Teaching plan for safety of cars on the road in kindergarten middle class

As an excellent people's teacher, we often need to prepare lesson plans, through which we can make appropriate and necessary adjustments to the teaching process according to the specific situation. So what problems should we pay attention to when writing lesson plans? The following is the "Safety Teaching Plan for the Middle Class of Automobile Kindergarten on the Road" that I compiled. Welcome everyone to learn from it. I hope it helps you.

Kindergarten 1 Class Car Safety Teaching Program Purpose: To let children know about different cars on the road and master simple traffic rules. Let children know and use observation, data collection and other methods to solve problems. The overall goal of teaching is to formulate the experimental purpose. ]

Activity preset: cars come and go; Cars with carriages and cars without carriages; Two-wheeled vehicles, tricycles and four-wheeled vehicles; The sound of cars; Traffic police and other activities. The teaching content designed to achieve the overall teaching objectives reflects the specific teaching objectives and experimental assumptions of each stage. Activity preparation: 1, the previous week asked the children to bring a car toy next week. 2. The teacher paved a crossroads with two-color tape on the carpet between four tables in the living area. 3. Teachers choose teaching materials related to cars and traffic, such as children's songs, songs, artists and stories. [The experimental conditions prepared by the teacher according to the experimental hypothesis. ]

Educators in Reggio, Italy believe that if a teacher has 1000 hypotheses, he will easily accept children's 100 1 or 20xx different answers. Only when teachers imagine enough possibilities for themselves can they accept new ideas more easily. The specific teaching objectives of teachers in each stage are put forward according to teachers' understanding of the overall teaching objectives, children's existing experience and ability level, and the prediction of children's potential level and interest. It combines teachers' theoretical knowledge, teaching experience and teachers' existing observation and understanding of children. At the same time, teachers should also make corresponding teaching preparations, that is, create certain experimental conditions to help the implementation and achievement of the goals. Whether these teaching sub-goals are feasible should be verified in the teaching implementation stage, so as to make adjustments. The process of teaching implementation is a process of exploring, verifying and innovating the teaching objectives set in advance at each stage. The implementation of teaching depends not only on the assumptions made by teachers at the beginning of the activity, but also on the children's response. Teachers, as experimental researchers, confirm, adjust or overturn the original assumptions and put forward new ones according to their careful observation of children. At this time, the teaching content and teaching material conditions are independent variables in the experiment, and teachers can help children develop by intervening and controlling this independent variable. Children are the dependent variable in the experiment. On the one hand, they urge researchers to take certain reform measures, on the other hand, they are changed by independent variables, that is, under certain experimental conditions.

The teacher wanted to set up a traffic police role on the arranged road, so she put a traffic police hat near the road in the activity area. [Setting Experimental Situation] But this hat has been neglected, and no one has associated it with various arrangements on the road. Within two weeks, only one boy used it occasionally in a role-playing area far from the "road".

[In this experimental situation, the subject did not respond as expected by the researcher] In the middle of the topic, a large class in kindergarten invited a traffic policeman from outside to introduce his occupation. The teacher wanted the children to understand this role more concretely and vividly through the actual contact with the traffic police, so he invited the traffic police to the class and asked him to introduce the rules to the children in the area where roads and vehicles were arranged. But after this activity, the children still have no new changes. [Provide stimulation again, but it still has no effect. Therefore, the teacher wore a big hat and did not carry out the scheduled traffic police activities. Afterwards, the teacher's explanation for canceling the traffic police activity was: "I thought the relationship between traffic police and roads and vehicles was natural, but because the children were really not interested at all, I had to forget it." Because I think, either they are not interested in this role-based experience, or they don't know or pay attention to the traffic police crossing the road. So I think it may not be appropriate for children in small classes to carry out such content, and they can be placed in middle classes. ""Interest indicates that there is no distance between an individual and the materials and results of his actions. Interest is the symbol of their organic unity. "(Dewey) Children's interest is an important factor in the experiment of educational process. Only children's spontaneous interest can make them really react with other factors and develop in the process of education. When children are not interested in the teaching content proposed in the experimental situation created by teachers, teachers need to reflect on their initial assumptions and make corresponding modifications. When children are found to have no interest and learning needs, it is proved that the predetermined teaching objectives of the activity are not in line with children's development at this time and children can't achieve them, which should overturn the original assumption.

