The activity is over. I believe you must have a lot to share, so write these records in the activity summary and let yourself remember. So how to write a beautiful summary of activities? The following is a summary of the activities in Dabanjiao (5 selected articles), hoping to help you.
Summary of Big Class Corner Activities 1 This semester, the regional activities of this class are mainly about children's self-learning, self-exploration, self-discovery and self-improvement. A relatively relaxed activity atmosphere and flexible forms can meet the needs of children's development, encourage children to play their role, facilitate operation and bold exploration, and better promote the all-round and harmonious development of children's body and mind. When carrying out regional activities, we set them according to the characteristics of our own classes and the actual situation of children's level. At the same time, provide children with versatile and developmental game materials, and give them timely guidance as companions. From the children's point of view, from their psychology and the development of children in our class, we have created a music area, a language area, a science area, an art painting area, a math area, an outdoor area activity area and one.
The objectives of the game activities in this course are:
1, create a free and open environment that children like, guide children to carry out activities independently, cultivate children's active and cheerful personality, cultivate their exploration spirit and improve their observation and analysis ability.
2. Through children's hands-on operation, let children do more activities of "turning waste into treasure", cultivate children's shallow awareness of environmental protection, and know that many waste materials can be reused, which can produce many beautiful works.
3. Math area: Understand the obvious characteristics of objects such as color, size, shape, quantity and orientation, try to compare and classify, like to operate and fiddle, try to ask questions and express what you see and hear.
4. "Chess Bar": Learn to share your toys with your peers, learn chess that you can't play, and abide by the rules of the game, so as to improve your child's hands and brains and self-control, and develop the coordination ability between hands and brains.
5. Experience the joy of cooperation with peers, experience the joy of success, and exercise the flexibility of thinking and hand-eye coordination ability in operational activities.
6, through independent games, develop children's imagination, creativity and exploration ability, cultivate children's observation, improve the flexibility and agility of thinking.
7. In regional activities, let children learn to communicate and cooperate with peers modestly and politely, and enjoy the happiness of themselves and others, so as to build a harmonious relationship between peers, teachers and children.
The specific development is as follows: Regional Games in Theme Environment
The first theme: "Special Me" has created an art area, a reading area and a popular science area.
1. Show children's fingerprints, footprints, matches and puppets in the art area, so that children can observe, appreciate and discover their own works in daily activities, provide opportunities for children to communicate and learn from their peers, and provide rich operational materials for children.
2. Reading area: There are various Chinese characters and some action pictures beside the mouth and feet. Children can freely take Chinese character picture cards and read Chinese characters according to the pictures to further understand the characteristics of Chinese characters.
3. Science Zone: Provide all kinds of detachable toys, ballpoint pens and pens to inspire children to open toys and explore the mysteries of toys and pens.
The second theme: "Our Home" has created a language area, a science area, a performance area and an art area.
1. Children's books are put in the language area, pictures are read and poems are read, including home. We have loved our motherland since childhood, and how big our motherland is.
2. In the science area, display all kinds of marks, let children read all kinds of marks in activities, cultivate children's interest in reading marks and enrich their experiences.
3. Provide music tapes, ribbons, costumes and props in the performance area, so that children can experience happiness in the performance activities with the music performance of Happy Ayiguli, Let Love Be in My Home, Big China.
4. Show all kinds of clay sculpture works in the art area, and provide all kinds of plasticine for children to carry out clay sculpture decoration activities independently.
The third theme: "Fantasia of the Four Seasons"
1. Arrange autumn leaves, beautiful Woods and colorful chrysanthemums in the art area for children to exchange and enjoy, and provide corresponding materials for children to create drainage paintings and oil pastels. Use various colors of plasticine and simple clay tablets to let children independently rub long, reunite, flatten and connect, and create various flower images.
2. Provide children's books in the reading area, encourage children to read the contents of picture clips, recite poems to cultivate children's reading habits and interests, provide the words "wood" and "rain" for men and pictures, and perceive the structure and meaning of men.
3. Put the pictures, materials and books of flowers and leaves collected by teachers and students in the science area, encourage children to read by themselves, enrich their experience and cultivate their interest in observation.
