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最新幼儿园科学说课稿(16篇)

格式:DOC 上传日期:2023-03-23 17:10:28
最新幼儿园科学说课稿(16篇)
时间:2023-03-23 17:10:28     小编:zdfb

每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。范文怎么写才能发挥它最大的作用呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。

幼儿园科学说课稿篇一

很多家长在与我们交换意见的过程中,常常提到自己的孩子在家里就餐时,喜欢用勺,不喜欢用筷子,或不会用筷子,而科学证明,长期使用筷子会对幼儿小手肌肉的发育起到良好的促进作用,同时促进大脑相应功能区的完善和发展,家长很希望老师能说服孩子多用筷子,因为孩子们最听老师的话。为此,我在课堂教学活动中设计这个科学实践活动,目的在于通过这个活动,让幼儿了解筷子的用途,在游戏活动中获得乐趣,从而喜欢并正确使用这一工具。

活动目的:

1、了解筷子的产生及用途,知道筷子是中国人独特的发明创造。

2、尝试使用筷子进行各种实践和游戏活动。

3、培养幼儿小手肌肉的灵活性和各手指配合的协调性。

活动准备:

1、每个幼儿一副筷子,一个不锈钢小碟子。事先按6个一组分好后放入大托盘中并用餐巾布遮盖起来。

2、每6名幼儿分为一个小组,每组一个不锈钢水果盘,放入煮熟的五香胡豆粒,花生粒和豌豆粒。

3、录音机一台,活泼欢快的儿童乐曲磁带一盒。

活动重、难点:幼儿正确操作筷子,并用筷子开展各种活动。 活动过程:

1、导入活动。

师:我给大家讲个谜语,大家猜猜是什么。姐妹双双一样长,一起工作一起忙,冷冷热热都经过,酸甜苦辣一起尝,猜一样日常生活用品。 幼:筷子。

师:是的,今天老师就给小朋友们带来了筷子,(出示筷子)它可是我们中国古代人的发明,那时的人们用竹子削成这样的两根细竹棍,一头细,一头粗,开始人们称它为“箸”,后来又叫筷子,别小看这一双细细的筷子,无论面条,米饭,青菜,肉食,甚至小豆粒,吃任何东西都难不倒它,它既可以这样夹菜,也可以当叉子,又方便又卫生,后来中国人就习惯了用筷子吃东西,并且一代一代传下来。现在,它可是我们吃东西的时候离不了的好伙伴。你们说,筷子是不是很神奇呢?你们想不想来试一试?

2、学习活动。

① 请每一组的小组长为幼儿分发筷子与小碟子,幼儿将各自的筷子按老师的要求拿在手上。

② 师:先将筷子象老师这样拿在手上,细的一头向下,粗的一头向上,且两只筷子的两端要对齐,然后用大拇指,食指夹住,将中指放在两根筷子之间,这样,我们的筷子就能够自由的开合,夹取东西了。现在。让我们互相看看,谁的小手最灵巧。(幼儿间相互交流,检查,老师则巡回指导,并帮助那些还不能正确持筷的幼儿掌握要领。) ③ 师:现在,让我们举起我们手中的筷子来做个筷子操吧!

放音乐,幼儿跟随老师练习筷子使用的各种模仿,如:并拢筷子拨饭,张开筷子夹菜,横着筷子挑面条,竖着筷子叉馒头,搅动筷子搅拌等等,反复多次练习。

3、实践活动。

① 请小组长分发果盘。

② 师:小朋友们非常能干,这么快已经学会使用筷子了,现在老师有好吃的东西请大家吃,不过,我有一个要求,吃的时候,大家要用手里的筷子夹着吃,而不是手或别的东西,那样不卫生。大家先将喜欢吃的豆子夹到自已的碟子里,再用筷子夹着吃,吃多少就夹多少,不要浪费,如果还想吃,再去盘子里夹,大家都记住了吗?就让我们开始吧!

③ 放音乐,幼儿边吃边交流,老师一边巡回指导,帮助那些掌握得还不够好的幼儿,一边和孩子们交谈,品尝食品。

幼儿园科学说课稿篇二

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幼儿园科学说课稿篇三

尊敬的各位专家评委:

大家上午(下午)好!我是 号

今天我说课的题目是:幼儿园中大班科学活动《 》(板书课题)

本次活动,我准备从说教材、说活动方法、说活动流程等方面向各位评委加以说明。

首先说教材:本次活动是科学领域的重要组成部分,大班幼儿对周围事物、现象感兴趣,有好奇心和求知欲,但孩子有时会缺乏科学性,希望幼儿在主动学习的过程中,大胆探索,以事实为依据得出推理,懂得科学存在于客观事实中的道理。《指南》明确指出:幼儿的科学教育是科学启蒙教育,重在激发幼儿的认识兴趣和探究欲望。教师要尽量创造条件让幼儿实际参加探究活动,使他们感受科学探究的过程和方法,体验发现的乐趣。

