1. Teaching materials

1. Selection of teaching materials:

Concrete image thinking is a typical way of thinking for young children. The age characteristics of children in small classes are that they are emotionally exposed, unstable, and highly emotional. They prefer to listen directly with their ears, see with their eyes, and touch with their hands. The characteristic of their learning and activities is that they only care about the process of the activity and not the results of the activity. Teaching activities in small classes should pay attention to gamification and situationalization. The "Outline" contains this paragraph on the selection of teaching materials: The content of teaching materials should be derived from children's real life, conform to children's interests and needs, and help expand children's experience and horizons. Teacher Ying Caiyun once said: "Real education is the friction between life and life, and education must return to life." In view of the above reasons and the age characteristics of small class children, I chose the theme of "Good Voices" as this activity content.

2. Goal positioning:

The goal of the activity is the starting point and destination of the teaching activity, and plays a guiding role in the activity. According to the age characteristics and actual situation of children in small classes, with the main purpose of stimulating children's happy emotions, listening feelings, and operational experience, the activities are permeated with the cultivation of a variety of knowledge, experience, and abilities, so that children can experience happiness in the activities, and in the activities Get development. The goals of this activity are:

(1) Experience the fun of exploring sounds and be willing to express your own experiences and feelings.

(2) Can distinguish different sounds in life.

(3) Feel the soft sound while accompaniment to the music.

Focus: Explore various ways to make objects make sounds.

Difficulty: Feel the difference in the amount of force used, and the different soft sounds it makes; the amount of filling also affects the sound of the bottle (too little will make a small sound, filling it will make no sound, and feel the relativity of things) According to the above three items Prepare for the following activities for goal orientation:

(1) PPT of sounds in baby’s life.

(2) Audio tape: big drum and snare drum music (3) Each person has a small plastic bottle, 4 small basins, some soybeans, three bottles of candies with different soft and hard types, and one big drum and small drum each (picture).

2. Preaching Method

The new "Outline" points out: Teachers should become supporters, collaborators and guides of children's learning activities. The activities strive to form a "cooperative inquiry-style" teacher-student interaction. Therefore, in this activity, the teacher not only needs to use vivid language and mysterious movements to infect the children, but also actively mobilizes the enthusiasm of the children, so the following teaching methods are adopted:

1. Operation method : It is the basic method for children to conduct scientific exploration, that is, children operate and explore according to the items prepared by the teacher. After arousing interest in this activity, actions were taken to allow children to move, pretend, and listen to gain perception, and explore various ways to make the bottle make sounds.

2. Game method: Game is a basic activity for young children. It is creative, entertaining and educational. In the tasting game, let the children taste and bite the candies, distinguish the soft and hard candies, and guess whether the soft and hard candies make the sound of a big drum or a small drum respectively.

3. Questioning method: Design questions to guide children to listen to the sounds and answer the questions. In the process of asking and answering questions, children's thinking and oral expression skills are developed.

4. Demonstration method: through multimedia, play the sounds of life to children to help them gain a certain understanding. The use of multimedia guides children to listen, guess and imitate, so that children can actively explore, Positive thinking makes children's understanding and understanding more profound. To achieve the improvement of scientific quality and the unity of aesthetic taste.

The integration of multiple teaching methods achieves the harmonious unity of science, artistry and pleasure.

3. Lecture method

Taking children as the main body and creating conditions for children to participate in exploration activities not only improves their understanding, exercises their abilities, but also sublimates their emotions. In this activity , the learning methods used by young children are:

1. Multi-faceted participation: The goals of the new "Outline" in the field of science clearly point out that "can use a variety of senses, use hands and brains, explore problems, and use Appropriate ways to express, communicate, explore the process and results. "Therefore, during the activities, I guide children to participate in various ways such as knocking, tapping, patting, listening, guessing, etc., and use different methods to explore. Objects make sounds that create interest.

2. Teacher-child cooperation method: Psychology points out that "when people actively participate in experienced activities, people's memory effects will be significantly improved. I used the self-composed children's song "Your Little Bottle, Is there any sound? "You have you" guides children to feel the music rhythmically. It provides opportunities for children to express themselves, allowing children to make rhythmic sounds from the bottles in their hands while actively responding to the teacher.

