Kindergarten middle class is looking for spring lesson plans
As an excellent educator, you often need to prepare lesson plans. With the help of lesson plans, you can improve the quality of teaching and achieve the expected teaching results. Come and refer to the lesson plans you need! Below is the lesson plan for kindergarten middle class looking for spring (selected 10 pieces) that I compiled for you. I hope it will be helpful to you. Kindergarten middle class looking for spring lesson plan 1
Design intention:
Spring is the season when all things revive and are full of vitality. Lead children into nature and explore the secrets of spring’s vital changes. Promote children to acquire new knowledge about spring and stimulate children's love for nature and life.
Activity goals:
1. Deepen children’s understanding of spring through personal experience and observation.
2. Use multiple senses to feel the beauty of spring, and use courseware to perceive the characteristics of spring.
Activity preparation:
1. "Where is the Spring" music tape.
2. Multimedia courseware.
Activity process:
1. The teacher plays the song "Where is the Spring".
Question: What season is sung in the song? What changes come in spring?
(1) Children share their opinions.
(2) The song "Where is the Spring" was played again in the classroom to let the children verify their ideas.
2. Organize children to watch multimedia courseware and feel the characteristics of spring.
Question: What season is it now? What changes come in spring?
Summary: Spring is here, the grass sprouts, the willow trees turn green, the flowers bloom, and the little swallows fly here...
3. Lead children to go outdoors to find spring and feel the changes of spring. Guide children to say: the spring I see; the spring I smell; the spring I hear, etc.
4. Organize children to improvise painting: "The Spring I Discovered".
5. Arrange paintings into exhibitions for children to appreciate and communicate with each other.
Activities extension:
In the reading area, guide children to compose the children's song "Where is the Spring" to stimulate children's interest in learning.
Work unit: Huagou Town Central Kindergarten Song Lingling Dou Yanling Kindergarten middle class looking for spring lesson plan 2
Activity goals:
1. Through various investments Associative combinations of materials to design creative decorations.
2. Cultivate children’s divergent thinking ability, aesthetic ability and hands-on ability.
Activity preparation:
1. Have enjoyed the beautiful scenery of spring.
2. Decorative materials
Activity process:
1. Stimulate interest and introduce activities
1. Lead children to observe spring Beautiful views.
Teacher: Children, look! What season is this picture of? (Spring)
Transition: The scenery in spring is beautiful. Look at the tall trees and green grass...
2. Invite children to participate in the forest dance and ask them to dress up. Own.
Teacher: The plants in the forest want to invite you to the party today. Do you want to go?
3. Stimulate children’s desire to creatively decorate their bodies.
2. Guiding conception, association and combination
1. Guide children to imagine and shape themselves based on life experience.
Teacher: Then how do you want to decorate yourself? What makes it beautiful?
2. Children talk about their association and combination of various materials needed for decorative works.
3. Independent selection of materials and imaginative production
1. Let children fully select decorative materials according to their own creative needs.
2. During the children’s production process, teachers should give appropriate guidance and guidance to individual children’s imagination and skills.
4. Introduce each other and display works
1. Introduce the names of the works and encourage children to express their works.
2. Inspire children to think about the waste items in life that can be reused through decoration. Lesson Plan for Looking for Spring in Kindergarten Class 3
Activity goals:
1. Experience the mutual care between small animals and the joy of the coming of spring.
2. Understand the content of the story and feel the changes of animals and plants in spring.
3. Actively participate in role-playing and be able to use appropriate language and actions to express story content.
Activity preparation:
1. Teaching wall chart: Spring Phone calls, tapes.
2. Pictures of little black bear, little squirrel, little white rabbit, little flower snake, little fox
3. Telephone props, phone cards.
Activity process:
1. Scenario creation to arouse children’s interest in listening to stories.
Teacher: Spring is here, and the little black bear hibernating in the cave was awakened by a sound. Guess what this sound will be? What will the little black bear do after waking up?
2. Teachers and children enjoy the story together and have a preliminary understanding of the content.
(1) Play the tape and let the children initially appreciate the story. And ask: Who is in the story? What did the little animals do? What did they say?
3. The teacher tells the story again based on the teaching wall chart to help the children further understand the story.
(1) The teacher tells stories based on the flip chart. And asked: In the eyes of small animals, what changes will happen in spring?