依据《指南》的要求,结合幼儿的认知基础、年龄特点和本次活动的内容,我拟定了以下活动目标

1.认知目标:在积极动手探索中,感知 现象 ,初步了解 原理。

2.能力目标:学习用图画或其它符号记录探索结果。

3.情感目标:萌发幼儿对现象的兴趣和求知欲望。

在吃透教材的基础上,根据大班幼儿的学习特点,认为本次活动的重点是:使幼儿主动参与探索活动,了解 现象。

活动难点是:幼儿能创造性地用图画或符号来表现自己的发现。

以上我说的是教材,下面我说说活动方法。

先说教法:遵循以教师为主导,幼儿为主体,活动为主线的教学原则。我采用观察指导法、演示法、谈话法、记录法等方法开展本次活动。新《指南》提出:“教师应该成为幼儿学习的支持者、合作者、引导者。”活动中,应力求形成“合作探究式”的师生互动,因此,活动中教师除了以饱满的情绪感染孩子,以启发式的提问引导孩子,还采取适宜的方法组织教学。

再说学法:

在活动中我以幼儿为主体,让幼儿在看看、想想、说说的轻松气氛中掌握活动的重点和难点,

《指南》中指出,要尽量创造条件让幼儿实际参加探究活动,使他们感受科学探究的过程和方法,体验发现的乐趣。因此,此次活动中,幼儿的具体学法有:操作法、记录法、体验交流法等

根据本次活动的目标和幼儿的认知基础,我做了以下准备:

幼儿人手一份 、记录卡、记号笔等

我解说的第三个方面是活动流程

根据本次的活动内容及中班幼儿的认知基础,围绕活动目标、重点和难点,结合《新指南》精神,我把活动过程设计为以下几个环节。

一、猜测活动,引起兴趣。

刚开始,我先为幼儿设置了一个悬念,通过猜测活动一下子将幼儿的好奇心调动起来,为后面的探究活动奠定了基础。这一环节我先让幼儿自由讨论。幼儿在同伴中讨论能畅所欲言,无拘无束地说出自己的

理解与看法。同时也能够吸收到别人的知识,从而充分体现了幼儿的主体地位,在小朋友讨论完以后,我又让他们大胆地把自己的见解在集体中发表,并加以肯定和鼓励。

兴趣是幼儿学习的动力和源泉,通过谈话,吸引幼儿的注意力,激发幼儿的好奇心、探究欲望,进而顺利地进入下个活动环节。

二、自主探索,获得感性经验。

我为幼儿提供丰富的、可操作的材料,并引导幼儿进行分组探究,既提高了幼儿的自主探究、动手动脑的能力,还培养了幼儿的合作精神。在此环节中,我更多的是采用了间接指导和个别引导的办法。 因为这个环节的分组操作活动是此次活动的重点,我通过让幼儿动手操作,感知和了解 现象,完成重点目标。

三.再次探索,记录操作结果

由于我准备的记录表的形式是第一次使用,此时我会边出示记录卡边问:小朋友你们知道这是什么标志吗?然后我通过讲解、示范让幼儿认识了记录卡的使用方法以及标志,为接下来的记录活动做好准备。通过记录,使幼儿对 一目了然,还为后面的总结交流活动提供了依据。

此环节我通过再次探索,并记录探索结果,让幼儿充分了解本次活动的内容,激发了幼儿积极参与活动的欲望,让幼儿从中感受到快乐,提高了幼儿的思维能力,突破了难点目标。

四.交流结果,验证总结。

我这样给孩子提出要求:请你看着自己的记录表,说说你是如何操作的,又发现了什么呢?

在这里,我尽量为幼儿提供一个宽松的环境,让幼儿自己记录结果,尽情表达交流,不仅发展了幼儿的语言,还拓宽了幼儿思维。

五.引导归纳,拓展延伸。

利用开放式提问,在问答的过程中引导幼儿用比较清晰、准确的语言归纳自己所学的内容,然后,教师再围绕活动重点和活动方法进行最后的归纳和总结 ,最后,在归纳和总结的基础上,我又设计了活动延伸:(请小朋友回去找一找 )这样使活动并没有完全结束,让他们带着问题继续探索,使幼儿的兴趣持续下去,并寻找更深一步的原因。其目的是开发幼儿的智力,提高幼儿的自主创新能力。 本次活动我遵循了“玩中学,学中乐”的幼儿教育理念,结合幼儿的实际情况,以支持者、合作者、引导者等身份,通过操作体验、启发式提问法、演示法、记录法等教学方法,为幼儿创设了自主探索、交流发现、感知体验的学习环境,从而达到了本次活动的目标。

总之,在设计本次活动的过程中,我自觉运用《指南》的教育理念,积极为幼儿营造一种生动、活泼的活动氛围,充分调动幼儿参与活动的积极性、主动性和灵活性。最大限度地激发了幼儿的好奇心和探索欲望,为幼儿的全面发展奠定基础。

尊敬的专家评委,我的说课到此结束,请大家多提宝贵意见,谢谢!

(鞠躬,擦掉黑板。)

幼儿园科学说课稿篇四

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幼儿园科学说课稿篇五

气球是孩子们生活中常见的事物,也是幼儿较喜欢的玩具之一。玩是孩子的天性,尤其是中班段幼儿,基于他们的年龄特点:

活泼、好玩,同时他们对新奇、有趣的事物有了一定的好奇心,常常看到他们三五成群地围着一样东西在观察。作为教师,我们除了在教育教学活动和日常生活中,要限度的满足幼儿的求知欲,还应结合幼儿的生活经验,生成新的教学内容,从而激发幼儿对事物与现象的探索欲。

新纲要指出,教育的过程不是一个简单的传授的过程,而是要幼儿通过自身主动地观察、发现、感知、探索,从而在实践的过程中转化为自身的知识经验。本活动旨在让幼儿通过自己的探索,感知空气的存在,知道为什么气球被突然放飞会到处乱窜等等。

1、知道气球变鼓是因为充入了空气。

2、从气流吹在脸上的感觉,感知空气的存在。

3、感知空气从气球中突然冲出的有趣现象。

1、没充气的气球若干,充足气的气球一只。

2、打气筒若干。

一、气球喜欢吃什么

——分别出示未充足气的气球和充足气的气球。

这是什么?有什么不一样?

