6 practical kindergarten lecture notes for large classes

As an outstanding teacher, you may need to write lecture notes, which can help improve teachers’ theoretical literacy and control the teaching materials. ability. How to write lecture notes to be more effective? Below are 6 kindergarten lecture notes for large classes that I collected and compiled. Welcome to read and collect them.

Kindergarten lecture notes for large classes 1

Design intention:

Children usually like to draw robots in class and imitate their movements. Children are full of enthusiasm for robots. interested. I heard this "Mozart Symphony No. 40" by chance. The first half of the music has an electric sound. I think it is suitable for a robot music game, so I designed this activity. After excerpting the music, two sections were left with a distinct sense of rhythm and situation. Section a mainly shows the interactive music game of robots taking turns, and section b shows the happy appearance of the robot after it is fully charged.

Activity goals:

1. Listen to the music carefully and feel the rhythm of |xx|xx|, and play the robot delivery game based on being familiar with the rhythm and structure of the music.

2. Experience the tacit understanding and happiness of cooperative games among peers through games.

Important and difficult points: Guide children to observe two-person cooperative games and learn the action patterns of two people taking turns.

Reflection on the activity:

In this activity, I used a game-based teaching method to allow children to "learn by playing and learn by playing", which is more conducive to conveying the teacher's knowledge to Toddlers. The difficulty of this activity is for children to master the action pattern of two people taking turns. In order to make it easier for children to master this model, I adopted a progressive teaching method. First, let the children become familiar with the music and follow the rhythm of the music to imitate the robot's walking. Then, let the children imitate the robot to do housework and further perceive the rhythm of the music. ; Then let the children practice charging the robot alone; finally, let the children cooperate in pairs to play the robot transfer game. The children liked this activity very much and were very interested. Most children could master this delivery mode and the activity was very effective. Of course, there are also many shortcomings in the activities, such as my lack of ability to respond on the spot; I also have problems with language control. The children should be allowed to listen to more music, and the teacher should give less prompts, let the children express themselves, and give the children full space to develop. There are still many shortcomings. I hope all teachers can give me more valuable opinions and guide me in my future work. Kindergarten Speaking Lesson Manuscript for Large Class Part 2

Hello everyone, the activity content of my speaking class is the kindergarten activity "Sorting" for large classes.

1. Teaching materials

1. Analysis of teaching materials

This lesson is the learning content of the kindergarten class - sorting. This part of the knowledge of sorting has been arranged to learn the teaching content of size and thickness. On this basis, we will continue to learn to sort according to regular features such as color and shape. The teaching materials require children to independently discover their regular features through observation and operation.

2. Analysis of teaching objectives

Based on the actual learning situation of the children in this class and their understanding of the teaching material requirements, I formulated the activity objectives for this lesson as follows:

< p> (1) Through operation activities, learn to continue sorting according to rules and characteristics such as color and shape. (2) Improve children's judgment, reasoning and hands-on abilities, and feel the joy of activities.

3. Analysis of key and difficult points in teaching

According to the teaching tasks of this lesson, I think the focus of this activity is to let children know how to sort by regular features such as color and shape. The difficulty in teaching is to enable children to draw and sort by regular features such as color and shape.

2. Teaching and Learning Methods

Children in the upper class have certain hands-on abilities and the ability to transfer old and new knowledge. These abilities are fully prepared for the study of this class. . Following the basic concepts advocated by the new curriculum, this lesson adopts the following teaching and learning methods:

1. Scenario introduction method: Through vivid conversations, skits and other situations in class, children can improve their learning Interest, the desire to explore new knowledge.

2. Observation method: During the activity, children are arranged to observe two example pictures to guide them to discover two simple sorting rules and construct a knowledge system.

3. Independent exploration method: On the basis of understanding, children are provided with learning materials to allow them to conduct hands-on operations and experience and explore the process of sorting taxis based on regular characteristics such as color and shape.

