Winter kindergarten winter teaching plan

I. Overall objectives of the activity:

1, in regional activities, through children's independent activities, try to gain knowledge about winter and express their feelings and knowledge about winter in various ways.

2. Cultivate children's good behavior qualities such as sharing, negotiation and creation.

3. Experience and share the fun of playing games with peers.

4. Let children perceive the coming of winter through various senses and master the seasonal characteristics of winter.

5. Make children master some basic knowledge of winter life.

Second, environmental creation:

1. Physical environment: provide all kinds of business information, toys, books, pictures, cards, etc. Suitable for children, separate areas with toy cabinets. Arrange a warm home and a quiet and comfortable reading area. )

2. Spiritual environment: In daily life, guide children to acquire knowledge about winter, and organize children to boldly express their feelings and knowledge about winter.

Three. Regional activities:

(1) reading area

1, target:

(1), interested in books, learn to read books in an orderly way.

(2) Be able to boldly express what you have learned about winter in the book and express your love for winter.

2. Material supply:

(1), which provides books about winter suitable for middle school students.

(2) Organize children to bring 3-5 favorite story books or books about winter.

3. Activity level:

The first level: by providing books that children are familiar with and like, children are interested in reading.

The second level: in the form of reading books by teachers and students, guide children to learn to read in an orderly manner, and encourage and guide children to boldly express their understanding and feelings about winter.

The third level: guide children to boldly express their love for winter.

4. Activity strategy:

(1). Observe children's interest in books, and put the books that children like to read on the open shelf, so that children can choose freely.

(2) Observe whether the child's reading method is correct: ① Read the page from front to back. (2) flip through, turn to where to see where.

(3) Participate in children's communication activities, understand children's language expression ability, and give appropriate help so that every child can express his feelings and love for winter.

(2) Art design field

1, goal: (1), willing to participate in the activities of the art district and experience the fun of creative activities.

(2) Learn to creatively express the natural scenery in winter and some people's activities in the form of painting, bricklayer and papermaker.

(3) Stimulate children's beautiful feelings of loving nature.

2. Materials: oil pastels, markers, gouache pigments, gouache, plasticine, masons, carrots, cotton swabs,

Waxed paper, scissors, glue, paper books, toothpicks, etc.

3. Activity level:

The first level: by providing children with various operating materials at different levels, we can attract children to participate in creative activities, and at the same time guide them to boldly operate materials and freely present the natural scenery in winter.

The second level: through the combination of teaching activities, guide children to boldly show the beautiful scenery in winter in the form of painting, masonry and paper works.

The third level: combine teaching activities, guide children to choose their own materials, and creatively express the beautiful scenery in winter and human activities.

The fourth level: let children express their love for works and nature by appreciating and evaluating works with them.

4. Activity strategy:

(1), by providing children with various materials to stimulate their interest in participating in regional activities, teachers observe their activity process, gradually change materials, increase materials, and stimulate their interest in participating in activities. Children can choose their own favorite materials to show the natural scenery in winter.

(2) Teachers observe children's activities, participate in children's games, and provide different levels of materials according to children's different levels and abilities: weak ability: strong ability to provide low-level activity materials (oil pastels, markers, plasticine, scissors, handmade paper, etc.). ): Advanced activity materials (toothpicks, carrots, wax paper, etc.). ) combine the content of teaching activities to stimulate children.

(3) Teachers provide children with complex game materials, and combine teaching activities to stimulate children to creatively express the beauty of winter, and at the same time guide children to observe the people around them and express them with materials.

(4) Teachers provide children with some works of art showing winter, and guide them to appreciate and evaluate them, so as to stimulate children's love for nature.

(3), the role area-the doll's house

1, target:

(1), willing to participate in role-playing games with peers and experience the fun.

(2) Perception of winter climate characteristics and clothing characteristics through role-playing.

(3) Cultivate role consciousness.

