In order to let children actively participate in outdoor games and promote their health, I advocate organizing situational outdoor games.
1, the reason for situational requirements is that children are young, lively and active, and their attention is easily distracted. Outdoor games are prone to problems that are difficult to organize. If you simply emphasize discipline, it will make children bored. Therefore, it is required to carry out situational outdoor games to attract children's participation interest.
2. The specific requirements of contextualization are: through the creation of scenes, let children unconsciously enter role-playing, rely on the support of game materials, and actively and happily practice basic actions in interesting game plots. At the same time, it can also let children get real inner experience in playing roles, and get emotional edification while exercising sports skills. Therefore, the plot design of the game itself is the most important and the key to promoting children's initiative and interest in participating in the game. For example, in the music game taught by teacher Wang Yufang, children can learn happily and their enthusiasm for learning can be sublimated in the game by setting the scene of trains leaving from the railway station to various places and matching catchy children's songs.
Mr. Tao Xingzhi, a famous educator, said: The art of teaching is to try to arouse students' interest. When students are interested, they will try their best to do things with their brains. ? Situational teaching is an educational method that can arouse children's great interest and stimulate them to explore constantly. In sports activities, teachers should use stories, games, music and other forms, as well as typical scenes in real life, to create situations and guide children to exercise in a pleasant environment.
First, use stories to create situations.
Children are active, active in thinking and easily distracted. Repeated exercise of motor skills will make them easily tired and bored, which often makes it difficult for teachers to implement teaching. Therefore, the teaching content of sports activities should be designed as a relatively complete story, and physical education should be carried out through vivid storylines to guide children to actively participate and promote the achievement of various teaching goals in emotional scenes. For example, teaching small class sports activities? Practice crawling back and forth on your knees? When the design is anthropomorphic? Little ants carry grain? Story situation, conceived an interesting story. Young ants and mother ants go out to play together and look for food in the grass, but they encounter various difficulties on the way home, such as thunder and rain, big beetles and so on. In an interesting story situation, the little ant? Sometimes excited, sometimes nervous, and actively completed a series of exercise requirements.
Second, the use of games to create situations
Games are children's favorite form of activity. In sports activities, teachers can choose excellent game content and create interesting game situations, so that children can experience role emotions, explore role life and creatively express role behavior in different roles to meet the needs of physical and mental development. Therefore, in sports activities, it is often necessary to design game situations according to certain sports tasks, and integrate body movements, plots, roles and rules. For example, large class sports activities? Brave soldier? Its main goal is to comprehensively practice children's throwing, jumping, sideways drilling, crawling and other abilities, and cultivate children's courage. To this end, the following game scenes can be created: crossing the blockade (running), climbing over the power grid (crawling on the mat), jumping over the low wall (crossing), jumping over the minefield (jumping alternately with one foot), drilling tunnels (sidetracking), strafing enemy planes and taking bunkers. In the relaxed and happy game, children not only mastered the basic movements, but also achieved the exercise effect and developed their imagination. For example, in sports activities? Move fast? Will the teaching task run through? Animal rescue? In the game situation, children play the role of small rescuers, carrying stretchers, crossing wooden bridges (blocks), jumping over rivers (ropes), drilling through Woods (chairs) and carrying injured animals back to shelters. In such a game situation, children naturally enter the active state according to the changes of the game plot and the participation of their own roles, and can practice walking, running, jumping, winding and lifting to experience the sense of success brought by completing a certain task.
Third, use bionic voice and body movements to create situations.
By imitating the sounds and shapes of creatures to create situations, children can imitate elephant walking, horse running, rabbit jumping and bird flying, which can achieve the purpose of entertaining. For example, in the jumping teaching of large classes, children are required to imitate the action of an animal in response to a certain action of jumping. Such as lateral jump, guide children to imitate the action of bees flying from one flower to another among flowers. Another example is the jumping action. Let the children imagine that there are many jumping rabbits on the grass, some are eating grass, some are playing, and let the children imitate the jumping action of rabbits. The creation of this situation can mobilize children's thinking and promote children to acquire actions in interesting action imitation.
Of course, there are more than three situational teaching methods that can be used in sports activities. Teachers should pay attention to children's interests and age characteristics when designing situations in sports activities, and grasp three opportunities to create situations according to teaching needs:
1. Create the situation at the beginning. At the beginning of sports activities, teachers create situations to introduce activities or arouse children's interest in participating in activities. For example, take the initiative to hold a small animal sports meeting, so that children can wear corresponding animal headdresses and enter the follow-up activities.
2. Create a situation in the basic stage. Design the situation according to the teaching content of the basic part of sports activities. For example, large class sports activities? Practice jumping with obstacles? Our teaching content is to cross obstacles. To this end, we can design game scenarios such as frogs jumping over ridges (small benches) and rivers (ropes).
3. Finally, create a situation. At the end of sports activities, cheerful music is generally used to design the situation in combination with the basic situation. For example,? Little ants carry grain? At the end of the game, the cheerful music "Bath Song" is used to adjust the children's mood, render the situation of relaxing in the bath, achieve the purpose of relaxing the body and eliminating fatigue, and let the children get a happy emotional experience.
The kindergarten game activities reflect on how to write games. From the birth of children to early education centers and kindergartens, from finger games to games that need cooperation with people, games are everywhere in life and classroom. Here I will talk about my shallow understanding of the game in several forms:
First, arrange free and scattered outdoor games.
The children in my class are all about two and a half to three years old. According to the development characteristics of their age, the children's movements gradually stabilized. They need to try their own strength, broaden their horizons and strengthen communication with their peers. Arranging free and scattered outdoor games can fully meet the needs and wishes of young children. For example, let the children flap and play freely outdoors with flowers. Give each child a sandbag and let them play freely; Here, the children's childlike innocence has been fully revealed, unrestrained, unscrupulous and free. Fully meet the needs of children's outdoor activities, to ensure the safety of children, so that children with small physical strength and weak constitution have sufficient rest time. Before the competition begins, the teacher should explain the rules and precautions of the competition. During the game, everyone should come and walk, patrol constantly, and stop the dangerous actions of children at any time to ensure the safety of children. At the same time, we should guide the children who can't play and guide the timid children. Through the teacher's education, help and exercise, children's movements, courage, ability and relationships have been improved to varying degrees, and disputes and accidents have been reduced to a minimum.
Second, the problems that should be paid attention to in table games
(1) Grasp the game time. When the child is about six and a half years old, his self-control ability is enhanced, his hand-eye movements are further coordinated, and his cognitive ability is gradually extended. The table game can be adjusted to 15-20 minutes. In this way, children will give full play to their potential and play tricks. Play the level. For children who can't, teachers can guide them to observe and imitate the games of their peers; When they lose interest and affect other people's games, let them go to other places to play other toys, so that the game can proceed in an orderly way.
(2) enrich the game content. If children are provided with a set of plasticine during table games, they will play with kneading mud, rubbing long, rubbing round and slanting; Learn to draw when you provide pens and paper. Supply beads and train hand-eye coordination; Supply jigsaw puzzles and train visual inspection; Supply sets of boxes, compare sizes and so on. These game materials do not appear in front of children at the same time, but are arranged according to their age, quantity, ability, demand and the difficulty of toys. According to the number of children, 3-4 kinds of toys are generally arranged, and the supply should be sufficient to ensure that every child has toys to play with. After playing for a while, the child's interest is not strong, and then change other toys in time to make the child feel that he often plays and is always new.
(3) Children can choose their own games. When organizing games, try to let children choose by themselves to ensure the fun and activity of the games. There are many forms of optional games. Children in small classes are usually teachers who put about three kinds of toys on the table. Children play with toys on the desktop according to the toys on the desktop. Teachers determine the content after consulting with children and obtaining the consent of most children. This not only meets the actual needs of children, but also gives full play to their initiative and enthusiasm, reflecting the status of children and subjects. Praise, encourage and motivate children who have strong hands-on ability and are willing to use their brains to get a good job. Give full affirmation to children who have improved at the original level and establish their confidence. Children's works can also be exhibited for viewing, which plays an exemplary role and is conducive to overall improvement.
Third, organize children to participate in collective teaching games.
Collective participation in teaching games is a means to educate children in a purposeful, organized and planned way according to the educational syllabus. Teaching games are closely related to children's language, cognition and motor development, and their contents are very extensive. Through collective participation in the organization of teaching games, every child has the opportunity to exercise, thus cultivating their interest in collective activities and learning. Group play is multi-category, multi-angle and multi-faceted, which is conducive to the all-round development of children's body, intelligence, morality and beauty. Group games have certain rules and requirements, which are conducive to the cultivation of children's good behavior habits and the development of communication skills.
Reflection on kindergarten game activities How to write 1? The initial stage of the game
Child's performance: I just want to play solo and exclusive.
Children are used to playing with toys at home alone. When they get to kindergarten, they just need to play with their favorite toys. No matter what others do, they will get what they want immediately, without waiting, and will not use it in reverse. Corresponding measures: according to this characteristic of children, encourage children to bring some toys they like from home to kindergarten, so that children can have their own familiar and favorite toys to accompany them during activities, which will make them feel intimate and safe. The teacher only provided some simple information. Because children are new to the game, their level is very low and they will not give in to each other. They play with their favorite toys, and other children are unwilling to give them when they want to play, so teachers should provide enough of the same toys. Countermeasures: (1) Flexible activity time. Children are used to being free at home, and they can only enter the activity area at a certain time at a time, so they will feel depressed, so they should set the activity time flexibly. If there are children in the park, let them go to the activity area to transfer the unpleasant emotions when they enter the park. (2) The venue is optional. In the activity area, children can walk freely, and don't rigidly stipulate or restrict activities in a certain area. (3) The activity content is independent. No compulsory distribution during activities can temporarily satisfy children's desire for exclusive toys, and gradually require children to learn to cooperate and share with others.
Second, the game development stage
Children's performance: I also want to imitate, communicate and play together.
After entering kindergarten, children's self-care ability is gradually enhanced, and they begin to adapt to kindergarten life and imitate more. They are no longer limited to playing with their own toys, but try to learn to exchange toys with their children and play together. They often imitate their teachers and become little teachers themselves.
Countermeasures: (1) At this stage, children get familiar with each other and begin to have the desire to play together. Teachers seize the opportunity to strengthen their cooperation trend. In the process of activities, it is necessary to help children solve problems through consultation in time to ensure the normal development of children's activities. (2) Cultivate children's sharing spirit. Because children are young, weak in role awareness and easily distracted, they often forget their roles and make some small mistakes in activities. Therefore, the fidelity of the game cannot be overemphasized. Third, the game improvement stage.
Children's performance: I want to exert my imagination and creativity.
Children at this stage are already familiar with the activity area, and entering the activity area has a certain purpose, selectivity and persistence. They often finish the activities in the first area quickly during the activities, and then they will choose to have no safety awareness at all.