Sample lesson plans on role-playing games for kindergarten classes (three articles)

Kindergarten role-playing lesson plan 1

1. Generating background:

Reflection on the themes of role-playing games are often the same, they are all doll houses, hospitals, and snack shops , performance games, etc. The themes of these games are generally preset by the teacher, such as creating a hospital environment, preparing materials, etc. Children naturally start playing in such an atmosphere. But it always feels the same and nothing new. Just imagine: If the setting of game themes is left to the children themselves, and the teacher acts as a careful observer, childlike supporter, careful guide, and patient helper, will there be unexpected results? I made an attempt on this: "Research on the Personalization of Game Themes for Children in Large Classes", striving to make the game themes novel, creative and unique.

2. Theoretical basis:

The "Kindergarten Work Regulations" will "follow the laws of children's physical and mental development, conform to the age characteristics of children, pay attention to individual differences, teach children according to their needs, and guide children "Healthy personality development" is an important principle of kindergarten education.

The "Regulations" also pointed out that kindergarten educational activities should "make full use of the favorable conditions of the surrounding environment, based on the principle of actively using the senses, and flexibly use the form of collective activities and individual activities to provide children with sufficient opportunities for activities , focusing on the process of activities and promoting the development of each child at different levels. "It emphasizes that "games are an important form of comprehensive development education for children." Kindergarten education should make full use of games to "promote the all-round development of children's abilities and personalities. ”

The above is an exposition of the relationship between children’s personality development and their educational role. It proposes to cultivate children’s good personalities in games, pay attention to individual differences, and reflect society’s expectations for the future. The healthy, rich and harmonious personality needs that talent characteristics should possess are also the general trend of the development of early childhood education, and also point out the direction for the development of games. So how to promote the personalized development of young children in role-playing games?

The author believes that: Role-playing, with its characteristics of autonomy, pleasure, and focus on process, is an activity that children naturally form according to certain interests. It is conducive to the implementation of personality education and stimulates children's autonomy, Agency and creativity. Therefore, the self-selected game theme as the beginning of the game is the primary manifestation of personalization. Children can receive educational influence in activities of their own choice and interest. Especially for children in large classes, their emotions, abilities, attitudes, knowledge and other aspects of personality are clearly highlighted. Therefore, teachers should adapt to their needs and provide guidance. Explain with several cases.

3. Case analysis:

Case 1: Today I am a farmer

Source of inspiration: A bamboo hat

(I accidentally The bamboo hat I got has been in the activity room for two weeks, and I always wonder: What can it be used for? The children often wear it on their heads to play with it today...)

Generation situation: Children's spontaneity

Observation and guidance:

The game started. Zhou Han took a bamboo hat and put it on his head, wandering around the teacher.

(At this time I did not realize that a new game was to be produced, and maybe she did not realize what she was trying to do, but her actions clearly wanted to attract the teacher's attention, as she has always done She loves to express herself. I didn't have time to take care of her because I was taking care of other games, but I saw her. )

I saw her hand making a "downward" movement.

Later I asked her: "What are you doing? What game are you playing?"

She straightened up and said loudly: "I am a farmer, I am farming!"

(Her answer surprised me: There has never been a game theme before, and I don’t know where she got the experience. My intuition interests me.)

I asked: "What kind of game do you think you have?" What kind of crops are there?"

She looked at the open space next to her: "Here, there are so many crops!" (The "Farmer" game comes to the point.

)

I said: "That's great! What color is it?"

She was a little excited: "It's green!" She said while taking it from the nearby material box He took out a piece of green crepe paper and spread it on the ground, saying: "This is wheat!"

"Okay! Then you can plant more crops! I'll see how they grow later!"

(Getting the teacher’s affirmation gave her confidence.) She went to find various materials to plant crops, including plastic building blocks of various colors and green paper with lotus leaves painted on them. When I walked over, she hurriedly introduced to me: "This is wheat, this is tomatoes (red building blocks), this is green vegetables, and this is rapeseed (yellow building blocks). The blue ones are what I water the crops." Water!" Her face shone with pride. It attracted many friends to visit. Because of the large number of people, the "crops" were "trampled". Another one or two "cars" drove straight into the "crop field". The neatly arranged crops in the crop field became staggered. She suddenly became anxious: " Teacher, they are destroying my land!"

