Role game teaching plan

As an excellent educator, he is usually asked to write lesson plans, which can better organize teaching activities. So do you know how to write a formal lesson plan? The following are 8 lesson plans of role games that I collected and sorted out. Welcome to share.

Role game teaching plan 1 game purpose:

1, understand the main responsibilities of the game characters (father, mother, etc. ) you play;

2. Under the guidance of the teacher, you can interact with other (her) children in the game to cultivate initial communication skills and cooperation awareness;

3. Experience the fun of the game.

Game content: Doll's House

Number of people: according to the size of the venue or space and the actual number of students in the class, it is generally appropriate to have 2.5 square meters per person.

Game preparation:

1. The game room is equipped with all kinds of materials needed by the doll's family, such as the signboard of the doll's family, dolls (toys), tables and chairs, cribs, bowls and chopsticks, cooking stoves and televisions.

2. Consciously guide children to observe what their parents are doing at home.

Game flow:

1, import. What do children usually do at home? Do you want to be an adult (such as mom or dad) for once? Today we are going to play a game. The name of the game is dollhouse. Who are there in the dollhouse? What are they doing at home? Who do you want to play most? Please think about it and tell the teacher.

The teacher led the children to decorate the doll's house. In this process, teachers should play the role of leaders and demonstrators, and at the same time mobilize the enthusiasm of children to participate in games;

3. Help children to assign game roles and then take them to play;

4. As a participant, the teacher participates in the game, gives help and tries to make the children interact;

5. Guide the children to end the game happily and collect materials under the guidance of the teacher;

6. Evaluate children's games, praise and encourage more.

Precautions:

1, the materials used in the doll's home game area can be adapted to local conditions, and some local waste materials can be fully utilized, but they should be safe and hygienic;

2. At the beginning of playing role games, there is little interaction between children in small classes, and teachers need patient help, demonstration and guidance. Pay attention to the role of threading the needle in the game.

3. Games with the same content can be repeated 2-3 times, and then other role games can be played after playing.

Role-playing lesson plan The second origin of the game:

Our kindergarten is located at the bustling intersection of Qixunkou, and the children in the class often visit various buildings and shops around the kindergarten. On the way, the children saw many Fuzhou-style snack bars around the kindergarten, such as "fishing with soil", "Lianjiang pot", "glutinous rice balls" and "fish balls", which are all children's favorite foods. In a role game, a children's factory rubs fish balls, makes fried dough sticks and sells them happily ... In order to satisfy children's wishes and interests, we launched a role game of "flavor snack bar".

Game goal:

1. I like to participate in the games of "Snack Bar", "Doll's House" and "Israel", and I can actively participate in the games, showing a happy mood.

2. I will choose my favorite games and roles according to my own wishes, and clarify the division of labor and responsibilities of the roles.

3. It can truly reflect the working status of chefs, waiters, cashiers and other personnel in snack bars.

4. The role of the dollhouse will play games with the role of the snack bar.

5. According to the environment created by the teacher, all kinds of snacks and game props can be classified and placed.

6. In the game evaluation, you can express your feelings about the game in coherent and clear language.

Activity preparation:

(1) experience preparation:

A, please ask mom and dad to take their children to taste Fuzhou-style snack bar to get a preliminary understanding of the types and names of snacks.

B. Teachers and children visit the "Old Fuzhou" snack bar together to help children understand the personnel arrangement and division of responsibilities of the snack bar.

(2) Material preparation: snack bar-brand, cooker, pot, bowl, cash register, various snacks (meat swallow, noodles, fish balls, assorted fruits, etc. ).

(3) Skill preparation: Learn how to cook various snacks before the activity.

(4) Environmental preparation:

A, use railings, small tables and other furnishings to decorate the snack bar.

Design different house numbers according to different storefronts.

Activity flow:

(1) Guide children to enjoy the photos of "Visiting Old Fuzhou" and help them remember the layout of snack bars and the division of labor and arrangement of personnel.

Ask questions:

A There are so many snack bars, which one do you want to open? B, how is the snack bar arranged?

C. How do chefs and waiters work respectively? D. who are there in the snack bar?

(2) Introduce the material and play of the game.

A. Game materials: cookers, bowls, spoons, various snacks (such as meat swallows, fish balls, assorted fruits, etc. ) c, how to play:

A. The chef cooks corresponding snacks in the kitchen according to the usher's bill.

B, the chef should put the prepared snacks on the spare table.

C, customers should go to the cashier to choose their own snacks, and then buy tickets to the receptionist.

