Regional activity plan of kindergarten large class

The corner of kindergarten is a place where children can play and study. It is an activity in which teachers put all kinds of materials in a purposeful and planned way according to the educational goals and children's development level, and create an activity environment, so that children can choose their own learning content and activity partners according to their own wishes and abilities in a relaxed and harmonious environment, and actively operate, explore and communicate. The following is my carefully collected regional activity plan for large classes. Let me share it with you and enjoy it.

Large class regional activity plan 1

First, create regional materials.

Children of different ages also have differences in the transmission of materials in the same corner. Children can choose their favorite materials to operate according to the different materials provided. At the same time, we also found that the same material has different operation methods due to the differences of children's abilities.

The materials placed in the corner should not be varied, but they should not be too single. They should be closely combined with children's age characteristics and development level, and should be guaranteed at the same time. In this way, children can choose and operate according to their own wishes, interests and abilities. In each corner, the amount of materials put in is distributed according to a certain proportion.

In addition, materials should be adjusted at any time according to children's interests and development level. Teachers should consider adjusting materials when children can easily complete tasks in a corner or the theme of this corner has been neglected for a long time. Small class children's attention and interest last for a short time, so teachers should use fresh materials to stimulate their interest so that they will not feel bored and bored.

Second, establish regional arrangements.

Indoor corner: creation of activity corner, layout of theme wall, activity room space, natural corner, outdoor corner, public activity area, etc. In the process of creating the environment, every wall looks like a dialogue with children, and every painting is close to the reality of children, which has educational connotation and embodies children's awareness of participating in creating the environment. Children have changed from simple listeners to planners and participants, fully aware of their own abilities, and they are the masters of the environment. Everyone makes suggestions and takes responsibility, so that children's participation can be implemented.

Small class: role area, building area, reading area, art area and puzzle solving area.

Middle class: role area, building area, reading area, art area and puzzle area.

Big class: role area, performance game area, building area, reading area, art design area, science area and puzzle area.

Parents' Garden is an exchange garden between teachers and parents, and a bridge between children and families. Each class manages the weekly parents' garden according to its own characteristics and the actual situation of children, and truly exerts its educational value.

Outdoor area: colorful outdoor activities will be added for children. (Due to the limited space) Our park is also going to provide outdoor development venues such as children's swimming pool, sand pool, plastic yard, children's graffiti area and plantation.

Three. Problems needing attention and improvement in creating areas

1. Pay attention to the excavation in space and the alternation of motion and static.

2. Pay attention to the independence and openness of the region.

3. Make full use of local resources, utilize waste and enrich materials.

4. Strengthen the training of teaching staff in regional activities.

Large class regional activity plan 2

Purpose:

1. Guide children to freely combine various objects with various geometric figures, and learn to make statistics from the angles of numbers, quantities, colors and shapes.

2. Cultivate children's practical ability and develop the agility of thinking.

Prepare:

1. Some geometric figures of different colors, shapes and sizes.

2. Several statistical tables.

How to play:

Let children freely combine objects with various geometric figures and paste them in the blank space on the left side of the statistical table, and then count the geometric figures used in collage objects from the angles of numbers, numbers, colors and shapes. Children can be guided to count the number of graphics pieces used according to their own shapes and fill them in the statistics table; You can also increase the difficulty by painting red, yellow and blue on the left side of the statistical table, and then calculate the number of corresponding graphic blocks, such as how many red triangles, how many yellow circles and how many blue rectangles. , and express your statistical results in clearer language.

Suggestion:

1. The statistical difficulty should be gradually increased according to the child's ability.

2. Encourage children with strong ability to calculate the total number of a project according to the number of parts counted.

This activity is suitable for large class children.

Large class regional activity programme 3

First, help children understand interpersonal relationships. Learn to play appropriate behaviors through different roles and identities to develop children's sociality.

Second, help children learn the skills of friendly communication. Such as taking turns, sharing, consultation, mutual assistance and cooperation.

Third, cultivate children to express their wishes, feelings and opinions boldly, communicate with each other, develop language communication skills, and practice and try their own methods to solve problems.

Fourth, cultivate the ability of representation. If we can substitute things for things, we can stimulate imagination and creatively reflect reality.

Fifth, learn to properly express personal emotions and understand others' emotions. Can self-control, adjust the mutual behavior relationship with your partner.

