As a faculty member, you are usually asked to prepare lesson plans, which are good for teaching and help in teaching and research activities. So have you ever learned about lesson plans? Here are 8 lesson plans for large classes that I have compiled for you.
Large class lesson plan Part 1Activity Objectives
1, active cooperation, experience the joy of unity with great strength.
2. Try boldly and learn to make powerful paper ropes.
3, through the experiment, the emergence of the interest in exploring the paper rope to withstand the force.
4, willing to try boldly and share their insights with their peers.
5. Cultivate children's observation ability and hands-on ability.
Activity Preparation
napkins, rolls of paper, a number of baskets, a number of oil drums (some heavy and some light)
Activity Process
1. What is it for?
Teacher: This is the napkin in our life, people like to use soft napkins to wipe their face, wipe sweat, wipe their hands ......
Teacher: Have you ever played with napkins?
Teacher: Then play with the teacher again today.
2. Encourage children to make a paper rope and try to lift the bucket.
Teacher: First of all, who can make a paper rope out of a napkin?
Teacher: Does it have strength? Can it carry things?
Teacher: Some say yes, some say no, in the end how, let's try!
Teacher: listen carefully to the requirements, children in the "1" basket to take a napkin, make it into a paper rope, and then come here to pick up the bucket, to pick up this way, do a good job you can come up and try it!
3, talk about the secret of the paper rope teacher: please pick up the bucket of children to stand this side, temporarily did not pick up the bucket of children to stand on the other side.
Teacher: I give you the same napkin made of paper rope, why you can pick up, you can not pick up for the time being?
Teacher: Let's discuss this together.
Teacher: Why is that? Do you like to know the secret?
(each side of a paper rope)
Teacher: What do you find different? There's a secret hidden here. Do you want to know? The first thing you need to do is to look carefully at it!
(Teacher demonstrates making a strong paper rope, extending the different sides of the paper rope to make a paper rope)
Teacher: Now you can make a strong paper rope?
Teacher: Knowing the secret, let's try again.
Teacher: The paper rope must be tightened, the tighter it is, the more powerful it is.
4, try to carry a bucket teacher: now the paper rope can be very powerful! It wants to carry a heavier bucket, who will try?
Teacher: Do you want to challenge a heavier bucket?
Teacher: What can you do to lift a heavier bucket?
Teacher: Now it is more difficult to lift two buckets, how many ropes can we use to help?
Teacher: Now it's harder to lift two buckets.
Teacher: united paper rope power!
5, experience expansion teacher: do you want to do a power and long paper rope?
Teacher: we two children cooperate to complete a tight and long paper rope, and then use your paper rope to pick up heavier things to go!
Activity Objectives:
1. To learn to run, climb and drill quickly, and to improve the balance and coordination of the body.
2. The spirit of solidarity and cooperation, as well as the courage to challenge the personality qualities.
3. Experience the fun of sports and enjoy participating in outdoor sports.
Activity Preparation:
Ladders, mats, cabinets, etc., tape recorders and related music.
Activity process:
Warming up - free exploration - basic activities - group games
Teacher: children today we are going to the firefighter training camp, first of all, let us exercise.
Second, the basic part
Game 1: free to break through the barrier
1. Teacher: we use the fireman uncle of these instruments, with the way you can think of free practice.
2. The children explore different ways, and the teacher patrols to guide, help and protect.
Game 2: Speed Rescue
1. Teacher: Think about what is the most important thing for the fireman uncle to save people.
Young: to run fast, to extinguish the fire, to be very brave.
2. Teacher: Now we have two big ladders in front of us, let's try to run with swinging arms and quickly pass the ladder flat on the ground. (Teacher modeling arm swinging tiptoe quickly through the ladder)
Young: Wow, so fast. I can do it too.
Teacher: How is it, do you think it is difficult?
Children: Yes, it's not difficult.
Teacher: then the teacher wants to find a way to test you, increase the difficulty of switching to open and close jump through the bamboo ladder.
Teacher: How do the children feel?
Young: my body jumped to the front at once.
