As a people’s teacher who specializes in teaching others and solving their doubts, it is inevitable to prepare lesson plans, which help students understand and master systematic knowledge. So what issues should we pay attention to when writing lesson plans? The following is a kindergarten small class music lesson plan "Hug Me If You Love Me" with reflections that I have collected for your reference. I hope it can help friends in need.

Design intention:

"If you love me, hug me" is a lively and childlike song, which reveals the deep love between children and their parents. love. Children in small classes have just entered kindergarten. They are relatively attached to their parents and are relatively unfamiliar with kindergarten. This activity is mainly designed to let them use the movements of accompanying, kissing, praising and hugging in the song during the process of playing and having fun. Young children experience the love between their parents, which extends to the love with their peers and the love with their teachers.

Activity goals:

1. Be familiar with the melody of the song, and initially try to learn to sing the recitation part.

2. Try to create movements of accompanying, kissing, praising and hugging, and feel the deep love in the song.

3. Experience the atmosphere of the song by learning to sing it.

4. Be willing to participate in music activities and experience the happiness in music activities.

5. Cultivate children’s sense of music rhythm and develop their expressiveness.

Key points and difficulties of the activity:

Key points of the activity:

Preliminarily learn to sing the chanting part, and create and compose the movements of accompanying, kissing, praising and hugging.

Difficulties of the activity:

Feel the love between parents and children in the song, and be able to boldly express your love for your peers and teachers.

Activity preparation:

1. Excerpts from the song "Hug Me If You Love Me".

2. Accompaniment music.

3. Simple drawing pictures of accompanying, kissing, praising and hugging.

Activity process:

1. Introduction

1. Play the song accompaniment, and teachers and children will enter the venue while making rhythm.

2. Guide the children to perform hugging and kissing movements, and chant and perform the movements rhythmically.

(1) Teacher: What did your parents say to you when they sent you off today? What did your parents do with you when they sent you off? How did you kiss and hug your parents?

Kiss——How did you kiss your parents? Oh, let’s use our little hands as little mouths to tap a little. ××Kiss me. Where else can I kiss? (Guide the child to do the actions and talk at the same time based on the child's answer)

Hug - How do you hug your parents? Put your little hands on your shoulders and hug me. How else can I hug you? Where else can we hug other than on our shoulders? (Neck, waist, etc.) (Guide the children to do the actions and talk according to the children’s answers)

(2) Teacher: Why do parents want to hug and kiss us? Hugs and kisses are because mom and dad love us very much. They will say to us, "Mom loves you, dad loves you." So what do we say to mom and dad? (Baby loves you too)

2. Listen to the song, initially understand the content of the song, and create actions.

1. Teacher: A child also said something to his parents. Let’s listen together. What did he hear? (If you love me, then accompany me, if you love me, kiss me, if you love me, praise me, if you love me, hug me)

——Play the song excerpt 2 to guide the children carefully listen.

2. Teacher: What if the child in the song tells his parents that he loves me?

——Show corresponding small pictures according to the children’s answers to help the children remember the sequence of actions.

(1) If you love me, hug me - let’s make hugging movements while chanting. If you love me, hug me (recite and perform movements at the same time, different hugging movements, the teacher walks in front of the children to interact with them)

(2) If you love me, kiss me - dear How can the action be done? Wherever you want your parents to kiss, just use your little hands as a little mouth and tap a little bit (do this several times and kiss different places)

Teacher: In addition to kissing and hugging, what else did you say? Let's hear it again.

——Teachers sing songs a cappella and guide children to listen carefully.

(3)——Show a simple picture of praise. What does this mean? (Praise) If you love me, praise me. How else can we praise our baby (smart, capable, etc.)?

(4) If you love me, then stay with me - what do you like most when your parents accompany you? How do you feel when I'm with you? Are you happy or sad? If you love me, stay with me and let mom and dad sleep soundly with us. (Watch TV with us, play with toys, tell stories, go to the park with us, etc.).

3. Teacher: Let’s talk to our parents about these things. Let’s do the movements together and say what we want to say out loud.

——Guide children to combine lyrics and movements and learn to sing the song once.

3. Song performance

1. Peers perform with each other

Teacher: At home, babies live with their parents and love each other. Who do you love and live with in kindergarten? (Children) We love each other with our parents. In kindergarten, we also have good friends who love each other. Let us also kiss and hug our good friends!

2. Interactive performance between children and teachers

Teacher: At home, your parents take care of you, and you love your parents, so who takes care of you in the kindergarten? Look, there are many teachers and mothers behind. Let’s each find a teacher and sing them nice songs. Let’s also give them a kiss and a hug.

——Play music to guide children to interact with the teacher behind them.

Reflection on the activity:

When I was selecting materials, as soon as I heard this song, I was attracted by the beautiful melody and the childish voice of the child, and I felt that this was what I wanted. Wanted. But when I actually designed this activity, I realized that it was really difficult.

First, it is the choice of age group. It is too easy to put it in the middle class. It is too easy to put it in the small class in the first semester. Children in the small class have just begun to adapt to kindergarten and collective life. They have just started group activities and are particularly afraid of strangers. Afraid of a cold scene. Therefore, I take the time to get to know my children more, play games with them, and share delicious food with them, so that they can gradually become familiar with me and accept me emotionally. This is the first and important step.

The second is the design of questions. Children in small classes should mainly focus on games and learn through play. It is also difficult to ask how the design can be closer to children so that children can understand and be willing to communicate with you and create a harmonious and harmonious atmosphere.

Third, it is a music problem. Because the four lyrics of this song are cut very fast, children cannot enjoy the performance in time. If you use software to slow down, there will be problems with the sound quality. Therefore, the music speed Speed ??is also a concern for me.

With these questions, I continued to design, modify, and improve the lesson plans, and the links of the lesson plans gradually became clear. Lesson plans can be preset, but the interaction between teachers and children cannot be preset. Therefore, the difficulty of the activity lies in the effective interaction between teachers and children. After the whole activity was carried out, the children were relatively cooperative, but there were still some problems.

1. Not paying enough attention to the children. When carrying out the activities, I was more eager to follow the activities. Some children did not follow the teacher to move. I also did not provide certain language prompts and did not lead them to participate together. Active.

2. The teacher did not step aside in time. Throughout the activity, the teacher talked more and gave the children less opportunities. When the children did not answer the teacher's questions, they were eager to tell the answers to the children.

3. As I expected, the music is relatively fast. During the performance, one action is not completed, and another action appears again. In this way, the performance is more confusing. If you choose to use piano accompaniment, these sentences will be recited and can only be accompanied by the rhythm of "dong dong dong". If the children don't recite them, it will appear very deserted and there will be no sense of performance.

A simple activity, just 15 minutes, turns out to be so difficult. My biggest feeling from this evaluation activity is that only by thinking about what the children think and integrating with the children can we truly interact.