The teaching plan of kindergarten big class game "hopscotch"

As a teacher, it is inevitable to write lesson plans, which are the link and bridge between teaching materials and syllabus and classroom teaching. How to write a lesson plan? The following is the lesson plan "Hopping House" that I compiled for you in kindergarten. Welcome to read the collection.

Kindergarten teaching plan hopscotch 1 the goal of the activity.

1, initially try the joy of jumping on one foot, and learn to jump on one foot and two feet continuously in the checkered house to exercise leg strength, with good coordination and sensitivity.

2. I like to participate in sports activities, abide by the rules of the game and experience the happiness brought by cooperation with my peers.

3. Develop children's jumping ability, cultivate children's creative thinking ability, and feel the fun of jumping into the box house.

4. Willing to try boldly and share experiences with peers.

5. I like to participate in games and experiences.

Activity preparation:

1, the children mastered the method of jumping with two feet and one foot in advance.

2. Draw a plot with four houses with different grids.

3, tape recorder, tape, small red flag side.

Activity process

First, warm-up exercise children practice various walking movements with music, (tall walking, short walking, tiptoe walking, heel walking, inner and outer feet walking, etc. )

Second, cooperative exploration and practice.

1, Teacher: Look at the checkered house painted on the ground, children. Please think about it. How do you play these square houses with different shapes?

(Teenager: hop on one foot, hop on both feet, hop across, hop on both legs, hop on one foot, hop on both feet alternately, etc. )

2. Ask several children to demonstrate creative games. Teach children not to collide with each other in activities, learn to protect themselves and their peers, and learn to discuss cooperation and exchange. The rule is not to step on the edge line of the lattice house. )

3. Teacher's summary: Let children take turns to demonstrate their own gameplay and share creative gameplay.

(1) Teacher: Who did you play with just now? How did you jump into the lattice house? Encourage children to introduce different shapes of lattice houses or a variety of games.

(2) What kind of jump can you think of? What other shapes of lattice houses can you think of?

4. The teacher showed the children the skills of continuous jumping, and then organized the children to practice 1-2 times.

(1) Explain the methods, skills, rules and safety matters of continuous jumping: jump from the starting point of the first house to the finish line. Go to the beginning of the second house and jump to the end one by one with your feet. Go to the beginning of the third house and jump to the end one by one. At the beginning of the fourth house, jump alternately on one foot and one foot. Jump into the middle of the grid when jumping, don't step on the edge line.

(2) When children play the game of "jumping on the grid", the key point is to guide children not to step on the edge line in the process of continuous jumping.

Third, the game: Fight for the Red Flag

1, how to play: children are divided into four groups, with equal numbers of hopscotch, complete four methods, and the faster group wins the red flag at the same time.

2. Rule: You can't step on the edge line when jumping off a building. The child who stepped on the line must go back to the starting point and jump again. After one jump, bypass in turn, and then the team continues the second jump.

3. The child starts the game.

4. The teacher summed up the game.

Fourth, the end.

The children do relaxation exercises with the music while wiping their sweat.

The expansion of verb (verb's abbreviation);

Let children continue to practice various methods of playing hopscotch in outdoor activities.

Activity reflection:

When children play folk games, they are full of curiosity and interest in games. Due to the limitation of children's own ability development, a small number of children have poor grasp of body balance and can't control their bodies well in one-legged jumping, so they often land or lose their balance. In view of this situation, teachers have taken different measures to guide. For children with poor balance, the teacher will not only encourage them with words, but also protect them during the journey. After repeated games, when children feel comfortable with their balance ability, it will increase the difficulty to meet the requirements of the game.

The kindergarten big class game lesson plan "hopscotch" Chapter II Activity objectives:

1. Cultivate children's balance control ability and learn to jump forward continuously with one foot.

2. Experience the happiness brought by the game.

Activity preparation: There are lattice diagrams and building blocks on the ground.

Activity flow:

First, exercise together.

1, at the beginning, "It's a beautiful day. The teacher will take you out for activities!" Let's do some exercise together.