4. Put all kinds of fruits and dried fruits in the natural corner with several self-made paper plates, and write down the names of the fruits on the paper plates, so that children can play matching games and read the corresponding men while observing the fruits independently. Teachers and students * * * collect flowers and bring them to the natural corner to write down the names of the plants, and make a class plant investigation record table, so that children can record the names, appearance characteristics and growth process of these plants.
The fourth theme: "Fantasia of color"
1. Provide all kinds of paper, pens, pigments, scissors and other materials in the art area for children to fold, print and dye paper flowers and feel interesting printing and dyeing activities. Provide children with oil pastels to create batik depictions and further perceive the strange effects of wax depictions.
2. Show the processed and edible flowers in the scientific area in the form of photos, such as the flowers for cooking: chrysanthemum, celery, lily, osmanthus, scallop, broccoli, etc. Let the children know about these edible flowers.
The fifth theme: "Animal Grand View Garden"
1. Show children's paper figures "crab" and "snail" in the art area, and provide colored paper and scissors to encourage children to cut and paste various animal images.
2. In the science area: collect all kinds of animal cards, encourage children to read animal cards and tell the characteristics of animal legs according to the format of riddles and nursery rhymes, and try to imitate nursery rhymes.
3. Provide tapes, musical instruments and props in the music area, and guide the children to sing Grandpa Zhang's Little Flower Dog, Three Monkeys, Tortoise and Rabbit Race and Animal Guessing Song in the performance area.
Sixth theme: "General mobilization of land, sea and air"
1, Science Zone: Show all kinds of pictures with wheels and statistics of wheels, let children observe and feel all kinds of round wheels, collect toys and models of various vehicles, put waste paper boxes, colored paper, popsicles, bottle caps, glue, single-sided tape, scissors and other materials, and encourage children to make various vehicles.
2. Put the materials for making paper prints in the art area, and use the expression of paper prints to create ships and other means of transportation.
3. Music performance area: Musical tapes, red flags and other materials will be put in. Children will play percussion "Flower Carriage", sing songs "The Wheel of a Bus" and "Little Navy", and perform dance "Train Dance".
Outdoor area games:
This semester, outdoor games can lead children to walk, such as "Bear and Stone Man", run, such as "Postman and Chicken Hair Letter", jump, such as "Picking fruit and pony carrying food", balance, such as "Little pilot didn't fall down", throw, drill and climb, such as "grabbing the ball, shooting foxes, catching cats and mice, and picking monkeys".
We also made various outdoor game devices with the parents of young children, such as "flying saucer", "pigtail", "paper football" and "triangle multipurpose device", all of which were made of waste.
Public * * * District Games
This semester, we set up a new "chess bar" for children to play chess games, so that children and teachers can collect all kinds of chess and cards and put them in this area. At the same time, we also lead children to play games such as "mutton hot pot house", "mutton hairdressing house" and "tea bar", so that they can abide by the rules of the game in these public areas, thus improving children's hands-on ability and brain ability.
The summary of the activities in the corner of the game in Class 2 is a voluntary activity to seek happiness. However, children's drama is by no means a simple sense of happiness, but happiness accompanied by a sense of life fulfillment. Games are children's activities, which are very different from learning activities and labor activities. It has some characteristics: first, games are children's voluntary activities, and games are children's nature. Children's games are not forced by the outside world, but voluntary activities of children out of their own interests and wishes. There are many kinds of children's games, including corner games, role games and optional activities in the morning, among which banks, kindergartens, doll houses, hospitals, barbershops and food cities are all role games, corner games and optional activities in the morning.
Although the child-oriented educational concept advocated by the new syllabus has been deeply rooted in the hearts of the people, in educational practice, it is difficult to respect children's interests and needs and their development differences in kindergarten life with group activities as the main mode. What we often see is the scene of children queuing in and out of the activity room and sitting in the classroom in rows, answering questions in chorus. Teachers are used to this organizational model, so it is difficult to put the conceptual understanding into concrete educational practice. It should be said that regional activities are helpful for teachers to implement the child-oriented concept in practice and truly realize the humanistic education goal of "promoting the development of each child's personality".
