Kindergarten middle class area 1 teaching plan design intention:
The theme of "love my hometown" has been going on, and under this theme clue, I have generated this regional activity "snacks in my hometown". Mainly "Ruijin specialty snacks". Before the activity, the children had a certain understanding of snacks in their hometown and must have eaten them in real life. During the activity, children can make snacks in their hometown with various materials. Through the role trading game "Hometown Snack Bar", they can naturally improve their communication skills, language skills and math skills. At the same time, the self-made book "Ruijin Special Snacks" is also used to let children know more about snacks in their hometown, and the book "Ruijin Special Snacks" made by parents and children is taken as a demonstration to encourage children to make further use of the materials put by teachers and cooperate in making books. In the activities, children's practical ability, communication ability, language expression ability and cooperative learning ability can be developed.
Activity objectives:
1. Under the background of the activity theme, actively make various snacks to improve children's practical ability and further enrich their understanding of hometown snacks.
2. In the game situation, actively communicate with people and enhance the love of hometown snacks through activities.
3. Through the understanding of hometown snacks, actively try to co-edit the book Ruijin Special Snacks.
4. Let children experience the happiness of regional activities.
Activity preparation:
Pre-preparation:
Knowledge and experience preparation: children have a certain understanding of hometown snacks, eaten them, bought them in stores, and watched others make them.
Material preparation: Using the previous regional activities, we made a decorated "Ruijin specialty snack" shop with our children, such as price list and storefront signboard.
Children and parents made books about Ruijin snacks together, which can be pictures of various snacks, stories of a certain snack, food culture and so on.
Preparation of activity materials:
Art District: sponge paper, white paper, calendar paper, foam, plasticine, plates, and some snacks demonstrations have been made.
Decorate a corner of the venue as a "hometown snack bar", with storefront signs, price lists, tables, chef's clothes, clerk's clothes, plates, chopsticks and so on.
Book corner: self-made book "Ruijin Special Snacks", related snack pictures, crayons, cardboard, white paper, binding machine, etc.
Activity flow:
First, the dialogue lead-in link
Children, we have many delicious snacks in Ruijin. What snacks have you eaten? (Let children talk about it according to their own life experiences)
Have you ever been to a specialty snack bar to eat these snacks? How did the clerk greet you?
Have you ever seen mom and dad or the chef in the shop make hometown snacks? How did you do it?
Secondly, introduce regional materials and activity requirements.
Role-playing area: Teachers and children have arranged it as a "hometown snack bar". Our shop specializes in our special snacks of Ruijin, such as Xiancao bean jelly, bean cake, Amigo, taro jiaozi and so on. Children can play shop assistants, chefs and small guests. Children who play shop assistants wear work clothes and children who play chefs wear chef hats. The little chef is standing in the "kitchen". The children who play the shop assistant should greet the guests warmly when they see them coming, and be polite when they leave.
Art area: The teacher prepared various materials such as sponge paper, white paper, calendar paper and foam in the art area, and each box also contained snacks made by the teacher. You can use these materials to make all kinds of special snacks in our hometown like a teacher. You can also continue to make new menus, price lists, billboards and so on. For "hometown snack bar".
Book corner: There is already a book "Ruijin Special Snacks", which was made by parents and children. Children can read, draw or cut and paste in their own way, and several children work together to make a book "Ruijin Special Snacks".
Third, children choose their own activity areas.
Fourth, teachers observe and guide children's activities.
Role-playing area: observe children's activities and consider whether to intervene or guide as customers according to children's activities.
Art District: Observe children's productions and encourage them to make bold productions.
Book corner: encourage children to make books by painting and pasting, and assist children in binding.
Fifth, organize children to pack materials.
It is required to put the materials back, and the garbage is picked up in the garbage basket.
Sixth, evaluate children's activities.
Regional teaching plan for kindergarten middle class Part II Activity objectives:
1. Learn how to be a civilized little customer through scene shopping.
2. Be aware that civilized behavior will bring convenience to yourself and others;
3. Develop the habit of orderly waiting and civilized shopping.
Teaching preparation:
Shopping bag; Regional corner "Dudu Supermarket"; Three signs (shopping basket, shopping, cashier)
Teaching process:
First contact your child's existing supermarket shopping experience and talk about it.
