绘本《咕咚》课后反思.docVIP

绘本《咕咚》课后反思 绘本《咕咚》课后反思 从画面上看，每张画面上的小动物都是黑白色的线描画，线条非常流畅，改变了孩子以往的阅读习惯：孩子们以前看到的都是彩色的画面，而现在看到却是黑白的画面，一下子就能吸引幼儿的眼球，使幼儿非常想看下去。 教学开始部分我采用情景导入法：让幼儿亲自用耳朵听“咕咚”的声音，然后教师扮演小老鼠，做出吓一跳的表情，同时提出发莅散性问题：“小老鼠为什么会吓一跳？”让幼将儿尽情的去想去说。事实证明：这种教学法一铊下子调动了幼儿的积极性，他们纷纷大胆猜测黎，为学习《咕咚》注入了动力，为进一步学习打下了良好的基础。 教学中我找出重点页面裤：1、小老鼠跑遇到第一只小动物：小兔。抛魂出问题：A、小老鼠遇到了谁？B、小老鼠会肴怎样对小兔说？c、小兔害怕吗？D、从哪里顶看出小兔很害怕？E、小兔会怎样做？在教师箫的引导下，幼儿充分想，幼儿充分的说，一步警一步，循循渐进，帮助幼儿理解了画面内容。憔从而为学习遇到小羊、狐狸等小动物埋下了伏笔。因为后面遇到的小动物，旁白和对话几乎珉是重复的语言。2、出示大熊：大熊的出现是这个故事的转折点，孩子们也很好奇。于是我涓让幼儿猜：“大熊害怕吗？”孩子们议论纷纷，发生了争执。这时，我让幼儿观察大熊的表情，通过我 表演绘本，我给孩子们准备了胸饰：老鼠、兔衮子、狐狸、山羊、猪、斑马、大熊各一，其余傀的孩子都来扮演青蛙。绘本的表演，使幼儿绘炊本内容有了更深的了解。 通过本次教学，我发现，孩子们在说“快逃！”时，把“逃”字ィ都说成了“跑”，是不是孩子对“跑”字的理楗解更直接、更具体呢？“逃”字太抽象了。 create a good atmosphere for education, and to promote the all-round development of students, to establish a scientific moral education full of vigor the For long-term mechanism.Two, the goal of moral education:To guide the students to form the correct world outlook, outlook on life, values, to cultivate students unity and mutual assistance, honest and trustworthy, law-abiding, good quality, hard work, set a good XX students ideological quality, psychological quality and image quality. The formation of excellent moral education curriculum system and management system, the construction of school. The society, family moral education network, to achieve full member education, environment education, education service people, educating people. Traditional moral education initiativesThree, the routine work of moral education:Daily moral education:1, the daily morning exercises or class-break setting-up exercise and discipline inspection and appraisal of public signs;2, daily cleaning and inspection;3, the daily student school appearance, dress, wearing school card check;4, the daily duty guide to the leadership class discipline three rounds.Weekly moral education work:L, the flag raising ceremony and the national flag speech under the flag raising ceremony held on Monday;2, every week a class meeting,