2. Do it, kick, jump, jump and play.

Second, learn to keep jumping forward.

1, er, what is this? Like a house, there are many grids, and there are numbers in each grid. It must be fun. Do you want to play? Then let me try first. See how the teacher plays this grid game. Jump one by one in numerical order, and don't step on the line when jumping. Would you? Then come and play first, and then tell the teacher how you play this game.

2. How did you play just now? Today, the teacher will also teach you a skill, that is, jumping forward on one foot to play this game. When jumping, jump with one foot and don't step on the ground with the other foot. This is a foul.

3. Ask the children to demonstrate. Let's dance together.

Third, competition.

1, the child is really amazing. Now let's play a game to see which team will take the building blocks back first. In their own basket, which team wins, the group of children who win the championship will each be awarded a red apple, but the building blocks can't land when jumping. If it falls to the ground, it is a foul, and that group will not win the championship.

Let's start the game now.

Fourth, relax and exercise.

Beat your back, pinch your legs and relax for your good friend. We are also tired of playing. Let's have a drink and have a rest.

The design idea of the third chapter of the game lesson plan hopscotch in kindergarten;

Folk games have inexhaustible educational resources. "Hopping House" is a popular classic folk game. The game is fun to play, the materials are simple, and it is not limited by the environment and materials. Children will never get tired of playing with it. In children's games, I found that the game contains a lot of knowledge about numbers and shapes. Based on the new concept of educational resources and education integration put forward in the new syllabus, I have further explored and utilized this excellent local resource, organically and rationally integrated it with health, science and other fields, and injected the vitality of integrated education into the folk game "Hopscotch", so that children can boldly try to migrate and recreate the gameplay through a series of independent exploration and exchange activities, thus making the gameplay of this folk game.

Activity objectives:

1. I am willing to participate in exploration and creation activities with my companions and experience the fun of cooperation and sharing.

2. Be able to mobilize and use all kinds of mathematical knowledge experience, life experience and construction experience, and boldly recreate the gameplay of folk games.

3. Have preliminary thinking ability and creative ability.

4. In the activity, let the children experience the happiness of playing with their peers and be willing to play with them.

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

Activity preparation:

1, knowledge preparation: accumulated rich mathematical knowledge and experience, life experience and construction experience.

2. Material preparation: chopsticks, straws, sticks, PC tubes, wool needles, hula hoops, balance boards, balance bricks, sandbags and other outdoor activities. Digital cards from 1 to 10; Paper, pen, homework tray, etc.

Activity flow:

First, fight for a house.

1 triggered the children's experience of playing the folk game "hopscotch".

Teacher: Recently, all the children in our class are playing hopscotch. Can you tell me what materials I need to play this game? How to play?

Yang: The teacher will help us draw the house on the construction site in advance.

Teacher: Today, we play hopscotch, but today, the teacher won't help you draw a house. Let you prepare the house by yourself.

2. Guide children to discuss the materials and methods of building a house.

Teacher: Think about it, children. Besides painting, what other methods can be used to prepare the house?

Yang: You can spell it.

Yang: Let me put it this way.

Teacher: Yes, these methods are very good, so what materials are used to spell and decorate the house?

Yang: You can use plastic products. Children naturally use the experience of building games. )

Yang: You can use a wooden stick.

Yang: Use balloon sticks.

Yang: With branches.

Yang: Use chopsticks.

Yang: Use a knitting needle.

Children inspire each other, mobilizing and enriching their life experience. )

Teacher: Children have so many ways of thinking. Yes, all these things can be used to spell "house". But the teacher has another question: what kind of house do you want to spell?

Yang: (without hesitation) It's the kind of hopscotch.

Yang: It's the kind that the teacher drew.

Teacher: Can I only play games in this house? Can you think of any other house besides the one painted by the teacher?

Yang: You can have a triangular roof.

Yang: You can have a trapezoidal roof.

You can also have a semi-circular roof.

