As a people’s teacher, it is necessary to prepare detailed teaching plans. Teaching plans are conducive to the improvement of teaching levels and the development of teaching and research activities. So the question is, how should the lesson plan be written? Below are 8 large class lesson plans I compiled for you. You are welcome to share them. Large class lesson plan 1
Activity sub-theme:
The invention of paper and types of paper
The characteristics of paper
The uses and uses of paper Development
Paper culture
Age groups: large classes, preschools
1. Introduction activities in the activity area: What is inside
(1 ) Activity Goals
1. Recognize the various types of paper.
2. Get a preliminary feel for the properties of these papers.
(2) Activity preparation
1. One pocket.
2. Various papers: wax paper, flocked paper, kraft paper, drawing paper, sandpaper, rice paper, etc.
3. There are three activities: Cai Lun’s small book on the papermaking process, three-section cards on the types of paper, and a schematic diagram of the spread of papermaking.
(3) Activity process
1. Start the activity with a mysterious scenario: I received a parcel in the mail, please tell me what is in it, children? You can only touch it with your hands, but you cannot see it with your eyes to see if what the children say is correct.
2. Ask the children to put their hands into their pockets, touch the paper inside, and then take it out after saying what kind of paper it is. Let's see if what he said is correct. If not, ask the children to touch it and name it.
3. Introduce various activities related to paper in the activity area, ask children to tell how to operate them, and suggest children to find their favorite activities to explore different types of paper.
2. Activity area guidance
1. Children can choose activity areas according to their own preferences. The teacher controls the number of people entering the area based on the number of tables in the activity area.
2. Teachers guide the children in activities in each area, guide the children's questions, and provide individual demonstrations and explanations for the children's operation of unfamiliar materials.
3. Record the children's activities in the activity area, and promptly guide the children to carry out their own activities in depth.
4． Conduct group reviews based on the children's activities in their respective activity areas.
5． Listening to the music, the children pack up their activity equipment and leave the activity area.
3. Regional activity settings
(1) Reflection of the theme in the environment
1. A schematic diagram of Cai Lun's papermaking process is arranged on the main wall.
2. Pinyin explanation of Cai Lun's papermaking process and matching process numbers.
3. Expo of various paper products in the corridor: name tags (text and pinyin) of various paper products.
4． Various paper product decorations in each activity room: paper rings made by children, paper plate decorations, torn paper works, paper dragonflies, paper cutting works, origami works, paper weaving works, paper rubbing works, hanging paper hangings Decorating willow branches, etc.
(2) Language activity area
Spelling out pictures of Cai Lun’s papermaking process
Making a small book about Cai Lun’s papermaking process
Paper Pinyin pronunciation and description
Description of Chinese characters on paper
3 storyboards made from old books; more than 100 pictures, including plants, animals, birds, and people. , environmental background, etc.
Various cards made of paper: antonym cards, verb cards, environment cards, riddle cards, etc.
Specific activity design:
This group is for 5 people:
1. The two collaborated on the production of a small book about Cai Lun's papermaking skills. The children in the preschool class read the pinyin content, and the children in the senior class looked for the corresponding pictures.
2. The three of them perform storyboard activities together. Each person chooses one or several animals, people, or birds, and appears separately to start a dialogue with the characters. A tape recorder records the content of the story.
(3) Puzzle activity area
Three-section cards of types of paper
Experiments on the absorbency of paper
The load-bearing capacity of paper Experiment
Paper mystery bag
Paper trademark classification
Paper tangram
Specific activity design:
1. Two people collaborate to conduct experiments on the weight of paper. One person conducts the experiment and the other records the results.
2． Two people perform the three-section card activity of paper types. One person shows the picture and text card, and the other person shows the picture card. When the word card is shown, one person reads the words and the other finds the position.
3. Two people conduct the paper absorbency experiment, with the teacher's guidance, one puts the paper and the other records the time.
(4) Art activity area
Try the process of paper making
Sticker model (paper vase)
Sticker flowers< /p>
Paper weaving
Making eggs with paper balls
Origami, see the diagram for origami
Making paper flowers
Paste: paper ring
Rice paper dyed paper
Various paper rubbings
Rope painting: on different papers
Glass ball painting: on different papers
Pasting activities: fluttering paper tapes
(5) Music activity area
Making paper box piano
Knock on the paper box to play rhythm
Use paper products to explore various timbres
Use paper sticks to play rhythm
Various musical instruments three-part card< /p>
Perception of the aquarium and sand-harp harp
Making the sand-harp harp
Specific activity design:
1. The two worked together to make paper vases, one applying glue and the other pasting them. Take turns.
2． The two collaborated to make a cardboard piano.