(2) Teacher: Who called first? Who did he call? What's the phone number? What did he tell the little squirrel? (Show animal pictures and phone cards based on the children’s answers)
(3) Guide the children to tell the content of other small animals’ phone calls based on the content of the pictures.
(4) Teacher: What did the little black bear do in the end? (Children are asked to learn from the little black bear)
4. Children tell stories in groups to deepen their understanding of the story. (Focus on the content of animal calls)
Children are free to choose animal headdresses, and they are narrated in groups of four, and the teacher guides on a tour.
Activities extension:
Place headdresses and props in the language area for children to perform story performances. Kindergarten mid-class lesson plan for finding spring Part 4
Activity goals:
1. Carry out wrist-pressing and hand-holding movements neatly and rhythmically with the music to encourage children to actively create and perform boldly.
2. Perceive the charm of rhythmic movements, train children's ability to listen to music and perform movements, and cultivate children's sense of rhythm.
3. Carry out seasonal education and know the beautiful characteristics of spring.
4. On the basis of learning song performances, combined with the plot of the game, pay attention to changing movements as the music changes.
5. Help children understand the lyrics by appreciating music, pictures and actions as a whole.
Activity preparation:
1. Prepare the recording of the song "Where is Spring" with green ribbon.
2. Take children to observe the scene of spring before class to enrich their impression of spring.
Activity process:
1. Ask what season it is now? Ask the children to listen to the song quietly and talk about whether the content of the song is the same as the scene of spring that the children observed.
2. Invite children to appreciate the rhythm of the teacher’s performance to arouse children’s interest in learning.
3. First, follow the rhythm of the song and perform exercises that combine clapping, pressing the wrist, ups and downs of the arm, and pressing the wrist. The teacher demonstrates the movements and asks the children to imitate.
4. Children tie green ribbons on their hands, practice them one by one under the leadership of the teacher, and perform in sequence with the music.
Teaching reflection:
During the activity, in order to prevent the children from singing from beginning to end, I used a conversation method to solve difficult quarter notes and emotional skills. The children took a short rest to allow the activities to be combined with movement and stillness. The children's performance basically completed my preset goals. Of course, there are still many shortcomings in this activity, and I hope teachers and experts can provide more guidance. Kindergarten middle class looking for spring lesson plan 5
Purpose of the activity:
1. Learn to listen to the prelude of the song, sing in unison and in groups to sing expressively and accurately sing the rests
2. Guide children to perform corresponding actions according to the music and the content of the song
3. Stimulate children's love for spring
Activity preparation:
Chart
Activity process:
1. Conversation: Tell the teacher what season it is now? What changes do you notice in spring? Isn’t spring beautiful? How are you feeling? (Inspire children to show their happiness) Then let’s sing out our happy mood.
2. Vocal practice: Use "Spring is coming" to practice your voice
3. Show the map: What do you see on the map? (Children can answer freely), clap your hands to praise the beautiful spring.
4. The teacher can compose such a beautiful poem into a song for the children to listen to (the teacher demonstrates the singing and asks the children: What mood did you sing it in?)
5. Teaching Sing the song three times
6. Question: Which line in the song do you like (children answer individually and then sing together)
7. Inspire the children to read the chart and sing the song together
8. Sing in groups (use guessing to decide which one comes first). After one group finishes singing, inspire the other group to say whether they sang well or not. What's so good about it? The teacher evaluates, focusing on singing the rests correctly, and then evaluates after the other group has finished singing.
9. Inspire children to create corresponding actions according to the lyrics, and then use actions to express the content of the song while singing.
10. Can you sing it with a nice voice to the teachers here?
End of activity: Learn how butterflies fly and birds leave the activity room. Kindergarten middle class looking for spring lesson plan Part 6
Activity goals:
1. Use existing knowledge and experience to reasonably arrange the pictures to express the changes of spring.
2. Be able to describe spring in coherent and complete language and use descriptive words.
3. Be able to participate in activities boldly and proactively, and gain an initial experience of cooperation.
Activity preparation:
1. A variety of white paper, wrinkled paper, wax paper, and corrugated paper for children to choose from.
2. Oil pastels and paints are available for children to choose from.
3. Each group will receive a large lead drawing paper (for layout), "Yangliuqing" and lyrical music.
4. This activity should be carried out on the basis that children have a certain amount of "spring" knowledge reserves.
Activity process:
1. Draw spring
1. Introduction: "Spring is here, our children are so happy. Today, the teacher will provide you with many materials (Introducing materials), let’s work together to move spring to our drawing paper.”
