The teaching plan of "plants" in kindergarten class includes reflection.
The teaching plan "Plants" for kindergarten large classes contains reflection articles 1 teaching objectives;
1. Sketch on the basis of careful observation and grasp the structure and color of the picture.
2. Let children fully feel the characteristics and names of plants, love plants and protect the environment.
3. Enhance the interest and ability to participate in environmental layout and experience the happiness of success.
4. After the activity, guide the children to classify the painting materials and develop good habits.
teaching process
-An exciting introduction. Teacher: Children, we all know that plants are good friends of human beings. They bring us fresh oxygen, beautify our environment and bring necessary benefits and uses to our lives.
Teacher: today, let's walk into the plant kingdom, take a walk and have a look ~!
-Look at the picture, get a sense.
Teacher: Children, how do children feel after seeing these plants?
-Give children ample opportunities to express themselves.
Teacher: Children, today I gave them back and invited some small guests. Do you want to know them? -child: "think."
Note: In the process of teaching, we should simply describe the picture structure and color of plants, let children do it and express what they see.
That child, seeing the plants in the plant kingdom and the little guests we invited, what kind of plants do you want to paint portraits with a brush most?
-Young children enthusiastically express the plants they want to draw.
Son, since we have started to create art, we should grasp the picture of painting through observation and draw it on the paper prepared by the teacher for you. What children should do when drawing the image of plants is to sketch: (1) Draw as large as possible and pay attention to the details of plants. For example, the texture of leaves and stems or thorns. -The teacher toured and the children started sketching and painting. Summary: Children, in this class, we found a very good friend in the plant world and drew a beautiful portrait for it.
We know that their round bodies are covered with sharp thorns, some cacti can grow beautiful flowers, and some small leaves are hidden behind them.
In this session, you can summarize and comment on children's works. )
Children, let's take our good friends outside to bask in the sun ~ ~ Let's all love and protect plants and make them our friends forever, OK ~ ~
Self-examination/introspection
First of all, in this class, I started the class with a prologue, observing and describing pictures and objects.
When designing this class, I was thinking about a problem: Creativity is to let children freely use their imagination to add pictures, but I still remember what Teacher Xue said: Creativity sometimes focuses on results rather than process.
I am satisfied with the result of this class, that is, the picture display, but from the teaching plan and the actual purpose of sketching, I think this class is a failure. First of all, I don't have the courage to let my children put things on the table through my guidance, and let them use their imagination to draw what they see and think. There is no meaning of sketching. It's just that I used a plant and a picture to rigidify the children's thinking.
In the future sketch class, I will give careful guidance, and I will believe that my children can present the real sketch works. Sometimes self-doubt may limit the scope of children's sketching. This is the teacher, and the biggest delay is also the most undesirable.
Encyclopedia: Plants are one of the main forms of life, including familiar creatures, such as trees, shrubs, vines, grasses, ferns, green algae, lichens and so on. Among the seed plants, bryophytes, ferns and gymnosperms, it is estimated that there are about 350,000 species.
The lesson plan "Plants" for kindergarten large classes contains the activity objectives of the second chapter of reflection;
1. Know that there are water, air, decaying substances and other components in the soil, and know the main types of soil (such as black soil, loess, clay, red soil, etc. ).
2. Understand the role of soil on human beings, and sprout the feelings of cherishing the land.
You know, plants can't grow without water, air, fertilizer and sunlight.
4. Cultivate hands-on observation and operation ability, and master simple experimental recording methods.
5. Stimulate children's interest in scientific activities.
Material preparation:
1. Multimedia courseware.
2. Each group of children has a plate of soil. (Group of Four)
3. Alcohol lamps, iron racks, cups and dried vegetables with roots for the experiment.
4. Plant headdress.
5. Four bags of different kinds of soil samples (black soil, loess, white clay and red soil)
6. A bag of dirt.
Activity flow:
First, why do plants dry up?
1. Children dress up as various plants, and teachers dress up as plants "floret".
Lead the children to discuss: There is nothing for plants to grow. Tell children with the story of "dried vegetables" that plants will generally dry up when they leave the soil.
2. Summary: Guide children to summarize themselves. Birds love forests, fish love oceans, and our plants love soil. The home of a plant is soil, without which it will dry up.
Second, what's in the soil?
1. Use multimedia courseware to let children know that there are water, air, fertilizer (rotten things such as leaves and grass) and the growth process of plants in the soil.
