Teaching plan for the kindergarten class

In the education of small classes in kindergarten, there were some problems with praise that needed to be reflected on. ** 1. Problems ** 1. ** Praise is always exaggerated ** - Many teachers 'praise for children after answering questions was often limited to words such as " good job,"" you're great,"" you're really smart,"" very good,"" really amazing," and so on. In some classes, although the children would clap their hands and say," So-and-so, you're great." However, this kind of praise was not from the bottom of their hearts. It lacked sincerity and did not play the role of evaluation. 2. ** Exaggerated praise frequently ** - For example, some children did not sit down after answering questions because they did not receive praise from the teacher. This meant that this kind of aimless, shallow, and low-effect empty praise made the children who often received praise not think much of it. This kind of praise could only give the child a temporary and superficial sense of satisfaction. It could also easily cause emotional fluctuations in the child, which would affect the normal development of subsequent activities. ** 2. Reflection on the strategy of reasonable praise ** 1. ** Focus on the learning process and focus on the child's efforts ** - Due to their young age, children lacked the ability to understand and evaluate their own science. Therefore, the teacher's praise should focus on the child's efforts to achieve results. For example, they would say," You're improving so fast,"" Good answer, good luck,"" You've used your brain, this answer is different from others,"" Today, a certain child can sit down and listen to the class, work harder," and so on. This kind of clear guidance would not make the child proud and complacent, but it could also let other peers understand the meaning of the role model, so that the child would realize that his own efforts were recognized and praised, thus increasing the enthusiasm of the child to participate in activities in the future. 2. ** It is specific and has guiding value, focusing on the direction of children's efforts ** - Praise was not the ultimate goal, but to promote the sustainable development of young children. The teacher's praise should be specific and provide a direction for the child to work hard, not simple generalizations. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

Teaching plan topic: swallows Target: Through the experiment to observe the behavior of swallows, train children's ability to observe the natural world and stimulate children's curiosity and desire to explore. Material preparation: - Swallow picture or model - string - plastic box - scissors - pigment - water Teaching process: 1. Introduction of swallows: introduce the characteristics and living habits of swallows to children to arouse their interest. 2. Prepare the materials: fix the swallow model on the plastic box and divide the plastic box into four areas with a string. In each area, place a different type of swallow. 3. Observe swallows: Guide children to observe the appearance characteristics of different types of swallows, such as color, size, shape, etc., to help children understand the differences between swallows. 4. Experimental operation: Put the swallows in different areas to guide the children to observe the activities and behavior of the swallows. - Swallows would fly between different areas and look for food. - Swallows would stay in certain areas for a long time as if they were thinking or resting. - The swallows would jump and roll between different areas as if they were dancing. 5. Summing up: Guide the child to summarize the observation results and answer questions about swallows. For example, what do swallows eat? How do swallows fly? Wait a minute. 6. Outreach activities: Guide children to further explore, such as making swallows and observing insects, to help children consolidate their ability to observe the natural world and their desire to explore. Teaching Reflection: - Guide children to carry out experimental operations to stimulate their curiosity and desire to explore. - To help children understand the characteristics and behaviors of different kinds of swallows, and to cultivate children's observation ability and inquiry spirit. - Guide children to carry out activities to consolidate their observation and understanding of the natural world.

An example of the science activity lesson plan for the kindergarten middle class is as follows: Title: Exploring Nature Target: 1. Help children understand various things and phenomena in nature and cultivate interest and curiosity towards nature. 2. Cultivate children's hands-on ability and observation ability to promote their understanding and exploration of scientific phenomena. 3. Cultivate children's cooperative spirit and promote their social development. Prepare: All kinds of objects in nature such as stones, leaves, flowers, animals, etc. 2. Paints, brushes, and labels of various colors. 3. Teaching aid: tape recorder, small plate, small spoon, small cup, small bucket, etc. Event process: 1. Observe all kinds of things and phenomena in nature and record them in the observation notebook. 2. Make observation cards to record the things and phenomena you observe. 3. To organize group activities and let the children cooperate in making small experiments such as drawing with paint, making small ornaments, etc. 4. The observation group shared their own feelings and discoveries about the experiment results. 5. Sharing research results. Let the children tell stories about their exploration of things and phenomena in nature. 6. Review the event and summarize the lessons to prepare for the next event. Note: 1. During the activity, guide the child to maintain curiosity and continue to explore and observe things and phenomena. During the activity, you should pay attention to the safety of the children, such as avoiding using dangerous materials for experiments. 3. After the activity, the children should be organized to summarize and reflect to help them find their shortcomings and encourage them to continue to explore and learn.

