A car-by-car template for teaching a culture of early childhood teaching
We are often confronted with uncivilized phenomena that, to a greater or lesser extent, have security risks and, in some cases, cause accidents. Let's take a look at the kindergarten text
Activity target
1. Knowledge of how to travel and simple safety。
2. To judge the behaviour of a civilized car。
3. Enjoy the joy of driving。
Stand by
The “bus” scenario;
2. Background music (drills, brakes, etc.); ppt course;
Three, a few cards for crying and smiling。
[focus of activities] knowledge of civilizational behaviour and simple safety knowledge when travelling。
It's hard to get in a car。
Activity
1. Silent animation, drawing the focus. Division: are you happy that a group of small animals are going out with us today? Master: look, they're here! Ppt plays silent animators: let's see what they're doing together. Have a good look! Remind young children to watch carefully, think hard, and speak boldly. Master: what do you see? Ppt shows pictures, teacher questions, encourages young children to answer: what do the animals do before they get in? Ppt also shows pictures of little animals in line in front of the car (ready to line up to get in the car) and what is little x and elephant x saying? How is little x doing after that? Is that right? What did x do when the car started? What did mr. X say to it? What did x do after? What is it to do? (a car starts, x starts eating snacks and throws all over his bag; it's not right that mr. Antelope criticizes him for doing this; x cleans up the garbage; he shouldn't throw garbage in the car) what does a deer and x? What does mr. Antelope say
Ii. Acoustic animation to consolidate and deepen. St: let's hear what the little animals are saying. Acoustic animations are broadcast to deepen impact and consolidate focus. Division: ah, that was great. Give yourself a round of applause!
Thirdly, the judgment is wrong and the habits are praised. Teacher: there's some pictures of people in the car, so i'd like to ask the kids to see if they're doing the right thing. If you think it's right, raise your smile face; if you think it's wrong, raise your tears face. Ppt shows pictures of slides: photo 1: when travelling by car, the head or hand is reached outside the window. Picture ii: get in the back door. If there are two doors to the car, it should be the front door and the back door; if there is only one door, it should go up and down in order to avoid congestion). Photo iii: self-intentional deposit after getting in the car. Photo iv: make room for grandmothers (students add: in addition to the elderly, we should give room to pregnant women, people with children, persons with disabilities)
Iv. Scenario games, driving practices. Division: now that we have learned a lot about safety while in a car, let's see who can be a civilized little passenger! Let's go!
1. A young person is invited to act as a car driver, and a teacher is responsible for playing background music and playing a part-way car for the elderly, and the principal teacher is called upon to give appropriate praise and emphasis to the performance of the child。
2. Ask the children to choose their roles, give advice and guidance in due course, continue the game, and come to a natural end
1. Knowledge of the general rules for transportation, including by car。
2. A willingness to follow simple rules of travel. Activity readiness:
One, each with a smile and a cry face。
Books for young children: small, civilized passengers. Activity:
First, the study of young children by small, civilized passengers raises questions. Division: uncle fox in the forest introduced a bus for your convenience. Uncle fox drove for a day, saw the civilized passengers who made him happy and saw the uncivil passengers who made him angry. Please listen to what is civilized and uncivil?
Second, teachers are emotionalally telling stories about small, civilized passengers, helping young children to develop the right perception。
1. Recognize the signs of the smile and the cry, the sign of the smile and the sign of the act of civilization。
2. Young children are free to talk about what they say in their book-class small passenger maps。
3. Young children use books to make a smile for civilized behaviour and a cry for uncivil behaviour。
4. Exchange the results of classification and identify the civilized behaviour of driving。
Iii. Child and teacher discussion, building on experience。
Teachers: what are the special rules to be followed for travelling on buses (such as subways, taxis, long-distance cars, ships, aircraft, etc.) other than to be a civilized small passenger?
2. Young children use books, choose the means of transport used, paint them and then say the corresponding rules。
Iv. The closing of the event by doing the trick. Teachers: we are civilized little passengers. Civilised passengers are happy. Let's dance in a car. (c) extension of activities: play the “bus” game to promote the transformation of young children into behaviours. Early childhood teaching texts are targeted for the 3-by-car activities
1. Knows that the driving is civilized and understands the basic rules of the driving of civilization。
2. A willingness to follow the rules of civilized driving and learn to be a small civilized citizen。
3. Be able to express their ideas boldly and more consistently, based on the teacher's questions. Activity preparation: story video pictures, civilization on a bus card, young child hand on a bus behaviour event
I. Questions arise and interest is aroused: have you ever been on a bus, my friend? We got a bunch of animal friends on the bus today. Let's hear how they got on the bus?
Ii. Listen to the story, make a preliminary judgment of character behavior (1) hear the story, and what uncivil behaviour do you think it is
What do you think the flower dogs do when they get in the car? Sigma: yeah, the flower dog lined up in the car and gave the goat grandfather a real-civil seat in the car. We'll learn from it。
Iii. Freedom of conclusion, implement of understanding
(1) question: what do you think civilisation should do when travelling in a car, in addition to what the story says?
(2) young children are free to discuss. ♪ line up, don't run around in the car ♪
Iv. Empiricals of the integration of civilization in the car: the little friend just said so much about the attention that civilization has to be paid to in the car. Yes, there are many people on the bus, and they are public places. Get in the car:
1. Get in the front door and line up without congestion;
2. A card or currency written in the vehicle:
(a) one person, not taking any seat;
2. Not to walk in or out of the car;
No loud noise;
4. To refrain from littering in cars;
Make room for the elderly, the disabled, and passengers carrying children. Out of the car: back door, no push
Empirical migration
1. Viewing video pictures, judging behavior from what our little friend knows about civilized driving is a lot of attention! But there's a lot of people who aren't civilized, so let's see, are they doing the right thing
Picture classification, deepening experience
(1) there is also a picture of bus travel under the small chair of the picture categorizing the little friend. Please look at it. If you think a civilized passenger, please post the picture to smiley and if you are an uncivilized passenger, to cryface。
(2) joint testing of how civilized passengers do it? Yes, they line up on buses and give seats to the elderly. Real civilization. Eating on a bus, shouting... Uncivilized。
Vi. There are many things about civilization in the extended life, in addition to being in the car! Think about it and share your thoughts。
