PPT courseware of kindergarten teaching plan

Activity goal of teaching plan courseware in kindergarten 1:

1. Let children know that March 12 is Arbor Day through activities such as talking, watching and playing, and deepen their understanding of common trees and the relationship between trees and human beings.

2. Encourage children to cooperate with their peers and inspire their feelings of caring for trees and loving nature.

Activity preparation:

1. Make multimedia courseware about the relationship between trees and human beings and the characteristics of spring.

2. Make 3-4 cards for common trees.

3. Tools for planting trees. Kindergartens open planting corners and prepare willow branches.

Activity flow:

1. Tell the tree 1. Watch the multimedia courseware of "Hazards of Sandstorm" with music explanation to create a slightly tense atmosphere. Let children know the harm of sandstorm to human beings by listening to the explanation and watching "The Harm of Sandstorm" and multimedia courseware.

2. Guide children to discuss: How to avoid the disaster caused by sandstorm? On the basis of discussion, let the children draw the conclusion that trees can stop sandstorms and avoid and/or reduce the disasters caused by sandstorms.

3. Watch the multimedia courseware "Characteristics of Spring Seasons" to guide children to understand that March 12 is designated as Arbor Day every year.

Second, praise trees (the benefits of planting trees for human beings) Watch the relationship between trees and human beings and discuss it with multimedia courseware.

The benefits of planting trees to human beings: purifying the air, adjusting the temperature, preventing wind and rain, preventing fire and so on.

3. Children who play with tree cards each have 3-4 small cards with various known common trees. Children can be free to play with each other and play tree cards in pairs.

How to play: both sides play a tree card at the same time. The one who slaps the table first speaks: first say the names of these two trees, and then say one or two main features of each tree. Third, distinguish between evergreen trees and deciduous trees. If everything is right, two cards will belong to the speaker;

If you are wrong, others will say it. If neither side is right, put these two cards aside and play again. In the end, Cardo's side won.

4. Planting trees 1. Stimulate children's interest in planting trees, lead them to the planting corner in the garden and let them talk about how to plant willows.

(1) planting tool (2) planting method

2. Children's planting, teachers tour guidance to help children master the spacing of each branch.

3. Insert a small sign to facilitate future care and nursing.

Kindergarten teaching plan courseware 2 1. Activity background:

One rainy day, Wang Yi suddenly came to me and said, "Teacher, Yang He stepped on the rain, and he spilled water on me." I hurried out and found Yang He still stepping on the pond. The children nearby saw me, "Yang He, the teacher is going to criticize you", while Yang He was still watching me and playing with the rain. Seeing that children are so interested in rain, and thinking that we have been carrying out activities around the "story of spring" at this stage, I asked the children, "What other stories are there in spring?" Some children said, "There are stories about rainy days."

Seeing that children are so interested, and seeing that Rain also contains many educational values, we think that we should seize children's interests in time and fully tap the value of education according to the principle of "choosing interesting things and problems close to children's lives will help expand children's experiences and horizons" put forward in the outline. Therefore, our teachers and students * * * made a theme corner activity of "Rain", and children can choose their own corners.

Second, the activity objectives:

1, you can choose the game content and play corner games with your game partners.

2. Try to perceive and express rain with various materials and forms, and cultivate children's ability to express and create boldly.

3. Share the happiness of participating in corner activities with peers, and feel and experience the fun and success brought by creative activities in self-evaluation activities.

Partition target:

1. Hands-on area (rain gear processing factory)

Level 1 goal: children can collect and choose their favorite waste items (disposable tablecloths, shopping plastic bags, rice bags, tarpaulins, etc.). ) make all kinds of rain gear;

Secondary goal: be able to boldly use various auxiliary materials and decorate the rain gear made by various means (painting, manual work);

Third-level goal: cooperate with friends, make unique rain gear and perform together.

2. Design area (colorful dyeing house) (this week's key guidance content: tie-dyeing umbrella surface)

First-class goal: master the skills of tie-dyeing rice paper umbrellas with various pigments;

Secondary objectives: master the law of coordinated color matching, pay attention to cleanliness and hygiene during activities, and develop good operating habits;

Third-level goal: willing to introduce their own ideas, design process, happy emotional experience in activities to their peers.