——再出示未充足气的气球,引出故事《气球吃什么》

1、气球喜欢吃饼干、馒头、糖果吗?

2、气球究竟吃什么才能鼓起来,变得胖胖的?(气球喜欢吃空气)

——感受气球轻轻吹在脸上和快速吹在脸上的不同感觉

二、我帮气球吃空气

——空气有个怪脾气,很喜欢从气球的肚子里溜出来,怎么样让气球吃得饱饱的`,又不让空气溜掉呢?(幼儿个别回答)

——教师示范,重点是如何抓住气球的嘴。

——幼儿操作,教师引导幼儿可以两两合作。

——玩气球:摸摸气球胖乎乎的肚子、和气球碰一碰(身体的各个部位),说说有什么感觉。

三、放飞气球

——猜猜:气球突然放飞会怎样?

——请个别幼儿模仿气球乱窜的样子

——为什么气球放飞后会到处乱窜?是谁给了气球力量?

四、游戏:流星球大战

——组织幼儿来到空地

——游戏:听到教师喊“放射”的口令,全部幼儿放飞气球,表现流星球大战的情形。

请幼儿用绘画的形式表现流星球大战的情形。

幼儿园科学说课稿篇六

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幼儿园科学说课稿篇七

各位领导、各位老师:

今天我说课的题目是大班主题活动《我长大了》,这是二级主题《人在变》中的一个活动。

1、教材来源:在一次常规的身高体重测查后,我把前一次的测查结果和这次的测查结果同时展示,引起了小朋友对自己成长的关注,渴望知道自己小时候的故事。为此,我设计了这个主题系列活动,一方面满足孩子们的心理需要,促进自我意识的发展;另一方面让孩子了解长辈对自己的关怀、爱护,改善孩子只会享受长辈对自己的爱,而不懂得会报的心理状态。纲要中要求:应“引导幼儿对身边常见事物和现象的特点、变化规律产生兴趣和探究的欲望。”我认为选择此教材有一定的阶段性和必要性,它符合《纲要》的精神:“教育活动内容既适合幼儿的现实需要,又有利于其长远发展;既贴近幼儿的生活,又有助于拓展幼儿的经验和视野……”

2、目标定位:根据大班幼儿年龄特点及实际情况以及布鲁纳的《教育目标分类学》为依据,确立了认知、能力、情感等方面的目标,融合了语言、科学、社会、艺术领域的整合。目标为:

(1)通过各种方法引导幼儿发现自己的成长与变化。

(2)激发幼儿欣赏自己的成长,展示自己的能力,树立自信心。

(3)乐于与同伴交流、分享自己成长的快乐。

(4)让幼儿尝试制作个人成长册,发展幼儿的精细动作。

(5)让幼儿体会父母的辛苦、关心,增进亲子之情。

根据目标,我把活动重点定位于:感受“我长大了”,主要是发现自己成长与变化。通过观察、比较小时候的照片和用品、播放录像、交流分享、展示自己,使活动得到深化。活动的难点是:根据人的成长过程进行排序、制作个人成长册,主要是通过自主操作,在动手的过程中培养手部肌肉的灵活性和提高排序的能力,对自己的成长充满了期待。在目标定位上,树立了目标的整合观、科学观、系统观,各领域内容有机联系,相互渗透,注重综合性、趣味性、活动性,寓教育于生活、游戏中。因此,我作了以下活动准备:

(1)空间准备:幼儿小时候的照片、衣物、用品布置于墙上,桌椅呈同字型便于评价和集中。

(2)物质准备:“人的成长过程”图片,卡片纸、彩笔、彩纸、剪刀、胶水等美工材料与工具若干,已制作本领树的树干,小时候的录像(或小中班在园的录像),胎儿的生长发育以及新生儿的养育的录像。

(3)知识准备:幼儿向家长了解爸爸妈妈的故事及自己小时候的趣事,观察各个阶段自己成长的照片,熟悉人物主要特征。

《纲要》指出:“教师应成为幼儿学习的支持者、合作者、引导者。”因此,本次活动采用适宜的方法组织教学,主要有:

1、情景教学法:本次活动通过环境的刺激,让幼儿寻找、辨认同伴小时候的照片,引发了幼儿的好奇心,吸引幼儿参与到活动中来。

2、演示法:通过电教手段、多媒体动画“小时候的录像(或小中班在园的录像),胎儿的生长发育以及新生儿的养育的录像”,让幼儿对自己的成长有一个全新的认识,在这一个过程中,现代教学的辅助手段的运用发挥了传统手段不可代替的功能,使理解和认识更透彻。