3. Together they used paper sticks to accompany the music.
(6) Constructing activity areas
Various shoe boxes
Packaging boxes of various sizes and materials
Various architectural Theme picture
Marker
Specific activity design:
Constructing a house through activities allows children to learn how to cooperate, divide labor, and how to reasonably carry out load-bearing and support of the house. and other designs. At the same time, let the children experience the fun of paper products games
4. Parental work
1. Parents are asked to help collect various information about paper and share it with everyone.
2． Log on to the paper culture website recommended by the class to learn about relevant information.
3. Work with your children to look for various paper products that appear in the home, and collect the various paper products to share with the class.
4． Follow the introduction about paper DIY in the parent-child activities with your children to make handmade paper. Top Class Lesson Plan 2
This week we carried out the theme "Big Trees and Little Flowers", and "My Little Garden" is an art activity under this theme. It is a brisk, interesting and beautiful song. songs. The scenes in the garden are sung in the form of songs, which are very interesting for young children. In teaching this song, children are required to sing with cheerful emotions, so it is very important for teachers to use their own emotions to mobilize children's emotions. It is difficult for children to learn to sing this song because the rest of the song must have a jumping feeling. Teachers need to use appropriate methods to guide children to sing this song well.
In teaching activities, I used the lyrics mapping method, and the children easily understood and remembered the lyrics. The lyrics of this song are simple and easy to understand, but it depicts beautiful natural scenery. Through the introduction of pictures, children are allowed to discover, appreciate and express beauty, fully embodying the intimate relationship between man and nature in the song. During the activity, I also used games to connect the activities. The activity presets several mini-games such as "The flowers are blooming" and "Where are the flowers." The children followed the melody of the music to express the scene of beautiful flowers blooming, which also fully stimulated the children's interest in activities.
Throughout the entire activity, I found that the children had forgotten to sing while playing games. I wanted to mobilize the children's emotions a little more so that the children could express themselves better in the game-based activities. Lesson Plan for Large Classes 3
Teaching Objectives
1. Be able to correctly tell the color and number of spheres, and cultivate children’s visual discrimination ability
2. Be able to correctly distinguish the balls Whether inside the box or outside the box, cultivate children's spatial imagination ability
3. Increase children's pleasant emotions through the relay competition of balls
Prepare materials
< p> 1. Several spheres of different colors2. 4 boxes
Activity content
1. The teacher first took out a number of spheres of various colors and asked the children: "Wow, there are so many balls of different colors, are they beautiful?" (Beautiful) Ask again: "Do you know what colors these balls are?" Encourage them if they answer correctly.
2. Take out 4 balls of different colors and ask the children how many balls there are (4). If there are any difficulties, help the children to count them together.
3. "These balls want to hide with the children." The children put their eyes on their laps. The teacher hid the balls in the box, asked the children to guess where the balls were hidden, and guided the children to tell the ball. Inside the box. Then take out the ball and guide the children to say that the ball is outside the box, so that the children can understand the difference between inside and outside.
4. Conduct a relay competition. Divide the children into 4 groups and explain the rules of the game. Each group can only send one child at a time to get the ball from the outside of the box to the inside of the box, and then run back to change the ball to another. A kid went to get it. Whichever group of children can complete the task in the shortest time will win. (If time allows, play it again and take the ball from inside the box to outside the box). Through such games, children can experience the fun of competition. Top Class Lesson Plan Part 4
Origin of the activity:
Children all like to play with some electric toys. Children in our class often bring cars to the class. One day, Yin Pengjie brought his newly bought car. The children were all vying to play with it. As a result, the car fell to the ground and the battery was thrown out. He couldn't put the battery in, and he was so anxious that he cried. Through understanding, I found that most of the children in the class did not know about batteries and did not know how to install batteries without the assistance of adults, so this activity was created.
Activity goals:
1. Guide children to recognize several common batteries and understand the functions and positive and negative poles of batteries.
2. Cultivate children’s interest in exploring scientific mysteries and their ability to operate.
Activity preparation:
1. Preparation for early experience:
⑴ Find information about batteries (types, uses) with your parents.
⑵Go to the store to observe the batteries on sale.
⑶ Place some electric toys, flashlights and other items in the science area.
⑷ Arrange relevant information report wall decorations.
2. Material preparations:
⑴Teachers and children collect electric toys, flashlights, alarm clocks, tape recorders, mobile phones, various models and types of toys together Battery.
