As an unknown and selfless educator, he is usually asked to write a teaching plan, which is the basic condition to ensure the success of teaching and improve the quality of teaching. How to write a lesson plan? The following are five teaching plans for your open kindergarten class, which I hope will help you.

It's raining, it's raining, ants are hiding under mushrooms, mushroom umbrellas; It's raining, it's raining, the frog is hiding under the lotus leaf, and the lotus leaf umbrella; It's raining, it's raining, bugs are hiding under leaves, and leaves are umbrellas.

Happy literacy ant frog bug mushroom lotus leaf

There is a small question mark in my class.

Design intent

Children in large classes are curious, curious and eager to learn. They always like to ask "why" when they see things they don't understand in nature and life. Combined with the age characteristics of children in large classes, I choose children's song "There is a little question mark in my class" as the material, so that children can ask questions boldly, and try to learn to imitate children's songs by drawing and recording, so as to stimulate children's curiosity and thirst for knowledge, encourage children to ask more questions when they are in trouble, and cultivate good thinking habits of children from an early age.

moving target

1. Willing to learn from the "little question mark" and cultivate the good habit of using your head and asking more questions.

2. Review and try to imitate the children's song "There is a little question mark in my class".

3. Learn to use painting to express your problems, and be willing to work hard to be a "small question mark" to enhance your curiosity and curiosity.

Activities to be prepared

Material preparation: story illustration "small question mark", "?" A teaching aid, a marker, 16 blank paper, a KT board, a crown of "question mark king", pasting, etc.

Activity process

1. Introduce activities with stories and children's songs to arouse children's enthusiasm.

Teacher: (Show me "? What symbol is this? What do you mean?

Yang: This is a small question mark, which means to ask a question.

Teacher: By the way, this is a small question mark. We need it when we ask questions. With "?" Say hello to the baby.

Yang: Hello, little question mark!

Teacher: (without answering the question mark) "Hello, children."

In this link, the baby with a little question mark is presented in an anthropomorphic way, aiming to attract the child's attention.

Teacher: This is a story about a small question mark. do you want to hear it ?

Yang: Yes.

The teacher tells the story "little question mark" and shows the teaching wall chart.

Grasp the characteristics of children's love to listen to stories, combine their existing life and knowledge experience, put some simple and easy-to-understand questions in stories, and use story illustrations to help children get familiar with the content of stories quickly, so as to lay the foundation for children to recall the problems in stories.

Teacher: What was the name of the story the teacher told just now?

Yang: Little question mark.

Teacher: What are the names of the children in the story? What questions did he ask?

Young: Xiaogang. He asked why he got dressed when he woke up in the morning. Why do you brush your teeth?

Yang: Why does it rain? Won't you get wet when you put on a raincoat?

Yang: Why is the moon hanging in the sky? Why didn't it fall?

…… ……

Teacher: Do you like Xiao Gang? Why?

Yang: Yes, because he will ask a lot of questions.

Yang: We also want to know the answer to the question he asked.

With the help of very vivid teaching charts, children can easily recall the problems in the story. They are eager to try, one after another, which not only mobilizes their enthusiasm, but also wants to be smart children.

Teacher: We also learned a nursery rhyme about' Little Question Mark'. What's the name of the child in nursery rhymes?

Yang: Li Miaomiao.

Teacher: Let's tell this children's song to Xiaogang.

Teachers and children recite the children's song "There is a little question mark in my class" together.

Through review, it not only reproduces the content of children's songs, but also paves the way for imitating children's songs later.

2. Children try to ask questions and imitate the children's song "There is a little question mark in my class".

(1) Stimulate children's interest with "small question marks".

Teacher: Do you want to be a "little question mark" too?

Yang: Yes.

Teacher: So what questions do you want to know?

Yang: Why is there a red'+'on the doctor's clothes and hat?

Yang: Why are there seeds in watermelon?

Yang: Why are butterflies flying in the sky?

…… ……

(2) Children ask "why" in the form of painting.

Teacher: Today, let's write down the questions we want to know with marker and white paper. Pay attention to the big picture when drawing, so that others can understand what you are asking at a glance.

Teachers give children proper guidance in layout and composition, and encourage them to ask different questions from others.

Encourage the children in the group to communicate their own problems.

In this session, some children drew a cat to chase mice, some children drew the sun and the moon ... They put forward various "why" and were in high spirits. Even children who don't like painting at ordinary times boldly ask questions with paper and pen.

(3) Teachers and children communicate their own problems.

Let 3 ~ 4 children bring their own questions to the front, show them to their peers and ask questions.

Teachers encourage children to ask questions from multiple angles and use body language to help express problems.

