1, guide children to learn to avoid injury.
2. Cultivate children's good qualities of caring and helping each other.
Activity preparation:
Pictures of injury cases
Activity flow:
1. Inspire children to talk about burns, scalds and injuries with their own life experiences.
Teacher: children, have you ever been burned, burned, or fallen to the lower limit or cut? What's that feeling? How do you feel?
2. The teacher guides the children to know how to avoid injury through discussion.
(1) The teacher encourages young children to discuss ways to prevent burns and injuries: children sometimes get hurt carelessly, so what should we do to avoid injuries? The teacher provides time for the children to discuss together, and at the same time goes deep into the children's discussion to listen to their views on the situation. )
(2) Teachers help children to consolidate and remember the questions that should be remembered in daily life by asking questions: Can children get close when the teacher is holding lunch at noon? Can you run and jump in the classroom? Can I run around in peacetime? Too much fun? Can mom dance while cooking? Can you play with fire? Can you play with sharp things?
3. The teacher briefly introduced the method of self-help after the child was injured.
(1) The teacher leads the children to discuss: If the adults are not around, what should you do if you or others are injured?
(2) Teacher's summary: If you burn or scald, you can expose the wound, rinse it with cold water, and then ask an adult for help immediately.
4. Summarize the evaluation and end the activity.
Question 2: Kindergarten large class safety teaching plan: What should I do with sprained foot?
Children are naturally lively and active. Whenever they get a chance, they run outside and keep skipping. Because their bones are not well developed, their ligaments are slack, and they often sprain their feet and so on. In order to improve children's self-protection ability, it is necessary to teach them some methods to deal with minor injuries and pains.
Activity objectives:
1. Learn some simple treatment methods after sprained feet.
2. Master some prevention tips.
3. Enhance children's awareness of self-protection.
Activity preparation:
1. Let the children remember their home address and telephone number in advance, and remember the hospital emergency number.
2. Rehearse the live performance "Twisted Foot" before the event.
3. Pictures of children's outdoor activities: kicking ball, running, skipping rope, sliding slide, etc.
Activity flow: 1. Organize children to watch the live performance "sprained foot" and learn some simple treatment methods after sprained foot.
A group of children are playing football and having a good time. Suddenly, a child squatted down, covered his feet with his hands and cried, "I sprained my ankle, which hurts me to death!" " "A little girl came running and said, Yao Ming, don't be afraid. Sit down and I'll rub it for you! "
1. Organize children's discussion:
Did the little girl handle it correctly? How do you deal with this situation yourself or see others encounter this situation?
2. Teacher's summary:
(1) I'm sure what the children just did was wrong and harmful. Evaluate whether the child's handling style is appropriate.
(2) Introduce some simple treatment methods to children, and ask some children to cooperate with the demonstration, and the rest children will imitate the exercises in pairs or groups.
A. if the injured part is not swollen.
(1) Sit down and straighten your legs. Put a small pillow or other things that are not too hard under the calf, raise the sprained part a little, and it will be relieved after a rest. (affecting blood microcirculation, not easy to cause swelling of the injured part)
(2) On the basis of the above, it will be better to apply cold compress or safflower oil with wet towel (principle: cold compress can promote vasoconstriction, and safflower oil can relieve pain).
Question 3: What should I do if the safety lesson plan is injured? Teaching objective: 1. Understand the dangers of campus security emergencies, and form the consciousness of asking teachers, parents and police for help in time when in distress.
2. Be able to correctly identify and judge various unsafe factors and learn to avoid risks.
3, a preliminary understanding of campus security emergency prevention measures, master the method of distress for help and self-help.
Teaching focus:
Prevention of crowded stampede accident
Teaching difficulties:
Prevention of crowded stampede accident
Instructional design:
First of all, emergencies are very harmful
Play the educational content of "anti-trampling" in the "safety education" propaganda film. (Multimedia)
Question 4: What should I do if I sprained my ankle in the middle class of kindergarten?
1, to establish a preliminary awareness of prevention for children.
2. Cultivate children's ability to think, solve and react quickly.
3. Guide children to know some common sense of self-protection and how to ask for help when they get lost.
Activity preparation:
1. Rehearsal live performance: Doudou got lost.
Activity flow:
1. Ask the children to watch the situational performance "The Doudou is Lost", and the teacher gives a hint in the main part.