1, guide children to recall the shopping process.
Teacher: "Everyone must have been to the supermarket, so who did you go with?" What should we do? "(go shopping with grandma; Go to buy drinks with good friends; Go to buy shampoo with mom)
Teacher: "What's in the supermarket?" (cookies; Water; Meat; Aircraft model; Toothpaste ...)
Teacher: "Do you know how to buy things?" (take money to buy; Put things in the shopping cart; Select ...)
2. Explain the scenes and specific rules of the game.
Teacher: "The weather is really good today, and everyone is in a good mood. Have all opened a new supermarket. Let's go shopping in it. Everyone learns to buy things, and the teacher will pay for you. "
Second, try to buy for the first time, find problems and explore solutions.
1, children are free to enter the supermarket to buy, and the teacher gives timely guidance.
Teacher: "The child who buys first will tell your good friend what you just bought." ? Why buy something like that? "
2. Teachers and children discuss the first shopping together, find problems together and make rules together.
(1) Make rules for taking shopping baskets.
Teacher: "How did you buy things just now? What should you do first? " (Holding a shopping basket)
"How can I get the shopping basket?" (queuing)
"Did you just line up?"
"What happens if you don't line up?" (wrestling; Everyone grabs; Noisy)
"Yes, one by one, in order." The teacher said and took out the map and lined up.
(2) Formulating the rules for taking and releasing commodities.
Teacher: "Just take the shopping basket and go-"
"So how did you shop for the first time?"
"What should I pay attention to when shopping?" "(Don't break things; Look first and then take it; Be careful; Don't touch the glass ...)
The teacher concluded: "When shopping, handle it with care, and put back the unwanted items."
Show me the shopping signs while talking.
(3) Formulating payment rules
Teacher: "What are we going to do after choosing the goods?" (Pay, pay)
"Are you all going together?" (No, I have to wait in line, too.)
The teacher concluded: "After shopping, payment also needs to be queued."
Show the queue sign when you speak.
3. Send the agreed rules to the corresponding positions to deepen the impression.
Teacher: "Now we put these signs in the supermarket to remind every customer who enters the supermarket to obey the rules and shop in a civilized way."
"Look, where is this marker?" (put it in front of the supermarket to remind everyone to queue up for the shopping basket; Stick it on the shelf; Put it next to the cashier)
Third, shopping again on the basis of summary, and consolidating civilized behavior through two shopping comparisons.
The teacher concluded: "Through personal experience and discussion, we know the importance of civilized shopping. Civilized shopping will bring convenience to yourself and others and make shopping a happy thing. Let's go shopping happily. This time, we still choose the same product for everyone. "
Teacher: "What did the shop assistant say after receiving the money just now?" You are really a group of civilized little customers.
"Why does she praise you so much?" The first time it was so noisy, we knocked over the goods, we squeezed, and we didn't take the shopping basket; When we lined up for the second time ...)
Fourth, share shopping and pass on civilized experience.
Teacher: "Look at what's in our shopping bag? Food, fun, everything, what a great harvest. Most importantly, we also learned how to be a civilized little customer. In order to treat ourselves, everyone will share the items they just bought, eat together and play together. "
Activity reflection:
This is a new activity, the goal is to learn how to be a civilized little customer through situational shopping; You should know that civilized behavior will bring convenience to yourself and others; Develop the habit of orderly waiting and civilized shopping. This activity is also a series of activities around the sense of order. First of all, I fully consider the age characteristics and existing life experience of the children in the middle class from the choice of topics and contents. Before the activity, I made a questionnaire survey for the children in this class: Have you been to the supermarket? Do you like shopping in the supermarket? Why? What goods are there in the supermarket? Through investigation, we can know the existing knowledge level of children. Secondly, I also start with the layout and material preparation of the "DuDu Supermarket" in the activity area to enrich the goods; A complete series; The environment is realistic. Because it is the first time to launch a new game, in the setting of activity links, the focus is on the order that should be paid attention to when shopping in three basic links: queuing to get a shopping basket when entering the supermarket; Handle with care when buying items; After shopping, you must queue up at the cashier to pay. At the end of the activity, I also consolidated and deepened my behavior by sharing the purchased items and not littering the finished scraps of paper, so as to let the children have a process of internalizing the awareness of rules and remind them that civilization is not far away from us, and it is all around us, and we need to start from the details and maintain it together.