3. Teaching process

(1) Overall idea and intention

The teaching content of this lesson is to sort children according to size and fine regular characteristics. Teaching based on the teaching content. The teaching design of the entire class strives to follow the principles of "teacher-led, students-centered, situation-based, and activities-focused" to allow students to actively participate in the entire teaching process, through "skit performances", "observation of graphics", Activities such as "hands-on drawing" and "making headdresses" allow children to learn through play and play while learning, making children learn easily and happily. Children's enthusiasm and subjectivity are fully expressed, and children truly become the masters of learning.

At the same time, in classroom teaching, we pay attention to protecting children's opinions, developing children's creativity, and encouraging children to be good at discovering unique phenomena.

(2) Teaching plan

1. Introduce in the form of plain language to stimulate children’s interest. (Sketch performance)

2. Learn to discover regular ordering.

(1) Guide children to learn two simple sorting rules. Show example pictures: guide children to observe and discover the ordering rules of patterns.

(2) After completing the sorting wall chart, work with the children to find the sorting rules in the wall chart.

(3) Children perform hands-on operations, continue sorting in order and regularly, and teachers observe and guide.

3. Making headdresses

(1) Provide materials and let children design a headdress for themselves, requiring children to sort them regularly in a certain order.

(2) Children use hands-on operations to encourage children to do things differently from others.

4. Extension of activities

Let children use real objects and sort them regularly in a certain order.

IV. Prediction of teaching effect

This lesson is introduced in the form of skit performance, which can stimulate children's interest in learning, and the classroom atmosphere will definitely be very active. And based on the realistic starting point of children's learning, I directly presented two simple wall charts of sorting rules, and then asked the children to observe and find the rules in the pictures, and "guide" along with the children's "learning". In the "guidance" Let the children explore, complete the unfinished graphics, and establish knowledge representations so that the children can be enlightened and understand the methods. The initiative of learning is given to the students themselves. I believe that the classroom can truly become a stage for children to learn. It is a child's nature to love to play, and the knowledge that children perceive through play is the most profound and solid. In the class, I designed "making headwear" so that the children can devote themselves wholeheartedly to playing, exploring, experiencing and consolidating during play. This will definitely deepen the children's understanding of sorting and cultivate their hands-on operations. The ability of children expands their thinking, internalizes the knowledge they have learned, and also cultivates their ability to innovate. Kindergarten Speaking Textbook for Large Classes 3

Textbook Analysis:

Nature is full of magical and interesting scientific phenomena. Take the natural phenomenon of "wind" as an example. It occurs every day all year round. Meet Us is a phenomenon that children experience from the moment they can get outside. It's spring, a great time for kids to explore the wind. Our spring weather in Jiangnan changes just like a baby's face. The temperature is very high during the day, but at night strong winds suddenly blow and the temperature drops sharply. In the kindergarten, you will hear the children in the first class talking: I saw the petals of winter jasmine flowers blown to the ground by the wind; the strong wind blew the garbage everywhere, and the cleaners had to clean it again; it was a bit cold today, and my mother gave me more Wearing clothes... From the child's words, I found that "wind" is what the child needs and is interested in. Following the children's experience and life, let the children in the upper class independently generate a series of activities to explore the "mystery of the wind" around "wind".

Analysis of the situation of young children:

Children in the upper class are interested in things and phenomena around them, and have curiosity and desire for knowledge, and some children can initially use their senses, hands and brain to explore problems. However, children sometimes make subjective assumptions about things and phenomena, which lack scientific basis. We hope that children will boldly explore in the process of active learning, and cultivate children to objectively describe phenomena, draw inferences based on facts, and understand that science exists in objective facts, not in the teacher's mind.

Talk about goals:

Taking into account the distance between children’s existing experience level and potential development level, the following goals for children’s proximal development zone are formulated:

1. Guide children to discover the size of the wind, explore and judge the direction of the wind, and try to create wind.

2. Preliminarily understand the advantages and disadvantages of wind, guide children to look at things dialectically, and form a scientific way of thinking from an early age.

3. Able to coordinate and cooperate with peers in activities, and learn from each other through cooperation.

Activity preparation:

1. Knowledge and experience preparation:

(1) Children record the weather forecast every day, focusing on the content of the wind;

(2) Depending on the wind strength, let the children record their discoveries and experiences in the form of pictures;

(3) Ask parents to cooperate and collect some information about " "Wind" information and knowledge,.

