幼儿园大班科学领域教案一寸虫（Kindergarten large class science lesson plan an inch insect）.docVIP

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幼儿园大班科学领域教案一寸虫（Kindergarten large class science lesson plan an inch insect）.doc

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幼儿园大班科学领域教案一寸虫（Kindergarten large class science lesson plan an inch insect）

幼儿园大班科学领域教案一寸虫（Kindergarten large class science lesson plan an inch insect） Kindergarten, big field, scientific field: one inch insect Teacher: Qu teacher Design intention: the picture book an inch insect entered the class, and soon became the focus of attention of the children. They often talk about how an inch of insects measure the Nightingales song, and how long the Nightingale sings...... According to the childrens interest, I designed a reading activity first. On this basis, I design the mathematics activity, skillfully the protagonist inch worm please come out, let him to measure the carton, gradually guide the children to explore the proper measuring method, the mathematics activity becomes lively and interesting. In the process of teaching, I designed such links: 1. retell the story briefly. The picture book an inch insect leaves a deep impression on young children. In this link to let children browse the picture, I use the shortest possible time to bring children into the story situation, stimulate childrens interest. 2., 22, together to explore measuring methods. In the production of one inch worm card, I strictly to the inch worm made of 3.33 cm to 6.66 cm, inch worm made. I do this because I want to pass on a concept to young children. We should take a rigorous and serious attitude to participate in scientific activities, and let children cooperate with their peers to explore the methods of measurement. To sum up, I put forward the requirement of two people in one group and measuring the long side of the box with an inch card. 3., collective communication, discussion, and explore the right methods of measurement. There are individual differences in the development of young children, so their measurements are multifarious. In this regard, I did not judge who was right or wrong. Instead, I asked groups with different conclusions to present their measurements in front of the collective, and asked the children to look at each other, judge, and seek the righ