Teaching plan of automobile driving safety on the road 3 Design intention of kindergarten middle class;

In order to make children firmly remember the special numbers 1 10, 1 19, 120 and their functions, guide children to understand simple traffic rules in daily life and improve their awareness of self-protection. Be a healthy and happy baby. Design this activity.

Activity objectives:

Master the names and shapes of common cars, firmly remember several special numbers and their functions, such as 1 10, 1 19 and 120, observe traffic rules and pay attention to safety. Be a healthy and happy baby.

Activity preparation:

Pictures of special vehicles, pictures of traffic lights, numbers 1 10, 1 19, 120, etc.

Activity flow:

First, today's children, teachers direct traffic, and children are drivers. Let's take a look at the parking lot:

Please get ready, the bus will leave soon. The child sings the song "Here comes the car" and imitates the driver's actions. When you hear the teacher say the stop, please get off. How many cars are there in the parking lot? What kind of cars are they? Children can play freely and communicate with each other about the purpose and characteristics of the car (color, sound. ) and so on.

Question: What bus did you take to kindergarten this morning? Inspire children to talk about the name, characteristics and uses of cars? What other cars have you seen?

Summary: There are many cars on the road. Please watch the animation "I am a little driver" and answer the following questions: Who can help the black cat sheriff come up with a good way to catch thieves? Who can help the rabbit call for help? What's the use of a bus?

Show three special vehicles (police car, ambulance, fire truck). Please tell the children the names, sounds and uses of these three means of transportation. Where is it when it's not on duty?

1, test children: Show me a number 120( 1 19, 1 10). Please tell children what kind of car number this is. Under what circumstances should I dial this number? Combine pictures and play mobile games.

2. Summary: Son, you should remember these phone numbers, and you can only dial them in an emergency. No matter what kind of car it is, it will bring a lot of convenience to our life. But you must drive safely on the road and obey the traffic rules. (Show traffic signs: traffic lights)

3, classic game: traffic lights (guide children to learn children's songs and play games to consolidate their understanding of traffic lights)

Activity expansion:

In this class, the children learned a lot and all kinds of cars on the road. So what kind of car do you like? Would you please draw it? Drive back to the activity room.

Activity reflection:

The whole activity takes "games" as the carrier, allowing children to learn knowledge and reason in a relaxed and pleasant atmosphere, and achieved the expected results.

Design intention of safety teaching plan 4 for middle class in automobile on the road kindergarten:

In order to make children firmly remember the special numbers 1 10, 1 19, 120 and their functions, guide children to understand simple traffic rules in daily life and improve their awareness of self-protection. Be a healthy and happy baby. Design this activity.

Activity objectives:

Master the names and shapes of common cars, firmly remember several special numbers and their functions, such as 1 10, 1 19 and 120, observe traffic rules and pay attention to safety. Be a healthy and happy baby.

Activity preparation: special vehicle pictures, traffic lights, numbers 1 10, 1 19, 120, etc.

Activity flow:

1. Children Today, the teacher directs the traffic and the children are drivers. Let's go to the parking lot: please get ready, the bus will leave soon. The child sings the song "Here comes the car" and imitates the driver's actions. When you hear the teacher say the stop, please get off. How many cars are there in the parking lot? What kind of cars are they? Children can play freely and talk about the use and characteristics of cars (color, sound ...).

Question: What bus did you take to kindergarten this morning? Inspire children to talk about the name, characteristics and uses of cars? What other cars have you seen?

Summary: There are many cars on the road. Please watch the animation "I am a little driver" and answer the following questions: Who can help the black cat sheriff come up with a good way to catch thieves? Who can help the rabbit call for help? What's the use of a bus?

Show three special vehicles (police car, ambulance, fire truck). Please tell the children the names, sounds and uses of these three means of transportation. Where is it when it's not on duty?

1, test children: Show me a number 120( 1 19, 1 10). Please tell children what kind of car number this is. Under what circumstances should I dial this number? Combine pictures and play mobile games.

2. Summary: Son, you should remember these phone numbers, and you can only dial them in an emergency. No matter what kind of car it is, it will bring a lot of convenience to our life. But you must drive safely on the road and obey the traffic rules. (Display traffic signs: traffic lights) 3. Classic game: traffic lights (guide children to look at pictures, learn children's songs and play games, and consolidate children's understanding of traffic lights) Activity extension: In this lesson, children have learned a lot and learned about various cars on the road. So what kind of car do you like? Would you please draw it? Drive back to the activity room.

