Kindergarten lesson plan development education on the bus

1) Analysis of teaching materials.

Writing requirements for the analysis part of the textbook: three operational requirements: (1) Analyze the requirements of the Curriculum Standards.

2) Analyze the position and role of the content of each lesson in the overall curriculum standards and in each module (each textbook). (3) Analyze the difference and relationship between the content of each high school textbook and the relevant content of junior high school textbook.

2) Student analysis.

Writing requirements for the student's analysis part: three operational requirements: (1) Analyze the student's existing cognitive level and ability. (2) Analyze students' learning problems. (3) Analyze students' learning needs and learning behaviors.

3) Teaching Objectives.

Writing requirements for the Teaching Objectives section: Three operational requirements: (1) Determine the knowledge objectives.

2) Determine the training objectives of competencies and methods and their teaching implementation strategies. (3) Determine the teaching selection points and teaching implementation strategies to guide students' emotions, attitudes, and values.

Activity intention: There is a simple and beautiful emotion between parents and children, but the expression of this emotion in the activity often seems superficial and thin, in fact, the ordinary things in the life of children are also intriguing.

In the activity, the teacher takes the parents around the children as an incision, and tries to quantify the emotions to a certain extent by appreciating, making and telling record cards, etc., so that abstract things become real, so that the potential family affection can be naturally revealed, so as to improve the children's language expression and social communication skills.

Activity objectives: 1. Experience the sweetness and tacit understanding between parents and children.

Activity process: 1. I am with my parents.

1. Listen to the recording to bring out your parents. (See reverse side for content).

2. Appreciation**. Who's on it? What are they doing?

Second, my parents.

2. Teachers and children discuss and record the symbols of mothers.

Whose dad (mom)? Does mom and dad grow tall? What is the sign of Mom and Dad? What does Mom and Dad do? Who is Dad's (Mommy's) favorite person?

3. Encourage children to introduce their fathers and mothers to their peers.

4. Individual children introduce their parents to everyone in order according to the record card.

3. I love Mom and Dad.

1. Be bold in sharing your sweetness with others.

2. Listen to the recording and experience the warm parent-child emotion.

P.S. My mom and dad are tall trees.

I'm always lying on top of them like a little animal.

My dad is a tiger and my mom is a mouse.

Hehe, don't be afraid, don't be afraid, this is their sign.

My dad was a basketball coach and a slam dunk.

My mom was a police officer who specialized in catching thieves.

If I want to say who my dad likes, it's me and my mom.

I love Mom and Dad and Mom and Dad love me too.

Objectives:

1. Understand that interjection is an unwelcome behavior.

2. Strive to pay attention to lightweight women in conversations and don't interject casually.

Activity preparation: 1. Material preparation: a number of animal hand puppets such as starling birds and white rabbits.

2. Material matching: children's activity operation materials.

Activity process: 1. Teachers introduce stories to stimulate children's interest.

Teacher: Many interesting things happen in the forest every day, and you see, this morning, such an event happened in the forest.

The teacher uses hand puppets to tell vivid stories. Guide the children to discuss, who is in the story? Do you like this starling bird? Why?

2. The teacher combines the operation materials to tell the story again, and helps the children further understand the content of the story by asking questions.

Teacher: 1Why does the starling say to himself: I can really speak, I can really speak?

2Why are the little white rabbits angry? 3. Why is everyone very disappointed when the ** meeting is held in the forest? 4Why didn't the critters catch the big bad wolf?

Why did they ignore the starling bird, leaving it alone and crouching on the tree?

What's wrong with the starling bird? What's so bad about it doing that? What should I do?

3. The teacher organizes the children to discuss the life situation: 1. During class, the teacher asked everyone a question, and Doudou said the answer without raising his hand. Sometimes, halfway through the teacher's words, Doudou can't help but say what he thinks.

Is that right? 2Mom is talking to a guest, Honghong insists that Mom tell him a story, do you think she is right to do this?

Teacher: What other behaviors have you found to be rude? How should I correct it?

Teacher's knot: The etiquette of listening - look at the other person, answer in time, and don't rush to speak. Interjection etiquette – wait until someone else is finished speaking before intervening in the topic you want to talk about.

