As an excellent people's teacher, you often have to write an excellent lecture manuscript. The lecture manuscript will help the teaching to be successful and improve the quality of teaching. What formats should you pay attention to when writing lecture notes? Below is the lesson script of "Tadpole Finds Its Mother" that I compiled for you. I hope it can help you. "The tadpole is looking for its mother" Storytelling Lesson 1
Storytelling material: This lesson uses the tadpole's search for its mother as a clue to introduce the growth process of the frog. There are three pictures in this lesson: the first picture is of a tadpole with two hind legs, asking Aunt Carp. The second picture shows a tadpole with two front legs, mistaking the turtle for its mother. The third picture shows the tadpole with its tail shortened and finding its mother frog. The text provides a vivid description of each picture.
The teaching focus of this lesson is on literacy and writing, and reading the text correctly and fluently. Understand the characteristics of frog growth and know how to protect frogs and tadpoles.
1. The teaching requirements of this lesson are:
1. Learn the 13 new words in this lesson and be able to write 9 new words. Ability to correctly read and write words composed of new characters required to be learned.
2. Read the text correctly and fluently.
3. Be able to carefully observe the pictures, understand the growth process of tadpoles through reading aloud, and cultivate students' observation and imagination abilities.
2. Talk to students:
Students are very interested in the content of this lesson, but not many students really understand the growth process of frogs. Therefore, the teaching design is designed to let students Observe the illustrations carefully, fully perceive the text, and use the courseware to attract students.
At the same time, this lesson is quite long, so it is necessary to guide students in reading aloud. In particular, it is a very important part to let underachievers read the text well.
3. Talk about design:
(1) Introduction of riddles to stimulate interest. Use a riddle with the answer being a frog as the introduction, and then show the headdresses of tadpoles and frogs to let students perceive the difference between the two; then ask students to ask questions to see what questions they have to ask them. In this way, students' enthusiasm for learning can be fully mobilized and students can devote themselves to learning with enthusiasm.
(2) Read aloud and look at the pictures to gain overall perception.
1. Let students prepare to read the text: first talk about what to do if they encounter a word they don't recognize, and then read the text freely. This will prevent you from not reading due to fear of difficulty.
2. Model reading of the text (can be done by a teacher, or by children who perform well in free reading.)
Students read again and mark natural passages and new words.
3. Tablemates read to each other in correct pronunciation.
4． Read the text by name, paying attention to the correct pronunciation of the raised tongue and back nasal sounds. Teach long sentences.
(3) Independent literacy.
1. Learn independently in the group, compare methods, and compare the amount of literacy.
2. Check self-study. Pay attention to consolidating the oblique and postnasal sounds, communicate well, and praise students who love to use their brains.
3. Use new words to speak.
(4) Look at the pictures and read the text carefully.
1. The first natural paragraph shows the appearance of catching tadpoles and the "happy" understanding. Feel and understand the happy mood of the little tadpole swimming in the water.
2. In the second, third, fourth, and fifth natural paragraphs, after carefully looking at the pictures, you can grasp the changes in the tadpoles and similar sentence patterns, and let students learn to learn on their own from supporting to letting go. In the reading practice, various methods such as self-reading, dual reading, taking turns reading, and role-based reading are used to practice reading. Focus on understanding and reading the following parts: the polite questions to the carp mother; the happy and excited mood when calling mother; the loving tone when the carp, turtle and frog mothers speak. Understand the difference between "catching up" and "catching up" during the performance.
3. In the study of the sixth natural section, a popular science video of a frog catching pests was selected and played, so that students can understand the ability of frogs to catch pests and the terrifying pest forms through real and tangible situations, as well as the activities of the Young Pioneers holding red flags to protect frogs. Deepen the level of awareness of protecting frogs into a noble moral character.
4． Let students use courseware and blackboard drawings to summarize the growth process of frogs. The full text is divided into character readings and performances to sublimate emotions.
(5) Guidance in writing.
The word "two" should guide students to carefully observe the directions of two points. For the words "two and wide", attention must be paid to the appropriate size ratio of the upper and lower parts.
The remaining horoscopes are left to students to learn on their own. Final game. "Tadpole Looking for Mom" ??Lecture Notes 2
1. Design Intention:
(1) Lecture Materials
Nowadays is the season when spring is bright and everything revives . All ages are carrying out "spring" themed activities in different forms. "Tadpoles" and "frogs", as one of the main elements that express "spring", have long been familiar to young children. Moreover, those guys with big heads and thin tails are also frequent visitors in the natural corner. In other words, the "educational resources" of this lesson come from the children's life experience and surrounding environment.
It adapts to the requirements of the "Outline" for art activities to "guide children to contact the surrounding environment and beautiful people, things, and things in life, enrich their perceptual experience and aesthetic taste, and inspire them to express beauty and create beautiful tastes." This requirement. After the children have listened to stories, learned songs and songs, guide them to pay attention to the appearance characteristics and swimming postures of tadpoles. Through the process of "observation------imagination------creation", they can Further enrich children's emotions and develop positive thinking and operational abilities.
