最新幼儿园说课稿大班数学 幼儿园说课稿大班美术(十六篇)
人的记忆力会随着岁月的流逝而衰退,写作可以弥补记忆的不足,将曾经的人生经历和感悟记录下来,也便于保存一份美好的回忆。那么我们该如何写一篇较为完美的范文呢?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。
幼儿园说课稿大班数学 幼儿园说课稿大班美术篇一
1.教材来源:
在区角活动中中我们常常发现孩子们对拼图游戏很感兴趣,对这些玩具他们常常会爱不释手,有时候遇到块数比较多的复杂的拼图他们还会几个人一起合作着拼。而且拼图游戏在小班开始就有所接触,到了大班孩子的拼图经验相对比较丰富,对他们来说拼图是个有挑战性的一项智力游戏。但是我发现孩子在自主游戏的过程中兴趣指向比较浓,却缺乏一种学习的目的性和有效性。如何把“拼图游戏”作为教育的一个载体,把孩子们的学习变的更有方向和目标,并在游戏中能帮助幼儿提炼经验,拓宽思路呢?今天的这个数学活动就是来解决这个问题的。新纲要强调:要尽量创造条件让幼儿实际参加探究活动,使他们感受探究的过程和方法,体验发现的乐趣。在这儿教师的作用是发现幼儿的兴趣点并根据他们的兴趣来创设探究的条件和空间。
2、分析教材:
拼图是一项综合的思维和协调能力训练,对孩子来说有不少的益处。其一在拼图游戏中可以让幼儿了解“部分”与“整体”的关系--可以让孩子知道许多的“部分”能拼凑出一个“整体”,以及“一个”整体“是由”许多部分“所组成的。其二培养幼儿平面组合的概念─积木是立体的组合,而拼图是一种平面组合的概念。其三培养幼儿的耐心和专注力,并且从观察与判断中学习分类。最重要的一点是能培养幼儿学习解决问题的方法及策略--玩拼图能学习推理思考能力,因为小朋友会经由尝试不同的选择,到决定正确的一片放下去,也就是经过假设、判断到选择的过程,让他学习运用逻辑来解决问题的方法。所以我就选择了这个活动教材。
《创意》活动主要是通过拼组各种几何图形来激发幼儿的拼图兴趣,发展空间知觉能力,培养幼儿多维思考问题的习惯。在活动中教师可以以游戏的形式鼓励幼儿尝试多种的拼图方法,并引导他们记录自己操作的结果,从中获得成功的喜悦,同时这也对孩子能力的肯定和赞扬。并且在,操作环节中教师帮助幼儿提升经验,训练孩子乐趣。在这儿教师的作用是发现幼儿的兴趣点并根据他们的兴趣来创设探究的条件和空间。
2、分析教材:
拼图是一项综合的思维和协调能力训练,对孩子来说有不少的益处。其一在拼图游戏中可以让幼儿了解“部分”与“整体”的关系--可以让孩子知道许多的“部分”能拼凑出一个“整体”,以及“一个”整体“是由”许多部分“所组成的。其二培养幼儿平面组合的概念─积木是立体的组合,而拼图是一种平面组合的概念。其三培养幼儿的耐心和专注力,并且从观察与判断中学习分类。最重要的一点是能培养幼儿学习解决问题的方法及策略--玩拼图能学习推理思考能力,因为小朋友会经由尝试不同的选择,到决定正确的一片放下去,也就是经过假设、判断到选择的过程,让他学习运用逻辑来解决问题的方法。所以我就选择了这个活动教材。
《创意》活动主要是通过拼组各种几何图形来激发幼儿的拼图兴趣,发展空间知觉能力,培养幼儿多维思考问题的习惯。在活动中教师可以以游戏的形式鼓励幼儿尝试多种的拼图方法,并引导他们记录自己操作的结果,从中获得成功的喜悦,同时这也对孩子能力的肯定和赞扬。并且在,操作环节中教师帮助幼儿提升经验,训练孩子多向思维,拓宽孩子思考问题的空间,集中了幼儿学习的方向性,使他们的活动从兴趣主导的游戏过度到了目标明确的学习活动。当然游戏化的活动环节也让孩子玩得轻松,学的愉快。