I said, "Is it too easy to get into your farmland? Come up with something quickly!" The children next to me also gave some advice. They said they should make a mark, some said they would ask someone to guard it, and some said they would surround it with chairs. Finally, they decided to ask construction workers (from the construction area) to build a wall. Soon, construction worker Zhou Jie brought a cart (basket) of bricks (building blocks), and with the help of several people, the wall was completed in an instant. Zhou Han smiled happily and kept thanking Zhou Jie and the others. Several children said enviously, "Zhou Han, I want to play with you too!" She became even happier, "Okay!" As she said this, her eyes narrowed. There is a gap!

(Later games will also develop plots such as buying and selling, promoting, and opening stores.)

Comments: There are often many unknowns when children in large classes play games, which requires teachers to be good at catching , Discover valuable educational points, be a good guide for children, and gradually improve the new game theme. Secondly, we might as well give children a creative space so that they have the opportunity to express themselves and promote personality development in games of interest. We have to admit that children have alternative thinking, imagination and creativity that adults cannot match. We should protect them and especially cherish them. Third, the materials in the game must be open-ended so that children can take them as they please. Sometimes unexpected effects may occur.

Example 2: Elf Kingdom

Source of inspiration: Ocean Ball

Generation situation: Spontaneous generation by young children

Observation and guidance:

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Fei Yi, Chen Yichao, Zheng Jiayu, Lin Xiaomei, Zheng Juan and other children came to the corner of the corridor with a basket of ocean balls. There were ten steps leading to the kindergarten's storage room. A few people were playing together in a noisy manner, saying something to each other. Zheng Jiayu turned around and found a few bottles in the material box in the activity room. He chose a red ocean ball and placed it on the mouth of the bottle, placing it on the side of the first step. Others also got busy. If the glass bottles were not enough, they chose plastic. Bottles, I have been busy for a while, and both sides of the stairs are full.

I was very curious, and at the same time I admired the neat decoration: "Wow! It's so beautiful! What is this?"

Zheng Jiayu came over and took my hand, looking very proud. Said: "Teacher, this is a lamp! You see there are lights on the stairs, they light up, we put them there!"

"Where is this place?" I was really curious.

Fei Yi said mysteriously: "This is the kingdom of elves! We are all elves!"

"What are the elves doing in this beautiful forest?"

"We can sing, dance, do magic, and fly!" Fei Yi waved the magic wand in her hand and flew away

"Ah! Really! I want to too Play! Who should I be?"

Zheng Jiayu said: "Okay! I am the king of the Elf Kingdom, you can be the queen! Lin Xiaomei, let Teacher Gao be the queen!" It’s not good! Is the teacher taking the role of the child?) I quickly said: “I’ll just be an elf!” The king and queen would sometimes sit in the palace and watch the elf’s performance, and sometimes find some “outfits” to dress up. For example, if you make yourself a crown and hold a long chopstick in your hand as a staff, you will look very proud, and you really look like a king or queen! I followed the elves to find a "magic object" (some of the children had sticks, baskets, balls, and toys. I found a chopstick). Sometimes I would cast spells, and sometimes I would save humans. Anyway, I encountered When it comes to many things, nothing is difficult for the elves and they can be solved. It’s quite enjoyable!

When the time was up, I heard them say: "It's so fun, let's play again next time!"

Comments:

Seeing the children I was infected by the bright smiles on their faces. What a fun game! During the game, children spontaneously generate game themes, choose an open space by themselves, and do not affect others (of course, others will not affect them). They can use their imagination to their heart's content, play to their heart's content, and choose (or assign by their peers) game role-playing. , and at the same time, he also chooses the materials he needs to dress up for his identity, and imagines various happenings. Throughout the game, children are constantly using their hands and brains, constantly communicating with each other, and their bodies are constantly moving, fully mobilizing their own initiative and enthusiasm.

Case 3: Circle

Source: Several small circles

Generation situation: Spontaneous generation by young children

Observation and guidance:

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In the doll's house, Ji Zhonghua, Ruan Yiqi, Qian Yisen and other children held a basket of small hoops to play with on their arms. There were many supplies on the table, including bowls, cups, bottles, etc. Ji Zhonghua easily grasped them The trap he made was placed on an elastin can. After a few times, Qian Yisen followed suit. When Ruan Yiqi saw it, he sorted out the things on the table and said, "Whoever can trap the two of you wins!" When I started playing trap, I completely forgot about the dollhouse game and started playing the role of referee and trapper! When evaluating the game, I specially asked them to introduce it.

