Kindergarten large class teaching plan

In the actual teaching activities of teaching workers, it is often necessary to compile teaching plans, which are teaching blueprints and can effectively improve teaching efficiency. So how should I write a lesson plan? The following are six teaching plans for large classes in kindergarten that I have carefully arranged. Welcome everyone to refer to it, I hope I can help you.

Kindergarten large class teaching plan 1 activity purpose:

1, know all kinds of fabrics with different textures.

2. Understand the purpose of cloth.

3. Try to create with cloth.

Activity preparation:

1. Collect small pieces of cloth with different textures.

2. courseware.

3. Provide materials such as needles, threads, pigments, pens and cotton swabs.

Activity guide:

First, understand all kinds of fabrics.

1, observe the communication and guide the children to compare the different textures of the cloth.

2. Organize a discussion: What's the difference between these cloths?

Step 3 classify

Second, understand the purpose of cloth.

1. Organize a discussion: What's the use of cloth?

2. Watch the courseware to learn more about the use of cloth.

Third, group creation.

1, pastel painting: provide all kinds of rags, colored pens and glue for children to clip art.

2, cloth painting: provide cotton swabs, various pigments, cloth, so that children can paint creatively on the cloth.

3. Dyeing cloth: provide rags and pigments for children to try dyeing cloth.

[Activity reflection]

The goal of this activity is properly positioned. The whole goal not only embodies the integration of field, but also pays attention to the integration of cognition, emotion and attitude. In this activity, the teacher mainly completes the activity goal by setting three links. For example, through the first activity, the first goal is to know all kinds of fabrics with different textures, which is also the difficulty of this activity. During the activity, teachers create a relaxed atmosphere for children, provide enough time, space and materials, and let children freely explore various fabrics with different textures through various senses, which fully embodies the teaching concept of taking children as the main body; In this link, the teacher also instructed the children to classify and count the fabrics, which penetrated into the scientific field. In the second part, teachers can guide children to watch courseware and learn more about the use of cloth. In this link, modern teaching AIDS have played an irreplaceable role in traditional education, which has enabled children to have a deeper understanding of the multiple uses of cloth and expand their thinking. In the last link, the teacher provided a variety of materials for children to try to create with cloth, so that children can experience the fun of creation.

During the whole activity, teachers are fully prepared before class, which can provide a relaxed and free learning environment for children, so that every child can actively participate in the activity; Teachers' instructions are concise, enlightening, friendly and natural, and they have a tacit understanding with children; Children interact frequently. Although the activity is quite successful, there are still some shortcomings in the activity, such as organizing children to discuss "What's the use of cloth?" Sometimes, it may be because children can't adapt to the teacher's way of asking questions. Some children's answers are about the function of cloth rather than the use of cloth, but at this time, the teacher failed to guide them in depth in time, so that children can answer the use of cloth more completely. This is a pity in this link.

Kindergarten large class teaching plan 2 activity goal

1. Let children know what flowers bloom in autumn and understand the characteristics of these flowers.

2. Cut the ribbon to make the universe.

Activities to be prepared

Colored paper, scissors, glue

Teaching tool picture

■ Activity flow

[import]

1. Introduce the universe to children by guessing riddles.

-I am a flower. I bloom in autumn.

-My stem is thin, but I am tall. I like dancing in the autumn wind. Who am I?

[expand]

1. Talking about the universe.

-Have you seen the universe?

Where did you see the universe?

-How do you feel after seeing the universe?

Tell me which flowers bloom in autumn.

-What flowers can you see in autumn?

-What flowers bloom in autumn?

1) Universe

In autumn, cosmos in full bloom can be seen in Shan Ye, fields and roadside flower ponds.

It has white, red, yellow, pink, purple and so on.

The universe is about 1-2m high, with slender stems pointing to the sky in the autumn wind.

2) Chrysanthemum indicum

It grows in the mountains or fields, and it is a kind of wild chrysanthemum, which can be seen everywhere.

It blooms in September with oval and serrated leaves.

Chrysanthemum indicum is short and fluffy, only 69-90cm high and full of thorns. But its petals can be used as medicine.

3) Impatiens

We dye our nails with water containing impatiens.

Because it looks a bit like a phoenix, it is also called Jin Fenghua.

From a long time ago, in autumn, people invaded red impatiens into the water and painted their nails with red water. Men also painted red nails at that time. Why?

It turns out that this is because our ancestors used impatiens to drive away bad luck from a long time ago, so men also painted their nails. )

3. Study the materials that make the universe.

-What materials do you need to make cosmos?

-How can I make the universe out of colored paper?

4. Make the universe with colored paper.

① Cut the colored paper into a thin rectangle.

(2) Fold the cut colored paper together to make it look like the universe.

(3) Decorate the petals of cosmos while pasting colored paper.

④ Stick cosmos on the pedicel in the picture.

