Is it better to be sunny or rainy? Kindergarten Debate Competition

Goals:

1. Be able to express your opinions boldly and clearly about whether you like/dislike sunny/rainy days and be interested in debate activities.

2. Have a preliminary understanding of statements, comparisons, assumptions, rhetorical questions and other methods commonly used in debate activities.

3. Able to abide by basic debate rules such as taking turns to speak, raising hands, and answering questions in an orderly manner.

Preparation:

1. Lead children to understand the benefits and inconveniences that sunny and rainy days bring to life; watch videos of adults debating to understand the basic process of debating.

2. Prepare one picture each of "Sunny Day" and "Rainy Day", one word card each of "Debate", "Statement", "Comparison", "Rhetorical Question" and "Hypothesis"; a blackboard, a long table, and several small chairs.

Process:

1. Introduce the debate topic and stimulate children's interest

(1) The teacher shows pictures of "sunny day" and "rainy day", organizes children's discussion, and elicits the debate topic.

Teacher: In the place we live in, are there more sunny days or rainy days? Do you prefer sunny days or rainy days?

(2) Teacher summary: Your opinions differ Likewise, some like sunny days and some like rainy days. I believe you must have your own reasons.

2. Create a debate environment, guide children to understand the basic meaning of debate, and stimulate children's desire to say what they want to say

(1) Show the word card "Debate" and guide children to discuss "What is debate".

Teacher summary: Debate is argument. Everyone has two different views. Everyone has to give his or her own reasons. The most important thing is to convince the other party. This is debate.

(2) Children are asked to choose according to their own wishes, divided into "sunny day group" and "rainy day group". If the numbers of the two groups are not equal, the teacher will guide the children to observe, analyze and discuss according to the situation on site, and make adjustments.

3. Conduct the first debate: take turns to speak and explain the reasons you want to say most

(1) Discussion: Who should you look at when you speak? What should you do when others speak?

(Discussing these two issues before the debate is intended to help young children realize the two basic rules of debate activities: looking at the other party and paying attention to listening. This can lay the foundation for effective debate and orderly debate activities.)

(2) Children take turns to speak and explain their favorite reasons for liking sunny or rainy days.

(The method of taking turns to speak not only gives each child an equal opportunity to participate, but also gives each child a moderate sense of tension subconsciously, prompting them to actively mobilize their existing experience to participate in the debate. . Allowing children to "say the reasons they want to say most" intentionally lowers the threshold for participation, prompting children to start by saying what they can think of and start talking)

Sunny Day Group A: I like Sunny Day. , because you can dry the quilt on sunny days.

Teacher: Did she say it completely or not?

Young (joint): Complete.

Teacher: First, he expressed his opinion, "I like sunny days," and then gave his reason, "Because you can hang out under the quilt on sunny days."

Sunny day group B: I like sunny days because I can go out and play on sunny days, but not on rainy days.

Sunny day group C: I like sunny days because I can go outside to kill germs on sunny days.

Sunny day group D: I like sunny days, because you can wear skirts on sunny days, but not on rainy days.

Teacher: Think about it again, is that true?

Sunny day group E: I like sunny days, because on sunny days you can hang out under the quilt and do outdoor activities.

Teacher: It seems that a child said that he had to dry the quilt.

Sunny day group F: I feel that sunny days are good because the sun can generate electricity on sunny days.

Teacher: You know a lot. Now it’s the turn of the children in the rainy day group.

Rainy Day Group A: I like rainy days because you can hear the sound of splashing on rainy days, but not on sunny days.

Rainy Day Group B: I don’t like sunny days, because when we play outside in summer, the sun will tan us. Rainy days will not tan us.

Teacher: So...

Rainy Day Group B: So I like rainy days.

Rainy Day Group C: (Looking at the teacher) I like rainy days because rainwater can water the flowers.

Teacher: Who should you look at?

Rainy Day Group D: The other party. I don't like sunny days. Plants will wilt if they get too much sun. I like rainy days. Rainy days can help water plants and let us know what saving water means.

Teacher: She (Rainy Day Group D) knows to look at the other person.

Rainy day group E: I like rainy days because the grass, trees and flowers have grown up.

Teacher: Oh, the rainy days helped water them.

Teacher (Summary): You all told the reasons why you like sunny or rainy days. You were very confident and made it clear.

4. Conduct the second debate: raise your hands to speak and give more different reasons

(1) Encourage children to communicate with each other and talk about their different reasons.

Teacher: In addition to the reasons just mentioned, are there any other reasons that can prove your point of view? Now give everyone a minute to talk to the children next to you.