2. Let the children pinch whether the soil in the ground is dry or wet, indicating what is in the soil? (moisture)
Let the children put fertile soil in the cup, what do you find? (air)
4. Spread the soil on the asbestos net and heat it until there are rotten leaves and weeds in the soil. This is fertilizer, which can be burned.
5. Summary: There are so many treasures in the soil. It is really like a cornucopia, hidden in air and moisture. Soil is a huge treasure house, and plants are rich in nutrition.
6. Guide children to imitate children's songs: "Birds love the forest, fish love the ocean, plants love the soil, and the soil is a cornucopia hidden in the air and water. Soil is a treasure house, and plants grow by nutrition. With nutrition, children imitate the process of plant growth. "
3. What color is the soil?
1. After the child knows what is in the soil, go to the garden to see what color the soil is on the ground. (black), showing loess, white clay and red soil. The original soil has several colors.
Fourth, other uses of soil
1. Show the children "bricks, tiles and pottery utensils" and tell them that they are all made of earth.
2. Summary: Soil is useful for plants and also for human beings.
Fifth, extend activities and make friends with "soil"
Let the children play with the dirt freely.
Activity reflection:
During the activity, the children are very active. Yan Linhai and Huang kept touching, pinching and sticking to the soil. In the plantation, Lin Yijun secretly pulled out small vegetables. When he found the roots in the vegetables, he asked many children to watch around. Soon Lin Junxi found that the soil was wet and stuck to his hands and trousers.
In this activity, I use the familiar resources around my children-soil to guide them to observe, experiment, explore and discuss. During the activity, children carried out experiments and operations with questions, which stimulated their interest in learning and exploring. The experiment is designed to let children explore the unearthed nature, and it is also convenient for children to operate, and children are very interested. In the experiment, I can cultivate children's good cooperation ability, recording ability and operating habits, and encourage them to put themselves in the experiment. Record it with pictures. And I can cause children to think about the phenomena observed by children, so as to get the answer to the question. What is in the soil? Let children understand the role of soil on plants and know that plants can't live without soil. Then discuss with the children, where do you need soil? Better understand the role of soil in life.
Encyclopedia: Plants are one of the main forms of life, including trees, shrubs, vines, grasses, ferns, green algae, lichens and other familiar creatures. Plants can be divided into seed plants, algae plants, bryophytes, ferns and so on. It is estimated that there are about 450,000 existing species. Most of the energy of green plants is obtained from sunlight through photosynthesis. Temperature, humidity, light and fresh water are the basic requirements for plant survival. Angiosperms have six organs: roots, stems, leaves, flowers, fruits and seeds. Green plants have the ability of photosynthesis-with the help of light energy and chlorophyll, under the catalysis of enzymes, water, inorganic salts and carbon dioxide are used for photosynthesis, releasing oxygen and producing organic substances such as glucose for plants to use.
The lesson plan of "Plants" in kindergarten class includes reflection on the activity objectives in Chapter 3:
1. Let children feel that green plants can beautify and refresh the environment. Skill goals inspire children to create beauty and express their desires and emotions. Children use their body language to embody the beauty of green plants and experience happy emotions.
2. Cultivate children's keen observation ability.
3. Initially cultivate children's ability to solve problems with existing life experience.
4. Explore and discover the diversity and characteristics in life.
5. Willing to communicate clearly and express your ideas.
Focus of activities:
By looking at green, being pro-green and planting green, children can feel that green plants can beautify and refresh the environment, stimulate their desire to create and express beauty, and cultivate their awareness of being close to nature and participating in environmental protection.
Material preparation:
All kinds of green plants, green background, green carpet, colored planting mud, willow branches, transparent cups.
Activity flow:
Import:
1, Look at Teacher Green: Today, the teacher takes you to a beautiful place to play!
Teacher: Ah, the air here is really fresh. There are so many green plants here! There are green ones, green ones-let's play here! Children play freely.
2. Pro-green teacher: I had a good time. I became good friends with grass and small trees. I also want to be a grass. Do you want to be a grass and a small tree?
Grass and small trees dance together.
3. Green Teacher: Grass and small trees are a little tired. Let's have a rest. Hey, there is an animal village here. Let's have a look!
Teacher: The duckling told the teacher that everything here is fine except green. What should I do? Let's plant some small trees and grass for them.
Teachers plant trees with children.