3、操作法:本次活动用了两次操作活动,第一次让幼儿看一看、试一试、比一比,通过观察比较(小时候与现在)获得了最直接的经验,并在交流操作的过程中增进了对自己和他人的了解;第二次分组操作把自己获得的经验再一次深化,通过制作、想象绘画、排序的形式表现自己对成长的理解与期盼,体验成长的快乐。

以幼儿为主体,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。本次活动采用的学法有:

1、多通道参与法:《纲要》科学领域目标明确指出:“能用多种感官动手动脑,探究问题;用适当的方式表达,交流探索的过程和结果。”活动中,我引导幼儿看一看、试一试、比一比、说一说等多种感官的参与,不知不觉对自己的成长发生了兴趣。

2、交流讨论法:当幼儿对自己成长有一定的感受时,让他们互相交流自己的看法,讲述自己的故事,讨论自己的成长,不仅让幼儿分享快乐,达到生生互动,而且能提高幼儿的语言表达能力。

3、展示法:让幼儿展示自己的本领,发挥了幼儿的主体作用,每个幼儿都获得了表现自我的机会,并对自己的成长充满了期待。

4、尝试法:陶行知说过“做中教,做中学,做中求进步”。在活动中让幼儿制作、排序、布置“本领树”,幼儿的思维更加灵活,各种能力得到锻炼,拓展了知识面。

与此同时,我还通过幼儿间的互补学习,师幼合作共长的方法,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。

我采用环环相扣组织此活动程序,活动流程为:

激发兴趣——自由探索——积累经验——交流体验——展示自己——操作表现——分享快乐

1、激发兴趣:“兴趣是最好的老师”。活动开始,以活动室环境的变化引发幼儿对小时候用品的兴趣。

2、自由探索(欣赏小时候的照片和用品):根据幼儿好奇、好动的特点,让幼儿猜照片“照片上的人是谁?一起议论为什么猜不着?从而发现小朋友的变化。看一看、试一试、比一比,真实地感受自己长大了。在这一过程幼儿的经验是浅显的,我就通过集中让幼儿互相议论的方法:现在与小时候比,自己有什么变化?引导幼儿从更多的方面有目的进行比较,目标一得到了体现。

3、观看录像,积累经验:幼儿对自己是从哪里来的、是怎样长大的,充满了好奇。通过观看录像把幼儿带到了神秘的生命起源时刻,他们深深地感受到妈妈怀孕的辛苦、父母养育的艰辛,增进了对父母的感情,目标五得到了体现。

4、交流体验(回忆童年趣事):让幼儿讲述自己小时候的趣事,鼓励幼儿积极参与,与同伴交流、分享自己成长的快乐,目标三得到体现。

5、展示自己:幼儿分组自由交流、展示自己的本领,同时又让幼儿有互相学习、感受别人长处的机会,并在适当的时候请个别孩子在集体面前进行展示,树立自信心,目标二也得到了体现。

6、操作表现:为了让幼儿进一步感受自己的成长、了解成长的过程,我让幼儿分组操作,一组制作“成长变化图”——我小时候是这个样子——我现在是这个样子——我将来会变成这个样子——请幼儿画一张自己将来的画像。一组排序:请幼儿给人的成长过程图片排序,表现人是怎样变化的?一组幼儿在每片树叶上画一件自己会做的事情,然后贴在树上。让幼儿自主选择,有领域的整合,目标四得到了体现。

7、分享快乐:这是活动的延伸,《纲要》指出“为幼儿展示自己作品的条件,引导幼儿相互交流、相互欣赏、共同提高。”幼儿在这一环节把自己的作品介绍给同伴,愉悦的情感得到极大的满足,很有成就感。

幼儿园科学说课稿篇八

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幼儿园科学说课稿篇九

(1)本环节我首先让幼儿观看“时装表演”引导幼儿注意观察:“模特身上的服装是用什么做的?”再让幼儿猜想“是怎么做的?” 既让幼儿复习了各种纸的名称,又能激发幼儿想制作服装的兴趣及进行时装表演的欲望。

(2)交流讨论:“你想做什么样的时装?”“用什么材料制作?”

(1) 自选材料,初步感知

本环节我请幼儿选择自己喜欢的纸来做服装,并介绍自己的发现:“请你说说你选了哪几种纸,有什么发现?”使幼儿感知到纸除了名字不同,还有厚薄不同、光滑粗糙不同、硬软不同等。

(2)操作记录,交流分享

在这个环节中,先让幼儿互相说说,“想用什么办法来做纸服装?”而后提出要求:“用喜欢的纸边做边比一比,它们有什么不同?”然后把发现记录在纸上。”这样孩子在探索的过程中带有很强的目的性。在孩子操作过程中,我针对能力不同的孩子进行不同的指导,鼓励能力强的幼儿能用2种以上的方法进行比较,而且依次记录;而对于能力弱的幼儿用1—2种方法比较纸的特性,最后鼓励幼儿用完整的语言,向同伴交流自己的记录发现,这时,我只充当一名观察者、倾听者,巧妙点拨幼儿活动中的闪光点,并在此基础上,师幼共同小结出纸的共同特性与纸的不同特性。这样在师生互动,生生互动中解决了本次活动的重难点。

