Regular teaching plan for the first lesson of small class in kindergarten 1 1. Education and teaching objectives
1, consolidate children's existing daily routine and various living habits.
2. Guide children to realize the transition from family life to kindergarten life, and infiltrate safety education into all activities.
3. Learn to care for and help younger brothers and sisters in middle and small classes, learn to unite and get along well with peers, and learn to communicate with children in a caring language.
Second, teaching preparation.
1, faculty and staff check the safety of indoor and outdoor activities.
2. Take the children to visit the kindergarten before class to get familiar with the surrounding environment.
3. badminton
Third, the activity process
(1) Admission activities
1, warmly welcome children to the park, and teachers and children say hello to each other.
2. Eliminate potential safety hazards by asking, watching, checking and touching children in the morning.
(2) Conversation activities
1, let the children talk about their new changes, new feelings and know that they are one year older.
2. It is a polite child to inspire and guide children to talk about what they should do.
(3) Go to the toilet
In the process of queuing in groups to go to the toilet, problems are found and solved.
(4) Outdoor activities
The teacher kicked shuttlecock with the children. Teach children not to run around outdoors and follow the teacher's instructions.
(5) Indoor activities
1, tell me about your new discovery:
(1) What are the security risks in the classroom?
(2) What are the safety hazards in toilets?
(3) What are the safety hazards outdoors?
2. Be a good brother and sister.
Know how to set an example, don't bully the small, respect the elders, and be safe.
(6) Leave the park for activities
1. Listen carefully to the names of students on duty, don't walk with strangers, and tighten parents' hands to prevent getting lost.
2, know to go to the right, don't worry.
3. Enter the kindergarten according to the kindergarten schedule.
(vii) Expanded activities
Parents tell their children about safety knowledge in life, enhance their safety awareness and realize the educational goal of family education.
The first lesson of small class in kindergarten, regular teaching plan, objective 2:
1. Understand the story and learn the dialogue in the story.
2. Experience the feeling of going to kindergarten happily.
Preparation: story tape, teaching wall chart, children's book Happy Kindergarten.
Process:
1. Listen and understand the story. After listening to it for the first time, the children told their partners the name of the story. Listen to the tape together: Who is in the story?
2, theoretical dialogue, to further understand the story:
Show background pictures and animal images in the story to tell the story;
What did the frog say when he saw the duckling and the tortoise?
How do small animals go to kindergarten? Children are free to discuss the story in groups, while teachers listen on tour;
Why go to kindergarten happily?
3, situational performance, experience the happy mood of kindergarten: watch the performance of large class children. Children in the big class perform with their younger brothers and sisters to further experience the feeling of happy kindergarten.
4, experience transfer, express feelings:
Will you show the story of your happy going to kindergarten? Children perform, and teachers observe and encourage children.
5. Summarize the child's performance.
Kindergarten small class lesson 1 regular teaching plan 3 activity goal.
1. Knowing that I have grown up, I am willing to do more for my class.
2, can be combined with daily activities, discuss the service content suitable for students on duty.
The work content of the students on duty can be expressed in the form of painting.
Activities to be prepared
Blank list of students on duty, some paper and pens, small mops, brooms, etc.
Activity process
1. Discussion: What can the students on duty do after entering the middle class?
Teacher: Now that the child has been promoted to the middle class, we will start to be students on duty. What tasks do you think we need to do when we are on duty?
2, combined with daily life, initially establish the service content of the students on duty.
Teacher: What can the students on duty do in the stages of entering the park, doing morning exercises, attending classes, playing games and eating? (Guide children to speak freely)
Guide children to start with morning activities and sort out what children can do in life. For example, put light equipment in the morning, hang towels, fold paper towels before meals, and help the teacher clear the table after meals.
3. Design the logo of vocational school students.
Teacher: How can we let everyone know who is on duty today? What is each student on duty responsible for? Let's design signs for the students on duty every day! What kind of logo do you want to design for the students on duty? Think about what model can be used to express it? (Guide children to express the works of students on duty through painting)
Question: If we design a logo for the duty student who is responsible for hanging towels, how do you want to design it?
Encourage children to use their brains to freely display the logo of the students on duty, and in the process, the teacher will tour to guide and help children solve the problems encountered in the design.
4. Choose the sign of the student on duty.
After the logo design of the students on duty is completed, the teacher will show all the children's design works and let each child introduce his own logo. According to the discussion and voting, teachers and students jointly choose the appropriate sign as the sign of the students on duty.
Activity suggestion
1. The things that students on duty can undertake are mainly divided into two categories: duty before meals (after meals) and daily duty. Among them, everyone should be on duty before (after) meals. Daily duty can include watering plants, hanging towels, sorting books, sorting clothes racks and so on.
