Kindergarten middle class regional lesson plans

As a quietly dedicated educator, it is often necessary to carry out the work of lesson plan writing, which helps to carry out teaching activities smoothly and effectively. How to write a lesson plan to play its role better? The following is my carefully organized kindergarten middle class regional lesson plan 5, I hope it can help you.

Design intention :

"Love of home" theme has been carried out, in the theme of the clues I generated this regional activity "hometown snacks". "

Activity Objectives :

1, in the context of the theme of the activities, active hands to make a variety of snacks, improve the children's hands, and further enrich the understanding of the hometown snacks.

2, in the game situation, active interaction with others, and through the activities to enhance the love of home snacks.

3, through the understanding of the hometown snacks, active, willing to try to cooperate in homemade books "Ruijin special snacks"

4, let the children experience the joy of regional activities.

Activity Preparation :

Pre-preparation:

Knowledge and Experience Preparation: The children have a certain understanding of their hometown snacks, and ate, to the store to buy, to see what others have done.

Material preparation: and the children used the previous regional activities to make the price list, store signboards and other arrangements for the "Ruijin special snacks" store.

Children and parents together to make a book about Ruijin snacks, can be a variety of snacks pictures can also be about a snack story, food culture and so on.

Activity material preparation:

art area: sponge paper, white paper, calendar paper, foam, playdough, plates, has been made part of the snacks demonstration and so on

will be a corner of the site set up as a "hometown snacks store", there is a store signboards, price lists, tables, chef's uniforms, staff uniforms, dishes, Chopsticks and so on.

Book corner: homemade book "Ruijin special snacks", related snacks pictures, crayons, cardboard, white paper, binding machine and so on.

Activity process :

First, talk about the introduction link

Children, we have a lot of delicious snacks in Ruijin, you have eaten which snacks? (Ask the children to speak according to life experience)

Have you ever been to a specialty snack bar to eat these snacks?

Have you ever been to a specialty food store and eaten these snacks?

Have you ever seen your mom or dad or the chef at the store make snacks from your hometown? How do they do it?

Second, the introduction of the regional materials and activities required

Role play area: teachers and children have been set up here as a "hometown snacks store". This store specializes in selling our Ruijin snacks, there are fairy grass jelly, bean cake, wormwood rice fruit, taro dumplings and so on, children can play the clerk, chef, small guests, play the clerk of the children to wear a good uniform, play the role of the chef of the children to wear a good chef's hat. Play a small chef stand in the "kitchen", play the clerk of the children saw the guests should be warmly greeted him, the guests should be polite when they leave.

art area: the teacher in the art area to prepare a variety of sponge paper, white paper, calendar paper, foam and other materials, each box also has a teacher to do a good job of snacks, you can use these materials, like the teacher to make a variety of specialties of our hometown snacks. You can also continue to make new menus, price lists, billboards, etc. for the "hometown snack bar".

Book corner: there have been parents, mothers and children with the production of the book "Ruijin special snacks", children can go to see, but also in accordance with their methods, to draw or cut and paste, a few children to cooperate to make a "Ruijin special snacks". "

These are the most important things that you can do to make your life better.

Third, the children choose their own area for activities.

Fourth, the teacher observed and guided the children's activities.

Role play area: observe the children's activities, according to the children's activities, consider whether to intervene as a customer or guidance.

Arts and crafts area: Observe children's work and encourage them to make things with their hands.

Book corner: encourage children to boldly use painting, sticking and other ways to cooperate in the production of books, to help children binding and other work.

V. Organize the children to pack up the materials.

Requirements to put the materials back to the original place, pick up the garbage to the trash basket.

VI. Evaluation of children's activities.

Kindergarten middle class regional lesson plan Part 2

I. Activity Objectives

1. Through practice and discussion, the children will further learn to play with their peers in a friendly ****.

2. The children *** to share the joy of success, so that the children feel happy activity mood.

3. Encourage children to use complete language, boldly tell others with whom they play, how to play.

4. Through watching the pictures, guide children to analyze, discuss, and know how to interact with friends.

5. Children can negotiate with their peers: "Can I play with you?"

5. Children can negotiate with their peers: "Can I play with you?" or "Let's swap games?". They can master simple sharing strategies.

II. Objectives:

1. Operation area (drying clothes): strong children can help weak children to correctly place the dots and line up the clothes; average children can completely tell how they do it; weak children can accurately place the dots according to the numbers.

2. Math area (find a friend): weak children can accurately count and put the card into the corresponding position; children with average ability can tell the complete story: "how many * * *, can be expressed by the number of". The strongest children can tell the other children how they play.

3. Language area (small envelopes): weak children can use their fingers to read the children's songs word by word; children with average ability can read the children's songs with expression; children with strong ability can perform the children's songs they can read to other children.