⑵Positive and negative pole signs +—.
⑶Courseware for Battery Baby.
⑷The competition venue of "Little Electric Car Race".
Activity process:
1. Create situations to guide children to explore freely.
Teacher 1: Children, the children in our class brought many interesting toys today. Let’s take a look at what they have, shall we?
The second teacher led the children to visit the toys brought by the whole class. (The child said the name of the object while looking at it)
Teacher 3: Children, do you want to play with so many fun toys? Please choose one you like to play. When playing, take a closer look at what you are playing? What were the findings?
Four children freely choose items to explore.
(Guide young children to discover that these things require batteries)
Discussion five: What did you discover while playing? Why do electric toys move, flashlights glow, clocks run, and mobile phones work? Where are their batteries located? (Children said they chose the location of objects to put batteries in.)
2. Understand batteries through observation and discussion.
First, guide the children to share the knowledge they have collected about batteries.
1. Teacher: Children, do electric toys, flashlights, alarm clocks, tape recorders and mobile phones use the same batteries? How are they different? What do you know about batteries?
2. Children exchange knowledge about batteries (types, uses) based on preparations from previous experiences.
3. Teacher Summary: Before this activity, we collected some batteries. Just now, the children also said that there are many types of batteries. The more common ones in our lives include dry batteries, rechargeable batteries, button batteries and storage batteries (the teacher showed the corresponding batteries while talking). With so many different types and models of batteries put together, can you find the one you want to use?
4. Let’s talk about: Which kind of batteries are used in electric toys, flashlights, alarm clocks, tape recorders and mobile phones.
Second, install the battery and find out the positive and negative poles of the battery.
1. Transition language: Children are very accurate in finding things and know what batteries are used in the things in their hands. If we remove the batteries from these things, can you put them back quickly and accurately? ?
2. Children compete in battery installation.
⑴Teacher: Children, we have four groups, the electric toy group, the clock group, the small household appliances group, and the mobile phone group. Which group do you most want to participate in? (Children speak freely)
⑵Children are free to choose the team for the competition.
⑶ Children who have assembled batteries for their toys can take the toys to the designated car venue for a "little electric car race", and other children will volunteer to cheer for them.
3. Teacher: Children, when we were playing with these toys, we discovered a problem. Some children’s cars cannot drive and their mobile phones cannot be used. Why is this? (Some children installed the wrong batteries and the batteries in the toys were out of power)
4. Guide the children to discuss: Why can’t some children play with their toys? (Children can fully guess that the battery of the toy car may be out of power after playing for a long time, the child may have installed the wrong battery, or the toy may be broken).
5. Transitional language: Let’s check whether the conjecture is correct.
6. Ask the children to do the test. (Group members assisted children who installed the wrong battery to reinstall it)
7. Exchange experiences: How did you install it? How to install the battery? Why pretend like this?
8. Teacher’s summary: Each battery has two symbols + and -, (show the positive and negative electrode signs + -)
+ means the positive electrode of the battery, - means the battery When installing the battery, we must clearly see the positive and negative poles of the battery and battery box.
Three understandings: Understand the precautions for using batteries and related environmental protection knowledge.
1. Teacher: Children, Battery Baby especially wants to make friends with the children in our class. Look, it’s coming. Let’s say hello to him (play the first slide). Battery Baby has something to say to you, let’s listen together.
2. Play courseware to teach children about environmental protection (Battery Baby talks about the precautions for using batteries and the dangers of used batteries).
3. Guide children to discuss: How to deal with used batteries? (Ask the children to think of ideas and say whatever they want)
3. Extended activities.
Continue to look for items that use batteries in your daily life and try to install the batteries yourself.
Think about what kind of batteries will be available in the future? What are they like? Large class lesson plan Part 5
Activity goals:
1. Make inferences based on the content of the story, understand various statistical forms, and be able to cooperate in voting records.
2. Be able to actively use your brain when faced with problems and find solutions to them.
Activity preparation:
1. Whiteboard courseware "The Little Mouse's Strategy"
2. Each group has an operation chart and a chestnut picture. .
Activity process:
1. Create situations and show pictures to arouse children’s interest
1. Discuss according to the prompts on the note.
2. Hang things and discuss.
Teacher: Faced with the cat’s warning, what should the little mice do?
Summary: Wow, you guys are amazing, you have thought of so many good ideas.
