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幼儿园说课稿大班数学(16篇)

格式:DOC 上传日期:2023-03-23 16:38:43
幼儿园说课稿大班数学(16篇)
时间:2023-03-23 16:38:43     小编:zdfb

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。范文怎么写才能发挥它最大的作用呢?下面是小编帮大家整理的优质范文,仅供参考,大家一起来看看吧。

幼儿园说课稿大班数学篇一

大家好!

今天我说课的内容是大班的语言活动“桃树下的小白兔”,下面我就说说本次活动的设计方案:

故事是幼儿最喜爱的一种文学形式,能为幼儿提供丰富的语言材料。故事“桃树下的小白兔”通过典型的人物形象、丰富的情节,生动、优美的语言,吸引着幼儿,使他们从中受到感染和教育。我选择的“桃树下的小白兔”这篇故事讲得是住在桃树下的小白兔将桃花瓣寄给各种小动物,小动物们拿桃花瓣用做各种东西。故事内容充分调动了幼儿的兴趣。这篇故事人物形象鲜明,使幼儿受到很好的教育,语言生动浅显,便于幼儿理解、记忆和模仿,故事情节有趣,能够吸引幼儿的注意。

大班幼儿的认识水平在不断提高,具体形象思维又占优势,因此,他们对文学作品,特别是童话故事较感兴趣,也能接受和理解内容较丰富、表现手法较复杂的故事,并具有一定的倾听和语言表达能力。大班幼儿积累了不少故事知识和词汇,培养了他们活泼大方、富有观察力、好奇心,探究欲望强,有丰富的想象力,并喜欢把自己对故事的理解通过各种形式表现出来。但是,由于幼儿成长环境的影响,幼儿经常出现自私、以自我为中心的现象,导致这些行为成为幼儿交往中的障碍。而故事是运用儿童文学作品向幼儿进行分享教育的一种重要形式。

发展语言的关键是创设能使幼儿想说、敢说、喜欢说、有机会说并能得到积极应答的环境,同时幼儿语言的发展与其情感、经验、思维、社会交往能力等其他方面的发展密切相关。根据纲要中语言领域的目标和指导要点以及大班幼儿的实际情况,我将本次活动的目标定位于:

1、理解故事内容,了解故事情节,体验故事美好的意境

2、感受作品中桃花瓣可以变成摇篮、太阳帽等的运用,发展幼儿的想象力

3、体验与同伴分析带来的快乐

本次活动的重点放在“体验与同伴分析带来的快乐”。当然,培养幼儿懂的分享是需要一个漫长的累积过程的,因此,本次活动是先让幼儿获得情感体验,是一个累积良好体验的好机会,对幼儿有一定的的教育意义。

本次活动的难点定在“了解故事情节,体验故事的美好意境”。

活动准备是为了完成具体活动目标服务的,同时幼儿是通过与环境、材料相互作用获得发展的,活动准备必须与目标、活动主体的能力、兴趣和需要相适应。所以,我既进行了物质准备又考虑到幼儿的经验准备。

幼儿的经验准备:认识桃花瓣,知道桃花瓣的相关基础知识,奠定认知基础。

物质准备:桃花瓣若干,ppt,背景音乐,角色头饰

1、说教法

《纲要》指出:“教师应成为幼儿学习的支持者、合作者、引导者。”幼儿园教育活动是教师以多种形式有目的、有计划的引导幼儿生动、活泼、主动活动的教育过程。因此,本次活动我主要采用了直观教学法、讨论法、提问法等适宜的方法来组织教学。其中:

本活动中由始至终贯穿的是直观教学法:观察是幼儿获得知识的最有效途径,儿童缺乏生活经验和知识水平,以及思维具有具体形象性,对故事所蕴涵的意境的理解有一定的难度。我用ppt和实物通过鲜明、生动的形象,容易吸引儿童的注意力,激发学习的兴趣和热情,帮助儿童理解和记忆。

2、说学法

幼儿是学习主体,创造条件让幼儿参加探究活动,不仅提高、锻炼了能力,更升华了情感。因此,本活动采用的学法主要是视听讲结合法、欣赏法、交流讨论法等。其中:

欣赏法:我引导幼儿试着理解故事内涵,使幼儿获得美得享受,唤起与同伴分享的情感,陶冶幼儿分享的情操,从而突破活动重难点。

本次活动我设计了五个环环相扣的环节。

第一环节:出示桃花瓣,引入幼儿的初步想象。

引入时,我以直观的桃花瓣,让幼儿有眼前一亮的感觉,幼儿直观的看到了桃花瓣,极好的引发了幼儿的好奇心,并思考我提出的问题“桃花瓣可以用做什么呢?”该问题把幼儿带进一个思考想象的空间,创设了让幼儿想说、敢说、喜欢说的语言环境,为下面的故事做好铺垫。

第二环节:完整欣赏,发展幼儿想象力。

通过第一环节的讨论之后,我说:“故事里的小白兔也有许多桃花瓣,它会拿它们做什么呢?”使幼儿带着问题进入故事的欣赏,引导幼儿展开了想象的翅膀。这个环节仍然给幼儿留有想象的空间,让幼儿在刚才的想象基础上,结合ppt和老师有感情的讲述,完整的欣赏一遍故事,了解故事的情节发展,感受故事中的语言美,通过头脑中的想象故事中优美的意境。

第三环节:分段欣赏,发展幼儿形象思维。

此环节结合了语言和幻灯片,再次调动了幼儿的兴趣,以分段讲述故事为主要形式,通过一个个的问题,“图片中有哪些小动物?”“想一想,这幅图中的小动物,将桃花瓣用作了什么呢?”找出故事的重点,引导幼儿不断思考、探索,层层递进,从而达到理解和记忆故事内容的目的。而想象手法的运用是本故事的一个亮点,使形象达到逼真的效果。幼儿在理解故事中采用的表现手法时是困难的,因此,我以问题:“小白兔将桃花瓣都寄给了谁呢?”“小动物拿桃花瓣用作了什么呢?”的提出加深幼儿想象的程度。

第四环节:深入故事主题,升华情感。

这篇故事中提到的“小白兔将桃花瓣装在信封里寄给自己的朋友们”“小动物们对小白兔寄来的桃花瓣表示感谢”,意在教育幼儿懂的与人分享,但是如果教育一味地讲大道理,幼儿是不能完全理解的,所以我在这个活动环节中以“你喜欢故事里的小白兔嘛?为什么呢?”让幼儿直观形象的感知,该学习、模仿谁。这样,他们很快就能懂的分享和感恩的道理,并让幼儿自觉的将这些道理延伸到生活中。

第五环节:活动延伸

活动的结束是暂时的,依据教育方式的整合,为了让幼儿不再被动的接受,而是使我传递的信息,转化为幼儿主动的吸收,我不仅鼓励幼儿在生活中,学习并乐意与同伴或家人分享,还整合了区域活动,在表演区、语言区、美工区让幼儿继续探索。根据教育目标,有机渗透了教育内容,使幼儿获得更多有益的知识经验,促进幼儿多方面能力的发展。

各位评委老师,以上是我对这次教学活动的理解、分析和做法,由于目前我还没有工作经验,所以在说课的过程中,存在着疏漏和不足,恳请评委老师们给予批评指正。谢谢大家!

