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此次疫情,虽然导致了幼儿园延期开学,但学前教研并未停步。我园如期展开了园本教研活动,考虑到疫情下学前教育现实需求,本园既3日5日起进行线上教研活动。在本学期的教研计划中强调了要加强教师集体备课,集体备课不仅能够准备好一节优质课,还能增进教师的理论知识。由于教研活动在线上进行,这次的教研活动主要是大家一起修改教案。
","type":1},{"img_height":148,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/a2db3d52457f5e274369434ebdfbcce9__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":510,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/6c8a83e951aec3a2fd65b46232bed080__jpg.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":226,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/8e464a9e5316fdf079c4ed3e76e1ca08__jpg.heic","img_width":1080,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":866,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/1048665f79fdeeddab124a4528704580__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/c873c3855ede4be18d3051dc273d265c__jpg.heic","img_width":888,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/7e58a4b5e09f3e4a00ac342c4f93b648__jpg.heic","img_width":888,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":"确定重、难点\u000b
教学重点:\u000b
是指教学活动中举足轻重、关键性的、最基本的、最重要的中心内容,是课堂结构的主要线索,掌握了解这部分内容,对于巩固旧知识和学习新知识都起着决定性作用。\u000b\u000b
教学难点:\u000b
是从幼儿实际出发,幼儿难于理解或领会的内容,或较抽象、或较复杂,或较深奥。\u000b\u000b难点不一定是重点,有些内容既是难点又是重点。\u000b
重点一般就是本次活动要达到的主要目标。\u000b\u000b难点就是幼儿最有可能遇到的问题
","type":1},{"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/26e6a7955f3e3852890ac06c7ceaa730__jpg.heic","img_width":886,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":600,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/52ad33f925efd41b4719444ae2b2f3b0__jpg.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":110,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/5217e371a54b55b0e73a4ac86301ac3c__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":"教研目的:
1、通过此次集体备课,使教师学会利用指南来分析教材。
2、经过此次研讨活动,使教师备课能力更进步。
3、增进教师之间的交流,撞击出思维的火花。
","type":1},{"img_height":650,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/218b2bad4f461468da6554e81b7626f5__jpg.heic","img_width":650,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":"1.指定教师自主准备教案
2.每位教师准备好指南和规程
","type":1},{"img_height":1686,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/fe743916851072fc496d8b404ba2946c__jpg.heic","img_width":800,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 找空气
活动名称:大班科学领悟《找空气》
活动目标:
1、通过找空气,感知空气的存在与性质。
2、初步确立做前思、多试试才知道的科学意识。
活动重点:能运用多种感官动手动脑学习探索空气的简单方法。
活动难点:感知空气的流动性特点。
活动准备:
1、食品袋若干:数量多于幼儿数,透明度越高越好,事先应至少打开过一次。
2、教具:红色水笔1支~3支。
活动过程:
导入部分:
一、猜猜、说说,引发第一次认知冲突。
1、用言行吸引幼儿的注意和参与。教师拿出一个食品袋,自顾自地正面看、反面看、拎高看、张开袋口朝里看……当幼儿忍不住要问时,抛出问题:袋子里面有东西吗?
(一般情况下,绝大部分孩子会回答“没有”,极个别的孩子会说“有”,是“气”“空气”。)
2、回应幼儿。教师一边问“到底有没有”。一边慢慢收紧袋口,让幼儿判断。
(刚才回答“没有”的孩子会出现分化,他们中的大多数会改变初衷,相信袋子里有东西。)
3、针对幼儿不同的看法,教师采用不同的回应。比如,让还是认为袋子里没有东西的孩子拍拍、捏捏鼓着的袋子;让认为有东西的孩子说说“里面是什么”。
4、揭示词语:空气。
(至此,孩子初步感知到空气的存在与“空气是看不见的”这—性质,他们的第一次认知冲突得以解决。)
展开部分:
二、找找、捉捉,引发第二、第三次认知冲突。
1、教师第二次捉空气,并用夸张的语气说:“空气被我捉到袋子里喽,我好厉害。”然后,重新拿个袋子,提出问题:“我还能捉到空气吗?到哪里捉?”
(这是第二个冲突点。一般情况下,有孩子会说“捉不到了”,也有孩子会说“能”,并告诉教师到哪里捉,比如到活动室某个地方。教师顺应某个幼儿的参与,到他认为有空气的地方再捉一次,装、收口、拧紧等动作要夸张,起到隐性示范的作用。孩子会很期待地关注教师的动作、结果,并会因此而欢呼。这时,教师一定要点拨一句:“到底有没有,试试才知道!”然后,教师用红笔在二维图的相应位置上画圈做标志,边画边说:“我在某某地方又捉到了空气。”)
2、幼儿捉空气。
教师提问:“你们认为还有空气吗?哪里有?”
