Kindergarten lesson plan "Maze"

As an excellent people's teacher, you may need to write lesson plans. Teaching plans are the link and bridge between teaching materials and outlines and classroom teaching. So have you learned about the lesson plans? The following is the kindergarten lesson plan "Maze" that I compiled for you. You are welcome to share it. Kindergarten lesson plan "Maze" Chapter 1

Activity objectives

1. Master the general method of walking the maze (from the entrance to the exit; choose the route when encountering a fork in the road; turn back when encountering a dead end) Take another route at the entrance, etc.) and learn to check in reverse (that is, from the exit to the entrance).

2. Like to walk through mazes and experience the joy of successful exploration.

3. Learn how to play and rules the game.

4. Develop children’s spatial discrimination ability and spatial imagination.

Teaching focus and difficulty

Teaching focus: Cultivating children's observation, games, and hands-on operation abilities

Teaching difficulty: Learn to reverse inspection (that is, from export to import )

Activity preparation

1. Children can read the numbers l to 10 and know the number sequence.

2. Teaching aids: computer courseware or a set of pictures "Maze Walking" (big fish maze (Picture 1), digital maze (Picture 2), park maze (Picture 3)].

< p> 3. Learning tools: Group 1, "Pineapple Maze" picture (Picture 4), box, and pen; Group 2, "Grizzly Bear Maze" picture (Picture 5), box, and pen; Group 3, "To "Go to the beach" picture (Picture 6), box, and pen; Group 4, "Go to eat burgers" picture (Picture 7), box, and pen; Group 5, "Send flowers to mom" picture (Picture 8), box,

4. Hang a clip on each child’s chest

5. Place a variety of plastic maze diagrams, watercolor pens, and rags

Activity process

Beginning: Perception and understanding

1. Reveal the topic and arouse interest

2. Guide children to understand how to navigate the maze. < /p>

(1) Show the "Big Fish Maze" picture

①Perceive the structure of the line maze and understand how to navigate the maze.

②Individual children try

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③Verify whether the path is correct

(2) Show the "digital maze" diagram

①Understand the requirements for walking the digital maze

② Individual children try.

③ Analyze how to choose a route when encountering a fork in the road

④ Ask a child to draw a route on the maze map

⑤ Verify whether the path is correct.

(3) Show the "Park Maze" picture

① Understand the requirements for walking the "Park Maze"

② Individual children try. .

③ Analyze how to determine the route to the bridge and drill the hole

④ Ask a child to draw the route on the maze diagram

⑤ Verification. Is the path correct? (Children collectively use their hands to check in reverse.)

Basic part: Group operation

1. The teacher introduces the content of the activity and explains how to play it.

Teacher: There are many games in the Maze Kingdom. Let’s take a look: the first group - a pineapple maze, the second group - a grizzly bear maze, the third group - go to the beach, the fourth group - go Eating hamburgers, group 5 - sending flowers to mom. The requirements for completing the level are: take out a maze map from the box each time, first find the entrance and exit, then walk through it once with bare hands, then draw the route, and finally do the reverse. Check. If you make a mistake, you can wipe it off with a rag and redraw it. After playing, you can hold the maze map on your chest and play it in groups. In addition, there are many fun maze games in the math corner. You can successfully pass the five levels. Children can go there to challenge more difficult maze games. Okay, the maze challenge is waiting for you! Are you ready? Start!

2. Children operate in groups, and teachers provide guidance

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The teacher focuses on guiding the activities of the third, fourth and fifth groups, observing which children can independently observe the whole, consider the whole (look at three and go one), clearly see the route of drilling holes on the bridge, and conduct reverse inspections, Which toddlers need reminders to do it. Encourage young children to talk while playing.

Ending part

Summary of exchanges:

1. Teacher: Did you have fun in the maze kingdom today? Children who have tried all five levels, please invite Raise your hands.

2. Display the results, communicate and check with each other.

Extension:

1. Put various connection diagrams and maze diagrams in the math corner for children to practice.

2. Build a large maze with young children in construction games.

3. Let children design their own maze in the art area. Kindergarten class lesson plan "Maze" Part 2

Activity goals:

1. Learn to observe the whole and be able to walk the fruit maze according to the route rules.

2. Explore different routes and try to design regular routes.

3. Experience the fun of maze games and develop the flexibility of thinking.

Activity preparation:

Maze diagram, various fruit pictures, blank maze diagram courseware, watercolor pens

Activity process:

1. Create a situation , relive the experience of walking the maze.

Teacher: The Fruit Kingdom is preparing to hold a Fruit Festival. To enter the fruit kingdom, you must go through a maze. Have you walked through the maze? How did you leave?

