Clay Caterpillar Kindergarten Lesson Plan

Before teachers carry out teaching activities, they often have to write an excellent lesson plan. The lesson plan is the basic condition to ensure the success of teaching and improve the quality of teaching. How should the lesson plan be written? Here is what I do The carefully compiled clay sculpture caterpillar kindergarten lesson plan, I hope it can help everyone. Clay sculpture caterpillar kindergarten lesson plan Part 1

Activity objectives

1. On the basis of appreciation, you can create Circles of similar sizes.

2. Under the guidance of the teacher, you can join circles.

3. Be able to enjoy the fun of creation happily and be willing to think hard in the process of exploration. , bravely overcome difficulties.

4. Be able to present your own works and appreciate the works of others.

5. Cultivate children’s skills and artistic temperament.

Teaching key points and difficulties

Key points: Under the guidance of the teacher, you can make round gluing, make caterpillars and decorate them.

Difficulties: Explore innovation in the production process .

Activity preparation

1. Caterpillar clay sculpture finished product 2. Plasticine 3. Small signs

Activity process:

1. Introduction to appreciation conversation:

1. Children, have you ever seen a caterpillar? The teacher shows the finished caterpillar work, tells the children that the caterpillar is the predecessor of the butterfly, and guides the children to observe the appearance characteristics of the caterpillar.

2. Children, what do you think when you look at the body of a caterpillar? (Section by section, like small glutinous rice balls)

3. The teacher demonstrates how to make small glutinous rice balls. Take one Put a small piece of plasticine in the palm of your hand and roll it into a small ball, and then continue to roll out many pieces.

2. Development activities: the process of making caterpillars

1. First roll out 6 -7 small glutinous rice balls, which are the body preparation work of the caterpillar.

2. Observe that the bodies of the caterpillars are connected, and glue the newly formed glutinous rice balls into a long strip, which is the caterpillar.

3. Add eyes and decorations to the newly completed semi-finished product to complete the characteristic body shape of the caterpillar.

4. The caterpillar is ready, the children want to If you don’t want it to move, guide the children to understand that the caterpillar is not a static creature and make a dynamic model of the caterpillar.

5. To decorate the caterpillar, you can add a leaf under the caterpillar’s ??body. Children use their imagination.

Comprehensive activities:

Various caterpillars

1. Children get down from their seats and observe the works of other children. Put your own logo on the work you think is beautiful.

2. Summarize and display the work, encourage the children, and praise the creative children who have done well.

3 . Clean up the desktop.

Teaching reflections

1. Children are very interested in making clay sculptures of caterpillars. This is also a common small insect for children, and it is easy for children to operate. .

2. At first, the children were not able to make small glutinous rice balls that were quite round. After the teacher’s guidance, most of the children were able to make small balls.

3. When decorating the caterpillars, most of the children added a leaf, and some children added small branches, which was very beautiful.

4. For the younger children, I asked them to cooperate with other children. This has a better effect and also cultivates children's cooperation ability. Clay Sculpture Caterpillar Kindergarten Lesson Plan 2

Activity goals:

1. Learn to use the methods of reunion and connection to shape The basic image of the clay figure.

2. Preliminarily master the skills of making by watching the teacher’s demonstration.

3. Develop good habits.

Activity preparation :

1. Colorful plasticine, masonry board, and half a matchstick (for each child

One for each person) 2. The "Clay Doll Paradise" made of Sprite bottles and other materials.

Activity process

1. The beginning:

Children Hey guys, today we have a new friend in our class, guess who it is?

2. Basic parts:

The teacher shows the clay figurine to arouse the children's interest.

1. Look, what is this? Do you like it?

2. Do you want to be a clay figurine yourself?

The teacher asked questions while Demonstrate how to make a clay figurine.

1. What does the clay figurine’s head look like? What’s on it?

2. What does the clay figurine’s body look like? What’s on the body?

3. Think about it, how to connect the head and body of the clay figurine?

4. Steps:

(1) Divide the yellow plasticine into Prepare three parts, a little bit of each colored plasticine, and round one part of the yellow plasticine to serve as the human head;

(2) Use a little bit of the other half of the yellow plasticine to serve as the two parts of the person The ears are connected to the person's head; use black plasticine to make two small circles and flatten them to serve as eyes, and then use yellow plasticine to flatten them to serve as the person's nose;

(3 ) Then use red plasticine to flatten it as a human nose;

(4) Use pink plasticine to roll it into an oval shape to serve as a human body; divide the yellow color into four parts and twist them to connect them to the body as human limbs;

(5)Finally, use matchsticks to connect the head and the body.

