Observation scheme of regional activities in large classes 1
Regional activities are children's favorite activities in early childhood. They can choose activities according to their own preferences, and they can play and explore freely. At the moment, I will summarize the small class activities as follows:
First, create a good regional environment. To create a good regional environment, we should not only consider that children can communicate 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 combine fixed and flexible settings to create colorful, multifunctional and freely chosen corners, so that every child has the opportunity to choose freely and learn in his own way. For example, a small class has the following areas: "living area": breastfeeding, buttoning, braiding and so on. "Math area": digital chess, graphic drop-down box, etc. "Performance area": headdress, hand puppet, hand bell, double-ring drum, fan, all kinds of clothes, allegro, waist drum, etc. are used for percussion; "Work area": painting, wearing flower baskets, wrapping candy, cotton, wearing candied haws, dried leaves, wool, wearing beads, coloring, feeding birds and other semi-finished products on the whiteboard; The "Science Zone" brought 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 paper boxes, waste cans, large and small building blocks, toys brought by kindergarten. Due to the limited space available in our class, 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, which 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 activities.
At the same time, according to our theme activities, we also regard the regional environment as a part of the theme environment. Children can also carry out learning activities while carrying 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 placed in the area to facilitate the children to operate when they are free, or to carry out regional activities. Autumn leaves, we will take our children to the yard to pick some image leaves and put them in the area. Children will stick them in the area, tear them with their hands and put them in their heads as headdresses. Han Yu's children in our class are more talented in operating leaves. In the math area, we will put Russian dolls and objects of different sizes for children to see and compare themselves, and cultivate the good habit of thinking hard. Scissors, oil pastels, plasticine, blank paper, watercolor pen, etc. It will be put into the art area, and some finished and semi-finished products left in the usual art operation will be used for children's reference and imitation. Some children will buy some molds and step diagrams in plasticine, and we will also put these ready-made materials in the area for children to choose freely. In the performance area, we will put some fake headdresses, performance clothes, fans, waist drums, castanets, toy swords and so on woven with wool. , will bring rich material. Usually, the building area depends on the theme. Regional activities should be based on the hierarchical characteristics of the activity area, with materials of different difficulties. Sometimes, even the same type of activities in the same class show grades 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 to choose independently.
Large class regional activity observation program 2
This semester, according to the age characteristics of children, our class has set up skills workshops, living areas, math areas, bear supermarkets, reading areas and performance areas. We insist on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Now I will make a simple summary of my activities in the past six months.
First, the transportation of materials.
1, put materials according to individual differences of children.
If the materials provided in the activity area are all of the same difficulty, some children may be too simple and easy to complete, which will make them lose interest and is not conducive to their further development. It may be too difficult for other children, but it can't be achieved through hard work, and it will also make them lose interest. Therefore, on the basis of understanding each child's development level, considering individual and personality differences, we provide operating materials with different difficulties in the activity area for children of different degrees to choose from. For example, put origami materials in the art area and let children practice folding double triangular objects. Teachers can use the principle of double triangle to throw a variety of objects with different difficulties in folding, so that children can choose freely. In this way, every child can choose according to his own needs, and he can experience the pleasure of success.
2, home cooperation and coordination, * * * with the preparation of activity materials.
In this semester's regional activities, some of our materials came from the waste collection of their children's families. Such as bottles, seeds, wool, eggshells, etc. , all from the collection of children and parents. The children were very interested in what they brought. After we put it in, we all tried to play. In this way, under the premise of improving children's enthusiasm for participating in activities, the connection between home and home is further strengthened.
3. Regional materials can be used as an extension of class theme activities.
Our class can take regional activities as an extension of class theme activities, and put the materials after the theme activities into regional activities in time, so that children can continue to carry out related theme exploration and operation activities in regional activities. The materials in the art area are basically released after the theme activities are carried out, so that children can basically understand how to operate and are more interested.
Second, children's development in activities
1, give children room to develop and let them express themselves freely.
We often watch children's performances silently and try not to disturb them, which fully meets the needs of children's expression and performance and plays a great role in their all-round development.
2. Carefully observe the individual differences in children's development and make corresponding adjustments to activities.
Children of the same age have different development. We designed the activity of "playing cards and comparing sizes" in the math area. Children with good ability can play one by one according to the rules or create two or three by themselves. But some children can't play and are not interested in activities. So we adjusted for this difference. We should regard "comparing size" as a game of "fishing for small fish". When the cards are arranged in the same number of points, we can eat all the cards between the same number of points.