3、目标定位:根据大班幼儿的年龄特点及幼儿学习数学的领域目标为依据。从认知、能力、情感三方面制定了本次活动的目标:
(1)、尝试运用不同几何图形拼图拼出各种图案,并能在记录单上记录拼出的多种组合方法。
(2)、学习多角度思考问题,进行多种组合,寻求多种答案。
(3)、感受拼图游戏奇妙之处,在操作活动中获得成功的体验。
根据目标,我把活动的重点定位于:尝试运用不同组合形式的图形图案,并能在活动中学习统计作品中各种形状与数量的方法,记录在记录单上。活动的难点是:在操作活动中鼓励幼儿根据一种卡片与其他卡片的多种组合来进行多元化的操作,支持幼儿学习多角度思考问题寻求多种答案。
4、操作材料
教具:各种颜色的彩纸,各种几何图形,几何图形拼摆的机器人,幼儿用书十月份册。
有颜色的几何图形片是为了吸引幼儿的注意力,提高他们操作的兴趣。而拼图卡片上的编码则是为了方便幼儿记录,缩短记录的时间,给幼儿创设充足的动手操作和思考空间;也可以帮助幼儿复习和巩固序数概念。同种编码的卡片有重复也是为了给幼儿的操作提供更多变化的空间,使他们的操作结果能更加丰富。记录纸的设计从节约能源的目标出发简单方便;考虑常态教学的效果尽量不要配班老师帮忙;同时节省展示空间。
1、言语激发孩子。用”你真棒!“”争做智慧大王“”你真象个小学生“等语言来激发出孩子做事的积极性。要站在孩子的角度,以理解孩子的语气,肯定孩子的成绩,继而提出新的要求。让幼儿和老师互相在活动中成为学习的支持者、合作者。从而去发现问题、解决问题、树立自信心,从而突出本次活动趣味性的特点。
2、物质奖励,贴红星。
3、游戏主导活动。”游戏是幼儿重要活动方式之一“,我深深地感觉到游戏是孩子们最快乐的”朋友“,在成人看来是非常枯燥的事情,只要赋予它游戏的色彩,孩子们就会很感兴趣,会给孩子带来快乐的体验。寓教于学游戏教学形式,使孩子乐意参加活动,并在多元、刺激的智力操作活动中得到快乐获得满足。从而为”下一次“打好基础。
4、承上启下的提问激发思考。我的每次提问都是为下个环节做准备的,常常是前个问题的提出能在下个环节中得到展现或揭开谜底。使幼儿充满惊喜和期待,回答问题、发表见解的声音更响亮,思考问题、解决问题更踊跃,思维更活跃。
突出同伴引领。每次操作都邀请幼儿示范或小结,使幼儿听到的是来自同伴的一种声音。他的经验和思维都会受到同伴的影响。而且这种影响是积极主动的,而不是强硬灌输的。这样就更方便并引导幼儿去深入思考,开阔思维,引发再次操作的的欲望。
一、观察、比较各种几何图形。
1、我先出示几种几何图形拼图,引导幼儿观察并说出各种拼图卡是否相同,哪些地方相同,哪些地方不同?目的在于让幼儿在观察比较的过程中了解这些拼图卡的特征(一样:形状、大小;不一样:数量、颜色、编号、组合形式)并为幼儿思考如何运用拼图卡的特征来组合成图形来铺垫经验。
2、引导个别幼儿运用图形重叠的方法证明一下。科学领域的知识明显地具有”情景化、过程化、活动化、经验化“的特点。根据大班幼儿的现有的经验他们自然会想到运用图形重叠的方法来证明,以事实作为判断事物的依据,符合新《纲要》中数学教育的新目标和教育价值的要求。
二、幼儿操作活动,尝试拼出图形并记录结果。
1、教师出示示范记录单,请个别幼儿操作教师记录。因为每块拼图卡都标有编码,在这儿我直接引出记录即能方便幼儿学习记录的方法,避免环节上的重复,又能提醒幼儿操作一次就记录一次,培养他们做事的条理性和效益性。
2、通过幼儿个别操作示范引出拼图特点--平面多方位的旋转,开阔了幼儿的思维,有一次归纳和提升了幼儿拼图经验。
3、教师引导幼儿思考并讨论:我们能不能用3块或4块甚至更多的卡片一起来拼这个图案。相比较前一次的操作这一次是有要求的。请幼儿示范时即能拓展幼儿的发散性思维,还可以再次强调操作记录的注意事项。