Teacher: The roof of a house can be changed. What about the main body of the house?

Yang: The main body of a house can be rectangular or square.

Young: the bottom can be wider and the top can be narrower.

Yang: I have also seen such a thin and tall building as the bell tower.

3. Encourage children to choose their own partners and business materials and try to fight for a house.

Teacher: Have you ever thought: Is there any way to help you put the house together as soon as possible? Do you spell it yourself or several people together?

Yang: A few good friends help is the quickest way.

Teacher: Well said, many hands make light work. What do you think several people should pay attention to when building a house together in order to reduce disputes and get things done as soon as possible?

Yang: We should have a good discussion.

Young: division of labor.

Teacher: Yes, it seems that children have a lot of cooperation experience. Now, please find your good friends, choose your favorite materials and build a house with a height of 10. Let's see who can spell out the house fastest and best.

Children are free to cooperate in building houses, and teachers comprehensively observe the situation of children's cooperative building houses. Because children have rich experience in building games and cooperation, their activities are orderly and smooth. Therefore, in this process, the teacher did not intervene, and soon, houses of different shapes were built.

Teacher: Wow, the children are amazing. They assembled the house in no time. Please visit each other now.

Second, hopscotch.

1, children can freely combine and play hopscotch.

Teacher: The house is finished. Now, please use your own house to play games.

The children can't wait to play hopscotch with their partners.

2. Guide children to comprehensively use a variety of sports movements and innovate hopscotch.

(1), inspire children to try a variety of "jumping" actions and boldly innovate the gameplay.

Teacher: How did you play hopscotch just now? Who will dance for everyone?

I asked a child to take the stage to demonstrate the action of hopscotch, and he naturally used the default method of jumping with his feet together to play games. I ask everyone to observe his play and question it.

Teacher: Think about it, children. Is this the only way to play hopscotch? Besides jumping like this, how can you jump?

We learned a lot about jumping.

Yang: You can hop.

Teacher: Hopping on one foot must be very interesting. Can you demonstrate it?

The child went on stage to demonstrate the method of jumping on one foot. He staggered and all the other children were amused. Before he finished dancing, another child immediately raised his hand.

Yang: I can jump backwards.

Teacher: Then try it. Child 2 can't wait to go on stage to demonstrate the method of jumping backwards. This method is relatively novel, and other children are eager to try it.

Division; That's interesting. Children can certainly think of more ways. You all try to see who can have the most fun and have the most fun.

As soon as the voice fell, the children couldn't bear it and came up with new ways to play.

(2) Provide auxiliary materials to support children to further expand their playfulness.

Teacher: The teacher has prepared a lot of materials for you around the venue. What do you have?

Yang: There are balance weights and sandbags. ...

Teacher: If these materials help, who can play in different ways?

Young man (raising his hand quickly): Teacher, I have an idea.

Teacher: OK, you can demonstrate it.

The child moved the stick while running, put it on the line of "floor" and played obstacle jumping. As the difficulty increased, he danced vigorously.

Teacher: How clever. You used all the movements in our sports activities. Let's try again, find the materials you need and see who can play a more interesting game.

With the help of auxiliary materials, children's enthusiasm is higher and their thinking is broadened. Some children moved some balance weights on the house and jumped on them. Another child jumped over the house with a sandbag on his head, and other children followed suit.

3. Guide children to migrate their mathematical experience and further modify the gameplay.

(1), show the digital card of 1- 10, and use the reciprocal method to inspire children to play hopscotch.

Teacher: The teacher also thought of a fun way to hopscotch. Please count first. How many floors does your house have?

Yang: 10 floor

Teacher: There are some digital cards beside the meeting place. Please mark the floor of your house with these digital cards. Children put corresponding digital cards on their houses on each floor.

Division; My new method is to let children jump from bottom to top and then from top to bottom, reading numbers while jumping. Who wants to try? A child went on stage and demonstrated it again.

Division; Did you find out? What are the rules of these numbers when he jumps from bottom to top? What happened to the law of numbers when jumping from top to bottom?