3. Games Method: Let the children taste and bite them to distinguish the soft and hard candies. During eating and playing, they can feel that hard candies will make a big drum sound, while soft candies will make a small drum sound.

The above teaching methods adopted greatly reflect the "child-oriented" educational concept.

4. Talking about the teaching process

I organize this teaching activity in a chain-linked manner. The steps are:

Stimulate interest-hands-on exploration-listen Sound accompaniment - Tasting distinction - Extended activities (1) Stimulate interest "Interest is the best teacher". At the beginning of the activity, use multimedia to play sounds in life, let children listen and guess with their ears, Inspire children to listen to various sounds from young children's lives.

(2) Hands-on exploration According to the curious and active characteristics of small class children, in the second link, I arranged hands-on exploration for the children and provided some plastic bottles, small basins, and soybeans for the children to operate. . In this activity, teachers are guides, supporters, and collaborators. In a free and relaxed atmosphere, children are guided to knock, tap, pat, listen, shake, and use various methods to make objects make different sounds.

(3) After free exploration with listening accompaniment, I played music and guided the children to shake the bottle along with the music: using the children's song "Does your little bottle have a sound? Yes, yes, yes." Guide children to experience music rhythmically. Show pictures of big drums and small drums, and guide children to shake the bottles to make the sounds of big drums and small drums. They can feel the different soft sounds produced by different amounts of force. The amount of filling also affects the sound of the bottle (too little will make a small sound, and filling it will make no sound. (Feel the relativity of things)

(4) Tasting distinction: Children in small classes have short attention spans and poor interest stability. New, intense and exciting activities can easily attract their attention. I ask the children to taste and bite it to attract their attention again and stimulate their interest in the activity. To distinguish between hard and soft candies, you should know that the bottle containing hard candies will make a big drum sound when shaken, while the bottle containing soft candies will make a small drum sound when shaken.

(5) In the extension activity, show the bottle containing marshmallows and ask: Which sound is more like a big drum or a small drum between marshmallows and jelly beans? Invite the children to the classroom to eat and see.

Attachment: Small class science activities: nice sounds

(1) Listen to the sounds in life: (based on the baby’s morning life background) Laughter - rooster crow - Toilet - Car - Greetings (Hello Teacher). Guide children to name laughter, animal sounds, make guesses about the sound of water, and name the sounds of cars on the road, etc.

(2) Let the small bottle make a sound to accompany the big drum and small drum 1. Let the empty bottle make a sound. The baby comes to the kindergarten, and the teacher wants to play with the baby. Here is a bottle, can you make it make a sound? (Children each take a small bottle and explore various ways to make it make sounds).

2. Put beans in a bottle to make a sound. There are many beans here. Can the beans and the bottle make a sound together?

3. (Play the recording) Guide the children to shake the bottle along with the music: Use the children's song "Your little bottle, does it have a sound? Yes, yes, yes" to guide the children to feel the music rhythmically.

4. Show the pictures of the big drum and the small drum, and guide the children to use the bottles to shake the big drum and the small drum, and feel that the different sounds produced are different with different amounts of force; the amount of the bottle also affects the sound of the bottle (too The sound is smaller when it is less, and when it is full, there is no sound. Feel the relativity of things)

(3) Children can distinguish the soft and hard candies by tasting and biting them, and know how to shake the bottle containing hard candies. When it rises, it will make the sound of a big drum, and when it is filled with soft candies, it will make the sound of a small drum.

(4) Sing for the "big drum and small drum" and sing while shaking the bottle to the music.

5. Extension of the activity

Show the bottle containing marshmallows and ask: Which one sounds more like a big drum or a small drum between marshmallows and jelly beans? Invite the children to the classroom to eat and see.

There are definitely still many shortcomings in the activity I am showing today. I hope that all the leaders and teachers here can give me criticism and corrections so that I can improve my teaching practice in the new education years. Under the influence, explore and grow with your children!