The activity goal of "swimming" 1 in kindergarten middle class
1. Learn to classify and count objects according to their two characteristics (color and shape).
2. Learn to use two-dimensional statistics to record.
Activities to be prepared
1. Some unpainted game circles and water polo cards.
2. Some crayons in four colors: red, yellow, blue and green.
3. One statistical table 1, one statistical table for every two children.
4. A number of small baskets with 3-6 snowflakes in red circles, red triangles, green circles and green triangles.
Activity process
1. Painting activities, making learning tools to stimulate interest.
(1) The teacher introduced the swimming ring card and water polo card to the children and distributed them to each child.
(2) Teacher: Please choose one of the crayons of four colors and color the swimming ring and ball on the picture card. Each swimming ring and water polo can only be painted in one color.
(3) Children's painting.
2. Practice classification activities.
(1) Teacher: The teacher should put these cards in order. I want to divide them into two categories. How to divide it? Children answer and complete the classification.
(2) Teacher: The teacher should divide these cards into four categories. How to divide it? Children answer and complete the classification.
(3) Teacher: The teacher should divide these cards into eight categories. How to divide it? Children answer and complete the classification. Then count the number of each category and show it with a digital card.
3. Understand the two-dimensional statistics.
(1) The teacher shows the two-dimensional statistical table 1 and asks the children to say what is on the table.
(2) The teacher demonstrates a digital card. For example, there are five yellow swimming rings, so let's pick up the number 5 and first find the row where the swimming rings are on the table. Now find the column where the yellow swimming ring is located and fill in the number 5 in the blank.
(3) Ask some children to put the other figures in the correct position in the table.
4. Design and operate in pairs.
"Swimming" Teaching Plan 2 Activity Target of Kindergarten Middle School Class:
1. Guide children to create different swimming styles according to their existing experience.
2. Fully feel the melody of music and make corresponding actions according to the changes of music.
3. I like music performances and feel the joy of creative activities.
4. Be able to express the content and emotion of the song boldly.
5. Understand and memorize lyrics and learn to sing with the help of maps, actions and game scenes.
Activity preparation:
1. Music tape
2. I learned to jog with my heels and toes.
Activity flow:
I. Introduction
Teacher: "Come on, children, let's listen to music and play games!" " "(Take the children to listen to music, run and sit down in a circle. )
Two. Basic part:
(1) Teacher: "What's your favorite sport in summer?" "Can you swim?" Ask children to perform freely, and other children imitate. The teacher sang the children's performances and performed the first four sentences in concert with the music.
The teacher concluded: Just now, the children performed a lot of swimming movements, including breaststroke, freestyle and backstroke. I also like swimming. How do I swim? What's the difference between your movements? "
(2) The teacher demonstrates the first two pieces of music and poses in the sliding sound. Guide the children to observe the difference between the teacher's performance and the previous performance. What is the difference? ""I made an action where the music finally slipped like running water. This action is called modeling. Why don't you try to pose? "
(3) Children are free to create and pose, and teachers give random guidance to guide children to pay attention to the changes in height and left and right, and can pose with music. Children listen to music in the circle and perform the first paragraph completely. )
(4) Put forward a new requirement: change the shape twice at the glide. The children tried to perform with a sliding voice. Listen to the music and perform the second paragraph completely. Once again, a new requirement is put forward: transform the shape three times at the sliding sound. The children tried to perform. (Listen to the music and perform the third paragraph completely)
(5) Complete performance of three pieces of music. (1~2 times)
Three. Conclusion:
"What other sports do you know besides swimming?"
The children discuss and answer, and put other sports into the music to perform. Stimulate children's interest in performing again.
The teacher performed with the children and then appeared. End the activity.
The activity goal of "swimming" 3 in the teaching plan of kindergarten middle class
1. Explore the changes of various kinds of paper in water during operation activities, and preliminarily perceive the characteristics of paper.
2. After observing the operation, learn to record the results with simple symbols and be willing to express your findings in words.
3. Experience the fun of experimental activities.
Activities to be prepared
Everyone has a napkin, a candy paper, a pen, a record sheet and five collective record sheets.
Activity process
First, use paper men to arouse children's interest in the form of story performance.
1, showing little people made of napkins and candy paper.
Teacher: Do you know them?
Yang: It's a napkin doll and a candy paper doll we made in the activity area.
2. The teacher tells the story and leads to the theme.
Teacher: Two little people met a difficult problem. Please help them. Let's hear what the problem is!