(2) Talking about young children
Let’s talk about the adaptive relationship between activity content and activity subjects (i.e. children). The "Outline" points out that children are active participants in educational activities rather than passive recipients, and the content of activities must be consistent with children's interests, needs and receptive abilities. Therefore, correctly grasping the age goals of children and their recent development is a necessary prerequisite for every teacher to design and organize activities. I still remember that this semester, I just took over the Primary 4 class. When I gave them an art class for the first time, most of the children held up watercolor pens and said to me, "Teacher, I can't draw!" What is the reason? These innocent children will be "unable to write". I think it mainly depends on adults’ attitude towards children’s art activities. The first is the teacher, who is directly involved in the organization, implementation and evaluation of activities, and may be the "authority" in the eyes of the children. Then, whether teachers can deeply understand and implement the spirit of the "Outline" is crucial to children's development! The "Outline" clearly states: "It is necessary to avoid focusing only on performance skills or the results of artistic activities, while ignoring children's emotional experience and attitude tendencies during the activities." "The role of teachers should mainly be to stimulate children's ability to feel beauty and express beauty. To enrich their aesthetic experience and enable them to experience the joy of free expression and creation. "According to these spirits, in my daily aesthetic education activities, I deliberately collect some simple and easy-to-express teaching materials for young children, like the one I designed today. In this "Finger Painting" class, there are no particularly difficult skills to master. Most children can experience the joy of success through hands-on operations. And in the relaxed and free creation, it enriches their emotional experience. This is my original intention of designing this class.
2. Teaching goal positioning:
Based on the above design intentions, I set the teaching goals of this lesson as three points:
1. Learning use The methods of finger imprinting and adding curves can express various dynamic tadpoles. This is also the key point of this lesson. It is mainly based on what is proposed in the "Outline": when conducting artistic activities, timely and appropriate guidance on expression methods and skills should be given according to the development and needs of children.
2. Cultivate and develop children's meticulous observation and rich imagination.
3. Improve children’s interest in art activities and their ability to draw boldly, and experience the joy of art activities. This not only reflects the main design intention of this lesson, but also reflects the value orientation in the "Outline" that requires highlighting "emotion", "interest", "attitude", "personality" and other aspects, focusing on cultivating children's lifelong learning ability. Fundamentals and motivation.
3. Key points and difficulties:
The realization of goal 3 is also the focus of this lesson. Mainly through the process of children's hands-on operations, children's development in "interest" and "experience" is achieved. This has been analyzed before and will not be repeated here. The difficulty of this lesson is mainly in the children's performance of the various dynamics of the tadpoles. Guide children to observe and discover the various dynamics of tadpoles, and know how to change the direction of swimming of tadpoles. This is the difficulty and one of the knowledge points required to be mastered in Goal 1.
IV. Teaching and learning methods:
According to the designed activity content, the main teaching methods used are "visual demonstration method". At the beginning of the class, through courseware demonstration, Vividly introduce children to topics and arouse their interest in learning. After introducing the topic, the "inspired questioning method" was used to guide the children to observe and think with questions. Finally, the "demonstration and explanation method" was adopted, which is the most commonly used teaching method in art activities. It can help children master the correct expression methods, but I put it at the end, which mainly reflects that "children are the main body of the activity, and teachers should Become a supporter, collaborator, and guide for young children’s learning activities.” The main learning method for young children is the "discussion method", which provides children with a relatively free space after observation and before operation, encourages children to discuss boldly, and is conducive to the development of children's imagination and ability to solve problems independently. "Operation method" is also a commonly used learning method in art activities. Only through hands-on operations can children master skills and experience emotional education.
5. Activity preparation:
According to the characteristics of the selected materials and the design content, the activity preparation for this lesson is mainly divided into two aspects:
(1) Preparation of young children’s life experience and knowledge. Children are required to have learned the story and song of "Tadpole Finds Its Mother" before class (prepare audio tapes of stories and songs), and in daily life, intentionally guide children to observe more tadpoles in natural corners.
(2) Preparation of teaching aids and materials: including courseware designed by the teacher based on the activity content and a large picture of "Frog Mother"; mainly used to create a "tadpole looking for mother" game scenario to run through The whole lesson reflects the concept of "taking games as basic activities for young children" proposed in the "Outline".
The operating materials for children include: a plate of black paint for each group; and a black watercolor pen for each group.
6. Activity program:
With the above analysis and preparation, the activity program will be clear at a glance. It can be simply summarized into three parts: "observation------imagination------creation".
(1) Use courseware to introduce topics and guide children to observe carefully.
1. Children listen to songs and perform tadpole swimming as they enter the venue and take their seats. Use the skills that children have learned to increase the liveliness of the activities, so that children can participate in learning with a happy mood from the beginning.
2. Teacher: "Quack, quack, quack, quack, who's coming?" (Frog mother appears in the courseware)
Teacher: "Hey! Frog mother frowned, as if I’m a little worried, let’s listen to what’s going on!” (The voice of the frog mother is played in the courseware: “Oh, I heard that my baby is looking for me everywhere, but it hasn’t returned to me yet. I’m really worried. Ah!”)