(The "raising hands to speak" format allows the debate to enter a spontaneous stage. "Talking about different reasons" is intended to broaden children's thinking and guide them to mobilize their existing experience to seek arguments from different angles and Organizing language to express, at the same time, it also penetrates into children the awareness of looking at problems from multiple perspectives. One minute of mutual communication allows experienced children to have time to organize language, and also allows less experienced children to get some inspiration and reference)

(2) Encourage children to raise their hands to give more reasons, and provide feedback on the spot to sort out the children's language. Remind children to abide by the debate rules of “raise your hands to speak and listen quietly”.

Teacher: Now let’s enter the second part of the debate: raising your hands to speak. I am the host. Children who want to speak please raise their hands to see who can come up with more different reasons.

Rainy day group E: After it rains, there will be a rainbow in the sky, so I like rainy days.

Teacher: Your reasons are very good.

Sunny day group B: I like sunny days because sunny days can give plants plenty of sunlight. If it rains, the plants may get flooded.

Teacher: He said it very completely, and he used a very good word "if", "if it is a rainy day, then...".

Rainy Day Group A: You can play with mud on rainy days. On sunny days, the sun will dry out the soil and you can no longer play with mud.

Sunny day group A: Driving has good visibility on sunny days.

Rainy Day Group B: I didn’t hear clearly.

Rainy Day Group D: Driving visibility is good on sunny days.

Teacher: Why didn’t you hear clearly? How did he hear clearly?

Rainy day group B: What does the line of sight have to do with rainy days?

Teacher: Yes What's the relationship? Think about it.

Rainy Day Group D: Too vague.

Teacher: What is too blurry?

Rainy day group D: The rain fell on the reflectors and the driver could not see the road clearly.

Teacher: So the sight is good on a sunny day. (Remind Rainy Day Group B) It’s okay if you want to speak, but you have to raise your hand.

Sunny day group C: You are not allowed to go out for exercise on rainy days. You can go out and exercise on a sunny day.

Teacher: "On rainy days...on sunny days..." Compare sunny days and rainy days.

Rainy day group F: When driving on a rainy day, you can draw on the glass if the fog covers it; if it is sunny, you cannot draw.

Teacher: It seems that you have painted before. Have you ever painted?

Young(合): Yes.

Rainy day group B: If it is a rainy day, the rainwater can help us wash the car as soon as we go out.

Sunny day group D: I like sunny days because I can do outdoor activities on sunny days; I cannot do outdoor activities on rainy days. If it rains too much, floods will occur.

Rainy day group D: I like rainy days because there are all kinds of umbrellas on rainy days, so that the roads in our city will become colorful.

Teacher: If this is the case, our city must be very beautiful.

Teacher (Summary): In the raise of hands speech, you gave more different reasons and used some methods to debate with the other party, which is great.

(Children often use "contrast" to explain their reasons, and inadvertently start a "debate". After the teacher found this opportunity, on the one hand, he sorted out the children's incomplete expressions and unclear semantics. , on the other hand, make some refinements to the debate strategies that children often use. For example, the teacher asks "what is too vague" to allow the children to further explain their opinions. Another example is that the teacher immediately summarizes the children's opinions as "take sunny days and rainy days." "Compare", the debate strategy of "contrast" is refined, allowing children to realize the wisdom in their own words. This kind of immediate feedback, sorting and improvement will undoubtedly improve children's language expression ability and enhance children's strategies in debate Awareness also paved the way for the subsequent free debate.

)

5． Conduct the third debate: free debate and refute the other party’s point of view

(1) Guide children to discuss: What kind of debate is free debate? The most important thing in debate is to convince the other party, so how can you convince the other party?< /p>

Sunny day group B: It means starting from the other party’s point of view. For example, I am in the sunny day group, and I want to say that rainy days are not good.

Teacher: You can say it is not good.

Rainy day group D: Find out the bad aspects of both sunny and rainy days.

Teacher: Whose fault are you looking for?

Rainy Day Group D: I look for fault in Rainy Day.

Rainy day group C: Find the one on sunny days, your opponent’s.

Teacher: Don’t faint, don’t convince yourself.

Teacher (Summary): When debating freely, listen carefully to what the other party says and whether his reasons make sense. If not, use this reason to convince him. This is a good way; if Your reasons are very sound and reasonable, and you can convince the other party. This is also a good way.

(2) Children debate freely. Teachers encourage and guide children to pay attention to each other's opinions and refute them. At the same time, they establish rules for orderly answering by resolving conflicts that arise in free debates.

Teacher: Let’s try free debate now. Anyone can say anything, no need to raise your hand, five minutes starts now.

Sunny day group B: I think sunny days are good, because sunny days can make the road clean.

