When teachers write class records, they should record the high-quality lessons of kindergarten classes in as much detail as possible. Below I have collected some real-life records of kindergarten classes, I hope it will be helpful to you

Real-life records of kindergarten classes "Hot Summer"

1. Activity goals

Based on the above analysis of the teaching materials, I have formulated the following three goals:

1. Feel the beautiful artistic conception of prose poetry

2. Understand the content of prose poetry

3. Encourage children to boldly describe the summer in their minds

Activity focus: understand the content of prose poems and feel the beautiful artistic conception of prose poems. Difficulties of the activity: Encourage children to boldly describe the summer in their minds

2. Activity preparation

Several pictures of the sun, leaves, grass, flowers, etc.; several headdresses (one for each person) A number of brushes and drawing paper; prose tapes; P120 under "Language"

The environment is permeated with the atmosphere of summer

3. Analysis of children's existing relevant knowledge and experience

< p> The age characteristics of children in the upper class want to say, dare to say, like to say and can express their thoughts and feelings more clearly

IV. Record of the activity process

1. Situation introduction, Stimulate interest

The assistant teacher wore a "Cicada" headdress, flapped his wings and flew into the classroom, shouting "Cicada, Cicada, hot, hot!"

The teacher in charge quickly stopped Cicada and asked with concern: Little Cicada, what’s wrong with you? Why did you fly to our classroom?

Cicada: Oh, the statue of Father Sun A big fire ball, it roasted me to death, but the classroom is still cool. Children, do you know why the weather is so hot?

Children: Because it is summer now.

? Got it?: Yes, the weather in summer is so hot! The plant friends around me have suffered. If you don’t believe it, come and listen.

Comment: Creating situations and introducing them in the form of animated cartoon character performances that children love to see can greatly stimulate children's interest.

2. The teacher plays the first part of the tape. The sun is like a big fire ball. It seems to be saying: Hot, hot! The teacher asks:

Teacher: Children, little cicada Who are your plant friends?

Children: leaves, grass, flowers

Teacher: Oh, what happened to them?

Children: the sun It's so hot that the leaves have wilted in the sun, the grass has curled up, and the flowers have drooped their heads. Teacher: The children answered really well. (The teacher shows the headdress and invites a few children to play the role of the sun, grass, and flowers)

Teacher: Now let us children play these plants together to feel the heat of summer, okay?

Children: Good

(Children perform actions under the prompts of teachers, and teachers and students perform while speaking prose to help children memorize prose skillfully)

Comment: In order to let children In order to intuitively feel the heat of summer and experience the colorful world, I use colorful picture headdresses for teaching, so that children can experience the artistic conception of prose poetry through multiple channels: watching, speaking, and acting.

3. Scenario insertion, leading to the second paragraph of prose

Teacher: Alas, the little cicadas and plants are so pitiful. It would be great if it rained! (Teacher dressed up (Looking sad)

At this time, the assistant teacher, wearing a little frog’s headdress, jumped up to the podium and said happily: “Children, I am a little frog. The pond came over, and when I was squatting on the lotus leaf and singing, I found that it was going to rain. If you don’t believe it, you guys listen?

Teacher: Really, that’s great! (Looking happy) < /p>

(Teacher played the second part of the recording: In the pond, heavy rain started pouring down?) Teacher: Great, it’s really raining. Children, how did it start raining heavily? ?

Children: After a while, the wind brought dark clouds and covered the sun. There was lightning and thunder in the sky, and heavy rain started pouring on the ground. (Teachers can provide prompts)

(Invite several children to play the roles of wind, dark clouds, sun, thunder and lightning, and heavy rain) Teachers and students perform while talking to impress the children)

Comments : Children's thinking is figurative thinking, so intuitive and specific situational stimulation can attract children more and bring them into the situation to be expressed in prose, which is in line with children's cognitive characteristics.

IV. The conversation leads to the third paragraph of prose

Teacher: This rain came just in time. Thank you little frog for bringing us the good news. I don’t know that after it rains, they How is everything going? Children, do you want to know?

Children: Yes

Teacher: Well, let us listen!

(Teacher Play the third recording, the sky clears after the rain? Beautiful scenery)

Teacher: Children, the sky clears after the rain, what appears on the horizon?

Children: Rainbow

Teacher: Yes, a beautiful rainbow appeared in the sky, (show a picture of the rainbow at the same time), then, what happened to the willow leaves and lotus flowers?

Children: Willow leaves and lotus flowers are dripping with water drops

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Teacher: Where are the frogs, birds, and cicadas?

