Role game teaching plan 1 task 1 concept and characteristics of role game
First, the concept of role games
Role-playing is a game in which preschool children creatively reproduce the surrounding social life according to their own wishes, with the help of real or alternative materials, by playing roles, using language, movements and expressions, and by imitating and imagining. Also known as symbolic games. It came into being when children were 2 or 3 years old, reached its peak in the late preschool period and was gradually replaced by regular games.
Second, the characteristics of role games
(A) the characteristics of the role game representation
The essence of representation is that preschool children express meaning-express meaning.
These "imaginary" activities in the game are very "serious" for young children.
Autonomy and creativity
Role-playing is preschool children's own game. They choose themes, characters and materials according to their own life experiences and interests, and freely switch plots and development contents during the game, so that their initiative and creativity can be fully reflected in the game. These ideas are also the seeds of future creative activities.
(C) the social characteristics of role games
Role-playing is not only preschool children's experience of real life, but also preschool children's simulation of human social life, which often includes preschool children's expectations of adult society.
Third, the special significance of role-playing to children's development (information search)
(1) Role games are unique in game development value.
First of all, it brings great happiness to children and plays an important role in cultivating their positive emotions, initiative and independence. Secondly, in role games, children's unique imagination activities open up a broad space for children's creativity and development, and promote the development of cognitive ability. Thirdly, role-playing in the game has effectively promoted the socialization process of children and promoted the formation of good moral character and behavior habits. Finally, in the role game, speech has also been developed.
(2) Role-playing has the comprehensiveness of game development value. Role-playing is a comprehensive practical activity for children to acquire action, language, emotion, cognitive sociality and so on, which comprehensively promotes the realization of game development value.
Question: Briefly describe the role game I understand.
Task 2 Organization and Guidance of Role Games
First, the organization of role games.
(A) the preparation of the game
1. Enrich the life experience of preschool children, increase their impressions of real life, and broaden the content sources of role games.
2. Provide suitable places, equipment and rich toys and game materials to create material conditions for preschool children to play role games.
3. Provide enough free time to ensure the in-depth development of preschool children's role games.
(B) the process of the game
1. Observe the performance of preschool children in games, and provide basis for targeted education.
2. Observe children's game activities, understand children's real game level, and provide basis for evaluating and guiding preschool children's games.
3. According to the level of preschool children of all ages, master the main links of games, and mainly help preschool children organize and carry out games by indirect guidance.
In the game, you should pay attention to
1. Mainly indirect guidance.
2. Grasp the main links of games and help preschool children play games according to their own development level. Adults should encourage children to put forward the theme of the game according to their own wishes.
Teachers should help preschool children to assign and play the role of games.
(3) The end of the game
1. End the game
(1) end time
Teachers should end the game when the nature of children's games is not low, so as to maintain the enthusiasm of preschool children to continue playing games. The duration of preschool children's activities is generally: small class 5- 10 minute; Middle shift 15-20 minutes; Large classes take 25-30 minutes.
(2) the way to end
"It's dark", "Off duty" and "Closed" end the game.
(3) the reason for the long time.
(1) A game has a long story, which leads to a long time, such as Doll Hospital.
② Preschool children have a high interest in games, which leads them to play games repeatedly for a long time.
arrange
(1) Teachers mainly guide children. According to different ages, the requirements for preschool children to pack toys are different. For example, small classes can put away some bigger things; The middle class can put the basic teaching AIDS back in place; The big class has been able to classify teaching AIDS.
(2) When making a request, the teacher will play a role in the game, which will have a good effect.
Evaluation game
(1) Small classes can be evaluated by teachers, so that preschool children can simply evaluate them. It is mainly an act of encouraging and praising preschool children.
(2) Teachers and preschool children can participate in the evaluation of middle and large classes, which can improve preschool children's analytical ability, learn from others' advantages and correct their own shortcomings, thus contributing to the further improvement of game quality.
Second, the observation and guidance of children's role-playing in large, middle and small classes
(A) Small class children role-playing guidance
The thinking level of small class children is in the transition stage from perceptual flow to intuitive visualization. Small class role games are mostly single-player games and parallel games.
(1) There are fewer kinds of toys and more similar toys.
(2) Teachers should participate more in the game process, and guide children through language communication between roles under the guidance of parallel games and cooperative games.
(3) Teachers should coordinate the relationship between role and reality in time in the process of game guidance, so as to reduce the interference of the conflict of reality on the game.
(4) Emotional evaluation should be adopted at the end of the game, and children should be led to clean the venue and cultivate good game habits.