2. After determining the mission symbol of the students on duty, the teacher can directly choose the children's design or make some improvements on this basis, and then stamp it as the official mission symbol of the students on duty.
3. Teachers should take good care of the duty students' task signs designed by each child, and take turns to use the signs designed by children, so as not to dampen the enthusiasm of children and encourage them to create and learn more actively.
On the first day of school, the first lesson of kindergarten teachers is how to help freshmen adapt to kindergarten life. Because the new children will have bad emotions such as crying, nervousness, panic and anxiety. It is normal for new children to have such emotions, which is caused by separation from their relatives. Therefore, teachers should treat them correctly, don't blame those children who are extremely uncomfortable and crying, and release their unhappiness in an appropriate way, which is good for children's physical and mental health.
Teachers should read the information sent by children and treat children with different personalities differently. In practical work, we found that children have the following related types according to their personality:
(1) stubborn type
This kind of child has a strong personality and is self-centered. Most of them are in a hurry when they say goodbye to their families, shouting and trying to express their dissatisfaction and * * * emotions with exaggerated actions. If the teacher is not careful, he will run out of activities to catch up with his family. They always say, "I'm angry, I'm leaving." "I want my mother, I want my mother!" For such children, teachers should pay close attention to prevent them from getting lost and take them to outdoor activities to divert their attention; Communicate with parents more to understand their hobbies; Give them the opportunity to show in front of their partners, make them feel valued, accepted and appreciated, thus eliminating teachers' anxiety. Hostile feelings.
(2) Self-comforting type
Most of these children get the information about kindergarten from their parents. Knowing that going to kindergarten is a very happy thing shows that they have grown up. However, once they enter a completely unfamiliar environment, they will inevitably miss their families and show repeated nagging to comfort themselves: "Are you here? Mom is on her way, is she there? " When I'm in a good mood, I get jet lag. When you are in a good mood, you are willing to participate in games, happy and excited. When I was poor, I was unhappy, often crying and nagging, and I took pains to get comfort from the teacher's response. For such children, teachers can use familiar life links such as lunch, nap, lunch break and games to help them understand the daily life of kindergartens and relieve their tension and anxiety.
(3) wait-and-see type
Such children are in a good mood when they enter the park, can say goodbye to their families politely, and are also very active when they play. When a teacher comforts a crying child or hugs other children, their eyes will always follow the teacher and carefully say, "Teacher, will you hug him first and then hug me?" For such children, teachers must not ignore them because they are in a good mood. Children who don't cry or make trouble also need care.
Teachers can comfort crying children while kissing their little faces and touching their heads, and smiles will soon hang on their faces. Some children will tell everyone: "The teacher kissed me and she likes me."
(4) Happy and excited type
This kind of children have strong ability and adaptability, and crying children have little influence on them. They came to the park happily and played with their favorite toys alone. Outdoor activities often ignore others, and they are the first to rush to the slide ... They seem to be particularly energetic and often take the lead, showing self-centeredness and not caring much about others. For such children, teachers can train them into small assistants, and assign one or two small tasks before each activity, so that they can assist teachers in carrying out activities. For example, go out and ask them to be "locomotives", eat snacks and ask them to help distribute snacks.
(5) Depression and unhappiness.
This kind of child is very introverted. When he is homesick and anxious, he doesn't show it much. But playing quietly with tears in his eyes and looking at the teacher from time to time. He looks pitiful. If the teacher talks to them about something happy, it is generally difficult to get a response. For such children, the teacher might as well hug them more, touch their heads, communicate with them softly and tell them stories.
Soon, you will find that when you are squatting on the ground and playing with other children, it is such a child lying on your back from behind; When you are tidying towels, they are the ones who hug you from behind-they will show their love for you with their actions.
(6) timid attachment type
Such children will have strong separation anxiety when they leave the familiar environment. In addition to crying constantly, they will also be eager to find a replacement for their loved ones who can be attached. In addition to the teachers who take over from their mothers, they often regard other people who show concern for them as the objects to rely on, thinking that they can take themselves to their mothers and feel safe. The teacher they depend on follows them everywhere. As soon as the teacher left their sight, they asked questions and cried everywhere.
For such children, teachers should give them enough comfort, let them do what they can to divert their attention on the basis of establishing an attachment relationship with them, and then gradually create some opportunities to separate from the attachment teacher. For example, the teacher borrows something from the activity room next door, tells them to come back in a few minutes, and invites them to play games in the activity room to help them gradually experience the security of collective life and get happiness and satisfaction from collective games.