Let's talk about textbooks first (teaching material analysis)
1, textbook source: "Vegetables" is one of the theme activities of the provincial kindergarten middle class. Vegetables are indispensable food for human life, and vegetables are indispensable on the table. Children in rural areas in particular are no strangers to vegetables. Common vegetables can be found everywhere in small markets or vegetable gardens, and it is convenient to obtain materials. Its variety is very rich. However, although children know vegetables, they don't know much about the types, functions and nutritional values of vegetables, and they often find that children don't like vegetables in daily life. Therefore, it is necessary for children to form a correct understanding of vegetables, deepen their understanding of the morphological characteristics and functions of vegetables, and stimulate their life feelings of loving vegetables. As the "Outline" said, "it not only meets the actual needs of young children, but also benefits their long-term development. 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. " So this activity comes from life and can serve children's lives.
2. Goal-oriented: The goal of the activity is the starting point and destination of educational activities and plays a guiding role in the activities. According to the age characteristics of middle school children and the actual situation of the class, the goals of cognition, ability and emotion are established. The objectives of this activity class are:
1. On the basis of understanding a variety of vegetables, understand the different edible parts of vegetables.
2. Classify vegetables according to different edible parts (roots, stems and leaves, fruits, leafy vegetables, melons and fruits) to cultivate children's understanding and classification ability.
3. Know that vegetables are nutritious and cultivate children's habit of not being picky about food and loving to eat all kinds of vegetables.
According to the goal, I focused my activities on: understanding the different edible parts of vegetables and educating children not to be partial to food. The difficulty of the activity is to classify vegetables according to different edible parts, so as to improve children's classification ability.
I made the following preparations for the teaching activities:
1. Preparation of environmental materials: The activity room is equipped with a vegetable market, and there are all kinds of real vegetables and vegetable foods (spring rolls, jiaozi) for children to choose from.
2. Preparation of teaching AIDS and learning tools: 6 large plastic baskets (each with a classification label), multimedia courseware, light music tapes, art production tools, and various small plates in the corner.
Second, the teaching method of speaking (the design of teaching methods)
The Outline points out: "Teachers should be supporters, collaborators and guides of children's learning activities." In the activities, we should strive to "form a cooperative inquiry-based interaction between teachers and students." Therefore, this activity not only infected the children with teachers' own feelings, but also tapped the value of this theme activity and adopted appropriate methods to organize teaching. Teaching methods are as follows:
1. Situational teaching method: Taking vegetable dolls as the main line, inviting children to visit the vegetable market provides a concrete scene for the lively activities of the main body, which greatly stimulates the enthusiasm of children's independent participation and makes them immersive, effectively promoting the development of children through the influence of the environment.
2. Discussion method: The outline points out: "Children's peer groups and kindergarten teachers' collectives are valuable educational resources, and we should give full play to the role of such resources. "Discussion can solve various problems encountered between children in learning and form a good habit of autonomous learning.
3. Operation method: It can give full play to children's subjectivity and initiative, cultivate children's spirit of exploration, and enable children to gain the experience of overcoming difficulties and exploring success, thus generating interest in learning and establishing learning confidence.
4. Demonstration method: By making the multimedia slide "Vegetables", children can have a more thorough understanding of the edible parts of vegetables. In this process, the use of modern teaching AIDS has played an irreplaceable role in traditional education.
5. Game method: Games are children's basic activities, which are educational, entertaining and creative. In the fifth part of this activity, I will guide the children to play the game of "finding friends" and let them experience the fun of eating vegetables and growing up quickly.
In the whole process of this activity, introduce their favorite vegetable dolls to children, and personally see vegetables, divide vegetables and taste vegetables, so that children can actively explore and think, and achieve the unity of scientific quality improvement and personality development.
Third, talk about learning methods (learning method guidance)
The activity class always takes children as the main body, creating conditions for children to participate in inquiry activities, which not only improves their understanding, exercises their ability, but also sublimates their emotions. The learning methods guided by this activity are as follows:
1. Multi-sensory participation: The goal of the scientific field of the Outline clearly States: "You can use all kinds of senses, use your hands and brains, and explore problems; Can express and communicate the "process and result" of exploration in an appropriate way. Therefore, in the activity, I guide the children to have a look, touch, compare, divide, taste, talk and so on, and they become interested in vegetables in their play.
2. Practice: Mr. Chen Heqin said "learn by doing, learn by doing, learn by doing". In the operation activities, I encourage children to divide vegetables and guide them to classify according to the edible parts of vegetables. In this process, children are prone to herd mentality, and may not succeed at one time. By imitating, practicing and constantly adjusting their own classification standards, children's thinking becomes active and their understanding deepens.
3. Let's talk about it: According to the goal in the language field of the syllabus, "I can clearly say what I want to say". I carefully create a relaxed atmosphere to make children want to speak, dare to speak and know how to speak, which not only develops their oral expression ability, but also leaves enough room for their creative thinking.
