#parent-child education# The teaching content of each topic or each class period in the introduction lesson plan, the arrangement of teaching steps, the selection of teaching methods, the design of blackboard writing, the application of teaching aids or modern teaching methods, and each teaching step The time allocation of teaching sessions, etc., must be carefully considered, carefully designed and determined, reflecting a strong sense of planning. The following are three design examples of spring outing lesson plans for large classes carefully compiled for your reference.

Part 1

Activity goals:

1. Guide children to boldly and completely communicate what they saw and heard during the spring outing.

2. Learn to compose pictures reasonably and color them evenly to express the joy of looking for spring.

Activity preparation:

1. Photos taken during the spring outing.

2. Peach blossoms, willow trees, winter jasmine, rape flowers, wicker and other physical objects are arranged in the classroom.

3. A display board for displaying children’s works.

Activity process:

1. Conversation introduction

Children, do you still remember that the teacher took you to look for spring in the fields last week? Now, Teacher Zhu asks everyone to recall what you saw in the field. First, please think about it with the children sitting next to you, talk about it, and then tell the teacher.

2. Children communicate with each other.

The teacher reminds the children to name the main representative plants in the spring fields, such as: wheat seedlings, rape flowers, broad bean flowers, peach blossoms, willow trees, etc.

3. Group communication

1) Teacher questions: What do you want to introduce, what does it look like, what color is it, and where did you find it?

Ask the children to raise their hands and tell everyone about their findings. During the introduction process, the teacher guides the children to use location words appropriately, such as: what is in the distance, what is near; what is in the sky, what is on the ground.

2) Teacher: I am also prepared. What is this? (Show photos from the spring outing)

"I have prepared some photos from the spring outing for you. Please take a look and see if you have found everything in the photos and whether you are in the photos. ?”

(Put photos for children to enjoy)

4. Children’s painting

1) Teacher: The fields in spring are so beautiful, and the children are enjoying the spring outing. Spring has been found all the time. Are you happy when you find spring? Now ask the children to draw the spring you found! However, the teacher has a small request: you must not only draw a beautiful spring, but also draw your happy face!

2) Children paint, and teachers guide them on tour.

Teachers focus on guiding children to reasonably compose pictures, express the proportions of near and far objects, and highlight key images; apply colors evenly and use bold colors.

5. Display children’s works

1) Display children’s works on the exhibition board and ask children to introduce their works, such as: who is in the work, what they are doing, what they found in the fields What.

2) Question: Which painting do you think is the most beautiful? Why?

Part 2

Background of the activity

Our hometown is a famous historical and cultural town. During the theme activity of "Love Hometown", children with the help of their parents I collected information, pictures and other materials about my hometown, and enriched my knowledge through display and exchange. It also aroused a strong desire to go out and see things. As the kindergarten organizes spring outings, "Where to go for spring outing?" "Where is near? Where is far?" have naturally become new questions for children to explore. In order to guide children's inquiry operations and provide them with opportunities and space for cooperation, thinking, expression, and recording, I designed this teaching activity.

Activity goals

1. Learn to use small sticks, pieces of paper, tubes and other tools to measure along a straight line on the map. When measuring, pay attention to the end to end of the tools.

2． Learn to work together to record measurement results and compare the distances between different scenic spots.

3. Produce the pleasant emotion of going on a spring outing.

Activity preparation

1. Each group has a recording sheet, and the tools on the sheet are consistent with the tools provided.

2． Each group has a map with relevant markers on the kindergarten and six scenic spots.

3. Pipes of different lengths, small sticks, pieces of paper, the music of "Outing".

Activity process

1. Play the music of "Outing" to introduce the content of the activity

1. The children sang the song "Outing" along with the recording.

2． Show me the map of Dongshan. Point out the location of the kindergarten (put a mark on it) and ask: Our Dongshan is a beautiful town, where do you want to go for a spring outing?

3. According to the children's answers, put relevant labels on them, such as Yuhua Scenic Area, Qiyuan, etc.

2. Learn to measure the straight-line distance from the kindergarten to various scenic spots on the map

The first step is to understand the measurement tools and learn the measurement methods in group cooperation. And learn how to record.

