Small class outdoor regional activity plan 1
Activity objectives:
1, let children show different forms of good friends through various forms.
2. Cultivate children's feelings of caring for others.
Emphasis and difficulty of the activity: let children show different forms of good friends in various forms; Cultivate children's feelings of caring for others.
Activity preparation:
Art area: paper, crayons and plasticine.
Language area: Show the book "Caring for You, Me and Others" and learn to draw the picture album "Good Friends".
Performance area: the tapes "Lala Dog" and "Finding Friends"
Math area: digital card and physical card
Activity flow:
First, the dialogue leads to the theme of learning.
Each of us has our own friends. Who is your friend? What does he look like?
Are you happy with your good friends? Why?
Second, guide children to express different forms of good friends in different forms.
Please draw your good friend with crayons or squeeze it out with plasticine. There is a book "Caring for You, Me and Him" in the language area. We can also draw what you play with your good friends and make a picture album. There are good songs in the music area, so you can sing and dance with your good friends. Please help strawberry doll find friends in the math section.
Third, children choose their own activity areas.
Teachers tour to guide, focusing on guiding children to compile picture books.
Fourth, children listen to music and put away toys.
Verb (abbreviation of verb) Evaluation of children's activities
Small class outdoor regional activity plan 2
Activity objectives:
1, through role imitation, improve children's desire to express. 2. Willing to participate in activities and experience the joy of the game. Activity preparation: Handmade area: hairband, cardboard, crayons, plasticine; Shop: some newly arrived clothes and masks. Performance area: First, arrange a performance area "Starlight Stage", judges' seats, audience, actors' animal and fruit role headdresses and role props.
Activity flow:
First, group activities.
Teacher: Do you like performing programs? Who can tell me what role you like to play?
2. How do you express these roles? How should we behave?
Second, explain the regional operation requirements.
Art District: Children can cut and paste cardboard to make various headdresses and masks in the art district, and make costumes for performances with plastic bags and colored paper to see who has the best way to make props for various roles.
Shop: There are some new clothes and masks in the shop today. Children can go shopping with their parents and perform with them when they get home.
Performance area: Children can prepare some performances with their good friends. The host prepares the program first, and other actors prepare props to perform in turn. The judges should grade each program, and the audience should applaud and be civilized.
Third, children choose their own corners to play games, and teachers tour to guide them. Remind children not to compete for equipment, learn to clean up after use, do what they can and cultivate self-care ability.
Fourth, end the activity.
The teacher summed up the problems in the game and praised the good children who were serious, innovative and packed their utensils in the game.
Small class outdoor regional activity plan 3
I. Activity objectives:
1, cultivate children to develop a good habit of not being picky about food or partial to food.
2. Guide children to know the names of vegetables, and boldly say the names of vegetables they like to eat in front of children.
Teaching focus: cultivate children to develop a good habit of not being picky about food and not being partial to food.
Difficulties in teaching: knowing the names of vegetables and daring to say their favorite vegetable names in front of children.
Teaching emphasis: by saying the names of vegetables you like to eat in front of children, guide children to develop a good habit of not being picky about food and not being partial to food.
Second, the activity preparation:
1, various vegetables (spinach, carrots, garlic, tomatoes, etc. ) or information picture 2, multimedia courseware 3, activity flow:
1, movie import, see "Into the Garden"
(1) Teacher: Where did you see, children?
Teenager: vegetable garden!
Teacher: Let's go to the vegetable garden to see what vegetables there are.
Teacher: What vegetables do you see?
Young people: tomatoes, cucumbers, eggplants, radishes, cabbages and peppers. ......
Teacher: Do you know these vegetables, children?
Yang: Yes.
(2) Teacher: There are many kinds of vegetables we eat in life. Let's see what other vegetables we usually eat.
2. Play slides 4-23 respectively to learn about vegetables and their rich nutrition.
(1) Teacher: This is spinach. What does it look like? (Green leaves and red roots) Who likes spinach? Why do you like spinach? What nutrition is there? Spinach is rich in carotene and iron, which can make our skin smooth. Have you seen the cartoon Popeye? Pope becomes fierce as soon as he eats spinach, and he can solve any difficulties, right? So please ask the children to like spinach and eat more spinach. Another vegetable contains carotene. Do you know what this is? Please guess it's an orange. The white rabbit is very willing to eat it. Yes! It's carrots. Our eyes will become brighter after children eat them.
(2) Teacher: Look, what is this dish? Tomatoes, what dishes with tomatoes have you eaten? Tomatoes also have many nutrients, such as Vc, which can strengthen our teeth and bones and prevent gum bleeding.
(3) Children's favorite scrambled eggs with tomatoes are made of tomatoes, and now I understand its effect on human body.
3. Figure 8- 10: Celery, garlic and coriander-coriander.
(1) Teacher: Celery contains iron, carotene and vitamins. Smell the celery. In addition, it also contains a lot of fiber, which is beneficial to defecation. Very beneficial to human health. Therefore, children should also eat celery. Garlic can be used not only for seasoning, but also for sterilization.