The teacher told a story: one day, the napkin villain and the candy paper villain came to the playground to play together. They played hide-and-seek for a while, and then sweated on the swing. The candy man said, "I played too much today." Let's go swimming! " "The napkin man said," No, no, you can't go. The candy man said, "why, I just want to go." "The napkin man said," No, no, we can't go in the water. "The two of them quarreled, and no one could convince anyone.
3. Children's discussion.
Teacher: Tell me, will they go swimming? Why?
You 1: You can't go swimming, you'll get wet in the water.
Young man 2: They can go swimming because they have hands and feet.
Baby 3: Napkin people can't go swimming, it will rot in the water. People with candy paper can go swimming. It won't rot in water.
Teacher: Some children say they can go, while others say they can't. What should we do?
Yang: Let's invite the villain to have a try.
(Comments: The theme of this activity is drawn from the story, and a question is used to arouse children's discussion, so that children can help paper people as the main line of activities and stimulate their passion for business activities, which is in line with the age characteristics of middle-class children. )
Second, children operate for the first time, explore the changes of napkin people and candy paper people in the water, and record the results in cooperation with their peers.
1, the teacher explains the operation requirements.
Teacher: The teacher has prepared a swimming pool and a villain for you. You can choose a place to try, see if two little people can swim in the water, and record the results in your way. The children swimming in the swimming pool were recorded on the record board. Is there anything unclear? You can ask the teacher or the child.
2. Children operate and record the results.
3. Take the exhibition board to the top and tell the results of the exploration.
Teacher: Please tell me which swimming pool you have tried. Can they swim in the water?
Baby A: I tried 1 in the swimming pool. I don't think napkin people can swim, because it will rot in water for a while. People with candy paper can go swimming because it won't rot.
You B: I tried it in swimming pool No.3, and the napkin man slowly sank into the water and rotted. Candy paper men will not sink or rot.
Teacher: What symbols do you use to remember?
Baby A: My napkin will rot too, so I can't go swimming. I use it to show. People with candy paper can go swimming.
You B: I used it to show that I can go swimming, and I used it to show that I can't go.
(Comments: In this link, the teacher clearly put forward the operation requirements, let the children try, let the children feel the different phenomena of two kinds of paper in water in independent operation activities, give play to their imagination, and record the operation results in their own way, which fully mobilized the initiative and enthusiasm of learning. )
4. Understand how people change in water by using human kinematics.
(1) Teacher: Napkin people can't swim in the water, it will rot. Can we know what it looks like in water through physical exercise?
Young 1: You can twist with your body.
Teenager 2: Twist your hands.
(2) Teacher: What about the sugar paper man?
Children learn to swim with candy paper through action.
Teacher: Let's tell them the result.
Young man: napkin man, you can't swim in the water. You will rot in the water. Candy paper man, you can swim because you can't rot.
(Comments: Satisfy children's desire to be active, fully mobilize children's bodies to feel the feeling of napkin people rotting in the water and the feeling of candy paper people swimming in the water, create a relaxed and lively atmosphere, and realize the alternation of motion and static. Telling the results to the paper men by anthropomorphic method not only satisfies the children's interest, but also plays an echo role. )
Third, explore the changes of other papers in water.
1, know other papers.
Teacher: We know the changes of napkin man and candy paper man in water, so there are many kinds of paper in water. Let's try them. Please tell me what papers you know first.
You 1: I can Xuan paper and draw ink painting.
Youth 2: I know crepe paper and white paper.
Teenager 3: I know kraft paper.
Look at the paper in the box. Do you know that?/You know what?
Yang: There are kraft paper, white paper and crepe paper.
Look at the recording paper and discuss it with the children. If you don't understand anything, you can ask.
Young 1: A cell with a clock is to remember time, whether it is a long time or a short time.
Teenager 2: A grid with water records the appearance of paper in water.
Comments: Let children know the meaning of recording paper in the process of discussion, which not only plays the role of student-student interaction, but also enables children to learn learning methods.
4. Children's operation records.
5. Tell the result of the operation.
Teacher: Please tell me about your grades, which papers have been changed and which papers have not.
Young 1: The crumpled paper changed, rotted and faded in water, and changed color in water. Kraft paper has not rotted for a long time.
Young 2: My kraft paper hasn't changed for a long time. After I rubbed it with my hand, the color of the stripes became darker.
Teenager 3: After a long time, the white paper is rotten.
6. Teacher's summary: These papers will change when put in water, because they will absorb water. Wrinkled paper absorbs water most easily, white paper absorbs water almost, and kraft paper does not.
(Comment: Second exploration, let the purpose of exploration come step by step. Paper made of the same material was put into the water, and the children watched quietly, watched curiously and recorded. This method of children's active participation in discovery strengthens children's meticulous observation habits and cultivates their preliminary comparative ability. )
Discussion: What's the use of washed waste paper? What's the use of non-rotten waste paper?
