1. Model essay on kindergarten lecture notes
First, the textbook "New Outline" puts forward: "The educational activities in kindergartens should be educational activities in which teachers lead children to jointly create colorful and suitable children's age characteristics, guide children to actively and interestingly observe, practice, create and experience in a good material environment and relaxed psychological atmosphere, and promote the harmonious development of children's body and mind." Therefore, I designed this scientific activity of "looking for laws", with the purpose of enabling children to actively create activities, participate in activities and actively participate in practice in a good material environment, so that children can achieve greater and faster physical and mental development and truly become the masters of activities.
Second, the goal.
1, through activities, children's learning is arranged at regular intervals according to a certain feature.
2. Choose different methods and try to arrange them regularly in the exploration and search activities; And cultivate children's initial reasoning ability and develop their creativity.
Third, the key points
Activity focus: you can find out the different arrangement rules of various things.
Fourth, difficulties.
Difficulties in activities: 2-3 laws will be regularly arranged and displayed.
Verb (abbreviation of verb) teaching method
In the whole activity, I used several methods, such as game method, observation method, operation method and trial method, to let the children learn while watching, talk and do activities while thinking. It also creates a free exploration, discovery and lively environment for children, so that children can learn knowledge and improve their abilities in a happy and pleasant atmosphere.
Activity flow of intransitive verbs
The activity is divided into three parts. That is, free exploration-hands-on operation to perceive the arrangement law of various objects-try to arrange freely.
The first part is to let children explore freely. At the beginning of the activity, introduce games to let children look for cards, observe what is on the cards, find different changes on the cards, talk about different arrangements of things, and develop their observation ability. Games are children's favorite activities, and the use of games can greatly enhance children's interest in participating in activities.
The second part is to guide children to think, discover and perceive the arrangement rules of various objects, and learn the methods of arranging according to colors, geometric figures and patterns at intervals, which is the focus of activities. In the activity, let children operate, find out the law of objects and complete the law, so as to deepen and consolidate the method of arranging the law intervals and cultivate children's preliminary reasoning ability. Because every child is not at the same starting line of development, when preparing teaching AIDS in supplementary operation activities, there are 2-3 rules for those with strong ability and 1 rule for those with weak ability, and then individual guidance is given according to their own characteristics and development, so that each child can become the master of active activities and get different levels of development.
The third part is to let children try to arrange activities freely. This is the difficulty in the activity. Let the children try to show 2-3 kinds of laws regularly, encourage them to try boldly and cultivate their creativity.
2. Kindergarten lecture notes model essay
1. Hello, teaching material analysis. Today I'm going to talk about the language activity "Tall Mouse and Dwarf Mouse" in the big class. "The Tall Mouse and the Short Mouse" is short and pithy, lively and interesting, and the dialogue is similar. With its true, natural and vivid description, it reveals the objective law of our observation of the world-looking across the ridge into the peak. Mainly tell children to observe the world from different perspectives and let them see different phenomena. Children in big classes like the world and are full of curiosity. There are so many reasons every day, but their observations lack angle conversion, or from different angles, but they are not connected. This requires teachers to guide them and help them get different perspectives and different phenomena. Children in large classes have initially changed from concrete thinking in images to abstract logical thinking, but they still need the help of intermediaries to understand. So I choose this story full of childlike interest to strengthen it.
Based on Bloom's classification of educational goals, I have determined the following goals:
Goal 1: Understand the story content and perceive different phenomena from different angles.
Goal 2: imitate the task dialogue with expressions and feel the fun of role change.
I put the emphasis and difficulty as: understanding the content of the story and perceiving different phenomena from different angles.
Children are no strangers to height. If they are asked to say what they see from a height, they can say a lot. On the contrary, if they are asked to say what they can see from a low place, they can still make it clear. However, they can't relate these phenomena they see to get the concept of angle. What they get is only a fragmentary perception of height and height. From the perspective of children's own development, their ability to break down parts into whole parts is not strong. At the same time, the main moral of this story is to tell us that we can see the peaks on the side of the mountain. Therefore, I will take "understanding the story content and perceiving different phenomena from different angles" as the focus and difficulty of this activity. During the activity, I appreciate the story in sections, ask the children in-depth questions, guide the children to help the tall and short mice find ways to experience each other's world, and let the children play the tall and short mice respectively to solve the key points and break through the difficulties.
