The design idea of the lesson plan 1 for "Little Bear Moving" in kindergarten;
"New Outline" puts forward: "It is an educational activity to guide children to observe, practice, create and experience actively and interestingly in a good material environment and a relaxed and happy psychological atmosphere, and to promote the harmonious development of children's body and mind." Therefore, I designed this social activity of "Little Bear Going Home", the purpose of which is to let children actively create activities and participate in activities in a good material environment, actively participate in practice, help children acquire the strategy of toy storage, and reasonably store their toys in future free activities.
This activity is divided into three parts. The first step is to arouse interest and understand what is moving. The second link, scene introduction, knows what needs to be moved. The third link, situational operation, observes the method of children's movement.
Activity objectives:
1, in the activities of helping bears move, stimulate children to actively use their brains to find ways.
2. Guide children to contact reality and try to solve some problems in life.
Activity preparation:
Courseware, scenes of Bear House, toys, daily necessities, baskets, bags, ropes, etc.
Activity flow:
First, arouse interest-understand what is moving.
1. A child told me these days that they were moving. Have you ever seen movement? What's going on here? (Children talk freely)
2. Summary: Moving is moving from the present home to a new home, including many things in the present home.
Second, the scene introduction-know what needs to be moved.
1. What's in front of the bear's house? (with garden and garage)
2. What's in the bear's house? (with furniture)
Little bear is worried because he has a lot of things to move to the new house today. He can't carry so many things. What toys does bear have? Let's go and have a look.
4. Summary: Little Bear has many toys, including cars, dolls, robots, small trains, beads and small planes.
Third, situational operation-the method of observing children's movements.
1. Would you like to help Bear? However, the bear said that when you are asked to help move, you should use your brains to think about what good ways can be convenient and labor-saving, and remember to put your things in the right place. I have some bags and ropes here. I can help you if necessary.
2, children practice (teacher observation) and introduce experience.
It took you very little time to help Bell move. Thank you, bear.
(1) What did you help Bear move?
(2) What good methods did you use to move? How do you move? Where should I put the moved things?
There are many things, and the bear forgot to bring the things stored in the basement of the old house. Let's see what it is.
5. The bear is really in a hurry. Time is tight now. Can you move all these toys to bear's house at once? Do you have anything to say to the children next to you? Ask a child to try it.
6. Discussion: What method did so-and-so children use to move all the toys at once? If you come to help, what other good ways will you use? Distract your mind and let the two children try again. It's really time-saving to move a lot of things at once, and it's also labor-saving to help with bicycles. )
7. Summary: Today, so many children try to help Little Bear move his toys once. It's really amazing. Thank you. Please help the bear next time he is in trouble.
The Design Intention of the Second Lesson of "Little Bear Moving" in Kindergarten
For middle-class children, they can classify according to a certain feature, but it is a challenge for them to classify at two levels on this basis. Therefore, this activity is designed in combination with the story of "Little Bear Moving", trying to get children to classify their favorite toys.
Activity objectives:
1, understands the story and is willing to organize toys by himself.
2. Play while moving, and experience the happiness of sending toys home quickly and well.
Activity preparation:
Pictures, some unfinished toys, some boxes, baskets and other tools.
Activity flow:
Picture Import-Story Appreciation-Game Experience
Activity flow:
First, lead in (value judgment: guide children's understanding of moving in combination with their moving experience. )
1. The teacher showed the picture of the bear and asked: What do you think they are doing after reading this picture? What could it be?
2. Introduce new words: What is moving?
Summary: moving refers to moving things from the original house to a new house.
Second, the story: the bear moved (value judgment: combined with children's experience in arranging toys, learn some good ways to arrange toys. )
1. The teacher tells the first paragraph of the story and asks questions according to the pictures:
What toys does bear have? How many toys are there?
(2) If you were a bear, how would you move so many toys?
(3) Can you carry so many toys at a time? Tell me how to move the toy at once.
2. After the teacher finished the story, he asked: In what way did the clever bear move the toy at once?
3. The teacher tells the story completely, so that the children can appreciate it completely.
Summary: Bear is really a clever boy. He thought of a good way to put many small toys in one big toy and then move them all at once. We should also learn from it, use our brains to sort out the toys and send them home.
Third, the game experience (value judgment: play while moving, and experience the happiness of sending toys home quickly and well. )
1, the teacher creates a scene: the bear has many toys. Please help us how to send the toys home quickly and well.
2, children's games should be fast and good.
3. Communication: How are the toys delivered and what good methods are used?
Four. Promotional activities
Remind children to use good methods when arranging toys in their daily activities.
Activity reflection:
1, necessary promotion. The word "move" is only known to individual children and cannot be fully explained. Therefore, it is very necessary to explain this word to every child in the activity, which is also an improvement of children's experience.
2. Find the problem. When children are asked to find a way to move all the toys at once, they don't have much choice. Most of them combine their own life experiences-put them in vest bags. In fact, they don't have many ways, which also reflects that children rarely pack toys at home and lack experience. Therefore, in the process of communicating with parents in the future, parents should be reminded to give their children more opportunities to exercise like this and not to replace everything. Although collecting toys is a trivial matter, parents can only seize the opportunity when doing small things.
Activity objectives of lesson 3 of "Little Bear Moving" in kindergarten;
1, understand the picture content and tell the picture content in a coherent language.
2. Initially develop a good habit of sorting things out.
3. Willing to try boldly and share experiences with peers.
4. Develop children's thinking and oral expression skills.
5, initially cultivate children's ability to solve problems with existing life experience.
Activity preparation:
Courseware, various toys and toy boxes, dragging tools, etc.
Activity flow:
I introduction of experience
1,-Look, the teacher invited some good friends. Who are they? (Bear's family)
2.- What will they do? (mobile)
Show: the word card "move"
Do you know what "moving" is?
-Why did they move?
-What are they moving?
3. The bear is moving. It has many toys. What toys do you have?
Teacher's summary: Little Bear has many toys, including balls, building blocks, bicycles and guns.
But how can you move so many toys? Can you do something for Bear?
5. What did the bear do?
Second, life migration.
Have you ever moved?
How do you move a lot of things at home?
Third, organize toys.
1, the teacher introduced the material of the game to help the children sort it out.
2. Encourage children to actively find and make reasonable classification.
3. Teachers and children check the operation together.
Activity reflection:
Activities are close to children's lives, and now children's awareness of finishing is often weak, which requires constant guidance from teachers. Through activities, children further strengthen their awareness of classification and have a preliminary awareness of classification, but the content of classification is too much for children to understand. The classified content can be reduced and thickened, without being too detailed, and the pictures can be enlarged to facilitate children's observation and understanding.
In the link design, I ask questions step by step, let the children observe first, know that the bear is going to move, and there are still many toys to move, which leads to the plot to help the bear find ways to move. In the discussion, children tell and express their own life experiences, and at the same time, for other children, this is an expansion and promotion of experience. Children not only know to use their brains when they encounter problems, but also have the consciousness of sorting toys and other items, and truly implement the activity goals.