Four, said the teaching program (teaching program arrangement)
I organized this activity plan in a interlocking way, and the activity flow is as follows:
Stimulate interest-free exploration-operation classification-interest exchange-game experience-aesthetic extension
(1) Stimulate interest (Situation: Vegetable doll invites children to visit the vegetable market)
Interest is the best teacher. At the beginning of the activity, teachers used the familiar image of vegetable dolls to create a relaxed language environment and a specific physical (market) situation for children, which aroused their interest in observing vegetables. In the next link, I take vegetable dolls as the main line of plot development, which deeply attracts children from form to content.
(2) Free exploration (observing and understanding all kinds of vegetables)
In this link, I divide it into four steps:
The first step: free visit: according to the curious and active characteristics of children, I arrange for children to visit freely. In this process, teachers are guides, supporters and collaborators. In the relaxed atmosphere of music performance, children see, touch, compare and talk about the characteristics of the vegetables they see and find the vegetables they like to eat.
Step 2: Get vegetables: When the children have an intuitive understanding of the vegetables they see, I combine "the vegetable doll is happy to give the children two kinds of vegetables" as the introduction, and the children are happy to get two kinds of vegetables they like. In this process, the experience gained by children is fragmentary, and some vegetable names can only be said in dialects.
Step 3: Group discussion: I use the precious resources of children's peer groups to let them introduce themselves, guide children to identify all kinds of vegetables, and tell the names and parts of all kinds of vegetables to prepare for breaking through the key points. I set the following questions to inspire children to think: which part of this vegetable should we eat? (For example: xx eats roots, xx eats leaves, and xx eats fruits) If you use some parts of vegetables that are not suitable for people to eat, will the dishes be delicious? How does mom usually cook for you?
Step 4: Watch the slide show: In order to break through the key points, I play the multimedia slide show "Vegetables" in time, so that children can have a better understanding of the parts where vegetables are eaten. Why do we eat vegetables? Teach children not to be picky about food and eat more vegetables. Through discussion, debate and watching slides, children have a clear understanding of the names and functions of edible parts of vegetables.
(3) Operation classification (plot: help vegetable dolls to classify) The second operation is vegetable classification. Classification refers to children's activities of gathering objects with one or several common characteristics.
Classification activities are the application of previous observation and exploration activities. Children are often classified according to their own views and ideas, and the classification standards are constantly changing. Therefore, we ask children to improve their classification by speaking, grading, trying and self-correcting. Here, vegetables are mainly classified according to different edible parts. Because the children in the middle class don't have the ability of multi-dimensional thinking, let them take the initiative to think and correct themselves after repeated operations and attempts, thus initially establishing a scientific attitude and spirit. Teachers' timely help, guidance and appreciation for children with poor ability will bring him a successful experience.
(4) tasting communication (plot: vegetable doll invites everyone to taste vegetable food)
After discussing the benefits of vegetables, everyone must want to try them. In order to satisfy children's appetite, according to the characteristics of children's weak control ability, I arranged vegetable dolls in time, invited everyone to taste the plot of vegetable food, naturally guided children to taste and exchanged ideas on how to eat vegetables. We provide food for each group as follows: (Spring rolls, jiaozi). We talked over dinner. In a state of excitement, children gradually realize that eating more vegetables is good for nutrition, so they consciously live without being picky about food, eat more vegetables, absorb more nutrition, and make their bodies grow better.
(5) Game experience (experience the pleasure of eating vegetables quickly)
After the children have tasted vegetables and food, they will naturally think that I will grow up. So, I designed the game "Finding Friends" to let the vegetable dolls find grown-up children to be good friends. In the game, with light music, the children's excitement is high, and they experience the happy mood of loving food in a relaxed atmosphere. This link achieved goal 3.
(VI) Aesthetic Extension (Plant Art Exhibition)
The tasting activity is over, so I think it is necessary to extend the activity class appropriately. The key is to guide children to become interested in vegetables. Let children know that vegetables are not only nutritious, but also can be processed into works of art, so that children can be satisfied in aesthetic psychology and creative desire. I arranged this link in the district corner activity. Art materials and production tools should be invested accordingly, so that children can imitate and create vegetable three-dimensional modeling, vegetable printmaking and vegetable puzzles, so that children "like to participate in artistic activities and can boldly express their feelings and experiences;" . I believe that children will have a sustained interest in vegetables, and maybe they can produce more valuable activities from them.
In short, this theme activity class is to let children know about different edible parts of vegetables on the basis of understanding a variety of vegetables, and to educate children not to be picky about food and love to eat vegetables. Teachers should create relaxed situations, let children experience it by themselves while watching, touching, comparing, tasting and speaking, and cultivate children's observation ability, understanding ability, hands-on operation ability and creative thinking ability.