Classroom record of kindergarten middle class

What are the classroom records of the kindergarten about the middle class? Below I collected some classroom records about the middle class in kindergarten, hoping to help you.

Classroom record of kindergarten middle class (air)

The children in our class have always liked science experiments, and air is an indispensable substance for human survival and development. Without air, humans, animals and plants can't survive, but because of the special nature of air, it is colorless, tasteless, invisible and elusive, which is often ignored by children. Therefore, this science experiment class is designed to help children understand the air.

Activity objectives:

1. Perceive the existence of air and master the characteristics and functions of air.

2. Learn the word: air.

3. Cultivate the preliminary environmental protection ceremony.

Activity preparation:

1, nylon bag, children's stick.

A glass, a handkerchief and a glass jar filled with water.

A plate with a little water and a candle.

Activity process: perceive the existence and characteristics of air.

1, introducing the process

Teacher: Today, the teacher brought you something interesting. What do you think it is?

Yang: Balloons

Teacher: A balloon, but how can I see it is not like a ball? Who can make it more like a ball?

Yang: Give it a pep talk (blow).

Teacher: You are so clever. The teacher also brought it-a pump.

(The teacher inflated the balloon with a pump)

Teacher: The balloon is inflated, so light. There seems to be no change in weight. What makes it a ball? Watch the teacher let it out (the teacher let the air out of the balloon bit by bit)

Teacher: What do you see? Do you have any colors?

Yang: No, it's angry. There is no color.

Teacher: Nothing. What's going on here? Let's do an experiment.

(Use the phenomenon that the balloon changes from the initial state-flat to inflated to arouse children's curiosity about this phenomenon, thus leading to the existence of air. )

2. Discovery process

Teacher: (Tuck the handkerchief into the bottom of the glass. ) What's in the cup? Is there anything else in the cup besides a handkerchief? Guess what will happen to the handkerchief if you put the cup in water?

Teenager: wet.

Teacher: Let's try to see if there is anything else in the cup. Press the glass upside down into the water, then lift the glass out of the water and take out the handkerchief. ) Is the handkerchief wet? Why?

Summary: There are other things in the cup besides handkerchiefs. He kept the water out of the cup, so the handkerchief wouldn't get wet. Teacher: Can you see what's in the cup? Can I touch this thing with my hands? Can you smell it with your nose?

Yang: No.

Teacher: So, what's in the cup? Please look carefully. Put the cup into the water at an angle. ) What do you see? What ran out of the cup and blew bubbles?

Yang: Air.

3. Capture process

Teacher: Please pick up the nylon bag and open it to see what's inside.

Teacher: Please tighten the mouth of the bag quickly and squeeze it slowly to the bottom of the bag by hand. Why can't you squeeze it out? What's in the nylon bag? Yang: There is air.

Teacher: Let's go to the yard together, shall we?

Yang: Very good.

The children scattered around the activity room and caught the air with nylon bags.

Teacher: Where did you catch the air?

Yang: In the classroom, under the desk?

Summary: There is air everywhere around us. Air is an invisible, intangible and odorless gas, so children often think that there is nothing around us.

(The use of scientific experiments to let children perceive the existence of air, intuitive image, is conducive to children's active speculation, reasonable imagination, fully mobilize children's enthusiasm and participation, exercise children's observation ability and hands-on ability)

4. Cognition.

(1) Teacher: Stick two candles on the plate and light it, then buckle the big and small cups on the two lit candles at the same time. Please tell the children what you found. Why is this happening? (Let the children express their opinions boldly) Young: The flames are very strong, one comes out early and the other comes out late. There is no air in the small cup.

Summary: In the experiment just now, the lighted candle is very bright, because air helps to burn. Candles fixed in small cups go out quickly, while candles fixed in large cups go out slowly, because there is more air in large cups and less air in small ones. This shows that air contributes to combustion, and the combustion-supporting time is long when there is more air, and short when there is less air.

(2) Teacher: Please cover your nose and mouth with your hand and tell me how you feel.

Young: uncomfortable, flustered.

Teacher: We need air. Who else needs air?

Young: small animals, plants.

Summary: People can't live without air, animals and plants can't live without air, and all living things need air.