Yang: Why are birds flying in the sky? Why do cats catch mice? Why do chickens like to eat bugs? Why can't people fly in the sky?

Yang: Why are there seeds in watermelon? Why do I have to pay for things? Why do big trees grow so tall? Why do fish swim in the water?

…… ……

(4) Teachers and children imitate children's songs together.

Teacher: The children raised many questions. We put a "little question mark" headdress on the children who ask a lot of questions, and put his name together with the questions in the children's songs.

The teacher put a child on stage to show his problems.

Yang: There is a XXX in my class, and everyone calls him Little Question Mark. He asked the mouse why he was afraid of cats. Why do fruit trees bear fruit in autumn? Why is the earth colored? Why does eating too much sugar cause tooth decay? The teacher smiled and praised XX's willingness to use his brain. As long as you study hard, you will know later.

Teacher: It's beautiful. Let's clap for the ×× drum.

Ask several children to show their problems on stage and imitate children's songs collectively.

Imitation poetry pushed the whole activity to a climax. When the whole class heard that their names were included in children's songs, they all smiled and looked very proud. Other children who are not on the stage are also very active, envious of those companions who can write their names in children's songs. Usually timid children are also eager to try, and the classroom atmosphere is unprecedentedly active.

3. Arrange a "small question mark" column to guide children to try to find the answer to each other's questions.

Let the children put their own questions on the KT board and arrange a "small question mark" column.

Teacher: Today, we asked so many questions. Do you know the answers to these questions?

Yang: Yes.

Yang: I don't know.

Guide children to discuss questions raised by others.

Yang: I know why the swallow's tail looks like scissors. Because when the swallow flies in the sky, the scissors-like tail can help it master the direction and keep its balance.

…… ……

Teacher: How do we know the answers to questions we don't know?

Yang: You can check it online.

You can go home and ask your parents.

Yang: You can read books and watch TV.

Teacher: The children are great! Asked a lot of questions, some you already know, some you don't know. When you get home, you can try to find the answer to the question you are interested in.

The children in the big class already have the ability to explore problems. While encouraging children to ask questions, teachers should also guide children to actively seek answers to questions through various channels, so that children can not only ask questions, but also seek answers to questions.

Teaching plan 2 of kindergarten Chinese open class;

1. Feel the beauty of the exaggerated plot in the story.

2. Encourage children to boldly express their guesses and ideas about the plot.

3. Willing to communicate clearly and express your ideas.

Know how to help others when they are in trouble.

Activity preparation:

1, experience preparation: know that rats are one of the four pests and know what a basement is.

2. Material preparation: pictures of Mr. Timid and the mouse; Animation courseware; Background map.

Activity flow:

First, introduce mice to stimulate children's interest.

1, guess: What if the mouse comes?

Second, interrupt the story telling, set suspense, and arouse children to express boldly.

Question 1: What will the mouse say after Mr. Timid catches it?

Question 2: What will the big mouse say to Mr. Timid after giving birth to many small mice? Why did the big mouse change houses with Mr. Timid?

Question 3: What will Mr. Timid do when the mouse makes unreasonable demands for the third time? Do something for Mr. Timid.

Third, the teacher tells the story completely.

1. Question: What's the name of this story? Who is in the story? what did you say ? How do you feel after hearing this story?

Fourth, fully appreciate the animated stories and organize children's discussions around the image of Mr. Timid.

1, Question: What was Mr. Timid like at the beginning of the story? What happened to Mr. Timid? After this incident, will Mr. Timid still be afraid of mice?

2. Emotional education: Encourage children to be brave, fearless and not timid.

Activity expansion:

Put the picture of "Mr. Timid" in the language corner, so that children can read and tell freely.

Teaching plan of Chinese open class in kindergarten 3 i. Design intention

Some time ago, some parents told me that children have been playing with watermelon skins since they ate half a watermelon, and they have been asking what semi-circular watermelon skins can do. I told my parents that this proves that children have a strong desire to create, and they should actively provide creating conditions for children and guide them to use their hands and brains. While introducing it to parents, an idea came to mind: combining fairy tales to develop children's imagination and creativity.

The fairy tale "Little Mouse Eating Watermelon" is just suitable for this idea. This fairy tale creates two lively and interesting images of mice who love life through the plot of mice planting watermelons-trying to eat watermelons-inviting animals to drink watermelon juice, which proves that people who love labor, brains and companions are happy. When children imagine what watermelon skin can do, they will make it into toys themselves, and finally put the operation process at the end of the story.