2. Preparation of material materials:

(1) One classification board for each group

(2) Hair dryer, fan, pad, pump, cardboard , books, balloons, windmills, chicken feathers, cotton, small paper boats, etc.

(3) One face picture each of "laughing" and "angry".

3. Preparation of environmental resources:

Choose weather with breezy weather.

Design ideas:

An important role of teachers in children’s exploration activities is to “lead children in a clear direction.”

Regarding wind, young children cannot really understand its formation, but they can use what they see, hear and experience to prove the existence of wind, prove the size of wind through experiments, judge the direction of wind, and even try to use common tools Create wind so that children can truly get in touch with nature and discover the wonders of nature. In this activity, we follow the principle of children's independent exploration, set open questions, and collect information independently through children (books, the Internet, experiments or asking parents), so that children can see with their eyes, speak with their mouths, listen with their ears, and do things. In the process of doing and thinking, we constantly enrich and expand our experience about "wind" and find ways to solve some problems by ourselves, so that children can acquire knowledge and acquire methods in a relaxed and pleasant atmosphere.

Activity process:

1. Natural introduction, stimulating interest (5 minutes) Teacher: We will go on a trip in a few days, and I know everyone is concerned about the weather conditions. So, who can tell you about the weather conditions in the past two days?

Teacher: "Northerly wind level 2-3", where can we tell? How do you know there's wind? (Leading children to observe and feel outdoors) My questions may cause the children to recall past experiences and say, "Flags, leaves..." At this time, the children's feelings about the wind must not be sufficient in the discussion. Take the children outdoors in a timely manner. Feel the presence of the wind and let them discover for themselves the various wonderful changes that occur in nature when the wind comes: petals fly in the wind, the water in the pool ripples, and colorful flags flutter in the wind.

2. Feel and discover the power of the wind (6 minutes) Teacher: What did you hear? What did you see? What do you feel? (Let the children record it in the form of pictures and tell everyone about it) (Show the classification board) Ask the children to classify their picture records, and ask the children to discuss with each other before classifying.

Children are classified and examined collectively.

On the basis of exploring the breeze, it stimulates children's enthusiasm to pay attention to changes in wind force. This will naturally lead to future exploration activities. When moderate winds or strong winds arrive, let them spontaneously go outdoors to experience it, and then record and classify their experiences and discoveries in the form of pictures and tables.

Teacher: Wind has different wind levels. Different wind levels indicate different sizes of wind, and people’s feelings are also different.

3. Explore and judge the wind direction (10 minutes) Teacher: The weather forecast says it will be north wind today. What does this mean? (The north wind comes from the north) (It is the direction of the wind) "How to judge?" Use this topic to trigger a group discussion among the children, and then go to outdoor activities to guide the children to use their methods to prove the direction of the wind. For example: observe the flag fluttering on the flagpole; let the children place feathers and plastic balls in the middle of the playground and let them roll with the wind... Let the children truly understand that "the wind really comes from the north" through activities.

After understanding that wind has a direction, encourage children to find ways to record the "wind direction". Let the children discuss the method: they can mark Chinese characters or arrows. The recording does not require accuracy, as long as they initially learn to use scientific recording methods.

IV. Try ways to create wind (10 minutes) Teacher: (Take out windmills) Can these windmills be played in the activity room?

The children will definitely say in confusion, "How can we play, there is no wind!" I will ignite the children's enthusiasm for making wind with just one sentence: "Can't we make some wind when there is no wind?" How to make wind? With this question, let the children look for materials on their own, such as hair dryers, electric fans, fans, balloon pumps... Children can use cardboard, fans to blow up the balloons and release the air... Encourage children to try to create wind in various ways . Although they did not really see the formation process of the wind, I think these lively and interesting exploration activities will have far-reaching significance for their future growth.