4、比一比谁拼出来的答案多。以往操作活动中我发现经常有很难收拢的现象,所以今天我以”比一比“和贴五角星的方法来激励孩子自觉上交记录单,使环节之间尽量紧凑,时间也不会浪费。而且在潜移默化中在培养幼儿做事干脆、不拖拉的习惯,树立时间观念,向小学生活靠近。
三、发现一张卡片与其他卡片的多种组合形式,激发幼儿二次操作的兴趣。
通过说一说、比一比发现问题并激发幼儿的二次操作,这儿是整个活动的高潮也是活动的重难点。杜威说过:儿童有调查和探究的本能,探索是儿童的本能冲动,好奇、好问、好探究是儿童与生俱来的特点。我正是抓住幼儿的这个特点、启发他们进行再次操作,帮助幼儿经验提升。并且在操作前的示范中我交代了记录的另一种方法,使幼儿的操作有条不紊的、有目的地进行,而不再是无序的。操作结束后的同伴交流、相互分享经验也是同伴引领学习的过程,同时幼儿的语言表达能力的也得到培养,使活动的重难点得以解决。
四、感知各种图形的转换关系,再次提升经验。
在活动鼓励幼儿继续操作在拼图游戏发现其他更有趣的现象。
幼儿园说课稿大班数学 幼儿园说课稿大班美术篇二
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幼儿园说课稿大班数学 幼儿园说课稿大班美术篇三
尊敬的各位评委老师:
大家好!今天我说课的内容是大班语言活动,诗歌《摇篮》,本次说课将从说教材、教法、学法、教学流程等四部分进行阐述。
1、教材地位:本次活动内容选自:福建省幼儿园领域活动指导大班下册。纲要指出:“引导孩子接促优秀的儿童文学作品,使之感受语言的丰富和优美,并通过多种活动帮助孩子加深对作品的理解和体验。”诗歌《摇篮》是在大班上册学习了《风在哪里》、《好孩子》的基础上进行教学的,为后面学习《毕业诗》做好铺垫。可以看出本课在诗歌领域中占有重要地位。
2、教材处理:(下面我来说说教材的处理)诗歌摇篮是一篇优秀的儿童文学作品。构思独特,想象丰富,富有儿童情趣,形象的把大海、天空、花园、妈妈的手这些美好的景色比喻成摇篮,描绘出了小宝宝分别在不同的摇篮里睡觉的那种宁静、温馨的画面。能激发孩子热爱大自然向往大自然的情感。非常适合孩子的学习。大班孩子已经积累了一定的词汇,具有一定水平的口语表达能力,选择这一教材符合大班孩子学习特点。根据纲要中指出,各领域的教育要有机结合相互渗透的精神。我巧妙的将语言与艺术、社会相整合。(在欣赏诗歌摇篮的同时,结合游戏《送宝宝回家》、情境表演加深孩子对诗歌摇篮的理解和体验。)我将单纯的语言活动《摇篮》处理成游戏式、互动式、表演式的活动。本活动原教材安排一课时,我根据教材特点和本班孩子的实际情况,安排两课时,第一课时重点让孩子理解诗歌内容和感受诗歌的意境美,初步学习仿编。第二课时是巩固仿编,并把它画成画册,制作成图画书。本次活动是第一课时。
3、说目标:(接着说活动目标)
大家都知道,活动目标是教学活动的起点和归宿,对活动起着导向作用,根据孩子的年龄特点和本班孩子语言发展的实际情况,我确立了以下几点目标:
(一)认知目标:通过欣赏,理解诗歌内容,感受诗歌温馨、宁静的优美意境。
(二)能力目标:培养孩子的语言表达能力,学习使用“飘”、“翻”、“吹”,引导孩子大胆进行想像,学习初步仿编
(三) 情感目标:培养孩子热爱大自然、热爱生活的美好情感。
4、活动的重点和难点:
孩子要感受诗歌语言的丰富和优美,需要建立在理解的基础之上。因此,我把理解诗歌内容,学习朗诵,感受诗歌意境美作为本次教学活动的重点。
孩子要仿编散文需要建立在一定的知识经验的基础上且需要丰富的想象力。而大班孩子知识经验不够丰富,想象力比较薄弱,因此如何引导孩子如何根据摇篮的句式,进行仿编也就成了本次教学活动的难点。