Design of role game area

One. Activity content

The place that children are most familiar with is the family, and the first labor they come into contact with and understand is housework. Therefore, no matter what age you are, the dollhouse is the central theme of the role game. As a result, activities with the theme of reflecting social life have been expanded, such as restaurants, supermarkets, hospitals, post offices, factories, libraries, railway stations, museums and so on. The theme of role-playing area in small class is mainly family life. Among the middle class, there are activities in the role play area with the theme of reflecting social life. The theme of the role game area in the large class is more varied.

The theme of role games should come from children's life, and the requirement is that children are familiar with, understand, contact or interested. You can also organize children's tours in combination with the usual education and teaching activities, thus creating new themes. For example, the theme of "making friends with books" After visiting the library, you can make "library" games in the role game area.

Before creating a new role game, we might as well discuss it with our children and listen to their thoughts. Maybe a child who just went to a buffet will suggest opening a cafeteria; Maybe a child who has seen a gift shop on the street will suggest opening a gift shop ... so that the activities in the role-playing area will become more and more interesting and the children will be very involved when playing.

Second, provide materials.

(1) Toy house. Furniture, such as beds, small tables and chairs; Dolls, doll supplies, such as all kinds of clothes, bottles, all kinds of ornaments, combs, towels, etc. ; Household appliances, such as televisions, refrigerators, clocks, telephones, etc. Kitchen utensils, such as stoves, pots, bowls, shovels, spoons, plates, pots, cups and chopsticks; All kinds of food, such as vegetables, grain, fruits, etc.

② Hospital. The main materials are white coats, doctors' hats, nurses' hats, prescriptions, medical records, stethoscopes, thermometers, medicines and syringes.

③ Supermarket. The main materials are all kinds of food and supplies packaging boxes, cash registers, coins and so on.

4 banks. Coin (card), withdrawal slip, passbook, etc. Of all denominations.

Third, the setting of the venue.

"Dollhouse" is a corner with a long history, so its position should be relatively fixed. Other role-playing corners should be adjacent to or close to it. Role games are suitable to be placed near the building block area.

Instruct role-playing activities of all ages.

The correct guidance of role play mainly lies in helping children to play freely according to their own wishes and imagination, giving full play to their enthusiasm, initiative and creativity, so that children can study hard with great interest, develop their emotions and cultivate their abilities.

At different ages, children's development level is different, and the level of role-playing is constantly improving. From aimlessness to pre-planning, from teachers taking games to proposing game themes, dressing up game characters and further developing to leading others to play games, from playing with objects and watching games to single-player games, parallel games and joint and cooperative games. Teachers should fully understand children's development level, and only when guiding them to play can they be targeted and close to children's actual situation; Only in this way can children's role-playing, game content, game skills, initiative, enthusiasm, creativity and organizational ability be improved and developed, and good educational results can be achieved.

First of all, small classes

Small class children are very interested in role games, but they often forget their roles. Therefore, the guidance of small class children's role games should focus on enhancing their role awareness. Teachers can provide role markers, such as mother's headscarf, father's mobile phone, doctor's white coat, stethoscope and so on. Let the children know their roles.

You can also remind them through language inspiration and your own participation. For example, the doll's "mother" has gone to other places to play, and then the teacher can say to her, "Your baby is crying at home alone, so go home and have a look!" And inspire her to go out with the "baby" or visit her home as a "guest" to bring the "mother" back to the role.

In the role game of small class; Teachers should also inspire children to recall their existing perceptual knowledge, enrich their role behavior and language, gradually enrich the content and theme of the game, and cultivate their ability to play independently.

For example, a child went to the doll's house to be a father, but he groped around the doll's house for a long time and didn't know what to do. At this moment, the teacher went up to him and said, "Hey, what do you think your father does at home?" He thought for a moment and said, "Writing and reading newspapers." The teacher added, "Then you can do these things, too!" After listening to the teacher's words, the child ran away happily, sat down in a small chair at the doll's house, took a book and read it. Later, under the teacher's inspiration, the children went to help the "mother" of the doll's house cook and help the "doll" take a bath.

Small class children often play the same role in the game at the same time. For example, a dollhouse may have two or three "moms" or several "dads". This is caused by the age characteristics of children, and teachers should let nature take its course without interference.

Second, the middle class.

Children in the middle class often think about the next plot when playing games, and have no ability to plan, discuss and design the game process in advance. Therefore, the guidance for children's role-playing in the middle class should focus on deepening their understanding of the role, and require children to correctly reflect the unique behavior and language of the role and perform creatively. For example, in the game of "in the hospital", at first the "nurse" only knew how to give the "patient" an injection, take medicine and take his temperature. Later, the teacher inspired them to think about how to treat patients with soil protection. How else can he take care of them? So the nurse thought of the game plots such as helping the patient, telling the patient to take medicine, and accompanying the patient to check.