3. Teachers can use speed to increase the difficulty.
4. Summary: children are really good, 1.2.1 really fast.
Game 3: Balance and cooperate to save people
1. Teacher: After successfully passing the second level, there is now a swinging bridge in front of us, do you want to try how to cross the swinging bridge now?
2. young: want, I want to try.
3. (Teacher demonstration: feet clamped on the vertical flat ladder, one by one to clamp the ladder to prevent it from falling down.)
Teacher: Why didn't the ladder fall down, and what happened when the teacher's feet were released?
Children: the teacher's foot clamped the ladder, released the ladder fell.
4. two groups of competition (teachers can be invited to participate)
Young: we want to beat the teachers.
5. Teacher's summary: you are really brave, work together to pass the swing bridge.
Game 4: Spider-Man
1. teacher: in addition to the fireman uncle run fast, the body is very flexible, but also need what skills?
Young: but also to climb.
Teacher: Yes, the ability to climb.
2. Teacher demonstration, children to practice.
Game 5: Survival in the crevices
1. Teacher: When the earthquake, the fireman uncle how to rescue it?
2. young: I know, I saw the TV firefighters uncle lift away the collapsed walls, lift can not go to the inside of the drill to save people.
3. Teacher: then we will try to see how hard the fireman uncle to save people (Teacher demonstration: crawl sideways through the cracks.).
4. Increase the difficulty, children are free to choose their favorite difficulty challenge.
5. Teacher summary: everyone is really great, today we rely on their own ability to complete all the training.
Game 6: fire rescue
All links in series, simulation of firefighters fire rescue.
Third, relaxation exercises
Listen to the music and relax your body with the teacher.
Activity Name : Proposed Painting "Flowers"
Activity Objectives:
1, learn to draw spirals to show flowers.
2, can use different colors to express flowers.
3, like to participate in activities. Bold expression.
Activity Preparation:
1. Experience Preparation: children go out and observe various forms of flowers with the teacher. Recognize the names of flowers. Collect photos and pictures of flowers. Make comparative observations: "How many petals?" "What flower also has x number of petals?" What do the petals look like? Where is the center of the flower? Does the flower smell the same? What colors do flowers have? What animals like to visit flowers?
Do the game "little bee nectar". Further familiarize yourself with the names and characteristics of flowers.
2, material preparation: cotton swabs, a variety of paints, rags, table mats, white paper.
3. Teaching aids: model paintings, stick pens, paints.
Activity process:
1, show and observe the model painting. To arouse children's interest:
"Spring is coming. Spring comes. Flowers bloom. Red flowers bloom. White flowers bloom. Bees and butterflies are flying in-" (Put the picture of the little bee on your hand. 'Fly' to the model picture)
"Where did the little bee fly to?" "What does the flower look like here? What colors are there?"
"How are flowers like this painted?" (Children free to express their views)
2, learning to draw spirals:
(1) point a dot on the paper as the center of the flower. Start drawing outward from the center of the flower. One circle is bigger than the other. The more circles you draw. The bigger the flower becomes.
(2) Draw from the outside in. Draw a large circular arc first. Do not close the mouth. One circle is smaller than the other. Finally draw to the "flower center". Finally add the grass, leaves.
3, the children use the spiral line expression painting flowers.
(1) According to the children's ability. The children will be guided in different levels.
▲Guide children with strong ability to use spirals to express many flowers. Composition is full.
▲Guide children with weak abilities to master the use of spirals to express flowers.
2) Instruct children to draw in the role of a bee:
▲Use rich colors to draw-"Bees like colorful flowers!"
4. Appreciate the children's works:
(1) Put all the children's paintings on the floor. Set up a big garden. Ask the children to say to each other "Which flower is big? Which flower is small?" .
(2) Ask the children to choose bees or butterflies to stick on their favorite works.
Activity Objectives:
1. Feel the melody of the song and learn to sing the song.
2. Learn to express the skipping part of the song with a short voice.
Activity Preparation: tape and tape recorder.
Activity process:
1, in a game way, the front chorus learning, mastering the skipping sound singing.