The second time: Li Jing found many toys from the material box, including cloth and plastic, and placed them one by one in the open space of the activity room and started playing with the ring. Later, more and more people were playing, so Li Jing gave each person a few hoops and lined up to take the hoops. However, the distance of the hoops varied, causing a lot of disputes. During the evaluation, ask the children to help think of a solution. Chen Yichao and Qian Yiling suggested drawing a line and making a circle behind the line. Otherwise, it is a violation of the rules. Got everyone's approval.

The third time: With the help of the teacher, I used post-it notes to post a marking line about two meters away. And this time the person who got the circle became the boss, and there were new rules: People who come to set up a trap have to pay one yuan, and the toys they get can be played with.

Comments:

Starting from an action in the doll's house game, after three games, it gradually transformed into a complete game with rules, social reality and entertainment. The new game theme meets the physical and mental needs of children, is also a reflection of children's life experience, and is full of individualism.

In our games, we found some fighting and winning-losing games that boys have due to gender differences, such as playing Ultraman games, building spaceships, firing guns, fighting monsters, and laying landmines. We are all paying attention to the Kamiki Baby Card Duel, etc. We will not easily object without affecting the play of our companions, and we will provide appropriate guidance while respecting them.

4. Conclusion

In summary, the premise of guiding the personalized development of children's game themes is to give children a relaxed game atmosphere, respect children's choices, and produce game themes that are Will be full of childishness and have shining personality. Secondly, you must have a childish heart, be able to stand on the children's side, be their supporters, helpers, and become their strong backing, so that the game will have strong vitality. Finally, you must be a wise observer, good at discovering problems, and guide them in time to make the children really move.

Kindergarten role-playing lesson plan 2

Role game scheduled game themes:

Skewers, KFC, children's theater, kindergarten, buses, cars, Doll's House etc.

Situation analysis:

After more than a month of training, the game routine has been strengthened. Judging from the situation of corner games last month, children have been able to initially independently propose themes, choose partners, develop plots, and communicate extensively with peers. However, their role awareness is not strong, the game themes are not rich enough, and the purpose and planning of the games are not enough. Sexuality is not obvious enough; therefore, at the beginning of this month, it is necessary to strengthen children’s role awareness, and skewers are currently familiar and interesting to children. It is just used to enrich children’s game themes and strengthen the purpose and planning of the game. sex.

Game purpose:

1. Clarify the role responsibilities and know how to play the role according to the responsibilities.

2. Learn to arrange places reasonably and have the ability to replace things with things.

3. Further learn about division of labor, cooperation and negotiation among peers to assign roles.

4. Continue to cultivate children’s good behavior habits of communicating softly in games.

Game preparation:

1. Material preparation: various skewers, barbecue grills, barbecue tools, chicken legs, burgers, French fries, various musical instruments, microphones, for performances clothing, car steering wheels, tickets, standing rows, dolls, furniture, cooking utensils, etc.

2. Knowledge and experience preparation: Parents are asked to take their children to the street to watch the skewers work, understand the basic working procedures, and use Daily activity time enriches relevant life experiences.

3. Children’s homemade items and materials.

Game guidance:

First guidance:

1. The teacher inspires the children to come up with new themes: A few days ago, the teacher asked parents to take the children to visit outside. The uncles and aunts who sell skewers work. Do you see how they work? Do the kids want to play this game?

2. The teacher discusses the game process with the children. What should you say first when you go to the stall to buy something? What are the boss's work procedures?

3. Children discuss venue arrangements for each theme, role allocation, and teacher observation and guidance.

4. For children's games, teachers focus on guiding children who play skewers to learn how to set up the venue, play roles and participate in the game, and guide the children while playing.

5. Organize children’s comments: Ask the children who are playing skewers to introduce how to play this time, and inspire the children in the class to think about how to play better.

