Different types of educational activities reflect different educational ideas and curriculum design ideas, but the first and consistent design principle should be children-oriented, so that they can gain experiences beneficial to physical and mental development in a happy childhood.

First, the principle of ideological education. It means that in the process of organizing children's activities, teachers give full play to the educational functions, functions and influences of various factors, and cultivate children to form a correct attitude towards the surrounding things.

Second, the principle of scientific development. However, the knowledge, viewpoints and skills taught to children are correct and accurate, which should conform to children's cognitive laws, promote the all-round development of children's personality, and let children develop from the existing level to the "zone of recent development".

Third, the principle of interest intuition. It means that when organizing activities, we should make full use of children's senses and existing experience, make full use of various intuitive teaching methods or games, mobilize children's initiative and enthusiasm in learning, cultivate children's interest in learning, attract children's attention, and form a pleasant learning atmosphere.

Fourth, the principle of inspiring inquiry. It means that in educational activities, teachers should be good at inspiring and inducing, fully mobilize children's initiative and enthusiasm in learning, stimulate children's desire for job hunting and exploration spirit, and guide children to think positively, so as to improve their ability to acquire and use knowledge on their own initiative.

Principles of theme activities. It means that children learn and actively build their own knowledge system through their own practical activities and exploration activities under the organization, inspiration and guidance of teachers.

Six, the principle of comprehensive penetration. It means that teachers should be good at using all kinds of educational factors to educate children, infiltrate all educational tasks and contents into children's daily activities, and ensure that children can receive vivid and standardized education at any time and anywhere, so as to achieve the goal of kindergarten education with high quality.

Seven, the principle of artistic creation. It means that teachers can use various methods, means and forms to organize various educational activities artistically and creatively.

2. Please comment on one of my activity design classes:

Activity name: Stay away from danger

Selection of Activity Class: Theme Activity Textbook for Junior Middle Schools in Heilongjiang Province

Activity objectives:

1. Let children know that dangerous things can't be touched and stay away from danger.

2. Enhance safety awareness and self-protection awareness.

3. Know 2-3 safety signs.

Activity preparation: courseware "I know safety signs", several signs, wall layout.

Activity flow:

First, say hello to the interaction.

The teacher greeted the children and started the activity.

Second, lead to the theme, to mobilize children's emotions

1. Let's find the treasure together. If we encounter difficulties on the road, we should ask Qi Xin to work together to cross it!

2. The teacher introduces the rules of the game:

Here's a share, let's throw it out, and when the number appears, let's take a few steps forward. Let's see if our children can explore quickly and successfully.

Three. Basic activities

The first level:

What is the child doing standing on a small chair? What's the danger of doing this?

The second level:

What is the child doing with a knife in his hand? What's the danger of doing this?

Don't be afraid if our child's finger is cut by a knife. The teacher will tell you how to handle it.

third stage

What are these three children doing? What do you want to say to children who play with fire?

The fourth level:

What dangerous things are these two children doing? Should we learn from them?

The fifth floor:

What should you do if you see a child doing something dangerous?

The sixth level:

We children also know what dangers we can't do or should be careful about in life.

The seventh level:

Please come to our activity room. Where is the danger?

What is the teacher guiding children to look for dangerous things in the classroom? Mark it with little red dot.

Level 8: The last level, please answer first:

What's the fire number?

A stranger knocked at the door alone. Can you open the door?

Can we use matches as toys?

Can I play with the power socket?

Can scissors be used for fun?

The children are great. We finally passed and awarded a medal. A medal is a symbol.

4. Teacher's summary: Danger is everywhere around us, but as long as we know it is dangerous and stay away from it, then we will reduce some chances of injury.

Fourth, understand the safety signs.

1. Make a guess.

(Beware of signs that are wet, inedible and untouchable)

Let's put these safety signs on the places that kindergarten should pay attention to, reminding the children in the whole park to pay attention and spend every day safely and happily!

3. Appreciate the photos and talk about the problems that should be paid attention to in organizing this kind of game activities.

It is obvious from these two photos that the first one is a children's role game supermarket, and the second one is a book corner. These two pictures are static and dynamic, and they are different from each other. The Outline points out: "Kindergarten education should pay attention to individual differences and promote the individual development of young children. \ "District corner activity \" meets the needs of children's development and is an important way for children's personalized development.

First of all, through years of preschool education experience, I really think that the current district corner activities mainly have the following problems:

The active content is not updated enough.

The material delivery level is not enough and the update is not timely.

Game guidance is not targeted, effective guidance and interaction are not enough, and the game stays at the original level of children, which is not enough to promote their active development.

Ignore the game evaluation.

The material sort order is not enough.

The organization process of children's corner activities should follow the following methods:

1, setting of active space

The setting of the activity area is to make good use of the geographical factors of the class environment, not only to consider the mutual communication and cooperation between children, but also to pay attention to mutual non-interference, so that children can concentrate on an activity and explore problems with confidence. (Attached: Pictures)

When setting up corner activities, teachers and students should discuss together. The child should be the master, not the master of the corner. It should be up to the children to decide how to arrange it, and adopt a combination of fixed and flexible settings and dynamic and static zoning.