幼儿园说课稿大班数学篇二

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幼儿园说课稿大班数学篇三

《幼儿园教育指导纲要》中提出:“开展多种有趣的体育活动,特别是户外的、大自然的活动,培养幼儿参加体育锻炼的积极性,并提高其对环境的适应能力。”所以开展户外体育活动具有重要的意义。

在日常生活中,幼儿随处都可以看到各种瓶子,以废旧的瓶子作为活动器材开展户外活动,既能发展幼儿走、跑、跳的基本动作又可以发展幼儿动作的协调性、灵活性。还能满足幼儿对各种事物的探究欲望,提高幼儿积极参加体育锻炼的积极性。让幼儿在自主的思考、探索、参与中,培养起竞争与合作的意识。

《幼儿园教育指导纲要》提出:“在走、跑、跳、钻、爬、攀等各种体育活动中,发展幼儿动作的协调性、灵活性。”但是只有教师灵活掌握纲要提出的总目标和幼儿的年龄阶段目标之间的关系,才能达到最好的教育效果。根据大班的身体发展水平,幼儿已经掌握了走、跑、跳等基本动作,所以在此基础上为了进一步的发展幼儿的走、跑、跳的能力,我制定了本次活动的能力目标为:发展幼儿平稳走、绕障碍跑、夹物并腿跳的基本动作。

在体育活动中让幼儿大胆的去创造、尝试、这样既培养了幼儿的动作技能,又增强幼儿的体质,并使幼儿在生活中不断有新的发现、新的创新、新的提高,其创造性培养就能走上良性循环的轨道。所以为了促进幼儿思维的灵活性,渗透一定的品质教育,所以我制定本次活动的情感目标是:

1.激发幼儿探索瓶子多种玩法的积极性和创造力。

2.培养幼儿的竞争意识和协同能力。

幼儿是活动的主体,让材料促使幼儿动起来,为了活动的顺利开展,实现各个环节的衔接和连贯性,达到活动目标。在考虑到幼儿已具备的关于瓶子的生活经验和动作能力的基础上。我做了以下的材料准备:1.经过装饰的瓶子若干,兔妈妈头饰一个,小白兔、小黑兔头饰若干,录音机一台;2.幼儿已经会做瓶子操;3.用粉笔画出顶瓶走,绕瓶跑,夹瓶跳所在的区域。这能够让幼儿充分感受到活动的趣味性,快速地融入到活动中去。

体育活动主要是通过动作训练,发展幼儿的身体协调能力,增强幼儿体质,通过游戏可以让幼儿带着兴趣完成所要求的体育练习,要求幼儿在游戏的竞争氛围里,灵活的、协调的掌握新的动作要求。所以,我确定本次活动的重点是:掌握平稳走、绕障碍跑、夹物并腿跳的基本动作要点大班幼儿正处于培养自制力、坚持性的关键时期,虽然他们具备了一定的制约自己、劝阻他人的能力,但是在进行规则游戏时,大班幼儿集体荣誉感增强,追求比赛结果,难免会出现破坏游戏规则的行为。规则意识的建立不是靠说教和硬性规定就可以做到,重要的是培养,需要我们在活动中的坚持、提醒。所以我确定本次活动的难点是:幼儿在比赛中自觉的遵守游戏规则。

教师在教学活动中的定位是幼儿的支持者、活动者、引导者。所以此次体育活动中,我克服了传统的教授形式,以幼儿为主体,尊重幼儿的自主表达,鼓励幼儿自主探索。根据各个环节的要求和具体情况,采取适宜的教法:

1.讲解示范法:对于体育活动来说,教师的演示是有必要的,既有利于幼儿较快的掌握动作要领,游戏玩法。又可以避免幼儿因使用器械不当造成的身体损伤等意外发生。但是,对于这一教法,我只是在开展游戏的环节适当的采用,因为我要把更多的时间留给孩子,让孩子自主的探索。

2.语言提示法:幼儿的自我约束能力较差,对某些具体动作要点、规则的不能完全领会。所以,我采用语言提示法在本次活动中简洁、明确的提示、指导幼儿进行活动。

3.情感渗透法:情感渗透对幼儿活动中实现的情感目标的重要形式。在活动中,我会及时给予幼儿激励和表扬,鼓励幼儿进行大胆的探索,玩出不同的玩法,注重与同伴的交流合作,在幼儿获得鼓励的同时有助于目标的达成。

《纲要》中指出,要尽量创造条件让幼儿喜欢参加体育活动,并且帮助其达到动作协调、灵活的目标,使他们感受体育活动的过程,体验体育游戏的乐趣。因此,此次活动中,幼儿的具体学法有:

1.练习法:幼儿对动作的练习有利于幼儿较好的掌握动作。所以在幼儿自主探索后,教师进行个别示范,再提供机会给幼儿自由分散练习也有利于后面游戏环节的开展。

2.游戏法:《幼儿园教育指导纲要》提出“幼儿园教育应尊重幼儿身心发展规律和学习特点,以游戏为基本活动。”游戏法是以游戏的形式组织幼儿进行身体锻炼的方法。此方法是激发引导幼儿参与活动的重要手段,符合幼儿身心发展特点,满足幼儿身心需要。

3.比赛法:比赛中幼儿争取胜利的强烈愿望,有利于激发幼儿愉快的情绪和参与与身体锻炼的积极性。

结合教育活动的有序性原则和本次活动的目标,按照幼儿体育教学活动的基本结构,我把活动过程分为三个大环节:1.准备部分。2.基本部分。3.结束部分。

第一大环节:准备部分根据幼儿生理机能的活动变化规律,准备活动是非常必要的一个环节。在此环节中,首先我会利用音乐的辅助,带领幼儿出场并随着音乐节奏做出一些基本的动作。在提高幼儿身体机能活动能力的同时,帮助幼儿树立瓶子具有多种玩法的意识。随后,我会组织幼儿做瓶子操,进行全身性的活动,为第二大环节的开展充分的做好生理和心理上的准备。

第二大环节:基本部分经过上一环节的热身,在这一阶段幼儿的活动能力已经逐步达到较高水平,所以在此环节,我设置了三个部分的内容:

(1)自主探索-达成目标1《幼儿园教育指导纲要》的内容中就有“引导幼儿积极主动参加体育活动,养成自主、合作、勇敢、不怕困难的良好品质。”以及“引导幼儿创造性地进行身体活动,主动探索多种运动器材的多种玩法。”等方面内容。这些内容促使我在开展体育教学活动时,为幼儿提供自主探索的机会。首先我会用适当的教师语言和隐性示范,引导幼儿积极动脑,合作探索。然后进行归纳小结,并示范个别玩法,扩大幼儿思维,也为下一部分的游戏环节打下基础。最后让幼儿自由结伴,分散练习,巩固基本动作,鼓励幼儿,对个别幼儿进行指导。整个自主探索过程充分体现幼儿的自主性,让幼儿在轻松、愉快、自由的氛围中发展自主探索能力和创造性思维。

(2)开展游戏-达成目标2、3体育游戏是幼儿体育教学活动的重要内容,游戏可以提高幼儿的练习兴趣,让幼儿在体验游戏娱乐性的同时,练习和巩固基本动作,达到增强体制的效果。所以我在此部分设置了三个竞赛性的小游戏,分别发展幼儿平稳走、绕障碍跑、夹物并腿跳的能力。使整个体育教学活动急缓结合,合理安排运动负荷。

