#courseware# The design and use of introductory courseware must be combined with various objective conditions such as teaching content, and specific issues must be dealt with in detail. If you do it properly, you will get unexpected good results. On the contrary, it will backfire. If the courseware is boring, it will definitely make students lose interest in learning. However, a well-designed courseware can closely follow the students' activity psychology and make the best use of the situation. Actively activate their thinking and enhance their interest in learning, thus greatly improving students' enthusiasm. The following is a compilation and sharing of open class courseware for kindergarten classes. Welcome to read and learn from it.

1. Open class courseware for kindergarten classes

Activity objectives

1. Correctly understand squares and rectangles. Know their physical characteristics.

2. Pair learning panels with corresponding cards.

3. Develop children’s vision and touch.

Activity preparation

Square and rectangular panels, solid graphic cards, thick and thin line cards (attached).

Activity process

1. Introduction to arouse children’s interest.

Teacher: Today I brought a pair of brothers to the children. Please take a closer look (show the square and rectangular panels).

2. Children observe and operate learning tools and understand squares and rectangles.

1. Operation, perception, and understanding of squares and rectangles. Questions:

(1) Do these brothers look the same?

(2) How are they different?

(3) Are they the same?

(4) Teacher summary: This square with four sides of the same length is called a square. This square with two opposite sides of the same length is called a rectangle.

2. Three-stage teaching method to teach squares and rectangles:

(1) Teacher: This is a square (rectangle).

(2) Teacher: Is this a square or a rectangle?

(3) Teacher: What is this?

3. Pairing of panels and cards.

1. The teacher shows the card and teaching aids.

Teacher: Today the brothers square and rectangle also brought their photos. Do you want to see them?

(1) (Show the solid picture card)

Teacher: Whose photo does this belong to? (Place the cards according to the children’s answers to check whether they are correct. Then ask the children to place another card)

(2) (Show the thick-lined card)

Teacher: I still have There are two cards, which are a little different from the ones just now. Please help me find out whose they belong to. (Ask the children to try to place it)

(3) (Show the thin line card and ask the children to try to place it) Teacher: How do you know the photo is rectangular (square)?

2. Children operate the matching of panels and cards. Individual guidance from teachers.

Teacher: Children, there are many photos of the square brothers on the table. Do you want to send those photos to them?

2. Kindergarten open class courseware

Design intention:

In today's society, people pay more and more attention to water resources problem. Everyone has witnessed that the phenomenon of water shortage and water pollution has attracted great attention. In this situation, it is extremely important for young children to understand the relationship between water and humans, and water and nature. According to the age characteristics of children's cognition and perception, combined with the actual life of young children. This activity guides children to actively participate and think through stories, conversations, experiments, music performances and other forms, so that they can fully understand the close relationship between water and humans from different aspects. Cultivate children's environmental awareness of cherishing and protecting water resources from an early age.

Activity goals:

1. Combine stories, conversations, experiments, music performances and other different forms to stimulate children's interest in actively using their hands and brains to participate in learning and to show their curiosity.

2. Let children know that water and humans, water and nature are inseparable.

3. Children have a preliminary understanding of the current situation of water pollution and water shortage. Cultivate children's environmental awareness of cherishing and protecting water resources from an early age.

Activity preparation:

1. Story tape of "Three Monks";

2. Experimental supplies: salt, sugar, milk powder, washing powder, medicine Noodles and 5 glass containers;

3. The number of "water-guarding little pacesetters" chest ornaments and blue crayons is equal to the number of children.

Activity process:

1. Listen to the story "Three Monks" and draw water. Teachers stimulate children's interest in thinking and participating by asking them to listen to stories and think about questions.

1. The teacher plays the story "Three Monks" and the children listen to the story

2. After listening to the story, the teacher asks questions based on the content of the story:

(1 ) What do the three monks use every day? What do they use the water for?

(2) Where did they fetch water?

(3) What did the three of them do with water in the end? Can they leave the water?

3. The teacher raised a topic: Can we live without water? Why?

(1) Children discuss and communicate freely.

(2) Ask children to express their thoughts in complete language.

2. Children, we can’t live without water. Let’s take a look at how water helps us. (Children are asked to watch the various pictures about water in the courseware)

1. Combined with looking at the pictures, let the children understand that water is needed everywhere in life.

(1) Picture 1. Children see that various tasks directly require water to complete. (Firefighters, sanitation workers watering flowers, and ships running)

(2) Picture 2. Children can see farmers watering their fields and power stations using water to generate electricity for thousands of households.

2. This "water" is really closely related to our lives, do you know? Even the little things in our lives need water. Let’s try it together!

(1) The children are divided into 5 groups. There are salt, sugar, milk powder, washing powder, and medicinal noodles on the tables of these 5 groups. When starting the experiment, the children put the items into the glass container and stir them. , let the children observe their changes and make a summary.

(2) The teacher explained that the objects dissolved in water.

3. Show a picture: Children can see that the river water has turned black.

Teacher asked: Do you know why this is? Let's listen to a song. Children, listen to what Xiaohe is singing?

3. The teacher plays and sings the first two paragraphs of the song "Song of the Little River". The little river is so happy. The clear water is singing. The little river is so happy. The small fish and shrimps are all here.

The small river is so sad. The black river water is crying. The small river is so sad. The small fish and shrimp are sick.

