Role game teaching plan

In actual teaching activities, teachers often need to use lesson plans, which can effectively improve teachers' teaching ability. Come and refer to the lesson plan you need! The following are six lesson plans of role games that I collected for you. Welcome to read the collection.

Role game teaching plan 1 1. Situation analysis

In the first stage, after one person, one doll and two dolls learn to be parents, children's role consciousness has sprouted. They began to immerse themselves in the game. Some of them fed milk to the doll with a bottle with dignity, some started to "run into the door" with the doll in their arms, and some whispered "Good baby" to the doll. At the same time, most children already know that fake spoons can't really be put in their mouths, and often use "this is fake" to explain the difference between their game behavior and reality.

Since 10, according to the average number of 4 to 5 people, 7 doll houses have been opened. But it is often seen that some dolls squeeze 7 or 8 people, and some only have 2 or 3 people; Some dolls have several parents; Most of the tableware items of dolls are placed in disorder and scattered all over the place; I won't tidy up after that.

explain

During this period, children's role consciousness grew from scratch and gradually became clear, and they began to be able to deal with the relationship between truth and falsehood, not only according to the rules of the role, but also according to the realistic characteristics of things and characters, but the development of role cognition was slow. Most children still don't understand the relationship between roles, which is closely related to their cognitive development and life experience. Therefore, teachers need to take corresponding measures in this weak link.

Second, the game requirements

1. Happy game, boldly express "My home ..." "I'm so happy ...".

2. Consolidate the rules of the game and learn to place and arrange items.

Third, the competition preparation

1. Materials provided: tableware and kitchen utensils for 7 dolls, each set in a small basket.

explain

Small class children have poor self-care, sorting and sorting abilities, so in order to facilitate children to master the routine of placing and sorting items, the materials provided should be easy for children to take and put, and easy to sort out.

2. Rich experience.

(1) Observation: Who are there at home?

(2) Example: "My Home", a preliminary understanding of the relationship between realistic logic and family members. For example, there is a father and a mother in a family; Grandma is mom's mom; Grandma is dad's mother and so on.

explain

When children have no clear role consciousness, their role cognition level is low. Teachers can design some activities to help children understand the relationship between family members.

(3) Observation: The placement of items at home and in the classroom, so that children can initially know that things should be placed neatly.

(4) Inspire children to learn some ways to organize and put things: "How to put them smoothly? How do you say it is cleaner? Such as: bowls stacked, dishes stacked; Magnify things first, then put small things, and so on.

explain

According to the characteristics of small class children, parents have more arrangements in life, and children's hands-on ability is poor. Teachers should not only provide simple materials as far as possible, but also give some specific guidance to enrich children's experience and let them try to practice.

Fourth, the game guidance.

1. Choose freely.

(1) Observation: the number of dolls.

Grading guidance:

A. For a doll house with 2 14 people, guide the children to play games as soon as possible: How are you going to play?

B Discuss "What if there are too many/too few people?" . Encourage children to make choices according to the results of consultation and their own intentions, such as: more people can go to the doll's house with fewer people; If there are few people, please invite some friends.

(2) Observation: Tableware placement.

Guide: Guide children with the tone of the game. "When you move to a new home, what about the things at home?" (swinging) ".

explain

At this stage of the game, the game material is gradually increasing, and the game begins to have a theme, which is different from the first stage of the complete single-player game. Therefore, the start-up process is particularly important. Teachers should not only encourage children to choose freely, but also stimulate their desire to play games to urge them to join the game as soon as possible, and also inspire children to learn some methods to solve contradictions.

2. Independent development.

(1) observation: the situation of doll family members and the role distribution of children.

On-demand guidance:

A. When there are overlapping people in the doll house again, the teacher can enlighten you: Which doll house are you from? Who are you in this dollhouse? Who else is in your family? Who is the father of this family?

B. When a child finds two "dads", sometimes one of them will be busy changing his name to "brother" and other roles, and then the game will continue; If the two "dads" are in trouble, they will discuss it when drawing lots, guessing fists or communicating.

(2) observation: child's play. How is the role behavior? How is the role consciousness? Is there a plot unfolding?

Guide:

A. Being a guest: Who are you? What are you doing? What else do you want to do? What else can I do? Instruct children to develop a repetitive dressing action into a role behavior. At the same time, stimulate children to produce new role behaviors. When the teacher pretended to be a guest and left the doll's house, the child said goodbye. The teacher continued to guide, "I'm in a hurry. Do you know where the bus stops? " Young child: "There it is." Teacher: "I don't know. Can you drive me?" . Children are "good". After sending it out, because there was no car theme, the child looked around and said, "Let me call you a taxi." . In this way, the role behavior is enriched bit by bit.