首先我会利用道具设置情境,用角色扮演的方式让幼儿自主选择分组,增加趣味性。再用教师语言激发两组幼儿进行竞争,激发幼儿愉快的情绪和参与积极性。层层递进,引出竞赛游戏。

在游戏开始前,我会用讲解示范法,清晰、准确、生动的讲解示范游戏规则,对幼儿提出要求,再组织幼儿有序的开展游戏。因为幼儿的自制能力、自我保护能力较差,所以我会以裁判员的身份参与游戏,在游戏开展中,时刻注意幼儿的安全问题。并利用幼儿的角色扮演,提醒幼儿互相监督,遵守游戏规则和进行团结合作。

在第二个小游戏中,我没有预先摆放好小瓶子,而是让幼儿根据预先的定位来摆放,是为幼儿创造共同参与环境创设的机会,提高幼儿积极性。

(3)总结评价游戏结束后,我会先引导幼儿进行自评,互评,把评价的权利交给幼儿,再进行总结评价。注意抓住一个点分别对两队幼儿进行表扬,语言中进行运动、合作快乐、健康重要的情感渗透。

第三大环节:结束部分幼儿经过激烈的比赛之后,身体机能活动能力逐渐下降,所以在这一环节就是我会带领幼儿手持瓶子在音乐声做一些放松的基本动作,帮助幼儿平稳情绪,放松身体。然后列队走回教室,完成整个体育教学活动。

幼儿园说课稿大班数学篇四

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幼儿园说课稿大班数学篇五

新《纲要》中指出:“引导幼儿对身边常见的事物和现象的特点、变化规律产生兴趣和探索的欲望。”“科学教育应密切联系幼儿的实际生活进行,利用身边的事物与现象作为科学探索的对象。”溶化是生活中常见的一种科学现象,糖融化了、雪融化了……在成人看来是再正常不过的现象却深深吸引着我们的孩子,我们应抓住教育的契机,培养幼儿对科学的兴趣,激发他们的探索欲望,从而培养幼儿一种运用科学的态度、方法发现问题,解决问题的能力。因此,我选择了《什么东西不见了》这一科学活动,作为科学探索的内容,在活动中,我为幼儿提供了丰富的可操作性材料,为每个幼儿都能运用各种感官,多种方式进行探索。幼儿有着与生俱来的好奇心和探究欲望,好奇心是幼儿内在生命本质的展现,正是好奇心驱使着幼儿去探索求知。针对幼儿这一特点,我们从培养幼儿爱科学,学科学、记录、分析以及推理的能力,为此,我引导幼儿通过实验来感知、理解物体溶化的速度与物体的形状、大小以及水的温度、是否搅拌有关系。

重难点目标是教学活动的起点和归宿,多活动起着导向作用,在新纲要中指出,五大领域的内容相互渗透,从不同角度促进幼儿的情感、能力、态度、知识、技能等方面的发展。因此我根据大班幼儿的年龄特点制订了以下目标。

1、知道有些物体能溶于水。

2、初步理解物体的溶化速度与物体的形状、大小以及水的温度、是否搅拌有关系,并能用自己的语言进行表达。

3、发展幼儿的观察、记录能力,体验探索的乐趣。

本次活动的重难点:让幼儿初步物体的溶化速度与物体的形状、大小以及水的温度、是否搅拌有关系,并能用自己的语言进行表达。

1、玻璃杯多个、碟子

2、食盐、面糖、冰糖、糖块、木块、玻璃珠等

3、记录表、热水、凉水、笔若干

在活动中,教师要心中有目标,眼中有幼儿,时时有教育,让幼儿真正成为学习的主体,正如新纲要中所说的:“教师应成为学习活动的支持者、合作者、引导者”因此,本次活动我采用了以下方法:

1、教师以饱满的热情参与活动,用激情感染幼儿,对幼儿起示范带动作用,引起幼儿活动的积极性。

2、启发提问法:教师的提问要具有启发性,引起幼儿的思考。

3、观察指导法:针对科学探索活动的随机性,以及幼儿的建构过程,采取观察指导法是比较合适的,教师通过敏锐的观察,有针对性的进行、指导。

学法:

1、操作比较法:操作法是幼儿运用最多也是最感兴趣的一种方法让幼儿实际操作,帮助幼儿比较,自己找出答案。

2、尝试实验法:陶行知先生说过:学中做,做中学,做中求进步。鼓励幼儿用已有的物品做实验,从实际实验中得出形象准确的答案。

3、谈论交流法:通过师幼、同伴互相交流,更好的了解物体溶化的速度与水温、物体的大小、形状有关。

(一)、出示实验材料,激起幼儿的活动兴趣,进行第一次探究活动。

投放的材料有食盐、面糖、玻璃珠、木块)我会告诉幼儿今天我们要做一个实验,你们走到实验桌前看一看,说一说,摸一摸,看老师给你们准备了什么样的实验材料(幼儿活动,老师指导)让幼儿轻轻回到座位,问幼儿谁愿意告诉我你看到了什么材料?教师小结:食盐、面糖能溶于水,玻璃珠、木块不能。

(二)让幼儿带着问题进行操作,什么样的物体溶化的快,什么物体溶化的慢,进行第二次探究。投放的材料有食盐、面糖、冰糖、糖块、搅拌棒。我会现引导幼儿观察出示的材料,说出他们的不同,引导幼儿猜测:如果把这四种物体放入水中,那种化的最快,为什么?(幼儿活动,教师指导)再请小朋友轻轻回到座位上,大胆说出自己操作的结果。

教师小结:物体溶化的快慢与物体的形状、大小有关。

(三)进行第三次探究活动,引导幼儿体验物体溶化的快慢与水的温度搅拌有关教师准备同样大小的冰糖,凉水、热水、搅拌棒,让幼儿大胆进行操做活动,让幼儿感知物体溶化的速度与水的温度、搅拌有关,并进行交流记录(记录时画的快的用笑脸,慢的用哭脸)活动延伸鼓励幼儿在生活中继续探索关于溶化的知识并实验。

幼儿园说课稿大班数学篇六

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幼儿园说课稿大班数学篇七

各位老师好,我是12级学前8班的xx,今天我带来的说课内容是大班语言活动,题目叫《想吃苹果的鼠小弟》。先说说我的设计意图:《想吃苹果的鼠小弟》描述的是:鼠小弟为了吃到树上的苹果,极力模仿身边的动物。矮小的鼠小弟想尽各种办法也摘不到苹果,但它依然坚持着,最后在海狮的帮助下摘到了苹果。简洁的画面,夸张的神态动作,勾画出妙趣横生、情节曲折的故事。故事情节生动有趣,环环相扣,反映了鼠小弟遇事肯动脑筋,坚持不懈的精神,以及与海狮之间合作分享的情感。大班幼儿正面临着步向小学的大门,对于遇事要有责任心,合作分享的情感还不是很深刻,为此我设计了此次活动,希望借助本次活动的学习,培养幼儿遇事肯动脑筋,坚持不懈的精神,以及与同学之间合作分享的情感。

