Kindergarten teaching design

As a people's teacher, I often write teaching design, which generally includes teaching objectives, teaching difficulties, teaching methods, teaching steps, time allocation and so on. So do you know how to write a standardized teaching design? The following are eight kindergarten teaching designs that I have compiled for reference only. Let's have a look.

Kindergarten teaching design 1 design intention

Middle school students' self-awareness is gradually enhanced, and they often want to act according to their own wishes. When the choices of adults conflict with their own choices, it often affects their emotions. How can we give full play to children's autonomy and help them make reasonable choices through consultation? The book Going on Holiday tells the story of a little girl preparing a holiday bag. Children can gain experience in how to make reasonable choices according to their own needs in the process of observing books and participating in discussions. The picture content of the reader is close to children's daily life, and its sentence structure is presented in the tone of children's speech, which is very suitable for middle-class children to read.

moving target

1. Understand and tell the contents of the pictures in the book, and experience the emotional changes of the protagonist in the book.

2. On the basis of existing life experience, learn to make reasonable choices through consultation according to needs, so as to improve the ability of thinking and solving problems.

Activities to be prepared

1. Experience preparation: I have the experience of going out on holiday with my parents.

2. Material preparation: big books, items cards appearing in big books, cardboard giving away items, small suitcases, various daily necessities, etc.

Activity process

1. dialogue import.

Teacher: Do you like holidays, children?

Yang: Yes.

Teacher: What preparations do you need to make before the holiday?

Young 1: Prepare water.

Young 2: Bring a suitcase.

You 3: It will definitely take a long time to go on holiday, so be sure to bring clothes.

……

Teacher: This book tells the story of a little girl packing before going on holiday. Let's see what she has prepared for the holiday.

2. read the book "going on holiday".

(1) Read the cover: The teacher guides the children to know the little girl and the story name on the cover, as well as the items in the suitcase on the cover.

Teacher: Mom prepared something for Niu Niu and put it in this suitcase. Let's see what we have. The teacher presented clothes, kettles, medicines, drinks, etc. Put them on the cardboard one by one. )

By reading the cover, let the children know what is in the suitcase packed by their mother, and pave the way for the children to observe and understand "Niu Niu takes out her mother's things and puts them in her own".

2. Read page by page.

(1) Page 1: Focus on guiding children to discover and identify screen information.

Teacher: Where is Niu Niu?

Yang: At home.

Teacher: How do you know?

Young: Because she has a sofa, curtains, decorations and a mother behind her.

Teacher: What is she doing?

Young: Niu Niu took out the things in the box and stuffed the hairy bear in.

The children in the middle class have a certain ability to observe details, and can quickly capture some subtle parts of the picture, and use the existing life experience to analyze and judge, and initially find the connection between "taking it out" and "putting it in".

(2) Page 2 to Page 5: Focus on guiding children to observe and discover the relationship between the items in the suitcase on each page and the items on the ground. (Niu Niu has taken out clothes, drinks, medicines, etc. Prepared by her mother, put it in her story book, swimming ring, flower ball and other items. )

Children can feel the information conveyed by the picture more keenly and understand the connection between the items taken out and the items put in. This makes them very willing to guess what Niu Niu will bring on the next page and imagine what they need to bring on vacation, laying the foundation for the subsequent discussion.

(3) Page 6: Guide the children to tell the expressions of Niu Niu and her mother and what they might say.

Teacher: What are the expressions of Niu Niu and Mom? What would they say?

Young 1: Mom is very angry and will say, "Why do you want to take everything out?" .

Young 2: Mom will be surprised and say, "Why did you do this?" .

Young 3: Niu Niu will say, "This is my box. I want to put what I want to bring. " .

Young 4: Niu Niu will say "These things are my favorite".

Teacher: What I said seems reasonable, but whose things should I take?

The teacher organizes children to discuss and tell the reason why Niu Niu must bring those things.

Teacher: Why does Niu Niu have to bring those things (hairy bears, story books, toothbrushes, balls …)?

Young 1: Niu Niu wants to sleep with the hairy bear at night.

Young 2: Mom wants to tell stories to Niu Niu, and I also want to listen to stories when I sleep at night. "

Young 3: Brush your teeth before going to bed at night.

Young 4: Niu Niu likes racquet and must bring the ball.

Teachers guide children to think and discuss the practicality and convenience of taking out and putting in items, help children understand the reasons for "taking" and "not taking" items, and cultivate their self-management ability.

