8 selected Tibetan dance lesson plans for young children

Tibetan Dance Lesson Plan for Children 1

Design Intention:

Arbor Day is coming, and the sky in March is much warmer. The big trees on the roadside are dancing in the wind. Arbor Day is coming soon. This is the breath of spring. This is the best gift that Mother Earth has given us. The smell of Arbor Day is getting closer and closer. Every year our children will go to the suburbs. Plant trees and make your own small contribution to the greening of the city. Compulsory tree planting has become a traditional virtue of the Chinese people and an obligation of mankind around the world.

Activity goals:

1. Children can know that March 12th is Arbor Day every year and understand what we should do during Arbor Day.

2. Understand the important relationship between trees and humans, and know how to care for flowers, plants and trees.

3. Experience the fun of planting and watering trees to protect the environment.

Activity preparation:

Pictures of sandstorms, small buckets, and small shovels

Activity process:

1. Understand the dangers of sandstorms

1. The teacher shows pictures of sandstorms and the children freely discuss their feelings in the sandstorm weather.

2. Compare the differences between sandstorms and green environments, and tell which environment you prefer and why?

2. Enter the theme of Arbor Day

1. The teacher asks the children to guess what holiday today is? (An appropriate reminder from the teacher is that there is a festival about trees).

2. Teachers and children discuss what we should do on Arbor Day? How to care for small trees? (Water, fertilize, loosen soil, etc.).

3. Let’s act together on Arbor Day

1. Teachers lead children to go outdoors and bring tools (buckets, shovels, water scooping containers).

2. The teacher organizes the children to water the tree, invites two or three children in groups to scoop water into the tree pit, or use a small shovel to loosen the soil on the tree, requiring all children to participate and experience it. Arbor Day fun.

3. The teacher took a camera to record the children’s activities on Arbor Day.

4. Extension of activities

The teacher asked the children to bring potted plants from home and put them in the classroom to teach the children how to take good care of the flowers, plants and trees.

Tibetan Dance Lesson Plan for Preschoolers Part 2

1. Objectives:

1. Understand the general idea of ??the book, learn the word "opposite bank" and the verb "set up, frame", Cultivate children's interest in reading.

2. Educate children to be helpful, civilized and polite.

3. Develop children’s diffuse thinking and oral expression abilities.

2. Preparation:

1. Everyone has a copy of "Turtle Bridge" (made using the third issue of "Mimi Pictorial").

2. Multimedia courseware.

3. Arrange the blue crepe paper into a river, small building blocks, blue cardboard, large building blocks, and wooden boards

3. Process:

(1) The game introduces questions and encounters difficulties

Teacher: Today we go to the other side of the river to play. The other side of the river is called the other side" (rich words: the other side)

The teacher takes the children into the activity room , walking, met a river

"Ah, there is no bridge on the river, how are we going to cross the river?"

The children thought and answered. p> (2) Difficulties are placed in front, experience verbs

1. Children explore freely

Teacher: "There are many small building blocks and many small wooden boards by the river. We use Build a river bank with building blocks and try your hand to see how you can cross the river. ”

During the process of children’s attempts, teachers provide guidance and guide children to say verbs such as “build” and “frame”.

2. Children crossing the river

Teacher: "The children have come up with such a good idea. Now let’s build a bridge."

3. Children crossing the bridge Across the River

(3) Free reading and feeling the content

1. Language introduction

Teacher: "There are many beautiful little books in the forest cabin. We Let’s take a look at who is drawn in the book? What are they doing?”

2. Children read freely, with teacher guidance

3. Children talk about what they see

The teacher guides the children to tell the story in as complete a language as possible.

(4) Appreciate the courseware and observe the pictures one by one

1. The teacher guides the children to watch the pictures one by one

Picture 1:

Above the picture Who is there? What do they want to do?

(There are little monkeys, little rabbits, and little squirrels, they go to play)

Picture 2:

They meet What kind of difficulty did they encounter? How did you know?

(They encountered a river and couldn't cross it. The expressions on their faces were very surprised.)

Picture 3:

What are they doing? Where did you see it?

(They are thinking of a way. The little monkey has thought of a way, because the light on its head lights up, indicating that it has thought of a way. Method. )

Figure 4:

What method did the little monkeys think of? What did they bring? How did they feel? How did you know?

(They wanted to build a small bridge, enriched verb: build, and they carried a piece of wood, enriched: carry, frame. They were very happy, with smiles on their faces)

Figure 5:

At this time, what happened, and how were they feeling? How did you know?

(The water washed away the wood. They were very anxious and their mouths were opened wide. )

Picture 6:

Who is coming at this time? Guess what the turtles are doing? How will they help the small animals?

( The turtles are here, they are here to help the little animals)

Picture 7:

What are the little turtles doing? What do they look like? What is the expression of the little animals when they see it?

(They connected their bodies together and built a bridge on the river, the turtle bridge. The little animals looked at the turtle bridge in great surprise)

Picture 8:

How do small animals cross the river? Why are they surprised and worried? Where can you see their worries? Focus on guiding children to feel "surprised and worried".

(They stepped on the turtle's back, worried that the turtle would be in pain, and worried that they would step on the little turtle, so they were very worried.)

Figure 9:

Have the little animals crossed the river? How are they feeling? What will they say?

(The little animals have crossed the river, they are very happy, they are very touched by the help of the little turtle, they will say to the little turtle "Thank you")

[Language lesson plan for middle class kindergarten]

Tibetan dance lesson plan for young children 3

Design ideas:

With With economic development and the improvement of people's living standards, mental health problems have increasingly attracted the attention of the whole society. Paying attention to personal mental health has become an important symbol of modern civilized people. The new "Outline" points out that "we must attach great importance to the mental health of young children. A mentally healthy child should first be able to gradually learn to regulate his emotions and maintain an optimistic mood. Happiness and anger are two human emotions, and happiness is one Positive emotions and excessive anger are negative emotions. If this negative emotional experience is not controlled and regulated for a long time, it will cause various physical and psychological problems and diseases in children. Teachers should pay attention to helping children gradually learn to do so. Control your emotions and cope with situations and situations that conflict with your needs and desires, so that you can live as happy and happy as other children.

This activity is based on the age characteristics of small class children: their behavior is obviously dominated by emotions, their emotions are still very unstable, they are easily impulsive, and they often cry and make fuss over trivial matters. Activities are designed based on the growth characteristics of children and the existing experience of children in this class, and the psychological education goals and language goals are organically integrated. Games are the life of young children, and activities are always run through games. Integrate mental health education into games to play a synergistic role. The activity also organically integrates educational content from various fields to promote children's comprehensive development, and uses card association and life experience association to stimulate children's initiative and enthusiasm for learning.

Activity goals:

1. Understand the happy and angry expressions in daily life through the game.

2. Learn to express feelings in language and express your emotions in appropriate ways.

3. Experience the joy of love, family affection, and enjoyment.

Key points and difficulties:

Correctly understand your emotions, learn to vent and control your emotions reasonably.

Activity preparation:

Red star dolls, happy and angry expression dolls, happy dolls and angry dolls’ homes, scene cards, watercolor pens, markers, paper for making expression dolls

Activity process:

Language introduction—gt; Recognizing happy and angry expressions—gt; Talking about happy and angry things—gt; Making happy and angry facial makeup—gt; Play fun games

(1) Language introduction

1. Use the red star doll to issue a guest invitation.

2. The children held hands and sang while visiting.

3. The children find the homes of the happy doll (123) and the angry doll (456) according to the house numbers mentioned by the teacher.

(2) Recognize happy and angry expressions

1. Talk about the expressions of happy dolls and angry dolls. (Face, eyes, mouth)

2. Act like you are happy or angry, and leave a photo in the home of the happy doll and the angry doll.

(3) Talk about happy and angry things

1. Card association.

(1) Talk about happy and angry things (children find good friends to talk about together).

(2) Game: "Click sesame seeds" where the teacher or the child clicks, and the child who is clicked talks about the happy and angry things on the card (what would happen if it were you?).

(3) Send the card home

(4) Verify the card

2. Association with life experience, guide children to talk about happy and angry things and practice.

(1) What are you usually happy about? What do you do when you are happy?