[End]

1. Let the children introduce their chrysanthemums to their friends.

2. Summary activities

[moving picture]

The third activity goal of kindergarten large class teaching plan

1, children can choose suitable tools according to their own needs, take peanuts out of rice, and stimulate children's interest in inquiry activities.

2, can actively participate in activities, express their views in short language.

3. Preliminary attempt to record.

Activities to be prepared

6 big pots, small baskets, clips, colander, tray, peanuts, millet and other things. Record the chart.

Activity process

First, the scene introduction:

(1) "Grandma who cooked rice accidentally mixed peanuts with rice, and she wanted to ask the children in our class to help her separate peanuts from rice." Ask the children to think about what they can do.

(2) Show various tools and get to know tools and simple functions with children. (clip, small basket, colander)

Second, guess and forecast: Please guess, which tool divides quickly and cleanly?

Problem discussion: children are free to express their ideas.

Third, children's operation

(a) the first operation

(1), children choose their own tools and put peanuts into the tray. When stopping, ask the child to put the tools back in place. )

(2) Children are talking about using tools to divide peanuts and millet.

(2) The second experiment

(1) Requirements: Think carefully about which tools you haven't tried. Please try another tool.

(2) Record the tools used in the experiment again (see how many times this is and in which box).

(3) Observe and record the results. Which tool can quickly and cleanly score? Record it in the form.

Four. Summary of discussion:

"Today, we found that putting peanuts and millet in a small basket is quick and clean. Why can the small basket be divided so fast? "

Children observe the small basket and compare it with other tools, and come to the conclusion that the small basket has eyes, which can leak the millet and leave the peanuts in the basket, so it can be divided quickly and cleanly; The colander also has eyes, but the eyes are too small for millet to leak, and peanuts and millet cannot be separated; Clips can be separated, but it's too slow to play only one clip at a time. So yo, peanuts and rice are the fastest and cleanest in Inner Mongolia.

Children, go! We gave peanuts and rice to grandma and told her this good idea so that she could find a way to deal with such difficulties in the future.

Exploring knowledge: how information is disseminated.

1, activity target:

1) Children can actively collect and transmit information from different channels and in different ways.

2) Children learn about different information transmission channels in activities and learn to use different information tools.

2. Activity preparation: Children learn relevant knowledge through inquiry and interview.

3. Activity flow:

1) Communication: I know the way of information transmission. Children can be inspired to consider the following aspects: signaling with objects, signaling with sounds, and signaling with words. Such as: sending signals through gestures, semaphores, fireworks and other objects; Send signals by blowing horns, ringing bells, drumming, broadcasting telephones, etc. ; Send signals by carrier pigeons, post office delivery, fax, e-mail, etc.

2) The teacher uses pictures to tell the story of people transmitting information. For example, fireworks were set off on the beacon tower of the Great Wall in ancient times to convey the enemy's situation; During the War of Resistance against Japanese Aggression period, the enemy's whereabouts were reported by knocking down the message tree.

3) Discussion: How do people convey information nowadays? Guide children to understand common communication tools.

4) Organize children to play communication games and make phone calls: The teacher divides the children into two groups and whispers to the first person in each group. After the start, they will be sent back one by one, and the last one in each group will report the phone content. The team that passes quickly and accurately wins.

4. Activity expansion:

1) Organize children to operate computers by themselves.

2) Provide semi-finished materials in the activity area, learn to make these communication tools, and provide props for children to play role games.

Science teaching plan for big class: interesting crabs

The fourth activity goal of kindergarten large class teaching plan

1, can find home according to coordinates, and has certain corresponding ability to spatial position.

2. Be able to actively participate in activities and feel the charm of mathematics activities.

3. Cultivate children's good operating habits of cooperative and orderly operation.

4. Be willing to participate in activities and experience the fun after success.

Teaching emphases and difficulties

Children can find the corresponding position according to the coordinates.

Activities to be prepared

Plane building, animal card, digital card, record table.

Activity process

discuss

Teacher: "What unit and floor do you live in? Please talk to the child next to you. "

Teacher: "Little animals build a new building and invite children to visit it (the teacher shows the flat building). This is a new building built by small animals. Let's see how many units and floors there are in this building. "

(2) Review and consolidate

1. Teachers and children help small animals know which unit and floor they live in.

Teacher: "Just now, all the children helped count this building, which has four units and four floors. Now let's see which small animals live in it. What unit and floor do these small animals live in? " (Bunny lives in 1 unit 1 building (1,1); Yang Beibei lives on the third floor of Unit 2 (2, 3); Little pig lives on the third floor of Unit 3, (3, 3); DuDu Niu lives on the fourth floor of Unit 3 (3,4), and Squeak Mouse lives on the second floor of Unit 4 (4,2).

