Teaching plan of "using chopsticks" in large class

As a teacher, we should carefully design teaching plans, which are the general organizational program and action plan of teaching activities. So how should the lesson plan be written properly? The following is my carefully arranged teaching plan of "using chopsticks" in large classes, hoping to help everyone.

Teaching plan of large class "Using Chopsticks" 1. The thumb and forefinger hold the upper end of chopsticks, and the other three fingers naturally bend to hold chopsticks. Both ends of chopsticks must be aligned. The correct way to use chopsticks is to hold one with thumb, forefinger and middle finger, and the other with jaw and ring finger, so that the held one can move, thus holding food.

Activity purpose:

1. Cultivate children's practical ability and observation.

2. Teach children to use chopsticks correctly.

Activity preparation:

Materials-each person has a pair of chopsticks, a number of red dates and a small bowl.

Psychology-having a happy mood

Activity flow:

1. Discussion

What tableware does the child eat at home? Can children use chopsticks?

How to use it? Can you come to study?

2. Look at the courseware and explain the correct usage.

3. Children's operation exercises

The children practice in groups, each group has a plate of red dates, each child has a bowl, and they put the red dates into the bowl themselves.

4. Hold a jujube tree competition

Each group chooses the fastest child to compete.

5. Enrich chopsticks culture

Teaching Plan of "Using Chopsticks" in Big Class Two I. Activity Objectives

(A) cognitive goals

1, through debate, cultivate children's language expression ability and thinking agility.

2. Through activities, let children understand that everything has two sides, and cultivate their initial dialectical thinking ability and debating ability.

Let children know the importance of environmental protection to human beings.

(2) Personality goals

Encourage children to express their personal views boldly in front of everyone and cultivate self-confidence and originality.

Second, the activity preparation

Preparation of knowledge and experience

1, children have knowledge about debate, organize children to watch easy-to-understand debate competitions.

2. Collect relevant information with children, and summarize and find out the arguments.

(2) Material preparation

1, several disposable sanitary chopsticks (cups, etc. ).

2. About people using disposable sanitary chopsticks (cups, etc.). ) consumables and white-polluted video tapes and video recorders.

Third, the activity process

(1) Stimulate children's interest in debate by watching videos.

1, the teacher shows disposable sanitary chopsticks (cups, bowls, plates, etc. ), let the children observe and say where they have seen it and what it is for, and the children can answer freely.

2. Watch the video and ask: Is it good or bad to use disposable sanitary chopsticks? And ask why. Video playback process: it is very convenient for people to use disposable goods → people throw it around after using it → garbage is piled up everywhere → white pollution affects people's life and health.

(2) Determine your own opinions through discussion and divide children into positive and negative groups.

1, the children discuss according to the teacher's questions, and divide the children into positive and negative groups according to the results of the discussion.

2. Positive children and negative children have a group debate and find out all the evidence to win each other.

(3) The children argue fiercely, the teacher is the referee, and the party with sufficient evidence wins.

1, please say something positive first. Teachers with insufficient evidence can't score, and the group with sufficient evidence will be given one point until the end.

2. If the child has problems in the debate, the teacher should guide the child's debate direction in time and focus on the theme of "good and bad".

3. Teachers should prompt and guide the silence phenomenon in the debate in time to strengthen the atmosphere of the debate.

4. If it is not completed within the specified time, the teacher should guide and make a simple summary, and make the total score of each group on the blackboard.

If the debate is not sufficient or time is not enough, you can not make a summary for the time being and continue the debate next time.

(4) Summing up the evaluation to stimulate children's interest in debate and their desire to design environmental protection products.

The teacher affirmed the debate, praised the children who performed well in the debate and made a concluding comment. The conclusion is that disposable chopsticks or cups have both convenience and disadvantages. Everything has two sides. Now, let's ask the children in the big class to think about how to design practical, economical and environmentally friendly products.

Children are free to discuss in groups and tell the teacher the results. For example, using recyclable materials to make items and so on. The teacher gave a positive correction.

(5) Extended activities:

1, children go to life to find more disposable goods, find out their own good and bad places, so as to have a second debate.

2. In painting activities, let children draw their own good and practical articles and color them.

Four. Infiltration in various fields

Art: together under a blue sky; Painting "white pollution", waste production activities.

Health: environmental protection guards.

Fifth, the layout of the infiltration wall in the environment "turns waste into treasure".

6. Infiltrate and educate children in life to try not to use "white" (plastic) items in life.

Seven. Infiltrate the family to discuss the advantages and disadvantages of disposable items with parents.

Eight. Activity evaluation

project

Degree of goal realization

Content applicability

Interest in activity design

Children's "three natures"

exist problem

grade

okay

middle

poor

okay

middle

poor

okay

middle

poor

okay

middle

poor

evaluate

√

√

√

√

Note: Good: 100%-80%, fair: 79%-60%, poor: below 60%.

Teaching Plan 3 Big Class "Using Chopsticks" Activity Goal

1, understand the shape and use of chopsticks, and know that chopsticks are the invention of China people and the embodiment of China culture.

