"Beautiful Flowers" Large Class Comprehensive Activity Teaching Plan

As an excellent educator, we should work out teaching plans, which is conducive to our scientific and reasonable control of classroom time. How to write a lesson plan? The following is the teaching plan of the comprehensive activity of "Beautiful Flowers" carefully arranged by me for reference only. Welcome to reading.

Teaching plan for the comprehensive activity of "Beautiful Flowers" in large class 1 activity goal:

1. Understand the shapes of different flowers, and consolidate and strengthen the concepts of comparison and classification.

2. Exercise observation and enhance oral expression.

3. Know different art materials and create boldly.

4. Be creative and use various skills such as cutting, pasting and painting to make your favorite flowers.

Activity preparation:

1, children bring their own flowers.

2, glossy colored paper, wrinkled paper, white paper, crayons, scissors, glue, gouache, oil pastels.

3. All kinds of beans and melon seeds.

4. marked buckets and towels.

5, melon seeds painting, clip art, oil-water separation painting, bean combination painting and other works.

Activity flow:

First, sing "Spring Rain sasha vujacic" and do the rhythm from seed to flowering.

Second, know flowers: Ask children to introduce the name, shape and color of flowers. And the teacher will summarize them.

Third, play the game of flower classification.

1, the standard barrel is opened, and each person has a flower.

2. Explain the boundaries of colors, types and other classifications to children.

Listen to the teacher's instruction, the children sort the flowers in their hands and put them in the bucket as required. It can be distinguished by color, type, size, etc. )

Fourthly, introduce and appreciate various examples in the form of how to keep flowers beautiful when they are about to wither.

Five, know all kinds of art materials and explore different production techniques.

1, tell me what material the model flower is made of.

2. Show all kinds of paper, oil pastels, gouache, beans, melon seeds and other materials so that children can understand and talk about what they see.

3. Discussion: How to turn these materials into beautiful flowers?

4. Teachers and children summarize the use of various materials together.

Six, children's collective activities, teachers tour guidance.

1, material classification, children can freely choose what they like to do.

Teachers should observe carefully and give guidance to children in need.

7. Appreciation of works.

Show better children's works, encourage children to communicate with each other, and generously introduce their own works and production process.

"Beautiful Flowers" Large Class Comprehensive Activity Teaching Plan 2 Objectives:

1. Understand the structure of flowers, and on this basis, have an interest in learning Chinese characters.

2. Feel the beauty of all kinds of flowers, and have the feelings of loving flowers and nature.

3. Use a variety of materials and methods to express the beauty of flowers and cultivate children's aesthetic ability.

Prepare:

1. Some pictures, butterfly pictures, Chinese character cards.

2. Various materials for displaying flowers: plasticine, paper cups, colored paper, white paper, pens, paste, etc.

Process:

(1) Introduction

Today, a beautiful friend came to our class ―― let me see that butterfly.

Butterflies fly and fly. Where will it go?

It turned out that it was looking for a good friend and flew to a beautiful flower and stopped. It looks beautiful and smells good, so they became friends.

(2) Conversation activities

1. Do you like flowers? Why?

2. What flowers have you seen?

Show the pictures to the children.

3. What parts are flowers made of?

Children know the structure of flowers and Chinese characters.

(3) Children's activities

1. display material

Children simply talk about the use of various materials.

3. Teachers put forward requirements

4. Children's operation activities to encourage children's cooperation.

The teacher observes and guides each child.

(4) display

Children show their works and appreciate and evaluate each other.

"Beautiful Flowers" Large Class Comprehensive Activity Teaching Plan 3 Design Intention

The 15th day of the first lunar month is the traditional Lantern Festival in China. The moon is high in the sky and there are thousands of lanterns hanging on the ground. People watch lanterns, solve riddles on the lanterns, eat Yuanxiao and have family reunion, which makes them very happy. Kindergarten organically combines traditional festivals and holds colorful "Happy Lantern Festival" activities. This activity is a branch of the "Happy Lantern Festival" series, which aims to let children feel the joyful and peaceful atmosphere of the Lantern Festival, the richness and variety of Minnan folk culture, the fun brought by excellent folk culture, and further stimulate their feelings of loving Minnan culture and hometown.

moving target

1. Feel the fun brought by excellent Minnan folk culture by watching and telling lanterns.

2. Try to explore independently, use waste materials to make lanterns, and cultivate children's hands-on production ability.