Young; The numbers are getting bigger and bigger from bottom to top, and getting smaller and smaller from top to bottom.

Teacher: Yes, this game method is to use the sequential reciprocal method we learned in mathematics, so we named this new game sequential reciprocal method.

(2) Inspire children to further divergent thinking and explore the use of various mathematical experiences to create different ways of playing.

Teacher: What other mathematical knowledge can be used to create different ways of playing?

Yang: You can use odd and even numbers.

Teacher: That's clever, but how to play this odd-even method?

The child was silent for a while, but obviously didn't think of this question.

Teacher: Let's think about it together. How to play parity method? For example: How many people does it take to play this game?

Yang: You can play for two people.

Teacher: How to play?

Yang: If he says singular or even, I'll jump.

Teacher: His method is good. Other children can help him think about what rules of the game he can play for this. For example: how to win or lose? What is the result of losing? What is the result of winning?

Yang: You can use stones, scissors and cloth to decide who will count and who will jump.

Yang: The loser jumps and the winner counts off.

Teacher: Who has anything to add? How to calculate the person who reported it?

Yang: You can say odd, let him find odd jump, say even, let him find me jump.

Teacher: Yes, this method is good, a bit like an exam.

You can also report an odd or even number as we did in the exam and let him jump next. For example, if I reported 1, he would jump to 3, 5 and 7.

Teacher: Wow, this method is really good and meticulous. Let's give him some applause. Tell you what, why don't you find a friend to come up and try?

The demonstration games of the two children were very interesting, which further stimulated the creative desire of other children.

Teacher: This game is very interesting. The methods and rules of the game are all made up by the children themselves. Well, can you think of any other methods besides parity and reciprocity?

Several children immediately raised their hands.

Yang: There is addition and subtraction.

Yang: Adjacent number method.

Young: component decomposition method.

The child's mind becomes very active. I think at this time, more time and opportunities to try should be left to most children.

Teacher: I know many children have already thought of it, so please find your own partners to try it together. Remember, every time you make up a new game, you must first discuss with your friends how to play it. What are the rules?

Once again, the children are free to disperse to find their companions and negotiate the gameplay. One group of children tried the method of adjacent numbers. Two people played together, one reported the number and the other jumped into the corresponding two adjacent numbers. Another group of children tried the composition of numbers. One child reported the numbers and the other child jumped to two decomposed numbers.

Three, guide children to organize creative experience, exchange and share creative achievements.

Teacher: Just now, the children made up a lot of interesting games. I think we should invite everyone to introduce each other and show us the new ways we have created.

Yang: I said, I said.

Teacher: I know every child wants to talk about it. There is a way. Let's talk about it. There are pens and paper on the plate on the table. Later, the children in each group can show all the new games you created today with patterns, and then paste them on the display board after painting.

The children began to show their creative achievements graphically, some with simple symbols, some with stick figures, and some with a mathematical combination listed on paper. I help children put their works on the exhibition board, participate in it, and encourage them to introduce their works and their games freely and independently.

Teacher: The children are so clever. They have come up with so many interesting ways to play hopscotch. You can make up more and better ways to play hopscotch in the future, such as rhythm method and scale method. We can bind these creative achievements into a book, which is called "The Complete Book of Hopscotch Game Methods". Let children from other kindergartens and classes come and play.

Activity reflection:

In this activity, the children are active and creative. They constantly interact actively and effectively with activity materials, peers and teachers, and still linger at the end of the activity. Through reflection, I think the reason for the success of the activity lies in several highlights during the activity:

Highlight 1: I am good at discovering and utilizing the potential educational value of folk games to make them full of vitality.

