The Great Wall Lesson Plan for the Big Class

As an outstanding faculty member, you often have to write lesson plans based on teaching needs. With the help of lesson plans, you can make teaching work more scientific. So how should the lesson plan be written appropriately? The following is a lesson plan on the theme of the Great Wall that I compiled for everyone. You are welcome to share it.

Source of the activity:

"He who has not been to the Great Wall is not a true man!" The souvenir photos of the Great Wall brought by Zhu Binqi contained this line, and this line aroused strong interest among the children: "Why is he not a hero if he doesn't reach the Great Wall?" "The Great Wall is so long, who built it?" "How was the Great Wall built?" "Why are there small holes on the beacon tower?" Questions from the children flooded in. Since then, we have deeply felt the children's initiative and strong signal of seeking knowledge and exploration. Therefore, in the theme of "I am Chinese", we have continued the children's interest points and generated a theme branch - the Great Wall to support the children. the need for this inquiry.

In the early stage of the research, teachers and children worked together as learners and researchers to collect a large amount of theme information about the Great Wall through various means: recording questions, collecting information, watching videos, communicating and sharing, etc. Theme experience, but how to integrate these sporadic experiences, so that children can trigger a new round of thinking and inquiry, and allow teachers to discover children’s inner needs and individual differences? Let the Great Wall reappear! Let children use and integrate existing knowledge in the process of active construction experience; allow children to find partners in spontaneous construction to develop social communication skills; allow children to express and communicate in diverse ways.

In the stage of in-depth exploration and construction of works, after the children gradually clarify the existing problems through recall, they can conduct group exploration through purposeful and free partners to find solutions to the problems, so that the children can learn from each other* **To improve together, build and perfect the ideal Great Wall.

Activity goals:

Use existing experience to further improve the Great Wall you built, and cooperate to make appropriate adjustments to experience the fun of construction.

Activity preparation:

1. Environment creation: children’s issues section, information collection section, and site for building the Great Wall.

2. Various construction materials and tools: building blocks of different sizes and materials; waste paper boxes; large paper; scissors and pasting materials.

Activity process:

1. Talking about the Great Wall - exchange and sharing of results.

1. Talk about the characteristics of the completed Great Wall.

(Can focus on the matching degree between the built object and the real Great Wall, the selection of materials and methods of construction, etc.)

2. Recall the areas that need improvement in the completed Great Wall and discuss improvement methods .

(It can focus on construction skills, cooperation methods, detail characterization, etc.).

2. Building the Great Wall - in-depth exploration of construction works.

1. Negotiate freely into groups based on existing issues.

2. Work in groups to adjust and improve the Great Wall.

3. Taste the Great Wall - Appreciate, evaluate and improve works.

(Can be aimed at discovering the effectiveness of solving problems, discovering new rounds of disputes, etc.)

Reflection on the Great Wall:

Before construction:

During the first construction, the children fully experienced the fun of construction, and used various existing experiences to pursue the "likeness" of the Great Wall. Most of the questions raised in the discussions after the construction focused on improving the appearance. Children's intuitive pursuit of visible results is in line with age characteristics, but as teachers, what we pay more attention to is the cultivation of inquiry temperament - promoting changes in children's inquiry behavior.

Therefore, in the first step of the secondary construction, the teacher presets a topic. While guiding the children to recall experiences, the teacher also focused on improving a learning method of the children in the primary construction - peer learning. The girl Yang Xinting was in In the process of constructing the beacon tower with my companion Su Zhenyu, I mastered the experience of leapfrogging in the construction through observation and imitation of my companions. The learning method of peer learning is common for children in my class with distinctive personalities and strong self-awareness. Missing points, teachers hope that this improvement will not only challenge the introverted girl Yang Xinting, but also inspire all young children.

Under construction:

In the subsequent construction activities, the main problems that children solved were: the renovation of beacon towers and the renovation of city walls, while the teacher’s observation focused on: children’s use of paper The transformation of a beacon tower made of bricks; the reasons are: 1. Can two children who encountered problems during a construction continue to complete their tasks? 2. During a construction, two children can perceive the beacon tower It was not strong. They used the bold method to make it strong, but it did not work. How did the children solve this problem during the second construction?

During the construction process, the teacher observed : Two children continued to complete their own beacon tower. They knocked down the originally unstable beacon tower and rebuilt it. At this time, the teacher waited patiently without intervening. The teacher believed that the children should be given sufficient time and time during the construction. The two children were able to explore the space and discuss it through observation. They rebuilt it purposefully and plannedly to solve the problem they wanted to study. In the process of rebuilding the beacon tower, they removed the originally smaller and softer structure above the beacon tower. The span board was replaced with a larger and harder one. On the one hand, it solved the problem of span width during construction. On the other hand, the neatness of brick stacking was also improved during the reconstruction process. By solving these two problems, Fenghuo The problem of the beacon's stability was also solved, and the beacon tower was more realistic and stable than before.

During the entire construction process, children made full use of ready-made construction materials, but insufficient use of waste materials. When all ready-made materials are used up, they can be guided to develop waste materials in subsequent activities and learn to use auxiliary materials. Materials decorate buildings.

After construction:

In the sharing and communication after the second construction, the teacher mainly captures two points: 1. Satisfy the children’s successful experience and let the children talk about their transformation The success of "The Great Wall"; 2. Exploring children's conflict points, giving children opportunities to collide and question, triggering a new round of thinking in children, and helping children think about solutions. In the entire sharing session, the teacher's dominance is relatively strong. The reasons are: first, as a new teacher of this semester, he is in the running-in period with the children in the class; second, the experience accumulation of the second construction of children is not enough. Different strategies are adopted at each stage. Only by providing support in the early stage and cultivating and accumulating children's inquiry habits and methods can they be able to let go in the later stage and explore more independently and openly.