让孩子先说出他认为有空气的地方,然后再次强调“到底有没有——”,让幼儿跟说“试试才知道”,并要求幼儿到刚才猜想的地方去捉。
教师关注幼儿:一是捉的地点。二是捉的过程。针对个别旋转着捉或跑起来捉的孩子,多问一句:“为什么这么做?”三是有没有捉到。
结束部分:
三、幼儿回到座位,组织交流。
(1)孩子相互交流:捉到了吗?在哪里捉到的?
(2)集体交流,并在空间图上作标志,可以让孩子自己画。
(在这个过程中,教师关注孩子的交流语言,提醒、帮助孩子尽可能找对参照物,用对“前后、上下、旁边”等方位词。)
(3)对比观察,引发思考,让孩子自己发现“空气会流动”的特点。
在捉到以及没有捉到的幼儿中,各选一人展示他们的成果。请没有捉到的孩子说说原因,一定要让其边说边演示过程,而后大家一起分析:为什么没有捉到呢?让孩子们从“袋口抓紧与否”的行为中发现秘密,感知空气的流动性特点。
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活动名称:大班科学领悟《找空气》
活动目标:
1.通过找空气,感知空气的存在与性质
2.幼儿能够了解空气的特点,并体验探究与他人合作交流的乐趣
重点:引导幼儿用多重方法探索空气
难点:感知空气的特点
导入部分:
一、猜猜、说说,引发第一次认知冲突。
1、用言行吸引幼儿的注意和参与。教师拿出两个食品袋(一个里面装东西 一个里面装空气)提问幼儿:小朋友们看一下这两个袋子里有东西吗?
大部分孩子肯定说一个袋子有东西,另一个袋子没有东西。
2、回应幼儿。教师一边问“到底有没有”。一边慢慢收紧没有装东西的袋口,让幼儿判断。
(刚才回答“没有”的孩子会出现分化,他们中的大多数会改变初衷,相信袋子里有东西。)
3、针对幼儿不同的看法,教师采用不同的回应。比如,让还是认为袋子里没有东西的孩子拍拍、捏捏鼓着的袋子;让认为有东西的孩子说说“里面是什么”。
4、揭示词语:空气。
(至此,孩子初步感知到空气的存在与“空气是看不见的”这—性质,他们的第一次认知冲突得以解决。)
展开部分:
二、找找、捉捉,引发第二、第三次认知冲突。
1、教师第二次捉空气,并用夸张的语气说:“空气被我捉到袋子里喽,我好厉害。”然后,重新拿个袋子,提出问题:“我还能捉到空气吗?到哪里捉?”
(这是第二个冲突点。一般情况下,有孩子会说“捉不到了”,也有孩子会说“能”,并告诉教师到哪里捉,比如到活动室某个地方。教师顺应某个幼儿的参与,到他认为有空气的地方再捉一次,装、收口、拧紧等动作要夸张,起到隐性示范的作用。这时,教师一定要点拨一句:“到底有没有,试试才知道!”然后,教师在教室空间图上做标志,边画边说:“我在某某地方又捉到了空气。”)
2、幼儿捉空气。
教师提问:“你们认为还有空气吗?哪里有?”
让孩子先说出他认为有空气的地方,然后再次强调“到底有没有——”,让幼儿跟说“试试才知道”,并要求幼儿到刚才猜想的地方去捉。并自己画出教师空间图,并按上面的空间找空气,并做标记
教师关注幼儿:一是捉的地点。二是捉的过程。针对个别旋转着捉或跑起来捉的孩子,多问一句:“为什么这么做?”三是有没有捉到。
结束部分:
三、幼儿回到座位,组织交流。
(1)孩子相互交流:捉到了吗?在哪里捉到的?可以互相看自己画的空间图
(2)集体交流,空气的性质有什么?
