Activity objectives:
1. Let children experience the fun of physical exercise and develop basic movements such as climbing, jumping and balancing by independently exploring different ways of playing various instruments in the animal house.
2. Cultivate children's ability of independent activities, and further stimulate children's initiative and creativity in participating in sports games.
3. Test children's reaction ability and exercise their personal ability.
4. Show the cute side of the child in the activity.
Key points and difficulties:
Key points: develop basic movements such as climbing, jumping and balancing, and experience the fun of sports.
Difficulties: Children can participate independently and explore different ways of playing.
Design concept:
1. Design basis of this activity:
Regional sports activities are sports activities that regionalize sports venues and are carried out on the basis of regions. It has changed the traditional way of activities, from "focusing on collective activities" to "focusing on decentralized activities", giving children more opportunities for independent activities, reflecting openness, interactivity and creativity, and enabling children to develop more fully in interaction with the environment, materials and peers. Because this class tries to set up regional sports activities, the children's interest is very high, so we put forward the goal of this activity on the basis of understanding the children's interest, experience and ability level in this class. In the whole activity, the teacher provided enough space for children to choose their own activities, and set up four different activity areas: rabbit, monkey, turtle and lamb, guiding children to choose their own areas and sports equipment freely, accompany them freely and exercise independently, so as to develop climbing and climbing.
2. Innovations of this activity:
(1) Let children fully experience the joy of autonomous exercise. First, let children experience that they are the real masters of electrical appliances and promote their desire for independent movement. From beginning to end, I always let my children carry electrical appliances together and choose their own dominant electrical appliances. The purpose is to make children feel that I need these appliances from beginning to end, that I am the owner of the appliances and that I want to exercise. This is the source of motivation for children to really interact with materials. Secondly, in the activities, I let children freely choose different instruments to enter different fields according to their own interests and needs, decide their own activities according to their own experience, ability and level, and freely try and explore different experiences together, so that every child has the opportunity to show his highest creative ability. During this period, the teacher has no more constraints on the children, more observation, less direct guidance and demonstration, to ensure that the children exercise independently in a relaxed atmosphere and experience the happiness of independent exercise.
(2) Attracting children to actively participate in activities in the form of game scenes. This activity will be presented in the game scene of "Animal House" by setting basic movements such as jumping, climbing, climbing and balancing required by children's development. By letting children imitate and play their favorite animal characters such as rabbits, turtles, monkeys and lambs, let them choose their own equipment, arrange the venue and exercise independently, so that under the creation of this lively game scene,
(3) Pay attention to the richness and multi-level of materials and feel the wildness of sports. In this activity, I provided children with cushions, rings, sandbags, cloth dishes, ropes, cloth bags, mushroom piers and other sports equipment. There are also some auxiliary materials such as plush toys, chairs, buckets, rubber essence, and small backpack brought by children. And some materials with natural game such as pebbles and bamboo ladders. They have become the main materials for children's activities. The purpose is to provide children with enough choices, let them try to use a variety of materials, explore and create, and enhance the interest of sports. In addition, this activity tapped and used the natural environment outside the park as a sports venue, allowing children to walk out of the fixed space of the kindergarten and into the small garden in the middle of the street to experience a kind of wild interest. In this way, the use of resources outside the park satisfies the children's desire to get close to nature and expand their activity space, and further increases their enthusiasm for sports.
Activity preparation:
1. represents the animal signs (monkeys, sheep, rabbits and turtles) in four regions.
2. Appliances: mats, plastic rings, bamboo ladders, sandbags, paper sticks, cloth ropes, tires, climbing boards, ropes, etc.
3. Auxiliary materials: plush toys, buckets, pebbles, rubber bands, chairs, small backpack, etc.
Location:
A small garden outside the garden, eg in the basement lobby on a rainy day.
Activity flow:
Mobilize body and mind: bring equipment into the venue → create an environment → arrange the venue for teachers and students → basic activities: disperse independent activities → relax activities: organize equipment.
Activity flow:
(a) to mobilize the body and mind: bring equipment into the venue (such as children imitating animals into the lobby on the first floor in rainy days). The teacher guided, "Little monkey, little lamb, little rabbit and little turtle invited us to play today, shall we go together?" The teacher cooperated with the children to move the equipment into the small garden.
(2) Creating an environment: teachers and students are arranged together.
1. Introduce the venues in each district and guide the children to think.
(1) Rabbits love to jump. What equipment will it choose to play with?
(2) What about turtles, monkeys and lambs? Which instruments will they choose to practice their skills? Use your head and we'll help them arrange it together.
2, teachers and students * * * with the layout, guide children to choose the right equipment.
(3) Basic activities: scattered and independent play.
1. I went to the small animal house for the first time, encouraged my children to try a variety of games in different small animal houses, and guided them to choose auxiliary things to play, which increased the interest and diversity of the games.
Observation point: What are the innovative ways for children to play in each activity area? Is it reasonable to play with AIDS?
2. Share: Let the children explain and demonstrate how they just played in the small animal house. What are the innovative ways to play?
3. The second time I went to the small animal house to play (exchange venues), the teacher said, "We had a really good time just now. Can we change to a small animal house now? See who plays different games and who plays more. " Observation point: Did the children play in different areas? What innovative ways do children play?
(d) Relaxation activities: tidying up equipment.
1, share again "Where were you just now? How to play? " The visiting evaluation method is adopted to encourage and praise children in different regions for their different innovative ways of playing.
Activity reflection:
In this activity, I changed the traditional physical education teaching mode from "focusing on collective activities" to "focusing on decentralized activities", which gave children more opportunities for independent activities, reflected openness, interactivity and creativity, and enabled children to develop more fully in interaction with the environment, materials and peers. In the activity, I let the children freely choose different musical instruments to enter different fields according to their own interests and needs, decide their own activities according to their own experience, ability and level, and freely try and explore different experiences together, so that each child has the opportunity to show his highest creative ability. During this period, the teacher no longer has any constraints on the children, more is observation, less is direct guidance and demonstration, to ensure that the children exercise independently in a relaxed atmosphere and experience the happiness of independent exercise.