How to carry out regional activity plans in large classes

Regional activities are the favorite activities for children in early childhood. They can choose activities according to their own preferences and can freely play and explore. The following is a regional activity plan that I have carefully collected and compiled. I will share it with you now, so you can enjoy it.

Regional activity plan 1

Activity goals:

1. Appreciate various fingerprint prints and develop an interest in fingerprint prints.

2. Be able to boldly try to print with your fingers.

Highlights of the activity:

Appreciate various fingerprint prints and develop an interest in fingerprint prints.

Difficulties of the activity:

Be able to boldly try to print with your fingers.

Activity preparation:

Hands-on area: ink pad, drawing paper, and animated figures of drawn characters.

Math area: Prepare the drawn circles and let the children use their finger prints to draw and wear necklaces regularly.

Reading area: Photos of finger prints

Activity process:

1. Import activities.

1. Teacher: Children, do you still remember that the teacher taught different fingerprints in the last class? Who can tell us, what is the difference between our fingerprints? Where are our fingerprints? What’s the use?

2. The children answer and the teacher adds.

3. Teacher: Each of us has different fingerprints, and the fingerprints of each finger of the same person are also different. Since everyone’s fingerprints are different, fingerprints represent everyone’s identity, so the police will use this to catch some criminals. Sometimes we adults also use fingerprints when withdrawing money from banks. Money can be withdrawn.

4. Teacher: Do you think our fingerprints are useful? Let’s play games with fingerprints today!

2. Introduce corner materials to children.

1. Hands-on area:

Teacher: For a while, the children in the hands-on area will use your fingers to dip their fingers into the ink pad, and then complete the character dynamic drawings with their fingers. Children can try to use your fingers to print pictures and see the difference in the pictures printed by each finger. Children can also collaborate to complete a piece of work.

2. Mathematics area:

Teacher: Do you want to make a necklace with fingerprints? If you want your necklace to look beautiful, you can use your fingerprints to print Arranged regularly. (The teacher demonstrates how to make a necklace with regular printing) Children can also cooperate to complete a necklace.

3. Reading area:

Teacher: The children have brought some photos of finger painting and finger painting. You can go to the reading area to appreciate these photos and then think about it. , if you were to add finger painting and stippling, how would you paint? The next area class will require you to do finger painting and stippling.

3. Organize children to enter the area.

1. Propose regional rules.

When entering a district, you must first think about what district you want to enter. When the teacher plays music, the children quickly sort out the toys in the area and put them back in their place. Don’t make loud noises in the area and play quietly.

2. Teachers tour to guide children in regional activities.

Remind children in the hands-on area and educational area to pay attention to hygiene when printing and keep the drawing paper clean and tidy.

4. Children organize the operation materials and evaluate the situation of this regional activity.

1. Evaluate the activities of children in each district. Show photos of young children in action.

2. Invite children in the hands-on area and puzzle area to introduce children’s works, and the teacher will show the children’s works for evaluation.

Regional activity plan 2

1. Kindergarten corner game content

The corner game area includes character doll houses, construction areas, reading areas, and music performances Game area, art area, scientific discovery area, natural corner, puzzle area, operation area, sand and water play area, etc.

2. Principles for the design and guidance of corner games

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

3. Corner arrangements for each age group

Small class: doll house, construction area, reading area, art area, nature corner, operation area.

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

Big class: Doll’s house, construction area, reading area, art area, scientific discovery area, and puzzle area.

Kindergarten bridging class: performance game area, construction area, reading area, art area, scientific discovery area, and puzzle area.

4. Entry time for each age group

Entry time: 2 hours per day for small class, 1 and a half hours per day for middle class, 1 hour per day for large class, and 1 hour per day for kindergarten and primary school transition classes Guaranteed 40 minutes every day.

Reference time for entering the park: before meals, after meals, afternoon game time, departure activities, etc.

5. Requirements for regional activities

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

2. Teachers must ensure the time and quality of activities for children in the area every day, and keep relevant records.

6. Content reference, purpose and teacher guidance of regional activities for each age group

Regional activity plan 3

1. Activity goals:

1. Practice the fine movements of inserting and removing thumbtacks and develop hand-eye coordination.

2. Use rubber bands to creatively make graphic drawings on the template.

3. Cultivate children’s patience and concentration.

2. Activity materials:

Thumbtacks in boxes, plastic squares with various images on them, white paper, templates, colored rubber bands, recording dot charts

3. Operation levels:

First level: Pick up the thumbtack with your thumb and index finger, align it with a certain point on the outline of the image, and insert it until the entire outline of the image is completely covered. Insert full.

The second level: draw your own image, design a pattern, and use thumbtacks to insert outline lines to form a thumbtack painting.

The third layer: as shown in the template, use rubber bands to make a graphic painting at the corresponding position of the plastic board.

Level 4: Make two or more graphic paintings as shown in the template.

Level 5: Conceive your own ideas, compose them creatively, and record them.

4. Observation guidance:

1. Remind children to use different colors to illustrate nails regularly.

2. Encourage children to design their own patterns for plug-in boards, and praise those children who are serious, focused and patient.

3. Encourage children to compose their own pictures and cultivate their creativity. At the same time, the graphic paintings made by children can be used as templates for activities for children with weaker abilities.

5. Tips

1. To ensure the durability of the item, the image should be sealed in plastic.

2. This activity is suitable for one person or a group of two. To enhance the fun, children can be encouraged to compete.

3. Works conceived by children can be displayed to continuously increase their interest in activities.

Regional Activity Plan 4

Games are voluntary activities for the purpose of seeking happiness. But children's games are by no means a simple feeling of happiness, but a happiness accompanied by a sense of fulfillment in life. Games are activities for young children, which are quite different from learning activities and labor activities.

It has the following characteristics: First: games are active and voluntary activities of young children. Games are the nature of young children. Children’s games are not carried out under external force, but are carried out voluntarily and voluntarily by children out of their own interests and wishes. Activity. There are many types of children's games. This semester, our class has created educational area corner games, role games and morning optional activities, including puzzle areas, art areas, science areas, construction areas, living areas, language areas, as well as banks, kindergartens, Games such as Doll's House, Little Mouse Bakery, and Zhengyi Qingtuan Store. Let’s make a summary of the game activities of our class this semester.

1. Role games In role games, the role is the center of the game. In the game, children play an imaginary role and recombine the existing ideas in their minds in an imaginary way, thereby reflecting their understanding of social life and participating in adult social life. Children often have problems of one kind or another during games and argue endlessly about them. For our children in the top class, we must not only carry out moral education so that they know how to be humble to each other, but also focus on cultivating children's cooperation awareness during this semester.

First, use game rules to induce cooperative behavior in children. The proposing of rules not only provides requirements for children's activities, but also provides a hint for children's behavior and their games. For example, in the doll house, we guide children to establish rules like this: "Children should discuss before starting the game to determine what role they will play before playing. Parents, grandparents, and children are a family, and everyone should care about them. You can’t do whatever you want with family matters and family members.” Children are required to propose the roles they want to play and negotiate with each other. Use "family" to clarify the relationship between them, implying that they should cooperate in behavior.

Second, teachers actively participate in children’s games. Teachers' participation in children's activities can stimulate children's interest in games and set a good example for children. For example: Once, I was the "mother" and Jinjie was the "father" in the doll's house. When I got up in the morning, I said to Jin Jie: "I will dress the child, and you go buy breakfast." When he came back, he said to me: "I bought a cake." After breakfast, I glanced at my watch and said, "Oops. , I'm going to be late, I won't have time to send the baby off," Jin Jie said, "You go quickly, I'll go and send him off." At the beginning, Jinjie interacted with me passively, but later he became active and coordinated our behavior.

In addition, due to the young age of children, their main motivation for participating in roles is interest and activity. Therefore, when organizing role games this semester, on the basis of setting up scenes to stimulate children's interest in activities, we should pay attention to guiding and encouraging children to boldly try to gain experience and gradually understand themselves from personal experience. Only in this way can spontaneous and active activities be gradually transformed into active activities, which is conducive to the development of children's own potential. For example, in the role-playing game "Little Mouse Bakery", our children can choose and use various materials to make the specialty cakes they want. In the game, they were free to use materials to make whatever they wanted, and everyone had a great time. It can be seen that in the game, children gain experience through their own experience and choose methods that feel good to them. This allows them to master skills better and faster, and at the same time, it enhances their interest and interest in role-playing games. confidence.

2. Educational corner games

Educational corner games break through the situation in traditional education where children are in a passive and static state. Instead of teachers telling children knowledge, they make children passive and static. Rather, teachers design and provide environments for children to operate, especially various activity materials, so that children can actively develop in the interaction with the environment. Combined with the "Regional Activity Suggestions" put forward in the "Series of Books", here is the development of the educational corner games in our class this semester

First of all, the setting of the educational corner games is flexible. We based on the content of the theme activities. It was set up after considering many aspects: for example, in the theme activity of "Science Around Us", there are art areas, science areas, language areas, puzzle areas, construction areas, etc.

In the theme activity of "I Found Spring", there are living area, art area, language area, construction area, puzzle area, science area, etc.