4. End the activity. Say goodbye to animals and end the activity.
Activity reflection:
"Interest is the best teacher", create rich teaching situations, stimulate students' learning motivation, cultivate students' interest in learning, encourage students to bring all kinds of knowledge and practical experience they have mastered into science classes, advocate autonomous learning, let students experiment, observe, explore and discuss by themselves, and make students devote themselves to learning activities, learn happily and master new knowledge. For example, in the teaching of "animals" unit, a game test was created in the first class: When we hear the word "animals", what animals will immediately come to mind? What can we remember if we say "big animals"? What about "small animals"? Through the creation of problem situations, it is combined with real life. Stimulate students' interest in learning, and also mobilize students' initiative and enthusiasm in learning.
By creating various problem situations in teaching and hiding the problems in the situations, students' enthusiasm for exploration and learning can be stimulated, and their motivation for autonomous learning can be stimulated. Discovery is the result of inquiry and the deepening and development of inquiry. Students should be allowed to solve difficulties in cooperative inquiry, complete their own discoveries and take the initiative to acquire knowledge.
Before observing all kinds of leaves, ask: what method can you observe? Student: Touch, see, smell, measure and so on. In the process of observation, let students experience whether the guessing method has been tried and think about what other methods can be used for careful observation. In the process of cooperative exploration, some students found that we can observe by comparing the size of leaves and describing the shape of leaves. In the process of recording, teachers also encourage students to find various ways to sort out, process and describe the data, such as unfolding leaves and recording the length and width of leaves; Compare the shapes of leaves to classify: needle, oval, heart-shaped, fan-shaped, palm-shaped and so on.
Through "discovery" in "cooperative inquiry", students can exert their potential, stimulate their intrinsic motivation, cultivate their learning ability and enhance their memory.
In a word, the application of "cooperative inquiry" mode in small class science classroom has effectively cultivated students' innovative spirit and practical ability. Students' awareness of participation, ability to express, ability to solve problems and spirit of cooperation and autonomy have made remarkable progress, and they have established self-motivation and self-confidence, given full play to students' subjective initiative, and stimulated students' interest in learning, thus improving students' ability to study things, developing students' personality, and truly embodying the new concept of cultivating students' scientific literacy in science teaching in primary schools.
The lesson plan of "Plants" in kindergarten class includes reflection on the activity objectives in Chapter 4:
1. Understand how plants spend the winter and perceive the relationship between winter plants and climate change.
2. Through observation, painting and communication, we can further perceive the different states of various plants in winter.
3. Have an interest in exploring the mysteries of plants and an emotion of caring for plants.
4. Cultivate hands-on observation and operation ability, and master simple experimental recording methods.
5. Cultivate interest in exploring nature.
Activity preparation:
There is a piece of white paper on the cardboard, and there are some colored pens.
Activity flow:
First, by asking questions, lead to the topic.
1, Teacher: Do you know what season it is, little friend? What's the change in climate?
2. Teacher: Will flowers and trees die in winter in such cold weather? Are the plants ready for winter? Next, let's go outdoors with cardboard, look for it, have a look and draw a picture of "plants in winter".
Second, guide children to observe plants outdoors and record plant phenomena.
1, Teacher: What happened to the leaves on the small tree when winter came? What's changed on the big tree? What is grass like?
2. Teacher: Ask children to observe independently within the prescribed scope and tell their own findings and problems.
3. Teachers guide children to focus on observing individual plants and help them further perceive the changes of plants. ① Observing trees: Please observe carefully what trees look like in winter. Think about it, did they freeze to death? Looking for what's left on the tree. Guide children to find buds, fruits, seeds, etc. ) Teacher: Please peel off the bud and have a look. What's in it? Guess what will happen next spring?
③ Observe the grass: Let the children observe it on the grass to see what the grass looks like in winter. Think about it, is the grass freezing to death? Dig out the roots of the grass and see what color it is. What grows in the roots?
4. Teacher: Please observe the plants carefully and record their performance in winter with your own colored pens.
Third, organize exchanges after returning to the activity room.
Teacher: Please tell your partner your records and findings and see how many ways plants spend the winter.
Fourth, help children understand the various ways of plants wintering.
1, Teacher: When winter comes, the leaves of deciduous trees fall off one after another, and the leaves of evergreen trees are still green; Does falling leaves help trees in winter? Reduce water evaporation, and fallen leaves can be turned into fertilizers and nutrient roots.