In the game, teachers should also encourage children to play with each other, inspire children to create other roles related to fixed roles, and strengthen the communication and relationship between roles in various themes through activities, thus increasing the collectivity and interactivity of role games. For example, in the role game of "kindergarten", besides "teacher" and "child", there are also roles such as "chef" and "health care doctor".

Third, large classes

Children in large classes have rich experience in corner games, and the themes reflected are diversified. The content of the game is substantial and novel, with many roles, which can reflect certain sociality and strong independent game ability. They can design their own game plots before the game and assign roles through mutual consultation and coordination. Therefore, the focus of role-playing teaching for large-class children should be to stimulate their innovative consciousness of role-playing and cultivate their ability to solve problems and contradictions independently in the game.

Children can be encouraged to make their own game toys in role games in large classes. For example, we make mailboxes, mailboxes, parcels, stamps and seals for post offices, cards and library cards for libraries, and cameras and photos for photo studios.

Large class regional activity plan 4

The first is the field of art.

Angle material:

In the activities of art district, children's interest often comes from materials, and their development depends more on the operation of materials. So prepare as many materials as possible. For example: all kinds of pens (oil pastels, watercolor pens, writing brushes, colored pencils, etc. ), drawing paper, and some paper, pigments, plasticine, waste newspapers, cartons and other items, scissors, glue with modeling outline. Environmental layout:

The location of the art design area should be close to the window sill, with good lighting, which helps to protect children's eyesight. The booth should be provided indoors for children, and the height of the booth should be suitable for children to put their works and operations. The art area not only posts and displays children's works of art, but also prepares its own finished products for children to imitate. Regional angle expansion:

Art design area is an independent area, which can also reflect the teaching situation of teachers in other disciplines. For example, when teaching children to know numbers, teachers can prepare some homework papers with digital outlines in the art design area, so that children can draw outlines or paste scraps of paper. When teachers guide children to know leaves, they can prepare all kinds of leaves in the art area for children to creatively collage or carry out leaf rubbing. For some children who have poor painting ability but have certain oral ability, ask them to tell some relevant knowledge they know, and ask teachers or parents to record it in words and display it on the regional wall decoration. The wall decoration created in this way is rich in content, and its forms of expression can also involve art, health, science, society, language and other fields, and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles.

Teachers should prepare enough pens, paper, scissors, plasticine and other active materials for children to satisfy their desire to paddle, tear paper, cut paper and play with mud at any time. If children want to draw but have no paper and scissors, it will easily dampen their enthusiasm for activities, and they will no longer be interested in artistic activities.

Secondly, when preparing all kinds of art materials, teachers should consider from the perspective of children. For example, in the choice of scissors, we should choose round-headed scissors suitable for the size of children's palms, as well as the choice of various cartoon patterns. Starting with the paper preparation that attracts children's eyes and allows them to doodle at will, we can break the traditional rectangle and prepare some papers with various outlines for children, such as flower shapes, semicircles, fans and so on. Middle-class children can choose oil pastels and watercolor pens with thick strokes, while children in large classes can provide rows of brushes for children to draw large areas and small outlines with fine colored pencils and watercolor pens. In addition, some necessary cleaning tools must be set up in the art area, such as small square towels for children to paste activities, sponge blocks for wiping desktop pigments, buckets for children to carry water, etc. You can also prepare some waterproof aprons to avoid the situation that children are at a loss when they get dirty clothes or hands in artistic activities.

Second, the book corner.

As a typical and effective early reading environment, it is not only an indispensable part of modern kindergarten education environment, but also an organic part of kindergarten curriculum at home and abroad, which has a positive role in promoting children's early reading, language expression, social cognition and interpersonal communication. Optimization; Class book corner

Put in rich reading materials to meet children's personalized reading needs. 1. The contents of books in reading materials shall meet the following characteristics:

(1) It is the fundamental guarantee to optimize the book corner to place reading materials suitable for the characteristics of children's clocks. For children in large classes, books with rich themes and contents that are close to children's life experience can be provided. There should be more books in large classes, and rational elements should be added to the content of middle classes, and various types of books should be appropriately added, such as encyclopedic knowledge books, world-famous fairy tales, intellectual development series and historical stories. Children in large classes are also interested in comic books, comics and books with words, and they can also put such books. Teachers should pay attention to avoid providing books full of violence and fighting scenes when putting books, because children can easily imitate the contents and have excessive behavior.