1, lead children to discuss: Doudou got lost, how did he do it? What are the consequences of this? And talk about what to do if you encounter such a situation, and guide the children to understand that they should use their brains when they encounter difficulties.
2. Children discuss, express their opinions and make simple records. Teachers will sort out and post children's records to raise children's awareness of self-protection.
3. Carry out the "prize guessing" game. Children can be divided into men and women and ask questions. Children can express their ideas quickly and completely, and the person who answers correctly can win a small red flower.
(1) What should I do if I accidentally get lost with my family in the store?
(2) What should you do if you get lost in the city? What should you do if someone forces you to leave? You can tell the direction and route according to road signs, street signs and bus stop signs, and you can also ask the traffic police or public security patrol for help. )
(3) What should I do if I get lost in the countryside? Be as close to roads and villages as possible and strive for the help of local villagers. If it is at night, you can follow the lights on the road, the barking of dogs and the motor sound of cars to find someone to ask for help. )
(4) What should I do if I get lost with my parents in kindergarten?
Third, the teacher concluded that the activity was over.
1, children should pay attention to accurately write down their home, street, house number and telephone number, as well as the name, address and telephone number of their parents' work unit, so as to contact them in time when they need to contact.
2. Be calm when you get lost, use your brains to find a way, and don't run around, so as to avoid excessive physical exertion and accidents.
Reflection:
During the activity, the teacher let the children know some common sense of self-protection and how to ask for help when they get lost, which cultivated their initial safety awareness. In children's answers and performances, it is found that children have many ideas about how to get lost in cities and shops (supermarkets), but they feel a little difficult about how to find ways to get help in rural areas and at night, and need to continue to cultivate in these areas. In addition, it is found that some children in the class can't even tell their parents' names, telephone numbers and addresses clearly, so it is necessary to strengthen guidance and education and raise their awareness of self-protection.
Question 5: The design background of safety lesson plans and the reflection activities on how to deal with small class injuries.
The children in this class are relatively young, and injuries occur from time to time on holidays. This course is designed for children to learn to protect themselves.
moving target
1, guide children to learn to avoid injury.
2. Cultivate children's good qualities of caring and helping each other.
Teaching emphases and difficulties
Key point: let children learn to avoid injury.
Difficulties: Learn simple self-help methods.
Activities to be prepared
Pictures of injury cases
Activity process
1. Inspire children to talk about burns, scalds and injuries with their own life experiences.
Teacher: children, have you ever been burned, burned, or fallen to the lower limit or cut? What's that feeling? How do you feel?
2. The teacher guides the children to know how to avoid injury through discussion.
(1) The teacher encourages young children to discuss ways to prevent burns and injuries: children sometimes get hurt carelessly, so what should we do to avoid injuries? The teacher provides time for the children to discuss together, and at the same time goes deep into the children's discussion to listen to their views on the situation. )
(2) Teachers ask questions to help children consolidate and remember the problems that should be remembered in daily life:
Can the children get close when the teacher brings lunch at noon?
Can you run and jump in the classroom?
Can I run around in peacetime?
Too much fun?
Can mom dance while cooking?
Can you play with fire?
Can you play with sharp things?
3. The teacher briefly introduced the method of self-help after the child was injured.
(1) The teacher leads the children to discuss: If the adults are not around, what should you do if you or others are injured?
(2) Teacher's summary: If you burn or scald, you can expose the wound, rinse it with cold water, and then ask an adult for help immediately.
4. Summarize the evaluation and end the activity.
Teaching reflection
In this class, the children's enthusiasm for activities is very high, the teachers and children cooperate well, most children know how to protect themselves, and the classroom atmosphere is warm. But in the third link, some children will say some simple self-help methods, but they will not operate in real life. If you add situational exercises to the design, the effect will be better!
