Role game teaching plan 1 1. Design intention:
After a year of small-class game activities, the children in our class have learned to choose the theme of the game according to their own wishes, and have a preliminary sense of role, which can reflect the simple responsibilities of the role. But in the game, when children discuss the role assignment, conflicts often occur. Therefore, in this stage of role play, teachers focus on guiding children to learn to discuss and assign roles, communicate in the game, and gradually enrich their game experience.
Second, the game goal:
1, learn to communicate with people in polite language and experience the fun of the game.
2. Continue to learn to discuss and assign roles with colleagues.
Third, the game preparation:
1, dolls, cookers, tableware, family members logo all kinds of food bags and daily necessities boxes; ATM, paper money toys, bank cards; Scissors, shampoo bottles, hair dryer toys, scarves; Toy kebabs, buns, spring rolls, hats; Steering wheel, police cap; Logos on various topics, etc.
2. Teachers and students have arranged some venues for each game theme in advance.
Fourth, the game process:
(a) at the beginning:
1, heart-to-heart talk is introduced to encourage children to exchange their willingness to play.
Lead: "What theme do you want to play in today's role game?"
2. Introduce the game materials and discuss the rules of the game with teachers and students.
Introduction: ① When discussing the role, what should many people do if they want to play with the dollhouse?
(2) how do customers interact with people politely when they go to the bank to withdraw money and go to the supermarket to buy things?
3. Encourage children to negotiate role assignment in groups according to their own wishes, and help to arrange the venue.
(2) Game part:
Children choose themes to play games according to their own wishes, and teachers observe and guide them.
(1) Guide children to learn to discuss and assign roles.
(2) Encourage children to use polite language in communication.
(3) Guide the children playing in the barbecue shop to clarify their roles and responsibilities.
(3) Conclusion:
1, organize children to sort out toy materials.
2. Teachers and students jointly evaluate the game, focusing on the evaluation activities according to the requirements of this game.
Role game teaching plan 2 activity goal: 1. Be able to define the responsibilities of the role you play and guard the post;
2. Be able to use polite language and play quietly;
Activities: doll house, hospital, barber shop, food market, bank, bus, supermarket.
Activity flow:
First, the language of tour guides.
Children, today we are going to play with the doll's house again. Are you happy? The children in Li Ziheng had a good time last time we played a doll's house game. He used to be the grandfather of the doll family, but later he saw that there were not enough doctors in the hospital. That's because the child in the hospital ran away, so he went to the hospital to help the patients.
Besides, his method of seeing a doctor is different from others. He uses qigong. Today I want to see if all the children can find their own jobs and get off work. Also, should we be quiet when playing games, so that people who have a rest in the hospital can have a good rest;
Second, children's games
Teacher's guidance: focus on guiding the doll house, play the role of a guest and clean up the doll house with the doll mother;
Generally guide all service places to use polite language; Teacher observation:
1, first observe whether the child can move the desk and chair, and then get the toy;
2. Observe whether children can solve some minor problems by themselves;
3. Observe whether the child can stand on the post according to the teacher's requirements and not run around in the middle of the classroom;
4. Observe whether the sound of children's games is quiet;
Third, teacher evaluation.
1, let individual children introduce their new discoveries today; And give affirmation and encouragement;
2. Praise the children who can stick to their posts and use polite language in the game today;
3. Praise the whole class for playing the game with low volume, and tell the children to see their performance in the next game;
Role-playing Teaching Plan Part III Activity Objectives
1. Let children compare their sizes and consolidate "1" and "many" through games.
2. Experience the fun of interacting with peers and playing cooperative games.
3. Know the fruit and further perceive the characteristics of autumn.
Activities to be prepared
1. Three fruit trees and fruit baby ornaments (apples, oranges and pears), music tapes and tape recorders.
2. Hang the fruit baby pendant on the fruit tree.
Focus of activities
Through the game, we can know the fruits, compare their sizes, and further consolidate "1" and "duo"
Activity difficulty
Children further perceive the characteristics of autumn and experience the joy of playing games with their peers.
