A wonderful activity ended successfully, and this experience can enrich our lives. I think it is necessary for us to make a summary of this activity. But I believe that many people are in a state of no clue. The following is a summary essay (5 general articles) of outdoor activities in the first semester of the middle class that I compiled. Welcome to read the collection.
Summary of the outdoor activities in the first semester of the middle class 1 Games are children's nature and accompany their growth. It can be said that there is no development without games. Regional activities are a paradise for children to explore, which is to let children interact with teachers in a "prepared environment" and realize independent learning and self-development through such interaction. The Guiding Outline of Kindergarten Education clearly points out that "teachers should be supporters, collaborators and guides of children's learning activities", and points out that teachers should pay attention to children's performance and reflection in activities, be sensitive to children's needs, make timely and appropriate responses, and form cooperative inquiry-based teacher-student interaction. However, in the regional activities of kindergartens, due to the influence of many factors, the interaction between teachers and children is a mere formality, superficial and not deep enough. In practice, teachers often have a lot of guidance confusion, mainly in:
1. How to make materials adapt to children's interests and development needs in time?
2. With more children, how can teachers guide children's personality needs and development?
3. I don't know how to help children carry out activities effectively, and I lack corresponding guidance strategies.
These problems have affected the effective development of regional activities. Therefore, this semester, we studied the teachers' guiding strategies for the regional activities of the middle class, and strived to make the children fully develop in the regional activities.
First, using environmental materials as a medium, teachers' guidance will be transformed into children's positive behavior.
First of all, observe the operation of children placing materials in the area. Because materials are the carriers to promote children's development, scientifically arranging all kinds of materials and fully tapping their educational value are the guarantee to carry out regional activities. Therefore, we should always pay attention to the suitability of the materials, so that the materials can trigger the children's opportunities and wishes to operate to the greatest extent.
1, stratified strategy to meet the development level of different children.
We put layered materials in different areas for different levels of each child.
For example, the creation of the operation area-"using chopsticks" starts with the emotional experience, and is distinguished in the materials according to the differences of children's original level: for children who are not skilled in using chopsticks, we have created materials for feeding small animals, so that children can try to insert square or angular "food" that is easy to operate to help children succeed, thus experiencing the fun of helping small animals feed; For children who have used chopsticks, we created a hot pot for rabbits. The material we provide is that the ball is difficult to operate. In this way, the materials and forms are challenging, and children can not only experience the joy of success, but also get various developments.
2. Diversified strategies to meet children's all-round development needs.
In the operation area-the material for feeding hot pot to rabbits, the children not only exercised their muscles, but also counted points in the process of playing and experienced the application of mathematics in life. Another example is the activity in the building block area: we guide children to sort out the building blocks and help them develop the good habit of packing toys. In this activity, children found many problems in the process of sorting out building blocks:
(1) tidy but inconvenient to take and put.
(2) Irregular building blocks are not easy to arrange.
(3) How to make everyone abide by a placement method. In the process of solving problems, children learn to cooperate with their peers, perceive the differences and combination changes between graphics, develop oral expression ability, cultivate thinking habits, and promote the development of children's various abilities. We feel that the effective combination of goals, materials and forms can fully tap the educational function of materials and promote the development of children's abilities.
Second, for all children, timely intervention and guidance for different problems.
1, observation first, teachers should intervene in time and guide when to intervene in time. From the actual records and usual observations, we find that:
(1) When children want to be recognized by adults, they should intervene, for example, children's works in the art district should be displayed;
(2) When children need help, they should intervene;
(3) When children have difficulties, they should intervene, for example, when the suggestions of young friends in the puzzle area are rejected by other children;
(4) When there is a dispute, or when the activity comes to a standstill, such as facing the same demand in a game in a building area, if there is no solution, teachers should seize the right opportunity to intervene.
2. Put forward heuristic questions and use situational language to effectively promote the development of children's abilities.
Summary of outdoor activities in the first semester of Grade Two. Important material conditions for positive development. Carry out independent games in combination with theme activities, provide rich and effective materials for children, and guide children to actively explore and learn in a free and relaxed atmosphere. Regional games are one of the best ways to show children learning by playing, learning by playing and integrating education into games.