The following is a teaching plan for the parent-child class of the Chinese Valentine's Day activity in kindergarten: ##1. Activity Target 1. To enhance the relationship between parents and children, so that parents and children can interact and cooperate in activities to deepen each other's intimacy. 2. Let the children understand the basic knowledge of Qixi Festival and feel the atmosphere of the traditional festival. 3. Through the interaction in the activity, the child's ability to express himself, his hands-on ability, and social skills were cultivated. ##2. Event preparation 1. Send a notice to the parents in advance, informing them of the time, location, and content of the event, and inviting parents and children to participate together. 2. Prepare stories, pictures, or videos related to the Qixi Festival. 3. Handmade materials, such as colored paper, scissors, glue, colored pens, etc., were used to make handmade works with the theme of Qixi. 4. Small prizes, such as posters and small toys, were used to reward children and families who were active in the event. ##3. Activity ###(1) Activity import (10 minutes) 1. The teacher welcomed the parents and children and briefly introduced the theme and purpose of the activity. 2. Play a short animated video or show related pictures about the Qixi Festival to bring up the topic of Qixi Festival. Then, he asked the children questions, such as,"Children, do you know what festival this is?" Guide the child to think and answer. ###(2) Chinese Valentine's Day Knowledge Explanation (15 minutes) 1. The teacher would tell the story of the Qixi Festival. He could briefly tell the legend of the Cowherd and the Weaver Girl to let the children understand the origin of the Qixi Festival. 2. He introduced some of the customs of the Qixi Festival, such as begging for cleverness, and explained the meaning of these customs in easy-to-understand language. For example, telling children to beg for cleverness meant that girls prayed to the Weaver Girl in the sky to become clever. ###(3) Parent-child interaction (25 minutes) 1. Parent-child handmade - Handing out handmade materials such as colored paper, scissors, glue, etc. - The teacher will demonstrate how to make a simple Chinese Valentine's Day themed artwork, such as a heart or a magpie (representing the magpie bridge). - Parents and children can create their own handmade works together to encourage children to be creative and add their own ideas to the work, such as writing blessings to their families. 2. Parent-child dialogue session - The teacher guided the children and parents to have a dialogue and interaction. For example, let the child say to the parents,"Dad, Mom, I love you, just like the cowherd and the Weaver Girl will always be together." Then, the parents would respond and express their love for the child. ###(4) Game segment (20 minutes) 1. a game of begging for cleverness - The parents and children were divided into several groups. - He placed some small beads and colored threads in front of each group. - After the game began, the children and parents cooperated to see which group wore the most beads within a specified time, just like how ancient girls played the game. This game could train the child's fine hand movements and the ability to cooperate between parents and children. 2. Magpie Bridge relay - Prepare some small obstacles and set up a starting point and an ending point. - The children and parents took turns. The children started from the starting point, crossed the obstacles to reach the end, and the parents started back to the starting point, just like the cowherd and the Weaver Girl meeting across the magpie bridge. This game mainly tested the tacit understanding and physical coordination between parents and children. ###(5) Activity summary and sharing (10 minutes) 1. Each family would display their own handmade works and share their feelings and experiences during the event. 2. The teacher summarized the activity, praised the children and families who were active and creative in the activity, and awarded small prizes. ##IV. Reflection on the Event 1. ** Success ** - The parent-child interaction was very effective. Throughout the entire activity, parents and children were actively involved in all aspects. The handmade segment promoted the collaboration between parents and children, the dialogue segment enhanced emotional communication, and the game segment allowed the tacit understanding between parents and children to be well trained. - The content of the event was moderate in difficulty. For the children in the middle class, the knowledge of the Qixi Festival combined with stories, pictures, and other forms could make them better understand. The hand-made and game segments also matched their age characteristics and ability level. It was challenging, but it would not make the children feel too difficult and lose interest. - The festive atmosphere was better. Through videos, stories, hand-made products, games, and other means, the children could feel the traditional atmosphere of Qixi Festival and have a more intuitive understanding of traditional festivals. 