Children make the work, and the teacher makes rounds to observe and evaluate individual weak abilities

Teacher: The clay figurine doll, I feel very lonely alone and have no friends to play with. Children, please help the clay figurine doll. Can you make many clay figurine dolls with plasticine?

3. Ending part:

Show children’s works and build a doll paradise.

Teacher: Let’s send all the little clay figures to the doll paradise!

The teacher led the children to visit the Doll Paradise, and asked the children to introduce the clay dolls they made to their peers. The teacher expressed appreciation for the children's making activities. Clay Sculpture Caterpillar Kindergarten Lesson Plan 3

Activity Objectives

1. Observe the pictures and try to find the home based on the information and symbols.

2. Experience the joy of politely asking for directions and getting help.

3. Cultivate children to be optimistic and cheerful

4. Actively participate in activities and boldly speak out your thoughts.

Activity preparation

PPT

Activities Process

1. Observe the character and express understanding of "character" and "lost"

1. Children express their praise for the character (Mickey).

Today the teacher invited you a guest, showed you the character (Mickey), and asked: How does Mickey look today? If you were asked to praise him with nice words, what would you say? (Children’s answer)

2. Children talk about their understanding of "getting lost" and make suggestions.

The weather is really nice today. Mickey decided to go out to play. Who did he meet on the way? (Minnie). How would he greet Minnie? ? (Children imitate) Tell the story to "It's open, Mickey is lost", and ask: What is getting lost? Do you have any good suggestions? Well, we can ask for directions.

2. Observation Pictures to understand the process of "asking for directions" and "giving directions"

1. Children listen to stories: about the content of "Ask the Frog" and think about questions.

(1) Mickey I drove to a small house and showed me what kind of small house it was. Is there anyone in the house? What should Mickey do? The owner of the house said: I will open the door only if you can guess who I am.

You know

Whose house does this house belong to?

(2) The teacher reads the riddle sentence by sentence, and guides the children to guess the character (frog) based on the riddle and tell the reason.; (I will read a riddle, you guess Guess whose home this is: four legs, big eyes, white belly, green clothes, croaking) How do you know it’s a frog?

(3) Teacher: When the frog opens the door, what will Mickey ask? Road? (narrated by individual children) Who can ask for directions more politely?

The frog said, I don’t know, you should ask others!

He got the idea from the frog Did you ask for the answer? What will he say next?

2. Children listen to stories: about "Asking the Rooster" and think about the questions.

(1) Show the road map , question: Where will Mickey's car go? Why?

Oh, I'm already lost. I have to find the nearest place to ask for directions. If I go to a deserted place, I won't be able to find the way to Minnie. The way home.

Mickey drove to the red house and the door was closed. What should he do? Let’s knock on the door together! (Knock on the door collectively and ask: Hello, is there anyone inside? ) Guess whose home this is?

The owner of the house opened the door and revealed a little bit of his body. He said he wanted to guess who he was before he opened the door! Let's take a look.

(2) Show a house with a partial figure of a rooster and let the children guess whose home it is and tell the reason; ask: When the rooster opens the door, what will Mickey ask? (Individual children answer)

　(3) Listen to "What the Rooster Answers" and ask: What does it mean to go straight forward? If he goes straight forward, which house will he go to? What should he do now? (Farewell to the rooster)

3. Children listen to stories: about "Ask the Bear" and think about the questions.

(1) Show the road map and ask: Whose house does Mickey go straight ahead to? Coming to this small dark brown house, whose home is this? (Looking at the honey jar, I found it is the bear’s home) Can you perform Mickey to ask for directions (a group performance for children)

(2 ) Listen to "What the Bear Answers" and ask: Where is the left? If the car turns to the left, which house will it drive to?

4. Children listen to stories: Regarding the content of "Ask the Lion", And think about the problem.

(1) Mickey came to the door of the castle and knocked on the door. The lion came to open the door. Mickey asked him, hello, how to get to Minnie’s house? The lion said: In On the right side of my house.

(2) Ask the children to guess which house Minnie’s house is.