D. after the customer gives the bill to the receptionist, he sits at the dining table and waits for snacks.

E. the usher should give the customer's bill to the chef and send the snacks to the customer's table.

(3) Children's games and teachers' guidance

A, the teacher as the manager of the "snack bar" involved in the game, to help children decorate the scene of the "snack bar".

B, according to the chef's working steps and the customer's dining procedures, guide the children to play games.

C remind the receptionist to clear the tableware in time and keep the dining table clean.

(4) Game evaluation

A, guide children to talk about what role you play in today's "snack bar" game and how do you work?

B, which snack bar staff do you like best, and why?

Observe and move forward:

Before playing games, we let our children visit the "Old Fuzhou" snack bar. The children have a certain understanding of the personnel arrangement and division of labor in the snack bar and the basic work content. So, according to their own visit experience, the children recalled with the teacher in the snack bar at that time how they worked and what was the procedure of eating. After the teacher introduced the materials and gameplay of the game, the children excitedly started the game. In the game, the "little chef" will cook the corresponding snacks according to the requirements of customers; "customers" will know to buy tickets at the cashier first and eat their own snacks with the tickets; The "waiter" will help the "chef" to serve the snacks to the "customers" ... but in the game, children are not very clear about their roles and responsibilities, and it is easy to have unclear roles. For example, "waiters" sometimes forget to serve snacks to "customers", while chefs sometimes go to other snack bars to play games and so on. And will focus on guiding children to be more clear about their roles and responsibilities in the next game.

Game reflection:

Games that children can actively participate in. He can play games in a certain order according to his role, for example, the chef will put the stove first, and then put the food in the corresponding position one by one; The waiter will clear the table first; The cashier can tidy up the cash register before sorting out the bill. Children are very focused on their roles. Although there are still some shortcomings in the rules of the game, I think it is more important to let children participate in the game enthusiastically and independently than to impose rules on children to master. In the process of playing games, I found that children are very keen on playing in their own game groups and lack communication with other groups. For example, the parents of the doll family just sort out the dolls at home and rarely take them to snack bars to eat snacks; There is also less language communication between waiters and receptionists, chefs and customers. In the next game, we will focus on guiding children to communicate with each other in language. At the same time, in the game, the "chef and waiter" of the snack bar suggested that all the waiters in the snack bar should have aprons to avoid getting dirty. The "waiter" in the shop suggested that there should be some bags to hold the goods, so that it would be more convenient for guests to buy things. Therefore, in the next game, corresponding game materials will be added according to the needs of children.

Role Game 3 Teaching Plan I. Situation Analysis

At first, most children were interested in this independent and manipulated game, but the level of the game was very different. Whether you have attended kindergarten or not, whether you are cheerful or introverted are all factors that affect the level of the game. It is often found that while most children are "doing housework" with great interest, some children are wandering around the classroom with dolls or doing nothing. Some children have not adapted to the new environment. They even cry when they hear the word "mom" ...

In addition, for children who are still playing games, about half of them have the following phenomena: when asking the children who are feeding the dolls. "Ask again:" What are you doing? I am feeding the doll. Ask again: "Who are you?" The answer is: "I am Zhang Yi". It can be seen that this kind of children have the action of dressing up, but they have no sense of playing a role.

explain

These children who are idle and wandering around in the game group are not real games. Because, it is generally believed that the game presents a positive state of activity, and only those who actively participate in activities are games. In addition, we can't distinguish ourselves from the characters in the game, which shows that children have not yet established their own role consciousness, and the emergence of role consciousness is later than role behavior. Therefore, for the former, the teacher should let them play games happily and stimulate the role behavior. The latter can further cultivate role consciousness.

Second, the game requirements

1, learn to be a parent, stimulate role behavior and cultivate role awareness.

2. Establish game routines: use toys correctly and care for them.

Third, the competition preparation

1. Materials provided: build a ladder (1), a doll and some tableware;

(2) Two people, a doll, a big building block (table), two stools (beds) and some tableware.

2. Experienced: (1) Observe what mom and dad usually do;

(2) Dialogue: What do mom and dad do? What have you done for your children?

Role game lesson plan Article 4 Activity objective:

1, be able to define the responsibilities of the role you play and be able to keep the post;

2. Be able to use polite language and play quietly;

Activities: doll house, hospital, barber shop, food market, bank, bus, supermarket.

Activity flow:

First, the language of tour guides.

Children, today we are going to play with the doll's house again. Are you happy? The children in Li Ziheng had a good time last time we played a doll's house game. He used to be the grandfather of the doll family, but later he saw that there were not enough doctors in the hospital. That's because the child in the hospital ran away, so he went to the hospital to help the patients.