答:空气的性质有:
1、空气有一定重量
2、空气有流动性
3、空气具有压缩性,压缩空气有弹性。
4、空气要占据空间
5、空气是一种无色、无味、透明的气体。
(3)对比观察,引发思考,让孩子自己发现“空气”的特点。
在捉到以及没有捉到的幼儿中,各选一人展示他们的成果。请没有捉到的孩子说说原因,一定要让其边说边演示过程,而后大家一起分析:为什么没有捉到呢?让孩子们从“袋口抓紧与否”的行为中发现秘密,感知空气的特点。
延伸部分:
可以在科学区提供材料,让幼儿更深一步的探索空气。
","type":1},{"img_height":110,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/15ffcfa08d5e7748ce14a8e3318029e2__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 今天的线上教研活动进行的很顺利,持续了4个小时的时间,教师的积极性很高,积极发言,能够发表自己的看法,备课对于我们来说非常重要,教师备不好课,活动就不能顺利进行。很难达到目标。也不能让幼儿获得好的知识;为了给下学期的集体活动做准备,今天主要让教师根据指南来修改教案,有依据的说明问题。使教师收获多多,比以前的教研活动有了进步。
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","type":1},{"img_height":148,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/a2db3d52457f5e274369434ebdfbcce9__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":510,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/6c8a83e951aec3a2fd65b46232bed080__jpg.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":226,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/8e464a9e5316fdf079c4ed3e76e1ca08__jpg.heic","img_width":1080,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":866,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/1048665f79fdeeddab124a4528704580__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/c873c3855ede4be18d3051dc273d265c__jpg.heic","img_width":888,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/7e58a4b5e09f3e4a00ac342c4f93b648__jpg.heic","img_width":888,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":"确定重、难点\u000b
教学重点:\u000b
是指教学活动中举足轻重、关键性的、最基本的、最重要的中心内容,是课堂结构的主要线索,掌握了解这部分内容,对于巩固旧知识和学习新知识都起着决定性作用。\u000b\u000b
教学难点:\u000b
是从幼儿实际出发,幼儿难于理解或领会的内容,或较抽象、或较复杂,或较深奥。\u000b\u000b难点不一定是重点,有些内容既是难点又是重点。\u000b
重点一般就是本次活动要达到的主要目标。\u000b\u000b难点就是幼儿最有可能遇到的问题
","type":1},{"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/26e6a7955f3e3852890ac06c7ceaa730__jpg.heic","img_width":886,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":600,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/52ad33f925efd41b4719444ae2b2f3b0__jpg.heic","img_width":960,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"img_height":110,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/5217e371a54b55b0e73a4ac86301ac3c__jpg.heic","img_width":400,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":"教研目的:
1、通过此次集体备课,使教师学会利用指南来分析教材。
2、经过此次研讨活动,使教师备课能力更进步。
3、增进教师之间的交流,撞击出思维的火花。
","type":1},{"img_height":650,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/218b2bad4f461468da6554e81b7626f5__jpg.heic","img_width":650,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":"1.指定教师自主准备教案
2.每位教师准备好指南和规程
","type":1},{"img_height":1686,"img_url":"https://ss-mpvolc.meipian.me/users/58325346/fe743916851072fc496d8b404ba2946c__jpg.heic","img_width":800,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"source_platform":"","splicing_template_id":0,"text":" 找空气
活动名称:大班科学领悟《找空气》
活动目标:
1、通过找空气,感知空气的存在与性质。
2、初步确立做前思、多试试才知道的科学意识。
活动重点:能运用多种感官动手动脑学习探索空气的简单方法。
活动难点:感知空气的流动性特点。
活动准备:
1、食品袋若干:数量多于幼儿数,透明度越高越好,事先应至少打开过一次。
2、教具:红色水笔1支~3支。
活动过程:
导入部分:
一、猜猜、说说,引发第一次认知冲突。
1、用言行吸引幼儿的注意和参与。教师拿出一个食品袋,自顾自地正面看、反面看、拎高看、张开袋口朝里看……当幼儿忍不住要问时,抛出问题:袋子里面有东西吗?
(一般情况下,绝大部分孩子会回答“没有”,极个别的孩子会说“有”,是“气”“空气”。)
2、回应幼儿。教师一边问“到底有没有”。一边慢慢收紧袋口,让幼儿判断。
(刚才回答“没有”的孩子会出现分化,他们中的大多数会改变初衷,相信袋子里有东西。)
3、针对幼儿不同的看法,教师采用不同的回应。比如,让还是认为袋子里没有东西的孩子拍拍、捏捏鼓着的袋子;让认为有东西的孩子说说“里面是什么”。
4、揭示词语:空气。
(至此,孩子初步感知到空气的存在与“空气是看不见的”这—性质,他们的第一次认知冲突得以解决。)
展开部分:
二、找找、捉捉,引发第二、第三次认知冲突。
1、教师第二次捉空气,并用夸张的语气说:“空气被我捉到袋子里喽,我好厉害。”然后,重新拿个袋子,提出问题:“我还能捉到空气吗?到哪里捉?”
(这是第二个冲突点。一般情况下,有孩子会说“捉不到了”,也有孩子会说“能”,并告诉教师到哪里捉,比如到活动室某个地方。教师顺应某个幼儿的参与,到他认为有空气的地方再捉一次,装、收口、拧紧等动作要夸张,起到隐性示范的作用。孩子会很期待地关注教师的动作、结果,并会因此而欢呼。这时,教师一定要点拨一句:“到底有没有,试试才知道!”然后,教师用红笔在二维图的相应位置上画圈做标志,边画边说:“我在某某地方又捉到了空气。”)
2、幼儿捉空气。
教师提问:“你们认为还有空气吗?哪里有?”