Rainy day group D: Sunny days will cause sunburn to the skin.

Rainy day group B: Why do I like rainy days? Because sunny days will cause us sunburn and have to go to the hospital. I don’t want to tan or go to the hospital.

Sunny day group C: I like sunny days, because everything is dirty and wet when it rains.

Rainy day group D: I like rainy days because the colorful umbrellas turn the city roads into colors when it rains.

Teacher: If you want to say something different, you have already said this, and others already know your reason.

Rainy day group F: I like rainy days, because rainy days can make water splashes appear, which is very beautiful.

Sunny day group B: I like sunny days, because if it rains heavily, the car will be flooded.

(Sunny day group A stood up.)

Rainy day group D: It’s the rainy day group’s turn.

Rainy Day Group B: It's our turn.

Teacher: The rule we just mentioned is rush to answer, whoever grabs the answer gets it. Now that she is speaking, you must all sit down.

Sunny day group A: I like sunny days, because sunny days can make the bones of people with calcium deficiency strong.

Teacher: Calcium supplement.

Sunny day group F: (Stand up at the same time as rainy day group B) I like sunny days because...

Rainy day group B: It should be my turn to say it, I got it.

Teacher: Which of the two should speak first?

Sunny Day Group B: Rock, Paper, Scissors.

Teacher: According to the rules of free debate, who speaks first?

Rainy Day Group B: Me.

Teacher: Our rule is who speaks first, right? Which of you two speaks first?

(The children all said they were their teammates.)

Rainy day group F: He (rainy day group B) stood up first, but he (sunny day group F) spoke first.

Teacher: Yes. (Facing Rainy Day Group B) Then next time you have to speak first. Now, let’s hear what others think before we can refute it.

Sunny day group F: I feel like it’s fine in sunny days or rainy days.

Teacher: He thinks it’s fine whether it’s sunny or rainy.

Rainy Day Group C: Me too.

Several children: Me too...

Teacher: It’s time. Just now every child gave many reasons, and one child thought that both sunny and rainy days were good. You have been debating for so long, raise your hands if you agree with his point of view.

Sunny Day Group B: Passed unanimously!

Teacher: In fact, in our lives, sunny days do have the benefits of sunny days, and rainy days have the benefits of rainy days. You are all smart children, so you know this truth. Applaud yourself!

(In the first two rounds of debate, the children mostly stated their own opinions, but in the free debate session, the teacher paid more attention to guiding the children to pay attention to the other party's point of view, and initially tried "confrontational debate" , encourage children to use two strategies to persuade the other party: "catching each other's loopholes" and "finding sufficient reasons", so as to promote the development of the debate from unintentional to intentional.

Rules are particularly important in free debate. Unclear rules will turn the debate into a free-for-all. However, it is difficult for children to truly understand and abide by the rules by simply explaining them. Therefore, teachers deliberately let go and wait for children to have conflicts due to unclear rules. The emergence of conflicts highlights the significance of rules. Encourage children to actively formulate and improve rules from different perspectives. For example, when one person speaks, others should listen quietly: when multiple people stand up at the same time, the child who speaks first speaks... These rules made by children themselves are not only easy for children to Understand and be more willing to comply. )

6. Children's self-evaluation and teacher evaluation, sorting out new experiences to improve this debate activity

(1) Guide children's self-evaluation: How do you feel about your performance? What is good? What is not good enough?

(Self-evaluation is a process of self-reflection. We must believe that children have such abilities and give them such opportunities. Children will see in reflection what they have done well, thereby enhancing their self-confidence, and they will also discover their own shortcomings. If it is not enough, you should try to improve yourself. To cultivate an attitude of looking at yourself and things objectively and rationally, you should start from a young age. )

Teacher: How do you feel about your performance when you perform such an activity for the first time?

Young(合): Very good.

Teacher: Who can tell me what’s good about you?

Sunny Group B: Because we all expressed our thoughts.

Sunny day group C: Very loud and loud.

Rainy Day Group E: Still looking at the person opposite.

Rainy day group D: I also learned about the good and bad things about rainy days and sunny days.

Teacher: Do you feel that today’s performance is not very good?

Sunny day group B: He (rainy day group B) always laughs at us.

Rainy day group B: I feel that he (sunny day group B) did not perform well enough.

Rainy Day Group C: He (Rainy Day Group B) always disturbs others.

Rainy day group D: He (sunny day group B) also talks when someone is talking.

Sunny Day Group B: I didn’t say anything.

Rainy day group B: He (sunny day group B) always laughs at us.

Teacher: You have all found the areas where other people’s performance is not good. Do you feel that your own performance is not good at all?