Besides, his method of seeing a doctor is different from others. He uses qigong. Today I want to see if all the children can find their own jobs and get off work. Also, should we be quiet when playing games, so that people who have a rest in the hospital can have a good rest;

Second, children's games

Teacher's guidance: focus on guiding the doll house, play the role of a guest and clean up the doll house with the doll mother;

Generally guide all service places to use polite language;

Teacher observation:

1, first observe whether the child can move the desk and chair, and then get the toy;

2. Observe whether children can solve some minor problems by themselves;

3. Observe whether the child can stand on the post according to the teacher's requirements and not run around in the middle of the classroom;

4. Observe whether the sound of children's games is quiet;

Third, teacher evaluation.

1, let individual children introduce their new discoveries today; And give affirmation and encouragement;

2. Praise the children who can stick to their posts and use polite language in the game today;

3. Praise the whole class for playing the game with low volume, and tell the children to see their performance in the next game;

Role Game 5 Teaching Plan I. Situation Analysis

After playing games for nearly a year, children in small classes have developed a strong interest in role games. During the whole game, they will be immersed in their own imagination and play happily: the mother of the doll family will cook and make the bed for the doll, and will also think of changing diapers, bathing the doll and holding the doll to see a doctor. Busy; Doctors in hospitals often treat patients and prescribe drugs according to their own personal experiences. During this period, it is also easy to find that some new themes will appear in small class children's games-these "new themes" often come from a new plot: for example, a temporary park will be built for dolls to visit and play; There must be a car to rescue patients; To eat KFC, you need a restaurant ... With the development of the plot, children's games demand more and more material conditions for the game, which gradually changes the phenomenon of playing with whatever toys are available at the beginning of small classes: from time to time, they want soap, doors and bathtubs ... So in the game at the end of this small lesson, children are encouraged to boldly find alternative toys and develop the game plot.

Second, the game goal

1. Knowing your role in the game, you will do something that matches your role in the game.

2. Try to use some body double toys in the game as needed, and play at will.

Third, the competition preparation

1. Provide existing realistic toys. Because of children's age characteristics, there are many such toys to provide, because children play according to toys.

2. Provide a box with all kinds of building blocks, boxes, ropes and other items, so that children can find alternative toys in the game.

Fourth, the game process

1, free choice

Children in small classes often choose themes according to toys. There are also some children who decide their roles according to their interest in a certain role and their familiarity with a certain game scene. The vast majority of children got toys and pieced together today's game content bit by bit during the game. In the process of "piecing together", they are extremely random, so the teacher should keep asking the children some questions before the game: "Think about where you are going to play today? What are you going to do? " Although these problems are extremely short-lived, they can gradually help children form some game purposes.

2. Independent development

Because of the age characteristics of children, teachers often ask "What did you do today?" It is found that the existing toys lack this and that. Because they have no experience of "substitution", they often have two situations: one is to give up, and the other is to replace them with empty gestures. What should the teacher do at this time? Let go? No, teachers should encourage children and provide them with "substitute" toys to give them full play. For example, during the game, the barber shampooed the doll and said, "I'll put some soap on you, so just close your eyes!" " At this point, her hand

Nothing; For example, the mother of the doll wants to go to the park with her child in her arms. When she comes out, her mother says to herself, "Oh, there is no car. Let's go later! " ...... In a similar situation, if the teacher can take the initiative to find a piece of "soap" with the children and take the bus together, the children can have more fun. At the same time, it also gave the children a message: "Things that are not in the game can be built by themselves, and places where there is no place can be opened by themselves."

In the process of children's independent play, teachers should not only actively provide children with alternative toys and actively encourage them to find alternative toys, but also be good at discovering alternative toys found by children at the end of small classes, such as their own bathtubs, their own walls, and their own flowers ... Teachers' appreciation can further encourage children and stimulate them to creatively reflect their lives.

3. Spontaneous communication

At the end of the game, what small class children accept most is to reproduce the scene of the game. Children can't help applauding when they see "soap" in the barber shop, dolls can go to the park by car and their mothers buy a "bathtub". Therefore, teachers fully affirm these "substitutes" and highlight their usefulness, which can not only gain the recognition of all other children, but also lay the foundation for future games, so that children can truly and creatively reflect their own lives in the games.

Role game teaching plan 6 teaching objectives

1. Guide children to play familiar roles, experience life, know the names of roles, imitate the most basic actions, and have simple role dialogues.

2. Cultivate children's cooperative consciousness and creative use of game materials in the game.

3. Learn more about barbershops through games.

teaching process

1. The teacher shows his work card and provides the role.

Teacher: Do you know who is in the barber shop?