Activity extension: (3 minutes) Teacher: The children have thought of many ways to create wind. Do you like wind? Why? (Children’s discussion) After class, through children’s own continuous collection of information and materials, children will gradually discover that wind can do many things for humans. Using wind can generate electricity, spread seeds, etc., but it can also cause harm to humans. I think understanding the pros and cons of wind will help children look at things dialectically and form a scientific way of thinking from an early age. Kindergarten Speaking Lesson Manual for Large Class Part 4

Dear judges and teachers, hello:

The material for my speaking lesson today is "Talk About the People in My Family". Below I will give lectures from the following four aspects.

1. Teaching materials

This activity comes from the first activity of the second theme of "Shandong Province Kindergarten Activity Textbooks" published by Tomorrow Publishing House.

Home is the harbor for everyone’s life. The warmth and affection of the family will affect children’s attitude towards people and society, and children’s feelings towards the family will also affect their life path. Children are no strangers to people in their own family, but they do not know very well the birthdays, occupations, hobbies, etc. of family members. "Talk about the people in my family" uses familiar characters to stimulate children's interest in investigation. It also enhances children's understanding of family and family through investigation and recording, and helps children build love for family and family. As stated in the "Outline", "It not only meets the actual needs of children, but is also conducive to their long-term development; it is not only close to children's lives, but also helps to expand children's experience and horizons by selecting things and issues that interest children.

"Therefore, this activity comes from children's life and serves children's life. So I chose this activity. In view of the analysis of the above data, the following goals are specially formulated:

1. Knowledge goal: inspire children

2. Skill goal: guide children to record the results of the investigation in their own way and be able to tell them in an organized way.

3. Emotional goal. : Cultivate children's love for their families.

According to the educational goals and age characteristics of children in the "Outline", I will focus on stimulating children's interest in investigation, enhancing their understanding and love for their families, and guiding children to use their own skills. Record the results of the investigation in an orderly manner and describe the difficult points in an organized manner.

In order to make the activity comprehensive and integrate education into life situations, the following preparations are made:

1. .Knowledge preparation: Let the children investigate their family members’ birthdays, occupations, hobbies, etc. in advance and discuss the results of the investigation with the children before the activity.

2. Preparation of teaching aids:

(1) Please. Each child should bring a family photo of a relatively complete family

(2) Bring a space for placing photos

(3) Each child should have a colored pen and drawing paper< /p>

2. Preaching Method

The new "Outline" points out that "teachers should be supporters, collaborators, and guides of children's learning activities." Teachers must have goals in mind during the activities. With children in our eyes, there is education at all times. With interactive and open research concepts, children can truly become the main subjects of learning. Therefore, the teaching methods used in this activity are:

(1) Heuristic questioning method: This kind of method. The method is the most common in various activities. Stimulate children's interest in investigation through inspiring questions.

(2) Discussion method: Through discussions between teachers, children, and children, children can learn about their families. It also allows children to solve problems during discussions and achieve teaching goals. In addition, there is also a painting method to enhance children's understanding of their families and their love for the family.

3. Lecture method

Children are the main body of learning. Children should be able to actively and actively participate in activities. According to the age characteristics of children and around the goals, the main methods used are:

( 1) Investigation method: Through the investigation of family members, children are stimulated to understand their family members’ intentions.

(2) Recording method: Through hands-on and brain-based recording of family members’ birthdays, occupations, hobbies, etc., in a more intuitive way. In addition, there are hands-on methods to record family members and make them into booklets, which can further consolidate the understanding of family members.

1 .Import. The teacher has a family photo of me, which includes my father, mother, grandpa, grandma and me. Does the child have such a photo? The teacher uses a family photo of his to introduce it to the children, thereby eliciting the children's own feelings. Take a family photo and let the children communicate in groups. Children's thinking is intuitive and vivid. Through understanding the people in the photos, children are stimulated to actively investigate, and children quickly enter the topic.

2. Introduce family members.

(1) Invite some children to show photos and questionnaires. The teacher inspires children to introduce the investigation of their families by asking who are the people in the photos, what they do, what they like, and when their birthdays are. result. This link reflects the children's initial understanding of their families.

