Whether it's sunny or rainy, the teaching plan of the debate activities in the kindergarten class.
Goal:
1. Be able to boldly and clearly express the views of liking/not liking sunny days/rainy days, and be interested in debating activities.
2. Have a preliminary understanding of the methods commonly used in the debate, such as statement, comparison, hypothesis and rhetorical question.
3. Abide by the basic rules of debate, such as taking turns to speak, raising hands, rushing to answer, etc., and proceed in an orderly manner.
Prepare:
1. lead children to understand the benefits and inconveniences brought by sunny and rainy days; Watch the video of adult debate to understand the basic process of debate.
2. Prepare a picture of "sunny day" and "rainy day" and a card of "debate", "statement", "comparison" and "hypothesis"; A blackboard, a long table and some small chairs.
Process:
1. Guide the debate and stimulate children's interest.
(1) The teacher shows pictures of "sunny day" and "rainy day", organizes children's dialogues and initiates debates.
Teacher: Is it sunny or rainy in this place where we live? Do you prefer sunny or rainy days?
(2) Teacher's summary: Your views are different, some like sunny days and some like rainy days. I believe you must have your own reasons.
2. Create a debate environment to guide children to understand the basic meaning of the debate and stimulate their desire to speak.
(1) Show the word card "Debate" and guide the children to discuss "What is Debate".
The teacher concluded: debate is argument. Everyone has two different views. Everyone gives their reasons, and the most important thing is to convince each other. This is a debate.
(2) Let children choose according to their own wishes and divide them into "sunny group" and "rainy group". If the number of people in the two groups is different, the teacher will guide the children to observe, analyze and discuss according to the on-site situation and make adjustments.
3. Have the first debate: take turns to speak and explain the reasons you want to say most.
(1) Discussion: Who should you look at when you speak? What should you do when others are talking?
(discussing these two questions before the debate is intended to help children realize the two basic rules of the debate: staring at each other and paying attention to listening. This can lay the foundation for effective debate and orderly debate activities. )
(2) Children take turns to explain why they like sunny or rainy days.
By taking turns to speak, on the one hand, every child is given equal opportunities to participate, on the other hand, every child has a moderate sense of tension subconsciously, prompting them to actively mobilize their existing experience to participate in the debate. Letting children "tell the reasons they want to say most" is to deliberately lower the threshold for participation and urge children to start talking from the beginning of saying what they can think of. )
Sunny Day Group A: I like sunny days, because I can go to bask in the quilt on sunny days.
Teacher: Did she say it completely?
Young (combined): complete.
Teacher: First, I said my opinion "I like sunny days", and then I said the reason "because I can go to bask in the quilt on sunny days".
Sunny Day Group B: I like sunny days, because I can go out to play on sunny days, but not on rainy days.
Sunny Day Group C: I like sunny days, because I can go outside to kill and disinfect.
Sunny Day Group D: I like sunny days, because I can wear skirts on sunny days, but I can't wear skirts on rainy days.
Teacher: On second thought, is that right?
Group E: I like sunny days, because I can go to bask in the quilt and do outdoor activities on sunny days.
Teacher: It seems that a child talked about bask in the quilt.
Sunshine Group F: I feel sunny, because the sun can generate electricity on sunny days.
Teacher: You know a lot. Now it's the turn of the children in the rainy day group
Rainy day group A: I like rainy days, because you can hear the clatter on rainy days, but not on sunny days.
Rainy day group B: I don't like sunny days, because playing outside in summer will tan us. Rainy days don't tan us.
Teacher: So ...
Rainy day group B: So I like rainy days.
Rainy day group C: (looking at the teacher) I like rainy days, because rain can water flowers.
Teacher: Who should you see?
Rainy day group d: the other side. I don't like sunny days. If I get too much sun, the plants will wither. I like rainy days. Rainy days can help plants water and let us know what it means to save water.
Teacher: She (rainy day group D) knows to look at each other.
Rainy Day Group E: I like rainy days, because grass, trees and flowers have grown up.
Teacher: Oh, I help them water in rainy days.
Teacher (summary): You all gave reasons for liking sunny or rainy days, and you were confident and made it clear.
4. Have a second debate: raise your hand and say more different reasons.
(1) Encourage children to communicate with each other and talk about the reasons why they are different.
Teacher: Besides the reasons just mentioned, are there any other reasons to prove your point? Now give everyone a minute, let everyone talk to the children next to them first.