启发幼儿说一说纸在生活中什么用途?我们要注意什么?教育幼儿爱惜纸张和书本,并且注意卫生与安全。

《指南》中指出:“运用整合的思想,根据目标、内容恰当地采用适宜的组织形式,以达到最优化的结合。”本环节中,我充分挖掘本活动的教育价值,将艺术领域巧妙地融合在一起。让幼儿穿着自制的服装,在轻松活泼的音乐气氛中展示自我,品尝到成功的快乐。

幼儿园课程的实施应关注幼儿一日生活中的各类活动,并注意各类活动之间的有机联系,发挥这些活动的互补作用,要做到在生活中学习,在游戏中学习。因此继续围绕纸的主题开展,如“美术欣赏——纸制品”、“音乐活动——有趣的纸乐器”“体育活动——报纸变变变”区角活动:“科学区——制作纸”“手工区——纸艺制作、纸浆玩具”“科教vcd——纸的燃烧”等。

幼儿园科学说课稿篇十

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幼儿园科学说课稿篇十一

一、说教材

幼儿的科学探究应从身边的事物开始,引导孩子关注周围生活和环境中常见的事物,发现其中的有趣和奇妙,有益于保持孩子们的好奇心,激发他们的探究热情,使他们从小就善于观察和发现。

糖果是幼儿熟悉、喜爱的食品。它精美的包装、形态各异的外形、鲜艳美丽的色彩、奇特丰富的口味,都对幼儿有着巨大的诱惑力,对年龄幼小的孩子来说更始如此。因此,选择这个幼儿既熟悉又感兴趣的内容,让幼儿运用各种感官,主动探索,获得直接的经验,学习认识事物的方法,产生探索周围事物的兴趣和欲望,具有一定的教育价值。

据此,制定如下活动目标:

1、运用多种感官感知糖果的特征 ,初步了解糖的作用。

2、大胆表述自己的发现,并乐意与同伴交流分享。

重难点:运用多种感官感知糖果的特征。

准备:

1、活动室布置成糖果王国,各种糖果散放于活动区、玩具柜等处,在适合的地方悬挂一些糖果。

2、糖果国王头饰一个。

二、说教法。

幼儿对事物的认识直接受到其原有经验的影响。幼儿对糖果有着丰富的感性经验和浓厚的兴趣,这为幼儿的探究和学习活动提供了良好的前提,也为幼儿在活动中发挥主体性提供了保证。活动组织采用拟人化的手法,符合小班幼儿的认知特点。活动过程以幼儿为主体,让幼儿运用各种感官,主动地、较系统地感知糖果的特征。在整个活动中,幼儿始终积极主动,感知能力、操作能力和思维能力均得到了锻炼。

三、说教学程序。

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。根据这个特点,我将活动设计成三个环节。

(一)在糖果王国里找朋友。

1、进入糖果王国。

教师戴着糖果国王的头饰,用拟人化的身份引出主题。导入语:小朋友,你们好!我是糖果王国的国王,糖果王国里有许多糖宝宝,你们想不想和他们做朋友呀?

2、找糖果朋友。

进入糖果王国后,请幼儿随意寻找多种糖果做朋友。导入语:孩子们,糖果王国到了,你们看,好多糖宝宝在欢迎你们,快去找个糖宝宝做朋友吧。幼儿根据自己的需要和兴趣选择糖果,是幼儿主动学习的重要前提和基本条件。

(二)感知糖果的特征。

幼儿是勇于实践的探索者,在一日生活中经常表现出积极主动探究和认识周围世界的强烈愿望。该环节通过让幼儿自由地对糖果进行探索,给予充分的自由,体现幼儿的主体地位。

1、幼儿自由的感知,探索糖果的特征,并与同伴交流。

导入语:你们都找到了糖宝宝朋友,请你们看一看,再和旁边的小伙伴说一说自己的糖宝宝朋友是怎么样的?

① 提出探索的要求,帮助幼儿有目的地认识事物。

② 通过探索过程中同伴间的交流讨论,帮助幼儿发展合作能力,增加相互交流与协作的机会,同时相互学习同伴的长处和价值,获得有益的经验。

③ 在幼儿自由探索的过程中,教师的作用是鼓励幼儿轮流表达自己的探究过程和发现,引导幼儿有更多的思考和概括。

2、在教师的引导下进一步感知糖果的特征,并交流自己的发现。

① 看糖果,了解糖果的包装——教师再次以拟人的手段引导幼儿观察糖果的包装。导入语:你的糖宝宝穿了件什么样的衣服?

② 摸糖果、捏糖果,感知糖果的质地——导入语:请你用手摸一摸、捏一捏,然后告诉老师或其他小朋友糖宝宝是怎么样的?

③ 剥糖果,了解糖果的外形、颜色——导入语:现在请你把糖宝宝的衣服脱掉,看看糖宝宝是什么颜色、什么形状的?

④ 闻糖果,感知糖果的气味——导入语:老师闻到了好多糖宝宝的味道,请

你们仔细地闻一闻你的糖宝宝是什么味的?

⑤ 尝糖果,了解糖果的味道——导入语:请你尝一尝,你的糖宝宝味道怎么样?

根据糖果的特征,在教师的引导下,幼儿由内而外、由浅深入地对糖果作了全面细致的观察与认识,通过看、摸、剥、闻、尝等多种感官循序渐进地感知糖果的特征。

3、小结。

通过和幼儿一起回忆,总结糖果的特征,进一步认识和了解糖果,增强对糖果的兴趣。

(三)简单了解糖的作用。

1、提出问题:糖有什么用?多吃糖好不好?