Because before carrying out regional activities, teachers will seriously think about the interests, needs and development goals of children in this class, choose the type of regional corner and put in appropriate materials. Moreover, regional activities are personalized and autonomous activities, and children can communicate freely in a relatively relaxed and free atmosphere without too much interference from teachers or too much hard control. Even if children don't like to participate in activities for the time being, they can choose to "stroll" or "sit", which shows the teacher's respect and understanding for children. Children in large classes have reached the age of mastering knowledge and developing rapidly in all aspects. Teachers need to provide correct and reasonable guidance for children to master knowledge and develop their abilities.
There are three classes in the big class. In this year's regional activities, we have guided the study and practice of the regional activities of the three classes through teaching and research, appraisal and other activities. In the process of regional activities, it is necessary to conform to the age characteristics of children and give them some room for development in terms of material transfer. In addition, due to the limited class space, we organize regional activities in groups from morning to afternoon, and make effective use of functional departments and rooms to enrich children's activities. In the process of children's play, teachers' guidance to children is different from that of children of other ages. Large-class children gradually develop emotionally and morally, and the intervention and guidance of teachers should be appropriate. In this semester's guidance, we try to guide children to solve their own problems by heuristic and parallel intervention. In the long run, the ability of large class children to solve problems independently has been significantly improved. But as far as the value of regional game education is concerned, it still needs to be strengthened and worked hard.
Summary of activities in the corner of Big Class 3 The following is a summary of the game activities in our class this semester.
First, the role game In the role game, the role is the center of the game.
By playing imaginary roles in games, children recombine existing ideas in their minds in an imaginative way, thus reflecting their understanding of social life and participating in the social life of adults. In the game, children often encounter problems of one kind or another, and they argue endlessly about it. For the children in our big class, we should not only give them moral education, let them know how to be humble to each other, but also focus on cultivating children's sense of cooperation this semester.
First, use the rules of the game to induce children's cooperative behavior.
Rules are not only requirements for children's activities, but also hints for children's behavior and game development. For example, in the doll's house, we guide the children to establish such a rule: "Before the game begins, the children should discuss and determine what role they play before playing. Mom and Dad, grandparents, and children are all family members. Everyone should care about family affairs and family members and can't do whatever they want. " Ask children to put forward the role they want to play and negotiate with each other. Use "family" to clarify the relationship between them, suggesting that they should cooperate in behavior.
Second, teachers take the initiative to join children's games.
Teachers participating in children's activities can stimulate children's interest in games and set a good example for children. For example, once, I was the "mother" of the doll family and Ginger was the "father". When I got up in the morning, I said to Ginger, "I dress the children. Go and buy breakfast. " When he came back, he said to me, "I bought a cake." After breakfast, I glanced at my watch and said, "Oh, I'm going to be late. I can't take the baby away." Jin Jie said, "You leave quickly, and I'll take him off." At first, Jin Jie was passive in communicating with me, and later changed from passive to active, coordinating our behavior.
In addition, because the children are young, the main motives for participating in the role are interest and initiative. Therefore, when organizing role games this semester, on the basis of setting up scenes and stimulating children's interest in activities, we should pay attention to guiding and encouraging children to try boldly, gain experience and gradually understand themselves from personal experience. Only in this way can we gradually change spontaneous activities into active activities, which is conducive to the development of children's own potential. For example, in the role game of "Little Mouse Bakery", our children can choose and use various materials to make their own special cakes. They can freely choose materials to make what they want in the game, and everyone has a good time. It can be seen that in the game, children can gain experience from their own experiences and choose methods that they feel good about, which can master skills better and faster, and at the same time enhance their interest and confidence in role games.
Second, the education corner game
The educational corner game breaks through the passive and static situation of children in traditional education. It is not that teachers tell children knowledge and let them passively and statically accept it, but that teachers design and provide an environment for children to operate, especially various activity materials, so that children can actively develop in the interaction with the environment. Combined with the "suggestions on regional activities" put forward in the series, this semester our class launched an educational corner game.
First of all, the setting of corner games in the education area is more flexible. We set up in many aspects according to the content of the theme activities. For example, in the science theme activities around us, we set up an art area, a science area, a language area, a puzzle area and a building area. In the theme activity of "I Found Spring", there are living area, art design area, language area, building area, education area and science area.
