As an outstanding teacher, you often have to write an excellent lesson plan. Writing lesson plans helps us manage classroom time scientifically and rationally. So how should we write lesson plans? Below is the music lesson plan for the kindergarten class "Little Mouse and Bubble Gum" that I compiled for you. I hope it will be helpful to you. "Little Mouse and Bubble Gum" Kindergarten Music Lesson Plan 1
Objectives:
1. Understand the content of the song and create game actions based on the nature and content of the music;
2. Experience the joy of music games.
3. Cultivate children’s social qualities of sharing and cooperating with others and their emotions of caring for others.
4. Actively participate in activities and speak out your ideas boldly.
Preparation:
Audio recorder, tape, cat’s headdress, bubble gum, a trash can wipe for each person
Activity process:
1. Inspire children interest and trigger life experience
1. The teacher distributes a piece of bubble gum to each child and asks the children to taste the bubble gum and tell how they feel.
Children talk about feelings: sweet, soft, hot, etc.;
2. The teacher guides the children to feel the changes of bubble gum, and plays with the bubble gum together with the children to experience the taste of bubble gum. Changes (like noodles, threads, snakes, etc.)
3. Observe the bubble gum again and find that the bubble gum is dirty. Needs to be thrown in the trash.
2. Feel the music and understand the plot of the music
1. Introduce the protagonist "Little Mouse"
Teacher: The child just threw the bubble gum into the trash can, but Some people throw bubble gum into classrooms, corridors, and on the street. One day, a cute little mouse came out to play and encountered a trouble.
2. Listening to music for the first time, children understand what happened to the little mouse.
3. Listen to the music for the second time, become more familiar with the melody, storyline and lyrics, and tell the plot and reasons why the little mouse was eaten by the cat.
3. Create music game actions
Ask the children to imitate the pointed mouth of the little mouse, looking around, stepping on bubble gum, and pulling movements. The self-made bubble gum sticks to different parts of the body, arousing interest in participating in the creation.
4. Teachers and children experience the happiness brought by the plot of music melody together
1. Experience what happens to the little mouse with the music;
2 , Invite children to be little mice and play music games along with the music;
3. Behavioral habits education, do not litter confetti in life, and protect the environment. "Little Mouse and Bubble Gum" Kindergarten Music Lesson Plan 2
Activity goals
Children can appreciate music quietly, do the movements of a mouse walking and looking left and right in time, and do it more vividly Show the little mouse blowing bubble gum and sticking the bubble gum to different parts of the body. Experience the joy of music activities.
Activity preparation
Music, maps, bubble gum boxes.
Activity process
1. Appreciate music and stimulate children’s imagination
1. Today the teacher brought a piece of music to the children, which is about little mice and bubble gum. of.
2. Let’s enjoy music together!
3. Inspire children to imagine what happens between the little mouse and bubble gum in the music.
2. Familiarize yourself with the music by combining the charts
1. Let’s listen to it again and take a look!
2. The teacher demonstrates the chart while playing music.
3. Children appreciate it again.
4. Teacher’s Narration: It turns out that the little mouse sneaked out to play while his mother was taking a nap. Look!
3. Listen to the music section A and try to perform the movements of the little mouse walking and looking around.
1. The teacher demonstrates the map while narrating: The little mouse runs east and looks here and there.
2. Ask individual children to demonstrate.
3. Let’s try it together!
4. Enjoy the music section B and play the game
1. Where did the little mouse go? It turned out that it came to the grass.
2. The teacher shows the chart and plays music while demonstrating.
3. Ask the children to try blowing bubble gum.
4. Guide children to imagine the parts of the body that the bubble gum will stick to after it breaks.
5. Ending
1. The little mouse is so naughty, let’s also play the game of little mouse and bubble gum!
2. Play the music completely, and the children will follow the teacher to play together.
"Little Mouse and Bubble Gum" Kindergarten Music Lesson Plan 3
Activity goals:
1. Preliminarily learn to make the little mouse walk in time.
2. Explore the movements of bubble gum sticking to various parts of the body and experience the joy of rhythmic activities.