(2) What can you do when you are angry? (Introduce several ways to express your emotions Ways: (1) You can stay alone for a while to calm down (2) You can tell others why you are angry (3) Think about others (4) Or cry gently, take a nap, read a book, /p>

Listen to music, play games, etc., and you will be fine soon.

Teacher summary: It turns out that everyone will be happy and angry when you are happy. When you are angry, don't lose your temper. Everyone will help you solve the problem. Being angry is not a bad thing. If you are angry and hurt yourself, it is a bad thing. , it is a bad behavior to be angry often.

(4) Make happy and angry facial masks

Children choose materials to make facial masks according to their wishes. (5) Play happy games

1. Children put their own facial makeup on their hands and ask friends to sing emoticon songs together

2. Teachers take children to the playground to do it. Happy game.

(The game of the eagle catching the chicken)

Question: If you were a chicken, would you be angry if you were caught by an eagle?

If a child accidentally bumped into you, would you What will they do?

Tibetan Dance Lesson Plan for Preschoolers Part 4

Design Intention:

The self-awareness of small class children has been initially formed. Pay special attention to the body and things around you. Little hands are the most commonly used and familiar part of young children. They do many things with their little hands every day. However, children in small classes have little life experience and weak awareness of self-protection. They do not know how to protect their little hands in daily life and study. They often put their little hands into holes, suck their fingers, chew their fingernails, play with knives, etc. These behaviors are not only unacceptable Hygiene, there are still great dangers, which require timely correction and guidance from adults. Therefore, I organically integrated and changed the content of the textbook so that children can understand little hands through activities, like little hands, know the need to protect little hands, and master some common sense about the safety and health of little hands.

Activity goals:

1. Love your own little hands and enjoy playing games with them.

2. Know the little hands and know how to protect your own little hands.

3. Learn the safety and health care knowledge of little hands.

Activity focus:

Get to know little hands and know how to protect your own little hands.

Difficulties of the activity:

Initial mastery of how to protect little hands.

Activity preparation

1. Music tapes with cheerful rhythm.

2. Pictures of protecting little hands.

Activity process:

1. The rhythm of "Little Hands Climb" leads to the activity

The teacher leads the children to make the movements of the little hands crawling on the body in accordance with the music, and feel the movement of the little hands. Activity.

2. Guide children to understand their little hands through various forms and know how to protect them

⑴ Understand and love their little hands.

Through observation, perception and description, we know that small hands have fingers, fingernails, palms, backs of hands, etc. Let’s talk about them: small hands are so cute, 1, 2, 3, 4, 5, five fingers head.

⑵ Scratch your little hands and experience the joy of playing with little hands.

Tickle your own palms, scratch the palms of your companions and teachers, and talk about how you feel. Let’s talk about it: It’s so fun to have small hands. If you scratch your little hands, hahaha, it will itch to death——

⑶ Understand the abilities of little hands and know how to protect your own little hands.

Helps us in daily life: making gestures, typing on the computer, picking up things, wearing clothes...

Helping us when studying: holding colored pens, holding books, flipping through picture books...

In the game, you will: play with toys, play the piano, do finger chants, do dance moves...

3. Learn the safety and health care of little hands and master the methods of protecting them

⑴View the pictures to learn about the safety and health care of little hands.

Do not suck your fingers or chew your nails.

Wash your hands frequently, cut your nails frequently, and keep your hands clean and beautiful.

Lesson Plan for Tibetan Dance for Young Children Part 5

Activity Objectives

1. Cognitive Objective: Combined with music, children can initially perceive the situation of the shoe game.

2. Ability goal: Children can use their bodies to perform bold expressions and create action

3. Emotional goal: Children are willing to participate in activities and experience the joy of music games

Key points and difficulties

Key points: Children are willing to participate in activities and experience the joy of music games

Difficulties: Children can use their bodies to make bold expressions and creative movements

Activity preparation

1. Material preparation:

(1) Music: Polka chat

(2) Story ppt "Grandpa Miguel's Shoemaker Shop"

2. Experience preparation: Have a certain understanding of the characteristics and names of different types of shoes

Activity process

1. Story introduction to stimulate interest.

The teacher brought a piece of beautiful music to the children, and there was an interesting story in the music. There is a secret hidden in the story. Please listen to the music and find out what secret is in the story.