The work highlights the big watermelon and the little mouse, which leads to the problem of how the mouse eats watermelon. The teacher threw the problem at the children and let them find a way to solve it themselves. Vivid and interesting content, let children learn the joy of labor and harvest, experience the joy of bold imagination and innovation, and feel the joy of friendship and sharing. In short, this activity is determined to guide children to love life. Active and willing to innovate.

Second, the activity objectives

1, perceive the structure of fairy tales, try to adapt the ending of the story on the basis of understanding and imagination, and express it clearly in words.

2. Cultivate children's good morality of loving labor, being good at thinking and willing to share the fruits of labor with their peers.

3. Understand the characteristics of the characters on the basis of perceiving the content of the story.

4. Understand the moral and philosophy contained in the story.

Third, activity preparation

1, courseware "mice grow watermelons"

2. Four watermelons, wheels, sails, plasticine, sticks, colored paper, paste, scissors, knives, whole skins, semi-circular skins, etc.

Fourth, the activity process

(A) enjoy the story

1, the teacher leads the story name by asking questions to attract the children's attention.

2. Tell the first story and play the courseware while talking. (Watermelon and mouse appear on the screen, highlighting that watermelon is big and mouse is small)

3. Tell the second story and play while talking. (Animate the basic content of the story)

Step 4 ask questions:

What about the watermelon planted by the mice? How did the mice eat watermelon? What did it and its friends think of? Do these methods work? Why? How did the mouse finally eat watermelon? Who did it invite to eat watermelon with? What is the mouse like in the story? Do you like it? If you are a mouse, how do you eat watermelon? Think of a different way from the mouse in the story. )

5. The teacher guides the children to sum up: mice grow watermelons-mice that love the past; Suck watermelon juice through a straw-it's a clever mouse; Free watermelon juice-a caring mouse.

(2) How to deal with the melon skin?

1. Provide children with certain tools and materials to encourage them to imagine and operate. (Small wheel, sail, colored paper, paste, scissors, knife, complete melon skin, semi-circular melon skin)

2. Conduct group activities according to the age, ability and interest of the children in the class.

① Paste activities. Teachers give guidance to help children complete the process of imagination and painting.

(2) Body manipulation activities, in which teachers participate in activities to prompt and inspire children. Teachers can inspire children to make cars, yurts, small houses and sailboats with watermelons. Pay attention to remind children to imagine developing simple plots in operation.

(3) Imagine telling

On the basis of the previous activities, ask the children to imagine a new ending for the story and tell it in front of the group.

1. Ask children: What can mice do after eating watermelon?

2. Use the experience of hands-on activities to guide children to make up a complete story: suppose small animals do a useful thing together, please help them think about it and then make up a story.

Verb (abbreviation of verb) promotion activities

Learn songs and perform "Planting Watermelon", and feel the pleasure of experiencing the labor harvest of mice.

Sixth, reflection activities.

Through the implementation of the activity, I feel that the goal setting is still insufficient.

Some children are guided by the teacher, and some children don't listen carefully when telling stories. Although the teacher randomly taught the children to listen to others politely, it still failed to achieve the expected results. If we will "cultivate the habit of listening to others politely." If the goal is included, the teacher will ask before the activity, and the effect will be better.

Second, the utilization rate of courseware is low.

Courseware takes a long time to make, but it is only used for the appreciation of works in activities.

Section, making the courseware utilization rate low. If several stories are preset in the courseware to end at the end of the children's narrative, let the children find their ideal story ending in the courseware and enjoy the new story completely. This improves the utilization rate of courseware, increases the interaction between courseware and children, and allows children to have a complete concept of their own stories.

Group activities and operational activities attach importance to individual differences and individual differences.

Activity flow.

In the process of operation, consider the differences of different children and make different operation goals. Every child can gain operational experience and provide material for the ending of the story.

Fourth, the relationship between teachers and children in activities is moderate.

The relationship mentioned here mainly refers to the proportional relationship between children's main activities and teachers' participation in a series of language activities. The subject and leading relationship between teachers and students in the activity changes according to the specific content and requirements of the activity;

1' s children were very excited before the activity. In the first half of the activity, animation was used to help the children appreciate the work, so the teachers were less involved in the organization at the beginning of the activity.

2 Some new skills emerged in the activities, for children, mainly include new language requirements for works and new skills requirements for art operation, among which language requirements are more important and more difficult, so teachers participate in organizing children's understanding and imaginative narration of works, but less in organizing art operation.

For naive children, the most successful way of education is to meet their basic needs and feel safe and happy. Their motivation for self-exploration is stimulated, and both physical and mental aspects are fully developed in active communication and exploration. Therefore, the design of teaching activities emphasizes that children should be based on their existing development level and create a relaxed and happy educational atmosphere according to their interests and internal development needs, so that children can actively participate in activities under the guidance of their own emotions and gain benefits from them.