(B) to guide children to play the role of the middle class
Middle-class children are most interested in roles, but they are not good at assigning roles only considering personal wishes, and begin to develop into peer games and cooperative games.
(1) Guide and encourage children to raise topics independently, cultivate children's ability to resolve conflicts through independent consultation, and positively remind children to cultivate collective consciousness.
(2) Teachers participate in games as roles, which enhances the creativity of children's role-playing and the novelty of game content.
(3) At the end of the game, attract children to participate in the evaluation, guide reflection, and cultivate observation and social skills.
(C) the guidance of role-playing for children in large classes
The role-playing level of large-class children has been significantly improved. The focus is on the rules of the game and the fidelity of role-playing. The theme of the game is clear and independent, and the ability of role-playing reflection and evaluation is budding.
(1) adopt a more direct guidance method, introduce the authenticity of real life into the game as much as possible, and keep the rationality of imagination.
(2) Guide children to negotiate, play cooperative games and solve problems independently, and encourage homemade toys with themes.
(3) Guide children to align external words and deeds with internal motives, deepen the theme of the game, and grasp interpersonal relationships in real life at a deeper level.
(4) Comments at the end of the game guide children to reflect on the profundity of the theme and content and their psychological activities, with the ultimate goal of making children adapt to social life.
Thinking about the problem:
Combined with kindergarten probation or pre-school children's role-playing observation activities, the pre-school children's role-playing guidance program is compiled.
Task 3 Evaluation and Design of Preschool Children's Role Games
First, pre-school children's role-playing evaluation
Game Name: Class: Instructor: Observer: Observation Date: Observation Time:
Preschool children's role-playing ability evaluation form
The second part of the role game lesson plan first talks about the main facilities of the restaurant: chef's console, raw material storage cabinet, dining table, dining chair, refrigerator and microwave oven, which are all realized by hardware. The first four items were bought in the garden, and the last one was transformed with a waste paper box. Let's talk about my cooperation with children.
First, tell the children to open a new restaurant and ask them to help them name it. According to the principle of democracy, it was named "Little Sun Restaurant".
Second, let the children draw recipes. I will pack them, wrap them in plastic wrap and put them in a book-menu. Some draw their favorite boiled fish and steamed fish, some draw sweet and sour tenderloin, and some draw fruit salad. , can be described as rich in variety.
Thirdly, combined with artistic activities, children make staple foods such as dough twists, steamed buns, jiaozi, diced meat, snail rolls, and fruits such as watermelons and apples with clay sculptures, and put them in the material cabinet.
4. Let children collect all kinds of beverage bottles and yogurt bottles. We made fresh orange, iced black tea, green tea, Lulu and other drinks.
Secondly, tell me about my arrangement process:
First, decorate the dining room environment: make all kinds of pictures about the dining room with children, including chefs, signature dishes, vegetables and fruits painted by children, etc. The name of the restaurant is decorated with floor mats to make it look like the sun.
Second, make all kinds of semi-finished products and put them in the material cabinet. Such as: mala Tang, noodles, stuffed buns, jiaozi, peppers, etc.
Third, put a small apron and headscarf sewn with cloth for the waiter to use.
Finally, talk about the effect of children's games: if you haven't been worshipped by children for a long time, then open a role-playing area (middle class). When I asked several children to demonstrate the game, they were all very happy and developed their language expression ability and communication and cooperation ability. Of course, with the end of the game, we will put more things that children like.
Role game lesson plan Article 3 Activity objective:
1, willing to play a role and play with children.
2. Learn to entertain small guests with simple polite expressions.
3. Know how to choose games according to your own wishes.
4, can actively participate in game activities, and learn to protect themselves.
5. Learn to play games through activities and feel the fun of the game.
Activity preparation:
Game area: the game materials needed for fat doll house, thin doll house, corner doll house and strong doll house. Newly distributed materials: four homemade telephones and small clothes.
Knowledge and experience: Children have participated in doll's family games.
Activity flow:
(1) Sharing experience
1, exchange game experience: who do you like best when playing in a dollhouse? What do you do?
(The teacher shows the corresponding photos according to the children's answers.)
2, exchange life discovery: What will mom and dad do at home?
(The teacher shows the photos collected by the children)
(2) Ask questions and introduce new game content-small guests are guests.
1. Question: There are small business owners in the baby's home. What should children do if they want to play?
2. Discussion: How to entertain small guests? How to be a civilized little guest?
3. Propose a new task: the little guests select "civilized families".
(3) Children can freely choose their own roles and enter the doll's family games.
1, children choose the "key" according to their own wishes to enter the "doll house" and play a role.
2, children introduce themselves to each other, clear the identity of the game partner.
(4) As a mother, the teacher leads the little guests to visit the doll's house.