This semester, according to the age characteristics of children, our class has set up skills workshops, living quarters, math areas, small hospitals, 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. After changing the rules of the game, the children with poor ability also thought of playing in the math area and won more cards than anyone else.
Third, good interaction between teachers and students.
1. Observe children's activities at any time and give timely guidance and help to meet children's needs.
The new "Outline" points out that teachers should be supporters, collaborators and guides of children's learning activities. In regional activities, we can pay attention to observing each child's interest in operation and communication skills, choose appropriate time to participate in children's activities, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing their own views and ideas on children when they find problems.
2. Use the language of children's evaluation to promote the better development of regional activities.
When necessary, we often go deep into children's lives to understand their sense of play and rules. We often use childish words such as "yeah", "great" and "come on" to evaluate children and try our best to make every child feel the joy of success.
Through hard work, the regional activities of our class won the first prize in the garden competition. Although children's game level has improved, there are still problems in many aspects, such as some children will imitate each other in the workplace and their brains are not enough; In supermarkets, children's communicative language is still lacking; In the performance area, the props we prepared can not meet the needs of every child. Therefore, in the process of game development in the next semester, I will make targeted plans and schemes for these problems, so that every child can improve himself in happy game activities and the game level of children in our class can rise to a new height.
Summary of outdoor activities in the first semester of Class 3, Grade 3 Kindergarten regional activities respect children's individual differences and meet the needs of children's individual development with its unique educational form, which has become a favorite activity for children. 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 regional activities, and accumulated some experience:
First, pay attention to the creation of the region, so that the region can become a world of children's independent activities.
My garden has a small space and limited conditions, but since the study of regional activities has been carried out, kindergartens have realized the importance of carrying out 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, ability, experience and learning style should be respected, and students should be taught in accordance with their aptitude, so that every child can 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 content of thematic education activities in each class 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 enthusiasm. 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 ability 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: Now teachers should not only consider that teaching materials can develop children's various abilities and stimulate children's interest and desire to participate in activities, but also consider the universality, safety and development of teaching materials.
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 know 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 teachers to have key areas for guidance every time, and the class teachers and nursing teachers should assist the main class teachers to organize activities in other areas and ensure 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 activity, children improve their language expression, communication and expression ability through operation and exploration, and through learning and communication with their peers, so as to meet 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 do children need to abide by in activities and how to do it? 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 know 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 to provide children with maximum 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. I hope that in the future, by further improving the conditions for running the park, strengthening the construction of teachers, and constantly improving the level of regional activities in our park, children will get better development.
Summary of outdoor activities in the first semester of middle class 4. During the day's activities, we make full use of outdoor activities in the morning, after lunch and in the afternoon to provide children with all kinds of game materials and organize children to carry out outdoor activities. According to the Guide to Learning and Development for Children Aged 3 ~ 6, children's outdoor activities are generally not less than two hours a day, including sports activities of not less than 1 hour. Stick to it when the seasons alternate. We organized a variety of outdoor activities, and the weather became warmer in spring. In order to better carry out outdoor activities, as long as the weather is good in the morning, we will take our children to outdoor activities.
When the children in our middle class are outdoors, in order to better develop their balance ability and coordination ability, we walk on the balance beam, or walk in a straight line along the ground, play hopscotch, step on stilts and so on. For the coordination and flexibility of children's movements, we play activities such as running, jumping, drilling, climbing, throwing, patting the ball and so on. In order to play the game of chasing, dodging and running with others, we play folk games, Lao Lang, when will the lotus blossom?
As the main way to improve children's physical fitness, outdoor physical exercise pays attention to training children's physical strength and balance and coordination ability in every outdoor activity; Encourage children to play boldly. The principle of exercise is: the amount of activity increases gradually, from slow to fast, step by step. Take yourself as the comparison standard. According to the child's situation, remind the child appropriately in the activity, increase or decrease the clothes appropriately with the weather change, and carry out simple sensory training. Such as: stepping on a balance car, stepping on tires, sliding backwards, etc.
