Planning scheme of regional activities in large classes

Children's learning is closely related to the environment. We should fully understand the interdependence and mutual support between children and the environment, encourage and guide them to actively interact with the environment, learn to look at and analyze problems from multiple angles, and grow up happily in game-based learning. The following is my carefully collected regional activity plan for large classes. I hope it helps you. If you like, you can share it with your friends around you!

Large class regional activity plan 1

First, the kindergarten corner game content

The corner game area includes a doll house, a building area, a reading area, a music performance game area, an art design area, a scientific discovery area, a natural corner, an education area, an operation area, and a sand play area.

Second, the design principles and guidance of district corner games

The design and guidance of corner games should follow the following three principles: suitability principle, development principle and integration principle.

Third, the angle arrangement of each age group.

Small class: doll house, building area, reading area, art area, natural corner and operation area.

Middle class: doll house, building area, reading area, art area, natural corner and operation area.

Category: Dollhouse, building area, reading area, art design area, scientific discovery area and educational area.

Juvenile transition class: performance game area, building area, reading area, art design area, scientific discovery area and educational area.

Fourth, the time when the times entered the zone

Admission time: 2 hours per day for small classes, 1.5 hours per day for middle classes, 1 hour for large classes, and 40 minutes per day for young connecting classes.

Reference of admission time: before and after meals, afternoon game time, leaving the park activities, etc.

Verb (abbreviation for verb) requirements for regional activities

1. Teachers in each class design regional activities suitable for the characteristics of children in their class, and constantly update regional materials according to the changes of theme activities.

2. Teachers should ensure the time and quality of children's daily activities in the area, and make relevant records.

The reference, purpose and teacher's guidance of intransitive verbs in regional activities of all ages.

Large class regional activity plan 2

I. Provision of materials

Spoons (large, medium and small) "lay" baby faces, trays, red dates, cashews, white lentils, red beans, rice and so on.

Second, suggestions at the operational level

A. Use tablespoons of red dates and cashews. A doll has a big mouth.

B Use tablespoons of white lentils and red beans (in the doll's mouth).

In addition to small muscle exercises, try to use a large spoon or a small spoon, which is more convenient.

C use large, medium and small spoonfuls of rice or small colored beads (dolls have small mouths).

In addition to small muscle exercises, we also discussed which one is more suitable for feeding small mouth dolls.

Third, tips

Focus of observation:

A. Whether the child can coordinate the operation with his eyes and control the stability of his hands.

B. which children are not proficient in using spoons and are easy to spill?

Guiding suggestions:

A "lying" baby face can be changed into a "standing" baby face to increase the distance and improve the difficulty.

B. Chopsticks and size clips can also be used: Chopsticks also start from objects with convex and concave shapes (such as cashews), from large to small, from rough to smooth. The clip can also explore different objects in large, medium and small clips.

Peeling beans (live labor) (small class)

I. Provision of materials

A. Broad beans (soaked in advance), edamame or green beans, etc.

B. Several small pots (used to put peeled beans and shells);

C. gadgets such as scissors and bean peelers.

Second, suggestions at the operational level

The first level: children peel beans by hand (you can peel broad beans first, then green beans or green beans).

The second level: provide scissors, bean peelers and other gadgets for children to choose from.

Level 3: When most children can peel beans skillfully, a group of small pots with the number below 10 can be provided according to different levels of children, so that children can put the numbers of peeled beans in the small pots one by one.

Third, tips: observation points and guidance suggestions

A. the children in small classes are young. When they start peeling beans, they will bite with their teeth and pull hard, but they often can't catch the skin of broad beans. Teachers can replace sprouted broad beans in time and let children peel them from the cracks, and the success rate will be greatly improved.

B. During the observation, we found that children have many peeling methods when peeling edamame or green beans: some are peeled after wringing; Some have pulled out the stems on both sides; Others will cut the skin with their nails and peel it off. Teachers should pay attention to provide scissors, bean peelers and other gadgets in time as the activities continue, so that children can try their own brains.

C. When most children are done, let several children with different peeling methods demonstrate. Let's discuss which peeling method is fast and good, and which peeling method is thankless to help children accumulate experience.

D. Let the children send the peeled beans to the kitchen, and ask the aunt to help with cooking and tasting activities.

Large class regional activity programme 3

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, brushes, colored pencils, etc. ), drawing paper, and some paper with modeling outline, pigments, plasticine, waste newspapers, cartons and other items, scissors, glue. Environmental layout:

The location of the art area should be close to the window sill, with good lighting, which helps to protect children's eyesight. Children should be provided with booths indoors, and the height of the booths 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 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 area, so that children can draw the outlines or paste the scraps of paper. Teachers can prepare all kinds of leaves in the art area when guiding children to know leaves, so that children can creatively collage or rub leaves. For some children who are poor at drawing but have certain oral skills, ask them to tell some relevant knowledge they know, and ask teachers or parents to record it in words and display it on regional wall decorations. 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 draw lines, tear paper, cut paper and play with mud at any time. If children want to draw without paper and scissors, it is easy to dampen their enthusiasm for activities and lose interest in art activities.