(4) Page 7: Guide children to observe the expressions of the characters in the picture and experience the happy mood of packing up and leaving for vacation.

Teacher: Is Niu Niu's family happy? What did Niu Niu finally agree to take on holiday?

Young 1: I'm so happy to finally leave.

Young 2: They each have a box, just right. Niu Niu agreed to bring those things that her mother asked her to bring, because those things needed to be brought.

Through discussion, children can understand why their mother is angry and agree that what Niu Niu brought is inconvenient and not suitable for going on holiday. It can be seen that they were very relaxed and happy after they "cleaned up" with Niu Niu. This kind of experience can help children refer to the opinions of adults in their daily lives and understand why sometimes their demands are not answered by adults.

3. Practical activities: Help the teacher tidy up the suitcase.

The teacher shows the suitcase prepared in advance, which contains: dolls, umbrellas, cameras, books, clothes, alarm clocks, kettles, sheets, shampoo, shower gel and other items. Let the children help to see what is necessary and what is unnecessary, and give reasons.

Young 1: dolls don't need to be brought.

Young 2: No need to bring an alarm clock. Mom and dad have cell phones.

Teenager 3: Don't bring sheets. The hotel has quilts.

You 4: There is shampoo and shower gel in the hotel.

Some projects are easy for children to reach an agreement, while others cause some minor disputes.

Young 1: You don't need to bring a long-handled umbrella, so the box won't fit.

Young man 2: Yes, the sun is bright.

Teenager 3: Yes, what if it rains?

Teacher: This question is really difficult. What I said makes sense. Is there any way to solve the problem of sun and rain without carrying this long-handled umbrella?

Young 1: You can wear a hat to cover the sun.

Teenager 2: Just change to a small, foldable umbrella!

When children have a dispute over the "long-handled umbrella", the teacher throws the question to the children in time, guides them to discuss and reach a more appropriate decision, and brings a folding umbrella or hat to further enhance the original experience. In this kind of free discussion, teachers provide more opportunities for children to express themselves more boldly, actively and freely, and at the same time enhance their ability to make reasonable choices and manage themselves by using their existing life experience.

4. End the activity naturally in the song "My 20xx".

Teacher: The children are really capable of helping the teacher pack the suitcase. We can get started!

Activity expansion

1. Carry out parent-child activities: spring outing. What do you need to prepare for a spring outing? "Questionnaire survey, guide parents and children to discuss what to bring for spring outing, and further improve children's ability to choose according to their needs.

2. Regional activities: Provide pictures of all kinds of things to make children think about what to bring for a picnic (or swimming).

Activity reflection

Starting from the psychological characteristics and existing problems of middle school students, this paper fully digs and makes use of the educational value of Going on Holiday to successfully carry out this social activity. In the later expansion activities, what can children prepare for through spring outing? "Questionnaire, record what you think you need to bring. Before the spring outing, we observed the children's schoolbags and found that the types and quantities of food and articles were reasonable. Parents also report that children can discuss with adults, buy what they need in advance, and then prepare independently. It can be seen that through this activity, children's abilities of reasonable choice, mutual consultation and self-management have been significantly improved. At the same time, children's interest in reading books is also very strong, and the parent-child interaction extended from books has also increased many opportunities for parents and children to communicate and communicate.

Instructional Design of Kindergarten 2 I. Activity Objectives

1, find the law of things in operation, and have the ability to actively explore.

2. Learn more about the arrangement of odd and even numbers through operation experience.

3. Exercise the ability of analysis and comparison, and develop the flexibility of thinking.

Second, the activity preparation

1, teaching aid preparation: Numbers and Chips; Digital card1-10; Several items with the quantity of 1- 10 are printed on the picture.

2. Preparation of learning tools: Numbers and Chips; A few snowflakes; A number of items less than 20 are printed on the picture; 1-20 digital card; 1 box of peas.

3. Operation Manual Volume 4 Page 3 1-32.

Third, the activity process

1, preheating activity.

Teachers and children greet each other.

Online, online games: Good friends ask children to report the number online first, and remember which number it is, and then do actions while reading children's songs. When they read the same number as themselves, they will jump up. When they read the last two sentences, the odd children jumped together and the even children jumped together.

2. Review the odd and even numbers within 10.

Children use "numbers and chips" to operate: under the number of 1- 10, put chips in pairs and record the results, saying that 13579 is singular and 2468 10 is even.

