The first chapter talks about hygiene and loves cleanliness.
Activity objectives:
1, let children know to urinate and defecate in time and anywhere.
2, initially know how to talk about hygiene and love cleanliness.
Activity preparation:
1, know the relevant signs and pictures of the bathroom.
2. collect or sort out examples: about children who wet their pants while playing.
3. Write the story "Clean Kitten".
Activity flow:
1, the teacher used an example that a child had a good time and forgot to go to the toilet to pee his pants in time, so that the children knew that when they needed to go to the toilet in time, they should go to the toilet in time before playing games.
2. Let the children talk about their feelings after wetting their pants, such as discomfort and physical discomfort. In this way, children will catch cold when they wet their pants in winter.
3. Lead the children to know the class's health room (toilet), introduce them to the places where they should go to urinate, and tell them that they can go to urinate whenever necessary.
4. Tell the self-made story "Kitten who loves to clean" to let children know that kittens have a fixed place when it is convenient, and bury excreta with soil to further deepen their understanding of excretory hygiene.
Activity evaluation:
1. Teachers should pay attention to reminding children aged 3-4 to urinate and help them gradually develop the habit of being hygienic and loving cleanliness.
2. Teachers can arrange appropriate activities to educate children not to laugh at friends who wet their pants. If you find that your child's trousers are wet, you should report to the teacher in time.
3. Ask parents to help provide children with clothes and trousers that are convenient to put on and take off, so that children can take care of themselves.
Activity summary:
The teacher summed up the children's performance today, praised and encouraged the children to show positive children in the activities. Let children feel the joy of social activities while enjoying the story. At the same time, teachers should take care of those children who are quiet in the activities, so that they can be happy at the end of the activities, thus cultivating their interest in social activities.
Chapter 2 "Interesting Footprints"
moving target
1. Take the road with different footprints and develop the motor skills of walking, running and jumping.
2. Boldly explore different ways of walking with different footprints, and cultivate the coordination and flexibility of body movements.
3. Enhance the awareness of rules and teamwork, and experience the pleasure of challenging success.
Activities to be prepared
1. Courseware-Barefoot Perception of Different Roads
2. Music: Let go of your little feet.
3. Paths with different footprints.
Activity process
First, import
1. Teachers and students can freely stand barefoot on the square field made of foam board, review the structure of feet and stimulate the desire for activities.
Step 2 Warm your feet with music:
Feet walk with dignity (walking, running, jumping);
Lift your little heel and walk on tiptoe-grow taller;
Take a rest when your toes are tired and walk on tiptoe-become a clown;
Little feet are really capable (walking, running and jumping).
Second, expand
1. Guide children to use their imagination and guess that different parts of their feet can step on different footprints.
Teacher: When you walk with different parts of your feet, the footprints printed on the ground will be different.
Some are the whole small sole, some are the forefoot, and some are just the hind sole.
Is that really the case? Let's verify it together.
2. Show different paths covered with palm footprints and encourage children to boldly try to walk through the paths in various ways.
(1) Conventional Palm Footprint Path
The teacher concluded: this is a small footprint printed on the ground when walking with all feet. Just now, the children walked through this paragraph in different ways.
The footprints on the palm of your hand, some striding, some jumping, some running, are very smooth.
3. Different paths of footprints (footprints of forefoot and hind paw).
The teacher summed up: some of the small footprints on this path were left by walking with the forefoot, and some were left by walking with the hind paw.
Children walk through the footprints of their front paws in an expert way and the footprints of their back paws in a clown way.
4. The path of combining footprints (full palm footprint, forefoot footprint and hind paw footprint).
The teacher summed up: there are different small footprints on this path. The children look at the small footprints and change their walking style.
Walk for a while, jump for a while, walk an expert, walk a clown, walk for a while, fast, slow.
5. Game: Compare and see who is faster.
The teacher showed four groups of long roads consisting of four paths, and the children stood in four columns.
Consolidate the sports skills of walking, running and jumping through competitions.
Teacher's summary: Today, children used different methods and different movements to quickly walk the paths with different footprints.
It's amazing! Our little feet are really capable!
Third, the end.
1. With the music, teachers and children do relaxation activities together.
Sit down with your backs together and straighten your calves-take a pat;
Take your hands back-move your feet;
Hook your toes, stretch your instep, and touch;
Turn left with your feet and then turn right;
Swing from side to side, tandem, move and nod;
Slowly retract the calf and tap it;
Touch your feet, scratch the soles of your feet, haha-how cute your feet are!
2. Wash your feet, put on your shoes and end the activity.
The expression of three small chairs
● The origin of the activity
In daily activities, I found that the children in the class lacked the methods and consciousness to push and care for the small chairs. Although teachers also use guidance, reminders and other methods at any time, the results are not great. Therefore, I designed this activity, hoping that through the activity, children can turn passive obedience to the routine requirement of pushing chairs into active execution, and finally internalize it into habits.