针对问题,引导幼儿大胆讨论、思考糖的作用,及糖对身体的利与弊,初步了解糖的作用。

2、小结糖的作用,渗透吃过糖后保护牙齿的方法。

四、活动延伸

1、组织幼儿进行画糖果、捏糖果的活动。

2、开展“糖果超市”的角色游戏。

幼儿园科学说课稿篇十二

《纲要》中指出:教育幼儿爱护动植物,关心周围环境、亲近大自然、珍惜自然资源,有初步的环保意识。而随着地球环境的急剧恶化,土地沙化的现象越来越频繁。沙漠的无情,正严重地威胁着人类的生存。来自沙漠的沙尘暴,已对我国北方居民的正常生活带来严重的危害。让幼儿认识沙漠、了解沙漠的特征,知道沙漠会给人类带来什么样的危害,树立幼儿保护环境的意识是十分有必要的。为了让孩子更好的探索大自然,亲近大自然以及结合大班幼儿的年龄特点,我设计了《茫茫的沙漠》这一堂科学课。根据幼儿爱听故事的特性,我自编了一段小故事《地球村》,让幼儿从故事中更形象的了解沙漠的形成及危害。新纲要也指出:“教师要尽量创造条件让儿童实际参加探究活动”,“亲身经历真实的研究过程”,而沙漠对于孩子们来说是比较抽象的,我们也不可能带幼儿去感受真实的沙漠,我运用了沙池这一现成的场地,将它布置成一个“沙漠的模型”,幼儿可以通过到“沙漠模型”里走走,比比等活动,使他们对沙漠有更深的认识与了解,更好的感受到沙漠的特征及危害,同时也激发了幼儿探索大自然的欲望。

《幼儿园教育指导纲要》明确指出:幼儿的科学教育是科学启蒙教育,重在激发幼儿的认识兴趣和探究欲望。教师要尽量创造条件让幼儿实际参加探究活动,使他们感受科学探究的过程和方法,体验发现的乐趣。因此,我设计了以下几个活动目标:

1、认知目标:了解沙漠的形成及特征,知道沙漠给人类带来的危害,有初步的环保意识

2、能力目标:通过体验和讨论,感受沙漠与平地的不同,能大胆的说出自己的感受和想法。

3、情感目标:激发探索大自然的愿望,感知保护环境的重要性。

我把认知目标做为本次活动的重难点。

为了使活动呈现出趣味性、综合性,寓教育于生活情境中、游戏中,我做了以下的准备:

1、知识经验准备:幼儿对沙漠已有一定的认识,初步了解沙漠中动植物的特征。观看过有关沙漠的录象片段。

2、环境材料准备:将沙池布置成一个沙漠模型;自编故事《地球村》及地球、沙漠的图片各一张;各种废旧材料若干。

3、为了让幼儿能直直接更形象的了解沙漠,我将沙池布置成一个沙漠模型。正因如此,所以我的整堂教学课都是室外进行的。

一位教育名家说的:幼儿是活生生的人,他们天天在变,日日在长,因此,无论用什么方法,只要能促进幼儿的发展就是最佳的方法,虽说教无定法,但是较必有法,简单归纳一下主要运用了以下几种方法:1、讲解法:通过倾听故事,唤起幼儿的已有经验,让幼儿大胆的在集体面前讲述自己对沙漠的认识。2、游戏法:幼儿的学习源于游戏,让幼儿在沙漠模型中“走一走”、“比一比”的游戏中,幼儿能从沙漠模型中亲身感受到沙漠与平地的不同,知道沙漠中只有骆驼才是最好的交通工具,最后通过“议一议”讨论出如何不让我们的土地变成沙漠。3、动手操作法:在幼儿通过讨论之后,让幼儿自己动手,运用废旧材料“绿化地球”。

我把本次活动分为三大部分:开始部分——游戏部分——结束部分

(一) 开始部分

1、根据图片倾听故事《地球村》,提问:

a、故事中,地球村最后变成了什么?

b、漂亮美丽的地球村怎么会变成沙漠的呢?

c、沙漠生气的时候会怎么样呢?

最后教师根据幼儿的回答,总结由于人类不合理开发地球资源,乱砍乱伐,破坏草原,破坏地球环境,使土地沙漠化形成了沙漠。沙漠的沙尘暴给人们带来了很严重的危害。这时,我会趁热打铁,继续问小朋友们你们见过沙漠吗?你见过的沙漠是什么样子的?你知道沙漠里有什么吗?通过一系列的提问再次充分的唤起幼儿的已有经验。

2、观看“沙漠模型”

“今天,老师也带小朋友们去看看沙漠!”带领幼儿来到沙池边,为了让幼儿不将沙漠模型误以为沙漠,我会对幼儿加以解释“这个不是真正的沙漠,只是沙漠模型,真正的沙漠就想小朋友们刚才说的一样里面有很多沙呢!”而后我会提问:

(1) 沙漠里怎么会有这么多的沙呢?他们怎么来的呢?

(2) 为什么沙漠中没有小动物,我们也不能在沙漠里生活呢?