(2) Ask the children to talk about their own recording methods. Teachers guide children to observe and discuss and draw results. For example: Dad can draw a man's head, and Mom can draw a woman's head; Birthdays can use numbers, and cakes or candles can be drawn; favorite clothes and food can be drawn directly; favorite colors can be drawn with corresponding colored pens; occupations Able to draw corresponding signs, etc. The "Outline" points out that "education is integrated into various activities". This link mainly enhances children's understanding and love for their families through discussion and the way of recording. It not only exercises children's thinking ability, but also uses their brains and hearts to think about recording. This method not only cultivates children's language expression ability, but also allows them to exchange experiences and share happiness together. They learn by talking, listening and thinking, with children as the main body. Children are the real masters of learning.

3. Make a small family file

(1) Invite children to create their own small family files through drawing, and supplement the investigation results of other family members if necessary. This session further consolidates the children's understanding of their families through their own hands-on operations.

(2) Draw your own family portrait on the home page of your family profile, and bind it into a booklet with supplementary survey results of other family members.

4. Class summary, display and review the small family files produced by the children.

5. Extended activities

(1) Arrange family photos on the wall for children to freely appreciate, introduce and communicate.

(2) Family files can be filled with drawing information at any time according to the needs of children.

Extended activities are not the end of one activity, but the beginning of another activity. Therefore, through extension activities, children can enhance their understanding and love for their families, as well as improve their language expression potential and acquisition of new knowledge and experiences.

The above activities are interlocking and step-by-step. They not only pay attention to the children's original life experience, but also gain new experience.

This is the end of the information in my lecture. There are still many shortcomings in it. Please give me your advice, thank you!

Note: During the lecture, the voice must be loud and ups and downs, the speaker must make eye contact with the judges, and the lecture must be completed in a semi-scripted state. Kindergarten speaking lesson notes for large classes 5

1. Speaking teaching materials:

The subject I chose to teach is language, and the topic is "Spring, Summer, Autumn and Winter". This article looks at pictures to learn liberal arts. Knowledge is very strong, and it can take the opportunity to cultivate children's interest in observing nature, and then cultivate children's beautiful emotions of loving nature. We want children to understand and appreciate the characteristics of the four seasons and the festivals in the four seasons. I use conversation activities before class to guide children to observe and understand the regular changes in nature, so that children can understand the changing characteristics of the four seasons, so that children can personally experience the beauty of nature in life, which lays an emotional foundation for the development of teaching. According to the age and psychological characteristics of the large class children, the teaching objectives of this activity were carefully formulated from three aspects: emotional education, ability development, and knowledge.

The specifics are:

1. Observe the pictures and initially perceive the characteristics of the four seasons of the year.

2. On the basis of understanding the content of the pictures, try to understand what festivals there are in the four seasons and people’s activities during the festivals.

3. Have a strong interest in appreciating and understanding nature, and experience the close relationship between people and nature.

The difficulty in teaching

It is how to guide children to communicate coherently and completely in language based on perception

The focus of teaching

It is also Use coherent and complete language to describe the characteristics of the four seasons and people's activities during the festival.

2. Teaching method:

Interest is the best teacher, and games are activities that every child is interested in. In the introduction of the topic, I used entertainment games to " "Referring to the five senses", let children initially understand that human language is understood through the mouth and ears, and how to understand the language of nature? Stimulate children's curiosity and let them explore nature with questions. The activities are carried out from easy to difficult and in depth, so that children can actively and voluntarily participate and learn, gain experience, and reflect the child's dominant position. During the activity, the teacher used full emotions, beautiful teaching wall charts, and timely guidance throughout the activity, allowing the children to feel the characteristics of the four seasons in a beautiful artistic conception. This kind of teaching is also in line with the concept in the "Outline" that teachers should be supporters, collaborators, and guides of children's learning activities. In addition, I also used communication methods and appreciation and motivation methods to guide children to experience people and adults in activities. Natural family affection and the courage to express one's understanding build up children's self-confidence, so that this activity can achieve the harmony and unity of beautiful enjoyment and happy learning.

