Social Open Class Lesson Plan for Large Classes "Delicious Hakka Cuisine

Teaching Objectives:

1. To be interested in Hakka food culture and to be willing to communicate their findings.

2. To guide children to discover and understand the types, flavors and production process of Hakka food through multimedia courseware.

3. Experiencing the hard work and wisdom of Hakka ancestors, and cultivating children's pride as Hakka people.

Teaching Preparation:

1, multimedia courseware: (1) parents and children are invited to collect a variety of Hakka food pictures (such as: yellow yuan rice fruit, shredded fish, meat, hot skin, fried rice candy, taro orchid slice, deep-fried fish poi, etc.), and then the teacher will be made into a multimedia courseware. (2) Teacher collects some videos or pictures of the process of making traditional Hakka food. (3) A computer, a projector and a video camera.

2. Design a questionnaire? Good Hakka Cuisine? and fill it out at home. As shown in the picture:

3. Group operation materials:One group: lotus leaves, sliced pork and steamed meat powder, star anise soy sauce and other seasonings. Second group: has been steamed large and glutinous rice (pay attention to heat preservation), a large wooden pot, long wooden stick, do fancy yellow yuan rice fruit of the plank mold a number of. Third group: children and parents to the countryside to pick up the leaves of mugwort (has been boiled and and good flour), printing mugwort pattern template mold a number of.

4, the teacher has organized the children to visit? Gan County Hakka Culture City?

5, physical: children from home to bring some Hakka food or specialties.

6. Music "Spotted Turtle Tune".

Teaching key points:

Understanding the many cultures of Hakka? Food culture, and be able to use their own language to boldly introduce to their peers and exchange their own findings; another focus is to organize young children to learn some of the production process of Hakka cuisine (eg: packet Emi fruit, do the purse meat, playing yellow Yuanmiguo).

The difficulty is to let the children visualize the production process of some Hakka cuisine, so that the children appreciate the Hakka ancestors' hard work and wisdom.

Teaching Design Ideas and Teaching Design Theory:

Our school uses the ? Early Childhood Multi-Competency Practice Program? In the second semester of the large class theme teaching, the teacher organized the children into the last theme teaching "hometown beautiful name"; in order to let the children understand and love their hometown more; the teacher designed this class for the children of such an extension of the teaching activities about the Hakka culture; in addition, Ganxian is the Hakka people's colony, where the children living in the children feel the Hakka culture all the time, but as the Hakka people's descendants, the children can not go to find out the Hakka culture. But as the descendants of the Hakka people, the children can not go to discover the Hakka ancestors of hard work and intelligence, so the teacher decided to start from the most intuitive children's favorite Hakka food, guide the children to discover and experience the profound Hakka culture; In addition, according to the "Kindergarten Education Guidance Outline" in the five areas of the Hakka culture, the children will be able to learn more about the Hakka culture, the children will learn more about the Hakka culture. Social Studies In addition, based on the objectives and educational requirements of the five areas of the "Guidelines for Kindergarten Education" and the age and learning characteristics of the older children, a series of activities are designed; under the guidance of the general objectives of early childhood education, through colorful educational practices, the children can develop emotionally and socially through educational activities. The first is a series of activities designed to help children develop socially and emotionally.

Teaching Methods:

1. Using multimedia courseware to guide children to appreciate Hakka cuisine.

2. Parents and children *** with the participation of pre-course preparation: to collect a variety of Hakka food objects or pictures.

3. Distribute the questionnaire "Delicious Hakka Cuisine" and let the children search and discover Hakka cuisine by themselves.

4. Operation method: let the children make their own Hakka food.

Teaching organization: collective teaching.

The teaching process:

I. Appreciate Hakka food.

1. Teacher: children have been to visit our Hakka Culture City in Gan County? We all know that they are the descendants of the Hakka people, but also know that our Hakka ancestors are very smart and hard-working, invented a lot of labor tools and daily necessities; but also made a lot of other places do not have the food it! Today, do you know what Hakka food? Please ask the children to say a word.