Today, the teacher is going to play a game with the children, I'll do the old man, you do the little monkey, what I do, the little monkey should follow to learn to do. (Teacher and the chorus part of the melody to do action, when singing "come come come" when doing leg action, when singing "autumn is so beautiful" when doing open arms and embrace action)
Enjoy the question: you find this music in which section of the music is more special? (Focus on learning the skipping part)
2. Teacher shows the chart and guides the children to memorize the lyrics.
Activity Objectives
1. Understand the content of the story and be able to tell the story coherently according to the order of the pictures.
2. Be able to use the new experience to imagine and tell the conversation between the big bear and the little animals.
3,Actively participate in the storytelling activities and can express themselves boldly.
2. Activity Preparation
The children's book.
The key points of the guide
1. The focus of the activity: to be able to tell the story coherently according to the order of the pictures.
2. Difficulties: to be able to use the new experience to tell the story.
3. Guidance points: in the look, tell and lead to the children's understanding and tell the story.
Fourth, the process of activities
1. Interesting introduction
Teacher: This is the big bear's travel bag, the big bear will go on a trip, what will be in its travel bag? Listen to the story to know.
2, show the picture, the children observe the question:
What is the story about a thing? (Let the children carefully observe, mobilize the children's original experience, please individual children on behalf of the narrative)
Teacher: children tell the story is not the same as the picture?
3. Focus on the pictures to understand the storyline.
Questions:
(1) What did the bear say to the father? What did Dad do?
(2) Who saw Big Bear first? What did he say?
(3) Who then saw Bear? What did he say?
(4) Who met the bear again at the end? What did he say?
Teacher: Did the bear buy Auntie Goose's things? The bear met the fox again, did he buy something? Did he buy anything from the rabbit?
Questions:
(1) What did the bear say to Aunt Goose?
(2) What did Bear say to Fox?
(3) What did Bear say to Bunny?
(4) What happened to Bear at the end?
Teacher: Please say their conversation again to make our story long and nice.
4. Teacher tells the story once more in full
5.
(1) Ask the children to tell the story to each other in small groups.
(2) Will you tell the story to your good friends? Please find a good friend and tell the story to each other. (Ask 2~3 children to tell the story)
6. Teachers and students **** discuss with each other.
(1) Is it good for the bear to go on a trip and buy whatever he sees? Why?
(2) What should we take with us when we travel?
(3) What should you do?
V. Evaluation
Whether the children can tell the story to others with feelings.
VI. Activity Suggestions
The children's go home and say what they should bring in their travel bag when they travel, and record them with sketches, and arrange the wall decorations: my travel bag.
Big Bear's Traveling BagOne day, Big Bear said, "Ahem, I've grown up, let me travel by myself, okay?" Papa Bear was so happy that he took out some money and a travel bag and gave it to Bear, "Okay, son. Travel on your own." Bear wrote in big red letters on the bag, "Big Bear's Traveling Bag". Then he took the money and went out into the street. Aunt Goose saw Big Bear's travel bag and shouted, "Big Bear, why don't you buy some bread and red sausage for your trip?" Bear heard this and said, "Yes, yes." Then he went and bought 10 loaves of bread and 10 red sausages from Aunt Goose's store and put them in his traveling bag.
When Fox saw Bear's `travel bag, he said, "Bear, it's good to buy some fruits for the trip, to eat and quench your thirst." Big Bear heard this and said, "Yes, yes." He then went to the fox's little store and bought 10 apples and 10 pears, and put them all into the traveling bag.
The rabbit sister saw the big bear carrying a travel bag, said: "Bear ah, your travel bag is so beautiful ah, but unfortunately a little small, otherwise, and buy some mineral water and drink how good." The big bear heard this and said, "My traveling bag is very big and can hold a lot of things. Here, let me buy 10 more bottles of mineral water and 10 more bottles of orange juice." Carrying the heavy traveling bag, the big bear thought happily as he walked, "I'll walk to the creek, drink a bottle of mineral water, then eat 2 breads and 1 red sausage, and then eat 2 apples and 3 pears ...... Oh, it's so beautiful." Thinking of this, he hurriedly wiped the drool that came out of his mouth and continued to walk forward.