2. Understand the chart types.
Teacher: The little mice have thought of many things just like you, but everyone says that what they have thought of is good, and they keep arguing and arguing. What should we do? Summary: Voting is great, but what is voting? Voting means that when everyone disagrees, the result can be decided based on the number of votes.
1. Stand in line and vote.
Summary: 10 to 5, which one has more votes? Yes, opinions with more votes will generally be adopted.
2. Li Ren voting record.
1) Operation: Voting
The teacher introduces the operation requirements.
2) Introduction to young children.
3. Diagram of objects that are both light and sound.
Teacher: What are the things that are light and have sound? (Discussion) The little mice chose a bell and an alarm clock. (Play picture bell) Now I finally selected the most suitable thing to hang around the cat’s neck.
3. Children’s operations.
1) Discussion: The items have been selected, but who will hang them? Let's listen to what the mice say (play audio) Who should I let die? Do you agree? But how to give the bell to the mistress?
1. Introduce column charts.
2. Operational requirements.
1) The teacher introduces the operation requirements.
2) Children introduce the results of the operation.
3) Teacher: What was the result of the little mouse’s vote? Let’s take a look (show the mouse voting results)
3. Recall the voting process.
4. Play videos in conjunction with daily life.
1. Watch the voting statistics video.
2. Common statistical charts.
Summary: This is only a small part of them. There are more difficult statistics. When you grow up, you can continue to study them. Large Class Lesson Plan 6
Activity Design Background
During daily activities, it was found that some children in the class still threw garbage away. In order to help the children develop good hygiene behaviors, Knowing how to classify garbage, we specially designed this activity.
Activity goals
1. Know that garbage is recyclable and non-recyclable, and be able to classify garbage.
2. Protect the environment and develop a good habit of not littering.
3. Like and be able to make tops.
4. Explore and discover the diversity and characteristics of life.
5. Be willing to try boldly and share your experiences with your peers.
Teaching focus and difficulty
Teaching focus: knowing which garbage is recyclable and which is not recyclable
Teaching difficulty: making a spinning top independently
< p> Activity preparationA number of cut waste paper boxes; one colored pen and pencil for each person; ppt and wall chart
Activity process (the description of the activity process does not have to be so detailed that the teacher , All conversations and activities of students should be recorded verbatim, but the main links of the activities should be clearly reproduced, that is, the starting link, the basic link, the ending link, and the extended link. Note: focus on the basic links)
1.
1. The teacher uses sounds to arouse children’s interest:
The teacher imitates crying and then asks: Children, guess who is crying?
Children can freely imagine and guess.
2. The teacher opened the trash can and asked questions about the picture of crying: Children, guess why it is crying?
The teacher names the children to answer.
3. The teacher imitated laughter again and asked: Who is laughing again?
After the children answered, the teacher said: The trash cans are laughing again. Why are they laughing again?
4. Children’s free discussion: The teacher concluded that the reason why the garbage bins cry and laugh is because the garbage must be sorted. If it is not sorted, it will cause trouble or even harm to the earth.
2. Watch the ppt and classify the garbage
1. Teacher: Children, do you know how to classify garbage? (Encourage children to express their opinions boldly)
2. The teacher plays the ppt and summarizes that garbage is divided into three types: recyclable, non-recyclable, and hazardous waste. Recyclable garbage includes: discarded paper, old newspapers, cartons, etc., beverage bottles, cans, etc.; non-recyclable garbage includes: peels, spoiled food, leftover vegetable roots from cooking, etc.; hazardous waste includes waste batteries. , lamps, paint buckets, etc.
3. The teacher shows the flipchart and asks the children to sort it: Children, we have just known the types of garbage. The teacher has a lot of garbage cards. Who can sort them into categories?
4. The teacher names the children to sort the garbage, and promptly praises and encourages the children.
5. Teacher: What will the earth look like if we throw garbage everywhere? (Name the children to express their opinions)
Teacher summary: We all need to develop a good habit of not littering. We must classify the garbage when we throw it away to protect our environment and the earth. Turn waste into treasure and be a little environmental protection guardian. The teacher collected a lot of waste paper boxes. Let’s use the paper boxes to make tops together, shall we?
3. Turn waste into treasure and make tops
Teachers distribute waste paper boxes and other materials and make tops with children. The teacher demonstrated how to make a spinning top and gave guided tours, focusing on taking care of children with poor hands-on ability.
Extended activities: Teachers and children go outdoors to play with spinning tops.