Teacher-child interaction:

1. Who is in the story?

2. What is the secret in the story?

3. What did Little Shoes do when he sneaked out?

4. At what time did the little shoes run out?

2. Music listening and children’s perception.

Do the children want to become little shoes, sing, dance and play games? Let's listen to how the little shoes sing, dance and play games.

3. The teacher demonstrates for the first time and the children perceive it.

If we use our legs to make shoe cabinets and our hands to make small shoes, how should we play? Let’s take a look together.

Teacher-child interaction:

1. How do the little shoes go out, one by one or together?

2. What is the shape of the small shoes?

3. What is the walking posture like with small shoes?

4. How do little shoes say hello? 4. The teacher demonstrates again and the children participate.

The children have seen how the teacher turned into little shoes and played games. Now please turn into little shoes and play along with the music!

Our little shoes just came out of the shoe cabinet to play games. They are walking on the legs. In addition to the legs, can the little shoes also be used to walk around other parts of the body?

5. Children’s creation and collective games.

(1) Style creation

Now we are going to make shoes smaller, have you ever thought about it? Please give it a try!

(2) Group games

1. Teacher demonstration

The two little shoes ran out to play games one by one. Now I want to become The first little shoe runs out to play games, and asks Teacher xx to become the second little shoe and play together with the same shape. 2. Group games for children in pairs

6. Ending: The end of the story

At dawn, Grandpa MiG was about to wake up, and the little shoes sneaked back to the shoe cabinet. Let’s play again one time!

Activity summary

This music activity is intended to allow children to feel beauty, express beauty and create beauty, and experience the happiness brought by music. The music is lively and cheerful, and the activities are very interesting.

Preschool Tibetan Dance Lesson Plan 6

Activity goals:

1. Through experiments, understand the relationship between concentration and water, and become interested in scientific phenomena.

2. Be able to describe the phenomena you see in your own language and be willing to communicate with your peers.

3. Cultivate children’s curiosity about things and be willing to boldly explore and experiment.

4. Be willing to try boldly and share your experiences with your peers.

5. Learn to record your findings in various forms such as language and symbols.

Activity preparation:

Teacher: red saturated sugar water, transparent water.

Children: rag doll

The first operation: ordinary red water, transparent water (per person)

The second operation: ordinary red water, Transparent water (per person),

Sugar (per group) spoon (per person)

Third operation: red saturated sugar water (per group)

p>

Sugar (per component) Spoon (per person) Ordinary red water, transparent water (per portion)

Activity process:

Teacher performs magic , arouse children's interest in activities.

1. Introduction, children guess.

Teacher: Teacher Xie is going to perform a magic trick for the children today. Please take a look. What does the teacher have in his hand? Ask the children to observe carefully. What will it look like when the teacher pours the red water in his hand into the transparent water?

2. Teacher experiment.

Teacher: Please observe carefully, children. The teacher slowly pours the red water into the transparent water. Can it become two layers?

2. Children try exploratory experiments.

1. Try it.

Teacher: Children, do you want to make such magical water? Now please try it with the water on the table and see if you can make such wonderful water.

2. Discussion:

Teacher: Children, have you succeeded?

Teacher: Why didn’t you succeed? (Think about it and talk to the child next to you.)

3. Show the mysterious additive "sugar" and let the children explore again.

1. Show the candy.

Teacher: Because the teacher’s water contains seeds, but your water does not. What is it? (Sugar)

Teacher: There is sugar in the teacher’s water, but do you see the sugar? Where did the sugar go?

Summary: Sugar is dissolved in water, so we can’t see it.

2. Children conduct exploratory experiments.

Teacher: This time, ask the children to try again using the materials on the table!

3. Discussion.

Teacher: Children, did you succeed this time?

@Success. How did you do it? (Share the successful method with everyone)

@No success. Why did adding sugar still fail? (Children’s discussion)

Summary: Put a lot of sugar.

