Kindergarten safety lesson plan "On the Road" with reflections

Kindergarten safety lesson plan "On the Road" with reflections

Activity goals:

1. Understand the transportation methods and Pay attention to safety issues in other situations.

2. Know how to follow an adult closely when going out to avoid getting lost, and learn how to deal with emergencies.

3. Be willing to create "safety nursery rhymes" in activity situations and simulate and practice problem solving.

4. Preliminarily cultivate children’s safety awareness and improve their self-protection capabilities.

5. Cultivate children’s ability to use their brains to think and solve problems.

Activity preparation:

Music tape of "Running a Train".

Activity process:

1. Teachers and children play the game of "travel to go" to experience the strangeness and distance of the travel road map.

Teachers organize children to recall the places they have traveled to, and let them know that they need to take various means of transportation when traveling.

Teacher: Children, where have you and your parents traveled? What are the fun places? What are the fun places? Are these places near or far? What kind of transportation did you take? Where are the tools?

Teachers and children watch the created game situation.

Teacher: Children can go to different places by bus or train, go to the beach to swim, and go to shopping malls and supermarkets with their parents to buy their favorite toys, etc.

Teachers and children play the game of "travel" to the musical accompaniment of "Driving a Train".

2. Teachers guide children to discuss the means of transportation and issues they should pay attention to when in dangerous places.

Teachers and children ride in cars or trains and discuss ride safety, such as: waiting for the car to stop before queuing up to get on and off, and not sticking your head or hands out of the window when riding.

Teachers inspire children to talk about how to pay attention to safety in dangerous places such as beaches and swimming pools.

Teachers organize visits to shopping malls or supermarkets to discuss solutions to lost situations.

Teacher: What should the children do if they accidentally get lost when going to the mall with their parents?

Teachers and children *** co-created the ' Children's songs with solutions, such as "Follow your parents when you go out. It's not good to look around. What should you do if you don't see the adults? Don't be anxious, don't be anxious, think slowly, wait for your mother where you are first, and then ask your uncle (aunt) to call 110. The police will definitely come." Help. "

3. Teachers inspire children to pay attention to safety in game situations and simulate solutions to emergencies.

Teachers help children summarize safety issues and problem-solving methods when traveling by means of transportation, in places with water, etc., and when encountering emergencies.

The teacher organized the children to play the "travel" game again to consolidate the children's safety behavior with "safety songs".

Reflection on activities:

For lower grade students, their concentration time is relatively short, so in the teaching design, as many diverse activities should be arranged as possible In order to stimulate children's interest in learning, this class also added a "civilized little tourist" competition in the outing situation, which further stimulated the children's competitive spirit and resulted in very active classroom performance. Therefore, for the teaching of low-level students, situational teaching methods are beneficial to student learning and can improve classroom efficiency. It's just that in application, more emphasis should be placed on the coherence of scenario design and the correlation with classroom knowledge.

In the teaching of this lesson, some comprehensive activities of instrumental music and performance are arranged. It is mainly intended to train students' performance in class. During the exercises, the students were very active and enthusiastic about participating in the discussions. The specially arranged group competition evaluation method further stimulates students' enthusiasm for learning, so in the final report performance, students can confidently show themselves. The question that needs reflection is how much practice time should be given to students in class. I think that some exercises in daily classes are essential. Students should also be given more time to get a grasp of new songs in class, and enough time should be given for each student to get on the stage and show themselves. Therefore, in future classes, we need to pay more attention to the allocation of time.

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