Young (joint): No.

Teacher: You can feel the faults of others, but you should also think about where you are not doing well enough, so that you can improve yourself in the future.

(2) Teachers will give positive evaluations based on children’s on-site performance in terms of explaining their views and complying with rules.

Teacher: This is your first time doing such an activity, and your performance is great. First, you all want to say it, and you all say it bravely, and you all say it clearly, this is what the teacher wants to see most. Second, you can all abide by the rules of debate, know how to look at each other, know how to take turns and raise your hands to speak; during a free debate, one child stands up and speaks, and the other children do not speak. This is very orderly and everyone can speak. Listen clearly.

(3) Show the word cards such as "statement" and "hypothesis" to extract the strategies used by children in debate.

Teacher: What I would like to especially praise today is that you used many methods during the debate. For example, at the beginning, some children said, "I like sunny days because you can hang out under the quilt on sunny days." To make it very clear and complete, this is a method called "statement" (show the word card "statement"). There is another method. Everyone uses the word "if" when talking, "If it is sunny (rainy), then..." This is also a method called "hypothesis" (show the word card "hypothesis"). Some children use the third method: "You can go out to play on sunny days, but not on rainy days." Compare sunny days with rainy days. This method is called "contrast" (show the word card "Compare"). You have used so many debate methods today. With these methods, it is easy for you to convince the other party, because the words you use these methods are very powerful and leave the other party speechless. Learn more about debate methods. You will become a master of debate, and it will be difficult for others to debate you. I hope you will continue to work hard!

(The teacher’s evaluation returned to the target, praising and encouraging the children’s bold and active speeches and abiding by the rules in the debate, and reviewing the strategies that the children used more often. Refining, in order to stimulate children's interest and enthusiasm in debate activities, and promote the development of debate activities from accidental to intentional)

Commentary:

Whether it is the participation of children or teachers. Debating is a very challenging activity for organizations. How to promote the formation of core debate experiences in young children through appropriate activities has always been a confusing issue for teachers. After practical exploration, the above-mentioned activities designed by teachers in Shandong Zibo Experimental Kindergarten have provided us with some ideas to solve this problem.

1. Choose life topics and open up the conversation

"Is it better to be sunny or rainy?" is a very life-oriented topic. Whether at home or in kindergarten, everyone often discusses the weather, and many kindergartens also carry out "weather forecast" activities every day. In this way, young children gradually accumulate a lot of life experience about the weather. Teachers choose the topic "Is it better to have a sunny day or a rainy day?" It is easy for children to open up their chat boxes and make them feel that they have something to say.

2. Implement progressive strategies to promote in-depth debates

Choosing an appropriate topic is a prerequisite for allowing children to open up the conversation box. However, in order to truly improve children's language and critical thinking abilities, we must use progressive teaching strategies to deepen debate activities step by step and push children's abilities to a higher level.

There are three debates in the above activities: taking turns to speak, raising hands to speak and free debate. Before this, there is a warm-up - discussing "what is debate"; after this, there is a reflection - children's self-evaluation. Therefore, the teacher actually organized five discussions during the activity to promote a spiral improvement in children's thinking abilities. Especially the three debates in the middle, from taking turns to speak - everyone says what they want to say most, to raising hands to speak - giving different reasons from others, to free debate - paying attention to the opponent's point of view, and making a preliminary attempt Debate promotes children's acquisition and improvement of experience in "explaining and adhering to their own opinions." The early "warm-up" and the later "reflection" also played a very good role. The purpose of the discussion on "What is Debate" is to allow children to "practice their speech" first, so that children who dare to express themselves and are good at expressing themselves can try to speak first, so as to create an atmosphere that actively encourages children to express themselves. Allowing children to conduct self-evaluation is a process that guides children to self-reflect, which is another improvement.

3. Seize conflicts and clarify debate rules

Debate is a discussion with certain rules. Unclear rules will plunge the debate into chaos. During the activity, children experienced first-hand the conflicts caused by unclear rules, and thus realized that even free debates must have rules. In this way, children will actively formulate and improve rules and be willing to abide by them.

4. Summarize debate methods and improve thinking skills

There are many methods of debate: statements, assumptions, comparisons, rhetorical questions, examples, etc. If the teacher directly tells the children what methods there are, I believe it will be difficult for the children to understand. In the activity, the teacher used the specific performance of the children as examples to help the children easily understand what statements, assumptions, and comparisons are. Once young children understand these concepts, they may consciously use and accumulate various debate methods. This also stimulates children's interest and enthusiasm in participating in debate activities, promotes the improvement of children's thinking ability, and promotes the development of debate activities from accidental to intentional.