Lecture notes on language activities in large classes 1 1. teaching material analysis
I take "happiness" as the theme of this talk, mainly considering its following characteristics: first, children have a certain experience base on the topic of "happiness"; Second, children's "happiness" is different every day and has a certain freshness; Third, children nowadays are all only children. Usually parents always try their best to meet all the needs of their children, only to find that more and more children can't find happiness. This theme is conducive to helping children establish a positive and optimistic attitude towards life. These characteristics are very consistent with the requirements of kindergarten conversation activities, so this theme is chosen for educational activities.
In the activity, the "happy pocket" is used as a tool to carry children's happiness, so that children can intuitively feel their own happiness and stimulate their enthusiasm for finding happiness.
Second, the teaching objectives
The outline proposes that children should be willing to talk with others and speak politely; I can pay attention to what others are saying, and I can clearly say what I want to say. To this end, the following teaching objectives have been formulated:
1. Be able to express your happiness boldly in front of the group around the theme of happiness.
2. You can find happiness around you and experience happy emotions.
Third, teaching methods.
I mainly used observation method, questioning method method and game method in this activity.
Fourth, the teaching process
This activity is divided into three parts.
The first part: Listen to the story, create a dialogue situation and lead to the topic of dialogue.
Let me first introduce the activity of "Happy Pocket" to arouse children's interest. Then through the story, children can initially perceive the happiness of others and prepare for telling their own happiness in the future.
The second part: Look at the picture, look for happiness around the existing experience, and boldly express your happiness in words in front of the group.
First of all, guide children to express their happiness according to their existing experience. Here, we strive to create a relaxed language environment for children, who can say anything about "happiness". Children are not required to have a unified understanding. Allow them to express their opinions according to their personal feelings, say what they want to say according to the topic of conversation, and tell their unique experiences. Encourage children to be willing to speak, speak positively and be good at expressing their personal ideas, but they are not required to use accurate sentence patterns and coherent paragraphs.
Secondly, guide children to gradually expand their understanding of happiness and boldly express their happiness in front of the group. The pictures I choose are all pictures of children's lives, only happening around them. Children are familiar with and interested in it, which can stimulate their desire to speak and give them something to say.
Here I divide "happiness" into three categories:
1. Your own happiness. By watching the picture "birthday scene", children will remember their happiness.
2. The happiness you bring after helping others. Use pictures to arouse children's existing experience and help children understand that "we help others and bring happiness to others, but we will also feel happy." Children's emotional experience should know how to make people around them happy and cultivate children's positive attitude from an early age.
3. Experience the happiness of the group. Showing photos of "Olympic champion receiving the prize" will make children emotional. At this time, seize the opportunity to ask questions and guide children to experience national honor. Then, with the help of the "seven gods flying in the sky", children's understanding of happiness will be expanded and their happy mood will be enhanced.
The third part: By playing games, you can experience happy feelings and be willing to communicate with your peers.
Through the game of "pretending to be happy", encourage children to say out loud what they are happy about in the "happy pocket". Let every child have a chance to speak and take care of their individual differences. Let the children put the ball in the "happy pocket", let the children intuitively feel that their happiness is increasing, and stimulate their interest in speaking.
The communication between peers is to encourage each child to actively participate in the conversation and truly form two-way or multi-directional communication. Let the children freely choose their communication partners and talk in twos and threes, so that they want to speak, dare to speak and are willing to speak in communication with their peers. This will make the atmosphere of children's conversation more harmonious.
Finally, ask children to bring their own happiness together, so that children's happy experience is more intense and further stimulate children's happy mood.
Lecture notes on language activities in large classes II. teaching material analysis
(A) the story content analysis
Stories are children's favorite literary form. The story attracts children through typical characters, tortuous plots and vivid and beautiful language, so that they can be infected and educated, know what is true, good and beautiful, and what is false, evil and ugly, thus cultivating clear love and hate, and putting the good ideas they have learned into action. Stories can provide rich language materials.