B. For some children with low game level, teachers can participate in the direct guidance of the game, from playing the main role of mother to playing the secondary role of aunt, so that children can step by step from specific reference to independent games.

explain

Because role games are children's independent games, they are particularly random. Therefore, teachers should pay attention to observation, so as to accurately grasp the level and intention of children's games and seize the opportunity to guide the development of games.

3. Spontaneous communication to consolidate role understanding.

(1) Which doll are you from? Who are you? Who else is in your family? Members of the doll family came forward and introduced themselves one by one. "I am ..."

(2) What are you happy about? Create a warm atmosphere and share the joy of the game collectively. If a doll's family has talked about birthdays, they can invite the birthday girl to come on stage and sing "HPPY BIRTH-DAY-day-day" together, so that every child can feel immersive and happy. They can also discuss "how to celebrate birthdays besides singing birthday songs?" . Send flowers, presents, eat cakes, etc. ) a series of plots followed. )

For another example, the scene of talking on the phone allows the introduced children to have a conversation with the children who listen to the lecture, "Hello …" and "Hello …". The fun of the game once again aroused the children's enthusiasm for the game.

(3) Visit the doll's house, "whose house is the cleanest", and encourage the doll's house to put things and organize things quickly and well.

explain

Games are also a happy activity for children's creative self-realization, so teachers should pay attention to children's various emotional experiences for the purpose of * * *. In the early stage of small class, pleasant experience is the main thing. Teachers should try to create an atmosphere of "you are happy, I am happy, and everyone is happy at home" to stimulate children's desire to play again.

Role game lesson plan 2 game theme: cake shop activity goal:

1. Guide children to play familiar roles, know their names and imitate the most basic actions.

2. There are simple character languages and behaviors in the game.

3. Cultivate children's ability to decide the theme of the game independently according to their own wishes. The theme is clear and stable.

4. Let children learn to negotiate the distribution of roles, and actively communicate and cooperate with their peers.

5. Further deepen the content of each theme, enrich the game content, and encourage children to strengthen the relationship between roles.

Activity preparation:

1, cake, bread toys, plasticine, work clothes and other first activities. Variety of tastes:

Time: Friday, June 8th, 20xx. Guiding points:

1, brief introduction to stimulate interest before the game 2, children's independent development, key points of observation and guidance:

(1) Help children decorate the playground together.

(2) Observe children's language and actions in the game to understand children's role level.

(3) Teachers play roles and give random guidance to guide children to have simple role language and behavior.

3. Talk after the game, with the teacher as the main way to reproduce valuable game fragments.

Observe and move forward:

Observation: When negotiating roles, children have been able to pay attention to controlling the volume and matching men and women, and like to play games with their peers. Most children can cherish props and materials in the game and treat them lightly. However, some children can't coordinate disputes between their peers.

Advance: Before the next game, I will use the class homepage to upload the story together with the courseware address, so that parents can cooperate with each other and let the children retell the story familiarly. Because the story characters in the courseware have obvious characteristics such as dialogue tone and expression, I think it is also a good learning role for children.

The second activity:

Activity time: June 20xx 15 (Friday) Afternoon Activity Preparation: Big dessert plate (supplementary) Guidance points:

1. The teacher commented on the role game played last time and asked the children to express their desire to play again.

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2. Enhance the role consciousness in the form of conversation, emphasizing the need to stick to the "post"; And stressed that children should abide by the rules of the game.

3. Assign roles: According to children's wishes, teachers should make adjustments according to children's wishes.

4, children's games, teacher guidance (1) Teachers comprehensively patrol to understand the situation of children's games, focus on guiding hospitals, remind staff to work hard and treat customers politely.

(2) Encourage communication between roles and themes.

(3) Pay attention to individual education, encourage each child to participate in the game, and remind individual children to abide by the rules of the game.

(4) Support the new themes generated by children in time.

5. At the end of the game (1), play music to remind children to pack their toys.

Organize children to comment on the interaction between roles and whether they stick to their posts.

Observe and move forward:

Observation: At first, in order to let the children connect the series of stories completely, I wanted the whole class to perform in roles, but I found that some children forgot when they recalled the contents of the stories. In order to give the children a direct impression, I want to guide them to discuss how to arrange the venue, and then a group of children with strong abilities will demonstrate the performance and guide the children sitting below to tell the dialogue together. Finally, ask the children to perform in groups (in the form of group leaders). The children are very enthusiastic when they perform, and they are very enthusiastic when they are attracted by the headdress. However, some children, after wearing headdresses, are unfamiliar with literary works and cannot perform with their peers. Children can basically discuss roles with each other in the game and show the main plot of the story.

Promotion: When children discuss roles, let them learn to combine freely, instead of asking the group leader to cultivate their cooperation ability. In the performance area, I also put story headgear and other props on the wall decoration, which plays a role in prompting, setting off the situation and rendering the atmosphere for children's performances, and is conducive to children's smooth play.

Lesson 3 of Role Games Today, Xinxin came to the barber shop and became a small host. At first, no small guests came to visit. So Xinxin thought about it and began to shout, "Did someone wash your hair? Free today! " However, Yan Yan shouted several times repeatedly, and no small guests came to wash their hair. So Xinxin took the initiative to run out and ask if anyone wanted a haircut. Finally, she went to the barber shop for a haircut. I saw Yan Yan sitting in a small chair, holding a plastic cup to help her wet her hair, ready to start washing her hair, but at this moment Yan Yan stopped and found that there was no shampoo. So Xinxin looked back at me and said, "Teacher, what if I don't have shampoo?" I said, "Think for yourself first. What can I do? " Xinxin took a look at the classroom after listening, so she ran to the small boss who opened the supermarket and brought back a mineral water bottle. She said happily, "Look, I have shampoo!" " "Then he began to give Xiaoyan a bath.

Behavior analysis:

The goal of self-esteem, self-confidence and autonomy in the social field of the Guide points out that "you can play games or other activities according to your own ideas." At the beginning of today's competition, because there were no small guests to get a haircut, Yan Yan made a hullabaloo about and said that the haircut was free today, which increased some business for her barber shop. Although no one came later, Yan Yan was not discouraged. Instead, they went out to ask questions one by one and succeeded in attracting small guests for themselves. It can be seen here that Xinxin has her own ideas and will put them into action. Instead of just sitting in a chair waiting for the little guests to come to the door. After that, when there was no shampoo, Xinxin cleverly thought of using mineral water bottles instead of shampoo to wash the little guests' hair. From these game behaviors of Xinxin, it can be seen that Xinxin's performance has basically reached the goal pointed out in the guide.

My thoughts:

They are middle-class children, have the experience of the previous year, and have a certain ability to solve problems relatively. So when children encounter problems in the process of playing games, I think the teacher can let go appropriately and let the children try to solve the problems themselves. Children's ideas can also be supported, so that they can realize their ideas and give some encouragement.

Role game teaching plan Article 4 Activity objective:

1. Further master the haircut procedure and try to "dye hair" for customers.

2. Actively communicate with customers and learn to entertain customers.

3. Test children's reaction ability and exercise their personal ability.

4. Cultivate children's complete and coherent expression ability and ability to judge things.

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

Game preparation:

1. experience preparation: children have a certain understanding of the procedure of haircut and know the basic polite expressions.

2. Material preparation: add water, books and tools for dyeing hair in the reception area.

Game flow:

1. Ask the question of the last game.

Teacher: In the last game, customers reported that hairdressers could only simply cut their hair. Many children suggested increasing hair dyeing. Many children don't know much about dyeing their hair. Today, Teacher Shi will introduce the new technology of dyeing hair to the children.

2. The teacher demonstrated dyeing hair and introduced new experiences.

Teacher: How many steps are there for children to watch the teacher dye their hair? Now teacher Shi is going to test the children. Boys have to dye their hair. How? Let's ask a child to stand up and demonstrate.

Summary:

Today, we learned to dye our hair. We should do the following things:

(1) agent mixing

(2) Brush dyeing paste

(3) Cover with tin foil paper

(4) evaporation

(5) sorting and spraying sizing water

(6) with hair cover

3. Put forward the game requirements:

(1) Barbers should dye their hair correctly and actively communicate with customers.

(2) Barber shop staff should entertain guests, bring them water, and give them books. , and use polite language correctly.

4. Children's games, teachers' observation and guidance.

Let the children choose their favorite role to play, and the teacher will observe and guide them as roles to enter the game.

Focus on guiding hairdressers to dye their hair and take the initiative to introduce them.

5. Comment on the game.

Exchange game: Who went to the barber shop today? Which hairdresser do you like? Why? Who dyed her hair today? What's the effect? What other problems did the children encounter in the game?

6. Children organize game materials

Requirements:

(1) Put away your toys quietly. Put the toys in order.

Put the toys back there.

Role game teaching plan 5 1, the situation of game observation

Mix inserted a gun with gourd plastic, and Yan Yan inserted two circles, gesturing face to face. After a while, Xinxin cried and shouted, "You hit someone, you are a bad gourd doll." Then a girl said to me, "Kiki hit me, too." "He hit me, too." ..... more and more people complain.

2. Analysis and promotion of the game

In the role game of Huluwa, we found that although children like to perform Huluwa, they are only limited to imitating Huluwa's action of fighting monsters, and the action is too big to take into account the surrounding small companions. How to avoid hurting your partner? This is a problem that should guide children to think and must be solved.

3. Guide inquiry activities

In the game, children can find problems and have solutions, so we guide children to explore solutions together.