3. We know that bubble gum will bring inconvenience to others and the environment, so we must protect our environment.
4. Cultivate students’ creative and collaborative abilities through listening, singing, playing, dancing and other musical activities.
5. Able to sing the tune accurately, enunciate clearly, and be able to sing boldly in front of the group.
Activity preparation:
1. Have a perceptual understanding of the stickiness of bubble gum.
2. Music and pictures of "Little Mouse and Bubblegum".
Activity process:
(1) Appreciating music
1. Children, today the teacher brought a piece of nice music, which is about little mice and bubble gum. , what do you think will happen to the little mouse and bubble gum? Let's listen together.
2. After listening to the music, what do you think happened between the little mouse and Bubble Gum?
(2) Look at the map and enjoy the music
1. Let’s listen together and see what happened between the little mouse and bubble gum.
2. Do you want to know what happened?
3. It turns out that the little mouse sneaked out to play while his mother was sleeping. Look, the little mouse ran around and looked around. The little mouse ran around and looked around. Who of you can perform? How does the little mouse run around? How many times did you read the little mouse in the first sentence? (2 times) Are you looking in one direction or looking in both directions? (Both sides) Does the little mouse look slowly or quickly? (Quick) Because the little mouse is very nervous, so look quickly. Does the little mouse run and look, or does it run and then stop and look? (Run and then stop and take a look) Where to stop? (Red dot) The red dot is like the red light in our traffic. The red light is about to stop.
4. The children and the teacher clapped their hands and read children's songs.
(3) Imagine the action of pulling bubble gum.
Teacher: The little mouse was walking and walking, and suddenly he accidentally stepped on something sticky, which stuck to a big bubble gum and couldn't shake it off. What should I do?
Children can freely create the actions of the little mouse when it is stuck by bubble gum.
(4) Guide children to explore the action of bubble gum sticking to other body parts.
1. Explore other body parts where bubble gum sticks.
Teacher: Pull--it bounced back! Think about it, if the bubble gum bounces back, where else will it stick to your body?
2. Children practice dispersedly, freely imagine, and boldly and exaggeratedly express the action of pulling bubble gum.
Teacher: Let’s take a look at the bubble gum stuck in these places.
3. Listen to music, feel the melody and make bubble gum movements.
Teacher: The little mouse tugged and tugged, but it couldn’t be pulled away. Let’s see what happened next?
Teacher’s summary: Oops, that’s not good! A big tabby cat came, and the little mouse was so frightened that he pulled it hard and ran away back home.
4. Children play the game repeatedly according to the entire music melody. (Children are asked to play the role of cat)
(5) The activity is over.
Teacher: The little mouse was stuck by bubble gum and failed to complete his plan to sneak out to play! Is it happy today? It doesn't like this bubble gum, nor does it like people who throw bubbles, so will you throw the bubbles to the ground? So what should the children do with the bubble gum they have eaten?
Children talk about their thoughts.
Teacher summary: If bubble gum is thrown around, it will stick to many places and bring some trouble to our lives. It is not hygienic. We should wrap the eaten bubble gum in paper towels and throw away the bubble gum. Go to the trash can and don't pollute the environment.
Activity extension:
Home education: Pay attention to personal hygiene in public places, do not litter, and protect the surrounding environment.
Reflection on the activity:
This activity is a rhythm activity. I have not carried out a rhythm activity since I was taught in middle class until now. They are basically singing activities and percussion activities. Very little. On the day of the review, I went out to attend classes. After school, I asked other teachers that the online teaching plans were very detailed and I could learn from them. But when I was preparing the lesson, I discovered a problem. The entire online lesson plan revolved around one courseware, and this courseware was relatively vague in the lesson plan and was not explained vividly, so I was in trouble. Later, I asked Teacher Sha. Teacher Sha only had music for this activity. There is only music and the lesson plan is relatively vague, so what should I do with this activity? When we wanted to hire a teacher, Teacher Sha offered to lend us the large class to carry out this demonstration class. Savior~~~
After observing Teacher Sha’s demonstration class, my thinking suddenly became much more enlightened.