(3) Listen to the second half of the lion’s sentence (it’s the little yellow house) House), just now everyone thought that the little red house should be on the right. Why would the lion say it is the little yellow house? (Children’s answer) The teacher will tell you: You be Mickey, extend your right hand, and I will be the lion. , my right hand didn’t move. When Mickey asked the lion, how did they stand? Facing Mickey, I’m going to turn around. Pay attention, I turned around! Where is the right side of the lion now? It turns out that , the lion and Mickey are standing face to face, and their left and right are opposite, that is to say, the right side of the lion is actually the left side of Mickey. Some children may still be a little unclear, but it doesn’t matter, we will learn slowly in the future!

3. Complete appreciation, improve and expand relevant experience 1. Children fully appreciate the story and think about the reasons why Mickey successfully received help.

Teaching reflection:

The children in the middle class have already I can use simple language to describe things, and my vocabulary has been constantly enriched. However, I am still lacking in polite expressions. Even if I have mastered simple polite expressions, I seem to be unable to use them flexibly. This is clearly demonstrated in this language class. Come out. The activity is mainly to train language in a specific atmosphere, using text training to further reflect the interest of fairy tales, integrating life experience and language training, so that children can better deepen their cognition, and make their emotions in the story sublimated in the plot.

After the whole language activity, the children also learned a lot of knowledge. When I asked them again what they had learned

The children can still say anything, which shows that the children have a deep impression of this lesson. This is when the children have truly learned the knowledge, and the children can use this knowledge in real life in the future. .Truly train children's language communication skills, achieve communicative effects, and gain more fun in communication. Clay Sculpture Caterpillar Kindergarten Lesson Plan 4

Activity goals:

1. Let children learn to recite poetry and try to compose a whole poem on the basis of understanding and perceiving poetry.

2. Develop children’s imagination and creativity.

3. Guidance Children feel the beauty of poetry and express their love for nature.

4. Cultivate children’s brave and lively personalities.

5. Educate children to be serious and not careless. Good habits.

Key points and difficulties:

1. Key points: Feel the beauty of poetry and learn to recite poetry.

2. Difficulties: Try to compose a whole poem .

Activity preparation:

1. Take children out for observation before class to enrich relevant knowledge and experience.

2. One background picture and several insert pictures .

3. An abstract picture composed of various colors.

Activity process:

(1) Create a scene to stimulate children's initial experience of poetry, Acquire new knowledge and interest

1. The teacher showed the word card worn on the chest and asked: "Children, do you know who I am? I am Mother Earth. Today I am here to test the children about what season it is now." What color is summer?" Children develop their imagination.

2. The teacher recited the poem once. Asked: "Does it sound good? How do you feel after listening to it?" "What is the name of the poem?" "In the poem What's there?"

(2) Show pictures to help children understand the content of the poem and recite the whole poem

1. Show the background picture. Ask: "What is there about summer in the poem? "What did they say?" The teacher inserted the pictures of lotus, big tree, and loquat into the background picture one by one based on the children's answers.

2. The teacher recited the poem again and asked: "Who knows what is colorful?" "Why does Mother Earth say that summer is colorful?"

3. Recite poetry 1-2 times in a group 4. Invite 1-2 children to recite again

(3) Transfer experience and create poems

1. Show abstract pictures composed of various colors to guide children to grasp the rules and draw inferences from one instance.

The teacher said in the tone of Mother Earth: "Except for those mentioned in the poem Colors, I have many more colors, please think about it, children, what colors are there for other "babies" in summer?"

2. Encourage children to be different from what others say, and cultivate children's thinking Seeking difference 3. Encourage children to compose in groups 4. Encourage children in groups 1-2 to tell everyone the poems they have created. The activity ends:

The teacher records the poems created by each group. , displayed on the wall, allowing children to appreciate and recite each other.

Poem "The Color of Summer"

The lotus says summer is pink, the big tree says summer is green, and the loquat says summer is pink. It is said that summer is yellow, and Mother Earth said that summer is colorful.

Reflection on activities

In this teaching session, I consciously asked the underachievers with average reading level to follow the class Students who do well in reading have text-reading competitions and word-reading competitions, allowing them to experience a special classroom experience. In this process, they not only receive encouragement and affirmation from teachers, but also sincere comments and applause from classmates. This is The most natural and anti-universal. The vitality of classroom life is like this, jumping, surging, and stirring up a new level of waves between teachers and classmates, classmates and classmates. Clay Sculpture Caterpillar Kindergarten Class Lesson Plan Chapter 5

Children in the upper class are extremely interested in the interesting optical phenomenon of shadow. They like to play games with shadows, so

We often carry out scientific activities about shadows. These activities usually revolve around the principles of shadow production. It is difficult for young children to understand the scientific principles contained in them. In this activity, we used the method of counter-evidence to find "eyes" for the shadows of animals. ”, allowing children to self-verify their misconceptions or vague concepts about shadows, so as to further understand superficial scientific knowledge such as shadows appearing when paper blocks light, and light can pass through areas where paper does not block it.