(1) We let the children watch the cartoon "King Kong Huluwa" carefully, and let them discuss: Did Huluwa hurt his companions, and how did they get along? Secondly, guide children to think about how not to hurt their peers. Integrate the problems in the game into health education.

(2) Create a corresponding regional environment, so that children can fully satisfy their desire to perform and show themselves. We set up a small stage next to the structure area and hung the banner of "I am the best cucurbit doll" so that the children can perform one by one, and other children can volunteer to be small audiences. The children are very enthusiastic and change their movements every day.

4, the solution of the problem

The children were very excited about the construction of the small stage, and stood on the "stage" one by one to show off: Yu Zhe came, twisting little ass with his hands around his waist and saying, "I am a walking gourd doll as a model." Changchang said: "I am a gourd baby who can spit fire." Then open the lunge, stretch your hands back and bulge your cheeks to help "shout-" The applause and encouraging words of teachers and peers made them fully experience happiness and satisfaction and understand the rules of the game. From then on, there is no dispute. I also know how to observe discipline. Now as long as the teacher shouts: "Huluwa listens to the order! "The children answered at once.

Role Game 6 Teaching Plan I. Situation Analysis

After a summer vacation, the children in small classes have a strange feeling to each other. Children in small classes will be unfamiliar with the new environment in the first game: where should the doll house, hospital and bus be played? Which toys and building blocks should belong to the doll's house? Which should belong to the hospital? ....., it is essential to re-establish the game environment and make children familiar with it.

In the process of role-playing, children in small classes still retain many age characteristics of small classes, mainly interacting with things, so what is their attitude towards things?

It is not easy for children who have just left small classes to choose a theme in the game, find a place with a theme to play and simply build their own game environment, and it takes a long time and a long process.

Second, the game requirements

(1) If you are familiar with the game environment and know where your chosen theme is, you will simply build your own game environment.

(2) Will treat toys with a correct attitude.

Third, the competition preparation

1. Material: various building blocks and toys with various themes, such as gas stoves, bowls, chopsticks, hospital stethoscopes, tongue depressors, etc.

Rich experience: (1) Guide children to recall their existing life experiences, such as shops with walls and hospitals with walls. (2) Use visits and other methods to deepen children's impression of life. (3) Guide children to recall their existing life experiences and know how to take care of toys, because doctors in hospitals will take care of their own medical devices and dolls' mothers will take care of their household items.

explain

Role-playing is a game for children to reflect real life. Children's reactions are creative and imitative. Therefore, through countless memories and discussions, children can further understand and feel life before or after the game.

Fourth, the game guidance.

1. Discuss theme places such as dollhouse, hospital, barber shop and bus with children, and establish theme environment.

Introduce the building blocks and toys in the classroom to the children.

explain

Children will have a certain demand for the existing theme toys after small class role games, so that children can fully choose and promote the development of children's games.

3. Observe the game, * * * enjoy the game and guide the game.

① Focus on children's choice of toys.

explain

The correct choice of toys reflects the strength of children's role consciousness. Teachers should not rush to judge when facing children's choices. Children of this age sometimes forget their role identity and are blindly attracted by toys, and some children will pick them up with their own goals.

The role-matching toys are well used in the game. Seeing these scenes, the teachers really want to express their appreciation and let the children play harder.

② Pay attention to children's choice of building blocks.

explain

Not every player wants to build his own game environment, nor does it exist at the beginning of the game. Children sometimes find in the process of playing, "Hey, why is there no wall between the doll's house and the hospital?" So a child will go to a corner and move many blocks to build a wall. This is a great event, and the teacher should be happy for him from the bottom of his heart.

However, many times, children don't care about a game, and no one thinks of building a fence. This is normal and needs guidance.

③ Pay attention to observing children's toys.

explain

Children always have their reasons for choosing toys. Giving children a fixed laundry list when collecting toys is helpful to cultivate their attitude towards toys.

4. Exchange assessment

(1) Reproduction: Reproduce good game plots in children's games, such as children choosing toys according to their roles and making good use of them; For example, the father of the doll family found that his home and the hospital were connected, so he built a wall at home; For example, doctors in hospitals put toys away.

explain

Reproduction can be scene reproduction or language reproduction. Copying communication can make children in the early stage of small classes have a more intuitive impression and be easily accepted. Therefore, this method should be used more and strengthened.

(2) Questioning: Teachers ask questions as roles.

For example, I am a patient in the hospital, but I walked from the hospital to the doll's house. What happened? If I am a customer who goes to have a haircut and see my uncle holding a stethoscope in the barber shop, and so on. Children will think before this kind of question, which may last for a long time, but it is normal.

(3) Introduce the laundry list of various themes to children by showing, and guide children to know how to choose toys, use toys correctly and collect toys well.