In order to successfully complete this teaching activity, I made the following preparations:
1, several patterns related to the story
2. Pictures of tall mice and short mice
Second, oral teaching methods
It is pointed out in the outline that teachers should be supporters, collaborators and guides of children's learning activities, and strive to form cooperative inquiry-based teacher-student interaction in the process of activities. Therefore, I adopted several teaching methods, such as game method, subsection narrative method and questioning method.
1, rules of the game: The outline points out that education should be integrated into life and play, so that children can develop in learning, learning and playing. In the first part of the activity, I used the method of letting children play, so that they could feel the height initially.
2. Sub-narrative: Narration is one of the basic methods of language activities. In the activity, I noticed the cadence of the voice, the level of intonation and the change of tone, so as to arouse children's interest. At the same time, the use of subsection narrative is to help children better understand the content of the story and get the concept of height through in-depth thinking.
3. questioning method: questioning method refers to the method that teachers use various means to stimulate children's positive thinking. During the activity, I put forward descriptive questions such as "What did the tall mouse see" and "What did the short mouse see" and thinking questions such as "What else will I see" to help children deepen their understanding of the story. At the same time, I noticed that letting children at different levels answer questions fully embodies the outline of "meeting the needs of groups, respecting individual differences, and making every child feel satisfied with success".
Third, theoretical study.
In this activity, I took children as the main body and adopted several learning methods, such as situational experience method, multi-sensory participation method and game method.
1. Situational experience method: Psychologists point out that people will be deeply impressed by activities as long as they have experienced objects. In the activity, I let my children experience the tall and short mice, learn what they can see, and help them strengthen their concept of height.
2. Multi-sensory participation method: The effect of multi-sensory participation is far greater than that of single sensory participation. In the activity, I help children understand the different world of height by letting them see, listen and speak.
3. Game method: The whole activity runs through the game, so that children can imitate tall and short mice to observe the world and play the game of "tall people walk short people". The game is interspersed to strengthen the concept of children's height and help children better understand different phenomena from different angles. At the same time, make the whole activity look interesting, lively, interesting and full of games.
Fourth, talk about the teaching process
This teaching activity is divided into five parts.
Link 1: game
In this session, I mainly let the children play the game of "walking with tall people and walking with short people". There are two purposes to use the game opening.
Goal 1: Stimulate children's interest in learning. As the saying goes, "interest is a teacher", and having interest is the beginning of success.
Goal 2: Help children to initially perceive height and have a basic understanding of height.
Step 2: Enjoy the story.
1, the teacher shows the tall and short mouse in the palm of his hand and introduces himself to the children.
The main purpose of designing this appearance is to attract children's attention and make them concentrate. At the same time, the cute image of mice will be deeply loved by children.
2. Enjoy the story until the teacher asks "Do they see the same thing" and "Why not"
Putting forward these two questions is mainly to help children understand the content of the story first, but also to inspire children to think about why they are different, paving the way for breakthroughs and solutions of key and difficult points.
3. The teacher asked again: What did the tall mouse see? What does the pygmy mouse see?
These two questions are descriptive questions to help children remember the story. The tall and short mice see what the core content of the story is respectively, so they help the children understand the content of the story through these two questions.
Link 3: Appreciation again
1. The teacher manipulates the props in his hand while telling the story, and at the same time shows the pictures consistent with the story.
In this link, the teacher manipulates the tall and short mice, tells them in different tones at the same time, and shows pictures, which is fundamentally to attract children's attention. At the same time, this link helps children to understand the story deeply, and the presentation of pictures strengthens the high differences and concepts.
The teacher asked the children: What did they do when they met? At the same time, ask children to greet flowers, birds, dogs and so on.
Asking this question is to educate children on moral quality, that is, to be polite, to participate in social education in the language field, and to fully experience the integration of activities. At the same time, it is also the realization of goal 2, so that children can meet different things with expressions.
3. The teacher asked, "What will the tall mouse see?" And "what will the dwarf mouse see?"
These two problems are to give full play to children's imagination and develop their language expression ability. It is pointed out in the outline that "the development of children's language is developed through continuous application, and an environment should be created to make children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response".
4. At this time, the teacher plays the cry of the dwarf mouse, which is a means to arouse the child's desire to protect the mouse and stimulate the child's positive thinking. The teacher asked the children to help the dwarf mouse find a way to see the world of the tall mouse. Through children's thinking, the dwarf mouse can also see the world of the tall mouse, thus initially solving the difficulties of the activity. Of course, children can't sort out their thoughts quickly, so the teacher will make a summary at this time: standing high can see more and further.