Teaching Reflection
In this teaching activity, I started with the most common garbage around children to let the children understand the impact and harm that garbage brings to the environment and the earth. Understand that garbage is divided into three types: recyclable, non-recyclable, and harmful garbage, so that you can develop good hygienic habits of not littering, and learn to make spinning tops by turning waste into treasure using old paper boxes. At the beginning of the activity, if I use the form of comparison such as pictures to let the children look at the pictures to evaluate the comparative judgments between the two situations of hygiene and non-hygiene, and let the children evaluate the rights and wrongs of others' behaviors, they will have better guidance for their own behavior habits. effect. In addition, in the process of making tops, because some children have poor hands-on ability, if children are encouraged to help each other, they will simultaneously improve their hands-on abilities and helpfulness. Large Class Lesson Plan Part 7
Activity objectives:
1. Use various tools to conduct natural measurements, initially master the correct measurement methods, and record the measurement results.
2. Actively use your brain to solve problems encountered during the measurement process.
3. Learn to cooperate with others to measure and experience the joy of cooperation.
Activity preparation:
1. Preliminary experience: I have observed various trees and measured the trees in the kindergarten.
2. Wool, paper clips, paper strips, ribbons, etc.; record sheet, pencil.
Activity process:
1. Introduce activities to arouse children’s interest in exploration.
Teacher: What does the pavilion look like? What do the pillars look like? How many pillars are there?
2. Guide children to use different materials for measurement.
1. Question: What amount did you use just now? How is it measured? Let me show you how to do it.
2. Discussion: What do you think of his method? Summary: Find the starting point, mark it, and measure from the starting point. If the length is not enough, mark it, and then measure downward from the mark.
3. The child operates for the second time and records the measurement results.
1. Children take measurements, and teachers provide observation and guidance.
2. What amount did you use? How was it measured? What was the result of your measurement?
3. Why do you measure the same pillar and record different results?
4. Teacher’s summary: Although the measuring tools are different, the length of the measured column is still the same.
4. Expand your thinking.
1. Introduce commonly used measuring tools, such as rulers, tape measures, etc., and guide children to try to use standard measuring tools.
Reflection on the activity:
Focusing on the original ecological education, this activity was carried out using the ecological environment of the kindergarten. The "Outline" points out: Scientific education should be closely connected with children's actual life, and use the things and phenomena around them as the objects of scientific exploration. In the lives of young children, there are many tools that can be used for measurement. On the basis of children measuring tree trunks, children are guided to use a variety of materials to measure pillars.
This activity allows children to explore, discover, and operate independently through their own hands and brains, so as to gain the correct method and experience of measurement, and experience the success achieved through their own exploration and discovery, allowing children to Truly become the master of learning. During the communication process, the children boldly stated their own practices. The teacher always supported the children's activities and only provided appropriate guidance. Different practices were a collision of children's wisdom. In the end, the children found the correct measurement in the process of communication and evaluation. method. This process makes children feel that they themselves are gaining experience and knowledge, rather than being lectured and indoctrinated by teachers. Truly feel the process and methods of scientific inquiry and experience the joy of discovery. Lesson Plan for Large Class 8
Time:
Location: Liuhe Campground
Participants: All children in the first class
Activity goals:
By going to the countryside, you can feel the beauty of autumn, experience wild life, and enhance children’s love for nature.
Activity preparation:
Bring your own water bottle, small backpack, and wear light clothes.
Activity process:
1. Activity introduction:
1. Children discuss and establish safety rules for the activity.
2. Check the children’s clothing one by one.
2. Activity organization:
1. Take a bus to:
Observe the activities of flowers, trees, crops and people on the roadside.
2. Travel all the way to the camp:
Take the road of the brave
Dig sweet potatoes
Pick oranges
Watch Poultry and livestock: goats, rabbits, pigs, chickens.
3. Take a rest and communicate by the lakeside hill.
Reflection:
Today’s activities can be described as “colorful”, and the children’s mood was “elated”. Vegetables and fruits are familiar foods that children come into contact with every day. Orchards and vegetable gardens contain a lot of scientific knowledge. Children can return to nature by visiting vegetable gardens and orchards. Here, they absorbed fresh knowledge and nutrition. Here, the children also saw poultry and livestock that they usually only see in pictures and on TV. They were very curious and were not afraid of dirt or smell. They had "close contact" with them. We have gained some experiences that we usually don’t experience, and when walking the “Road of the Brave”, our little heroes are all eager to try, competing with each other, and no one wants to fall behind.
In this harvest season, the children are bathed in the golden sunshine, happily running and playing. We are all immersed in this colorful life, feeling and recording The joy of life sows the seeds of love for nature.