(二)游戏“走一走”、“比一比”、“议一议”

1、首先让幼儿通过到沙漠中“走一走”,体会在沙漠中走路的感觉,并表达出在沙漠中走路的感受。

2、其次将幼儿分成两队分别在沙漠与平地进行接力比赛,以及两名幼儿在沙漠与平地中骑自行车的比赛,通过这两个比赛让通过游戏再次感受在沙漠中行走的困难,体会沙漠与平地的不同。

3、最后“议一议”中,我先根据之前的比赛,提出问题

a、为什么在我们在沙漠中走路没有在平地上走路快而稳呢,有的小朋友在“沙漠“里走路老要摔交呢?

b、为什么在沙漠里骑自行车,小朋友在怎么用力自行车就是骑不动呢?

c、那在沙漠中应该使用什么交通工具?怎么样才能将我们现在的交通工具到沙漠中走走呢?

抓住这一思维我立刻将最关键的问题抛给幼儿“如何防止沙漠的扩张,如何将沙漠合理利用,如何将“沙漠变为绿洲”通过集体商讨、小组讨论、个别提问、教师巡回指导等多种形式让幼儿的知识在这里作一个大汇总。最后我会根据幼儿的回答作一个总结:不能乱砍乱伐,不破坏森林,要多种树木和草地。初步让幼儿感知保护环境的重要性。

以上的环节是本次活动的重点和难点。

(三)、结束部分

“小朋友,原来沙漠那么可怕,如果我们的地球都变成了沙漠,我们就没办法生活。刚才我们小朋友想了这么多的好办法,现在我们就去试一试,把美丽的地球村变回来吧。”带领幼儿来到沙池边,运用各种废旧材料如塑料瓶子、皱纹纸、泡沫盒子、废报纸等给沙漠模型进行绿化,给沙漠种树、做草皮。

环境保护是一项重大工程,在让幼儿懂得如何保护环境的同时,教师必须做一个很好的典范。我会从平时的学习中从点滴做起,时刻向幼儿宣传保护环境的重要性,传达保护环境的意识。

幼儿园科学说课稿篇十三

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幼儿园科学说课稿篇十四

《美丽的公鸡》是一篇有趣的童话故事,通过“公鸡”与“啄木鸟”“蜜蜂”“青蛙”三个小动物比美遭到拒绝,最后在“老马”的帮助下懂得“美不美不光开外表,还要看能不能帮人们做事”的道理。塑造了三个爱劳动的小动物和一个爱比美无事可干的公鸡以及语重心长的长者老马的形象。故事中角色对话简洁明快,并且结构和语言多次重复,是与幼儿理解和记忆,从而使幼儿产生模仿的欲望。

为了更好的同幼儿一起进入角色,我采用了互动式教学模式,在教师与幼儿的问答中想象,猜测故事的发展,从而达到共同完成教学任务。下面我从以下三方面具体说说我的设计思路:

一、出示角色形象,吸引幼儿进入故事。

教学伊始,我和幼儿一起做手指操《大公鸡》并问幼儿:今天大公鸡来我们班做客,你们欢迎吗?(出示公鸡图片)小朋友大家好!你们看我美丽吗?哪美丽?你能用语言夸夸我吗?从而引导幼儿从“冠子”“羽毛”“脚”等方面来形容公鸡的美丽。

有的幼儿说“冠子红红的,大大的”有的说“身上的羽毛五颜六色的”有的说“脚是黄颜色的”等孩子描述完大公鸡,我有模仿公鸡说:“我还为自己编了首儿歌,你们想听吗?”孩子们高息的说:“想听。”“公鸡公鸡真美丽,大红冠子花外衣,油亮的脖子金黄的脚,要比漂亮我第一。”让幼儿对故事中的公鸡有一个整体印象,为下文的猜测故事打下基础。

二、逐一出示图片,引导幼儿预测故事的发展,和幼儿一同讲故事。

待幼儿对故事中的公鸡有了感性认知后,我开始讲述故事的开头,当讲到公鸡得意洋洋地唱完歌,问孩子:“请你猜想一下这只公鸡要干什么去?”由于幼儿听了两遍儿歌很容易回答出“比美去”“比漂亮去”。接着出示“树林”让幼儿自由观察思考:公鸡来到了哪?看见了谁在干什么?它会说什么?“啄木鸟”会和它比美吗?让幼儿真正进入到故事情境中来,猜测它们会说些什么。

因为幼儿知道公鸡要和别人比美所以很容易猜出:“啄木鸟,咱们比比谁美?”“啄木鸟正忙着给大树捉虫子,会和它比美吗?”我又把问题抛给了孩子,他们一直认为不会,从而猜出啄木鸟的话。在此引导幼儿用得意洋洋的语气说公鸡的话,用冷冷的语气说啄木鸟的话,师幼共同分角色进行对话。放手让幼儿根据第一幅图讲述“果园”和“稻田”中比美的图片,幼儿能按原有经验进行讲述。

最后引导幼儿思考:为什么它们不和公鸡比美?有的幼儿说“它们不愿意和公鸡比美”,

有的说“它们正忙着呢”在回家的路上公鸡遇到了谁?老马会给它满意的答案吗?听了老马的话公鸡会怎么做?幼儿很轻松的猜出了故事的结尾,整篇故事都给幼儿留下了广阔的思考和想象的空间。