2. Materials: prepare baby's home for children, such as crib, dining table, furniture, skipping rope, badminton, balls, sandbags, dolls, winter quilts, clothes, tableware toys, etc.

3. Activity level:

The first level: teachers attract children to participate in activities by providing them with game materials, and at the same time guide children to experience the fun of role-playing through role-playing.

The second level: teachers observe children's games, change and add game materials according to children's game needs, and let children perceive the characteristics of winter clothes and winter climate through games.

The third level: through the evaluation link of the game, let the children communicate, evaluate whether the behavior in the game is appropriate, and develop the children's role consciousness at one time.

4. Activity strategy:

(1), the teacher stimulates the children's interest in playing games by providing them with game materials at the doll's home. At the same time, the teacher observes the children's games and adjusts the game materials according to the children's interest in the games.

(2) Teachers observe children's games, change and add game materials to stimulate children's interest in games. At the same time, while children actively participate in games, they can feel the characteristics of winter climate and clothing.

(3) Teachers organize children to evaluate their own games together in the evaluation process, so that children can know what their roles are and whether they are suitable, thus developing children's role awareness.

Fourth, the effect analysis

(A), environmental creation

Environment is an important condition for regional games, and the rationality of environment creation will directly affect children's game effect. A reasonable and good environment can play a positive role in promoting children's games, while an inappropriate environment will hinder children's games. In this game, the teacher creates the environment according to the children's age characteristics and the existing game foundation. The children played active games in this relaxed, open and free game atmosphere.

(2), multi-level material delivery

The material of regional activities is a tool for operation and exploration, and it is also the material basis for children to learn and play. Children accumulate various experiences in the interaction with materials, and what kind of materials can trigger corresponding activities. Therefore, materials play an important role in regional activities. Therefore, teachers provide multi-level game materials that meet children's age characteristics, activity requirements and needs, and combine the content of theme activities with the objectives of teaching activities. At the same time, the teacher also considered the economy, practicality, safety and universality of the materials. Children are active, devoted and handy in regional games.

(C) Teacher-student interaction

Teachers are the guides, supporters and collaborators of children's games. In the game, teachers make appropriate and timely responses to children's interests, needs and performances, provide timely and appropriate implicit guidance and help, and adjust, supplement, support and expand children's activities in the activity area.

(4), guidance and evaluation

Children should have the power and possibility of free choice and independent decision in the game. Teachers realize that the process of games is the process of children's exploration and development. The teacher is not eager for success, but patiently observes the behavior of the children in the game. Teachers use different methods to intervene and guide children according to different situations: 1. When children only like a certain game or are not interested in it, and don't or don't like the new toy village materials, teachers can play games with the same or different materials near the children, causing the children to imitate, and teachers play a suggestive guiding role. 2. When children need teachers' participation and teachers think it is necessary to guide them, children invite teachers to play a role in the game or teachers themselves play a role in the children's game, and play a role in guiding children's games through the interaction between teachers, children and roles. 3. When a child has serious anti-attack behaviors that violate the rules in the game, the teacher will directly enter the game as a reality and directly interfere with the child's behavior, but this method should not be used more, because it is easy to destroy the atmosphere of the child's game.

Teachers make different appropriate evaluations according to children with different levels of development. For children with strong ability, evaluation is for the next higher level of activities. For example, "You are so smart, you will do better next time, and the teachers are waiting for your new work", so that they will never be satisfied with the status quo and pursue better ones. For children with weak ability, the evaluation is for the establishment and improvement of their self-confidence and enthusiasm: "Hey, you are really capable today, this problem has been solved, great!" "Your idea today is really good, and children will definitely learn from you in the future." In the collective evaluation, in addition to letting children show their works and personalities, it is more important to arouse children's * * * singing and share the happiness of success, find out the existing * * * sexual problems, and openly discuss them, so as to stimulate children's desire to continue exploring in activities and naturally produce their own activities, ways and methods.