Teaching plan of "hospital" role game in kindergarten big class

The origin of 1 game theme in the role game teaching plan of "hospital" in kindergarten class

Through a conversation, I found that children have recently become interested in the types of medicines, and they have also imitated pharmacists to learn to pack medicines. I am particularly proud to see that my packed "medicines" are neatly placed in boxes. Some children suggested opening a hospital. Everyone is in love, so we chose the game "Hospital".

The overall goal of the game

1, understand the hospital staff and their responsibilities, imitate and play the roles of doctors, nurses and patients, and experience the fun of role-playing.

2, can pass on the knowledge and experience about the hospital in life, and cooperate with colleagues to create a hospital environment.

3. Learn to assign roles through communication strategies such as negotiation and rotation, so as to solve the problems in the game and continuously develop the game story.

4, reasonable placement, care for materials, creative use of materials.

5. Relieve children's sense of rejection and fear of hospitals, doctors, injections, etc. Cooperate with the doctor psychologically and physically when you are sick.

6. I am full of admiration for the profession of doctors and realize the hard work of doctors and nurses.

Game goal

1, understand the hospital staff and their responsibilities, and initially play various roles in the hospital.

2. Know how to go to the hospital when you are sick, and understand the basic process of seeing a doctor: registration-seeing a doctor-taking medicine.

3. Choose substitutes and game materials boldly and creatively, and make simple toys according to the needs of the game.

4. Develop children's thinking and oral expression skills.

5. Experience the fun of imitation.

Game preparation

Experience preparation:

1, arouse children's life experience about seeing a doctor in conversation activities, and understand the responsibilities of hospital staff.

2. Collect waste items about the hospital with mom and dad, such as medicine bottles and medical records cards.

Material preparation: placing medical record cards, stethoscopes, syringes, medicines and other environments in the hospital; creating a hospital environment.

Game process

First of all, the teacher shows stethoscope, syringe and medical record card, which leads to the game and stimulates the children to participate in the game.

Teacher: What's this, little friend? Where have you seen stethoscopes and syringes? Who's in the hospital? What are their jobs?

Second, teachers and children recall the process of going to the hospital: registration-seeing a doctor-getting a pharmacist Question: Have you been to the hospital? Why go to the hospital? What should I do first to go to the hospital? What to do next? What should I do in the end?

The teacher concluded: The child is not feeling well and should go to the hospital to see a doctor. When they see a doctor, they should first fill in the medical records from the nurses at the guidance desk, then go to the attending doctor and get the medicine at the pharmacy after seeing the disease.

Third, put forward the requirements of the game.

1, various problems need to be discussed and solved before the hospital opens.

2. Choose various substitutes to create a hospital environment.

3. Choose roles according to your own wishes and play the roles of doctors, nurses and patients according to the division of labor.

Four, children's games, teachers as patients to participate in the game, observation and guidance.

1, observe whether children can negotiate the division of labor and form a preliminary sense of role.

2. Observe whether the child can master the basic process of seeing a doctor: registration-seeing a doctor-taking medicine.

3. Observe whether doctors and nurses can clarify their respective responsibilities.

Fifth, organize the game materials and environment, share the game experience with teachers and children, and evaluate the game situation.

1, sort out the game material and environment.

2. Exchange game information.

Teacher's question:

1 What role did you play today? How did you do that?

2. What difficulties did you encounter in the game? How did you solve it?

3. What materials do you think can be added to the next hospital game?

The second game

Review of the last game

From the last game, I found that children are full of interest in hospital games, especially in the role of doctor. However, in the game, I found that because of playing this game for the first time, the symptoms of children are similar to those of playing other theme games for the first time, that is, the language communication is not rich enough, the plot is intermittent, I don't know how to develop, and it is easy to laugh during the game. However, when doctors see a doctor, they can't make a good symptomatic diagnosis and make corresponding strategies according to the symptoms of patients. And the form is single, and I am particularly interested in injections. No matter what the disease is, the patient is required to have an injection. So, in view of these circumstances, I adjusted the game plan.

Game goal

First, clarify the role you play and enhance your role awareness.

Second, try to put forward treatment plans according to different diseases, which can suit the right medicine.

Third, be able to communicate in polite language and promote friendly interaction between roles.

Game preparation

Experience preparation: during the conversation, guide the children to review the doctor's methods of seeing a doctor and get a preliminary understanding of different diagnosis methods of different diseases.

Material preparation: pressure tongue plate, flashlight, thermometer, white coat, white hat, nurse hat, medicine bottle, etc.

Environmental creation: enriching the environmental layout of hospitals.

Game process

First of all, review the problems in the last game and make clear the role consciousness.

Teacher: In the last game, the teacher found that children who play doctors treat different patients in the same way and like to give them injections. Is that so? Why?

Teacher: How can we help patients take care of their illness?

The teacher concluded: the doctor should ask the patient carefully what happened, and then see what happened to him. Just take medicine for common diseases.

Second, put forward the requirements of the game.

1. Negotiate role assignment with colleagues.

2. Nurses should take the initiative to say hello to patients and use polite expressions in the game.

Third, children are free to choose their roles to play games, and teachers observe and guide them.

1, participate in the game as a patient in time, create problems, let the doctor solve them, and observe the doctor's symptomatic diagnosis.