1, show the vase and guide the children to watch it. Rotten waste paper can be mixed with glue and pigment to make colorful pulp, coated on fruit bottles and decorated into beautiful vases. No rotten waste paper can be used to make clip art and costume props.
2. What can I do with paper that won't rot in my life? Please look for information with your parents and write the answer in the column "You ask me and answer me".
(Comment: Transfer children's experience to life, let problems come from life and serve life. )
Activity expansion:
1. Tamp the pulp and decorate the vase. Make costume props and clip art.
2. Continue the experiment: collect paper with rough edges, coated paper, wax paper, paper cups, cartons, etc. Inside and outside the garden, and then explore various ways to make the paper not rot in the water.
Activity evaluation:
Montessori revealed 50 years ago that "children need activities almost more than things". For children, action is thinking, so the best way of scientific exploration is to let children do it themselves, play with middle school and learn. In this activity, with the help of children's problems in the activity, teachers actively respond to children's problems by coordinating children's multi-sensory cooperation activities. Provide appropriate inquiry materials, support the concept of "children first, teachers last", create a relaxed environment of equality, appreciation and support, and give children full opportunities to practice. Satisfied children's interest needs, so that children have a successful experience.
In the process of activities, children are cheerful, active in learning, brave in communication, and teachers are oriented to all and properly guided. Let every child have the opportunity to try and the freedom to explore in the process of guessing, discussing, finding, comparing, trying, speaking and remembering. Children constantly discover new problems, constantly use the original experience, try to explain new problems and construct new experiences. At the same time, children get positive responses from teachers in discussions and exchanges with teachers and peers, as well as in their understanding of paper changes. Teachers' affirmation of children's expression, recognition of speculation and encouragement of behavior unconsciously promote children's language communication ability, cultivate children's self-confidence and ignite the fire of divergent thinking. At the same time, in the activities of decorating vases with waste paper pulp in the extension activities, children felt the reuse and ingenious utilization of waste through practical operation, and their awareness of environmental protection was also enhanced.
Children are the main body of independent growth, and teachers are supporters. From this activity, I realized that only by proceeding from children's actual needs, respecting children's wishes, flexibly organizing educational activities and learning from children can we grow together with children.
"Swimming" Teaching Plan 4 Activity Target of Kindergarten Middle School Class:
1, know how to swim with adults, not alone.
2. Understand and master the basic hygiene and self-protection methods when swimming.
3, understand the swimming events, understand the matters that should be paid attention to when swimming.
4. Feel the harm caused by not paying attention to safety when swimming.
5. Strengthen children's safety awareness.
Highlights and difficulties of the activity:
Focus of activities:
Understand swimming supplies and precautions when swimming.
Activity difficulty:
Master the methods of self-protection in swimming.
Activity preparation:
1, swimming by the sea.
2, swimsuits, swimming caps, goggles, swimming rings and other items.
3, swimming drowning video.
Activity flow:
First, create situations and introduce dialogues.
1, dialogue:
The hot summer is coming quietly. What's your favorite activity in summer?
2. Show pictures of beach swimming scenes, create situations and stimulate children's interest.
Second, know the name and purpose of swimming objects.
-What should I bring for swimming?
-Teachers show swimming articles one by one to guide children to know the names and uses of the articles.
Third, discuss with children the matters that should be paid attention to in swimming:
-Change your bathing suit before swimming, do exercises after changing your clothes, and get ready for the water.
-Take a swimming cap, goggles and swimming ring and get ready to go into the water.
-Drink some water before entering the water, slowly splash it on your chest and body, and get familiar with the water temperature before entering the water.
It is dangerous to jump out of the pool at will. Go up and down stairs at the entrance.
Don't stick your head in the water or play games.
It's often wet by the pool, so be careful when you walk to avoid slipping.
Take a bath immediately after swimming.
Fourth, play a video about drowning and know that swimming should pay attention to safety.
1. Learn about drowning.
Do you know what dangers will happen when swimming? How do you guide drowning people?
And then what? Television, newspapers, books and adult stories are the media. )
2. Read reports about drowning, the process of saving people, and exchange self-help knowledge with each other.
3. Teacher's summary: If you don't pay attention to safety when swimming, it will be harmful.
4. Inspire children to discuss the causes of drowning.
5. Learn simple ways to protect yourself while swimming.
How can I be happy and safe when swimming?