After several drafts of activity teaching plans and four trial teaching activities, problems will always be found each time and corresponding adjustments will be made. From this, I have a deeper understanding that there is no perfect teaching plan and no perfect instructor, and we all grow up in the process of changing classes again and again. Every grinding class is very painful, but it is the pain before sweetness and the struggle before transformation. Gradually, the language becomes more concise and in place; Even the details of the activity are easy to understand; Organizing activities is easier and easier, and classroom control is more handy; It is not far from a charming teacher until a rigorous but lively, noisy but orderly classroom is ground.
Kindergarten middle class area teaching plan 3 i. role area
barbershop
Children generally have the experience of going to the barber shop for a haircut or accompanying their mothers to have their hair done. They are interested in the barber's skilled operations, such as combing, cutting, blowing and washing. Setting up a "barber shop" in kindergarten will satisfy their desire to participate in such activities.
The necessary materials for setting up a barber shop are: mirrors, scissors, combs, hair dryers, washbasins, cloth rollers, shampoo bottles, hair salon signs, hair portraits and so on.
"Scissors": made of cardboard or plastic mats.
"Blower": using foam to cut or use a broken blower.
"Water heater": find a carton similar to a water heater, punch two holes in the bottom, insert a plastic pipe, install a switch, and install a nozzle on the outlet pipe.
Wawajia
Home usually makes people feel warm, kind and safe. Therefore, children (especially children in small classes) like to relax themselves, experience family ties, play a role and be satisfied in this safe harbor. Children only need to surround a few building blocks and put them in toys such as "small bed", "small pot" and "small stove" to reproduce the words and deeds and relationships of family members. In order to make children more engaged and happier, teachers can use their brains from environmental layout, material transfer and knowledge.
First of all, the layout of the "doll house" should be close to the family and full of childlike interest. In the layout of the venue, it is best to divide the "doll house" into "kitchen" and "bedroom" with small screens or building blocks to facilitate activities. "Kitchen" is equipped with "drinking utensils", "bedroom" is equipped with "furniture", and then a picture reflecting family life or family happiness is hung. If possible, quickly spread a carpet to make the "doll house" more comfortable and warm.
Toys and props in the "doll house" should be commonly used by children at home. Such as cradles, dolls, daily necessities (milk bottles, vegetable baskets, kegs, brooms, dustpans, aprons, rags), etc. In addition, we should prepare some costumes, props or small signs that reflect the characteristics of the role, so as to make the role more vivid and realistic, and also let the actors remember their identity and responsibilities. Especially for younger children, they can be encouraged to play from beginning to end.
It is difficult for children to share toys with others or take turns, wait and have a strong desire to imitate. When they see that others are "mothers", they should also be "mothers". Seeing that others have "small pots", they are also clamoring for "small pots". Therefore, teachers should provide more toys for children in small classes, and let several children play "mothers" at the same time, and then gradually divide them into several "homes".
In the process of "Doll's House" game, it is very important for teachers to observe children.
Activities, and timely appropriate intervention guidance. Generally speaking, children are highly dependent on adults. They like games, but they are inexperienced. The activities are very monotonous, and they are often immersed in playing with toy materials. At this time, the teacher might as well play the role of "grandma", help the children remember the words and deeds and responsibilities of each role properly, remind "mom" to feed the doll, bathe and sleep, "dad" to buy food, and "sister" to go to school ... Children can gradually clarify the role of the game. Older children can already negotiate to choose their own roles and should play games independently. Teachers only need to adopt indirect guidance to help them expand the content and plot of the game and guide children to develop healthy themes and deeper game skills. For example, celebrate your family's birthday, hold a family party, or go to a shop, a beauty salon or a haircut to promote the connection of the theme of a doll's house. Sometimes we can also set up more "doll houses" in a class, so that all "family members" can communicate with each other and visit "neighbors' houses" to cultivate the ability of civilized communication.