At the beginning of the story I chose, The Floating House, the frog saw a magical little house, which aroused children's interest. "Whose house is this?" Then he described that the frog didn't want to take it for himself, but went to find the owner of the house. But he couldn't find the owner, so he thought of letting the crab share the house with him and invited the bird and the turtle to play together. Finally, the story goes back to the beginning: the drifting house floats in front of its little master, and the little brother and sister don't want to keep the little house they made for themselves to play with, but hope it can find its own master.
Although the story is not long and the dialogue between the characters is concise and clear, the interesting story can attract the attention of children. We can easily find that the theme of the story is sharing happiness. How does the story break through this point? This story repeatedly described the frog's selfless spirit when he saw the house, then described the frog and the small animals sharing happiness, and then described the little brother and sister being helpful. Go deep into the theme step by step and reach the climax when the little frog shares the happiness of living in the drifting house with his companions. The vivid and prominent characters in the story make children get a good education, and the language is vivid and simple, which is convenient for children to understand, remember and imitate.
(b) Analysis of the situation of children
The cognitive level of children in large classes is constantly improving, and the concrete thinking of images is dominant. Therefore, they are more interested in literary works, especially fairy tales, and can accept and understand stories with rich contents and complex expressions, and have certain listening and language expression skills. Last semester, we started with the class theme "Fairy Tale Valley" to cultivate children's language expression ability. The children in our class have also accumulated a lot of fairy tale knowledge, fairy tale writer knowledge and rich vocabulary, and cultivated their liveliness, observation, curiosity, strong desire to explore and rich imagination. They like to express their understanding of stories in various forms. However, due to the influence of children's growing environment, children often have selfish and self-centered behaviors, which lead to these behaviors becoming obstacles in their communication. Stories are an important form of educating children by using children's literature.
Based on the analysis of the above two points, I chose the story "Drifting House" with clear theme, simple and interesting plot, vivid and prominent image, vivid and simple language and educational significance.
Second, the goal determination
The key to language development is to create an environment where children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response. At the same time, the development of children's language is closely related to the development of their emotion, experience, thinking and social communication ability. Therefore, according to the goals and tips in the language field in the syllabus, combined with the actual situation of the children in this class, I will position the goals of this activity as follows:
1, understand the content of the story, grasp the center of the story, express your own views or evaluate other people's speeches with emotion;
2. Feel the use of metaphors in the works and develop children's imagination.
3. Share the happiness with your peers through the activity experience.
These three goals include the cultivation of language ability, the acquisition of knowledge and experience and the cultivation of emotion, which embodies the comprehensiveness and hierarchy of the goals. We put the focus of this activity on "experiencing the happiness brought by sharing with our peers". From the gradual deepening of the first and fourth links to the emotional experience of exchanging gifts at last, we moved our knowledge and gradually broke the focus. Of course, it takes a long accumulation process to cultivate children to know how to share. Therefore, this activity is to let children get emotional experience first, which is a good opportunity to accumulate good experience and has certain educational significance for children. The activity will focus on "grasping the center of the story, expressing one's opinions or evaluating others' speeches with emotion", and break through the following points: 1. The question design is very enlightening, such as: What would you do if it were you? Do you think it's good for him to do so? Do you have a different opinion? ; 2. Discuss and answer collectively and individually.
Third, activity preparation
(1) Environmental creation: combining regions.
In order to let children not passively accept the information transmitted by teachers, but actively absorb it, we have integrated regional activities to let children continue to explore in the performance area and language area. According to the educational goal, the educational content should be organically infiltrated, so that children can gain more useful knowledge and experience and promote the development of children's various abilities. In this way, we
Preparation in the area: language area: put pictures of frogs, crabs, turtles, birds, boys and girls, various background pictures and background pictures of houses; Art area: a set of white paper; Performance area: frogs, crabs, turtles, birds and little boys, headdresses and background pictures of little girls, fences.
(2) knowledge preparation:
1, children have been familiar with the living environment of frogs, crabs, turtles and birds in common sense activities.
2. I have learned a lot about children's literature, and have a preliminary understanding of personification and metaphor.