2. Make a request: “However, this time we are a little difficult. We will complete a spring picture as a group. Children in each group must divide the work and cooperate well, and work together to complete the task. ”
3. Children operate in groups (play the music of "Yangliuqing")
⑴. Children must first do the work. Discuss and divide the work well, and the leader of each group will be responsible
⑵. Encourage children to use a variety of methods
⑶. When teachers inspect, they can give some reminders as appropriate, or they can participate in a In the group, become a member of the children to complete the work.
2. Talking about spring
1. Paste the spring pictures completed by the children in sequence.
2. Ask each group of children to talk about spring. (Play lyrical music)
3. It is required to use coherent and complete language to speak, and use descriptive words. Kindergarten Middle Class Looking for Spring Lesson Plan Chapter 7
Activity goal:
1. Be willing to communicate with your peers about your feelings about spring and enrich your experiences about spring.
2. Improve the ability to listen and participate in supplementing other people’s narratives.
3. Try to imitate prose.
Activity preparation:
Logo pictures: three greetings, one baby face, one image of running, jumping, and flying, one each of eyes, ears, nose, mouth, and heart .
Activity process:
1. Show large pictures about spring to guide children to observe.
2. Ask the question again to induce more associations with spring.
(1) What did you see? What did you hear? What do you smell? What did you eat? What do you feel? While showing the icons: eyes, ears, nose, let the children talk about the spring they can feel.
(2) Freely appreciate and exchange your feelings about spring with teachers and peers.
3. Teachers and children *** appreciate children’s previous paintings together.
Key points of guidance: When the teacher points to the painting, the young author will introduce the content of the painting such as "seeing...hearing...smelling..." in the spring.
4. The teacher guides the children to learn the first poem.
Key points of guidance: Choose children’s works that match the content of the poem: flowers, question marks, running icons, and recite the first paragraph of the poem.
5. Children use guessing and imitation to learn the second and third paragraphs of the poem.
(1) Use the same method to show signs such as question marks, grass, and jumping images.
(2) Look at these pictures, can you imitate the sentences of the first paragraph and say the second paragraph of the poem?
(3) Children try boldly and say the second verse of the poem.
(4) Use the same method to learn the third verse.
6. The teacher leads the children to recite the poem emotionally and completely.
7. Provide new pictures, such as swallows, frogs, etc., to encourage children to imitate new sentences. Kindergarten Middle Class Looking for Spring Lesson Plan 8
Teaching Objectives
1． Can recognize 9 new characters and write 9 characters.
2. Read and recite the text correctly, fluently, and emotionally, appreciate the beauty of spring, and experience the joy of immersing yourself in the embrace of nature.
3． I love spring and am willing to observe and discover.
Teaching focus
Read the text correctly, fluently, and emotionally, appreciate the beauty of spring, and experience the joy of immersing yourself in the embrace of nature.
Class schedule
2 class hours
Teaching preparation
Wall charts, pictures with spring, vocabulary cards, slides, audio recordings and tapes .
Teaching process
1. Introduce by looking at pictures to stimulate interest
1. Show text illustrations.
2. Look at the pictures to speak and reveal the topic.
What scenery did you see? What are the children in the picture doing?
The footsteps of spring are so light. We must pay attention to observe, and then we will find the traces of spring and feel the joy of discovering spring. Let us read the text and see the children in the text in the spring. What was found? Writing topics on the blackboard.
2. Read the text for the first time and learn to read independently
1. Students read the text aloud, and students are encouraged to use their favorite method to read.
2. In the group, the team leader will lead everyone to learn the new words they do not know. Pay attention to the correct pronunciation of the characters with the help of Chinese pinyin, and guide the students to find the words that are easy to pronounce and correct the pronunciation: "Zha, touch" has a raised tongue sound, and "Zha" is pronounced with one sound: The final rhyme of "tender" is en rather than un.
3． Representatives from each group will report on the new words the group knows and exchange literacy methods.
Familiar characters plus radical literacy: hide (body + flower) touch (horn + insect) magpie (past + bird) talisman (bamboo + fu)
Connect life experience and combine actions Demonstrate literacy: cover, hide, explore.
Self-composed riddle literacy: shy (a sheep with a crooked tail riding a cow)
Tender (a bouquet of flowers in the middle, girls sitting on both sides of the text)
4 ． Combined with students' life experience, understand the meaning of words such as "shy", "tender" and "touch".
