Teaching plan "building blocks" in kindergarten middle class

Before teaching activities, teachers inevitably have to work out teaching plans, which are the joint point of the transformation from lesson preparation to classroom teaching. So how should I write a lesson plan? The following is the lesson plan "Building Block" that I collected for you in kindergarten. I hope it will help you.

The activity goal of the lesson plan "Building Block" 1 for kindergarten middle class;

1. Try to build purposefully in the game situation and explore the wonderful changes of building blocks due to different connection methods.

2. Cultivate children's practical ability.

3. Cultivate children's keen observation ability.

4. Let children boldly perform and express themselves in front of the group.

5. Learn the gameplay and rules of the game.

Activity preparation:

Several building blocks, caterpillar pictures, velvet caterpillar toys, etc.

Activity flow:

First, free construction

1. Memory and communication: What did you build with building blocks?

2. The children tried to build freely with 7 blocks.

Thank you for your work.

Teacher analysis

From the introduction of free construction and works display, children are guided to pay attention to the different effects produced by different connection methods of building blocks, so as to feel the variability of building blocks.

Second, take a caterpillar for example.

(1) Game 1: Build a caterpillar

1. (Teachers show pictures of caterpillars, guide children to observe their characteristics, and put forward construction requirements) Also build a caterpillar with 7 building blocks.

2. (Children communicate) How did you catch the caterpillar? How to connect the caterpillar's body?

(2) Game 2: The caterpillar becomes longer.

1. (The teacher guides the children to compare with each other to see who has the longest caterpillar)

2. Make your caterpillar longer.

3. (After the children "modify the work", compare and communicate again) How did your caterpillar get longer?

summary

The fewer holes the building blocks connect, the longer the caterpillar will be.

(3) Game 3: Twist the caterpillar

1. (The teacher shows the plush caterpillar toy) Please observe, what is the difference in shape between the caterpillar made of building blocks and the plush caterpillar?

summary

The caterpillar made of building blocks is straight, and the velvet caterpillar can twist.

2. (The teacher instructs and puts forward the construction requirements) Let the caterpillar you made twist.

3. How do you make the caterpillar twist?

summary

As long as the two pieces are connected by a hole, the caterpillar can twist.

Teacher analysis

First, let children try to make a caterpillar that can be connected together with seven building blocks, in order to arouse children's interest in building blocks; Then, by comparing the children's own works, we can find the secret that different connection methods of building blocks can make caterpillars longer; Finally, soft velvet caterpillars are used to inspire children to think about whether hard building blocks can build a caterpillar that can also twist. Advancing the three links step by step will always lead to cognitive conflicts among children, thus encouraging children to explore boldly and experience the fun of the game while experiencing the variability of building blocks.

Third, teachers and children exchange and share the experience of the game.

Activity reflection

Before designing the "colorful building blocks" activity, I mainly consider the following three questions:

The first is the content of life. Building blocks are the most common and familiar toys for children. Every child likes them very much and can't get tired of playing with them. Building blocks, as a kind of toy, are so loved by children and last for a long time, which can explain its charm in itself. But in fact, it is precisely because of the variability of building blocks that it is difficult for children to obtain ideal building results. Children are influenced by their own free will and limited experience when building blocks. Building blocks often present a state of excessive freedom but no purpose and challenge, which is easy to disintegrate children's interest in building blocks. Teachers also mostly ignore the educational function and value behind toy building blocks, and neglect to improve children's interest and quality in building blocks. Therefore, choosing the building blocks familiar to children as activity materials is beneficial to the effective interaction between children and game materials.

The second is the appropriateness of the target. Considering that the children in the middle class have just been promoted from the small class, I set the goal of this activity as follows: let the children try to build purposefully on the basis of free construction; By discovering and mastering the building methods and skills of building blocks, children's interest in building blocks can be stimulated.

The third is the interactivity of the process. As a purposeful teaching game activity, I mainly create game situations by asking questions or asking questions to interact with children and let them experience challenges and success. I think effective teacher-child interaction should be based on teachers' existing experience and understanding of children, which can not only encourage children to think and explore boldly, but also stimulate children's interest in activities.