Activity reflection: the whole activity takes "game" as the carrier, which makes children learn knowledge and reason in a relaxed and pleasant atmosphere, and achieves the expected effect.

Teaching plan 5 [case 1]: On Monday morning, the children brought all kinds of toy cars from home according to the teacher's request. During the free time in the morning, some children spontaneously drove on the road arranged by the teacher. [The preset experimental conditions stimulated the children and stimulated their spontaneous interest. "Interest is the signal and sign of ability growth. "The teacher asked these children a question:" What are the cars coming and going on the road? " [The teacher receives the signal and puts forward the requirements in time according to the teaching objectives] The children put more than a dozen various cars on the four main roads facing the crossroads, and the cars on each road have only one direction, so the cars on the four roads are face to face. Obviously, these "drivers" are only interested in driving on the road now. They don't realize that they must obey some traffic rules. This is a crossroads with chaotic traffic.

After the free time, the teacher called the children to talk for about ten minutes, and the theme was "Cars coming and going on the road". Because of this spontaneous game in the morning, the focus of children's interest in talking is on the operation of the vehicle. They talked about how cars drive on elevated roads, how cars climb mountains, how cars turn at intersections, and how cars should look at traffic lights when driving at intersections. [The child's performance proves that the teacher's preset teaching goal is successful, and the child is interested in continuing this activity] Before the conversation, the teacher suggested going out to see the cars on the road in the afternoon and reminded the children to see if the cars driving on the road are the same as those in the classroom. After an afternoon of observation, the children made many new discoveries. They pointed out that there should be traffic lights on the road; When a car is driving on the road, it is driving in one direction, otherwise it is very dangerous and so on.

Therefore, everyone began to repair their own roads and make traffic rules. During this period, there will always be many disputes, such as which side cars in different directions should drive. When encountering these thorny problems, teachers take themselves to find the answers. A few days later, this intersection has been in good order. When guests come to work and don't notice the zebra crossing under their feet, children will take the initiative to remind you that "pedestrians" should take the "sidewalk". Most children have a natural and spontaneous interest in car toys, and they also have various direct experiences of cars on the road. The road created by teachers has aroused children's interest and triggered their direct experience, which proves this point.

The feasibility of the teaching objectives set by the activity also provides an opportunity for teachers to carry out scheduled teaching. At this time, the teacher's duty is to observe children's activities, watch the interaction between experimental conditions and children, adjust teaching contents and teaching materials in time, acknowledge children's different learning styles, respect children's mistakes, encourage children to find and correct their own mistakes, provide services for children's autonomous learning, and help them expand and deepen their learning, so as to achieve the overall teaching goal of mastering simple traffic rules and learning to apply observation to solve problems.

Car safety teaching plan 6 [Case 3] In the morning regional activities, Xin Wei painted a different car in the art district. There is a big circle on the side of his car. What is this? Xin Wei told everyone that this is a spare tire for the car. If the car has a flat tire and there is no repair shop, you can install a spare tire. However, some children pointed out that he saw that the spare tire was not placed here, but hung behind the car. Where is the spare tire of the car? Does every car have a spare tire? People are suddenly interested in spare tires. [Unexpected event, beyond the teacher's original idea] So, the teacher changed the plan in advance and temporarily took the children to the road to observe the spare tire of the car. [The teacher accepted the child's reaction and unknown] The children stared at every passing car to see if they had a spare tire. Where is the spare tire? Some children are still lying on the ground to see if there is a spare tire under the car. After coming back, the children told the teacher that the spare tire of the jeep was hung at the rear of the car; The spare tire of the bus is hidden under the body; Some spare tires are put in the trunk; A driver's uncle on the roadside took out the spare tire from under the carpet of the carriage ... [The children's exploration made up for the lack of the teacher's hypothesis] After a period of observation and data collection, the children held an exhibition on the design of their own spare tire. Some people use snowflakes to represent spare tires, some use bottle caps, some use round building blocks, and some children prepare two spare tires for their double-decker cars, because double-decker cars have more wheels ... Teachers' assumptions about teaching are based on their own knowledge and experience and their understanding of children's original level. However, the difference between teachers' knowledge and experience and children's knowledge and experience