《幼儿园教育指导纲要》语言领域中提出:“发展幼儿语言的关键是创设一个能使他们想说、敢说、喜欢说、有机会说并能得到积极应答的环境。”根据这一目标和要求,为充分挖掘教材中潜在的价值,在教学中把艺术性、知识性、趣味性和活动性有机地结合,我将本次活动的目标定为:

1.通过观察与猜测,想象故事情节,激发阅读绘本的兴趣。

2.体会到小老鼠想吃苹果的心情,并用语言、表情和动作表达出来。

3.学习鼠小弟与海狮成功摘得苹果的过程中所蕴含的合作、分享与谦让以及鼠小弟坚持不懈的精神。

活动重点和活动难点都是感受鼠小弟与海狮成功摘得苹果的过程中所蕴含的合作、分享与谦让以及鼠小弟坚持不懈的精神。

除了完整的《想吃苹果的鼠小弟》绘本课件,我还根据活动过程设计将课件做了一些调整。例如:在幼儿自主阅读后,制作同时出现四种动物,点击哪个动物就出现相应的绘本画面,这样既培养了孩子看图讲述的能力,又能激发幼儿阅读兴趣,使整个教学过程有了变化。

《纲要》中指出,教师应成为幼儿学习活动的支持者、合作者、引导者。本次活动中我采用了以下教学方法:①动作辅助法②心理暗示法。③提问讲述法等。

①观察法②分段阅读法③讨论评议法④猜测、想象法。

(一)出示图片,兴趣导入出示鼠小弟和封面的图片,通过提问引起幼儿兴趣,进行导入。重点让幼儿感受苹果树的高大与鼠小弟的矮小。

(二)观察分析小鸟猴子两组图,让幼儿描述图片内容播放ppt,引导幼儿观察、理解小鸟和猴子这两组画面,我首先通过提问鼠小弟“它在想什么?它会怎么做?”留给孩子一定的思维想象空间,通过猜测鼠小弟的心理活动和大胆的讲述,增强了阅读活动的趣味性,同时培养了幼儿的推理能力。再通过讲解,帮助幼儿较全面地理解画面,并用较规范的语言讲述这一组画面。细致引导,对幼儿阅读其他画面起到一个示范的作用。每当幼儿讲述到鼠小弟的模仿动作时,我就请大家一起来学一学鼠小弟的动作。这样大大增强了幼儿对阅读活动的兴趣,调节了课堂气氛,同时提高了幼儿的语言表达、动作表达能力,加深了对阅读材料的理解。

(三)播放结局前的绘本内容,描述图片内容

(1)在播放图片前先提要求,让幼儿仔细观察画面,想一想图画书中说了什么?

(2)接着通过集体讲述和个别讲述相结合的形式引导幼儿连贯完整地讲述一组画面。如当幼儿讲到犀牛一组画面,首先引导幼儿细致观察犀牛和鼠小弟的动作、表情和神态,鼓励幼儿大胆讲述,引导其他幼儿相互补充和完善。教师再用规范的语言进行提升,并引导幼儿模仿讲述。同时体验鼠小弟不放弃的精神。

(四)观看结局,对比体会精神播放绘本结局图片,引导幼儿了解绘本的结局。在理解“海狮与鼠小弟”画面时又与前面几组有所不同,理解画面的时间要多一点,通过提问:还发生了什么?海狮和鼠小弟会说些什么?他们是怎么做的?这三个问题层层递进,充分挖掘画面内容,引发幼儿的想象和表达。并采用师生互动讲述的方式,体验鼠小弟和海狮合作的快乐。

(五)完整阅读,加深理解。

从头到尾完整的观看一遍绘本的ppt,引导幼儿认真体会其中鼠小弟遇到困难不放弃的精神以及鼠小弟与海狮成功摘得苹果的过程中所蕴含的合作、分享与谦让。

我的说课结束了,谢谢!

幼儿园说课稿大班数学篇八

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幼儿园说课稿大班数学篇九

尊敬的评委老师,亲爱的同学们,大家___好!(曾经有同学对我的名字这样解释道:“树林里有香水”,我觉得树林里应该是有花香的味道才对—鸟语花香,玉树琼林。xxx就是我,我的名字就叫xxx。)我来自教育科学系的一个让我们回归快乐童年的专业——学前教育专业。

我今天说课的题目是:幼儿园大班科学活动《探索风的奥秘》。我将从以下七个板块来分析此次

说课的内容:

一、说设计意图 二、说活动目标 三、说活动重难点

四、说教法学法 五、说活动准备 六、说活动过程 七、说活动延伸

(下面我来具体分析,首先看第一板块-)

(我将从以下两个方面来说设计意图-第一,第二,)

(首先我们来看)

(一)说教材

在《幼儿园教育指导纲要》(以下简称《纲要》)中也明确指出,引导幼儿接触自然环境,使之感

受大自然的美与奥妙,激发幼儿的好奇心和认知兴趣,引导幼儿注意身边的科学现象,为幼儿提供观察、操作、试验的机会,支持、鼓励幼儿动手动脑大胆探索,是科学活动必不可少的教育要求。

(二)说幼儿

幼儿的思维特点是以具体形象思维为主,应注重引导幼儿通过直接感知、亲身体验和实际操作进

行科学学习,再结合着本班幼儿的年龄特征及其心理发展特点,所以我设计的是幼儿大班科学活动《探索风的奥秘》,通过让孩子亲身体验,亲自观察探索,对风有初步的了解和认并尝试制造风,以培养孩子的认知能力和实际操作能力,并学会与人合作、交流、分享。(以上是我对设计意图的分析,阐明了设计意图,接下来根据设计意图来看第二个板块—说活动目标)

根据《纲要》结合着本班幼儿的年龄特征及其心理发展特点,我制定了以下三个活动目标:

(分别从情感,认知技能,社会性出发)

1、 试着感受风的大小、探索和判断风的方向,并尝试制造风。

(根据《纲要》,以引导幼儿接触自然环境,使之感受大自然的美与奥妙,为幼儿提供观察、

操作、试验的机会,支持、鼓励幼儿动手动脑大胆探索。)

2、 初步了解风的利与弊,辩证地看待问题以形成初步的科学思维意识。

(根据《纲要》,以引导幼儿注意身边的科学现象,激发幼儿的好奇心和探究欲望,发展其认识能力。)

3、 学会与同伴合作,并在合作中相互交流相互学习。

(根据大班孩子的年龄特征及其心理发展特点,这个时期应该注意培养孩子的社会性,即与人交流合作分享的意识。)

(有了目标便有了前进的方向,下面来我们来看第三个板块—说活动重难点)

重点:(重点的依据是只有初步的了解才能尝试着去做,才能理解和掌握。正如蒙台梭利所说,我看到了,我忘记了;我听到了,我记住了;我做过了,我理解了。所以重点是)对风的初步的了解与认识,尝试制造风,以培养认识能力和动手动脑能力。

难点:(难点的依据是,根据孩子的年龄特征,孩子没有基础知识,对一些抽象的东西无法理解。所以难点是)初步了解风的利弊,在合作中进行交流学习。

(孩子是活动的主体,如果想让孩子在活动中得到更多的提升,那么就要有一个正确的适合孩子的方法,所以我们来看第四个板块—)