Activity process
First, the beginning part:
1. Listen to music and enter the activity room.
Children, in the beautiful autumn, many fruit babies are ripe. Shall we visit the Fruit Baby House? Here we are. Let's have a rest (sit down).
Second, the basic part:
1. Visit the "Orchard" to learn the name and appearance characteristics of the fruit.
This is Guo Baobao's home, a beautiful big orchard. There are many Chinese babies living here. Let's have a look around. Do you know any Chinese baby? What's its name? Inspire children to tell about the fruit babies in the orchard, including red apples, yellow pears and round oranges.
2. Compare the sizes of fruit babies, children, and take a closer look at the differences between these fruit babies.
Teacher: Take a big apple and a small apple and let the children observe which other fruits are big and which are small. Inspire children to say: What's the name of the big one? (Mother Guo) What's the name of that little one? (fruit baby).
3. Game: What kind of fruit do you want to make, a mother or a baby? Mother should choose big fruit and baby should choose small fruit. Please invite individual children to choose first (5-6)
4. Ask the children to come up and choose freely. Wear the big one when you get the big one, and wear the small one when you get the small one. The big one is a fruit mother, and the little one is a fruit baby.
5. Game: Fruit Baby Looking for Mom
The teacher demonstrated first, and then asked several groups of children to listen to music.
6. Play games together twice.
7. Send the fruit baby home. We send a fruit mother and a fruit baby to the teacher. How much fruit do I have here? (many)
Third, the end of the activity
Now let's leave the orchard (listen to music) and finish the activity.
Role game lesson plan 4 Design intention:
Middle-class children are simple-minded and like to imitate some plots in life. Regional activities are activities of children's self-learning, self-exploration, self-discovery and self-improvement. Piaget's theory tells us that children's physical, mental and psychological development is mainly through perception and operation to understand things around them. Regional activities in kindergartens are a good way to promote children's development. Regional activities have a relatively relaxed activity atmosphere and flexible forms, which can meet the needs of children's development. When carrying out regional activities, I set up this activity according to the age characteristics and needs of the children in my class, provided diversified, developmental and hierarchical game materials, and gave timely guidance to the children as a partner.
Regional default target:
1, know the basic gameplay of the store, improve children's experience and attitude towards customers through discussion, and creatively express their life around them.
2, through imagination, combined with their own life experience, guide children to constantly strengthen the relationship between the role areas, enrich the plot of the game.
3. Learn to assign roles through negotiation, play games with peers, enhance children's awareness of rules, and cultivate children's good communication awareness.
4. Consolidate the habit of children picking up toys with their companions when they hear the signal.
Regional material preparation:
1, material preparation: teachers and children * * * collect all kinds of goods needed in the store, telephone booths, costumes in the performance area, performance props and other items needed by the role.
2. Experience preparation: Young children have had life experience of shopping, making phone calls and performing with their parents.
Key guide:
1, rational use of materials and creative use of materials to play games.
2. Imagine playing games boldly
3. Strengthen the connection between roles.
Activity flow:
1. Introduction of conversation form.
1, Teacher: Our store was renovated last week. It's beautiful. Our shop is about to open today. What if you are a small shop owner and customers come?
2. Teacher: What would you do if some customers were not satisfied with what they bought?
3. Guide the children to talk about how the store should play.
2. Guide children to negotiate and assign roles, and guide children to arrange shops reasonably.
1. Our store has opened. What role do you want to play in the store?
2. Teacher: What else do we need in our shop? How will we decorate our shop?
Third, children's games, teachers participate in the game and guide.
Teacher: I want to buy iced black tea. What kind do you have here?
2. Teacher: How much is your iced tea? Can you make it cheaper?
Teacher: The cookies I bought from you yesterday are overdue. What do you suggest? Can I exchange it?
Fourth, guide children to strengthen the connection of each role area and enrich the plot of the game.
Teachers guide children to imagine playing games boldly and strengthen the connection between roles.
V. End: Clean up the playground and guide the children to participate in the evaluation.
Did you have a good time? What difficulties did you encounter? How did you solve it?
