Write a kindergarten activity design with no less than 300 words in my beloved hometown.

-"I love my hometown" design

First, the background and design ideas of the activity theme

Pupils living in 2 1 century, their life today is extremely happy and joyful. However, the happy generation can't "live in happiness but don't know happiness", and the ordinary citizens in the modern information society can't "turn a deaf ear to things outside the window and concentrate on reading sage books." The comprehensive practice of "Who says the beauty of hometown is not beautiful" is based on the above original intention. By leading students to participate in comprehensive practical activities, observing today's hometown, understanding the past of hometown, personally feeling the changes of hometown and the development of the motherland, cultivating students' feelings of loving hometown, life and new society, enabling them to form a positive personality and promoting the harmonious development of students. This theme activity is centered on "who doesn't say my hometown is good" and takes small topic investigation as the basic form. With the help and guidance of teachers, children can independently develop some research topics about the changes of their hometown, and collect and process information on folk customs, natural scenery and industrial economy through cooperative investigations, interviews and interviews. It can improve students' nostalgia and cultivate their feelings of loving and praising their hometown. .

Second, the positioning of the activity target

1, goal of emotional attitude and values:

Through observation, interview, investigation and other activities, let students know more about the development of their hometown, feel the changes in their hometown, and inspire students to love their hometown and their motherland.

2. Knowledge and ability objectives:

(1) lead students to collect, sort out, analyze and process materials, thus broadening students' horizons, reforming students' learning methods, and enabling students to acquire the comprehensive practical ability needed by modern society.

(2) By guiding students to carry out this practical activity, learning to make activity plans and consciously participating in practical activities, students' ability to collect and process information is initially cultivated. At the same time, through different ways to show and communicate, cultivate students' attitude and ability of cooperation, communication and sharing, innovative spirit and practical operation ability.

3, process and method objectives:

Strengthen the contact and communication between in-class and out-of-class, in-school and out-of-school, so that students can fully develop their knowledge integration ability and bold innovation ability in the practice of the concept of "big language", thus gaining basic humanistic quality and laying the foundation for students' lifelong development.

Third, the focus of the activity

(1) lead students to collect, sort out, analyze and process materials, thus broadening students' horizons, reforming students' learning methods, and enabling students to acquire the comprehensive practical ability needed by modern society.

(2) By guiding students to carry out this practical activity, learning to make activity plans and consciously participating in practical activities, students' ability to collect and process information is initially cultivated. At the same time, through different ways to show and communicate, cultivate students' attitude and ability of cooperation, communication and sharing, innovative spirit and practical operation ability.

Fourth, the difficulty of activities.

1. Through observation, interview, investigation and other activities, let students know more about the development of their hometown, feel the changes in their hometown, and inspire students to love their hometown and their motherland.

2. Strengthen the contact and communication between in-class and out-of-class, in-school and out-of-school, so that students can fully develop their knowledge integration ability and bold innovation in the practice of the concept of "big language", thus gaining basic humanistic quality and laying the foundation for students' lifelong development.

Verb (abbreviation for verb) preparation before activity

Teacher preparation: cameras, video recorders, etc.

Student preparation: Prepare the survey equipment, get the support and cooperation of parents in advance, and contact relevant personnel in advance.

Activity process of intransitive verbs:

The whole activity is divided into four stages: preparation, implementation, summary and expansion. The preparation stage is mainly based on design and production, and the main processes are theme generation, scheme design and questionnaire production; In the implementation stage, social investigation and experiential learning are emphasized, and the main processes are investigation, interview, improvement of investigation scheme and data collation; The summary stage focuses on reporting, presentation, communication, summary and evaluation; The expansion stage is mainly the promotion and practical application of activities.

The planning and preparation stage of the first stage project

(1) Activity time: 65438+ 0 ~ 2 class hours.

(2) Teacher guidance process:

1. Create a scene and generate a theme.

(1) dialog import:

Students, who doesn't say that my hometown is good (who doesn't say that my hometown is good), do you know our hometown-Shiqiao (Ganyu County)? Have you ever paid attention to the sky, land, people, yesterday and today in your hometown? Have you seriously thought about the changes in your hometown? This comprehensive practical activity is to let everyone "open their eyes" to discover the beauty of their hometown and feel the changes in their hometown!

(2) exchange guidance, establish the theme:

It seems that although our classmates live in the countryside, how can we deepen our understanding of our hometown? My hometown can be Ganyu or Shiqiao. Do you think it is feasible for us to carry out such activities? (Students discuss and communicate)

Teachers and students negotiate to generate a theme: "Who says my hometown is good". (blackboard writing topic)

2, ask questions, establish the object of investigation.

Teacher: Then from what aspects should we investigate and study our hometown?

After the children expressed their opinions, they summarized and determined the following investigation points: the investigation scope of industrial agriculture, the investigation of natural scenery, and the investigation of hometown customs.

3, interview survey method guidance

(1) Teacher: What should be considered in the investigation?

The teacher organized the students to discuss in groups: Who should be investigated? Investigate what? How to investigate? Three key issues.

Key points of teacher's guidance in this session: pay attention to safety, think about problems, contact the interviewer, talk politely and bring tools. ...

(2) On-the-spot simulation investigation, in which the teacher as the investigation object investigates the students, finds out the problems and guides the coping strategies.