3. Read the text again, perceive and discover
1. Working in groups to read the text requires correct reading and fluent reading. After reading, tell us what did the children discover in the text?
2. Feel the early spring and experience the joy of discovery.
(1) Guide students to feel how "we children" feel about looking for spring? (Eagerness, yearning, excitement).
(2) Let students combine their own life experiences to talk about what they can understand from the sentence "Spring is like a shy little girl, covering up and hiding." In this way, we can understand the characteristics of early spring and experience the joy of "finding" spring.
(3) What kind of spring do the children find? Instruct students to read the text in a childlike voice and appreciate the beauty of the language and the emotions contained in it.
(4) Read the last paragraph of the text with joy and experience the joy and excitement of finding spring.
(5) Show pictures about spring and let students observe and talk about the spring they find.
4. Recognize and memorize new characters and guide writing
1. Show the new characters to be written and read them by name.
2. Instructions are given to write the two words "wild" and "jie".
(1) Provide sample words to guide observation, allowing students to discover the characteristics of the words and their positions in the Tianzi grid.
(2) Things students should pay attention to when communicating.
(3) Teacher's model writing, focusing on the stroke order of the right half of "野" is "Fumayu", and the right half of "Jie" is "knife + ox".
(4) Students practice writing twice.
(5) Choose a good one and show it.
5. Read aloud with music to deepen the discovery
Play light music to create an imaginative atmosphere. Teachers and students read the text together in the sound of light music.
6. Summarize the full text and advocate discovery
This shy little girl in spring has quietly come to us, on campus, by the playground, in the fields, as long as you observe carefully , you will find the footprints of spring, and you will also find how wonderful nature is! I hope that the students will have a pair of eyes that are good at discovery, so that our lives will be full of beauty! Kindergarten middle class looking for spring lesson plan 9
Activity intention:
Spring is a season full of vitality and full of mysterious changes. It is a good time for children to actively participate in exploration and cultivate their ability to observe carefully. For this reason, this activity "Looking for Spring" was launched. Let children go to nature and get close to nature. Feel the breath of spring and look for the subtle changes in the grass, flowers and trees. Let us start from spring and learn happily and healthily every day.
Activity goals:
1. Know the changes in nature in spring.
2. Feel the beauty of spring.
Activity preparation:
Camera, cardboard, and markers.
Activity process:
1. Discover spring.
1. Let’s go outdoors to see the scenery of spring.
2. Go outdoors to visit the spring scenery of the kindergarten.
2. Look for the changes in spring and feel the difference in spring.
1. What gifts does spring bring?
What season is this? How does it feel when the sun shines on you?
2. The changes in flowers, trees and small animals encourage children to make bold discoveries.
Observe the leaves; winter jasmine and pansies, etc.
3. Record the gifts brought by spring?
3. The changes of spring.
1. Introduce the spring you found.
2. Play the spring scenery captured by the teacher.
Teacher summary: changes in spring - flowers bloom, grass grows, leaves turn green, small animals (wake up from hibernation, moult, migrate south), weather gets warmer
Activities extension:
Describe the scenery of spring.
Reflection on the activity:
Through the activity, the children learned that the first thing to tell us that spring is coming is the "jasminus", then the peach blossoms bloomed, the butterflies also bloomed, and on the branches Tender green shoots grew. Children's love for nature and small animals has emerged. Spring is a season of revival of all things, a season of nurturing new life. By observing the appearance and characteristics of small animals, we can learn about their living habits and know that spring is the season when small animals start a new life and absorb nutrients. This not only germinates children's interest in observing small animals, but also enhances children's observation and expression abilities. . Kindergarten middle class looking for spring lesson plan Part 10
Design ideas:
Spring is the season when all things revive, and children are full of vitality everywhere. The teacher introduced the changes in plants and small animals in the kindergarten to the children, and the children were very interested. Therefore, I mobilized parents and children to go to the park to look for spring and take photos, so that the children can truly participate, immerse themselves in the natural scenery of spring, and truly feel that spring is coming and how beautiful spring is! In this activity, we chose the material "Little Bear Mimi Looking for Spring" to see the world through the eyes of the little bear, understand the characteristics of spring, and integrate the scattered experiences of children. Secondly, animal images are more interesting to children and easier to accept. Following the bear, children can clearly understand the characteristics of spring through the bear, and it can also better stimulate children's understanding of spring and feel the spirit of spring.