Bear came to a big tree, he put the travel bag on the ground, his butt on the ground and lay down, a turn of the eye will snore.
The bear dreamed many, many dreams. But when he woke up, he saw himself lying on a cot at home, beside the father bear, on the ground there is a bulging travel bag, which reads: big bear's travel bag.
Teaching Objectives:
1. Recognize the thermometer, know the purpose of the thermometer
2. Make the children get the rough experience of how the thermometer indicates the temperature, and learn the simple skills of observing and measuring the temperature.
3. Cultivate children's interest in measuring temperature.
Teaching Preparation: One thermometer for each group, other thermometers
Activity Process:
1, let the children know the thermometer teacher guides the children to observe the thermometers, see what's different about these thermometers?
2. Teach the children how to measure the temperature
a) The children measure in groups, and the teacher goes around to guide them. Help the children to use the thermometer and read correctly.
b) Guide children to take the thermometer outdoors and observe the change of the thermometer.
1. Do it in small groups, put the thermometers into cold water and hot water respectively, and observe the changes of the thermometers
2. Teacher guides and participates in recording. End of activity.
Effect analysis:
Because the children have some prior experience of thermometers (in the class, the children have long been observed), so it is easier to accept, the children's interest is stronger, observed the thermometer in different water temperatures, but the digital record is not very good, because the number of thermometers is too small, the compartments are too small, some of the thermometers are too small, the number of thermometers is too small, some of the thermometers are too small. However, the recording of the numbers was not very good because the numbers on the thermometer were too small and the compartments were too small for some children to see clearly. It is recommended that when conducting this activity, teachers can enlarge the small cells of the thermometer and draw them on paper for better results.
Activity Reflection:
After teaching the lesson of "Changes in Water Temperature", the overall feeling is that the gains and losses are mixed, and there are both successes and failures. Success lies in the teaching resources of this lesson to do a more appropriate treatment, which has a predetermined, such as the selected method of analyzing the change in water temperature. There are also generative, such as the treatment of experimental error; failure is that the lesson did not complete the teaching task according to the predetermined plan, the classroom teaching time is relatively tight, the two questions after the lesson (two cups of hot water with the same temperature and different amounts of water, placed for a period of time, the temperature is the same? How to make the temperature of a cup of hot water come down as soon as possible?) were not solved as planned, and the more serious problem is that the students' enthusiasm for participating in the experimental investigation is not high. Review the lesson, specific reflections are as follows.
A clear purpose of the experiment is more conducive to students to participate in the exploration activities
"The change in water temperature" is the students in the mastery of the use of thermometers on the basis of, and is the first time they learn science courses since the first experimental investigation activities, the teaching purpose of the lesson, is to guide the students through the experimental study of the law of the change in the temperature of hot water. However, the conclusion of this experiment must rely on more accurate experimental data, therefore, it is also required that the experimental operations carried out by the students are more accurate, in addition to the whole class adopts a unified method of timing, mainly responsible for reading the group leader in accordance with the requirements of the correct reading of the data on the thermometer on time. However, many students did not do well enough in this part of the experiment, and they were eager to observe the degrees on the thermometer. As a result, there was some distraction when recording the temperature and analyzing the data. In addition, there are a few responsible for reading the group leader also did not do to concentrate, so the order of the reading is a little chaotic, which also led directly to the students will record the temperature in the textbook, calculated the difference between the two neighboring measurements of the temperature, then eager to observe the temperature of the hot water, but seldom to think about the law of the change of the temperature of the hot water, or lack of their own previous guesses of the enthusiasm of the scientific investigation.
Thus, it seems that the previous guessing session is also flawed, the problem lies mainly in the results of guessing did not cause students to engage in the interest of inquiry, that is to say, did not turn the results of the guessing into the goal of the students to explore. The reason for this consequence lies in the fact that I prefer the former between accomplishing the teaching task of the lesson and stimulating students' interest in investigation, in the fact that primary school students are not good at abstract logical thinking, in the fact that students have just come into contact with experimental investigation as a new problem-solving method, and also in the fact that I lacked the necessary anticipation of the above situation, and lacked an in-depth understanding of the situation of the students, and that my own expectations of the teaching were far greater than the students' receptivity, that is to say, my own expectations of the students' ability to receive the lesson. acceptance ability, that is to say, their own grasp of the student situation is not in place. In this regard, the successful completion of the experimental teaching task is very difficult.