5、活动准备:
为了帮助孩子对活动内容的理解和掌握我为本次活动做了以下准备
(一) 经验准备:课前我利用散步活动、谈话活动、影视活动引导孩子观察诗歌所提到的景物:天空、花园、大海,让孩子亲自感受大自然的美,为诗歌《摇篮》教学的开展奠定情感基础。
(二) 物质准备:将诗歌《摇篮》制作成多媒体课件,能整首播放也能分段播放。还制作了蓝天、大海、花园、妈妈的手背景图、和各宝宝的贴绒教具,以及歌曲《摇篮曲》
教学方法是教学活动顺利进行的保证。纲要指出:教师应成为孩子活动的支持者、合作者和引导者,针对活动内容的特点和孩子的生活经验,本次活动所采用的教法有:(情境创设法、)多媒体演示法、启发提问法、分段教学法等主要教学方法。
情境创设法:新课程理念告诉我们,孩子的学习总是伴随着特定的情境。针对孩子对文学作品难以感受、理解的特点,我积极创设情境,在活动始,我创设了《摇篮曲》温馨、宁静的情境,导入新课;在活动中,我创设了《送宝宝回家》的游戏情境。帮助孩子理解内容。通过情境化教学,调动了孩子的学习兴趣,促进了孩子对文学作品的理解。)
多媒体演示法:现代教育学研究认为,多媒体课件形象直观,能化静为动,化虚为实,容易激发孩子的学习兴趣,针对孩子动作思维占优势的特点,活动中我将诗歌《摇篮》制作成生动形象的多媒体课件,音像结合进行教学,这样化抽象为具体,化枯燥为形象,增强孩子对文学作品内容的理解。
分段教学法:孩子教育实践告诉我们,从整体入手,分段教学是理解文章内容的重要教法之一。在活动中,在让孩子完整欣赏的基础上,根据诗歌《摇篮》内容中结构的不同变化分成三段,按“扶—半扶半放——放”的认知序,进行分段教学,从而加深孩子对作品理解和感受。)
此外,我还应用了表扬激励法、归小结法等教学方法。
教师应尊重孩子的主体地位,让孩子成为活动的主体。本次活动我预设了以下几种学法帮助孩子学习:
1.游戏体验法:学前教学学家陈鹤琴指出,游戏是孩子最喜欢的活动,符合孩子爱玩的天性,应让孩子在玩中学,学中玩。有活动中,我组织孩子玩“送宝宝回家”的游戏,帮助孩子进一步理解诗歌内容,提高孩子的口语表达能力和表演能力。
2.多感官参与法:有一句世界教育名言是这么说,听过了就忘记了,看过了就记住了,做过了就理解了。因此在活动中让孩子看一看《摇篮》的课件、做一做“轻轻飘”、“轻轻翻”动作帮助孩子理解体验诗歌的意境美。
3.合作讨论法:新课程理念告诉我们,合作讨论是重要的学习方式之一,有利于通过同伴互助、相互学习共同提高。在《摇篮》仿编中,我让孩子合作讨论:小朋友,还有什么东西可以当做摇篮?它的宝宝是谁?谁摇宝宝睡觉?让孩子在合作讨论中相互交流、相互学习,充分发挥孩子学习的自主性。
本次活动突出了综合性、趣味性、活动性,把教育融入到生活、游戏中,因此,我遵循“以人为本,层层深入”的原则,我设计了五个环节:
1、律动引入,激发兴趣。
2、完整欣赏,初步感知。
3、分句感知,加深理解。
4、回归整体、情感升华。
5、引导仿编、体验创造。
第一部分:律动引入,激发兴趣。
环节目标是:激发孩子参与活动兴趣,让孩子处于最佳学习状态。
所采用的教学方法有:情境教学法、启发提问法。
我设计了2个环节:
1、表演体验:活动一开始,我播放《摇篮曲》创设温馨、宁静舒服的情境,让孩子学小宝宝走进入活动室。激发孩子学习兴趣。
2、谈话引题:播放“摇篮”的画面,提出问题:小朋友,这是什么?你知道摇篮是干什么用的吗?通过提问让孩子对摇篮有了初步的了解,为后面学习做好铺垫。同时引出活动内容和活动课题。
第二部分:完整欣赏,初步感知
环节目标是:完整欣赏,初步理解诗歌内容.