Key guidance: guide the young host to entertain the guests actively and enthusiastically.
End of activity:
Listen to music to end the game and choose a civilized family.
1. Moderator communication: What did you do for the guests?
2. Guests choose a civilized family.
Role Game Teaching Plan 4 Activity Objectives
1, let children know the work of doctors and nurses, and know several commonly used medical instruments: stethoscope, thermometer, infusion set and syringe.
2. Educate children about hygiene and prevent diseases.
Activities to be prepared
Several commonly used medical instruments: stethoscope, thermometer, infusion set, syringe. Hospital logo, white coat.
Activity process
1, talk before class, arouse children's interest in the hospital, and put forward the requirements of the game.
(1) What should I do if I get sick? Where to see a doctor and treat a disease?
(2) Who sees a doctor? Who cares about patients?
(3) Understand the brand of the hospital, the doctor's stethoscope and thermometer, and see how to use them.
2. Let 3~5 children play games and assign roles (doctor, nurse, patient) according to their own wishes.
3. Doctors and nurses put on hats, wait for patients to come in, invite several children to see a doctor, and encourage children to bravely cooperate closely with doctors.
4. Game guidance.
The teacher focuses on guiding doctors to "see a doctor" according to certain procedures.
(1) Register the patients in line first.
(2) The doctor asked the patient enthusiastically what happened. Examine the patient carefully with a stethoscope.
(3) Nurses care for patients, educate children not to treat injections as terrible things, and understand the hard work of nurses.
5, change roles, the game continues, other children observe, take turns to enter the hospital game.
At the end of the game, the teacher praised the doctors and nurses who served well.
Activity feedback
Through this activity, children have a preliminary understanding of the work of doctors and nurses, have a certain understanding of some medical equipment, and their fear of individual children in hospitals is gradually eliminated. In activities, individual children always forget what the equipment in their hands is for, and the teacher will remind them appropriately. There are also some children who are afraid even if the injection is fake. Through this activity, some children feel that injections are not very scary. The children also deepened their awareness of disease prevention through this activity, and the goal was basically achieved.
Role game teaching plan 5 role games: hospitals, photo studios, etc.
I. Activity objectives:
1, further deepen the content of each theme, enrich the games, and encourage children to strengthen the relationship between roles.
2. Cultivate children to stick to their posts and communicate in polite language, thus consolidating their civilized behavior habits.
Second, activity preparation: toy materials and substitutes needed for each role game.
Third, the activity process:
1. The teacher commented on the role game played yesterday afternoon and asked the children to express their desire to play it again.
2. Enhance the role consciousness in the form of conversation, emphasizing the need to stick to the "post"; And stressed that children should abide by the rules of the game.
3. Assign roles: According to children's wishes, teachers should make adjustments according to children's wishes.
4, children's games, teacher guidance
(1) The teacher made a comprehensive tour to understand the situation of children's games, focused on guiding the hospital, and reminded the staff to work hard and be polite.
(2) Encourage communication between roles and themes.
(3) Pay attention to individual education, encourage each child to participate in the game, and remind individual children to abide by the rules of the game.
(4) Support the new themes generated by children in time.
5. The game is over.
(1) Play music to remind children to pack their toys.
(2) Organize children to comment on the interaction between roles and whether they stick to their posts.
Role-playing lesson plan 6 i. Objectives:
1. Play theme games to help children assign the main roles and ask them to define their own roles.
2. Learn to combine game development from side-by-side games to group games, and gradually cultivate children's collectivity.
3. Cultivate children's communicative competence and ask them to get along well in activities.
Second, prepare:
Two dollhouses: provide materials (apron, disposable chassis)
Hospital: provide materials (drops, paper tablets, prescriptions, paper, pens, doctor's caps).
Food store: provide materials (empty boxes of various foods)
Small food market: provide materials (homemade vegetables, scales, plates)
Snack bar: provide materials (crumpled paper, plates, masons)
Bank: provide materials (coins)
Barber shop:
Third, the process
(1) Children in small classes go to large classes to find good friends and pair up.
(2) Teachers ask for games, and children negotiate to assign roles.
(C) began to enter the role of teachers to observe and guide
① Observe and understand children's interest in toys, and make the game action have a relationship with the role.
② Observe whether the children enter the role with the big class children in the game.
(3) Encourage children to play with toys, and make the game action have a relationship with the role, gradually establish the role consciousness and improve the game level.
Fourth, evaluate the game
(1) Tell me how to cooperate and play in the game.
② Teacher's summary
Role Game Curriculum Plan 7 Activity Objectives:
1, like to participate in games, learn to play roles and communicate in polite language.