2. ** Inadequacies ** - There were some small problems with the timing of the event. Some families spent a lot of time in the hand-made segment, which led to a little tight time in the later game segments. Some games could not be fully experienced by children. In future activities, he needed to estimate the time needed for each segment more accurately and adjust it flexibly during the activity. - In terms of organizing activities, although most children and parents could actively participate, there were still a few children who were shy or too dependent on their parents and did not fully display their initiative. The teachers 'attention and guidance to these children during the activities needed to be further strengthened. - The space arrangement of the event could be optimized. In the game segment, due to limited space, some groups would interfere with each other during the game, affecting the smooth progress of the game. The next event needed to be planned in advance to ensure that every segment could be carried out smoothly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for the art class in kindergarten: ** 1. Teaching objectives ** 1. Cultivate children's perception of music, such as feeling the melody of a 2/4 beat song. 2. To stimulate the children's spirit of exploration and experience the fun of playing with self-made instruments. 3. Children are encouraged to boldly express the content and emotions of the song. They are willing to sing in a natural and coherent voice under the guidance of the teacher and participate in music activities happily. ** 2. Teaching preparation ** 1. You can choose to prepare a star picture for the import phase. 2. Make 10 plastic bottles and sand balls (You can also ask your child to bring back cans, fruit milk bottles, empty plastic bottles, chopsticks, bowls, sand, beans, and other materials from home to make musical instruments). 3. Make sure the parents are familiar with the song Twinkle T 4. Arrange for the teacher to play the piano. 5. Prepare seven identical glasses, two chopsticks, and an appropriate amount of water (for another teaching method). ** 3. Teaching process ** #(I) Introduction 1. The teacher sang a song (such as a "greeting song") and clapped to signal the parents to take the baby to sit in a semicircle, guiding the baby to clap together to create a relaxed classroom atmosphere. 2. Show the pictures of the stars and create a scene: "Today, the stars are playing games with us. Sister and mother are singing. The babies are clapping. Let's perform 'Little Stars' together." #(II) Musical Instrument Experience 1. The teacher took out the maracas."To make the performance better, look, the teacher brought the maracas. The babies can use the sand ball as an accompaniment instrument." Parents encouraged the baby to bravely go forward and take it. 2. During the first activity, the parent would help the baby hold the sand ball with his right hand and shake the rhythm with his left hand on the baby's leg; during the second and third activities, the parent would only need to beat the rhythm with his left hand on the baby's leg. #(3) Exploration and creation of musical instruments (can replace the sand ball segment or be used as an extension) 1. The teacher played a beautiful piece of music and asked the child,"This piece is nice. What if I want to play it but don't have any instruments?" Guide children to actively think about how to make musical instruments. Try to use different items to knock, such as cans, fruit milk bottles, etc., to explore which two things sound better. 2. Ask the children to think about whether the knocking effect of different things in the bottle (such as beans, sand, etc.) is the same, then divide them into groups (such as beans group, sand group, etc.) to carry out the experiment, and finally let the children share the different sound effects. 3. Or they could use the method of filling water in glasses. First, let the children count seven glasses placed side by side, and then pour water of different heights into the glasses. After the children lined up according to the water level from low to high, they used chopsticks to tap to feel the different pitch and played with it. #(IV) Interactivity performance segment 1. The teacher guides the child to perform a familiar song (such as Twinkle) or a simple piece of music with a self-made instrument. 2. During the performance, the children were encouraged to perform boldly, and the parents actively participated in the interaction to create a cheerful artistic atmosphere for the children. ** 4. Teaching Guidance ** 1. Parents should devote themselves to the activities, actively create an atmosphere for the baby, and give more encouragement and affirmation. 2. When parents help the baby to pat, the rhythm must be accurate and the movements must be gentle. ** 5. Extension of Teaching ** 1. Parents can use the waste bottles at home to make maracas or other musical instruments with their babies. 2. Parents are encouraged to let their babies listen to music more often and clap their hands and nod their heads in response to music. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a kindergarten lesson plan for the demonstration of concentration: ##1. Teaching objectives 1. Cultivate children's ability to focus and increase the time they can focus. 2. Through activities, children's observation skills, hand-eye coordination, and other related abilities were trained. ##2. Teaching content 1. * * Interesting puzzle game ** - Prepare a number of puzzles of different difficulty (simple, medium, and difficult). The content of the puzzle is a cartoon image or simple geometric figure that the child is familiar with. - Showing the complete puzzle to the children to arouse their interest. After that, they would mix up the puzzles and let the children divide into groups to compete in the puzzle. 