The mystery of science lecture style in kindergarten large classes includes reflection.

As a conscientious people's teacher, it is necessary to prepare a detailed lecture, which is conducive to the improvement of teaching level and the development of teaching and research activities. What are the characteristics of an excellent lecture? The following is the mystery of the draft of the science lecture for the big class in kindergarten, which I compiled for you. I hope it will help you.

Teaching material analysis:

Nature is full of magical and interesting scientific phenomena. Take the natural phenomenon of wind as an example. Meeting us all the year round is a phenomenon that children can feel from the moment they can come outdoors. Spring has arrived, which is a good season for children to explore the wind. The weather in spring in Jiangnan is like a doll's face. The temperature is very high during the day, but at night, there will be a sudden strong wind and the temperature will drop sharply. In kindergarten, you will hear the children in the big class say: I saw the petals of winter jasmine blown to the ground by the wind; The strong wind blew the garbage everywhere, and the cleaner had to clean it again; It's a little cold today, so my mother put on more clothes for me ... From the children's words, I found that "wind" is what children need and what they are interested in. Follow the children's experience and life, and let the big class children independently generate a series of activities to explore the mystery of the wind around the "wind".

Analysis of children's situation:

Children in large classes are interested in things and phenomena around them, and have curiosity and thirst for knowledge. Some children can initially use their senses to start thinking and exploring problems. However, children sometimes make subjective assumptions about things and phenomena, which is unscientific. I hope that children can explore boldly in the process of active learning, cultivate children to describe phenomena objectively, draw inferences from facts and understand that science exists in objective facts, not in teachers' minds.

State the goal:

Considering the gap between children's existing experience level and the potential development level of wind energy, the goals of children's recent development zone are as follows:

1, guide children to feel and discover the size of the wind, explore and judge the direction of the wind, and try to create the wind.

2. Understand the advantages and disadvantages of the wind, guide children to look at things dialectically, and form a scientific way of thinking from an early age.

I can coordinate with my peers in activities and learn from each other in cooperation.

Activity preparation:

1, knowledge and experience preparation:

(1) Children record weather forecasts every day, paying special attention to the contents of the wind;

(2) According to the different wind forces, let children record their findings and experiences in the form of pictures;

(3) Ask parents to cooperate and collect some information and knowledge about "wind" with their children in advance.

2, material preparation:

(1) Each group has one sorting board.

(2) Blowers, fans, mats, pumps, cardboard, books, balloons, windmills, chicken feathers, cotton, small paper boats, etc.

③ A picture of "laughter" and "anger" on Facebook.

3. Preparation of environmental resources:

Choose a breezy weather.

Design concept:

An important role of teachers in children's exploration activities is to "guide children to a clear direction". As for the wind, children can't really understand its formation, but they can prove the existence of the wind with their own observations and personal feelings, prove the size and direction of the wind through experiments, and even try to make the wind with common tools, so that children can really get in touch with nature and discover the wonders of nature. In this activity, follow the principle of children's independent exploration, set open questions, and let children collect information (books, internet, experiments or asking parents) independently, so that children can constantly enrich and expand their experience about "wind" in the process of moving their eyes, talking, listening, doing things and thinking, and find ways to solve some problems by themselves, so that children can acquire knowledge in a relaxed and happy atmosphere.

Activity flow:

First of all, the introduction of nature stimulates interest (5 minutes)

Teacher: We are going to travel in a few days. I know everyone cares about the weather. So, who will tell us about the weather these two days?

Teacher: "The northerly wind is 2-3". Where can I see it? How do you know it's windy? (lead children to observe and feel the outdoors)

My question may make children recall past experiences and say "national flag, leaves …" At this time, children's feelings about the wind are definitely not sufficient. Take children outdoors to feel the existence of the wind in time, and let them discover for themselves that there are all kinds of wonderful changes in nature when the wind comes: petals fly with the wind, pool water ripples, and colorful flags fly with the wind.

Second, feel the wind (6 minutes)

Teacher: What did you hear? What do you see? How do you feel? Let the children record it in the form of pictures and tell you about it.

(Show the sorting board) Let the children sort their picture records and ask them to discuss with each other before sorting.

Classification and collective examination of children.

On the basis of exploring the breeze, arouse the enthusiasm of children to pay attention to the change of wind direction. This naturally leads to future exploration activities. When moderate winds and strong winds come, let them spontaneously go outdoors to feel, and then record their experiences and discoveries in the form of pictures and tables and classify them.

Teacher: It's windy. Different grades of wind mean that different winds have different sizes and people feel different.

Third, explore and judge the wind direction (10 minutes)

Teacher: The weather forecast says it is the north wind today. What does that mean? (The north wind comes from the north) (It's the wind direction)

"How to judge?" Use such a topic to trigger a group discussion among children, and then go to outdoor activities to guide children to prove the wind direction in their own way. For example, observe the national flag flying on the flagpole; Let the children put feathers and plastic balls in the middle of the playground and let them roll with the wind ... Let the children really understand that "the wind really comes from the north" through activities.

After understanding that the wind has a direction, encourage children to find ways to record the "wind direction". Let the children discuss the method: you can mark Chinese characters or arrows, and the record is not accurate, as long as you learn to use scientific recording methods.

Four, try to do the wind method (10)

Teacher: (taking out windmills) Can these windmills be played in the activity room?

The child will definitely say, "How to play, there is no wind at all!" "I will ignite the enthusiasm of children to make wind in one sentence:" Can't you make some wind without wind? "How to make the wind? With this question, let children find their own materials, such as hair dryer, electric fan, fan and balloon pump ... Children can vent their anger by blowing balloons with cardboard and fans ... Encourage children to try to create wind in various ways. Although they didn't really see the formation process of the wind, I think these lively and interesting exploration activities will have far-reaching significance for their future growth.

Activity extension: (3 minutes)

Teacher: The children have come up with many ways to create wind. Do you like the wind? Why? (children's discussion)

After class, children can collect information and materials by themselves, so that children can gradually discover that wind energy can help human beings do many things. Wind can generate electricity, spread seeds and so on, but it can also bring harm to human beings. I think understanding the advantages and disadvantages of the wind will help children to look at things dialectically and form a scientific way of thinking from an early age.

Teaching reflection:

Kindergarten scientific activities emphasize the process that children operate and perceive the surrounding things, constantly find problems and try to solve them with the help of teachers' guidance and their own activities. Let children explore the unknown independently on the basis of the known, succeed in constant attempts, and finally acquire knowledge.