Program design of kindergarten teaching activities

In order to effectively ensure the level and quality of things or work, it is usually necessary to prepare a plan in advance. The plan is a written plan, which is the details, steps, etc. of specific action implementation methods. So have you understood the plan? Below are three plans and designs for kindergarten teaching activities that I have compiled for you. I hope they can help you. Design of Kindergarten Teaching Activities Part 1

Activity Preparation

1. Materials: disposable cups, straws with bendable front ends, colored paper, advertising paper.

2. Tools: scissors, solid glue, double-sided tape.

3． Make 1 example.

4． Make a flow chart of steps (see picture on the right).

Activity process

1. Recall situations, demonstrate examples, and stimulate children's desire to make.

2. Understand the production steps and required materials and tools.

(1) Teacher: What materials are needed to make a carousel? (Disposable paper cups, straws with bendable front ends, colored paper, advertising paper.)

( 2) Teacher: How to make a carousel? The teacher brought you a production flow chart (showing the production steps), can you understand it? What do these pictures mean?

(3) The teacher summarizes the operation process with children's songs.

Use the cup as a platform, and drill holes in the bottom and sides of the cup;

For small straws, drill in the holes, drill the long ones on top, and drill the short ones on the sides;

Straw head, open cross, small flower umbrella, hold it up, the sides of the wooden horse are sticky;

The carousel spins, it’s really fun.

3． Understand the key points of production.

In the production process, which steps are you not very good at?

(1) Drill holes. The location and size of the hole. (Picture 1)

(2) Cross cutting. The front end of the straw is cut into a cross shape for easy attachment and stability of the umbrella. (Picture 2)

(3) Umbrella production. First cut the square paper into a circle, cut a straight line from the edge to the center point, and then paste it together. (Figure 4) (4) Same graph. First fold the paper, then draw the graphics, and then cut and paste. (Picture 5)

4. Production by young children, teacher guidance

(1) When encountering difficulties, you can take the initiative to find a solution first, and then you can learn from your peers or ask the teacher for help.

Teacher: After so many problems have been solved, we can make it. Before production, the teacher also has requirements: During production, you may encounter some difficulties. You must first find a way to solve the difficulties yourself. If you cannot solve the problem, you can ask the children or the teacher for help.

(2) Use materials sparingly, pay attention to production safety, pack tools and materials in time, and keep them tidy, etc.

Teacher: Use production materials sparingly, pay attention to safety when using tools, put away tools and remaining materials in time after production, and keep them tidy.

5． Exploration Games for Toddlers: Carousel.

(1) Freely play the homemade merry-go-round and experience the joy of success.

(2) Children’s communication: Why can the merry-go-round spin?

Activity goals

1. Try looking at the flow chart to learn how to make a carousel.

2. Master the skills of drilling and cross-cutting, and learn to cut and paste the same graphics for decoration.

3． Feel the rotation of the wooden horse and experience the fun of homemade toys. Plan Design for Kindergarten Teaching Activities Part 2

Masonry is a special activity in our kindergarten. In the past, we often focused on the results, that is, whether the things we made today are similar and beautiful, but we ignored it. A process of making. After carrying out masonry activities for several years, I have personally felt the importance of activity routines.

Reasonable routines create an orderly and harmonious life for young children. Sumkholinsky once said: "A child's wisdom is at his fingertips." This sentence fully illustrates that cultivating children's creativity in masonry activities is inseparable from children's hands-on operations.

1. Topic selection

(1) As a teacher of a small class, I think so based on age characteristics. Teachers should think from many aspects to see whether the requirements for children meet their needs. Age characteristics and development patterns. For the children in the small class who have just entered the kindergarten, they don’t even understand what “playing in mud” is. We observe the children based on some small things in daily life. Things like what children usually like to play, what they eat, etc. In each activity, we cultivate the children's hands-on ability by letting them take a look, taste, and do it first, which is suitable for the age characteristics of the children.