Activity evaluation:
What impressed me most during this practice was the creation of the scene. In the process of understanding the new syllabus, teachers are required to create interesting and attractive activity scenes in the activities, and the key point is to let children "learn in the scenes" and have full emotional experience. Creating interesting scenes is conducive to stimulating children's learning motivation. Let them explore problems through the creation of scenarios, and make the learning process a process of exploring, discovering and deepening personal experience. For example, this kind of regional activities can let children know about the games in the shop, and can combine their own life experiences to enrich their experiences and the relationship between the roles in the activities. Promote children's experience of life experience and attitude towards life and creatively express the life around them.
Role Game Teaching Plan 5 Happiness Street
First, the goal of the game:
1. Try to infiltrate the plot content of celebrating "June 1st" in the game.
2. Be willing to communicate politely with peers and experience the joy of sharing the "Celebrating June 1st" game.
Second, the competition preparation:
1. Divide all corners and provide corresponding game materials.
2. Enrich children's life experience of celebrating June 1st.
3. The children chose the game corner according to their own wishes.
Third, the game process:
(1) Have a heart-to-heart talk and lead to the theme of the game.
1. Teacher: What festival did we spend together the other day? How do you live? We also want to celebrate "June 1st" Festival for babies and children in Happy Street.
(2) Put forward the requirements of the game.
1. Teacher: How does the doll family celebrate the Children's Day? What gifts can guests buy for their baby? What do you say to the baby when you send it? How do supermarkets, kindergartens and other departments give children holidays? Who will introduce it?
Teacher: After June 1st, everyone will be very happy. Besides saying good wishes and giving gifts, you should be polite. After the game, let's talk about your happiness together, ok?
(3) Children's play and teacher's guidance.
Teachers tour to guide and help, buy gifts, and help children develop game plots.
(4) Game evaluation.
1. Teacher: Did everyone have a good time? Please tell us something happy! Please communicate with individual children and ask the teacher to help them sum up the reasons for happiness.
2. Teacher: Did you encounter any difficulties? How is it solved? (Children communicate and discuss as appropriate)
2. Teacher's summary: I am also very happy today. Ordinary citizens in our Happy Street are very polite, and we also celebrated the "June 1st" Festival for babies and kindergarten children. Now the teacher also wishes everyone a happy holiday and every day.
(5) Sorting and classifying game materials.
Role Game 6 Teaching Plan I. Situation Analysis
In the first stage, after one person, one doll and two dolls learn to be parents, children's role consciousness has sprouted. They began to immerse themselves in the game. Some of them fed milk to the doll with a bottle with dignity, some started to "run into the door" with the doll in their arms, and some whispered "Good baby" to the doll. At the same time, most children already know that fake spoons can't really be put in their mouths, and often use "this is fake" to explain the difference between their game behavior and reality.
Since 10, according to the average number of 4 to 5 people, 7 doll houses have been opened. But it is often seen that some dolls squeeze 7 or 8 people, and some only have 2 or 3 people; Some dolls have several parents; Most of the tableware items of dolls are placed in disorder and scattered all over the place; I won't tidy up after that.
explain
During this period, children's role consciousness grew from scratch and gradually became clear, and they began to be able to deal with the relationship between truth and falsehood, not only according to the rules of the role, but also according to the realistic characteristics of things and characters, but the development of role cognition was slow. Most children still don't understand the relationship between roles, which is closely related to their cognitive development and life experience. Therefore, teachers need to take corresponding measures in this weak link.
Second, the game requirements
1. Happy game, boldly express "My home ..." "I'm so happy ...".
2. Consolidate the rules of the game and learn to place and arrange items.
Third, the competition preparation
1. Materials provided: tableware and kitchen utensils for 7 dolls, each set in a small basket.
explain
Small class children have poor self-care, sorting and sorting abilities, so in order to facilitate children to master the routine of placing and sorting items, the materials provided should be easy for children to take and put, and easy for sorting.
2. Rich experience.
(1) Observation: Who are there at home?