The folk game "hopscotch" originated from life and returned to life. It is both interesting and familiar to children, and has a strong local cultural atmosphere. Teachers can observe carefully in children's games, find the rich educational value contained in the games, and take this as a growing point to organically and reasonably integrate the fun of folk games with health, science, art and other fields, so that children can make use of their existing experience to constantly innovate the gameplay and give new vitality to folk games. The constantly enriched and expanded gameplay has further stimulated children's interest in the game, prompting them to devote themselves to exploration and creation again and again with passionate enthusiasm in the whole activity. The whole activity is interesting, educational and artistic, so that children can not only exercise, but also gain experience in learning and applying mathematics in the game, cultivate their sensitivity and expressiveness to rhythm, cultivate their creativity, and learn to cooperate, negotiate and communicate with their peers in the activity.

Highlight 2: Independent cooperative inquiry runs through children's activities, which is beneficial to children's long-term development.

In the activities, teachers always take the cultivation of children's comprehensive quality as the core, based on the "child-oriented" educational concept in the Outline. From the formulation of educational goals to every link of every activity, the educational spirit of independence, cooperation and exploration is embodied. Teachers provide children with a broad space for independent activities in the activities, so that children can choose materials and partners independently, think and create independently, and truly become the masters of their own learning and development. On the basis of fully grasping the age characteristics and learning characteristics of children in large classes, encourage children to learn to explore, negotiate and discuss with their peers, and organize beneficial collective exchange and sharing activities in time, so that children can express their opinions, correct and supplement their mistakes, share their creative achievements with each other and enjoy the fun of games. In this experience, what children get is far more meaningful than getting some conclusions, which is more conducive to their long-term development.

However, in reflection, I also found some shortcomings in the activity:

Failing to provide exploration content with different difficulties according to children with different ability levels.

The ability of individual children to boldly create performance in activities needs to be improved, and teachers should pay more attention to encouraging and guiding individual children.

Teaching plan "Hopping House" for kindergarten class 4 I. Design ideas:

When I was a child, my friends and I often drew a big house on the ground, with a roof on the top, two side-by-side grids on the second floor, and three connected cells (or more complicated) below. Jump from the bottom to the roof with one foot, and when you get to the side-by-side grid, your feet fall into two grids at the same time. Finally, your feet jump into the roof and return, and the next partner begins. Folk games are a "happy and interesting education" for children and a "relaxed and interesting educational method" for teachers. According to the age characteristics of children, I designed various forms of grids and put numbers or animals in them. Children can skip the number ten in even and odd numbers. When playing hopscotch, avoid the beast's box, or it will be eaten by the beast. Games develop children's jumping ability and enhance their adaptability to the external environment and resistance to diseases. Exercised children's physical coordination ability, jumping ability and balance ability, and stimulated children's interest in learning. It satisfies children's psychology of playing folk games and develops their jumping ability. Children in large classes have a positive desire to communicate and cooperate with their peers. Teachers provide this opportunity in time, encourage children to cooperate with each other, * * * solve the difficulties encountered, and * * * experience happiness.

Second, the activity objectives:

1, easy and natural jumping on one foot and jumping forward with both feet at the same time, develop the muscle strength of children's legs and enhance their jumping ability.

2, learn to master the method of hopscotch, remind children not to step on the line when hopscotch.

3. Experience the joy of folk games and actively find ways to solve the difficulties encountered in the activities.

Third, the activity preparation:

Site preparation: Draw the house on the site in advance.

Material preparation: 2-3 mobile houses (houses are made of waste cloth).

Fourth, the gameplay and rules:

How to play: Each group takes turns from the first person. First throw sandbags into the first grid, then jump into the first grid with one foot, then throw sandbags into the second grid, jump into the second grid with one foot, and so on. When you reach the ninth grid, step on the ninth grid with your feet, pick up the sandbags, and jump back one by one with one leg to complete the game.

Rule: If you jump into the room, your foot touches the line with the sandbag or you don't throw the sandbag into the corresponding number of squares accurately, you will be counted as a mistake, and another person will continue the game, and the first group will win.

Game form:

The teacher demonstrated the game; Children's group games;

Children can put forward their own gameplay:

1. Jump with one foot and two feet according to the arrangement of the grid.

2. Avoid the beast (beast card).

3, single (double) feet across the sandbag.