Teachers let children try and learn independently, while teachers follow the trend to achieve the purpose of education. Children have a deep understanding of the effect of air on the uncomfortable feeling without air. )

Step 5 protect the air

Teacher: How do you feel when there is smoke and greasy smell in the air? Is there any way to purify the air? Yang: It smells bad and uncomfortable. All kinds of trees protect the environment.

Summary: In order to make the air fresh, we should first plant many trees and other green plants. In addition, everyone should also pay attention not to litter, spit and smoke; The smoke and dust discharged from the factory chimney should be treated, so that the air becomes fresh and clean, and people are not easy to get sick.

Extended activities:

Plant two pots of plants, one of which is sealed with a plastic bag, observe the differences between the two pots of plants and consolidate the knowledge learned.

Classroom record of kindergarten middle class (beautiful room)

Textbook analysis

House is the most familiar object in children's life, and it is also one of the favorite objects in children's painting process. Because the children in the middle class have known the common basic graphics, they have shown high enthusiasm and creativity in the combination activities of plane graphics. However, in real life, the shapes of houses that children come into contact with are relatively simple, and the shapes of houses in the painting process are mostly triangular roofs, square walls or rectangular buildings, which are more modular. By letting children collect, appreciate and observe different pictures of houses in Beautiful House, they not only feel the development and changes of houses, but also enjoy the visual beauty. The different shapes of houses, the changes of doors and windows, and the color matching of houses all provide inspiration for children's painting creation and stimulate their desire to create and express.

Teaching objectives

1. Learn to design houses with different graphics.

2. Experience the fun of painting with your partner.

3. Willing to express their feelings about the works boldly and improve their aesthetic ability.

Teaching preparation

1. Children, parents and teachers collect pictures and photos about buildings.

2. Paste watercolor pens, oil pastels, drawing paper and various shapes in time.

Teaching record

First, observe and collect house pictures, analyze their characteristics, and arouse children's design.

Interest in housing.

1. Introduce the topic through dialogue.

The teacher told the children in a mysterious tone: Today, the teacher received a letter. The owner of the letter is cute and smart. His head is very big. Guess who he is? After the children answered, the teacher showed the pictures and affirmed the children's answers.

Design intention: guessing puzzles can arouse children's interest in participating in activities and increase the active atmosphere in the classroom.

Teacher:? Big head son heard that the environment in Taiyuan is getting more and more beautiful, so he wants to move.

Come and live here. I hope everyone can help him design the house. These two days, the teacher asked the children and parents to find some information about the house for reference. Did you find it?

Young children:? I found a photo of the house; I saw a beautiful one on the Internet.

The house is a shining roof; There is a book in my home, which contains many photos of houses, including wood, bamboo, stone and yurt. ?

Design intention: Using parents' educational resources to let children participate in the collection virtually prolongs the process of children feeling and appreciating the beauty of buildings.

2. Show and analyze the pictures of the house brought by the children.

?

The teacher shows pictures of houses in turn and guides the children one by one by asking questions.

Step observation: What shape does the building look like? What are the windows like? Single-storey house

What shape is the roof? What do you think of these houses? Young children:? Round windows are like eyes, very beautiful; The pointed roof is like a pagoda; The color of this house is very beautiful; I like the crystal water cube best; I have seen the Tiantan in Beijing, but it is too big. This is a photo my father brought back from Europe. This house is like a castle.

Design intention: Through observation and language description, children can be more exposed to it.

The intuitive experience of the appearance characteristics of the house paved the way for the later creation.

3. Ask questions and guide the children to discuss.

Teacher: If you are a designer, what kind of house are you going to design for Big Head Son?

Child: I want to draw a house like a mushroom for my big head son. I want to draw an elephant bird.

A house like a bird's nest; I want to draw a house that moves like a car? Before the teacher asks 1, please ask some children to express their thoughts. Two children demonstrate and draw the structure of the house on the blackboard, and guide the children to discuss which graphics are used in the house.

Design intention: Teachers can help children in the process of demonstrating painting.

The difference between children's buildings and bungalows.

4. Teacher's summary: Your ideas are all great. Let's put the house

Draw drawings and let the big head son choose the house he likes.

Second, children are free to create in groups, and teachers observe and give random guidance.

1. Teachers introduce painting methods and materials, focusing on cooperative painting methods.

Teacher: The teacher has put the drawing paper and crayons on the back table. You can design with your good friends and figure out what kind of house to design. Children are free to combine and create.