Secondly, the creation of each corner also depends on the specific situation of the theme. Generally, the language area will put some books, cards, finger lovers and other materials related to the theme, post some interesting pictures and some children's songs copied, and also put some exercise items such as white paper and pencils; In addition to some conventional children's sporting goods, such as scissors, plasticine, colored paper, oil pastels and so on. There are also some demonstration pictures of simple handmade works to encourage children to paste paintings and other works that they are satisfied with; In the science area, some children's operation materials are usually provided, which are related to the theme; Usually, the building area depends on the theme.
Third, morning self-help activities.
In addition to role games and educational corner games, morning self-help activities are also part of children's games in the park. It is the beginning of a day's education and teaching activities in kindergarten. It is necessary to carefully organize the morning meeting every day so that every child can actively and happily participate and gain new gains every day. In order to let children enjoy the morning activities easily, we have adopted the policy of letting children freely combine and choose. For example, if some children are willing to paint, let them freely imagine painting; Some children like to play with colored mud, so let them freely pinch and shape their images; like
Children who play with building blocks can build tall buildings at will. Therefore, we will make preparations in advance, understand children's hobbies, and prepare all kinds of activity materials before children come to kindergarten, so that children can participate in activities as soon as they arrive at kindergarten. During the activity, pay attention to observe each child's interest, individual language development level and communication ability with peers, so as to teach students in accordance with their aptitude, help children solve problems encountered in the activity and make the activity go smoothly.
Whether it's a role game, an education corner game or an optional activity in the morning, we will make a summary and evaluation after the activity. There are many ways to evaluate, sometimes the whole class, sometimes the group, or the children evaluate themselves, and the teacher can guide them. The independent evaluation of children is mainly to encourage children to express what they have seen, heard and felt in the game and share it with their peers. For example, if the teacher encourages, encourage the children to say, "The building you built is really high. Can you tell me about your architectural experience? " You have fun playing games. Will you tell us the happiest and most interesting thing in your game? ""What problem did I find? "? What else should I do to play better in the future? I think who plays well and who doesn't. Another example is: "Which group of children packed their toys fastest today?" "I found that some children didn't put away the toys of the original game before going to another game when they changed games. The next event can't be like this anymore. " "What new skills have you learned?" "What else do you need to do to make the next game more enjoyable?" Wait a minute.
Of course, there are still some problems that need our attention and improvement in the game activities this semester. For example, when assigning game roles and tasks, we will designate several children with strong ability as the person in charge, and the person in charge will invite others. We found that when the person in charge walked around the class calling his partner, most of the children stared at them nervously, held their little hands high and said, "Me, me!" " "However, every time some people are called away, the rest are often poor routines or weak abilities. The rest of the children are often arranged by teachers: reading books and playing with plastic inserts. Depressed, sad and dissatisfied, all kinds of expressions will immediately appear on these children's faces, and those summoned children may be dissatisfied with the role designated by the teacher or the small person in charge.
In practice, we realize that games stimulate children's interest in learning and increase their knowledge of life. In the future game activities, we will strengthen the observation and guidance of children's games, so that children can grow and learn happily in the games.
Summary of big class corner activities 4. Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization ability under the guidance of correct views on education and children. Combining the theme activities with the teaching characteristics of our garden, we will carry out regional activities to provide rich and effective materials for children and guide them to actively explore and learn in a free and relaxed atmosphere. Regional activities are one of the best ways to show that children are playing with middle school, learning while playing and integrating education into games.
According to the age characteristics of children, we have set up a folk game area, a weaving area, a food area, a printing and dyeing area, a clothing area, a paper-cut area, an education area, a scientific development area, a building area, a reading area and a performance area. We insist on playing games every day, guiding children to use their hands and brains and actively interacting with materials.
First, the transportation of materials.
1, combined with the characteristics of kindergarten teaching-folk games, tap rural resources and jointly make game equipment.
In regional activities, a large part of our materials come from the garbage collection of their children's families. Such as bottles, bamboo poles, wool, cardboard, straw mats, etc. They are collected and produced by children and parents. The children were very interested in the game materials they brought. After we put them in, we all tried to play. In this way, under the premise of improving children's enthusiasm for participating in activities, rural resources have been further developed.
2. Skillfully use regional activity equipment so that all children can participate in various activities.
There are many kinds of amusement equipment, such as: there are many kinds of amusement equipment in the folk game area, including sandbags, spinning tops, rolling iron rings, sedan chairs, bamboo dance, bag jumping, dragon boats, stilts, hydrangea throwing, carts, windmills, bamboo dragonflies and so on. However, the number of each class is relatively small, so we will concentrate all the amusement equipment in a large category for sorting and distribution.
