"Loach" kindergarten class lecture notes

1. Analysis of teaching materials

Loach is one of the common animals around us, and it is often placed in the natural corners of kindergartens. However, it is often ignored by teachers and children. We do not know much about loach. If you pay too much attention to it, it will be even harder to use it as a resource to guide children to observe. The purpose of choosing loach as teaching content is to arouse children's awareness of using multiple senses and multiple methods to carefully observe common things around them. This is not only scientific content, but also a scientific attitude. In addition, loach will not cause harm to people and allows young children to touch it with their hands while observing, which is conducive to cultivating their sense of closeness to nature and cultivating an ecological outlook on peaceful coexistence between man and nature.

The "Outline" points out that the goals of activities should focus on comprehensiveness and lay a solid foundation for children's lifelong development. The purpose of kindergarten science goals is to allow children to actively explore a variety of methods to guess, express, communicate, share and other exploratory processes, and to discover science in life and nature. Combining the actual situation, age characteristics, and interest needs of the children in my class, I established the following three teaching objectives and knowledge objectives: understanding the appearance characteristics of loaches and preliminary understanding of their living habits.

Emotional goal: eliminate the fear of animals and be able to interact with animals boldly and bravely.

Ability goal: Learn to understand the characteristics of loach through careful observation, sensory touch and other methods.

Based on the above analysis of the teaching material content and determination of the goals, I focused the activities on: understanding the appearance characteristics of the loach and preliminary understanding of its living habits. The teaching difficulties are: being able to observe carefully, touch with the senses, etc. Methods to understand the characteristics of loaches. In order to effectively break through the key points and difficulties, I also adopted certain methods, such as allowing children to observe, try, explore, solve problems in actual operations, and build positive and effective teacher-child interactions. In short, the goal positioning follows the physical and mental development rules and learning characteristics of young children, focusing on the fun of scientific education content, the flexibility of methods, and the diversity of means. Games are used as the basic activity method, and education is combined with entertainment, alternating between dynamic and static.

2. Analysis of academic situation

“Starting from the most familiar things around children” is one of Reggio Emilia’s educational concepts, so before carrying out activities, you must first understand the characteristics of children. Children in middle classes are at the linking stage of preschool education, which is an important period for children's physical and mental development. They are more curious and inquisitive, have a strong interest in nature, and like to ask "why" and "what". They are always tirelessly exploring the world around them. It is this curiosity and desire to explore that drives children’s understanding. At the same time, middle school children like to explore new things and are prone to fear of new things, which often comes from incorrect understanding of things. Due to lack of knowledge or experience. Therefore, teachers need to use various teaching methods to guide children to understand things appropriately and skillfully. Activities should be carried out based on their daily lives, closely related to children's own experiences, and carried out naturally and in depth. In the process of carrying out activities, we must carefully observe and listen to children's words and deeds, and capture their points of interest in a timely manner. We encourage them to express themselves in the way they like, start from different angles, and use various means to discover problems.

3. Activity preparation

Material materials are the direct objects of children’s exploration and operation. Therefore, our teachers should provide children with a wealth of operational materials and provide conditions for each child to use multiple senses and methods to explore. Therefore, I have to prepare the following teaching resources before class:

1. Before class, parents are asked to help their children collect information about loaches and bring them to class to share with their peers.

2. One loach per person

3. Courseware "Living Habits of Loach".

4. Several towels, basins, plastic gloves, etc. These preparations can firstly enrich the children’s existing knowledge and experience so that they can better grasp the key points of knowledge; secondly, they can help children understand the characteristics of loaches and inspire them to Children are interested in the living habits of "loach" in nature, allowing children to experience the fun of exploration and feel the joy of success, so as to break through the difficulties of the activity.

IV. Activity Methods

The "Outline" points out: "Teachers should become supporters, collaborators, and guides of learning activities." During the activities, teachers must have goals in mind, children in their eyes, and education at all times, so that children can truly become the main subjects of learning with interactive, open, and research concepts. Therefore, in this activity, I used: observation and explanation method, inspired questioning method, and multimedia teaching method to carry out teaching activities. I abandoned the traditional preaching form and raised open questions to allow children to acquire knowledge and obtain knowledge through independent exploration activities. experience.

