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.
clear
(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. It is mainly an act of encouraging and praising preschool children.
(2) Teachers and preschool children can participate in the evaluation in 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 game method and cooperative game method.
(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
Role Game Teaching Plan Part II Activity Objectives:
1, learn to solve disputes between characters and toys initially, and like to evaluate and discuss games.
2. Learn to boldly and creatively choose substitutes and game materials to develop creativity and imagination.
3. Cultivate children's moral behavior of loving life, caring for others and being polite to others.
4. Show the cute side of the child in the activity.
5. In the activity, let the children experience the happiness of playing with their peers and be willing to play with them.
Activity preparation:
1, bus environment and some alternative materials.
2, chairs, traffic lights.
Activity flow:
1. What if the driver doesn't follow the rules and drives indiscriminately?
2, put forward the requirements of this game:
1), drivers should obey the traffic rules and drive on the road.
2) Members should negotiate the assignment of roles.
3) Pay attention to talking softly with your partner during the game.
3, children's games, teachers observe and guide.
1), enter each role area, ask children about their roles in each role, observe the performance of their roles and responsibilities, guide children to correctly use their existing life experiences and reproduce life scenes.
2) Guide children to pay attention to the interrelationships of various roles.
3) Encourage children to play games with substitutes.
4) Remind children to pay attention to the sound volume during the game.
4. End the game and organize the evaluation of the children.
Pay attention to guiding children to evaluate and play with peers.
Activity reflection:
"Bus" is a course to guide students to carefully observe the common means of transportation in life and draw a bus in an exaggerated and interesting way. For junior students, the internal structure of the bus, as a part of understanding, requires students to draw the details of the bus, draw different dynamic expressions of passengers, and draw the living atmosphere in an exaggerated and interesting way.
Usually, the bus drawn by first-year students is the simplest rectangle with wheels and doors. In order to let students know the internal structure of the bus, they first enjoyed the Chinese painting bus by artist Li Xiaoxuan, which described the structure of the bus in detail, including the front, cab, carriage, windows and wheels. Including bus parts, screws, tire patterns, steering wheel, license plate. The work shows the crowded carriages in a transparent way. The students analyzed the clothes and trends of their most impressive characters and guessed what they were doing. Think about what? After understanding the external structure and internal structure of the car, we appreciate the children's works. Some buses are multi-layered, each floor is full of passengers, some are long buses, some passengers are reading newspapers, some are chatting, and some are watching the scenery. Some works depict street scenes of moving buses, with towering buildings and pedestrians walking on zebra crossings nearby.
Through these imaginative works, students' thinking has been broadened. Please tell me what kind of bus you want to draw. Students put forward their own ideas and teachers and students discuss them together. Then let the students finish their homework. The basic forms of buses and passengers can be drawn from students' homework, but the dynamic expressions of the characters are too similar and not vivid enough. Although students are guided to analyze people with different expressions and movements during the lecture, it is impossible for students to master them immediately in such a short time. We should also learn to guide step by step. To make students understand the quality of a painting requires composition, modeling, color and flexible typesetting.
Encyclopedia: automobile, driven by power, with four or more wheels, is mainly used for carrying people and/or goods; Towing vehicles carrying people and/or goods; Special purpose.
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 lesson plan Article 4 Activity objective:
1, to stimulate children's interest in participating in the game and experience the joy of the game.
2. Learn simple interpersonal communication and cultivate children's oral expression ability.
3. Consolidate the existing life experience, learn more about vegetables in the game, and gradually develop the habit of loving vegetables.
Activity preparation: 1, all kinds of vegetable pictures, plastic bags, digital cards.
2. Invite parents to take their children to the vegetable market to understand the process of buying food.
Activity flow:
First, stimulate children's interest in participating in games
Show pictures to introduce the theme.
Introduction: Today, the teacher went to the market and bought a lot of vegetables. What do you think the teacher bought? (Radish, cucumber, eggplant and vegetables) Radish becomes smart after eating, and vegetables grow taller after eating ... Teachers like to eat these dishes.
Second, exchange discussions.
Guide: What dishes do children like to eat? (Let the children freely say their favorite dishes) Just now, the children said a lot of their favorite dishes, and some teachers have not bought them. Later, I asked the children to go to the vegetable market to see if they could buy it.
"Mom and dad go to work today, and the teacher wants you to be a little expert and help mom and dad go to the small market to buy food. What do you want to take when you go shopping? (Money) So who sells vegetables and who buys them today? (Guide children to assign roles) How to buy food? How to sell vegetables?
How to play: people who buy food should bring money. What is this dish? How much is a catty? Give a good introduction to the vegetable seller: what is this dish and how much is it a catty? There are procedures such as weighing. Communicate with your partner after purchase.
Rule: When buying food, customers should be polite and don't knock over the food.
Third, the operation practice
Teachers observe children's games in the role of parallel games and give timely guidance. Help children further understand the role and master the role.
Fourth, the evaluation is over
Transition: It's getting dark, and people in the vegetable market are ready to get off work.
1, please introduce the children's activities.
Lead: Now tell everyone, who did you just play? How was your game? Why?
2. Put forward further requirements according to the children's play.
Reflection after class: Before class, I asked several children where to buy food. Most of them mentioned supermarkets, because it is common to go to supermarkets to buy food at home. I immediately used the comparison between supermarket and vegetable market to make children interested in vegetable market, and they were eager to have a look with their parents. After class, many parents reported that their children had gone home and suggested going to the vegetable market to buy food. I think this class is very successful, which actively arouses children's interest and applies what they have learned to practice.
Role Game Curriculum Plan 5 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 6 Teaching Plan I. Situation Analysis
After the winter vacation, I still keep several existing themes: doll house, food market, park and car. However, some new plots have emerged: a salesperson in a food market proposed to buy one get one free "buy an egg and get a crab;" A child holds a square building block in front of his eyes and takes pictures everywhere. There are even some children who erect building blocks on the ground, hurriedly cover their ears and walk away (whip) and so on. When the teacher asks what this is for? Why are you doing this? Most of the children's answers are: "What I saw, what I played …". It can be seen that the colorful life content in the holiday has brought development to children's cognitive structure, so in the game, these personal experiences and what they have seen and heard are unconsciously reflected. However, due to the limitation of age, most of them stay in the imitation of actions, and there is no clear purpose and role consciousness. These plots usually disappear with the change of children's roles.
explain
Games are a form of interaction between children and the environment. Children usually reflect some new things they have just experienced and seen in the game; Children often combine some familiar things, transform them according to their own wishes, and creatively reflect them in the game. Therefore, teachers should deeply observe and understand the present situation of children's games, predict the development level of children, create a suitable environment and give timely and appropriate guidance. Teachers should start from children's needs, interests and abilities, seize the highlights of the game, enhance children's role awareness, and let children play independently, and all aspects are improved.
Second, the game requirements
Stabilize the original theme, promote the plot development of each theme, and encourage children to play new favorite plots.
Third, the competition preparation
1. Provide materials
Increase the delivery of materials: provide paper sticks, small plastic bags and small cameras; Structural materials have expanded from flower pieces and colloidal particles to more varieties.
explain
The increase of game material provides material preparation for the new game, makes it possible to enrich the game plot, and creates a material environment that is replaced by material.
2. Rich experience
Organize various forms of conversation activities around "Happy Winter Holiday": children talk about "being there", "seeing some interesting things" and playing some happy things.
In view of the unclear and controversial questions in the conversation, guide the children to observe the life around them with questions and stimulate the children to discuss independently. What does "buy one get one free" mean? How to send it? Is it cost-effective? Where's the good news?
explain
The creation of psychological environment can be said to be the source of children's game development. Children's games are children's self-expression based on their existing life experience and knowledge and skills. The richer their life experience, the fuller their knowledge and skills, the richer their themes, plots, skills and contents, and the greater the possibility of their game choices. Therefore, teachers should pay attention to enriching children's knowledge and experience outside the game. This has an important impact on the game.
Fourth, the game guidance.
1. Observation focus
A. has the game plot developed? Do discussions and conversations help children? Is it effective to encourage individual children?
B. Do you use the newly released materials? If so, how is it used? If not, what are the reasons? Not interested or not?
C. What is the language ability of small class children in the game? What is the level of cooperation and exchange?
explain
Because the game is a spontaneous activity based on children's inner needs, the above observation is put forward around the current game process, with the aim of understanding children in depth so as to adjust and formulate the next action in time on the basis of respecting children's wishes.
2. Guidance method
A, direct guidance as a game partner. If you find that the plot of the food market is monotonous and the content of the discussion does not appear, you can pretend to be a customer to buy food. "Can it be cheaper?" "Lido can't take it, what should I do?"
explain
If children are inspired to solve problems, they can be introduced in spontaneous communication; If it can't be solved, it can trigger children's discussion during spontaneous communication. Teachers should not rush to direct guidance. In order to make children the masters of the game, the teacher only needs to beat about the bush step by step, and it will come naturally.
B. indirect guidance through spontaneous communication. The following strategies can be adopted: situational performance "rowing" (paper sticks as paddles); Small food markets advertise "buy one get one free"; Invite small photographers to take photos with everyone and so on.
explain
The above methods belong to reproduction, which can give children an intuitive and concrete impression, especially children in small classes, and are deeply loved by children of this age. It is recommended to use this method more. In addition, by encouraging the highlights of individual children's games, we strive to stimulate children's enthusiasm for games and promote and enrich the development of the plot.
Role Game Curriculum Plan 7 Activity Objectives:
1, be able to define the responsibilities of the role you play and be able to keep the post;
2. Be able to use polite language and play quietly;
Activities: doll house, hospital, barber shop, food market, bank, bus, supermarket.
Activity flow:
First, the language of tour guides.
Children, today we are going to play with the doll's house again. Are you happy? The children in Li Ziheng had a good time last time we played a doll's house game. He used to be the grandfather of the doll family, but later he saw that there were not enough doctors in the hospital. That's because the child in the hospital ran away, so he went to the hospital to help the patients.
Besides, his method of seeing a doctor is different from others. He uses qigong. Today I want to see if all the children can find their own jobs and get off work. Also, should we be quiet when playing games, so that people who have a rest in the hospital can have a good rest;
Second, children's games
Teacher's guidance: focus on guiding the doll family and play the role of a guest and the doll family.
Mom will clean up the doll's house together;
Generally guide all service places to use polite language;
Teacher observation:
1, first observe whether the child can move the desk and chair, and then get the toy;
2. Observe whether children can solve some minor problems by themselves;
3. Observe whether the child can protect himself according to the teacher's requirements.
1, let individual children introduce their new discoveries today; And give affirmation and encouragement; Post, not running in the middle of the classroom;
4. Observe whether the sound of children's games is quiet;
Third, teacher evaluation.
2. Praise the children who can stick to their posts and use polite language in the game today;
Praise the children in the class for playing low-volume games and tell them to watch the next performance.
Role Game Curriculum Plan 8 Activity Objectives:
1, abide by the rules of the game and master the gameplay.
2. Enhance the flexibility of thinking.
Activity preparation:
Brush, pencil, crayon, oil painting pen, headdress, etc.
Activity flow:
Show all kinds of headdresses first to arouse children's interest.
1. Name the pen: Look, there are many dolls here today. Do you know them?
2. Discuss the function of pen.
What's the use of these pens
Today, we are going to play games with pens.
Second, learn the game "Squat Squat", and the teacher briefly introduces the game.
1, when I was a child, I used to be a crayon, pencil, brush and oil painting pen.
2. Ask four children to demonstrate the game.
Baby A said: Crayon squat, Crayon squat, Crayon squat pencil squat.
Child b said: pencil squat, pencil squat, pencil squat, brush squat.
Child c said: brush squat, brush squat, brush squat after oil painting pen squat.
Tong Ding said: oil painting squats, oil painting squats, crayon squats and oil painting squats ... It goes on and on, whoever can't catch it loses, others continue to play, and the last person is the winner.
Third, please play games in groups of four children.
The children assigned their roles, put on headdresses and began to play.
Fourth, explore the rules of the game and effective play.
What rules do you think this game should have? (that is, after one person has finished speaking, another person will speak quickly. Remember his name and pay attention. )
Fifth, guide children to speed up practice.
Sixth, guide children to exchange roles with each other.