4. Present red saturated sugar water. Toddlers explore.

1. Show the saturated red water and let the children observe and discuss.

Teacher: Please ask the children to see what the teacher’s red water with a lot of sugar in it looks like? (Children’s observation and discussion)

Summary: The teacher’s water is very sticky.

2. Children’s experiment.

Teacher: Let’s ask the children to use the things on their desks, put a lot of sugar, and try again when the water becomes sticky!

3. Discussion.

(1) Teacher: Was it successful this time?

(2) Teacher: Why does red water with added sugar sink? (Children’s discussion)

Summary: A lot of sugar is added to the water. When so much sugar is dissolved in the water, the water becomes heavier. And heavy things will sink to the bottom.

5. Extension activities

Children can turn into two layers by putting sugar in the red water. What happens if you add salt? What would happen if you put sugar in clear water? Go home and try it with your parents! Finally, clear the table yourself.

Lesson Plan for Tibetan Dance for Young Children Chapter 7

[Target Default]

1. Try to use game sticks to set up colored clay, and found that the "tripod" has stability.

2. Be able to discover and be willing to solve problems in the process of making a "tripod".

3. Like scientific inquiry activities and experience the fun of operation and success.

[Activity preparation]

1. Game sticks, plasticine, twist sticks, bamboo sticks, tambourines, etc.

2. Courseware.

[Teaching Process]

1. Show the game sticks and plasticine, and try to use chopsticks to hold up the plasticine for the first time.

1. Show the game stick and plasticine.

(1) What is this? How do we usually play?

(2) Let’s see who can use some chopsticks to hold the plasticine firmly on the table. I want to accept it. Do you want a challenge? (Thinking about it) Then ask the children to give it a try later. You can choose a few more game sticks, and then insert them into the plasticine with a little force. After inserting, adjust the angle slightly and release your hands to try. Will it fall? If it does, it means you haven't succeeded yet and you need to keep trying. If you can hold it up without falling, it means you have succeeded. Then please put your successful work on the table and move to your seat. Take a break, okay? Now ask the children to try it with the materials on the table. Who can use game sticks to hold up the plasticine so that it can stand firmly on the table? See how many chopsticks you used?

2. Children are free to try, with teacher guidance.

3. Exchange trial results.

(1) Have you all succeeded? How many game sticks did you use to hold up the plasticine?

(2) Teacher: Who can introduce it? You have succeeded. No? How many game sticks did you use to hold up the plasticine? How did you make the chopsticks stand up? How did you insert them at the top? What about the bottom?

(3) Teacher summary: We are doing it When playing, one end of each game stick is inserted into the middle of the plasticine. They need to be close together and the height is the same. The bottom part must be separated to hold up the plasticine. (Compare children's works, and guide them according to the actual situation to discover that the stick must be stretched to stand up) Comment: "Tripods" are widely used in people's lives, but children may pay less attention to them, and sometimes even if they see them, they will not notice them. You may not necessarily pay attention to it or explore it. I use the children to come up with game goals while playing with the game sticks. I ask the children to use some game sticks and plasticine to combine them so that they can stand upright and lean together without falling down without external force. The children tried it first during the operation and were surprised by the results during the trial and play period.

2. For the second exploration, try to use the least number of game sticks to hold up the plasticine.

1. Explain the operation requirements.

Teacher: Most of the children have succeeded just now. If you don’t succeed, don’t be discouraged. The teacher will give you a chance to continue completing it later! Then we have to accept a new challenge! Are you ready? So listen up: I want you to try holding the playdough firmly with a minimum of play sticks. What kind of game sticks are used to hold up the plasticine? Are you trying to see who uses the fewest game sticks? Let’s try again!

2. Children’s exploration, teacher guidance.

3. Communicate operation results.

How many game sticks did you use to hold up the plasticine? (3) Is there any less than 3?

4. Summary.

We found that by arranging three game sticks into a triangle around a central point, we can easily and firmly hold up the plasticine. It has a nice name, called "Tripod".

?Comment and analysis: In the second session, I proposed using the fewest sticks to make them stand up. Many children operated with the purpose of the game in the second operation and became more and more interested in the activity. interest. This series of operational activities attempts to guide children to further pay attention to the scientific phenomena around them through activities.

