And; What did you do after that? Why did Xiaolong live so well?
(3) Miss: Everyone likes to play with fun toys. You play, I play, we don't argue. Everyone is very happy.
3. Guide the children to read children's books and talk about: How do the children on the other side play with toys? Who do you like? Why? Please tick the circle for children who will play with toys.
Children play with toys, encourage them to take turns to play with common sense, and experience the different feelings of playing alone and playing with others by means of communication.
Pre-school Education Teaching Plan 5 Activity Objectives:
1. By comparing the photos of stars and comics, we can understand the exaggeration and deformation techniques of comics.
2. Observe your own characteristics carefully and learn to draw a cartoon with exaggerated and distorted drawing.
Activity preparation: cartoon characters, small mirrors, markers.
Teaching process:
Introduce the topic first, and guide the children to carefully observe the difference between photos and cartoons.
1. Show the cartoon characters that children are familiar with and guide them to observe.
Question: What do you think of their portraits? What's the difference between a portrait and a portrait at ordinary times?
2. Teacher's summary: These are cartoon images that make people want to laugh and leave a deep impression.
Second, through observation and comparison, analyze the difference between character photos and cartoons, and find out the characteristics of cartoons. 1. Guide children to observe photos and cartoons again.
Question: Let's look at the photos of these characters first, and then at their cartoons. Can you find out the characteristics of comics? Children can discuss with each other first.
2. Teacher's summary: Comics are characterized by exaggerating and distorting the shapes and expressions of characters. Show the most distinctive features of the characters.
Third, children further understand the expression of comics.
1. Let the children observe the teacher's five senses and say what is the most special place. If you draw, which part will you exaggerate?
2. The teacher told the children to grasp the outstanding characteristics, start with the whole, don't draw a small part, and ask individual children to demonstrate.
Fourth, find out the features of your face by looking at yourself in the mirror.
1. Teacher: Let's draw a cartoon of ourselves today.
2. Take out the mirror and look at yourself. It can also let children discover each other's characteristics.
Draw a cartoon for yourself and experience the fun of creation.
Sixth, show the works and guide children to appreciate and communicate with each other.