Excellent storytelling lesson script for kindergarten "Brother Goose Goes Out" Excellent storytelling lesson script for kindergarten "Brother Goose Goes Out" Speaking lesson script Hello fellow reviewers, the title of my speaking lesson is the large class language and literature activity "Brother Goose Goes Out", I will start from I will elaborate on my understanding and understanding of this activity from several aspects such as design ideas, activity goals, activity preparation, teaching methods and activity processes. 1. Talking about the design ideas "Brother Goose Goes Out" This story uses the big white goose that is familiar and favorite in children's life as the main character. It tells the story of a big white goose who is proud and not polite, especially when the big white goose was "red and red" before. Hat, snow-white feathers" and the subsequent "a big black goose". This plot is both interesting and in line with the age characteristics of young children. In life, we often see some arrogant people, especially the number of only children nowadays. More, it's more about me. I think this story is in line with the age characteristics of children and the current psychology of children. It also meets the educational requirements in the "Outline", that is, educating children to use polite language to interact with others and develop civilized interactions. habits. 2. Talk about activity goals. Activity goals are the starting point and destination of teaching activities, and play a guiding role in educational activities. In the field of language, it is pointed out: The key to developing children's language is to create an environment where they want to say, dare to say, and like to say. In the new "Outline", activity education proposes that "educational activities in kindergartens should be led by teachers to jointly create rich and colorful activities that adapt to the age characteristics of children, and guide children to actively and actively engage in activities in a relaxed and happy psychological atmosphere." It is an educational activity to experience, practice, create, and promote the harmonious development of children's body and mind. "Therefore, children's independent participation in activities is the main focus throughout the activity, and the teacher plays the role of a guide and supporter in the activity. Children have different feelings about the activity. I put forward the goals of this activity from three aspects: cognition, ability and emotion. 1. Cognitive aspect: enable children to initially learn to retell stories based on understanding the content of the story, and enrich the vocabulary of "spirit, joy" 2. Ability aspect: actively participate in the discussion of the story plot, and be willing to boldly express their own ideas. 3. Emotionally: Understand the truth of not being proud and not bullying the weak. Experience the troubles caused by arrogance. According to the goal, during the activity, I set the teaching content of understanding the content of the story in the plot of the game and knowing the truth of not being proud and not bullying the weak. The key point is to set it as a difficult point to retell the story in complete language according to the language development of the children in the upper class. 3. Speaking of activity preparations. In order to organize this activity in line with the learning methods and characteristics of young children, focus on the coordination and unity of comprehensiveness, fun, and activities, and integrate education into life situation games, I have made the following two preparations: 1. Material preparations. I prepared multimedia courseware "Brother Goose Goes Out" for the children, including headdresses of the big white goose, chick, and duck. This is to allow the children to get more involved in the game characters and help them understand the story. 2. Knowledge To prepare, I let the children first get to know Brother Goose, understand the basic characteristics of the goose, and practice the walking posture of the goose. 4. Preaching method, learning method Preaching method: Educational psychology believes: "Learners. Open multiple perception channels at the same time, than Only opening one perception channel can more accurately and effectively grasp the learning object. "The "Outline" emphasizes that children are the center, and educational activities should be carried out based on children's learning and interests, especially children's experience. (Learning to Determine Teaching) Teachers in activities. Should be a supporter, collaborator, and guide for children's activities. According to the children's learning situation, I used the situational teaching method, role game method, courseware demonstration method, and questioning method in this activity. 1. Situational teaching method: I tried to break through. In the past, the traditional model of story teaching only used pictures. Instead, based on the content of the story, situations were created for the children, allowing the children to imitate the walking posture of the goose. It was as if they were in a real environment, knowing the pride of Brother Goose and experiencing the arrogance of Brother Goose. As a result, this effect is completely different from the previous effect of understanding the story only through pictures. 2. Courseware presentation method: Children develop their observation skills and stimulate their ability to retell stories by watching the multimedia courseware "Brother Goose Goes Out". 3. Role game method: Role games are children's favorite activities. Let them play this role themselves, which can not only enhance children's interest in participating in activities, but also fully allow them to express themselves and speak boldly.

4. Questioning method: In teaching, I tried to change the previous language teaching model of always telling the story first and then asking questions, and changed the single, recall, and closed questioning method into a diverse and developmental one. Questions such as: Why did Brother Goose fall into the river? Can we learn from him? Why? These questions can not only inspire children's thinking, but also allow children to express their own ideas based on their own life experiences. , guide children to observe carefully in a purposeful and orderly manner, stimulate children's interest in speaking, and create space for children to speak. Teaching method: Throughout the activity, I followed the learning rules and age characteristics of children, with children as the main body, changing the past "I want to learn" to the current "I want to learn", focusing on the goals, highlighting key points, and overcoming difficulties. Creating conditions for children to participate in activities on their own not only improves their understanding and exercises their abilities, but also allows children to experience the joy of success. I used the conversation method and fun game method for this activity. 1. Conversation method: Appropriate questions during activities can help activate children's thinking, help children acquire new knowledge and develop intelligence, and cultivate children's language expression ability and better language habits. 2. Interesting game method: Mr. Tao Xingzhi said: "Teach by doing, learn by doing, and make progress by doing." In the game, children connect the sentences in the story while playing, which reflects the "Guidelines for Kindergarten Education" "Language ability is developed in the process of use" proposed in . 5. Talking about the activity process, we start with stimulating children’s interest during the activity, and combine multiple teaching forms around the goals so that children can always be in a state of active exploration. In order to complete the teaching goals of this section, I arranged it like this: Inspire Interest, 1. Stimulate interest and introduce activities. Poetry is children's favorite artistic activity and the best way to express emotions and emotions. Use the poem "Ode to the Goose" to attract children's attention and lead to the big white goose. Teacher: Children, the teacher wants to ask a question, who is this poem about? Then who can tell me what the big white goose looks like? (Ask individual children to talk about it) While talking, show the pictures. So who wants to show off how Brother Goose walks? (The rest of the children will follow suit.) Let the children deepen their understanding of Brother Goose while watching, learning, and doing things, and also pave the way for understanding the story below. Teacher's summary: Snow-white feathers, a long neck, and a red hat on the head. When a goose walks, it always holds its head high, chest puffed out, neck raised, swaying and arrogant (enriching the vocabulary of "air") 2. Show the multimedia courseware "Brother Goose Goes Out" and let the children understand the story: 1 .I guess there was an airy white goose that looked very beautiful, but how did it turn into a big black goose? Why is this? (Children’s guesses) 2. Provide the multimedia courseware "Brother Goose Goes Out" to let children initially understand the content of the story. 3. Teacher asked: Children, I am Brother Goose. Who can tell me why I turned into a big black goose? Ask the children to answer and give them the opportunity to express themselves. As stated in the <>, language learning has individual characteristics. Teachers should make full use of various opportunities to guide children to actively use language to communicate. When children boldly express themselves After thinking about it, the teacher concluded that it turned out that Brother Goose was too proud and arrogant. The teacher concluded that it turned out that Brother Goose was too proud and arrogant. This breaks through the key points of teaching and understands that one cannot be proud and cannot bully the weak. The story character headgear is shown in turn, and the teacher tells the story (the teacher controls the character headdress to teach the children to learn to tell stories). 3. The story character headdresses are shown in turn, and the teacher tells the story (the teacher controls the character headdress to teach the children to learn to tell stories). Finished Later he asked: "Who did I meet for the first time as I strode forward? What did I say?" How did Brother Goose feel when he saw his reflection? What did it say? (Understanding Lezizi) "Who did I meet later? What did I say?" "How did I become a big black goose?" Use vivid headdresses to attract children's attention and let them follow the teacher's story Character dialogues can exercise children's courage, improve their language expression skills, and further understand the content of the story. Role-playing games allow children to play roles, learn to retell stories and experience them in situations. Psychological research shows that people's memory is many times better than usual after actively participating in activities. Therefore, this activity allows children to participate in it themselves and experience the fun of the activity. Through the above links, the difficulty of retelling the story in complete language has been overcome.

Present the multimedia courseware "Brother Goose Goes Out", and ask the children to retell the story according to the pictures in the courseware. 5. Produce multimedia courseware to affirm and praise the children who retell well. Through the above links, the difficulty of retelling the story in complete language has been overcome. 6. Extension of activities

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Lecture notes on "Commonly Used Symbols" for social activities in kindergarten classes

1. Design Intention

Children are often exposed to various signs in their lives. And will ask what this sign means? What does that sign mean? This interest and curiosity of young children. It is a breakthrough for us to introduce society and social life to young children. Commonly used logo activities take a variety of forms, allowing children to understand the appearance and meaning of logos through searching, recognizing, drawing, etc., thereby developing children's imagination and creativity. This activity combines Content in social, artistic, language and other fields uses a variety of means to achieve the best results in education. The difficulty is: recognizing common symbols and understanding the meaning of various symbols.

2. Objectives of the activity

Absorb the concept of humanistic education through the content and design intention of the teaching materials. In order to meet the cognitive, ability and emotional needs of children, in accordance with the five major areas of education goals involved in the "Outline", the teaching goals are determined as follows:

1. Fully mobilize children's active interest and understand commonly used symbols , guide children to use complete and fluent language to describe the meaning of various signs.

2. On the basis of understanding common logos, try to create and design logos in your own way or through cooperation. Develop children's imagination, creativity and hands-on ability.

3. Activity preparation:

In order to successfully complete the above teaching objectives, the following arrangements are made for activity preparation:

1. Preparation of children’s knowledge and experience; Parents are asked to lead their children to look for various signs in public places and other places, and find ways to understand the purpose of the signs through inquiries and information. (Various icons can be collected by taking pictures, icons, online, etc.).

2. Preparation of teaching aids and learning aids: In order to reflect that learning aids and teaching aids are textbooks for children to learn, in this activity, children, parents, and teachers are required to collect information on commonly used symbols to supplement . At the same time, children are provided with various colored papers, colored pens and other production supplies.

The teaching aids provided mainly include: cards with various signs, representative video clips, such as: prohibition signs: no passage, no entry, no honking, no parking, warning signs: pay attention to dangers , intersections, railway crossings, military signs, TV station signs, etc.

3. Psychological environment preparation: For children to learn in a natural environment, set up an exhibition board on the kindergarten wall to help children find The logo was taken to the kindergarten and displayed on the exhibition board.

4. Activity process

The overall design idea of ??this activity: guided by the "New Outline", draw lessons from constructivism theory, multiple intelligence theory and the idea of ??learning by doing. From the five major parts of "Looking for signs - understanding common signs, understanding the meaning of various signs - logo games - discussing designing icons - making icons -", ??from the shallower to the deeper, from the outside to the inside, from perception to experience Create and establish organic connections between original experiences and new experiences. Let children learn autonomously, actively and creatively in interactive, open and exploratory educational activities. Develop children's observation, perception, imagination and creativity.

The specific teaching methods, learning methods and time allocation of each link are as follows:

The first link: Bring children to watch the exhibition board, "Invite the children to look at what is on the exhibition board "? Introduce young children to the "world of signs". The purpose is to focus the children's attention on this activity. This link should take less than 1 minute.

The second link: Use multiple senses to recognize common symbols, understand the meaning of various symbols, interact between students and students, interact between teachers and students, and talk about each other’s discoveries. This part is the key and takes about 8 minutes.

The theory of constructivism reminds us that in teaching, we must help children use environmental factors such as situations, negotiation and dialogue to give full play to their initiative and enthusiasm. To this end, I let the children in the "sign" situation, Get close contact with signs, recognize common signs by looking, touching and listening, and understand the meaning of various signs. "What signs do you recognize? What does it mean? Tell a good friend what you find." Teachers and children form a cooperative learning mechanism through teacher-student interaction and student-student interaction.

The third link: Logo game, a link to strengthen understanding of logos, takes about 4 minutes. The teacher prepares pictures of various logos so that children can quickly identify what logos they are. What does it mean? Let’s see who responds faster. This is the difficult part.

During the game, children have further knowledge and understanding of common signs, and maintain a strong desire to continue exploring. Their initiative and enthusiasm for learning are fully mobilized

The fourth link: the transition link, which takes 1 minute to discuss the design icon and ask the children to think about where in our kindergarten we need to hang the logo? What kind of logo should you design? At the same time, guide the child to a sitting position.

The fifth link: Combined with the actual situation of the kindergarten, children choose their own materials, try their favorite activities, and create and design commonly used icons. Such as: class signs, bathroom signs, principal's office signs, kitchen signs, water conservation signs, activity area signs, etc.