一)说教法:(根据《纲要》指出,幼儿的科学活动的过程应该是幼儿动手动脑主动探究的过程,所以我采用以下教法:

1、提问法:通过提问引起孩子的思考然后动手动脑去解决问题,调动孩子的积极性。

2、活动探究法:引导孩子走进大自然,去观察去探索,激发孩子的探究欲望。

3、集体讨论法:针对活动中提出的问题进行讨论,培养孩子的合作与交流的意识。

二)说学法:(根据《纲要》指导要点,幼儿的科学教育重在激发幼儿的认识兴趣,探究欲望,教师要让孩子运用感官,亲自动手动脑大胆探索,所以活动中涉及的主要的学法是:

1、观察法:培养孩子的观察兴趣。

2、实验法:通过实验,以培养孩子的动手动脑的能力

3、讨论法:培养孩子交流与合作的意识,从小养成科学的思维方式。

(前面我想大家分析了活动的设计意图,活动目标,活动的重难点以及教法学法,接下来似乎该进入活动的过程了,但是,如果想要活动能更顺利的进行,必须要先有充分的活动准备。所以接下来是第五个板块—)

(首先,结合和利用生活经验,有利于孩子更好地认识自然环境,初步了解自然与自己的关系,所以首先是)

1、 知识经验准备:1)孩子每天记录天气状况并着重关注与风有关的内容;

2)让孩子用自己的方式对不同风力的风进行记录;

3)请家长配合,事先收集一些与风有关的资料。

(既然是探索那么就少不了探索的工具,所以)

2、 物质材料准备:1)吹风机、打气筒、气球、羽毛、扇子、纸板、风车等;

2)分类板、记录笔若干;

3、自然环境准备:既然是探索风的奥秘就要选择有微风的天气。

(活动的目标是通过活动的过程来实现的,过程是一个活动的存在方式和展开形式,下面我要具体来说第六个板块—)

《纲要》指出,科学活动要为幼儿提供观察、操作、试验的机会,支持、鼓励幼儿动手动脑大胆探索,在这个活动中我突出重点,把握难点,最大限度的调动孩子的积极性,激发孩子的探究欲望。所以活动过程我讲从以下三块来说:(一)说活动导入,(二)说活动展开,(三)说活动总结

(我们来看 –首先-)

(一)说活动导入

根据《纲要》要求,充分利用孩子身边的事物与现象作为科学探索的对象,我采用的是自然导入法,以激发孩子对接下来活动的兴趣。

例如,老师:“孩子们,过几天我们就要出去旅游了,大家都应该非常关心天气情况,那么谁最勇敢来向大家介绍一下近两天的天气情况呢?”

根据孩子们的回答我进行设问。例如,老师:“南风2—3级,我们是怎么知道有风的呢?”

(孩子可能会根据以往的经验说:柳条在摆动,红旗在飘舞等。为了让孩子证明自己的说法,刚好带孩子去户外进行观察探索)(所以接下来重点说第二块活动展开”)

(二)说活动展开(我主要从以下三点来说活动展开)

1、探索并感受风

《纲要》要求,鼓励幼儿用多种方式来表现自己的探索过程和结果,并学会跟他人合作、交流、分享。(所以接下来我采用教法一提问法)例如,老师:“宝宝,你们看到了什么?感觉到了什么?” 让幼儿用图画或者幼儿自己喜欢的方式记录在分类板上,进行集体讨论后与大家交流分享自己所看到的所感觉到的,体现了本活动的活动目标。

(在对微风进行探索的基础上,激发了孩子们对风的认识兴趣和探究欲望。根据《纲要》并结合活动目标,所以接下来的活动是--)

2、探索判断风向

首先我将采用教法一提问法引导孩子到户外进行观察探究以证明前面讨论的结果。例如,

(老师:“天气预报说今天是南风。‘南风’这是什么意思呢?”(南风就是从南边吹来的风)“那我

们是怎么来判断风向的呢?”······)

然后采用教法二活动探究法,带孩子到户外可以观察也可以动手操作。例如,

观察:柳条摆动、红旗飘扬; 动手:让把孩子羽毛或气球放在地上,让其随风飘动。

(在对风做了初步的了解后,鼓励孩子在经过讨论后,用自己喜欢的方式记录下风的方向)

(根据《纲要》指导要点:学习科学活动的过程应该是幼儿主动探索的过程。教师要让幼儿运用感官,亲自动手、动脑去发现并解决问题。鼓励幼儿之间的合作,并积学会交流与分享。所以接下来的活动是--)

3、尝试制造风(我讲从以下四个方面进行)

(1) 《纲要》指出,科学活动首先要激起孩子的认识兴趣和探究欲望,所以我将采用教法一提问法。例如,老师:“老师今天带来了一个新朋友,它说呀他想跟小朋友们一起玩,大家看看他是谁呢?dadadada(拿出风车)咦!好好的风车为什么转不起来呢?”

(孩子们利用之前的经验肯定会说“没有风!”)

老师:“没有风,那我们能不能制造点风呢?”“那我们怎么制造风呢?”

(2) 根据《纲要》指导要点,接下来带孩子去活动区,开始让孩子自己动手寻找制造风的材料,有利于培养孩子的灵活的动手能力,培养合作意识。也很好地体现了活动目标。

(3) 采用教法二活动探究法,鼓励孩子主动探究,用各种方法尝试制造风,例如,有的孩子用扇子扇,有的孩子用吹风机吹,等等

(4) 经过操作试验之后,让孩子与大家分享各自采用的制造风的方法。

(依据:活动过程是一个完整活动必不可少的部分,为了进一步巩固活动的内容,突出活动重难点,所以要对活动过程进行一个总结。下面我来说第三块—)

(三)说活动总结

主要是与孩子一起回顾活动的内容及过程,加深孩子对活动的印象。例如,

“我们已经知道风是存在的,那我们是怎么知道的呢?”(以孩子集体回答为主,加深孩子对风的了解与认识。)

“哦,刚才我们在操场上看到:柳条在摆动,红旗在飘扬,?(与小朋友一起回顾,让孩子对风有更进一步的了解。)”

小朋友刚才还尝试了许多制造风的方法,有:用扇子扇,用吹风机吹?(与小朋友一起回顾,有助于孩子更好地掌握制造风的方法。)(以上这是我对活动过程的分析,最后我们来看第七个板块--)

根据《纲要》的教育要求,要鼓励孩子表达发现的愉快并与他人分享,也为了把握好活动的难点,结合大班孩子的年龄特征及其心理特点,我设计的活动延伸是:

探讨风的利弊

老师对孩子的表现先进行简单的总结评价,然后引出讨论话题。例如,

老师:“今天你们呀想出了很多制造风的方法,有的用纸板扇,有的用吹风机吹等等,你们的小脑袋真聪明!”“那,小朋友你们喜欢风吗?为什么呢?”(集体讨论交流)

(一定是有的小朋友喜欢有的不喜欢,让孩子们讨论后与大家分享自己的想法,通过与伙伴的交流分享了解风的利与弊,学会辩证地看待问题,形成初步的科学思维意识。)(好,这是我对活动延伸的简单介绍。)

以上这七大板块就是我对本次说课课题(幼儿园大班科学活动《探索风的奥秘》)的分析。 我的说课到此结束,谢谢!