(3) Material preparation
The first is to provide children with real and rich language use scenes and create scenes that can help children understand stories, so the following preparations have been made: teaching courseware with story records can arouse their imagination through their own sensory feelings. In order to create an environment for children to share their emotional experiences, we have prepared: each child brings a small gift, a tape and a tape recorder. Let the children get the experience in a good atmosphere.
Fourth, teaching methods.
This activity mainly adopts visual image method, language discussion method and environmental experience method.
1. The intuitive image method runs through this activity: observation is the most effective way for children to acquire knowledge. So, I chose audio-visual education. Because children lack life experience and knowledge level, and their thinking is more concrete, it is difficult to understand the artistic conception contained in the story. Through vivid images, audio-visual education can easily attract children's attention, stimulate their interest and enthusiasm in learning, and help children understand and remember. Moreover, I effectively combine the presentation of language and slides, so that children can spread their imagination wings and better understand the content of the story and the emotions expressed.
2. Language discussion: discussion is a way for children to actively educate themselves and receive education, not passively. In the activity, the teacher first reveals or initiates discussion, and then the children supplement or ask questions themselves. For example, I have asked my children to discuss their views on the characters in the story many times, using "why" to make them think deeply, to make them put forward their different views from others, and even to ask the teacher questions in turn. The discussion method combines the requirements of the Regulations to create opportunities and conditions for children to express their abilities, so as to promote their development, rather than a single teacher's explanation, so as to avoid children's boredom, resistance and behavior due to too much preaching and guidance.
3. Environmental experience method: Children often have difficulty or one-sided understanding of some abstract concepts because of their young age and lack of knowledge and experience. if I ... ...
It is difficult for children to understand and accept simply by preaching the truth. For example, in real life, many children are only children. They have always been self-centered, and they can't understand what sharing is and what happiness sharing can bring. Therefore, the way of environmental experience is adopted in the activity, and through the exchange and sharing of their own gifts, certain conditions are provided for children to feel and gain experience. This can enhance their understanding of concepts, improve their level of thinking and understanding, and make them form good habits.
Teaching process of verbs (abbreviation of verb)
I designed five interlocking links in this activity, and the whole design highlighted three points:
1. Visual teaching aid: The combination of language and slide presentation allows children to spread their imagination wings and better understand the content of the story and the emotions expressed.
2. Language guidance: In the past, there were frequent language activities, and most children with strong ability had the opportunity to express their views, while children with average ability would quickly lose interest because they didn't have the opportunity to speak. Therefore, in this activity, I designed several guiding questions to make children want to speak, dare to speak and have the opportunity to speak. 3, environmental experience: let children feel the meaning of a certain character in action. The main performance is as follows:
(1) Show the slides of the drifting house to guide the children to make a preliminary imagination.
During the introduction, the teacher used intuitive slides to make the children shine, and the children intuitively saw the beautiful drifting house in the story. It has aroused the children's curiosity and integrated into the role to think about the question of "where did this come from" and "what to do after picking it up". This problem brings children into a space of thinking and imagination, creates a language environment for children to want to say, dare to say and like to say, and makes children initially have the consciousness of finding money and sharing it, paving the way for the following story.
(2) Combine listening and thinking to develop children's imagination and comprehensive analysis ability.
After the discussion, the teacher's instructor spread the wings of imagination. This link still leaves room for children to imagine the scene just now.
On the basis of appreciating the story and feeling the beauty of the language in the story, we can imagine the beautiful artistic conception in the story, such as "clean flow", "floating house like a palace" and "lively and happy quarrel"
(3) combine vision and hearing to develop thinking in images.
This link combines language and slides to arouse children's interest again, and tells stories in sections as the main form, and finds out the key points of the story through one question after another, guiding children to think, explore and make progress step by step, so as to understand and remember the content of the story. The use of personification and metaphor is a highlight of this story. In order to achieve realistic images, the drifting house is repeatedly compared to "palace", "big ice cream" and "cradle". It is difficult for children to understand the expressions used in literary works. Therefore, I have deepened my understanding of metaphor by asking the question "What is a floating house like?". .
(4) Go deep into the theme of the story and draw out the educational significance.