The theory of multiple intelligences reminds us: to develop intelligent advantages and develop intelligent weaknesses, we must face different and different children one after another, and adopt different methods to suit different children. Here, we let Children can experience creating and designing common icons based on their own understanding of logos. Teachers always participate in activities with children and provide timely support, guidance, and help. Children learn by playing and doing. They communicate with each other, negotiate with each other, and their creativity and hands-on ability are also enhanced. This part is also the focus and takes about 10 minutes.

Ending part: 1-2 minutes. After the children design it, share it with everyone. And affix the logo to the corresponding place. It is thus sublimated.

5. Evaluation

All aspects of the activity design stimulated the children's learning initiative and enthusiasm to achieve the activity goals set by the large class, and the teacher did not regard the activity as just Think of it as taking classes in the past, but truly infiltrate education into life and various activities. It is not difficult to imagine that such teacher-student interaction would be natural and stress-free for both children and teachers.

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Large class lecture: Cao Chongcheng Xiang

Textbook analysis:

"Weighing the Elephant" is a popular historical story among the people. By introducing the specific methods and steps of Cao Chong's method of weighing elephants and comparing them with the methods of senior officials, the activity showed Cao Chong's qualities of thinking, observation, and association. The plot of the story is vivid and fascinating, and the language is easy to understand, so that children can quickly understand the content of the story. This story mainly allows children to understand that people in ancient times were very good at using their brains and know how they called elephants, and at the same time, it educates children through stories Good qualities of being good at using your brain and diligent in observation. To solve this problem, it must be based on the fact that children already understand the principle of conservation of quantity, and let the children know that through the principle of conservation of quantity, we can replace the quantity. This is too abstract for children in the upper class, and it is relatively It is difficult for children to learn, so I divided this story into two lessons. The first lesson mainly allows children to understand the principle of conservation of quantity. The second lesson is based on the children's preliminary understanding of the principle of conservation of quantity, allowing the children to retell the story expressively and vividly, thereby improving the children's oral expression ability.

Let’s talk about the first lesson first. The first lesson is mainly for children to understand the substitution of quantities in the principle of conservation of quantity. Therefore, I think the focus and difficulty of this activity is to let children know that Cao Chong How to weigh elephants? In order to solve this problem, the goals are as follows:

1. Understand Cao Chong’s good method of weighing elephants in the story, and initially understand the principle of conservation of quantity.

2. Cultivate children to be good at using their brains and diligent in observation.

Segment analysis:

1. Conversation introduction.

Let children talk about what they would do if they wanted to know the weight of something based on their life experience. This link can not only lead to the story in the next link, but also pave the way for solving difficult problems.< /p>

2. Enjoy the story completely.

This link is mainly for children to have a general understanding of the content of the story. At the same time, they know that it was so difficult for people in ancient times to weigh an elephant, so how did they weigh it? Does the method work? Why doesn't it work? Let the children compare the methods of the officials and Cao Chong's method. This can develop children's comparative thinking.

3. Appreciate the section where Cao Chong weighs elephants, and focus on understanding the substitution principle of Cao Chong’s use of quantities to weigh elephants.

This link is a link to break through important and difficult points. Children's thinking is relatively intuitive and visual. It is difficult for children to truly understand just listening to stories, let alone such abstract conservation principles. The courseware is more visual. Intuitively, use the courseware to allow children to vividly understand the steps of Cao Chong's elephant weighing. After appreciating the courseware, the children know the steps of weighing the elephant, but will it be the same if it is replaced? Still hazy, this requires experimental demonstration operations, let the experiment verify this principle, and let the children further understand the principle of conservation. In fact, this link is also the link to implement these two goals.

4 , enjoy the story completely again.

On the basis of the children's preliminary understanding of Cao Chong's method of weighing elephants, they can then enjoy the story to achieve the purpose of truly understanding the story.

5. Combine the current actual situation and diversify the children's ideas thinking.

Inspire children to think about the situation at that time and modern society based on their own life experiences. It inspires children to actively participate, boldly imagine, encourage innovative thinking, and cultivate innovative spirit; at the same time, it also allows children to further experience Cao Chong’s intelligence and stimulates children’s good habit of actively using their brains.

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