(For example, try to swim in a safe swimming pool instead of going to dangerous places; Be sure to be accompanied by an adult. You can't go swimming alone. If you haven't mastered the skills safely, you should use protective equipment. Once you feel uncomfortable in the water, you should go ashore and call for help. )
Reflection:
Children's participation in the whole activity is high, but for some children who are developing rapidly, life is relatively simple, so there is a phenomenon that individual children are not enthusiastic. This aspect should be fully considered in future activity design, so that all children can actively participate in the activities.
"Swimming" Teaching Plan 5 Activity Target of Kindergarten Middle School Class:
1, explore a variety of swimming rings to cultivate children's spirit of trying and creativity.
2. Develop children's basic skills such as walking, running, jumping, balancing and throwing, and train children's coordination and sensitivity.
3. Let children experience the fun of playing with their peers.
Activity preparation:
1, some frog headdresses
2. How many swimming rings
3. Related background music
Activity flow:
1. Children (baby frog) enter the venue under the guidance of the teacher (mother frog).
Mother Frog: Baby, it's a beautiful day today! Go swimming in the pond with mom, ok? In the music, the little frog and his mother are doing various swimming movements with their swimming rings on their backs. )
(Comment: Teachers participate in activities as "mother frog", so that teachers can change their previous roles and become participants and supporters of children's activities. This laid the foundation for children's autonomy. )
Second, the little frog plays with the swimming ring.
1, to stimulate children's interest in swimming rings.
Mother Frog: When I was swimming just now, the swimming ring helped me a lot. We really want to thank it! (such as: hug, pat, lean, touch, hold the swimming ring high, gently turn the swimming ring around, etc.). Thank you for inspiring your child to make corresponding intimate actions.
(Comments: In this session, inspired by the teacher, the children further developed a strong interest in playing swimming rings. )
2. Children can play swimming rings freely (individual play, group play, large group play and group play).
(1) Mother Frog pretended to be deaf and said mysteriously, Listen, the swimming ring is talking! Oh, the swimming ring says it wants to play with us, okay?
(2) Mother frog encourages and guides the baby frog to play with the swimming ring. Throw into the swimming ring, roll the swimming ring, trap the swimming ring on the body, rotate the swimming ring, and build a swimming ring puzzle (the teacher guides or takes all the children to learn 3-4 moves individually) (Comments: In this link, children can actively imagine and innovate boldly, and the teacher fully affirms, so that the initiative of children can be brought into full play. )
3. Play the game of "Swimming Ring Solitaire"
(1) Mother Frog: If these swimming rings are one after another, it will be fun. Let's try! Encourage the little frog and his mother to connect the swimming rings one by one.
(2) Mother Frog: Look, what are so many swimming rings connected together? (children casually answer: like a path, like a train, like a belt, like a long queue and so on. )
(3) Mother Frog: Yes, it's like a path. Let's take a walk on it! Guide children to walk back and forth at variable speed on the "path", and remind them of walking skills, tiptoe landing, balance, etc. Let the children feel free to drive a train, play with a belt, queue up, etc. )
(Comments: When the child's imagination reaches a certain level, the teacher puts forward new questions in time for the child to face and challenge, so that the child's interest can continue. Most children are eager to try new challenges and fully feel the fun of sports activities. )
Third, relax.
1, mother frog: Baby, we just walked the path, drove the train and danced in the long queue. We really like playing swimming rings and are very tired. Come on, let's sit on the swimming ring and have a rest! (Children sit on the swimming ring, doing all kinds of relaxation actions with light music.)
Mother frog: Look at the weather. Oh, it's going to rain Let's go home with our swimming rings on our backs! (With the music of "Rain", the little frogs go home with swimming rings on their backs. Comments: The natural phenomenon "rain" is used here, which not only conforms to the story but also stimulates children's interest. When the children heard the rain, they helped the mother frog carry the swimming ring, and they were very busy. The gamification teaching process is very suitable for children's age characteristics. )
Comments and reflections:
In this activity, the children are very involved, because it is an activity that stems from their own interests. In the process of implementation, teachers participated in the activities as "mother frog", and did not interfere with their activities too much, but fully mobilized the enthusiasm of children to get close to the swimming ring. Through their own bold attempts, the children initially felt the different ways of playing swimming rings, which stimulated their interest in sports activities and developed the coordination of movements. In the free play circle, the teacher fully affirms the children who can actively imagine and boldly innovate, so that the children's initiative can be brought into full play. Finally, the teacher ended the teaching activity with "It's raining", which not only conforms to the story, but also stimulates children's interest. The whole activity changed the previous situation of copying textbooks. Every child boldly explores and actively participates in the activities, and everyone has different degrees of gains.