In the works, it is repeatedly mentioned that "Little Frog asks everyone to find the owner of the house", "I am embarrassed to monopolize this beautiful house" and "Little brother and little sister are happy to see small animals", aiming at educating children to know how to share with others. However, it is impossible for children to fully understand the principles of education, and in this activity, "Who do you like in the story?" Why? "Let children intuitively and vividly perceive what is good and who should learn and imitate. In this way, they will soon understand the truth. Moreover, the question of "what can you share in peacetime" is put forward, so that children can extend what they have learned into their lives.
(5) Share small gifts to stimulate the feelings shared by children and their peers.
The "Outline" points out that the cultivation of children's emotional attitude should be put in the first place. This activity combines the first and fourth links, so that children can exchange gifts, make friends and feel the happy mood of sharing toys with their peers in a relaxed and free environment. In this link, teachers pay more attention to children who actively share with others and give timely praise and encouragement, which can make more children like to share their own things with others and push the activity to a climax again.
(6) Activity extension.
The end of the activity is temporary, based on the integration of educational methods, in order to make children no longer passively accept.
Instead of actively absorbing the information transmitted by the teacher, we integrated regional activities to let the children continue to explore in the performance area and language area. According to the educational goal, the educational content should be organically infiltrated, so that children can gain more useful knowledge and experience and promote the development of children's various abilities.
Pre-set target speech for Chinese activities in large classes 3:
1. Stimulate the desire to write poetry, try to write clouds and winds in the language of poetry, and be able to confidently say the content of the composition.
2. Cultivate children's imagination and originality of thinking, and enhance their self-confidence and positive emotions.
3. Cultivate children's love for nature by feeling the beautiful artistic conception of poetry.
Prepare:
1, data preparation: a set of multimedia teaching AIDS. People use a variety of materials and different methods to express the shape of clouds, and made cloud murals.
2. Knowledge preparation: Before the activity, children have observed the changes of clouds many times and got a preliminary understanding of the formation of clouds.
I like the prose Clouds and Breeze.
Process:
1, say: I made the cloud.
Watch the murals of clouds. The children introduce the clouds they made some time ago and talk about what clouds look like.
2. Use multimedia teaching AIDS to guide children to observe various clouds. "Now, let's look at the ever-changing clouds and see what these clouds look like?" (Appreciating Poetry with Music: Clouds and Breeze)
3. Discussion: What has changed in the cloud? Why are clouds interesting? Why do clouds change?
Teachers and children recite clouds and winds with music.
5, game poetry: clouds that will change.
-Children express clouds with actions. Teachers play the role of "wind" and children play the role of "cloud". As soon as the "wind" blows, the "cloud" becomes different shapes, and the change of the cloud is expressed in poetic language.
6, children in groups for poetry creation activities.
Extended activities:
-Customize a collection of poems in the language corner, so that children can continue to write poems.
-During corner activities, you can continue to play games to show the changes of clouds.
When designing activities, I pay attention to the following principles:
1. Pay attention to the principle of giving children experience. When designing, my first consideration is the experience that children have gained. A few weeks ago, the children learned the rhythm "Little Carpenter" and got a preliminary understanding of woodworking tools and labor. Another time in the art district, a child drew a boat with sails, which aroused children's interest. I gave a brief introduction. Through activities, enrich vocabulary and expand children's understanding of sailing materials, which are based on the experience that children have gained. Old experience and new content will arouse children's strong interest in learning.
2. The principle of mutual penetration of activity elements in different development fields.
In language education activities, children mainly learn and absorb language information materials, but also include other language-related information materials. The new syllabus points out that children's language development is closely related to their emotional, experience, thinking, social and communicative abilities. Therefore, when designing activities, besides language, there are also factors of activities in different development fields, such as music, action and science, and children's various development requirements are also integrated into this language activity, such as thinking, emotion and common sense.
3. The principle of teacher-student interaction.
We know that teachers' participation in activities must be aimed at helping children learn more actively and actively. On this basis, teachers should play a leading role. There are many links in the activity to organize children to discuss and communicate with teachers, so teachers pay attention to inspiration and give positive responses in language design, aiming at making children learn actively in teacher-student interaction and student-student interaction and truly become the masters of learning.