I can master all the links of the activities, the progress of the activities, and the key points of the activities. Therefore, for this event, I conducted a master-disciple pairing demonstration class.
The activities are basically carried out according to Teacher Sha’s demonstration class, so there should be no problems in the process. During the activities, I was more open-minded and emotionally involved, and the children also performed happily under my emotional arousal. But also because of this, I let my emotions go too far, so I failed to control my children in terms of study routine. For example, after asking the children to perform in the middle of the class, when they returned to their seats, I did not use language to guide them in time, causing the children to become unscrupulous and some fell to the ground. At that time, before letting them return to their seats, I should quote "Now please gently return to your seats." I believe that such a simple verbal reminder will improve the children's routine.
In addition, the master pointed out that although my own grasp of music was very good during the activity, it was not the children's. Throughout the activity, I was seen leading the children with words and movements, but the children were not led by me, which shows that I have hidden the habit of letting the children listen to music. Rhythmic activities focus on music and movement, but I paid attention to movement, and the element of music did not play a particularly big role. The sound of "duo" in music and the sound of sliding down like a slide are actually prompts to guide the children to listen carefully to the music. I should take a back seat and let the children listen and perform. Only in this way can I It is conducive to their perception of music and their music appreciation ability can be further developed.
Thinking about it, I already have a deep understanding of the musical literacy of the children in our class. I could have let the children learn, but I still dare not. However, in future activities, I will I will try to let the children learn actively.
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Activity goals:
1. Preliminarily learn to make the little mouse walk in time.
2. Explore the movements of bubble gum sticking to various parts of the body and experience the joy of rhythmic activities.
3. We know that bubble gum will bring inconvenience to others and the environment, so we must protect our environment.
Activity preparation:
1. Have a perceptual understanding of the stickiness of bubble gum.
2. Music and pictures of "Little Mouse and Bubblegum".
Activity process:
(1) Appreciating music
1. Children, today the teacher brought a piece of nice music, which is about little mice and bubble gum. , what do you think will happen to the little mouse and bubble gum? Let's listen together.
2. After listening to the music, what do you think happened between the little mouse and Bubble Gum?
(2) Look at the map and enjoy the music
1. Let’s listen together and see what happened between the little mouse and Bubble Gum.
2. Do you want to know what happened?
3. It turns out that the little mouse sneaked out to play while his mother was sleeping. Look, the little mouse ran around and looked around. The little mouse ran around and looked around. Who can do it? Show how the little mouse runs around and looks around? How many times did you read the little mouse in the first sentence? (2 times) Are you looking in one direction or both sides? (Both sides) Does the little mouse look slowly or quickly? (Quick) Because the little mouse is very nervous, so look quickly. Does the little mouse run and look, or does it run and then stop and look? (Run and then stop and take a look) Where to stop? (Red dot) The red dot is like the red light in our traffic. The red light is about to stop.
4. The children and the teacher clapped their hands and read children's songs.
(3) Imagine the action of pulling bubble gum.
Teacher: The little mouse was walking and walking, and suddenly he accidentally stepped on something sticky and stuck to a big bubble gum, and couldn't shake it off. What should I do?
Children can freely create the actions of the little mouse when it is stuck by bubble gum.
(4) Guide children to explore the action of bubble gum sticking to other body parts.
1. Explore other body parts where bubble gum sticks.
Teacher: Pull - it bounced back! Think about it, if the bubble gum bounces back, where else will it stick to your body?
2. Children practice separately, imagine freely, and boldly and exaggeratedly express the action of pulling bubble gum.
Teacher: Let’s take a look at the bubble gum stuck in these places.
3. Listen to music, feel the melody and make bubble gum movements.
Teacher: The little mouse tugged and tugged, but it couldn’t be pulled away. Let’s see what happened next?
Teacher’s summary: Oops, that’s not good! A big tabby cat came, and the little mouse was so frightened that he pulled hard and ran away back home.