The form of "raise your hand to speak" makes the debate enter an autonomous and spontaneous stage. "Talking about different reasons" is intended to broaden children's thinking, guide children to mobilize their existing experience to seek arguments from different angles and organize language expression, and at the same time infiltrate children's awareness of seeing problems from multiple angles. One-minute communication gives experienced children time to organize language, and also gives inexperienced children some inspiration and reference. )
(2) Encourage children to raise their hands to give more reasons, give feedback on the spot, and sort out their language. Remind children to abide by the debate rules of "raise your hand and listen".
Teacher: Now let's go to the second part of the debate: raise your hand and speak. I am the host. Please raise your hand if you want to speak, and see who can give more different reasons.
Rainy Day Group E: There will be a rainbow in the sky after the rain, so I like rainy days.
Teacher: Your reason is very good.
Sunny Day Group B: I like sunny days, because sunny days can give plants plenty of sunshine. If it rains, plants may be flooded.
Teacher: He spoke completely, using a good word "if" and "if it rains, then …".
Group A: You can play with mud in rainy days. As soon as the sun shines on a sunny day, the soil will dry up and you can't play with mud.
Sunny group A: Good driving sight on sunny days.
Rainy day group B: I didn't hear you clearly.
Group D in rainy days: Good driving sight in sunny days.
Teacher: Why didn't you hear clearly? How did he hear clearly?
Group B: What is the relationship between eyesight and rainy days?
Teacher: What does it matter? Think about it.
Rainy day group d: it's too vague.
Teacher: What is too vague?
Rainy day group D: The rain falls on the mirror and the driver can't see the road clearly.
Teacher: So the line of sight is good on sunny days. (Remind rainy day group B) It doesn't matter if you want to speak, raise your hand.
Sunny group C: You can't go out to exercise in rainy days. You can go out for exercise on sunny days.
Teacher: "When it rains ... when it's sunny ..." It's sunny and rainy.
Rainy day group f: driving in rainy days, you can draw on the glass under the condition of heavy fog; If it is sunny, you can't draw.
Teacher: It seems that you drew it. Have you ever painted?
Yang (he): Right.
Rainy day group B: If it is rainy, you can help us wash the car as soon as it rains.
Sunny Day Group D: I like sunny days because I can do outdoor activities on sunny days. Not on rainy days. If it rains too much, there will be floods.
Rainy Day Group D: I like rainy days, because there are all kinds of umbrellas in rainy days, so the roads in our city will become colorful.
Teacher: In that case, our city must be very beautiful.
Teacher (summary): In your speech with your hands up, you gave more different reasons and argued with the other party in some ways, which was great.
(Children often use "contrast" to explain their reasons and inadvertently start "confrontation". When teachers found this opportunity, on the one hand, they sorted out the sentences with incomplete expression and unclear semantics, on the other hand, they refined the debate strategies that children used more. For example, the teacher asked "What is too vague" and asked the children to further elaborate their views. For another example, the teacher immediately summarized the child's point of view as "comparison between sunny days and rainy days" and refined the "comparison" debate strategy to make the child aware of the wisdom in the words. This kind of immediate feedback, combing and promotion will undoubtedly improve children's language expression ability, enhance children's strategic awareness in the debate, and pave the way for the next free debate. )
5. Have a third debate: debate freely and refute the other side's point of view.
(1) Guide children to discuss: What kind of debate is free debate? The most important thing in an argument is to convince the other side, so how can we convince the other side?
Sunshine Group B: I just want to talk from the other side's point of view. For example, I am in the sunshine group, and I want to say that rainy days are not good.
Teacher: I don't know.
Rainy day group d: find out the bad places in sunny days and rainy days.
Teacher: Whose fault are you looking for?
Rainy Day Group D: I'm not good at finding rainy days.
Rainy day group C: Find a sunny day, yours.
Teacher: Don't faint. Don't convince yourself.
Teacher (summary): It is a good idea to listen carefully to what the other party is saying and whether his reasons are reasonable during the free debate. If it is unreasonable, it is a good idea to seize this reason to convince him. If your reasons are fully reasonable, you can also convince the other party, which is also a good way.
(2) Children can debate freely. Teachers encourage and guide children to pay attention to each other's views and refute them, and at the same time, through solving contradictions and conflicts in free debate, establish rules for orderly answers.
Teacher: Now let's try free debate. Anyone who wants to talk can say it without raising his hand. Five minutes, from now on.