Teaching objectives

1. Explore ways to find "eyes" for the shadows of animals, and understand that light can pass through areas not blocked by paper, and vice versa will produce shadows.

2 , can cooperate with peers to observe and record, and have an interest in continuing to explore the phenomena of light and shadow in life.

Teaching preparation

1. Children's operation materials: paper-cut animals Headgear, flashlight, some scissors, a background board, some children's recording paper.

2. Teacher presentation materials: PPT about animal shadows, rabbit head with cut eyes, flashlight, and a group recording paper .

Teaching process

1. Talk about shadows and arouse interest

1. Teacher: We have been playing shadow games these days. You found that shadows have What interesting phenomena

Young: Sometimes the shadow becomes very long, sometimes it becomes very short, and sometimes it disappears.

Young: When I run, the shadow also runs. When I stop, the shadow will stop.

Young: The color of the shadow is black, some are deep, some are light.

2. Summary: The shadow is really like a The magician sometimes appears and sometimes hides; sometimes it becomes longer and sometimes it becomes shorter.

(Analysis: Before the start of this activity, we first communicate about the shadow game that just ended , the teacher specifically highlights the word "interesting" when asking questions, which can effectively stimulate children's interest in exploring the characteristics of shadows. Through the teacher's summary, the children can be helped to review various experiences about shadows and prepare for the next activities.)

2. Compare different shadows and record various guessing results

1. The teacher demonstrates a PPT about animal shadows, and children guess which animal shadows they are based on local characteristics.

2. Show a picture of the shadow of a rabbit with eyes, and ask the children to talk about how this shadow is different from the shadow they saw before.

3. Guess why the shadow of the rabbit is There will be eyes on the rabbit, and the children will discuss and record the guess results.

4. Exchange various guess records.

Guess 1: Draw two eyes on the rabbit head;

Guess 2: Paste two eyes on the rabbit’s head;

Guess 3: Draw two eyes on the shadow of the rabbit;

Guess 4: Put two eyes on the rabbit’s head Cut out two eyes.

5. The teacher writes down the children’s various guesses on the group record paper and makes requests.

Teacher: Please try it out using the agreed method. Try it, and then shine it with a flashlight to see if the eyes can be seen in the shadow of the small animal.

(Analysis: The teacher shows the picture of the shadow of the rabbit with eyes through the PPT demonstrating the shadow of the animal. It triggers the children to compare the two shadows, thus naturally transitioning to the guessing and recording stage. The children are divided into several groups, boldly guess "how to see the eyes on the shadow of the animal", and begin to initially verify themselves with the encouragement of the teacher Various assumptions.)

3. Experimental verification, looking for answers

1. Children use guessing methods to verify and record.

Teacher: Please record the results of the experiment when you do the experiment, whether it is success or failure. After trying your own method, you can also try other people's methods.

2. Children communicate with themselves according to the experimental situation The discovery.

When light passes through the small holes in animal headgear, there will be "eyes" on the shadows.

Teacher

: Why can’t we see the eyes on the shadows by drawing or pasting them on animal headdresses, but we can see them by cutting small holes?

Summary: The light of the flashlight shines through the small holes in the paper. The shadow will have eyes, but drawing eyes or pasting eyes will block the light, so the eyes cannot be seen on the shadow.

The relationship between the size of the hole and the size of the "eyes".

Teacher: Are the eyes of all small animals the same size? Why are the eyes bigger if the holes are cut larger, and the eyes are smaller if the holes are cut smaller?

Summary: The bigger the holes are, the better the penetration will be. The more light there is, the bigger the eyes on the shadow will be. On the contrary, the smaller the hole will be, the less light will pass through, and the smaller the eyes will be on the shadow.

(Analysis: After experimental verification, When children begin to communicate experimental results, teachers' open-ended questions can effectively guide children to conduct detailed observations and encourage children to use simple language to explain more complex optical principles. Some key questions preset by teachers can help children understand light and We will verify some errors or vague pre-concepts about shadows, and through the guidance of peers and self-operation, we will further understand the optical phenomenon of "how can eyes appear on shadows".)