The small river is so happy. The clear water is singing. The small river is so happy. The small fish and shrimps are all here.

1. Children create movements while listening to songs.

2. The teacher asked: Why are the small fish and shrimps sick? What can you do to help them? (Children learn about pollution issues)

3. Take out the "Water Protector Little Pacesetter" chest ornament and give it to each child. The teacher has a good idea: ask you to draw a clean river and give it to the child. Fish and shrimp (let the children draw the river on the back of the chest card). The children wear the "Water Protector" chest piece and the teacher plays and sings the third verse of the song "Song of the River" and the children do free expression activities.

Activity extension: Let the children summarize what we should do to be "little pacesetters in protecting water". Let's take action. Promote to those around you that it is "everyone's responsibility" to protect water resources.

Reflection on the activity:

This activity is very operational and is a comprehensive extension of this theme. The children have a strong interest in small scientific experiments on water. They usually There are relatively few operations, so the interest is quite high. During the activity, the children were more able to appreciate the great role of water. Since we had experienced a water shortage before the activity, this activity was of profound significance to the children.

3. Kindergarten open class courseware

Activity goals:

1. Experience the troubles in the growing process through communication and sharing , can actively think of ways to solve their own troubles.

2. Try to let children pay attention to their own emotions and form a happy and positive attitude towards life.

Activity preparation:

(1) Early experience preparation: Understand the meaning of troubles;

(2) Children’s painting: My troubles;

(3) PPT courseware.

Key point: Be willing to find ways to solve your own problems.

Activity process:

1. Story introduction, triggering discussion

1. Watch the PPT "Are you my friend?" 》

2. Questions: (1) What is Sandy’s trouble? Why aren't you happy when you have friends? What will happen if you continue to worry like this?

(2) How can you help Sandy solve her troubles?

3. Summary: When we grow up, we will have many troubles. When we encounter troubles, we must find ways to make ourselves happy and use our brains to solve them.

2. Exchange worries, share and discuss

1. (1) Do you have worries? (Individual children exchange their own paintings)

(2) How did you solve your own troubles.

2. Summary: Some children encounter troubles in learning, some are troubled when playing games with children, and some are troubled by parents quarreling.

In fact, there are many ways to solve problems, such as: don’t be afraid of troubles and difficulties, have confidence in yourself, think of more solutions, solve it independently, or ask your peers, teachers, or parents for help to solve it together, etc.

3. Asking questions and transferring experiences

1. Can all worries be solved at once? What should I do if I can't solve it immediately? (Change your attention, forget your worries, and face your current life happily.)

2. Summary: Not all worries can be eliminated, but there are always many ways to help us eliminate them and forget them. In this way We can also be happy.

4. Kindergarten open class courseware

Activity goals:

1. In the process of sucking and playing, understand Magnets, feel the properties of magnets that attract iron;

2. Actively participate in exploration activities, develop a desire for knowledge, and experience the happiness of success.

Activity preparation:

Each person has one operating material (magnets and envelopes containing various products)

Activity process:

(1) Introduction activities:

1. Teacher: Today, the teacher will perform a magic trick for the children. (A picture of the park prepared in advance is placed on the table, with a magnet man on the picture.) The teacher controls the magnet to move underneath and leads the magnet man to visit the park.

Control the magnet to make the villain roll and jump, showing the villain's happy mood while visiting the park.

2. Teacher: Children, think about it, how does the teacher do the magic? Who is helping the little man to visit the park? (Show the magnet)

3. Introduce the characteristics of magnets and explain what "attraction" means with examples.

4. "Children, have you ever used magnets in your life, and what are they used for?

5. Generate questions: What things can magnets attract? (Children's imaginary guessing )

(2) Operational exploration

1. Attract various products

Teacher: “Today the teacher brought a lot of magnets and various small items to the children. Bags for things. If you want to know what things a magnet can attract, use a magnet to suck it, and then tell each other what things are attracted. ”

Children play with magnets, and the teacher guides them around, encouraging them to suck on everything.

Question: What things do magnets attract?

Summary : It turns out that magnets have attracted pens, nails, needles...

2. Classification

Teacher: Children have attracted many things with magnets, and many things have not been attracted. , can children put them separately?

Ask children to separate the ones that can be attracted by magnets and those that cannot be attracted.

(3) Discussion activities

1. Why can some things be sucked and some things cannot?

2. What are the things that are sucked made of?

3. Summary: Iron products can be attracted by magnets

(4) Magnet games

1. Teacher: "Magnets are of great use in our lives, and they can also perform magic. Woolen cloth. Let's let the kids play magic today, okay? ”

2. Let the children play with magnets and move the magnets against the bottom of the table, and watch the iron products on the table move accordingly.

(5) Extended activities

1. Provide magnets and various products in the technology operation area to encourage children to further operate and explore. 2. Guide children to find iron products in life.

5. Kindergarten open class courseware

Activity name:

Large class society: How long is a minute?

Key areas:

Society; related fields: mathematics

Activity goals:

1. Understand the length of one minute and the relativity of the length of one minute (cognition)

2. Preliminarily discover the relationship between time and life, and know how to be punctual and cherish time (skills and emotions)

Activity focus:

Understand the length of one minute. , know the relativity of the length of one minute.

Activity difficulty:

Discover the relationship between time and life.

Activity preparation: