I. Activity objectives:
1, let children initially perceive the development, changes and composition of Chinese characters, and let children be sensitive to the characteristics of Chinese characters.
2. Develop children's observation and imagination.
3. Stimulate children's strong interest in Chinese characters and their desire to enter primary school.
Second, the focus and difficulty of the activity:
1. key point: let children initially perceive the development, changes and composition of Chinese characters, and let children be sensitive to the characteristics of Chinese characters.
2. Difficulties: Stimulate children to have a strong interest in Chinese characters.
Third, the activity preparation:
1, wall chart, Chinese characters.
2. Understand children's interest in Chinese characters and the situation of Chinese characters.
Fourth, the activity process:
1, import to stimulate interest: let children know the changes of Chinese characters through wall charts and stimulate their interest in Chinese characters.
(1) Learn about children's notes through conversation.
(2) Show pictograms.
2. Q: What kind of people are they?
3. If the teacher tells you that every word is an ancient word, what word is it? Guess.
4. Look at the pictures on the picture and see what they were in ancient times.
5. Teacher's summary:
Nowadays, Chinese characters are all derived from ancient hieroglyphics in the process of use. For the convenience of use, they changed, changed, and changed for a long time.
5. "Find and read".
Ask the children to find out the characters on the cards around them and distinguish which ones are China's Chinese characters and which ones are not. In the process of finding words, teachers naturally read the words in advertisements or pictures to children, and also ask children to read the words they know boldly.
Second, "interesting Chinese characters".
Let children compare the differences between Chinese characters and other characters, such as squares, and some are like a painting. Chinese characters and their corresponding hieroglyphs, such as the sun, the moon, the mountains and the water, appear one after another, so that children can experience the vividness of Chinese characters. Guide children to analyze the images of Chinese characters (such as characters and adults; Use actions to express "umbrella", "laugh" and "cry") and structural features (such as throwing, picking, hitting, hugging, lifting and pulling); Pit, slope, pile and bury; Wash, swim, splash, shower, sprinkle water, etc. These three groups of words are related to hand, soil and water respectively, and all have the same radical.
6, children write their own names, and further understand that words have different pronunciations and different writing methods in comparison.
7. Group activities.
(1) spelling
Draw all kinds of geometric figures on a big cardboard, write the Chinese characters to be reviewed in the middle of the geometric figures, and paint the geometric figures in different colors.
Hollow out the geometric figure, leaving a geometric space, and then cut the Chinese characters on the geometric figure into 2? Three copies.
How to play: let the children spell Chinese characters completely according to the color (children with strong ability spell according to the font) and put them in the original geometric space; Spell the words on the geometry;
(2) Who can read?
(a) There are different card tables, as shown in the figure.
(b) Some colored pens.
How to play: The child asks his partner with a word card table, "Do you know this word? Please read it out. " If your partner knows you, put "√" in the box behind the fish; If you don't know, hit "x". How many ticks did you count at the end? How many "X's" are there?
Description: This game uses the psychological characteristics of large class children who like competition to guide children to read. In this game, children must be able to read this word before asking their peers, so that they can have the ability and confidence to examine others and correctly judge their own right and wrong. In the game, you can read and understand Chinese characters naturally by effectively alternating your own questions with others' answers.
Verb (abbreviation for verb) extends activities.
1. Guide the children to discuss "Where are the words you know?" Inspire children to come up with all kinds of results.
2. The teacher summed up the children's discussion.
3. Children choose their own ways to get relevant information (some look for books, some look for pictures, some consult their parents, etc. ).