4. Extension Activity: Hand Shadow Game

1. Show the PPT of the hand shadow game and ask the children to talk about what they saw.

2. The children imitate the hand shadow movements in the corner to play the game.

Teaching reflection

In scientific exploration activities, teachers’ question design is crucial. Effective questions are not only conducive to promoting communication between teachers and students, but also forming a good multi-directional Interactive and active teaching atmosphere, and in the guessing and verification stage of the activity, teachers’ effective questions can also help children correctly understand scientific phenomena and obtain preliminary scientific knowledge.

1. Questions should serve the goals of the activity

In group teaching activities, teachers can use a variety of questioning methods, such as encouraging, open-ended and heuristic questioning. Various questioning methods are also one of the "tools" for teachers to guide children to actively explore. It can motivate children to focus on inquiry activities.

In this activity, the teacher’s preset questions closely revolve around the activity goals and continue to appear alternately as the activity progresses, such as “Why does the shadow of the rabbit fall on the The question "can you see its eyes" guided the children to explore ways to find "eyes" on the shadow. During the hands-on operation, many children denied their original guesses. After continuous attempts, they finally found the correct answer. method, understand the principle that "light can pass through areas that are not blocked by paper, and otherwise produce shadows." Children's desire to explore is satisfied in this process.

2. Questioning should promote children's interaction with materials Interaction

"What is the difference between these two shadows?" is a comparative question, guiding children to carefully observe the differences between the two shadows, thus paving the way for subsequent exploration. The teacher is A series of questions raised in the experimental verification stage continuously guide children to interact with the materials with questions, actively explore and observe the reasons for the appearance of "eyes" on the shadow.

3. Questioning should be carried out step by step

The design of questions should be hierarchical, starting from the children’s existing experiences, so that the children can gradually deepen their understanding and construct concepts, so that the entire activity process is rigorously structured and progressive.

In this activity, the teacher’s questions in each link are designed to continuously promote children’s understanding of “shadow”, such as “How can you find the eyes on the shadow of the bunny?” to encourage children to use their existing experience to express Their own guesses, and when the children found the correct method in the exploration, the teacher then asked "Why are the drawing and pasting methods not working, but cutting two small holes can see the eyes in the shadow?" Such a question is Based on the age characteristics of the children, the teacher uses expressions that the children can understand and uses intuitive materials to guide them to think about the phenomenon of light penetration from another angle.

The questions are asked in depth, so that the children can operate Spontaneously explore and understand common scientific phenomena in life. Hierarchical questions make every link of the entire activity move towards the end of the activity in an orderly manner.

The ultimate goal is moving forward. Clay Sculpture Caterpillar Kindergarten Lesson Plan Chapter 6

Design Intention

This month our kindergarten launched the "Little Feet Walking Beijing" display activity, and the children reviewed their own From the "walking" experience, it can be seen that many children went to Tiananmen. It was also the National Day, and flower beds and slogans were everywhere. This attracted more people's attention, and the National Day topic followed. The children in the upper class like to listen to the teacher and Parents introduced hot social news, changes in their hometown, and major achievements of the motherland. Combining children's interests and age characteristics, and based on children's prosocial behavior reflecting their emotional needs for an urgent sense of belonging, this large class education experience activity "I

Activity goals

1. Know that October 1st this year is the 70th anniversary of the founding of China, and understand the meaning of the founding of China.

2. Feel the changes and achievements after the founding of China, and feel proud to be Chinese.

3. Be willing to express your love for the motherland with actions and words.

Key points Difficulty points

Key points: Understand the significance of October 1st this year being the 70th anniversary of the founding of China.

Difficulty points: Discuss the changes and achievements after the founding of China by watching pictures, and develop a love for the motherland Emotions, a sense of belonging that is proud to be Chinese.

Activity preparation

(1) Experience preparation:

1. Know October 1st It’s the National Day.

2. Know how to respect the national flag and raise it to pay attention.

3. Understand in advance the meaning of “achievement” and what China’s achievements are.

(2) Material preparation:

1. PPT courseware, including: recent pictures of national flags and slogans hanging in streets and alleys; pictures of obvious changes in roads, houses, bridges, etc.; pictures of China’s major achievements in various fields Pictures.

2. Videos, including: short film on the founding of New China; Tiananmen flag-raising ceremony.

Activity process

(1) Watch the PPT pictures to elicit topics.

1. Look at the pictures and ask questions: What changes do you see in the familiar streets? Why do these things appear?

2. Through the content of the pictures, you can find many national flags and slogans , leading to the fact that National Day is coming.

(2) Understand the meaning of National Day and the meaning of China’s 70th anniversary.