According to the development of large-class children last semester, the following two development goals were formulated:
1. By creating rich teaching situations, learn to express your views and ideas boldly on the basis of existing experience and develop your thinking ability.
2. Experience the happiness brought by unity and cooperation and overcoming difficulties.
In order to let the children live in the scene, actively observe the contents of the picture, personally experience the emotions and psychology of the characters in the story, and stimulate the children's imagination and creativity, I designed and produced multimedia courseware with other teachers, making shipbuilding, boarding and maritime distress dynamic, which better catered to the specific thinking characteristics of the children's images.
Based on the above objectives and design principles, I carefully designed the flow of this activity.
1, lead-in activities: mainly to stimulate children's interest. Let the children quickly enter the situation by listening to the sound and guessing what to do.
2. Shipbuilding and boarding: mainly the sharing and arrangement of experience. In the process of carefully observing the picture, master some verbs and combine the topic of "scientific reading" in the garden to intentionally penetrate. Let children taste the joy of success for the first time and provide good psychological conditions for the next study.
3. Maritime distress: This is the focus and difficulty of this activity. First, by observing the changes in the weather, let children foresee the development of things, open questions and let children spread their imagination wings. Let the children find ways to save the small animals, and the teacher will arouse the children's emotional cries with eager words, so that the children can't help worrying about the small animals. And according to their own life experience, give full play to their imagination, actively think and express boldly in the process of mutual discussion, and give every child a chance to speak. Next situation: two lifebuoys, to save three small animals, if you were a bear, what would you do? Let children deal with problems like bears, which once again inspires children's enthusiasm for thinking.
4. Sailing process: Another suspense question: The small animal was saved, but why didn't the ship sail forward? Arouse children to observe carefully. When it is concluded that the sail is broken and needs to be repaired, let the children listen to the quarrel of small animals. There is training in listening ability here. The process of listening to quarrels, saying quarrels and distinguishing quarrels has changed the way of "asking and answering" in the above activities, allowing children to express their ideas boldly and speak freely. And on the basis of the original experience, expand the experience: sails should be made of cloth. In the last plot, a small animal made sails out of clothes, which made the children experience the artistic charm of fairy tales, and was even more moved by the spirit of Qi Xin, a small animal, to work together to overcome difficulties.
Finally, the action of going out of the classroom by boat will naturally end in beautiful music.
Lecture notes on language activities in large classes 5 I. Oral teaching materials:
3-6 years old is the most critical period for children's language development. They are interested in all the new things around them, have strong curiosity and rich imagination, and especially like listening to fairy tales and watching cartoons. Therefore, according to the age characteristics, cognitive characteristics and psychological characteristics of children in large classes, I chose the language activity "Sedan Puppy", carefully designed and produced a cai courseware, and used multimedia information such as sound, image and video to integrate graphics, text and audio, attracting children's attention through vivid and interesting animation effects, which really mobilized their learning enthusiasm. Sedan Dog is a very interesting fairy tale. In this Chinese activity, I broke the traditional teaching mode and focused on imagining story content and writing poems. I put forward open questions according to dynamic pictures to stimulate children's creativity and imagination, cultivate children's thinking of seeking differences, fully stimulate children's curiosity and thirst for knowledge, and really play the auxiliary role of modern teaching methods in activities. By watching and operating cai courseware, children can quickly enter the story scene.
Second, teaching methods:
In this activity, I designed more dynamic pictures. In the teaching process, I used the form of showing pictures one by one, creating a sense of mystery. The tense, interesting and exciting plot can constantly arouse children's suspense, and then gradually guide them to observe, think, discuss, analyze and judge. In the process of displaying one by one, each picture can have a special appeal to children and constantly stimulate their interest in inquiry. The purpose of this activity is to stimulate children's desire to say, dare to say and want to say, so in the teaching process, I designed a series of questions to let children see, think and say constantly, so as to promote children's language development under such an organic cycle. The first part tells stories by looking at pictures; The second part is to draw pictures and make up children's songs; The third part is children's songs; The fourth part is to create and perform children's songs. The whole activity is interlocking, grasping the excitement of children, and following the teaching principle of step by step and step by step from beginning to end, so that children can learn in a relaxed and happy atmosphere and give full play to their innovative spirit.