3. Inspire children to love Minnan culture and hometown.

Activities to be prepared

Knowledge preparation: Parents take their children around the Lantern Festival to enrich their knowledge and experience about lanterns.

Material preparation: courseware made by Quanzhou Light Show; Children bring their own lamps (purchased or homemade); Tea cans, paper cups, paper plates, instant noodle boxes, moon cake boxes, paper boxes of different sizes, all kinds of wax paper, scissors, adhesive tapes, pigments and other materials; There are 6 examples of lanterns made by teachers with waste materials and 6 schematic diagrams of lanterns made by teachers.

Activity process

1. Guide the children to look at the lanterns, have a look and talk about their characteristics.

(1) Children can watch lanterns freely: What festival is the fifteenth day of the first lunar month? Today, the children brought all kinds of lanterns. What lanterns do they have? Later, everyone will take a look and say: What light do you see? What shape is it? What's the pattern on it? What material is it made of? Encourage children to imagine and express boldly. )

(2) Ask individual children to inspire them to give a complete description.

2. The teacher plays the courseware to guide the children to further appreciate all kinds of lanterns.

(1) Guide children to appreciate the lanterns in the courseware: the Lantern Festival in Quanzhou is very lively every year. Confucius Temple, Weiyuan Building and Xiang Qiao Gymnasium often hold various forms of "Lantern Show", and the streets are decorated with lanterns and lanterns are hung everywhere. Let's look at some different styles of lanterns.

(2) Discussion: What other lanterns have you seen? What style of lanterns do you like? Why?

3. Combine games and try to classify them in various ways.

(1) classification:

A.teacher: there are so many lanterns. What would you think if you put them in different categories? (Inspire children to classify by size, color, shape, material, etc. Teachers classify children by clicking and operating courseware according to their answers. )

B. Guide children to carry out on-site classification with lanterns in their hands, and remind them to pay attention to protecting their own and their companions' lanterns.

(2) Summary: Why do people eat Yuanxiao and celebrate the Lantern Festival on the fifteenth day of the first lunar month? Celebrating the first full moon night of the New Year means family reunion, celebrating the festival and having fun. )

4. Make lanterns by hand and experience the fun of making them.

(1) Show examples of lanterns made by teachers with waste materials, guide children to observe and say, "Which lantern do you like? How do you think it was made? "

(2) The group explores and discusses the making method: Are these lanterns made in the way the children said just now? Please choose your favorite lanterns and put them on the table for close observation, and discuss with each other with the schematic diagram to tell how to make them. You can also have a look at the lantern, but be careful not to break it. The teacher went to each group to inspire the children to discuss and give tips and affirmation.

(3) put forward production requirements:

A. You can imitate the teacher's method, but the teacher prefers to see you design your favorite lanterns.

B. Make use of the techniques of symmetrical decoration, similar color decoration and contrasting color decoration learned before to decorate the lanterns more beautifully.

C. if you encounter difficulties, you should find a way, or you can ask your peers or teachers.

(4) Children begin to choose materials, design and make lanterns, and children with strong teachers' guidance ability design lanterns themselves, combine different materials to make lanterns and decorate them; Guide children with moderate ability to look at schematic diagrams and make lanterns; Children with weak guiding ability imitate examples to make lanterns; Instruct children to decorate with symmetry and other skills they have learned before, help guide children to make ears and lines, and remind children to pay attention to safety.

B. Show the lanterns made by children, and the teacher will guide the children to appreciate them.

(1) The teacher instructed the children to hang lanterns made in the activity room, and the lanterns that could not be hung were placed on the display platform.

(2) Teachers guide children to appreciate: "Which lantern do you like? What are the characteristics? " Encourage children to express their opinions boldly.