2. Recall the existing experience with children and discuss the role behavior.

Teacher: What will the owner of the barber shop do? Where is the barber? What should cashiers and shampooers do? What would they say? Let the children recall and answer. The teacher reminds the children what the barber shop usually does, so that the children can imitate the basic movements of each role, what role is responsible for what work, and how to entertain guests when they come.

3. Children choose their favorite characters and try games.

The teacher asked individual children to be bosses, hairdressers, shampooers, etc. To perform. After the performance, please comment on the performance of this group of children and explain what is good and what needs improvement.

You can invite another group of children to audition. Make a brief comment.

4, children's independent games, teachers patrol observation and guidance.

Teachers can integrate into the role and play the role of customers and children playing games together. Explanation: "Oh, there is a new barber shop here, which just allows me to wash my hair and get a new hairstyle!" " "

5. Switch roles and continue the game.

6. After the game, put away the toys and the teacher will summarize the game.

The teacher plays the video to guide the children to observe which role performs well and why. Praise children who play games creatively. You can also talk about which role needs to be improved, practice speaking dialogue and imitate the actions of the staff.

The concept and characteristics of role games in Task 7 1

First, the concept of role games

Role-playing is a game in which preschool children creatively reproduce the surrounding social life according to their own wishes, with the help of real or alternative materials, by playing roles, using language, movements and expressions, and by imitating and imagining. Also known as symbolic games. It came into being when children were 2 or 3 years old, reached its peak in the late preschool period and was gradually replaced by regular games.

Second, the characteristics of role games

(A) the characteristics of the role game representation

The essence of representation is that preschool children express meaning-express meaning.

These "imaginary" activities in the game are very "serious" for young children.

Autonomy and creativity

Role-playing is preschool children's own game. They choose themes, characters and materials according to their own life experiences and interests, and freely switch plots and development contents during the game, so that their initiative and creativity can be fully reflected in the game. These ideas are also the seeds of future creative activities.

(C) the social characteristics of role games

Role-playing is not only preschool children's experience of real life, but also preschool children's simulation of human social life, which often includes preschool children's expectations of adult society.

Third, the special significance of role-playing to children's development (information search)

(1) Role games are unique in game development value.

First of all, it brings great happiness to children and plays an important role in cultivating their positive emotions, initiative and independence. Secondly, in role games, children's unique imagination activities open up a broad space for children's creativity and development, and promote the development of cognitive ability. Thirdly, role-playing in the game has effectively promoted the socialization process of children and promoted the formation of good moral character and behavior habits. Finally, in the role game, speech has also been developed.

(2) Role-playing has the comprehensiveness of game development value. Role-playing is a comprehensive practical activity for children to acquire action, language, emotion, cognitive sociality and so on, which comprehensively promotes the realization of game development value.

Question: Briefly describe the role game I understand.

Task 2 Organization and Guidance of Role Games

First, the organization of role games.

(A) the preparation of the game

1. Enrich the life experience of preschool children, increase their impressions of real life, and broaden the content sources of role games.

2. Provide suitable places, equipment and rich toys and game materials to create material conditions for preschool children to play role games.

3. Provide enough free time to ensure the in-depth development of preschool children's role games.

(B) the process of the game

1. Observe the performance of preschool children in games, and provide basis for targeted education.

2. Observe children's game activities, understand children's real game level, and provide basis for evaluating and guiding preschool children's games.

3. According to the level of preschool children of all ages, master the main links of games, and mainly help preschool children organize and carry out games by indirect guidance.

In the game, you should pay attention to

1. Mainly indirect guidance.

2. Grasp the main links of games and help preschool children play games according to their own development level. Adults should encourage children to put forward the theme of the game according to their own wishes.

Teachers should help preschool children to assign and play the role of games.

(3) the "end" of the game

1. End the game

(1) end time

Teachers should end the game when the nature of children's games is not low, so as to maintain the enthusiasm of preschool children to continue playing games. The duration of preschool children's activities is generally: small class 5- 10 minute; Middle shift 15-20 minutes; Large classes take 25-30 minutes.

(2) the way to end

"It's dark", "Off duty" and "Closed" end the game.

(3) the reason for the long time.

(1) A game has a long story, which leads to a long time, such as Doll Hospital.

② Preschool children have a high interest in games, which leads them to play games repeatedly for a long time.

arrange

(1) Teachers mainly guide children. According to different ages, the requirements for preschool children to pack toys are different. For example, small classes can put away some bigger things; The middle class can put the basic teaching AIDS back in place; The big class has been able to classify teaching AIDS.