Third, the methods of speaking and learning:
The "Regulations" pointed out: "The educational activities in kindergartens should be a purposeful and planned educational process that guides children to be active and proactive." The successful development of educational activities is inseparable from the guidance of teachers, so how to make the leading role of teachers play its due role and maximize the initiative and creativity of children. Let children really become the masters of learning? "Reggio Project Teaching Method" inspired me. In activities, I always have sex with children in pitching and hitting the ball. I pay attention to catching children's interest, throwing questions at them, and catching children's feedback information in time, following the principle of step by step, gradually improving the difficulty of "pitching" (that is, the challenge and depth of inspiration), and guiding children to actively explore the picture with full interest. A sedan chair began to appear, and let the children guess what it was. Then ask who is sitting in the sedan chair? Who will carry the sedan chair? A series of problems revolve around the sedan chair. Then the tiger in the sedan chair extended to the puppy in the sedan chair, shifting the children's attention from the object to the role. Teachers divert children's attention in an effective time, make full use of children's curiosity, and let children maintain a high desire for learning. Children experience different roles and feel different psychology according to the story content, which makes their thinking and senses in an exciting and sensitive state, and finally their emotional expression and perceptual effect reach an ideal position.
In this activity, it is difficult for children to create children's songs. For children, they read a lot of nursery rhymes, but they don't know the format and composition method of nursery rhymes. After the teacher puts forward the requirement of writing children's songs, children may not be able to master them well, let alone use them well. How can we make them get started easily and perform well? The teacher's question is a key. I give my children a nursery rhyme pattern through directional questions, such as: What are the eight puppies doing? What is the tiger doing in the sedan chair? Children's songs are naturally made up when children answer. After the successful experience, the children showed a strong desire, and the teaching difficulties were quickly solved. After mastering the composition method of children's songs, I encouraged my children to compose their own imaginary stories into the second half of children's songs and perform them, which really brought their initiative and creativity into play.
In teaching, I flexibly use the forms of group activities, group discussions and individual activities to provide opportunities for each child to participate in activities. Because of the differences of children's experience and ability, it is not appropriate to reach the same level of development at the same time. Therefore, for children with poor ability, I will give them the opportunity to fully express themselves when they are sure, and cultivate their ability to speak boldly. For children with strong ability, I will encourage them to boldly create their own children's songs and perform them together. In the activity, I regarded myself as their friend, partner, supporter and listener. Really reflect the interaction between teachers and students and the interaction between students.
Fourth, talk about teaching procedures:
1. The first part imagines and tells fairy tales by looking at pictures: (1) Show the sedan chair and inspire children to imagine who is the difference between sitting in a sedan chair and carrying it? Draw a tiger and a puppy. (2) Guide children to observe the picture, imagine and tell what happened after the puppy wrestled, spread children's thinking and give play to children's imagination. (3) Encourage children to come up with various ways to deal with tigers, and cultivate children's feelings of sympathy for the weak, unity and friendship.
2. The second part guides children to try to learn to write poems according to the meaning of the picture, and stimulates children's interest in writing poems. (1) put forward specific requirements for poetry compilation. (2) Teachers use questions to guide children to try to compile the first two poems, which fully reflects the interaction between teachers and students in collective teaching activities.
3. The third part encourages children to write the second half of poetry by themselves. (1) Children write the second half of the poem according to pictures or their own way of dealing with tigers, and use children to discuss freely, which fully reflects the interaction between students and students. (2) Let the children read their own poems to everyone and give them a chance to fully express themselves.
4. In the fourth part, please ask the children to give a name to the children's songs, and once again introduce the children's brains into the state of mind.
In the fifth part, the role performance pushed the whole activity to a climax. In the process of performing the game, the children completely put themselves aside to feel the joys and sorrows of the role. They volunteered to be together, freely chose the props they needed to perform and compose children's songs, and ended the whole activity freely at the climax.
In the next extension activities, we will take role games as an extension of language activities to keep children's enthusiasm for creating and performing children's songs.