Here are some methods of making "doll house" props, hoping to play a role in attracting jade.
"Liquefied gas stove": Dig two holes above the flat carton, add a "switch" and decorate it slightly.
"Pot": Cut in half with waste rubber balls or make a "pot" with bamboo knots.
"Cradle": A simple "cradle" is made by fixing it on the backs of two small chairs with towels or rope nets. You can also use long baskets or wooden blocks to spread small sheets, and tie ropes at the four corners to hang them as "cradles".
"Washing machine" and "refrigerator": Choose a larger carton, cut two openable lids at the top, and decorate it as a "washing machine". If you cut two openable doors on the side of the carton and add the handle, it is a double-door refrigerator. If conditions permit, cabinets made of wood that look like household appliances will be stronger and can be used for a long time.
shop
A dazzling array of "goods" in "shops" can often arouse children's desire to buy. They experience social communication, develop their oral ability and cultivate their awareness of market economy in the "shop transaction" activities. Before playing "shop" games, children should enrich their common sense about money and trading, and at the same time prepare props needed for "shop" games, such as "goods" for shops, "scales" for salespeople, "change" for packaging bags, "wallets", "baskets" and "money" for customers. During the activity, the teacher should remind the children to be polite and take the initiative to introduce "goods" to "customers". We can also set some questions for "merchants" in time according to the activity situation, and urge them to change the "management mode" and add "goods" and "services" to deepen the activity.
Theme. For example, "on-site service" and "big discount". You can also provide some paper brushes for children to do "advertising" and carry out "promotion" activities in their leisure time.
The "source" in the "store" can! Wait a minute.
Before the activity, teachers can organize children or let parents take care of them.
Watch the busy traffic on the road, understand the work of drivers and traffic police, and gain simple knowledge of traffic rules. Establish rules to be a "driver" and a "traffic policeman" in turn, so that everyone has the opportunity to play their favorite role and reduce disputes. During the activity, teachers can participate in games and ask questions at any time, so that "conductor" and "driver" can think about solutions. For example, the "seats" in the "car" are full, and the teacher plays the role of "passenger", asking what to do without "seats" and helping them solve their problems. At the same time, it can indirectly guide the connection between the "driving" game and other theme games, and expand the game content.
Here are some ways to make props for your reference.
"Cars" and "trains": rectangular cartons are hollowed out from top to bottom, and decorative patterns such as the front, wheels and carriages are painted or pasted on the outside of the cartons, and straps are installed on the left and right sides or holes are dug, so that children can "ride" or "ride" when standing in the cartons with straps on their backs or carrying the cartons. You can also put the table down and put it on the "steering wheel". The "car body" can be arranged in two rows with chairs and surrounded by strings to make a walking "car".
"Rickshaw": cut ambition into a dustpan shape, hollow out the bottom, nail small bamboo poles or sticks on both sides, and install "wheels" on both sides of the carton. When in use, passengers stand in the car and children pull the car to walk.
"Traffic light": It can be cut into cardboard, with red paper on one side and green paper on the other. The "traffic police" will hold the rotating "red and green signal" to direct "traffic".
"Steering wheel": Cut it into a prototype with cardboard or tie it in a circle with branches and grass vines, or cut it from the bottom of a big cake box.
"Ticket holder": Cut the paper into long strips to make "tickets", then nail them on cardboard with staples, or clamp the "tickets" with iron clips.
"Traffic signs": Cut cardboard into circles, draw various traffic signs, tie ropes and hang them in necessary places.
"Traffic box": build a platform with big building blocks, and "traffic police" will stand on it and make big gestures, or use "traffic lights" to direct "traffic".
"railing": cans or coke bottles are connected by bamboo poles and can be painted red and white.
