Kindergarten "Chicken Duckling" Courseware [3]

# Courseware # Introduction Courseware itself is a reflection of the author's comprehensive quality, which shows the producer's grasp of the direction of education, teaching and textbook reform, understanding of classroom teaching and understanding of modern educational technology. Therefore, when designing courseware, teachers must deeply understand the teaching content and design the teaching plan for the courseware. The following is the kindergarten "Chicken Duckling" courseware, edited and shared. Welcome to read and learn from it. I hope it helps you!

Article 1 Activity objective:

1, which can be observed from beginning to end and perceive the main morphological characteristics and habits of ducklings.

2, will use the corresponding method to compare the difference between chicken and duckling.

Activity preparation:

1, Chicken, Duckling Courseware (a comparative picture of duckling and duckling, with duckling as the background) (it is difficult to find a real chicken and duckling in the city)

2.32 operation boards (with the heads of chickens and ducklings respectively), 32 ducklings and different parts of chickens.

Activity flow:

1, import the activity and extract the ducklings.

Lead: A little guest came to our class today. Shall we invite it out?

Show it to the duckling.

Child: Duckling (the teacher gives affirmation.

3. Observe the ducklings and learn to observe them from beginning to end.

Teacher: Let's see what the duckling looks like.

(2) Teacher: We should look at it from the beginning (understand the appearance characteristics of ducklings in turn).

Ask each child to find out what characteristics the duckling has, and ask them to show their characteristics through body movements (for example, if the mouth is flat, make a flat mouth shape with their hands).

(3) Teacher: Do you know how a duckling walks?

Ask individual children to imitate.

The teacher plays the courseware "Duckling Walking", and the teacher takes the children to learn "Duckling Walking" in the classroom.

Teacher: The children's eyes are really bright. They found many characteristics of ducklings. Who knows what ducklings like to eat?

Children: ...

Teacher: What's the name of the duckling?

Children: ...

A teacher and a child, a duckling, quack quack.

3. Compare the difference between ducklings and chickens.

Show me the operation panel.

Teacher: The teacher also invited chickens to test the children to see who can find out the difference between chickens and ducklings.

(1) Distinguish different external features and ask individual children to stick different parts (mouth, neck, toes) when speaking.

(2) Tell the differences between the habits of chickens and ducklings, and let individual children post them (ducklings can swim, eat small fish shrimps, and chickens eat rice, insects and noise).

(3) Distinguish the difference between chickens and ducklings. The teacher led the children to learn how to walk with ducklings and chickens in the classroom.

Xiaoya chicken

Mouth: flat (figure) and sharp (figure)

Neck: length

Paws: webbed but not webbed.

Skills: Can swim and run fast.

Food: You grew up in eat small fish. When shrimp grow up, they eat rice, vegetables and insects.

Call: quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack.

Walking style: small steps from one side to the other (imitated by children)

Teacher's summary

4, children's operation (can be put into regional activities.

Show the children the operation board and materials, and let the children teach the part belonging to the duckling to stick in the duckling's box, and the part belonging to the chicken to stick in the chicken's box.

5. Show and evaluate children's works.

Part II Activity Objectives:

1. Learn to tell pictures in complete and coherent language.

2. Understand words: carry, carry, fill and float. Learn to say a word repeatedly.

Feel the good feelings of caring and helping each other in difficult times.

Activity preparation:

Material preparation: a chicken doll and a duckling doll, a math wall chart and a children's book.

Activity focus: observe and understand the picture content, and learn to tell the picture content in a complete and coherent language.

Activity difficulty: learn to use different verbs.

Activity flow:

First, lead-in: show the dolls to stimulate children's interest.

Teacher: Let's see who the teacher invited. By the way, it's chickens and ducklings. It turns out that they are good friends and often play games together. They are going out to play together again today. Let's see what happened when they went out to play.

Second, basic activities.

1, guide children to observe the pictures and speak their minds boldly.

(1) Show pictures 1

Question: Baby, let's look at this photo. Who's in the picture? What are they doing? What else did they bring? Summary: Yes, there are chickens and ducklings in the picture. When they went out to play with buckets, they came to the river. Now, please learn how a chicken can carry a bucket!

② Show picture 2

Question: Let's look at the second picture again, babies. What happened when they came to the river? What will the duckling say to the chicken before he takes it across the river? Summary: Oh! Because the chicken can't swim or cross the river, the duckling says, "Chicken, let me carry you across the river!" "Baby, learn how to hold a chicken for a duckling!

③ Show the picture 3

Q: After crossing the river, they came to the hillside. What happened? Can you think of any way to save this duckling? Get up and look at this picture. How did the chicken save the duckling? A duckling will be very scared when it falls into a pit. How does the chicken comfort it? come

Summary: On the hillside, the duckling accidentally fell into the pit and was particularly afraid. "Don't be afraid," said the chicken. I'll think of something. Finally, the chicken drew water from the river in a bucket and poured it into the pit again and again. Finally, the duckling floats. Baby, can you say one word over and over again? Give it a try!