1. Observation method: Article 3 of the scientific education goals in the "Outline" states: Let children "be able to express and communicate the process and results of exploration in appropriate ways." The difficulty of this activity is to allow children Be able to understand the characteristics of loaches through careful observation and sensory touch. During the activities, I designed activities to actively guide children to explore, discuss, communicate, and share.

2. Audio-visual education method: Using modern multimedia means, children can learn about the living habits of loaches through sight and hearing, and more intuitively understand that loaches like to live in paddy fields and ponds, and like to eat insects and aquatic plants in the water. Help young children improve their original experiences.

3. Questioning method: Questioning method is a method for teachers to guide children to observe things, ask children to reproduce the knowledge they have mastered, and inspire children to think positively. Questions play an irreplaceable role in teaching. I mainly use introductory questions (such as: What does a loach look like? Is there anything special about it) and explanatory questions (such as: Who is a loach like? Where is it? life) and so on. When asking questions, for children with different ability levels, easier questions can be answered by children with lower abilities. Questions that require children to describe can be answered by children with stronger abilities. Questions such as summarizing and inductive questions can be answered by children with the strongest ability. of children to answer, so that every child can experience the joy of success.

5. Activity process

(1) Use guessing activities to introduce topics and stimulate children's interest in participating in activities. Einstein once said: "Interest is the best teacher for students." When children become interested, they will actively participate in activities. Therefore, in the first part of the activity, I used the riddles that the children were most interested in to guide the children to communicate with their teachers and peers, so that they could gain a sense of pleasure and accomplishment in a relaxed and harmonious interactive atmosphere, and then devote themselves wholeheartedly to the entire exploration activity. .

(2) Help children acquire knowledge through observation, discussion, etc. The second part of the activity is to help children recall existing knowledge and experience through personal observation, mutual discussion, etc., and tell their peers boldly and confidently about themselves The observation results are used to create an interactive learning atmosphere and experience the fun of sharing and communication. This link is carried out in three steps. The purpose of the first observation is to allow children to use their vision to make superficial observations, know the name of the loach, and have a preliminary and overall impression of its appearance and characteristics. The second time, children were required to observe purposefully and carefully, and based on communication between teachers and children, they were helped to discover the characteristics of various parts of the loach's body and to initially understand the living habits of the loach. Through teachers' constant questioning, children's observations become more logical and their understanding of loach becomes more complete. For the third time, children are encouraged to touch the loach with their hands and use multiple senses to further understand the characteristics of the mucus on the loach. At this time, in view of the general fear and fear of such animals among young children, the teacher added emotional education, for example, reminding the children that loaches are kind, bravely and boldly playing with them with their hands, and accompanying timid children hand in hand. Children's courage to touch allows them to have more spiritual interactions with the loach while perceiving it externally.

(3) Use multimedia courseware to once again stimulate children’s interest in exploration. The third link: the display of courseware pushes the activity to a climax. It uses clear pictures and vivid explanations to allow children to interact with each other through sight and hearing. During the coordinated appreciation process, children can feel the magic of loach, which can help children broaden their horizons and increase their knowledge. And once again stimulated children's interest in exploration, paving the way for the following operating activities.

(4) Ending part: transfer the theme and penetrate the education of thinking.

Based on the children’s living environment, I guide the children to talk about becoming good friends with Loach from three aspects: Based on the process of children’s thinking development, this link guides the children to think and discuss, and then draw conclusions about the children’s actual life. Relevant answers give children the desire to act and promote the development of children's divergent thinking. Making friends with loaches. Through the observations in the previous session, the children's cognition and emotion towards loaches have improved, and their interest in them has gradually become stronger. The teacher started from the children's interests and encouraged the children to boldly send the loaches into the big basin with their hands. However, there are many differences among individual children. Not every child can act boldly immediately without the teacher's encouragement. Therefore, the teacher also provides towels as an auxiliary material to help children succeed within their own abilities.

6. Activity Extension

Let the children express the image of the loach in their minds using their favorite materials and methods in the art area to further cultivate the children's hands-on ability. and rich imagination and creativity.

The above is the content of my lecture. Please point out if there is any inappropriateness. Thank you all!