3. Teaching method:

When teaching pictures, I will let the children use different ways (seeing, listening, speaking, thinking) to experience the content expressed in the pictures according to the content of the pictures and the characteristics of children's learning, and satisfy the children's multiple needs through multi-channel participation of the senses. It also focuses on student-student interaction and teacher-student interaction, which not only reflects the concept of "child development-oriented", but also promotes the formation of "cooperative inquiry-based" teacher-student interaction.

Teaching preparation: < /p>

1. Interested in observing natural phenomena, and have initially accumulated some experience.

2. Sound recording tapes and tape recorders.

3. Teaching of spring, summer, autumn and winter scenes. A wall chart.

4. Teaching procedures:

The process of each activity is a very important link and is also a very important reflection of the teacher’s understanding of the teaching materials and activity design. The process of realization. Based on the content of the teaching materials and the children's acceptance ability, I divided the teaching into two parts.

The first part: eliciting the topic through playing the "pointing to the five senses" game and stimulating the children to explore the mysteries of nature. Interest. What is nature? It is difficult for young children to understand scientific explanations. Therefore, I carefully designed and made a wall chart of spring, summer, autumn and winter scenes to show them in front of their eyes, so that they can have an image of it through their visual senses. This lays the foundation for learning and understanding the content of the picture.

Part 2: Play the poetry recording to guide students to observe the picture.

Invite students to think about the picture and answer the following questions:

p>

Teacher: What are the seasons in the year? What are the festivals in the year?

Teacher provides guidance on content and presentation level. p>

(1) Students talk about the characteristics of spring and spring festivals, read the Chinese characters "spring" and "warm" and make a summary.

(2) Students talk about the characteristics and festivals of summer. . Recognize the Chinese characters for "summer" and "hot" and make a summary.

(3) Students talk about the characteristics of autumn and autumn festivals, read the Chinese characters for "autumn" and "cool" and make a summary. Summary.

(4) Students talk about the characteristics and festivals of winter. Read the Chinese characters "winter" and "cold" and make a summary.

3. Students tell their favorite season and why.

4. Teacher’s summary: Nature brings us many gifts and gives us beautiful enjoyment. We must love nature and protect nature.

Consolidation and extension

1. Draw a picture of your favorite season.

2. The teacher guides literacy and writing: sun, moon, water, and fire. Kindergarten Speaking Textbook for Large Classes Part 6

Teaching objectives:

1. Let children have a preliminary understanding of where they come from and how they grew up.

2. Stimulate children’s curiosity to explore their own mysteries.

3. Inspire children to respect and love their elders.

Teaching preparations:

Anatomy diagrams of pregnant women and fetuses in the mother’s womb, tape recorder, tape, a piece of paper for each child, some marking pens, and oil pastels.

Teaching process:

1. Introduce topics and stimulate interest. Discussion----Look at pictures----Discussion

1. Teacher: On the way home yesterday, the teacher heard a baby asking his mother, "Where did I come from." Today I want to ask you, do you know where you come from?

2. Teacher: "What happy thing happened to this aunt? Where did the baby live before he was born? - -Children discuss and answer according to their own wishes

2. Observe the pictures to understand the baby’s life in the mother’s womb

1. Teacher: In every mother’s belly. There is a small house called "uterus". The baby lives in this "uterus" house before he is born (show the picture)

2. Teacher: The baby grows up day by day. , he has no teeth, can he eat? How can he grow up if he can't eat?

--Children's discussion--Teacher summary: "The baby can't eat yet in the mother's belly, but the baby can't eat." There is a long belt on the baby's belly called the 'umbilical cord'. The mother gives nutrients to the umbilical cord, and the umbilical cord gives nutrients to the baby.

3. Teacher: The baby is getting bigger and bigger, and the 'uterus' house can no longer hold the baby. At this time, what will happen?"--Children's Discussion--Teacher's Summary: At this time, the mother will Go to the hospital and ask the doctor to take the baby out.

3. The baby has grown up

1. Teacher: The baby will not be able to speak or eat after birth. Adults must do this for the baby. What things?

2. Teacher: What should we do to thank them?

4. Children draw pictures to thank their parents (you can ask the teacher to help write a word of thanks) < /p>

End: Take the painting to give to your parents.

;