4. Bilingual corner (card game): according to the picture prompts to put the corresponding English cards and Chinese character cards, children can introduce their own English and Chinese characters to each other.

5. Carousel game (summer sports): children can tell each other about the different sports they know.

6. Cognitive area (summer fruits): children can name different fruits and ask each other questions to share what they know.

7.3.3.3: children can initially master the steps of 1-8, can be carried out in the form of competition, *** with the joy of feeling successful.

Activity Preparation: Activity Corner Creation

(1) do do play: lollipop sticks, cotton, foam, scissors, glue, etc..

(2) scissors, glue.

(3) 3.3.3: 3.3.3 Learning aids.

Three. Activity organization and guidance

The process of activities:

(a) show the picture, arouse interest:

Today, the teacher received a letter, let's look at the contents of the letter?

(2) Observe the pictures and guide the discussion:

1. See what happened to the children in the photos?

2. What can we do to help them?

(C) create a scenario, the children experience: children free to partner, respectively, to the activities have been created in the area of free choice to play,

1. operation area (drying clothes): the children correctly placed polka dots, to the clothes in line.

2. math area (find a friend): children can accurately count and put the card to the appropriate location, can be a complete narrative: "a few * * *, you can use the number a few to say".

3, the focus of the corner: language area (small envelope): children can read their own children's songs to other children to listen to a complete, and can negotiate with peers to exchange the content of the corner.

4. Bilingual corner (card game): children can **** with the sharing of their own knowledge of English and Chinese characters.

5. Carousel game (sports in summer): children can tell about different sports they know according to word cards and pictures, and can cooperate with peers to tell about them.

6. Cognitive area (summer fruits): children can say the names of different fruits according to the word cards and objects.

7.3.3.3: Children can make the steps 1-8 accurately.

8. Focus area: Handicraft area:

(1) Children can share their work with other children.

(2) Children in the process of activities, the teacher inspired children can share what they have mastered with their peers.

(3) Encourage children to consult with each other when they encounter problems and not to compete with their peers.

(4) Inspire children to try to participate in a variety of different activity areas, and be able to negotiate with their peers in a friendly way: "I also want to play this game, can I play with you?" "Is it okay for me to join this game?" "Let's swap and play, okay?" and so on.

(d) Children introduce their activities to each other.

Children say who they just played with? What did they play? How to play.

(5) Key guidance: guide children to play with their peers in a friendly way, share the joy of their own games, and be able to negotiate with their peers*** with or take turns in the game.

(6) Individual guidance

Guiding children to help other children and play with them after their own complete story.

Encourage children to play with their peers in a friendly way and not to compete with them for toys.

Reflection: children in the regional activities learned to share, humility, children in the play to learn, in the form of games, situational performances, so that the children unconsciously learn the knowledge, master the skills.

kindergarten middle class regional lesson plan Part 3

Design intention:

Through regional activities are constantly meticulous. In-depth development, the children in the second class especially like regional activities, the regional activities of our class environment and materials in the continuous innovation, progress, children's various abilities are also constantly improving, mainly in: have good operating habits have a strong ability to interact. Their ability to solve problems by themselves in play is improving, and they have a strong desire to explore scientific activities. But there are also some shortcomings, such as language area, music sub-area children's participation rate is not high, yo and the activities of a single content in response to these situations, this semester. I set up the regional environment materials according to the children's age characteristics, interests and hobbies.

Activity Objectives:

1, boldly choose to like the game content and materials, independent, enjoyable games.

2, in the activities of the development of children's ability to interact with each other, improve the children's ability to find their own problems to solve the problem.

3, in the role of the game to enhance role awareness and their own development of the game plot in science activities to develop children's observation skills, bold hands-on.

4. Develop children's oral expression and interest in music performance.

Activity Preparation:

1, the same song

2, the city of young TV: scrap books, pictures, children's homemade, billboards, homemade TV, microphone

3, the art area painting tools, trays, ping pong balls, glue, colored paper, set up a display

4, Observation area small hammer nails foam sponge peanut elastic objects small snails garlic onions potatoes plant observation record sheet

5, the news release area small stick Hydroelectric City newspaper clippings paste microphone

6, the dolls fast-food restaurant environment table tableware tableware chef waiter uniforms Cold drinks to provide playdough

7, the block area a variety of blocks toddlers design toy city build schematic various toys flower tree Foam board, small seal

Activity process:

1, introduce the content of today's activities, put forward the requirements of the activities.

Show the regional activity self-assessment form for children to evaluate their own behavior through today's activities, and stamp their own small seal.

2, children according to their wishes to choose the activity area for zoning activities

a, the same song, children choose their own hosts, their own arrangement of the order of the program.