(2) Based on life experience, children in small classes don’t understand anything at first. They will be interested in the snacks around them. They also know how to taste them. Their small mouths can taste different sweet, sour and spicy foods. smell. As their teacher

, we should guide them to observe the appearance characteristics of things, and then tell them what shape they are and what they taste like (for example: sugar is round, sweet, fragrant and fragrant). Fragrant. Apples are red and big. Bananas are long, yellow, curved, etc.) and make them up, which will be much easier for the children.

2. Experience preparation

(1) Basic skills Children in small classes are initially taught to recognize the materials and tools of masonry, and to know their names, properties, uses and usage. If you know what plasticine is and what bouncing clay is, you know that they are soft and moldable, and can be transformed into many different shapes with a little bit of dough and kneading. Plasticine making is a kind of handmade activity for children. They express the image of objects through skills such as massing, rubbing, pinching, pressing, and pasting. Sometimes, various graphic molds, straws, and matchsticks are used to help children complete the creation of their works. The works made by the children are brightly colored, beautiful in pattern, and in different shapes. The children have a sense of accomplishment, which stimulates their interest in clay crafts. Interest in activities.

(2) Guide children to name basic shapes. When shaping children, we also focus on guiding children to observe an object and what shape it looks like. For example: the round ball is called spherical; the shape of small water droplets is called drop shape; the shape of radish is called radish shape, sun shape, etc. It is quick and easy for children to operate.

3. Bits and pieces of experience

(1) Free play with clay. Since the children in the small class are young, their emotions, cognitive movements and other aspects are relatively superficial. Their performance in clay work activities I always feel unsatisfactory and often let children operate freely. They often encounter problems during operation, "Teacher, I don't know how, Teacher, I don't know how to pinch this." We can only encourage them to use their brains and hands on their own, and sometimes provide them with tools so that they can practice and operate repeatedly. It also provides some simple models for children to make various biscuits by themselves; provides knives for children to cut and roll glutinous rice balls; provides matchsticks to insert into the balls to make the sun's rays; and experience the joy of plasticine , feel the fun brought by different materials and promote children's development.

(2) Physical examples In small-class masonry teaching, teachers’ demonstrations are very important. Usually, teachers show children prepared physical objects or things that teachers have molded themselves. By letting children observe , clarify their names, shapes, and colors, and then the teacher begins to gradually demonstrate to the children, explaining while doing the actions, and the children follow the teacher's demonstration and then shape them. For example: if you put mud in the heart of your left hand, roll it back and forth with both hands to form a ball, which represents watermelon or apple; the two ends of the apple are a bit flat, use your small hands to press the two ends, which is his body. Is the apple ready? No, I still need to add the stem and leaves. My apple is ready! Press and bend the cylinder to make a banana. Through demonstration and explanation, children can become familiar with the entire operation process and operate together.

(3) Wrapping with colored clay to enhance hands-on ability. In order to make the fruits made by children big and real, the teacher first used newspapers to form fruit shapes, and then asked the children to wrap beautiful paper balls on the fruits. The color, the fragrant smell. In the past, we had some experience in wrapping children in the upper class. This time we asked the children in the small class to learn this method. We found that because the children in the small class were young and could not control their hands, there was no way to pull them down smoothly. After discussion with the teacher, according to the age characteristics of the children in the small class, they can only paste them piece by piece now. Later, when we were wrapping, we chose to give the children a piece of mud to wrap, a piece here and a piece there. Finally glue it on. For example: the two ends of an apple are concave. When we make the paper ball, we must shape it and press the two ends down, otherwise there will be no way to get it when wrapping. After the color is wrapped, we still need to add the stem and leaves, so that it is a complete apple.

(4) Fruit plate packaging, displaying sweet fruits. On the fruit plate packaging, we first saw baskets of fruits and thought they were rich in color, so we wanted to make fruits. We also asked parents to help us collect some fruit baskets. When we presented the fruits in the fruit baskets, we found that the effect was not very satisfactory and could not highlight the sweet and fragrant fruits we made. We tried our best to ask other teachers to take a look at it and give us some opinions. Finally, we decided to use a fruit plate to hold the fragrant and sweet fruits we made. It really allows people to see what we make at a glance, and the color combination is also very beautiful. We gave these fruits a nice name "Sweet Fruit". Plan design for kindergarten teaching activities Part 3

Hat-passing game dance

1. Activity goals:

1. Feel the joy and liveliness of the music, and be willing to use your body The movements feel the slowness and speed of 24 music.