让孩子先说出他认为有空气的地方,然后再次强调“到底有没有——”,让幼儿跟说“试试才知道”,并要求幼儿到刚才猜想的地方去捉。
教师关注幼儿:一是捉的地点。二是捉的过程。针对个别旋转着捉或跑起来捉的孩子,多问一句:“为什么这么做?”三是有没有捉到。
结束部分:
三、幼儿回到座位,组织交流。
(1)孩子相互交流:捉到了吗?在哪里捉到的?
(2)集体交流,并在空间图上作标志,可以让孩子自己画。
(在这个过程中,教师关注孩子的交流语言,提醒、帮助孩子尽可能找对参照物,用对“前后、上下、旁边”等方位词。)
(3)对比观察,引发思考,让孩子自己发现“空气会流动”的特点。
在捉到以及没有捉到的幼儿中,各选一人展示他们的成果。请没有捉到的孩子说说原因,一定要让其边说边演示过程,而后大家一起分析:为什么没有捉到呢?让孩子们从“袋口抓紧与否”的行为中发现秘密,感知空气的流动性特点。
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活动名称:大班科学领悟《找空气》
活动目标:
1.通过找空气,感知空气的存在与性质
2.幼儿能够了解空气的特点,并体验探究与他人合作交流的乐趣
重点:引导幼儿用多重方法探索空气
难点:感知空气的特点
导入部分:
一、猜猜、说说,引发第一次认知冲突。
1、用言行吸引幼儿的注意和参与。教师拿出两个食品袋(一个里面装东西 一个里面装空气)提问幼儿:小朋友们看一下这两个袋子里有东西吗?
大部分孩子肯定说一个袋子有东西,另一个袋子没有东西。
2、回应幼儿。教师一边问“到底有没有”。一边慢慢收紧没有装东西的袋口,让幼儿判断。
(刚才回答“没有”的孩子会出现分化,他们中的大多数会改变初衷,相信袋子里有东西。)
3、针对幼儿不同的看法,教师采用不同的回应。比如,让还是认为袋子里没有东西的孩子拍拍、捏捏鼓着的袋子;让认为有东西的孩子说说“里面是什么”。
4、揭示词语:空气。
(至此,孩子初步感知到空气的存在与“空气是看不见的”这—性质,他们的第一次认知冲突得以解决。)
展开部分:
二、找找、捉捉,引发第二、第三次认知冲突。
1、教师第二次捉空气,并用夸张的语气说:“空气被我捉到袋子里喽,我好厉害。”然后,重新拿个袋子,提出问题:“我还能捉到空气吗?到哪里捉?”
(这是第二个冲突点。一般情况下,有孩子会说“捉不到了”,也有孩子会说“能”,并告诉教师到哪里捉,比如到活动室某个地方。教师顺应某个幼儿的参与,到他认为有空气的地方再捉一次,装、收口、拧紧等动作要夸张,起到隐性示范的作用。这时,教师一定要点拨一句:“到底有没有,试试才知道!”然后,教师在教室空间图上做标志,边画边说:“我在某某地方又捉到了空气。”)
2、幼儿捉空气。
教师提问:“你们认为还有空气吗?哪里有?”
让孩子先说出他认为有空气的地方,然后再次强调“到底有没有——”,让幼儿跟说“试试才知道”,并要求幼儿到刚才猜想的地方去捉。并自己画出教师空间图,并按上面的空间找空气,并做标记
教师关注幼儿:一是捉的地点。二是捉的过程。针对个别旋转着捉或跑起来捉的孩子,多问一句:“为什么这么做?”三是有没有捉到。
结束部分:
三、幼儿回到座位,组织交流。
(1)孩子相互交流:捉到了吗?在哪里捉到的?可以互相看自己画的空间图
(2)集体交流,空气的性质有什么?
答:空气的性质有:
1、空气有一定重量
2、空气有流动性
3、空气具有压缩性,压缩空气有弹性。
4、空气要占据空间
5、空气是一种无色、无味、透明的气体。
(3)对比观察,引发思考,让孩子自己发现“空气”的特点。
在捉到以及没有捉到的幼儿中,各选一人展示他们的成果。请没有捉到的孩子说说原因,一定要让其边说边演示过程,而后大家一起分析:为什么没有捉到呢?让孩子们从“袋口抓紧与否”的行为中发现秘密,感知空气的特点。
延伸部分:
可以在科学区提供材料,让幼儿更深一步的探索空气。
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