Small police
The awesome image of the police is the object of worship by many children. Use the positive characters such as black cat sheriff, white cat guard and pigeon detective in the story of black cat sheriff to help children distinguish right from wrong and promote their good moral quality and behavior habits. Teachers can set up some crime scenes according to the observation and analysis level of the children in this class. For example, who chewed the doll's utensils and stole the doll's "food"? Why are the toys missing? Whose footprints are there on the table? ..... let children learn to find clues to solve crimes through careful observation and analysis. Finally caught the bad guy-a "little mouse" with one ear and so on.
In addition, a "traffic policeman" has been added to the "Little Driver" game. When people need help, "1 10 patrolman" will appear. These are the roles that children like to imitate, and teachers can guide them at any time.
rural market
The most lively place for commodity trading in rural towns is the five-day market. Fish, meat, eggs, fruits, vegetables, local products, handicrafts, etc. There are many beautiful things in the market, and people can choose them. The cries of hawking and shouting are one after another, full of peasant customs and strong commercial atmosphere.
Developing "fair" games can meet the needs of rural areas.
Children's desire to participate in adult trading activities and develop children's social communication ability. We might as well set up a "market" so that young children can experience lively and simple trading activities. Teachers can collect waste materials with children and make some game props, such as various agricultural and sideline products, handicrafts, small commodities, currency for trading, scales, etc., and some commodities can also use ready-made natural objects. There are many materials that need to be made and can be bought in the market. Here are some methods of making common materials.
"Egg": Cut it into the shape of an egg with foamed plastic and paint it with the color of the egg.
"Grain": tear a fruit packaging net to make dry powder and noodles, peel foam plastic to make rice, and directly replace it with chaff.
"Weighing beam": a small wooden stick or bamboo pole is used as the "weighing beam", a wire is bent into a "weighing hook", the bottom of a can or coke can is used as the "weighing pan", and the waste lock is used as the "weighing weight".
"Vegetables": Sponges and foam plastics can be cut into required shapes and painted with corresponding colors to become "vegetables" and "radishes". The simplest thing is to directly replace or collect wild vegetables and leaves with physical objects.
"Melon and fruit": Melon and fruit models made of soil, foam plastic or sponge, polished and colored with sandpaper, sewn with cloth, knitted with wool, or in kind.
There are many "commodities" in market activities. In addition to the above, you might as well use your brains and make some local toys to enrich your children's activities. During the activity, we should pay attention to remind them to be polite and deal in a civilized way.
restaurant
The chef in the restaurant wears a chef's hat and holds a spatula. He cooks neatly and makes delicious dishes, which are often envied by children and interesting. Opening a restaurant will be one of the activities that children are willing to participate in.
Consider providing children with tables and chairs, screens, kitchen utensils, tableware, chef's hat, apron, recipes, food, condiments, rags, etc. Children can also find their own substitutes or make their own game materials and props. Here are some ways to make props and activity materials. You might as well try them.
Chef's hat: sewn with white cloth or folded into a boat-shaped hat with thick white calendar paper.
Apron: Made of white cloth or light colored flowered cloth with a little decoration on it.
"Cooking utensils" and "tableware": bamboo knots or coke bottles are used as steamer, and small bamboo knots, tiles or beverage bottles are used as bowls and plates.
"Food": The shell of food is the most vivid and accessible "food", such as the shell of shellfish, which can be washed and dried. In addition, making "dim sum" with plasticine and dough is a very vivid material.
Menu: Draw or paste pictures of various foods on thick paper.
hospital
Going to the hospital is a common life experience for young children. They are both curious about the doctor's diagnosis process and afraid of the nurse's injection. The establishment of "hospital" can just satisfy children's curiosity and help them overcome their fears.
When creating a "hospital" activity, teachers may wish to prepare the signboards of various departments (registration office, toll collection office, pharmacy, injection room, consultation room, etc.). ), children's commonly used medical devices and drugs (stethoscope, thermometer, needle-free syringe, cotton swab, gauze, adhesive tape).
Because the game of "Hospital" requires certain medical knowledge, it is necessary to enrich relevant knowledge before the activity, so that children can be familiar with the medical process, and the activity can be carried out smoothly. With the deepening of social games, services can be increased, such as adding ambulances and first-aid kits, visiting patients, treating diseases, and carrying out health promotion activities.