(2) Example: "My Home", a preliminary understanding of the relationship between realistic logic and family members. For example, there is a father and a mother in a family; Grandma is mom's mom; Grandma is dad's mother and so on.
explain
When children have no clear role consciousness, their role cognition level is low. Teachers can design some activities to help children understand the relationship between family members.
(3) Observation: The placement of items at home and in the classroom, so that children can initially know that things should be placed neatly.
(4) Inspire children to learn some ways to organize and put things: "How to put them smoothly? How do you say it is cleaner? Such as: bowls stacked, dishes stacked; Magnify things first, then put small things, and so on.
explain
According to the characteristics of small class children, parents have more arrangements in life, and children's hands-on ability is poor. Teachers should not only provide simple materials as far as possible, but also give some specific guidance to enrich children's experience and let them try to practice.
Fourth, the game guidance.
1. Choose freely.
(1) Observation: the number of dolls.
Grading guidance:
A. For a doll house with 2 14 people, guide the children to play games as soon as possible: How are you going to play?
B Discuss "What if there are too many/too few people?" . Encourage children to make choices according to the results of consultation and their own intentions, such as: more people can go to the doll's house with fewer people; If there are few people, please invite some friends.
(2) Observation: Tableware placement.
Guide: Guide children with the tone of the game. "When you move to a new home, what about the things at home?" (swinging) ".
explain
At this stage of the game, the game material is gradually increasing, and the game begins to have a theme, which is different from the first stage of the complete single-player game. Therefore, the start-up process is particularly important. Teachers should not only encourage children to choose freely, but also stimulate their desire to play games to urge them to join the game as soon as possible, and also inspire children to learn some methods to solve contradictions.
2. Independent development.
(1) observation: the situation of doll family members and the role distribution of children.
On-demand guidance:
A. When there are overlapping people in the doll house again, the teacher can enlighten you: Which doll house are you from? Who are you in this dollhouse? Who else is in your family? Who is the father of this family?
B. When a child finds two "dads", sometimes one of them will be busy changing his name to "brother" and other roles, and then the game will continue; If the two "dads" are in trouble, they will discuss it when drawing lots, guessing fists or communicating.
(2) observation: child's play. How is the role behavior? How is the role consciousness? Is there a plot unfolding?
Guide:
A. Being a guest: Who are you? What are you doing? What else do you want to do? What else can I do? Instruct children to develop a repetitive dressing action into a role behavior. At the same time, stimulate children to produce new role behaviors. When the teacher pretended to be a guest and left the doll's house, the child said goodbye. The teacher continued to guide, "I'm in a hurry. Do you know where the bus stops? " Young child: "There it is." Teacher: "I don't know. Can you drive me?" . Children are "good". After sending it out, because there was no car theme, the child looked around and said, "Let me call you a taxi." . In this way, the role behavior is enriched bit by bit.
B. For some children with low game level, teachers can participate in the direct guidance of the game, from playing the main role of mother to playing the secondary role of aunt, so that children can step by step from specific reference to independent games.
explain
Because role games are children's independent games, they are particularly random. Therefore, teachers should pay attention to observation, so as to accurately grasp the level and intention of children's games and seize the opportunity to guide the development of games.
3. Spontaneous communication to consolidate role understanding.
(1) Which doll are you from? Who are you? Who else is in your family? Members of the doll family came forward and introduced themselves one by one. "I am ..."
(2) What are you happy about? Create a warm atmosphere and share the joy of the game collectively. If a doll's family has talked about birthdays, they can invite the birthday girl to come on stage and sing "HPPY BIRTH-DAY-day-day" together, so that every child can feel immersive and happy. They can also discuss "how to celebrate birthdays besides singing birthday songs?" . Send flowers, presents, eat cakes, etc. ) a series of plots followed. )
For another example, the scene of talking on the phone allows the introduced children to have a conversation with the children who listen to the lecture, "Hello …" and "Hello …". The fun of the game once again aroused the children's enthusiasm for the game.