Activity goals:
1. Preliminarily understand the basic characteristics of spring, and learn "I have found spring. Spring has..., has..., and has...."
2. Feel the beauty of spring while watching, talking and listening.
Activity preparation:
Children look for pictures of spring with their parents before class; "Looking for Spring" PPT
Activity process:
1. Listen to the story "Little Bear Mimi Looking for Spring".
1. Question: Who am I going to ask you to listen to a story about today?
Summary: You are so smart and have learned to observe carefully. Today I’m going to listen to a story about the little bear Mimi.
2. Watch the PPT "Little Bear Mimi Looking for Spring" (full playback)
Question: ① When will Little Bear Mimi wake up from hibernation? Mimi woke up and found out what happened to his house?
Summary: In spring, the little bear woke up from hibernation and found that the house was full of dust after a winter. ②Mimi has finished cleaning the room. What do you think is missing in the room? Finding that there was no spring in the room, Mimi decided to do something?
Summary: Little Bear Mimi cleaned the room and found that there was no spring in the room, so she went to find spring.
③Has Little Bear Mimi found spring? What did Little Bear Mimi find? What did Little Bear Mimi say?
Individual children said it and finally integrated it. Let’s learn what Little Bear Mimi said together.
Summary: It’s spring for me. In spring there are swallows; butterflies; and frogs. I found spring, with green grass, green willow trees, and red peach blossoms.
3. Learn to say "I have found spring, spring has..., has..., and..." (play the last summary sentence)
Summary: I have found spring, There are little swallows in spring; there are butterflies; and there are frogs. I found spring, with green grass, green willow trees, and red peach blossoms.
Transitional language (said by Little Bear Mimi in the courseware): I have found spring, have you found spring?
2. Talk about the spring you found.
1. Watch the PPT "The Spring I'm Looking for" and ask the children to talk about the spring they found.
Question: Have you found spring? What's in spring?
Summary: I have found spring. In spring, there is..., there is..., and there is....
2. Talk to your friends about the spring you found while watching the PPT.
3. Sing the spring song "Where is Spring".
It turns out that spring is so beautiful, I believe the songs of spring must also be very nice. Let's listen together.
4. Self-reflection of the activity:
The focus of this activity is to understand the basic characteristics of spring, and learn "I have found spring, spring has..., has..., and..." The whole Activities can be carried out in an orderly manner around this focus. From the perspective of preparation of teaching aids, the courseware produced has bright pictures, vivid images, can highlight key points, and can better serve teaching. From the link point of view: In the first link, "At what time will Little Bear Mimi wake up from hibernation?" The children were a little confused and couldn't answer. Maybe this question is more difficult for small classes. The story tells The problem is not very close. At that time, I also made timely adjustments to "Little Bear Mimi will wake up from hibernation. What did it say?" The children answered. I don't have a good grasp of the appropriateness of asking questions. The difficulty of the questions must be appropriate. The questions raised must be acceptable to the children. Questions should be asked on the basis of the children's understanding of the content. For other questions, it is more appropriate to grasp the levels of difficulty and ease. When designing, we also take into account the need to go from easy to difficult, from shallow to deep, progressively, and expand step by step. Starting from inspiring and motivating children's thinking, we should guide children in Continuous thinking within a fixed range. In the second session, when individual children communicate in the first half, the children can focus on the teacher's key points and say, "I have found spring. In spring, there is..., there is..., and there is...." In the second half, the children are asked to look at each other. When talking about the spring he found while taking the photo, the child's attention was focused on the photo and ignored his own task. At this point, you can adjust the photo taken by the child and crop it to highlight the spring you found. In the early preparations, parents and children are asked to clarify the shooting requirements and key points in Spring. The last link is to listen to spring songs. The flash is more beautiful and the children can further feel the beauty of spring. From the perspective of goal achievement: I feel that the goals set are consistent with the development characteristics and patterns of the children in my class. They are neither too easy nor too difficult. They are more specific, easy to measure, and implementable. Secondly, this goal is very Harmonious. During the actual activities, the goals achieved by the children are consistent with the original goals. Therefore, the goal attainment of this lesson is relatively good.
5. Activity comments:
The teacher’s courseware is very vivid, motivating parents and children to go to the park to look for spring and take photos, so that children can really participate. It allows children to be immersed in the scene of looking for spring and truly feel the beauty of spring! Suggestion: You can enjoy the story in segments to better understand the story.