(2) When making a request, the teacher will play a role in the game, which will have a good effect.

Evaluation game

(1) Small classes can be evaluated by teachers, so that preschool children can simply evaluate them. It is mainly an act of encouraging and praising preschool children.

(2) Teachers and preschool children can participate in the evaluation in middle and large classes, which can improve preschool children's analytical ability, learn from others' advantages and correct their own shortcomings, thus contributing to the further improvement of game quality.

Second, the observation and guidance of children's role-playing in large, middle and small classes

(A) Small class children role-playing guidance

The thinking level of small class children is in the transition stage from perceptual flow to intuitive visualization. Small class role games are mostly single-player games and parallel games.

(1) There are fewer kinds of toys and more similar toys.

(2) Teachers should participate more in the game process, and guide children through language communication between roles under the guidance of parallel games and cooperative games.

(3) Teachers should coordinate the relationship between role and reality in time in the process of game guidance, so as to reduce the interference of the conflict of reality on the game.

(4) Emotional evaluation should be adopted at the end of the game, and children should be led to clean the venue and cultivate good game habits.

(B) to guide children to play the role of the middle class

Middle-class children are most interested in roles, but they are not good at assigning roles only considering personal wishes, and begin to develop into peer games and cooperative games.

(1) Guide and encourage children to raise topics independently, cultivate children's ability to resolve conflicts through independent consultation, and positively remind children to cultivate collective consciousness.

(2) Teachers participate in games as roles, which enhances the creativity of children's role-playing and the novelty of game content.

(3) At the end of the game, attract children to participate in the evaluation, guide reflection, and cultivate observation and social skills.

(C) the guidance of role-playing for children in large classes

The role-playing level of large-class children has been significantly improved. The focus is on the rules of the game and the fidelity of role-playing. The theme of the game is clear and independent, and the ability of role-playing reflection and evaluation is budding.

(1) adopt a more direct guidance method, introduce the authenticity of real life into the game as much as possible, and keep the rationality of imagination.

(2) Guide children to negotiate, play cooperative games and solve problems independently, and encourage homemade toys with themes.

(3) Guide children to align external words and deeds with internal motives, deepen the theme of the game, and grasp interpersonal relationships in real life at a deeper level.

(4) Comments at the end of the game guide children to reflect on the profundity of the theme and content and their psychological activities, with the ultimate goal of making children adapt to social life.

Thinking about the problem:

Combined with kindergarten probation or pre-school children's role-playing observation activities, the pre-school children's role-playing guidance program is compiled.

Task 3 Evaluation and Design of Preschool Children's Role Games

First, pre-school children's role-playing evaluation

Game Name: Class: Instructor: Observer: Observation Date: Observation Time:

Preschool children's role-playing ability evaluation form

Role Games Teaching Plan 8 Role Games in Food Market

Today, the regional activities began, and the children came to the food market with baskets. They want to play the game of buying vegetables, but how can they buy them without money? I said you can go to the bank to withdraw money, and Xu Wenyu said, "I am a bank clerk, and you can come to me to withdraw money." Zhao Yule said, "I'm the boss selling vegetables. You come to buy food here." Zhao Yule said, "Never mind the opening of the food market, let's go shopping." Zhao said: How much is a catty of tomatoes? Zhao Yule: Tomatoes are two yuan a catty. How much is a catty of eggs? Zhao Yule said: Binary. Yan said: Is the price the same? Zhao Yule said: Every vegetable has a different price. I said, you can ask Zhao which one she wants to buy. Zhao said to him, I'll buy mushrooms. How much is a catty of mushrooms? Zhao Yule said: Three yuan. Zhao Yule gave Zhao a mushroom. Zhao said, "Zhao Yule, you weigh it for me and weigh it with a fair balance. Five are exactly one catty. " Zhao Yule showed great patience, helped Zhao weigh it well, and introduced "today's vegetable price" to other children.

Situation analysis:

1. Children can choose their favorite roles in role games and make full use of them to perform.

2. Le and Zhao Pingping may be lively, capable, independent and imaginative.

Guiding strategy:

1, the child has the initial ability of role assignment, and has learned to think independently and find ways to solve the difficulties encountered in role assignment. When children are thinking, teachers "don't participate" in order to provide children with sufficient opportunities for independent games, which is helpful to cultivate children's independence and autonomy.

2. In this process, children's behavior can be said to be the reappearance of children's daily life, and children have accumulated certain life experience. Children often creatively reflect real life through games, which fully embodies the life of children's games.

3. In the process of children's independent play, teachers should try to guide children by indirect intervention, so as to improve children's enthusiasm and initiative in the game.