Large class regional activity plan

In order to ensure high starting point, high quality and high level work, it is usually necessary to make a complete plan in advance, which is concrete and thorough in terms of purpose, requirements, methods and progress, and has strong operability. How to make a plan? The following is the regional activity plan for large classes that I have compiled for you. Welcome everyone to learn from and refer to. I hope it helps you.

The kindergarten corner activity in the large class regional activity plan 1 is an important part of kindergarten activities. Educators divide the activity room space into different corners according to the materials and types of activities that children are interested in. In these corners, teachers purposefully and systematically create an activity environment and place relevant materials. The setting of corner space and the delivery of materials should really serve children's learning activities according to their age characteristics and the space environment of the class.

According to the age characteristics and hobbies of children in large classes, in order to make children develop better in corner activities, our class has created five corner areas, namely: role area, construction area, art area, reading area and puzzle area.

First, the overall goal of area angle design

With the game room as the driving force and the puzzle area as the feature, we will create an educational environment for children who are diligent in thinking, willing to think and good at communication, stimulate children's interest, and cultivate children's imagination, creativity, imitation, language expression ability and various abilities of peer communication. ...

Second, the specific objectives and materials of each corner and the rules of activities.

(1) performance area

Activity objectives:

1, learn to respect the performance and expression of others, and experience the joy of communicating with others.

2. Be able to perform boldly and confidently according to the story content or music melody.

3. Cultivate children's interest in performing activities, be willing to participate in collective activities, and initially cultivate children's awareness of waiting, taking turns and sharing.

Materials: homemade clothes, hats, headdresses, all kinds of ornaments, story performance clothes.

Activity rules:

1, you must choose your clothes and props before entering the area.

2. Be friendly to children and care for toys.

3. After the performance, put the items back in their original places.

4. You can enter 7 children at a time.

(2) Building area

Activity objectives:

1, like to participate in construction activities.

2. Can build or insert toys on the basis of observation and feeling.

3. Cultivate children's thinking ability of spatial imagination and the ability of peer communication and cooperation.

Materials: disposable paper cups, toys, building blocks, waste paper boxes, beads, etc. , waste bottles.

Activity rules:

1, enter the area and keep quiet.

2. Do more and use more brains.

3. Take care of toys.

4. After the activity, put the toys back.

Large class regional activity plan 21. Activity content:

Language area, art area, science area, living area, education area and building area.

Second, the activity objectives

1, through independent choice of activity materials and partners, experience the game of cooperation with peers and get happiness.

2, can focus on and seriously explore the gameplay of game materials.

3. Thinking ability and operation ability.

4. Develop a good habit of tidying up.

Third, activity preparation

Language area: provide books, story books and books that tell stories to children.

Math area: provide self-made counters, bottle caps and several (bead) digital cards for children to practice bead broadcasting.

Art District: Provide watercolor pens, Gou Xianbi and eggshells for children to paint freely.

Science Zone: Provide sand, magnets, building blocks and magnifying glasses for children to explore and discover their secrets.

Living area: provide beads for children to wear necklaces.

Puzzle area: provide puzzles for children to spell and fly chess for children to play.

Building area: provide plastic water pipes and building blocks for children to build.

Fourth, the activity process

1, organize activities to stimulate interest.

Teacher: It's time for regional activities again today. Are the children happy? (I am very happy) In the last regional activity, I found that children can actively explore games, but some children communicate too loudly and some children will leave their positions. This is not right. The teacher wants the children to behave better in this regional activity, communicate quietly and don't leave their chosen area, okay?

2. Introduce the region

(1) Teacher: Today, we added some new materials in the math area for children to explore. Look! This is the teacher's homemade counter (show the homemade counter and digital card to explain the demonstration)

(2) Emphasize the old areas

First, the language area (see picture)

B, art area (painting eggshells)

C, science area (playing with magnets)

D, living area (wearing a necklace)

E. puzzle area

F. Building area (free building)

3, children's games, teachers' observation and guidance

(1) make a game request.

A, please figure out which area you want to go to first, and then go to the area you choose with the access card.

B, take good care of the materials during the competition, don't make any noise, please raise your hand when you need help.

(2) Children choose their own corners, and teachers guide and make records.

4. Organize the environment and share the assessment.

(1) Remind children that the game is over.

(2) Organize children to organize materials and venues.

(3) Share happiness

Step 5 end the activity

Verb (abbreviation of verb) Reflections on Regional Activity Teaching

The activity went smoothly, and my previous scruples completely disappeared, and there was no commotion. Unexpectedly, such an open activity made the activity more interesting. Children are free to choose areas, materials and partners, but they seem to be orderly. I found that children have their own interpersonal communication, behavior patterns and game styles, and as a teacher, I observed their words and deeds and gave guidance and help when appropriate.

In the material delivery of regional activities, teachers should not only provide materials that meet the monthly goals and children's development needs according to their educational intentions, but also consider the universality, safety and development of materials. For example, flying chess and checkers in the puzzle area. All kinds of self-made counters in the math area. Let children express themselves boldly through rich materials and media, and give full play to their imagination and creativity. Another example is the manual area: watercolor pens, eggshells, chopsticks and so on. Put it in front of children to inspire them to make eggshell dolls with different materials and stimulate their interest in making them.

It is clearly pointed out in the outline that "teachers become supporters, collaborators and guides of children's learning activities". In regional activities, the correct interaction between teachers and children is the most important. Before the activity, the teacher and the children reviewed the problems encountered in the last activity and the experience gained, so that the children can get greater development on the original basis. At the same time, the teacher introduced the newly invested self-made counter in detail, allowing children to boldly try new content; During the activity, the teacher asked the children to choose the activity area according to their own wishes, let the children be the masters of the area, let the children operate and play with various materials according to their own wishes and abilities, and carry out personalized independent learning or negotiated exploratory learning. In regional activities, we should not only consider the mutual communication and cooperation between children, but also pay attention to the non-interference between children, so that children can concentrate on an activity and explore problems. For example, when listening to a recorded story, the child didn't finish the activity because the sound in the nearby area was too noisy. This area was set together with the noisy area. The static and dynamic zoning is a bit unreasonable, and some improvements should be made in the future. After the activity, the teacher and the children shared their feelings about the activity and let them experience the joy of success further. At the same time, the content of an activity is analyzed in detail. For example, when playing pearls, the teacher can tirelessly guide the children to play pearls in two ways: I will find a digital card or I will play pearls with a digital card, thus leaving more favorable trajectory materials for the activity.

Through this observation and study, I realize that regional activities can make children learn more and let every child take the initiative to learn and participate. Teachers are controllers, observers, guides and perfectors of regional activities, which not only embodies children's autonomy, but also plays the role of our teachers. Guided by our concern, the children are very devoted and happy. I hope time stays at that moment. Various forms of regional activities help children's interest in games and make a deep breakthrough in the activities. I will also try new forms of activities in future activities to make them more meaningful.

Large class regional activity plan 3 requires:

On the basis of shaking, watching and remembering, learn the composition within 10 to stimulate children's interest in participating in mathematics activities.

Materials:

Divide the tofu box into two halves and put various items (beads, marbles, flowers, etc.). ) inside, pack and record some paper.

How to play:

The children shake the music to see how many are on each side, and then record them. If the method is divided, it can be recorded only once. After the children are familiar with the gameplay, they can let the children play guessing boxing to see who has more points.

moving target

1. You can choose your favorite activity area according to your own wishes, and you can negotiate when you encounter problems to cultivate your children's communication skills.

2. Abide by the rules of the game and enjoy the game.

3. Be able to boldly evaluate your own game process in front of the group.

Activity preparation:

Game information of each district. Various materials for decorating slippers have been added to the art area, such as packaging tape, textured paper and double-sided adhesive tape.

Activity flow:

First, understand the activity area and content.

1, please freely observe the contents of the competitions in each district.

Puzzle area: playing cards and chess.

Math area: finish your homework and write your own questions.

Language area: Spell poems and review Chinese characters.

Art District: Design slippers.

Living area: tie your shoelaces.

Building area: build a playground.

Fishing: See who catches more.

2. Let the children put forward unclear places and places where they can't play. The teacher is asking the children questions and introducing how to play.

Second, put forward the matters needing attention in the game.

1, quiet game, small talk.

2, don't fight for toys, be humble to each other.

3. Abide by the rules of the game in each district.

Three, children choose their own games, teachers tour guidance.

1, to help guide children to choose a reasonable area.

2. Encourage children to finish the game from beginning to end.

Fourth, end the activity.

1, concentrate on children in music and let them introduce their own games.

2. The teacher summarizes the game.

Design intention of large class regional activity plan 4:

Regional activities are activities for children to learn, explore, discover and improve themselves. Piaget's theory tells us that the physical, mental and psychological development of preschool children is mainly through perception and operation to understand things around them. According to the age characteristics of the children in my class, I set up an area-Little Penguin Supermarket. Give children a relatively relaxed activity atmosphere. The materials I provide are just some empty bottles, packaging boxes and packaging bags of discarded drinks that they are familiar with in their daily lives. Simulate a supermarket scene, let them naturally carry out activities, operate, explore, communicate and cooperate, experience the happiness brought by activities, and let children use them more naturally and happily in their daily lives!

Activity objectives:

1. In activities, learn to classify items according to their names, uses or attributes.

2. Play role games with "salespeople" and "small customers" and use "money" to buy corresponding items to cultivate children's social skills.

3. Willing to exchange the experience gained and develop children's language expression ability.

Discard materials:

Waste beverage bottles, packaging paper bags, packaging boxes, counters, homemade coins, etc.

Method 1:

Let children be shop assistants and give them plastic bottles, food bags, sweets, etc. The kind that can be put in the supermarket, let children freely put these items on the shelves, guide them to classify according to categories and uses, and fill in the price tag according to their existing life experience. At this time, they can be provided with more space and time for independent communication, so that they can gain knowledge and experience in independent games.

Method 2:

Give each child a different "coin" and let them buy their favorite food, drinks, stationery and so on. Pay attention to the price and use of goods, and let children choose what they want to buy according to the amount of money in their hands.

Method 3:

In the process of buying and selling, encourage a more active dialogue between small customers and salespeople, such as discussing the price, production time, shelf life and use of goods, so as to promote communication between children, or tell their peers what goods they bought, what they used for and how much they spent, so as to develop their language skills and social communication skills.

Large class regional activity plan 5 activity objectives:

1. Children are willing to take part in planting activities and learn how to grow garlic.

2, study group cooperation * * * to complete the task.

3. Educate children to respect adult labor and cherish crops.

Location:

Kissing garden (planting area).

Activity preparation:

Seeds (garlic), labor tools (small hoe, small rake, rope, small basket, etc. ), sleeves and straws.

Activity flow:

First, the beginning part

1. Guide children to observe garlic and count how many petals there are in each garlic.

2. Give some garlic to the children, and let them divide the garlic in a garden into pieces to stimulate their interest in planting.

3. Children choose seeds. Choose seeds with full grains and no pests.

Second, the basic part

1, guide children to discuss how to kind of garlic, freely partner into a group of three, and work together.

2. Level the land with a small hoe and rake.

3. The teacher demonstrated how to grow garlic: (Hold the garlic in your hand, put the tip up and insert it into the soil, and the tip will be exposed).

4. Guide the children to observe the garlic planted by the teacher, and discuss the row spacing and spacing while inserting (small hands and feet measurement, eyes visual inspection).

5. The children try to operate by themselves, and the teachers patrol to give help and guidance, focusing on observing whether the children put the garlic tip up and let the children know that the garlic head down will not germinate.

6. The situation of garlic in children's mutual evaluation (density, depth).

7. lay straw.

(1), guide the children to discuss "why should we spread straw on garlic" (moisturizing and protecting seeds from birds and insects).

(2) Children should lay straw, and teachers should give guidance on the spot, neither too thick nor too thin.

8. water. Each group of children should cooperate with watering, and the water should be appropriate.

At the end:

Educate children to eat more garlic, which has bactericidal effect and is brain-nourishing food.

Activity expansion:

1. Observe regularly and make observation records.

2. water the garlic.

3. Whisper with garlic to make them grow up quickly.