2. * * Listen to commands and do actions ** - The teacher gave various instructions, such as "Touch your little nose","Raise your right hand","Jump three times on one foot", etc. The speed of the instructions increased from slow to fast, and the child made corresponding actions according to the instructions. ##3. Teaching process 1. * * Introduction (3 minutes)** - The teacher used an interesting little magic trick to attract the attention of the children, such as making a small object disappear and then change back. Then he asked the children,"Children, do you want to know how the teacher did it?" Then you have to look at it seriously and focus." 2. * * Main Part (20 minutes)** - * * Interesting puzzle game (10 minutes)** - The teacher would first distribute simple puzzles to the children. During the process of the children's puzzles, the teacher would patrol and observe, encouraging the children to focus on the puzzles and not be disturbed by the surrounding things. - After completing the simple puzzle, increase the difficulty and proceed to the medium difficulty puzzle. Remind the child to observe the shape and pattern of the puzzle pieces more carefully. - For children who completed faster and had higher concentration, they would be rewarded with a small sticker. - * * Follow instructions (10 minutes)** - At the beginning, he issued instructions slowly and clearly so that every child could keep up with the rhythm. - Gradually increase the speed of the instructions and observe the child's reaction speed and concentration. Praise children who are focused and accurate. 3. * * End (7 minutes)** - The teacher led the children to carry out simple relaxation activities, such as deep breathing, stretching, etc. - Review the content of this lesson and ask the children what they should do to complete the puzzles quickly and well. Guide the children to focus. - Children should be encouraged to learn to concentrate in their daily lives, such as playing with toys and listening to stories. ##IV. Reflection on Teaching 1. * * Success ** - The fun jigsaw puzzle and listening to instructions were more suitable for children's age. Children's participation was high, and most children could maintain a high level of attention during the activity. - By rewarding the small sticker, it effectively stimulated the enthusiasm of the children and made them more motivated to focus on the content of the activity. 2. * * Inadequacies ** - In fun jigsaw puzzles, some children might lose patience due to the difficulty of the puzzles, resulting in distraction. In the future, the difficulty of the puzzle could be adjusted according to the actual ability of the child. - When the speed of the instructions was fast, some children might make mistakes due to nervousness, which might affect their concentration. In the future, he could control the speed of the instructions appropriately so that the children could gradually adapt. 3. * * Modification measures ** - Understand each child's puzzle ability level in advance and provide them with more customized puzzle challenges to ensure that each child can remain focused within their own abilities. - Pay more attention to the child's emotional changes when listening to instructions. When you find that the child is nervous, you can slow down or give encouragement to them so that they can stay focused. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for winter clothes in a small kindergarten class: ** 1. Activity Target ** 1. To motivate the children to not be afraid of the cold in winter and to persevere in their exercise. 2. He knew the different types of warm clothes in winter and knew that winter clothes had the function of keeping warm and cold. 3. He understood words like "thick","fluffy", and "warm". 4. Experience the obvious characteristics of the season. 5. He actively participated in the event and boldly voiced his thoughts. ** 2. Difficulty ** 1. ** Main point ** - He recognized the different types of warm clothing in winter. 2. ** Difficulty ** - He understood words like "thick","fluffy", and "warm". ** 3. Event preparation ** 1. Before the event, the Little Bear Clothing Store was set up. 2. cotton-padded clothes, thick sweaters, woolen coats, down jackets, cotton shoes, gloves, scarves, hats, summer skirts, shorts, T-shirts, etc. 3. Doll pictures (one for a little boy and one for a little girl). ** 4. Activity process ** 1. ** import ** - Create a situation: Winnie the Pooh opened a clothing store with summer and winter clothes. He invited the children to visit and carefully distinguish which clothes were winter and which were summer. 