三、完整的观看故事,进一步理解故事中蕴含的道理。

幼儿边看图边讲述故事内容后,让幼儿观看碟片,在头脑中进一步建立表象,为下节课的复述故事和表演故事做好准备。同时故事中优美的语言,对于丰富幼儿词汇,发展幼儿的语言表达能力有很大的帮助。看完故事后引导幼儿明白:美不美比光看外表,还要看能不能为人们做事。进而建立从小爱劳动的美德。本来在教学中还设计了谈话“你能为别人做什么事?”让幼儿懂得劳动是一件光荣的事,进而师幼共同演唱《劳动最光荣》可由于时间关系没完成预设任务,有一点遗憾。

总之,教学永远是一门遗憾的艺术,我们只有不断的总结,不断的思考,才能不断地进步。

在此游戏活动中,我始终要体现的是,幼儿是学习的主人,老师只是活动的支持者与引导者,是环境的创设者,我们要做的仅仅是为幼儿的全面发展,提供更充分、更有利的条件。

一、说教材

1.设计思路:托班上学期的(2岁半)幼儿正是自我意识萌芽期,已经能意识到自己的存在,能区别自己和他人,对于自己的身体有着很大的兴趣,并对五官有了初步的感知和认识,手部动作有了进一步的发展,但手指的精细动作还不是很协调,因此,针对这一情况,我设计了这一个跟老师念儿歌并跟着老师一起做动作、从而加深对手指的认识的游戏活动。这个游戏活动随时随地都可以进行,通过这个活动能使幼儿的语言能力和手眼协调能力得到发展,体验活动的快乐。

2.目标定位:活动的目标是一个教育活动的起点和最终的结果,对活动和教师的教学起着引导的作用。以托班幼儿的年龄特点为依据,确立了认知、技能、情感等方面的目标:

训练手部肌肉群,手指的协调能力,促进语言能力的发展。

双手能很灵活的做各种动作。

培养幼儿喜欢游戏,积极的运用想象力,去创编手指动作。

3.活动准备:a、空间准备:一个宽敞、明亮、干净的教室里。b、幼儿经验的准备:对手部的各个手指的名称已有了初步的认识。

4.说重点和难点

重点:训练手部肌肉群,手指的协调能力。

难点:双手能灵活的做各种手指的动作。

二、说教法学法

整个游戏活动结合了各类教育功能,把语言、科学、音乐有机地结合在一起,让幼儿认识自己的小手、发展手部的协调能力、促进语言能力的发展、体验游戏活动的快乐。

示范法:此游戏活动的示范为教师完整的示范一次,然后再和幼儿一起作。

游戏法:在整个活动过程中,我使用的主要教学方法是游戏法。“有趣的小手”游戏,动作示范、重点练习、难点解决全部放在游戏中进行,让幼儿在自由自在的、愉快的、充满幻想的、充满创造的游戏中去掌握知识、感知快乐的情绪,从而实现教育目标。

三、游戏活动过程

1.引起动机,激发幼儿兴趣(欢迎访问零二七范文网,范文大全)。兴趣是幼儿主动参与的关键。首先叫幼儿伸出小手,并提问“你们知道你们自己的小手的每个手指叫什么名字吗?那小手可以做游戏吗?”一开始以游戏方式来激发幼儿的兴趣,为下面要展开的游戏做准备。

2.老师先做一次完整的示范。

3.教师面向全体幼儿坐好,把两只手放在胸前五指张开,手心面向幼儿。教师问:谁的小手最干净?幼儿同样把两只小手在胸前五指张开一边念着儿歌一边做动作,教师问:谁的小手最干净?幼儿同样把两只小手在胸前五指张开,说:我的小手最干净。然后,幼儿和教师一起边说儿歌,边做动作:

十个巧宝宝,(幼儿两只小手伸出在胸前,五指张开,手心向前,然后转向后。)

团结又友好;(两手相握。)

生活在一起,(拇指,食指,中指,无名指,小指指尖依次相对。)

谁都离不了。(两手交叉相握。)

白天做事情,(两手五指伸开,手心相对。)

晚上休息好。(双手交叉放在肩上。)

大拇指睡了,(双手手心向外,大拇指弯曲。)

食指睡了,(食指弯曲。)

中指睡了,(中指弯曲。)

无名指睡了,(无名指弯曲。)

你睡了,我也睡了。(小指弯曲,两拳相对。)大家都睡了。(两拳互相有节奏地对击二次。接着,幼儿两拳相对,放在脸的一侧,幼儿闭上双眼作睡觉状。)

叮铃铃,叮铃铃,天亮了,起床了。(幼儿睁开眼睛,两拳相对的放在胸前。)

小指醒了,(小指伸开。)

无名指醒了,(无名指伸开。)

中指醒了,(中指伸开。)

食指醒了,(食指伸开。)

你醒了,我也醒了,大家都醒了。(拇指伸开。伸伸手,做刚睡醒的样子)

十个好兄弟,(两手心相对。)

团结一条心。(有节奏的拍手三下。)

4.结束。让幼儿自己再做一次,然后叫幼儿回家记得做给家人看,并和家人一起做此游戏。

在此游戏活动中,我始终要体现的是,幼儿是学习的主人,老师只是活动的支持者与引导者,是环境的创设者,我们要做的仅仅是为幼儿的全面发展,提供更充分、更有利的条件。

幼儿园科学说课稿篇十五

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