Large class regional activity plan 1
First, the creation of regional materials
Children of different ages also have differences in the delivery of materials in the same corner. Children can choose their favorite materials to operate according to the different materials provided. At the same time, we also found that due to the difference of children's ability, the same material has different ways of operation.
The materials put in the corner should not be varied, but they should not be too single. They should be closely combined with the age characteristics and development level of children, and at the same time, there should be a certain amount of guarantee. In this way, children can choose and operate according to their own wishes, interests and abilities. In each corner, the amount of materials put in is distributed according to a certain proportion.
In addition, materials should be adjusted at any time according to children's interests and development level. When children can easily complete the tasks in a certain corner or the theme of this corner has been ignored for a long time, teachers should consider adjusting the materials. Small class children's attention and interest last for a short time, so teachers should use fresh materials to stimulate their interest, so that they don't feel bored and bored.
Second, the creation of regional arrangements
Indoor corner: the creation of activity corner, the layout of theme wall, activity room space, natural corner, outdoor corner, public activity area, etc. In the process of creating the environment, every wall is made to talk to children, and every picture is close to the reality of children, which has the connotation of education and reflects children's awareness of participating in the creation of the environment. Children have changed from a simple listener to a planner and participant, fully aware of their own abilities and that they are the masters of the environment. Everyone makes suggestions and assumes their own responsibilities, so that children's participation can be implemented.
Small class: role area, construction area, reading area, art area and puzzle area.
Middle class: role area, construction area, reading area, art area and puzzle area.
Big class: role area, performance game area, construction area, reading area, art design area, science area and puzzle area.
Parents' Garden is a communication garden between teachers and parents, and a bridge between children and families. Each class manages the weekly parent's garden according to its own characteristics and the actual situation of children, and truly exerts its educational value.
Outdoor area: colorful outdoor activities will be added for children. (Due to the limited space) Our garden is also prepared to provide outdoor expansion activities places such as children's swimming pool, sand pool, plastic field, children's graffiti area and planting garden.
Iii. Problems needing attention and improvement in creating regions
1. Attention should be paid to the excavation in space and the alternation of motion and static.
2. Attention should be paid to regional independence and openness.
3. Make the best use of local resources, waste and reuse, and enrich the materials.
4. Strengthen the training of faculty and staff in regional activities.
Large class regional activity program 2
Purpose:
1. Guide children to freely assemble various objects with various geometric figures, and learn to make statistics from the angles of number, quantity, color and shape.
2. Cultivate children's practical ability and develop the agility of thinking.
Prepare:
1. There are a number of geometric figures with different colors, shapes and sizes.
2. Several statistical tables.
How to play:
Let children freely assemble objects with various geometric figures, and paste them in the blank space on the left side of the statistical table, and then count the geometric figures used in collage objects from the angles of number, quantity, color and shape. Can guide children to count the number of graphic pieces used according to their shapes and fill them in the statistical table; You can also increase the difficulty by painting red, yellow, blue and other colors on the left side of the statistical table, and then counting the number of corresponding graphic pieces, such as how many red triangles, how many yellow circles, how many blue rectangles, etc., and expressing your statistical results in a clearer language.
Suggestion:
1. The statistical difficulty should be gradually increased according to the children's ability.
2. Encourage children with strong ability to calculate the total number of a project according to the number of parts counted.
3. This activity is suitable for large class children.
Large class regional activity programme 3
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 express personal emotions appropriately and understand others' emotions. Can self-control, adjust the mutual behavior relationship with partners.
Design of role game area
I. Contents of activities
The place that children are most familiar with is the family, and the first labor they come into contact with and understand is housework. Therefore, no matter what age class you are in, doll house is the central theme of role games. From this, activities with the theme of reflecting social life have been expanded, such as restaurants, supermarkets, hospitals, post offices, factories, libraries, railway stations, museums and so on. The theme of the role play area in the small class 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 rich and diverse.
The theme of role games should come from children's lives, and the requirements are that children are familiar with, understand and contact with or are interested in. It is also possible to organize children's visits and tours in combination with the usual education and teaching activities, thus generating new themes. For example, the theme of "making friends with books". After visiting the library, the game activity of "library" can be produced in the role game area.