Large class regional activity observation program 3
Game goal:
1, the child can correctly perceive the figure and feed the doll according to the mouth shape.
2. Cultivate children's thinking, understanding and hands-on operation ability through activities. Activity focus: Children can correctly perceive the figure and feed the doll according to its mouth shape.
Activity difficulty:
Cultivate children's thinking, understanding and hands-on operation ability through activities.
Activity preparation:
Dollhouse: all kinds of dolls, let the children play the role of members of the doll house to feed their babies. Handmade area: Coke bottles, decorated with crumpled paper and wool, made into dolls.
Activity flow:
First of all, talk about introduction.
Son, who fed you when you were young? (Mom and Dad, grandparents) How do they support you? (Guide the child to say)
The teacher concluded: When we were young, our parents or grandparents supported us. ) Do you feel happy?
So today, the teacher will let the children play the role of mom and dad to nurse the baby. Today, the teacher put a lot of materials in every area for you to operate. Let's have a look!
Third, introduce various regions.
1, doll house.
The children of the doll family can play various roles to feed the baby.
2. Book area.
Children in the book corner can perform Running a Family with their good friends.
3. Hands-on area.
The teacher put the coke bottle in the work area and decorated it with crumpled paper, wool and other materials to make a doll.
Fourth, organize children to enter the area.
1. Propose regional rules.
When entering the area, you must first think about which corner you want to enter. However, when we enter the area, we must first get an access card. Only children with access cards can go to the corner of this area. If the card in the corner you go to is full, you can't enter this area again. You can only move in this area if the card is inserted into it. When the teacher played the music, the children quickly put the toys in the area in order and put them back. Don't make any noise in this area, but play quietly.
2. Teachers tour to guide children to carry out regional activities.
Fourth, pack up the materials and end the game.
Summarize the situation of children entering the area to watch, praise the children who enter the area in an orderly manner, make demands on the children who have not played enough, and point out their own shortcomings.
Large class regional activity observation program 4
Activity objectives:
1. Choose the activity materials and partners independently, and experience the emotion of successful cooperation with peers.
2. Be able to concentrate on serious activities and be good at exploring the gameplay of materials. Have a good habit of tidying up.
Activity focus: Experience the happiness of interacting with people through activities.
Difficulty in activity: After the activity, you can tidy up all the activity materials.
Material delivery:
Capable hands: wicker weaving, spring flowers, spring dressing.
Small architect: structural sketches, all kinds of plastic sculptures, building parks in spring.
Winding skills: flowers, wool, colored paper and wrinkled paper of various materials.
Discover the secret: observe and record the changes of seeds.
Listen and say: find friends, books, cards for children's songs and record stories.
Use your head: digital cards, magnets, pattern matching, measurement and weighing.
Small stage: small microphone, performance headdress, various musical instruments and rhythm cards.
Activity flow: stimulate interest-practice-share happiness.
First, stimulate interest.
We're going to start playing zoning activities again. Today, we have some new materials. Can children go and play with your good friends? Let's see who plays well and have fun!
Second, the actual operation
1. Children can choose their own activity areas and playmates according to their own wishes.
2. Teachers observe the interaction between children and new input materials and guide them.
3. Pay attention to observation: The art area encourages children to try and operate boldly.
Third, share happiness.
1, children say, where to play today? What did you play? How to play? Did you encounter any difficulties while playing? How to solve it?
2. Children's comments. Do you think he succeeded today? What is the most successful place? (Why is it useless? What do you think you can do? )
3. The teacher reiterated the child's bright spot and once again stimulated the child's interest in exploration.
Large class regional activity observation program 5
moving target
1, through activities, cultivate children's interest in telling pictures and develop their oral expression ability.
2. Learn to describe the content of a single (multiple) picture completely and coherently.
3. Encourage children to make their own story barrels in activities.
Activities to be prepared
Coke bottles, beverage cans, waste books, pictorial, scissors, glue, markers, etc.
Operation level
The first level: freely play the story bucket, learn how to play, and become interested in language activities in activities.
The second level: try to speak one picture (or more pictures), pay attention to the consistency and integrity of the content, and learn good language habits.
The third level: learn to make your own story bucket and mark it with dots and patterns.
Guidance suggestion
1, in telling, encourage children to tell a single picture first, and then connect the single pictures together to learn a complete and coherent story.
2. When making a story bucket, children can combine the contents of connected pictures, or try to arrange unrelated pictures and connect them into a story.
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