2. ** Unfold ** - ** Visit Little Bear Clothing Store and feel the difference between winter and summer clothing ** - Guide the children to observe the clothes in the clothing store and encourage the children to freely express the clothes they see. Let the child touch the sweater and the jacket, feel the difference between the two, compare the thickness, put on the cotton coat and the thin windbreaker, feel the warmth, and then guide the child to say "thick","fluffy","warm" and other words. - Guide the child to observe the items in the clothing store other than clothes, such as hats, scarves, shoes, etc., and consider whether they are worn in the same season. Finally, let the child rest. - Teacher's summary: Summer clothes are thin, mostly made of cloth, so they are cool and airy; Winter clothes are thick, made of wool, cotton, down and other materials, so they are warm. - ** Choosing clothes for dolls ** - Show the doll pictures (Ding Ding and Yi Yi). They don't know what clothes to choose. Guide the children to choose suitable clothes for the doll according to the winter climate characteristics, such as hats, scarves, gloves, thick sweaters, down jackets, etc. - [Game: Clothing Category] - As they had messed up the clothes during their previous visit to the clothing store, they guided the children to sort the clothes in the Little Bear clothing store. They put the summer clothes on the red shelf and the winter clothes on the yellow shelf. Remind the children to be categorized according to the season and not to be crowded. - ** Infiltrating common sense of winter health care ** - Explain to the children that many children are afraid of the cold in winter and are unwilling to do outdoor activities. It is easy to get sick if they only stay in a warm room. Children were encouraged to be babies who were not afraid of the cold. They insisted on exercising outdoors and came to the kindergarten every day. Only then could they survive the winter healthily. At the same time, they told the children that they could exercise more in the cold winter. After exercise, they would feel warm. They could also wear thick clothes or use heating equipment. 3. ** Event ended ** - Children were encouraged to start with practical actions. ** 5. Reflection on the event ** 1. merit - By creating the scene of the Little Bear Clothing Store, children could intuitively come into contact with different clothes in winter and summer. This way, it could attract children's attention, stimulate their interest, and make them actively participate in the activities. - In the process of the activity, let the children experience the characteristics of winter clothes by touching and trying on them, which will help them better understand the concepts of "thick","fluffy" and "warm". The teaching effect is better. - The game segment, Clothing Category, not only consolidated the children's understanding of winter and summer clothing, but also cultivated their classification ability and sense of order. - It was necessary to infiltrate the common sense of winter health care to guide children to develop healthy living habits. 2. insufficient - When guiding children to express their feelings and descriptions of clothes, some children may not be able to express their thoughts well due to their limited vocabulary. Teachers can give more guidance and encouragement in this regard. - If more interaction sessions, such as group discussions, could be added to the activity, it might allow the child to think more deeply about the issue of winter clothes. - The explanation of the principle of keeping warm in winter clothes could be more in-depth so that children could better understand the role of winter clothes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for a kindergarten public class on language earthquakes: ** 1. Teaching objectives ** 1. Let the children understand the natural phenomenon of earthquakes and its possible dangers, such as the collapse of houses, casualties, etc. 2. Guide children to master the basic self-rescue methods in earthquakes and improve their self-protection awareness. 3. Through language expression and communication, develop children's oral expression ability. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the children understand the concept of earthquakes and its dangers. - Teach children the correct way to save themselves in an earthquake. 2. ** Difficulty ** - How to let children calmly use the self-rescue methods they learned when they encounter the danger of an earthquake. ** 3. Teaching preparation ** 1. Pictures and videos of earthquakes, such as houses shaking and collapsing when the earthquake occurred, and people escaping in panic. 2. Simple props to simulate earthquake scenes, such as small house models, dolls, etc. ** 4. Teaching process ** #(I) Introduction (3 - 5 minutes) 1. Showing pictures of the ruins after the earthquake to attract the attention of young children. The teacher said,"Children, I'm going to show you some special pictures today. What's wrong with these houses? This is the scene after the earthquake. Do you know what an earthquake is?" #(2) Knowledge explanation (10 - 15 minutes) 1. Simple explanation of earthquakes The teacher said,"An earthquake is when the earth under our feet suddenly shakes, just like the small table we are playing with is suddenly pushed by someone." It's a natural phenomenon. It's because the power inside our Earth has changed the crust. Just like how children build blocks, when the blocks are not stable, the ground will sometimes shake." 