How to write a case of kindergarten construction

"See dad go to the park, happy! ..... "The children in the construction area are humming happily while building a house. "Little architects, what are you building today?" The teacher looked at the semi-finished wall with curious eyes and asked the children. Xiaowu, who speaks quickly and speaks quickly, quickly picked up the drawings on one side and said, "This is what we built. What a beautiful house! " ""I think it looks like a pavilion. I saw it in xiaoyaojin Park. "Mu Mu looked at the building blocks carefully and said," Then let's build a park! "Lele suggested." Good idea. What's in the park in winter? "The teacher asked." There is grass "and" there are trees! " The children began to talk noisily. At this time, I whispered every day: "This building block is too big to cover. "The children suddenly fell silent." Then let's hire a small builder as a gardener, plant trees and grass with small blocks, and use big blocks in Gai Lou in the park, OK? "The teacher suggested." Ok, I'll tell them! "Lele happily ran to the desktop construction area.

Analysis:

Judging from the content of the selected building, with the coming of autumn, we launched the theme activity of winter fantasy. After a period of common study, children have a full sense of winter. At this time, it is feasible to organize children to establish a winter theme. They have the ability and experience in this field and are full of interest in this construction activity.

From the child's construction level: after a semester of construction activities, the child has basically been able to see the construction drawings. On this basis, teachers can encourage children to create boldly, integrate large building blocks and desktop building areas, and encourage children to cooperate with each other to carry out theme building activities according to their own learning and life experience.

This thematic construction can also attract children from other game areas such as the role area to play in the park, which greatly improves the interest of children's game activities.

Guiding strategy:

In the activity, the teacher enters the game by asking questions, patiently listens to children's different ideas, gives appropriate affirmation to children's ideas, and gives constructive suggestions to make children's activities develop in a more open direction. With the growth of children's age and the development of thinking, it is feasible for teachers to use this guidance and laissez-faire strategy for children in large classes last semester. When children build for a period of time and their level improves, teachers can also trigger children to design first, and then distribute the drawings to two different areas (big building blocks and small building blocks) for purposeful and planned cooperative construction, so that children's game level will have a greater leap.