2. Strengthen the connection between the theme and the role of each game.
3. Cultivate children's initial sense of cooperation and creative use of game materials in the game.
Activity preparation:
Tambourine, small blackboard, toy piano, paper, sports toys and other toy materials for games.
Activity flow:
1. Guide the topic through conversation and guide the children to discuss: What activities are there in kindergarten? What do teachers often do with children?
2, inspire children to assign roles, let the children with strong ability be teachers first, then let the children with medium or poor ability take turns, and don't let the children with strong ability monopolize the role of "teacher".
3, put forward the game requirements:
(1) Decide the role to be played through negotiation. (2) After the game, put the materials in order.
4, children's games, teachers' observation and guidance
(1) Focus on guiding kindergarten teachers to teach children. (2) Help kindergarten teachers to enrich the game plot.
5. Organize the game materials, share the game experience with teachers and children, and evaluate the game situation. Observe and think:
Kindergarten is a place that children are very familiar with. I creatively express my children's life through role games in kindergarten. Children are very active in the game, but they still encounter some problems in the game. For example, children compete for roles in games.
Existing problems, causes and countermeasures;
Question 1: Children compete for roles in the game. Reason: Many children want to play teachers.
Countermeasures: Guide children to negotiate and assign roles independently before the game. Question 2: Children only care about games and forget to use polite expressions in games. Reason: Children's politeness habits can't be applied to games at will. Countermeasures: Remind children to use polite language in the game.
Role Game Curriculum Plan 8 Activity Objectives:
1, which can correctly reflect the social responsibility of roles and the social relations between roles.
2. Learn to boldly and creatively choose substitutes and game materials, learn to make simple toys according to the needs of young children, and cultivate imagination, creativity and hands-on operation ability.
3. Let children boldly perform and express themselves in front of the group.
4. Show the cute side of the child in the activity.
5. Learn to play games through activities and feel the fun of the game.
Activity preparation:
McDonald's facilities and supplies; Clothing and signs of staff; Articles and materials for children to make or replace.
Activity flow:
First of all, let's talk about it and recall the last activity.
1. What was introduced in our role game last week?
2. What role did you play?
3. What problems did you encounter in the activity? What's the problem? How do you think it can be solved?
Second, children choose to play in groups according to their own wishes.
1, children's independent games.
2. Teachers encourage children to play games according to their own experience, and pay attention to the fact that "staff" should serve "customers" warmly and politely, and "customers" should eat in a civilized way and not waste "food".
3. Guide children to make all kinds of "food" according to the needs of "customers".
4. Inspire "employees" to arrange and place all kinds of "items" in the restaurant in time to keep the restaurant clean and tidy.
Third, comment.
Discuss the situation of this game and the existing problems, and put forward requirements for the next game.
Fourth, the end.
Remind children to sort out, classify, put all kinds of items in place and organize the venue.
Role game teaching plan 9 i. Situation analysis
At first, most children were interested in this independent and manipulated game, but the level of the game was very different. Whether you have attended kindergarten or not, whether you are cheerful or introverted are all factors that affect the level of the game. It is often found that while most children are "doing housework" with great interest, some children are wandering around the classroom with dolls or doing nothing. Some children have not adapted to the new environment. They even cry when they hear the word "mom" ...
In addition, for children who are still playing games, about half of them have the following phenomena: when asking the children who are feeding the dolls. "Ask again:" What are you doing? I am feeding the doll. Ask again: "Who are you?" The answer is: "I am Zhang Yi". It can be seen that this kind of children have the action of dressing up, but they have no sense of playing a role.
explain
These children who are idle and wandering around in the game group are not real games. Because, it is generally believed that the game presents a positive state of activity, and only those who actively participate in activities are games. In addition, we can't distinguish ourselves from the characters in the game, which shows that children have not yet established their own role consciousness, and the emergence of role consciousness is later than role behavior. Therefore, for the former, the teacher should let them play games happily and stimulate the role behavior. The latter can further cultivate role consciousness.
Second, the game requirements
1, learn to be a parent, stimulate role behavior and cultivate role awareness.
2. Establish game routines: use toys correctly and care for them.
Third, the competition preparation
1. Materials provided: build a ladder (1), a doll and some tableware;
(2) Two people, a doll, a big building block (table), two stools (beds) and some tableware.
2. Experienced: (1) Observe what mom and dad usually do;
(2) Dialogue: What do mom and dad do? What have you done for your children?
1, material: potato
2. Accessories: Zanthoxylum bungeanum and sesame.
3. Seasoning: salt, sesame oil, soy sauce, balsamic vinegar and sugar.
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