2. Explain the dangers of earthquakes Play a video of an earthquake (the video includes images of collapsed houses, damaged roads, people panicking, etc.). After the video is played, ask the children what they saw. Then the teacher concluded,"When the earthquake comes, the houses may collapse and crush people under them. The roads will break down and people's cars will not be able to drive. There may also be a fire or flood, which will cause many people to be injured and have no place to live. It is very dangerous." #(3) Self-rescue explanation (10 - 15 minutes) 1. indoor self-rescue - He used a model of a house to demonstrate the situation inside the house when the earthquake occurred. The teacher said,"If we are in the house when the earthquake happens, we can't run around." If we can quickly run to an open space outside, like a playground or a park, then run out quickly. But if we can't get out in time, we can hide under the table or in the corner. Look, like this (putting the mannequins under the table and in the corner), the table and the corner can protect us like small shields from falling things. Also, don't hide next to the window or under the chandelier, because the window glass might shatter and the chandelier might fall and hit us." - Let the child repeat the indoor self-rescue method that the teacher said to deepen the memory. 2. outdoor self-rescue The teacher said,"What if we were already outside when the earthquake happened? At this time, we have to stay away from tall things like houses, trees, and utility poles. We have to run to an open place, then hold our heads with our hands and squat down like this (the teacher will demonstrate the correct posture). This way, we can protect ourselves from being hit by things." #(4) Scene simulation (10 - 15 minutes) 1. group simulation Divide the children into small groups and use the simulation props to simulate the earthquake scene. One group of children acted out the situation indoors, while the other group acted out the situation outdoors. The teacher issued an "earthquake" instruction, asking the child to act according to the self-rescue method he had learned. 2. Post-performance evaluation After each group performed, the teacher evaluated the children's performance, pointed out the correct places and areas that needed improvement, and emphasized the key points of earthquake self-rescue again. #(5) Summing up (2 - 3 minutes) The teacher said,"Today, we learned about the terrible natural phenomenon of earthquakes. We also learned what we should do to protect ourselves when an earthquake comes. Children, remember, if you really encounter an earthquake, don't be afraid. Protect yourself according to the method we learned today. When you get home, you can tell your parents about this." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The information provided so far only mentioned the goal of understanding the 16 - 20 mathematics lesson plan, the teaching process, and other content. No complete reflection content of the lesson plan was found. Writing lesson plans could help teachers make use of teaching resources reasonably, improve teaching efficiency and enhance interaction and communication with students. In the lesson plan of recognizing the numbers 16 - 20, the activity goal should be clear, such as letting the students perceive and recognize the RMB measured within 10.(Although it doesn't seem to be closely related to the numbers 16 - 20, it's part of the basic cognition from the overall mathematical cognitive system.), state the unit name, yuan, angle, etc. In terms of teaching process, it may involve a variety of teaching methods, such as operation method (letting children operate RMB to perceive), observation method (observing the characteristics of RMB to identify different face values), etc. However, there was not enough information to provide an accurate answer to his reflection on the lesson plan. In the actual reflection of teaching plans, there were many ways to start. For example, in terms of achieving the teaching goal, whether all students could recognize the numbers 16 - 20 well, how they achieved the goal, and if they did not achieve the goal, what was the reason? In terms of teaching methods, whether the selected operation method and observation method were enough to help children understand these numbers, and whether there were better teaching methods. In the teaching process, whether the teacher's guidance to the children was appropriate, whether he paid full attention to the learning state of each child, and whether he gave enough guidance to the children with slow reactions, etc. At the same time, they could also consider whether the difficulty level of the teaching content was suitable for children in large kindergarten classes, and whether they needed to adjust the depth and breadth of the teaching content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a teaching plan and reflection summary of the middle class in kindergarten: ##1. The Joy of the Scrabble Board lesson plan ###(1) Activity Target 1. Language and cognitive goals - Children can recognize the simple Chinese characters on the board, understand their meaning, and try to form words. - To stimulate children's interest in learning Chinese characters and improve their initial perception of the structure of Chinese characters. 2. Action and Skill Target - Train the flexibility of the child's fingers to accurately pick up and place the puzzle board. - Through the Scrabble game, improve the child's hand-eye coordination. 