In the past, outdoor activities were often centered on teachers, who made and provided activity materials; Set up and arrange activity venues; Demonstrating and guiding a basic action and evaluating and summarizing activities lead to children's initiative not being fully exerted in activities. I think children should have full rights to choose their own toys and play in outdoor activities. Therefore, every time we prepare activity materials, we will let the children prepare, collect and make them with us, so that they can experience happiness, increase their interest in sports equipment and learn to cherish sports equipment.
And in the process of activities, give play to children's creativity and encourage children to play one more thing. Tires are not only used for rolling, but also for jumping, drilling in chains and balancing on wooden ladders. The big cardboard box can not only roll and play, but also be used to beat mice. The ball can not only shoot on the ground, but also improve the difficulty of throwing and catching the ball. Playing on the balance beam does not mean that the teacher has become a bystander or a reminder. As a teacher, his active participation directly affects the interest and quality of children's activities.
In order to better carry out outdoor activities, we should strive to create outdoor activities that meet children's curiosity and active characteristics, so that they can learn from playing Chinese music, learn from Chinese music, innovate in Chinese music and better promote their all-round development.
Summary of outdoor activities in the first semester of the middle class 5 In a blink of an eye, the children will have their winter vacation. Through their study and life in kindergarten, the children in the big class are making progress every day. Organize children to play outdoor games and various sports activities on time every day, and ensure that the outdoor activity time is not less than 1 hour. The children's movements have made great progress. In the organized movements, children can basically complete as required, making full preparations for the next stage of study and life. Now, we will make a simple summary of outdoor activities this semester.
Outdoor activities, like other educational activities, are an educational process in which various forms coexist and work together. We combine physical exercise with colorful activities to stimulate children's enthusiasm for participation, enrich their lives, broaden their horizons and better promote their healthy physical and mental development.
In order to improve the quality of children's exercise, we purposefully and systematically let children exercise their physique and develop their abilities in lively activities. We mainly use self-made small and diverse instruments to let children get together in groups under the guidance of teachers, choose their favorite content and companions, exercise in an all-round way and improve their physical fitness. At the same time, give children more free space for activities, and carry out some convenient, small and scattered activities in outdoor sports activities every day, which are deeply loved by children and have no fixed mode. For example, folk games, such as throwing handkerchiefs, skipping rope, throwing sandbags and so on. You can play with simple materials, not limited by the number of people. At the same time, children have the right to choose activities to make outdoor sports activities more distinctive, thus cultivating children's good character and forming good habits of consciously participating in outdoor sports activities.
In view of the coordinated development of children's movements, enhanced understanding ability and certain self-control, we often use competitive games to stimulate children's enthusiasm, improve the effect of practice, and cultivate children's enterprising spirit, collective responsibility and sense of honor. According to the characteristics of children's action development in large classes, we create game scenes to let children play their own roles, thus stimulating children's interest in participating in games.
Of course, outdoor activities must emphasize the safety principle. Safety first is the general requirement of specific activities in preschool education. Outdoor activities are competitive, competitive and interesting, and children's desire to participate is generally strong. This requires teachers to think about preparations in advance to prevent problems before they happen, such as the safety of sports venues and equipment, and not to cause collisions and injuries because of children's wrestling. At the same time, we should especially prevent man-made injuries. Teachers should guide and mediate in time, so that children can resolve conflicts in time and play friendly games. Secondly, according to the characteristics of materials, children are used to choosing light and dexterous materials, which can not only play with one thing but also meet their diverse needs; For children's favorite activity materials, we should invest enough to avoid competition.
After this semester's outdoor activities, I have more clearly defined the outdoor activities objectives, content system and specific operation strategies suitable for children's physical and mental characteristics. We have developed children's intelligence and enriched their knowledge by organizing various activities. In sports activities, children deal with all kinds of problems independently, quickly and tactfully through their own creative and imaginative development activities, which greatly develops their observation, attention, thinking and imagination.
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