Question 6: What should I do if the health of kindergarten classes is harmed? Activity goal: 1. Guide children to learn to avoid injury. 2. Cultivate children's good qualities of caring and helping each other. Activity preparation: pictures of injured cases. Activity flow: 1. Inspire children to talk about burns, scalds and injuries with their own life experiences. Teacher: Have you ever been scalded, burned, fell or accidentally cut? What's that feeling? How do you feel? 2. Teachers guide children to know how to avoid injury through discussion (1). Teachers encourage children to discuss ways to prevent burns, scalds and injuries: children sometimes get hurt carelessly, so what should we do to avoid injuries? The teacher provides time for the children to discuss together, and at the same time goes deep into the children's discussion to listen to their views on the situation. (2) Teachers help children to consolidate and remember the questions that should be remembered in daily life by asking questions: Can children get close when the teacher is holding lunch at noon? Can you run and jump in the classroom? Can I run around in peacetime? Too much fun? Can mom dance while cooking? Can you play with fire? Can you play with sharp things? 3. The teacher gave the child a brief introduction to the method of self-help after injury (1). The teacher leads the children to discuss: If the adults are not around, what should you do if you or others are injured? (2) Teacher's summary: If you burn or scald, you can expose the wound, rinse it with cold water, and then ask an adult for help immediately. 4. Summarize the evaluation and end the activity.
Question 7: What should middle school students do after being injured in a farce? Baidu's "Li Tao Tianxia Courseware" includes kendo courseware, lesson plans and other resources. If you don't leave a message, the website management will help you find it through other channels, hoping to help you. ...
Question 8: Safety teaching plan for large classes: What should I do if I accidentally get hurt? 1. The background includes:
1. Explain the name of the textbook used.
2. What did you do for this class last time?
3. What preparations did this class make for the next class?
2. The design of teaching objectives:
1. Knowledge and skills: A. Knowledge learned.
B. Methods and scope of knowledge to be mastered
2. Process and method:
I think the process should be designed from the psychological process of students' learning: that is, the process from feeling to thinking to knowledge and wisdom, which is both a cognitive process and an intellectual activity; It is the concrete application of knowledge and skills.
Methods: Teaching methods and learning methods.
Teaching method is another important task for teachers to prepare lessons. It is a way for teachers to complete teaching tasks. There are many levels and forms of teaching methods, but they can be divided into single and comprehensive categories. The two are inseparable, and neither can be a truly reasonable learning process.
The monistic teaching method is a narrow teaching method, which refers to the teaching conducted by teachers orally, asking questions, demonstrating or letting students learn, discuss and practice by themselves in class.
Comprehensive teaching method is a generalized teaching method, including teaching principles, teaching forms, classroom structure, teaching methods and single teaching methods, which can fully reflect the teaching process. For example, Wei Shusheng's six-step teaching method of "orientation → self-study → discussion → answering questions → self-test → self-summary" belongs to comprehensive teaching method. Teachers' methods of preparing lessons are: lecture, discussion and experiment.
Preparation method: Pay attention to students' learning process and study students' learning methods.
Teachers' guidance on learning methods should follow five principles:
(1). Reflect autonomy (not compulsory indoctrination, but focus on guiding enlightenment)
2. Reflect pertinence (not subjective, grasp the learning situation, and be targeted)
⑶. Demonstrate operability (not cumbersome, general and abstract, specific and clear operation methods).
⑷. Reflect differences (don't cut across the board, guide the classification of objects).
5. Show solid (not overnight, based on repeated reinforcement and long-term training).
The guiding method of learning methods: it should be multi-level and multi-form, usually in five forms:
(1). Infiltration guidance (The teacher sees the needle in the classroom and infiltrates at any time. )
(2) Teaching guidance (teaching students the knowledge of learning rules directly. )
(3) exchange guidance (teachers organize students to summarize and exchange learning experiences and learn from each other's strengths. )
(4) Guidance (When students are confused in their studies, the teacher gives appropriate guidance. )
5. demonstration and guidance (some methods are not enough only by the teacher's explanation. If necessary, teachers should demonstrate and let students follow suit )
3. Emotions, attitudes and values
This is a process of students' feeling-emotion-will and character (including behavior). It is an emotional process and a non-intellectual activity.
Three. Teaching emphases and difficulties
(omitted)
Four. Learning environment design
Refers to the teaching environment provided for students to learn the knowledge of this lesson, such as software, courseware or evaluation form prepared by teachers for students.
Verb (abbreviation of verb) Reflections on Teaching Philosophy
Briefly describe the theoretical support of the teaching methods you adopted in this class, and explain some of your understandings (or viewpoints) or the specific implementation process.