Link 4: End
The teacher said, "There is an interesting ending between them. Come and listen. " The teacher also showed the rainbow at the end. And ask the child "why can everyone see the child's rainbow?" This question aims to stimulate children to think positively about why two mice of different heights can see the same thing. At this time, I will let the children play the role of tall mouse to see the world of dwarf mouse, and play the role of dwarf mouse to see the world of tall mouse. Through role-playing and transformation, I will help the children to strengthen their understanding of different phenomena from different angles. Break through the difficulties, solve the key points and achieve the goal of 1
Link 5: Extension
1. Teachers show pictures of the same thing from different angles, and ask children to carefully observe whether they are the same.
Through careful observation of the children, please explain your reasons separately, and finally tell the answer, which is the same. Let children feel that a thing is different from different angles.
The teacher took the children out of the classroom to observe the outside world.
3. The activity is over.
Verb (short for verb) reflection
After the whole class, I found the following shortcomings.
1, the first link is of little significance, but simply letting children play games should make the game valuable. Let the children talk about what they saw when they learned from the master and what they saw when they learned from the dwarf, laying the foundation for story learning.
2. During the activity, some summaries should be said by the children themselves. Teachers can't directly say that different phenomena are seen at different heights, but teachers should guide children to realize this.
3. Kindergarten lecture notes model essay
First, the design intention Small class children have a preliminary self-awareness and gradually become interested in exploring various organs of the body. However, children's understanding of body organs is still superficial, lacking the experience of caring for the body and protecting themselves. This activity can let children know their own little hands, know the purpose of small hands, become interested in small hands, and sprout the consciousness of protecting small hands. Nowadays, the only child has grown up in an environment where clothes are available and food is available. Parents' arranged substitution and overindulgence make children lose some opportunities for self-service. Through this activity, let children realize that their little hands are very capable, stimulate their desire to do their own things, and cultivate their self-care ability.
Second, the teaching objectives
Children in small classes are young, easily distracted and self-centered. According to the children's age characteristics and current level, I put forward the goal of this activity from three aspects: cognition, ability and emotion.
(1) Guide children to know the role of small hands and know that hands can do many things.
(2) sprout children's awareness of protecting small hands.
(3) Stimulate children's desire to do things by themselves. In order to better accomplish the educational goal of this activity, I set the focus of the activity as follows: guide children to know their little hands through activities and know that hands can do many things. The difficulty of the activity is to guide children to express many things with their hands and stimulate their desire to do things with their hands.
Third, teaching preparation.
Animal pictures, courseware, music "I have a pair of little hands".
Fourth, talk about learning.
The children in the small class are about 4 years old. They are in the typical game age stage and are the peak of role games. They are particularly interested in games. They usually like to imagine themselves as a character in a story. But because of the lack of vocabulary, children want to say it in the game, but they don't know how to say it. Even if they say it, it is difficult to fully express themselves. So I want to let children experience the fun of the game through activities and provide them with opportunities to speak.
Verb (abbreviation for verb) Speaking and teaching methods
1. Game method: Games are children's favorite activities and an important way to guide children to learn actively. Children in small classes are young and lack experience in imitation, so The Imitation Game is adopted in many activities, such as organizing children to play finger games with their hands and imitating hand washing. Let the children naturally gain the understanding of their opponents and know that their hands can do many things.
2. Heart-to-heart method: The so-called heart-to-heart method is a way to guide children to answer questions through teachers around the content of activities. Because children are young and inexperienced, when guiding children to know little hands, teachers and children will talk and discuss with teachers as the main part and children as the auxiliary part, so as to mobilize their existing experience. My little hands are great. How to protect my hands, so as to reach a consensus to complete the educational goal.
3. Experience perception method: Because small class children lack experience and like to imitate, it is easy to share experiences. Therefore, I prepare operating materials for children, and expand their experience through their actual operation. Then, through the timely guidance of teachers, I can open children's minds and share their experiences better, knowing that their hands can play with many toys and do many things, and try to express them in words, which can effectively resolve difficulties and break through key points. In addition to the experience perception method, the game method also runs through the whole activity, and interesting finger games have aroused children's interest; Discuss and talk to guide children to understand the role of hands; The application of experience perception method makes children know that little hands can do many things in games and exploration; By listening to the teacher's explanation and answering questions, children realize that they can do many things with their hands and know how to protect their small hands.
