As a people's teacher who specializes in teaching and solving doubts for others, I often have to prepare lesson plans. Teaching plans are the basic conditions for ensuring the success of teaching and improving the quality of teaching. Come and refer to the lesson plans you need! The following is the kindergarten middle class theme lesson plan "Playing Games with Wild Vegetable Babies" and teaching reflections that I compiled for you. It is for reference only. Let's take a look.

Activity objectives

1. Understand three common wild vegetables and know their names, appearance, main characteristics and nutrition.

2. Be willing to taste dishes with different flavors and be willing to accept the special taste of wild vegetable dishes.

3. Ability to use multiple senses to explore and enhance observation and comparison abilities.

4. Cultivate in children the qualities of being polite and loving labor.

5. Develop children’s observation, analysis and hands-on abilities.

Key points and difficulties in teaching

The appearance characteristics of wild vegetables, and the observation of the differences between vegetables in the wild environment and the vegetable field environment.

Activity preparation

1. Knowledge and experience: Children have understood the names and main nutritional values ??of common vegetables.

2. Physical materials: a number of wild vegetable labels, equal to the number of children; nutrition icons; children's operating materials, fish cordata, Artemisia annua, and several small baskets.

Activity process

1. Baby Wild Vegetables drives a train into the venue.

Children wear wild vegetable tags and pretend to be three kinds of wild vegetable babies, driving a train to the venue along with the music.

2. Play the game "Find Friends" and learn the names and appearance characteristics of wild vegetables.

(1) Children sit in a circle and use multiple senses to observe and introduce the names and appearance characteristics of their own wild vegetable babies.

Teacher: There are so many vegetable babies on the train. Who are you? Please introduce yourselves. Who are you and what do you look like? What does it smell like? Here are some people who look like you. Do you have the same friends? Look for them.

(2) Watch the pictures to understand the difference in the growing environment of vegetables and wild vegetables, and learn the new vocabulary "wild vegetables".

Teacher: The vegetable babies we knew before grew in vegetable fields. Where do the three vegetable babies we know today grow?

The teacher showed pictures of wild vegetable fields to guide the children. Observing the difference between the environment in the wild and the vegetable field, we know that these three kinds of vegetables grow in the wild and do not require special care. Such vegetables have a special name called "wild vegetables".

(3) Play the "Find a Friend" game to consolidate your understanding of the names and appearance characteristics of these three wild vegetables.

How to play: When the music stops, the child holding the flower will stand up and introduce himself to everyone, and ask: "___, ___, where is the baby ___?" The baby who is the same as him will stand up and say: " ___The baby is here.”

3. Play the “guess and guess” game to learn about the nutritional value of wild vegetables.

(1) The teacher shows the icons and asks the children to guess the different functions of Yutuyuba, Artemisia annua and Porphyra cotton.

(2) Children match their wild vegetable babies with the corresponding function icons.

4. Play games in groups to learn more about wild vegetables.

(1) Find my home: Ask the children to help the baby vegetables and baby wild vegetables find an environment suitable for their growth, and put the small pictures of the baby vegetables on the base map.

(2) Chef’s little helper: learn to pick Artemisia annua, Cordyceps sinensis, and Porphyry alba.

(3) Gourmet meeting: taste the stir-fried dried reedgrass, cold fish cordyceps, and cotton seaweed cakes.

5. Children’s experience of interacting with each other and playing games with wild vegetable babies further stimulates children’s love for various wild vegetables.

Teaching reflection

In kindergarten health education, more emphasis is placed on cultivating children’s knowledge and habits of dietary nutrition. In fact, taking into account the physiological and cultural significance of food and meals, broadening the scope of dietary nutrition The educational perspective is also a content that can be explored in kindergarten health education. Therefore, in this health activity, teachers hope that children will have a broader understanding of diet and integrate food culture into daily health education.

Health awareness. "Babies Playing Games with Wild Vegetables" focuses on allowing children to improve their health cognition through practical experience. Through understanding the characteristics of three common wild vegetables, namely Artemisia annua, Houttuynia Cordata, and Porphyra cottonis, they can understand the unique value of wild vegetables for physical health. This will enrich children's existing food experience and stimulate their interest in tasting various foods.

Health Behavior. Toddlers have food preferences for a reason. In health education, teachers should focus on the causes of behaviors and use vivid and interesting methods to help children truly accept various foods. For example, some children feel that wild vegetables have a special smell and are unwilling to accept them. During the activity, the wild vegetable dolls introduce themselves and allow the children to touch, look, and smell their own wild vegetables, because they have "their own unique smell." , the psychology of young children is easier to accept this taste, and the original resistance is cleverly transformed into an acceptance psychology. When tasting, children will not refuse because of the smell of wild vegetables. The activities focus more on the cultivation of children's learning quality. Through participation and interaction in various ways such as operation, tasting, discussion, etc., the children's appetite is stimulated and they are truly willing to accept special food such as wild vegetables.

Healthy attitude. In the diet and nutrition education of young children, the emotional role of health attitude is a key link between health cognition and health behavior, and is a catalyst for improvement. Teachers promote children's understanding of wild vegetable babies through games. Children participate in activities as a wild vegetable baby and understand "their own characteristics" with the help of multiple senses. The game of "find friends" further stimulates children's interest in learning about wild vegetables. The interesting form of "guess and guess" helps children actively participate in discussions and correctly understand superficial dietary and nutritional knowledge. Three group games further enriched children's understanding of wild vegetables from various angles. Through tasting, operation and other games, children were willing to actively make friends with wild vegetables. Having fun is the biggest feature of this healthy activity.

The organic combination of health cognition, health behavior and health attitude is the embodiment of the characteristics of health education. Healthy diet and nutrition education must seize opportunities and educational difficulties to increase children's health experience from many aspects, so that children's health experience can spread from one scope to another and improve their level through practical experience.