Secondly, the creation of each corner is also based on the specific situation of the theme. The language area usually places some books, cards, finger puppets and other materials related to the theme, some interesting pictures and some children's songs imitated by children, and also places some blank paper, pencils and other exercise items; the art area puts some things in addition to some In addition to the regular practice supplies for young children, such as scissors, plasticine, colored paper, oil pastels, etc., some demonstration pictures of simple handicrafts are also provided, and children are encouraged to paste paintings and other works that they are satisfied with; some are usually provided in the science area. Children operate materials, which are related to the theme; usually the construction area is based on the theme.

3. Morning self-selected activities

In addition to role games and educational corner games, morning self-selected activities are also part of children’s games in the kindergarten. It is the beginning of one-day educational and teaching activities in kindergarten. Therefore, daily morning activities must be carefully organized to be purposeful and planned so that every child can actively and happily participate and gain new gains every day. In order to allow children to carry out morning activities easily and happily, we have adopted the method of allowing children to freely combine and choose freely. For example: if some children are willing to draw, let them freely imagine and paint; if some children like to play with colored clay, let them freely pinch and shape images; if they like

playing with building blocks, they can Build any tall building you want. Therefore, we will prepare in advance, be aware of children's interests and hobbies, and prepare various activity materials before children come to kindergarten, so that children can be involved in activities as soon as they arrive at kindergarten. During the activity, we pay attention to each child's interest, personality and language development level, and communication skills with peers, so that we can teach according to individual needs and help the children solve the problems they encounter during the activity so that the activity can proceed smoothly.

Whether it is role-playing games, educational corner games, or morning optional activities, we will conduct a summary evaluation after the activity. There are many ways to evaluate, sometimes it is done by the whole class, sometimes it is group discussion, you can also let the children evaluate by themselves, and the teacher can give guidance, etc. Children's independent evaluation is mainly to encourage children to express what they see, hear, feel and experience in the game, and communicate and share with their peers, such as: using teachers' encouraging words to encourage children, "The building you built is really high. Can you tell us about your construction experience? You had a lot of fun playing the game. Can you tell everyone the happiest and most interesting things in your game?" The child actively evaluated "What problem did I find? In order to What else should we do to play better in the future? I think who plays well and who doesn’t play well?” Another example: “Which group of children packed up their toys the fastest today?” based on the teacher’s overall evaluation. "I found that when changing games, some children did not pack away the toys from the original game and move to another game. This should not happen again in the next activity." "What new skills have you learned?" What else needs to be done to make the game more enjoyable next time?" and so on.

Of course, there are still some problems that we need to pay attention to and improve in the game activities this semester. For example, when assigning game roles and game tasks, we will designate a few children with strong abilities as the person in charge, and the person in charge will invite others. We found that when the person in charge walked around the class calling for their partners, most of the children looked at them nervously, raised their little hands high, and kept saying: "Me, me!" However, every time they were called, There are always a few people who are summoned away, and the rest are often those with poor routine habits or weak abilities. The remaining children are often arranged separately by teachers: go read a book or play with sculptures. Frustration, sadness, dissatisfaction, all kinds of expressions will immediately appear on the faces of these children, and those children who are called may not be satisfied with the roles assigned by teachers or small leaders.

In practice, we have realized that games arouse children’s interest in learning and increase their life knowledge. In future game activities, we will strengthen the observation and guidance of children's games so that children can grow and learn happily in games.

Regional activity plan 5

Activity goals:

1. Experience the emotion of cooperation and success through independent selection of activity materials and activity partners.

2. Be able to focus and carry out activities seriously, and be good at exploring how to play with materials. Have good tidying up habits.

Activity focus: Experience the joy of interacting with people through activities.

Difficulties of the activity: being able to pack up all activity materials after the activity.

Material placement:

Skilled little hands: making wicker, spring flowers, dressing up in spring

Little architects: construction diagrams, various plastics, Constructing a spring park

The ability to twine: flowers, wool, colored paper, and wrinkled paper made of various materials

Discover the secret: observe and record the changes in seeds

Listen to the talk: find friends for words, books, cards with children’s songs, story recordings

Use your brain: number cards, magnets, matching shapes, measure and weigh

Small stage: small microphone, performance headgear, various musical instruments, rhythm cards

Activity process: stimulate interest-practical operation-share happiness

1. Stimulate interest

We are going to start playing zone activities again. Today we have some new materials. Children can go and play with your good friends. See who can play well and have fun!

2. Practical operation

1. Children can choose their own activity areas and playmates according to their wishes.

2. The teacher observes the interaction between children and newly input materials and provides guidance.

3. Key observations: In the art area, children are encouraged to try and operate boldly.

3. Sharing happiness

1. Let the children talk about where they played today? What did they play? How did they play? Did they encounter any difficulties while playing? How did they solve them? ?

2. Let the children comment. Do you think he succeeded today? What was the most successful? (Why didn’t he succeed? What do you think can be done?)

3. The teacher reaffirms the children’s shining points and arouses their interest in exploring again. .

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