④ Show picture 4. Question: What will the duckling say to the chicken after the chicken saves the duckling?

Summary: The duckling said to the chicken: Thank you! You helped me, and I helped you. The two of us, forever good friends.

The teacher looked at the picture and told it completely.

Teacher: Let the teacher tell you this beautiful story again! Listen carefully, little ears!

3. Children tell pictures freely with children's books and companions, and teachers tour to guide them.

Teacher: Now the teacher has distributed the books to everyone. Please read these books and tell this story to your good friends!

4. Ask individual children to tell stories completely in front of the group and give them praise.

Teacher: Now the teacher wants to invite a child to be a little teacher and tell you this beautiful story. Please let XX children talk about it!

5. Teachers and children discuss things that help others in life.

Teacher: Baby, it's time to chat again. Now let's share what you have done to help others. Let's start!

Article 3 Activity objectives:

1, encourage children to talk and play with teachers and peers.

2. Guide children to distinguish the distinctive features of chickens and ducklings.

3. Experience the fun of activities in the game.

Focus: Encourage children to talk and play with teachers and peers.

Difficulties: Learn to distinguish the distinctive features of chickens and ducklings.

Activity preparation: grass, toy chicken, duckling and adhesive tape.

Activity flow:

First of all, introduce scenes to attract children's interest in learning and stabilize their emotions (doing rhythm).

Teacher: (in a good mood) Today, Teacher Chen invited two very cute little animals for the children. You want to know who they are? Listen, Ji, Ji, Ji, who's here? (Chicken) Oh, that's what chickens call it. Let's invite it out and see if it is a chicken. (Showing the toy chicken) Gung, gung, gung, who is barking again? (Duckling) Is that what the duckling calls it? Let's invite it out to see if it is a duckling. (Showing toy ducklings) Our children are very powerful. They can distinguish chickens from ducklings by sound. Great! Let's tell a nursery rhyme together, shall we?

Phoenix, Ji Ji; Duckling duckling, quack quack; Ji Ji, ga ga ga, singing, ha ha ha.

Second, tell stories to attract children's attention.

Chickens and ducklings are good friends. They said the weather is fine today, so we should go out to play together. Chickens "chirp, chirp" and ducklings "chirp, chirp". They sing and jump on the grass to play. After a while, the chicken and the duckling embraced happily and said, "Ji, Ji, Ji, Ga, Ga, Ga, we are good friends." The teacher is holding the toy of chicken and duckling in his hand, and acting out the movements and characteristics of chicken and duckling. The chicken and duck meet in the middle from both sides. Chickens and ducks bark and hug. ) Teacher: The chickens and ducks had a good time. Do you like them, children? (The teacher holds up the toy) I love my chicken. How do chickens crow? Ji Ji, Ji Ji, Ji Ji; I love my duckling. What does the duckling call? Quack quack quack quack quack quack quack quack quack quack quack quack quack quack.

Third, distinguish the characteristics of chickens and ducklings.

Teacher: Please observe carefully. What are chickens and ducklings like? The teacher showed toy chickens and ducklings, and guided the children to observe their differences-a chicken with a sharp mouth and a duckling with a flat mouth; Teacher: A chicken has a sharp mouth. Can we call it a "sharp-billed" chicken? Say hello to "pointed-billed chicken" (Children greet and reward children who take the initiative to greet) XX's voice is really nice. "Pointy-billed Chicken" should kiss him.

Teacher: The duckling's mouth is flat. Can we call it a "flat-billed" duckling? Say hello to the duckling with a flat mouth. (Greetings from children) For children who greet loudly, the teacher will kiss them with toy chickens and ducklings to show their approval. 4. Guess who is missing?

Teachers take turns to hide toy chickens and ducklings, let children talk about who is missing, and encourage children to distinguish the two from the characteristics of sharp mouth and flat mouth.

Teacher: chickens and ducks like children in kindergarten class very much. They want to play hide-and-seek with us. Are the children happy? Take a look, children. Who disappeared on the grass? Hide the chicken and the duckling separately. After the children answer correctly and imitate the sound, please take out the chicken or duckling and put it on the grass. 5. Interactive game-Chickens and ducks make friends.

Divide the children into two groups, put on the headdresses of chickens and ducklings, listen to music, and find friends to sing and hug.

Teacher: Children, you all did well today. The "pointed-billed" chicken and the "flat-billed" duckling became good friends. Teachers and children put on the headdresses of chickens and ducklings, listen to music and find friends together. (Children wearing chicken headdress look for children wearing duckling headdress, kiss and hug) Activity extension: lead children to outdoor activities and imitate the movements and sounds of chickens and ducklings.