3. Regional materials can be used as an extension of class theme activities.
As an extension of class theme activities, regional activities put the materials after 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 have designed a "dragon boat rowing" activity in the folk game area, so that children with good ability can play according to the rules and organize their own competitions; But some children can't play and are not interested in activities. So we adjusted for this difference. We want to turn "a pair of dragon boats of the same color" into a game of "dragon boats of different colors". If one is green and the other is yellow, then we can shout slogans according to colors and play games intuitively. After the game equipment is properly adjusted, the children with poor ability also have a high interest in the game.
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 observe every child's interest operation, participate in children's activities in time, explore, operate, discover, discuss and solve problems with children, and truly reflect children's dominant position, instead of imposing our views and ideas on children when problems are discovered.
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, although the children's game level has improved, there are still problems in many aspects. For example, some children imitate each other when they are active in the workplace, and their brains are not enough; In the folk game area, children's enthusiasm is not enough, which often leads to game fatigue; In the field of performance, children's communicative language is still lacking. Therefore, in the future game development process, we should organize various forms of children's activities to stimulate children's interest in the game. We intend to add games, competitions and other forms to children's activities. Classes can learn from each other through in-depth exchange activities, so that each activity area can be presented exquisitely and children can enjoy the fun of the game. Let every child improve himself in happy game activities, and let the children's game level in our class rise to a new height.
Summary of big class corner activities 5. Regional games are an important material condition for the positive development of children's cognitive level, personality quality and socialization ability under the guidance of correct views on education and children. 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 the best way to reflect children's playing middle school and learning education in games.
This semester, according to the age characteristics of children, our class set up a puzzle area, a science area, a handicraft area, a building area, a reading area, a performance area and a living area, and gave different names to the same activity area, such as; "Taobao House", "Think about it" and "Try it". Our class insists on playing games every day, guiding children to use their hands and brains and actively interacting with materials. Interest in children's activities is very high.
First of all, the "activity area" provides the possibility for the development of young children.
Because children choose their own activities, their wishes and interests can be met to the greatest extent, and they can easily devote themselves to their favorite activities.
Second, the design of the "activity area" content must conform to the age characteristics of children in each class and adapt to the educational goals. The middle class pays attention to strengthening intellectual training, has a relatively stable activity area for different activities, and has corresponding material input.
Each activity area constantly supplements or updates the content according to the children's activity effect.
Third, in the construction of the activity area, consider the collocation of soft and hard materials.
Such as soft materials, construction areas, covered with foam mats, with an average of 50 foam floors per shift. Children really feel comfortable when they enter the building area. The delivery of hard objects should be scientific, beautiful, reasonable and educational, such as the supermarket items in our class.
Fourth, in the creation of the activity area, we should pay attention to education, and the focus of activities every month is reflected in the activity area.
If you want to exercise your child's muscles, put some flour, plasticine, etc. Let the children practice the muscles of their small hands in the "activity area".
As soon as the activities in the "activity area" are carried out, we put the routine training in the "activity area" in an important position. We have set up a "wish list of regional activities" for children, and no children can choose games according to their own interests. In addition, we also gradually cultivate children to cherish toy materials, and toys will be put away and put back in their original places after use. We should not only be neat and orderly, but also learn to cooperate, share, take turns, wait and not compete. ...
Colorful "activity area" activities have played an irreplaceable role in cultivating children's language communication ability, observation, imagination, children's hands-on operation ability and creativity. For example, in the "building area", children can freely build their most satisfactory buildings in a small area every day, such as "high-rise hotels", "exotic zoos" and unique "big boats".
Teachers play a leading role in "activity area" activities. Pay attention to arouse children's enthusiasm, in addition to helping some children choose activity areas, but also pay attention to observe each child's activities. On the basis of taking care of all children, give important and individual guidance. We suggest giving every child a chance to express himself. When summing up and evaluating the activities in the activity area, we should pay special attention to making every child feel the joy of success. ...
Although children's game level has improved, there are still many problems. For example, some children imitate each other when they are active in the work area, and their brains are insufficient; 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.
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