Sixth, talk about teaching procedures.
This activity is a social activity. I use the teaching process of game introduction-teacher-student discussion-exploration and understanding-heart-to-heart-to-heart summary, gradually deepening and interlocking, and naturally achieving the educational goal. The specific process is as follows:
1, create situations and introduce activities.
At the beginning of the activity, I introduced the activity with finger games. Teachers and children play finger games together to concentrate children's attention and stimulate their interest in activities.
2. Provide children with interesting operational materials and expand their operational experience.
In the activity design of this link, the experience perception method mentioned above is used. In this link, the teacher asked the children to share food and carry out activities, creating a game situation for the children, and letting the children find that their hands can help them in the exploration. What will your little hand do when you ask questions? Guide children to answer questions on the basis of operation and know that small hands can do things. On the basis of dividing food, the teacher further raised this question: What can your little hand do for you besides helping small animals find food? What can little brothers and sisters do? Moving to a small hand can do many things. This link effectively helps children realize that small hands are really capable. Germinate the desire to learn from my brothers and sisters and do my own thing.
3. Guide children to know that their little hands can talk through observation and games. In this session, teachers give children different praises with different gestures. On the one hand, they let children experience the happiness of success; On the other hand, they set up a stage for the natural transition before and after, so that children can learn, speak and move in a relaxed atmosphere and experience the magical effect of small hands talking. Furthermore, it effectively expands the functions and functions of hands, enriches children's experience, and makes them easy to understand and preliminarily grasp the universality, diversity and interest of gesture application in life. )
4. Guide children to protect their little hands and know some protection methods.
5. The teacher concluded that children all have a pair of capable little hands, and the song performance praised their little hands and ended the activity.
4. Kindergarten lecture notes model essay
First, teaching materials: children's mathematical logical thinking training can simply include four areas: number, quantity, figure and space, logic and relationship. Numbers and the logical relationship between numbers are the comprehensive reflection of various attribute relationships of things in the human brain, which is complicated and difficult to understand. The neighborhood number I want to talk about today has not yet formed this concept in children aged 6 to 7, but the neighborhood relationship close to it is often encountered by children in daily life. According to the Guiding Outline of Kindergarten Education, "the choice of educational activities should be suitable for the existing level of children and challenging; Choosing things and problems that children are interested in is not only close to their lives, but also helps to expand their experiences and horizons. I designed this neighborhood number teaching activity within 10, hoping that children can gain relevant knowledge in relaxed and happy game activities and actively participate in the operation process.
Second, teaching methods and learning methods:
Educational psychology believes that "learners can grasp the learning object more accurately and effectively by opening multiple perceptual channels at the same time than by opening only one perceptual channel." To this end, in order to highlight the key points and break through the difficulties, I will adopt the teaching methods adopted in this activity, such as scene introduction, operation and games. There are also various ways to ask questions, such as individual questions and group questions. Let children learn and gain knowledge and experience in the process of listening, speaking and playing.
As the saying goes: "There is no fixed method for teaching, but the important thing is the proper method. My lecture is still rough, please correct me.
Third, state the goal:
According to the requirements of "the choice of educational activities should be both suitable for children's current level and challenging" and the principle that "the organization of educational activities should fully consider children's learning characteristics and cognitive laws", combined with children's age characteristics and the actual development level of mathematical and logical thinking training, the following objectives are formulated:
1, to stimulate children's interest in mathematics in the form of scene introduction. (emotion)
2. Know the concept of adjacent number and master the adjacent number of each number within 10. (cognition)
3. Understand and tell the relationship between adjacent numbers greater than 1 or less than 1. (cognition)
4. Cultivate children's comparative ability and thinking flexibility. (ability)
Fourth, stress the difficulties.
Focus of activity: Understand the simple relationship of numbers, and know that the number of centers is more than two adjacent numbers 1 and less than 1.
Activity difficulty: clearly and completely express the meaning of adjacent numbers in language.
Verb (abbreviation for verb) talks about teaching procedure.
In order to fully mobilize the children's various senses to participate in the activity, I organized the activity in an interlocking way from easy to difficult.
Six, said the activity preparation
1, children's books,
2. Teaching chart card set (multiple digital cards)
3. Ten photos of the house
VII. Representation process
1, at the beginning: let the children find their friends around them through the scene and get a preliminary understanding of the "neighbor" relationship.