Children: They are singing loudly about the beautiful scenery after the summer rain.

Teacher: Children are great. Come and listen to the recording in its entirety. You can do the movements with the teacher.

(The teacher shows the pictures, and the teachers and students talk and perform at the same time)

Comments: From the points to the total, from front to back, there are always intuitive and specific situational stimuli. We know that a lot of information carried in prose does not rely on teachers to tell children directly or rationally explain it, but more importantly, to use emotion and passion to affect people, so that children can understand and understand in the process of listening.

5. Painting Summer

Teacher: Today we learned about the scene before and after it rains in summer by studying this prose. Children, what does summer look like in your mind? Please take Take out the paintbrush and draw the summer in your mind, okay?

Children: OK (study drawing, while playing the songs "Where is Summer" and "Summer", the course is over)

Comment: This link fully gives children the opportunity to boldly imagine and express themselves. Letting children tell everyone about the summer in their minds can cultivate children's creative thinking and also enrich children's feelings about summer.

VI. Teaching content appendix

"Summer" accompaniment MP3; song "Where is Summer"; "Summer" lyrics (rumbling, booming, thundering, crashing, crashing La, the heavy rain is coming. Tick tick, tick tick, the rain has stopped, hahaha, hahaha, the sun has come out); "Summer is on the head, wearing a straw hat on the head; Summer is on the street, Selling popsicles on the street; playing on the sea in summer, playing with wind and waves)

7. Self-evaluation

This lesson is introduced in the form of animated cartoon character performances that children love to see, which can greatly stimulate children interest. In order to allow children to intuitively feel the heat of summer and experience the colorful world, I use colorful picture headdresses for teaching, allowing children to experience the artistic conception of prose poetry through multiple channels: watching, speaking, and acting.

In the overall teaching, we use from point to total, from front to back, with intuitive and specific situational stimulation throughout. We know that a lot of information carried in prose does not rely on teachers to tell children directly or to explain rationally, but more importantly, to use emotion and passion to affect people, so that children can understand and understand in the process of listening.

In the process of drawing summer, children are fully given the opportunity to boldly imagine and express themselves. Letting children tell everyone about the summer in their minds can cultivate children's creative thinking, and at the same time enrich children's feelings about summer. Kindergarten class record "The kitten is sick"

Activity goals:

1. Encourage children to describe the content of the pictures clearly and coherently based on their existing life experiences.

2. Through activities, let children know that friends should care for and help each other.

Activity preparation: story pictures

Activity process:

1. Talk and encourage children to help the kitten find a solution.

Teacher: There was a kitten who was sick and could only lie on the hospital bed all day long. It thought: It would be great if my good friend, the little rabbit, could come and see me. However, the little rabbit’s home is far away from the hospital. How can we let the little rabbit know that he is sick? The kitten is worried, what should I do? Children, can you help the kitten think of a solution?

< p> Young children: You can call, write, or ask the mother cat to find her

2. Understand the basic content of the picture.

Teacher: The children have thought of so many good ways to help the kitten. You are really amazing. The kitten also thought of a way and wrote a letter to the little rabbit, asking the children to guess the kitten. What did you say in the letter? (Show the envelope)

The teacher shows the picture and guides the children to observe.

(See picture 1)

1. Question: Oh! It turns out that what the kitten wants to say to the little rabbit in the letter is drawn into three pictures. What do the children say when they look at these three pictures? What? Let’s take a look at the first picture first. Children, what does the first picture say?

Young: The kitten is sick and living in the hospital is very uncomfortable. Shang cried sadly, we should go see him.

2. We understand the first picture, let’s take a look at what the second picture says? Young: The monkey doctor is here to give the kitten an IV. He is not afraid of pain. We should be like him He studies.

3. What does the third picture say?

Young: The kitten feels very lonely. It wants its good friend, the little rabbit, to come and see me. How wonderful it would be!

4. Let the children combine picture 1 and describe the content of the picture in clearer and coherent language.

Young: The kitten was sick and felt very uncomfortable in the hospital. It cried sadly on the hospital bed. At this time, the monkey doctor came to give the kitten an IV. The kitten felt very lonely and wanted to be well. It would be great if my friend, the little rabbit, could come and see me!

3. Lead the children to read the content of the letter.

Teacher: We understand these three pictures, and then we start to read the letter. Read out the three pictures, and also read out the beginning and end of the letter. Now you are the kitten, and this is the letter you wrote to the little rabbit. (Speak clearly why the kitten is crying. Who will read the letter? After the children have finished reading, the teacher will read the letter in its entirety. Young: Hello, little rabbit, I am a kitten. I am sick. It is very uncomfortable to be in the hospital. I am crying. Doctor Monkey is giving me an intravenous drip. It's hard and lonely to be sick and lying in bed. It would be great if you could come and see me. I miss you kitten.