2. Teacher: What color is the grass? Did you die in winter? Some small grass roots died, but they left seeds. Some small grass roots are still alive and will sprout next spring. )
3. Teacher: How do people help plants spend the winter? Paint lime on trees, bind hay, sprinkle grass ash and dry manure on rape and wheat seedlings, and move ornamental plants that are afraid of cold indoors or in greenhouses. )
Activity reflection:
In this way, the children are very happy during the whole activity. In the process of interaction between teachers and children, children and children, the new curriculum concept of letting children learn independently is embodied. The focus and difficulty of this activity is the way trees spend the winter. Because this content is very knowledgeable and relatively boring, it is of course difficult for children to understand if they preach. Therefore, when explaining the method of defoliation in winter, I will first let the children have a look, touch, compare and think through their senses. Perceive the difference between deciduous trees and evergreen trees, and let children discover and discuss it themselves, so as to draw a conclusion; When explaining wax to winter, let the children operate it by themselves, observe it carefully and find out the results. In this process of free exploration, children really become the masters of activities.
In the extension of the activity, the children discussed how people can protect plants for the winter and draw a picture by themselves, and began to wrap straw around small trees, forming a process from quantitative change to qualitative change. In the process of their own hands-on practice, the children gained a great sense of success and satisfaction and felt very happy.
The teaching plan "Plants" in kindergarten large classes contains the activities objectives of chapter 5.
1, can identify all parts of the plant "body" and know that ordinary plants are composed of roots, stems, leaves, flowers, fruits, seeds and other parts.
2. Cultivate children's labor consciousness and hands-on operation ability through the practice of "picking vegetables".
3. Experience the intimate relationship between plants and human beings, and feel the colorful world of plants.
4. Cultivate mutual comity and learn the ability of division of labor and cooperation through experiments.
5. Let children learn the initial recording method.
Activities to be prepared
1, let children go out to observe various plants before group activities, and have a preliminary perception of the "body" of plants.
2. Courseware: the growth process of a soybean.
3. Some plants and baskets for vegetables.
4. Exploded drawing, white paper, glue, etc. Various parts of a plant's body.
Activity process
First, stimulate interest and lead to thinking.
Teacher: Have you been looking for plants these days? You must have seen many plants! Who will tell you? Children describe the plants they see. )
Teacher: What you said is wonderful! Plants in nature are really strange.
Teacher: (Showing courseware: a soybean seedling) The body of a plant, like the human body, is composed of several parts. Do you know what parts the body of this soybean seedling is made of? (Click on the parts of soybean seedlings to show the roots, stems, leaves, flowers, fruits and seeds one by one. )
Putting scientific activities in the natural background expands children's experience of the world around them, enriches their learning experience and promotes children's observation and thinking before class. The "body" of plants is naturally introduced from the human body, which stimulates children's interest in thinking. Proper use of multimedia can make children see the "body" of plants at a glance.
Second, actively explore and build independently.
1, looking for seeds (children are free to observe and talk, and teachers participate in discussions. )
Teacher: These are the roots, stems, leaves, flowers, fruits and seeds of several plants. Let the children think about it. What part of the body are they?
(Provide in kind: garlic, leaves, cucumbers, apples, radishes, peanuts, eggplant, green peppers, etc. )
Teacher: What are peanuts in plants? The fruits of some plants are seeds.
Teacher: What is an apple in a plant? What will we find when we cut it open?
(Take a child to cut an apple) The seeds in an apple are seeds. What other plants also have seeds in their fruits? Let's see which fruits have seeds (the teacher cut up cucumbers, eggplants, green peppers and other fruits).
Teacher: What's the use of seeds? This is a soybean seed. Let's put it in the soil and see what changes it has (the courseware demonstrates the process of soybean germination and growth).
2, understand the various parts of the plant
(1) Spelling Plants
Teacher: The ability of seeds is really great. In fact, every part of a plant is very important. Here are some pictures of body parts of several plants. What kind of plants can they put together?
(2) Children show and introduce their own plants.
Teacher: Who will tell us the plants you spell? What are the parts?
Normal plants include roots, stems, leaves, flowers, fruits and seeds, but some plants are not like this. For example, bamboo has roots, stems, leaves and flowers, but no fruits and seeds. In nature, there are many plants like bamboo.
[Thinking with your brain, spelling with your hands, and speaking with your mouth have mobilized the participation of children's various senses. In the activities full of interest, children not only formed a deep impression on the knowledge about the "body" of plants, but also improved their operation ability and expression ability. Teachers use courseware to introduce special cases and convey scientific and accurate knowledge to children. ]
Third, practice. Deepen understanding.
1, children speak freely and teachers participate in comments.
Teacher: We know that the body of a plant is made up of different parts. Do you know which plants are edible? What part of its body are you eating?
2. Children pick vegetables in groups and communicate with each other.
Teacher: Today, we are going to help uncles and aunts pick vegetables in the kitchen. There are different vegetables in each basket. Admit it first. What did your group choose? Think again, which part of it are we eating? Put food in one basket and inedible food in another. Provide beans, celery, spinach and cauliflower for each group. )
3. Each group will send a representative to make an introduction.
【 On the basis of children's basic knowledge about the "body" of plants, let children practice on the spot, which not only improves children's analytical ability and comprehensive ability, but also cultivates children's awareness of loving labor, and also makes children realize the close relationship between plants and people and feel the colorful world of plants. ]
Fourth, expand and extend.
Division; The children are really capable. They quickly picked out the dishes and knew which parts of the plants could be eaten. In fact, plants not only provide us with food and nutrition, but also can be made into different items! (Show cattail leaf fan and root carving. Do you know which part of the plant these two things are made of?
Teacher: As long as we observe carefully, we can find that many things in life are made of plants. Use your head, child. Think. What interesting things can be made with these materials in the activity area? The activity area provides leaves and seeds of plants for children to operate. )
Activity reflection
When teaching, I first show pictures of plants. Students are very interested in these various plants, which stimulates their desire to explore. Then introduce the species of various plants. In this way, students will have the desire to explore all kinds of magical creatures and plants. Then I asked: So what parts are there in these plants? At this time, the students make a guess. Of course, students have many conjectures. Of course, some students' guesses were made after reading a book, but I won't stop them. Then ask the students, do you think plants are made up of these parts? Do you want to observe plants? The students were very excited at that time.
I asked at that time: Where did you observe it? What problems should we pay attention to during the observation? First, think and discuss in groups. But in the process of teaching, I missed this link. So I asked the students to raise their hands to answer, and then members of each group observed and studied on the spot.
Students explore in the garden grass downstairs, and each group conducts it alone. I saw that some groups studied leaves and others studied the whole plant, but I found that some groups did not cooperate effectively. I think it is necessary to strengthen students' cooperative training in the group, actively strengthen the leadership of the group leader, and let the whole group members surround the group leader, so as to continue to have leadership, organization and purposeful inquiry. I think this can cultivate students' cooperative ability and the effectiveness of activities. I also found that the cooperation of the group was basically recorded as required. That's good.
In the student reporting link, students can report effectively. But it takes a long time to sort out the records by yourself. So it took time, but I think it was worth it.
In the process of adding links, I added that plants do not have those six parts. In this way, students' knowledge structure is more perfect.
The teaching plan "Plants" in kindergarten large class includes the reflection on the activity objectives of Chapter VI;
1, learn the skills of experiment and observation.
2. Cultivate the behavior of caring for plants.
3. Cultivate children's politeness and love of labor.
4. Cultivate children's ability to think, solve and react quickly.
Activity preparation:
Scissors, red and blue ink, cups, rubber bands, water.
Celery, white flowers (roses or carnations. )
Activity flow:
Do a small experiment and let the children carefully observe how plants drink water.
1, celery experiment:
Cut the stems of celery short and pick some leaves.
Put the rubber band on the cup, add some water and drop some red ink.
Insert celery into the cup and adjust the rubber band to the water surface for marking.
After a while, let the children see if the position of the water surface and the rubber band is the same (the water surface is lower than the rubber band) and what has happened to the stem of celery (turning red).
2. Two-color flower experiment:
Please cut off the flower stems.
Put some water in each of the two cups and drop red and blue ink respectively.
Insert the cut stems into different cups.
After a day, see what changes (the stems of plants suck out two colors of ink). Does the white flower turn into a red flower or a blue flower?
Ask the child: What should plants do without water? Children are invited to express their views freely.
Explain how to water plants:
When the soil is dry, water it, and pour water on it. Stop watering when you see a leak under the flowerpot.
Morning or evening is the best watering time.
Give the plants a bath every 10 days to wash off the dust and insects on the leaves.
Remind the children to go home and water the plants.
Activity evaluation:
Can participate in the experimental process.
You know plants need water.
Activity reflection:
It is pointed out in the outline that "kindergartens should provide healthy and rich living and activity environments for children, meet their various development needs, and make them gain experiences beneficial to their physical and mental development in a happy childhood", and scientific activities can most effectively enable children to realize their desire for exploration and discovery. Scientific activities are not to tell children ready-made scientific conclusions, but to make children become explorers and discoverers eager to understand the world. Our science education is to provide rich materials, create a relaxed psychological environment, learn while doing, think while doing, let children marvel at science in inquiry, and construct scientific experience in the process of persistent and in-depth inquiry.