Kindergarten Chinese open class teaching plan 4 activity goal:

1, understand the simple picture.

2. Be able to say out loud what is in the picture.

3. Develop the habit of observing carefully before expressing the story.

4. Guide children to observe the picture carefully and stimulate their imagination.

5. Cultivate interest in literary works.

Activity preparation:

1. Material preparation: multimedia photo story "The Color of the Sun", a piece of light music, some pieces of paper (green, red and yellow) and a prism.

2, experience preparation: children have a certain understanding of color.

Activity flow:

First, create problem situations and introduce activities.

"Kid, did you see the sun when you came to school today?" (The child answers) "Then please tell each child what color the sun is in his mind?" (The child answers) "It turns out that the sun has so many colors. What color is the sun? Let's see what color the sun is in the eyes of small animals. "

Second, show the pictures one by one and guide the children to say it.

1, show the picture 1, and guide the children to guess boldly.

Q: What's in the picture? What is the rabbit thinking? Give the children a theme hint and let them guess. )

2. Show pictures 2 and organize children's discussion.

Q: What's in the picture? Guess what they are doing? What color are the leaves? What color does the bird think the sun is? Let the children look at the sun through the green paper and say the color of the sun they see. )

3. Show pictures 3 and organize children's discussion.

Q: What's in the picture? Guess what they are doing? What color are the flowers in the picture? What color does the bee think the sun is? Step by step, the teacher guides the children to imagine and let them see the sun through red paper, and then say the color of the sun they see. )

4. Show pictures 4 and organize children's discussion.

Q: What's in the picture? Guess what they are doing? What color is the ear of rice in the picture? What color does the little frog think the sun is? The teacher step by step, guiding the children to imagine boldly and answer boldly. Then, let the children look at the sun through the yellow paper and say the color of the sun they see. )

5. Show pictures 5 and organize children's discussion.

Q: What's in the picture? Guess what they are talking about? Look at the colors on the rainbow. Does the rabbit know the color of the sun now? The teacher made a rainbow with a prism for the children to enjoy. )

Third, guide children to tell the whole story.

Fourth, the teacher should evaluate the child's story and make a complete demonstration for the child.

5. Listen to music and go outdoors to find the color of the sun.

Activity expansion:

1. Spread the color of the sun to the color of leaves and flowers to help children pass on knowledge and experience.

2. Let the children go home to find the color of the sun.

Supplement: The story "The Color of the Sun" comes from the story told by Dura on iQiyi.

Activity reflection:

Children have some life experience. In activities, I am very interested in things around me, but I have poor self-control. Children are not good at observation, so adults should guide them correctly and gradually cultivate their observation ability. Children's logical ability is poor, and their language organization ability needs to be improved. Through the "family column", parents will publicize some knowledge of scientific parenting to parents. Really realize family education.

Let the "guide" guide your teaching work and apply what you have learned.

Teaching Plan 5 of Chinese Open Class in Kindergarten Activity Objectives:

1, let children know about various sports protective articles and their uses.

2. Cultivate children's awareness of self-protection.

3. Encourage children to guess, speak and move boldly.

4. By observing the pictures, guide the children to tell the contents of the pictures.

Activity preparation:

1, preparation of knowledge and experience: the child has initially mastered the moving parts of the body.

2. The legend that a child wears various protective devices (including helmet, wrist protector, elbow protector, shoulder pad, belt, leg protector, knee protector, ankle protector, etc.). ).

3. A few photos or pictures of athletes wearing protective gear to participate in sports.

Activity flow:

1, recall the moving parts of the body.

2. Show the children's legends and discuss:

What's the difference between this child's clothes and ours?

Do you know what they are for?

Guess what he is going to do?

Why are you wearing these sports protective gear?

(Sports protective equipment that children can't recognize can be supplemented by teachers to enhance their experience. )

3. Show photos of athletes and discuss:

Who are they? What are you doing?

What sports protective gear are they wearing? Why are you wearing it?

(Further consolidate the name and function of sports protective gear)

4. Tell me about what sports we usually wear when doing sports. What happens if you don't wear sports protective gear?

Let children realize the importance of sports protective gear to sports safety, so as to stimulate their enthusiasm in wearing sports protective gear and improve their self-protection awareness in sports.

Activity reflection:

When cultivating children's language, we should grasp the reality of each child, master the rules of children's language learning, train and exercise in a planned way, let children watch, listen, speak and practice more, cultivate good language habits and create a good language environment, then children's language will certainly develop healthily.