所采用的教学方法有情境教学法、启发提问法、多媒体演示法,
本环节我设计了2个环节:
第1环节是教师配乐有表情完整朗诵散文一遍。提问:诗歌的名字叫什么?你听到了什么?通过提问,帮助孩子初步感知散文内容。
第2环节是教师播放课件,完整欣赏儿歌第二遍。提问:小朋友,诗歌里讲了什么?你听完这散文有什么感受?通过这概括性的提问,让孩子有了想象和自由讲述的空间,提高孩子的想象能力和语言表达能力。教师引导孩子用好听的词来表达自己的感受,如:温馨、宁静、舒服。
第三部分:分段感知,加深理解
环节目标是进一步理解散文内容,感受散文的意境美。
所采用的教学方法有:多媒体演示法、多感官参与法、启发提问法。本部分是重点环节,
我设计了3个小环节。
1.教师精导,教学第一段
先播放课件1,提问:什么是摇篮?摇着什么宝宝?怎么摇?星宝宝怎么样啦?通过提问帮助孩子理解第一段内容,在回答的过程中我结合动作帮助孩子学习和理解“轻轻飘”,然后老师小结,教师结合动作完整朗诵诗歌第一段。
2.师幼互动学习第二、三段
播放课件,师幼表演再现二、三段内容,提出问题:什么是摇篮?摇着什么宝宝?怎么摇?鱼宝宝、花宝宝怎么样了?帮助孩子理解二、三段内容,结合动作帮助孩子理解“轻轻翻”、“轻轻吹”。
3.孩子互动学习第四段
出示第四段画面,让孩子自由交流讨论第四段内容,然后请全班孩子想动作来表现第四段内容。孩子边做动作边朗诵儿歌,并注意语气语调的变化。如:“星宝宝睡着了”,要用轻柔的声音来朗读。
通过以上三个环节的学习,根据扶-半扶半放-放的认知顺序进行教学,为孩子提供了一个想说敢说喜欢说的有机会说,并得到积极应答的环境。内容层层深入,从而解决了重点问题,达到环节目标。
第四部分:回归整体、情感升华
环节目标:进一步体会诗歌的内容
采用的教学方法有:游戏法、启发提问法
教师和孩子在优美的音乐声中结合动作,完整朗诵诗歌一遍,然后提出问题:小朋友,你喜欢诗歌中的哪一句?把你喜欢的句子读给小朋友听一听。给孩子提供一个说的机会。为什么说蓝天、大海、花园、妈妈的手是摇篮?这个问题是难点,我将用“送宝宝回家”的游戏帮助孩子理解他们之间的依存关系。我准备了蓝天、大海、花园、妈妈的手背景图,请小朋友将各宝宝的图片贴在相应的背景图上。教师进行小结,帮助孩子发现生活中的美,对孩子进行热爱大自然、热爱生活的教育。
第五部分 引导创编、体验创造
环节目标:通过仿编进一步理解诗歌内容
采用的方法:自主探究、合作讨论、启发提问法
我设计了2个环节
1、 让孩子了解诗歌的结构特点。孩子朗诵儿歌,教师逐一出示相应的图片,然后引导孩子纵向观察:
第一排,什么是摇篮?第二排,摇着什么宝宝?第三排,怎么摇?第四排,什么宝宝睡着了?
通过形象直观的教具演示,孩子应该会很快理解诗歌的结构特点。
2 、孩子自由仿编,教师巡回指导,对能力强的孩子可以根据自己的想象进行仿编。对能力弱的孩子,我将示范仿编或提供前半部分图片让孩子编后半部分,或提供后半部分图片孩子编前半部分。对编得好的孩子进行表扬鼓励、对仿编较困难的孩子,鼓励他积极参与仿编活动。最后将仿编好的诗歌进行朗诵,体验创造的快乐。
幼儿园说课稿大班数学 幼儿园说课稿大班美术篇四
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