The teaching plan "Building Building Blocks" in the middle class of kindergarten 2 activity goal:

1. Understand the concept of object thickness and perceive the relativity of thickness.

2. Feel the thickness of the object when playing with building blocks.

Activity preparation:

1. Three kinds of pictures of building blocks with the same length and width but obviously different thicknesses, each with several pictures and marked from thin to thick.

2. Pictures of various articles with different thicknesses.

3. Several building blocks with different thicknesses.

Activity flow:

First, guide children to know objects with different thicknesses.

1. The teacher shows pictures of building blocks 1 and 2 on the computer, so that children can observe the similarities and differences of building blocks.

2. Teacher: What's the difference between these two blocks? Children answer that the height of building blocks 1 and 2 are different. Teachers can tell children that because they are all too short, they don't need to distinguish between height and thickness.

3. Teacher's summary: Building block 2 is thicker and building block 1 is thinner.

Second, children look for different objects.

1. The teacher shows some pictures for the children to observe, which objects are thick and which objects are thin. Ask a few children to go to the computer, point out which ones are thick and which ones are thin, and interact.

2. After reading the pictures, let the children talk about what other objects with different thicknesses are around.

Third, think about it.

1. The teacher shows the building block 3 and compares it with the building block 2. Ask the children: Which building block is thicker and which is thinner?

2. The teacher shows three blocks at the same time. Teacher: Building block 2 is thicker than building block 1. However, compared with building block 3, it is thinner. Why?

3. Teacher's summary: Building block 3 is the thickest, building block 2 is thinner and building block 3 is the thinnest.

Fourth, building block comparison. The teacher showed three pictures of building blocks with different thicknesses on the computer.

1. Three pictures of different building blocks with the same height, and count the differences in the number of different building blocks with the same height.

2. Take photos of the same number of different building blocks to see which building block has the highest height.

3. After the pictures are displayed, please divide the children into groups freely, and the teacher will send the building blocks to the children to build them and feel the relativity of the thickness of the objects.

The teaching plan "Building a Building Block" in the middle class of kindergarten 3 Activity objective:

1. Understand simple three-dimensional graphics.

2. Correctly calculate the number of each building block in the complete work.

Activity preparation:

1. My Mathematics, page 14~ 15.

2. Multiple building blocks.

3. Glue stick.

Activity flow:

First, the teacher showed the building blocks and asked the children to identify the shapes.

1. What shape is this building block?

Second, the teacher randomly put together a shape with building blocks of various shapes. Let the children observe which building blocks are used and count the corresponding numbers.

1. Take a closer look at what kind of building blocks are used in the houses built by teachers?

2. How many blocks are there in each building block?

Third, ask children to build a few blocks at will, and observe and count the number of blocks.

4. Please open my math to 14~ 15 page, first look at what kinds of building blocks are on the screen on 14 page, and how many blocks there are in each type, then take down the numbers on the toy card and paste them in the box. Look at the picture on page 15 again, and judge which is the correct building block shape from the number and type of building blocks.

Activity reflection:

Today's activities went smoothly and achieved my expected results. It has also become an example of the discussion of "one lesson and more research" in the computing special group of our park. Along the way, I reflected on the reasons for my success. My teaching object is a group of children in the middle class, so in today's activities, I not only pay attention to the effective interaction between teachers and students, but also create many opportunities for children to cooperate, interact and think, which invisibly improves the effectiveness of student-student interaction.

The activity goal of "building block" 4 teaching plan in kindergarten middle class

1, cultivate children's logical thinking ability and independent ability.

2. Encourage children to actively participate in activities. Done independently.

3. Let children boldly perform and express themselves in front of the group.

4. Let children feel happy and fun, and they should learn knowledge before they know it.

Activities to be prepared

1, prepare a bucket of building blocks.

Activity process

1, each child sends a bucket of building blocks.

The teacher is inspiring the children's ideas.

3. Let children build their own imaginary buildings.

Teaching reflection

1, you can combine what you see in your life with some buildings, so that children can think of how to build the shape of their own psychological thoughts.

2. The children in the whole class have a strong interest in learning, there are many interactions between teachers and students, and children have many opportunities for language expression and high participation.

Disadvantages: the child's thinking should be re-developed, and the teacher should not rush to tell the child the next link. Children should be encouraged to build their own buildings.