Teacher: Let the children explain the reasons and help them learn to look at the coordinates and find the room quickly.

2. The teacher leads the children to play games and find out which unit and floor their family lives in.

(1) Teachers and children get to know the structure of the house together and see how many units and floors there are in this building.

(2) Send the room card to the children and let them tell us which units and floors they have got.

(3) Please ask the children to find their own rooms with their room cards, and the teacher will give individual guidance.

Please tell each child how you found this room.

(5) Game: Children stand outside the house. After the music started, the children began to look for a room to see who could find their room quickly and accurately.

(6) Invite children to visit friends' homes, exchange room cards with children, and find friends' homes according to the room cards.

(3) Children's operation exercises

1, the teacher and the children look at which animals have not lived in the new house. They live in several units and floors respectively.

Children help chickens, small fish, kittens, hedgehogs and turtles find their homes according to the picture cards provided by the teacher.

(4) Communication and sharing

The teacher asked the children to come to the front and talk to other children about how you helped small animals find their homes. Find out which unit it lives in first, and then find out which floor it lives on.

Teaching reflection

This activity fully embodies the concept of life-oriented mathematics education, and the concept is correct; Life-oriented design program; Life-oriented teaching form. Teachers' own professional quality is very good, calm, not panic, and strong affinity. In this activity, the teacher's thinking is clear, the educational goal is well achieved, and the children are also very active, but the children wait too long in the game, which seems to be mixed. The first part of the game can be integrated with the third part, and the second part can design two houses to avoid children waiting. Teachers should further strengthen their demonstration. Finding several units first and then finding several floors can help children think clearly. In children's independent operation exercises, the difficulty can be increased, such as increasing the house to five units and five floors, which can fully reflect the slope of teaching, step by step, fully mobilize children's interest and let children challenge themselves.

Recommended reason:

On the basis of children's existing experience, choose the content of "spatial correspondence", and then start with "which unit and which floor do you live in", so that children can perceive spatial correspondence in the game, help small animals find their own homes, and make math activities vivid and situational, which can further deepen children's spatial correspondence ability and help children learn to find their own rooms with their room cards.

Encyclopedia: Space is the objective existence form of matter relative to time, but they are inseparable. According to the Big Bang theory, after the universe exploded from the singularity, the state of the universe split from the initial "one", resulting in different forms of existence and motion. The measurement of position difference between things is called "space", and the change of position is measured by "time". Space is represented by length, width, height and size. Usually refers to the up and down four directions (directions).

The fifth activity goal of kindergarten large class teaching plan:

1. Let children know about the situation and harm of air pollution.

2. Master some basic knowledge of air purification and cultivate children's awareness of caring for and protecting the environment.

Activity flow:

First, introduce the story into monkey travel to get a preliminary understanding of air pollution:

Teacher: "Today, the little monkey traveled to the city. Let's see where it went and what it saw.

1. The teacher used PPT to show the air pollution in the city one by one.

Figure 1: Question: What else did the monkey see? How do you feel? "

Figure 2: Question: After crossing the street, where did the monkey go and what did he see? How do you feel?

Figures 3 and 4 appear in turn, asking questions around the above questions.

2. Tell me about the feeling of monkeys traveling to cities?

Teacher: Does the monkey feel good about this city? Why? What will happen to the little monkey if he lives in such an environment for a long time?

Second, feel the harm of air pollution to human body.

1. Show the structure diagram of respiratory organs.

Teacher: Will polluted air really harm our respiratory organs after it enters the human body?

2. Show pictures of healthy lungs and verify the harm of air pollution to human body through experiments.

Now let's do a little experiment. There is a piece of white cotton on the bottle. This kind of cotton is like human lungs. Later, we will light cigarettes and these items separately to see the changes in cotton.

3. Discussion: What did you smell and see in the experiment?

4. Show the structural diagram of blackened respiratory organs. (picture)

Discussion: We often inhale these polluted air in our daily life. What will happen to our lungs?

Summary: People and animals who inhale polluted air are prone to colds, tracheitis and asthma, and even lead to lung cancer in severe cases.

5. Read the air report: get a preliminary understanding of the current air pollution situation.

Third, read the air quality report to understand the daily air quality.

Fourth, learn to be a "little guardian of environmental protection"

Teacher: Everyone knows the harm of polluted air to us, so what can we do to reduce pollution? Teacher, here are some small slogan papers. You can draw and write down ways to protect the air on the slogan to remind people to abide by it.

Summary: Teacher Lin was very moved to see these children recording. In this activity, I also learned about the harm of air pollution. Let each of us become an environmental ambassador and actively promote and protect the air, shall we? Clean, okay?

The teaching goal of teaching plan 6 in kindergarten large class;

1. Appreciate prose poems, understand the landscape features of the four seasons shown in prose poems, and sprout the initial feelings of loving nature.