Summary: No matter what kind of maze, there are entrances, exits and certain route rules.

2. Children explore and initially understand how to walk the fruit maze according to the route rules.

(1) Show the fruit maze diagram, observe and discuss the rules of entrance, exit and route.

(2) A preliminary attempt to walk through the fruit maze according to the rules.

(3) Exchange methods of walking the fruit maze.

Summary: After getting the maze diagram, first find the entrance and exit. Follow the route rules and you will reach the exit smoothly.

3. Operate again to further explore different ways to move the maze.

(1) Explain the operation requirements: According to the route rules, compete to see who can find more routes.

(2) Child operations.

(3) Communication and display.

Summary: It turns out that in the fruit maze, the same entrance and exit can be played in different ways according to the same route rules.

4. Expand your thinking and try to design your own maze route map.

(1) Raise a challenge—design a roadmap.

(2) Children’s independent design.

(3) Display, inspection and communication.

(4) Feel the structure and composition of the maze.

Activity extension: Complete the fruit maze and invite your friends to walk through the fruit maze we designed! Kindergarten lesson plan "Maze" Part 3

Activity goals:

1. Cultivate children's observation, game, and hands-on operation abilities through maze walking activities, and review and consolidate number recognition within 10 .

2. Develop children’s observation and sensitive thinking abilities.

Activity preparation:

⑴ Maze diagram, little mouse hand puppet.

⑵Number cards from 1-10.

Activity process:

1. The teacher showed the little mouse puppet and said: The magician little mouse wants to perform magic tricks for the children. Show a few numbers and guide the children to tell them what they are. Number doll and name the numbers.

2. Show the maze diagram and say that the little mouse is lost. We have to help him get out of the maze. He must go in the order of numbers to get out. Guide children to name the numbers on the picture and the pictograms corresponding to the numbers, such as: 1 looks like a pencil, 2 looks like a duck. Deepen children's understanding of numbers.

3. Guide children to help the little mouse get out of the maze and feel the joy of helping others succeed.

2. The digital dolls come to play games with us

1. Guide children to participate in games with the digital dolls.

2. Each of the 10 children put on number cards from 1 to 10 and introduced themselves as number dolls 1 to 10.

3. All children read the numbers on the number doll’s headdress.

4. Play the game of finding friends with digital dolls.

Game process: The teacher asks a child to find the name of the digital doll mentioned by the teacher. If the child finds the right one, the digital doll gives the headdress to the child who finds the right one and says: "Yes, my name is It’s X (number), I’ll give you the tiara, we are good friends” and then returned to our seats together. The game continues until all the digital dolls have found good friends.

Activity extension:

Continue to play the maze game with parents at home to consolidate the 10 numbers from 1 to 10 to a familiar level. Kindergarten class lesson plan "Maze" Part 4

Activity goals

1. Explore the reasons for becoming good friends.

2. Encourage children to imagine and create stories about themselves and their good friends.

3. Through teachers reading aloud, children read emotionally and participate in acting, allowing children to perceive the story.

4. By observing the pictures, guide the children to describe the content of the pictures.

Activity preparation

1. Cartoon puppets, computers, good friend maze diagrams, and good friend maze study sheets.

2. Hide some cartoon puppets in the classroom in advance.

Activity process

1. The teacher took out the cartoon puppets, looked for friends everywhere, and asked the children to help find them.

“Look! What kind of difficulty did Little Bear encounter? Let’s ask him, ‘Little Bear, Little Bear, what’s wrong with you?’ Oh, it turns out that Little Bear’s good friend is missing, let’s help him find it!”

2. Discuss with children: Which characters in commonly heard stories or cartoons are good friends? The teacher records the answers on the computer.

3. "Who are you good friends with? Why did you become good friends?" (Teacher summary after the children's discussion)

4. Tell a story based on the role provided by the children. The story is like: The little mouse is looking for his good friend Piggy. He goes through many dangers (such as being attacked by a poisonous snake and falling into the lake, meeting a big tabby cat...), and finally finds his good friend Piggy. During the storytelling process, the teacher used computer slides and maze diagrams to present the plot content.

Ask the children to imagine that they are the protagonist in the story, what difficulties they will encounter if they want to save their friends, and encourage the children to make up a story about themselves and their good friends, and draw a "good friend maze picture" ". Finally, ask the children to share their stories with their good friends.

Reflection on the activity

Throughout the teaching activities, the children participated with high interest. Through the activities, the children can better master the general method of walking the maze, and can correctly To find the route, the children had great space and time to operate freely during the whole activity, and in the process, the members of the group learned to communicate and discuss with each other. In the process, the children gained great satisfaction and The sense of success and spatial intelligence have also been improved

If I take this class again, I will let the children try to design the maze by themselves, build the maze with the children, and train the children to learn to check the kindergarten lesson plan "Maze" 》 Chapter 5

Activity goals:

1. Perceive the maze and understand the basic secrets contained in the maze.

2. Cultivate children’s observation and thinking abilities.

3. Experience the fun of maze games.

Activity preparation:

1. Make 3 sets of homemade maze pictures.

2. Some operating materials for children.

Activity process:

1. Conversation topics:

1. Children, have you ever played the "Maze Walking" game?

2. What are the symbols on the maze map?

2. Analyze the maze diagram:

(1) Show the maze diagram 1 to get a preliminary understanding of the maze.

1. What do you see from this maze picture? What does √ stand for? What does × stand for?

2. Who is willing to come up and take a walk?

(2) Show the second maze diagram and analyze the secret of the maze diagram.

1. What do you see from this maze picture? What do you know?

2. These two maze pictures hide a different secret. What are they?

3. Who is willing to boldly try to help Xiaozhu build a bridge?

(3) Show the semi-finished picture of the self-made maze and learn how to set up the maze array.

1. It seems that running a maze is not difficult for you, but have you ever played the game of setting up a maze?

2. Today we are going to set up a maze together. How should we place it to make the maze feel more difficult and more fun?

3. Teachers and students *** set up the maze array together: Step 1: Put the stone. Step 2: Crocodile. Step 3...

3. Operation for children

1. The children set up a maze for the first time. The teacher guided them around and took pictures of the children's maze with a camera.

2. The teacher uses a targeted multimedia display to show the maze array arranged by the children. Please tell the children whether the maze is well arranged? The good thing? No, what’s wrong?

3. The children set up the maze again and ask the children next to them to walk through the maze.

4. Display the maze diagram designed by the children. The teacher will comment on the design of the maze array designed by the children.

5. Extended activities:

Show Figure 4: What is the difference between this maze picture and the one we saw before? If you were asked to take a walk, would you do it? After we go back, we can continue to set up the maze array and walk through the maze diagrams to see who has more ways and whose method is better. Kindergarten lesson plan "Maze" Part 6

Activity goals

1. Correctly identify the front, back, left and right directions with oneself as the center, and be able to find routes according to the indicator icons.

2. Be able to use accurate language to describe walking paths and improve children’s ability to cooperate with peers to complete tasks.

Key and difficult points:

Correctly identify the front, back, left and right directions with yourself as the center.

Difficulty: Use certain directional words to describe spatial positions.

Activity preparation

1. Courseware: forest maze map, arrow mark, treasure clue map.

2. Children's operation materials: each group has a forest maze map, treasure clue map, arrow mark card, crocodile obstacle map and several square floor mats.

Activity process

1. Create a treasure hunt scenario to introduce activities

1. Show the arrow and understand the direction indicated by the arrow:

Questions :What's this? (arrow) Where have you seen it? What does it mean?

Summary: Arrow signs can help us point out the direction.

2. Question: ↑What clues does it tell us in the maze? (Go forward) Question: →What does the maze tell us? (Go right)

Try it collectively: When my arrow points in which direction, please walk, one step at a time.

3. Play the courseware and guide the children to observe the forest maze.

Question: Take a look at what’s on the forest maze map? How to navigate the maze? (House: end point, red triangle: starting point, grid: one step per grid)

Summary: To walk a maze, you need to enter from the starting point, take one step per grid, and find the correct route around obstacles to reach the end point.

2. Unravel the treasure clue map - understand the meaning of the combination of direction marks and numbers.

1. Play the courseware and combine the numbers with the direction marks.

Question: Can you understand these clues? What does it tell us? (Ask the children to talk about what the combination of arrows and numbers represents)

2. Follow the prompts to explore the complete route map.

Summary: The treasure clue map tells us that we should follow the order of the clues and find the treasure route according to the direction marks and numerical marks.

3. Find the treasure route - try to find the route by looking at the indicator icons

1. Children work together and try to find treasure according to the indicator icons.

Teacher: Now we are going to hunt for treasure in the maze based on this clue map.

Rules: One person is responsible for reciting the clue map, one person is responsible for posting the route, and one person is responsible for checking the stickers. A team of three completes the task.

2. Verify the route collectively and find the key to the treasure chest. (The children read out the clue marks collectively, while the teacher demonstrates the courseware)

Teacher: Have you reached the exit? Let's see what treasures are hidden in the exit house.

Requirement: Please ask the child with the clue map to help me read the clues. The other two children will point to your route map and check it together while talking.

3. If a wrong route is found during the inspection, guide the children to correct it on their own.

Summary: When walking a maze, you need to see the direction clearly and count the steps clearly to find the correct route.

4. Go to Crocodile Island to open the treasure chest - use experience to solve problems

1. Children design a route based on the terrain of Crocodile Island.

Rules: Children are divided into groups and start from three different starting points. They use the floor mats with direction marks to spell out the route to Crocodile Island to get the treasure chest. Be careful to avoid the crocodiles.

2. Each group of children talks about the route completed by each group.

5. Share the treasures and end the activity.

Summary of activities

The "Guide" emphasizes the importance of perceptual experience and interest in children's mathematics learning. Perceptual experience is the prerequisite for mathematics learning, and interest is what inspires children to take the initiative to learn. power. Maze is a game activity that young children are very interested in. During the daily maze game, they need to observe, think, and identify different directions, thus accumulating some perceptual experience of spatial directions. In the second semester of the senior class, children have begun to form mental representations of the spatial environment. They can try to use abstract symbols such as arrows to represent spatial orientation. Therefore, I combined the learning characteristics of large class children and designed this activity "Maze Treasure Hunt" on the basis of existing experience. It aims to guide children through the games of "decrypting treasure maps" and "finding treasure routes". Correctly identify the front, back, left, and right directions with oneself as the center, and use certain directional words to describe the spatial position, and improve the ability to complete tasks cooperatively in the process of cooperative games with peers.

I used a treasure hunt game throughout the entire activity, and used observation, comparison, operation, and verification methods to guide the children to discover and solve problems. The setting of the game and the participation of multiple senses not only satisfy the children's desire to participate in the game, but also enable the children to actively learn, explore and develop in a relaxed and pleasant atmosphere.

At the beginning of the activity, I introduced decryption clues and combined with children’s life experience to help children understand that arrows can represent directions. During playing and walking, I guided children to learn to correctly distinguish between front and back with themselves as the center. , left and right directions. Next, children are guided to decipher the clue map of the maze to further stimulate children's interest, and new clues are elicited during the discussion. They find that arrows represent directions and numbers represent steps to take, paving the way for the next step of independent exploration. Later, a game of exploring "Decrypting the Treasure Map" was introduced, using music to add a sense of tension to the competition in a time-limited manner. In the game, by reading clues and pasting arrows, children can improve their ability to express their orientation language and their ability to use arrow symbols to represent spatial orientation. Children's awareness and ability to cooperate can be enhanced through cooperative completion of operations. During the collective verification process, the children unknowingly practiced the directional language many times and also completed self-correction during the inspection. Finally, the game form of "Go to Crocodile Island and Open the Treasure Box" allows children to use their existing experience to establish a connection between the observed location and the obtained picture, thereby solving the problem and further improving the children's sense of visual image space.

Throughout the activity, I was able to support and encourage children’s learning, allowing children to actively learn through direct perception, personal experience, and practical operations, respecting children’s learning methods and learning characteristics. Teachers, students, and A good interaction was formed between students and students. The children were in a happy mood, active in thinking, active in hands-on operations and bold attempts, and the activities achieved the expected goals.

In this activity, I found that teachers lacked individual attention and guidance to children during the activity and need to be further strengthened. This activity should also enhance the fun of some games, such as level-breaking games. The method of eliciting clues is slightly single. If corresponding game content or plots are also designed to match it, children's interest in games will be even stronger.

Kindergarten lesson plan "Maze" Chapter 7

Activity goals:

1. Understand the functions of different symbols in reading.

2. Be able to identify the symbols on each "brand" and express the meaning of each symbol in complete language.

3. Experience the fun of walking a maze.

Activities that are important and difficult:

Understand the various symbols in the story and be able to act out the story according to the storyline.