1. Question: When is National Day? Why is it called What about the National Day?

2. Question: When did our motherland celebrate the first National Day?

3. Watch the short film about the founding of New China and learn about the founding of New China. That day is October 1st.

Summary: National Day is on October 1st every year. New China was founded on October 1st. From now on, October 1st every year will be regarded as China’s birthday. , we Chinese will celebrate the birthday of the motherland, so October 1st is called National Day. It has been 70 years, and October 1st this year is the 70th birthday of the motherland.

(Three ) Talk about China’s changes and major achievements, and inspire pride in being Chinese.

1. Understand the development and changes after the founding of New China.

(1) Question: Do you know What are the changes in China?

(2) Look at the PPT pictures to understand the changes in roads, houses, bridges, etc.

2. Understand the major achievements after the founding of New China.

(1) Question: Do you know what China’s achievements are?

(2) Look at the PPT pictures, “China’s Sky Eye”, “China’s Manned Spacecraft Space Life”, “Olympic Games” Champion" etc.

3. Question: How do you feel when you see China's changes and achievements?

Summary: After the founding of our motherland, it has continued to develop and grow. Achievements that are the envy of many countries, these are the pride of us Chinese people. As Chinese, we are very proud.

(4) Sending blessings to the motherland.

1. Stand up together, pay attention, and watch the national flag being raised to express respect for the motherland.

2 . Send blessings to the motherland and end.

(5) Extension of activities

Carry out a series of follow-up activities.

1. Use regional activities to serve the motherland 70 Send birthday wishes.

2. Use the National Day holiday to find the social atmosphere of the 70th anniversary of the motherland, record it in your favorite form, and share it with your companions.

Summary of the activity

Goal implementation - throughout the process, the children were immersed in it, had strong interest and pride, and were able to express their emotions in language. At the end, they paid attention and raised the flag solemnly, illustrating the core experience of belonging. And the activity goal has been achieved.

Children’s participation-the selection of activity content. During the process, the children’s concentration on the activity is high, and the intelligent smile, the solemn expression, the excitement of the voice, and the active language are all Reflects the high enthusiasm and initiative of children.

Learning methods: observation method, rendering method, expression method

Observation method: use photos and videos to attract children’s interest points. At the same time, update Direct and clear emotional experience.

Rendering method: sublimate emotions through the combination of music, video rendering and photos.

Expression method: talk about the changes and achievements of the motherland, and talk about yourself It is the Chinese people who are proud, proud, excited, happy, happy...a series of emotional words that make the sense of belonging reach its peak.

Activity adjustment--the experience preparation has been adjusted from two items to three items. The reason for this is At the beginning of the class, children do not understand the meaning of achievement. Understanding the meaning of achievement in advance lays the foundation for children to understand the content of teaching activities. Therefore, it is necessary to penetrate through experience in advance.

The goal is to understand that the five-star red flag is the national flag of China. , when raising the national flag, you should be serious, pay attention, and adjust to the experience preparation. The reason is the actual situation of our kindergarten. Raising the national flag every Monday has become the norm. This is a simple goal, but children are sometimes unable to be solemn and focused, so It should also be infiltrated in the experience preparation.

During the event, the discussion on how to raise the national flag will be omitted. Instead, watch the video directly, raise the national flag together, stand up, and pay attention. There is no need to infiltrate the national flag issue here. , with the foreshadowing of the content of the previous activities, the solemnity and concentration of the children have been fully reflected.

Selection of teaching methods-social field activities with emotion first, using the conversation method throughout the entire activity, and the use of intuitive observation methods As a progressive sublimation of activities, watching the short film on the founding of New China and watching the Tiananmen flag-raising ceremony can better achieve emotional goals. Therefore, the selection of teaching methods is appropriate.

What to teach--Teaching theory: the basis for helping children understand On, the process of internalizing new knowledge. Think of Vygotsky’s zone of proximal development theory and the concept of interactive teaching. Express children’s emotions more directly and clearly.

How to teach--Teaching methods: Young children are full of curiosity about things, but lack accurate objective cognition. Starting from their side, collective teaching, multimedia assistance, and step-by-step deepening of conversations allow children to understand the changes in the motherland, the achievements of the motherland, and finally express their love for the motherland.

Thinking about details - On the day of teaching, teachers have detailed thoughts on their clothes, echoing the activities. The so-called life is education, moisturizing things silently, small details reflect the ubiquity of education, and contribute to the completion of this activity. This is also the uniqueness of the event.