2. Learn the hat-passing game and master the method of passing the hat according to the increasingly faster music rhythm.

3. Be able to cooperate with each other and play games together, reflecting the joy of mass games.

2. Activity preparation: 1. Several music hats 2. Big drums

3. Activity process:

(1) Children use body movements to feel the melody and rhythm of the music .

1. Say hello to the teacher.

Introduction: Today, many teachers have come, and they all want to see your best side. At this moment, please think of the most creative way to say hello to the teachers here. (Good teacher) Truth is better than sound.

2. Play the hat-giving game and feel the rhythm of the music with your body movements.

Introduction: Today I want to play the hat game with you. The hat is in my hand now. After a while, you will listen to the rhythm of the music and dance with the movements you have learned, and I will see who can dance the best. If you are the most creative, give him a hat.

3. Guide children to appreciate and distinguish between gradually faster and slower music rhythms.

Introduction: Have you all got your hat? Come and wear it for me to see. It looks so beautiful with it on. Do you know what the beat of the music you just danced is? (Two beats) Do you like this music? Raise your hands if you like it, I also like it very much. Why do you like it? How does this piece of music make you feel? (Joyful, jumping, intense) Now let’s listen to this piece of music again and listen to what changes there are in the speed of this piece of music? What are the changes? Who are you looking at? Has a pair of ears that can listen to music. (The front is getting slower and slower, the back is getting faster and faster) Yes, we call it getting slower and slower, and what do we call getting faster and faster? (Getting faster and faster) is really smart.

4. Listen to children’s songs, play games, and learn to form close circles.

Introduction: Come on, come on, I want to test you. I will close my eyes and count five times and ask you to form a big circle. Are you ready? Now I want to ask the children to form a small circle, right? , not too crowded, very comfortable, this is called an intimate circle. Listen to children's songs and play games: Children, dance, it's so joyful, go around, go around, go around, make a small intimate circle.

(Repeat several times)

5. Listen to music and find good friends to dance. You can listen to the slowing down music in a circle.

Introduction: At this moment, we listen to music and find good friends to dance. When we hear the music that gradually slows down, we form an intimate circle, right?

6. Learn to play pass-the-hat Game

Introduction: Now I have three hats, one for you, one for you and one for you. I am going to test the children again. Please raise your right hand and touch the hat of the child on the right. Do you feel it? The child who has not touched the hat should also pretend to touch it, then pick up his hat and wear it on What do I do if I don’t have it on my head? (Pretend to pick it up and wear it) Right, let’s get the hat again, put on the hat, get the hat, put on the hat ``````````. Okay, have you noticed where the hat is going to be pulled at this moment? (On other children’s heads) Oh, if you keep picking up the hat and putting it on, the hat will move clockwise. It turns out that we are playing the game of passing the hat. Is it fun? ?Then let’s listen to me read children’s songs and play the passing-the-hat game. (Pass the hat, wear the hat ```````` the faster you read it)

7. Listen to the increasingly faster music rhythm and play the hat-passing game.

Introduction: Now let’s play the hat-passing game together while listening to the increasingly fast music rhythm. Be careful to listen to the increasingly fast music. (Play twice and add a few more hats)

8. A complete hat-passing game.

Introduction: Do you want to play a complete game? Then the children will listen to the music and dance with their friends. When they hear the music that gets slower, they will gather in a small circle. Finally, they will listen to the music that gets faster and play a game of passing the hat. Can you play? I added a few more hats.

9. Invite teachers to play the passing game.

Introduction: How about inviting teachers to play such a fun game together? Pay attention to the increasingly fast music rhythm and pass the hat. (Invite the teacher to play twice and keep adding more hats)

10. Summary: What game did we learn today? You can teach your parents, younger brothers and sisters how to play it when you go back. Let's go out and play games and meet the teacher again.