Sunny day group B: I think sunny day is very good, because sunny day can make the road clean.
Group D in rainy days: Sunny days will burn the skin.
Rainy day group B: Why do I like rainy days? Because sunny days will burn us, we have to go to the hospital. I don't want to get a tan. I don't want to go to the hospital.
Sunny Day Group C: I like sunny days because it is dirty and wet everywhere.
Rainy Day Group D: I like rainy days, because colorful umbrellas turn urban roads into colors in rainy days.
Teacher: Say something different. This has already been said, and others already know your reasons.
Rainy day group F: I like rainy days, because rainy days can splash water, which is very beautiful.
Sunny Day Group B: I like sunny days, because if it rains heavily, the car will be flooded.
(Sunshine Group A stands up. )
Rainy day group D: It's rainy day group's turn.
Rainy day group B: It's our turn.
Teacher: The rule we just said is to answer first, and whoever grabs it is yours. Now that she has spoken, you all have to sit down.
Sunny Day Group A: I like sunny days, because sunny days can exercise the bones of people with calcium deficiency.
Teacher: Calcium supplement.
Sunny group F: (Stand up at the same time as rainy group B) I like sunny days because …
Rainy day group B: It's my turn to talk. I caught it.
Teacher: Which of them should speak first?
Sunshine Group B: Rock, paper, scissors.
Teacher: According to the rules of free debate, who said it first?
Rainy day group B: Me.
Teacher: Our rule is that whoever speaks first will speak, right? Which of you said it first?
(The children have said that they are their teammates. )
Rainy day group F: He (rainy day group B) stood up first, and he (sunny day group F) spoke first.
Teacher: Yes. (Facing the rainy day, Group B) Next time, you go first. Now, let's listen to other people's ideas before we can refute them.
Sunny group F: I feel fine in sunny and rainy days.
Teacher: He thinks it is fine whether it is sunny or rainy.
Rainy day group C: Me too.
Several children: Me too. ...
Teacher: Time is up. Just now, every child said many reasons, and another child thought it would be fine whether it was sunny or rainy. You have argued for so long that you agree with his hand.
Sunshine Group B: unanimous!
Teacher: In fact, in our life, it's really sunny with sunny benefits and rainy with rainy benefits. You are all clever children and can know this truth. Give yourself a little applause!
(In the first two rounds of debates, children mostly state their own views, while in the free debate, teachers pay more attention to guiding children to pay attention to each other's views, and initially try to "debate", encouraging children to convince each other with two strategies of "seizing each other's loopholes" and "finding out sufficient reasons" to promote the development of debate from unintentional to intentional.
Rules are particularly important in free debate, and unclear rules will turn the debate into a scuffle. However, it is difficult for children to really understand and abide by the rules by simple explanation. Therefore, the teacher deliberately let it go, waiting for the children to conflict because of unclear rules. This conflict highlights the importance of rules. It urges children to actively formulate and improve rules from different angles. For example, when one person speaks, others should listen quietly: when many people stand up at the same time, the child who speaks first speaks ... These rules made by children themselves are not only easy to understand, but also more willing to abide by. )
6. Children's self-evaluation and teachers' evaluation, and sort out new experiences to promote this debate.
(1) Guide children to evaluate themselves: How do you feel about your performance? Where is good? What's not good enough?
Self-evaluation is a process of self-reflection. We should believe that children have such ability and give them such opportunities. Children will see what they have done well in reflection to enhance their self-confidence, and they will also find their own shortcomings and strive to improve themselves. To cultivate an objective and rational attitude towards yourself and things, we should start from an early age. )
Teacher: How did you feel about your first performance?
Young (together): Good.
Teacher: Who can tell me what his own advantages are?
Sunshine Group B: Because we all expressed our ideas.
Sunshine Group C: Very loud.
Rainy day group e: still looking at the person opposite.
Rainy Day Group D: I also know the advantages and disadvantages of rainy days and sunny days.
Teacher: Do you think today's performance is a bit poor?
Sunshine group B: He (rainy group B) always laughs at us.
Rainy day group B: I feel that he (sunny day group B) is not doing well enough.
Rainy day group C: He (rainy day group B) always bothers others.
Rainy day group D: When someone is talking, he (sunny day group B) is also talking.
Sunshine Group B: I didn't say anything.
Rainy day group B: He (sunny day group B) always laughs at us.
Teacher: You all found other people's bad behaviors. Do you feel that your performance is a bit poor?
Young (together): No.