(2) In line with children's interests and hobbies, when children encounter interesting content, the topic will often be endless. Therefore, we have carried out a questionnaire survey among children, asking parents to assist in the survey, grasping the trend of children's reading interest in time, enriching the types of books more timely and effectively, adjusting the proportion of various books in the book corner, and striving for different types of reading materials to provide different nutrition for children at different levels. For example, according to the survey, children are very interested in the contents of the maze, so we will supplement all kinds of books about the maze to children in time. Children will like it very much and go to the book corner as soon as they have time.

(3) Combined with the activity content of the theme, we put in corresponding books according to the activity content of each stage. For example, when the theme of "dinosaurs" was launched, many books about dinosaurs were placed in the book corner. There are books brought by children and books downloaded from the internet, as well as dinosaur books borrowed from the library and bought by teachers in bookstores. The acquisition of such books provides children with rich knowledge and deepens the theme. 2. The source of the book.

(1) All kinds of books ordered by kindergarten, such as children's pictorial, pictures and talking, multiple intelligent games, etc.

(2) Books Obtained by the "Donate Books" campaign In order to ensure children's reading, I advocate the "Donate Books" campaign of "Donate 2 Books and Read 60 Books", so that books read by children at home can be donated to classes as public books. Donated books are suitable for children to read, so they are regularly and quantitatively placed in the book corner. If they don't fit, the teacher will tell the children. In this way, children's reading can go up in a straight line without extra money.

(3) Self-made books are books drawn by oneself or books cut and pasted with waste books. Let children try to be small painters and writers, draw stories they want to tell page by page, or cut out pictures they need from abandoned books. After the children dictate, the teacher or parents help match the words, add the front cover and back cover, and then order a book so that peers can introduce and exchange their works with each other.

Different reading materials meet children's personalized reading needs. In the rich reading materials, children fully feel the written language, imperceptibly accept the relevant language knowledge, and actively explore and discover to get the joy of success. The book corner has become the favorite place for children in the class.

1, cultivate children's good reading habits, such as reading page by page, turning pages without drooling, not lying down, reading sideways, etc. , can pick up and put books. Give children time to read collectively and individually every day, and guide them to develop good reading habits.

2. Teach children the correct reading methods. Teachers can organize book awareness activities to let children know the basic structure of books (cover, back cover, page number, etc.). ). Teach children how to turn pages from left to right correctly.

3. Guide children to learn to observe in an orderly way, and guide children to learn to observe pictures and observe the expressions and movements of characters; Learn to find the similarities and differences between pictures, and you will find the elements of the story (time, place, relationship between people), so as to imagine the plot and psychological activities that are not on the picture. In the guidance, inspiring questioning method can develop children's thinking ability and promote children's positive thinking. During the demonstration, I encourage the children to observe what the background picture looks like. What will happen? And show it to the animals. What might happen to small animals? Wait a minute. Let children develop their language by imagining the plot and psychology on the screen.

4. Pay attention to the use of artistic descriptions. For large class children, teachers should use enlightening and suggestive language to guide children to read actively. Children in large classes have certain experience in understanding and analyzing problems, and have certain logical thinking ability and the ability to analyze and judge problems. Therefore, the instructions given to children by teachers should tend to be rational, so that children can think and realize some truth from them.

Third, the plant corner.

The plant corner in kindergarten is a part of the task of common sense education and one of the ways to promote the development, growth and knowledge enrichment of children's observation. By setting plant corners, we can beautify the environment, make the activity room beautiful and full of vitality, and make children's lives more vivid, interesting and colorful. At the same time, under the guidance of teachers, let children participate in planting activities, so that they can actively and carefully observe plants, find some features and changes that are not easy to attract attention at ordinary times, and cultivate children's observation ability, thus stimulating children's interest in nature and exploring the mysteries of nature, so that children can have a deeper and more comprehensive understanding and master more abundant and consolidated knowledge. Plant corner is characterized by small activity room area, simple and easy preparation of materials, intuitive and easy to understand, suitable for children of all ages, especially for classrooms with small activity area. The activities of the plant corner are for children to observe and work, and can be carried out in the form of individuals or several groups after class. In this way, children can freely choose observation objects according to their own interests. At work, teachers can purposefully organize the work of this class according to the characteristics of young children. For example, children in small classes have weak physique and poor sports development, so children should mainly observe and assist teachers to do something within their power, such as watering plants. The children in the big class have a preliminary observation ability. In addition to continuing to consolidate the teaching achievements of the middle class, they can gradually guide the children to make observation records from the shallow to the deep. Seasonal factors should be considered when arranging plant corners. If the sunflower blooms in summer and goes out in winter, it is out of place. When arranging plant corners, put them in the front row with short growth cycle and fast growth process, so that children can often take them, observe them and record them; Those with long growth cycle and inconspicuous growth process should be placed in a fixed position in the back row. If conditions permit, plant corners should be arranged in corners with frequent sunlight. It is also necessary to properly arrange students on duty to take care of plant corners or organize children to collectively clean plant corners. Let them discuss what to do by themselves, so as to cultivate their autonomy and sense of responsibility.