3. Emotional and social goals - Cultivate children's sense of cooperation in group activities and be willing to share the results and fun of spellcasting with their peers. - After the child successfully spells, the child's self-confidence and sense of accomplishment will be enhanced. ###(2) Event preparation 1. There were enough writing boards to ensure that every child could participate in the operation. The Chinese characters on the writing boards were mainly simple pictographs and common single-character characters, such as "sun","moon","mountain","water", etc. 2. A set of large display boards for teachers to demonstrate. 3. There were a number of Chinese character cards with corresponding Chinese characters written on them. They were used to review and test the children's learning results. 4. Small prizes, such as small sticker, small bookmark, etc., were used to reward children who performed well in the activity. ###(3) Activity process #### 1. lead-in portion - The teacher took out a set of puzzle boards to arouse the curiosity of the children. "Children, today, the teacher brought some very interesting small plates. They can be combined into something magical." - Show a simple Chinese character that is made with a word board, such as "Ri". Ask the child if he knows this word to stimulate his interest. #### 2. Understanding Scrabble and Chinese characters - The teacher took out the board one by one and showed the parts on each board to the children. For example, the board for the word "day" might be composed of three parts. As he showed it, he explained the role of each part in forming the Chinese character. - Show the combination process of several simple Chinese characters, such as "mountain" and "water", so that the children can carefully observe and follow the teacher to say the pronunciation and simple meaning of the Chinese characters. #### 3. Group Spelling Activity - The children were divided into small groups and each group was given a set of puzzle boards. - The teacher gave a task, such as,"Children, please spell out the words 'sun' and 'moon' together with your scrabble board." During the process of the children's operation, the teacher guided them around to encourage the children to help each other and guide them to correctly assemble the puzzle board. #### 4. Game segment: Spelling competition - The teacher said a Chinese character, such as "Mu", and let the children in the group compete to see which group could spell the word with the word board the fastest. The winning group would be rewarded with small prizes to increase the enthusiasm of the children. - During the game, you can gradually increase the difficulty of Chinese characters, such as "field" and "fire". #### 5. Chinese Character Consolidating Stage - The teacher took out a Chinese character card and showed the Chinese characters that had been spelled before, so that the children could quickly find the corresponding word board and combine them. This segment was designed to test whether the child had mastered the corresponding relationship between Chinese characters and the Scrabble Board. #### 6. The creative spell-writing segment - Children are encouraged to be creative and use the board to spell out other Chinese characters they know or symbols in their imagination. Then, children are asked to introduce what they spell. #### 7. ending portion - The teacher summarized and praised the child's performance in the activity and reviewed the Chinese characters learned today. - Clean up the puzzle board and remind the child to take care of the puzzle board. ##2. Reflection and summary ###(I) Success 1. The activity design was in line with the cognitive level and interest characteristics of the middle-class children. Choosing simple pictographs and single-character characters as the content of the spellings would easily arouse the interest of the children and make it easier for them to understand and operate. 2. Through various forms of activities, such as group cooperation, competitions, creative scrabbling, etc., children learn in the game, which not only improves their understanding and operation ability of Chinese characters, but also cultivates their sense of cooperation and creativity. 3. In the process of the activity, the teacher paid attention to itinerant guidance, which could provide timely help and encouragement to the children, so that every child could actively participate in the activity and enhance the child's self-confidence. ###(2) Deficiency 1. Due to the individual differences of children, some children were not familiar with the operation of the puzzle board and might not be able to keep up with the progress in the activity. They needed to be given more individual guidance in future activities. 2. In the creative spell-writing session, although the child showed a certain degree of imagination, the teacher could further guide the child to further explain and describe the symbols or Chinese characters that he or she had created in order to deepen the child's understanding of the structure and meaning of Chinese characters. ###(3) Enhancement measures 1. Before the activity, a simple spell board operation practice session could be added to let the children familiarize themselves with the use of the spell board, reducing the anxiety caused by unfamiliarity in the official activity. 2. During the creative spellcasting session, the teacher could prepare some leading questions in advance, such as "Why do you spell like this?" "What does this word look like?" In order to better guide children to express their thoughts and promote the development of children's thinking. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>