● Activity objectives
1. Know how to push a small chair when you leave your seat, and develop good living habits.
2. Master the method of gently pushing the small chair with both hands and know how to care for the small chair.
● Activity preparation
1. experience preparation: know the general requirements of pushing chairs and have painting experience.
2. Material preparation: 2 chairs, 1 with a relatively complete appearance, l with a broken appearance, magic paper (white crayons with smiling faces and crying faces), brushes and watercolors. Know how to push the chairs with both hands and know that your behavior is related to the "expression" of the chairs.
● Difficulties in activities
You can consciously adjust your behavior according to the expression of your little chair.
● Activity process
1, import link
(1) Introduce the "chair guest" to children in an anthropomorphic way, and guide them to compare and tell the difference in appearance between the two chairs.
(2) Stick two pieces of magic paper with smiling face and crying face on two small chairs, and dip the magic potion (colored pigment) with a brush to brush two kinds of expressions on the magic paper.
(3) ask questions. Why does a chair laugh and a chair cry?
Analysis In this link, teachers should pay attention to guiding children to establish a certain relationship between "the appearance of the small chair" and "the expression of the small chair", which can not only improve children's interest and desire to explore, but also help them understand the story behind them. In addition, in order to facilitate the operation behind the young milk, the teacher should also let the ear intuitively see the process of brushing the expression and understand the method.
2. Situational stories.
(1) scene 1
Broken chair (crying face): My friend left his seat and forgot to take me home, which made other children stumble. I am sad.
Chair with complete appearance (smiling face): My friend will push me under the table when he leaves his seat. (Teacher's demonstration)
(2) Case 2. Broken chair (crying face): My friend pushed me back to the table and I was hurt a lot. It hurts!
Wide-looking chair (smiling face): my friend will gently push me home with both hands (teacher demonstrates), and I am still so beautiful. By analyzing the dialogue between the two chairs, there is a sharp contrast. The setting of this situation is to guide children to establish a connection between "the expression of a small chair" and "the behavior of children". In the activity, the dialogue should be concise and clear. Easy for children to understand and compare. Teachers can use actions and language to demonstrate and explain how to push chairs correctly, thus consolidating children's positive behavior.
Step 3 ask questions.
(1) What can a child do to make a small chair laugh? (2) Think about whether your little chair is crying or laughing.
Analysis In this link, teachers help children organize their thinking and deepen their understanding by guiding them to express their findings and feelings in language. However, this kind of logical expression is difficult for small class children, so teachers can guide and strengthen it in time after children have a deeper understanding.
4. Experience for yourself.
(1) The children press the table to get magic paper from the teacher.
(2) Teachers observe the behavior of children pushing chairs when they leave their seats, and send out corresponding words. (Appropriate prompt)
(3) children brush and see the expression. Anticipation and guidance strategies: teachers should affirm and encourage children who are at risk of laughing; For crying children, teachers guide them to reflect on their performance and try the right methods.
(4) Question: Why is our little chair smiling? Analysis teachers should pay attention to randomly observing children's behavior, on the one hand, observing children's acceptance and understanding; On the other hand, according to the problems reflected by children, give them another hint and guidance to further strengthen their awareness of routine behavior. In particular, the action of "pushing" must be experienced by children in specific operations.
At the same time, in the process of painting, teachers should encourage and guide children in time to further help them perceive the direct relationship between expressions in painting and their own behaviors. Guide children to adjust their behavior, affirm their positive performance, make them interested in following the routine of pushing chairs, and then gradually form good behavior habits.
5. End the link.
(1) Put the chair up ~ See who laughs.
(2) Let the children move the chairs to Guyuan and go to the toilet.
The purpose of analyzing this link is to make children feel happy, affirm themselves, and cultivate children to apply the skills they have learned to practical activities, thus consolidating new experiences in activities.
● Activity review
It is very necessary to carry out effective regular education in small classes, which will play an important role in children's future study and life. Then, how to build a suitable scaffold to make children become passive and active, and then consciously understand, accept and abide by the corresponding rules?
The teacher made a bold attempt in this activity, so that children can learn to understand, feel and master new experiences in the process of playing situational games. The anthropomorphic design of small chairs, coupled with appropriate situational support, is a highlight of this activity. By endowing the little chair with emotion, the teacher tries to guide the children to establish a certain relationship between their behavior and the expression of the little chair through the images of crying face and smiling face that children like and can understand. This method is very effective for children to change from passively accepting teachers' requirements to actively loving chairs and consciously adjusting their behavior because of emotional resonance. (Jiao Yang, No.1 Kindergarten, Hexi District, Tianjin)