Fourth, the construction area.

Content: It can guide the construction of high-rise buildings, parks and bridges. It is required to have a flat and symmetrical structure and learn to choose and use auxiliary materials. In addition, combined with basic skills to determine the construction content, you can also build roads, walls and so on.

Materials:

1, provide children with building blocks of various shapes.

2, you can also use some waste items such as beverage bottles and milk boxes to build.

3. Provide some scene props, such as small trees and car models, which are suitable for children to build parking lots and parks.

4. You can provide them with some building block structure drawings when you have items, so that they can build according to the drawings.

5. Let children cooperate with each other to complete the structure of an object. Design:

The site in the construction area should be flat and the activities can be carried out continuously. If it is not finished in the morning, it can be finished in the afternoon. Therefore, the structure should be designed in a fixed corner against the wall to avoid walking back and forth and damaging the built items.

Large class regional activity plan 5

Regional activities are children's favorite activities in early childhood. They can choose activities according to their own preferences, and they can play and explore freely. At the moment, I will summarize the small class activities as follows:

First, create a good regional environment. To create a good regional environment, we should not only consider the mutual communication and cooperation between children, but also pay attention to their non-interference, so that children can concentrate on an activity and explore problems with confidence.

Our regional activities combine fixed and flexible settings, creating colorful, multifunctional and freely chosen corners, so that every child has the opportunity to choose and learn freely in his own way. For example, a small class has the following areas: "living area": breastfeeding, buttoning, braiding and so on. "Math area": digital chess, graphic drop-down box, etc. [Performance area]: headdress, hand puppet, hand bell, double drum, fan, all kinds of clothes, allegro, waist drum, etc. are used for percussion; "Operation area": drawing on the whiteboard, wearing flower baskets, wrapping candy, cotton, wearing sugar-coated haws, dried leaves, wool, wearing beads, coloring, feeding birds and other semi-finished products; "Science Zone" brought binoculars, cars, nine-ring chains, animal models, magnetic toys and so on. Reading area: all kinds of books and word cards of different sizes; Building area: waste paper boxes, waste cans, large and small building blocks and toys brought by kindergarten. Because the available space in our class is relatively limited, after discussion, our class will set up a quiet regional operation area, science area, reading area and mathematics area in the activity room; A performance area and a building area will be built on the bed in the activity room. During regional activities, the beds will be stacked for children to carry out regional activities. The living area is set on the outdoor railing, and the operating items are installed on the railing, which is convenient and three-dimensional, which greatly brings the use space. The whiteboard in the operation area is installed on the wall, which is convenient for children to operate and can be flexibly adjusted according to activities.

At the same time, we also regard the regional environment as a part of the theme environment according to our theme activities, and children can also carry out learning activities when carrying out regional activities to improve the utilization rate of activities. For example, in the operation area, some materials left over from the usual baby performance will be placed in this area so that children can operate when they have regional activities from time to time. Autumn leaves, we will take our children to the yard to pick up some image leaves and put them in the area. Children will stick them in the area, tear them off by hand, and then insert them into their heads as headdresses. Han Yu's children in our class are more talented in operating leaves. In the math area, we will put Russian dolls and objects of different sizes for children to see and compare, and cultivate the good habit of thinking seriously. Scissors, oil pastels, plasticine, blank paper, watercolor pen, etc. It will be put into the art area, and some finished and semi-finished products left in the usual artistic operation will be used for children's reference and imitation. Some children will buy some molds and step diagrams in plasticine, and we will also put these ready-made materials into the area to facilitate children's free choice. In the performance area, we will put some fake headgear, performance clothes, fans, waist drums, castanets and toy swords woven with wool. This will bring rich materials. Usually, the building area depends on the theme. Regional activities should bring materials with different difficulties according to the hierarchical characteristics of the activity area. Sometimes, even the same type of activities in the same class show levels by bringing different levels of materials. Multi-level activity materials suitable for children with different development levels and learning rhythms can meet the needs of different children to choose independently.

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