幼儿园说课稿大班数学篇十

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幼儿园说课稿大班数学篇十一

大家好:我说课的内容是省编教材领域《沉与浮》。我将从说教材、说目标、说活动准备、说教法、说活动过程这几个方面进行讲述。

《新纲要》指出科学教育观念应密切联系幼儿的实际生活进行。利用身边的自然事物与现象作为探索实践对象。幼儿天生爱好玩水。水是我们日常生活中不可缺少的。我们每一天都离不开水,因此,我选择了物体在水中的沉浮现象,作为科学教育内容在活动中通过幼儿的亲自动手实验操作,引起了幼儿的兴趣,充分调动幼儿主动参与和操作的积极性。为每个幼儿都能运用多种感官、多种方式进行实验探索。通过经验交流。鼓励幼儿大胆尝试实验结果。培养幼儿团结、协助的学习意识,学会了用多种实验方式来操作、交流,分享探索的过程和结果。

根据农村幼儿的年龄特点和实际情况,从不同角度来促进幼儿实验认识、操作能力、情感态度等方面的发展。充分调动幼儿主动参与和操作的积极性。培养每个幼儿都乐于动手,乐于探索的兴趣。特制定以下几个目标。

1.初步感知水的浮力能把物体向上托。

2.发展发散思维和动脑动手实验的能力,并学习记录实验的结果。

3.乐于和同伴交流经验,培养幼儿团结协助的能力。

提供丰富可操作材料,为每个幼儿都能运用多种感官,多种方式来亲自动手操作实践。我做了如下准备。

1.每四张桌子放一个注入水的大水盆,以及积木、泡沫、纽扣、橡皮泥、玻璃珠、木珠、皮球、小石子、铁钉、塑料瓶、乒乓球、树叶、海绵、羽毛及各种纸。

2.记录材料:标有下沉上浮标记的记录卡、笔。

兴趣是最好的老师,而实验操作是每个孩子都感兴趣的活动。能一下子吸引幼儿的注意力,使他们能主动、自愿参与而成为活动的主人。

1.操作实验法:这是幼儿学习活动的主要方法。在活动中,我为幼儿准备了各种丰富、可操作的材料,让幼儿在操作中,发现物体的沉与浮的秘密。

2.演示法:如何使用记录卡,幼儿并未见过,因此,老师要一边讲解一边演示,能较好地让幼儿直接了解记录卡的使用方法。

3.记录法:让幼儿将探索结果记录下来,为幼儿讨论、交流提供依据。

4.归类法:引导幼儿将自己的实验结果进行分类,得出沉浮的答案。这种方法能帮助幼儿理解某些物体的性质。

5.比较法:老师利用同样大的物体进行干与湿做比较,使幼儿对物体更加了解。

6.体验交流法:在探索活动结束后,组织幼儿进行探索、交流,发展幼儿语言表达的能力,也体现在师幼互动、幼幼互动。

1.出示事先准备好的各种物品,让幼儿们猜猜,这些物品哪些会沉,哪些会浮?

让幼儿根据自己的猜测做记录。如,你认为会沉下去的物品,就画在水波浪以下;你认为会浮起来的物品,画在水波浪上面。

实验(一)让幼儿把准备好的物品轮流逐个投入水中,老师引导观察。

a.物品浮在水上,哪些物品沉入水底。

b.水面的物品名称以及是用材料做成的?沉到水底的物品名称及用什么材料做成的?

让幼儿用手把浮起来的东西压到水底,然后把手松开,看看这些东西是不是能沉到水底,请幼儿再用手托一沉下去的东西,然后把手松开,看看这些东西是不是能浮起来。

2.认识活动:通过实验,引导幼儿得出结论,物品放在水里不是浮就是沉。老师通过讲解、示范让幼儿认识了记录卡的使用方法,以及“上浮、下沉”的标志。

3.分类活动:指导语:请你把沉与浮的物品归类放在两个大盆里。让幼儿对物品的沉浮性质加深认识。

实验(二)

将干纸团、海绵、布条轻轻放在水面上,引导幼儿观察这些物品渐渐沉到水底的现象。

师引导讨论问题:纸团、海绵、布条刚放在水面时是什么样?过来一会儿呢?

师小结:纸团、海绵、布条刚放在水面时是浮在水面上的,慢慢地吸收了水,变重了,所以就沉到水底。

4.比较活动:让幼儿比较干的纸团、海绵、布条和湿的纸团、海绵、布条的重量。

实验(三)

请幼儿动脑筋,想办法把实验时浮在水面上的东西沉到水底;使沉到水底的东西浮到水面上。

5.交流总结活动:老师引导幼儿说说记录表,你是如何操作,你发现了什么?让幼儿带着实验(三)这个问题继续探索,使幼儿的兴趣持续下去,并发现更深的原因。

6.延伸活动

a.织幼儿观察浮标的录像资料,观察浮标的特性,思考在江河里放浮标有什么作用?

b.引导幼儿制作浮标。如:在一个乒乓球上挖一个洞,在球内放一块胶泥,胶泥上插一面红旗,浮标就做好了,探索胶泥数量与浮标稳定性的关系。

幼儿园说课稿大班数学篇十二

周庄中心幼儿园坐落在一个具有九百多年历史的古镇中,因此他也就具有了得天独厚的地方性教育资源。利用本土文化对幼儿进行爱家乡的教育也就成了我园的研究课题,在这个过程中我们一直在摸索、探讨和实践,将适合幼儿学习的内容运用到教学活动中来。几年来我们将周庄的景点、特产、以及手工艺品等内容都编成适合幼儿年龄特点的教材,使幼儿在学习的过程中不但提高了动手的能力,还了解了自己的家乡,萌发了幼儿爱家乡的情感。但是,本土文化的研究时间久了以后,就局限在特产和工艺品当中,少有突破。这次,我想利用周庄人爱喝茶,爱喝花茶的这一特点,与我们的国粹中医相结合,让幼儿了解周庄人好的生活习惯,健康的生活方式,并且扩大幼儿的见闻,丰富幼儿的知识,对我国的中医有所了解,让幼儿在爱家乡的基础上更进一步,让幼儿感受到中国人拥有博大精深的中医而感到自豪。

纲要指出“充分利用自然环境和社区教育资源,扩展幼儿生活的学习空间。”本次活动就将丰富的社会资源运用到教育中,使幼儿在认知、技能和情感上产生积极有效的影响。结合大班幼儿的年龄特点和认知水平,我为本次活动制定了三个目标:

1、知道周庄阿婆花茶中几种常见的花的名称、外形特点,以及它的药用价值。

2、初步了解中医中“望闻问切”的诊断方法,知道在中医中可以通过食疗来治疗某些疾病,让幼儿感受到中医的神奇。

3、进一步丰富幼儿的知识,萌发幼儿做为一名中国人的自豪感。

结合活动的目标,我设计以下几个环节:谈话让幼儿对花的兴趣——了解周庄的阿婆花茶——了解中医的诊治方法——学习用花来为病人治病。

本次活动在策略上主要体现在三个方面:

1.内容的选择来源于生活,使学习生活化

本土文化的研究都来源于我们的生活,我们选择一些贴近幼儿生活的,对幼儿认知、情感等多方面有益的内容,作为教材,让幼儿学习,使幼儿开阔见闻,丰富知识。本次活动就利用我们生活中常见的花,让幼儿从了解的鲜花的用途,到未知的干花的用途,让幼儿知道这些花,不但美丽,同时还能增进我们的健康,让幼儿知道中医就是我们生活中的一部分,他已经融入了我们的日常生活。

2.多媒体教学形式,使学习简单化:

幼儿园的教育是将大千世界中各种各样的知识传授给幼儿,同时又要符合幼儿的认知特点,这就存在着如何提取、选择教学内容和教学方式的问题。由于幼儿生活范围、经验的有限,有些知识内容和经验是孩子所不具备的。在这个教学活动中,中医的看病和治病的方法是完全陌生的,因此,我从幼儿已有的看病经验作为切入点,再通过观看ppt,在课件里用图示帮助幼儿来理解中医看病讲究的是“望闻问切”,再用图片让幼儿直观的了解中医的一些治病方法,如拔火罐、针灸等等,让幼儿来了解中医的独特和神奇。同时,我也查找了很多的资料,给幼儿解释各种治疗方法的时候尽量要用幼儿能理解的语言和词汇,使博大精深的中医显得通俗易懂。

3.创造积极的教学情境,是活动趣味化:

情境的创设是引起幼儿关注、激发幼儿兴趣、促进幼儿积极主动学习的很好的手段。为了使幼儿主动的去了解各种花茶的药用作用,我创设一定的情境,在牛医生为病人看病的时,让幼儿为病人抓药,赋予他们一定的使命,让幼儿在完成任务的同时了解花茶的药用价值,让幼儿在主动学习,完成任务的同时,让幼儿有一些小小的成就感,这样整个活动让幼儿在一个主动愉快的氛围中积极投入的学习。

有效的教学方法能激发孩子兴趣,为其更为主动的学习提供了可能。针对活动内容和幼儿的年龄特点,我采用了以下教学方法:

直观教学一直是幼儿学习的主要方法,我们要尽可能的利用实物,让幼儿近距离的观察物体的外型特点,让幼儿利用眼睛鼻子等多种感官感知物体的特点,并能用适当的语言来进行表达,这样不但能提高幼儿的观察力,还能大大提高幼儿的语言能力。我在一个个自封的小口袋中放入各式的花茶,让幼儿观察和分辨不同花茶的外形特点,并鼓励幼儿在集体面前大胆的表述你所看到的,你所感知到的事物的特点。最大限度地提高幼儿的认知能力。

游戏是幼儿最喜欢的活动之一,爱玩、爱动是孩子的天性。当一个教学活动能融入游戏,能大大提高幼儿主动学习的积极性,同时也体现了幼儿在教学活动中的一个主体地位。因此我在了解花茶药用价值的这个环节中,让幼儿扮演了小医生的角色,大大提高了幼儿在活动中的整体的参与性和积极性。让幼儿在学习知识的同时,感受到学习的快乐。

中医是我们中国的国粹,它是中国古代人们传承下来的医术,它通过“望闻问切”来诊断病情,再通过针灸、推拿、气功、中药、食疗等方法进行治疗。中医虽然博大精深但是已经融入到我们的生活,成为我们生活的一部分。因此,我将我们生活中常见的阿婆花茶与我们的中医相结合,深入浅出的让幼儿了解我国的中医,以及花茶有的一些食疗作用。活动从幼儿已有的经验入手,结合图片,尽量用浅显的语言栏阐述有关中医的理论,再结合游戏的方法让幼儿了解花茶的作用,尽可能的使每一个环节都具有趣味性、启发性,让幼儿在轻松愉快的气氛中学习知识,同时激发幼儿的求知欲和良好的个性,促进幼儿身心的发展。

整个活动,我遵循着让幼儿“学的主动,学的开心”的理念为原则,使幼儿的认知,技能和情感都在原有基础上得到提高。活动的开展虽然已经告一段落,但在本土文化的开发和研究中我们还会继续,希望能够生成更多适合幼儿发展的课程,这还需要我们周庄幼儿园的老师的共同努力!

幼儿园说课稿大班数学篇十三

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幼儿园说课稿大班数学篇十四

注重幼儿的兴趣和终身教育是我活动的两大特色。幼儿园是现代幼儿生活学习最为熟悉的环境之一,活动开始我就从让幼儿在活动中体验情感态度着手,注重幼儿参与活动的过程。在整个活动中我都是强调以幼儿自主参与活动为中心培养幼儿的兴趣。有了这种兴趣才能让幼儿对下面乃至今后的艺术活动保持积极的心态,这种心态对幼儿以后的工作学习都是会有影响的是至关重要的。

因为在活动中要求幼儿手脑眼并用的活动起来,《纲要》对幼儿艺术教育的目标是:能初步感受并喜爱环境、生活和艺术中的美,能用自己喜欢的方式进行艺术表现活动。以往我们的美术活动基本是以幼儿单独进行创作的形式来进行,忽略了美术活动中幼儿的交往和合作。而合作画的关键是要作画的人之间默契的配合。这中配合说简单也不简单,对幼儿有一定的挑战性,说难也不难只要幼儿明白了其中的道理就不难完成。

在教师适时的引导和集体作画的氛围中不知不觉中就让幼儿手脑眼结合协调并用的,它的巧妙之处就在于其潜移默化性,是比较适合幼儿。这样既能面向全体又能保护好他们对艺术表现的积极性让每个幼儿都得到美的熏陶和培养。活动中教师以引导者的身份出现,对幼儿表达出现困难的地方加以点拨。使每个孩子都能充分自主的参与到活动中。

根据的以上设计思路我制定了情感、认知、技能等三方面内容的目标。

通过活动,激发幼儿表现艺术美的兴趣。萌发幼儿乐意关心和帮助有困难的人的情感。第二点是:在活动中让幼儿明白协调好与同伴合作关系的重要性,培养幼儿初步的合作协调能力。第三点是:引导幼儿根据自己的想象,设计造型各异的建筑并尝试协作完成一件作品。

因为兴趣是学习的动力,《纲要》中也曾指出“要避免仅仅重视表现技能或艺术活动的结果而忽视了幼儿在活动中的情感体验和态度倾向,所以我把第一点作为我活动的重点。这条目标将会体现在我整个活动当中。孩子是充满好奇心的,我会抓住这一特点让活动以不同于常的形式出现。比如:我会在课前带孩子们玩“我设计的幼儿园”的建构游戏,让他们对幼儿园建筑有大概的了解。然后,演示各种不同造型的幼儿园建筑进一步引起他们对绘画的'兴趣。而绘画时不是单一的想象而是手脑眼多种感官结合来进行。这样,让他们在新奇之余会跟着不自觉的丰富、积累经验。

认知方面,虽然大班幼儿的美术技能掌握已有了一定的基础但其小肌肉群发展还不够完善。况且,幼儿的身体协调性也不够所以要通过协商分工合作的形式完成一件作品是有些难度的,所以就把他当作一个具体目标来执行。并且意识到,原来我们可以用很多种方法来表现我们生活中的美。

