Regional corner activity construction scheme 1
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.
Regional corner activity construction scheme 2
Kindergarten regional activities, with its unique educational form, respect children's individual differences and meet the needs of children's individual development, have become an activity that children like. Over the past semester, our garden has explored and studied a series of issues such as the setting of regional activities, the transmission of regional materials, how teachers evaluate the introduction and end of regional activities, and how teachers guide them in regional activities, and accumulated some experience:
First, attach importance to the creation of regions, so that regions can become a world of independent activities for children.
My garden has a small space and limited conditions, but since the research on regional activities was carried out, kindergartens have realized the importance of developing regional activities by organizing teachers to learn relevant knowledge and theories. Teachers in each class can make full use of the existing conditions in kindergartens to create activity spaces for children and divide all available indoor spaces into multiple areas.
The "Outline" puts forward that "individual differences in children's development level, potential, experience and learning methods should be respected, teaching students in accordance with their aptitude, and every child should be satisfied and successful". Therefore, kindergartens require teachers to set up regions according to children's age characteristics, attach importance to the functions of each region, and tap the value of regional activities. At the same time, they also require teachers to integrate the materials of each class's theme education activities into regional activities, and combine them with regional activities to make regional activities a supplement and extension of teaching activities, so that children can develop and improve in learning, operating and exploring with their peers. In addition, kindergartens also require teachers to make full use of outdoor venues to open up activity areas for children. Outdoor venues are larger than indoor venues, which can reduce the mutual interference between children, help children to move in a psychologically free and safe environment, fully develop their personality and stimulate their initiative and intention. The outdoor environment can also better promote the interaction between children and the environment, so that all regions can "live" and truly become a world of independent activities for children.
Second, attach importance to the transmission of regional materials and stimulate the interest of children's activities.
"Children's wisdom comes from operation". Children construct their own cognitive experience in the process of manipulating and playing with materials. Appropriate regional activity materials can stimulate children's interest, develop their intelligence, cultivate their potential and autonomy, and promote their emotional development. Therefore, materials play a vital role in the development of regional activities.
In terms of materials, teachers always think that rich materials mean more things, so everyone always likes to put all the materials in the area at the same time. There are too many materials that lead to children, and they don't know how to operate. According to the existing problems, the kindergarten organized teachers to carry out the activity of "Discussion and communication on how to place materials in regional activities", and concluded that the placement of materials should be planned, purposeful, phased and layered. Through practice: at this time, teachers can not only think that the materials they put in can develop children's various potentials and stimulate children's interest and desire to participate in activities, but also think of the universality, safety and development of the materials they put in.
Thirdly, teachers should give appropriate guidance to promote children's development.
The Outline points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, teachers' improper or eager guidance is not conducive to children's independent exploration and makes regional activities lose value. So, what role does the teacher play in children's regional activities? Our garden uses the regular meeting time to organize teachers to learn "preschool children's games"-"kindergarten game guidance strategy". Through learning, teachers understand that in children's regional activities, teachers can neither be eager to guide nor let go. They should observe children carefully, and then take appropriate measures to interfere with children's games and give appropriate guidance.
In regional activities, our garden requires the main class teacher to have key areas for guidance every time. The head teacher and nursing teacher should assist the head teacher in organizing activities in other areas and the safety of each activity area. Teachers should always observe and understand children's activities.
After the children's regional activities, the kindergarten requires teachers to reflect on regional activities in time and write an observation record of regional activities every week. Let teachers discover problems, solve problems and accumulate experience through timely analysis and reflection, and constantly discover the value of regional activities, thus promoting children's further development in regional games.
Fourth, good practices guarantee the smooth development of regional activities.
As an important form of kindergarten children's activities, regional activities are children's favorite activities. In the activities, children improve their potential of language expression, communication and expression through operation and exploration, and through learning and communication with their peers, thus meeting the needs of personality development.
As the saying goes, there is no Fiona Fang without rules. Children's good game routines can ensure the normal and smooth development of the game. Therefore, in regional games, children should also have good game routines. What rules should children follow in their activities? Before the activity, the teacher will discuss with the children and sum up the rules of the activity, such as: learn to negotiate with the children, be modest, take turns playing, and don't grab toys with the children; Take good care of the operating materials during the activity, do not place them at will, and do not damage them; Attention should be paid to: speak lightly, walk lightly, take things lightly; When the activity is over, the action should be light, fast, and so on. Through these specific and clear rules of activities, children will understand what they should do in activities.
Shortcomings and efforts of verbs (abbreviation of verb)
Although teachers make full use of the existing conditions of the class and give children limited independent activity space, there is still a problem of insufficient activity space in the park; In addition, in carrying out regional activities, because teachers are generally younger, the games guided by teachers sometimes become superficial, and the professional level needs to be improved. Looking forward to further improving the conditions for running the park, strengthening the construction of teachers, and constantly improving the level of regional activities in our park, so that children can get better development.
Area corner activity construction scheme 3
Activity design background
Daily life is full of all kinds of graphics: balls, square biscuits, rectangular beds, triangular sailboats, semi-circular watermelons ... all kinds of graphics can be combined to make children full of curiosity and surprise. All kinds of graphic blocks are more attractive to children. Use the accumulation of life experience to process and transform graphics, and guide children into the magical graphics world.
moving target
1. Consolidate the understanding of the names and characteristics of the five graphs.
2. In a pleasant game situation, initially cultivate children's ability to solve problems with graphics.
3. Cultivate children's creativity.
Teaching emphases and difficulties
Cultivate children's graphic problem-solving ability and creativity.