Secondly, when preparing all kinds of art materials, teachers should consider them 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 various cartoon choices. Starting with the preparation of paper to attract children's attention and let them doodle at will, we can break the traditional rectangle and prepare some papers with various contours for children, such as flower-shaped, semi-circular and fan-shaped ones. Children in the middle class can choose oil pastels and watercolor pens with thick strokes, and children in the big class can provide rows of brushes, so that children can draw large areas and small outlines with thin 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. And you can prepare some waterproof aprons to avoid the situation that children are at a loss when they get dirty clothes or hands in art 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 reading materials in the book should meet the following characteristics:

(1) It is the fundamental guarantee to optimize the book corner to place suitable reading materials that meet the characteristics of children's annual clocks. For children in large classes, books with rich themes and contents that are close to children's life experiences can be provided. The number and types of books for children in large classes should be more, and the content should be increased reasonably on the basis of middle classes, and various types of books should be appropriately increased, such as encyclopedia knowledge books, world-famous fairy tales, intellectual development series, historical stories and so on. 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 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 children with various books about the maze in time, and children will like it very much, and they will 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 "dinosaur" is carried out, many books about dinosaurs are placed in the corner of the book. There are books brought by children, books downloaded from the internet, and dinosaur books borrowed from the library and bought by teachers from bookstores. The acquisition of such books provides rich knowledge for children to deepen the theme content. 2. The source of the book.

(1) All kinds of books ordered by kindergarten, such as Children's Pictorial, Pictures and Talk, Multiple Intelligence 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 by themselves, so they are regularly and quantitatively placed in the corner of the book. If it is not suitable, the teacher will tell the child. 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 made by cutting and pasting old books. Let children try to be small painters and writers, draw pages of stories they want to tell, or cut out pictures they need from abandoned books. After dictation, the teacher or parents help to match the words, add the front cover and back cover, and then order a book for peers to introduce each other and exchange 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 take the initiative to explore and discover in order to gain 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 a book 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 cognition 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, guide children to learn to observe pictures and observe the expressions and movements of characters; Learn to look for 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 inspired the children to observe what the background picture was like. What will happen? And show it to the animals. What might happen to small animals? Wait a minute. Let children develop language by imagining the plot and psychology on the screen.

4. Pay attention to the use of artistic descriptions. For children in large classes, teachers should guide children to read actively with enlightening and suggestive language. 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, so that the instructions thrown by teachers to children will tend to be rational, so that children can think and learn 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 lively, interesting and colorful. At the same time, under the guidance of teachers, let children participate in planting activities, let children 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, so as to stimulate children's interest in nature, explore the mysteries of nature, and let children know more deeply and comprehensively and master richer and more consolidated knowledge. The characteristics of the plant corner are: 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 motor development, so children should mainly observe and assist teachers to do what they can, such as watering plants. Children in large classes have preliminary observation ability. In addition to continuing to consolidate the teaching achievements of the middle class, children can be gradually guided to make observation records from the shallow to the deep. Seasonal factors should be considered when arranging plant corners. If sunflowers bloom in summer and are released in winter, it will be out of place. When arranging plant corners, the short growth cycle and fast growth process should be placed in the front row, which is convenient for children to often take, observe and record; Those with long growth cycle and less obvious growth process should be placed in a fixed position in the back row. If possible, the plant corner should be arranged in the corner where the sun often shines. It is also necessary to properly arrange for the students on duty to take care of the plant corners or organize children to collectively clean the 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 the 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 suitable for children to build parking lots and parks, such as small trees and car models.

4, there are items at the same time can provide them with some building block structure diagram, let them build according to the diagram.

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

The site of 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 built 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 building.

Large class regional activity plan 4

Purpose:

1. Guide children to freely combine various objects with various geometric figures and learn to make statistics from the angles of number, quantity, color and shape.

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

Prepare:

1. Many 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 number, quantity, color and shape. Can guide children to count the number of graphic blocks used according to the shape of the graphic, and fill in the statistical table; You can also paint red, yellow and blue on the left side of the statistical table, and then count the number of corresponding graphic blocks, such as how many red triangles, how many yellow circles and how many blue rectangles, to increase the difficulty. 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 plan 5

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, develop representation ability. 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

I. Contents of activities

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

The theme of role games should come from children's life, which requires children to be 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, the role game area can produce "library" game activities.

Before creating a new role game, we might as well discuss it with our children and listen to their thoughts. Maybe a child who has just gone to the cafeteria 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, the provision of materials.

(1) Dollhouse. Furniture, such as beds, small tables and chairs; Doll, doll supplies, such as all kinds of clothes, bottles, all kinds of accessories, combs, towels and so on. ; 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, food, fruits, etc.

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

(3) supermarkets. 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. Various 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 located nearby. Role games are suitable to be placed near the building block area.

Instruct role-playing activities of all ages.

The correct guidance of role games 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 in the game 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 also constantly improving. From aimlessness to pre-planning, from teachers taking games to proposing game themes, dressing up game characters has further developed to leading others to play, from playing with objects to watching games for single players, parallel games to joint cooperative games. Teachers should fully understand children's development level, and when guiding them to play, they can 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, small classes

Children in small classes 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 children's role awareness. Teachers can provide role markers, such as mom's headscarf, dad's cell 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 go to her home to be a guest and bring "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 say your father does at home?" He thought for a moment and said, "Write and read the newspaper." 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, inspired by the teacher, the child went to help the "mother" of the doll's house cook and also helped the "doll" take a bath.

Children in small classes often play the same role in the game at the same time. For example, there may be two or three "moms" or several "dads" in a doll's house. This is caused by the age characteristics of children, and teachers should let nature take its course without interference.

Second, the middle class.

Middle-class children often think about the following plot when playing games, and have no ability to plan, discuss and design the game process in advance. Therefore, the guidance of children's role play in middle class should focus on deepening the 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 "In the Hospital", at the beginning, the "nurse" only knew how to give the "patient" an injection, give medicine and take his temperature. Later, the teacher inspired them to think about how to treat patients with soil care. How else can he take care of them? So the nurse thought of helping the patients, telling them to take medicine, accompanying the patients for examination and other game plots.

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 contact 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 teachers and children, there are also roles such as cooks and health care doctors.

Third, large class size.

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

In large class role games, children can be encouraged to make their own toys. 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.

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