3. Introduce various "tripods" and talk about the functions of tripods based on life.

1. People have made many useful stands based on this discovery. Have you ever seen a tripod in life? What is its use?

2. Use courseware to demonstrate various tripods .

The teacher brought a few pictures, where are the tripods? Can you please find them? (Ask the children to use a pen to mark the location of the tripod) (1) (Show the picture of the camera tripod) Teacher: Look What kind of tripod is this? What is it used for? (You can put the camera on it when taking pictures, so that it is more stable and convenient to take pictures) (2) (Show the painting tripod) Teacher: What kind of tripod is this? ( You can draw on it. With this tripod, you can put the paper on it and draw, which is very convenient) (3) (Show the picture of the three-legged stool) Teacher: Look at the difference between this stool and the one we sit on. How many legs does it have? So we call it a three-legged stool. (4) (Show a multi-layered tripod) Teacher: This is a multi-layered tripod. Each layer of it can be used to store some daily necessities. It can hold a lot of things without taking up any space. It is very convenient. (5) (Show the picture of the drum set) Teacher: Look where is the tripod in this picture? What is the round thing that can make sound? (Drum) There is a tripod under the drum, so it is called a drum set. .

?Comment and analysis: Through children's independent exploration, they discover the principle of "tripod" support and cultivate their ability to discover and solve problems. Use pictures to tell about the "tripod" in life to enhance children's knowledge and experience. During the observation process, children not only understood and mastered relevant knowledge points, but also experienced the fun of exploration and the joy of success, thus stimulating children's interest in scientific inquiry activities.

4. Use the tripod principle to make a "drum set" and experience the joy of success.

1. Introduce materials and production requirements.

Here are some bamboo sticks and twisting sticks. Please use the "tripod" principle. The three of you will work together to make a drum stand to support the tambourine. One person holds the bamboo stick, and the other person uses a twisting stick to tie the bamboo stick tightly, making sure to twist it several times. Then spread out the three bamboo sticks and arrange them like a tripod. (Individual children are asked to cooperate in the demonstration) Comment: Children in the middle class already have certain operational experience, but their ability to cooperate needs to be continuously consolidated and improved in various activities. For scientific activities, cultivating children's correct scientific attitudes, methods and skills is undoubtedly indispensable. Therefore, the teacher also consciously designed cooperation requirements in the activities, so that children can learn to communicate and share while learning about peer assistance and effective use of peer resources, so as to achieve common development.

2. For children to operate, teachers provide guidance and remind children to tie the bamboo sticks tightly.

3. Display the work and ask the children to play and feel the joy of success.

Lesson Plan for Tibetan Dance for Young Children Part 8

Activity goals:

1. Change the walking speed with the change of the rhythm of the music.

2. Enhance sensitivity to speed changes.

Activity preparation:

1. Each person has an animal toy.

2. Music recording of the teacher’s choice, several building blocks, and several large Coke bottles.

Activity process:

1. Physical activity:

(1) The teacher introduces the theme of the game and stimulates the children's interest in playing games with toys.

——"The toy babies are going to kindergarten. Let's think about how we can help them go to kindergarten."

(2) Children discuss freely and come up with various ideas. way.

2. Free exploration:

(1) Children hold toys and send them to the kindergarten to the rhythm of music.

——"How can we walk without bumping into each other?"

Guide the children to spread out and find a place with few people.

(2) Walk in circles.

——"There is a path ahead with many small stones. When we walk, we must step on the stones accurately so as not to get lost."

(3 ) The teacher demonstrates walking on the stone road in rhythm.

(4) Children walk on stone paths under the leadership of teachers.

(5) Help toys find seats:

——"There are many seats in the kindergarten. Let's help the toys find their seats together."

The child walks around the chair holding the toy. When the music stops, he immediately places the toy in his hand on the nearest empty seat. The music starts again, and the child who has found a seat for the toy stands still and the toy is placed on the seat. The child who cannot find a seat for the toy continues the game.

3. Ending the game:

After the game is over, the teacher will briefly evaluate the activity process.