Teacher: You can feel the bad of others, but you should also think about what you have not done well enough, so as to improve yourself in the future.
(2) According to the children's on-site performance, teachers give positive comments from two aspects: expounding opinions and observing rules.
Teacher: This is the first time for you to do such an activity. You all performed very well. First, you all want to say, you all dare to say, and you can clearly say that this is what teachers want to see most. Second, you can all abide by the rules of debate, know how to treat each other, and know how to raise your hand in turn to speak; During the free debate, one child stood up and didn't speak. It was very orderly and everyone could hear clearly.
(3) Show cards such as "statement" and "hypothesis" to extract the strategies used in children's debate.
Teacher: Today, I want to pay special tribute to you for using many methods in the debate. For example, at the beginning, a child said, "I like sunny days because I can go to bask in the quilt on sunny days", which was very clear and complete. This is a method called "presentation" (presentation a word card "presentation"). There is another way, when people say it, they use the word "if", "if it is sunny (rainy) ... this is also a method called" hypothesis "(the word card" hypothesis "). Some children use the third method: "You can go out to play in sunny days, but you can't go out to play in rainy days". The comparison between sunny and rainy days is called "comparison" (show the word card "comparison"). You used so many debating methods today. With these methods, you can easily convince the other party, because what you say with these methods is very powerful and makes the other party speechless. Learn more about debate methods. You will become an expert in debate, and it will be difficult for others to argue about you. I hope you continue to refuel!
The teacher's evaluation returns to the goal, praising and encouraging children to speak boldly and actively in the debate and abide by the rules, and refining the strategies that children use more, thus stimulating children's interest and enthusiasm in the debate activities and promoting the development of the debate activities from unintentional to intentional. )
Comments:
Debate is a very challenging activity for children's participation and teachers' organization. How to promote the formation of the core experience of children's debate through appropriate activities has always been a problem that puzzles teachers. Through practical exploration, the above activities designed by teachers in Zibo Experimental Kindergarten provide some ideas for us to solve this problem.
First of all, choose a topic of life and start a conversation.
"It is better to be sunny or rainy" is a very daily topic. Whether at home or in kindergarten, people often discuss the weather, and many kindergartens also carry out "weather forecast" activities every day. In this way, the children gradually accumulated a lot of life experience about the weather. Teachers choose the topic of "sunny or rainy", which makes it easy for children to talk and feel that they have something to say.
Second, the implementation of a gradual strategy to promote in-depth debate
Choosing a suitable topic is the premise for children to speak. However, in order to really improve children's language and critical thinking ability, we should also adopt gradual teaching strategies, deepen debate activities step by step, and promote children's ability to by going up one flight of stairs.
There are three debates in the above activities: taking turns to speak, raising hands and free debate. Before that, there was a warm-up to discuss "what is the debate"; Then there is a reflection-the child's self-evaluation. So in the activity, the teacher actually organized five discussions to promote the spiral improvement of children's thinking ability. Especially in the middle three debates, from speaking in turn-everyone says what he wants to say most, to raising his hand-giving different reasons from others, and then to free debate-paying attention to the opponent's point of view and initially trying to demonstrate it, which promotes the children's experience of "explaining and sticking to their own point of view". "Preheating" in the early stage and "reflection" in the later stage also played a very good role. The discussion of "What is a debate" aims to let children "practice their mouths" first, and let children who dare to express and are good at expressing try to say it first, thus creating an atmosphere that actively encourages children to express. Letting children conduct self-evaluation is a process of guiding children to reflect on themselves, which is another promotion.
Third, grasp contradictions and conflicts and clarify the rules of debate.
Debate is a discussion with certain rules, and unclear rules will lead to chaos in debate activities. During the activities, children personally felt the contradictions and conflicts brought about by unclear rules, thus realizing that even free debate should have rules. In this way, children will actively formulate and improve rules and be willing to abide by them.
Fourth, summarize the methods of debate and improve thinking ability.
There are many ways to debate: statements, assumptions, comparisons, questions, examples and so on. If the teacher directly tells the children what methods they have, I believe they will find it difficult to understand. In the activity, the teacher takes the specific performance of children as an example to make children easily understand what is statement, hypothesis and comparison. Once children understand these concepts, they may consciously use and accumulate various methods of debate. This also stimulates children's interest and enthusiasm in participating in the debate activities, promotes the improvement of children's thinking ability, and promotes the development of the debate activities from unintentional to intentional.