2. Master the correct use of chopsticks.

3, exercise the flexibility of hand muscles and the coordination of finger coordination, and know that more active fingers are good for health.

4. Try to use chopsticks for various activities, experience the fun brought by activities and understand the power of unity.

5. Explore and discover the characteristics of chopsticks in life.

6. Willing to explore, communicate and share.

Teaching emphases and difficulties

Key points: understand the shape and use of chopsticks and master the correct method of holding chopsticks.

Difficulties: Use chopsticks for various activities.

Activities to be prepared

1, a pair of chopsticks and a plate for children.

2. Each group has a tray with some glass balls, paper balls, peanuts and peas.

3, "Selling Tangyuan" music tape and tape recorder.

4. 12 and 13 pages of children's books.

Activity process

First, guess the theme of the activity.

1, the teacher said a riddle: "slender body, brothers in pairs, can only eat vegetables, not soup."

2. Guide the children to tell the answer-chopsticks.

Second, let children know chopsticks and talk about their uses.

1, the teacher shows chopsticks and briefly introduces its origin.

Let the children pick up chopsticks and tell them what they look like. What's the use of chopsticks?

Third, children master the correct method of holding chopsticks.

1. Children say that chopsticks can be used for eating and picking vegetables. Please pick them up.

2. The teacher explains and demonstrates the correct posture of holding chopsticks: both chopsticks are placed between the thumb and forefinger of the right hand, the thumb is above the two chopsticks, the forefinger is facing one chopstick, the middle finger is between the two chopsticks, the ring finger is facing the other chopstick, and the little finger is under the ring finger.

Fourth, the children in the group match use chopsticks to hold the things in the tray and talk about their feelings.

1, the children first put a glass bead and a paper ball in the tray, and say what is good and what is bad, and why? If the posture is incorrect, correct it in time.

2. Separate the chopsticks to see if you can pick things up and understand the power of unity.

3. On this basis, the children will compete in groups: the children will clip things in the tray within the specified time with the music to see who clips more.

Verb (abbreviation of verb) sums up: "The doctor of health told me" the benefits of using chopsticks.

1, let children understand the benefits of more hands-on through the conversation of health care doctors.

Chopsticks are only used by China people. Using them can make our hands flexible. Hands are our "second brain", and flexible fingers will make us smarter. We must always move our fingers, so that we all have a pair of dexterous hands.

The expansion of intransitive verbs;

The teacher asked, "How can chopsticks be played besides eating and picking vegetables?"

Teaching reflection

In this activity, all links are closely linked and infiltrated with each other, and all links are centered around "chopsticks". Effectively implemented the concept of the "Outline" and truly realized the interaction between teachers and students. I believe that through this activity, children can really experience the fun of using chopsticks during the activity.

The new "Outline" points out: "Teachers should be supporters, collaborators and guides of learning activities." In this activity, I adopted appropriate methods to organize teaching, and the teaching methods adopted are as follows:

1, wonderful dialogue. "Interest is the best teacher." I used riddles to arouse children's interest in chopsticks at the beginning of the activity. "Slender, brothers in pairs. They only eat vegetables, not soup. " This riddle vividly tells the appearance characteristics and uses of chopsticks. After the children guessed the riddle with great interest, the teacher showed chopsticks and briefly introduced its origin, which stimulated the children's desire to operate chopsticks, laid the foundation for the next link and achieved the first goal.

2, demonstration method: the use of chopsticks needs to master the essentials of action, through the teacher's accurate demonstration action to let children master the learning content and basic motor skills.

3. Operational inquiry method: it is the basic method of children's construction activities. The so-called operation method refers to children's hands-on operation and exploration and learning in the process of interacting with materials. This activity has arranged three operational activities. The first time is the first operation after arousing interest, mainly to practice the correct use of chopsticks. Mr. Tao Xingzhi said, "Learn by doing, learn by doing and make progress by doing." In the first operation activity, I instructed the children to practice using chopsticks. In this process, children practice by observing the teacher's demonstration, which may not be used correctly, so it doesn't matter. The second operation is practical activities. Children strengthen the use of chopsticks through the training of glass balls and paper balls, and the teacher's timely individual guidance in the activities consolidates the practice methods. The third operation is mainly to try to use chopsticks for competition activities, cultivate children's creative ability, and experience the fun by holding different things.

If I want to take this class again, if the activity time permits, I should insert a game activity before the activity is extended. Because the "Outline" points out that "the organization of educational activities should fully consider children's learning characteristics and cognitive laws, and the contents of various fields should be organically connected and infiltrated, paying attention to comprehensiveness, interest and activity." Therefore, at the end of the children's chopsticks clamping the things in the tray, the teacher tapped the cheerful rhythm with chopsticks to attract the children to attack the music together. This game activity is permeated with artistic activities. After the children finished the rhythmic dance, the teacher asked, "How can I play with chopsticks?" The design of this problem provides a space for children to create and play. In this link, children can give full play to their creativity and play games in their favorite way, so that the whole classroom teaching is complete.