Teaching content.

I'll listen carefully, I'll dare to say it out loud".

Class schedule. 8 Purpose of the activity:

1.Cultivate children's good behavior habits of listening carefully to others' speeches and experience the happiness brought by careful listening.

2.Know that listening carefully to others is a way to respect others and how to listen.

3.Be able to express yourself boldly in front of the group and express your own opinions.

Preparation for the activity: communication games, children's performances.

Activity process:1Teachers and children come to play a game of communication and listen to the results of the children's communication at the end. Discuss why there is a mistake in the message. Let's break it down. Young children discuss freely.

2.Play the game of communication again, and ask that when you are talking, you should use your hands to cover both sides of your mouth to prevent others from seeing the shape of your mouth. The voice of the message should be small, but it should be pronounced clearly so that the third person cannot hear it.

The group that spreads fast and accurately wins, and the teacher gives encouragement. Summary: Only by listening carefully to what others have to say can you complete this game.

3.When talking to other people, be sure to listen carefully to what they have to say and not be half-hearted. Do what you are asked to do and you will be successful.

4.Organize children to show themselves alone in front of the group. Choose multiple children to take turns to perform alone in front of the group to show themselves. And encourage every toddler!

5.The teacher explains the story "Kitten Fishing", and the children freely discuss why the kitten can't catch fish? Ask your toddler to speak up about his thoughts.

6.The game "I want to say to you". With the topic "I want to say to you", ask the children to think about what they would say to their best friends today. Take turns and ask children to say what they want to say to their best friends.

7.You must learn to listen carefully to everything, and you must express yourself boldly. Be a generous, happy, and cooperative child.

Home Fit: 1During daily activities, parents and teachers guide children to come forward and tell their own stories or stories, and they listen carefully.

2.In everyday life, children should learn to speak softly, listen carefully and not interrupt others. Don't be afraid to speak up.

Objectives:

1. Learn to sit correctly;

2. Develop good posture habits for children.

Core elements: sit in a chair, head up, eyes level, back straight, legs together, feet together, two small hands, gently touch the knees.

Prepare for the event: Chairs.

Basic process: a) Import activities.

Introductory words: "Now I want to introduce how to sit, please look at it carefully".

ii) Key Steps:

1. Demonstrate the posture of "sitting".

1) Hold the back of the chair with both hands, the front legs of the chair and gently pull it out.

2) Stand in front of a chair with your upper body leaning forward, hips two-thirds in front of the chair, upper body straight, feet together, toes facing forward, hands on knees, eyes level.

2. Introduce how to sit without a table.

1) Position the chair: Rest your four legs on the floor steadily.

2) Demonstrate sitting posture: sit gently on the chair; Step-by-step demonstration of upper body, legs, hands, and head posture.

3) Discuss with the children after the demonstration:

1) Why should the body sit upright, and why should the body sit in the direction of the front?

2) Why do I sit with my legs together?

Extension of activities: 1. Educate children on sitting etiquette through storytelling and role-playing.

2. Take pictures of the correct sitting posture (including eating, reading, painting, etc.) shown by children in their usual activities, or wash them into ** and post them in the theme board newspaper, or make them into DVDs for children to watch.

Home interaction: 1. Parents should pay attention to the sitting posture of their children and guide them to develop good sitting, standing and walking postures.

2. Parents should pay attention to their sitting posture and set an example for their children.

Precautions: 1. Feet should be on the ground and placed under the table.

2. Put the chair back under the table as soon as you leave your seat in the classroom.

3. After sitting down, you can put your hands on your knees or on the table.

Reflection on the activity: 1. Which part of the activity is the child most interested in? Why?

2. What do you think is the success of this event?

3. What do you think needs to be improved? How can it be improved?

Objectives:

1. Know all kinds of vegetables, know the name, color and nutrition.

2. Educate children to eat more vegetables.

Preparation for the activity: 1. Treasure chest, potatoes, carrots, green radish, cabbage, celery, leeks.

2. "Vegetable Baby Nutrition" courseware.