2． The teacher showed the measuring tools: small sticks, pieces of paper, and tubes, and put forward the measurement requirements: starting from the kindergarten, measure the same route first.

3. Group measurement of young children.

Teachers understand the specific situation of children's cooperation and use of tools to measure, and at the same time purposefully guide children to pay attention to "connecting end to end" when measuring.

Design questions: What tools did you use? How did you measure it? How many were used? Based on the children’s answers, the nurseryman recorded the corresponding symbols in the record sheet.

(Reflection: The purpose of this is to facilitate children to communicate the measurement results. Clearly see the recording method. Although the lengths of the three tools are different, the measurement results of the same tool should be the same. If If the children have objections, please ask them to demonstrate and verify them collectively, thus emphasizing that the measurements should be done end-to-end. )

The second step. Children can freely measure the straight-line distance from the kindergarten to various scenic spots. and record.

2． Children measure and record in groups.

(Reflection: This link not only allows children to continue to personally experience the process of operating measurement and recording. They also learn to cooperate and construct their own knowledge in this process. Teachers focus on observing and guiding children on measurement methods and Record the situation. )

3. Communicate the measurement results. Compare the distances from the kindergarten to various scenic spots

1. Question: Have all the children been measured? Where is the farthest to our kindergarten? Where is the closest? How do you know?

2. Teacher summary: Encourage children to use different tools to measure distances after activities.

(Reflection: The process of communication can help children feel the fun of mathematical activities and better understand the surrounding environment.)

Extension of activities

In the mathematics area Provide markers for different scenic spots in Dongshan, allowing children to choose tools to measure and record according to their own interests.

Part 3

Activity goals:

1. Stimulate children’s interest in music games through activities.

2. By listening to high and low melody, you can use your body to express music melody.

3. Try to use music to creatively express the scene during the spring outing.

Activity preparation:

AR video resources, AR audio resources, AR picture resources.

Activity process:

1. Beginning part:

The teacher guides the children to tell what they saw and heard during the spring outing.

Spring is here. Have parents taken their children out to play? Where have they all gone? Share with your children the beautiful scenery you saw during your spring outing.

2. Basic part:

The teacher guides the children to imitate the movements and brisk feeling of going down the hillside.

The children went to so many fun places, and some even went to the mountains. The mountains are relatively high. Did the children see the beautiful scenery at the top of the mountain? The children are about to go down the mountain after playing for a while on the top of the mountain. How do the children feel when they are going down the mountain? Let’s imitate it together. (Lean your body backward and move forward with small steps).

The teacher guides the children to imitate the movement of climbing and the feeling of difficulty.

The children feel relaxed and faster going down the mountain. How do the children feel when they go up the mountain? Then let’s imitate climbing a hillside together. (If you feel very tired, you will gasp for air, lean forward slightly, and take larger steps with your feet).

The teacher guides the children to imitate jumping movements.

When the children are climbing a mountain, there are some stones on the road. How will the children get over them? Then let's learn to skip stones together. When children jump, they should lightly jump with both feet and jump continuously.

The teacher guides the children to imitate the movements when walking on a winding road.

The mountain roads are winding, how will the children walk? Let's imitate it. (When you walk on a winding road, it's like walking on a wavy line).

The teacher clicks on the AR audio resource to guide the children to experience the ups and downs and joyful characteristics of the music, and adds actions such as descending mountains, climbing mountains, skipping stones, and walking on winding roads to the music according to the changing rhythm of the music. middle.

The teacher plays a piece of music and asks the children to listen. Where does the music sound like climbing a mountain? Where's the music like going down the mountain? Where is the music like skipping stones? Where does the music seem to be taking a winding path?

The teacher clicks on the animation in the AR video resource to guide the children to correctly feel the characteristics of the song.

There is a child here who also went hiking during his spring outing. Let’s see if he is the same as the children when he climbs the mountain?

3. Ending part

The teacher clicks on the AR audio resource again to play music games with the children.

Now let’s go on a “spring outing” with the children and teachers. We are now admiring the scenery at the top of the mountain. With the music, we start to go down the mountain. We feel that there is a more beautiful scenery on the other mountain. We go to climb another mountain. There are many stones on the mountain road. We jump stones together and walk together. The winding mountain road finally reached the top of the mountain we wanted to go.