Activities to be prepared
1. Make a "path" with foam pad and carve "pits" of different sizes, such as square, rectangle, triangle, circle and semicircle. Color the carved figure to form a "stone".
2. Bear headdress (1)
3. Some car cards, puzzles and ladybug puzzles.
Activity process
First, the game import:
Introduce the topic with the situation "Bear goes to the forest museum for exhibition" The teacher puts on the bear headdress and plays Matt Bear: Look, who am I? (bear)
Today, Bear is going to the Forest Museum to see the art exhibition, but there is a path to the museum, but the path is destroyed. I want my children to help me build roads. Will you help me?
Second, children's "road building" recognition graphics.
1. The teacher first led the children to observe the patterns in the path, and then asked the children to take "stones" and embed them into the "pits" of the path one by one.
2. The game "Step on a Stone".
Teachers and children sing the song "Little Driver" together. When they stop, ask the children to say, "I stepped on ... graphics."
Third, learn to use graphic puzzles of different sizes.
Teacher: Just now, the children were very capable, helping Little Bear build roads. I also want to see what magic things are in the museum. Do you want to see them? It turns out that what is on display in the museum today is a picture composed of graphics.
1. Please tell the children: What do you see? Inspire children to observe and say its name and what graphics it consists of.
2. Teacher: Do the children want to try and spell it out by themselves?
First of all, please ask two children to spell it by themselves in front of the blackboard and talk about their own spelling methods.
3. The teacher demonstrates the spelling of the car, and guides the children to carefully observe the car map card from top to bottom, while saying what to spell first and then what to spell in order, while saying that the teacher is operating.
Summary: children should remember that when doing puzzles, the big graphics should be placed below and the small graphics should be placed above, otherwise the small graphics will be blocked and invisible. Cars can be assembled in circles and semicircles. When the assembling car is disassembled, many circles and semicircles can be changed back, and the graphics can be disassembled in combination.
Please ask some children to go to the blackboard and spell according to the method taught by the teacher.
Fourth, free creation.
1. Teacher: The museum will hold a jigsaw puzzle competition. Ask children to design beautiful works with the puzzles in their hands.
(children return to the operation area and create their own works with ladybug puzzles),
2. Comments: Teachers can also use cameras to shoot children's works, connect multimedia to show children's works, and make collective comments.
Teaching reflection
Before class, children have a certain understanding of graphics. The whole teaching process allows children to operate in a relaxed and pleasant atmosphere, and the process of learning and teaching is clear at a glance. The children listened to the teacher's ideas, the teachers and students cooperated harmoniously, and the children had a high interest, which achieved the activity goal and was well received by the teachers.
Regional corner activity construction scheme 4
Design intent:
At the beginning of the game design, there was only one activity of "feeding small animals" in the throwing area. We hope to promote children's hand-eye coordination, big movements and language development by guiding children to talk and do things. On this basis, we added "Happy Farm". It not only gives children more opportunities to express themselves, but also exercises their fine movements and cultivates their habit of storing toys.
Materials and manufacturing methods:
● A number of animal heads are posted on the KT board, and male and female buttons are posted on the mouths of animals.
Draw small fish, carrots, bamboo shoots, grass, insects, rice, drinks and other foods on paper, then wrap them with plastic wrap and stick male and female buttons on the back.
● Stick male and female buttons on the surface of a corresponding number of soft balls to make them just stick to the mouth and "food" of animals.
● Make a picture of "Happy Farm" on the KT board, including ponds, grasslands, granaries, trees, dirt, etc.
How to play:
1. Glue the prepared "food" such as small fish and carrots to the soft ball by using the viscosity of the male and female buttons. Throw the soft ball into the mouth of the small animal accurately within a certain distance.
2. First talk about what kind of small animals you want to feed, then choose the favorite food of small animals and stick it on the soft ball, and then throw the soft ball into the mouth of the corresponding small animal. The requirement is to say what small animals like to eat while operating, such as "rabbits like carrots"
3. Put all kinds of "food" in the right place of "Happy Farm". For example, carrots and bamboo shoots in the soil, small fish in the pond, small mushrooms under the big tree, and so on.
Suggestion:
1. After playing the game for a period of time, the teacher can change animal images or other materials according to the children's interests, such as cars, and children can play the game of transporting goods by car.
2. The third game is usually arranged at the end of the activity, and the main purpose is to let children learn to organize materials. Teachers should guide children to store materials neatly according to experience and illustrations.
Area corner activity construction scheme 5
Activity objectives:
1, let children show different forms of good friends through various forms.
2. Cultivate children's feelings of caring for others.
Emphasis and difficulty of the activity: let children show different forms of good friends in various forms; Cultivate children's feelings of caring for others.
Activity preparation:
Art area: paper, crayons and plasticine.
Language area: Show the book "Caring for You, Me and Others" and learn to draw the picture album "Good Friends".
Performance area: The tapes Lala Dog and Looking for Friends.
Math area: digital card and physical card
Activity flow:
First, the dialogue leads to the theme of learning.
Each of us has our own friends. Who is your friend? What does he look like?
Are you happy with your good friends? Why?
Second, guide children to express different forms of good friends in different forms.
Please draw your good friend with crayons or squeeze it out with plasticine. There is a book "Caring for You, Me and Him" in the language area. We can also draw what you play with your good friends and make a picture album. There are good songs in the music area, so you can sing and dance with your good friends. Please help strawberry doll find friends in the math section.
Third, children choose their own activity areas.
Teachers tour to guide, focusing on guiding children to compile picture books.
Fourth, children listen to music and put away toys.
Verb (abbreviation of verb) Evaluation of children's activities
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