Design intention: Middle-class children have a sense of cooperation. By letting children cooperate in creative work, we can promote the communication between children and enhance the feelings between peers.

2. Inspire children to combine different shapes of houses with different graphics. In the process of children's creation, teachers inspect every child's creation at any time, affirm children's creation with words of appreciation and encouragement in time, encourage children to express their ideas boldly and create a unique house.

Evaluation: Teachers' timely encouragement is the motivation for children to continue to create and express boldly.

For children with strong ability, it is suggested that they add flowers and plants and various facilities around the house. For children with relatively weak hands-on ability, it is suggested that they use prepared timely stickers of various shapes to complete the design of doors and windows by pasting.

Design intention: Teachers put forward different creative requirements for children with different abilities, which can not only make each child experience the happiness brought by successful creation, but also help children improve their aesthetic taste.

Third, evaluate children's works in an interactive way.

1. Children's self-assessment.

The teacher showed the house drawing paper designed by the children on the blackboard. Who can tell everyone about the house he designed? Let the children introduce the characteristics of their house. Evaluation: Give every child the opportunity to express boldly and share the happiness after creation.

Teacher:? If you are a big-headed son, which house do you like here? Why?

Evaluation: Teaching children to evaluate other people's works with the eyes of learning and appreciation can improve their aesthetic ability.

2. Teacher evaluation.

Teacher:? The teacher thinks the children's designs are very good. Some are high-rise buildings, where not only the big-headed son can live, but also many friends can live together; Some are spacious bungalows, and many flowers and trees can be planted in the yard, so it will be very comfortable to live in. I'm sure Datou will like your design, so let's send the designed drawings to Datou, OK?

Evaluation: while creating art, it is integrated into education in other fields, and the beautiful behavior of caring for and caring for the surrounding environment is infiltrated into children's hearts bit by bit.

Classroom record of kindergarten middle class (I play with leaves)

1, observe the leaves and learn? Xiaoye, when * *, I think * * *? Say a word, give play to children's imagination, and improve children's language expression ability.

2. In talking and laughing, experience the wonderful enjoyment brought by small leaves.

Activity preparation:

1, ginkgo orchard, peach leaves, palm leaves, magnolia leaves and other leaves are dried, and double-sided tape is attached to the back of each leaf.

2. Camera, 20 pieces of white paper and some paste.

3. A lively music

Activity flow:

First, children play with leaves, and teachers inspire children to use leaves? Xiaoye, when * *, I think * * *? Statement, the theory of one word. The teacher has a big palm leaf in his hand? Tick-tock, tick-tock (the rain is getting more and more urgent), it's raining, babies, come under the umbrella! ? Guide children

Say it? Xiaoye, as a small umbrella, I want to hide under it. ?

? Tick-tock, the rain stopped. Come out and shake off the raindrops. ? In the relaxed music, teachers and students shake their heads.

Arms, hips, jump.

The teacher took a long leaf? What is this long leaf like? What can it do? What do you want to do with it? Small leaves, such as boats,

I want to sit on the boat. Xiao Ye, when I am a ship, I want to sit on it.

Xiaoye, as a banana, I want to eat it in one bite. Xiaoye, when paddling, I want to stand on it and play. 、、、、。 )

The teacher took a fan-shaped leaf and gestured on his head and body while guiding the children's imagination. ? Xiaoye, what else can you be? (Small leaves, when small.

Fan, I want to turn the fan gently. Xiaoye, as a hat, I want to wear it on my head.

Small leaves, as a corsage, I want to wear them on my chest. 、、、)

The teacher waved leaves to guide the children to say? Small leaves are red flowers, and I want to dance. ?

Put the leaves on your body as a quilt, as a telephone, as a turtle shell,,,

Teachers and students work together to create children's songs and let the children name them.

Second, children are grouped by hand.

Guide children to string leaves into necklaces, glue them into flowers, paste them into leaf paintings and make leaf skirts.

Third, take pictures.

Children stick leaves on their faces and bodies with double-sided tape, and pick up their own handmade works of leaves to take pictures.

Evaluation: This activity is rich and interesting, arousing children's senses. Children learn easily in speaking and playing, operate happily and make great achievements.