3. Meteorological area (small meteorologist):

First-class goal: learn to be a small weather forecaster and report today's weather forecast to everyone;

Secondary goals: be able to make meteorological records and introduce their own meteorological records to peers;

Third-level goal: to understand some changes of animals and plants in rainy days and introduce them to the audience in the form of loud voice and weather forecast.

4. Language area (dolls read pictures and stories about rainy days)

First-class goal: be able to read pictures and Braille, and know poems about "rain";

Secondary goal: be able to show the rainy plot by drawing lines and try to tell it. Use poetry instead of homemade pictures and word cards to create poems, recite and perform with expressions, and experience the fun of performing with peers.

Three-level goal: children can be bold teachers, teach their peers to tell stories about books compiled by themselves and their parents, and try to perform.

5. Music Zone (Mao Mao Rain is Singing)

First-class goal: can sing songs such as "Spring Rain Whispering" and "Little Raindrops";

The second goal: choose the rhythm card of drizzle to arrange the rhythm mode, carry out percussion activities and cultivate children's creativity;

The third goal: try to make percussion instruments with discarded materials (mussel shells, yogurt bottles, cans, etc.) for activities. ) collect and experience the fun of creation and cooperative performance by yourself.

6. Science Zone (light rain tourism)

First-class goal: understand the formation process of small raindrops by observing and discussing pictures;

Secondary objectives: carefully observe and think, and try to measure and record rainfall with various tools;

Third-level goal: try to express Xiaoyu's travel notes by painting and introduce them to colleagues and teachers.

Activity preparation:

1, knowledge preparation: let children watch, play, feel and discuss the rain before the activity, and gain some knowledge and experience in the previous series of activities.

2. Environment creation: Teachers and students collect all kinds of raincoats, umbrellas, ponchos and other materials and put them in the activity room.

3. Creation of activity area

(1) Meteorological area: meteorological recording board, meteorological broadcasting station, various meteorological maps and pens, recording paper, relevant marker maps recorded in early childhood, and microphone.

(2) Hands-on area: all kinds of plastic bags, disposable tablecloths, wrapping paper, suit bags, sticky notes, crayons, scissors, adhesive tapes, ribbons, plastic baskets, etc.

(3) Language area: drawing board, colored lines, pictorial, pictures, books made by children, etc.

(4) Design area: all kinds of pigment water, rice paper, napkins, etc.

(5) Music area: rhythm board, raindrop cards, tea cones, cans, soybeans, sand, pebbles, etc. , several percussion instruments, microphones, tape recorders, tapes, etc.

(6) Science area: white paper, colored pens, three-state diagrams about water, various cups, rulers, small stick recording paper, etc.

Three. Organization and guidance of activities:

1, activity flow

(1) Free choice (free choice for children

Activity area, game materials and partners, go to every corner for activities. )

(2) independent development (children's independent activities, teachers participate in children's activities as observers, guides and collaborators, and give appropriate guidance. )

(3) Autonomous communication (inspiring children to communicate and cooperate with each other in activities; At the end of the activity, you can make a self-evaluation of the game and tell your feelings and experiences in the activity today. )

A, let the children introduce the game to their peers and tell them what they encountered in the game and how to solve it.

B, guide children to tell their happy emotional experience in the game.

2. Observation points:

(1) According to the characteristics of children making many rain gear of the same style in the hands-on area (rain gear factory), observe whether children can use their imagination today and try to make different rain gear with various materials.

(2) Guide children to boldly and creatively create and perform stories about rainy days in language areas.

(3) Tall children do things quickly, but lack creativity. Every activity is simple. After finishing, they often can't go to other corners to do activities independently, and often repeat activities. In today's activity, the teacher will pay attention to whether she has made progress in this area.

3. Guiding points:

(1) When children's interest in activities declines, teachers take the following measures: adding new game materials in time, enriching corner content and attracting children to participate; Improve the requirements and difficulty of the game for children; Guide children to exchange game content with other groups of children in a friendly way.

(2) When children use different materials from yesterday, praise them in time and consciously attract children's attention to various materials.

(3) In view of the weakness of some children who can only operate and are not good at communication, focus on guiding them to tell the content and process of operation and help these children improve their oral expression ability.