3. Group activities.

The first group: first set the digital card 1- 10 on the desktop, and put snowflakes under it. Arrange them in pairs, observe and compare them, and distinguish which numbers are even and which numbers are singular. Why?

Group 2: Draw two circles on the pictures printed with different quantities of items, and write down the total number, saying whether it is odd or even.

Group 3: Do coloring exercises. There are different numbers of objects within 20 in the picture. Please count it first, and then fill in the odd and even numbers with different colors. Focus on guiding children to understand that odd numbers and even numbers are adjacent.

The fourth group: two children operate the "digital sum chip", placing odd and even numbers within 20, with odd numbers on the left and even numbers on the right, and then placing corresponding digital cards on the side.

4. Game activities.

The game is "hand in hand". Divide the children into several groups at random, stand together at will, and the teacher gives the password. The two groups of children quickly joined hands and reported whether the number of people in each group was odd or even, depending on which group stood fast and reported accurately.

② The game "Picking Peas". The children grab a handful of peas from the box at random and put them in a small bowl two by two to see how many, odd or even.

5, exchange summary, clean up school tools.

When the teacher reported odd numbers 1, 3, 5, 7, 9, the children clapped their hands (several times when they said odd numbers) and stamped their feet when they said even numbers 2, 4, 6, 8, 10, which further consolidated their understanding of odd numbers and even numbers. Guide children to pack up their study tools.

Fourth, the end of the activity

1, evaluation

2. Summary

The expansion of verb (verb's abbreviation) activity

Complete the operation book and operation paper.

The third part of kindergarten teaching design activity analysis

"Train Dance" is a simple dance, which mainly tests the cooperation and cooperation ability between children. Children can learn the division of labor and cooperation in dance, and at the same time cultivate their lively habits and optimistic and cheerful personality.

moving target

(1) Learn to dance the "train dance", and be able to do a short run to find a "carriage" in tune.

(2) Know dance movements and be able to "invite" and "thank you" within the specified time.

(3) Experience the importance of coordination and cooperation between "locomotive" and "carriage", and the happiness of more and more friends.

Activities to be prepared

Train pictures, know the shape and relationship between locomotive and carriage.

Activity process

(1) Be familiar with the melody of train dance.

Accompanied by music, the teacher walked into the classroom with all the children. Clap your hands to the music after entering the classroom.

Do other body movements happily, such as patting your legs and shoulders.

(2) Practice the basic movements in dance.

Teacher: Do the children know how the train works? Discuss how to express the train; Do you know the characteristics of small trains? (Dragon) So how can we make our small train longer?

The teacher will be the locomotive of the small train, and I will invite children to be my carriage.

The teacher demonstrated how to invite the "carriage"; How to express gratitude and other behaviors.

Practice the basic movements in dance with music completely.

(3) Learn to dance in groups.

All the children sat in a circle, and the teacher made a locomotive at 1-8, and trotted to find the "carriage". 9- 10 locomotive twice invited to find the "carriage". 1 1- 12 The invited "carriage" saluted the locomotive.

The music started again, and the invited "carriage" hung behind the locomotive and continued to look for a new "carriage".

Children learn to be locomotives and find "carriages".

Let 2-3 children be locomotives and find "carriages". The train got longer and longer until everyone in the circle was invited.

(4) Review the song "Expression Song".

"When the train station arrived, everyone was singing happily." Sing together. Leave the classroom when singing.

Activity summary

The babies did well today. I believe they all learned interesting train dancing.

The fourth part of kindergarten teaching design activity objectives

Through various forms to express the characteristics of various animals, improve children's performance and performance ability.

Stimulate children's sense of cooperation, give full play to children's personality characteristics, and feel the happiness of activities.

Campaign slogan

Happy animals, thinking about the forest

Activities to be prepared

1, environment layout: kindergarten environment with festive atmosphere, class environment layout, banners and posters.

2. Program preparation: Each class has a performance program about "Animals" series.

3. White cloth with a stick.

4. One "June 1st" gift for each child.

Activity content arrangement

First of all, the small animals in the forest

Each class selected two children to participate in the pantomime performance of the opening ceremony.

Second, I painted the carnival animals.

1. Organize the painting of "animals" by grade. (9:00—— 10:00)

Small category: mainly cutting and pasting animal pictures;

Middle shift: mainly animal coloring;

Category: painting animals, coloring and decorating.

2. Work on the wall (10: 00- 10: 30)

Third, I will learn about animals.