(2) Which of the following vegetables have you eaten?
Chinese cabbage, cauliflower, cabbage, cucumber, pumpkin, eggplant, potato, lotus root, bean sprouts, beans, kelp, mushrooms, wax gourd, etc.
Yang: Yes, some don't.
(3) Teacher: These dishes are rich in nutrients and vitamins, and children should eat them. Only in this way can our bodies grow healthily and not get sick because of lack of vitamins.
4. At the end:
(1) Enjoy the children's song "Not picky eaters"
Little turtle loves to be picky about food. He eats a grain of rice three times. Thin neck, thin tail, drooping head and no strength.
The little mouse likes to be picky about food, only eating peanut chocolate, with a thin neck and a thin tail, so it has no strength.
Little bear is not picky about food at all. Eat rice, vegetables, meat and fish with big mouths, blushing and smiling!
(2) Enjoy the comic book "Not picky about food". Children learn to sing, and finish learning.
Small class outdoor regional activity plan 4
First, help children understand interpersonal relationships. Learn to play appropriate behaviors through different roles and identities to develop children's sociality.
Second, help children learn the skills of friendly communication. Such as taking turns, sharing, consultation, mutual assistance and cooperation.
Third, cultivate children to express their wishes, feelings and opinions boldly, communicate with each other, develop language communication skills, and practice and try their own methods to solve problems.
Fourth, develop representation ability. If we can substitute things for things, we can stimulate imagination and creatively reflect reality.
Fifth, learn to properly express personal emotions and understand others' emotions. Can self-control, adjust the mutual behavior relationship with your partner.
Design of role game area
I. Contents of activities
The place that children are most familiar with is family, and the first labor they contact and understand is housework. Therefore, no matter what age you are, the dollhouse is the central theme of the role game. Thus, activities with the theme of reflecting social life have been expanded, such as restaurants, supermarkets, hospitals, post offices, factories, libraries, railway stations and museums. The theme of small class role-playing area is mainly family life. In the middle class, there are activities in the role game area with the theme of reflecting social life. The theme of the role game area in the big class is more diverse.
The theme of role games should come from children's life, which requires children to be familiar with, understand, contact or interested. You can also organize children's tours in combination with the usual education and teaching activities, thus creating new themes. For example, the theme of "making friends with books" After visiting the library, the role game area can produce "library" game activities.
Before creating a new role game, we might as well discuss it with our children and listen to their thoughts. Maybe a child who has just gone to the cafeteria will suggest opening a cafeteria; Maybe a child who has seen a gift shop on the street will suggest opening a gift shop ... so that the activities in the role-playing area will become more and more interesting and the children will be very involved when playing.
Second, the provision of materials.
(1) Dollhouse. Furniture, such as beds, small tables and chairs; Doll, doll supplies, such as all kinds of clothes, bottles, all kinds of accessories, combs, towels and so on. ; Household appliances, such as televisions, refrigerators, clocks, telephones, etc. Kitchen utensils, such as stoves, pots, bowls, shovels, spoons, plates, pots, cups and chopsticks; All kinds of food, such as vegetables, food, fruits, etc.
(2) the hospital. The main materials are white coats, doctors' hats, nurses' hats, prescriptions, medical records, stethoscopes, thermometers, medicines and syringes.
(3) supermarkets. The main materials are all kinds of food and supplies packaging boxes, cash registers, coins and so on.
(4) banks. Coin (card), withdrawal slip, passbook, etc. Various denominations.
Third, the setting of the venue.
"Dollhouse" is a corner with a long history, so its position should be relatively fixed. Other role-playing corners should be located nearby. Role games are suitable to be placed near the building block area.
Instruct role-playing activities of all ages.
The correct guidance of role games mainly lies in helping children to play freely according to their own wishes and imagination, giving full play to their enthusiasm, initiative and creativity, so that children can study hard in the game with great interest, develop their emotions and cultivate their abilities.
At different ages, children's development level is different, and the level of role-playing is also constantly improving. From aimlessness to pre-planning, from teachers taking games to proposing game themes, dressing up game characters has further developed to leading others to play, from playing with objects to watching games for single players, parallel games to joint cooperative games. Teachers should fully understand children's development level, and when guiding them to play, they can be targeted and close to children's actual situation; Only in this way can children's role-playing, game content, game skills, initiative, enthusiasm, creativity and organizational ability be improved and developed, and good educational results can be achieved.
First, small classes
Children in small classes are very interested in role games, but they often forget their roles. Therefore, the guidance of small class children's role games should focus on enhancing children's role awareness. Teachers can provide role markers, such as mom's headscarf, dad's cell phone, doctor's white coat, stethoscope and so on. Let the children know their roles.
You can also remind them through language inspiration and your own participation. For example, the doll's "mother" has gone to other places to play, and then the teacher can say to her, "Your baby is crying at home alone, so go home and have a look!" And inspire her to go out with the "baby", or go to her home to be a guest and bring "mother" back to the role.