Therefore, it is necessary to improve the link of guessing the temperature change of hot water before the investigation activity. My original approach is to organize students to talk, the temperature of the hot water will gradually decrease, followed by the organization of the students to further guess and come up with the following two hypotheses: First, the temperature of the hot water is first fast and then slow: Second, the temperature of the hot water is first slow and then fast. Such guessing results for the students is obviously a lot more difficult, but also diluted the purpose of the experimental investigation activities. Therefore, it can be changed to this introduction "the temperature of hot water will gradually decrease, then, the change in the temperature of hot water will be a specific situation? This class we can experiment to explore in depth." Then, the organization of students to design the experimental program. In this way, the previous kind of dragging introduction will be avoided and a lot of time can be saved. At the same time, it is conducive to positioning the students' thinking activities in the next development of experimental programs, carry out investigation activities above.
Second, simplify and improve the analysis of experimental data
For the analysis of experimental data, I gave up the textbook provided by the use of line graphs, change for the students to calculate the difference between the neighboring two experimental data, and then finally the experimental data of the various groups are presented on the blackboard above, so that students can directly observe the difference in temperature, and find out the pattern of change. The reason for this treatment, one is to take into account the knowledge level of the students, because they have not yet learned line graphs, so the use of the natural will have some difficulty; secondly, in order to facilitate to see the effect of the experiment, the temperature of the hot water used in the experiment as much as possible to do a very high temperature, which in turn led to the temperature change on the line graphs do not look particularly obvious; thirdly, this can be done, so that the data measured by each team can be used, both to meet the need for the universality of the experimental conclusions, but also allows each student can feel the value of the experimental operation they are engaged in, which is a specific embodiment of respect for the fruits of the students' labor; Fourth, this treatment, but also proven, I used to teach this link, but also used this way of analyzing the experimental data, and the effect is more satisfactory.
Third, timely treatment of generative teaching resources
How to deal with errors in the experiment, for this session is a generative teaching resources. The attitude and method of dealing with errors is an important and valuable resource to teach students to look at the experimental results correctly, educate them to pay attention to the standardization of experimental operations, and let them develop a rigorous scientific attitude. When summarizing the conclusions of the experiment, some students thought that the conclusions were a bit reluctant due to the large errors in the data measured by some groups. In this regard, I do not perfunctory, but the right face, let the students consider the experimental data of each group, with the universality of the individual cases to correct the inadequacy of some students' minds, and further guide the students to analyze the reasons for the error: readings, the line of sight is not level with the top of the thermometer column, readings of the time too early or too late, and so on. From this point of view, the experimental process of error handling, should not be avoided, but should be rationally faced, scientific analysis.
Here also involves the relationship between predetermination and generation. In my opinion, the preset is a lesson should be completed in the basic objectives, in the completion of these preset goals, students are only students in the general sense; generation is based on the human - student development on the basis of the teaching objectives, attention to the students in front of them, attention to the students, and due to the generation of the problem from students, and therefore more able to attract their attention, stimulate their interest in learning, it is easier for them to understand. It is also easier for them to understand and master. If a class only focuses on and accomplishes the preset objectives, then such a classroom is undoubtedly not dynamic to speak of. In this sense, the generation of the classroom is a student-oriented classroom, is bound to be a wonderful classroom.
Activity Objectives
1, guide the children to paint with fingerprints, stimulate the children's interest.
2. Encourage children to actively participate, feel the fun of finger painting, and play the flexibility of fingers.
3. Through finger painting, children can experience the bravery and strength of the plum blossom.
4. Increase the interest and ability to participate in environmental decoration and experience the joy of success.
5. Cultivate children's initial creative ability.
The key points
1, the use of fingers to point out the plum blossom.
2. Simply feel the strong and brave spirit of the plum flower.
3. Painting process.
Activity Preparation
Classroom materials, pan painting, watercolor paints, palette, white paper, wet wipes and so on.