Duet, "My Home", chorus: Ode to Joy, Little Train, storytelling: Flower Hood, Brave Hedgehog, English Fairy Tale: Kitten Fishing, Rhythm: Little Star.

b, the city's young TV: Chinese station Little Storytelling, Daily Diet, fast-food restaurant chef to teach cooking, poetry recitation with music: "Road", "Our Home", "Comb", "Painting the House"; teach you to learn English, employing hosts interspersed with commercials.

c. Artistic area: making ping pong dolls, tray painting.

d. Observation area: try a small hammer, recognize the elasticity, watering plants, small snails and make the corresponding observation records.

e, press area: talk about the creation of Yichang Hydropower City of some newspaper information, talk about their own ideas, design and draw their own heart of the city of hydropower.

f, dolls fast food restaurant: the launch of special offers week, buy out activities.

g. Building block area to build a toy field.

3, the teacher guidance a, observe the children in the activities of the performance of timely intervention.

b. Encourage children to think before they try when they encounter problems.

c. Focus on observing and guiding: the city's children's TV station and the same song.

d. Help individual children who have difficulty in playing and encourage them to be bold in socializing.

End:

Today, the small seal is particularly busy, I guess you have learned a lot of skills. I guess you have learned a lot of things. I do not know what you have learned. Tell us to listen to:

a. Children show their work, enhance self-confidence and sense of success, and experience the joy of sharing themselves and others.

b, say today's new discoveries, how to find the results of how to encourage children to try next time.

c. Tell us about the difficulties encountered by the children in the activities, and how they solved them.

d. Teachers summarize the children's play today, pack up the toys and materials.

Activity Source

In the activity, the children have a strong interest in the hero in their hearts - the Monkey King, the children like to imitate the actions of the Monkey King, envy the Monkey King's fiery eyes and ears, and hope that they also have the Monkey King's golden eyes and ears. The children like to imitate the Monkey King's movements, envy the Monkey King's fiery eyes and smooth wind ear, and wish they had the Monkey King's golden rod, so they carried out a regionalized learning activity called "The Monkey King".

Activity Objectives

1, will be able to observe carefully, using a variety of methods to express the characteristics of the monkey;

2, know that the crowd will wait a moment, to comply with the rules of the game.

Activity Resources

A variety of manipulatives for children to explore.

Activity process

1, the introduction of the

activities of the region:

Happy time time again, this time adding a new game "eyes of fire", the children want to find the monkeys from the complex picture, how will you find the monkeys? How will you find the monkey? (Guide children in a certain order from top to bottom, or from left to right). See who can find more.

2, put forward the rules of the activity:

(1) after the activity to keep the table neat and clean;

(2) crowded places know to wait a moment, or first choose another place to carry out activities.

3. Children carry out activities:

(Attached table at the end)

Teachers observed and found:

(1) In the art and craft area, although the teacher showed several different monkeys. . making schematics, most children presented a single piece of artwork and chose the upside down torn and pasted monkey.

(2) The children were inexperienced in how to manipulate the recording sheet, and many did not know how to begin.

(3) In the science area, the children were more interested in the monkeys in the classroom that could move and had voice dubbing, which was brand new, and the number of children was larger, and some children became a little unhappy because they did not choose to do this activity.

(4) The content of "Puzzle" in the puzzle area is challenging and the children are very interested.

Measures:

(1) Dynamic monkeys are relatively cute,

Although the children have relevant experience, but lack of relevant experience on how to express by tearing and pasting, it is necessary to express dynamic monkeys through the form of painting, tracing, and encouraging the children to look for their own auxiliary tools and materials.

(2) Before the next regional activity, spend 5-10 minutes to ask children to put forward the difficulties they encountered when recording, and come together to help them think of solutions.

(3) Increase the opportunities for children's activities to meet the interest of more children to participate in the science area and puzzle area.

Extension of activities

According to the needs of the children, provide the children with VCDs, videos "Animal World" to meet the children's interest in monkeys.

Activity Objectives:

1, Through the scenario of shopping, learn how to be a civilized little customer.

2, know that civilized behavior will bring convenience to themselves and others;

3, to develop the habit of waiting in an orderly manner, civilized shopping.

Teaching Preparation:

A shopping bag; regional corner "Dudu Supermarket"; three marking charts (take the basket, shopping, cashier)

Teaching Process:

Teaching Process:

1, guide the children to recall the shopping process.

Teacher: "Everyone must have been to the supermarket, then you are with whom to go? To do what?" (and grandmother to buy food; and good friends to buy drinks; and mom to buy shampoo)

Teacher: "What are the things sold in the supermarket?" (cookies; water; meat; model airplanes; toothpaste ......)

Teacher: "Do you know how to buy things?" (take money to buy; put things in the shopping cart; to choose ......)