Reflection on the activity: The children in this class have strong ability in role-playing games, and have sufficient knowledge preparation for the new theme "skewers". In the game, everyone also wants to play "skewers" , but they are all entered through punching. It is very refreshing to play for the first time, because the "skewers" are very lively. Conflicts encountered during activities can be resolved peacefully.

The second guidance:

1. Directly introduce games, guide children to negotiate and choose games according to their wishes.

2. Put forward game requirements:

(1) Players should stay at their posts during games and not leave their posts without authorization.

(2) Speak as softly as possible with your companions and do not make any noise in the activity room.

3. In children’s games, teachers observe whether children have clear roles and responsibilities and provide timely guidance.

4. Ask children to evaluate the game situation by themselves.

Reflection on the activity: During the activity, children have a strong awareness of their positions, and most of them can stick to their positions. If there is a shortage of people in any position, they will immediately report it.

And he has also made great progress in speaking softly.

Summary of the game: During the two weeks of game guidance and observation, I found that the children's role awareness has made breakthrough progress. They no longer move around randomly during games and have a clearer understanding of their own identities. Understanding, I am no longer confused, and my game routine has also made great progress. However, there is still a phenomenon of characters fighting for each other in the game, which can be solved by taking turns with the coordination of the teacher.

Kindergarten role-playing lesson plan 3

1. Situation analysis

Eight kindergarteners played the "hospital" game at the same time, and six of the children did not participate in the role During the discussion, we were all eager to grab the toy, which affected the other two children who were negotiating. They stopped negotiating and joined in the fight for the toy. After everyone had something, they moved the tables and chairs and sat around. I came as a "patient" Go to the "hospital" and try to understand their level of play. Unexpectedly, eight children came up to see me for injections at the same time. Although I repeatedly emphasized that only one person could receive injections, they still received five injections. After the game was over for evaluation, I told the children about my experience and asked everyone to comment. Is the doctor right to do this? Why? Although it's not right, except for a few young children, most people can't explain why.

Note 1: Eight children played the "hospital" game at the same time, showing their interest and willingness. However, judging from the game, the children's understanding of "hospital" is still superficial and one-sided.

Note 2: Children at this stage also have the characteristic of having pill materials to confirm the identity of the character, such as holding a stethoscope and being a doctor.

2. Requirements

Know what role you play, and be able to initially act according to your role and responsibilities

3. Teacher guidance

1. Provide materials

(1) Add symbolic toys with a "hospital" theme.

(2) Provide medicine bottles, sticks, building blocks and other waste items or substitutes for "hospital" games.

2. Rich experience

Discuss the situation of going to the hospital for medical treatment on weekdays.

Ask dad and mom to introduce things about the hospital.

Conversation: Have you been to the hospital? Who is in the hospital? What do they do?

3. Observation focus and guidance methods

(1) Focus on observing the main number of people in the "hospital", role negotiation and their performance.

(2) Continue to go to the hospital as a "patient", understand the situation through the dialogue between the "doctor" and the "patient", and help the children sort out their existing experiences and play smoothly.

4. Game evaluation

(1) If the role of "hospital" and its performance are unsatisfactory, such as the language dialogue is incomplete and the behavior does not match the actual situation, explain the child's feelings about it. It's not profound and comprehensive enough, so I won't comment on it.

(2) If the role of "hospital" and its performance have made great progress compared to before, ask the children to introduce the situation of the game during the evaluation, consolidate the children's introduction to the game, and consolidate the children's understanding and understanding of "hospital" reflect the level.

Note (1): Young children still don’t know enough about “hospital”. Providing more symbolic toy materials or substitutes can serve as a reminder and guide.

Note (2): Children's performance in the game depends on their existing experience. Children should be guided through multiple channels to familiarize themselves with the hospital and increase their perceptual knowledge. They not only know what the hospital does? Also know about doctors and their work.

Note (3): The evaluation of the game depends on the current level of the child. If it is found that the child’s understanding of certain aspects of life is not yet comprehensive or has no knowledge, efforts should be made to enrich the experience rather than Anxiety for young children to behave.

Note (4): If the child has experience but does not know how to perform or does not pay attention to the performance, the teacher can inspire and guide, such as designing questions, creating scenarios, etc. (1). Examples of teaching and reflection on role play in kindergarten classes (five articles) (2). Observation records and analysis of role play in kindergarten classes (four articles)