Activity process
I. Greetings to teachers and students
II. Lapis lazuli flower finger exercise
III. New teaching:
1, Children look at the teacher ah! Today to our class invited a beautiful guest, his name is called the waxberry flower, like this beautiful guest?
2, want to recognize it? Then let's look at the big screen (something beautiful pictures in the wind and snow) when the cold winter came when our children are wearing thick clothes and all the flowers are withered only strong and courageous Lapis lazuli flowers in full bloom quietly and obscurely decorated with the cold winter. Look at these pictures, you want to say something to the waxberry flower? Look, how beautiful is this little plum blossom! Let's see what color its petals are. Who can raise their hands to say! (Well, that's a great answer, but next time remember to say it in full.) Now let's look at the heart of the flower and see what color it is. Raise your hand and say (Well, you observe very carefully) and then carefully observe to see how many petals in the screen of the waxberry flower? Let's count them together, okay (our class children are great!)
3, the children of the waxberry flower in the wind and snow in the spirit of strength also infected a lot of painters below let us come together to appreciate the works of famous artists!
4, see these beautiful pictures off the teacher can not help but want to draw a picture look off the teacher also brought their own works of children look good? Know what the teacher is painted with? (Right off the teacher ah is a finger point out) that you want to learn ah?
5, well now ah! Look at the teacher's demonstration seriously look, will remember accurate, see who look the most serious first of all, I laid out the paper followed by a finger finger belly to dip the palette in the paint this time must pay attention to can not be dipped in too much and then you dip your finger belly of the paint printed on the paper to see so that a petal is formed then the children's teachers forget the waxberry flower a **** how many petals ah? (You are really smart, right, off the teacher and then point a few petals can be.) Then the flower probably into what shape ah? (A look at you know that you are willing to observe the children) like this in a circular shape point five times, a Lap-mei flower is formed that Mr. Guan would like to point five in this order point out the Lap-mei flowers want to paint Lap-mei flowers are pointing out the end of your little wipes to wipe your hands, and then throw the wipes to your group of the small basket, we have to pay attention to the classroom hygiene Finally, we have to use watercolor pencils with a yellow color to paint the heart of the flower with brown to paint the trunk of a bunch of Lap-mei look at a bunch of Lap-mei flowers. paint the trunk of the tree and see a bunch of waxberry flowers on the formation of the children understand that there is anyone who has questions?
6, the teacher saw our children can not wait so now take out your little finger point out the beautiful plum blossom it! (Play music)
Fourth, the results show:
Stop just now ah! Mr. Guan saw the class of small painters are seriously point Lamei flowers it? Now ah! Which little painter is willing to bring your work to the front to share with your buddies? (fill in the painting)
V. Teaching summary:
Through the learning of this class ah! Guan teacher felt the children in our class are very like Lapis lazuli flowers brave and strong teacher also believe that you will also become a strong and courageous good boy! Then quickly with your hands beautiful Lapis flowers to decorate our beautiful "winter" it!
Activity Objectives:
1. Know that you are growing up, and there is still a semester to become an elementary school student.
2. Understand the classroom environment, re-select groups, and be able to design a logo for the group.
Activity Preparation:
1. Set up the class environment.
2. White paper, watercolor pencils.
Activity process
1. Talk; the last semester.
Understand that the school year has begun, and the children have only one semester left in kindergarten, so they should cherish the last few months of kindergarten.
2. Familiarize yourself with the classroom environment and play materials.
(1) Under Appearance, children are free to observe the classroom environment and the placement of play materials.
(2) Share your findings and tell us your favorite place in the activity room.
(3) Teacher: Introduce the classroom environment and consolidate children's understanding of classroom routines.
3. Free choice of groups.
(1) Children discuss and decide on new group names.
(2) Children freely choose their own groups, paying attention to the matching of men and women.
(3) Individual group members discuss group markers.
4. Children mark their groups.
(1) Each child designs and draws a mark for the group.
(2) The work of children in the same group is gathered on a piece of paper and fixed in the center of the table.