2. Children to introduce to their peers and mom and dad together to collect Hakka food pictures. (Play the multimedia courseware? Hakka food pictures collected by children and their parents before class, while the children to their peers to introduce the name of the food, flavor and production materials, etc.)

Second, the exchange of discussion questionnaires: "delicious Hakka food"

Teacher: just now, we saw a lot of Hakka food, children know that there are still a lot of Hakka food is not shown on the screen, children have done the survey. The following children will be asked to tell their little friends the little secrets in your survey form!

1, the teacher used the projector to show the children to do the "delicious Hakka food" questionnaire, and at the same time ask the children to say in front of the group their own investigation.

2. Children introduce their questionnaires to each other among their peers.

3, tasting Hakka food

1, young children to introduce their peers to the physical objects they brought? Hakka food.

2, children share Hakka food with each other.

3, children share the end of the collective discussion: what food you eat? What is your favorite Hakka food? Do you know how they are made?

4. Teachers to show children? Hakka food production?

Teachers to show children the production of Hakka food?

Teacher: children know what teachers love to eat Hakka food? Below, the teacher invited the class to see it!

1, the children collectively appreciate the multimedia courseware: package Amy fruit, do hot skin, playing yellow yuan rice (focusing on guiding the children to see the scene of cooperation to play the rice fruit), do the purse meat, fried fish poop.

2, the children discuss: you saw the teacher like to eat Hakka food what? How are they made? What do you think of when you see adults making these foods?

3, the teacher concluded: today we eat these delicious things are we only have food here, Hakka food; our Hakka ancestors are not only very hardworking but also very smart, making so many food. Children want to learn to do these foods? (want) today, the teacher has prepared for the children to do a lot of Hakka food materials, we come together to try it!

V. Extension activities: making Hakka food.

1, lead the children to look at each group of materials and introduce the materials to the children.

2. Discuss: What are these 'materials' for making? (Beat yellow Yuanmiguo, wrap Amyguo, make lotus meat) How to do? You want to do what food?

3, the children are free to divide into three groups to make Hakka food: playing yellow Yuanmiguo, packages of Aimigo, do the Hobo meat. Teacher's tour guide. After the activity, parents and children are invited to watch it together on the class channel of the kindergarten website? The activity is summarized in the "Activity Snapshots" section. The section "We can make Hakka food! We can make Hakka food!

Teaching Reflection:

The children, living in a place where Hakka people live, have rich perceptual experience and strong interest in Hakka cuisine, which guarantees that the children can play a leading role in the activities. Teachers in the process of carrying out activities to make full use of a variety of electronic means of teaching (such as: multimedia play parents and children *** with the collection of Hakka food pictures, demonstrating the production process of Hakka food; projector projector of the children's "delicious Hakka food" questionnaires; coupled with the playback of a typical Hakka style of music); these multimedia means not only to make the children more graphic and intuitive understanding of the richness and diversity of Hakka food, but also to make the children clearly understand the Hakka cuisine, but also to make children understand the importance of the Hakka cuisine, and to make children aware of the importance of the Hakka cuisine. These multimedia tools not only enable children to understand the richness and diversity of Hakka cuisine, but also enable children to clearly understand the production process of Hakka cuisine; each link of the activity can y attract children to participate in it with interest; in addition, the teacher photographed the whole process of children's production and invited the parents to watch the video together after the activity, which not only enabled parents to understand the content of our teaching and at the same time promoted the deepening of the home-home contact and parent-child relationship. The organization of the activities through the collection of information, filling out questionnaires, appreciation, discussion, tasting, production of a series of activities so that children have a strong interest in the Hakka culture, experience the Hakka ancestors of the cleverness, wisdom and hard-working qualities, and at the same time stimulate the children as the Hakka pride, these activities are very consistent with the cognitive characteristics of the children in the older classes. The activity process is child-oriented, allowing children to use all their senses to actively and systematically perceive the deliciousness and richness of Hakka cuisine. In the whole activity, the children were active, and their ability to perceive, operate, communicate and express themselves orally was practiced.