How to write a reflection on who is learning to fly in kindergarten class science?

Teaching objectives:

Observe pictures and be able to summarize the content of the pictures in simple language.

Understand the humorous ending of the story.

Initially construct and expand experiences about animal flight.

Teaching preparation:

Experience preparation: Watch some information on the effects of animal flight.

Material preparation:

1. Realistic photos (not cartoon photos) of the animals involved in the reader should preferably clearly reflect the typical characteristics of the animals.

2. Materials needed to make an experience network diagram.

3. Various related pictures.

Teaching process:

1. Introduction activities

Review the song "Who Can Fly" with the children.

Say to the children: "Just now we sang 'Who can fly? Birds can fly, flap their wings and fly.' Children, besides birds, what other animals can fly?" (At this time, Children may still continue to name various flying birds, such as sparrows, eagles, etc. The teacher does not need to correct them, but should summarize them: You are right, this is also a kind of bird, and birds can fly.) According to experience. Network diagram (Captive 1) lists and summarizes the answers given by the children (demonstrates the role of written records to the children).

Then, show some animal pictures to the children, such as elephants, lions, penguins, pigeons, mosquitoes, etc., and ask the children to point out which animals can fly and which animals cannot fly, and paste them on the experience network diagram in the corresponding position.

Through discussion, help young children summarize the basic elements needed for animal flight - wings.

2. Reading pictures (first time)

Hide the text and observe the pictures page by page, paying attention to two clues:

1. Every flying animal What are the characteristics of wings?

2. What does each animal say when it introduces that it can fly?

① Page 1: What is the eagle doing? How does it fly (ask the children to imitate the flight and swooping movements of an eagle)? Take a closer look. What are the characteristics of an eagle's wings? (Write down the child’s description.) Think about it, what would the eagle say?

② Pages 2-5: Same as page 1 (focus on the characteristics of different animals, imitating their flying patterns, allowing children to experience the characteristics of the wings and flight characteristics of different animals through observation and movement).

③ Page 6: Who is this? What are its wings like? What does it want to do? Can it succeed?

④ Page 7: What happened? What would the chicken say? Why can't the chicken fly? (There is no need to start a discussion, just make the children think.)

3. Read the pictures (again)

Combined with the discussion and records during the first big book reading, use a more complete The language summarizes what animal is on the picture, what it is doing, what its wings are like, what characteristics it has when it flies, etc., and demonstrates to children how to fully describe the content of the picture according to certain clues. For example, on the first page: the eagle is catching a rabbit. Its wings are big, hard, and very powerful. When it flies, it flaps its wings vigorously and flies very fast!

4. Summary and sharing

During free activities, you can also ask interested children to help with further organization. Post the compiled experience network diagram on the classroom wall as a resource for children’s daily learning and discussion. Ask the children to continue to explore knowledge about animal flight with their parents after they go home, and collect pictures of flying animals and other flying things.

Reflections on the teaching of "Who Can Fly"

"Who Can Fly" is the first reading book for the first semester of middle class. This reading book cleverly combines the overlapping words "*come*go" The learning of "" is integrated into the introduction of some common things and the movement characteristics of animals. For overlapping words, children in my class often come into contact with them in daily life and are not unfamiliar with them. When reading, the teacher uses physical performances and group competitions to Stimulate children's interest in activities.

I focused the activity on the correct use of reduplicated words. Some children know the reduplicated words but do not know how to use them; some children know how to use them but often do not express their meaning with words and need to supplement them with body movements. Therefore, in the expansion process, children are helped to learn to use repeated words correctly through imitation. The activity is divided into two steps: one is substitution; the other is imitation. This process goes from easy to difficult and is easy for young children to accept. Finally, the children were asked to draw imitated things to consolidate what they had learned. The whole activity had a clear goal and was implemented smoothly. The children were highly motivated to participate. The disadvantage was that the children’s awareness of listening and sharing was not strong. Children prefer to talk rather than listen to what other children have to say.