1, arrange a teaching activity about animals every class. (9:00——9:30)

2. Appreciate the works of Animal Carnival. (9:40—— 10: 10)

Fourth, forest animals are carnival.

1, with the class as the unit and the theme of "animals" as the performance. (whole class)

2. Preparation for each class: clothing, music, props, etc.

3. Accompanying music should be handed in on May 28th, and the performance time should be controlled in 3-5 minutes.

Activity arrangement

Monday: opening ceremony+pantomime appreciation of forest animals

Tuesday: All grades draw animals and go to the wall.

Draw staff and notes on the bottom of the white cloth, and paste the drawn animals on the white cloth.

Wednesday: animal series teaching activities+appreciation of Tuesday's works exhibition.

Thursday: class rehearsal on Friday.

Friday: closing ceremony+performances of various classes on "animals" series activities, which can be pantomime, songs, etc.

The fifth part of kindergarten teaching design activity objectives:

1. Perception 1 and the number of 2.

2. Experience the happiness of taking yourself as the object of quantitative exploration.

Activity preparation:

1. The second page of the children's activity material "Mathematics" provides things for children to add 1 and 2.

2. The number of cards is 1 and 2.

Activity flow:

1. Use 1 and 2 to go to kindergarten.

(1) I take 1 and 2 things to kindergarten every day. Some of these things want to tell you a story, some can see your smiling face, some can hear your voice, some can hug you tightly. These things are on me. Do you know what they are? One mouth, two eyes, two ears and two hands. The teacher pointed to these body parts and drew them on the blackboard.

(2) Children also take 1 things to kindergarten. Please look for something with 1 on your face. (The children name one, and the teacher asks everyone to find the corresponding part in themselves immediately. )

(3) When children come to kindergarten with something with 2, please look for something with 2 on their face and body (children name one, and the teacher asks everyone to find the corresponding part on themselves immediately).

(4) Look carefully for what else is 1 and 2. For example, a braid, a hat, a pair of glasses, a corsage, two hairpins, two pockets, two sleeves and two braids. If children can't find their own 1 and 2, they can be guided to pair up and look for each other. )

2. Draw my 1 and 2

(1) Turn to the second page of Children's Material Mathematics and tell the children that one is themselves and the other is a friend. Please draw 1 and 2 for yourself and your friends on the contour map of human body.

(2) Encourage children to draw other things like 1 and 2 on the outline map. If you see a child drawing more than two things, don't deny it bluntly.

(3) Count the body organs with your child and tell the child that there is only one nose and mouth, and there are two eyes, ears, hands and feet.

Teaching design of the sixth activity goal in kindergarten

Learn to wear cotton-padded clothes by yourself.

Activities to be prepared

Tambourine, small table, cotton vest.

Activity process

1. The teacher asked the children: It's very cold outside today. What should the children do if they want to go out to play? The child replied, "Wear a cotton vest."

2. The teacher asked again, "Can I wear it?" The teacher put the cotton vest in front of the children and asked them to tell us what color their cotton vest was. The teacher helped find it. Children find their own cotton vests and learn to wear them from teachers.

3. Explain the order: the child first finds the vest collar and holds it with both hands. They raised their hands above their heads and landed on their shoulders. Don't let go. A small hand gently reaches into the hole (cuff), and then the hand reaching into the hole holds the other side, so that a small hand can also reach into the hole. Put your arms on, and the teacher will patrol for individual help.

Children put on vests and go outdoors.

After extending outdoor activities, guide the children to learn from the teacher, fold the vest on the small table and put it on the small cabinet.

End of activity:

Children listen to music and eat snacks together.

7. Teaching design in kindergarten teaching process:

First, the beginning part: the counting game.

1. Finger points on the board 1-5. (Pay attention to the routine)

2. number practice. ( 1-50)

Second, the basic part: counting by group 1-50

1. Tell stories to attract children.

Teacher: Today is the 50th National Day ceremony, and the whole country is very happy. The king invited 50 guests to the National Day ceremony. There are regulations in the country that there must be two people entering and leaving the country, otherwise they will be punished. Therefore, the guards guarding the gate are very careful, and they can't make mistakes today. If they make mistakes, they will lose their minds. Let's help them count together.

It's still early, the guests have already started to come. While telling a story, the teacher put two red chess pieces and two green chess pieces on the demonstration board. Q: How many guests have arrived? How did they get here?

3. The teacher counted the pieces in pairs and asked the children to do what the teacher asked until there were enough fifty pieces. Let children count two times two to fifty, and you can change several ways to strengthen your memory.