2. Account for the scene of the game and the specific rules

Teacher: "It's such a nice day today, and everyone is in a good mood. There is a new toot supermarket over there, let's go inside to shop, everyone learn to buy one thing, the teacher to help you check out."

Second, try the first collective shopping, discover the problems and explore the solutions.

1, the children are free to enter the supermarket to buy, the teacher timely guidance.

Teacher: "The first to buy the children to do the seat to tell your good friends what you just bought? Why did you buy that?"

2. Teachers and children **** with the discussion of the first shopping, identify problems and **** with the rules.

(1) Make rules for taking the shopping basket

Teacher: "How did you buy things just now, what do you need to do first?" (take shopping basket)

"How should I take the shopping basket?" (queuing)

"Did you queue up just now?"

"What happens if you don't line up?" (wrestling; everyone grabbing; making a scene)

"Yes, you have to take them one by one, in order." The teacher says this as she pulls out the marker chart for lining up.

(2) Make rules for picking up and putting down items

Teacher: "Take the shopping basket and go--"

"So how did you shop the first time? "

"What do you have to pay attention to when shopping?" "(Don't break things; look before you take; be careful; don't touch things made of glass ......)

The teacher summarized, "When shopping for things, hold them gently and put back things you don't need."

Show the shopping markers as you talk.

(3) Set rules for payment

Teacher: "What do we do after we have picked out the goods?" (give money, pay)

"Is everyone going together?" (No, also need to line up)

Teacher summarizes: "Shopping is over, payment also need to line up."

Show the queue markers as you say this.

3. Send the rule markers discussed by *** with the same to the corresponding position to deepen the impression.

Teacher: "Now let's put these marking pictures in the supermarket to remind every customer who enters the supermarket to obey the rules and do civilized shopping."

"Look, this marking map, stick in which place is appropriate?" (Put it at the entrance of the supermarket to remind everyone to line up for the shopping basket; stick it on the shelves; put it next to the cash register)

Third, shopping again on the basis of the summary, consolidate the civilized behavior through the comparison of the two shopping.

Teacher summary: "Through personal experience and discussion, we know the importance of civilized shopping. Civilized shopping will bring convenience to yourself and others, and make shopping a happy thing. Let's go shopping happily, this time we still choose one commodity each."

Teacher: "Just after the receipt of payment, what did the salesman say?" (You're such a civilized bunch of little shoppers.)

"Why did she compliment you like that?" (The first time we messed around, we knocked over the merchandise, we squeezed, we didn't take the shopping basket; the second time we lined up ......)

Four, share the items purchased, migrate civilized experience.

Teacher: "Look what's in our shopping bag. The most important thing is that we have learned a lot of things. The most important thing is that we also learned how to be a civilized little shopper. To reward ourselves, let's share the items we just bought and eat and play together."

Activity Reflection:

This is a new teaching activity, the goal is to learn how to be a civilized little customer through the scenario of shopping; to know that civilized behavior will bring convenience to themselves and others; to develop the habit of waiting in an orderly manner and shopping in a civilized manner. This activity is also a series of activities centered on the sense of order. First of all, I gave full consideration to the age characteristics and life experiences of the children in the middle class in the selection of topics and contents. Before the activity, we made a questionnaire survey to the children in this class: Have you ever been to a supermarket? Do you like shopping in the supermarket? Why? What kinds of goods are there in the supermarket? Through the survey, we have a clear idea of the children's existing knowledge level. Secondly, I also started from the layout and material preparation of the activity area "Dudu Supermarket", so as to make it rich in commodities, complete in variety and realistic in environment. Because it is the first time to carry out a new game, so in the setting of the activity link, focusing on the three basic aspects of shopping need to pay attention to the order: into the supermarket to line up to get a shopping basket; shopping for goods should be gently carry and put down; after shopping for goods to the cash register to pay to queue up. At the end of the activity, I also need to queue up by sharing the purchased items, eat the shells and confetti do not throw to consolidate the deepening of the behavior, so that young children have a sense of internalization of the rules of the process, and to remind young children, civilization is not far from us, around us, need to start from the details of each person, **** with the maintenance.

Activity lesson plan several drafts, on the four trial activities, each time always find problems, and make corresponding adjustments. This makes me understand more y: there is no perfect lesson plan, there is no perfect instructor, we are all in the process of changing the lesson again and again to grow up. Every time the grinding of the lesson is painful, but this is the pain before the sweet, is the struggle before the metamorphosis. Gradually, grinding the language more and more concise in place; grinding even the details of the activities also know; grinding the organization of the activities more and more familiar, classroom driving more comfortable; until the grinding of the rigorous and lively, noisy, but not lose the orderly classroom, it is not far away from a charismatic teacher.