2, the basic part:
(1) "Interest is the teacher for children to learn". Let children help them move numbers through games, help them find their neighbors through questions, realize the transformation from concrete things to abstract numbers, and tell and help children define adjacent numbers.
(2) Children independently explore the adjacencies of numbers within 10 (some children come forward to operate and collectively verify), and further infer the adjacencies of numbers within 10.
(3) Review the composition of numbers within 10 "ⅹ plus 1 is ⅹ, ⅹ less than ⅹ is 1" is the relationship between adjacent numbers within 10 (between adjacent numbers 1 multiple or/)
(4) Children's operation: summarize and evaluate the results of children's operation, and understand and tell the relationship between adjacent numbers greater than 1 or less than 1.
(5) The extension part looks for common neighbors for the neighboring numbers.
5. Kindergarten class notes model essay
I. Textbook: 1, design intent:
It is precisely because of the close relationship between water and our lives that children are exposed to water for a long time. It can be said that children naturally like to play with water, and in the process of playing with water, many interesting and novel phenomena have been discovered. The new syllabus points out that science education should be closely linked with children's real life and make use of things and phenomena around them as the objects of scientific inquiry. So I chose the change of objects in water as the content of children's science education. In the activity, I provided rich and operable materials for children, and provided conditions for each child to explore in various senses and ways. By guiding children to actively participate in group discussion and exploration, I have cultivated their awareness and ability of cooperative learning, and learned to express, communicate and share the process and results of exploration in various ways.
2. Target positioning:
The "Outline" points out that the contents of the five major fields permeate each other and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles. Therefore, according to the age characteristics and actual situation of children, I have set the following three goals:
(1) Let children feel the characteristics of water while playing with it, knowing that water is colorless, transparent, tasteless, mobile, buoyant and soluble.
(2) Develop children's observation ability, brain and hands-on ability through hands-on experiments.
(3) Educate children to save water.
3. Activity preparation:
The "Outline" puts forward that "providing rich and operable materials will provide conditions for every child to explore in a variety of senses and ways." I made the following preparations:
(1) Preparation of teachers' materials: a glass bowl filled with water, milk and vinegar, and two small items (such as stones, glass beads and mahjong tiles). ) it will sink in the water; A set of demonstration experimental equipment.
(2) Children's materials preparation: four large washbasins filled with water; Two small washbasins; Small plastic baskets and several small containers that can hold water; Sugar, salt, milk powder, etc. ; Chopsticks, spoons and a small cup with half a glass of water; Foam board, large flowers, pebbles, glass beads, screw caps, blow-molded paper and other items or toys with different quality.
Second, teaching methods:
The outline points out that teachers should be supporters, collaborators and guides of children's learning activities, pay attention to children's performance and response in activities, be sensitive to children's needs, respond promptly and appropriately, and form teacher-student interaction based on cooperative inquiry. Therefore, I adopted the following teaching methods:
1. Observation and guidance method: In view of the randomness of scientific exploration activities and the process of children's self-construction, observation and guidance method is more appropriate. Through keen observation, teachers can guide different places, find out what children are interested in and the educational value contained in it, seize the opportunity and actively guide them.
2. Model law: For scientific activities, teacher's demonstration is necessary. Through the teacher's explanation and demonstration, children can directly observe the changes of various items in the water, and through the teacher's demonstration method, children's operational mistakes in the experiment can be avoided.
Third, the methods of speaking and learning:
It is pointed out in the outline that we should try our best to create conditions for children to actually participate in inquiry activities, so that they can feel the process and methods of scientific inquiry and experience the fun of discovery. Therefore, in this activity, the children's specific learning methods are:
1. Operation method: This is the main method of children's learning activities in this activity. The new "Outline" points out that teachers should create a relaxed environment for children's inquiry activities, so that every child has the opportunity to participate in the attempt. Therefore, I have prepared a variety of operational materials for children, so that children can discover all kinds of secrets of water in the process of operation.
2. Experience communication method: After the exploration activities, teachers organize children to discuss and communicate, which develops children's language expression ability and reflects the interaction between teachers and students and children.
Fourth, the activity process:
5, the end of the activity: combined with the previous child's answer-the water in the faucet is flowing, the teacher asked the child to go to the bathroom to observe how the water flows, so that the child's interest will continue and find a deeper reason.