Invite small guests to sit on your board. When the teacher plays the drum, the child puts two pieces, counts them as he puts them, and stops in the middle to let the child count from the beginning until there are enough 50 pieces, and then let the child count from the first two pieces to fifty pieces.

The guests were tired after a long walk, so we asked them to have a rest in the living room. The teacher beat the drum, and the child took two pieces and counted two pieces at the same time until they were all taken away.

6. Send the guests back to their rooms to rest. (Send operation box)

7. Invite guests to eat smart beans. The children play the waiter, two spoonfuls of peas, and count them while scooping them, counting to fifty.

Third, the end part: attend the celebration party.

Teacher: The king was very happy and invited us to the celebration. Now, please find a good friend to walk hand in hand, play music and let the children dance hand in hand.

Teaching objectives:

1. Learn the count of 1-50 by operating the game, and you will know two numbers.

2. Cultivate children's language skills and array concepts, and stimulate children's interest in mathematical activities.

Teaching preparation:

The children on the demo board have a set of operation boxes, plates, small bowls, spoons and peanuts.

The main purpose of kindergarten art education is to cultivate and train children's observation, memory, imagination, expressiveness and creativity. I think teachers should try their best to avoid the rigid teaching method of simply learning painting skills, but should fully mobilize the enthusiasm of young children and let them expand their imagination. In the past teaching, I have the following teaching reflections:

1. Interest is the prerequisite for the smooth progress of the activity.

I think teachers should adjust measures to local conditions according to seasons and seasonal changes. In the teaching process, we should be good at guiding children to observe, understand and appreciate all kinds of beautiful things in life and broaden their horizons, so as to improve their interest in painting and their ability to understand and express beauty. Teachers should also be good at discovering things that children are interested in, guiding children to read more, and developing the habit of being good at observation, not only observing a single object, but also guiding children to observe various parts of the object and their relationships. For example, when painting "children in activities", children focus on the situation where children are playing in a certain place, but when enriching the picture, they should draw some other children's activities to make the layout more reasonable and orderly and the content more abundant.

2. Create a pleasant and relaxed psychological environment.

What is right and what is wrong are not in children's minds. If adults don't interfere, I think they will create their own works and adjust their behavior automatically, so as to get maximum development. Therefore, our teachers should correctly face the phenomenon of "out of line" and "dislocation" in children's paintings. When children draw, there are often some interesting phenomena: children's ears are painted as the ears of small animals, and ducks grow into sharp mouths; The rabbit's tail is thin and long; Draw a moon during the day ... when this happens, adults often can't understand it, and some people are even eager to correct it. But I don't think our teachers should interrupt children's painting activities and be eager to correct their painting contents. We should guide them to observe and understand the characteristics of related things afterwards, so that they can accumulate rich scientific knowledge through observation and study in their lives. Therefore, in the face of "out of line" in children's paintings, I think teachers should give more encouragement.

3. Speaking is very important in children's painting activities.

In art activities, grasping children's "saying" plays an important role in cultivating children's interest in painting, improving children's painting level, developing children's oral expression ability and promoting the development of children's thinking. On the basis of giving children a lot of perceptual knowledge by various means and media, teachers let children imagine freely and talk about their own ideas. At this time, children should be given full freedom of speech. Teachers should never say "impossible" or "this is wrong" to deny children's ideas. They should affirm, encourage and appreciate creative and strange ideas. Let children feel that such whimsy is right, and let children develop the habit of divergent thinking. In order to give every child a chance to speak, I think we can talk to ourselves, talk to the children next to us, and talk in groups, so that children can use their imagination and absorb the imagination of others in the form of everyone talking.

4. Asking questions in an open way can stimulate children's interest in learning.

In teaching, teachers should design some colorful open questions, stimulate children's association and creation, and explore different answers to questions from different angles and ways. For example, when drawing a "finger-shaped imaginary painting", the teacher poses several shapes with his hands, and then lets the children imagine something with their imagination. The children can get different answers according to their own life experiences. Novel and interesting questions can make children feel fresh, make them interested in exploration and greatly mobilize their enthusiasm for participating in teaching activities.

5. A painting form that teachers can't ignore-willing to draw.

Willingness painting teaching can not only satisfy children's wishes, but also be free from any form of bondage, which is conducive to developing children's imagination and creativity. Teachers should seize every educational opportunity, start with the things that children are interested in, and achieve the goal of cultivating children's innovative ability.