Before creating a new role game, we might as well discuss it with children and listen to their thoughts. Perhaps a child who has just gone to the buffet will propose to open a cafeteria; Perhaps a child who has seen a gift shop in the street will propose to open a gift shop ... In this way, the activities in the role play area will become more and more interesting, and children will be very involved when playing.
Second, the provision of materials
(1) doll house. Furniture, such as beds, small tables and chairs; Dolls, doll supplies, such as all kinds of clothing, bottles, all kinds of ornaments, combs, towels, etc.; 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. Coins (cards), withdrawal slips, passbooks, etc. of various denominations.
Third, the setting of the venue
"Doll House" is a long-established corner, so its position should be relatively fixed. Other role play corners should be located adjacent to or close to them. Role games are suitable to be adjacent to the building block area.
Guidance of role play activities in all age classes
The correct guidance of role games mainly lies in helping children to play games freely according to their own wishes and imagination, giving full play to their enthusiasm, initiative and creativity, so that children can study hard in games with great interest and develop their emotions and cultivate their abilities.
At different ages, children's development level is different, and the level of role play is constantly improving. From aimless to pre-planning, from the teacher taking the game to proposing the theme of the game, dressing up the role of the game and further developing to leading others to play, from fiddling with objects and watching the game to single game, parallel game and then joint and cooperative game. Teachers should fully understand the development level of children, and only when guiding them to play can they be targeted and close to the actual situation of children; 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 effects can be achieved.
First, small classes
Small class children 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 their role awareness. Teachers can provide role markers, such as mother's headscarf, father's mobile phone, doctor's white coat, stethoscope, etc., to make children clear about their roles.
You can also remind them through language inspiration and your own participation. For example, the doll's "mother" has gone to play somewhere else, and then the teacher can say to her, "Your baby is crying at home alone, so go home and have a look!" And inspired her to go out with the "baby" or to visit her home as a "guest" to bring the "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 children's 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 think your father does at home?" He thought for a moment and said, "Write and read newspapers." 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, under the inspiration of the teacher, the child went to help the "mother" of the doll's house cook and also help the "doll" take a bath.
Small class children often play the same role in the game at the same time. For example, a doll house may have two or three "moms" or several "dads". This is caused by the age characteristics of young children, and teachers should let nature take its course without interference.
Second, the middle class
Children in the middle class often think about the following plot while playing games, and have not yet the ability to plan, discuss and design the game process in advance. Therefore, the guidance for children's role play in middle class should focus on deepening their understanding of the role, requiring children to reflect the unique behavior and language of the role correctly and perform creatively. For example, in the game of "in the hospital", at first 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 protection. 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 relationship between roles in various themes through activities, thus increasing the collectivity and interactivity of role games. For example, in the role game of "kindergarten", in addition to "teacher" and "children", there are also roles such as "chef" and "health care doctor".
Third, the big class
Children in large classes have rich experience in role games, and the themes they reflect are also diversified. The content of the games is substantial and innovative, and there are many roles, which can reflect certain sociality and have strong ability to play independently. They can design their own game plots before the games, and assign roles through mutual consultation and coordination. Therefore, the key point of role-playing instruction for children in large classes should be to stimulate their innovative consciousness of role-playing and cultivate their ability to solve problems and contradictions by themselves in the game.
In the role game of large classes, children can be encouraged to make their own toys for the game. 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.
Large class regional activity program 4
First, the art area
Angle material:
In the activities of the art area, children's interest often comes from materials, and their development depends more on the operation of materials. So prepare as many materials as possible. For example: all kinds of pens (oil pastels, watercolor pens, brushes, colored pencils, etc.), drawing paper, and also some paper with modeling outline, pigments, plasticine, waste newspapers, cartons and other items, scissors, glue. Environmental layout:
The location of the art design area should be close to the window sill, and the lighting should be good, which will help to protect children's eyesight. The booth should be provided indoors for children, and the height of the booth should be suitable for children to put their works and operations. The art area not only posts and displays children's art works, but also prepares the finished products made by yourself for children to imitate. Area angle development:
The art design area is an independent area, which can also reflect the teaching of teachers in other disciplines. For example, when teachers teach children to know numbers, they can prepare some homework papers with the outline of numbers in the art design area, so that children can paint the outline or paste broken papers. When teachers guide children to know leaves, they can prepare all kinds of leaves in the art area for children to creatively collage or carry out leaf rubbing. For some children who have poor drawing ability but have certain speaking ability, please ask them to tell some relevant knowledge they know, and ask teachers or parents to record it in words and display it on regional wall decorations. The wall decoration created in this way is rich in content, and the form of expression can also make it involve art, health, science, society, language and other fields, and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles.
Teachers should prepare enough pens, paper, scissors, plasticine and other activity materials for children, so as to satisfy children's desire of scribing, tearing paper, cutting paper and playing with mud at any time. If children want to draw but have no paper and scissors, it will easily dampen their enthusiasm for activities, and they will no longer be interested in art activities.
Secondly, in the preparation of various art materials, teachers should consider them from the perspective of children. For example, in the choice of scissors, we should choose round-headed scissors that are suitable for the size of children's palms, and there are all kinds of cartoon selection. From the paper preparation that attracts children's eyes and allows children to doodle at will, we can break the traditional rectangle and prepare some papers with various outlines for children, such as flower shapes, semicircles, fans, etc. Middle-class children can choose oil pastels and watercolor pens with thick strokes, while large-class children can provide rows of brushes for children to paint large areas and paint small outlines with thin colored pencils and watercolor pens. In addition, some necessary cleaning tools must be set up in the art area, such as small square towels for children to paste activities, sponge blocks for wiping desktop pigments, buckets for children to carry water, etc., and some waterproof aprons can be prepared, so as to avoid the situation that children are at a loss when they get their clothes or hands dirty in art activities.
Second, the book corner
As a typical and effective early reading environment, it is not only an indispensable part of modern kindergarten education environment, but also an organic part of kindergarten curriculum at home and abroad, which has a positive role in promoting children's early reading, language expression, social cognition and interpersonal communication. Optimization; Class book corner
Put in rich reading materials to meet children's personalized reading needs 1, and put in reading materials for book content to meet the following characteristics:
(1) It is the fundamental guarantee to optimize the book corner to put suitable reading materials in line with the characteristics of children's annual bell. For large-class children, books with rich themes and contents and close to children's life experience can be provided. The number and types of books for children in large classes should be more, and the content should add rational elements on the basis of middle classes, and appropriately increase various types of books, such as encyclopedia knowledge books, world famous fairy tales, intellectual development series, historical stories, etc. Children in large classes are also very interested in comic books, comics and books with words, and can also put in such books. Teachers should pay attention to avoid providing books full of violence and fighting scenes when putting in books, because children can easily imitate their contents and appear excessive behavior.
(2) In line with children's interests and hobbies, when children encounter interesting content, the topic will often be endless. Therefore, we have carried out a questionnaire survey among children, asking parents to assist in the survey, grasping the trend of children's reading interest in time, enriching the types of books more timely and effectively, and adjusting the proportion of various books in the book corner, so as to strive for different types of reading materials to provide different nutrition for children at different levels. For example, according to the survey, children are very interested in the contents of the maze, so we will supplement all kinds of books about the maze to children in time, and children will like it very much and go to the book corner as soon as they have time.
(3) Combined with the activity content of the theme, we put in corresponding books according to the activity content of each stage. For example, when the theme of "dinosaur" was carried out, many books about dinosaurs were put in the book corner. There are books brought by children and books downloaded from the internet, as well as dinosaur books borrowed from the library and bought by bookstores by teachers. The acquisition of such books provides a wealth of knowledge for children to deepen the theme content. 2, the source of the book.
(1) All kinds of books ordered by the kindergarten, such as children's pictorial, talking with pictures, multiple intelligent games, etc.
(2) Books Obtained by Carrying out the "Book Donation" Activity In order to ensure children's reading, I advocate the "Book Donation" activity of "donating 2 books to read 60 books, so that books that children have read at home can be donated to the class as public books. Donated books are suitable for children to read, so they are put in the book corner regularly and quantitatively. If they are not suitable, teachers will tell them to children. In this way, children's reading can go up in a straight line without spending extra money.
(3) Self-made books are self-painted books or books made by cutting and pasting waste books. Let children try to be small painters and writers, draw stories from page to page about what they want to say, or cut out pictures they need from abandoned books. After children dictate, teachers or parents help to match the words, add the front cover and back cover, and then order a book, so that peers can introduce and exchange their works with each other.
Different reading materials meet children's personalized reading needs. In the rich reading materials, children fully feel the written language, imperceptibly accept the relevant language knowledge, and take the initiative to explore and discover in order to obtain the joy of success. The book corner has become the favorite place for children in the class.
1, cultivate children's good reading habits, such as turning pages one by one when reading a book, turning pages without touching saliva, not lying down, reading sideways, etc., and picking up and placing books. Give children time to read collectively and individually every day, and guide them to develop good reading habits.
2. Teach children the correct reading methods. Teachers can organize book awareness activities to let children know the basic structure of books (cover, back cover, page number, etc.). Teaching children how to turn pages correctly from left to right.
3. Guide children to learn to observe in an orderly way, and guide children to learn to observe pictures and observe the expressions and movements of characters; Learn to find the similarities and differences of the picture, and you will find the elements of the story (time, place, relationship between people), so as to imagine the plot and psychological activities that are not on the picture. In the guidance, inspiring questioning method can develop children's thinking ability and promote children's positive thinking. Example: During the presentation, I inspired children to observe what the background picture was like. What could happen? Then show the animals. What might happen to the small animals? Wait a minute. Let children develop their language by imagining the plot and psychology on the screen.
4. Pay attention to the use of artistic instructions. For large class children, teachers should use inspiring and suggestive language to guide children to read actively. Children in large classes have some experience in understanding and analyzing problems, and have some logical thinking ability and the ability to analyze and judge problems, so that the instructions thrown by teachers to children should tend to be rational, so that children can think and learn some truth from them.
Third, the plant corner
The plant corner in kindergarten is a part of the task of common sense education, and it is one of the ways to promote the development, growth and knowledge enrichment of children's observation. By setting plant corners, the environment can be beautified, the activity room can be beautiful and full of life, and the life of children can be more vivid, interesting and colorful. At the same time, under the guidance of teachers, let children participate in planting activities, so that they can actively observe plants carefully, find some characteristics and changes that are not easy to attract attention at ordinary times, cultivate children's observation ability, thus stimulating children's interest in nature and exploring the mysteries of nature, so that children can know more deeply and comprehensively, and master more abundant and consolidated knowledge. The characteristics of the plant corner are: small area in the activity room, simple and easy to prepare materials, intuitive and easy to understand, suitable for children of all ages, especially for classrooms with narrow activity area. The activities of the Plant Corner are for children to observe and work, and can be carried out in the form of individual or several groups after class. In this way, children can freely choose observation objects according to their own interests. When working, teachers can purposefully organize the work of this class according to the characteristics of young children. For example, children in small classes have weak physique and poor motor development, so children should mainly observe and assist teachers to do what they can, such as watering plants. The children in the big class have the initial observation ability. In addition to continuing to consolidate the teaching achievements of the middle class, they can gradually guide the children to make observation records from shallow to deep. Seasonal factors should be considered when arranging plant corners. If the sunflower blooms in summer and is put out in winter, it is out of place. When arranging plant corners, the ones with short growth cycle and fast growth process should be placed in the front row, which is convenient for children to take, observe and record frequently; Those with long growth cycle and less obvious growth process should be placed in a fixed place in the back row. If conditions permit, the plant corner should be arranged in the corner where there is frequent sunlight. It is also necessary to properly arrange the students on duty to take care of the plant corners or organize children to collectively clean the plant corners. Let them discuss what to do by themselves, so as to cultivate their autonomy and sense of responsibility.
Fourth, the construction area
Content: it can guide the construction of high-rise buildings, parks, bridges and so on. It is required to have a flat and symmetrical structure and learn to choose and use auxiliary materials. In addition, combined with basic skills to determine the construction content, you can also construct roads, walls and so on.
Materials:
1, provide children with building blocks of various shapes.
2, you can also use some waste items such as beverage bottles and milk boxes to build.
3. Provide some scene props, such as small trees and car models, which are suitable for children to build parking lots and parks.
4, there are items at the same time can provide them with some building block structure diagram, let them build according to the diagram.
5. Let children cooperate with each other to complete the construction of an object. Design:
The site of the construction area should be flat, and the activities can be continuous. If it is not finished in the morning, it can be built in the afternoon. Therefore, the structure should be designed in a fixed corner against the wall to avoid walking back and forth and damaging the built items.
Large class regional activity program 5
Regional activities are children's favorite activities in early childhood. They can choose activities according to their own preferences, and they can freely play and explore. At the moment, I will summarize the activities in small classes as follows:
First, create a good regional environment. To create a good regional environment, we should not only consider that children can communicate with each other and cooperate with each other, but also pay attention to their non-interference, so that children can concentrate on an activity and explore problems with confidence.
Our regional activities adopt a combination of fixed and flexible settings, creating colorful, multi-functional and freely selected corners, so that every child has the opportunity to choose freely and learn in his own way. For example, the small class has the following areas: "living area": feeding the baby, buttoning, braiding, etc. "Math area": digital chess, graphic drop box, etc. "Performance area": headdress, hand puppet, hand bell, double-ring drum, fans, all kinds of clothes, allegro, waist drum and so on for percussion; "Operation area": drawing on the whiteboard, wearing flower baskets, wrapping candy, cotton, wearing candied haws, dried leaves, wool, wearing beads, coloring, feeding birds and other semi-finished products; The "Science Zone" brings binoculars, cars, nine-ring chains, animal models, magnetic toys and so on. Reading area: all kinds of books and word cards of different sizes; Building area: waste cardboard boxes, waste cans, large and small building blocks and toys brought by kindergarten. Because the available space of our class is relatively limited, after discussion, our class will set up a quiet regional operation area, science area, reading area and mathematics area in the activity room; The performance area and the building area will be built on the beds in the activity room, and the beds will be stacked during regional activities for children to carry out regional activities. The living area is arranged on the outdoor railing, and the operating items are installed on the railing, which is convenient and three-dimensional, and greatly brings the use space. The whiteboard in the operation area is installed on the wall, which is convenient for children to operate and can be flexibly adjusted according to the activities.
At the same time, we also regard the regional environment as a part of the theme environment according to our theme activities, and children can also carry out learning activities when they carry out regional activities to improve the utilization rate of activities. For example, in the operation area, some materials left over from the usual baby show will be put in the area, so that children can operate when they have time or carry out regional activities. Autumn leaves, we will take our children to the yard to pick up some image leaves and put them in the area. Children will paste them in the area, tear them with their hands, and insert them in their heads as headdresses. The children in our class Yuhan are more talented in operating leaves. In the math area, we will put Russian dolls and articles of different sizes, so that children can see and compare themselves, and cultivate the good habit of thinking hard. Scissors, oil pastels, plasticine, blank paper, watercolor pens, etc. will be put into the art area, and some finished and semi-finished products left in the usual artistic operation will be used for children to refer to and imitate. Some children will buy some molds and step diagrams in plasticine, and we will also put these ready-made materials into the area to facilitate children to choose freely. In the performance area, we will put in some fake headgear knitted with wool, performance clothes, fans, waist drums, castanets, toy swords, etc., which will bring rich materials. Usually, the construction area depends on the theme. Regional activities should bring materials with different levels of difficulty according to the hierarchical characteristics of the activity area. Sometimes even the same type of activities in the same class show hierarchy by bringing different levels of materials. Multi-level activity materials suitable for children with different development levels and different learning rhythms can meet the needs of different children for independent selection.
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