In the role game of small class; Teachers should also inspire children to recall their existing perceptual knowledge, enrich their role behavior and language, gradually enrich the content and theme of the game, and cultivate their ability to play independently.
For example, a child went to the doll's house to be a father, but he groped around the doll's house for a long time and didn't know what to do. At this moment, the teacher went up to him and said, "Hey, what do you say your father does at home?" He thought for a moment and said, "Write and read the newspaper." The teacher added, "Then you can do these things, too!" After listening to the teacher's words, the child ran away happily, sat down in a small chair at the doll's house, took a book and read it. Later, inspired by the teacher, the children went to help the "mother" of the doll's house cook and help the "doll" take a bath.
Children in small classes often play the same role in the game at the same time. For example, there may be two or three "moms" or several "dads" in a doll's house. This is caused by the age characteristics of children, and teachers should let nature take its course without interference.
Second, the middle class.
Middle-class children often think about the following plot when playing games, and have no ability to plan, discuss and design the game process in advance. Therefore, the guidance of children's role play in middle class should focus on deepening the understanding of the role and require children to correctly reflect the unique behavior and language of the role and perform creatively. For example, in the game "In the Hospital", at the beginning, the "nurse" only knew how to give the "patient" an injection, give medicine and take his temperature. Later, the teacher inspired them to think about how to treat patients with soil care. How else can he take care of them? So the nurse thought of helping the patients, telling them to take medicine, accompanying the patients for examination and other game plots.
In the game, teachers should also encourage children to play with each other, inspire children to create other roles related to fixed roles, and strengthen the communication and contact between roles in various themes through activities, thus increasing the collectivity and interactivity of role games. For example, in the role game of Kindergarten, besides teachers and children, there are also roles such as cooks and health care doctors.
Third, large class size.
Children in large classes have rich experience in corner games, and the themes reflected are diversified. The game is rich in content, innovative, with many roles, which can reflect certain sociality and strong independent game ability. They can design their own game scenarios before the game and allocate roles through mutual consultation and coordination. Therefore, the focus of role-playing teaching for large-class children should be to stimulate their innovative awareness of role-playing and cultivate their ability to solve problems and contradictions in games.
In large class role games, children can be encouraged to make their own toys. For example, we make mailboxes, mailboxes, parcels, stamps and seals for post offices, cards and library cards for libraries, and cameras and photos for photo studios.
Small class outdoor regional activity plan 5
I. Provision of materials
Spoons (large, medium and small) "lay" baby faces, trays, red dates, cashews, white lentils, red beans, rice and so on.
Second, suggestions at the operational level
A. Use tablespoons of red dates and cashews. A doll has a big mouth.
B Use tablespoons of white lentils and red beans (in the doll's mouth).
In addition to small muscle exercises, try to use a large spoon or a small spoon, which is more convenient.
C use large, medium and small spoonfuls of rice or small colored beads (dolls have small mouths).
In addition to small muscle exercises, we also discussed which one is more suitable for feeding small mouth dolls.
Third, tips
Focus of observation:
A. Whether the child can coordinate the operation with his eyes and control the stability of his hands.
B. which children are not proficient in using spoons and are easy to spill?
Guiding suggestions:
A "lying" baby face can be changed into a "standing" baby face to increase the distance and improve the difficulty.
B. Chopsticks and size clips can also be used: Chopsticks also start from objects with convex and concave shapes (such as cashews), from large to small, from rough to smooth. The clip can also explore different objects in large, medium and small clips.
Peeling beans (live labor) (small class)
I. Provision of materials
A. Broad beans (soaked in advance), edamame or green beans, etc.
B. Several small pots (used to put peeled beans and shells);
C. gadgets such as scissors and bean peelers.
Second, suggestions at the operational level
The first level: children peel beans by hand (you can peel broad beans first, then green beans or green beans).
The second level: provide scissors, bean peelers and other gadgets for children to choose from.
Level 3: When most children can peel beans skillfully, a group of small pots with the number below 10 can be provided according to different levels of children, so that children can put the numbers of peeled beans in the small pots one by one.
Third, tips: observation points and guidance suggestions
A. the children in small classes are young. When they start peeling beans, they will bite with their teeth and pull hard, but they often can't catch the skin of broad beans. Teachers can replace sprouted broad beans in time and let children peel them from the cracks, and the success rate will be greatly improved.
B. During the observation, we found that children have many peeling methods when peeling edamame or green beans: some are peeled after wringing; Some have pulled out the stems on both sides; Others will cut the skin with their nails and peel it off. Teachers should pay attention to provide scissors, bean peelers and other gadgets in time as the activities continue, so that children can try their own brains.
C. When most children are done, let several children with different peeling methods demonstrate. Let's discuss which peeling method is fast and good, and which peeling method is thankless to help children accumulate experience.
D. Let the children send the peeled beans to the kitchen, and ask the aunt to help with cooking and tasting activities.
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