2. Actively participate in the creative activities of painting the sun, and develop imagination and creativity.

3. Try to imitate prose poetry and express personal experience and imagination in poetic language.

Teaching preparation:

Multimedia component production, each group of operations with a set of four seasons landscape, red, green,

A yellow sun, a blank sun, and a marker.

Teaching process:

(1) Multimedia courseware display, which leads to topics and stimulates interest.

(2) Children's operation-choosing the sun in four seasons.

1. What's the sun like? Guide the children to discuss.

2. If the sun is not only red, but also green and yellow (combined with multimedia demonstration), why choose what color sun in the season? Guide children to think, and ask individual children to talk about their own views.

3, children's group activities, teacher guidance, focusing on guiding children to learn to choose the sun according to seasonal characteristics or human needs.

4, children focus on display, and explain the reasons, the teacher affirmed the children's ideas in time.

(3) Appreciate the prose poem Four Suns

Teachers rearrange prose poems according to the results of children's discussion, and recite them in combination with children's works for the first time, and then combine multimedia presentation and music recitation for the second time to help children understand the artistic conception of prose poems.

(4) Children's operation-draw the sun and copy it according to the content of the painting and the format of the prose poem.

1, the child draws the sun, and the teacher guides the child to imagine boldly.

2, children imitate, asking children to use "Why did I paint the sun in what color, what will the earth become?" The format of the copy.

3. Personal imitation. The teacher links the content of children's imitation with the content of prose poems, so that children can appreciate it again and stimulate their initial love for nature.

The reflections of four suns;

First, contact life and arouse curiosity

At the beginning of the class, I show pictures of the sun, so that students can talk about the sun and understand its functions. Tell the students that the little master in the book drew four suns, and let the children talk about what they want to know after reading the topic. In this way, students have a strong curiosity at the beginning of class, and some students can't wait to ask: "How can there be four suns?" Then another classmate asked, "What's going on?" This stimulates students' awareness of active learning and makes them have a desire to participate in learning.

Second, create an environment and read aloud.

I remember Mr. Zhang Tianruo said that the first thing in reading teaching is reading, the second is reading and the third is reading. Therefore, in the process of content learning, I design different requirements, different levels and various forms of reading, focusing on reading and replacing reading with speaking, so that students can feel, experience and think in reading.

For example, when teaching the Golden Sun, I let the students who like this passage read it first, and then let them say, "Why did the little painter paint the autumn sun golden?" Then, the scene of "fruitful orchard and falling leaves in autumn" was demonstrated with courseware. Guide reading aloud in the situation of inviting speeches, and promote students to better understand the happiness and joy brought by the "golden sun". Another example is teaching "Red Sun" in winter. After I fully let the students feel the scene of ice and snow in winter and the biting cold wind, I will guide the students to read aloud with the demonstration of courseware.

Third, with the help of text, recreate imagination.

Chinese curriculum standard puts forward that students' thinking ability should be developed, imagination and creative potential should be stimulated while developing language. Therefore, when designing the teaching of this course, I try my best to let students learn textbooks in the active teaching time and space, not limited to textbooks, melting textbooks, but also beyond textbooks, creating an open classroom environment for teachers and students, providing space for stimulating imagination and improvising, and allowing students to gallop in their own imagination kingdom.

For example, when teaching "Color Sun", let students talk about "In spring, the sun is colored, and wherever it shines, it turns into what color." Some said, "In spring, the sun is colorful. Shining on the willow tree, the willow branches are green. " Some people say, "In spring, the sun is colored. Shining on peach trees, peach blossoms are red. " Some people say, "In spring, the sun is colored. It shines on the rape flower and the rape flower turns yellow. "

This design enables students to return from the book world to the life world. When students feel the "color of spring", the courseware demonstrates the picture of "spring scene" and encourages students to describe the spring scene with the four-word phrases they have learned. In this process, students can realize that spring is a colorful season and appreciate the beauty of the little painter's imagination. This is not only the convergence of old and new knowledge, but also the sublimation of recreating imagination.

Fourth, divergent thinking and creative imagination

Creative imagination refers to the process of creating imagination independently in the mind without relying on ready-made descriptions. Our teaching object is seven or eight-year-old children, not seedlings. It is necessary for them to create in imagination and accumulate in imagination. So after learning the text, I asked my classmates to draw a favorite grandson with the prepared materials and think about who you want to give it to. Why do you paint like this? Then play the music "Plant the Sun". Students draw the sun while listening, and finally show their works to express their ideas and opinions.

At this time, the music picture, expression and communication, and the organic combination of fine arts, music and Chinese have undoubtedly inserted the wings of imagination into the students, and the students' eyes shine and the language flashes. Someone said, "I drew a blue sun for the sea and made it as blue as a gem." Some said, "I drew a heart-shaped sun for the children in the disaster area to let them feel warm love."