(3) Students' main activities:

1, independent combination, investigation and division of labor, design activity plan.

(1) According to the above summary, divide the students in the class into four activity groups, and guide the students to choose the appropriate investigation group according to their own specialties, abilities and places of residence.

(2) Task assignment: the first activity group investigates the industrial agriculture in hometown, the second activity group investigates the natural scenery in hometown, the third activity group investigates the local customs in hometown, and the fourth activity group investigates the past, present and future of hometown.

(3) The tasks of each group should vary from person to person: guide students to choose suitable positions according to their abilities, specialties and living conditions. Preparation: team leader, recorder, photographer, interviewer, information officer, investigation report writer and investigation result reporter.

(4) Design a small research activity plan.

2. Design a questionnaire

Design of students' discussion questionnaire.

The second stage is the project implementation and inquiry stage.

(1) Activity time: 2-3 weeks after class.

(2) Activity mode: Invite the instructor or parents to collect relevant information in groups and interview relevant personnel, or practice alone.

(3) Student activity process:

1, carry out field investigation activities.

(1) Investigation of industrial agriculture in hometown;

Taking the group as a unit, with the guidance of instructors and the cooperation of parents, some enterprises and large grain growers were selected to visit and investigate, and statistics were made in the office of the Party Committee, mainly to investigate the development of factory farming in 2008, such as planting enterprises, ecological parks, large grain growers and attracting investment.

(2) Investigation of natural scenery in hometown:

Take the group as a unit, and under the guidance of the instructor, carry out investigation activities in the natural scenery and places of interest closest to home.

(3) Survey of hometown customs:

Take the group as a unit, under the guidance of the instructor, get in touch with the counselor of the town cultural station and the artist of the other village in advance, and investigate the local conditions and customs of the hometown.

(4) Investigation on the past, present and future of hometown.

Taking the group as a unit, under the guidance of the instructor, the middle, young and old farmers in several villages were randomly selected to carry out investigation activities, mainly to investigate the past, present and future life of their hometown.

Step 2 collect information

1. Discuss with teachers and students to clarify the purpose and method of collection.

According to the different ways, it is divided into five groups: interview group, investigation group, investigation group and reference group. Students can freely group according to their own actual situation.

2. Group the collection and determine the content of the collection.

Interview group: go deep into factories, post offices and other units to interview and understand the changes in industrial scale and communication facilities and means.

Investigation team: Walking around the streets, visiting on the spot and investigating the changes of road traffic.

Investigation team: Take a representative family as an example to investigate the changes of its food, clothing, housing and transportation.

Reference group: Go to reading rooms, libraries, communities, archives and other places to search and read information about changes in hometown.

3. Time: two weeks.

4. Organize materials and make tabloids.

The information collected by students through various channels and methods is scattered and numerous. So it is necessary for me to ask students to learn to choose and organize materials.

(1), around the theme, determine the key points.

There are many materials reflecting the changes in hometown. When communicating, you can't cover everything. So when sorting out the information, you should first determine the key points according to the collected content. Secondly, it is necessary to screen materials around key points and arrange more, finer and more detailed materials related to key points, and the rest materials can be omitted or even not used.

(2) Press the key to confirm the form.

After collecting a lot of information and determining the key points, we should consider what form to report. The choice of form can be the Eight Immortals crossing the sea, each showing his magical powers, which can be pictures, words, forms, photography, videos and so on. Of course, it can also be a combination of various forms.

(four) the focus of teacher guidance:

Emphasize the requirements in the investigation:

(1) Pay attention to safety issues and bring survey tools, including questionnaires, interview notebooks and photography tools.

(2) Collect information through various channels, ask concise questions, pay attention to language politeness, and give a good impression.

The third stage is the summary and communication stage of the project.

(1) Activity time: 2 ~ 3 class hours.

(2) Students' main activities:

1, group chat, discuss your feelings and gains.

(1) What investigation methods have been adopted in the investigation practice? What difficulties have you encountered and how to overcome them?

(2) What did you learn through the investigation?

(3) What advantages and disadvantages do you think you have in your activities? Do you have any new plans for future activities?

(4) Evaluate the division of labor and cooperation in your own group.

(5) Each student writes the harvest and reflection of each specific activity.

2. Presentation of research results: The presentation method of the results is selected by the group according to the actual needs, so as to show the whole process of collecting information or the experience of harvesting and participating in activities.

Teacher guidance focuses on:

1. Documenters and collators need to collate and display the first-hand information obtained by team members in the investigation activities.

2. Do a good job in students' summative evaluation: according to the requirements in the comprehensive practical activity evaluation form, make a fair and reasonable evaluation from four aspects: parent evaluation, self-evaluation, group evaluation and teacher evaluation.

3, students in the reporting process, teachers listen carefully, timely capture generative problems, and extend the theme of activities.

4. Instruct students to pay attention to safety when going out for inspection, and be good at discovering traffic violations.

5. Teacher evaluation summary.

(1) Give the right to award prizes to each student, and the winners will be selected through their discussion and evaluation. Won the awards of "Best Interviewer", "Best Photographer", "Best Recorder" and "Best Data Organizer".

(2) Making a learning garden based on the survey results.

(3) When evaluating students, teachers should guide students to set good standards.