Structural games in kindergarten middle classes

Kindergarten class structure game the first activity purpose:

1, understand the basic shape characteristics of the aircraft, and enrich children's understanding of aircraft types and styles.

2. Be able to spell around the theme, freely choose the game material, and cooperate with peers as much as possible.

3. Stimulate children's imagination and creativity, and cultivate children's practical ability.

4. Guide children to appreciate and evaluate their own and others' works and share the joy of success with their peers.

Activity preparation:

1, knowledge and experience: before class, let the children enjoy some pictures of airplanes to learn some knowledge and experience about airplanes and guide them to watch airplanes.

2. Material preparation: some pictures of the plane; Some toy planes; Flower scraps, plastic materials, etc.

Activity flow:

1, import part. Introduce riddles to arouse children's interest.

Teacher: Children, today the teacher is going to guess a riddle for everyone. Do you want to guess? Now listen to the teacher carefully.

"Big birds and big birds fly in the sky. Many people put them in their stomachs. Their long wings fly very fast. Everyone returned to China safely. "

Teacher: The children are so clever. The answer is the plane. Who can raise their hands and tell the teacher what the plane looks like? What does it do? (Children discuss and raise their hands to answer)

Teacher: Didn't the teacher ask you to bring your favorite airplane toys? Now you gently take it out, then go back to your seat and take a closer look at the plane. Later, the teacher will let the children tell the teacher.

(Children communicate, teachers ask questions)

Teacher: Teacher, there are many pictures of airplanes here. Children, come and have a look.

2. Explain the demonstration.

Teacher: Today, the teacher asked the children to masturbate. Which child can tell the teacher what parts are on the plane? (Aircraft head, fuselage, wings, tail)

Teacher: Teacher, there is a broken plane here. The teacher asked a child to come up and put them together in a plane. Other children should watch carefully how he spells. . Right?

Then the teacher explained it again.

Teacher: The teacher has prepared many kinds of materials for everyone. What material do you want to use to spell the plane?

Teacher: Teacher, here is an assembled plane. Children can have a look. This is a helicopter.

Step 3 request

Teacher: After a while, children can choose their favorite materials and put them on the plane, but now the teacher has to make some demands on the children.

(1) When spelling, don't fight for materials, think about how to arrange and learn to be modest.

If some children want to work together, they should discuss with each other how to do it and work together.

(3) The assembled plane should be strong. Strong.

Teachers prefer to see who can spell the plane differently from others.

4. Children construct teacher guidance.

Teachers can help some children with poor ability, observe them and help them when they need help.

Key guidance: some children's planes can't stand up, and the teacher guides them to think about how to insert them to make them stand up. For some children with good ability, inspire them to insert difficult fighters, helicopters, etc.

5. The last part

(1) Enjoy children's mosaic works.

Teacher: The teacher wants to invite the children to come up and talk about what kind of plane they are building, whether it is a fighter, a passenger plane, a helicopter or other kinds of planes.

The teacher saw that the planes the children took were all beautiful. Tell your good friend what plane you designed.

The background of the activity design of the second part of the kindergarten class structure game

During a spring outing, the children talked about the facilities, scenery and large toys in the park with great interest. I took the opportunity to ask my child a question: What do you see? What is in the park? If you were a small architect, what would you add to the park? Therefore, a structural game activity was launched.

moving target

1, let children experience the fun of * * * with games and feel the joy of success.

2, guide children to use a variety of materials around the theme, improve children's assembly, assembly and extension skills.

3. Encourage children to try to cooperate with their peers in the game and live in harmony.

Teaching emphases and difficulties

Children can use a variety of materials for enclosing, splicing, splicing and extending skills.

Activities to be prepared

Decorate the site with green plastic mats; Pictures of parks, fences and paths; Various structural materials, several auxiliary materials (toothpaste box, disposable chopsticks, jelly box)

Activity process

First, talk about introduction to arouse children's interest.

1. Today, the teacher took the children to visit the park. What is in the park?

The teacher showed the children pictures of parks, small fences and paths, so that they could appreciate and deepen their memories.

Second, demonstrate and explain.

1. If the children were small architects, what kind of park would you build? What will you add to the park?

2. Introduce the materials of this building.

3. Put forward the requirements for building the game.

Third, children's construction and teacher's guidance.

1, children can freely group and choose their favorite materials to construct.

2. Teachers guide children to choose and use different types of building materials for construction.

3. Let the children put the set items in the designated place.

Fourth, appreciation and evaluation.

Ask the children to enjoy the built park together and talk about what they have added to their own park.

Teaching reflection

Children can be interested in the content of the activity first, and can actively and boldly construct it. Most children can use some auxiliary materials to build paths, set up small fences and insert large and medium-sized toys and facilities, with rich imagination and reasonable layout. Individual children need the guidance and help of teachers. In the activity, teachers should remind and inspire children to be more creative while guiding their construction. When affirming the unique achievements of a single child, children should be encouraged to cooperate with each other in order to gain greater gains and stimulate their creativity.