2. Observe the language communication between hospital staff and patients.

Activity reflection

Through this activity, children have a preliminary understanding of the work of doctors and nurses, have a certain understanding of some medical equipment, and their fear of individual children in hospitals is gradually eliminated. In activities, individual children always forget what the equipment in their hands is for, and the teacher will remind them appropriately. There are also some children who are afraid even if the injection is fake. Through this activity, some children feel that injections are not very scary. The children also deepened their awareness of disease prevention through this activity, and the goal was basically achieved.

Teaching plan of role game of "hospital" in kindergarten class 2 The origin of the theme of hospital game

Through a conversation, I found that children have recently become interested in the types of medicines, and they have also imitated pharmacists to learn to pack medicines. I am particularly proud to see that my packed "medicines" are neatly placed in boxes. Some children suggested opening a hospital. Everyone is in love, so we chose the game "Hospital".

The overall goal of the game

First of all, understand the hospital staff and their responsibilities, imitate and play the roles of doctors, nurses and patients, and experience the fun of role-playing.

Two, can pass on the knowledge and experience about the hospital in life, and cooperate with colleagues to create a hospital environment.

Third, learning to use communication strategies such as negotiation and rotation to assign roles can solve the problems in the game and continuously develop the game plot.

Four, reasonable placement, care for materials, creative use of materials.

Fifth, alleviate children's sense of rejection and fear of hospitals, doctors and injections. Cooperate with the doctor psychologically and physically when you are sick.

Sixth, I admire the profession of doctors and appreciate the hard work of doctors and nurses.

The goal of the first game

First, understand the hospital staff and their responsibilities, and initially play various roles in the hospital.

Second, know how to get to the hospital when you are sick, and understand the basic process of seeing a doctor: registration-seeing a doctor-taking medicine.

Third, boldly and creatively choose substitutes and game materials, and make simple toys according to the needs of the game.

Game preparation

Experience preparation: 1. In the dialogue activities, arouse children's life experience about seeing a doctor and understand the responsibilities of hospital staff.

2. Collect waste items about the hospital with mom and dad, such as medicine bottles and medical records cards.

Material preparation: placing medical record cards, stethoscopes, syringes, medicines and other environments in the hospital; creating a hospital environment.

【 Game flow

First of all, the teacher shows stethoscope, syringe and medical record card, which leads to the game and stimulates the children to participate in the game.

Teacher: What's this, little friend? Where have you seen stethoscopes and syringes? Who's in the hospital? What are their jobs?

Second, teachers and children recall the process of going to the hospital: registration-seeing a doctor-getting a pharmacist Question: Have you been to the hospital? Why go to the hospital? What should I do first to go to the hospital? What to do next? What should I do in the end?

The teacher concluded: The child is not feeling well and should go to the hospital to see a doctor. When they see a doctor, they should first fill in the medical records from the nurses at the guidance desk, then go to the attending doctor and get the medicine at the pharmacy after seeing the disease.

Third, put forward the requirements of the game.

1. The hospital needs to discuss and solve various problems before opening.

2. Choose various substitutes to create a hospital environment.

3. Choose roles according to your own wishes and play the roles of doctors, nurses and patients.

Four, children's games, teachers as patients to participate in the game, observation and guidance.

1. Observe whether children can negotiate the division of labor and form a preliminary sense of role.

2. Observe whether the child can master the basic process of seeing a doctor: registration-seeing a doctor-taking medicine.

3. Observe whether doctors and nurses can clarify their respective responsibilities.

Fifth, organize the game materials and environment, share the game experience with teachers and children, and evaluate the game situation.

1. Organize the game material and environment.

2. Exchange game information.

Teacher's question: 1. What role did you play today? How did you do that?

2. What difficulties did you encounter in the game? How did you solve it?

3. What materials do you think can be added to the next hospital game?

Review of the second and last scene

From the last game, I found that children are full of interest in hospital games, especially in the role of doctor. However, in the game, I found that because of playing this game for the first time, the symptoms of children are similar to those of playing other theme games for the first time, that is, the language communication is not rich enough, the plot is intermittent, I don't know how to develop, and it is easy to laugh during the game. However, when doctors see a doctor, they can't make a good symptomatic diagnosis and make corresponding strategies according to the symptoms of patients. And the form is single, and I am particularly interested in injections. No matter what the disease is, the patient is required to have an injection. So, in view of these circumstances, I adjusted the game plan.

Game goal

First, clarify the role you play and enhance your role awareness.

Second, try to put forward treatment plans according to different diseases, which can suit the right medicine.

Third, be able to communicate in polite language and promote friendly interaction between roles.

Game preparation

Experience preparation: during the conversation, guide the children to review the doctor's methods of seeing a doctor and get a preliminary understanding of different diagnosis methods of different diseases.

Material preparation: pressure tongue plate, flashlight, thermometer, white coat, white hat, nurse hat, medicine bottle, etc.

Environmental creation: enriching the environmental layout of hospitals.

Game process

First of all, review the problems in the last game and make clear the role consciousness.

Teacher: In the last game, the teacher found that children who play doctors treat different patients in the same way and like to give them injections. Is that so? Why?

Teacher: How can we help patients take care of their illness?

The teacher concluded: the doctor should ask the patient carefully what happened, and then see what happened to him. Just take medicine for common diseases.

Second, put forward the requirements of the game.

1. Negotiate role assignment with colleagues.

2. Guide nurses to take the initiative to say hello to patients and use polite expressions in the game.

Third, children are free to choose their roles to play games, and teachers observe and guide them.

1. Participate in the game as a patient in time, create problems, let the doctor solve them, and observe the doctor's symptomatic diagnosis.

2. Observe the language communication between hospital staff and patients.