4. Discuss and tell.

1. Question: Children, think about what the little rabbit will do after receiving the letter? (Children answer independently)

Children: Go back to visit the kitten

Teacher: After receiving the letter, Little Rabbit told all the kitten’s friends about the kitten’s illness. Look, there are so many good friends here. (Show Picture 2)

2. Question: Which good friends did the little rabbit tell the news about the kitten’s illness?

Young: He told his good friends.

3. What have good friends done for the kitten?

Young: The little hedgehog visited the kitten on the hospital bed with flowers, and the birds sang at the window. He sang beautiful songs to the kitten, and the little rabbit told the kitten a story to comfort the kitten lying on the hospital bed. The little duck chef came to the kitten's bed and cooked delicious food for the kitten.

4. The kitten is very happy when so many friends come to visit it. Do you think these friends of the kitten are good? What should we do if the children around us are sick? Teacher: Let the children talk about their own experiences and educate them to care for and help each other. You: Okay, if the children around us are sick, we should take care of them. Conclusion:

Teacher: The kitten has received care and love from so many friends after it became ill. I believe it will get better soon. When you are sick, you feel very uncomfortable and lonely. You need the help and care of your friends. With the care of your friends, your body will get better quickly. Therefore, we children should care and love everyone around us. In this way, our lives You will be very happy. "Blowing Bubbles" from the kindergarten class class record

Activity goals: 1. Through operation activities, you will know that tools with holes and gaps can blow round bubbles.

2. Learn to use language to express the results of conjecture operations and develop learning autonomy.

3. Try to use different materials to make bubble blowers, experience the fun of success, and cultivate children's interest in scientific activities. Activity preparation: 1. Children's operating materials: various plastic toys with holes, straws , square hole, triangular hole, rectangular hole, round hole toys, shoe brush, colander, comb, toothbrush, cardboard, leaves, fly swatter, scissors, CD, bubble liquid, basin, tray, bubble machine, etc.

2. Preliminary knowledge preparation: Children have played various bubble-blowing games.

3. Teachers’ audio-visual preparation: ppt for guessing, experimenting, recording, music for blowing bubbles

Classroom record: 1. Introduction to excitement:

(1) Teachers and children enter the activity room listening to the music "Blowing Bubbles" and chase the bubbles in the activity room.

(2). Conversation activities lead to bubble blowers.

2. Hands-on experiment (1), guess and verify that bubbles can be blown out of any object with holes or gaps.

(1) Guessing session

Present colanders, straws, and toys with multi-shaped holes to stimulate children's desire to explore.

Encourage children to make bold guesses and record the guess results in groups on the record sheet.

(2) Hands-on verification

The teacher put forward operational requirements: a group of four people should take out the preparation materials and try them out. They can exchange with each other and try them out. Make verification records on recording paper and display the recording results in groups.

Warm reminder: When blowing bubbles, do not touch the bubble liquid with your mouth, and do not blow bubbles at the face of your companions. Children should try the operation, and the teacher will observe comprehensively and provide timely support and help.

(3) Sharing and communication

Explore and discover: Bubbles can be blown out of any material with holes or gaps.

(Ask individual children to tell the results of the operation, and the teacher and children will summarize together.)

3. Hands-on operation and make the bubble device by yourself.

(1) Show small wires, small leaves, cardboard, ribbons and other materials that do not blow bubbles directly.

(2) Guide children to apply the experience they have learned and turn these things that cannot blow bubbles into bubble blowers that can blow bubbles.

(3). Hands-on production, communication and sharing, and experience the fun of success.

4. Hands-on experiment (2), conjecture and verify that hollow objects of any shape can blow round bubbles.

(1) Guessing session

Show triangular, circular, square and rectangular aluminum wires to prompt children to explore what the shapes of the bubbles they blow are? (Children boldly guess, Record the guess results on the record sheet)

(2) Hands-on verification:

When children try operations, the teacher observes them comprehensively and provides timely support and help.

Explore and discover: Any shape of material can blow round bubbles.

(3) Teachers and students alike concluded: These materials with holes or gaps can blow round bubbles.

5. Play bubble blowing game with young children.

The teacher and the children form a circle hand in hand and rotate to the music, turning the big bubbles into several small bubbles, and the small bubbles into large bubbles again, cultivating the children's ability to play cooperatively.

Activity extension: