Large class structure game teaching plan

In actual teaching activities, teachers often need to use lesson plans, which can effectively improve teachers' teaching ability. How to write a lesson plan? The following is the lesson plan of large class structure game I collected for you for your reference, hoping to help friends in need.

Large class structure game teaching plan 1 activity goal:

1. Try to use different materials to build bridges with unique shapes and novel ideas.

2. Actively participate in activities and experience the fun of building bridges.

3. Abide by the rules of the game and experience the happiness brought by cooperative games and controlled activities with your companions.

4. Willing to try boldly and share experiences with peers.

Let children feel happy and fun, and they should learn knowledge before they know it.

Activity preparation:

1, all kinds of building materials and auxiliary materials needed for bridge construction.

2. photos of the bridge.

Activity flow:

1, watch the pictures of various bridges, and guide the children to discuss: how to use the learned construction skills to play games according to the different shapes of bridges.

2, children's group cooperation, using auxiliary materials to build bridges.

(1) Children can choose their partners freely.

(2) Group discussion: What kind of bridge are you going to build? What materials are needed?

3, children's games, teachers tour guidance.

Pay attention to guiding children to choose suitable materials according to the shapes of various bridges and make bold innovations to construct them.

4. Bridge exhibition.

(1) Ask the children to name the bridge they built.

(2) Who will be the little commentator and introduce your bridge?

Design intention of game lesson plan 2 with large class structure;

These days, we are all carrying out the theme activity of "I love my motherland". A child asked, "Is our Gutian a part of the motherland?" This reminds me of how to cultivate children's feelings of loving the motherland, and why not start with what children can touch. So when determining the theme of structural games, the theme of building "Gutian Street" came into being!

Activity record:

Segment 1: Xin Rui and several children are splicing with long strips of building materials. Because the spliced note was too long, it was obvious that the table could not be put down, and the spliced note was broken on the ground several times. I judge that they are building a big thing!

Teacher: What are you building?

A child: We want to occupy the sports square.

I found that the table was obviously too small for children to build such a big sports square, which affected the smooth progress of children's games. So I asked, "Is the table big enough? If it is not enough, where is it bigger? Do you want to move somewhere? " Inspired by me, the children moved from the table to the ground and from one end of the activity room to the other. They connected the building materials together to form a big circle, enough to accommodate seven or eight people. The children jumped from outside to inside, and from inside to outside, frolicking: "The sports square is set up!" " "

The second paragraph: gradually, I found that fewer and fewer children were jumping around in the "sports square", and some children began to do nothing. So, I organized the children.

Teacher: Which one of you has been to the sports square? What are you doing?

Child: I have been there. There is a swimming pool in the sports square, where I go swimming.

Child: There is an ice rink. I'm going skating.

Teacher: What's in the sports square? What do you like best?

Child: There are many chairs in the sports square, and I like to go there to watch performances best.

Child: There is also a table tennis table, where you can play table tennis.

Children: There is a big playground and a spinning ball in front of the sports square.

Child: There are lawns, flagpoles and people who sell things.

The communication between peers evokes children's memories of the sports square. On this basis, I asked the children to build the dialogue into a game. With the support of rich experience, children can continue to play games.

Analysis:

It is pointed out in the Outline: "Teachers should understand and analyze children's needs and experiences, as well as the existing development level of sports, language, cognition and sociality, from children's play behavior and emotional attitude, and collect information for designing educational environment, putting materials and organizing educational activities." Since learning this new "Outline", I have put the teacher in the proper position of my own game. In the process of playing games, teachers should always observe what children are playing, what they are playing and how to play, so as to understand their interests, experiences, needs and abilities, so as to participate in games in time when children need them and support them to realize their wishes. For example, in the above case, I always pay attention to and observe the children in the game, analyze their game behavior, so as to understand the real wishes of the children, and then make decisions on my guiding behavior, ensuring the smooth progress of the children's independent activities!

Reflection:

The construction of autonomous game activity mode highlights the essential characteristics of children's voluntary activities, and clarifies the role of teachers as creators of game environment, observers and supporters of game process, and motivators to share game results. As a supporter of children's games, how should teachers play this role in the process of games?

(A) observation and analysis to form contact is one of the means to support the game.

Observing children's behavior at the beginning of the game, we can find that children's performance is different. Some children can quickly find game materials and partners, negotiate amicably and reach a * * * knowledge to enter the game; Some children wander around without results; Some children are slow-witted and confused ... The difficulties and contradictions in the game need the guidance and help of teachers, so that children can play the game smoothly. At the same time, teachers should analyze the observed game behavior: why it takes so long for children to build toys in the game; Why are children not interested? Wait a minute.

Through observation and analysis, teachers can decide who and how to know: when or how to participate in children's game process, which children need help, what kind of help they need, and so on. I think we can also make some simple observation forms for observation and record, which is convenient for analysis and summary, and adjust the goal plan of education or games in time.

(2) The proper combination of timing and methods is one of the means to support the game.

It is clearly pointed out in the Outline that in order to ensure the safety of children and the smooth progress of games, teachers can moderately intervene in games, and there are many ways for teachers to intervene in games. However, it is necessary to grasp the opportunity and measure, on the premise of not disturbing children's games, based on the happiness of children's games, and aiming at promoting children's all-round development. For example, in the first episode above, children don't know how to adjust the venue to play games because of their inexperience, which leads to the game being blocked. At this time, the teacher intervened in time, gave constructive suggestions to the children, supported the children's desire to play, and reflected the appropriate combination of timing and methods.

(3) Organizing communication and sharing in time is the second means to support the game.

Children often encounter difficulties or problems in games, some of which are solved and some of which cannot be solved by themselves. As shown in the second clip above, after the sports square was built, the children could not extend the game and gradually lost interest. This is because they lack relevant experience and they need support. At this moment, I asked the children

Introducing sports squares to each other, sharing knowledge and experience, and analyzing and discussing problems in games are one of the important means to promote the development of children's games. Of course, whether communication is necessary and in what form depends on the needs, and the forms and methods should be flexible and diverse. Such as individual, group, collective communication, process communication, ending communication, etc. Children's spontaneous discussion of games must not be turned into teachers' evaluation and judgment of children's games and behaviors.

Free choice, independent development and spontaneous communication are the basic characters of children's independent play, and they are also the lowest yardstick to measure children's independent play. * * * Enjoying, observing and helping are the basic attitudes and tasks of teachers in guiding autonomous games, which should run through the whole process of children's games. Teachers should consider the basic process of children's games, guide them flexibly, respect the actual needs of children's games and promote children's development.

The theme origin of large class structure game lesson plan 3

Autumn has come, and the weather has turned cold. What has happened to the park? I asked my child this question and got many answers. Some say that there are more people exercising in the park, some say that there are more interesting facilities in the park, some think of the big parks in other cities that I have been to before, and some put forward their own ideas: I hope there are things I like or imagine in the park, and so on.

Seeing the children's heated discussion, I decided to play a structural game this month. The theme is: Autumn Park, which encourages children to combine their own ideas with their own perceptual experiences, and put their favorite things in the park to create a paradise of their own.

moving target

1, guide children to recall their own life experiences, on this basis, strengthen their understanding of the shape characteristics of various objects, encourage children to boldly imagine and create, construct new forms, and cultivate their imagination and creative thinking.

2. Guide children to use their existing construction experience and skills to complete their own creation and establish the connection between old and new experiences.

3. Cultivate children's awareness of caring about architectural achievements and materials, and encourage children to actively seek peer cooperation, get along well with peers, and negotiate games.

Activities to be prepared

Large structural materials, some auxiliary materials (trees, flowers, ropes, etc. )

Activity guidance

1, to guide memories of life experiences and arouse children's happy mood;

Teacher: "Have you ever been to the park? What do you like best in the park? " Ask children to speak boldly, express their ideas and make a summary.

2. Guide imagination and encourage creation;

Teacher: "Do you want any other equipment in the park? Or more things you like, want to play and want to see? " Encourage children to use their imagination and discuss according to their interests: What can be more in the park?

3. Layout construction tasks: Let children choose a form or equipment to build in a park, which can be visible fitness equipment, entertainment equipment, or things they imagine, such as pavilions, tables and chairs. And ask children to choose their favorite building materials for construction.

4, children's structural games, teachers guide children's layout;

5. The teacher summed up the game and put forward the requirements for the next game.

Design intention of game lesson plan 4 with large class structure

According to children's interests, combined with the purpose of this semester-to guide children to learn to construct purposefully according to their own wishes or opinions. At the same time, cultivate children's ability to watch simple floor plan construction. We started the theme of "Children's Paradise", which further improved children's learning skills in paving, extending, enclosing and building objects-building children's paradise.

Activity objectives:

1, children know the names of amusement park equipment.

2, can use the skills learned to spell out the characteristics of amusement equipment.

3. You can cooperate with peers in the game.

4. Learn to play games through activities and feel the fun of the game.

5. Show the cute side of the child in the activity.

Activity preparation:

Pictures, clear water building blocks.

Activity flow:

1, talk introduction

Teacher: Children, you have all been to the amusement park. Do you know what equipment is available in the amusement park?

(merry-go-round, spaceship, racing car)

Step 2 show pictures

Teacher: The children said there was a merry-go-round. Let's see what the merry-go-round looks like.

According to the name of the equipment mentioned by the children, guide the children to observe the corresponding pictures and tell the main characteristics and what kind of building blocks can be used to assemble.

3. Children participate in the piecing activities.

Teacher: Today, children, let's build an amusement park. Ask the children and your good friends to choose your favorite pictures of equipment, and put them together while looking at the pictures. When put together, the action should be light, put away the unwanted blocks, and don't affect others.

4, teachers and students * * * with summary activities.

Teacher: The amusement park is set up. Please ask the children to introduce their own equipment.

Guiding points:

1. In the process of children's construction, teachers guide children to use reasonable structural materials and highlight the main features of amusement facilities.

2. Inspire children to imagine creating merry-go-rounds, slides, waterwheels and fitness equipment on the basis of imitation.

3. Methods to guide children to enclosure.

4. Pay attention to the spacing of amusement facilities, and don't knock over other people's structures at will.

Activity reflection

The activity began to guide the children to know the amusement facilities of the children's playground on the big blackboard printed with various pictures of the playground, and at the same time plan the layout and build the location. Children have a strong purpose and the construction is more orderly. In view of the original enclosure skill-enclosure of the outer wall of the amusement park, children have no particularly obvious concept. Some children set up half of the "same font", and in the end they didn't enclose it. Children outside usually know how to build it by looking at the layout, but their imagination is not enough. They don't choose their own building materials, and they need teachers to remind and guide them. The amusement facilities they built are also very simple and unimaginative. Teachers can still provide different shapes and other pictures for a amusement facility, and guide children to imagine building independently in interval construction, encourage and guide children to choose materials, and further improve their theme building skills.

Large class structure game teaching plan 5 activity goal:

1. On the basis of visiting primary schools, we tried to build "our primary school" with different materials and existing construction skills.

2. In the construction of cooperation with peers, further stimulate the yearning for primary school life.

Activity preparation:

1, visited the primary school and learned about the main facilities of the primary school;

2, waste paper boxes, all kinds of building blocks, etc.

Activity flow:

First of all, talk about primary schools.

1. We visited the primary school together the other day. Does anyone remember what facilities there are in the primary school?

Summary: Primary schools have playgrounds, training platforms, canteens and classrooms. ...

2. Are the facilities in primary schools the same as those in kindergartens? What is the difference?

Summary: The playground and school buildings in primary schools are bigger than ours, and primary schools have special training platforms. ...

Value analysis: recall the existing experience and enrich children's understanding of primary school facilities and buildings.

Second, build primary schools.

1. There is also a primary school here. What do you think this primary school lacks? What materials and methods are suitable for construction?

Let's try our best to build this primary school. Get some friends to form a group first, and then think about what you want to build. What materials and methods were used to build it? After the discussion, start to act.

4, children's group construction:

(1) Whether the construction materials and methods are appropriate.

(2) When encountering problems, can we negotiate with our peers to solve them and cooperate with them to complete Our Primary School?

Value analysis: in the process of * * * construction, stimulate children's yearning for primary school life.

Third, our primary schools.

1. Our primary school has been initially built. Which group introduces you first? What materials and methods did you use to build what?

2. Look, is the layout of the whole primary school reasonable? Is there anything inappropriate?

Design intention of lesson plan 6 of large class structure game;

After visiting the farm through community activities and learning the song On the Farm, the children are very interested in the small animals on the farm. During recess activities, they often hear children imitate the sounds of various small animals and learn their movements. Based on children's interests, we designed a structural game "On the Farm" to provide children with more creative opportunities and satisfy their desire for expression.

Activity objectives:

1. Learn the skills of building sand columns and distinguish the characteristics of dry sand and wet sand.

2. Be able to negotiate with peers and experience the fun of cooperation.

3. Encourage bold construction, layout and creative construction.

4. Let children feel happy and fun, and they should learn knowledge before they know it.

5. In the activity, let the children experience the happiness of playing with their peers and be willing to play with them.

Activity preparation:

Tubular building blocks, sand, plasticine, snowflakes, woven building blocks, scissors, glue, etc.

Activity flow:

First, the production of construction drawings to stimulate children's interest

1, Teacher: Children, last time we moved the farm into the classroom. What do you think is more successful? We put a five-pointed star on it. A house on the farm. Pond. Woods. )

The teacher found that you had a little problem when you were building a farm.

(1) When we were building sand columns, the sand easily collapsed because the children didn't master the method. The teacher believes that through your practice, the sand column will be built better this time.

(2) After the fence is connected, it should be placed in a straight line, so as to be stable. After paying attention to these problems, the teacher believes that you will definitely build our farm better in this activity. Let's choose our own building blocks and start.

Second, the construction of children's groups, teachers tour guidance

1. Put forward sufficient requirements for the building.

(1) Before building, you should discuss with your partner how to make a reasonable layout. Take good care of the materials, or you will destroy the fruits of your companions' labor.

(2) Materials should be handled with care, and many materials can't be taken for themselves.

(3) Don't speak loudly during construction, but learn to speak softly.

2. Teacher-child interaction and construction. Praise the structured children in time and help the children in trouble.

Third, appreciate the work, evaluation summary

Teacher: Ah, what a beautiful farm!

1. Children, are you satisfied with the works built today? (Please tell Xue and)

Xue: Today, Bao Chenyu and I made a fence. It always collapses when we do it. Today, when we are finished, we put it in a straight line. Then, the children helped us lift it. Today's fencing was very successful, and I am very satisfied.

Xu Weiyi: When I loaded the sand, I pressed it tightly, then turned it upside down and lifted the bucket gently, so that the sand column wouldn't collapse today.

2. Where do you like? Why?

The farm is so beautiful, let's visit it.

Activity evaluation:

The layout of this theme activity is clear at a glance and the colors are bright. Children participate in activities, have a strong sense of cooperation, can complete the construction task well, construct a realistic image of the work, have good construction skills, use rich materials and can operate boldly. However, at the end of the activity, children can participate in the evaluation and express their feelings and wishes.

Activity reflection:

With the efforts of our two teachers, this activity was successfully completed. The whole activity was quite successful. Children's construction routines are very good, they can abide by the requirements of activities and care about their peers' achievements. The layout of the construction project is reasonable and beautiful. Building technology has been greatly improved. Rich and reasonable use of materials. Some children can use their imagination to creatively reproduce the scenes in life. Moreover, some children are more cooperative in activities. They can help their peers to complete the task by themselves, and they will also take the initiative to help their peers when they encounter difficulties in activities. It's just that I think teachers should be flexible in how to deal with emergencies in activities and have good improvisation ability. Grasping the details of children's building activities and summarizing and commenting on those highlights may make our exhibition more exciting and successful.