4. Children play the game repeatedly according to the entire music melody. (Children are asked to play the role of cat)
(5) The activity is over.
Teacher: The little mouse was stuck by bubble gum and failed to complete his plan to sneak out to play! Is it happy today? It doesn't like this bubble gum, nor does it like people who throw bubbles, so will you throw the bubbles to the ground? So what do children think about how to deal with the bubble gum they have eaten?
Children talk about their thoughts.
Teacher summary: If bubble gum is thrown around, it will stick to many places and bring some trouble to our lives. It is not hygienic. We should wrap the eaten bubble gum in paper towels and throw away the bubble gum. Go to the trash can and don't pollute the environment.
Activities extension:
Home education: Pay attention to personal hygiene in public places, do not litter, and protect the surrounding environment.
Teaching reflection:
During the activity, the teacher used exaggerated movements to demonstrate the stickiness of bubble gum, allowing children to intuitively understand the content of the game and better master the music. During the activity, the teacher flexibly used questioning skills to effectively guide the children to understand the movements, so as to better help the children master each movement.
1. Language clues.
One of the difficulties in this activity is to imitate the interesting movements of the little mouse. Because the music is in three beats and relatively fast, it brings a certain degree of difficulty to the children's performance. During the activity, the children are asked to repeat Listen to the music and find those two tones. In fact, a better strategy can be to use language clues to help the children remember the actions. For example, for the first half of the music, match the children's song "The little mouse runs around and looks around". to address teaching barriers. At the same time, in order to help young children better master this action, you can ask "Which word did the little mouse stop to look at when it said it?" to further refine the action.
2. Collaborative performance.
The second difficulty of the activity is the performance of popping bubble gum. During the teaching, the teacher uses his own demonstration to let the children see the changes in facial expressions and hands. However, for the learning of children in large classes, there is a A better way is to perform collaboratively among peers. We can consciously let children observe the changes in their peers' hands and facial expressions, and learn from each other to improve their performance abilities, so that the teacher can withdraw from the performance and observe and guide more children as a bystander.
3. Food tasting.
During the activity, children were allowed to taste bubble gum. There are actually two purposes. One is to better understand the connection between bubble gum popping and the exaggerated movements in the rhythm, and the other is to provide vivid environmental education. For example, in the discussion of the question "What should I do after eating bubble gum?", the teacher used silence first and then reasoned. The teacher thought of the bubble gum wrapper and told the children that bubble gum and chewing gum are Wrappers should be kept securely after unwrapping, and when you want to spit them out you can wrap them in the paper and throw them in the trash. In fact, the teacher should put away the wrapping paper that the children have unwrapped, and then suggest asking: "Why did the teacher put these wrapping papers away?" Let the children think about the reasons on their own and actively find the answer, instead of the teacher's direct lecture. , I believe that this method can continuously improve the problem-solving ability of children in large classes. In addition, you can also ask at the end of the activity: "Why did the little mouse pick up bubble gum on the grass?" as an extension of environmental education.
4. Creativity and imitation.
Children were very enthusiastic about participating in the whole activity, and the interaction between teachers and students and students was also relatively good. However, the little mouse's handling of the bubble gum is expressed by "pushing hard", which is relatively simple. The teacher's attention is only focused on how the children express "pull" in various ways, while ignoring the music itself. When it comes to handling bubble gum, teachers can start with the naughty personality of the little mouse and the cheerful and humorous characteristics of the music, and guide the children to boldly create and imitate the phenomenon of bubble gum that cannot be shaken off and sticks everywhere. This kind of creativity and imitation can avoid the appearance of "the same mice".
In short, the educational value contained in an activity is rich. Although it is impossible to cover everything, in terms of the age characteristics of children in large classes, the more thoughtful the teacher is, the more likely it is to provide children with a broader range of opportunities. There is room for development. The same mouse and different bubble gum are a new attempt.
"Little Mouse and Bubble Gum", a vivid and contagious teaching activity, taught me a lot. I will work harder in future work!