Activity preparation:

1. Story background music.

2. The king’s and queen’s headdresses are marked with various symbols.

Activity process:

1. Beginning part

(1) Question introduction: Have the children ever played a maze game? (Ask the children to talk about their feelings about playing the maze) Today, a fat king is going to run the maze. Do you want to go with him?

Show the big picture book and let the children observe the content on the cover and know the name of the story.

2. Basic part

(1) Play background music and follow the music teacher to tell stories. Stop when you encounter a sign with a symbol and ask: ——What is on this sign? What do the symbols mean?

(Encourage children to boldly express their understanding in complete language)

The Fat King is hesitating at this fork in the road. Guess which path he will choose and why. ? So which road behind the brand will you choose?

Teacher: We walked out of the maze with the Fat King. Do you feel happy? Did the children recognize all the brands in the maze just now?

The teacher shows the symbols in the story on the blackboard based on the children’s memory.

(2) When performing a story, the teacher asks the children to discuss the allocation of roles and the order of appearances.

Who will be the king? Who serves as the various markers? Who will be the queen?

Recall the story again and see what order they will appear in. Which symbols will appear together?

(3) The teacher tells a story, and the young actors appear one after another according to the storyline.

3. Talk about the signs you see in life and the meanings of various signs.

4. Game: Snowflake Maze

Teacher: Has the Fat King gotten out of the maze? Teacher, there is a snowflake maze here. Do you want to challenge it? Let's see if everyone can get out of the maze?

Children observe the route of the snowflake maze and complete it by themselves.

4. Ending part

Today we walked through the garden maze with Pangpang Kingdom and got to know many signs. Children should observe more in the future and pay attention to the things around us. Various signs. Kindergarten class lesson plan "Maze" Chapter 8

Objectives:

1. Master the general method of walking the maze and learn to check in reverse.

2. I like to walk through mazes and experience the joy of success.

Key points:

Master the general method of walking a maze and learn to check in reverse

Difficulties:

Choose a route when encountering a fork in the road. When you encounter a dead end, take another route.

Preparation:

Maze Kingdom Map, Little Bear Maze Map,

Learning Tools:

Number maze, pineapple maze, go eat burger maze word cards: import, export, reverse check, etc.

Process:

1. Reveal the topic and arouse interest

< p>Today, we are going to play a level-breaking game in the maze kingdom. Are you confident in winning?

2. Show the maze diagram to guide children to understand how to navigate the maze

1) Show the maze kingdom diagram to understand how to navigate the maze

How can we get there What about the Labyrinth Kingdom? What does the red arrow mean? (It represents the entrance of the maze, show the word card: Import) What does the green arrow represent? (Exit) When we walk through the maze, we must first find the entrance and exit. Show the word card: Maze diagram, get it, first find the entrance and exit.

Who knows how to navigate a maze? (From the entrance to the exit) Ask individual children to try the operation, and analyze what they should do when they encounter a fork in the road or a dead end based on the child's operation situation. Show the word card: Fork in the road, stop, look for which is the right path? Dead end, no way to go, turn around and go back to the fork in the road. Change the direction and continue walking, reaching the exit smoothly.

Verify whether the path is correct. Can we successfully reach the Labyrinth Kingdom by taking this path? We can check this in a simple way. The entrance and exit paths in the maze are connected. If we can go from the exit to the entrance smoothly, it means that this path is correct. If it doesn't work, we need to carefully check where we went wrong. This method is called reverse inspection. Show the word card: reverse check, use this method to check collectively, and conclude: reverse check is very important, everyone must not forget it.

2) The king prepared a bear maze diagram for us to see if we can successfully pass it. Ask a child to draw the route and check it backwards as a group.

3. Operation for children

There are many mazes in the Maze Kingdom waiting for children to break through? Introduce the maze into groups, the first group: number maze (go in order from 1 to 10) the second group: pineapple maze, the third group: go to eat hamburger maze

The teacher asked for the challenge: get the maze Figure, first find the entrance and exit, walk once with bare hands, then draw the route, and finally check in reverse. The maze challenge is waiting for you, are you ready? The group leader distributes the materials and the children operate them.

4. Communication and summary

Now, ask the teachers present to use the reverse check method to check whether the children are going right. If they are right, reward them with little stars.

Did you have fun in the Maze Kingdom today? Children who have successfully passed the test please raise your hands. (Applause for yourself) The teacher has also placed many fun mazes in the puzzle area. Children can go through the levels on their own. The teacher believes that you will definitely succeed!