(3) Visit the doll's house, "whose house is the cleanest", and encourage the doll's house to put things and organize things quickly and well.
explain
Games are also a happy activity for children's creative self-realization, so teachers should pay attention to children's various emotional experiences for the purpose of * * *. In the early stage of small class, pleasant experience is the main thing. Teachers should try to create an atmosphere of "you are happy, I am happy, and everyone is happy at home" to stimulate children's desire to play again.
Teaching plan of role game 7 1, the situation of game observation
Laughter found a green gourd ladle from playing with sand toys, and happily held it up and said, "I have a gourd, and I am a gourd baby." The children looked at it and continued to play with their toys. Laughing again and again, I felt that the ladle was a little dirty, so I ran to the edge of the pool to wash it and dry it with a cloth. However, this ladle has been worn out by sand, and it looks very old because of Mao Mao's thorn. When you laugh, dig with your nails bit by bit and grind on the edge of a small chair, which finally makes the ladle look brand-new. Several children saw it and were a little greedy. Especially changchang, who has always been particularly fond of gourd dolls, reached for it and ran away with a smile, followed by several children. I said, "What are you doing, children?" This one says, "I am a green gourd baby, and I want a gourd." That one said, "I'm a gourd doll, too." I want a gourd. " ..... I said, "But there is only one scoop. What should I do? " Children, you look at me, I look at you, and almost say to me in one voice: "I want it!" " "
2. Analysis and promotion of the game
In the course of observation, I found that children all want to play with gourd dolls, but they can't solve the problem of fewer gourds by themselves. Therefore, teachers should guide children to find ways to solve this problem and satisfy their desire to play with gourd dolls.
3. Guide inquiry activities
In this observation, the children became interested in playing with gourd dolls, but they didn't have gourds, so I guided the children to find ways to make their own gourds. As soon as I said to make a gourd, I smiled and said, "Make it with plasticine." The children all agreed. So everyone started the art activity of making gourds together, and Xiao Yi also made rubbings for everyone with a ladle.
4, the solution of the problem
Through artistic activities, children have gourds, and they are willing to imitate the movements of gourd dolls.
Two days later, it happened that a batch of new toys were purchased in the garden, and there was a gourd-shaped plastic card, so I applied to put this toy in the class. The children are happy to choose their favorite color, and while doing imitation, they say, "I am an X gourd doll." But new problems have emerged.
Role game teaching plan 8 I. Activity objectives:
1. Further master the haircut procedure and try to "dye hair" for customers.
2. Actively communicate with customers and learn to entertain customers.
Second, the competition preparation:
1. experience preparation: children have a certain understanding of the procedure of haircut and know the basic polite expressions.
2. Material preparation: add water, books and tools for dyeing hair in the reception area.
Third, the game process:
1. Ask the question of the last game.
Teacher: In the last game, customers reported that hairdressers could only simply cut their hair. Many children suggested increasing hair dyeing. Many children don't know much about dyeing their hair. Today, Teacher Shi will introduce the new technology of dyeing hair to the children.
2. The teacher demonstrated dyeing hair and introduced new experiences.
Teacher: How many steps are there for children to watch the teacher dye their hair? Now teacher Shi is going to test the children. Boys have to dye their hair. How? Let's ask a child to stand up and demonstrate.
Summary:
Today, we learned to dye our hair. We should do the following things:
(1) agent mixing
(2) Brush dyeing paste
(3) Cover with tin foil paper
(4) evaporation
(5) sorting and spraying sizing water
(6) with hair cover
3. Put forward the game requirements:
(1) Barbers should dye their hair correctly and actively communicate with customers.
(2) Barber shop staff should entertain guests, send water to guests, show them books, and use polite expressions correctly.
4. Children's games, teachers' observation and guidance.
Let the children choose their favorite role to play, and the teacher will observe and guide them as roles to enter the game.
Focus on guiding hairdressers to dye their hair and take the initiative to introduce them.
5. Comment on the game.
Exchange game: Who went to the barber shop today? Which hairdresser do you like? Why? Who dyed her hair today? What's the effect? What other problems did the children encounter in the game?
6. Children organize game materials
Requirements:
(1) Put away the toys quietly and orderly.
Put the toys back there.