6. Activity expansion.

Please ask the children who haven't finished making lanterns to continue making them in the corner activities and encourage them to insist on making lanterns.

Activity reflection

1. Choose materials suitable for life and have a strong interest in participating in activities.

The content of this activity is a branch of the "Happy Lantern Festival" series. Every year, the Lantern Festival in Quanzhou is very lively, and various forms of "Lantern Festival" will be held. Streets and alleys will be covered with lanterns, and every family will take their children to swim in them. Some carry bought lanterns, others carry homemade lanterns and celebrate the festival happily. Children all have life experience in this field. They introduced the scene of watching lanterns and said their favorite lanterns. In the whole activity, the children's interest is always high, and they are completely involved in the activity.

2. Activities lead to dominance and highlight the effectiveness of support.

The question (1) is enlightening.

During the activity, the teacher designed some "enlightening questions" to help cultivate children's divergent and creative thinking, and inspired children to talk about what festival is the fifteenth day of the first lunar month? Guide to appreciate and watch all kinds of lanterns brought by children. Take a look and say: What kind of lantern do you see? What shape is it? What's the pattern on it? What material is it made of? The teacher encouraged the children to imagine and express boldly. Then the teacher combined with the courseware to further appreciate all kinds of lanterns and guide the children to discuss: What other lanterns have you seen? What style of lanterns do you like? Why? The teacher's questions are enlightening and hierarchical, which causes children to think and answer questions actively.

(2) Guide children to explore learning methods independently.

Teachers' effective teaching strategies have been well reflected in the activities. The teacher showed examples of lanterns made of waste materials (these lanterns are difficult for children to make through exploration and hard work), guided the children to observe and said, "Which lantern do you like and how do you think it is made?" Let children observe, find problems and operate by themselves, find and explore ways to make lanterns, enlighten children's minds, stimulate children's rich imagination, cultivate children's habit of autonomous learning and learn the methods of autonomous learning.

(3) Group discussion to enhance the experience.

"Outline" points out: By guiding children to actively participate in group discussion and inquiry, we can cultivate children's awareness and ability of cooperative learning and learn to express, communicate and share the process and results of inquiry in various ways. In the activity, exploring the method of making lanterns on the schematic diagram through group cooperation is helpful to develop children's cooperative ability and increase opportunities for exchanges and cooperation. They constantly encounter differences of opinion and need to reach a consensus through constant consultation. Different views of peers and different ways to solve problems can promote children to keep thinking and improve their own ideas. Children can fully experience the fun brought by cooperation, and finally make their favorite lanterns with the encouragement and help of their peers and teachers.

(4) The supply of materials reflects the diversity and selectivity.

The activity materials are rich and varied, so that children can choose independently. Providing waste materials for children to operate can subtly cultivate children's awareness of environmental protection. There are six examples of lanterns made by teachers with different wastes. Children can choose their favorite materials and design their favorite decorative patterns to decorate and make lanterns according to their own interests and abilities. At the same time, teachers put forward different requirements for children with different abilities, encouraging children with strong abilities to design lanterns and decorate them themselves; Children with poor guiding ability imitate lanterns made by teachers and decorate lanterns with symmetry and other skills they have learned before, so that children with different ability levels can be improved on the original basis.

(5) The activity links are clear and progressive.

The whole activity process consists of six links: on-site guidance to watch lanterns → telling with courseware → trying game classification → exploring production methods independently → hands-on trying → showing works → activity extension. In the process of activities, each activity link is clearly progressive. Teachers guide children to observe their feelings first, and then perform creative performances. Activities gradually increase the difficulty and constantly improve the requirements. Each link is the promotion of the previous link, but also the foreshadowing of the latter link.

3. There are shortcomings

Activity materials are provided in groups of different materials, such as tea pot lights, paper cup lights, paper tray lights, bowl box lights, moon cake box lights and various wax paper lights. The auxiliary materials provided can be more diverse and displayed in the form of buffet, giving children more choices and creating space.