我活动的难点。由于整个绘画是靠小组合作完成的是与合作伙伴间配合好与否密切相关的。活动中难免发现问题。这时必须让幼儿学会解决这问题,其中的道理是幼儿在以后的生活学习中时时会用到的也就是说可以被幼儿持续所用的。因此我把它当作难点来执行。具体绘画中我不会强调幼儿所设计造型的规范性及准确性,而是让他们用自己喜欢的方式进行艺术表现,在观看教师的演示指导后,凭借自己的经验与同伴适当的商量交流来尝试完成一件合作设计画。将他们现有的理解、想象引导到更深的方面,进一步表现创造的欲望和热情。

现行的《纲要》要求我们所选的教育内容是各领域内容相互渗透,从不同的角度来促进幼儿情感、态度、能力、知识、技能等方面的发展。而《希望幼儿园》这一美术活动正符合了这一要求。就大班幼儿而言,这个年龄段的幼儿心理活动概括性和有意性的表现更为明显。观察力已得到了一定的发展具体形象性思维较为成熟,而抽象逻辑性思维则处于萌芽状态。简单地说他们的好奇心已不再仅仅是看别人表演而是想通过自己亲身的实践来得以满足。

根据选材的特点和设计内容,应教学的需要,这节课的活动准备主要分为两个方面:

首先,要求幼儿在课前已有“我喜欢的幼儿园”的建构游戏活动经验;其次,通过家园共育活动方式,邀请家长一起配合让幼儿简单了解贫困地区孩子的生活情况及有关帮助他们的爱心活动资料搜集。这样,让幼儿获得相关的生活经验,为激起幼儿合作创作画《希望幼儿园》美术活动做铺垫。艺术来源于生活,是生活中美好事物的集中反映。在日常生活中,有意的引导幼儿多观察帮助幼儿了解幼儿园的相关建筑,为幼儿参与本次活动课前知识技能的做铺垫。

包括教师根据活动内容设计的图片和创设一个为贫困地区小朋友设计一间《希望幼儿园》的主题情景来贯穿活动的始终,体现了《纲要》中提出的“以游戏为幼儿的基本活动”这一理念。幼儿的的操作材料有:每组一张全开的图画纸,油画棒等学习用具。

完成一次教育不是一节课一个活动就可以了的,而是与其前延后续密不可分的,所以课前知识的渗透很有必要也很重要。另外,艺术氛围浓否对艺术活动的进行是有一定影响的。因此,要创设一个理想的作画空间让幼儿能轻快愉悦的进行作画。首先应有一个足够大的幼儿合作画的场地空间,然后还要准备适合进行本次活动的辅助材料和用具。当然,好听的音乐也是不可缺少的在绘画时放一些幼儿熟悉的极富表现力的音乐,帮助幼儿再现一些生动的形象是能激起幼儿想象的。

根据设计的活动内容,主要采用的教学法有“直观演示法”,在活动的开始部分,通过照片、图片演示,形象生动的将幼儿导入课题,引起学习的兴趣。导入课题后采用了“启发性提问法”,引导幼儿带着问题去观察并思考,激发幼儿参与创作的兴趣。最后采用了“示范讲解法”,这是美术活动中最常用的教学手段,能帮助幼儿掌握正确的表现方法,但我把它放到最后,主要体现了“幼儿才是活动的主体,教师应该成为幼儿学习活动的支持者、合作者、引导者”这一理念精神。幼儿的学法主要有“讨论法”,在观察之后和操作之前,提供给幼儿一个相对自由的空间,鼓励幼儿大胆讨论,有利于发展幼儿的想象力和自主解决问题的能力。

“操作法”也是美术活动中常用的学法,幼儿通过动手操作,才能掌握技能技巧和从中体验情感教育。同时采用展示法,通过幼儿展示自己及欣赏同伴作品的过程中,交流自己的创作经验。发挥了幼儿的主体作用,让每个幼儿都获得了表现自我的机会,并对自己的表现能力逐步充满信心。其中也通过了幼儿间的互补学习等方法,表达着各自丰富的、多样性的认识,体现着“以幼儿发展为本”的理念。整个活动的前部分是老师与幼儿的互动,充分体现幼儿在活动中的主体性。活动中老师为激发幼儿说的欲望和热情,积极创设了一个利用幼儿已有的生活经验和本领的情境,增加活动的生动性,让幼儿一开始就带着愉快的情绪参与学习。

在整个活动过程中,不但有师幼的互动,主要还是幼儿与幼儿的互动,活动中老师鼓励幼儿带着自己的思路,大胆去探索、尝试、合作创作。我认为整个活动的指导难点是如何在创作活动中鼓励幼儿用言语进行交流,进一步表现创造的欲望和热情。并体验这种合作的乐趣,强化幼儿的集体意识。

有了以上这些分析和准备,根据教学需要,本次活动我设计了八个环节:经验准备-欣赏引题—激发兴趣—幼儿操作—展示交流等五个环节。

引导幼儿观察并提出问题老师:“说说我们们幼儿园有些什么地方?你最喜欢幼儿园里的什么地方,还想在幼儿园里添加一些什么建筑?”这样一边演示一边用语言来激发幼儿的兴趣。用提问法,明确的把“观察”和“比较”这两个任务交待给幼儿,利用幼儿学过的本领,增加活动的生动性,让幼儿一开始就带着愉快的情绪参与学习。

1、经验准备:有了之前的观察幼儿园的经验准备后,孩子对于在绘画过程中需要把握幼儿园建筑物的结构、形态等特点,有了一些了解,为合作设计活动做铺垫。

2、欣赏重现,以谈论的方式,激发兴趣。让幼儿初步体验到帮助别人的快乐。同时也引出一下个环节。

3、幼儿自由讨论。在前面活动的环节之后,适当的提供给幼儿一个相对自由的空间,鼓励幼儿大胆表达自己的想法和理解,能充分调动它们学习的积极性。讨论结束后,幼儿进行分工组合。于是,带幼儿进入活动的第三个环节。

1、启发幼儿大胆想象,这个环节的设计主要依据于《纲要》对艺术活动提出这样的要求:“提供自由表现的机会,鼓励幼儿用不同的艺术形式大胆的表达自己的情感、理解和想象。尊重每个幼儿的想法和创造,肯定和接纳他们独特的审美感受和表现方式,分享他们创造的快乐。”。所以,我改变以往教师示范,幼儿学习的模式,让幼儿真正成为活动的主体,变“要我学为我要学”。也许这一过程还会出现许多富有创意的新发现呢。

2、幼儿分组操作:在幼儿确定构思和意图之后,启发幼儿在已有的经验基础上自由操作探索,给予及时表扬和肯定幼儿的想法和创造。最后,再来解决这次活动的知识点(难点)。

老师带领幼儿一起欣赏同伴的作品,交流自己的创作经验,请每一组派一位幼儿(讲解员),大胆的向大家分别介绍自己那一组设计的幼儿园有哪些特点?新奇在哪里?从而体验审美愉悦,达到自我评价。这一环节把活动推上新的高潮。让幼儿充分体会到成功的喜悦!绘画是幼儿表现自我,创造世界的一种有效的语言,我们要不断的培养幼儿在绘画方面的自信心。尊重幼儿的艺术表现,合理评价幼儿的作品,就能有效的培养幼儿的创造性,孩子就会大胆、自信的描绘出绚丽多彩的世界!

幼儿园说课稿大班数学篇十五

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