Teacher: “So that’s it! Let’s help the tadpoles find their mother as soon as possible.”
3. The teacher leads the children to review the children’s song “Little Tadpole, thin tail, swimming around looking for mother, mother, mother, where are you? Here comes, here I come!" (After reading the nursery rhyme, a group of swimming appeared in the courseware. tadpoles. )
Teacher: "Wow! That's great! The tadpoles finally found their mother. They are so happy, and they also want to thank our children for their help! (At this time, the frog in the courseware changed (with a happy expression) Let’s applaud ourselves!” By reviewing children’s songs, children can initially experience the joy of helping others. At the same time, it also introduces the next link.
4. Guide the children to observe and ask questions
Teacher: "The tadpoles are swimming happily in the water. Children, please observe carefully. Do they swim the same?" "What's the difference?" (There are pictures of tadpoles swimming in different directions in the courseware. Use the questioning method to clearly assign the two tasks of "observation" and "comparison" to the children)
5. Children discuss freely. After the first few group activities, appropriately provide children with a relatively free space, encourage children to boldly express their ideas and understanding, and fully mobilize their enthusiasm for learning. After the discussion, the teacher concluded: "It turns out that tadpoles swim in different directions. The tadpoles with the tail on the bottom swim up, and the tadpoles with the tail on the right swim to the left. It's so interesting! Let's learn too. How about learning how to swim with tadpoles?" So, take the children to the second part of the activity.
(2) Children can imagine and express freely, and master the methods of finger imprinting and adding curves.
1. Teacher: "There is a plate of black paint and black watercolor pens on the table of each group. Please think about what you can do to use these materials to make cute things. Where are the tadpoles? "The design of this link is mainly based on the requirements of the Outline for art activities: "Provide opportunities for free expression and encourage children to boldly express their emotions, understanding and imagination through different art forms. Each child’s ideas and creations should be recognized and accepted, and their unique aesthetic feelings and expressions should be shared, and the joy of their creation should be shared.” Therefore, I changed the previous model of teacher demonstration and children's learning, so that children can truly become the main body of the activity and become "I want to learn when I want to learn." Perhaps many creative new discoveries will emerge from this process.
2. After the children explore freely, the teacher invites the children who are good at drawing to draw a picture and talk about their own methods. Teachers promptly praise and affirm children’s ideas and creations. Finally, let’s solve the knowledge points (difficulties) of this lesson. The teacher can demonstrate and explain at the same time: "First use the pulp of your index finger to lightly dip it in the paint, then press the pulp of your index finger on the paper, and then draw a curved tail with a watercolor pen. A cute little tadpole is swimming. It moves. We can emboss the bodies of several tadpoles at a time, and then add thin tails in different locations, so that the tadpoles will swim in different directions. Even better! "In their usual art activities, children often have the habit of changing tools every time they draw. In order to avoid hidden waste of time and cultivate the good habit of overall planning in children from an early age, teachers can point out the requirements here. Children draw according to the teacher's method.
3. Teacher: "Children, please learn from the teacher's method and try again. Let more tadpoles swim over from all directions and find their mothers!"
（ 3) Children can operate again and experience the fun of creation.
1. After listening to the teacher’s explanation, ask the children to draw again. At this time, you can play the story of "Tadpole Looking for Mom".
Create a relaxed and pleasant environment for young children, while further increasing their interest in activities.
2. The teacher makes rounds to observe and provide timely guidance:
(1) After dipping the paint into the impression, you need to wipe your fingers clean on the rag before adding watercolor pens.
(2) Children are required to keep the picture, desktop and surrounding environment clean and tidy.
(3) After the children have finished painting, please put the materials and tools back to their original places and wash their hands with soap. These seemingly bits and pieces of regular education are embedded in children's daily life activities. Teachers should make full use of all educational opportunities to consolidate the development of children's good habits.
3. Display works and guide children to appreciate and communicate with each other. The teacher continued to use the scene created by the courseware and said to the children: "Mother Frog is so happy to see so many babies! She jumped to our Primary 4 class. Children, please hurry up and send the tadpoles you have made. Go to Mother Frog!" At this time, the teacher showed a large picture of Mother Frog and posted it on the theme wall of the classroom, asking the children to paste their works around to express that they were sending the tadpoles back to Mother Frog. .
4. The teacher leads the children to appreciate the works of their peers, exchange their own creative experiences, and praise their capable little hands. This link also uses the situational game method, echoing from beginning to end, pushing the activity to a new climax. Let children fully experience the joy of success!
7. Activity extension:
In the theme activities related to "Spring", we can make full use of the theme wall of "Tadpole Looking for Mom" ??jointly arranged by teachers and students. Next, review relevant stories, songs, and learn to play the music game "Tadpole Finds Mom". And you can ask children to continue to explore "the secrets of tadpoles and frogs", collect relevant information, and then sit around the theme wall to exchange the information they have obtained, and discuss how to better protect "tadpoles" and "frogs", etc. wait.